With an explosion of accessible information online and students feeling more and more independent in their searching skills and information needs, libraries are shifting to user-centered models. With this shift comes a need for librarians to transform the focus of the library from a great repository of material into a service-centric, one-stop research and learning shop for patrons. These changes are requiring librarians to define the library by the services it can provide, especially innovative ones, such as publishing services, scholarly communications, and project management. Instructional design can help librarians craft and assess these new and innovative services, including teaching information literacy, developing online content, and designing programs and outreach initiatives in a targeted and mindful way.
Creative Instructional Design: Practical Applications for Librarians explores the major overarching themes that show why instructional design is so impactful for academic librariansintentionality, collaboration, and engagementand provides you with extensive examples of how librarians are applying the theoretical perspectives of instructional design in practical ways. The book examines ways in which librarians are using instructional design principles to inform, construct, or evaluate information literacy initiatives; online library instruction and services; and programming and outreach efforts. Instructional design provides a way for instructors, trainers, and educators to both approach instruction creation systematically, and evaluate how it has been effective and how it can be improved.
Regardless of the instructional format, from classes to workshops to videos to worksheets, instructional design strives to ensure that potential learning gains by students are maximized and that the instruction is evaluated for improvement in future iterations.
| Introduction |
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vii | |
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Chapter 1 Tap into Your Research Expertise to Demystify Instructional Design |
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1 | (10) |
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Chapter 2 Intentionally Planning Information Literacy Instruction |
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11 | (18) |
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Chapter 3 Perfect Pairings: Instructional Design Meets Required Library Instruction |
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29 | (12) |
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Chapter 4 Modular Design, Consistent Pedagogy, and Curriculum a la Carte |
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41 | (14) |
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Chapter 5 Mapping Information Literacy to a First-Year Writing Curriculum |
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55 | (18) |
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Chapter 6 The Power of a Picture: Using Images for Indirect Instruction |
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73 | (12) |
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Chapter 7 Teaching Data Visualization: Independent Learning with Media Mashups |
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85 | (14) |
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Chapter 8 Instructional Design: Toolkits for Paraprofessional Staff and Graduate Assistants |
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99 | (24) |
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Chapter 9 Embedded Library Instruction in Experiential Education Courses: Perspectives from the Inside |
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123 | (12) |
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Chapter 10 Modeling ID Principles for Sustainable Instruction and Collaboration: Making the Library Integral to the LMS and Campus Processes |
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135 | (16) |
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Chapter 11 Transitioning from Face-to-Face to Online with USER in Mind |
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151 | (10) |
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Chapter 12 A Principled Approach: Using Instructional Design to Enhance Synchronous Online Instruction |
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161 | (18) |
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Chapter 13 Employing the ADDIE Model to Produce Instructional Videos and Support the Development of a New Partnership |
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179 | (18) |
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Chapter 14 Designing Stories: A Storytelling Approach to Tutorial Videos |
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197 | (16) |
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Chapter 15 Blurring the Line Between Practice and Play: Building Immersive Experiences and Integrated Assessment |
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213 | (14) |
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Chapter 16 Flipping Out(ward): Changing the Instructional Model for Large-Enrollment Courses |
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227 | (16) |
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Chapter 17 Online and Hybrid Instructional Design for Liaison Librarians: A New Certification Program |
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243 | (20) |
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Chapter 18 Breaking Through the Silos: Collaboration that Supports Instruction |
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263 | (12) |
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Chapter 19 Using the ADDIE Process to Design Two Discrete Models of Faculty Programming |
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275 | (16) |
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Chapter 20 Collaborating with Teaching Faculty on Transparent Assignment Design |
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291 | (22) |
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Chapter 21 Recalling Liminality: Adapting Instructional Design for New Faculty Orientation |
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313 | (14) |
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Chapter 22 Applying Instructional Design Principles to an Internship Curriculum |
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327 | (10) |
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Chapter 23 Film for Four: Teaching the Libraries Through Film Production and Instructional Design |
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337 | (18) |
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Chapter 24 Structuring the Unstructured: Plan Your Library Makerspace with Instructional Design |
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355 | (10) |
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Chapter 25 Leading Change: Using Instructional Design to Refocus an Information Literacy Program |
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365 | (16) |
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| Editor Biographies and Contributor Information |
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381 | |
Brandon K. West is the Head of Reference & Instructional Services and liaison to the social sciences at the State University of New York at Geneseos Milne Library. His research interests include examining the intersections of information literacy and online learning, applying instructional design principles to enhance student learning, and addressing LGBTQ issues in libraries. He has a master of education degree from Grand Valley State University, a master of library science degree from Texas Womans University, and a graduate certificate in online learning and teaching from the University at Albany.
Kimberly Davies Hoffman serves as the University of Rochesters Head of Outreach, Learning, and Research Services at the River Campus Libraries. Pulling from successful past collaborative experiences at SUNY Geneseo, Kimberly is excited to guide a new team of outreach librarians toward growth in areas of teaching, programming, collaboration, and leadership. Her interests lie in engaging pedagogy, instructional design, assessment, and creating professional development opportunities. She has been a founding member for programs like LILAC, the 3Ts, and RYSAG. Kimberly earned her MLS at the University at Buffalo and a BA in French and International Relations at the University of New Hampshire.
Michelle Costello, Education/Instructional Design Librarian, is liaison to the School of Education and provides reference help and library instruction to students, faculty and community members at SUNY Geneseo. Ms. Costello is a member of a campus Instructional Design Team, who assist faculty in designing, developing, and implementing online courses. She also teaches workshops for faculty and students on authentic uses of classroom technology which further increases her relationships within the campus community. Ms. Costello was co-project manager of a successfully developed and implemented learning community of pedagogical improvement for librarians (LILAC, Library Instruction Leadership Academy) and currently serves as co-principal investigator and presenter for the latest hybrid iteration. Michelle earned her MLS from Syracuse University and a BA in psychology and elementary education from St. John Fisher College.
