LIS 590 Library Instruction

COURSE DESCRIPTION

This class was a practical, engaging introduction to library instruction and information literacy. Throughout the course, I explored many aspects of how librarians support learning by diving into key topics like learning styles, learning theories, instructional design, and teaching methods. Weekly reading assignments and discussion boards helped me reflect on what library instruction means, while hands-on projects gave me experience with real-world skills. I developed a personal teaching philosophy, created teaching videos, tested online library instruction tools and tutorials, and learned how to assess and evaluate online learning. A group teaching project allowed me to collaborate and apply what I had learned in a creative and supportive setting. This course is perfect for anyone interested in building their confidence and competence as a library educator.

ASSIGNMENTS

Demonstration Video #1: Zentangles

Demonstration Video #2: Weeding a Library Collection

Demonstration Video #3: Perler Beads

Demonstration Video #4: Van Gogh's Sunflowers in Oil Pastels

For these assignments, I created a 3–5 minute instructional video where I was the teacher—on camera, walking students through a skill of my choice. I had to clearly state the goal of my video (what I was teaching) and then guide students through the steps in a clear, numbered order. I created videos about weeding a library collection and creating Zentangles, Perler bead art, and an oil pastel version of Van Gogh’s sunflowers. I was graded on how clearly I explained things, how logically the steps were ordered, my level of engagement and enthusiasm, and how well I followed the assignment guidelines.

REFLECTION

My experience in LIS 590 was valuable in preparing me for work as a library professional. Creating the instructional videos allowed me to practice explaining information clearly and confidently, which is a big part of helping patrons and teaching classes. I had to think about how to communicate each step of a process in a logical, accessible way, and I had to consider how different learning styles might impact how someone understands the material. Developing a teaching philosophy also helped me reflect on my strengths and how I want to approach instruction in a library setting. Whether I’m running a program, helping someone learn a new tech skill, or guiding a research session, those instructional foundations really come into play.

On the technical side, the course gave me hands-on experience with video creation tools, editing software, and online instructional platforms—skills that are becoming more and more essential in modern libraries. Knowing how to create and share digital content, like tutorials or online classes, means I can reach patrons beyond the physical space of the library. I also learned how to evaluate and test online learning tools, which helps me find and recommend the best resources for different needs. Overall, the technical skills I gained and the teaching practice made me a more versatile, confident librarian who can support learning in multiple formats.