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To
achieve their teaching role, Bell and Shank expect academic librarians to have
knowledge of learning theories and strategies to ensure quality instruction. by taking an instructional problem and going
through an analysis that has several well-defined steps, and the outcome is a
learning activity or instructional product (DeBlois 2005). Instructional
designers are frequently called on to help faculty develop new programs or
courses from scratch. Faculty are the subject matter experts, but the
instructional designer is the expert at organizing the curriculum in a way that
achieves the best pedagogical outcomes. Instructional technologists work almost
exclusively with technology solutions or advise faculty when technology may not
be the solution. By contrast, instructional designers focus on the pedagogy
rather than the technology. Their focus is on identifying learning gaps,
understanding the problems that stand between learners and what they need to
master, and identifying the products or strategies that will enable students to
achieve academic success. In many cases, this means helping faculty with
pedagogical methods that involve no technology at all.
