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Informationen zum Autor By Joan R. Kaplowitz Klappentext Designing Information Literacy Instruction: The Teaching Tripod Approach provides a working knowledge of how instructional design (ID) applies to information literacy instruction (ILI). Its "how to do it" approach is directed at instruction librarians in all library settings and deals with both face-to-face and online ID issues. Based on Kaplowitz's innovative Teaching Tripod model, it will help instructional librarians clearly define the crucial links between outcomes, activities, and assessment. Inhaltsverzeichnis Chapter 1 Why Do I Need to Know about Instructional Design?What does Instructional Design Have to Offer?Information Literacy Instruction in Today's WorldInstructional Design - the Foundation of Effective TeachingWhy Librarians Should Learn about Instructional DesignLibrarians as Teachers Instructional Design, Information Literacy Instruction and TechnologyInstructional Design and Learner-Centered-TeachingWrap UpWhat Stuck?ReferencesChapter 2 What Do I Need to Know about Instructional Design?So What is Instructional Design Anyway? Where Did Instructional Design Come From?What are Some Instructional Design Models/Approaches?How Did Instruction Librarians Respond?What Does All This Mean to You?Wrap UpWhat Stuck?ReferencesChapter 3 What is the Teaching Tripod? - An OverviewWhy Do Instruction Librarians Need Something Different?The Teaching Tripod Approach in a NutshellBeyond the Teaching Tripod: Needs Assessment, Implementation/DeliveryFitting It All TogetherContext, Lead Time and ScopeGoing Beyond the TripodFurther ConsiderationsWrap UpWhat Stuck?ReferencesChapter 4 What Do I Need to Know? Identifying the Problem - What is the Knowledge Gap?Needs Assessments - An OverviewDetermining the Content of Your Needs AssessmentNeeds Assessments and the Teaching Tripod Needs Assessments and ILIWrap UpWhat Stuck?ReferencesChapter 5 What Will My Learners Be Able to Do? - Expected Learning OutcomesArticulating Your Instructional Intent What Do Expected Learning Outcomes Look Like?How Expected Learning Outcomes Relate to the Other Elements in the Teaching TripodDeciding What to IncludeWriting Expected Learning OutcomesExpected Learning Outcomes for Information Literacy InstructionPutting It All TogetherWrap UpWhat Stuck?ReferencesChapter 6 What Will My Learners Be Doing During Instruction? - Selecting Instructional MethodsLearner-Centered Teaching: Getting Your Learners InvolvedLearner-Centered Teaching and YouLetting Go - Learner-Centered Teaching and ControlUsing Expected Learning Outcomes to Structure InstructionSelecting Your ActivitiesGetting and Keeping Learners' Attention: The Case for Mixing MethodsActivities to Assessment Instructional Context: Delivery Mode, Technology and AccessibilityWrap UpWhat Stuck?ReferencesChapter 7 How Will You Know? - Assessing Information Literacy InstructionAssessment as Part of the Teaching TripodThe Concept of AssessmentTiming - Before, During, and AfterSelecting Your Assessment What Type of Behavior Do You Want to Measure?Assessment ParametersAssessment for Constructive Feedback Versus Assessment for Accountability Incorporating Assessment into Your ILIPractical ConsiderationsWrap UpWhat Stuck?ReferencesChapter 8 Putting It All Together: Organizing and Sequencing Your ILIOrganizing for EffectivenessHow to Sequence Instruction The Heart of the Matter: Organizing Learning ActivitiesThe Big Picture and the Individual ChunksWrap UpWhat Stuck?ReferencesChapter 9 Getting Everything Ready: Implementing Your ILILetting Everyone Know Planning Your Marketing ApproachGetting Yourself Ready - Preparing Yourself to TeachGetting Your Stuff Ready - Preparing Your Instructional MaterialsGetting the Space ReadyGetting Ready for the Next TimeWrap UpWhat Stuck?ReferencesChapter 10 An Ending or Beginning Again?Review and ReflectTr...
