COURSE INFORMATION
Course Description:
This course will focus on information literacy, learning theory, and instructional
design as they relate to library instruction and will require the practical
application of theory to real teaching situations. Students will examine
the issues and challenges for learning and teaching in both traditional
and non-traditional library instruction. They will also observe library
instruction in action and practice it themselves. Although geared toward
academic libraries, content is applicable to all types of libraries.
Course Objectives:
At the completion of the course, students will be able to
1. Discuss information literacy - development, definitions,
impact, best practices.
2. Design library instruction based on information literacy competencies.
3. Apply learning theory and instructional design to library instruction,
both in-person and web-based.
4. Use a variety of teaching methods.
5. Describe and evaluate library and education literature related to
a specific aspect of learning and teaching.
6. Relate learning theory to different aspects of librarianship.
7. Analyze and develop a plan to address an instructional problem within
the context of specific library and institutional settings (e.g., small
liberal arts college, public university, school media center, small town
public library).
This course supports the following SLIS objectives:
1. The foundations of information services;
2. Information transfer;
3. Information management, including ... dissemination and utilization
of information resources;
4. Evaluating and using relevant research studies from a variety of disciplines
in their coursework.
Required Text:
Grassian, Esther S. and Joan R. Kaplowitz (2001). Information
Literacy Instruction: Theory and Practice (book and CD-ROM). New York,
Neal-Schuman.
Course Requirements and Grading
• Literature Review: Based on readings, class discussions,
and issues raised on ILI-L, choose a topic related to learning, teaching,
and libraries. Read widely in library, education, and other relevant
literature on your topic. Select at least 6 works for inclusion in your
review. In your review, introduce your topic and explain why you selected
it, summarize and evaluate the works you have chosen to include, draw
conclusions and suggest applications as they relate to your reasons for
choosing the topic.
(2 reviews, each 10% of total grade)
• Web Tutorial: Design a web tutorial. The focus of the tutorial
may be library-related or it may be something of particular interest
to you. The tutorial should have specific learning objectives that can
be assessed. It should illustrate your ability to effectively apply learning
theory and instructional design in the online environment.
(15% of total grade)
• Teaching Portfolio: Develop a portfolio of your work for
this class. Include planning notes for your own teaching, both in-class
and web-based; reflections on your teaching projects—what worked and
why, what you would do differently and why, responses to comments from
your colleagues in class; notes from your observation of other teachers,
both in class and in “real” library instruction sessions; posts from
ILI-L and other sources that resonate; and citations, abstracts, and
quotations from articles and books that you find particularly meaningful.
(10% of total grade)
• Instruction Observation: You will have the opportunity to
observe at least one library instruction session with a practicing instruction
librarian. Meet with the librarian in advance of your observation to
understand the context of the session and what she/he plans to teach.
Using an instruction report form, provide constructive commentary based
on what you have learned about information literacy objectives, learning
theory, and instructional design.
(10% of total grade)
• Mini Instruction Session: Prepare and teach an instruction
session of 8-10 minutes. The session may be related to the case study
or selected from scenarios that will be provided.
(15% of total grade)
• Case Study: Case studies illustrating instructional problems
in a variety of library settings will be provided. Working in small groups,
choose a case study, analyze the problem, and propose solutions. Specific
formal documents, such as memos to colleagues and administrators, and
a formal proposal will be prepared and submitted.
(15% of total grade)
• Online Discussions: Some class discussions will take place
online. These will be structured, and participation is mandatory.
(15% of total grade)
• Attendance: Although much of the course content and participation
will be online, class meetings will provide the opportunity to observe
and practice teaching techniques. Library instruction is still largely
practiced “in-person” and attendance at class meetings is mandatory.
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