Excerpts from CHAPTER 8: INSTRUCTION
Chapter Author: Lisa Janicke Hinchliffe

FUTURE TRENDS AND CHALLENGES [ADDED IN 4th EDITION]

The fundamental and ongoing challenge of instruction is teaching the content-tools, skills, competencies, attitudes, and processes-that users need to know to be independent, information literate individuals in the current information environment and to be able to adapt to the environments that develop in the future. As libraries and information resources change and develop, so too must library instruction.

Technology is changing fundamental information structures and organizational principles. Librarians cannot teach a "one size fits all" strategy to all users, because the information environment is constantly transformed into one of greater variety, complexity, opportunity, and confusion. Because users must apply knowledge in so many different environments, so too librarians must emphasize concepts rather than teaching individuals to use specific tools.

Instructional technologies are altering the very nature of the learning environment. Distance learning environments are becoming increasingly commonplace; and even "on campus" students and "local" public library users are accessing materials remotely and are demanding that instructional programs be delivered in the same venue. As fewer individuals come in person to request assistance or to attend workshops held in the library, librarians must find ways to instruct users where they need help. Not only does this mean creating tutorials and online instructional materials, but it means investigating ways to embed instruction into the information tools that users encounter. Immersive virtual environments and handheld devices are likely to be the technologies of greatest impact in the coming years.

Instruction librarians continue to be challenged to change the focus from teaching to learning. Although it is important for the teacher to plan instruction, the instructional activities themselves are not as important as what happens to the learners through the activities. This shift to emphasize learning requires that one must assess the impact that instruction has on the ability of the student to accomplish a task or produce a product. Especially for beginning instruction librarians who are developing their instructional skills, it can be a challenge to focus on student learning rather than teacher performance.

In addition, it is not enough to make instructional materials "available." These materials must also engage users and provide mechanisms to actually involve the users with the materials and increase student time on task. Learning is often a collaborative activity, and librarians need to help students learn problem solving and interactive decision making in the classroom or asynchronously. The instructor must use a variety of instructional approaches, methods, and materials and be attentive to learning styles, motivation, and outcomes.

Librarians involved in instruction are also challenged to take on a wider variety of roles. Not only do librarians model search strategies, coach users, and facilitate group interaction, they also need to develop skills as advocates for users, developers of collaborative communities, and trainers for other instruction librarians and for volunteers or students involved in peer tutoring. Librarians must seek out institutional partners in recognition that users cannot become information literate in an isolated environment. Preparation of librarians for these roles continues to be a challenge as professional library education engages in reexamination of the foundations of library and information science education and the relationship to professional practice. Probably the biggest challenge to instruction librarians is to embrace these changes. Quite likely librarians will be always be faced with a changing information environment and changing educational approaches. Working within these changes rather than against them will ensure responsive and successful instruction programs. The challenges of today are the opportunities for tomorrow. Instruction librarians must be ready to take on these challenges in educating users for today and for their lifetimes.

ADDITIONAL READINGS [ADDED IN 4th EDITION]

• Bransford, John D., Ann L. Brown, and Rodney R. Cocking, eds. How People Learn: Brain, Mind, Experience, and School. Washington, D.C.: National Academy Press, 1999. 319p.
  
  This report provides a comprehensive review of current research on the science of learning and its application across the lifespan in a variety of educational settings. Chapter 2: "How Experts Differ from Novices" has particular relevance for instruction librarians.
  
  
• Grassian, Esther S., and Joan R. Kaplowitz. Information Literacy Instruction: Theory and Practice. New York: Neal-Schuman, 2001. 468p.
  
  This encompassing handbook for issues related to information literacy and instruction in academic libraries provides a good starting text for academic librarians new to instruction.
  
  
• Thomas, Nancy Pickering. Information Literacy and Information Skills Instruction: Applying Research to Practice in the School Library Media Center. 2d ed. Westport, Conn.: Libraries Unlimited, 2004. 225p.
  
  Thomas provides an introduction to major theories of information seeking and instructional models in the context of instruction program development and student learning. Though focused on school settings, the content is easily applied to other settings, particularly undergraduate education in colleges and universities.

Guidelines

American Association of School Librarians. "Information Literacy Standards for Student Learning: Standards and Indicators." 1998. Available: http://www.ala.org/ala/aasl/aaslproftools/informationpower/
InformationLiteracyStandards_final.pdf.

Association of College and Research Libraries, Institute for Information Literacy, Best Practices Initiative. "Characteristics of Programs of Information Literacy that Illustrate Best Practices: A Guideline." 2003. Available: http://www.ala.org/ala/acrl/acrlstandards/characteristics.htm.

Association of College and Research Libraries. "Information Literacy Competency Standards for Higher Education." 2000. Available: http://www.ala.org/ala/acrl/acrlstandards/informationliteracycompetency.htm.

Association of College and Research Libraries, Instruction Section. "Guidelines for Instruction Programs in Academic Libraries." 2003. Available: http://www.ala.org/ala/acrl/acrlstandards/guidelinesinstruction.htm.