Graduate
LIS 762 - Literacy and
Library Involvement
Spring 2007
Thursdays 6-9 p.m.
Lewis Hall 306
Instructor:
Executive Director
NILRC: Network of
Work Phone: 708.366.0667
Home Phone:
708.366.1733
Office Location: Crown 341
Office Hours: By appointment
Course Description:
(from
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 11
Overview of Course and Introductions
Week 2 - January 18
(Guest Lecturer Laura Dare while
Overview of a NILRC IMLS National Leadership
Grant Project:
“Information Literacy for the 21st-Century
Learner: Preparing Students to Learn for Life” (2003-2006)
Week 3 - January 25
Scope and Definitions
Literacy Website Demonstrations (exercise #2
due for in-class presentation)
Week 4- February 1
History and Public Policy
Guest speaker:
Tentative: Robert Wedgeworth, President of ProLiteracy International,
Week 5- February 8
Philosophy
Role of Libraries
Week 6 - February 15
Adult Learning Theory
Profile of an Adult Learner, Retention and
Motivation
Week 7 - February 22
Guest Presenter: Tentative
Cyndy Colleti
Director, Literacy Office
“Literacy Activities of the
Week 8 - March 1
Guest Presenter: Tentative
Dale Lipschultz
Literacy Officer, Office for Literacy and
Outreach Services
American Library Association
“
Mid-Semester (Spring)
Break—no class
Week 9 - March 15
Community Needs Assessment
Designing a Literacy Program
Selecting Library Materials
Public or Academic Library Literacy Program
(exercise #3 due)
Week 10 - March 22
Overview of Grant-Writing for Literacy
Projects
Begin work on Grant Proposal (exercise # 5)
Week 11 - March 29
Technology and Literacy Training
April 5
Easter Vacation--No Class
Week 12 - April 12
Recruiting and Training Tutors - Building a
Coalition
Week 13 - April 19
Special Issues in Literacy
(Exercise #5, grant proposal due for class
presentation by team)
Evaluation
Week 14 - April 26
Work and Discussion of Research Papers
Week 15 – May 3 (this session at Professor
Berry’s
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 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 two or three members, develop a
grant proposal for the Illinois State Library Literacy Program.
Grades will be determined as follows:
Class participation: 15%
Web Sites Analysis: 15%
Public 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
Bibliography (Required Texts and
Eisenberg, Michael B., Lowe, Carrie A.,
Spitzer, Kathleen L.
Information Literacy: Essential Skills for the Information Age.
Libraries Unlimited. 2004.
TBA
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).