GREENSHEET
Students: See the Course Web Site at http://www.davidvl.org/250CourseSpr04/loer250home.html
Important Note to all students taking this course Spring 2004: The communication
part of this course will be conducted on a distance education program
titled Blackboard. You must register (no fee) before Feb. 1. Here is how:
Note: if you already have an account on Blackboard (tigris) then skip
to step 5
1. Access the web site: http://tigris.sjsu.edu
2. First create yourself an account. It will ask you for personal information.
Put in your address and telephone number where you can be reached (sometimes
your instructor needs to contact you.) You can lie about your age.
3. Create your own user name and password (write this down!!!!!)
4. Finally, submit this information. Now you have an account.
5. Now find the Courses tab and "browse the course catalog"
6. Find the 250 course and to the right click "enroll." You
are in!
7. Content for the course will be through this web page on slisweb.
Communications will occur through Blackboard on tigris.
8. You will always enter the communications for the course through tigris.
For those enrolled in blackboard in previous semesters, do not go to
blackboard.com. We are serving out Blackboard from SLIS now and so access
should be instantaneous.
Also, 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: (1) Go into your email program and in the To: box enter listproc@listproc.sjsu.edu
(2) Leave the subject line blank. (3) In the body of the message write
subscribe slisadmin yourfirstname yourlastname. For exampe: subscribe
slisadmin Linda Main. (4) 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
Spring Class Dates and times: (attendance required - you may
attend either north or south each month)
Class #1
North: Feb. 7: 9am-noon San Jose State Campus Modulars
South: Feb 8: 10am-1pm Fullerton Campus - check official course list on
slisweb for room.
Class #2
North: Mar. 6, 9am-12 noon San Jose Campus
South: Mar. 7, 10am-1:00pm Fullerton Campus
Class #3
North Apr 3, 9am-12 noon San Jose Campus
South: Apr 4, 10am-1:00pm, Fullerton Campus
Class #4
North May1, 9am-12 noon San Jose Campus
South: May2,10am-1:00pm Fullerton Campus
Locations of the 2nd through 4th classes may vary. The professor likes
to move the classes to interesting libraries as a field trip. Class members
may extend invitations to visit. This may cause class members to travel
shorter or longer journeys to class, but there will always be classes
in northern and southern California.
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:
- Build a strong understanding 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.
- To build technology tool skills needed to work and teach collaboratively
both locally and at a distance.
- To be 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.
Textbooks
The following textbooks are not in college bookstores. Please order from
your favorite bookseller such as Amazon.com or directly from the publisher.
The instructor will bring copies of InfoLit (a review of the research),
Koechlin, and We Boost Achievement to class for a substantial discount)
.
For anyone uncertain about information literacy:
Recommended highly for those who want a good popularized introduction
to the field of learning and information literacy, read the following
book created for the popular adult market:
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.
For those working in the public schools:
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)
Koechlin, Carol and Sandi Zwaan. Build Your Own Information Literate
school.2003. $20.00
Information Power: Building Partnerships for Learning. American
Library Association, 1998. $35.00.
Loertscher, David V. with Ross Todd. We Boost Achievement.
Hi Willow, 2003. $30.00
Miller, Nancy A.S. Impact! Documenting the LMC Program for Accountability.
2003. $40.00 (trial free at www.lmcsource.com)
Recommended:
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.
For those working in academic libraries:
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
Information Literacy Standards for Student Learning. American Library
Association, 1998 $20.00
Recommended:
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)
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.
For those working in public and special libraries:
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.
Recommended:
Breivik, Patricia. Student Learning in the Information Age.
Oryx Press, 1997. $38.00. Order online at http://www.oryxpress.com
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Office Hours
For Spring 2004, the professor is best reached through email at davidl@slis.sjsu.edu.
This is the best way to make an appointment. Consultations are best when
classes meet in either the north or south.
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Grading
Students will be responsible to create assessment strategies for the course
with the help of the professor.
Preliminary notion of assessment:
Engaging Problem #1 (reading)
40%
Engaging Problem #2 (transformation)
10%
Engaging Problem #3 (do it!)
30%
Participation -face to face projects during class
10%
Online Particpation 10%
Class participation (face to face) 10% - students missing a class period
will not be able to complete the assignment for engaging problem #2 thus
automatically lowering their grade a letter.
Online participation points 10% -communication on Blackboard with small
groups and the class as the whole constitute online participation. Points
are given for regular and continuous participation across the semester.
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