Library Instruction West 2018

Library Instruction West 2018 was held at Colorado Mesa University (CMU), in Grand Junction, Colorado in July. (I’ve been working on this post since early August, and it’s now almost mid-September!). The campus is absolutely beautiful.

My colleague and friend Laureen Cantwell also did a tremendous job organizing the conference at CMU.

This was my second time attending LIW, and its become one of my favorite conferences, and not just because Christal and I had a successful presentation. I like its smaller size, and its focus is specific to the work I do. I met some wonderful folks (I need to contact them as a follow-up!), and all of the talks and workshops I attended were useful and interesting.

Here’s a round-up of what I attended, along with some notes.

Pre-Conference Workshop with Maria Konnikova

Psychologist, science writer, and professional poker player, Konnikova is the author of  Mastermind: How to Think Like Sherlock Holmes (2013), emphasizes the importance of slowing down, especially when it comes to solving problems, which is the tactic that Sherlock Holmes uses to solve crimes. In this workshop, she walked us through breathing and visualization exercises and then we played a game of Mafia. (I don’t really enjoy playing games, especially in front of people I don’t know, so when it came for my turn to be accused, I just wasn’t into making my plea and said I was okay with the group just voting me out. LOL! This is a true story. I felt incredible relief leaving the circle.) The point I took was that slowing down really is helpful for creativity.

She also shared two mindfulness apps that she uses, Primed Mind and Headspace.

Embracing the Mystery: Mindfulness, Creativity, and Critical Thinking Techniques from Sherlock Holmes

In this keynote, Konnikova continued her mindfulness theme. Mindfulness helps unclutter your mind, or better organize your mind attic, as Sherlock Holmes calls it. It helps train attention muscles as our brains can’t actually multitask (our brains just switch rapidly through something called rapid task-switching).

If you read the Konnikova piece I linked re: the mind attic, she references a really interesting study that was done about the effect of technology on our mind attics. In our networked world, we are able deploy memory but in a different way.

In a recent study in Science, Betsy Sparrow and a team of researchers from Columbia, Harvard, and the University of Wisconsin-Madison found two important effects: first, when people are primed to think about computers, or when they expect to have access to information in the future, they are far less able to recall the information. However—and this is the second effect—they are far better able to remember where (and how) to find the information. (Konnikova, n.d.)

In the piece, she asks us to consider going through our mind attics on occasion, as the information we’re storing helps us with making decisions. While the post doesn’t necessarily say how, if you consider her book, mindfulness can help.

Just 5-10 minutes of mindfulness a day has many benefits, including clarity of thought, emotional stability, and better problem-solving skills (the Bill and Linda problem). For an example of how mindfulness can help in education, Dr. Amishi Jha‘s research has been very influential.

Mindfulness helps broaden your visual field. I wrote a big fat YES!!! in my notes when she mentioned that folks who are depressed aren’t able to pay attention to as many details. When I was 21, I went through something that really put me in a fog, so I started seeing a counselor. Almost a year later, I walked into his office and asked about the new painting behind his couch. It had actually been there the entire time! I was absolutely shocked. That’s when I knew I was feeling better. I had more clarity.) This keynote also encouraged me to get back into my yoga practice. It’s difficult, but slowing down is something I need to do to help me reset, allowing me to look at things more clearly.

Discovering Student-Centered Instruction: Applying the Framework Using Backward Design

I attended this mostly as a refresher. It reminded me a lot about a planning session my colleagues and I had to begin drafting some digital learning objects for a new GE course. I had also just finished the Thing 22 module of the 23 Framework Things.

I had just given my presentation before this one, so I wasn’t quite in the right mindset to fully engage with the task. I was still trying to tackle one section of the worksheet by the end, but the worksheet is a really helpful planning tool. I’m having trouble locating it and will need to reach out to Cordova and Wanucha to post it here, but it is adapted from the Information Literacy by Design template at

Checklists Are Not Enough: Exploring Emotional Intelligence as Information Literacy

For some students, the issues they are choosing to investigate are highly personal. As a librarian who teaches in a one-shot environment, one of the greatest challenges is rapport. We don’t know the students, and the students don’t know us. I really care about students’ feelings, and I could be inadvertently causing some kind of internal crisis when I’m asking students to consider other factors when developing research questions and finding information.

So often, students are creating questions for which they have already decided what the answer should be, even if its not supported by the literature, but how we approach this issue needs to be done sensitively. Because humans have the tendency to reject information that doesn’t line up with our preexisting beliefs [an interesting study that was referenced is Kahan (2011)], it can be challenging for students to accept reliable sources of information that contradict their experiences and values. Passing the CRAAP test or other checklists isn’t enough (I think most of us agree that these are too simplistic; in the library literature, Meola began discussing this in 2004). How can we help students work through this? How can we help students cultivate awareness of their values? This is an important part of information literacy but one that isn’t addressed specifically in our practice, but there are elements of it in the Framework, and several librarians have done some writing on the role of emotional intelligence in library instruction.

In “Indigenous Information Literacy: Nêhiyaw Kinship Enabling Self-Care in Research,” a chapter in The Politics of Theory and the Practice of Critical Librarianship, Loyer (2018) explains that “[l]ibrarians need to address the student’s whole IL instruction.” In Critten’s (2016) “Death of the Author (ity): Repositioning Students as Constructors of Meaning in Information Literacy Instruction,” which can be found in Critical Literacy for Information Professionals, argues that “[t]he library classroom should be a place where students confront their prejudices.” In a blog post title “Wiretaps and CRAAP,” Kevin Seeber (2017) writes:

“Our ability to evaluate information, and explain that process to others, has to involve recognizing that we, and the people with whom we interact, are whole human beings, each of us bringing a set of lived experiences that are unique. And those experiences, as much as anything, are going to drive what we accept as ‘real.”

And in “Motivated Reasoning, Political Information, and Information Literacy Education,” Lenker (2016) writes, “Information literacy education should broaden its scope to include more than just knowledge of information and its sources; it should also include knowledge of how people interact with information.”

Heinbach offers some practical ways that we can help students better interact with information. For example, we can ask students to think about questions they should always ask themselves when evaluating information, such as, “What are my existing biases?”  We can also have students reflect on any previous life experiences that may have influenced the selection of their research topics. Another method she mentioned that I think would work to help students think a bit more deeply about sources they are evaluating and reading is to have them reflect on how much a particular source helps them learn. Another activity is to have students come up with their own evaluative criteria (I have done this latter activity in an upper division writing class). Heinback also referenced a crowdsourced list of activities and strategies to help counter cognitive dissonance from Kirker and Stonebreaker’s LOEX 2018 presentation.

Check out the presentation at It was very thought-provoking, and I am looking forward to doing some more reading and work on this topic. I think it has the potential to really help students developing their critical thinking skills in ways that can help shape their responses to information well after college.

Activities for Evolving Student Needs: Teaching Discovery and Citation through Competitive Play 

I know what I said earlier about not really liking games (LOL!), but this was a fun session, and it provided me with ideas to bring back to one of the Spanish instructors I have been working with who isn’t thrilled with the citations students have been producing in their composition papers. (Part of that has to do with just not spending any time outside of sending them to Purdue OWL; one three-month freshmen writing course is not enough.) At the end of the spring semester, she and I got together to discuss activities to help her students with MLA, and I had mentioned that an adaptation of Citation Relay might be helpful and fun. I was so pleased to see that Citation Bowl is another version of the Relay, and it’s a better fit since it’s based off of citations created by citation tools, which is what I had suggested since that’s how students are using to cite (I encourage these tools, but students need to know they aren’t perfect).

What I really liked about the Discovery Puzzle is that students have to both use a search tool and focus on the information available at the item record level. In a webinar I recently attended about critical reading, one of the librarians noted that students also need to learn how to read results lists, and this exercise is one way to encourage a closer examination and help students identify the information they need to create citations. Very clever.

Also, for sources that show that play is a helpful way for adults to learn (child development scholars and practitioners already know that children learn through play), check out:

Teaching the Craft of Writing an Effective Research Question

Although these lessons are used in a for-credit information literacy course, I think they can work in a one-shot environment if instructors would be willing to have students do some pre-work. I’m going to share these lessons with my colleagues because our hope with the new GE curriculum is that we can spend time on research as inquiry for the in-person lesson. We have developed some digital learning objects to help tackle other things students need to know but that can be more readily done online. Note that these lessons are not necessarily in any order. Also, many of these activities have think-pair-share and group elements, but I’ll leave it up to you to read the full lesson plans.

Lesson: Characteristics of Effective Research Questions

Prior to the first lesson, students have to read a chapter in Turabian’s (2010) Student’s Guide to Writing College Papers, which helps them learn the characteristics of effective research questions. (But I believe Markowski said that even if they don’t read the chapter, it doesn’t break the class activity; for one-shot librarians, I think this is crucial.) In class, the students go over the evaluative criteria again and, working in pairs, are provided with a sample research question to improve upon.

Lesson: Peer Review Research Questions

Markowski noted that while students are able to improve sample research questions, evaluating their own research questions is still challenging, but having students peer review each other’s questions is another way to help them transfer what they have learned about effective research questions.

Lesson: Moving Beyond Scenarios

This lesson can help students narrow down research interests into focused statements about their investigation that can then help them pinpoint a research questions. Students are provided with a real-world research scenario (I believe the examples selected are for a specific course) in which they have to condense the topic into a fill-in-the blank statement (I have used variations of this before):

I am working on the topic of _______________ because I want to find out _______________ so I can suggest to _______________ what to do to improve _______________.

From this statement, they then compose a question. The question must also meet the criteria for an effective research question.

Lesson: Topic Brainstorm

I believe this lesson is taken or adapted from Rebuilding Research Writing: Strategies for Sparking Informational Inquiry (2014), which is aimed at high school instructors (I’m adding this to my Goodreads account!).

This lesson has students think about how their specific interest links to a bigger (societal) issue. I think this could be a really effective way to help students who may be selecting specific topics based on current events be better equipped, at least in mindset, to find scholarly information that connects to, but is not exactly the same as), their chosen topic. For example, a student from a Spanish composition class (think of this as the equivalent of first-year writing but in Spanish) wanted to write about a racially-charged incident involving a Republican student group on campus, but the issue was that she needed to use scholarly sources…in Spanish. It was challenging encouraging her to think about, say, activism on college campuses or how colleges and universities are grappling with free speech, etc.

In the Problems Around the World activity, students draw a series of three concentric circles. In the middle (Me) circle, students list something that effects them. In the next circle (Community), they try to tie the issue to something in the community, and then try to tie that to something happening in the country (Nation). I’m sure that there are other ways to label the circles, but I think this is a clever exercise.

Lesson: Narrowing a Topic Brainstorm

What I like about this is that it really shows students that pre-research is a valuable part of the research process. It’s a step that needs to be more clearly spelled out for students. It’s not enough to say to do it; we need to show them how.

In this lesson, the instructor shows students how to develop a topic based on sources. The instructor comes to class with three peer-reviewed articles related to a topic, such as sustainable agriculture and then produces a topical mindmap. From the results of the mindmap, the instructor then poses who, what, where, when questions to the topics in order to fish out a particular line of inquiry. Students then work with a partner to discuss their interests and pose who, what, where, when questions to each other’s topics.

Socially Responsible Pedagogy: Critical Information Literacy through Social Justice

Ernesto Hernández is a former University of California (UC Irvine) and Instruction for Diverse Populations (IS-IDP) committee colleague, and I was excited to attend his program. Before I left to LIW, I had taught a lesson for CRES 101 Race and the Media, and the instructor invited me back to teach for her class again the spring. I plan to write to her about the assignment shared in this presentation because I think it ties in nicely.

Hernández and his colleague Beatty teach Information Navigator (LIBS 1704), which is a required, lower-division course at Weber State University. General education courses must meet the following outcomes: content knowledge, intellectual tools, responsibility to self and others, and must also emphasize connected and applied learning. Courses also must involve a big question and signature assignment. LIBS 1704 is anchored in critical librarianship and based on the understanding that “librarians have a political responsibility to students to engage in critical inquiry that interrogates information about race, class, dis/ability, sexual orientation or gender.” The big question is “How does information literacy help bring awareness to social justice issues?”

For the signature assignment, students produce a research project based on social justice-oriented imagery. Students have to create a group presentation using sources that tie to their topic and the class’ big question. They can choose from seven different images and can opt to write about the artwork itself, or they can use it to launch an investigation about the themes central to the art. The students actually select the “topic” by selecting an image. For example, students who choose “Sun Mad” might write a paper about how pesticides affect farmworkers. Both Hernandez and Beatty agree that using images in this way is a helpful way for students to learn about social justice topics and also provides librarians opportunities to tie topics like these into courses.

Check out the slides at for more details.

What We Talk About When We Talk About Bias

In many ways, this was a perfect pairing with Heinbach’s Checklists Are Not Enough: Exploring Emotional Intelligence as Information Literacy presentation. I was really happy I went to both of these.

I realized that my notes at this session were not good, so I reached out to Leuzinger about obtaining a copy of his slides. Here is the PDF version of his presentation: What We Talk About When We Talk About Bias

Research as Inquiry in First-Year Composition

Springmier, a librarian, and Miller, a composition instructor and writing center director, delivered a presentation about how Sonoma State University has been able to re-imagine its first-year composition program. Using Baer’s (2016) Information Literacy and Writing Studies in Conversation: Reenvisioning Library-Writing Program Connections, ACRL’s Framework for Information Literacy for Higher Education, and the WPA’s Framework for Success in Post-Secondary Writing, they worked to change the conversation about research and move away from one-shot instruction to collaborative work focused on the research as inquiry frame of the ACRL Framework. (It many ways, I feel like this parallels with the work we are trying to do for the new Spark Seminars at UC Merced.)

Springmier and Miller developed a new, accessible language that brings together both librarian and composition pedagogy, which also shows that the library is an equal partner in teaching research and information literacy. The library then re-marketed its library instruction by packaging instructional activities on a library guide that correspond to the new pedagogy. They introduced these activities, which can be taught by either librarians or instructors, in a series of workshops aimed at writing instructors. (We do this with TRAIL at UC Merced, but, with Spark, we are creating learning objects in Canvas.) I’d really love to talk to Springmier about the research as inquiry guidelines that she and Miller created at Sonoma; I think this could potentially help us be better able to communicate with faculty about the ideas behind the Framework.

Check out the slides at for more information.

I have so much reading to do and ideas to try out as a result of LIW 2018. I’m really looking forward to LIW 2020! If you haven’t attended before, I highly recommend it.

Rapid Prototyping in the Wild

This April, while I was celebrating my birthday in Sonoma, my instruction colleagues and supervisor attended the CARL Conference. My supervisor also attended the pre-conference, “Let’s Build Something! A Rapid Prototyping Instructional Design Workshop,” which was presented by UC colleagues Dani Brecher Cook (UC Riverside) and Doug Worsham (UCLA). Adapted from Stanford’s’s Design Thinking Bootcamp Bootleg and Brown and Macanufo’s (2010) Gamestorming, the series of worksheets they have created  have been extremely helpful planning tools for designing learning objects. The worksheets include:

  • Empathy Map
  • Learning Journey Map
  • 4 Paths Prototype
  • I like, I Wish, What If?

Find the entire toolkit at:

I hope others find these worksheets as helpful as I’ve found them to be. We’ve been using the materials to help us plan and design learning objects for our newest general education course at UC Merced, the Spark Seminar, which begins this fall. What’s truly exciting about SPRK 001 is its focus on research as inquiry, which affords us the opportunity to engage with the Research as Inquiry frame of the Framework for Information Literacy for Higher Education head-on. It’s not that we don’t teach this, but this course spells it out for us a bit more readily. The idea is that instructors will be able to launch the learning objects we’re working on independently via Canvas, giving us the time to teach about how to approach the research process and how to begin developing research questions in person. The learning objects we’re making aren’t full-fledged modules, but they will assignments with embedded activities.

I’m very excited about this project. Some of the instructors teaching SPRK 001 are also those that we haven’t necessarily worked with before, so it gives us another opportunity to show what we can do to a new set of folks. I also think this could have a greater impact on the university since other faculty will also be able to use these activities.

The objects I’m working on focus on databases–what they are, why students should use them, and how to select a relevant one (we have 700+). I’ll be building these in Canvas next week.

From ‘Design Thinking’ to ‘Design Knowing’: Re-conceptualizing Librarianship as a Design Discipline Webinar

My interest in design thinking began when I took the Hyperlinked Library MOOC in Fall 2013, although I only completed half the modules. The following summer, I took User Experience as an independent course through San José State’s iSchool Open Classes. If you’ve happened to poke around in my blog (it’s really to a means to keep track of what I read, conferences, projects, etc.), you’ll find that I’ve written about my interest in learning and instructional design.  I’m still contemplating a second Masters or certificate. My current job is focused on instruction, which includes the design of learning objects to aid the research and instruction process. I’d like some more formal learning and training.

I finally had the opportunity to watch the May 12, 2016, recording of the Blended Librarians Online Community webinar “From ‘Design Thinking’ to ‘Design Knowing’: Re-conceptualizing Librarianship as a Design Discipline.” Rachel Ivy Clarke recently earned a Ph.D. at the University of Washington Information School; her research centers on this topic, and you can follow her @archivy, contact her at, or visit her website at The webinar stems from a letter Steven Bell wrote in response to an August 2015 report called “Re-envisioning the MLS: Findings, Issues, and Considerations.” Clarke reached out to Bell after reading his letter, which sparked her interest in the subject of approaching librarianship from a design perspective. Steven Bell has also previously written on this topic in his November 2014 Library Journal post “MLD: Masters in Library Design, Not Science.”

Here is the webinar description:

Although librarianship is often traditionally framed as a science, librarians have always been designers: creators of tools and services ( everything from indexes to curricula to  ) that connect people with information. Librarians have never really explicitly conceptualized their work as design work or viewed themselves as designers. Recent years have seen an upsurge of interest in applying “design thinking” to library work, but librarianship also aligns with “design knowing”—foundations of knowledge in design that differentiate it from science.  (2016)

This was a really great webinar to explore both how design is a form of knowledge different from the sciences and humanities and the ways in which librarianship is a design discipline. It’s a compelling argument, and I am impressed with Clarke’s work.

Here are my notes with the examples Clarke used in the webinar.

“Designerly Ways of Knowing”

Design is concerned with the artificial world–making things in order to solve problems. Nigel Cross, a design scholar, developed “designerly ways of knowing” that span across different design fields. Clarke argues that these also span librarianship. She has pinpointed three “designerly ways of knowing,” which include creation of problem solutions, generation of knowledge through making, and design evaluation methods.

1. Creation of Wicked Problem Solutions

Designerly ways of knowing include the of creation artifacts, or things, to solve “wicked” problems; the way we frame these kinds of problems makes a significant impact on how the problems are solved. In librarianship, we create artifacts to solve information problems, including tangible items, such as indexes and pathfinders, or digital items, such as an online catalog or LibGuides; conceptual systems, such as the Library of Congress Classification and Dewey Decimal Classification systems; and events, such as story times, or services, such as instructional curriculum.

Wicked problems are unique problems in that whatever context they are in, they can’t be solved the same way in a different context. They are interconnected, challenging problems without a single answer and aren’t solved through a traditional scientific approach; solutions, instead, are ranked as either better or worse and will vary depending on what aspect of the problem is being addressed. For example, solutions like a library catalog will vary depending on what is seen as the main problem–is it more to help people access materials, for inventory control, or to introduce people to diverse materials? Wicked problems also have many stakeholders with different perspectives, like librarians, administrators, and patrons. Are classification systems designed to help librarians, patrons, or both librarians and patrons?

2. Generation of Knowledge through Making: Iteration, Reflection, and Repertoire

We generate knowledge through the making processes, which include iteration, reflection, and  drawing on a repertoire of knowledge. The process of creating artifacts is as important as the results; the design cycle supports the idea of iteration. Clarke indicates that the design process is gaining traction in librarianship, and I find that she is correct. Check out Design Thinking for Educators and Design Thinking for Libraries. Clarke remarks, however, that reflection does not seem to be as strongly represented in design thinking as it relates to librarianship. She suggest that we are reflecting all the time without actually talking about it and that we might not recognize this as a legitimate form of knowledge in our profession. We typically might think of reflection as occurring in the test part of the design process, but reflection is intrinsic in the process–it is ongoing, or “in action,” as explains Clarke. (I really think she is onto something; I also see this in the research process. Reflection is not strongly emphasized in information literacy, either, but it is essential throughout the process. I know that professors sometimes have students write a reflection at the end of a research assignment, but some have students write in journals about the research process while students are working on a research assignment. Interestingly, at the end of the webinar when Clarke was taking questions, she commented that many people were mentioning that information literacy is a wicked problem.) Design also relies on repertoire; Clarke argues that librarians are often drawing upon past knowledge, experiences, and ideas they see to make decisions for their libraries.

3. Design Evaluation

Evaluation methods in design are also different than in science. Scientific evaluation methods like replication don’t work well for design work. Design is meant to come up with different solutions, not repetition. One method for evaluation in design is rationale–the justification and reason for design choices, which is based on how the problem has been framed. For example, if the purpose in keeping the Dewey Decimal Classification system is for a school library to be able to work more closely with the public library, that’s a better classification design for the school library to use than an author and genre classification system. Another method involves constructive critique–what works and doesn’t work in this particular design? The feedback furthers the artifact and furthers knowledge.

Implications: Research, Education, Practice

Librarians do all of these things. Clarke is arguing that we make design more explicit in research, education, and practice.

She and I also agree on a lot of things regarding current LIS research. I was tickled that she touched on the complaints that library research is not research-y enough; it’s more “this is what we did and how we did it.” I know I have been critical of that in the past myself, but that’s because I wasn’t thinking about our discipline as being a design discipline. Librarianship isn’t a hard science, and it isn’t a humanities discipline. I always tried to explain it as an applied field, but what does that really mean. Is it education? Clarke argues that these traditional measurements aren’t appropriate; she explains that research through design is emerging in user experience and interaction design fields, which may use some traditional evaluation methods but is not necessary for the research to be valid. How a library reports that they did something, which includes the rationale behind it, is valid research. We do need increased avenues for critique, and Clarke mentions that there does seem to be a growing interest with the rise of the critical librarianship movement. For example, critical librarianship critiques that the Dewey Decimal System, which comes from the Victorian era, emphasizes knowledge categories in white, Christian terms. However, the movement is still not grounded specifically in design. Perhaps our profession could arrange spaces where people could bring in their designs for critique as another mode of research; the Museums and the Web conference does this.

Clarke argues that Masters of Library and Information Science (MLIS) programs in North America offer no design courses. Students are introduced to design through MOOCs and workshops, or they become introduced to design while on the job. Taking the Hyperlinked Library MOOC and User Experience a few years after I graduated with my degree is what really got me thinking more about design. Clarke notes that the University of Washington is launching a new (online) course for its MLIS program in Fall 2016, Design Approaches to Librarianship. Clarke also says that MLIS programs lack the “studio environment” with ongoing feedback, a safe pace to practice and fail, how to reflect, and how to give and receive critique. Given that one of librarianship’s core values in lifelong learning, she argues that MLIS programs should encourage students to be proactive in increasing their skill sets. Not everything is going to be taught or learned in library school. I could not agree more!

Clarke believes that if we re-frame librarianship as a design discipline, we will create better designs. These better tools and services will help libraries be better at advocating about the library’s values, which may lead to more funding. Clarke claims, “Embracing design offers potential for empowerment.” Clarke shares a study she read about user experience librarians that showed that even these librarians do not see themselves as designers. It could be because the actual design work is being carried out by other departments, such as the IT Department. Since these librarians aren’t designing the tool, they feel like they have no power over how it will look or work. Many librarians also buy tool and products from vendors. Some of these perspectives could be changed with increased education, but workplaces could also build design tasks into job descriptions or offer support for design projects. As many libraries are beginning to have makerspaces and other kinds of innovation labs in their spaces, Clarke believes it is imperative that we consider thinking about librarianship from a design perspective. She asks, “How can we empower others to be makers if we don’t fully understand making ourselves?”

Thinking about librarianship as design also offers some broader considerations. Clarke sees that the values of librarianship–privacy, democracy, intellectual freedom, diversity–is what separates us from other information professions. She says, “Values are always embedded in design artifacts.” She explains that if we aren’t designing our systems, software, furniture, buildings, etc., our values are not carried out into the design.

I deeply enjoyed this webinar, and I watched it pretty closely, stopping the recording often to take notes and jot down the examples Clarke gave in showing the audience how the work of librarianship is entrenched in the discipline of design. I’m very interested in reading more of her work and more about design.


Graduate School Part 2?

So I am thinking even more seriously about applying to graduate school for a second Master’s degree. I got my MLIS in December 2011, and for the last couple of years, I have been looking at various instructional design and learning design technology Master’s programs. The impetus was when I took SJSU’s MOOC, the Hyperlinked Library in Fall 2013, though I was only able to do half of the modules, and User Experience through SJSU’s iSchool Open Classes in Summer 2014. I also took Introduction to Teaching Online through @One in Fall 2015.

The MLIS and M.S. in ID go really well together (see Bell’s “MLD: Masters in Library Design, Not Science” and Bertot, Sarin, and Percell’s “Re-Envisioning the MLS: Findings, Issues, and Considerations“). If anything, I am really interested in a certificate option, but then my brain says, well, you could have a whole second graduate degree with just five or so more classes. I have researched and talked to various people about this, and I’m a little bummed I waited so long, but I think I am ready to dive and apply! I have a little more motivation with some upcoming changes in my work life.

To jump start my desire to get into ID, I am taking a MOOC, Instructional Design Service Course: Gain Experience for Good, which starts in February.  This one appeals to me because it’s free, the time commitment is only 2-3 hours a week (way less than the class I did this past fall), and it also deals with OER and adult learners. Many points here!

RUSA, the Reference and User Services Association, is offering Introduction to Instructional Design for Librarians from Mon., Feb. 8th to Sun., March 20th. It costs $175 for ALA members, which I am. If you’re a RUSA member, it’s $130. If you’re a student, it’s $100. It’s a great deal, but there are live chats every Monday at 5 pm.

Sadly, I missed Digital Pedagogy’s the MOOC MOOC: Instructional Design announcement. It started on Mon., Jan. 25th and it ends on Fri., Feb. 12th. However, it looks like you could probably jump in. All the readings are listed!

Library Juice also offers ID, UX, and information literacy related courses. My only reasoning for not wanting to fork over $175-$250 for each of these is that I would rather spend money and time on credit-bearing courses from a university because I am interested in a second Master’s degree. I have no qualms related to MOOCs or paid independent classes or workshops for professional development; it’s just that my needs and interests are different.  The following are some classes scheduled to begin in February, March, and April.

Concepts of User-Centered Design This class started on Mon., Feb 1st, but you can register through the first week.

Online Instructional Design and Delivery

Introduction to Accessibility and Universal Design in Libraries

I also got a list of suggested readings from a listserv.

Michael Allen has several excellent titles regarding instructional design.

Articulate’s Rapid eLearning Blog

Booth, C. (2011). Reflective teaching, effective learning: Instructional literacy for library educators. Chicago, IL: American Library Association.

Brown, A., & Green, T. D.  (2016). The essentials of instructional design: Connecting fundamental principles with process and practice (3rd ed.). Boston, MA: Prentice Hall.

Clark, R. C., & Mayer, R. E. (2011). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning (3rd ed.). San Francisco, CA: Pfeiffer.Note from someone: Clark & Mayer book E-Learning and the Science of Instruction, though having a few fundamental flaws, is still pretty good. I’d say about 60-75% of the information is quite good. So worth reading. There is now a 4th ed.

Dick, W., Carey, L., & Carey, J. O. (2015). The systematic design of instruction (8th ed.). Boston, MA: Pearson.

Dirksen, J. (2012). Design for how people learn. Berkeley, CA: New Riders.

Heinich, R. (Ed.). (1996). Instructional media and technologies for learning. Englewood Cliffs, NJ: Merrill.

Larson, M. B., & Lockee, B. B. (2014). Streamlined ID: A practical guide to instructional design. New York, NY: Routledge, Taylor, and Francis.

Mayer, R. E. (2012). Multimedia learning (2nd ed.). Cambridge: Cambridge University Press. Note from someone: a little problematic regarding best practices.

Morrison, G.R., Ross, S.M., Kalman, H.K., & Kemp, J.E. (2013). Designing effective instruction (7th ed.). Hoboken: John Wiley & Sons.

Piskurich, G. M. (2015). Rapid instructional design: Learning ID fast and right. Hoboken, N.J.: John Wiley & Sons, 2015.

Trends and Issues in Instructional Design and Technology

Smith, P. L., & Ragan, T. J. (2005). Instructional design. Hoboken, NJ: J. Wiley & Sons.

Wiggins, G. P., & McTighe, J. (2005). Understanding by design (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.

This is obviously not a thorough list. Please share resources.

If you’ve taken the plunge into instructional design in your job or are working on/already have a second Master’s degree in ID post-MLIS, do let me know.  I’d love to hear about your work and experiences.