Instructional Design for Librarians and Information Professionals

Abstract

Instructional design is one of the newer educational trends in the learning/educational field. This book gives a thorough introduction into the theories and concepts behind this trend and can be used by any type of educator, academic, system educator, or unit educator. Instructional design's team process involves the instructor, instructional designer, technology, and resource (librarian). Also discussed is the need for time to create the content and document the need. It also covers the many things not always associated with traditional education. This includes things like the learners' technology skills and reading levels, how learners will meet the outcomes and objectives, and how learners can direct their own learning and be more interactive with fellow students. The book starts with an overview of the need for instructional design, how it came about, and the role that librarians or information professionals play in the process. Readers will realize this is something librarians already do to meet their patrons' information and instructional needs, only on a grander scale and outside of just library instruction. The author used the first chapters to give a comprehensive review of educational and learning theories at all levels of education. Teacher/instructor competencies, instructional learning, and the expectations of learning are also discussed. The Analysis, Design, Development, Implementation, and Evaluation (ADDIE) (Dick and Cary, 1985) education model is the foundation for the instructional design process and is described to readers. The book develops in a logical manner. It progresses from student learning needs to organization needs and assessment and how and why readers should align with school or organizational goals. Throughout the chapters are tips and suggestions for librarians. When describing models and processes, the author gives specific examples or opportunities for librarian interaction and involvement. Various ways to ensure successful integration are provided to aid in readers' success as a resource or the content driver in the instructional design process: “Not only should resources support the curriculum, but they must take into account the learner and the learning environment” (p. 92). This text discusses the technology needs of the kindergarten–twelfth grade (K–12) and adult learner, such as what each group may need and how technology is used to foster learning. Examples are given of how to encourage student-driven learning throughout the text. Most chapters end with a detailed lesson outline that reinforces and provides concrete examples for that chapter's content. Unfortunately, most of the examples are focused on K–12 and, therefore, are not directly related to health care librarians. While readers can make inferences related to content of the chapter, having examples related to the adult learner would have been beneficial. Each chapter has references, and an instructional design resources section follows chapter 9. While short, this resources section is a great start. A lengthy index is in the back of the book. This book would be an excellent starting point for anyone who is new to the instructional design process. The need for technology is explained by concept with specific current applications used to help illustrate the points, which allows readers to understand that any current or new application would serve the same technological function. This use of concepts helps keep this book from being dated soon after being published.