Using andragogy and instructional design to teach workshops on systematic searching in an academic library: Case report

Abstract

Background: Knowledge syntheses require complex searches of the literature, but many have poor quality, irreproducible search methods. Academic libraries support researchers conducting knowledge syntheses in many ways, including providing training such as workshops. However, for training to be successful, effective teaching theories and methods need to be used, such as andragogy and instructional design. These can help to develop learning strategies and experiences based on the needs of the learners.  

Case Presentation: At Federation University Australia Library, in response to increasing requests for support from researchers conducting knowledge syntheses, a series of workshops on systematic searching was developed using adult learning methods. We aimed to deliver quality, engaging learning experiences to researchers, and using instructional design was likely to help us meet this goal. Learning outcomes were identified, followed by developing active, collaborative learning strategies and activities. After implementation, the workshops were evaluated informally, resulting in planned changes and improvements to future offerings.  

Conclusions: Using andragogy and instructional design was a successful method of developing the workshops as it provided a structure to follow, and centered researcher needs. While positive feedback was received from workshop participants, there is a need to formally evaluate the learning outcomes to determine if the workshops resulted in improvements in systematic searching practices. The approach to developing the workshops can be adapted by other libraries delivering similar training on systematic searching. It is our aim that by promoting the use of effective teaching methods, the quality of search methods in knowledge syntheses will improve.