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Learning Outcomes, 
Instructional Design, and the 
50-Minute Information 
Literacy Session 
Sara Miller 
Instruction Librarian 
Michigan State University
50-minute expectations:
Wikipedia – Why or why not? Plagiarism 
50-minute expectations: 
Subject Headings 
Finding Books 
Library Tour 
Popular vs. Scholarly 
Boolean Operators 
LC Call Numbers 
Finding Articles 
Primary Sources 
Evaluating Web sites 
Where’s the coffee? 
Digital Collections 
Search Strategy 
Newspaper Articles 
Gov’t Documents 
Subject-Specific Indexes
Assessment 
Wikipedia – Why or why not? Plagiarism 
50-minute expectations: 
Subject Headings 
Finding Books 
Library Tour 
Popular vs. Scholarly 
Learning Boolean Operators 
Styles 
LC Call Numbers 
Finding Articles 
Primary Sources 
Engagement 
Evaluating Web sites 
Where’s the coffee? 
Digital Collections 
Search Strategy 
Newspaper Articles 
Gov’t Documents 
Active Learning 
Subject-Specific Indexes
“Too much information can only 
overwhelm and confuse (students), 
and they will 'often tune out’” 
-Jacobson and Xu (2004)
What do students actually 
need the most?
Design Thinking: 
Identifying the problem 
before identifying the 
solution 
Finding out what 
student needs are 
before planning the 
instruction session
What do students actually 
need the most? 
Using Google Scholar-but 
what does scholarly 
mean? 
EVALUATION
Learning Outcomes 
“that which a student should 
be able to do successfully at 
the end of a significant 
educational experience” 
-Spady, 2003
Learning Outcomes 
Students will critically evaluate 
information in order to 
determine its acceptability for 
inclusion in their research
Objectives 
What students will specifically be able to 
do as a result of the session. 
Skills, tools, etc.
Instructional Design 
Hitting multiple birds with one stone 
Designed in: 
Assessment 
Activities 
Learning Styles
Case Study 
20-25 students 
Detailed guide - after session 
Whole class is activity
Keyword brainstorming exercise
Class-Length Exercise 
Scholarly Article 
Background Information 
Opinion Piece 
Book 
Web site
Web Evaluation Exercise
Advantages 
• Insight 
• Data collection 
• In-class assessment 
• Build on students’ prior 
knowledge 
• Fast paced 
• Authentic environment 
• Relevancy 
• Less lecturing!
Disadvantages 
• Caution with tone 
• General 
• For Beginners
Needs Assessment 
· 48% of searches : 
questionable authority 
Need: EVALUATION 
· Search engine used to 
start 50-100% of the 
time (except books) 
Need: AWARENESS
Needs Assessment 
· 40% search for book 
with non-library 
resource 
Need: AWARENESS 
· Keywords plus 
“opinion,” “history,” or 
“background.” 
Need: EFFICIENCY
Redesign! 
Take the time 
Rethink student needs 
Eliminate the extras
Questions? 
Sara Miller 
Michigan State University Libraries 
smiller@mail.lib.msu.edu 
(517)432-6123 x.185 
Jacobson, T. E., & Xu, L. (2004). Motivating students in information 
literacy classes. New York: Neal-Schuman Publishers. 
Spady, W. G. (Ed.) (2003) Encyclopedia of Education (2nd 
ed.). New York: MacMillan Reference USA.

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Learning Outcomes, Instructional Design, and the 50-MInute Information Literacy Session

  • 1. Learning Outcomes, Instructional Design, and the 50-Minute Information Literacy Session Sara Miller Instruction Librarian Michigan State University
  • 3. Wikipedia – Why or why not? Plagiarism 50-minute expectations: Subject Headings Finding Books Library Tour Popular vs. Scholarly Boolean Operators LC Call Numbers Finding Articles Primary Sources Evaluating Web sites Where’s the coffee? Digital Collections Search Strategy Newspaper Articles Gov’t Documents Subject-Specific Indexes
  • 4. Assessment Wikipedia – Why or why not? Plagiarism 50-minute expectations: Subject Headings Finding Books Library Tour Popular vs. Scholarly Learning Boolean Operators Styles LC Call Numbers Finding Articles Primary Sources Engagement Evaluating Web sites Where’s the coffee? Digital Collections Search Strategy Newspaper Articles Gov’t Documents Active Learning Subject-Specific Indexes
  • 5. “Too much information can only overwhelm and confuse (students), and they will 'often tune out’” -Jacobson and Xu (2004)
  • 6. What do students actually need the most?
  • 7. Design Thinking: Identifying the problem before identifying the solution Finding out what student needs are before planning the instruction session
  • 8. What do students actually need the most? Using Google Scholar-but what does scholarly mean? EVALUATION
  • 9. Learning Outcomes “that which a student should be able to do successfully at the end of a significant educational experience” -Spady, 2003
  • 10. Learning Outcomes Students will critically evaluate information in order to determine its acceptability for inclusion in their research
  • 11. Objectives What students will specifically be able to do as a result of the session. Skills, tools, etc.
  • 12. Instructional Design Hitting multiple birds with one stone Designed in: Assessment Activities Learning Styles
  • 13. Case Study 20-25 students Detailed guide - after session Whole class is activity
  • 15. Class-Length Exercise Scholarly Article Background Information Opinion Piece Book Web site
  • 17. Advantages • Insight • Data collection • In-class assessment • Build on students’ prior knowledge • Fast paced • Authentic environment • Relevancy • Less lecturing!
  • 18. Disadvantages • Caution with tone • General • For Beginners
  • 19. Needs Assessment · 48% of searches : questionable authority Need: EVALUATION · Search engine used to start 50-100% of the time (except books) Need: AWARENESS
  • 20. Needs Assessment · 40% search for book with non-library resource Need: AWARENESS · Keywords plus “opinion,” “history,” or “background.” Need: EFFICIENCY
  • 21. Redesign! Take the time Rethink student needs Eliminate the extras
  • 22. Questions? Sara Miller Michigan State University Libraries smiller@mail.lib.msu.edu (517)432-6123 x.185 Jacobson, T. E., & Xu, L. (2004). Motivating students in information literacy classes. New York: Neal-Schuman Publishers. Spady, W. G. (Ed.) (2003) Encyclopedia of Education (2nd ed.). New York: MacMillan Reference USA.