My focus for the course is to develop a foundation for creating innovative library instruction classes/modules that can be easily modified for a variety of classes, including academic instruction, public workshops, and internal training sessions. The instruction must also entail measurable assessment of goals/outcomes. I'm going to use library instruction for the EDUC 1300 class at my college (for "first time in college" students) as my instruction model since all other academic library instruction will build upon the goals/outcomes of this class.

Step 1. Worksheet SITUATIONAL FACTORS TO CONSIDER

1. Specific Context of the Teaching/Learning Situation
The EDUC 1300 class is typically around 26 students and library instruction for the class is primarily face to face in the library computer lab, though I believe there may be a handful of sections available online (something to check up on). Classes typically visit the library for a "one shot" instruction lasting approximately 50-80 minutes. The 50-80 minutes can be challenging in and of itself, but can be even more challenging if the instructor also want to include a library tour during the allotted time. The EDUC 1300 class is required for all "first time in college" students seeking to complete an associates degree or higher.

2. General Context of the Learning Situation
Primarily, this is a student success course designed to equip students with the tools and knowledge necessary to successfully complete their educational goals at our school, future 4-year institutions, and in their post-academic careers.

3. Nature of the Subject
It's not so much a subject, as a review and discussion of the various success tools/services available to each student attending our school. The library, it's programs and services, is one of the areas explored in the class.

4. Characteristics of the Learners
While all the students share the "first time in college" designation, there is a wide disparity with regards to age, years passed since they were last in school, and technological aptitude. Students in any section of this class range from just out of high school to adult learners who haven't had formal education in decades. Most are employed at least part-time, many are full-time. They are single, married, with kids, without kids, living with their parents, and living on their own. Some have one or more computers in their house, while others are solely dependent on the library computers.

5. Characteristics of the Teacher
I believe that library instruction is often viewed by both teachers and/or students as anywhere between unnecessary to a luxury, instead of an integral component of any learning experience. I think my strengths are that I try to present the material to students the way I would want it presented to me, in a methodical (but not boring!), clear, and concise manner. Also, as a non-traditional student myself (I didn't get my undergraduate degree until I was 34, and masters till I was 37), I'm am to identify with some of our students in a way that more established librarians might not.