Instructional design and student learning

Abstract

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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