LIBRARY MEDIA INSTRUCTIONAL STRATEGIES

The following pages describe an array of instructional strategies that may be used for library instruction. These activities are both single and multidisciplinary depending upon the objectives being addressed. Librarians are encouraged to experiment with these strategies as they implement them into their teaching

Library Media Instructional Strategies
Strategy	Description	Resources
Graphic Organizers	Visual illustrations of verbal statements; they help the learner organize, comprehend, summarize, and synthesize information. Examples include the following: spider map, continuum/scale, series of events chain, problem/solution outline, network tree, fishbone map, cycle, pie chart, Venn diagram, mind map, web, ranking ladder, etc.	http://www.ncrel.org/sdrs/areas/issues/students/learning/lr1grorg.htm http://www.graphic.org/goindex.html http://www.inspiration.com/home.cfm
Creative Dramatics	Creative dramatics may include: puppetry, pantomime, role-playing, improvisations, plays, musicals, radio shows, etc.
Structured Overview	Framework of ideas presented before reading, giving learners an overview of the material
Interviewing	Open-ended questions presented to another to gain information
The PReP	A type of advanced organizer or pre -reading p lan where the learners brainstorm what they know about the topic, recognize relationships among their ideas, and finally reform their knowledge upon discussion/reading.
Cooperative learning activities	Students work together on academic tasks in small groups to help themselves and their teammates learn together. Suggestions: * jigsawing * carouseling * think-pair-share * round robin * round table * numbered heads * peer practice	http://edtech.kennesaw.edu/intech/cooperativelearning.htm http://www.jigsaw.org/
Reading To Students	The teacher or a student may read to the class or a group of other students.
Modeling	The act of demonstrating the behavior or activity that is to be elicited from the learner.
Effective Questioning	Purposeful questions require students to use thinking skills; questions can be organized according to Bloom's Taxonomy higher and lower level, open and closed. Suggestions: * know goal; select context * plan questions * phrase questions clearly * allow flexibility * avoid yes/no questions * allow wait time ( at least 3 seconds ) * avoid saying learner's name before the question * select learners randomly * use positive feeling tone * respond positively to all answers * use the probing techniques to elicit more thorough responses * redirect and rephrase * use learner's questions for instruction * offer opportunities for learners to react to or rephrase another's response.
Mnemonic Schemes	A technique to assist in memorization by association.
Mini-lessons	Lessons conducted to address the needs of one or a small group of learners in any subject area; they are usually of relatively short duration.
Thematic Units	Units of study constructed around a central theme; they incorporate many skills and integrate curriculum areas.
Conferencing	Meetings between teacher and learner/s as a follow-up to instruction; these meetings reinforce the learning and help the teacher check for understanding.
Chanting, Rapping, Songs, Choral Response, etc.	Highly motivating methods to practice, reinforce, and provide opportunities for the learner to hear, see, say, sing, and move rhythmically with the learning; learning becomes more vivid, repetitious, and memorable.