Design/Development Break-out Session
ADDIE: Design/Development Break-Out Session
Nancy Dewald, Pennsylvania State University, Berks Campus
Break-Out Exercises:
Each group will be given a course-related instruction scenario that includes the following:
1. Results of a Needs Analysis: students needs, assignment outcomes, constraints.
2. Information literacy outcomes to support the faculty member’s assignment outcome.
Exercise A - Design: Each group will design instruction and exercises appropriate for its
scenario, including:
1. Methods of evaluating student outcomes
2. Student activities/exercises
3. Content of instruction
Exercise B – Development: Each group will list the media to be used for this instruction
1. For face-to-face instruction: describe handouts, PowerPoint, overheads, etc. as
appropriate or desired.
2. For online instruction:
a. What instruction, if any, could be done online to supplement the face-to-face
instruction? What information or resources could you provide in a course
management system?
b. What type(s) of media would you use? (e.g., simulations, digital learning
objects, online practice quizzes, online actual quizzes that report to the
instructor or librarian, Web page, the instructor’s course-management system,
etc.)
Assumptions for all scenarios:
1. The college library has an electronic classroom with 28 computers plus an instructor’s station,
data/video projector, and screen.
2. The library subscribes to a number of online databases, including a general one (e.g., ProQuest
Direct, InfoTrac, or Academic Search Premier) and numerous subject-specific databases. Many
full-text online sources are available, as well as an open URL resolver which allows the library
to create links between bibliographic databases and full text sources, or links to print availability
(in the online catalog) and to OCLC’s ILLiad Resource Sharing Management Software.
3. Online information literacy instruction is possible, but the teaching faculty prefer that in most
cases it supplement, not replace, face-to-face instruction. In all scenarios, consider how
technology can be used to support the face-to-face instruction.
Design/Development Break-out Session
Scenario One:
Student needs analysis: College English Composition class, 25 first-year students, who have
never had college library instruction before. Previous information literacy experience varies
depending on their high school, from a little to a lot.
Assignment outcomes: Students need to find 6-8 articles to support their “argument” essay
(position paper) on a controversial topic. The paper is to be 5-7 pages long, including the Works
Cited page.
Face-to-Face Constraints: Provide library instruction in one 75-minute class, allowing time for
students to begin searching. The professor will give the students an additional class period in the
computer lab to continue searching. The professor also will spend a separate class teaching MLA
format for citations.
Your Challenge: How will you teach enough information literacy skills to get these beginners
started?
Information Literacy Outcomes:
2.2.b. Identifies keywords, synonyms and related terms for the information needed
2.2.d. Constructs a search strategy using appropriate commands for the information
retrieval system selected (e.g., Boolean operators and truncation for search engines;
internal organizers such as indexes for books)
3.2.a. Examines and compares information from various sources in order to evaluate
reliability, validity, accuracy, authority, timeliness, and point of view or bias.
Design/Development Break-out Session
Scenario Two:
Student needs analysis: A mixed-level class (1/3 first-year students, 1/3 seniors, 1/3 sophomores
and juniors) of 20 students in a comparative civilization course (elective) titled “Islam in the
Global World.” The course teaches the practice and culture of Islam in different countries.
Assignment outcomes: Students are to write a 10-page paper on a topic of their choosing related
to the course, using high-quality sources of information.
Face-to-Face Constraints: Provide library instruction in one 50-minute class, allowing time for
students to begin searching.
Your Challenge: How will you deal with the varied skill sets in this multi-level class?
Information Literacy Outcomes: Select three for in class, others for outside of class.
1.1.c. Explores general information sources to increase familiarity with the topic
2.2.e. Implements the search strategy in various information retrieval systems using
different user interfaces and search engines, with different command languages,
protocols, and search parameters
2.3.c. Uses specialized online or in person services available at the institution to retrieve
information needed (e.g., interlibrary loan/document delivery, professional associations,
institutional research offices, community resources, experts and practitioners)
3.2.a. Examines and compares information from various sources in order to evaluate
reliability, validity, accuracy, authority, timeliness, and point of view or bias
3.2.d. Recognizes the cultural, physical, or other context within which the information
was created and understands the impact of context on interpreting the information
3.7.c. Reviews information retrieval sources used and expands to include others as
needed
5.3.a. Selects an appropriate documentation style and uses it consistently to cite sources
Design/Development Break-out Session
Scenario Three:
Student needs analysis: A First Year Seminar in Agriculture, with 20 students. Students are
working in groups of four on topics assigned by the instructor. Some students are taking this
class concurrently with English Composition, but not all of them. Previous information literacy
experience varies depending on their high school, from a little to a lot, however all are fairly
comfortable using Google or Yahoo.
Assignment outcomes: Students must find web sites and periodical articles on their topics. Each
student will produce a 2-3-page paper on his/her aspect of the topic, and together the group will
make a presentation to the class. Fortunately, the instructor recognizes the limitation of first-year
students’ ability in reading scholarly journals, and he is flexible on periodical sources used.
Face-to-Face Constraints: Provide two 50-minute class sessions teaching students how to find
articles and how to evaluate web sites. Allow class time for students to begin searching for
articles or evaluating web sites.
Your Challenge: How will you teach enough information literacy skills to get these beginners
started?
Information Literacy Outcomes for finding periodical articles:
2.2.b. Identifies keywords, synonyms and related terms for the information needed
2.2.d. Constructs a search strategy using appropriate commands for the information
retrieval system selected (e.g., Boolean operators and truncation for search engines;
internal organizers such as indexes for books)
Information Literacy Outcomes for evaluating web sites:
3.2.a. Examines and compares information from various sources in order to evaluate
reliability, validity, accuracy, authority, timeliness, and point of view or bias
3.2.c. Recognizes prejudice, deception, or manipulation
Information Literacy Objective for both classes:
5.1.b. Identifies and discusses issues related to free vs. fee-based access to information:
Demonstrates an understanding that not all information on the Web is free, i.e., some
Web-based databases require users to pay a fee or to subscribe in order to retrieve full
text or other content. Demonstrates awareness that the library pays for access to
databases, information tools, full-text resources, etc., and may use the Web to deliver
them to its clientele.
5.3.a. Selects an appropriate documentation style and uses it consistently to cite sources
Design/Development Break-out Session
Scenario Four:
Student needs analysis: A business management course of 28 junior and senior-level business
majors. They are familiar from earlier courses with finding business articles and company web
sites, but they now need to find information in non-article business databases that give company
and industry information (e.g., Standard & Poor’s NetAdvantage, TableBase, Mergent Online,
Hoover’s Online, Multex, and ValueLine), as well as government web sites and trade association
web sites.
Assignment outcomes: Students are to work in groups to produce a presentation that is either (a)
a company analysis or (b) a new venture business plan, but in either case will include an industry
analysis. Each student is also to produce a 15-20 page paper using at least 15 sources. They will
need all the databases mentioned above, both the ones they are familiar with and new ones.
Face-to-Face Constraints: You have one hour to work with the class, then they will stay and
continue working on the computers for another 2 hours with the instructor. The instructor uses a
course-management system (e.g., WebCT or BlackBoard) and she will let you send her anything
you wish her to add to it for the students’ benefit.
Your Challenge: How do you show them all these sources and also get active learning?
Information Literacy Outcomes:
2.2.d. Constructs a search strategy using appropriate commands for the information
retrieval system selected (e.g., Boolean operators, truncation, and field searching for
search engines; internal organizers such as indexes for books)
2.2.e. Implements the search strategy in various information retrieval systems using
different user interfaces and search engines, with different command languages,
protocols, and search parameters
5.3.a. Selects an appropriate documentation style and uses it consistently to cite sources
Design/Development Break-out Session
Scenario Five:
Student needs analysis: A basic chemistry course that is a requirement for most science and
engineering majors, with 55 first- and second-year students. They are familiar with Google and
plan to find information there. The professor has explained peer-reviewed journals to the class.
Assignment outcomes: Students must create a “poster” on a topic of their choosing in the area of
applied chemistry (e.g., glyphosate, the herbicide in Round-Up; or hydrogen fuel cells for
automobiles). They need to find at least 2 articles from peer-reviewed journals in science or
engineering, in addition to any other sources they wish to use. Possible databases they may use
include Compendex (engineering), American Chemical Society’s ACS E-Journals, Applied
Science & Technology Abstracts, Biological & Agricultural Index, Access Science (online
version of McGraw-Hill Enc. of Science & Technology), the CD-ROM or the print version of
the Merck Index, and the U.S. Patent & Trademark Office’s USPTO database of patents online.
Face-to-Face Constraints: This class is too large to fit into the library’s electronic classroom (or
any computer center classrooms), so the instructor has invited the librarian to come to the regular
classroom, which has an instructor’s station, data/video projector, and screen. The class time is
50 minutes. The instructor uses a course-management system (e.g., WebCT or BlackBoard) and
she will let you send her anything you wish her to add to it for the students’ benefit.
Your Challenge: How will you engage students in this classroom and avoid a simple show-andtell presentation?
Information Literacy Outcomes:
1.2.b. Recognizes that knowledge can be organized into disciplines that influence the way
information is accessed
2.2.d. Constructs a search strategy using appropriate commands for the information
retrieval system selected (e.g., Boolean operators, truncation, and field searching for
search engines; internal organizers such as indexes for books)
5.1.b. Identifies and discusses issues related to free vs. fee-based access to information:
Demonstrates an understanding that not all information on the Web is free, i.e., some
Web-based databases require users to pay a fee or to subscribe in order to retrieve full
text or other content. Demonstrates awareness that the library pays for access to
databases, information tools, full-text resources, etc., and may use the Web to deliver
them to its clientele.