INFORMATION LITERACY

Designing an information literacy class : ADDIE

A commonly used, basic model of instructional design is the ADDIE model

Analysis Phase

In the analysis phase, instructional problem is clarified, the instructional goals and objectives are established and the learning environment and learner’s existing knowledge and skills are identified. Below are some of the questions that are addressed during the analysis phase:

* Who is the audience and their characteristics?
* Identify the new behavioral outcome?
* What types of learning constraints exist?
* What are the delivery options?
* What are the online pedagogical considerations?
* What is the timeline for project completion?

In this phase of designing an information literacy session, the librarian consults with the faculty member regarding the specific writing/research assignment requirements, the instructional needs and desired outcomes, how much class time the IL lesson can consume etc. The librarian should also analyze the course syllabus to understand how the assignment fits into the overall class SLOs.

Design Phase

The design phase deals with learning objectives, assessment instruments, exercises, content, subject matter analysis, lesson planning and media selection. The design phase should be systematic and specific. Systematic means a logical, orderly method of identifying, developing and evaluating a set of planned strategies targeted for attaining the project’s goals. Specific means each element of the instructional design plan needs to be executed with attention to details.

These are steps used for the design phase:

* Documentation of the project’s instructional, visual and technical design strategy
* Apply instructional strategies according to the intended behavioral outcomes by domain (cognitive, affective, psychomotor).
* Create storyboards
* Design the user interface and user experience
* Prototype creation
* Apply visual design (graphic design)

In this phase of designing an information literacy session, the librarian identifies if the instruction will be synchronous or asynchronous; they identify appropriate delivery tools; they identify appropriate active learning exercises for the learning outcomes; and they create a lesson outline.

Development Phase

The development phase is where the librarian creates and tests the materials that were specified in the design phase.

Implementation Phase

During the implementation phase, the librarian delivers the instruction.

Evaluation Phase

The evaluation phase may consists of formative assessments - activities, questions, or other exercises during the IL session whose purpose is to make sure the students are grasping the material. It may also include a variety of summative assessments - formal, graded assessments to test student knowledge.

Learning principles : Active learning

In 1956 Benjamin Bloom, with collaborators Max Englehart, Edward Furst, Walter Hill, and David Krathwohl, published Taxonomy of Educational Objectives, a framework for categorizing educational goals. It became familiarly known as Bloom's Taxonomy.

Bloom's Taxonomy tells us that learners must first remember terms and understand basic facts before being able to apply that knowledge to analyze, evaluate and finally create in the discipline. Remembering and understanding are novice skills. The ability to apply, analyze, evaluate and create represents deeper learning.

In 2001, a group of cognitive psychologists, curriculum theorists, instructional researchers, and testing and assessment specialists published a revision of Bloom’s Taxonomy with the title A Taxonomy for Teaching, Learning, and Assessment. The authors of the revised taxonomy, pictured above, used verbs and gerunds to label their categories and subcategories. These “action words,” seen below, describe the cognitive processes by which thinkers encounter and work with knowledge.

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