7.1.3 Related Requirements  

Whether teaching preK-12 students or a continuing professional development lesson, there are likely to be standards, certificates, or licensure requirements. If so, each information literacy lesson that is taught should address information literacy skills that align to those requirements. When requirements are included in a lesson plan, they are a quick reference to communicate that you are teaching exact local, state, or national standards. 

7.1.4 Content and Materials 

While the learning outcomes establish what the instructional librarian will be able to observe in participants’ visible actions when using information literacy skills, the content section of the lesson plan identifies the topic and concepts relevant to the skills. Content serves to educate participants about how to think about the big picture associated with information literacy. For example, if teaching how to avoid plagiarism by properly citing in- and end-of-text sources, the content may be publications addressing intellectual property rights. If instructing library users about how to apply for a passport, the content of the session might begin with explaining trusted, authoritative sources, then moving into publications about adult and travel documents for children or about U. S. citizens traveling abroad available on the USA.Gov website. While there may not be time for a long lecture about content, well-prepared teachers can present meaningful contexts and compelling key points that elicit interest and motivation to learn, and continue learning. 

In the past, teachers of all kinds, including instructional librarians, have been consumed with preparing and presenting instructional materials in paper formats. Paper materials were time consuming to prepare, transport, and distribute. Today’s instructional librarians are most effective and relevant in today’s information society when they make use of electronic tools and digital resources relevant to learning experiences. As early as primary school, students have laptop computers and access to electronic portals where classroom teachers and librarians share documents that can be accessed and used at school or from home. It is also possible to use the Digital Backpack, a free service offered by BlinkLearning, to purchase digital books for the school year.  

Throughout life, use of digital devices appears to be the preference of many people of all ages. It is important to keep the door open, so to speak, to preparing and use of materials printed on paper available as necessary even though electronic materials have become the norm. Having materials in the most appropriate format for all library users is typically best accomplished when the instructional librarian makes every effort to know the audience as much as possible in advance of creating the lesson plan. 

Indicating in the lesson plan specifically what content resources and or tools are needed in a lesson is a crucial part of being prepared to deliver instruction. Listing in the lesson plan all that will be included and used during a particular session or program and double-checking accessibility ensures that the learning process will not be disrupted. Making certain that all materials are accessible to individuals with disabilities and to people for whom English is not their primary language is accomplished ideally when creating and using a lesson plan. 

7.1.5 Process and Procedure 

In the process and procedure section, set out a path for clear execution of the session or program. It is worthwhile to outline details in steps to be taken and main points to be emphasized. Steps should be articulated in terms of how the teacher will engage participants and make use of materials. Main points to be emphasized when teaching information literacy skills should address specifics about information and technology use, for example, information authority, internet safety, digital citizenship, citing sources, intellectual property and plagiarism, and privacy. Also, it is important to identify teaching methods considering stages and activities in the information search process (please review Chapter 5.4). 

7.1.6 Assessment Method (Participant Learning) 

Assessment of learning is tricky when the instructional librarian only teaches brief sessions and only has one opportunity to influence learning. Assessment of learning is also challenging even in a for-credit course due to the nature of the kinds and types of information exercises participants are asked to do. Additionally, in public, special and government libraries, checking for understanding as learning takes place may be the only possibility. In any case, it is worthwhile for the instructional librarian to make every effort to determine how well learning is taking place and what altered or further instruction is needed. In all library types, it would be irresponsible and unethical to teach without being accountable for what is taught and learned, or not. 

Formative and summative assessment are two different yet worthwhile forms of assessment (Dixson & Worrell, 2016). Formative assessment provides opportunities for participants to reflect on their learning and understandings by assessing themselves, and it is a strategy for teachers to gather information about accuracy or depth of understanding as instruction is taking place and to provide immediate feedback. Using formative assessment, teachers cam, as necessary, adjust instruction on-the-spot to improve student learning. Instructional librarians may facilitate participants’ reflection by asking questions at various points in an instructional session or program.  

Another formative assessment strategy is sometimes referred to as an “exit ticket” (Dixson & Worrell, 2016, p. 155) designed to ask participants at the end of the session to write down their response to a teacher-posed question and hand it in when departing the session. Even if the participants will not be returning for a second session, the teacher can benefit from reading responses when reviewing and revising a lesson plan before using it again. While the exit ticket strategy originated in non-virtual classrooms, it can be adapted to assessment in virtual environments. 

Summative assessment is typically considered a more formalized strategy for judging participants’ performance on learning outcomes stated in the lesson plan. Examples of summative assessments are teacher-made exams, standardized tests, and term papers, which are infrequently done in library instruction. However, performance-based summative assessment is an opportunity for participants to demonstrate their learning with a final product or demonstration of a performance of a skill or task.  

Whether assessment is planned to occur during or at the end of instruction, it is important for instructional librarians to be mindful of their goals for assessment. Is the goal of assessment: 

·         checking for participant understanding?  

·         determining participants’ readiness to use an information literacy skill or undertake an information-related task?  

·         learning participants’ overall satisfaction with the session or program? 

·         to gather data that can be used by the librarian in their job performance evaluation?  

During creation of a lesson plan is the best time to decide when and what assessment strategy to use to be accurate in determining quality of participant learning.   

7.3 Featured Exercises in Instructional Librarianship 

Featured items are opportunities for pre- and in-service instructional librarians to engage in intellectual exercises extending chapter content that may challenge thinking and encourage additional practices in instructional librarianship.  

7.3.1 Featured Exercise – Essential Questions 

Please review differences in the essential questions and non-essential questions in the table below. Also, we recommend reading “The Second Principle,” The work of Leslie Owen Wilson, Ed.D.

Then, based on Chapter Seven content, please respond to each essential question in the left column below. Reflect on details and patterns in the chapter content. Fit pieces of the puzzle together as you dig deep into lesson planning for instructional librarianship. When writing, provide support, rationale, and/or justification for your responses. 

7.3.2 Featured Exercise – Learning Outcomes 

Please review the example learning outcomes provided in this chapter. Then, identify and state the audience for the lesson, session, or program. For the stated library type of your choice, please practice writing one, two, or three learning outcomes for a 50-minute lesson. 

Review each of your learning outcomes statements asking these questions: 

• Is the outcome relevant to the participants?
• Does the statement tell the teacher what to teach in a given session?
• Does the statement tell the participants what to focus on (learn)?
• Is the outcome observable?  Use recommended observable verbs from the lists in this chart based on Bloom’s levels of learning from The University of Arkansas.
• Can the outcome be measured to determine achievement or lack of achievement?
• Is the statement results specific? 

If any of the above questions cannot be positively answered, please reword the learning outcome statement. 

Once finished, please collaborate (give and receive information) with a classmate or practicing instructional librarian who is knowledgeable about writing learning outcome statements and will participate in a conversation wherein you are open minded as you collect and extract additional information. Listen for feedback and continue to collaborate as you collect, extract, and verify information.  

7.3.3 Featured Exercise – Learning Planning Using a Template 

Using the content and resources in this chapter, please create an information literacy learning lesson plan based on a realistic instructional event in the library type of your choice. Then, practice teaching the lesson. Record a video of your practice teaching. Watch the view and complete this self-evaluation and brief reflection.  What did you discover about using the plan? About teaching? About where you need to practice and improve? 

Instructions:  Put a mark in the box that you feel most accurately describes your instructional librarian teaching of information literacy skills abilities at this point. 

Write a reflection (50-100 words maximum) about what you are learning about teaching a lesson. For example:

            “I discovered that…”

~~~~~~~~~~~~~~~~~~~~~~~~~~~~ 

Do you have a lesson plan created in a template that is resulting in participant successes in learning and using information literacy skills? Would you like to share it in this chapter?  Please send it to the authors for their consideration. 

7.4 Reference & Further Recommended Reading 

Benjes-Small, C., & Miller, R. K. (2017). The new instruction librarian: A workbook for trainers and learners. ALA Editions.  

Case, D. O., & Givens, L. M. (2016). Looking for information: A survey of research on information seeking, needs, and behavior (4^th ed.). Emerald Group Publishing. 

Dixson, D. D. & Worrell, F. C. (2016). Formative and summative assessment in the classroom. Theory Into Practice, 55, 153-159. 

Dow, M. J. (2024). High impact learning experiences and changed behaviors in college students: A systematic review with implications for information literacy. Journal for Education of Library and Information Science. In-press.

Hovious, A. (2018). Toward a socio-contextual understanding of transliteracy. Reference Services Review, 46(2), 178-188. 

Roger, H., & Clayton, B. (2019). The current emphasis on learning outcomes. International Journal of Training Research, 17(21), 93-97.  

Savolainen, R. (2010). Everyday life information seeking. Encyclopedia of Library and Information Sciences (3^rd ed.). Taylor & Francis. 

7.5 Example Lesson Plans

Note: The following lesson plans are shared with permission from their creators. 

7.5.1 Public Library Lesson Plan 

By Devin Ortiz-Hoffman 

Lesson Title: Introduction to Libby for Public Library Patrons 

Lesson Description: This is an introduction to familiarize public library patrons with Libby, by OverDrive, a reading app that allows the library systems to provide digital content (eBooks, eAudiobooks, and eMagazines). 

Learning Outcomes: 

At the end of the 50-minute program, participants will be able to:  

1. recognize 3-5 benefits of using public library resources and services. 

2. use Libby (by OverDrive for public libraries) website to process borrow, read online, and holds of electronic resources. 

3. select, borrow, read online, and/or hold one or more items of their personal choice from the library’s collection of eBooks, eAudiobooks, and eMagazines. 

Materials

• Instructor and participant electronic devices (computers or tablets) with Internet connectivity 

• Library credentials (library card number and PIN) 

• Welcome to Libby handout (takeaway) 

• Pens and/or pencils, note paper 

Activity worksheet (participant assessment):  

7.5.2 Academic Library Lesson Plan  

By Michelle Karlinsey 

7.5.3 School Library Lesson Plan 

By Mindy Westerman