7640 Syllabus (Fall 2018)
St. Catherine University
Master of Library and Information Science Program
LIS 7640 G01 Information Literacy Instruction (14357)
As of 9/17/18; subject to change. The class wiki has the most updated information.
Credit hours: 3 semester hours
Classroom: CDC 19
Time: Bi-weekly on Saturdays, Time: 1:00-5:00pm. Meeting dates: 9/8, 9/22, 10/6, 10/20, 11/3, 11/17, 12/1, 12/15
Contact hours: 45 (15 interactive lecture, 10 discussion, 10 workshop, 10 project work)
Prerequisites: LIS 7010, 7040.
Instructor: Joyce Yukawa
Office: CDC 48; Hours: one hour before/after class & by appointment
Course website: Registered students can request access at http://7640f18.pbworks.com/ Site content subject to change.
An introduction to the principles of information literacy instruction with two emphases:
- Developing a conceptual framework for library user education, including an overview of learning theory, teaching methods, instructional design, and assessment.
- Applying the theory in practical library teaching/learning situations.
Note: A weekend class requires asynchronous online interaction between class meetings.
- Required text: Booth, C. (2011.) Reflective teaching, effective learning: Instructional literacy for library educators. Chicago, IL: ALA Editions.
- Other required and recommended readings will be listed in the class wiki.
The primary goal of this course is to deepen your understanding of: (1) information literacy and new literacies; (2) the learning and teaching processes; and (3) yourself as a library educator. Instructional/facilitation methods include lecture, group discussion, workshops, field observations, and a variety of evaluation methods.
Course Learning Outcomes
By successfully completing this course, the student will be able to:
Course Learning Outcomes
|MLIS Program SLOs*||Method of Assessment|
|1. Explain concepts of information literacy as foundations for user education.||SLOs 9, 10||Discussion, exercises, observation & analysis, teaching demonstration & critique, peer feedback.|
|2. Apply learning theory and incorporate critical thinking strategies into user education.||SLOs 5, 6, 9, 10||Online tutorial, teaching demonstration & critique.|
|3. Describe and analyze different methods of user education and their applicability in different types of libraries.||SLOs 5, 6, 9, 10||Discussion, observation & analysis.|
|4. Use the information literacy instruction design process and distinguish among forms of assessment (program, teaching, student).||SLOs 9, 10||Online tutorial, teaching demonstration & critique.|
|5. Review the literature for evidence of best practices in user education for a chosen setting.||SLOs 5-10||Observation & analysis.|
|6. Design and implement user education sessions appropriate to the learning needs of diverse users.||SLOs 5-10||Teaching demonstration & critique.|
* MLIS Program Student Learning Outcomes
|Information for People||SLO 1: Understand the philosophical, historical, and ethical foundations of the field.|
|SLO 2: Through understanding the relationships among information, people, and technology, apply library and information science principles and practices.|
|Research||SLO 3: Demonstrate understanding of research methods and the interdisciplinary nature of LIS knowledge.|
|SLO 4: Apply research knowledge and skills to improve practice, critically evaluate the works of others, and answer questions in the profession.|
|Technology||SLO 5: Understand the social, cultural and ethical implications of technologies on individuals, organizations, society, and the library and information professions.|
|SLO 6: Critically analyze, select, use, apply, and evaluate technologies in the information environment.|
|Social Justice||SLO 7: Understand issues of power, privilege, and marginalization in society and how they relate to the library and information professions.|
|SLO 8: Analyze inequities in library and information services and work to empower marginalized groups.|
|Literacy and Learning||SLO 9. Understand and promote literacy for self-‐actualization and participation in a global society.|
|SLO 10: Understand learning principles and pedagogy to educate users according to their needs.|
|Professionalism and Leadership||SLO 11: Understand and apply principles of leadership, management, advocacy, and communication.|
|SLO 12: Articulate your own philosophy, principles, and ethics of library and information science and apply them to professional practice.|
Preferred style for all assignments is APA.
Through the semester, you will keep a personal weekly blog in Yellowdig (or the class wiki or other application) to share thoughts and ideas on information literacy and instruction. Focus questions are provided to guide you in building knowledge for your Teaching Demonstration as well as for class discussions. But you are not limited to answering these questions. Posts should be at least 200 words, though you are welcome to write more if inspired. The art of blogging is writing succinctly but meaningfully. Writing can be informal, but should demonstrate critical thinking and thoughtful reflection. Toward the end of the course, look back over your blog posts and prepare a one-page summary of what you believe you have accomplished for yourself and submit this in D2L by Dec. 15. Maintaining the blog over the course of the term is part of your class participation grade, as is selectively monitoring and commenting on other students' blogs as time allows.
Final reflection due: Dec. 15
Points: 15% of grade
Create an online tutorial to provide information literacy instruction. Consider your audience, content, assessment, design, and software. We will look at several examples and evaluate them for strengths and weaknesses to help you plan your tutorial. By the due date, create a wiki page with a link to the tutorial and a one page description of your tutorial discussing the audience and purpose and brief rationale for your design decisions. Your tutorial will be peer and instructor evaluated.
Due: Draft for peer review due Oct. 6; final tutorial due Oct. 20; peer assessments due Oct. 27
Points: 15% of grade
Observations / Analysis
This is a two part assignment.
Part 1. Observations
Observe a librarian or librarians teaching information literacy in an institutional setting of your choice (school library, academic library, public library, special library, or museum/archive). Because you will be doing a teaching demonstration, you may find it useful to observe instruction similar to what you will demonstrate, if you can. You will observe instruction three times, and you can observe the same librarian three times or multiple librarians in one or more settings, such as classroom instruction, collaborative instruction, embedded instruction, instruction in an information literacy course for credit, or a workshop. Please do not observe the same librarian teaching the same lesson three different times. Interview the librarian(s) before and after the observation(s) and obtain copies of the lesson plans, if available. Observations should be completed by October 27.
Part 2. Analysis
Write a 3,000-3,500 word paper analyzing the lessons you observed. Include information about the setting(s), the librarian(s), the learners, and the material taught. Attach copies of the lesson plans, if available, to your paper. Analyze the lessons you observed with regard to the intended objectives, outcomes, lesson design factors, and instructional methods. Review more recent literature for best practices relevant to the instruction and instructional setting you observed. Connect insights from the literature to your observations, demonstrating critical awareness of the issues and your ability to integrate concepts. Your paper should include at least ten sources.
Due: Nov. 3
Points: 24% of grade
The major project is a Teaching Demonstration in which you will put into practice your knowledge of effective instructional delivery by "teaching" a particular type of user instruction (library resources and services, accessing/acquiring information, understanding/using information, using technology) in a specific setting. The Teaching Demonstration can be done individually or in pairs. This is a three-part assignment.
Part 1. Lesson Plan
Create a lesson plan with objectives, an instructional plan, and assessment. We will look at several lesson plan models. You will turn in a draft of your lesson plan on Nov. 3 for peer feedback.
Part 2. Teaching Demonstration
Teach a face-to-face information literacy lesson to the class. You will decide on your audience, setting, and the type of lesson. The lesson or segment of the lesson should be 20 minutes long for individuals. If you work in pairs, each individual will be responsible for a 20-minute segment of the entire presentation. If presenting only a portion of a longer lesson, you will have to talk us through the part(s) you don’t actually teach. Your presentation will be peer assessed and videorecorded so that you can observe and critique your instruction.
Part 3. Critique
After completing your Teaching Demonstration, review your videotaped presentation and peer assessments, and prepare a critique in which you highlight and summarize the strengths and weaknesses of your presentation (i.e., delivery, organization, and content). The critique of your lesson should be 500-1000 words and is due the last day of class. Attach the final draft of your lesson plan to your critique.
Draft Lesson Plan due: Nov. 3
Peer feedback on lesson plans due: Nov. 10
Teaching demo: Nov. 17 or Dec. 1
Critique due: Dec. 15
Points: 36% of grade (Lesson plan 6%, Teaching demo 24%, Critique 6%)
Active class participation is essential to the atmosphere of this class because we learn from each other and participation acts as a model of future collaboration and professionalism. Please make every effort to attend class. If you know you will be missing a class session, please make alternate arrangements well in advance. If you are unable to attend at the last moment, please contact the instructor as soon as possible. Full points (6 points/6% of grade) will be given if all the following criteria are met: Completing all assignments on time, perfect attendance, regularly contributing to class discussions, regularly contributing in small group exercises, encouraging others to participate in asking questions and making relevant comments during class discussions and lectures. The scale goes down to one (1) point for the following: three or more absences, incomplete assignments, no contributions to class discussions, little contribution to small group work.
Points: 10% of grade
Table 1. Grading Scale
|A||95-100||Student performance demonstrates full command of the course materials and evinces a high level of originality and/or creativity that surpasses course expectations.|
|A-||90-94||Student performance demonstrates thorough knowledge of the course materials and exceeds course expectations all tasks as defined in the course syllabus in a superior manner.|
|B+||87-89||Student performance demonstrates strong comprehension of the course materials and exceeds course expectations on all tasks as defined in the course syllabus.|
|B||83-86||Student performance demonstrates acceptable comprehension of the course materials and meets course expectations on all tasks as defined in the course syllabus.|
|B-||80-82||Student performance demonstrates incomplete, substandard understanding of course materials, or absence of required work; indicates danger of falling below acceptable grading standard.|
|C+||79-77||Student performance is unacceptable; demonstrates unsatisfactory understanding of course materials and does not meet course expectations on all tasks as defined in the course syllabus.|
|C||76-74||Student performance is unacceptable; demonstrates unsatisfactory, incomplete and inadequate understanding of course materials and does not meet course expectations as defined in the course syllabus.|
|WF||Failing grade. Due to not attending class.|
Assignments and Grading
|Assignment||Percent of grade|
|Observations / Analysis||24%|
Assignment Due Dates & Absences
All assignments will be due at the beginning of the class period. Late assignments will be accepted for up to 3 days after they are due, with a 5% reduction in grade per day late. In case of emergency, please contact the instructor prior to the due date. In the case of an excused absence, make-up of course requirements (e.g. exams, quizzes, practical exam, papers, etc…) must be scheduled at a mutually convenient time. It is the student's responsibility to arrange a make-up schedule with the course instructor(s) PRIOR to the absence. In the case of an unexcused absence, make-up of course requirements that were missed must be completed by the student within three (3) school days of their original date. If not completed within this timeframe, the total point value of the course requirement is forfeited.
A grade of incomplete is given only when unusual circumstances deem it appropriate. Ordinarily, such circumstances would involve matters that are not wholly within your control, such as illness. If you wish to receive an incomplete grade you must complete a Petition for Incomplete Grade form (available online) no later than the last day of the term in which course requirements are due. You must be making satisfactory progress in the course and you must have completed 75% of the course at the time the petition is filed. Incompletes are awarded at the instructor’s discretion. If granted, the normal deadline for completion of the work is no more than eight weeks after the last day of classes in the session or sub-session in which the course is offered. The instructor may establish a due date after the normal deadline if you request it and special circumstances warrant it. The instructor will submit an alternate grade that will automatically be recorded if you do not complete the requirements for the course by the deadline. If you complete the course requirements in the time allotted, the instructor must submit the final grade by the deadline. Extensions to the due date originally agreed to by you and your instructor must be approved by the appropriate academic dean.
Student Attendance Expectations
St. Catherine University defines attendance as participating in the faculty and student interaction required by the course. The manner of participation used for attendance is defined by the format of the course. For online courses, attendance means following the communication requirements and due dates on the syllabus. For in-class learning, attendance means that (1) students are expected to arrive at class on time and stay for the duration of the class; and (2) students, whether present or not, are responsible for in-class content. For hybrid courses, students must follow both the online and in-class attendance requirements. For individualized study (e.g. independent study, directed study, research credits), communication during the first week is required to establish attendance. Failure to attend, for any reason, may be taken into account in the evaluation of the student's work. Each instructor will include the attendance/participation policy in the course syllabus.
Regular attendance is very important. It is very difficult to keep up without attending every class. If you will miss class, you should notify the instructor in advance.
It is not required that attendance be reported throughout the semester. However, it is required that registered students attend the first day of class, or first week for online/individualized study/off campus courses that do not meet on a specific day. Regular class attendance (for in-class), or online communication (for online learning) is expected of all students.
Students who do not attend the first day/first week of class will be withdrawn from the course by the Registrar’s Office. Faculty who elect to take attendance have the option to request course withdrawal for students who do not attend the class for 14 consecutive calendar days. Under all other circumstances, the student must initiate withdrawal from a course. Even if a student does not attend class meetings or does not log into the online course, the student remains financially responsible for paying tuition for the course, up to the date of formal withdrawal. The academic calendars on the University's website contain the add, drop and withdrawal deadlines.
Professionalism and Academic Integrity
You are responsible for checking your St. Kate's email account for messages from the instructor. Check your email at least once a day.
St. Catherine University expects each of its students to uphold the Student Code of Conduct, which includes civility, respect for differences, and academic integrity and honesty. Appropriate credit must be given to original creators of all works used. Major violations are cheating and plagiarism. Cheating includes copying others’ works, collaborating without authorization, and accessing others’ computer files without authorization. Plagiarism includes intentionally or unintentionally using someone else’s words, works, thoughts, or expression of ideas without giving proper credit. Please see the St. Catherine University Academic Integrity Policy.
Americans with Disabilities Act
St. Catherine University is committed to equal access for all and recognizes that disability is an aspect of diversity. The University’s goal is to create learning environments that are usable, equitable, inclusive and welcoming. If there are aspects of the instruction or design of this course that result in barriers to the learning environment, accurate assessment or your achievement, please contact the Resources for Disabilities office as soon as possible. Access Consultants can be reached in the O’Neill Center on the lower level of Coeur de Catherine or by phone at 651-690-6563 to discuss academic adjustments or accommodations.
Students with disabilities needing academic accommodation should: (1) register with and provide documentation to the Student Disability Resource Center; (2) bring a letter to the instructor indicating the need for accommodation and what type. This should be done during the first week of class.
Religious Holiday Accommodation
With St. Catherine University’s ongoing commitment toward social justice and its openness to students of diverse religious backgrounds, the university acknowledges that students maybe absent from class and curricular-related activities because they are observing a religious holiday. Absence from classes or examinations for religious reasons (or observance) does not excuse students from responsibility for any coursework required during the absence. Students will provide faculty with reasonable notice (preferably within the first two weeks of the term) of their religious observance including the dates of religious holidays on which they will be absent. Faculty may expect a reasonable limit to the number of such requests from any one student. Faculty will work with students in advance to agree upon an appropriate plan and timeline for completing or making up any coursework that is missed due to religious observance. For the full policy, see the St. Catherine University Religious Holiday Accommodation Policy.
Liberal Arts Goals
LIS 7640 Information Literacy Instruction advances the attainment of the University’s “Goals of a Liberal Arts Education,” specifically as this course prepares student to explore the nature of critical thinking in library and information science. Specific liberal arts goals addressed in this course include Discipline-Based Competence, Leadership and Collaboration, Ethics and Social Justice, Diversity and Global Perspectives, Effective Communication, and Lifelong Learning.