LIBR 281-02
Seminar in Contemporary Issues
Topic: Information Literacy/Bibliographic Instruction
Course dates: June 28 – August 2, 2003
Summer 2003

Instructor: Mary M. Somerville, Ph.D.
E-mail: marysomerville@earthlink.net
Cell phone: 310-463-0864

GREENSHEET

Course Description: Examination of the nature of the information universe and strategic approaches to its navigation. Investigation of needs assessment, learning theory and instructional design, as it relates to the delivery of education on information technologies, services, and sources through libraries and other information centers. Project demonstrating learning combines needs assessment, learning theory, information literacy, and instructional design principles in a user-centered program proposal.

Course Overview: Information literacy (IL) is the set of abilities necessary to first recognize when information is needed and then to effectively locate, evaluate, and apply relevant content. Research conducted during the last decade and based on people’s real life experiences with information has shown that competencies are experienced in a variety of ways. Furthermore, there is a close relationship between information literacy and learning. When personal heuristics are applied successfully, information seekers can select search paths and evaluate information sources, including the subset of the information universe indexed by tools available through libraries and information centers. In this context, information literacy education involves helping learners change/broaden their repertoire of experiences and, hence, abilities.

Preliminary to assisting others to navigate successfully in the extended information environment is appreciation of variety among information seekers. Open ended, semi-structured interviews will yield first hand accounts of present and prospective library users’ seeing and experiencing of information practice. A contextual understanding of learning theory and instructional design permits matching “discovered” needs with strategies. The course also encourages assessment of organizational infrastructure and collaborative partnerships, as it relates to helping learners broaden their repertoire of information experiences. Collectively, these active learning activities embody the elements of “research-in-practice”: finding out, modeling, comparing, and taking action.

The course curriculum provide first hand experience in phenomenographic research – with a knowledge interest in people’s varying conceptions of phenomena – which will be applied as action research. Each student will complete four open ended, semi-structured user interviews, analyze interview data, and generate a user-centered information literacy program proposal. In addition, students will maintain written journals to chronicle – and analyze - their intellectual journeys. This hybrid learning approach is derived from research findings on information literacy by Christine Bruce (Australia), Soft Systems Methodology developed by Peter Checkland (Great Britain), information search process by Carol Kuhlthau (United States), and a research-in-practice teaching model collaboratively developed by Mary (Huston) Somerville (United States) and Anita Mirijamdotter (Sweden). All five researchers share an interpretivistic, relational, and constructivist approach. All use qualitative research techniques which contribute rich, contextual data. Active learning strategies will both advance student learning and also model IL teaching strategies which activate prior knowledge and experience.

Because it is enriching to do so, students will work together, collaboratively. The grading scheme encourages consultation with and support of classmates. Group work through Blackboard distance education technology will be complimented by face-to-face group work in class meetings. Exploration of personal heuristics is also encouraged through an information search process (ISP) journaling assignment. The course intends to support inquiry among participants and their user populations - and provide the tools to do so.

Learning Outcomes: By the end of the course, students will be able to assess needs, apply learning theory and instructional design, and advocate programming ideas which reflect familiarity with information literacy. Written data analysis, a course journal, and an instruction proposal will demonstrate individual expertise. In addition, work should reflect significant peer collaboration.

Upon completion of the course, students will be able to:

1. Make thoughtful educational programming decisions based on principles of needs assessment, learning theory, instructional design, and information literacy;

2. Explain needs assessment and instructional planning considerations to colleagues and users for the purpose of encouraging collaborative decision making, inclusive conversation, stakeholder ownership/”buy in,” and inter institutional partnerships;

3. Model the process of reflective, strategic inquiry in meeting personal and professional information needs within contemporary organizational contexts.

Classroom exercises and lectures, face-to-face discussion, Blackboard technology-mediated communication, and course assignments will support achievement of these outcomes. If there are special needs that require accommodations, please notify the instructor immediately so she can arrange appropriate support.

Recommended (But Not Required) Course Resources:

Information Literacy

Bruce, Christine. Seven Faces of Information Literacy. Adelaide, South Australia: AUSLIB Press, 1997.

http://scils.rutgers.edu/~kuhlthau/Search%20Process.htm

http://www.ala.org/acrl/ilcomstan.html

http://www.his.se/bib/enginfolit.shtm

http://www.literacyworks.org/mi

Instructional Design

http://carbon.cudenver.edu/~mryder/itc_data/idmodels.html

http://www.atl.ualberta.ca/articles/idesign/activel.cfm

Learning Theory

http://www.nl.edu/ace/Resources/Documents/AdultLearning.html

http://www.funderstanding.com/instruction.cfm

http://www.hcc.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/adults-3.htm

Course Requirements: The course meets on campus for three Saturdays: June 28, July 12, and August 2, from 9 a.m. to 5 p.m. The balance of the course will be conducted using Blackboard distance education technology. Four interviews are to be conducted and data analysis completed for deposit in the instructor’s digital drop box by Friday, July 11th, at 10 p.m. A written IL instructional proposal and a coded ISP journal is to be submitted in the digital drop box by 10 p.m. on Sunday, August 3. Evaluation of group members’ contributions is also due by 10 p.m. on Sunday, August 3. Feel free to submit all work in advance of the deadline!

Incompletes will only be granted in cases of family emergencies or serious student illness (for which written medical excuses are needed).

Relationship to School’s Goals and Objectives: This course supports the mission of the School of Library and Information Science by teaching students the major theories, important principles, and current practice in the following relevant disciplines: information literacy, user needs assessment, learning theory, instructional design, and qualitative research methods.

Course Grading: A total of 100 points may be earned. Maximum points per assignment are indicated below. Note: any assignment submitted after the deadline will receive reduced credit - one point will be deducted for each hour or partial hour that it is late.

Interview data analysis - 25 points
Information literacy (IL) instruction proposal- 25 points
Information seeking process (ISP) journal – 15 points
Group work/peer assistance - 20 points (points determined by peers’ evaluations )
Classroom activities participation -15 points (5 points per class meeting)

Grading Scale: Grades for the course will be determined as follows.

90 – 100 A
80 – 89 B
70 – 79 C
60 – 69 D
below 59 F

Course Calendar:

Saturday, June 28, 9 a.m. – 5 p.m. – On campus class meeting

Friday, July 11, 10 p.m. – Interview data analysis due in digital drop box

Saturday, July 12, 9 a.m. – 5 p.m. – On campus class meeting

Saturday, August 2, 9 a.m. – 5 p.m. – On campus class meeting

Sunday, August 3, 10 p.m. – Information literacy proposal, information seeking process journals, and group evaluations due in digital drop box