GRADUATE
LIS 764 LIBRARY USER INSTRUCTION
Spring 2008
Mondays
6:00 – 9:00 pm
Parmer 113
Instructor: Molly Beestrum
Crown, Rm. 113
(708) 524-6886
Office Hours: By
appointment
Class Wiki: http://DUinstructinglibrarians.pbwiki.com
Course
Description
An introduction to the principles
of information literacy with two emphases: 1) developing a conceptual framework
for library user education, including an overview of learning theory, teaching
methods, and instructional design; and 2) applying the theory in practical
library teaching/learning situations.
Objectives:
1. Required
Readings/Participation/Interlocutor Leader: (20%)
1.a.
Assigned
1.b.
Participation in Class Discussions and Activities: You are expected to attend
and participate in every class session. As many of our classes will
include instruction sessions by class members, active participation
and attention during these sessions is expected. Through class
discussion, instruction sessions, and activities we will learn from each other.
1.c.
Interlocutor Discussion Leader: Each student will be responsible for leading
the discussion for one reading. I will provide a sign-up sheet with
readings and dates. Students are expected to prepare discussion questions
and/or an activity for the class that highlights the main points of the article
as it relates to library instruction. Place on spending between 20-30
minutes leading the discussion (I will ask the interlocutor to wrap
up after 25 minutes but interlocutors are responsible for monitoring time
also). Articles followed by an asterisk (*) are available for Interlocutor
Discussion. See also the Interlocutor page.
2. Individual
Instruction Sessions: Instruction sessions are the best way to learn how to
teach - by teaching and by observing others teach - so students have plenty of
opportunity to learn. Each student will give three instruction sessions during
the term as described below. The instruction sessions will be videotaped so
that you can observe and critique your own instruction. Due to the number
of students in the course, I will strictly enforce the time limits so please
plan accordingly. (Total: 55%)
2.a. The first two presentations will be brief
instructional orientations (5-7 minutes) on a variety of information sources
available at a library or information center.
Presentation 1:
Online Catalog Workshop - February 4 and February 11
Presentation 2:
Electronic Database Workshop - March 10 and March 17
Brief Instruction Session Guidelines will be distributed
in class and posted on the Instruction Session Information page. A brief
paper including the intended audience and session objectives is required the
day of the session. (15% each)
2.b. Presentation 3 will be a longer instruction session
(individual presentation 15-18 minutes, team presentations 30-36 minutes) on a
topic and resource(s) of your choosing. For this session, you should
prepare for a particular type of user instruction (e.g., introductory workshop,
course-related instruction, instruction a particular library technology) geared
toward an audience of your choosing. The intent is to prepare and present
a more detailed and comprehensive instruction session than the two described in
2.a. A paper that discusses goals, objectives, instructional methods, and
expected outcomes of the instruction session must also be prepared and turned
in on the day of your session. Refer to the guidelines distributed
in class and on the Instruction Session Information page for evaluation
criteria and additional information.
Presentation 3: April 7, April 14, and April 21 (25%)
3.
Literature Review and Synthesis Paper: Select a topic related to library user
education that interests you and meets the approval of the instruction.
Conduct a focused literature review on the topic. Read the literature carefully
and the analyze, compare, and synthesize your findings in a 6-7 page
paper. Attach a bibliography of your sources (suggested 12-15 sources).
Literature
Review Due Date: April 14 (20%)
4. Videotape
critique: After completing all of the instructional presentations, review your
videotaped sessions and prepare a one-page critique in which you highlight and
summarize the strengths and weaknesses of your presentations (i.e. delivery,
organization, content, etc). A set of questions to help frame and focus your
discussion will be provided. Your
Videotape Critique is Due: April 28 (5%)
Note Regarding Late
Assignments and Instruction Sessions: Assignments are due at the beginning of the class
sessions on the date indicated. Late assignments will be accepted but the
grade will be lowered a half a grade for each day it is late. Please
notify me in advance if you know you will have difficulty meeting a
deadline. Instruction Sessions are scheduled in advance so please be
thoughtful when selecting session dates. If something unforeseen arises -
illness, family emergency, etc, please notify me as soon as possible. You
will be allowed to make up the session at another time with or without penalty
at my discretion.
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, pg. 48) Translation:
Don't cheat, don't plagiarize.
Course
Schedule
Week 1: January 14
Overview
of the Course & Introductions
What is
Library User Instruction?
Examination
of Information Literacy Standards
Instructional
Design and Needs Assessment
Instructional
Goals and Objectives
Grassian, Esther, S. and Joan R. Kaplowitz. "Chapter
7:
Manuel, Kate. "Teaching Information Literacy to
Generation Y," Journal of Library Administration 36 (Winter 2002):
195-217.
(Password: teach) *
Learning
Theory Concepts
Teaching
and Learning Styles
Cognitive
Development
Grassian, Esther, S. and Joan R. Kaplowitz. "Chapter
3: A Brief Introduction to Learning Theory." Information Literacy
Instruction: Theory and Practice.
Grassian, Esther, S. and Joan R. Kaplowitz. "Chapter
4: An overview of Learning Styles." Information Literacy Instruction:
Theory and Practice.
Instruction Session 1 - Online
Catalog
Library
Anxiety
Kuhlthau, Carol Collier. "Developing a Model of the
Library Search Process: Cognitive and Affective Aspects," RQ (Winter
1988): 232-242. * (Print Periodicals Collection)
Mellon, Constance A. "Library Anxiety: A Grounded
Theory and its Development." College and Research Libraries 47.2 (1986):
160-5 *
Instruction Session 1 - Online
Catalog
Critical
Thinking and Information Literacy Instruction
Facione, Peter. Critical Thinking: What it is and Why it
Counts.
Albitz, Rebecca S. "The What and Who of Information
Literacy and Critical Thinking in Higher Education." Portal 7.1 (2007):
97-109 *
Klusek, Louise, and Jerry Bornstein. "Information
Literacy Skills for Business Careers: Matching Skills to the Workplace."
Journal of Business and Finance Librarianship 11.4 (2006): 3-21 *
Active
Learning and Information Literacy in Practice
Cheney, Debora. "Problem-Based Learning: Librarians
as Collaborators and Consultants." Portal 4.4 (2004): 495-508*
Hollister, Christopher V., and Jonathan Coe. "Current
Trends Vs. Traditional Models: Librarians' Views on the Methods of Library
Instruction." College and Undergraduate Libraries 10.2 (2003): 49-63 *
Smith, Stefan A. "Designing Collaborative Learning
Experiences for Library Computer Classrooms." College and Undergraduate
Libraries 11.2 (2004): 65-83 *
Spence, Larry. "The Usual Doesn't Work: Why We Need
Problem-Based Learning." Portal 4.4 (2004): 485-93 *
Methods
and Tools for Teaching and Learning
Bordonaro, Karen and Gillian Richardson. "Scaffolding
and Reflection in Course-Integrated Library Instruction." The Journal of
Academic Librarianship 30 (Sept. 2004): 391-401 *
McGuigan, Glenn S. "Databases vs. The Web: A
Discussion of Teaching the use of Electronic Resources in the Library
Instruction Session." Internet Reference Services Quarterly 6.1 (2001):
39-47 *
Spring Break: March
5 - NO CLASS
Week 8: March 10
Instruction Session 2 - Electronic
Database
Technology
in Teaching and Learning
Achterman, Doug. "Beyond Wikipedia." Teacher
Librarian 34.2 (2006): 19-22 *
Crowther, Karmen N. T., and Alan H. Wallace.
"Delivering Video-Streamed Library Orientation on the Web: Technology for
the Educational Setting." College & Research Libraries News 62.3
(2001): 280-5 *
Graham, Krista. "Techmatters: Invasion of the
Podcasters." Loex Quarterly (2006): 8-9 *
Helmke, Jonathan, Brad Matthiew, and Paul Slater.
"Using a Wiki to Enhance Library Instruction."
Lackie, Robert J. "Web 2.0 and its Technologies for
Collaborative Library Communication." Multimedia and Internet @ Schools 13
(2006) *
Instruction Session 2 - Electronic
Database
Instructional
Effectiveness in Teaching and Learning
Palmer, Parker. "The Heart of A Teacher." The
Courage to Teach.
Collaboration
in Library User Instruction
Branch, Jennifer L. "Teaching, Learning and
Information Literacy: Developing an Understanding of Pre-Service Teachers'
Knowledge." Behavioral and Social Science Librarian 22.1 (2003): 33-46 *
Brodie, Carolyn, S. "The INFOhio Parent Project:
Models to Use." School Library Media Activities Monthly 23.6 (2007): 49-50
*
Montiel-Overall, Patricia. "Teacher and Teacher Librarian
Collaboration." Teacher Librarian 34.2 (2006): 28-33 *
Evaluating
and Assessing Library User Instruction
Battersby, Mark. "So, What's a Learning Outcome
Anyway? Learning Outcomes and the Learning Paradigm. 1999.
Gratch-Lindauer, Bonnie. "The Three Arenas of
Information Literacy Assessment," Reference & User Services Quarterly
44 (Winter 2004): 122-129 *
Final Instruction Sessions
Managing
and Coordinating Library User Instruction
Fowler, Clara and Scott Walter. "Instructional
Leadership: New Responsibilities for a New Reality," College and Research
Libraries News 62 (July/August 2003): 465-468 *
Final Instruction Sessions
Literature Review Due
Marketing,
Outreach, and Promotion for Library User Instruction
Campbell, Jennifer and Sally Gibson. "Implementing an
Action Plan: Strategies for Marketing Library Services." College and
Undergraduate Libraries 12.1/2 (2005): 153-164.*
Galvin, Jeanne. "Alternative Strategies for Promoting
Information Literacy" The Journal of Academic Librarianship 31.4 (2005):
352-7. *
Final Instruction Sessions
Legal and
Ethical Issues in Instruction
Wrap-up
and Evaluation
Harris, Benjamin R. "Credit Where Credit is Due:
Considering the Ethics, Ethos, and Process in Library Instruction on
Attribution." Education Issues 28.1 (2005): 4-11. *
Jackson, Pamela A. "Plagiarism Instruction Online:
Assessing Undergraduate Students' Ability to Avoid Plagiarism." College
and Research Libraries 67.5 (2006): 418-28. *
No Class
but:
Videotape Critique are Due