Rebecca's Guide: Home

Below is a standard request for library instruction. Your task will be to review the request and design a lesson and accompanying instructional material for the class (Libguide, handouts, worksheet, etc)

Professor Ed. U. Gator 

Course: English 1302 - Composition II

Number of students: 18

Time frame: 45 minutes

Topics to cover: Library databases, finding popular and scholarly articles, internet searching, search engines, evaluating sources

Libguide: Yes

Detailed Instructions

1. Review the assignment and determine the learning goals for the lesson. Use the following guide to help you: https://library.uhd.edu/ld.php?content_id=54600880

2. Develop a lesson plan or outline, including the specific content, concepts, activities you intend to cover.  There are many lesson plan templates you can use get you started.  However, we all develop our own teaching styles and procedures so feel free to adapt these templates and find something that works for you.  I would recommend that your lesson plan include the following:

• Learning outcomes. Depending on where you work, there might be institutional learning outcomes that you have to consider, if not, libraries usually default to the ACRL Framework to develop learning outcomes. 
• Materials: Handouts, worksheets, supplies for any activities, etc.
• Assessment: How will you know if students have learned what they need to learn? 
• Lesson outline: What databases/resources will you demonstrate? What information literacy concepts?
• Reflection: How did it go? What were the muddy points for you? What were the muddy points for the students?

It can often be hard, especially when doing a "one-shot" instruction to determine how much to cover. One class is often not enough to cover everything we think would be important for students to know so to help with that I would recommend thinking of a lesson experience in three parts: 

• Big ideas and transferrable skills: The main focus of your instruction, as in the content you plan to share and engage students with while in the class itself.  This is also where your specific learning outcomes would come into play, those concepts that the students really need to know in order to complete their research assignment for class. 
• Important stuff to know and do: This is the material that's important for students to know but don't require you to linger for too long or spend too much time on.  For example, it's important for students to know how to login to our library databases from off campus, but you don't necessarily need to demonstrate how to do it, but simply bring awareness to it. 
• Stuff worth being familiar with: Databases, resources, tools that you didn't have time to cover in the instruction

3. Instructional material: This includes handouts, worksheets and LibGuide. Handouts provide a physical item that students can take with them and keep.  Worksheets are typically more "disposable" and are used in class for activities and active learning exercises.  However, worksheets can also be kept for students to return to for reference throughout their research process.  Libguides are kind of like "digital handouts" providing students with an online resource to refer to after the instruction.