Beth Mashburn

Final KA

Part I: Identification of Learning Problem

General Audience
The target audience is students in third grade at North LaFayette Elementary School (NLE) in
Walker County, Georgia. There are approximately 78 students in this grade level. The ages of
these students range from eight to ten years old.
Problem Identification
All students need a firm foundation of learned library skills in order to succeed in school. The
library is used for research, reading, and various other school projects. However, if students do
not know how to find the materials they need to use in the library, they will have a difficult time
completing projects and finding books they want to read. This is why it is imperative that
students learn to locate library materials using the Online Public Access Catalog (OPAC).
By conducting a survey, it was found that the majority of third grade students at NLE do not
know how to use the OPAC to locate library materials. As the students move into higher grades,
they will be required to conduct research on topics they are studying in the classroom. It is
important that the students begin to learn how the library can be a valuable source for them and
how to locate materials they need for research as well as for reading or other projects. If there is
a book a student wants to read, he needs to be able to use the OPAC to find the location of that
book, whether at school or at the public library. The media center at NLE uses Alexandria
library automation software. Development of an instructional unit on using the OPAC will help
solve the problem of students not knowing how to use the OPAC to locate library materials. The
instructional unit will cover the basic usage of the OPAC and conducting a simple and an
advanced search using Alexandria and will not be an all-inclusive instructional unit. It is
important for students to learn the basics now and after they have a basic understanding of how
to use the OPAC, a future lesson plan may be created to teach more advanced ways to use the
OPAC, like using search filters.
Instructional Goals

Students will locate all types of library resources.

Students will define OPAC.

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Students will navigate the OPAC and use the OPAC.

Students will explain the meaning of the call numbers on book spines.
Students will take information they generate from the OPAC and locate materials in the
library.

Beth Mashburn
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Part II: Learner Analysis

Introduction
The group of learners targeted is third grade students at North LaFayette Elementary School in
Walker County, Georgia. There are a total of 78 students in third grade, 36 of those being girls
and 42 boys. The majority of students (71) are Caucasian, six are African-American, and one is
Hispanic. The students range in age from eight to ten years old. This information was obtained
through teacher interviews.
Entry Skills and Prior Knowledge

All learners have used the media center to check out books.
All learners have located books according to dot color on the spine of the book.
Few learners know the meaning of the call numbers on the spine of a book.
All learners have general knowledge of computer use (e.g. how to navigate a website, use
a mouse).
All learners know there are different types of materials found in the media center (e.g.
biography, fiction, non-fiction, reference, and video).
Few learners know where each type of book is located in the media center.

This information was obtained using a pre-test that included some survey questions.
Attitudes Toward Content & Academic Motivation
Information about students attitudes toward content and academic motivation was obtained by
using a survey. Most of the targeted learners enjoy visiting the media center and checking out
books. Out of 78 students surveyed, only 3 stated that they know how to locate a book in the
media center by using a computer and 75 stated that they do not know how to locate a book by
using a computer. None of the students surveyed knew what OPAC means. All 78 students
stated that they would like to learn more about using the OPAC in the media center.
Educational Ability Levels
Information about students educational ability levels was obtained by reviewing academic
records and teacher interviews. Of the 78 students in third grade, ten were noted as being gifted
learners and eight were noted as being inclusion students. Forty-eight students are considered at
grade level, twelve are below grade level, and eighteen are above grade level.

Beth Mashburn
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General Learning Preferences

Information about learning preferences was obtained by using a survey and teacher interviews.
All students expressed great interest in hands-on activities for learning. These students enjoy
interactive lessons using the computer and Smartboard, group activities, games, Web quests, and
creating artifacts for grades.
Attitude Toward Teachers and School
Information about students attitudes toward teachers and school were obtained by using a
survey. Most students portrayed a positive attitude toward teachers and school. Of the 78
students surveyed, 70 stated that they think teachers have their best interest in mind, five were
undecided, and three thought teachers did not have their best interest in mind. When asked about
school, 42 enjoy coming to school, twelve were undecided, and twenty four dislike coming to
school.
Group Characteristics
North LaFayette Elementary School is a Title I school located in the city of LaFayette, Georgia.
There are five students in this third grade class who have repeated a grade in the past, but none
are repeating third grade. The majority of the students are Caucasian and they all speak English.
None of the students have physical disabilities that would limit participation in activities. All of
the students appear to be appropriately dressed and to have all the needed supplies. Students
appear to motivate one another when working in groups and appear to work well together.

Beth Mashburn
Final KA

Part III: Task Analysis

Task Analysis
I conducted both a topical and a procedural analysis for this plan and a combination of the two is
represented below. Originally I had planned to only conduct a procedural analysis, but as I
reviewed the instructional goals, I realized that a topical analysis was also necessary for a
complete task analysis. I took each instructional goal and made sure that I covered each one in
the task analysis. When conducting the procedural analysis, I opened the OPAC and went
through each step myself to ensure that I did not miss any steps. I tried to be as thorough as
possible in order to capture each step and identify any problems that may come up.
Task Analysis Outline
1. Identify the location of each of the following types of library resources in the NLE media
center
1.1. Fiction
1.2. Nonfiction
1.3. Biography
1.4. Reference
1.5. Easy
1.6. Paperback Fiction
1.7. Periodicals
2. Explain call numbers
2.1. A number, letter, symbol, or a combination of these, located on the spine of a book that
indicates the specific location of a work in a library
2.2 Fiction call number
2.2.1. F over the first three letters of the authors last name
2.3. Nonfiction call number
2.3.1. Dewey Decimal number and the first three letters of the authors last name

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Final KA

2.3.1.1. Dewey Decimal System

2.3.1.1.1. Created by Melvil Dewey
2.3.1.1.2. Each number represents a subject area
2.3.1.1.3. Ten general/broad categories
2.3.1.1.3.1. 000s General Works
2.3.1.1.3.2. 100s Philosophy
2.3.1.1.3.3. 200s Religion
2.3.1.1.3.4. 300s Social Studies
2.3.1.1.3.5. 400s Language
2.3.1.1.3.6. 500s Science
2.3.1.1.3.7. 600s Technology
2.3.1.1.3.8. 700s Arts and Leisure
2.3.1.1.3.9. 800s Literature
2.3.1.1.3.10. 900s History/Geography
2.4. Biography call number
2.4.1. B over the last name of who the biography is written about
2.5. Reference call number
2.5.1. R over first three letters of the authors last name
2.6. Easy call number
2.6.1. E over first three letters of the authors last name
2.7. Paperback fiction call number
2.7.1. F over the first three letters of the authors last name (same as fiction)
2.8. No call number for periodicals
3. Define OPAC
3.1. Online Public Access Catalog

Beth Mashburn
Final KA

3.2. A computerized system available to library users to catalog and organize materials in a
library
4. Using Alexandria Researcher
4.1. Open OPAC by clicking on the Alexandria Researcher icon on the desktop
4.2. Choose search type from drop-down box on right side
4.2.1. Simple search
4.2.1.1. Type search terms
4.2.1.2. Click on Author, Title, Series, or Subject icon, depending on what search
terms you chose

perform an

4.2.1.2.1. If you do not click one of the above icons and press Enter after
entering search terms, the system will automatically
All Words search
4.2.1.3. Search results appear

4.2.2. Advanced search

4.2.2.1. Click the All Words drop-down menu at the top right of search box and
select which type of search to perform
4.2.2.2. Type search terms
4.2.2.2.3. If using multiple search terms, set the second drop-down menu
and its correlated Boolean operator (and, or and not,
through)
4.2.2.2.4. Repeat this process until you have entered all the necessary
search terms and correlating Boolean operators
4.2.2.3. Click search to perform search
4.2.2.4. Search results appear
4.3. Review search results
4.3.1. The top of the results section tells a summary of your search and the number of
items found
4.3.2. Results can be sorted by using the drop-boxes across the top of the screen

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Final KA

4.3.3. Results can be printed by clicking the printer icon

4.3.4. Each result gives you a lot of information about the item
4.3.4.1. Call number tells you where to locate the item in the library
4.3.4.2. Photo of the item if available
4.3.4.3. Title of the item
4.3.4.3.1. Click on the title to give you more detailed information and a
summary of the item
4.3.4.4. Author and publication date of the item
4.3.4.5. Availability of the item
4.3.4.6. Details tab tells you more information about the book (the same
information as if you had clicked on the title of the book)
4.3.4.7. Add to List tab lets you create a list from your search results
4.3.5.8. Place Reservation tells the media specialist to hold the book for you
4.5.5.8.1. After clicking Place Reservation tab, a box comes up to enter
your User ID and Password
4.3.5.9. Link tab gives you the web address to copy
4.4. Choose the item or items you want to find
4.5. Write down any important information you will need to find the item or items
4.5.1. Call number
4.5.2. Title
4.6. Find your item or items
4.6.1. Remember what the letters and numbers mean on the spine of the book
Subject Matter Expert (SME)
I, Beth Mashburn, will be the subject matter expert (SME) for this instructional design project. I
am currently a student in Georgia Southern Universitys Master of Education in Instructional
Technology program with a concentration in School Library Media. I have been taught how to
use North LaFayette Elementary Schools OPAC by Donna Henry, the schools Library Media
Specialist. I am familiar with the schools library because I have volunteered in the library and I

Beth Mashburn
Final KA

have also used the OPAC on several occasions. Because of this experience I feel that I am
qualified to be the SME for this project.

Beth Mashburn
Final KA

Topic Analysis
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Identify
the
location
of each
resource

Each number
Dewey
Created by
represents a
Decimal
Melvil Dewey
subject area
System
Fiction-right
Nonfiction- left
Reference-left
side of
center of library
center beside
library
nonfiction
000s900sBiography-back
General
History/Geogr
wall left
works
aphy
100s-Philosophy

200sReligion
Paperback
fiction-beside
300s-Social
easy Studies

EasyFront wall

Periodicals-back
wall beside
biography
800s-Literature

700s-Arts
and Leisure

Explain
call

400s- Fiction- F over

Definition
Biography-B over
Language first 3 letters of
first 3 letters of
authors last
who biography is
name
about
600s-Technology
500sScience

R-Reference
Online Public
Access Catalog
Define
OPAC

End

Paperback fictionNonfiction-Dewey Decimal

F over first 3
number and the first 3
letters of authors
letters of authors last
last name
name
A computerized system
available to library users
to catalog and organize
materials in a library

Easy-E over first

3 letters of
authors last
name

Beth Mashburn
Final KA

Procedural Analysis
Open
Alexandria

Choose search type

Simple

Advance

Type
search
terms

Choose
All
Words

Choose author, title, series, or

subject

Type
search
terms

Review
search
results

If using multiple
search terms, set the
2nd drop down and its
Boolean operator.
Search
results
appear

Choose item from

list

Call number

Write down

Repeat until you

have all necessary
search terms and
Boolean operators.

Click
Part IV: Instructional ObjectivesSearch

Terminal
Objective 1: To identify the location of different types of books in the media center at
information
needed
to find domain)
NLE. (Cognitive
Find your
book!

Title

Beth Mashburn
Final KA

Enabling Objectives:
1A. Recognize that the media center is organized into different sections. (Cognitive domain)
1B. List types of books that can be found in the media center. (Cognitive domain)
1C. Locate which shelves are used for fiction, nonfiction, biography, reference, easy, paperback
fiction, and periodicals. (Cognitive domain)
Terminal Objective 2: To classify a book as fiction, nonfiction, biography, reference, easy, or
paperback fiction by looking at the call number on the spine of the book. (Cognitive domain)
Enabling Objectives:
2A. Define call number. (Cognitive domain)
2B. Describe the purpose of the call number. (Cognitive domain)
2C. Explain the Dewey Decimal System and the ten categories of the Dewey Decimal System.
(Cognitive domain)
2D. Distinguish among the call numbers for fiction, nonfiction, biography, reference, easy, and
paperback fiction. (Cognitive domain)
Terminal Objective 3: To describe OPAC. (Cognitive domain)
Enabling Objectives:
3A. Tell what OPAC stands for. (Cognitive domain)
3B. Define OPAC. (Cognitive domain)
3C. Explain the importance of knowing how to use the OPAC. (Cognitive domain)
Terminal Objective 4: To locate an item of interest that was chosen from a list of results
generated from a search on the OPAC. (Psychomotor domain)
Enabling Objectives:
4A. Perform a simple search on the OPAC. (Psychomotor domain)

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4B. Perform an advanced search on the OPAC. (Psychomotor domain)

4C. Interpret search results. (Cognitive domain)
Classification of Instructional Objectives

Content
Fact
Concept
Principles
Procedure
Interpersonal
Attitude

Performance
Recall

Application

1, 1A, 1B, 1C, 2A, 2B, 2C, 3,

3A, 3B,
2D, 3C

2
4, 4A, 4B, 4C

Relationship between Instructional Objectives and Standards

Instructional Objectives
1
1A
1B
1C
2
2A
2B
2C
2D
3
3A
3B
3C
4
4A
4B
4C

American Association of School Librarians Standards

1.1.2. Use prior and background knowledge as context for new
learning.
2.1.2. Organize knowledge so that it is useful.

1.1.2. Use prior and background knowledge as context for new

learning.
1.1.4. Find, evaluate, and select appropriate sources to answer
questions.
1.1.8. Demonstrate mastery of technology tools for accessing
information and pursuing inquiry.
1.2.2. Demonstrate confidence and self-direction by making
independent choices on the selection of resources and information.

Beth Mashburn
Final KA

Beth Mashburn
Final KA

Part V
Instructional
Strategies
Lesson 1:
Mapping out the NLE
Media Center

Goals
Students will locate
all types of library
resources.

Lesson 2:
Students will explain
Call Numbers and the
the meaning of call
Dewey Decimal System numbers on book
spines.

Objectives

UDL

Objective 1: To
identify the location of
different types of
books in the media
center at NLE.
1A: Recognize that
the media center is
organized into
different sections.
1B: List types of
books that can be
found in the media
center.
1C: Locate which
shelves are used for
fiction, nonfiction,
biography, reference,
easy, paperback
fiction, and
periodicals.

Multiple means of
representation(students will listen
to or read the introduction);
multiple means of action and
expression (students choose to
make up a song or match the
correct sections)

1
s
m
e
w
s
g
s
a
n
c
T
u
o
T
e
d
t

Objective 2: To
classify a book as
fiction, nonfiction,
biography, reference,
easy, or paperback
fiction by looking at
the call number on the
spine of the book
2A: Define call
number.
2B: Describe the
purpose of the call
number.
2C: Explain the
Dewey Decimal
System and the ten

Multiple means of representation;

multiple means of action and
expression(students will read or
listen to introduction and watch a
video); multiple means of action
and expression (students will
complete a fill in the blank or
draw book spines)

1
b
s
n
t
t
i
i
s
s
a
t
d
b
T
t

Beth Mashburn
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general categories of
the Dewey Decimal
System.
2D: Distinguish
among the call
numbers for fiction,
nonfiction, biography,
reference, easy, and
paperback fiction.
Lesson 3:
The OPAC:
Understanding and
Using Alexandria

Students will define

OPAC.
Students will
navigate the OPAC
and use the OPAC.
Students will take
information they
generate from the
OPAC and locate
materials in the
library.

Objective 3: To
describe OPAC.
3A: Tell what OPAC
stands for.
3B: Define OPAC.
3C: Explain the
importance of
knowing how to use
the OPAC.
Objective 4: To locate
an item of interest that
was chosen from a list
of results generated
from a search on the
OPAC.
4A: Perform a simple
search using the
OPAC.
4B: Perform an
advanced search using
the OPAC.
4C: Interpret search
results.

D
S

Multiple means of action and

expression (students will take a
short answer quiz or create a Voki
answering the same questions;
students will look at a screen shot
and answer questions or list 5
things that can be found in a
search result)

O
s
q
c
e
s
d
a
i
h

O
s
s
a
t
s
c
s
p
l
f
s
T
c
f
a
s
s
s

Beth Mashburn
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a
w
a
w
k
t
a

The assessments that I have created are performance based rather than criterion referenced
assessments. I want students to be able to correlate the concepts they learn and use that
information to be able to perform a task. At the end of the unit, students should be able to
demonstrate what they have learned and should be able to find a book in the NLE media center
using the OPAC.

Beth Mashburn
Final KA

Pre-test/Post-test
This test will be given to the students both before the online module is started and after the
online module is completed. Students are to answer the questions online and submit the answers
to the teacher.
Directions: Answer the following questions. When completed, press submit to complete your
work.
1. Where in the NLE media center are fiction books located?
2. Where in the NLE media center are biographies located?
3. List 4 types of books found in the NLE media center.
4. What is a call number on a library book?
5. Who is Melvil Dewey?
6. What is an OPAC used for?
7. What does OPAC stand for?
8. Suppose you know the title of a book you want to read. Explain the best way to find that
book in the NLE media center.
Pre-test/Post-test Answer Key
1. right side
2. left side, back wall
3. possible answers include fiction, nonfiction, easy, paperback fiction, biography, reference
4. a number, letter, symbol, or a combination of these, located on the spine of a book that
indicates the specific location of a work in a library
5. creator of the Dewey Decimal System
6. to help find the location of books in the media center, and tell other information about the
book
7. online public access catalog
8. complete a search on the OPAC

Beth Mashburn
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Objective 1: To identify the location of different types of books in the media center at NLE.
Lesson 1 Quiz
Students will be shown this diagram of the NLE media center and asked to write the correct
number on the line that corresponds to each section of the library.

33

44

2
6

Desk

6 6
6

6
77
Directions: Write the correct number on the line provided that corresponds with each section of
the library listed.

1. ____ Fiction

5. ____Easy

2. ____Nonfiction

6. ____Paperback Fiction

3. ____Biography

7. ____Periodicals

4. ____Reference
Lesson 1 Quiz Answer Key
1. 6
2. 4
3. 3
4. 2
5. 7
6. 5

Beth Mashburn
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7. 1

Beth Mashburn
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Lesson 1 Assessment 2
Students will be given the diagram of the media center and the different sections of the media
center and will make up a song to the tune of Where is Thumbkin that explains where each
section is located. When everyone is finished, students will sing their song to the class.
Directions: Look at the diagram of the NLE media center. Using the names of the different
sections, make up a song to the tune of Where is Thumbkin? to describe the location of each
section. For example:
Where is fiction? Where is fiction? Fictions number ___. Fictions number ___. Where can I
find fiction? Where can I find fiction? Fictions on the _____. Fictions on the _____. Where is
easy?, etc.
When everyone is finished, you will sing your song for the class.
33

44

2
6

Desk

6 6

77

Sections to include in your song:

Fiction, nonfiction, biography, periodicals, reference, easy, paperback fiction.
Answer Key for Assessment 2
Where is fiction? Where is fiction? Fictions number 6. Fictions number 6. Where can I find
fiction? Where can I find fiction? Fictions on the right. Fictions on the right.
Wheres nonfiction? Wheres nonfiction? Nonfictions number 4. Nonfictions number 4.
Where can I find nonfiction? Where can I find nonfiction? Nonfictions in the middle.
Nonfictions in the middle.

Beth Mashburn
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Where is biography? Where is biography? Biographys number 3. Biographys number 3.

Where can I find biography? Where can I find biography? Biographys on the back wall.
Biographys on the back wall.
Where are periodicals? Where are periodicals? Periodicals are number 1. Periodicals are
number 1. Where can I find periodicals? Where can I find periodicals? Periodicals are on the
back wall. Periodicals are on the back wall.
Where is reference? Where is reference? Reference is number 2. Reference is number 2.
Where can I find reference? Where can I find reference? Beside nonfiction. Beside nonfiction.
Where is easy? Where is easy? Easy is number 7. Easy is number 7. Where can I find easy?
Where can I find easy? On the front wall. On the front wall.
Where is paperback fiction? Where is paperback fiction? Paperback fictions number 5.
Paperback fictions number 5. Where can I find paperback fiction? Where can I find paperback
fiction? Beside easy. Beside easy.

Beth Mashburn
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Objective 2: To classify a book as fiction, nonfiction, biography, reference, easy, or paperback

fiction by looking at the call number on the spine of the book.
2D: Distinguish among the call numbers for fiction, nonfiction, biography, reference, easy, and
paperback fiction.
Lesson 2 Assessment 1
Students will be shown the following book spines and be asked to write in the space provided
what kind of book it is. They should be able to tell what kind of book it is by the call numbers
on the spine.
Directions: Look at each book spine and write what kind of book it is. The choices are fiction,
nonfiction, biography, reference, and easy.

1.

2.
F

3.

4.

5.
F
R

Oc
o

Br
__________

Bro

Lin

__________

__________

___________ ___________

6.

7.

8.

9.

10.

Phe

Fra

Ber

973.7
3

Par

523.
2

__________ ____________ __________ ____________ ___________

Answer Key for Lesson 2 Assessment 1
1. fiction
2. easy
3. biography
4. reference
5. fiction

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6. easy
7. nonfiction
8. fiction
9. nonfiction
10. reference

Beth Mashburn
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Objective 2: To classify a book as fiction, nonfiction, biography, reference, easy, or paperback

fiction by looking at the call number on the spine of the book.
2D: Distinguish among the call numbers for fiction, nonfiction, biography, reference, easy, and
paperback fiction.
Lesson 2 Assessment 2
Students will need paper and a pencil for this assessment. Students will be given the following
scenarios and will be asked to draw what call number on the spine of the book will look like on a
sheet of paper. When the student is finished they will turn in their work to the teacher.
Directions: Read each description. On a sheet of paper, draw what the book spine should look
like. For example, for a biography about George Washington, you will draw a rectangle (so that
it looks like a book spine standing up) with a B over Was and it should look like this:

B
Wa
s

1. A fiction book with the authors last name Brown.

2. An easy book with the authors last name Brown.
3. A biography about Abraham Lincoln.
4. An atlas.
5. A fiction book with the authors last name OConnor.
6. An easy book with the authors last name Berenstain.
7. A nonfiction book with the Dewey number 973.73 and the author Phelan.
8. A fiction book with the authors last name Parrish.
9. A nonfiction book with the Dewey number 523.2 and the authors last name Frazier.
10. A dictionary.

Beth Mashburn
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Answer Key for Lesson 2 Assessment 2

1.

2.
F
Br

6.

3.

4.

Bro

Lin

7.

8.

5.
F
R

9.

Oc
o

10.

Phe

Fra

Ber

973.7
3

Par

523.
2

Beth Mashburn
Final KA

Objective 2C: Explain the Dewey Decimal System and the ten general categories of the Dewey
Decimal System.
Lesson 2 Assessment 3
Students will be shown a list of the general categories of the Dewey Decimal System and asked
to look at the topics that follow the categories and tell which general section the topics will be
found. For example, dogs will be found in the 500s.
Directions: Use the following chart to answer where in the Dewey Decimal System you will find
books about the following topics.
000s General Works

500s - Science

100s Philosophy

600s - Technology

200s - Religion

700s Arts and Leisure

300s - Social Studies

800s - Literature

400s - Language

900s History/Geography

1. Spiders

__________

6. Christianity

__________

2. Latin

__________

7. Poetry

__________

3. Picasso

__________

8. Cats

__________

4. Civil War

__________

9. Gravity

__________

5. Solar System

__________

10. Socrates

__________

Beth Mashburn
Final KA

Lesson 2 Assessment 3 Answer Key

1. 500s

6. 200s

2. 400s

7. 800s

3. 700s

8. 500s

4. 900s

9. 500s

5. 500s

10. 100s

Beth Mashburn
Final KA

Objective 3: To describe OPAC.

3A: Tell what OPAC stands for.
3B: Define OPAC.
3C: Explain the importance of knowing how to use the OPAC.
Lesson 3 Assessment 1
Students will be shown the following questions and asked to answer them in the space provided.
When finished, they will print their answers to be turned in to the teacher.
Directions: Answer the following questions. When finished, print your answers and turn in to
the teacher.
1. What does OPAC stand for?

2. What is the definition of OPAC?

3. Why is it important to know how to use the OPAC?

Lesson 3 Assessment 1 Answer Key

1. Online Public Access Catalog
2. A computerized system available to library users to catalog and organize materials in a library.
3. To know how to easily find what we want in the library.
Objective 3: To describe OPAC.
3A: Tell what OPAC stands for.
3B: Define OPAC.
3C: Explain the importance of knowing how to use the OPAC.
Students have already learned how to use Voki. They will be asked to create a Voki answering
the questions. When finished, they will write down the url of their Voki and turn this in to the
teacher.

Beth Mashburn
Final KA

Lesson 3 Assessment 2
Directions: Use Voki to create an answer to the following questions. When finished, write down
the url of your Voki and your name and turn in to the teacher.
What does OPAC stand for?
What is the definition of OPAC?
Why is it important to know how to use the OPAC?

Beth Mashburn
Final KA

Lesson 3 Assessment 2 Example

An example is a Voki I created and it can be found by following this link:
http://www.voki.com/pickup.php?scid=8980866&height=267&width=200

Beth Mashburn
Final KA

Objective 4: To locate an item of interest that was chosen from a list of results generated from a
search on the OPAC.
4A: Perform a simple search using the OPAC.
4B: Perform an advanced search using the OPAC.
4C: Interpret search results.
Lesson 3 Assessment 3
Directions: Conduct a simple and an advanced search using the OPAC for Magic Tree House:
Stallion by Starlight. Once the searches are complete, choose which photo shows where the
book will be found in the NLE media center.
A.

Beth Mashburn
Final KA

B.

C.

Lesson 3 Assessment 3 Answer Key

The correct answer is C

Beth Mashburn
Final KA

Objective 4C: Interpret search results.

Lesson 3 Assessment 4
Students will need paper and a pencil for this assessment. A screen shot of a search result will be
shown and students will answer questions about the search result on a sheet of paper that will be
turned in to the teacher.
Directions: Look at the following search result and answer the questions on a separate sheet of
paper. When finished, turn in your work.

1. Who is the author of this book?

2. What is the call number of the book?
3. What section of the library will the book be found?
4. How many copies of this book does the library have?
5. How many copies of this book are currently available?

Beth Mashburn
Final KA

Lesson 3 Assessment 4 Answer Key

1. David Shannon
2. E Sha
3. Easy
4. 1
5. 1
Objective 4C: Interpret search results.
Lesson 3 Assessment 5
Students will need paper and a pencil for this assessment. Students will answer the following
question on a sheet of paper with their name on it and turn in to the teacher.
Directions: On a sheet of paper with your name on it, list at least 5 pieces of information that
you can learn from your search results.
Lesson 3 Assessment 5 Answer Key
Possible answers include: the books call number, author, title, photo of book cover, if the book
is available or not, books lexile level.

Beth Mashburn
Final KA

PART VI
Pre-instructional Strategy
In this module, the student will ultimately learn how to locate items in the media center using the
online public access catalog (OPAC). The module is divided into three lessons. Lesson one will
cover how the NLE media center is arranged and where different types of books are located. In
lesson two, the student will learn about call numbers and the Dewey Decimal system. In lesson
three, the student will learn about the OPAC and how to use Alexandria Researcher, which is the
system used in the NLE media center.
Instructional Sequence
Sequenc

Description

Objectiv
e

To identify the location of different types of books in the media center at

NLE.
To classify a book as fiction, nonfiction, biography, reference, easy, or

paperback fiction by looking at the call number on the spine of the

3
4

book.
To describe OPAC.
To locate an item of interest that was chosen from a list of results

3
4

generated from a search on the OPAC.

This instructional sequence that I have used is learning-related. Students must build on concepts
that they either already know or will learn during instruction as they work through each lesson.
For example, before students can locate a fiction book title generated from the OPAC, they must
know where in the media center fiction books are located. Also, before a student can locate a
specific book, he or she must know how to read the call number on the spine of the book.
Lesson 1: Mapping out the NLE Media Center
Objective 1: To identify the location of different types of books in the media center at NLE.
Objective 1A: Recognize that the media center is organized into different sections.

Beth Mashburn
Final KA

Objective 1B: List types of books that can be found in the media center.
Objective 1C: Locate which shelves are used for fiction, nonfiction, biography,
reference, easy, paperback fiction, and periodicals.
Initial Presentation: Students will read a brief introduction to what they will learn in this lesson.
The introduction will also be narrated so students can listen to the introduction or read the
introduction. Students will watch a video of the actual NLE media center explaining where
certain sections are located. The sections of the media center that will be focused on are fiction,
nonfiction, biography, reference, easy, paperback fiction, and periodicals. The video will be
narrated.
The UDL principle applied is to provide multiple means of representation by narrating the video
and the text so students can not only read and watch, but also listen (Morra & Reynolds).
Generative Strategy: The student will choose 1 of 2 assessments. 1) The student will be shown a
picture of the media center with each section labelled with a number. The student will then be
given a list of the sections of the library and will match the number with the correct section. 2)
The student make up a song to the tune of Where is Thumbkin? that explains where each
section of the library is located. The student will be given a list of sections to include in the
song.
The UDL principle applied is to provide multiple means of action and expression. Students can
choose which assessment to complete (Morra & Reynolds).
Lesson 2: Call Numbers and the Dewey Decimal System
Objective 2: To classify a book as fiction, nonfiction, biography, reference, easy, or paperback
fiction by looking at the call number on the spine of the book.
Objective 2A: Define call number.
Objective 2B: Describe the purpose of the call number.
Objective 2C: Explain the Dewey Decimal System and the ten general categories of the
Dewey Decimal System.

Beth Mashburn
Final KA

Objective 2D: Distinguish among the call numbers for fiction, nonfiction, biography,
reference, easy, and paperback fiction.
Initial Presentation: The student will read a narrated introduction that will define call number
and describe the purpose of a call number. They will also be introduced to the Dewey Decimal
System in the introduction. The student will watch a video that explains the Dewey Decimal
System and the ten general categories of the Dewey Decimal System.
The UDL principle applied is to provide multiple means of representation by narrating the text
and watching a video (Morra & Reynolds).
Generative Strategy: The student will choose 1 of 2 assessments. 1) The student will be given a
list of book spines with call numbers of different types of books and they are to determine if
what type of book it is by looking at the spine. 2) The student will be given a list of scenarios
and they will be asked to draw on a sheet of paper the spine of the book for each one. The
student will also complete a quiz on the Dewey Decimal System.
The UDL principle applied is to provide multiple means of action and expression by allowing the
student to choose which assessment to complete (Morra & Reynolds).
Lesson 3: The OPAC: Understanding and Using Alexandria
Objective 3: To describe OPAC.
Objective 3A: Tell what OPAC stands for.
Objective 3B: Define OPAC.
Objective 3C: Explain the importance of knowing how to use the OPAC.
Motivational Strategy: Students will be presented with the question, Since we now know that
the media center is organized into sections, and each type of book has a specific location and
address, how is the best way to locate what we want to find in the media center?, and will be
asked to think about an answer to the question.
Initial Presentation: The student will watch a video explanation of the OPAC.

Beth Mashburn
Final KA

Generative Strategy: The student will take a quiz or use Voki to create an artifact that explains
what OPAC stands for, a definition of OPAC, and why it is important to know how to use the
OPAC.
The UDL principle applied is to provide multiple means of action and expression by allowing the
student to choose which assessment to complete (Morra & Reynolds).
Objective 4: To locate an item of interest that was chosen from a list of results generated from a
search on the OPAC.
Objective 4A: Perform a simple search using the OPAC.
Objective 4B: Perform an advanced search using the OPAC.
Objective 4C: Interpret search results.
Initial Presentation: The student will watch a video that will explain how to conduct a simple
and an advanced search in Alexandria. In an introductory text, students will be asked to think
about a book they would like to find in the media center. They can choose a specific book by
title, an author they would like to search for, or a subject they would like to find a book about.
Generative Strategy: The student will conduct a simple and an advanced search on the OPAC.
Once the search has been completed, the student will choose a photo of where in the library they
will look for the book they searched for online. The student will choose 1 of the 2 following
assessments. 1) The student will look at a screen shot of a list of results and be asked questions
about what certain things are, or 2) The student will explain what kinds of information is
generated from a simple search.
The UDL principle applied is to provide multiple means of action and expression by allowing the
student to choose which assessment to complete (Morra & Reynolds).
References
Morra, T. & Reynolds, J. Universal Design for Learning: Application for Technology-Enhanced
Learning. The Journal of the Virginia Community Colleges. 43-51.

Beth Mashburn
Final KA

PART VII
Instructional
Strategies
Lesson 1:
Mapping out the NLE
Media Center

Lesson 2:
Call Numbers and the
Dewey Decimal System

Goals

Objectives

UDL

Students will locate all

types of library
resources.

Objective 1: To identify
the location of different
types of books in the
media center at NLE.
1A: Recognize that the
media center is organized
into different sections.
1B: List types of books
that can be found in the
media center.
1C: Locate which
shelves are used for
fiction, nonfiction,
biography, reference,
easy, paperback fiction,
and periodicals.

Multiple means of
representation (students
will listen to or read the
introduction); multiple
means of action and
expression (students
choose to make up a song
or match the correct
sections)

1)
sh
m
se
nu
w
of
lib
th
co
Th
up
W
to
di
lib

Students will explain

the meaning of call
numbers on book
spines.

Objective 2: To classify
a book as fiction,
nonfiction, biography,
reference, easy, or
paperback fiction by
looking at the call
number on the spine of
the book
2A: Define call number.
2B: Describe the
purpose of the call
number.
2C: Explain the Dewey
Decimal System and the
ten general categories of
the Dewey Decimal
System.
2D: Distinguish among
the call numbers for
fiction, nonfiction,

Multiple means of
representation (students
will read or listen to
introduction and watch a
video); multiple means of
action and expression
(students will complete a
fill in the blank or draw
book spines)

1)
gi
sp
nu
ty
ar
w
by
or
be
sc
be
sp
ea
w
th
Sy

Beth Mashburn
Final KA

biography, reference,
easy, and paperback
fiction.
Lesson 3:
The OPAC:
Understanding and
Using Alexandria

Students will define

OPAC.
Students will navigate
the OPAC and use the
OPAC.
Students will take
information they
generate from the
OPAC and locate
materials in the library.

Objective 3: To describe
OPAC.
3A: Tell what OPAC
stands for.
3B: Define OPAC.
3C: Explain the
importance of knowing
how to use the OPAC.
Objective 4: Locate an
item of interest that was
chosen from a list of
results generated from a
search on the OPAC.
4A: Perform a simple
search using the OPAC.
4B: Perform an
advanced search using
the OPAC.
4C: Interpret search
results.

Multiple means of action

and expression (students
will take a short answer
quiz or create a Voki
answering the same
questions; students will
look at a screen shot and
answer questions or list 5
things that can be found in
a search result)

O
st
or
ar
w
a
an
to
O

O
st
si
ad
O
se
co
w
w
th
bo
on
w
fo
1)
lo
a
as
w
or
lis
in
ge
si

Beth Mashburn
Final KA

Part VIII
At the end of the online module, I will collect the learner evaluation by providing an online
survey for students to complete. I will also ask another SME to complete the online module and
I will provide interview questions for the SME to complete. The SME I will use is Donna Henry,
who is the current School Library Media Specialist at North LaFayette Elementary School. She
has been the Media Specialist there for five years and before this she was the Media
Paraprofessional.

Survey for the Online Learner

1. After completing this online module, how confident are you that you can find what you are
looking for in the media center using the OPAC?
1-not confident, 2-a little confident, 3-not sure, 4-very confident, 5-I already knew how to do this
2. How easy or difficult did you find the module for your learning level?
1-too easy, 2-a little easy, 3-right on target, 4-a little difficult, 5-too difficult
3. Were the directions clear and easy to follow?
1-not clear, 2-a little clear, 3-not sure, 4-pretty clear, 5-very clear
4. Is the topic something that you were interested in learning?
1-not interested, 2-a little interested, 3-not sure, 4-pretty interested, 5-very interested
5. Please list anything about this module that you did not understand.
6. Please list any ideas that you have that might make this module better.

Interview Questions for the SME

1. After completing the online module, do you think the learner is provided with all the
necessary content to complete the module successfully?
2. Is there anything left out of the module that you feel should be included? If yes, please
explain.

Beth Mashburn
Final KA

3. Is there anything included in the module that you feel should be omitted? If yes, please
explain.
4. Do you think the content is appropriate for the target audience? If no, please explain.
5. Do you think the objectives are met by the content provided? If no, please explain.
6. Do you think the assessments are relevant to the content topic? If no, please explain.
7. Do you think UDL principles were followed and appropriate? If no, please explain.
8. Is there anything that you think would make this module better? If yes, please explain.

After all of the online surveys have been completed and the interview has been completed with
the SME, I will look at the data using qualitative analysis to see what the impressions the
students and the SME have of the program. I will look at the data to see if there are any common
responses to the questions and this will tell me if anything about the program needs to be
changed. I will also read all the comments and consider any suggestions made by the students
and the SME.