Tailoring information literacy instruction and library services for continuing education

Abstract

As higher education diversifies worldwide, academic librarians must adapt their information literacy initiatives to meet the needs of new populations. This paper explores the implementation of information literacy instruction and library services for diverse adult learners, in response to Cooke’s (2010) call for case studies on the relationship between andragogy and information literacy. Based on librarians’ success in reaching a previously underserved continuing education department, a variety of practical techniques for working with diverse students and instructors are discussed, with a focus on how learners’ characteristics inform the approaches. Effective techniques from adult education theory and information literacy practice are discussed in the context of outreach to continuing education learners. Librarians adapt instruction and communication strategies for students with varying levels of language, library, and technology skills; teach outside usual “business hours”; teach online; integrate information literacy outcomes in course curricula; tailor communication to students and instructors; and continually develop entirely new workshops based upon the content specific to continuing education programmes. Through these efforts, this unique group of students and instructors has been provided with previously unrealised access to information literacy training and library services. Challenges in outreach and teaching remain; however, the groundwork has been laid for a sustained liaison relationship. Future work will include systematic evaluation of successes and changing needs so that structured information literacy efforts, tailored for continuing education students, can evolve over time.

Tools and Principles for Effective Online Library Instruction: Andragogy and Undergraduates

“…Throughout the literature, preferences such as these are Tools and Principles for Effective Online Library Instruction 7 indicative of qualities of adult learners. Although Malcolm Knowles' principles of andragogy are mentioned explicitly only by some (Dewald, 1999;Halpern & Tucker, 2015;Lange et al, 2011), students' self-reporting of these characteristics described by Knowles indicate that his principles can support effective design of online instruction.…”

“…Two studies in the examined literature that specifically evaluated the practical application of andragogy to online library tutorials focused on adult learners as key users of asynchronous library instruction. Lange et al (2011) discussed how they adapted library instruction for continuing education students whose average age was thirty-three. Halpern and Tucker (2015), offering a conceptual examination of the application of adult learning principles to online library tutorials, noted its necessity due to the large number of nontraditional students at many colleges and universities.…”

“…some studies focus on specific tutorial software or delivery methods (Artemchik, 2016;Held & Gil-Trejo, 2016;Mery, DeFrain, Kline, & Sult, 2014;Mestre, 2012;Mikkelsen & McMunn-Tetangco, 2014;Stiwinter, 2013;Stonebraker, Robertshaw, & Moss, 2016;Turner, Fuchs, & Todman, 2015). Other studies examine best practices and educational principles for online instructional design (Bowles-Terry, Hensley, & Hinchliffe, 2010;Gonzales, 2014;Halpern & Tucker, 2015;Hess & Hristova, 2016;Lange, Canuel, & Fitzgibbons, 2011;Mestre, 2010;Scales, Nicol, & Johnson, 2014). Although focused on a wide range of topics, Tools and Principles for Effective Online Library Instruction 2 these authors agree on one thing: online instructionwhether semester-length, one-shot tutorials, point-of-need instruction, or instruction for flipped classroomsis becoming a primary means for delivering library instruction.…”

Applying Kolb’s Learning Theory to Library Instruction: An Observational Study

“…Although librarians are applying learning theory to instructional practice, using approaches such as Tiered Instructional Programs (Bowles-Terry, 2012), Adult Learning Theory (Lange, Canuel, & Fitzgibbons, 2011) and Evaluation Methodologies (Schilling & Applegate, 2012), we were unable to find any specific examples of the application of Kolb's theory. Woods (2012) provides a list of suggestions on how to consult Kolb's cycle of learning when planning information literacy sessions by emphasizing the use of a variety of teaching strategies to meet the preferences of all learners.…”

Multilingual Information Retrieval & Use: Perceptions and Practices Amongst Bi/Multilingual Academic Users

“…Customizing information literacy instruction to fit the needs of these users could also be helpful. This may include not only teaching them how to use MLIA tools, but also other tips such as appropriate use of thesauri and finding more effective terminology before searching for information (Lange, Canuel, & Fitzgibbons, 2015). User-perception studies such as this one are key in developing a framework for LIS professionals in teaching information literacy and library skills for bi/multilingual academic users: As Ishimura and Bartlett (2014) suggest, students' perceptions could be an important and objective addition to librarians' self-assessment of information literacy teaching skills.…”