This document outlines a workshop on instructional design for library staff. It introduces the ADDIE model of instructional design, which includes analyzing needs, designing content and outcomes, developing materials, implementing instruction, and evaluating results. The workshop covers how to analyze learners and goals, design meaningful learning outcomes, select appropriate formats and technologies, develop and implement the instruction, and evaluate its effectiveness. Participants work in groups to draft a proposal for a library instruction program.

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The Accidental
Instruction Librarian
Presented by:
Kelly Jo Woodside
Massachusetts Library System
December 2014

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After this workshop, you will be able to:
1. Design meaningful learning outcomes in order to
meet organizational goals and learners’ needs without
overwhelming participants.
2. Select from a range of course formats (including
online and in-person options) and technologies in
order to develop an instructional approach best suited
to your learning outcomes.

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3. Use strategies based on adult learning theory in
order to more fully engage participants.
4. Plan learning assessment methods in order to
identify opportunities for follow up and improvement.

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But first! Some ground rules:
• Please raise your hand when you have a question. We will
address them throughout, time permitting.
• Some questions may be held in the “parking lot” for later.
• Please participate in all activities.
• We realize talking is necessary for active learning, but
please don’t disrupt the workshop for others.
• Others?

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And some resources
• ADDIE Planning Worksheet
• MLS Guide:
http://guides.masslibsystem.org/instruction
• Work groups

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ADDIE Instructional Design
Analyze
Evaluate
Design
Develop
Implement

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ANALYZE: Library Goals
• Why does your library need this
workshop?
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ANALYZE: Learners
• What do they
already know?
• What do they
need to know?
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Who are they?

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ANALYZE: Adult Learning Theory
Assumptions
• Task-centered / results-oriented
– Must be convinced of “need to know”
– Focused on current application
• Expect to be treated as adults
– Tend to be self-directed
– Have prior experience/knowledge
– Established values and opinions
• Motivated internally

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ANALYZE: Adult Learning Theory
Principles
• Adults need to be involved in the planning and
evaluation of their instruction.
• Experience (including mistakes) provides the
basis for the learning activities.
• Adults are most interested in learning subjects that
have immediate relevance and impact to their job
or personal life.
• Adult learning is problem-centered rather than
content-oriented.
Knowles, M. S., et al. (1984). Andragogy in action: Applying modern principles of adult
education. San Francisco: Jossey-Bass.

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ANALYZE: Existing materials?
• Workshop materials
from others at your
organization
• Handouts, guides,
brochures
• Materials from
vendors
• In-house instructions
or FAQ
• Materials from other
libraries
• Models or best
practices
• Technical
requirements
• Software, websites,
and games, e.g.
Mousercize, call
number games, etc.

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ANALYZE: Learning Outcomes
What should the
learner be able to do?
• Select, copy,
and paste text
• Locate the
author and
publisher of a
website
Why?
• edit documents
on the computer
and the web.
• evaluate the
authority of health
information sites.
in
order
to

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ANALYZE:
Learning
Outcomes
with Appropriate
Taxonomy

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ANALYZE: Librarian Tips

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Small Group Activity #1
Draft one or more learning
outcomes for a possible
library instruction program.

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DESIGN: Content
Use Your Learning Outcomes!
• How will you sequence them?
• How will you teach them?
• How will you assess them?

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DESIGN: Format
Consider the learning domains – what works best?
• Cognitive: learn about a new topic
– Presentation, Q&A session(s), concept mapping, quizzes
• Online ideas: Libguides, videos, podcasts, Moodle courses w/
assessments
• Affective: develop a new attitude/way of thought
– Group discussion, role play, storytelling
• Online ideas: Tweetups, video chats, webinars, Moodle courses w/
discussion
• Psychomotor: learn how to do a new task
– Simulation, demonstration, practice/hands-on activity
• Online ideas: Videos, screencasts, step-by-step screenshots

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Matching instructional goals
& instructional tools
• Remembering
– Bullet points, chunking, bookmarking, sharing
• Understanding
– Discussing, commenting, blogging
• Applying
– Playing, sharing, collaborating
Apply those skills!
Adapted from “Bloom’s Taxonomy Blooms Digitally” by
Andrew Churches (Tech & Learning, 2008).

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Matching instructional goals
& instructional tools
• Analyzing
– Validating accuracy, assessing
information, tagging
• Evaluating
– Commenting, posting, reflecting,
collaborating, networking
• Creating
– Programming, writing, filming,
podcasting, publishing
Looks like a good place to network.
Adapted from “Bloom’s Taxonomy Blooms Digitally” by Andrew Churches
(Tech & Learning, 2008).

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DESIGN:
[How] can you teach that online?
• Can the topic be broken down into “chunks?”
• Is your main goal to share resources and info with
participants?
– …or will they need to interact with each other?
• Is the class size manageable (i.e., small)?
• Will you be taking questions? Do you need a co-teacher?
– What about any technology-related issues?
• Will participants be from a range of backgrounds/skill levels?
(see resources on LibGuide)

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DESIGN: Instructional Technologies
• Some you might already be using
– Blogs
– LibGuides (or online subject guides)
– Twitter
– Vimeo & YouTube (videos)
• Other options to explore
– Screen capture/screencasting (Screencast-O-Matic, Jing)
– Mobile device screencasting (e.g., AirPlay)
– Live streaming/video chat (Google Hangouts)
– Podcasting
– Course management systems (Moodle, Blackboard)

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Share Your Screen!
• Screen capture or screencast?
– Static image(s) or a video?
• SnagIt examples from Concordia University Portland:
– Uploading Assignments
– Filling Out a PDF Form
• Camtasia, Captivate, Jing, Screenr – lots of video options
– YouTube: options for recording, uploading, & editing
– Find This Article @ University of Victoria Libraries (Camtasia)
– How to Print @ Illinois State University’s Milner Library (Jing)

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DESIGN:
In-person Technologies (High)
Method Equipment Necessary
Slides Presenter station/laptop
and PowerPoint
Live Web Demo Internet access
Hands-on Tech Activities Computer lab / laptops
Audience Response
System (Clickers/Poll
Everwhere)
Clicker system or Cell
Phones

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DESIGN:
In-Person Technologies (Low)
• Handouts
• Guided note-taking
• Index cards
• Cephalonian method

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KD.e Wc-1o4odside, MA Library
system

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Small Group Activity #2
Draft an outline for your
program, and select a format,
teaching strategies, and
technologies. Use your
learning outcomes as a
guide!

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DEVELOP
• Create tutorials, handouts, slides, LibGuides, videos,
etc.
– Activator and/or summarizer?
– Problem-based activities
– Evaluation
• Can include other staff (non-presenters) in this
process!
• Test on actual learners,
if possible.

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DEVELOP: Librarian Tips

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IMPLEMENT:
Scheduling and Registration
• When and where?
–6-8 weeks lead time, if possible
• Online registration ideas:
EventKeeper, LibCal
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IMPLEMENT: Librarian Tips
“Have
prerequisites.”

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IMPLEMENT:
Space and equipment
• Online considerations?
• Computer lab not required!
• Test all equipment in advance,
in space if possible.
• Have backups.
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IMPLEMENT: Librarian Tips

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IMPLEMENT: Librarian Tips

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IMPLEMENT:
Different ability levels: 3Rs
• Review learning outcomes and
prerequisite skills at start of class.
• Redirect: know what’s above and below.
• Regroup periodically.
– Show of hands to check for understanding
or completion of task.
– Pair strong students with those who need
assistance.
It’s OK to change the plan.
Remember: You’re teaching people, not content!

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IMPLEMENT: Librarian Tips

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IMPLEMENT:
Disruptive learners
Be Assertive.
• Refer to your
ground rules.
• Be calm but
direct about
what you want.
Be Kind.
• Listen, if
possible.
• Be empathetic.
• Offer solutions

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IMPLEMENT: Librarian Tips

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IMPLEMENT: Absolute beginners
• Limit to 2 patrons per librarian.
• Have handouts
with simple steps
and large, clear
illustrations.
– E.g., parts of a
computer
• Avoid library and
technical jargon.
Even “web” or
“dot com” can be
confusing.”

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EVALUATE: Methods
Do learners like the
workshop?
Survey
Did the course achieve
learning outcomes?
Observation, audience
response system,
summarizers, rubrics
Did the course achieve
organizational goals?
Statistics, feedback
from staff, rubrics

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Evaluation with Instructional
Technologies
• Enable comments
(on LibGuides, videos, etc.)
• Tweetups – before, during, and/or after
• Encourage feedback!
– Actively request comments on a LibGuide
– Remind viewers to comment during or after a video clip
– Enable chatting options alongside a webinar
• Surveys
– LibGuides have a built-in tool
– Lots of free options: SurveyMonkey, LimeSurvey, and more

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Small Group Activity #3
Develop an evaluation plan
for your program.

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Small Group Presentations
Present your proposal for a
new Library CE program!

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After this workshop, you will be able to:
1. Design meaningful learning outcomes in order to
meet organizational goals and learners’ needs without
overwhelming participants.
2. Select from a range of course formats (including
online and in-person options) and technologies in
order to develop an instructional approach best suited
to your learning outcomes.
3. Use strategies based on adult learning theory in
order to more fully engage participants.
4. Plan learning assessment methods in order to
identify opportunities for follow up and improvement.

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Thank you!
http://guides.masslibsystem.org/instruction
Kelly Jo Woodside
kelly@masslibsystem.org
508-357-2121, ext. 314