Instructional Design Document

Accessing Library Resources

Mona Ghazi

Rayan Fattal

Eliza Ayoub

I. Instructional Problem

According to Morisson et al. (2016), an instructional problem represents a need that arises

when a gap is identified between an expected performance and the actual situation. (p.31).

The University library should provide a rich source of scholarly up-to-date information for

students and professors alike. However, according to observations from library staff

members, the majority of students and many instructors are unaware of the variety of

resources and facilities the library has to offer. Lack of such knowledge makes it difficult to

research reliable sources. Lots of students come to the library asking the same questions and

many instructors fail to guide their students on how to use the library and manipulate library

resources to find what they are looking for. Observations by the librarian also report that

many students fail to locate library resources, are unaware of their uses, and use non credible

resources for their research. In addition to the observations, a survey of 54 students was

conducted that revealed that no student surveyed had knowledge of library resources. In

addition, the courses that provide training in library resources don’t offer enough guided

practice in retrieving printed or online resources. They are mostly PowerPoint presentations.

Hence, a felt need was expressed by one of the staff librarians to design an instruction that

would bridge the gap between current performance (lack of knowledge about the use of

resources) and the desired performance (accessing library resources effectively) of the target
 audience. Morisson et al, (2016) Students need to learn to retrieve and manage data, and be

aware of the variety of available databases(p.32). With this instructional situation in mind, a

seven-session course will be designed to provide all students with the opportunity to make

the best use of library resources, facilities and services. The course will be based on a number

of constructivist theories such as the situated learning approach, problem-based learning and

cognitive apprenticeship providing enough practice to enhance performance in accessing

library resources properly.

II. Learner and Context Analysis

The following data is based on a survey 20 students administered in the library.

 Learner Analysis:

We implemented the format provided by Morisson et al, (2016)

Audience: University of Balamand students

A. General characteristics:

 Age: 17-20

 Year: Freshman/Sophomore

 Gender: Mixed

 Education: high school diploma / undergraduate students in different majors.

B. Entry Characteristics:

 Attitudinal and motivational characteristics

o 50% recognize the importance of using the library resources.

 o Most would like to use the library resources.

 Prior knowledge

o None have knowledge about library resources and services.

 Common errors

o Failing to locate library resources

o Failing to recognize the use of library resources

o Using non-credible resources for their research

C. Persona

Peter is a 19 year-old sophomore at the University of Balamand.

Peter is unaware of the services and resources offered by the library.

Peter doesn’t realize the importance of using library resources but he would like to learn

and apply this knowledge in his research.

 Context Analysis:

As mentioned earlier, the tools for conducting a contextual analysis were the survey and

observations.

Boyd et al, (2004) state that when instruction is situated within a relevant context, it can enhance

both the achievement and attitudes of the learners.

Oriented Context

According to Morrisson et al, (2016), when planning the oriented context, an instructional

designer must take into consideration the following:

The learner’s goals for taking the course:

  Some students are attending this course because it is mandatory.

The learner’s perceived utility of the instruction:

 Some students aim to build good research skills to benefit their research.

 Students are willing to use the library resources and services.

The learner’s perception of accountability:

 Students will be graded at the end of the course.

Instructional Context

 The instruction will be conducted in the library’s classrooms and labs. (table 3-1 in

Morrison et al (2016) mentions the significance of providing a learning environment

that is fully equipped with the materials required, can accommodate a satisfactory

number of students, is in proximity to all the sections in the library, is quiet and far

from distraction). p.63.

 Projection is needed

 Computers with internet connection are needed for the students.

 The instruction is scheduled by the instructor in different times to suit all students’

schedules. (a fifty-minute class session once a week in the afternoon during the first

weeks of the semester.)

Transfer Context

Morisson et al, (2016) state that learners benefit more from an instruction that allows them to

transfer the knowledge and skills acquired into an instructional or work setting, given the right

tools, opportunities and support. ( p.63). In order to facilitate the transfer and application of the

skills taught in the course:

 Professors will be asked to encourage students to use the library resources.

  Students are provided with the required data and guidelines to access the library

resources from their homes.

III. Task Analysis

Topic Analysis

involves the content of the instruction (content structure-facts ,rules )

• in alignment with objective 1: Identify the different sections and facilities within

library premises and their purposes

a) Library sections and facilities

1. Basement:

i. Study rooms

a. space for students to study together and talk freely

b. can be reserved online through the library website

ii. Archives room

a. Archives for Balamand publications, noble collections

2. Ground floor:

i. Study rooms

ii. Classrooms

a. Can be reserved by instructors for special sessions

b. Each has its own specifications e.g. smart boards , video conference
 iii. Circulation desk

a. where you borrow and return books

iv. Course reserve shelf

a. Where instructor leaves a specific book for his or her students

to read, or make copies of a chapter

v. Graded reader shelves

a. Books of different levels of difficulty, mostly for language

learners

vi. Computers and printers

3. First floor:

i. Serials shelves

a. magazines, journals, newspapers

b. cannot be borrowed

ii. Encyclopedias and dictionaries shelves

iii. Computer labs

a. Can be reserved by instructors

b. Open for students

iv. Classrooms

4. Second floor:

i. Bookshelves (stacks)

a. Resources can be located and retrieved by reading the

shelfmark or reference number

 b) Library services and rules:

1. Borrowing services

2. Interlibrary loan services

3. Graduate services

4. Membership services

5. Study room reservation

6. Print/scan/photocopy

7. Subject guides

 Procedural Analysis

Involves the series of steps taken to apply and master the required skills.

Step Cue

 Search for the material by title, author,

Search and retrieve resources from the keyword…

library stacks  Locate the material using the shelf mark

 Check out the material on the circulation

desk

Locate on-line resources using the library  Use the Go4All search box

website  Apply filters to narrow search

 Choose the needed resources by checking

the summary

 Download the necessary materials

Use appropriate referencing techniques (i.e.  Open the APA manual

 APA format)  Read the rules and examples

 Apply

IV. Instructional Objectives

By the end of the instruction, students will be able to:

• Identify the different sections and facilities within library premises and their

purposes

• Search and retrieve resources from the library

• Locate on-line resources using the library website

• Use appropriate referencing techniques

V. Instructional Approach

The type of content is procedural and conceptual because students will be

• explaining the procedures and concepts

• demonstrating and modeling the procedure

• applying the procedure to different situations

 Sequence for teaching the content:

Design/sequence Objective Time Instructional Instructional

strategy Model
Instruction Identify the 2 sessions First session Situated

(background different Initial learning

concepts sections and presentation

facilities within Instructor

library presents a map

premises and of the library

their purposes displaying

sections with

empty

numbered

labels-

Assigns each

learner a

number

-asks learners to

go to the

library, enquire

about or explore

this

service(where it

is located, what

kind of

information it
provides and it

would be useful

for learners to

access it(e.g.

when to use a

journal…)

Generative

strategies

- Learner

presents a video

or an audio

explaining

about this

section or

service.

- A discussion

follows, with

input from the

instructor and

other learners.

- Learner then

creates a mind
map of different

sections and

their purposes.

Second session Problem based

Initial learning

presentation:

Given a

problem

(different

documents

about a certain

topic missing

important

information e.g

definition of a

concept, date of

birth of a

scientist, latest

findings on a

certain

medication)

Generative

strategy:
 Students pair up

to retrieve the

missing

document( by

going to the

right section

and the right

resource)

Instruction Search and 2 sessions Initial Cognitive

(procedures) retrieve presentation apprenticeship

resources from Instructor

the library models and

explains the

strategies used

to search for a

resource and

use the

shelfmark to

locate and

retrieve the

resource

Students can

take notes and

discuss.

Generative

strategy:

- Given a list of

different

attribute (book

title, author,

journal

name…),

students are

requested to

locate these

materials with

some guidance

from the

instructor.

Session 2

Students are

Asked to assist

a newcomer to

the library to

locate a

resource.
instruction Locate online 2 sessions Initial Situated

procedure resources using presentation learning

the online Students are

library asked to

discover the

“go4all” service

and try its

different

options. The

instructor will

be walking

around the class

and giving clues

and guidance

when needed.

Students should

find out how

this service

works and how

results can be

filtered

according to

needs.
 Generative

strategy

Given a list of

topics, the

learner will

select a topic

(e.g. games in

education) and

practices using

the correct

strategies to

search for at

least three

different online

resources

pertaining to

this particular

topic, with

guidance from

the instructor

Instruction Use 2 sessions Initial Situated

procedure appropriate presentation learning

referencing Students are

techniques. asked to access

the APA

manual, read it

and understand

the examples.

Some practices

are done

interactively in

class.

Generative

strategy

Students are

asked to create

bibliography of

the resources

they previously

found using the

APA style.

These

bibliographies

are exchanged
 and corrected

by students.

VI. Limitations:

 The course will not cater to the needs of instructors and university professors,

although many also are not very knowledgeable about navigating the library and

accessing its resources. Although we clearly identify a need for instructors to benefit

from a course of this nature because it will provide them with the means to instill a

curiosity in their students, and offer guidance to novices, we believe instructors

require different content from what is provided in this course.

 This course will not deal with the requirements of students who were in other

universities and are pursuing their Master’s degree in UOB. While they may benefit

from the course, it is not developed for their particular needs which comprise research

work at the Master’s level.

 It will not go into the specifics of evaluating the reliability of a resource. Issues such

as plagiarism will be mentioned as well as ways to avoid it but will not be an

objective in itself.

 Although the main desire of most students is to be able to use resources for their

research work, the course will not cover in detail how to put together a research

paper.

 According to the survey, not all the students saw a relevance in learning about

accessing library resources. An informal interview with a few students revealed that
 some seemed content with what they know and to some the library is simply a place

to study without disturbance.

VII- Instructional Materials:

Based on the diagram of Dale’s cone of experience (Dale, 1969), learners benefit the most

from a learning situation that allows them to experience a lesson hands on, by performing or

doing the “real thing”.

Materials will include the following:

 Pictures (of different sections with empty labels)

 Library resources, sections, facilities and services

 Library website

 Computer and Internet access

VIII- Pedagogical Models

Our instruction will be based on constructivist pedagogical models, mainly the situated

learning model, as well as problem based learning, it will also include aspects from cognitive

apprenticeship and cognitive flexibility hypertexts.

Situated learning model will allow learners to apply directly what is being taught in a real

world environment, i.e. the library, thus making meaningful use of the learning experience

(Collins, 1991). They move from knowing to actually doing what is required. They are

obliged to explore, make sense and discover while working collaboratively. As they are

scaffolded by the teacher, they move from being clueless to going to the right floor and right

section accessing the correct resource and finding a specific reference.

 Problem based learning allows the learners, in the context of a given problem, to apply

certain skills, such as decision making, collaboration and critical thinking, to manipulate

newly acquired information to access resources and evaluate their relevance and reliability.

Learning is self-directed and self-reflective. By figuring out strategies to solve the problem,

students use what they learn and build their understanding of the concept and procedures in

the process. Problem is solved using the content acquired. (Barrows, 1985)

Cognitive apprenticeship also is implemented in the real context in which the course

instructor is the expert or mentor who models as she explains to the learner, the novice, the

procedures to carry out a task (e.g. retrieving a resource from the stacks) and strategies being

used to solve a particular problem. Gradually the instructor’s influence fades as the student

starts to implement the procedures, in an environment that fosters teamwork, self-reflection

and collaboration as well the development of cognitive skills (Collins, 1991). Eventually as

an assignment the student is asked to assist a newcomer in the library to locate a resource.

IX- Formative and Summative Evaluation

Learner evaluation:

A learner evaluation is based on objectives that target a change in both the learner’s knowledge

and skill, so it will evaluate how much the learner has comprehended(declarative knowledge) as

well as to what extent the learner can apply what he or she has learned(procedural knowledge).

The learner evaluation will be criterion-referenced, based on the objectives set for the course

since it will measure how much knowledge the learner has acquired as a result of taking the

course.
We will use objective tests, constructed-response tests, and performance assessment.

Test Aim Content Objectives served

Objective tests Evaluate the knowledge true/false items

comprehension
multiple choice items Identify the different
sections and facilities
matching items within library premises and
short-answer items their purposes.

Constructed- Measure higher level of open-ended questions Analyze the right resource
response test cognition in applying for the type of information
and analyzing the required
acquired knowledge
Use appropriate referencing
techniques

Performance Measure the acquisition direct testing

assessment of new skills and
behavior (process and performance rating Search and retrieve
product) resources from the library
observations
Locate on-line resources
anecdotal records using the library website
Measure if learner is rubric
able to apply the skills Use appropriate referencing
taught techniques.

 Formative evaluation:

Formative evaluation will help us to revise and improve the instruction during the development

of the instruction. Smith and Ragan (2004) approach will be used. It consists of 4 steps.

Steps Description application

Design The design is reviewed prior to the The design is reviewed by the
reviews development instructional designer

Expert Instruction is reviewed by an expert after it An expert from the library is asked to
reviews is completed but before being implemented review the instruction prior of
implementation

Learner One-on-one evaluation (where the ID After each session, the ID meets with
validation works with individual learners to gather some students individually and gathers
data) data about each session.

Small group evaluation (8 or more learners After each session the ID performs
who represent the entire group will interviews and discussions with small
participate in small-group evaluation) focus groups.

Field trials (a group of 20 students will be a group of 20 students will be given tasks
given tasks to perform a task related to the to perform in the library and the ID will be
instruction). observing what is happening

Ongoing Gathering data on the long-term

evaluation effectiveness of instruction.

 Summative evaluation:

Summative evaluation will help us know if the instruction will be effective for later use and what

revisions are necessary. It allows us to get answers on the evaluation questions that are not

biased in any way, which will in return allow us to know whether the design program is

achieving desired outcomes. Smith and Ragan (2004) approach consists of 8 steps which will be

used in our project.

Determine the goals of evaluation With the help of a library expert, questions that
should be answered are identified.

Select indicators of success Where will data be gathered? What needs to be

looked at in order to answer the evaluation
questions? Also with the advice of a library
expert.

Select the orientation of evaluation Objective (questionnaires, tests…) or subjective

(observation, interviews…)?
 The evaluation will be a combination of the two
orientations.

Select design of evaluation how the data will be collected

Design or select evaluation measures what measures will be looked at to determine

effectiveness of the instructional intervention

Collect data.

Analyze data

Report results Consists of: summary, background information,

description of the evaluation study, results, and
conclusion and recommendations.
References:

Barrows, H. S. (1985). How to design a problem-based curriculum for the preclinical years. New

York: Springer Publishing.

Boyd, A. M, & Jackson, M.L, (2004), An effective model for rapid skills acquisition through a

simulation-based integrated learning environment. Journal of Educational Computing

Research, 30(1-2),1-21

Brown. A. H. & Green, T. D. (2016). The essentials of instructional design: connecting

fundamental principles with process and practice (3rd Ed.). New York, NY: Routledge.

Collins, A. (1991).Cognitive apprenticeship and instructional technology. In L. Idol & B. F.

Jones (Eds.), Educational values and cognitive instruction: Implications for reform (pp121-

138). Hillsdale, NJ: Erlbaum.

Dale, E. (1969). Audio-visual methods in teaching (3rd ed.). New York: Holt, Rinehart &

Winston.

Fitzgerald, G. E., & Semrau, L.P. (1996). Enhancing teacher problem solving skills in behavioral

disorders through multimedia case studies. Paper presented at the American Educational

Research Association (AERA) New York.

Morrison, G. A., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2013). Designing effective

instruction (7th ed.). Hoboken, NJ: Wiley.

Smith, P. L., & Ragan, T. J., (2004). Instructional design (2nd ed.). Hoboken, NJ: John Wiley &

Sons.