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Library Instruction Operations & Procedures Manual: 2. Planning

A collection of procedures and policies for Alkek Staff who teach instruction sessions.

So you scheduled a class? What now?

  1. Check the faculty request for class and assignment information.
    • You can Browse Courses in the top column on the HB 2504 website (undergrad courses only)
  2. Check to see if this is a class that has been taught before by searching the LibGuides or the Instruction Calendar.
  3. Contact the faculty member asking for more clarification regarding assignment, types of resources allowed, etc
    • Ask to be added in Canvas under the Librarian Role if it will be helpful for your work with the class
  4. If a course guide does not exist for the class, create one. If one exists but was taught by someone else, ask permission to use it.
  5. Develop the lesson plan for the class based on faculty feedback and assignment information.
  6. Use appropriate ACRL Information Literacy Standards or Frames to develop learning outcomes.
    • See Lesson Planning guide:
  7. Use the Lesson Plan Template 
    • Save this in the Instruction Folder so others can access if needed. File path: S:\IT\UL\RLS\RLS-Shares\RIO - Instruction\Instruction Session Documentation

Helpful Links:

Procedures for Administering Student & Faculty Evaluations

Faculty surveys are sent automatically to faculty email entered on the instruction form.

You should survey students in New classes you haven't taught before or at least 20% of your classes.

Revised Lesson Plan Using the Framework

 

Albert B. Alkek Library

Research & Learning Services

Lesson Plan and Class Information Sheet using ACRL Framework

Semester Year

Modify as Needed

Librarian(s): 

  

Course Name: 

  

Subject / Level

 

Professor: 

  

Session Description:

  

Identify Desired Results:

Learning Outcomes/Knowledge Practices/Dispositions (parenthetical within lesson plan):

Resources for Bloom’s taxonomy:

Background, and 2001 revisions:

Action Words for creating learning outcomes using Bloom’s Taxonomy:

The students will:

  •  

 

Examples:

  • Identify the best library databases for research (Knowledge)
  • Identify best methods to locate most recent sources (Knowledge)
  • Give examples of different formats for information (Understand)
  • Examine how information is created (Apply)
  • Question how an author’s worldview might lead them to make assumptions (Analyze)
  • Compare different types of resources on same topic (Evaluate)
  • Construct effective searches using basic Boolean principles (Create)

Identify Essential Questions:

These are open-ended questions that should be thought-provoking, intellectually engaging, and should raise additional questions or spark further inquiry.

  •  

Examples:

  • When we read information, does it matter who the author is?
  • How is information created?
  • How do we access information?

Select the Relevant ACRL Information Literacy Frame(s):

Click on each Frame link for more details.

Mark “X” for the frames that apply to your lesson plan.

The following ACRL Frame(s) were addressed:

___ Authority Is Constructed and Contextual

___ Information Creation as a Process

___ Information Has Value

___ Research as Inquiry

___ Scholarship as Conversation

___ Searching as Strategic Exploration

Determine acceptable evidence: How will you know if students have achieved the desired results?

Students will…

  •  

Examples:

Students will locate:

  • a newspaper article related to their topic
  • a primary source related to their topic
  • peer-reviewed scholarly articles related to their topic

Students will be able to:

  • Compare the different resources they have found
  • Evaluate them for possible author bias
  • Describe scholarly v. non-scholarly materials

 

Identify possible places or bottlenecks/roadblocks/obstacles in student understanding.

In this section, list some points in the lesson where a significant number of students have gotten stuck.

Then describe some solutions to helping students get through these sections of the lesson.

Bottlenecks can occur when you assume that students know prerequisite information.

“Bottlenecks of Learning” – are “… points in a course where the learning of a significant number of students is interrupted.” (Anderson, 1996, cited in Middendorf and Pace, 2004, p. 4)

 

Possible Bottlenecks and Solutions:

  • Bottleneck:
    • Solution:

Examples:

  • Bottleneck: Understanding the price of information accessed using the library databases v. free resources found online
    • Solution: Discuss cost of academic materials and how login credentials provide access to them

Identify active learning activities:

 

Assessment Activity & Results:

  
URL to Course Guide  

 

Don't forget to file your lesson plans! This helps ensure that you and others have access to them later. Either use a hidden tab on your course guide or file it here: S:\IT\UL\RLS\RLS-Shares\RIO - Instruction\Instruction Session Documentation S:\IT\UL\RLS\RLS-Shares\RIO - Instruction\Instruction Session Documentation