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.