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Introduction

Library instruction is commonly encountered in academic libraries, where it is part of a librarian’s job to educate library users. There are several different kinds of library instruction programs, serving various purposes. The term ‘library instruction’ may cover or represent many other terms, such as library orientation, a library tour, library sessions, library workshops, a library lecture, library research, library skills, a library course, bibliographic instruction, user education, research consultation, reference service, and information literacy teaching.

‘Literacy’ is defined as ‘the quality, condition, or state of being literate; the ability to read and write.’ (Oxford English Dictionary). A simpler definition is just ‘the ability to read and write.’ (Cambridge International Dictionary of English). In modern society, ‘literacy’ has become a popular keyword. When combined with another noun, the word extends its scope by denoting the ability to perform other acts of comprehension and execution than reading and writing. Information literacy is an example of one popular extension; it is a substantial part of library instruction. To become information literate, one has to receive relevant education, whether for a personal pursuit or to fulfill a formal requirement. Moreover, an instructional program is in any case considered necessary for any information system with a

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degree of complexity, such as those in libraries. Hence the need for library instruction.

Library instruction programs are created and organized to fulfill the mission of supporting users in the use of library facilities and, more important, information resources. Facilities are limited and rather steady in their physical forms, but information resources are ever changing, especially in this ‘digital age.’ The contents of a library instruction program may range from simply how to locate books on the shelf to the syllabus of a semester-long, credit-bearing course in library and information science. The instructor may be a library staff member, an instructional librarian, a library school faculty member, or a college professor of an academic discipline other than library science. In designing a library instruction program, some popular philosophical goals espoused are ‘to help all library users,’ ‘to teach students the skills needed to complete their assignments,’ ‘to support the university’s academic programs,’ ‘to create lifelong learners’ and so on. All are well said and some are well done. There are numerous designs for library instruction programs, driven by not only local needs but also the convenience of information accessibility and the explosion of information availability, along with an advance in technology. Traditional teaching methods are now enormously enhanced by the Internet via virtual tutorial, distance learning, online course management software, Web 2.0 tools, Webinars, and massive open online courses (MOOCs), to name but a few.

Perhaps most people would agree that one of the challenges academic librarians are facing today is that we have too many concrete tasks to cope with and we wear too many hats. A librarian’s job is no longer simply to keep and preserve books, as it was originally. Library instruction is one of the many things we do in academic libraries. Within

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the field of library instruction, there are also many directions. Some believe that academic librarians deserve faculty status and some that they are more like technical trainers.1 Librarianship has evolved over the course of history, and the rate of this evolution has increased to a rapid pace since the birth of the Internet. In order to become a capable librarian today, one has to meet some non-traditional requirements. For example, an instructional librarian needs to be not only information-literate but also Internet-literate; a reference librarian needs to be familiar with not only information sources but also computer applications.

One of the tasks librarians perform is to categorize and organize information resources for easier and more efficient use by patrons. Maybe it is time for us to utilize this specialty for ourselves: to categorize and organize library instruction activities according to their styles. Librarians teach in their individual styles. In addition to personal teaching styles, we may divide library instruction programs into two broader styles: yin and yang,2 we might call them. We may use design philosophies from a different source, the business world, to aid our design of library instruction programs. It should be noted that this is by no means an invention but rather a way to look at library instruction from different angles.

We admire the stunning achievements of both Google and Apple.3 Their success is global and their influence is well beyond the business world. There must be something valuable that we can learn from them. Google and Apple have some important characteristics in common: innovation, simplicity, and user-friendliness are the most noticeable. They win customers’ hearts by applying these principles to their products. However, the two companies have adopted rather different philosophies in product design. Google’s approach is from the bottom up, while Apple’s approach is

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top-down. Surprisingly, both are successful. Library instruction program designers may learn from these differing but complementary approaches, the better to meet various teaching objectives.

Let me try to explain the ideas involved in translating the concept from consumer product design to academic program design. In library instruction program design:

a Google-style approach provides what the learner wants to learn.

an Apple-style approach introduces what the instructor believes the learner needs to learn and will want to learn.

because there are various teaching objectives serving different purposes, these two design philosophies should be able to coexist.

In this book I intend to present viewpoints on library instruction theories and practice, and offer suggestions to instructional librarians on library instruction program design at both philosophical and practical levels. The book is structured in six chapters, with twenty-two sections and a conclusion. Chapter 1 sets out a review of literature in the field of library instruction. A brief history of library instruction and the background of contemporary librarianship are laid out. The impact of technology and the Internet on information society is analyzed, and the evolution in library instruction is discussed. Chapter 2 is a discussion of the educational philosophies that guide library instruction activities, as well as instructional program design principles. Various teaching forms commonly used in academic libraries are summarized. The concept of the information resources

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survey is introduced, and the importance of outcomes and assessment is stressed. Chapter 3 gives a review of the company histories of Google and Apple in order to understand their business more fully, with an analysis of their product design philosophies and principles, indicating what they have in common and what distinguishes them. Chapter 4 brings up the central core of this book’s theme: learning from the success of Google and Apple. The discussion concentrates on how to make a meaningful connection between the business world and higher education; and how to apply the product design philosophies and principles of Google and Apple to library instruction program design. Chapters 5 and 6 are devoted respectively to applying Google style and Apple style to various library instruction activities, and corresponding samples (created for this book) are provided. The conclusion summarizes the book’s main idea, followed by a topical reference list, which includes works cited as well as suggested further reading. The reference list is divided into four categories: library instruction, business and technology, about Google, and about Apple. Books and articles are separately listed within the categories.

This book is based upon this author’s work experience in various libraries, particularly in York College Library of the City University of New York, where the author has worked since 1997. It should be stated that some of the viewpoints portrayed may be too narrow or debatable, owing to the author’s limitation in knowledge and experience. It is hoped, nevertheless, that the book can be of some value for academic librarians in general and for instructional librarians in particular.

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Notes

1. For decades, whether the academic librarian has an educator’s role and in particular, faculty status, has been a popular topic for debate. William Miller’s College Librarianship gives the background and a history of the issue. [See Bibliography].

2. The original idea of this book was inspired by Steve Lohr’s article ‘The Yin and the Yang of Corporate Innovation’ in The New York Times (January 29 2012: BU3).

3. Coincidentally, at the time of writing, Apple and Google have won the top two spots on the Best Global Brands list in Interbrand’s 2013 annual report. Interbrand’s CEO, Jez Frampton, describes Apple as ‘a company that has changed our lives, not just with its products, but with its ethos.’ Available at <http://interbrand.com/en/best-global-brands/2013/Best-Global-Brands-2013.aspx>. Accessed: September 30 2013.