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Slide deck for day two keynote of 2011 WebJunction "Trends in Library Training and Learning" conference. Session Description: Whether or not "instruction" appears in our job titles, librarians of all stripes find ourselves in the position of teaching and training our users, colleagues, and peers, and often more frequently than we ever expected to. Despite this reality, we ourselves don't often fully perceive this changing role. At a time of massive transition in the profession, the library's teaching mission must be integrated more meaningfully into the learning communities we support. Developing instructional literacy is key, and reflective practice suggests viable strategies for the on-the ground library educator.
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i n s t r u c t i o n a l l i t e r a c y & t h e
L I B R A R Y E D U C A T O R
@ c h a r B O O T H
# l e a r n t r e n d s
r e f l e c t i v e h a b i t s f o r
E F F E C T I V E P R A C T I C E
@ c h a r B O O T H
# l e a r n t r e n d s
T R U S T Y H A N D O U T
t i n y u r l . c o m / b o o t h w e b j - h a n d
2
3
1
L I B R A R Y E D U C A T O R S 1
R E F L E C T I V E P R A C T I C E 2
I N S T R U C T I O N A L L I T E R A C Y 3
L I B R A R Y E D U C A T O R S
I N S T R U C T I O N A L L I T E R A C Y
+
+R E F L E C T I V E P R A C T I C E
=
T E A C H I N G E F F E C T I V E N E S S 4
A N X I E T Y
A N X I E T Y
s k i l l
A N X I E T Y
s k i l l
k n o w l e d g e
A N X I E T Y
s k i l l
k n o w l e d g e
d e s i g n
s k i l l
d e s i g n
k n o w l e d g e
i n s t r u c t i o n a l l i t e r a c y
i n s t r u c t i o n a l l i t e r a c y
4
3
2
1
i n s t r u c t i o n a l l i t e r a c y
4
3
2
1
R E F L E C T I V E P R A C T I C E
i n s t r u c t i o n a l l i t e r a c y
4
3
2
1
EDUCATIONAL T H E O R Y
R E F L E C T I V E P R A C T I C E
i n s t r u c t i o n a l l i t e r a c y
4
3
2
1 T E A C H I N G TECHNOLOGIES
EDUCATIONAL T H E O R Y
R E F L E C T I V E P R A C T I C E
i n s t r u c t i o n a l l i t e r a c y
4
3
2
1
INSTRUCTIONAL D E S I G N
T E A C H I N G TECHNOLOGIES
EDUCATIONAL T H E O R Y
R E F L E C T I V E P R A C T I C E
i n s t r u c t i o n a l l i t e r a c y
4
1
INSTRUCTIONAL D E S I G N
R E F L E C T I V E P R A C T I C E
A N X I E T Y
P R E P A R E D N E S S
W E R E Y O U P R E P A R E D ?
W E R E Y O U P R E P A R E D ?
I F N O T . . . W H Y ?
W E R E Y O U P R E P A R E D ?
I F S O . . . H O W ?
I F N O T . . . W H Y ?
A S S U M P T I O N S
P R O F . M A R I A N D I A M O N D
P R O F . M A R I A N D I A M O N D
a s s u m p t i o n s
e x p e c t a t i o n s
P R O F . M A R I A N D I A M O N D
g e n i u s
E F F E C T I V E N E S S
E F F E C T I V E N E S S
B E S T T E A C H E R
E F F E C T I V E N E S S
B E S T T E A C H E R
W O R S T T E A C H E R
I N T R O S P E C T R E F L E C T
I D E N T I T Y
l i b r a r i a n t e a c h e r
L I B R A R Y E D U C A T O R
I N T R O S P E C T R E F L E C T
c a l
c l a r e m o n t
o h i o
t e x a s
C R I C K E T E F F E C T
+
I N D I C A T O R S P E C I E S
I N D I C A T O R S P E C I E S
A n i n d i c a t o r s p e c i e s
i s a n y b i o l o g i c a l
s p e c i e s t h a t
d e f i n e s
a t r a i t o r c h a r a c t e r i s t i c o f t h e
e n v i r o n m e n t . - w i k i p e d i a
t h e l i b r a r i a n a s
I N D I C A T O R S P E C I E S
i n s t r u c t i o n a l l i t e r a c y
1
R E F L E C T I V E P R A C T I C E
M E T A C O G N I T I O N
C O L L A B O R A T I O N G L E A N I N G
1
R E F L E C T I V E P R A C T I C E
i n s t r u c t i o n a l l i t e r a c y
i n s t r u c t i o n a l l i t e r a c y
1
R E F L E C T I V E P R A C T I C E
t h r e e - q u e s t i o n r e f l e c t i o n
M E T A C O G N I T I O N
i n s t r u c t i o n a l l i t e r a c y
1
R E F L E C T I V E P R A C T I C E
w h a t b o m b e d ?
w h a t s h o u l d i f o l l o w u p o n ?
w h a t w e n t w e l l ?
i n s t r u c t i o n a l l i t e r a c y
1
R E F L E C T I V E P R A C T I C E
C O N C E P T / C U R R I C U L U M M A P P I N G
i n s t r u c t i o n a l l i t e r a c y
1
R E F L E C T I V E P R A C T I C E
m i n d o m o . c o m
i n s t r u c t i o n a l l i t e r a c y
1
R E F L E C T I V E P R A C T I C E
m i n d o m o . c o m
i n s t r u c t i o n a l l i t e r a c y
1
R E F L E C T I V E P R A C T I C E
m i n d o m o . c o m
T E A C H I N G P O R T F O L I O S
i n s t r u c t i o n a l l i t e r a c y
1
R E F L E C T I V E P R A C T I C E
T E A C H I N G P O R T F O L I O S
i n s t r u c t i o n a l l i t e r a c y
1
R E F L E C T I V E P R A C T I C E
G L E A N I N G
R E F L E C T I V E P R A C T I C E
1
i n s t r u c t i o n a l l i t e r a c y
G L E A N I N G
R E F L E C T I V E P R A C T I C E
1
i n s t r u c t i o n a l l i t e r a c y
G L E A N I N G
R E F L E C T I V E P R A C T I C E
1
i n s t r u c t i o n a l l i t e r a c y
G L E A N I N G
R E F L E C T I V E P R A C T I C E
1
i n s t r u c t i o n a l l i t e r a c y
G L E A N I N G
R E F L E C T I V E P R A C T I C E
1
i n s t r u c t i o n a l l i t e r a c y
G L E A N I N G
R E F L E C T I V E P R A C T I C E
1
i n s t r u c t i o n a l l i t e r a c y
G L E A N I N G
R E F L E C T I V E P R A C T I C E
1
i n s t r u c t i o n a l l i t e r a c y
C O L L A B O R A T I O N
m e n t o r s h i p
c o - t e a c h i n g
c o m m u n i t i e s o f p r a c t i c e
i n p u t & v e t t i n g
o b s e r v a t i o n
i n s t r u c t i o n a l l i t e r a c y
R E F L E C T I V E P R A C T I C E
1
c o m m u n i t i e s o f p r a c t i c e
i n s t r u c t i o n a l l i t e r a c y
R E F L E C T I V E P R A C T I C E
1
c o m m u n i t i e s o f p r a c t i c e
i n s t r u c t i o n a l l i t e r a c y
R E F L E C T I V E P R A C T I C E
1
c o m m u n i t i e s o f p r a c t i c e
i n s t r u c t i o n a l l i t e r a c y
R E F L E C T I V E P R A C T I C E
1
i n s t r u c t i o n a l l i t e r a c y
R E F L E C T I V E P R A C T I C E
1
c o m m u n i t i e s o f p r a c t i c e
i n s t r u c t i o n a l l i t e r a c y
R E F L E C T I V E P R A C T I C E
1
D O Y O U H E L P B U I L D A
C O M M U N I T Y O F P R A C T I C E ?
i n s t r u c t i o n a l l i t e r a c y
4
INSTRUCTIONAL D E S I G N
4
INSTRUCTIONAL D E S I G N
i n s t r u c t i o n a l l i t e r a c y
i n s t r u c t i o n a l l i t e r a c y
4
INSTRUCTIONAL D E S I G N
T h e U S E R M e t h o d
i n s t r u c t i o n a l l i t e r a c y
INSTRUCTIONAL D E S I G N
4
i n s t r u c t i o n a l l i t e r a c y
4
INSTRUCTIONAL D E S I G N
i n s t r u c t i o n a l l i t e r a c y
4
INSTRUCTIONAL D E S I G N
i n s t r u c t i o n a l l i t e r a c y
4
INSTRUCTIONAL D E S I G N
i n s t r u c t i o n a l l i t e r a c y
4
INSTRUCTIONAL D E S I G N
i n s t r u c t i o n a l l i t e r a c y
4
INSTRUCTIONAL D E S I G N
i n s t r u c t i o n a l l i t e r a c y
4
INSTRUCTIONAL D E S I G N
i n t a n g i b l e s t a n g i b l e s
K N O W L E D G E
S K I L L S
I N S I G H T
C O N F I D E N C E
F E E D B A C K
C O L L A B O R A T O R S
T O O L S
R E S O U R C E S
O U T C O M E S
E d u c a t i o n i s a s o c i a l p r o c e s s .
E d u c a t i o n i s g r o w t h .
E d u c a t i o n i s n o t a
p r e p a r a t i o n f o r l i f e ;
E d u c a t i o n i s l i f e .
- J O H N D E W E Y
L I V I N G I S L E A R N I N G
T E A C H I N G I S L E A R N I N G
C H A R B O O T H
c h a r b o o t h @ g m a i l ¦ @ c h a r b o o t h
i n f o m a t i o n a l . c o m
t i n y u r l . c o m / b o o t h w e b j 2 0 1 1
I M A G E C R E D I T S
y o u r s t r u l y
t h e o p e n c l i p a r t l i b r a r y :
o p e n c l i p a r t . o r g
&
schunk, dale. 2004. learning theory: an educational perspective.
d ewe y , j o h n . 1 9 1 6 . d emo c r a c y a n d e d u c a t i o n .
booth, char. 2011. reflective teaching, effective learning.
accardi, drabinski, & kumbier. 2010. critical library instruction.
morrison, ross, & kemp. 2007. designing effective instruction.
S U G G E S T E D R E A D I N G
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