Instructional design and student learning

Over the past twenty-five years, large institutions have developed highly structured "canned" library use instruction programs that effectively reach large numbers of students with relatively few librarians. The author suggests we now add a human element to our instruction by including opp...

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Published in:Reference services review 1999-09, Vol.27 (3), p.225-228
Main Author: Wiggins, Marvin E.
Format: Article
Language:English
Subjects:
Academic Libraries
Behavioral Objectives
Brigham Young University UT
Continuing education
Distance Education
Educators
Electronic Classrooms
Face to Face Communication
Higher Education
Independent Study
Instructional Design
Learning
Learning Strategies
Libraries
Library Instruction
Library users
Orientation
Students
Subject Specialists
Teachers
Training
Training courses
User training
Web Sites
World Wide Web
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description Over the past twenty-five years, large institutions have developed highly structured "canned" library use instruction programs that effectively reach large numbers of students with relatively few librarians. The author suggests we now add a human element to our instruction by including opportunities for face-to-face interaction with subject specialist librarians on student topics. The marriage of the structured and the personal interaction not only allows librarians to teach what students should do but adds a more significant level of learning involving how and why, and provides meaning and understanding in the instructional process.
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subjects Academic Libraries
Behavioral Objectives
Brigham Young University UT
Continuing education
Distance Education
Educators
Electronic Classrooms
Face to Face Communication
Higher Education
Independent Study
Instructional Design
Learning
Learning Strategies
Libraries
Library Instruction
Library users
Orientation
Students
Subject Specialists
Teachers
Training
Training courses
User training
Web Sites
World Wide Web
title Instructional design and student learning
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