Rowman & Littlefield Publishers
Pages: 220
•
Trim: 8½ x 11
978-0-8108-8584-4 • Paperback • May 2014 • $87.00 • (£67.00)
978-0-8108-8585-1 • eBook • May 2014 • $77.50 • (£60.00)
Joan R. Kaplowitz retired from her librarian position at UCLA in 2007. She remains active in the profession through her publications, her professional development workshops for librarians, and by continuing to teach the graduate information literacy instruction course in the Information Studies department at UCLA. Dr. Kaplowitz was also a member of the faculty development team for the Association of College and Research Libraries’ Institute for Information Literacy’s Immersion Program, and taught in six of the programs between 1999 and 2004. Her many publications include Transforming Information Literacy Instruction Using Learner-Centered Teaching, the award-winning Information Literacy Instruction: Theory and Practice, (co-authored with Esther Grassian), and the “Information Literacy Instruction” section the Encyclopedia of Library and Information Science (also co-authored with Ms. Grassian).
Chapter 1 Why Do I Need to Know about Instructional Design?
What does Instructional Design Have to Offer?
Information Literacy Instruction in Today’s World
Instructional Design – the Foundation of Effective Teaching
Why Librarians Should Learn about Instructional Design
Librarians as Teachers
Instructional Design, Information Literacy Instruction and Technology
Instructional Design and Learner-Centered-Teaching
Wrap Up
What Stuck?
References
Chapter 2 What Do I Need to Know about Instructional Design?
So What is Instructional Design Anyway?
Where Did Instructional Design Come From?
What are Some Instructional Design Models/Approaches?
How Did Instruction Librarians Respond?
What Does All This Mean to You?
Wrap Up
What Stuck?
References
Chapter 3 What is the Teaching Tripod? – An Overview
Why Do Instruction Librarians Need Something Different?
The Teaching Tripod Approach in a Nutshell
Beyond the Teaching Tripod: Needs Assessment, Implementation/Delivery
Fitting It All Together
Context, Lead Time and Scope
Going Beyond the Tripod
Further Considerations
Wrap Up
What Stuck?
References
Chapter 4 What Do I Need to Know?
Identifying the Problem – What is the Knowledge Gap?
Needs Assessments – An Overview
Determining the Content of Your Needs Assessment
Needs Assessments and the Teaching Tripod
Needs Assessments and ILI
Wrap Up
What Stuck?
References
Chapter 5 What Will My Learners Be Able to Do? – Expected Learning Outcomes
Articulating Your Instructional Intent
What Do Expected Learning Outcomes Look Like?
How Expected Learning Outcomes Relate to the Other Elements in the Teaching Tripod
Deciding What to Include
Writing Expected Learning Outcomes
Expected Learning Outcomes for Information Literacy Instruction
Putting It All Together
Wrap Up
What Stuck?
References
Chapter 6 What Will My Learners Be Doing During Instruction? – Selecting Instructional Methods
Learner-Centered Teaching: Getting Your Learners Involved
Learner-Centered Teaching and You
Letting Go – Learner-Centered Teaching and Control
Using Expected Learning Outcomes to Structure Instruction
Selecting Your Activities
Getting and Keeping Learners’ Attention: The Case for Mixing Methods
Activities to Assessment
Instructional Context: Delivery Mode, Technology and Accessibility
Wrap Up
What Stuck?
References
Chapter 7 How Will You Know? – Assessing Information Literacy Instruction
Assessment as Part of the Teaching Tripod
The Concept of Assessment
Timing – Before, During, and After
Selecting Your Assessment
What Type of Behavior Do You Want to Measure?
Assessment Parameters
Assessment for Constructive Feedback Versus Assessment for Accountability
Incorporating Assessment into Your ILI
Practical Considerations
Wrap Up
What Stuck?
References
Chapter 8 Putting It All Together: Organizing and Sequencing Your ILI
Organizing for Effectiveness
How to Sequence Instruction
The Heart of the Matter: Organizing Learning Activities
The Big Picture and the Individual Chunks
Wrap Up
What Stuck?
References
Chapter 9 Getting Everything Ready: Implementing Your ILI
Letting Everyone Know
Planning Your Marketing Approach
Getting Yourself Ready – Preparing Yourself to Teach
Getting Your Stuff Ready – Preparing Your Instructional Materials
Getting the Space Ready
Getting Ready for the Next Time
Wrap Up
What Stuck?
References
Chapter 10 An Ending or Beginning Again?
Review and Reflect
Tracking Your ID Progress
What Stuck?
Appendix
Moving On - Deepening Your Understanding of Instructional Design for Information Literacy Instruction.
Overall, I believe that any new professional engaging in information literacy instruction should read this text. I greatly appreciate Kaplowitz’s workbook because of its clear and organized instruction. While the name ‘tripod approach’ may seem just another piece of jargon, the ideas, theory, and experience behind it are both sound and useful to information professionals today.
— Currents in Teaching and Learning
Joan Kaplowitz's accessible book on instructional design provides practical insight for all librarians who teach. The Teaching Tripod approach, which is adaptable to a range of teaching situations, is a valuable resource for those who are reshaping and refining their information literacy instruction programs in the face of an evolving information literacy landscape, where the learners, the educational environment, and the information literacy models themselves are all changing.
— Trudi E. Jacobson, Distinguished Librarian and Head of the Information Literacy Department, University at Albany