Designing Information Literacy Instruction: The Teaching Tripod Approach by Joan R. Kaplowitz (review)

Joan R. Kaplowitz is the author of several previous works on information literacy, including Transforming Information Literacy Instruction Using Learner-Centered Teaching (Chicago: Neal-Schuman, 2012) and the award-winning Information Literacy Instruction: Theory and Practice, with Esther S. Grassian (Chicago: Neal-Schuman, 2001). In her new book, Designing Information Literacy Instruction: The Teaching Tripod Approach, Kaplowitz provides a clear blueprint for planning and executing library instruction based on a method she developed through many years teaching information literacy to library school students at the University of California, Los Angeles (UCLA). The “teaching tripod” is based on the elements of instructional design (ID) that focus on ascertaining the needs of the learner and then designing learning outcomes, learning activities, and assessments to meet those needs. The book is described as a “teach yourself” workbook, and each chapter includes questions to consider, worksheets to check comprehension, a wrap-up, and a section for reflection and sharing.

Chapters 1 and 2 provide useful background information on instructional design. Kaplowitz first addresses its role in information literacy instruction and how it can assist librarians in designing successful learning experiences. She notes how instructional design naturally aligns itself with the principles of learner-centered teaching and universal design. In a brief history, she traces the development and interconnections of various learning theories, instructional theories, and instructional design models. Robert Gagné’s influence and his nine events of instruction are of particular interest here. A quick look at several models reveals similar elements often referred to as ADDIE (analyze, design, develop, implement, and evaluate).

In the next four chapters, Kaplowitz introduces the teaching tripod and discusses each element—expected learning outcomes, learning activities, and assessment—in detail. Referring to her method as “ID lite,” she describes it as a streamlined process designed for one-shot instruction sessions as well as for full-length courses and especially useful for those who may not have a great deal of time to plan. Additional components of the tripod include needs assessment and implementation and delivery. Kaplowitz emphasizes that information literacy instruction requires gathering information on the learners and their needs, the institutional environment, and the particular teaching situation, which can then be used to identify the knowledge gap, develop expected learning outcomes, design activities, create assessments, and implement the lesson. She also provides helpful questions for estimating the time required for each of the tripod elements.

Effective learning outcomes form the backbone of the teaching tripod, leading to the development of learning activities and assessments through the process of “backward design.” Kaplowitz clearly explains the difference between goals and learning outcomes and walks the reader through the construction of expected outcomes. In the second stage of the tripod, designing learning activities, the author advocates learner-centered teaching using a variety of instructional activities, such as lectures and demonstrations, structured questions and answers, and discussion, to “capture and sustain attention and motivation.” (p. 95) She reminds us that technology must be evaluated with regard to instructional support and accessibility. Assessment, the third piece of the tripod, provides feedback to learners, helps determine instructional effectiveness, and is used for accountability. Kaplowitz provides a table that presents an excellent summary of these assessment instruments and helpful insight on how, when, and why to use them.

The last section of the book contains a wealth of information on organizing, sequencing, and implementing information literacy instruction with practical ideas supported by educational theory. Tips on the marketing, logistics, and delivery of information literacy are included. Kaplowitz stresses the importance of revision and renewal in the cycle of instructional design. The teaching tripod can be readily adapted to the Association of College and Research Libraries new Framework for Information Literacy for Higher Education and aligns well with Kaplowitz’s focus on the broader concepts in information literacy.

The author’s presentation of the teaching tripod is easy to understand and implement and addresses both synchronous and asynchronous teaching situations...