LIS @ FIX University

a place for independent study

Wednesday, January 25, 2012

Library and Information Studies @ FIX University "a place for independent study"

LIS 526 - Instructional Strategies for Library and Information Professionals

 WINTER

Course Outline



Calendar Description
Comprehensive examination of theory and practice related to the teaching roles of the librarian or information worker. Consideration of models of information literacy instruction. Planning, administration, and evaluation of instructional programs.
Objectives
Upon completion of the course, a student should be able to:
  1. Articulate the various theories, from education and library and information studies, which underpin exemplary practice in information literacy instruction.
  2. Select information literacy instruction models appropriate to the learning needs of clientele in various library and information settings (e.g., academic/school/public/special libraries).
  3. Plan and deliver an effective, engaging learning experience for a specified audience.
  4. Discuss approaches to planning, managing, and evaluating instruction in various organizational settings.
  5. Consider problems and issues associated with information literacy and the provision of library instruction.
Content
This course covers the following topics:
  • The teaching role of librarians or information professionals in various settings;
  • Theory and practice of information literacy instruction;
  • Designing instruction and developing teaching skills;
  • The relationship between instructional and other services in various settings;
  • Planning, administration, and evaluation of information literacy instruction.
Methods
A combination of lectures, readings, discussions, presentations, and exercises will be used throughout this course. Where possible, guest lectures and/or special presentations will also be included.
Course Relationships
Pre-requisites: LIS 501, 502, and 503.
Assignments and Evaluation
Final grades are assigned in this course using a combination of rank order and distribution. Raw scores are totaled and converted to a letter grade.
1. Learning Theories in Practice Discussion Paper [25 marks] due February 7, 6:00 pm.
For this paper, you will apply different learning theories to a practical learning scenario, analysing their relative potential effectiveness within this scenario. Complete assignment details will be distributed in class.
2. Online Tutorial Evaluation [25 marks] due February 28, 6:00 pm.
You will prepare a report comparing and evaluating two online tutorials. Complete assignment details will be distributed in class.
3. Individual Instruction Session: [40 marks] due date: by sign-up
You will design and present an information literacy instructional session based on a skill, tool, or concept of your choosing. Each session is comprised of four (4) parts — a verbal presentation, a LibGuide, assessment/evaluation materials, and a final report — each worth 10 marks.  See the assignment outline for details.
Due date: see sign-up sheet outside sessional instructor office
4. Class participation: [10 marks total]
  • In-class participation: [5 marks] 
    This represents your individual contribution for the benefit of the entire class. Participation includes (but is not limited to): in-class discussion, preparatory reading, attendance, attitude, group interaction, providing additional resources for class use (e.g., pointing the class to relevant websites), participation as ‘learners’ during others’ instructional sessions, etc. Note: no cell phones in class; if you have one, turn it off.
  • Peer-to-peer evaluation: [5 marks]You will sign up to evaluate 2 of your colleagues’ instruction sessions. As an evaluator, you will constructively critique your classmates’ instructional sessions by completing assessment and evaluation materials based on their work. You must return all materials to the presenter’s SLIS mailbox by noon on Thursday following the presentation so that the presenter has time to incorporate your feedback into her/his final report.
Assignment Parameters
  1. Please be present and on time for class meetings, or inform the instructor in advance;
  2. submit assignments on time according to instructions. Written assignments will not be accepted after the stated deadline without prior approval from the instructor, unless there is a personal or family emergency;
  3. contribute positively and productively to the professional growth of others in presentations and seminars;
  4. complete required readings and assignments to inform in-class discussions and the preparation of assignments; and
  5. submit assignments in a legible 12 pt. font, 1½ line spacing, and margins no wider than one inch. Also note the following for assignments:
  6. Your name should not appear on your assignments. Please identify your work with your student ID number only. This will help me to mark more objectively.
  7. All pages must be numbered.
  8. All material taken from published work must be attributed. You should acknowledge the use of another writer’s ideas or arguments, even if you have not used the same words in expressing them. All direct quotations must be attributed to the source with author’s surname and page numbers incorporated into the text. Quotations taken from electronic articles should be identified by page number (if available), section title (if available), or paragraph number (if available).
  9. Items in a bibliography or reference list may be cited according to any consistent standard format.
  10. Spelling, grammar, facility of expression, and proper citing of references are incorporated into the evaluation of every written assignment. 
Required Textbook
There is no textbook to purchase. For required readings, see the Timetable.
Additional Resources
Below are just a few recent print publications that you may find useful. To find more, browse the stacks in Rutherford North, or search the catalogue (relevant subject headings include “information literacy” and “information services – user education”).
RUTHERFORD NORTH
Accardi, Maria T., Emily Drabinski, and Alana Kumbier, eds. 2010. Critical library instruction: Theories and methods. Duluth: Library Juice. – Z 711.25 C65 C75 2010
Andretta, Susie. 2005. Information literacy: A practitioner’s guide. Oxford: Chandos Publishers. – ZA 3075 A54 2005
Booth, Char. 2011. Reflective teaching, effective learning: Instructional literacy for library educators. Chicago: American Library Association. – Z 711.2 B66 2011
Eisenberg, Michael, Carrie A. Lowe, and Kathleen L. Spitzer. 2004. Information literacy: Essential skills for the information age, 2nd ed. Westport, CT: Libraries Unlimited. - Z674.5 U6 S65 2004
Frick, Elizabeth. 1988. A place to stand: User education in Canadian libraries: A collection of original essays. Ottawa: Canadian Library Association. – Z711.2 P697 1988
Grassian, Esther W., and Joan R. Kaplowitz. 2005. Learning to lead and manage information literacy instruction. New York: Neal-Schuman Publishers. – Z711.2 G75 2005
Grey, Duncan. 2008. Getting the buggers to find out. London: Continuum. – ZA 3075 G74 2008
Harris, Frances Jacobson. 2011. I found it on the Internet: Coming of age online. Chicago: American Library Association. – Z 718.5 H38 2011
Kuhlthau, Carol Collier. 1994. Teaching the library research process. 2nd ed. Metuchen: Scarecrow Press. – Z711.2 K83 1994
Kuhlthau, Carol Collier. 2004. Seeking meaning: A process approach to library and information services, 2nd ed. Westport, Conn: Libraries Unlimited. – Available online.
LaGuardia, Cheryl, et al. 1996. Teaching the new library: A how-to-do-it manual for planning and designing instructional programs. New York: Neal-Schuman. – Z711.2 T443 1996
Lloyd, Annamaree. 2010. Information literacy landscapes: Information literacy in education, workplace and everyday contexts. Oxford: Chandos. – ZA 3075 L56 2010
Lombard, Emmet. 2010. Pursuing information literacy: Roles and relationships. Oxford: Chandos.
Mackey, Thomas P. 2011. Teaching information literacy online. New York: Neal-Schuman. – ZA 3075 T427 2011
Neely, Teresa Y. 2002. Sociological and psychological aspects of information literacy in higher education. Lanham: Scarecrow. –ZA 3075 N44 2002
Ross, Catherine Sheldrick, and Patricia Dewdney. 1998. Communicating professionally: A how-to-do-it manual for library applications. 2nd ed. New York: Neal-Schuman Publishers. – Z 678 R823 1998
Shonrock, Diana, ed. 1996. Evaluating library instruction: sample questions, forms, and strategies for practical use. Chicago: ALA. – Z711.2 E894 1996
Thomas, Nancy Pickering. 2011. Information literacy and information skills instruction: Applying research to practice in the 21st century school library. Santa Barbara, CA: Libraries Unlimited. – Z711.2 T496 2011
Welsh, Teresa S. 2010. Information literacy in the digital age: An evidence-based approach. Oxford: Chandos. – ZA 3075 W35 2010
COUTTS (EDUCATION)
Cantor, Jeffrey A. 2001, Rev. ed. Delivering instruction to adult learners. Toronto: Wall & Emerson. – LB 1027 C232 2001
Joyce, Marilyn Z., and Julie I. Tallman. 1997. Making the writing and research connection with the I-search process: A how-to-do-it manual [for teachers and librarians]. New York: Neal-Schuman. – Z711.2 J8 1997
Koechlin, Carol, and Sandi Zwaan. 2001. Info tasks for successful learning: building skills in reading, writing and research. Markham, ON: Pembroke Publishers. – ZA3075 K63 2001
WEB RESOURCES
ALA’s Library Instruction Round Table (LIRT) www.ala.org/ala/mgrps/rts/lirt/index.cfm
ILI-L LISTSERV – an active and well-managed list devoted to library instruction.
LOEX Clearinghouse for Library Instruction
Mind Map of IL Resources
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