Start adult learners in homogeneous small groups and use individual instruction with gradual release¶

Strategy · All strategies
Evidence · no claims cited

Description¶

For adult learners (twenty-five or older, returning after a year or more), the paper recommends starting nontraditional students in homogeneous small groups during initial re-entry to college, citing Steltenpohl and Shipton (1986), because small-group library instruction provides a climate where they are at ease asking questions and can build support systems. Most ongoing work with adult learners takes the form of individual instruction and brief reference-desk transactions, with initial high support followed by less support and more challenge.

Design Implications¶

Context¶

Requirements¶

• Recognition of adult learners' time constraints, divided roles, and initial lack of self-confidence

Constraints¶

• The recommendation is attributed to Steltenpohl and Shipton (1986) rather than tested in this paper

Target Learners¶

• adult learners returning to higher education after an absence of one year or more

Target Learning Goals¶

• library research skills and confidence in using academic library resources

Affordances¶

• Situational Leadership Model Library Instruction

Related Strategies¶

• Use hands-on practice and immediate feedback in bibliographic instruction for ESL students
• Standard-Based Regrouping
• Gradual Release Of Responsibility
• When uncertain about a learner's level, begin with high direction and support and keep reassessing
• Baseline Assessment

Examples¶

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Key Sources¶

• Carder, Linda; Pracht, Carl; Willingham, J. Robert. (1996). Using Situational Leadership to Reach the Whole Population. https://eric.ed.gov/?id=ED406998