|Describe and explain at least two aspects of learning theory and motivation for learning as applied to adult instruction:
- Read and discuss textbook chapters and assigned articles covering teaching and learning aspects of adult education.
Develop a segment of instruction, including documentation and materials required (include appropriate question analysis, search strategies, and appropriate instructional mode):
- Review aspects of instruction design including question analysis and search strategies.
- Explore a variety of sample instructional activities.
- Complete a segment of instruction geared toward an adult learning need.
Reflect on the readings, discussions, and activity and share new ideas and knowledge acquired.
Read in text - Chapter 2: The Psychology of Learning & Chapter 3: Teaching
Adult Education: Teaching and Learning
- Wlodkowski, Raymond J. "Understanding Motivation for Adult Learners." In Enhancing Adult Motivation to Learn, 1-29. San Francisco: John Wiley & Sons, 2008.
- Mergel, Brenda. "Instructional Design and Learning Theory" - http://www.usask.ca/education/coursework/802papers/mergel/brenda.htm - This is a good overview of Behaviorism and Cognitivism, and it includes Constructivism - one of my chosen theories for teaching!
- Tisdell, Elizabeth J., and Edward W. Taylor. "Adult Education Philosophy Informs Practice." Adult Learning 11, no. 2 (Winter 1999) - This article gives an excellent overview of some of the main adult education theories, as well as questions to ask ourselves as we determine our own educational philosophies.
- Ingram, Dorothy S. "The Andragogical Librarian." The Reference Librarian 33, no. 69/70 (2000) - More information on adult learning theories with special attention to Malcolm Knowles theory of andragogy.
- Gold, Helene E. "Engaging the Adult Learner: Creating Effective Library Instruction." portal: Libraries and the Academy 5, no. 4 (2005): 467-81 - http://muse.jhu.edu/journals/portal_libraries_and_the_academy/v005/5.4gold.html - This article discusses developmental and social factors specific to the adult learner and ways in which the librarian can adjust the delivery of instruction to better serve these users. In addition there is an excellent summary of current literature and the 5 main themes surrounding adult learning.
- Wang, Li. "Sociocultural Learning Theories and Information Literacy Teaching Activities in Higher Education." Reference & User Services Quarterly 47, no. 2 (Winter 2007): 149-58 - I've included this article since adult learning in a group setting can benfit from collaboration or sociocultural learning. A few popular learning models are introduced and examples of how they can be put into practice are given.
- McCaffrey, Erin, Tina J. Parscal, and Tom Riedel. "The Faculty-Library Connection: An Online Workshop." Journal of Library Administration 45, no. 1/2 (2006): 279-300 - This is an excellent case study of how an academic library and distance learning department collaborated and planned an instructional program for faculty development.
Here are a few quick links to help you review some concepts that are inherent in designing instruction:
- The Reference Interview - http://www.infopeople.org/training/past/2008/ref-int-acad/Behav_guidelines.pdf - The Listening/Inquiring section here is important, but the whole document is a good overview.
- Question Analysis - http://www.west.net/~ger/questions.html - Part of your assignment for this module asks you to include appropriate question analysis. When you are creating an instruction segment, you will not have the individual in front of you - but you can work from previous experiences, determining what questions might come up, or even enlisting a friend to play the Devil's Advocate to your proposal. Working through the common or possible questions that you will need to answer for a patron will help you to create meaningful streamlined instruction.
- Search Strategies:
Here are a few web resources that give examples of a variety of information literacy instructional activities:
Most of these activities are designed for adult higher education learners. Consider how these activities might be changed to benefit users at a public or special library. These can also be used as a starting point for considering how to create your own instructional activity for this module's assignment.
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