These objectives define your goals for student learning, helping learners to understand the research principles from the selected ACRL Frames.
Be careful not to pick too many and overcommit. Here are basic suggestions: if given a whole class period, pick 4-5 objectives. If given 45 minutes, pick 3. If given 30 minutes or less, pick 2. Just try your best to pick your preferred objectives in sequence since they follow a scaffolded (gradual) format. We also advise that you speak with the professor to inform your choices. If the professor tells me that their students largely know about library services and our role at the university, then I know not to focus on the first two objectives. If you don’t get a lot of info from the professor, you can assume some things. It’s generally best practice to start your sequence for 1000/2000 level classes with objective #1. You can consider starting off with objective #3 for 3000/4000 level classes. Again, let me emphasize that these are pillars for your lesson plan. You should pick the objectives that you want to highlight. That doesn’t mean that you shouldn’t introduce or briefly cover all of them. Even though I don’t highlight objectives #1/2 for seniors, I still refer to those ideas at the beginning of the presentation. I understand that scaffolding isn’t very straightforward to implement during one-offs. Please come talk to Instruction if you need any guidance.
These outcomes help to assess the effectiveness of instruction by providing clear criteria for evaluating student learning, ensuring that the skills gained are aligned with the objectives. Bullet points under each outcome give an idea about the concepts each outcome emphasizes.
Usually, we like to pick around the same number of outcomes as objectives, but this is just a rough guide. You can get more complex with this lesson plan by mapping multiple objectives to a single outcome. If you want to keep things more simplified, stick with a straight 1:1 outcome/objective ratio.