LIBR 250-12
Design and Implementation of Instructional Strategies for Information Professionals
Spring 2008 Greensheet
Dr. David Loertscher
E-mail
Phone(Home): (801)532-1165
Phone(Cell): (801)755-1122
Office Hours: E-mail is the best way to make an appointment. Consultations are best when classes meet in either north or south. You may also call the professor.
| Course Links Web Site |
Resources Blackboard Blackboard Tutorials |
Textbooks | Course Requirements
Students must self-enroll in Blackboard for this course. The instructor will send the access code via MySJSU.
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.
Course Objectives
Upon completion of this course, the student will have:
- Built a strong understanding of current educational theory and practice, the foundations of curriculum and accountability, the role of collaborative planning, and the principles of information literacy.
- Become adept at planning, executing, and evaluating units of instruction as a partner with a teacher or professor in an academic setting K-20 or in any organization doing training.
- Become adept at integrating information literacy into instructional sequences or using information literacy models as the design structure of inquiry-based (constructivist) education.
- Built technology tool skills needed to work and teach collaboratively both locally and at a distance.
- Built a strong component of the mission of the School of Library and Information Science: In support of the San Jose State University Mission, the School of Library and Information Science educates professionals to address the information needs of their community, the nature of information and its uses and its supporting technologies through teaching, research, service, and leadership. LIBR 250 is at the core of this mission as it seeks to make librarians 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.
Textbooks
The following textbooks are not in college bookstores. Please order from your favorite bookseller such as the SLIS eBookstore or directly from the publisher. Orders for titles published by Hi Willow Research & Publishing should be ordered through http://www.lmcsource.com
Information Literacy
For anyone uncertain about information literacy:
Recommended for everyone:
- Rose, Colin and Malcolm J. Nicholl. Accelerated Learning for the 21st Century: The Six-Step Plan to Unlock Your Master-Mind. Dell, 1997. $12.95.
Public Schools
For those working in the public schools:
- Loertscher, David V., Carol Koechlin and Sandi Zwaan. Beyond Bird Units. Hi Willow, 2007. $35.00
- Koechlin, Carol and Sandi Zwaan. Build Your Own Information Literate school.2003. $30.00 (Online students will need to order from http://lmcsource.com
- Loertscher, David V. and Blanche Woolls. Information Literacy: A Review of the Research: A Guide for Practitioners and Researchers. Hi Willow Research & Publishing, 2nd ed. 2002. $20.00
- Information Power: Building Partnerships for Learning. American Library Association, 1998. $35.00. (Available from http://ala.org)
- Tomlinson, Carol Ann and Jay McTighe. Integrating Differentiated Instruction and Understanding by Design. ASCD, 2006. $26.00. (order from http://shop.ascd.org/index.cfm ; LMCSource also carries this title.)
Recommended:
- Miller, Nancy A.S. Impact! Documenting the LMC Program for Accountability. 2003. $40.00 (trial free at http://www.lmcsource.com)
- Turner, Philip M. and Ann Marlow Riedling. Helping Teachers Teach: A School Library Media Specialist's Role. 3rd. ed. Libraries Unlimited, 2003.
- Endich, Roberta Soloman. Media Literacy: Activites for Understnding the Scripted World. Linworth, 2004.
- Armstrong, Thomas. You're Smarter Than You Think: A Kids Guide to Multiple Intelligences. Free Spirit, 2003.
- Stripling, Barbara K. and Sandra Hughes-Hassell. Curriculum Connections Through the Library. Libraries Unlimited, 2003.
- Champlin, Connie, David V. Loertscher, and Nancy A.S. Miller. Sharing the Evidence. Hi Willow, 2007. $25.00
- Wiggins, Grant and Jay McTigue. Understanding by Design. 2nd ed. ASCD and also thier Workbook.
Academic Libraries
For those working in academic libraries:
- One of the following three titles:
- Rockman, Ilene F. Integrating Information Literacy into the Higher Education Curriculum: Proactical Models for Transformation. Josey Bass, 2004. (order at http://www.joseybass.com )
- Raspa, Dick and Dane Ward. The Collaborative Imperative: Librarians and Faculty Working Together in the Information Universe. American Library Association, 2000. (Order online at ( http://www.ala.org)
- Kelly, Maurie Caitlin and Andrea Kross. Making the Grade: Academic Libraries and Student Success. American Library Association, 2002.
- Breivik, Patricia. Student Learning in the Information Age. Oryx Press, 1997. $38.00. Order online at http://www.oryxpress.com
Required:
- Loertscher, David V., Super Teaching: 15 Think! Models for Improved Instruction in College Courses, Online Courses, and Professional Development. Hi Willow, 2006. (online students should order at http://www.lmcsource.com)
- Loertscher, David V. and Blanche Woolls. Information Literacy: A Review of the Research: A Guide for Practitioners and Researchers. Hi Willow Research & Publishing, 2nd ed. 2002. $20.00 (the instructor will bring copies to class)
- ACRL Information literacy standards. Online at the ACRL website.
Recommended:
- Kuhlthau, Carol. Seeking Meaning 2nd ed. Greenwood, 2003.
- Burkhardt, Joanna M. and Mary C. MacDonald and Andree J. Rathemacher. 35 Practical, Standards-based Exercises for College Students. ALA, 2003.
Public and Special Libraries
For those working in public and special libraries:
Required:
- Loertscher, David V., Carol Koechlin and Sandi Zwaan. Ban Those Bird Units!. Hi Willow, 2004. $25.00, or, Loertscher, David V. Super Teaching. Hi Willow, 2006
- Loertscher, David V., Super Teaching: 15 Think! Models for Improved Instruction in College Courses, Online Courses, and Professional Development. Hi Willow, 2006. (the instructor will bring copies of both to class; online students should order at http://www.lmcsource.com)
Recommended:
- Breivik, Patricia. Student Learning in the Information Age. Oryx Press, 1997. $38.00. Order online at http://www.oryxpress.com
- Information Literacy Standards for Student Learning. American Library Association, 1998 $20.00
- Goad, Tom W. The First-Time Trainer: A Step-by-Step Quick Guide for Managers, Supervisors, and New Training Professionals. American Management Association, 1997.
- Goad, Tom W. Information Literacy and Workplace Performance. Quorum Books, 2002.
Course Requirements
SLISADMIN
Be sure you are on SLISADMIN so you can get all official messages from the School. Here are the directions:
We use an electronic list to keep you informated about important school information. All students are required to be on the list it is called slisadmin. To join:
- Go into your email program and in the To: box enter listproc@listproc.sjsu.edu
- Leave the subject line blank.
- In the body of the message write subscribe slisadmin yourfirstname yourlastname. For exampe: subscribe slisadmin Linda Main.
- Send the message. You should receive a confirmation that you are subscribed.
Please note: You cannot post to this list. It is merely a way for the faculty and the staff to distribute school-related information. For more information on al the school''s electronic lists, please check out: http://witloof.sjsu.edu/comps/lists.htm
Elluminate
This class will use Elluminate as its major technology during the semester. Be sure tht you are prepared to be online the first class session by taking practice classes on the SJSU/SLIS website.
Class Meetings
See the schdule for this classes on SJSU/SLIS. It meets on Monday evenings via Elluminate. Links to the class will be posted on the Blackboard announcements. The San Francisco cohort will meet in person the first Saturday of each month from 10am-1pm at various schools.
Office Hours
The professor is best reached through e-mail. You may also call the professor at home at 801-532-1165 or 801-755-1122 mobile.
Grading
Students will be responsible to create assessment strategies for the course with the help of the professor. Preliminary notion of assessment; the final points are logged on the Assignment Manager in Blackboard.
Points for online class:
| Engaging Problem #1 (reading) | 60 |
| Engaging Problem #2 (5 transformations) | 50 |
| Engaging Problem #3 (do it!) | 40 |
| Participation -Elluminate interation projects during class – Per class on elluminate or in person more | 10 |
| Interviews;Reading plan; wikis (each 10) | 30 |
| Group information literacy model; personal model | 20 |
| Sotes | 10 |
| Total | 240 +/- |
We will also be on a number of web2.0 applications during the term and experiments in this direction will result in additional points being added for varying assignments. These will become clear as the class does various planning sessions.
Class Participation
Class participation in both sections is vital because of the constructivist nature of the class.
Grading Scale
The standard SJSU SLIS Grading Scale is utilized for all SLIS courses:
| 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 |
In order to provide consistent guidelines for assessment for graduate level work in the School, these terms are applied to letter grades:
- C represents Adequate work; a grade of "C" counts for credit for the course;
- B represents Good work; a grade of "B" clearly meets the standards for graduate level work;
- A represents Exceptional work; a grade of "A" will be assigned for outstanding work only.
Students are advised that it is their responsibility to maintain a Grade Point Average (GPA) of 3.0.
Late Work
All late work is subject to a 10% penalty unless cleared by the instructor in advance.
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
Contact the webmaster
