Dominican University
Graduate School of Library and Information Science
LIS 762 - Literacy and
Library Involvement
Spring 2008
Thursdays 6-9 p.m.
Lewis Hall 312
Instructor: John W. Berry
Executive Director
NILRC: Network of Illinois Learning Resources in Community College
Past President, American Library Association
Work Phone: 708.366.0667
Home Phone:
708.366.1733
Office Hours: By appointment
Course Description:
(from GSLIS Catalog)
An overview of library involvement in literacy programming
in local communities. Emphasis will be placed on examining community needs for
literacy services, developing and implementing library literacy services to
meet those needs and building partnerships and networks with literacy providers
and other community groups. Prerequisites: Core courses plus required
management course.
Course Objectives:
The class will work together as a ‘learning
community’ to achieve several objectives. By the end of the course students
will be able to:
·
understand the national and
international picture of literacy, library and information literacy, and the
definition(s) of literacy.
·
define a personal philosophy regarding
literacy, the role of literacy in society, and the role of libraries in
providing a wide range of literacy services.
·
select appropriate materials for an
adult new reader collection and to evaluate libraries for learner-friendliness.
·
become familiar with literacy
assessment materials and instructional methods.
·
develop programming that is responsive
to the needs and challenges faced by volunteers and adults.
· understand the skills necessary to develop community partnerships
and coalitions to establish and promote literacy activities.
Week 1 - January 10
Overview of Course and Introductions
Week 2 - January 17
Scope and Definitions
Week 3 - January 24
Literacy Website Demonstrations (exercise #2
due for in-class presentation)
Week 4- January 31
History and Public Policy
Week 5- February 7
Philosophy
Role of Libraries
Week 6 - February 14
Adult Learning Theory
Profile of an Adult Learner, Retention and
Motivation
Week 7 - February 21
Community Needs Assessment
Designing a Literacy Program
Selecting Library Materials
Week 8 - February 28
Technology and Literacy Training
Mid-Semester (Spring) Break—no class
Week 9 - March 13
Guest Presenter:
Cyndy Colleti
Director, Literacy Office
Illinois State Library
“Literacy Activities of the Illinois State
Library”
Public or Academic Library Literacy Program
(exercise #3 due)
March 20
Easter Vacation--No Class
Week 10 - March 27
Overview of Grant-Writing for Literacy
Projects
Begin work on Grant Proposal (exercise # 5)
Week 11 – April 4
Guest Presenter:
Dale Lipschultz
Literacy Officer, Office for Literacy and
Outreach Services
American Library Association
“ALA and Literacy Activities”
Week 12 - April 10
Group Work on Grant Project
Week 13 - April 17
Recruiting and Training Tutors - Building a
Coalition (Exercise #5, grant proposal due for class presentation by team)
Evaluation
Week 14 - April 24
Work on and Discussion of Research Papers
Week 15 – May 1 (this session at Professor
Berry’s River Forest home includes dinner)
Final Class Session – Presentation of Research
Papers (Exercise #4 due and Final Thoughts).
1. Attend all Classes and Participate In Discussions. (15%)
You are expected to have read the assigned
material and come to class prepared to discuss and critique these readings. You
are always encouraged to bring additional literature to the attention of the
class.
2. Literacy Web Sites (15%)
Explore two literacy websites. Compare the
usefulness and value of each site; print out a copy of sample material from the
website to be shared with class as an online demonstration. Explain why sites
were selected and what they offer. What improvements could be made? What other
information might be useful? This will be presented as a 10-15 minute overview
to the rest of the class.
3. Public or Academic Library Literacy Program (25%)
Choose one of the following:
Your finished paper (6-8 pages) should include
a bibliography, references to class readings, and information from personal
interviews with library and adult education program staff as well as
incorporate concepts from class discussions. Your oral presentation should
include a one-page handout for other students.
A. Examine an existing
literacy program after discussion with instructor. Include a brief description
of the community where program takes place, describe the type of program, e.g.
volunteers, small group teaching; Conduct a site visit, interview the program
coordinator and if possible the library director. What makes this program work?
What special challenges do they face? What suggestions might you make to
improve the quality of the program?
B. Examine a
community where there is no program (but a probable need exists); Contact a
member of the library staff (call the reference desk to schedule an interview
or contact the director of the library); provide basic statistical overview of
the community. Present your reasons for why there no literacy program in this
community or neighborhood? Make suggestions for possible program
implementation.
4. Research Paper (25%)
A research assignment documented by a 6-10
page written paper and a brief presentation to the class on your findings. For
the presentation, be prepared to discuss the steps you followed in your
research.
Choose your own literacy-related topic paper.
In all cases it must be related in some way to the role of the library in
literacy activities.
Possible topics include: use of technology in
adult literacy programs; issues related to working with learning disabled
adults; ESL; family literacy; information literacy in high schools and colleges
& universities.
5. Grant Proposal (20%)
With a team of three class
members, develop a mock grant proposal for the Illinois State Library Literacy
Program.
Grades will be determined as follows:
Class participation: 15%
Web Sites Analysis: 15%
Library Literacy Programs: 25%
Research Paper: 25%
Grant Proposal: 20%
Note regarding late assignments: Assignments
are due at the beginning of the class session on the date indicated. The grade
on an assignment will be lowered one full grade per week when the assignment is
received after the date due. For example, an A quality paper due on February 1
would receive a B if turned in between February 2 and February 8, and it would
receive a C if turned in between February 9 and February 15.
Academic Honesty and Integrity: “All students
of the GSLIS are expected to observe high standards of academic honesty and
integrity. Any student whose conduct violates such standards may be subject to
disciplinary action as determined by due process.” (GSLIS Bulletin, p. 48)
Bibliography (Required Texts and Readings)
Eisenberg, Michael B., Lowe, Carrie A.,
Spitzer, Kathleen L.
Information Literacy: Essential Skills for the Information Age.
Libraries Unlimited, 2004.
Quigley, B. Allan., Rethinking Literacy Education: The Critical Need for Practice-Based
Change. Jossey-Bass Publishers, 1997.
Optional Texts:
Literacy & Libraries: Learning from Case Studies, GraceAnne DeCandido, Editor. Office of Outreach and Literacy
Services, American Library Association, 2001 (call 1-800-545-2433 and press 7
to order or go to ALA website. Also available from amazon.com)
Sondra Stein., Equipped for the Future Content Standards: What Adults Need to Know and
Be Able to Do in the 21st Century. These content standards guide describes
the EFF development process, content standards, how the standards have been
used in programs and where EFF is headed as we develop our assessment and
reporting systems. This guide shows how content standards based on real-world
skills can make the adult education system more responsive to learners' needs
and also build stronger ties to workforce development and other lifelong
learning efforts. (NIFL EX0099P), February 2000.
This is a free publication you can order from
EDPUBS Order online.
Go to: http://www.edpubs.org/webstore/Content/search.asp and type-in "Equipped for the Future Content Standards". You can download the pdf, but be aware it is a long document (166 pages).