Section 2

A learning goal that I teach is how to look up a book on the computer OPAC system and find the book on the shelf. One way I can teach this goal is to use the Schema Theory. According to the Schema Theory, knowledge is represented in long-term memory as packets of information called schemata. In teaching students how to look up books, we can draw upon their existing knowledge of the alphabet and numerical system to find books. Another task involved in looking up and finding the book is to write down the call number found on the computer. This has been a difficult task to get the students to do. I could make sure that when students do this task, they are praised therefor reinforcing that observable behavior. When students see that call number on the computer, they will know to always write it down, thus the antecedent signals students on what to do. This is known as B. F. Skinner's Behavioral Learning Theory.


I found an article on evaluating a library bibliographic instruction course using Robert Gagne's Educational Theory.
Robert Gagne's Educational Theory and Bibliographic Instruction by Wendell G. Johnson from the Community & Junior College Libraries Journal, 14:3, 211-222

The article went through each event of Gagne's Informational Processing Theory describing each even, what the library course does, and what they need to do. It was interesting to note that they had some work to do in a few categories.

I found many areas that compare to The First Principles of Instructional Design in the article:

Gagne: Stimulate the recall of prior learning.
First Principles: Existing knowledge is activated as a foundation for new knowledge.
Ask students about their previous research experience.

Gagne Present the content
First Principles: Existing knowledge is activated as a foundation for new knowledge.
Demonstrate a hierarchy of research materials in both print and electronic resources.

Gagne: Elicit performance practice
First Principles: New knowledge is applied by the learner.
The library teachers give research assignments to use databases

Gagne: Enhance Retention and Transfer to Future Tasks
First Principles: New knowledge is integrated into the learner's world
students use the library databases for their research needs.

I found a few extra steps in Gagne's Events:

Fair Attention
Inform Learners of Objectives
Provide Learning Guidance
Provide Feedback
Assess Performance

First Principles adds that : Learning is promoted when learners are engaged in solving real world problems. In both models, students are solving real problems; it is not a separate event for Gagne.

1. Solve real world problem: Look us a book on the computer and locate it on the shelf.
2. Learning is promoted when existing knowledge is activated: Ask the students what kind of books they like. What subject can we look up? Also, remind students that books are categorized by alphabet and numerically activating prior knowledge.
3. New knowledge is demonstrated: Demonstrate logging onto a computer and out OPAC system and going to catalog. Students can then search by subject, title, author or keyword. Show students where the call number is, where to find on the shelf.
4. Students practice finding books, writing down call numbers.
5. Students find books they like on the computer and locate them on the shelves.

In using the Whole Task process, I would have students use scaffolding to do a complete search by subject to find books on their level. In finding books on their level, they could use a random sequencing of tasks to see if the book is there by Title, author, keyword or subject.

ARCS Model Categories and Subcategories

Attention. I would show pictures in a PowerPoint presentation of different subjects and/or book covers with audio for added interest. I could also add videos of their favorite authors book talking a book.

Relevance. I would provide examples of books and subjects for different reading levels. I also would also show them examples of the most current and interesting novels, graphic novels and non-fiction books.

Confidence. I would have the students share with the class their favorite books and help each other find those books in the database. They would then search the OPAC system on their own and find the book on the shelf with little help if any.

Satisfaction. If I have a class and students from another class want to come in and search for books, they will be able to do so without help from me. Finding books they enjoy in this sea of books will be a reward itself.

There are benefits in engaging in design research. I think it helps us as teachers to remember all of the steps in the learning process to create lessons that incorporate these to fully engage students and be successful classroom teachers. Also, learning the different way that students learn or their learning styles is important to remember when creating these lessons so we are not just teaching to a few.