How to Teach: A Practical Guide for Librarians(Practical Guides for Librarians)

Designed for any librarian who needs to teach either one person at a time or an entire class, How to Teach is a stand-alone guide to becoming proficient in teaching users how to access, evaluate, and use information. Covering both face-to-face and online teaching and learning, the book: gives you just enough background on learning theory, how to plan good instruction, and how to deliver it. helps you assess the advantages and disadvantages of face-to-face and online instruction and selecting the best mode for your content. Illustrates instructional strategies to employ and provides model lesson plans for creating online and face-to-face instruction.highlights ways of using individualized instruction either by itself or as a complement to other teaching. Examples include how to create LibGuides and videos. features lesson plans with step-by-step instructions and hands on ways to create objectives, present activities, and evaluate instruction. This book is designed for all librarians and library staff who teach as part of their role and library school students new to teaching.

Table of Contents:
Preface Acknowledgments Chapter 1. Teaching to Learn Objectives Introduction What is Learning? General Learning Theories How Children Learn How Adults Learn Library Learning Theory Information Search Process (ISP) Merrill’s Principles Key Points about Learning Learning Style Theories Key Points Exercises: Now You Try It… References Further Reading Chapter 2. Planning Instruction Objectives Today’s Libraries Today’s Librarians What is Instructional Design? Instructional Design Models ARCS Model The ADDIE Model Bloom’s Taxonomy Gagne’s Nine Events of Instruction Step 1: Analysis Step 2: Design Step 3: Development Step 4: Implementation Step 5: Evaluation Lesson Plan: Applying Gagne’s Events of Instruction Step 1: Prepare for Learning and Motivating the Students Step 2: Be Clear about What is to be Learned Step 3: Integrate New Material into Existing Knowledge Step 4: Present a Stimulus Step 5: Provide Guidance Step 6: Elicit Responses Step 7: Provide Feedback Step 8: Assess Performance Step 9: Enhance Retention and Transfer Key Points Exercises: Now You Try It… References Further Reading Chapter 3. Implementing Instruction Objectives Instruction Librarians -- Trainer, Instructor, Coach, or Facilitator? Characteristics of Successful Instruction Best Practices for Instruction Librarians Delivering Instruction Instruction for Libraries Creating Instruction Planning the Lesson Designing the Instruction Step-by-Step Plan Step 1: Plan the Lesson Step 2: Write Objectives Step 3: Get Learners Connected Step 4: Chunk, Show, and Tell the Content Step 5: Involve Learners Step 6: Create Handouts Step 7: Evaluate the Learning with an Action Plan Key Points: Taking an Action Approach Exercises: Now You Try It… References Further Reading Chapter 4. Types of Instruction Objectives How to Design, Create, and Deliver Training Identifying Instructional Types First Principles of Instruction Types of Instruction Direct Instruction Learner-centered Instruction Independent Learning Modes to Deliver Instruction Face-to-Face Training Classroom Instruction Workshops One-on-One Interactive Instruction Small Group Work Online Instruction Self-paced Instruction Tap Other Sources of Training Key Points Exercises: Now You Try It… References Further Reading Chapter 5. Face-to-Face Presentations Objectives Getting Ready for Face-to-Face Training: What Should You Consider? Your Presence Counts Make Visuals Work for You Handouts Instructional Strategies Selecting a Topic for the Academic Workshop What is Information Literacy? Evaluation Criteria Lesson Plan Model on Evaluating Web Sources Step 1: Conduct a Needs Assessment Step 2: Write the Lesson Goal and Objectives Lesson Goal Lesson Objectives Step 3: Create the Instruction Introduce the Workshop Begin the Warm-Up Exercise Conduct Part 1: Evaluation Criteria Conduct Part 2: Website Evaluation Conduct Part 3: Social Media Evaluation Provide Follow-up: The Next Step… Step 4: Evaluate Performance Step 5: Summary and Wrap-up Lesson Plan Model – Small Group Instruction in the Public Library Session 1. Learning about Blogs Step 1: Lesson Prep Work Step 2: Write Lesson Goal and Objectives Step 3: Introduce the Lesson Step 4: Create the Instruction Session 2. Working with Blogs Step 5: Follow-up Step 6: Evaluate the Results Key Points Exercises: Now You Try It… References Further Reading Chapter 6. Online Instruction Objectives What is e-Learning? Forms of e-Learning Why Use e-Learning? Advantages and Disadvantages of Webinars for a Library and its Patrons Benefits of Online Learning Challenges of Online Learning Who Should Take Online Classes Instructor as Facilitator Synchronous vs. Asynchronous Instruction Synchronous Instruction Examples of Synchronous Online Learning Example 1: Academic Library Blended Learning Example 2: In-service Online Workshops Example 3: Virtual Academic Information Literacy Course Creating Synchronous E-Learning Lessons Tips for Designing Synchronous Instruction Asynchronous Instruction Examples of Asynchronous, Self-directed Learning Example 1: Shoreline Community College Library Technology Center Example 2: Academic Self-directed Tutorial Example 3: Public Library Online Course Creating Asynchronous, Self-Paced Instruction Step 1: Consider the Design Step 2: Assess Needs to Develop the Content Step 3: Decide on the Content of the Self-paced Course or MaterialStep 4: Outline the Content Step 5: Select Learner ActivitiesStep 6: Storyboard How the Course Will LookStep 7: Use Software to Create the MaterialStep 8: Evaluate the CourseKey Points Exercises: Now You Try It… References Further Reading Chapter 7. Synchronous Instruction Objectives Characteristics of Successful Webinars Creating Synchronous, E-Learning Lessons Planning Your Online Instruction Step 1: Determine the Type of Instruction to Use Step 2: Assemble Your Team Step 3: Determine the Format Step 4: Plan Your Visuals Selecting Learning Management Systems (LMS) Blackboard WebEx Moodle Adobe® Acrobat™ Connect Pro Tegrity Tips for the Instructor Preparing to Teach Virtual Sessions Introductory Online Lesson Step 1: Select an Activity Step 2: Write Goal and Objectives Goal Objectives Step 3: Pre-planning Your Course Step 4: Begin the Learning Activities Activity 1: Identify and use the Blackboard LMS Features Activity 2: Identify Copyright Violations and Legal Uses Step 5: Evaluate What Was Learned e-Learning Strategies Virtual Lesson Plan for Special Libraries Step 1: Write General Goals and Specific Objectives Goals Objectives Step 2: Gather Materials Step 3: Create Sample Activities Activities to Introduce the Lessons Activities to Use During Lesson 1 Activities to Use During Lesson 2 Activities to Use During Lesson 3 Step 4: Evaluate What Was Learned Key Points Exercises: Now You Try It… References Further Reading Chapter 8. Asynchronous Instruction Objectives Types of Self-paced Materials Considerations When Using Video Advantages Disadvantages Video as a Teaching Tool Pre-planning the Video Using Video Software Beginning Production Publishing the Video Online Search Aids LibGuides LibGuide Models for Special, Academic, and Public Libraries Pinterest Other Materials Video Lesson Preproduction: Getting Started with Video Step 1: Identify Goals and Objectives for the Video Step 2: Review Materials Step 3: Create a Storyboard and Script Step 4: Create the Video Using Captivate Step 5: Test and Revise the Video Step 6: Putting It All Together Step 7: Evaluate What Was Learned LibGuide Lesson: Integrating Modes of Instruction Workshop 1 Step 1: Preplanning the Workshop Step 2: Introduce the First Workshop Step 3: Begin the Warm-Up Exercise Step 4: Conduct Part 1 of the Workshop Step 5: Follow-up – The Next Step Webinar 1 Step 1: Work through Activity 1 Step 2: Begin Activity 2 in Groups Step 3: Return to Main Room for Activity 3 Step 4: Present Demonstration Step 5: Wrap up the Webinar Webinar 2 Step 1: Start Creating the LibGuide Step 2: Review LibGuide as a Whole Class Step 3: Wrap up the Webinar Workshop 2 Step 1: Review Final Project Step 2: Evaluate What Was Learned Key Points Exercises: Now You Try It… References Further Reading Chapter 9. What’s Ahead for the Instruction Librarian? What to Expect Promote Library Services and Programs References Further Reading Index About the Author Preface Acknowledgments Chapter 1. Teaching to Learn Objectives Introduction What is Learning? General Learning Theories How Children Learn How Adults Learn Library Learning Theory Information Search Process (ISP) Merrill’s Principles Key Points about Learning Learning Style Theories Key Points Exercises: Now You Try It… References Further Reading Chapter 2. Planning Instruction Objectives Today’s Libraries Today’s Librarians What is Instructional Design? Instructional Design Models ARCS Model The ADDIE Model Bloom’s Taxonomy Gagne’s Nine Events of Instruction Step 1: Analysis Step 2: Design Step 3: Development Step 4: Implementation Step 5: Evaluation Lesson Plan: Applying Gagne’s Events of Instruction Step 1: Prepare for Learning and Motivating the Students Step 2: Be Clear about What is to be Learned Step 3: Integrate New Material into Existing Knowledge Step 4: Present a Stimulus Step 5: Provide Guidance Step 6: Elicit Responses Step 7: Provide Feedback Step 8: Assess Performance Step 9: Enhance Retention and Transfer Key Points Exercises: Now You Try It… References Further Reading Chapter 3. Implementing Instruction Objectives Instruction Librarians -- Trainer, Instructor, Coach, or Facilitator? Characteristics of Successful Instruction Best Practices for Instruction Librarians Delivering Instruction Instruction for Libraries Creating Instruction Planning the Lesson Designing the Instruction Step-by-Step Plan Step 1: Plan the Lesson Step 2: Write Objectives Step 3: Get Learners Connected Step 4: Chunk, Show, and Tell the Content Step 5: Involve Learners Step 6: Create Handouts Step 7: Evaluate the Learning with an Action Plan Key Points: Taking an Action Approach Exercises: Now You Try It… References Further Reading Chapter 4. Types of Instruction Objectives How to Design, Create, and Deliver Training Identifying Instructional Types First Principles of Instruction Types of Instruction Direct Instruction Learner-centered Instruction Independent Learning Modes to Deliver Instruction Face-to-Face Training Classroom Instruction Workshops One-on-One Interactive Instruction Small Group Work Online Instruction Self-paced Instruction Tap Other Sources of Training Key Points Exercises: Now You Try It… References Further Reading Chapter 5. Face-to-Face Presentations Objectives Getting Ready for Face-to-Face Training: What Should You Consider? Your Presence Counts Make Visuals Work for You Handouts Instructional Strategies Selecting a Topic for the Academic Workshop What is Information Literacy? Evaluation Criteria Lesson Plan Model on Evaluating Web Sources Step 1: Conduct a Needs Assessment Step 2: Write the Lesson Goal and Objectives Lesson Goal Lesson Objectives Step 3: Create the Instruction Introduce the Workshop Begin the Warm-Up Exercise Conduct Part 1: Evaluation Criteria Conduct Part 2: Website Evaluation Conduct Part 3: Social Media Evaluation Provide Follow-up: The Next Step… Step 4: Evaluate Performance Step 5: Summary and Wrap-up Lesson Plan Model – Small Group Instruction in the Public Library Session 1. Learning about Blogs Step 1: Lesson Prep Work Step 2: Write Lesson Goal and Objectives Step 3: Introduce the Lesson Step 4: Create the Instruction Session 2. Working with Blogs Step 5: Follow-up Step 6: Evaluate the Results Key Points Exercises: Now You Try It… References Further Reading Chapter 6. Online Instruction Objectives What is e-Learning? Forms of e-Learning Why Use e-Learning? Advantages and Disadvantages of Webinars for a Library and its Patrons Benefits of Online Learning Challenges of Online Learning Who Should Take Online Classes Instructor as Facilitator Synchronous vs. Asynchronous Instruction Synchronous Instruction Examples of Synchronous Online Learning Example 1: Academic Library Blended Learning Example 2: In-service Online Workshops Example 3: Virtual Academic Information Literacy Course Creating Synchronous E-Learning Lessons Tips for Designing Synchronous Instruction Asynchronous Instruction Examples of Asynchronous, Self-directed Learning Example 1: Shoreline Community College Library Technology Center Example 2: Academic Self-directed Tutorial Example 3: Public Library Online Course Creating Asynchronous, Self-Paced Instruction Step 1: Consider the Design Step 2: Assess Needs to Develop the Content Step 3: Decide on the Content of the Self-paced Course or Material Step 4: Outline the Content Step 5: Select Learner Activities Step 6: Storyboard How the Course Will Look Step 7: Use Software to Create the Material Step 8: Evaluate the Course Key Points Exercises: Now You Try It… References Further Reading Chapter 7. Synchronous Instruction Objectives Characteristics of Successful Webinars Creating Synchronous, E-Learning Lessons Planning Your Online Instruction Step 1: Determine the Type of Instruction to Use Step 2: Assemble Your Team Step 3: Determine the Format Step 4: Plan Your Visuals Selecting Learning Management Systems (LMS) Blackboard WebEx Moodle Adobe® Acrobat™ Connect Pro Tegrity Tips for the Instructor Preparing to Teach Virtual Sessions Introductory Online Lesson Step 1: Select an Activity Step 2: Write Goal and Objectives Goal Objectives Step 3: Pre-planning Your Course Step 4: Begin the Learning Activities Activity 1: Identify and use the Blackboard LMS Features Activity 2: Identify Copyright Violations and Legal Uses Step 5: Evaluate What Was Learned e-Learning Strategies Virtual Lesson Plan for Special Libraries Step 1: Write General Goals and Specific Objectives Goals Objectives Step 2: Gather Materials Step 3: Create Sample Activities Activities to Introduce the Lessons Activities to Use During Lesson 1 Activities to Use During Lesson 2 Activities to Use During Lesson 3 Step 4: Evaluate What Was Learned Key Points Exercises: Now You Try It… References Further Reading Chapter 8. Asynchronous Instruction Objectives Types of Self-paced Materials Considerations When Using Video Advantages Disadvantages Video as a Teaching Tool Pre-planning the Video Using Video Software Beginning Production Publishing the Video Online Search Aids LibGuides LibGuide Models for Special, Academic, and Public Libraries Pinterest Other Materials Video Lesson Preproduction: Getting Started with Video Step 1: Identify Goals and Objectives for the Video Step 2: Review Materials Step 3: Create a Storyboard and Script Step 4: Create the Video Using Captivate Step 5: Test and Revise the Video Step 6: Putting It All Together Step 7: Evaluate What Was Learned LibGuide Lesson: Integrating Modes of Instruction Workshop 1 Step 1: Preplanning the Workshop Step 2: Introduce the First Workshop Step 3: Begin the Warm-Up Exercise Step 4: Conduct Part 1 of the Workshop Step 5: Follow-up – The Next Step Webinar 1 Step 1: Work through Activity 1 Step 2: Begin Activity 2 in Groups Step 3: Return to Main Room for Activity 3 Step 4: Present Demonstration Step 5: Wrap up the Webinar Webinar 2 Step 1: Start Creating the LibGuide Step 2: Review LibGuide as a Whole Class Step 3: Wrap up the Webinar Workshop 2 Step 1: Review Final Project Step 2: Evaluate What Was Learned Key Points Exercises: Now You Try It… References Further Reading Chapter 9. What’s Ahead for the Instruction Librarian? What to Expect Promote Library Services and Programs References Further Reading Index About the Author

About the Author :
Beverley E. Crane creates training materials for Dialog, including distance education online courses and self-paced modules and videos on searching techniques, and is editor of the Dialog customer e-newsletters. She is the author of four previous books, most recently Using Web 2.0 Tools and Social Networking in the K-12 Classroom (Neal-Schuman, 2012).

Review :
Crane (Dialog Information Systems; Using Web 2.0 and Social Networking Tools in the K-12 Classroom) offers practical advice to librarians faced with teaching an array of information literacy workshops. She begins by presenting summaries of various learning and pedagogic theories, from B.F. Skinner to Jean Piaget. (During her discussion of learning styles, she acknowledges that there are objections to learning style theory, but she does not cite specifics.) The next few chapters provide planning and implementation tips. Chapters four through eight outline types of instruction, including face-to-face and synchronous and asynchronous online instruction. The final chapter wraps up with what the future may hold for library instruction. The theories and principles highlighted in the first chapter are used throughout the book with practical examples. Each chapter begins with objectives and ends with key points, websites for more information, exercises, references, and further reading. The book also contains sample handouts and workshops. VERDICT As Crane states, 'Learning is complex,' which makes effective teaching a challenge. Her book is a serious attempt to make it an easier task. Recommended for teaching librarians both newly minted and experienced. The Practical Guide for Librarians series, of which this title belongs to, is designed to give librarians practical and innovative solutions to the everyday problems they face that can drain them of time and resources. The guides provide step-by-step plans for librarians brand new to the role of teaching customers how to access, evaluate, and use information. How to Teach explains to readers the theory behind delivering good instruction; helps them identify whether face-to-face or online instruction will be more effective for their users; shows them how to develop successful instruction; demonstrates ways to use individualized instruction; and provides advice on how to create objectives, present activities, and evaluate instruction. The work takes the reader through the steps of effective teaching. Library instruction is becoming a basic component of many library positions these days and this book will greatly assist those that are new to teaching and instruction. The suggestions can be adapted to fit face-to-face instruction as well as online instruction, making this volume a useful tool for any library manager looking to provide assistance to their staff in the area of teaching. How to Teach: A Practical Guide for Librarians is a valuable resource for librarians who are new to teaching, as the author has included an array of important topics, including some that are rarely touched upon in this type of book. It is also a good refresher for librarians who are experienced teachers. It is lucidly written, and the author has provided a number of avenues and resources to spur further exploration. And the icing on the cake? It addresses the needs of librarians in public and special libraries, as well as academic libraries. I wish I had How to Teach: A Practical Guide for Librarians as a resource when I started my career! In the first week at my first professional job, I was asked to present a course on MARC coding to other librarians. With no prior experience in teaching a class, I had to learn by trial and error. Starting with an overview of the context for adult learning, this book offers clear, practical advice on instructional techniques, plus examples and resources for creating course content and engaging students. What an invaluable resource for librarians, or indeed for professionals of any kind, who want to develop their teaching skills or learn how to communicate information more effectively.