With so many views of how people le

With so many views of how people learn and prefer to learn, it should not be
surprising that there are also many debates about the validity and usefulness of learning styles. Instead of trying to identify a single learning style instrument, instruction
librarians will benefit from assuming a multiplicity and complexity of styles and following this advice: “Using only one measure assumes that one inventory is more correct than others. At this time that assumption cannot be made. It may be assumed that,
with human individuality, multiple descriptions of learning style are necessary.” In addition, it is rare for instruction librarians to be able to test learners before instruction, so they often must use aggregate data and research studies to make reasonable
assumptions about user populations. As such, instruction librarians should be prepared to address a variety of learning styles in any learning experience.
Instructional Methods
After a needs assessment is completed, learning goals are articulated, and learning theory and styles are examined, the instruction librarian begins the process of
deciding what instructional methods to employ. No one instructional method serves
all situations, and the effectiveness of an instructional method is contingent on the
learning objectives to be achieved, the learning styles of the participants, and the
instructor’s facility with the method. Commonly, more than one method is used during a single session; for example, a class might begin with a short lecture that incorporates multimedia, go on to student brainstorming in small groups, and end with
the entire class discussing solutions. A variety of teaching methods keeps learners
involved and responsive, and every instructional strategy has certain advantages and
disadvantages. It is essential that careful consideration be given to these advantages
and limitations to ensure that the strategy selected for a specific instructional setting
is one that will be effective.
Strategy decisions must be based on careful analysis of instructional objectives,
subject matter, learner populations, instructors, instructional space, facilities, equipment and materials, time, and costs. Finding the right method may also require some
experimentation: “In reality, no one method or combination of methods can be applied
with equal success in all circumstances. The instructor will often have to experiment
with several different approaches to find the right one for a particular course and class.”
The overriding consideration in the selection of strategy is the objectives of instruction:
what the student will be required to do. Beginning librarians should explore their teaching strengths as well as methods that are most effective for their learners. Instructors
should also consider the “Seven Principles for Good Practice in Undergraduate Education” (see Box 8.7), which are easily adaptable to other instructional settings.

Hasil (Bahasa Indonesia) 1:

Dengan pemandangan begitu banyak bagaimana orang belajar dan lebih memilih untuk belajar, itu tidak boleh mengejutkan bahwa ada juga banyak perdebatan tentang keabsahan dan kegunaan gaya belajar. Daripada mencoba untuk mengidentifikasi gaya belajar satu instrumen, instruksi pustakawan akan mendapatkan keuntungan dari asumsi keserbaragaman dan kompleksitas gaya dan mengikuti nasihat ini: "menggunakan hanya salah satu ukuran mengasumsikan persediaan satu lebih benar daripada yang lain. Saat ini asumsi tersebut tidak dapat dibuat. Itu mungkin dapat diasumsikan bahwa, dengan manusia individualitas, beberapa deskripsi dari gaya belajar diperlukan." Selain itu, sangat jarang untuk instruksi pustakawan mampu untuk menguji pelajar sebelum instruksi, jadi mereka sering harus menggunakan data agregat dan Penelitian studi untuk membuat wajar asumsi tentang populasi pengguna. Dengan demikian, instruksi pustakawan harus siap untuk menangani berbagai macam gaya dalam setiap pengalaman belajar belajar. Metode pengajaran Setelah penilaian kebutuhan selesai, belajar tujuan diartikulasikan, dan belajar teori dan gaya diperiksa, pustakawan instruksi mulai proses memutuskan apa metode pengajaran untuk mempekerjakan. Tidak ada satu metode pengajaran menyajikan Semua situasi, dan efektivitas metode pengajaran adalah bergantung pada tujuan pembelajaran yang akan dicapai, gaya belajar dari para peserta, dan instructor’s facility with the method. Commonly, more than one method is used during a single session; for example, a class might begin with a short lecture that incorporates multimedia, go on to student brainstorming in small groups, and end with the entire class discussing solutions. A variety of teaching methods keeps learners involved and responsive, and every instructional strategy has certain advantages and disadvantages. It is essential that careful consideration be given to these advantages and limitations to ensure that the strategy selected for a specific instructional setting is one that will be effective. Strategy decisions must be based on careful analysis of instructional objectives, subject matter, learner populations, instructors, instructional space, facilities, equipment and materials, time, and costs. Finding the right method may also require some experimentation: “In reality, no one method or combination of methods can be applied with equal success in all circumstances. The instructor will often have to experiment with several different approaches to find the right one for a particular course and class.”The overriding consideration in the selection of strategy is the objectives of instruction: what the student will be required to do. Beginning librarians should explore their teaching strengths as well as methods that are most effective for their learners. Instructors juga harus mempertimbangkan "tujuh prinsip-prinsip untuk baik praktek dalam sarjana pendidikan" (Lihat kotak 8.7), mudah beradaptasi dengan pengaturan instruksional lainnya.