Rebecca Beatty

Final Project
LIS 60618
11 December 2015
Part 1: Develop Scenario
Create the scenario around which you build your instruction plan. Answer
each question below:
1. Describe the audience you will use as the focus of your final project.
Include details on these characteristics: age of audience, number of
participants, familiarity with or prior knowledge of library systems/IL
skills, your sense of their interest in/willingness to receive IL
instruction, other details about the audience that will help you build an
effective instruction plan.
My audience is elementary school students, grades K-5 (or ages 5-10).
For the purpose of this lesson plan, my target audience is the students
who use the public library regularly. Eventually, however, I hope to use
such a program to draw in students who do not normally spend time at
the library.
These students are somewhat familiar with the library. They generally
use it to browse the easy/juvenile books and DVDs and occasionally to
play games on the computers in the childrens area. The students in
the older grades have some experience with reading nonfiction at
school and writing about the information they have learned. Some are
able to type a subject into the OPAC in order to find materials, with
mixed results. Generally, they are comfortable with the physical side of
technology (e.g. using a mouse and keyboard, navigating on a tablet or
phone) but are not fully aware of the different uses of technology and
how to apply them to tasks. This does vary somewhat depending on
their access to technology at home and school.
This age group is usually willing to try new things. The younger
students especially are opening to asking questions if they do not
understand a concept, though the older students may feel shy or
embarrassed.
2. Describe the larger organizational environment in which your audience
is situated: type of institution, likelihood of IL being a priority for that
institution, other details about the environment that will help you build
an effective instruction plan.

I am working in a public library that serves approximately 13,000

patrons in a rural area. There are currently some IL services offered to
adults (technology classes/workshops), but none specifically marketed
to children. Occasionally a class or group will tour the library, and the
staff is always willing to answer questions. However, my goal is to
create more structured and deliberate IL instruction.
3. Youll prepare a more formal needs assessment in the next step, but as
you are creating your scenario, what are your initial thoughts on what
kinds of IL needs your audience might have? List as many as you think
seem plausible. You wont address them all in your final project, but at
this stage, brainstorm possible needs or gaps they might have.
-Library anxiety
-Difficulty with effective searching (OPAC, databases, or other search
engines)
-Navigating the library
-Asking for help when needed
-Lack of awareness of information sources available
-Difficulty discerning which sources are accurate, authoritative, and
trustworthy
-Understanding how to have a safe, responsible, and ethical online
presence (even young children participate in social media, message
boards, or online games, and some struggle to differentiate between
citing a source and plagiarism.)
Part 2: Prepare Needs Assessment
Needs Assessment
Questions to ask about your
audience
Are they aware of their need
for IL instruction?
Are they open to receiving IL
instruction in this type of
group format? Are parents
open to bringing their
children to this type of
program?
What are causes of library
anxiety for this group?
What kind of information
does this group commonly
use for academic purposes?
For pleasure

Sources to answer those

questions
Students, parents

Students, parents

Students, parents,
observations

Students, teachers,
observations, library records

reading/viewing?
What kind of IL instruction
do these students receive at
school? At home? Are the
specific gaps in IL
instruction at school that the
library could fill in
(collaboration)?
What percentage of the
population are second
language learners? What
effect (if any) has this had
on their IL knowledge?
Does this group prefer
digital or print materials for
academic purposes? For
pleasure reading?
Is this group aware of the
online resources (invisible
collection) available at the
library?
Which aspects of IL are most
confusing or frustrating to
this group?

Teachers/school
administration, students,
parents

School administration, city

records/census information

Students, parents, teachers,

observation, library records

Students, parents,
observation, website
statistics (?)

Ask students
directly/observation

Part 3: Complete Needs Assessment and draft Goals, Objectives, and

Expected Learning Outcomes (ELOs)
1. Provide answers to the Needs Assessment
Question about audience
Are they aware of their need for IL
instruction?

Are they open to receiving IL

instruction in this type of group
format? Are parents open to bringing
their children to this type of
program?

Answer
Students are aware of limitations in
using library resources (e.g. finding
materials, navigating online
resources, etc.) but not necessarily of
how greater IL knowledge will be
useful to them.
The majority of students and parents
are open to library programming,
although students expressed concern
that instructional-based
programming would be less
fun/interesting than the regular

What are causes of library anxiety for

this group?

What kind of information does this

group commonly use for academic
purposes? For pleasure
reading/viewing?

What kind of IL instruction do these

students receive at school? At home?
Are the specific gaps in IL instruction
at school that the library could fill in
(collaboration)?

What percentage of the population

are second language learners? What
effect (if any) has this had on their IL
knowledge?
Does this group prefer digital or print
materials for academic purposes? For
pleasure reading?

library programming.
For older students: Being unable to
locate materials on their own,
librarian and/or adult patrons
perceptions of them. Feeling that
library staff is in a
supervisory/disciplinary role vs.
providing guidance or instruction.
For academic purposes: Students
need to access assigned
fiction/classic literature. Informational
assignments generally allow for more
freedom in topic choice, so it is
difficult to predict the wide range of
needs. However, the most asked-for
informational books are biographies,
books on animals, and sports books.
For pleasure reading: Students ask
for popular paperback series (many
with corresponding online features),
books about LEGO and Minecraft, and
graphic novels. Disney DVDs are also
popular.
At school: Students have a story read
to them in the library and/or are
allowed to browse freely. They are
comfortable using computers and
iPads to play academic games. Older
students can type in a word
processing program.
At home: Most students have some
access to technology and use various
devices to play games.
There is a small percentage, but the
real impact seems to hit their parents
and older siblings. For the most part,
elementary-aged ELL students seem
to quickly catch up to their peers.
For academic purposes, students
almost exclusively choose print
materials, relying on digital materials
only when they have exhausted all
print sources. For pleasure
reading/viewing, students are split
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between digital and print resources

(including some children who read
only print materials and some who do
not read any).
Is this group aware of the online
No. When using the librarys
resources (invisible collection)
computers, students access only
available at the library?
information that is available with any
Internet connection.
Which aspects of IL are most
These students often have very
confusing or frustrating to this group? specific ideas of what they want/need
when they come into the library (e.g.,
I want to read the 11th book in X
series, or I need information to
write a paper on the black mamba
snake.) If sufficient resources are
not readily available, students freeze
up or become frustrated, rather than
search for additional sources of
information or similar topics.
Great set of questions.
This scenario is an interesting one public library doing an IL session,
and I like how your questions explore how to compliment what goes on
in school.
2. Write 3 goals, 3 objectives, and 3 expected learning outcomes (ELOs)
for your scenario, following the instructions in Exercise 2, page 126
from the textbook.
Write a minimum of 3 goals, objectives and ELOs that will form the
basis of your instruction plan. There should be strong alignment across
the 3 elements. A goal should map to an objective, which should map
to an expected learning outcome. You will draft 3 of these triads.
Goals/Objectives/ELOs
Goal 1
To teach students to
independently navigate
the library and find
specific materials.
Objective 1
After an instructional
and practice session,
students will be able to
use the OPAC and/or
browse the appropriate
section of the library to

Goal 2
To make students aware
of digital resources
available at the library.

Goal 3
To help students find
creative ways of filling
their information needs.

Objective 2
After exploring the
librarys digital
resources, students will
be able to choose three
resources that are
relevant and

Objective 3
After practicing as a
whole group, students
will be able to plan
multiple methods of
finding desired
information.
5

find specific materials.

appropriate for learning

about a topic of their
choice.

ELO 1
After completing a
guided search activity
on using the OPAC,
students will work in
pairs to find and
retrieve two of the
library materials from
their search.

ELO 2
Students will explore
five digital resources
and complete a
worksheet describing
their findings.

ELO 3
Students will list three
possible
methods/sources of
information on a subject
of their choice (e.g. I
want to learn about
frogs, so I can search
the OPAC for frogs, look
for books on
amphibians, or look up
frogs on the World Book
Kids database.

Part 4: Create Assessment Plan

Draft Due November 29
Go back to your Goals, Objectives and ELOs and in at least 2 detailed
paragraphs write an assessment plan for how you will measure whether
those objectives were reached.
Consider what you will assess, who you will assess, what performance will
you assess it, and how you will assess it - the methods you will use. Your
assessment should also address whether the feedback provided in the
assessment will be directed to the learners or to the IL instructor (you), or to
both. For at least one goal/objective/ELO triad of your project, create a rubrictype assessment tool. For the rubric, include a minimum of 3 dimensions
(elements you will assess), 3 scale levels (performance levels) and write
verbal descriptions of performance on each dimension for at least one scale
level.
Assessment Plan
For the most part, the assessment will take place throughout the
instructional activities. As students complete their guided search activity,
explore the library's resources, and create plans to fill their information
needs, they will have the opportunity to ask questions and receive feedback
from the instructor. This open format is as instructional as the activities
themselves, as it promotes the concept that the library staff welcomes
queries and exists to help patrons of all ages with their information needs.
Students will be able to complete the majority of these activities at their own
6

pace, and because the written assessment materials (guided search activity
sheet, digital resource worksheet, and search plan) are fairly simple, they will
only require quick approval from the instructor before continuing with the
activity. Though brief, this immediate feedback allows the instructor to check
for understanding and give any necessary additional instruction, even if the
student does not return for another session (e.g. "World Book Kids is
probably not the best choice for help with your math homework. Let's take
another look at the list of websites.").
Lastly, the instructor should take note of any portion of the instruction or
activities that prove difficult for several students. These observations will
allow the instructor to refine or edit the instruction and/or materials for
future students.
Finding materials

Digital resources

Creating a plan

1
Students have
some knowledge
of using the OPAC
and navigating
the library, but
are unable to find
material relevant
to their
information
needs and/or
locate it within
the library.
Students can
name <3 digital
resources
available at the
library and one
use for each.

2
With some
guidance,
students are able
to search the
OPAC to find
material relevant
to their
information
needs and locate
it within the
library.

3
Students are able
to independently
search the OPAC
to find material
relevant to their
information
needs and locate
it within the
library.

Students can
name 3-5 digital
resources
available at the
library and one
use for each.

Students are
unsure of where
to begin finding
information about
a topic of their
choice at the
library.

Students can list

3 possible
sources of
information about
a topic of their
choice within the
library.

Students can
name >5 digital
resources
available at the
library and at
least one use for
each.
Students can list
>3 possible
sources of
information about
a topic of their
choice within the
library, including
print and digital
resources.

I like the low key nature of this assessment. Since this isnt school, its
unrealistic to make the assessment too much like a school assessment. But,
7

its still very valuable to you as the facilitator of the session to know whether
students mastered the concepts or not. The subtle nature of the assessment
feels right for this scenario.
Part 5: Instruction Plan
1. The students will meet in the childrens programming room prior to
instruction. After allowing sufficient time for students to arrive, the instructor
will guide them on a brief tour of the library. This tour will include the
childrens section, adult/YA nonfiction, and the computer area. At each stop
on the tour, the instructor will point out the various collections and their
contents and mention how the items are cataloged and arranged (e.g. by
authors last name). (15 min.)
2. The group will then return to the childrens programming room to
complete a guided search activity in pairs (if there is an odd number of
students, one group may have three members). The room will be set up with
tables and chairs arranged in rows, facing the overhead projector. The library
has eight laptops for use in youth services programming, and these will be
charged and set out at the tables. The instructors computer will be projected
for the students viewing. All laptops will be opened to the OPAC on the
librarys webpage. Because the patron OPAC computers throughout the
library also access the OPAC through the librarys webpage, the content and
layout will be exactly the same in the learning module as it will be when
students use it in the future.
The instructor will demonstrate for students how to complete basic searches,
pointing out the various search fields and defining them, how to limit their
searches, and how to navigate the results. The group will then begin their
guided search activity, completing the first search together as a group with
the instructor. The instructor will stop to check for understanding and answer
any questions before allowing the students to continue working on the
activity.
This activity will have students search by title, subject, and author name,
listing materials from their results. Throughout the activity, the instructor will
be walking around the room and checking for understanding. If more than
one group has difficulty with a specific aspect of the activity, the instructor
will give further explanation and demonstration to the whole class via the
projector. As each pair finishes the activity, the instructor will check their
answers. The students will then retrieve two of the materials (of their choice)
from their list of results and return to the childrens programming room. (30
min.)
3. The instructor will show students via the projector how to access the

librarys online resources. These are available in a list of hyperlinks on the

librarys webpage, and are listed by age group, subject, and type of resource.
The instructor will explain that the websites can be used anywhere, but that
the databases are like online libraries and can only be accessed from within
the library or with a library card. The group will look at the first resource
(World Book Online Kids) and go through the different components of the
worksheet. The instructor will give students ideas for exploring databases
and websites, such as searching for subjects that interest them, or browsing
information they think would help them in school. Students will not be able to
complete the worksheet without spending some time navigating the various
resources.
The students will then be given time to explore four more resources of their
choice, completing the worksheet (attached) describing their findings.
Throughout this time, the instructor will be moving throughout the room,
checking for understanding and offering scaffolding as needed. (30 min.)
4. Lastly, students will create a brief research plan (attached). The instructor
will first model creating such a plan on the whiteboard (using frogs as an
example subject). The students and instructor will then work together to
create a research plan on the whiteboard as practice before creating their
own plans. The instructor will briefly check each student's work as they he or
she finishes. If students are stuck or unsure of how to begin, the instructor
will remind them of the various resources they explored throughout the day
(Where could you look in the library? Fiction or nonfiction? What are some
words you could search for in the library catalog? Did you visit any websites
or databases that might help you? Check your paper from earlier or ask a
friend.). (15 min.)
Students will be asked to show their parent or guardian (whoever is picking
them up from the library) or a friend one thing they learned about finding
information at the library as they leave. This can be as simple as, Heres
where the books about dogs are kept, or Heres where you type the
authors name into the library catalog.
The instructor will keep the papers needed for instruction in a folder, passing
them out and replacing them as needed throughout the lesson. This folder
can be easily carried from one part of the library to the next. All of the
computer areas in the library are stocked with golf pencils and there is a
whiteboard and markers in the childrens programming room.

10

Guided Search Activity

Names:

1. Find the book The Very Hungry Caterpillar by Eric Carle.

First, try typing very hungry caterpillar in the title search bar. We do not
include the words a, an, or the in searches.
Next, try typing Carle, Eric in the author search bar. We always put the
authors last name first, then a comma, then the first name.
The call number tells us where in the library an item is located. The call
number for The Very Hungry Caterpillar is E Carle. That means it is with the
Easy fiction, under the name Carle.
2. Find the book The Little Engine that Could by Watty Piper.
First, try typing the title in the title search bar.
Next, try typing Watty Pipers name in the author search bar.
Last, try finding the book by putting railroad in the subject search bar.
What is the call number for The Little Engine that Could?
3. Look for a book about dogs.
First, try searching for dog in the subject search bar.
What is one title that sounds interesting in your results?
What is the call number for that book?
4. Look for a book about insects by Sally Kneidel.
Put insects in the subject search bar and Sally Kneidels name in the
author search bar.
What is the title of the book?
What is the call number for the book?

11

Digital Resources at Your Library!

Name:

Fill out the chart. The first example is done for you.
What is the name
of your resource?
World Book
Online Kids

What can you use What do you like

this resource for? about the
resource?
Looking up
The pictures and
information
videos.
about people,
places, things,
and animals.

What do you NOT

like about the
resource?
There is not
enough
information on
each topic to
write a paper
about.

12

My Research Plan

Name:

I want to learn about

__________________________________________________________.

First, I will
____________________________________________________________________
_____________________________________________________________________________.
Next, I will
_____________________________________________________________________
______________________________________________________________________________
.
Last, I will
_____________________________________________________________________
______________________________________________________________________________
.
If I need more help after this, I can
_________________________________________________
_____________________________________________________________________________.

13

Planning (60%)

Earne
d

Shows comprehension of a Needs Assessment

10
Lists a minimum of 8 specific questions to
answer.
30
All questions are applicable to and
relevant to the target audience.

Exceeds
Expectati
ons

Meets
Expectati
ons

Approach
es
Expectati
ons

Does
not
Meet
Expe
ctatio
ns

10-9

30-27

26-24

23-21

6=be
low
20belo
w

Shows comprehension of Goals, Objectives, and Expected Learning Outcomes

10
10-9
8
7
Goals, Objectives, and ELOs relate to the
defined need as identified in the needs
assessment plan.
30
30-27
26-24
23-21
Submitted work demonstrates mastery of
the differences between goals, objectives,
and ELOs and the 3 items are logically
aligned.
Shows comprehension of Assessment approaches
10
10-9
8
7
Assessment plan either 1) provides
feedback to learners, or 2) provides
feedback to IL instructor, or 3) provides
feedback to both.
10
10-9
8
7
Assessment plan is logically linked to the
planned Goals/Objectives/ELOs
10
10-9
8
7
Assessment plan includes at least 1
example of a rubric, which includes: 3
dimensions of performance (the rows), 3
scales levels (the columns), and indicators
of one scale level for each dimension
(what goes in each cell).
10
10-9
8
7
Assessment plan includes an example of
any assessment instrument mentioned.
(Not required, but for example, if you
mention a pre-test/post-test, then you
need to include them. Or if you mention a
satisfaction survey, you need to include
it.)
Delivery (40%)
Shows comprehension of an Instruction Plan
10
10-9
8
7
Includes detailed description of what the
instructor will do and what the students
will do (the instructional activities).
10
10-9
8
7
Instructional activities are appropriate for
the content and the target audience.
10
10-9
8
7
Instructional activities are logically and
explicitly connected to the
Goals/Objectives/ELOs
10
10-9
8
7
Includes an outline of the points you
would say (not an actual script, or power
point), but a bulleted list or outline of the

14

6=be
low
20belo
w

6=be
low

6=be
low
6=be
low

6=be
low

6=be
low
6=be
low
6=be
low
6=be
low

points you would make during verbal

instruction.
Includes a timeline (or time ranges) of the
instruction activities (if delivered in real
time); if an asynchronous module,
includes an estimation of how much time
will be dedicated to each topic.
Includes specific instructional examples
such as sample searches, analogies, or
metaphors, or other methods to
demonstrate or illustrate the material
Includes a description of the tools and
equipment needed.
Includes examples of any handouts
mentioned. (Not required, but if you
mention using a handout, you need to
include a mock up of the handout.)

10

10-9

6=be
low

10

10-9

6=be
low

10

10-9

10

10-9

6=be
low
6=be
low

15