Kari J. Kells, Instruction

What is instruction in libraries

Instruction in academic libraries is often subject specific (how to find sources of information on a certain subject) or source specific (how to use certain databases, catalogs, internet tools, or books). Librarians also teach users about information competency so people learn to understand, evaluate, and think critically about the resources they find.

Course-integrated library instruction often limited to one or two 50-minute sessions in which we introduce critical thinking skills, research techniques, and research tools. Also, because many faculty members bring students to the library before students are given research assignments, maintaining students' attention can be extremely challenging because most students walk through the door dragging their heels, rolling their eyes, and expecting to take a nap.

A lot of research instruction happens one-on-one at reference desks.

My approach to instruction

My approach to instruction is much like my approach to reference service: my goal is to help people become self-sufficient when searching for information.

In classroom settings, my instruction style is informal. I avoid jargon unless I'm translating it into everyday language. Learning about research methods and resources as a lot like learning how to play piano: skills must be applied through practical exercises. Listening to lectures and watching demonstrations is simply not enough. Because of this, my classes involve as much hands-on practice as possible. I present information using a variety of modes: lecture, demonstrations, handouts, worksheets, research journals, hands-on activities, individual exercises, and small group exercises.

Read more about my teaching philosophy and style.

My background and experience with instruction

My instruction experience has been diverse. At Pierce College, I teach course-integrated classes for which I work with departmental faculty who want their classes to have research-oriented instruction taught by experts in information and research. In sessions with their classes, I address a variety of issues, depending on the outcomes for a particular assignment. In addition, I teach one-on-one at the reference desk. In the early 1990s, I developed, coordinated, and taught a series of Internet workshops for faculty and staff at Pierce College. These workshops covered topics like a basic introduction to the Internet, basic and advanced e-mail use, telnet, FTP, basic UNIX, web surfing, and web site design.

I taught LIBR 105: Information Literacy through the Library Technician Program at Highline Community College. This class introduced contemporary information sources and research techniques. Also at Highline, I taught course-integrated classes and workshops on specific resources.

While working at the University of Washington's Suzzallo Reference and Research Services Division, I was the User Education Coordinator. My responsibilities included teaching course-integrated classes, coordinating and teaching database-specific workshops, coordinating requests for individual consultations with reference librarians, and teaching individual consultations. At the University of Illinois' Undergraduate Library, I taught course-integrated classes as part of my graduate assistantship.

I have extensive experience teaching about Internet tools and resources. As mentioned above, for a while it was my primary responsibility at Pierce College. At the 1995 Puyallup Fair, I taught workshops to the general public sponsored by Pierce College. I also developed and taught workshops to staff in the Interlibrary Borrowing office at the University of Washington and to librarians and staff at Carnegie Public Library in Charleston, Illinois. I have also led workshops for American Society of Indexers' meetings.

Professional Background || Reference || Collection Development || Instruction
Index West || Personal Interests