Situational Leadership Model as a framework for assessing library learners and selecting instructional style¶

Theory · All theories
Evidence · 1 claim (1 for) · 1 study (1 theoretical), q1 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The paper adapts Hersey's Situational Leadership Model, already used in management, teaching, nursing and counseling, as a conceptual framework for librarians providing individual instruction. Teaching style is matched to assessed learner ability: "One's leadership or teaching style is determined by the client's ability, and follows a progression through four quadrants, representing the student's developmental level and the appropriate leadership style." The model is meant to make instruction more learner-centered by grounding technique choice in rapid assessment of experience and ability.

Design Implications¶

Context¶

Requirements¶

• The instructor must be able to quickly and accurately assess the student's level of experience and ability so instruction begins at the right place

Constraints¶

• The paper presents the model as a conceptual framework and does not report empirical testing of its application in library instruction

Target Learners¶

• college students receiving individual library instruction, including adult learners, ESL students, and hearing-impaired students

Target Learning Objectives¶

• independent library and information-retrieval skills

Claims¶

• Imbalanced challenge and support causes novice library learners to give up or remain dependent (authors' asserted relationship) [+W]

Related Theories¶

Examples¶

• Four-quadrant progression from unready learner to independent library user with matching instructor behavior
• Use hands-on practice and immediate feedback in bibliographic instruction for ESL students
• Start adult learners in homogeneous small groups and use individual instruction with gradual release
• Switch to written notes when verbal communication with a hearing-impaired patron breaks down
• Explicit Instruction on Book Selection and Care
• When uncertain about a learner's level, begin with high direction and support and keep reassessing

Key Sources¶

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