LIBR 250-10
Design and Implementation of Instructional Strategies for Information Professionals
Summer 2007 Greensheet
Connie Costantino, Ed.D.
E-mail
Office Hours: Via e-mail; Phone appointments can be arranged
| Greensheet Links Textbooks and Readings Course Requirements |
Resources Blackboard Blackboard Tutorials SLIS e-Bookstore |
Students will self-enroll in the LIBR 250-10 Blackboard course on Monday, June 4. An access code will be sent to all registered students via MySJSU on that day. See instructions at http://slisweb.sjsu.edu/blackboard/course_comm/class/mysjsu.htm.
Course Description
Examination of concepts of instruction in the use of information technologies, information services, and sources. Includes investigation of learning theory and instructional design. Emphasis on application of theory through development of instruction and instructional resources in various media for use in a broad array of institutional environments.
Prerequisites: none
Course Objectives
Students will be expected to:
- build a strong understanding of educational theories and practice, the foundations of curriculum and accountability, the role of collaborative planning, and the principles of information literacy;
- become adept at strategies for planning, executing, and evaluating units of instruction as a partner with a professional in an academic setting or in an organizational training environment;
- become adept at integrating information literacy skills into instructional sequences and using information literacy models as the design structure of inquiry-based (constructivist) education;
- understand how to use technological tools to build skills needed to work and teach collaboratively both onsite and at a distance;
- assess how the fundamental principles of learning theory, planning, management, marketing, and advocacy have been instrumental or lacking in their own lives in regard to instructional design and/or implementation of instruction;
- develop a collaborative information literacy project/training program based on information literacy skills, competencies, standards and a Think Model (Loertscher, 2005);
- individually develop a professional level presentation of the group project to promote to one stakeholder group;
- evaluate other student’s assignments; and
- compare and contrast how teaching/learning environments and organizational settings are similar and different in practice.
Student Learning Outcomes
LIBR 250 seeks to make information professionals activists in the teaching and learning process, beyond the mere storage and provision of information.
LIBR 250 supports the following SLIS Core Competencies:
- design training programs based on appropriate learning principles and theories;
- demonstrate oral and written communications skills necessary for group work, collaborations and professional level presentations.
In addition, this section supports the following SLIS Core Competencies:
- compare the environments and organizational settings in which library and information professionals practice;
- apply the fundamental principles of planning, management and marketing/advocacy;
- demonstrate oral and written communication skills necessary for group work, collaborations and professional level presentations; and
- evaluate programs and services on specified criteria.
Textbooks and Readings
Weekly Required Readings
There isn’t one textbook for this course. There will be weekly required readings and also suggested readings regarding the types of information organization(s) or institutional environments that students select to research. Many books and articles are available or on reserve via SJSU’s Dr. Martin Luther King, Jr. Library or through SLIS’ Restricted Readings (user name and password will be posted). Other libraries can be used too.
After students narrow their area of concentration, they should purchase the relevant books. The books should be useful in the future because many information professionals instruct or train as part of their job requirements.
Required
- American Psychological Association (APA, 2001) Publication manual of the American Psychological Association (5th ed.), Washington, D.C.
See http://slisweb.sjsu.edu/resources/apa.htm
For each assignment (exception: Introduction), APA format for citations and references from a minimum of the following will be required: 1 book, 3 required readings, and 2 additional relevant sources in support of your perspective.
Go to SLIS e-Bookstore.
Course Requirements
Course Participation
Students are expected to participate throughout the entire session. Contribute on the Discussion Boards that are of interest to you. Explain why you agree or disagree with others by sharing meaningful thoughts, ideas, resources, etc. (Do not just write: I agree.) As new concepts evolve, re-label the subject lines so that “threads” of information are easy to follow.
It is important to express your own opinions while also being respectful; suggest constructive ideas for improvement while evaluating other’s work; pose relevant questions; compare and contrast ideas; share and critique resources; communicate and collaborate!
Course Format
This course will be taught online via Blackboard.
Primary Requirements
The primary course requirements are that students will:
- have access to the computing environment as described at http://slisweb.sjsu.edu/ecommunication/homecomputing.htm
- use Blackboard and refer to Tutorials as needed at http://slisweb.sjsu.edu/blackboard/
- submit assignments via Blackboard’s Assignment Manager
- participate in collaborative sessions as needed in Blackboard’s Chat (Java Plug-in is required) and Elluminate http://slisweb.sjsu.edu/software/elluminate/students/
- use an up-to-date virus protection program to scan all assignments before submitting them electronically
- include a title page, abstract, summary, and conclusion with each assignment (exception: Introduction)
- use APA (see above) headings within assignments to help organize thoughts and also transition the reader (exception: Introduction)
Assignment Due Dates
(Dates are subject to change with fair notice.)
Assignments must be submitted before 11:59 pm on the date due. Plan ahead because Blackboard could malfunction at any time. Blackboard also has a downtime in the early morning. Assignments submitted up to one week after the due date will be subject to a 10% grade penalty. Assignments more than a week late will not be accepted.
Assignments
Each assignment will contain more details in Blackboard and also have a rubric with points. Click within the assignment to view the rubric. All assignments and course participation will equal 400 points.
- Introduction – 20 points
Due: Mon., June 4 – Mon. June 11
Introduce yourself to the class by posting your story on Blackboard’s Discussion Board. Read other students’ introductions and look for common interests. Post comments/questions to your fellow students’ Introductions. Learning about each other’s experiences, strengths, and expertise in relation to instruction, curriculum, areas of concentration, training, and types of information organizations will help you form teams for the Collaborative Information Literacy Project. - Analytical Essay 1 – 60 points
Due:Mon., June 18
Instructional/Learning Theories, Strategies, and Practical Experience Write a research paper citing from the assigned readings and additional resources you find to support your position. - Analytical Essay 2 – 60 points
Due: Mon., July 9
Determine/Measure Successful Instructional Strategies for Information Professionals
Read the assigned article. Compare and contrast it with the assigned and additional readings you find relevant. State your perspective of the strengths, weaknesses, threats, and opportunities involved in designing, implementing, and measuring successful instructional strategies in information organizations. - Collaborative Information Literacy Project – 140 points
Due: Mon., July 23
Students will form groups based on their interests in types of information organizations. Then they will collaborate with a professional(s) in the field. By studying learning theory, information literacy standards, and models of implementation, each group will design and plan the implementation and evaluation of a unit. They will determine appropriate information technologies, services, and resources for selected stakeholders. If time permits, students will implement the plan. - Advocacy Project – 60 points
Due: Mon., July 30 – Mon., Aug. 6
Each student will develop a professional level presentation of their Collaborative Information LiteracyProjectto promote to appropriate stakeholders. Then each student will interact with others about these projects. - Analytical Essay 3 – 60 points
Due: Mon., Aug. 6
Reflect on the processes involved in the Collaborative Information Literacy Project and critique a different Project of your choice.
Assignment Requirements
Requirements for all assignments:
- Title page with:
- Running head (see APA)
- Name of the assignment (Creating your own title demonstrates originality.)
- Your first and last name
- Date
- Design and Implementation of Instructional Strategies for Information Professionals
- LIBR 250-10 – Summer 2007
- School of Library and Information Science - San Jose State University
- After the title page, use the following class header on the top left-hand side of each page: LIBR 250-10_Last name_ Assignment name_ Summer 2007
Example: LIBR 250-10_Moslow_Introduction_ Summer 2007- use this same class header for the file name when attaching the assignment in Blackboard’s Assignment Manager and also in the Subject line when you email your instructor
- use of the APA header to the left of the page number is optional in this course
- number pages in the upper right-hand corner (see APA)
- the number of pages of text required for each assignment does not include the title page, abstract, references, and appendixes (if/when used)
Grading
Rubrics with points will accompany each assignment on Blackboard. The total number of points for this course is 400. The standard SJSU SLIS Grading Scale will be used:
| 97-100 | A |
| 94-96 | A- |
| 91-93 | B+ |
| 88-90 | B |
| 85-87 | B- |
| 82-84 | C+ |
| 79-81 | C |
| 76-78 | C- |
| 73-75 | D+ |
| 70-72 | D |
| 67-69 | D- |
| Below 67 | F |
Above standard work clearly displays one or more of the following criteria:
- originality in the approach to the assignment;
- greater depth of analysis by comparing articles and/or viewpoints within the required course readings and across the literature;
- ability to retrieve and organize relevant information for yourself and while collaborating with others; and
- creative or new ideas
Errors in spelling, grammar and syntax will be subject to a grade penalty.
Academic Integrity
Your own commitment to learning, as evidenced by your enrollment at San José State University, and the University's Academic Integrity Policy requires you to be honest in all your academic course work. Faculty members are required to report all infractions to the Office of Student Conduct and Ethical Development. The policy on academic integrity can be found at http://sa.sjsu.edu/student_conduct.
Reasonable Accommodation of Disabilities
If you need course adaptations or accommodations because of a disability,
please e-mail me as soon as possible. Presidential Directive 97-03 requires
that students with disabilities register with the Disability Resource Center
(DRC) to establish record of their disability.
No matter where students reside, they should contact the SJSU DRC to register. The DRC Web site: http://www.drc.sjsu.edu/
One Washington Square - San José, California USA, 95192-0029
Phone: 408-924-2490
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