- Creative Instructional Design: Practical Applications for Librarians ed. by Brandon K. West, Kimberly D. Hoffman, and Michelle Costello
Creative Instructional Design: Practical Applications for Librarians, ed. Brandon K. West, Kimberly D. Hoffman, and Michelle Costello. Chicago: ACRL, 2017. 396 pages. $72.00 (ISBN 978-0-8389-8929-6)
Student learning and success and data-driven decision-making are goals of many academic libraries as they design and assess programs and services to support the educational mission of their institutions. Libraries and librarians increasingly plan and create instruction and programs to improve such student outcomes as critical thinking, achievement, persistence, and employability. Creative Instructional Design: Practical Applications for Librarians is a collection of 25 chapters arranged into three general themes: information literacy initiatives, online library instruction and services, and programming and outreach. The authors write each chapter in the first person to make practical applications of instructional design more accessible to readers.
The editors' combined instruction expertise through authorship and presentations on information literacy instruction and instructional assessment makes them well-qualified to serve as editors for the book. They define instructional design broadly, arguing that it is context-driven and not well-defined in the education and library science literature. The editors define it as "intentional, sound instructional or programmatic creation, delivery and assessment that takes into account the audience, course or program context, and shared learning goals." The chapters demonstrate key reasons for integrating instructional design by supporting intentionality, collaboration, and the engagement of students, staff, and faculty.
Creative Instructional Design offers something for anyone with an interest in designing information literacy instruction, programs, and outreach. One chapter on a trending topic is "Teaching Data Visualization: Independent Learning with Media Mashups." In the chapter, Charissa Jefferson, Lauren Magnuson, and Elizabeth Altman from California State University, Northridge, describe a program for designing digital learning objects—small, discrete units of learning designed for electronic delivery—for faculty use within courses. Of specific interest are the criteria the authors set for the learning objects, the instructional design principles they use, and the lessons they learned that may be useful for anyone initiating a similar project. Also notable is a chapter by Kimberly Kenward and Mary O'Kelly from Grand Valley State University in Allendale, Michigan, "Online and Hybrid Instructional Design for Liaison Librarians." In it, they describe how a collaboration with instructional designers on campus enabled liaison librarians to participate in a monthlong workshop called Foundations of Online and Hybrid Course Development. Through the partnership, instructional designers modified the course to support unique challenges, such as one-shot-instruction, that librarians experience in online environments. The authors use key theories and models to build and strengthen liaison librarians' capacity to work with faculty on their online courses. These models include the community of inquiry concept, which describes how learning takes place for a group of learners through their educational experience at the intersection of social, cognitive, and teaching presence; universal design theory, which strives to create products and environments usable by all people, without the need for adaptation; and Quality Matters, a program that provides professional development, a set of rubrics, and a course peer-review process to help faculty improve the quality of [End Page 240] online and blended courses. In another chapter, Melissa Bowles-Terry, John Watts, Pat Hawthorne, and Patricia Iannuzzi from the University of Nevada, Las Vegas Libraries discuss their strategic response to significant changes in General Education Outcomes, the goals for learning and development upon which general education programs in higher education are based—in other words, the knowledge, skills, attitudes, and values that students will need to succeed in life. The authors align the new outcomes with the American Association of Colleges and Universities "Essential Learning Outcomes," elevating the role of librarians to educational leaders based on librarians' skill sets in facilitation, instructional design, and teaching. The result of their collaboration is a series of multiday faculty institutes designed and delivered by librarians to promote better, research-rich assignments.