• How does the staff understand its mission in terms of instruction?

• How do we translate that understanding into practice?

• How do the learners (students, faculty, staff, administration) respond to the instruction?

• How does the instruction program challenge & support library policies and institution policies?

• How does the information literacy/library workshop program relate to the General Education requirements and other programs offered on the campus (Classroom Action Research, Title III, Teaching & Learning Center, Writing Across the Curriculum project, Research Across the Curriculum Project, etc.).

• How does the library workshop program empower students to be independent, lifelong learners, self-directed and determined individuals?

• Is the workshop instruction designed to stimulate and encourage communication between the instructor, the library, and the student?

Keeping things in perspective during the program development stage…

The following paraphrases a tip from Fencing with Words: a history of writing instruction at Amherst College during the era of Theodore Baird, 1938-1966. By Robin Varnum…

When participants in change resist articulating their concerns and assumptions then it is wise to deduce that they may very well understand the program and don't like it and have no intention of following through. It must be a departmental effort not an individual effort. Putting together an instruction program is a process oriented, evolving endeavor spurred on by collaborative activities made practical via consensus.

Click here for a look at the 4 step model…