Ryan L. Sittler : CAL U

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A student walks on the Cal U campus.A student walks on the Cal U campus.

Ryan L. Sittler


  • B.S.: Education, Kutztown University
  • M.S.: Library Science, ALA Accredited, Clarion University
  • M.S.: Instructional Technology, Bloomsburg University
  • Ph.D.: Communications Media and Instructional Technology, in progress, Indiana University of Pennsylvania


Ryan Sittler provides leadership, coordination and assessment for the library information literacy program at Cal U. He also acts as a technical resource for issues involving library instruction and instructional technology/design. He is an assistant professor in the Department of Library Services and the instructional technology/information literacy librarian at Cal U. He is also an adjunct faculty member for Clarion University of Pennsylvania's Department of Library Science. He is a doctoral candidate at Indiana University of Pennsylvania, where he is working toward a Ph.D. in communications media and instructional technology.

Sittler's expertise is in pedagogy, instructional design, information literacy and the application of technology in instructional situations.


Ryan Sittler provides course-specific literacy assistance. This varies by semester.


Ryan Sittler has co-edited, with Dr. Doug Cook, two books for the Association of College and Research Libraries (ACRL) on library pedagogy: "Practical Pedagogy for Library Instructors: 17 Innovative Strategies to Improve Student Learning I" (2008) and "The Library Instruction Cookbook" (2009).He is also one of the lead designers for A Planet in Peril: Plagiarism, a web-based educational game that won the 2010 Caspian Learning Serious Games Challenge.

Research Interests

Sittler is interested in information literacy (teaching people how to find and evaluate information), games and simulations for learning, instructional design/instructional technology and media literacy.

Academic Department(s)

  • Department of Library Services

Contact Information



Manderino Library 232


"I am a non-teaching faculty member (even though I teach quite a bit!), so I get to have a unique relationship with the students. I support them in their research, help them to find what they need and teach them how to better evaluate things once they have found them. Since I am ‘on demand' for students and I do not grade them, I can really pay attention to their individual needs, and they do not feel shy about coming to me for help. Affecting such positive change, on a one-to-one basis, is really the best part of my job."

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