Instruction Materials: Print and Presentations

Designing and developing instructional materials is challenging and rewarding. For each session that I teach, I customize materials for use in class, at services points, and online. Instructors receive high-level post-session follow-up documents.


LESSON PLANS

Library information instruction sessions are often a one-time delivery of a single concept mapped to a framework or competency. My designs and plans provide a flexible structure upon which the learning experience achieves the intended learning outcomes within a specific time-frame. These designs and plans provide structural support and are easily modified and adapted to allow for a change in delivery strategies in response to a student inquiry, in-session assessment results, or technology failures.

Bachelor of Science Nursing Information Literacy Skills Development Session Lesson Plan


POWERPOINT PRESENTATIONS

PowerPoint presentations can be used as a tool to guide classroom conversation and punctuate learning outcomes. Here are a few examples I have created including some which integrate instructional assessment and polling technologies, for example, Turning Point Technologies clickers. I use Poll Anywhere selectively for pre-testing and post-testing student levels of understanding of the concepts or strategies delivered in the session, making adjustments to the lesson as necessary. I have also created presentations to promote library services and programs during campus-wide events.  These presentations highlight the connection between services and the library staff that delivers the services with unwavering enthusiasm and expertise at front-line service points.

Identifying Keywords: Identifying keywords

Information Presentation (loop): Slide Show Student Orientation Day Sample

Service Presentation for Welcome Back Day Faculty Slide Show  Fall 2015


HANDOUTS, WORKSHEETS, & SUPPORT DOCUMENTS

Handouts can support learning outcomes and accommodate various learning styles. I create handouts or guides for each session to help students bridge the relationship between their assignments and the resources, strategies, or services that have been presented, discussed, and discovered during the session.

APA & MLA: Citation comparison chart

Books for Research: Using Books for Research

Nursing Instruction Support for Faculty: Nursing Library Instruction and Research Help

Information Literacy Rubric Self-, Peer-, and Instructor-assessment: Information Literacy Weighted Authentic Assessment

FOLLOW-UP DOCUMENTS

For each information-fluency session, I have adopted a practice of documenting the key strategies, resources, and other information that has been covered. The document is aimed at the student participant audience and intended to be loaded onto the class course management program – Blackboard or Moodle. From these documents, which are sent to the faculty instructor, students have the main ideas, active links to resources, and ancillary information regarding the session in which they had just attended.

WORKSHEETS & IN-CLASS ACTIVITIES

Active learning is achieved through in-class activities wherein students complete an exercise and present their accomplishment to their peers. This type of learning engages students in the development of new skills and strategies. Many of the classes I design have a component of peer review where small groups of students complete an in-class activity and have the opportunity to gain feedback from their peers.

Evaluating Sources Worksheet: SCHOLARLY VS POPULAR VS TRADE PUBLICATIONS

Keyword Development: Worksheet

APA Citation: Worksheet

MLA Citation: Checklist