Melissa V. Rentchler discusses improving library instruction by going beyond lectures and integrating critical thinking strategies and technologies. She references Edgar Dale's Cone of Learning model and research by Fadel and Lemke on multimodal learning. Fadel and Lemke's research found that multimodal learning using visuals and interactivity can improve both basic and higher-order learning when topics are moderately complex. The most effective instruction designs incorporate various media, combinations of modalities, levels of interactivity, learner characteristics, and pedagogy based on each unique learning situation.

1. Melissa V. Rentchler April 2008 Improving Library Instruction Going Beyond the Lecture: Integrating Critical Thinking Strategies and Technologies to Affect Better Learner Outcomes

2. Melissa V. Rentchler April 2008 Research Edgar Dale’s Cone of Learning http://www.cals.ncsu.edu/agexed/sae/ppt1/sld012.htm The National Training Laboratories http://www.tcde.tehama.k12.ca.us/pyramid.pdf Fadel & Lemke’s Multimodal Learning http://www.cisco.com/web/strategy/docs/education/Multimodal-Learning-Through-Media.pdf page 10

3. Melissa V. Rentchler April 2008 Optimizing Learner Outcomes “…requires more fine-grained differentiation of instruction that takes into account-and leverages-…”how the brain functions, how people learn, and multimedia design.” (Fadel & Lemke, 2008)

4. Melissa V. Rentchler April 2008 “The complexity of teaching and learning becomes increasingly apparent as the physiological, cognitive, social, and emotional aspects of learning become known. The percentages related to the cone of learning were a simplistic attempt to explain very complex phenomenon. The reality is that the most effective designs for learning adapt to include a variety of media, combinations of modalities, levels of interactivity, learner characteristics, and pedagogy based on a complex set of circumstances.In general, multimodal learning has been shown to be more effective than traditional, unimodal learning. Adding visuals to verbal (text and/or auditory) learning can result in significant gains in basic and higher-order learning. The meta-analytic findings in this report provide insights into when interactivity augments multimodal learning of moderately to complex topics, and when it is advantageous for students to work individually when learning or building automaticity with basic skills.” (Fadel & Lemke, 2008)

5. Melissa V. Rentchler April 2008 References and Bibliography Fadel, C., Lemke, C. (2008). Multimodal learning through media: what the research says. Metiri Group and Cisco Systems. Retrieved April 8, 2008 from, http://www.cisco.com/web/strategy/docs/education/Multimodal- Learning-Through-Media.pdf Moore, G. E. (1999). Edgar Dale’s, Cone of Learning. Supervised Agricultural Experience. North Carolina State University Agricultural & Extension Education. Retrieved April 8, 2008 from, http://www.cals.ncsu.edu/agexed/sae/ppt1/sld012.htm Tehama County Department of Education. (2002). Pyramid of Learning, a proprietary document from The National Training laboratories, Bethel, Maine. Retrieved April 8, 2008 from, http://www.tcde.tehama.k12.ca.us/pyramid.pdf University of Iowa. (2002). Edgar Dale’s, Cone of Learning. The Upper Midwest Center for Public Health Preparedness: Train the Trainer. University of Ohio. Retrieved April 8, 2008 from, http://www.public-health.uiowa.edu/icphp/ed_training/ttt/archive/2002/2002_course_materials/Cone_of_Learning.pdf