26 Creation of Instructional Manual on Information Literacy

Dr Neelam Thapa

  1. Introduction

We today live in an Information Society – a society characterized by a dynamic, complex and information rich environment where information plays a crucial role. It is required for both our personal and professional development. To survive in such an ever changing society, an individual has to also change, upgrade and update oneself to keep pace with time. An individual has to make a purposeful effort for self development throughout one’s life.

 

Lifelong learning is a necessity of Information Age and this can be achieved only when right information is available at the right time to an individual. Information Literacy is the key to access the right information at the right time and use it effectively.

 

Information Literacy (IL) is defined by American Library Association as ―a set of abilities to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information‖1.

ODLIS – Online Dictionary for Library and Information Science defines IL as ―Skill in finding the information one needs, including an understanding of how libraries are organized, familiarity with the resources they provide (including information formats and automated search tools), and knowledge of commonly used research techniques. The concept also includes the skills required to critically evaluate information content and employ it effectively, as well as an understanding of the technological infrastructure on which information transmission is based, including its social, political, and cultural context and impact.‖

 

An Information Literacy Program (ILP) helps develop these information abilities in an individual. A well designed ILP can ensure that the objective of producing info-literate individuals is met. So, it is imperative that the IL instructions should be based on the time tested theories and models of Instructional Design (ID). ID is the practice of creating “instructional experiences which make the acquisition of knowledge and skill more efficient, effective, and appealing.” (www.wikipedia.com)

 

An ILP has to be packaged in form of a manual so that it can be smoothly implemented in a library. A manual provides systematic step by step instructions on delivery and evaluation of an ILP. It saves time and also makes an ILP more effective.

  1. Instructional Maual: Definition and Concept

Manual is a word which has originated from Old French manuel, from (and later assimilated to)Latin manualis, from manus hand. Oxford Dictionary defines a handbook as ―a book giving instructions or information‖. (http://www.oxforddictionaries.com/definition/english/manual)

 

Macmillan Dictionary defines it as ―a book that tells you how to use a piece of equipment. (http://www.macmillandictionary.com/dictionary/british/instruction-manual)Whereas, The Free Dictionary defines it as ―a small reference book especially one giving instructions‖. (rhttp://www.thefreedictionary.com/manual)

Cambridge Dictionary gives a more comprehensive definition, ―manual is a book that gives you practical instructions on how to do something or how to use something, such as a machine‖. (http://dictionary.cambridge.org/dictionary/british/manual)

 

An instructional manual is a manual usually accompanying a technical device and explaining how to install or operate it. (http://www.thefreedictionary.com/instruction+manual)

 

So, an instructional manual for IL, also called as IL Handbook or IL Manual, can be defined as a handbook giving step by step instructions on how to conduct an ILP. It is to be used as a reference book by library professionals while planning, delivering and assessing an ILP.

  1. Instructional Design (ID)

4.1  Definition

 

ID has been defined as a process, a discipline and a science. ID as a process is ―the systematic development of instructional specifications using learning and instructional theory to ensure the quality of instruction. It is the entire process of analysis of learning needs and goals and the development of a delivery system to meet those needs. It includes development of instructional materials and activities; and tryout and evaluation of all instruction and learner activities‖. ID as a discipline is ―that branch of knowledge concerned with research and theory about instructional strategies and the process for developing and implementing those strategies‖. ID as a science is ―the science of creating detailed specifications for the development, implementation, evaluation, and maintenance of situations that facilitate the learning of both large and small units of subject matter at all levels of complexity‖2.

 

ID is a system of procedures for developing education and training programs in a consistent and reliable fashion. Instructional design is a complex process that is creative, active, and iterative3.

 

ID, a systemic process involves needs analysis and the development of an effective delivery system to meet those needs. In addition to the development of instructional materials and activities, ID involves developing reflective learning activities and evaluation practices to engage learners so as to make their learning process active and constructive4.

 

4.2  Characteristics

 

There are many models of ID proposed by different scientists but they all share some common characteristics5:

  • Instructional design is learner-centered: The focus of ID is learner and not the teacher. The whole emphasis is on what the learner needs to learn and how he has to be taught that, the instructions have to be performance based.
  • Instructional design is goal-oriented: Objectives are of utmost importance in ID. The objectives are fixed at the beginning to provide direction and keep the teaching-learning process focused on the required outcomes.
  • Instructional design focuses on real-world performance: ID does not aim at rote learning. It lays emphasis on learning the skills to perform the tasks assigned in real-world situations.
  • Instructional design focuses on outcomes that can be measured in a reliable and valid way: Evaluation is an important part of ID. ID is performance based and focuses on learning the skills. So, the evaluation is based on measuring the skill of the learner, by performing a task rather than answering multiple-choice questions.
  • Instructional design is empirical: ID is based on facts. The whole process is based on data collection and analysis at every step, right from assessment of user needs to attaining of required skills. ID is developed and modified accordingly based on this data analysis.
  • Instructional design typically is a team effort: Teaching may be delivered by an individual but ID is a team effort. Designing and development of a teaching program will require the contribution of a subject expert, instructional designer, multi-media expert, clerical staff and project manager.

4.3  Models

 

There are many models for designing an instructional program. Some of the popular once are listed below:

 

4.3.1. 5E Model of Scientific teaching: It is based on Engage- focus and stimulate student interest; Explore-student explores the topic prior to instructions by teacher; Explain- instructor explains the topic; Elaborate- students expand their understanding by applying what they have learned; and Evaluate-instructor evaluates the students throughout the process6.

 

4.3.2. ADDIE: ADDIE stands for, Analysis- assessment of user needs; Design- formulating objectives of the program and design of modules to achieve the objectives; Development- developing the modules in a systematic manner as per the design; Implementation- implementing the modules step by step by to develop the required skills in a learner; and Evaluation- applying evaluative techniques to check if required performance outcome is achieved4.

 

4.3.3. Backward Design: This ID starts from identifying the goal of learning process and moving backwards to achieve the same. So, first step is to identify the performance outcomes and then to develop a curriculum which will be able to achieve those performance outcomes7.

 

4.3.4.  ASSURE: ASSURE stands for, Analyze- learners; Set -Standards and Objectives; Select- Strategies, technology, media and material; Utilize- technology, media and material; Require- learner participation; and Evaluate and revise. ASSURE is an Instructional System Design (ISD)Model to be used by teachers in the regular classroom. ASSURE is an ISD process which teachers and trainers can use to design and develop the most appropriate learning environment for their students.(http://www.instructionaldesign.org/models/assure.html)

 

4.3.5. Dick and Carey’s Model: The model is a procedural system including ten major process components (nine basic steps in an iterative cycle and a culminating evaluation of the effectiveness of the instruction). (i) Assess needs to identify instructional goal(s) (ii) Conduct instructional analysis to determine what skills and knowledge are required (iii)Analyze learners and contexts to identify learners’ present skills, preferences and attitude (iv) Write performance outcomes (v) Develop Assessment Instruments consistent with the performance objectives (vi) Develop instructional strategy

  • (vii) Develop and select instruction (viii) Design and conduct formative evaluation (ix) Revise Instruction based on formative evaluation (x) design and conduct summative evaluation. This model is based on feedback mechanism and self-regulating, as the instruction process is to be modified till the goals are reached.(http://www.personal.psu.edu/wxh139/Dick_Carey.htm)
  1. Information Literacy Program (ILP)

5.1. Definition and Concept

 

Earlier a person having knowledge of 3Rs (reading, writing and arithmetic) was considered literate and capable of lifelong learning but now the adequacy of this definition of literacy needs to be re-evaluated and developed. To survive in today’s information age, information literacy needs to be developed and maintained throughout life, not only by information users, but also by librarians and other information workers.

 

Today, because of the escalating complexity of this environment, individuals are faced with diverse, abundant information choices–in their academic studies, in the workplace, and in their personal lives. Information is available through libraries, community resources, special interest organizations, media, and the Internet–and increasingly, information comes to individuals in unfiltered formats, raising questions about its authenticity, validity, and reliability. In addition, information is available through multiple media, including graphical, oral, and textual, and these pose new challenges for individuals in evaluating and understanding it. The uncertain quality and expanding quantity of information pose large challenges for society. The sheer abundance of information will not in itself create a more informed citizenry without a complementary cluster of abilities necessary to use information effectively. So, Information Literacy is increasingly important in the contemporary environment of rapid technological change and proliferating information resources.

 

According to Doyle, ―In this Information Age, it does not matter how well people can analyze or synthesize; if they do not start with an adequate, accurate and up-to-date body of information they will not come up with a good answer.

 

So, users have to be taught how to retrieve correct information quickly, analyze it and use it ethically and communicate it effectively. Libraries and librarians can perform this task of educating users efficiently because they understand the intricacies and complexities of information storage and retrieval. Also, they have always been conducting programs on user orientation and bibliographic instruction. But, we have to keep in mind that with the development in ICT and increased impetus on research, user needs have changed and we have to also change our instruction programs accordingly. We have to enrich our instruction programs by moving beyond library literacy and including digital literacy, media literacy, research literacy, etc. Breivik emphasizes on implementation of Information Literacy to teach students critical thinking skills that will help them determine when and where to find information and how to identify, access, evaluate and effectively use that information. Therefore, a systematically designed instructional program to teach information skills to users is the need of the hour and such a program is known as ILP10.

 

5.2.  Objectives

 

5.2.1.  To make user information literate i.e. to develop the following competencies in a user:

 

 (i) Ability to assess his/her information needs

(ii) Awareness of libraries and information centres and their services

(iii) Awareness of different sources of information

(iv) Ability to search for information by developing an appropriate search strategy

(v) Awareness about information tools and ability to select and use appropriate tools

(vi) Ability to use IT for fast and pin-pointed retrieval of information

(vii) Ability to compare and evaluate the retrieved information

(viii) Ability to manage information professionally

(ix) Ability to cite bibliographic information correctly

(x) Awareness about legal and ethical use of information

(xi) Ability to use and communicate information effectively

 

5.2.2. To develop the ability in a user to access and use information effectively for both his personal and professional growth.

 

5.2.3. To convert a user into a lifelong learner.

 

5.2.4. To enhance socio-economic development of a country by promoting optimum use of  information.

 

5.3. Methods of Conducting ILP

 

IL can be imparted on-line or off-line. In both ways it can be face-to face where the teacher and learner interact in real time as in video-conferencing in on-line teaching or class-room instruction in off-line teaching. But sometimes it may not be conducted face-to-face in real time like through recorded programs accessed through websites or CD-based tutorials.

 

ILP can be one-shot program or conducted in phases. It can be a short program of 2-3 hour duration or it can be a credit course in academic institutions spread out over a semester. It can be conducted as a lecture program or as a workshop with many activities.

 

ILP may be provided by library personnel alone or in collaboration with the subject expert. It may also vary depending on its objective – it may be conducted, for example, to introduce user to a new on-line resource or to guide the user through the complexities of completing an assignment/research project.

The design and method of implementation of an ILP will depend, not only the user needs and expectations but also on availability of staff, skill and know-how of staff and available budget.

 

5.4.  Importance of IL Standards

 

A standard represents a specific idea of what we expect the student to recall, replicate, manipulate, understand, or demonstrate at some point and of how we will know how close a student has come to meeting that standard.(http://www.ala.org/acrl/issues/infolit/overview/glossary).

 

IL standards have been laid down by many Institutes and Associations of Library and Information Science to guide librarians in assessing user needs, framing ILPs and also in evaluation of performance outcome of users.

 

Some of the important IL standards are listed below:

5.5. Need for Instructional Design

 

ID is a necessity for designing an ILP as it gives focus and direction in both designing and delivering an ILP. ID is a systematic process which helps in dividing the curriculum into units which are logically and sequentially arranged and this helps the user to understand the concepts. Evaluation helps to understand the effectiveness of the ILP and also to modify and improve it. Above all, ID lays emphasis on the goal to be achieved and this ensures that the user learns the required skill.

 

Davis has correctly said that ―without ID to develop library instruction, the instructional session lacks goals and doesn’t consider learner characteristics. With ID, however, there are clear instructional goals, learners characteristics are considered, and students are engaged with interactive instruction. Other benefits may include collaboration with an IDT, lessons designed to meet the needs of students—not the needs of librarians, improved student performance, and more engaging learning experiences‖12.

  1. Designing and Developing an Instructional Manual for Information Literacy

6.1. Selecting a target group

 

The users of Libraries and Information Centres are varied with diverse needs. They are of different age groups, different educational levels and different subject interests. So, it may not be possible to develop a common ILP which suits all the users. A target group of users should be selected and an ILP should be developed customized to their needs.

 

6.2. Assessing the needs of target group

 

Once a target group is selected, next step should be to assess their information needs. Both direct methods, like survey, and indirect methods, like analysis of library records, should be used for the purpose.

 

6.3. Setting the objectives of ILP

 

Before designing an ILP, the objectives of the ILP should be decided. We should be very clear about what we aim to achieve from the ILP. A study of the IL Standards laid down by many national and international bodies can also assist in this regard. Setting objectives will give direction in developing the ILP and save both time and effort.

 

6.4. Selecting an ILP method

 

As we know ILP can be delivered in many ways – it can be a one-shot program of two hours or a program which is spread out throughout a semester and delivered in phases. So, it is very important to decide how an effective ILP program will be delivered. We should not only keep in mind our target group and its needs but also the time constraint faced by both the user and the library staff. Budget and expertise of the library staff are other issues that need to be kept in mind while deciding an ILP method.

 

6.5. Selecting an ID model

 

There are different models of ID and every model has its merits, demerits and applicability. All the models should be properly studied to decide a model that will suit our ILP method and help us to achieve the objectives of the program.

 

 

6.6. Adapting and incorporating new methods

 

With the changing times ILPs are becoming more interactive and user centered. There is marked increase in the use of technology by the users and so the use of technology to impart ILP is in vogue. Also new methods are being used like librarian-faculty collaboration in design and implementation of ILP, extensive use of activities like drama and games to make the ILP more interesting, use of multi-media to increase understanding, use of on-line and off-line methods and the concept of embedded librarian to make ILP self-paced and convenient for users. We will have to adopt these changes to make our ILP effective and successful.

 

6.7.  Using Experiments and Experiences of others

 

Different libraries have used different instructional design methods to develop ILP for their libraries. Also, many organizations have developed instruction manuals for IL. A library professional can study their experience and suggestions to design an ILP suitable for ones library. Going through the links given below will help in designing and developing an instructional manual suitable to your library:

6.8. Developing an Instructional Manual

 

An instructional manual is a document which will act as a guideline for implementation of an ILP and so both its content as well as its presentation should be kept in mind while designing it. The steps to be followed for developing an instructional manual are:

  • Constitute an editorial board: The board will decide its structure and format and prepare a draft outline of the document.; review the contents; organize the content and be responsible for maintaing the standard of the manual.
  • Development of content: The content should be developed according to draft outline. An ILP has to be designed and developed using ID. The entire program should be divided into short clear steps which are logically sequenced and timed. Multi-author approach can be applied, where different parts of the content are developed by different authors. This has many advantages – expertize of professionals can be used, its easier for an expert to concentrate on a small specific area and it also speeds up the process. Other than the content, emphasis should also be given on how the content is to be delivered. Guidelines should be provided on preparation of instructor notes and handouts to users. Use of technology like interactive whiteboards, powerpoint, clickers and on-line polling, podcasts, etc. can make the ILP more effective. Information on ―when to use‖ and ―how to use‖ technology should be made part of the IL Manual.
  • Testing the manual: The manual should be tested by implementing the ILP. Prior to implementation of ILP, the selection of the professional who will deliver the ILP should be done carefully, keeping his area of expertise in mind. The ILP should be implemented as per the instructional manual, but we should keep some flexibility to ensure that our objectives are met. Feedback from the target group can help us to evaluation the ILP and thus make improvements in the teaching-learning process. Also, to understand how well structured, understandable and user-friendly the manual is, feedback from library professionals providing IL instructions should be taken. The methods of evaluation should be carefully and scientifically designed to get accurate results. A well designed instructional manual will facilitate smooth implementation of ILP.
  • Preparation of manual for publication: After review, the content with Illustrations should be organized according to the pre-decided format. The format should facilitate clear and understandable representation and also easy access and retrieval of information. Designing of cover page and title should also be done carefully as it should not only represent the context but be also attractive. Copyright clearnace should be taken care of before the publication of the manual.
  1. Summary

To survive in today’s information age the users need not only the basic literacy but also information literacy. According to the US National Commission on Library and Information Science (2003), Information Literacy ―encompasses knowledge of one’s information concerns and needs, and the ability to identify, locate, evaluate, organize and effectively create, use and communicate information to address issues or problems at hand; it is a pre-requisite for participating effectively in the information society, and is part of the basic human right of life-long learning.

 

The importance of IL is now well recognized but an ILP can only be effective if it is able to achieve its goal of making the users info-literates. So, it is imperative to design an ILP which is based on ID principles and models. An ILP should be a systematic process sequenced into logical steps keeping in mind the user needs and required performance outcomes. It should be evaluated throughout the process and modified and adapted according to the objectives. The method of imparting ILP are varied, any one method cannot suit all situations, it is necessary that a method or combination of methods be carefully chosen.

 

A very thoughtfully designed ILP will also require an instructional manual for effective delivery, just like a high tech electronic device will give desired outcome only when the person using it has an effective instructional manual on how to use the device. An instruction manual for IL if carefully designed and developed will provide clear guidelines to information professionals on how to impart IL to its users, to achieve the required performance outcome.

 

  1. References:
  •  ALA (American Library Association), http://www.ala.org/ala/acrl/acrlpubs/white papers/presedential.htm
  •  “Training and Instructional Design”, Applied Research Laboratory, Penn State University. (www.umich.edu/~ed626/define.html)
  •  Kent L. Gustafson and Robert M. Branch. What is Instructional Design? http://www.ub.edu/ntae/dcaamtd/gustafson-branch.pdf
  •  Koneru, Indira. ADDIE: Designing Web-enabled Information Literacy Instructional Modules
  • DESIDOC Journal of Library & Information Technology, 30, no. 3, (2010): 23-34. http://publications.drdo.gov.in/ojs/index.php/djlit/article/viewFile/388/224
  • Six characteristics of Instructional Design. http://ericcamil.net/six-characteristics-of-instructional-design/
  •  Snajdr, ―Using the 5E Learning Cycle of Science Education to Teach Information Skills.‖ Indiana Libraries, 30, no.2 (2011): 21-24. http://journals.iupui.edu/index.php/IndianaLibraries/issue/view/216
  •  Foxm, Bruce E. and Doherty, John J. ―Design to learn, learn to design: Using backward design for information literacy instruction.‖ Communications in Information Literacy 5, no.2 (2012): 144-155. http://eduscapes.com/instruction/articles/fox.pdf
  •  Standards Committee Report. ACRL (Association of College and Research Libraries), 2000. (http://www.acrl.org)
  •  Doyle, C. S. Information Literacy in an Information Society a Concept for Information Age. New York: ERIC Clearing House on IT, 1994. (http://www.ala.org/ala/mgrps/divs/aasl/aaslarchieve/pubsarchieve/informationpower/ pdf)
  • Breivik, Patricia Senn. ―21st Century Learning and Information Literacy.‖ Change 37, no.2 (2005): 21-27.
  •  Bundy, Alan (Ed.) Australian and New Zealand Information Literacy Framework: principles, standards and practice. Adelaide: Australian and New Zealand Institute for Information Literacy, 2004. http://www.library.unisa.edu.au/learn/infolit/infolit-2nd-edition.pdf