Andria Burton
Tulsa Community College
Library Manager, Metro Campus
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Greater consistency among Metro Campus
instruction librarians
Differentiate instruction among the courses
we teach
Integrate student centered activities
Tie lesson objectives to the ACRL standards
Go beyond the “one shot” information literacy
session
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Build individual ownership
◦ Open dialog among librarians
◦ Individual “homework” and group meetings
◦ Flexible schedules allow for inclusive meetings
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Become well-acquainted with the ACRL
standards
◦ Which standards specifically relate to the audience
of TCC?
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Initial Brainstorming Sessions
◦ Individual ideas about what elements are vital to
information literacy instruction
◦ What are the essential concepts we teach?
 LC classification system, key word searching, how to
use the catalog, how to access and use the databases,
website evaluation, citing sources, etc.
◦ Which concepts should be paired with…
 Academic Strategies?
 Comp I?
 Comp II?
◦ More Brainstorming…
◦ Student centered learning activities that are
meaningful and can be applied to real-life needs
◦ Evaluation methods
◦ Promoting additional contact with students
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Initial lesson planning focused on Academic
Strategies classes
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Individually authored a model lesson
Conducted a side-by-side comparison
Group discussion and consensus
Combined ideas into one plan
Repeat process for Comp I and Comp II
classes
Confirm all identified ACRL standards are met
and make adjustments, if necessary
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Madeline Hunter’s lesson plan template used as a guide
◦ Duration of Lesson
◦ List of Materials
◦ Anticipatory Set/Hook: activate prior knowledge, spark
interest
 Questions to pique curiosity
 Visuals: video, pictures
 Quotes
◦ Objectives: Communicate what students will know/be
able to do by the end of the lesson
 Tie each objective to ACRL Standard(s)
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continued
Can you identify who said or is most closely
associated with these quotes?
 “D’oh!”
• Homer
Simpson
Image by The34Truth, deviantART
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“Did I do that?”
• Steve Urkel
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“People ask me
where I get my
jokes. Why, I just
watch Congress and
report the facts.”
Rogers, Will, and Alex Ayres. The Wit and
Wisdom of Will Rogers. New
York,
N.Y: Meridian, 1993. Print.
Photo in public domain, accessed through Wikimedia Commons
• Will Rogers
in Alex Ayres , ed.,
The Wit and Wisdom
of Will Rogers
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The art of
leadership…consists
in consolidating the
attention of the
people against a
single adversary and
taking care that
nothing will split up
that attention.
Photo accessed through Wikimedia Commons, attrib. Heinrich Hoffmann
• Adolf Hitler
Mein Kampf (1925)
ch. 3
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Lets the audience know where the
information comes from, so they can evaluate
the context of the information presented to
them from the original material.
Lets you share interesting info with others
Helps you avoid plagiarism
Makes it easy for people after you to use your
research
◦ Instructional Input/Modeling: what and how will
knowledge be communicated to the students
 Lecture, tours, demonstrations, videos, readings,
tutorials, etc.
◦ Check for Understanding: questions and examples
should be purposeful and meaningful
 Ensure questions require higher level thinking (refer to
Bloom’s Taxonomy)
◦ Guided Practice: learning activities students
perform under supervision
 Integrate activities that require students to be actively
engaged with the material
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See list of activities
◦ Closure: recap of what was learned, make
connections to future learning
 See list of activities
◦ Independent Practice: reinforce what students have
learned
 Interactive worksheet to be completed using a
pertinent research guide (such as the Amazing Library
Race)
 Collected and graded by course instructor
 Info Lit Instruction METRO\Metro Academic Strategies
Lesson Plan 6-24-13.docx
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Short follow-up sessions in the classroom
Participation in online discussion boards
Mini-workshops
Promote one-on-one reference appointments
Publicize how to contact a librarian
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Information desk
Virtual chat
Email
Phone
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Seek feedback, reflect, and adjust if necessary
◦ Routinely survey students and instructors
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Continue to regularly review lessons:
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What is being taught?
When is it being taught?
How is it being taught?
Does it meet the changing needs of the course?
Communicate value of instruction to
administration
◦ Lesson plan is something concrete that directly ties
to college mission statements
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Questions??