Training Library Patrons the ADDIE Way

166 Pages·2006·2.4 MB·English

by  Debby Wegener (Auth.)

Training Library Patrons the ADDIE Way
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Training Library Patrons
the ADDIE Way
D. R. W
EGENER
Chandos Publishing
Oxford · England
Chandos Publishing (Oxford) Limited
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First published in Great Britain in 2006
ISBN:
1 84334 157 3 (paperback)
1 84334 168 9 (hardback)
978 1 84334 157 4 (paperback)
978 1 84334 168 0 (hardback)
© Chandos Publishing (Oxford) Limited,2006
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List of figures
Figures
1.1 Molenda’s version of the ADDIE model 5
1.2 Brandt’s version of the ADDIE model 6
1.3 The Texas A&M University version of the ADDIE
model 6
1.4 Clark’s version of the ADDIE model 7
2.1 Find your learning style 17–18
4.1 Seven Steps to Effective Library Research from
the Olin and Uris Libraries at Cornell University 58
4.2 Example content from Seven Steps to Effective
Library Research 58
4.3 The Quickstart title screen, showing a cut-away
image of the library 60
4.4 Example content from Quickstart 60
4.5 One of the Quickstart mini tutorials 61
4.6 California Polytechnic State University Library’s
tutorial title screen 65
4.7 Queensland University of Technology Library’s
Pilot title screen 67
4.8 The title screen of the University of
South Australia Library’s InfoGate 67
4.9 Queensland University of Technology Library’s
new Pilot tutorial 68
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Training Library Patrons the ADDIE Way
4.10 The Visa tutorial title screen from the James
Cook University Library 68
4.11 Catalyst from the University of Technology,
Sydney 69
4.12 California Polytechnic State University Library
tutorial content 71
4.13 Tutorial content from James Cook University
Library 71
4.14 TIP Flash entry screen 73
4.15 The TIP title screen 74
4.16 An example of TIP content 74
4.17 Code for a simple JavaScript quiz 85
4.18 Simple JavaScript quiz 86
x
Acknowledgements
My heartfelt thanks go to those who so willingly gave me
permission to use their work, or the work of their
institutions. They include Yannis Grammatis, David Burns
from Magna Publications; and all those people from:
(cid:1)
California Polytechnic State University Library;
(cid:1)
Cornell University Library;
(cid:1)
James Cook University;
(cid:1)
Queensland University of Technology Library;
(cid:1)
University of Limerick Library;
(cid:1)
University of South Australia Library;
(cid:1)
University of Technology in Sydney; and
(cid:1)
University of Wyoming Libraries.
I would also like to express my appreciation to those people
who responded so readily to my requests for quotes and
stories. My grateful thanks go to Eng Mui Hong, Sandra J.
Kemp, Ling Ai Li Alice, Madi McAllister, Rajendra Munoo,
Susie Spies and Triffie Vorster.
And last but not least, my thanks go to Dr Glyn Jones for
asking, to the Temasek Polytechnic in Singapore for
providing the opportunity, and to Jethro John for his
patience.
xi
Preface
When I first started training, I needed to find a book that
would help me with everything, in other words, with
preparing, developing, presenting and delivering an entire
training session. I needed to know how to do all of this in a
library situation and, above all, I needed to know if anyone
else had actually managed to fog up their reading glasses by
having all the blood rush to their face in an embarrassing
moment. Well, I did manage to find all this information,
except for the part about the reading glasses, but I couldn’t
find it all logically organised into a single book. I also found
that a lot of the really good stuff on training is not written
by librarians, but by training professionals and presenters
who take a slightly different stance from the one that we
need to take for library patrons.
The purpose of this book, therefore, is to bring as much
of this information as possible together under one title for
anyone who has to train in libraries, and for the new and
nervous trainer in particular. The basic premise is that as
long as you are prepared and have your back-up plans in
place, the whole process of training becomes much less
stressful and, consequently, much more successful.
Organised according to the ADDIE model of instructional
design, the chapters of this book follow the ADDIE steps of:
(cid:1)
analysis;
(cid:1)
design;
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Training Library Patrons the ADDIE Way
(cid:1)
development;
(cid:1)
implementation; and
(cid:1)
evaluation.
With a brief introduction and conclusion, hints and tips and
suggestions are given throughout, as well as a few
educational theories to raise your awareness of trainee
learning styles and motivation and to help with the
development of your objectives. It is also strongly suggested
that you look at what other librarians have been doing,
hence a few of my favourite online information literacy
programmes are discussed. In the appendices you will find a
learning style survey, examples of lesson plans, and a
number of annotated articles on the instructional
experiences of librarians around the world. As for the bit
about fogging up one’s reading glasses, well, I haven’t found
anything yet, but I can tell you that until I learned to relax,
I stopped wearing my glasses in training sessions.
xiv
About the author
Debby R. Wegener is a reference librarian at the Temasek
Polytechnic Library in Singapore. She was born and bred in
Zimbabwe and started her career in the library world as a
part-time circulation assistant at the Rhodes University
Library in Grahamstown, South Africa. After completing a
Master of Applied Science (Information Studies) from
Charles Sturt University in Australia, she worked for a while
as a trainer for a library systems vendor. Debby is also editor
of the Temasek Polytechnic Library’s quarterly newsletter,
webmaster of the library’s website, and coordinator of the
library’s information literacy programme.
The author may be contacted via the publisher.
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