Learning, for library staff and users, is a necessity, a continual process, and potentially an exhilarating and transformative experience. It can be relatively quick—learning how to use a smartphone, tablet, or e-reader to meet an immediate and very specific need—and can also require significant time and effort, as when we help others learn how to use a variety of resources to engage in successful job searches.
Nearly all of us in libraries help others meet their learning needs, but we often work without an awareness of the theories and practices that foster effective learning. This session will engage participants in an interactive review of a few models that can be used in situations ranging from a learner’s immediate moment of need to the more extended periods of time that go into assessing, designing, developing, implementing/delivering, and evaluating more formal face –to-face and online learning opportunities.
Participants, by the time they leave the session, will:
Be able to demonstrate familiarity with basic instructional-design concepts they can employ with library staff and users
Have identified at least three ways they can apply instructional-design concepts to their library learning offerings
Identify at last two ideas to develop to meet the learning needs of their staff and/or library users
Originally broadcast October 17, 2013.
Paul Signorelli ~ Biography
Paul, co-author of Workplace Learning & Leadership with Lori Reed, served as director of staff training for the San Francisco Public Library system before becoming an independent writer-trainer-consultant-learning advocate. He designs and facilitates online and face-to-face learning opportunities throughout the U.S.; is active in the American Society for Training & Development (ASTD) and American Library Association Learning Round Table; and explores and nurtures innovations in learning in a variety of settings. He focused on best practices in learning while earning his MLIS through the online program offered by the University of North Texas