How can you master Library Instruction and Literacy Education? I hope this helps! Good luck with your work?

Mastering library instruction and literacy education involves a multifaceted approach. Firstly, grasp the comprehensive scope of library resources and services, keeping updated with evolving technologies and acquisitions. Build strong information literacy skills by honing your own research abilities, critical evaluation, and source credibility assessment. Delve into pedagogical techniques, exploring active learning, flipped classrooms, and diverse learning styles to create engaging lesson plans. Stay abreast of current literacy research, attending conferences and collaborating with peers to exchange insights. Harness digital tools and multimedia to augment lessons, fostering interactive and immersive learning experiences.

In this plan, among other aspects, I would typically emphasize the significance of priotizing an understanding of my audience for library instruction sessions, with a focus on their effectiveness and engagement. This entails identifying the specific demographic either it's kindergarten, primary, secondary or university students, at the outset of session preparation. This knowledge informs us the selection of relevant resources. Besides that, customising the sessions to suit their skills levels and requirements, may encouraging a two way conversation rather than one way teaching, as it possibly adds vibrancy and interactive to the sessions. This in turn, results in more effective and engaging session experience for all involved.

I always look to the four Ps - plan, process, profit and people. People remains the key ingredient at all layers. The plan is the framework which mobilize an idea from thought to action. This requires alignment with curricula, learning needs and styles, behaviors, competency levels, budget, timelines other resources/dynamics, etc. the full project planning cycle. Some elements of the process are in the plan for execution, however, in this regard it is producing key documentation that drives sustainability and encourage M&E. Profit is the component that says you've delivered on the KPIs and its time to celebrate - reward and recognize. People lead the narrative for continuity and lessons learnt/change management. I then start my LLI session

I use a combo of backward design and the ACRL FIL. Additionally, I’ve found it useful to try to pare down my objectives to one or two things. If possible, a follow up visit is extremely helpful as well. Being approachable and just making sure students know how to contact librarians, and that we are more than willing to help, is an extremely important thing that is often undervalued.

I think the most important thing as stated by this article is that you do need to plan before you take lessons. You need to know who you will be instructing, what you need to instruct. The best ways for you to instruct your intended audience. Planning means you will look more professional and your audience are more like to learn and understand what you are trying to get across.

I love using padlet and nearpod. It is completely unrealistic to expect students to put away their phones, instead, require students to use them.

Once the Ps are aligned then my students are ready to be fully engaged. Gaps are ready to be closed and all other conditions/criteria activated. it's time to make the LLI salable and marketable. Time to get testimonials that indicates excellence or improvement. Coaching sessions and calibration will aid in the evaluation to ensure continuous process improvement. Each student must be aware of the objectives and likewise know how he/she is tracking and given the opportunity to feedback at intervals before the session is completed. The mantra remains that "no one gets left behind". Each session must be experiential and inclusive. Rewards and recognition are to be included to created lasting memories. As simple as "Well done - Big Up!

Working in smaller groups or 1-1 changes the way that material is delivered, enabling it to be more tailored to the audience. It is important to include examples that are relevant to the students, and which relate directly to their assignments. Smaller group sizes make this easier to do, whilst also allowing for more flexibility. The lesson can become less structured and instead more of a workshop, where the student can ask questions directly, and the teacher can move through material at the same pace as the student, whilst ommiting material that is not relevant to the individual.

The mantra I picked up on most in my education program is repetition. Repeat, Repeat, Repeat. Review before you teach something new. Teach something new, and then review everything all over again. Keep building on that prior knowledge and review what you have already taught. Always be testing your review. "Do you remember when we talked about....." "Yesterday we covered...." Informal assessment students with what they have already learned is great review. When you formally review students, all of that review, and informal assessment will be second nature and you should have solid results. Linking all that review and informal assessment with your formal will help you evaluate your results as well.

Assessment should not only consider what students learned and how well they learned. But also consider students motivation on library instruction and literacy education. Instructors should evaluate students choices and preferences on various tools and strategies of access to library and information. Learners should be able to justify their choices and preferences. The data should be used for improving instruction, tools and resources.

I find building pre and post assessment into my instruction a helpful practice. I also think, as I mentioned earlier, that follow up visits are essential in understanding and assessing effectiveness. As in regular teaching, it is not necessarily a good judge of teaching to rely on student quantitative (or qualitative) feedback alone.

One thing that helped me stay fresh in library instruction was taking a Master’s class on the side—it wasn’t even in library science! Having to research for my own assignments made me a peer with the other students, and that showed them that I know what they need and how to help them.

Another good way to improve is also to network and see what has worked or not worked for others too. Then you may be able to add or change sone of the things you we’re having issues or needed help on.

I really like peer evaluation and supervisor evaluation. In addition, I always find it useful to ask students what they thought, how they felt, etc. about library instruction.

Following up with the professor after the session and/or assignment for timely feedback that informs the next session can be hugely beneficial. Like research and design, instruction is an iterative process.

I use self-reflection as well as student and professor feedback to identify areas of change needed and use to inform the sessions I teach afterward.

Mastering library instruction and literacy education involves a combination of knowledge, skills, and strategies to effectively teach individuals how to find, evaluate, and use information resources while promoting critical thinking and lifelong learning.

Making sure you as the librarian know the ins and outs of every database and not thinking they are all set up and act the same way. I've worked with some librarians who did not realize that most databases provide users the ability to change the language settings. Students were very interested when I showed them that they could have the materials translated into their native language instead of trying to understand everything in English.

Library instruction is the best method to teach new users about the uses of library like library rules, hours, resources,services, etc.