What Should the LPD Consider Before Selecting a Textbook?

Module 2 underlines the distinction between curriculum and syllabus. In higher education, the curriculum refers to the comprehensive framework encompassing courses, content, learning experiences, and academic requirements within a program of study. It reflects the educational philosophy and goals of the program and includes the sequence and scope of topics, the learning objectives, instructional methods, and evaluation strategies designed to guide and measure students’ learning process and academic progress. Faculty and academic administrators typically develop and periodically review the curriculum to align with institutional goals, accreditation standards, and evolving industry demands. Understanding how the curriculum is articulated across various levels is crucial to ensure that the program is tailored to meet the specific needs of the students.

Questions to consider as you align your curriculum: 

1. What competencies and skills will students gain by minoring, majoring, or earning a certificate in your program?
2. How will the curriculum and individual courses support students in achieving these competencies and skills?

Community colleges and four-year institutions may offer similar degrees and/or certificates, but differences in prerequisites, institutional language requirements, and students' diverse ages and academic and socio-economic backgrounds significantly shape curriculum design. Textbook selection plays a crucial role in addressing these differences by providing structured progressions, adaptable content, and targeted support for diverse learners. Whether through scaffolding strategies for beginners, culturally relevant materials for heritage learners, or flexible digital resources for students in hybrid and online formats, choosing the right textbook ensures that students receive instruction tailored to their needs. Understanding the unique characteristics of your institution's student body is thus essential for selecting textbooks that effectively facilitate their linguistic and academic growth. 

Likewise, textbooks should align with institutional priorities, as many schools emphasize inclusion, diversity, equity, accessibility, and anti-racism (IDEAA) principles. This involves choosing materials that present diverse perspectives, are free from bias, and are accessible to students with varying learning needs. 

Additionally, affordability, representation of gender, racial, and cultural diversity, and adaptability for students with disabilities are key considerations in textbook selection. Choosing materials that can be flexibly used across different modalities, whether in-person, online, or hybrid, ensures that all students, regardless of their backgrounds or learning environments, have equal opportunities to succeed (Ceciliano & Notman, 2021; Meyer & Hoft-March, 2021).

Questions to consider as you address your audience: 

1. Who are the students in your program (e.g., traditional, non-traditional, heritage learners, or international)?
2. What are their academic and socio-economic backgrounds? How diverse is your student population (e.g., age, language proficiency, and cultural background)?
3. How do IDEAA principles guide your curriculum and material selection?

When selecting a textbook, the LPD must carefully consider several logistical factors that directly influence the curriculum's effectiveness and student success. These factors shape the course structure and help identify textbooks that best support student learning and align with program objectives. Below are key categories to guide your curriculum and textbook review process. As you read about them, reflect on your program’s unique needs and how you might address each one.

• Scheduling (day and time of courses; multi-section courses) 

  Course scheduling affects consistency and coherence across sections, including day and time, and whether the course is part of a multi-section offering. The selected textbook must be suitable for maintaining this consistency across multiple course sections, ensuring that all students have equitable access to the same learning resources.

• Courses and levels that will use the textbook.

  The textbook must be appropriate for specific courses and levels, ensuring the content aligns with students' proficiency and learning objectives. Ensuring coherence across textbooks in lower- and upper-level courses is crucial for a seamless learning progression for multi-level programs.

• Modalities (in-person, online, hybrid, etc.)

  In-person, online, and hybrid course modalities require that the textbook be adaptable to different formats and contain materials that effectively engage learners in each setting. For online or hybrid courses, textbooks that provide digital versions or come with integrated e-learning platforms can enhance accessibility and engagement for students in various learning environments.

• Pedagogical approach

  The pedagogical approach, including its underlying theory, must harmonize with the textbook’s structure and instructional strategies to support effective teaching and learning. Pedagogical approaches like task-based language teaching or flipped classrooms require textbooks that encourage student-centered activities, collaborative learning, and real-world applications of language skills.

• Supplemental materials

  The availability and integration of supplemental materials, such as portfolios, workbooks, digital tools, or interactive resources help contribute to a comprehensive learning experience. These materials, including online quizzes, media files, and interactive simulations, cater to diverse learning styles and help students engage with the content in multiple ways.

When selecting a textbook, it's important to consider who will be teaching the course and how the textbook will be used. This requires an understanding of faculty roles within the program. In larger language programs, lower-level courses are often taught by lecturers, part-time faculty, or graduate students, whereas upper-level courses are taught by tenure-track faculty. In smaller programs, tenure-track faculty typically take on a heavier teaching load and are responsible for covering all language levels. Some questions to consider in relation to faculty involvement are:

• Who will teach the textbook and how?

  Faculty members who teach the textbook may vary in experience and familiarity with the program’s pedagogical goals. Ensuring that all instructors—whether full-time faculty, part-time faculty, or graduate instructors—are well-prepared to deliver the content is crucial. This includes understanding the textbook’s structure, how it aligns with program objectives, and any specific methodologies it promotes.

• What professional development is needed?

  Ongoing professional development (PD) is essential for maintaining consistency in how the textbook is taught across different sections. PD should emphasize both familiarity with the textbook and strategies for effectively implementing its pedagogical approach. This might include weekly meetings, adapting the textbook, workshops, or peer observations. Finally, fostering collaboration between lower- and upper-level instructors can help ensure students have a cohesive learning experience throughout the program.