ACRL Bibliographic Instruction Section, 1985

Proficiencies for Instruction Librarians

ABILITY TO WRITE GOALS AND OBJECTIVES

• Understands principles and importance of setting goals and objectives
• Is able to write measurable behavioral goals and ongoing objectives
• Is able to design the curriculum for the goal

INSTRUCTIONAL ABILITY

• Understands learning theory and the psychology of learning
• Understands educational methods and instructional design
• Understands the strength and weaknesses of diverse teaching methods
• Understands testing and evaluation theory
• Is able to assess student needs using appropriate assessment tools
• Is able to evaluate a course by its syllabus to decide appropriate   bibliographic instruction component
• Is able to match instructional method to a given objective
• Is able to match instructional method to a given academic level

 ABILITY TO WRITE LESSON PLANS

• Is able to break a large unit into component parts
• Is able to design incremental learning tasks
• Is able to design tasks of various types
• Is able to determine a reasonable amount and level of information to be presented in a lesson plan
• Is able to sequence information in a lesson plan
• Is able to construct assignments which reinforce learning in a lesson plan

 COMMUNICATION SKILLS

• Is able to organize and structure ideas logically
• Is able to deliver lectures, vary pace and tone, use eye contact, use
• appropriate gestures, etc.
• Is able to stimulate discussion and questions
• Is able to verbalize search strategy
• Is able to give clear, logical instructions
• Is able to explain abstractions by devising analogies, metaphors, etc.

 ABILITY TO EMPLOY RESEARCH AND EVALUATION METHODOLOGIES

• Is able to design an evaluative instrument and to use survey techniques
• Is able to interpret feedback and use it to modify activity
• Is able to solicit and analyze student comments and attitudes
• Understands the structure of information within various disciplines and the categories of tools necessary to use the information
• Understands basic statistical concepts and methods
• Understands validity and reliability measures for research use
• Understands SPSS or other computerized statistical packages
• Is able to develop a search strategy

 M EDIA SKILLS

• Understands the different types of media and the pedagogical advantages and disadvantages of each
• Is able to assess appropriateness of media for type and size of class and size of room
• Is able to use media equipment slides, projectors, film, videotape, etc.
• Is able to design and produce appropriate instructional materials, such as written scripts, computer programs, point-of-use aids, etc.

 PLANNING ABILITY

• Understands technological developments which may affect bibliographic instruction
• Is able to conduct a needs assessment
• Is able to develop a general policy and procedural statements
• Is able to plan a program based on goals and objectives and anticipates the growth implications
• Is able to design and test an effective pilot program before wide scale implementation
• Is able to make short and long range plans
• Understands campus curricular needs as part of the planning process
• Understands campus policies as part of the planning process
• Is able to relate aims of the institution to bibliographic instruction and BI to other library services
• Is able to distinguish different levels of bibliographic instruction
• Is able to set priorities during planning

 ADMINISTRATIVE ABILITY

• Understands management principles and theory
• Understands authority lines and organizational structure
• Is able to work with administrative personnel
• Is able to work with committees and other library departments
• Is able to direct programs and coordinates activities of others
• Is able to delegate, manage differences, deal with ambiguity and change
• Ability to inspire the confidence and respect of the library director and other supervisors

 BUDGETING ABILITY

• Understands budgeting methods generally and specific budget procedures of one’s campus
• Is able to analyze resources needed to implement an instructional program  Is able to formulate and justify an accurate budget for a bibliographic instruction program
• Is able to allocate resources effectively
• Understanding of grantmanship and external funding sources
• Is able to write funding proposals

 ABILITY TO PLAN STAFFING

• Is able to assess types of staff and numbers of staff needed for various instructional activities
• Is able to assess the strengths and weaknesses of the staff in the institution
• Is able to work within the library to enlist existing staff to participate in the program
• Understands hiring procedures and policies, including Affirmative Action
• Is able to write accurate job descriptions

 ABILITY TO TRAIN AND EVALUATE

• Is able to draft a training program for bibliographic instruction librarians
• Is able to develop a performance document to be used in evaluating bibliographic instruction librarians
• Is able to write a performance appraisal with appropriate levels of candor and tact
• Understands principles of public relations
• Understands faculty priorities and value systems
• Understands student assignments and the role of the library in completing these assignments
• Is able to devise public relations plan and evaluate its success or failure
• Is able to design effective promotional materials
• Is able to conduct workshops and practical team projects and supervisory guidance
• Is able to write training manuals and aids
• Is able to make positive suggestions for alternate behavior

 ABILITY TO PROMOTE A BIBLIOGRAPHIC INSTRUCTION PROGRAM

• Is able to be persistent and persuasive in “selling” bibliographic instruction to administration and faculty
• Is able to find the best paths of communication within the institution and use them to promote bibliographic instruction
• Is able to identify discrete library skills of relevance to student assignments

 ABILITY TO EVALUATE THE OVER A LL EFFECTIVENESS OF THE PROGRAM

• Is able to seek feedback regularly from the librarians offering instruction as part of the evaluation process
• Understands what is reasonably expected of students at different academic levels
• Is able to project a reasonable outcome of the program
• Is able to measure implementation of the program against previously established numerical goals for participation
• Is able to assess whether the program being offered meets the needs of the students and faculty
• Is able to identify problem areas and suggest measures to correct these  Is able to judge the affect the instructional program has had on reference services, ILL, online searching, or other library services

5/22/02