Annotated Bibliography - Weeding With ADDIE: Developing Training for Deselection at an Academic Library
O’Neill, J. L. (2016). Weeding with ADDIE: Developing Training for Deselection at an Academic
Library. Reference & User Services Quarterly, 56(2), 108-115. doi:10.31229/osf.io/hym8b
California State University Fullerton has been open since 1957. Up until 2014, there had not been a large-scale weeding completed of the materials in Pollak Library. Instructional Design Librarian J. Lindsay O’Neill turned to the design process known as ADDIE to develop a method to train librarians to undergo the task.
Summary
Weeding is often a difficult task to perform. Not only is it done less often than most tasks library staff perform, it often comes with the guilt of removing material, the fear of making the wrong call, and the concern from stakeholders about ‘throwing books away.’ Making the task even more difficult is the lack of formal training for librarians on weeding in the field. California State University Fullerton (CSUF) had never undergone weeding after the campus opened in 1957. Instructional Design Librarian J. Lindsay O’Neill determined that with the range of professional backgrounds and the lack of weeding done at the institution, CSUF librarians required training in weeding.
O’Neill set out to develop a training program using the ADDIE method. This method was chosen because it is not proprietary, allowing it to be used and tweaked to fit the needs of the program developer. ADDIE stands for:
Analysis— determine what needs to be learned.
Design—creating the ‘how’ the topic will be learned.
Development—creation of the learning material.
Implementation—utilizing the learning material in the field.
Evaluation— determining the success of the product.
A: O’Neill surveyed the librarians of Pollak library. Librarians spoke of the GreenGlass program, which allowed item information to be loaded into the program and sorted according to usage and checkouts for weeding. Once this information was known a survey went out to assess librarian comfort and knowledge around weeding. Responses indicated that many had not begun or were in the beginning stages, that most were mot very worried about weeding, and that the largest concerns were time and mastering GreenGlass.
D/D: When designing weeding training, O’Neill determined that she needed to focus on keeping a clear learning objective, the technology used to complete the project, namely GreenGlass and Microsoft Excel. She worked with a subject matter expert (SME) to use LibGuides, and Camista, resources the library already accesses, and set about creating a website to breakdown the process and work flow of weeding. She created short, discrete informational videos on various sub-topics within the overarching task that staff could return to after the initial training as needed on an individual basis. With this, O’Neill found herself frequently jumping back between Design and Development as she tweaked the materials.
I/E: These two phases happened concurrently as librarians were asked to give open ended feedback to the website. Implementation was online and at the convenience of the user, meaning that it was considered the shortest phase. Librarians were asked to give information on GreenGlass and the webpage, determining what would be easiest for them to use. They gave opinions on the videos and individual web pages, allowing O’Neill to better meet user needs. A year after implementation, librarians were surveyed again about their weeding progress. Librarians liked the videos as they allowed them to cover what they needed to refresh on versus revisiting an entire training, and that it did so without having to ‘bother’ someone else for help. Usage statistics from the site also gave insight to its efficacy. The site was private in its initial implementation; only those with the link could access it. In its first live year, the site received 649 visits. Using those numbers, estimations were made regarding CSUF librarian use of the YouTube videos, which were public.
This was the first major weeding project this library had ever seen. Using ADDIE allowed O’Neill to develop a program that allowed librarians to progress at their own pace, made sure their needs were met, and taught them in a way that they found both helpful and were willing to use. The CSUF weeding site is now available to the public.
Library. Reference & User Services Quarterly, 56(2), 108-115. doi:10.31229/osf.io/hym8b
California State University Fullerton has been open since 1957. Up until 2014, there had not been a large-scale weeding completed of the materials in Pollak Library. Instructional Design Librarian J. Lindsay O’Neill turned to the design process known as ADDIE to develop a method to train librarians to undergo the task.
Summary
Weeding is often a difficult task to perform. Not only is it done less often than most tasks library staff perform, it often comes with the guilt of removing material, the fear of making the wrong call, and the concern from stakeholders about ‘throwing books away.’ Making the task even more difficult is the lack of formal training for librarians on weeding in the field. California State University Fullerton (CSUF) had never undergone weeding after the campus opened in 1957. Instructional Design Librarian J. Lindsay O’Neill determined that with the range of professional backgrounds and the lack of weeding done at the institution, CSUF librarians required training in weeding.
O’Neill set out to develop a training program using the ADDIE method. This method was chosen because it is not proprietary, allowing it to be used and tweaked to fit the needs of the program developer. ADDIE stands for:
Analysis— determine what needs to be learned.
Design—creating the ‘how’ the topic will be learned.
Development—creation of the learning material.
Implementation—utilizing the learning material in the field.
Evaluation— determining the success of the product.
A: O’Neill surveyed the librarians of Pollak library. Librarians spoke of the GreenGlass program, which allowed item information to be loaded into the program and sorted according to usage and checkouts for weeding. Once this information was known a survey went out to assess librarian comfort and knowledge around weeding. Responses indicated that many had not begun or were in the beginning stages, that most were mot very worried about weeding, and that the largest concerns were time and mastering GreenGlass.
D/D: When designing weeding training, O’Neill determined that she needed to focus on keeping a clear learning objective, the technology used to complete the project, namely GreenGlass and Microsoft Excel. She worked with a subject matter expert (SME) to use LibGuides, and Camista, resources the library already accesses, and set about creating a website to breakdown the process and work flow of weeding. She created short, discrete informational videos on various sub-topics within the overarching task that staff could return to after the initial training as needed on an individual basis. With this, O’Neill found herself frequently jumping back between Design and Development as she tweaked the materials.
I/E: These two phases happened concurrently as librarians were asked to give open ended feedback to the website. Implementation was online and at the convenience of the user, meaning that it was considered the shortest phase. Librarians were asked to give information on GreenGlass and the webpage, determining what would be easiest for them to use. They gave opinions on the videos and individual web pages, allowing O’Neill to better meet user needs. A year after implementation, librarians were surveyed again about their weeding progress. Librarians liked the videos as they allowed them to cover what they needed to refresh on versus revisiting an entire training, and that it did so without having to ‘bother’ someone else for help. Usage statistics from the site also gave insight to its efficacy. The site was private in its initial implementation; only those with the link could access it. In its first live year, the site received 649 visits. Using those numbers, estimations were made regarding CSUF librarian use of the YouTube videos, which were public.
This was the first major weeding project this library had ever seen. Using ADDIE allowed O’Neill to develop a program that allowed librarians to progress at their own pace, made sure their needs were met, and taught them in a way that they found both helpful and were willing to use. The CSUF weeding site is now available to the public.
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