LIS 764-02: LIBRARY USER INSTRUCTION
Spring
Semester, 2007
Wednesdays
6:00
pm – 9:00 pm
Instructor: Sonia Bodi
Office: Crown 343
Telephone: (708) 524-6440
E-mail: sbodi@dom.edu
Office Hours: Mondays 12:30 - 1:30 p.m., Tuesdays 10:30 - 11:30 a.m.,
Wednesdays 4:30 – 5:30 p.m. and by appointment
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.
TEXTBOOK
Esther S.
Grassian and Joan R. Kaplowitz, Information
Literacy Instruction: Theory and Practice
Neal-Schuman
Publishers, 2001.
OBJECTIVES
SCHEDULE
January 17 Overview of the course and introductions
History
of user education and current views
January 24 Concepts of learning theory
Grassian & Kaplowitz, Ch. 3-4
Stahl,
Steven A. “Different Strokes for
Different Folks?: A
Critique
of Learning Styles. American Educator 23 (Fall 1999)
27-31.
Weiler,
Angela. “Information-Seeking Behavior in
Generation Y Students: Motivation, Critical Thinking, and Learning
Theory.” The Journal of Academic Librarianship 31 (November 2004): 46-53.
January 31 Concepts of critical thinking and active learning
Grassian &
Conger,
Joan E. “Wake Up That Back Row!
Interactive Library Instruction Without Hands-On Student Computers.” The
Reference
Librarian 73 (2001): 309-322.
Herro, Steven.
“Bibliographic Instruction and Critical Thinking.”
Journal of Adolescent & Adult Literacy 43 (March 2000):
554-558.
February 7 Needs
assessment
Information
literacy standards, objective and outcomes
Grassian &
American
Association of School Librarians. Information
Literacy Standards for Student Learning.
OR
Association
of College and Research Libraries. Information Literacy Competency Standards
for Higher Education. 2000. (Read the overview sections and become
generally familiar with the standards. .
“Preparing the Class Outline” in Cheryl LaGuardia and
Christine K. Oka
Becoming a Library Teacher.
Dewald,
Nancy. “Web-Based Library Instruction:
What is Good
Pedagogy?” Information
Technology and Libraries (March 1999): 26-31.
Critique
of Online Instruction and 3 minute presentation due
February 14 Assessing library user instruction
Grassian &
American
Association for Higher Education. Assessment Forum: 9 Principles of Good
Practice for Assessing Student Learning.
Battersby,
Mark. So What’s a Learning Outcome Anyway? Learning Outcomes and the Learning
Paradigm
http://merlin.capcollege.bc.ca/mbatters/whatsalearningoutcome.htm
Hrycaj,
Paul L. “An Analysis of Online Syllabi for Credit-bearing
Library
Skills Courses.” College & Research Libraries 67 (November 2006): 525-533.
Observation
of Information Literacy Instruction due
February 21 Library anxiety and mental models
Information
Literacy in various kinds of libraries
Grassian &
Brandt, D. Scott. “Information Technology Literacy: Task
Knowledge
and Mental Models.” Library
Trends 50 (Summer 2001): 73-86.
Brief presentations
February 28 Instructional design
Grassian &
Smith
Macklin, Alexius. “Integrating
Information Literacy Using Problem Based Learning.” Reference
Services Review 29 (2001): 306-313.
Follett Lecture. Attendance Required.
Brief presentations
March 5 Spring
Break. No class.
March 14 Teaching tools and strategies
Grassian &
For academic and public services
librarians: Felder, Richard M. and
Rebecca Brent. “Navigating the Bumpy
Road to
Student-Centered Instruction,” College Teaching 44 (Spring 1996): 43.
For school and children’s services
librarians: Miller, Donna. Chapters 5, 6 and 7 in The Standards Based Integrated Library: A
Collaborative Approach for Aligning the Library Program With the Classroom
Curriculum. 2nd ed.
For young adult services librarians: Sanborn, L.
“Improving Library Instruction: Faculty Collaboration.” The
Journal of Academic Librarianship 31 (September 2005): 477-481.
For everyone: Hensley, Randy Burke.
“Curiosity and Creativity as Attributes of Information Literacy.” Reference
& User Services Quarterly. 44
(Fall 2004): 31-36.
Brief
Presentations
March 21 Teaching tools and strategies
Cooperstein,
Susan E. and Elizabeth Kocevar-Weidinger.
“Beyond Active Learning: A Constructivist Approach to Learning.” Reference
Services Review 32 (2004): 141-148.
Seamans,
Nancy H. “Student Perceptions of
Information Literacy: Insights for Librarians.”
Reference Services Review 30
(2002): 112-123.
Galvin,
Jeanne. “Alternative Strategies for
Promoting Information Literacy.” The Journal of Academic Librarianship 31
(July 2005): 352-357.
Elmborg,
James. “Critical Information Literacy:
Implications for Instructional Practice.”
The Journal of Academic
Librarianship 32 (March 2006): 192-199.
Reaction
Paper due
March 28 Strategies for increasing instructional
effectiveness
Grassian &
Palmer,
Parker. “The Heart of a Teacher.” in The
Courage to Teach: Exploring the Inner Landscape of a Teacher’s Life.
Campbell,
Sandy and Debbie Fyfe. “Teaching at the
Computer: Best Practices for One-On-One Instruction in Reference.” Feliciter
48 (2002): 26-28.
Ellis,
Lisa A. “Approaches to Teaching Through
Digital Reference.” Reference Services Review 32
(2004): 103-119.
Analysis and Synthesis Paper topic due
April 4 Conferences
with individual students to discuss the Instruction
Session
April 11 Strategies for increasing
instructional effectiveness for diverse learners
Grassian &
Jacobson,
Trudi E. and Beth L. Mark. “Teaching in
the Information Age: Active Learning Techniques to Empower Students.” The
Reference Librarian 51/52 (1995): 105-120.
Tao,
Dorothy. “Bibliographic Instruction for
a Diverse Population: Understanding, Planning and Teaching in the Twenty-First
Century.” Art Documentation 24 (2005): 29-37.
Instruction
sessions
April 18 Legal and ethical issues
Grassian &
Wood,
Gail. “Academic Original Sin:
Plagiarism, the Internet, and Librarians.”
Journal of Academic Librarianship
30 (May 2004): 237 242.
Instruction sessions
April 25 Instruction
sessions
May 2 Wrap up and course evaluation
Analysis and synthesis paper due
Videotape
critique due
COURSE REQUIREMENTS
1. Required Reading/Participation/Reaction
Papers (10%)
1.a.
Reaction Paper: You will need to write a reaction paper (3-4
pages) during
the
term in connection with class discussions and the assigned readings. You will be asked to synthesize and apply key
points of the course readings. Reaction
Paper guidelines are available on Blackboard and will be distributed in
class. The reaction paper is due on March
21.
1.b.
Assigned Readings: Assigned readings
for the course include material from the textbook, journal articles, and website
materials. Class discussions will draw
heavily from these readings so it will be important to complete the assigned
readings before each class session.
1.c.
Participation in Class Discussions: You are expected to attend and participate in
every class session. Through class
discussions and activities, we will learn from each other.
2. Critique of Online Instruction (15%)
For
this assignment, you will need to prepare a review and critique of a website
that provides instruction. A list of suggested
websites to review will also be provided.
Refer to the Critique of Online
Instruction guidelines on Blackboard and distributed in class for complete
information and requirements. You will
also give a three minute summary of the strengths and/or weaknesses of this
tutorial based on your Critique which will serve as an introductory experience
to help prepare you for your instruction sessions. This assignment is due on February 7.
3. Observation of Information Literacy
Instruction (10%)
To
acquaint you with the information literacy instruction experience, you will
observe an instruction session in an academic, public, or school library. You’ll be given a list of instruction
sessions offered at
4. Individual Presentations (50%)
Each
student will give two instructional presentations during the term as described
below. The presentations will be videotaped
so that you can observe and critique your instruction. Important:
Please bring a videotape (VHS) to class for recording purposes on the dates
when you are scheduled to present.
4.a. Brief Presentation: The first presentation will be a brief
instruction orientation
(5-7
minutes) to a reference source or to an information service available at a
library
or
information center. Refer to the Brief Presentation guidelines on
Blackboard and distributed in class for evaluation criteria and additional
information. These presentations will be
scheduled on February 21, 28 and March 14.
(20%)
4.b. Instruction Session: You will also need to present a 15 minute instruction
session For this presentation, you should prepare for a particular type of user
instruction (e.g., orientation, course-related, subject specific, online
catalog, databases, the internet). The
intent is to prepare and present a more detailed and comprehensive presentation
than the one described in 3.a. A paper
that discusses the learners, expected learning outcomes, and instructional
methods must also be prepared and turned in on the day of your
presentation. Refer to the Instruction Session guidelines on
Blackboard and distributed in class for evaluation criteria and additional
information. These presentations will be
scheduled on April 11, 18 and 25. (30%)
4.c. Videotape
Critique
After
completing both instructional presentations, review your videotaped
presentations and prepare a one-page critique in which you highlight and
summarize the strengths and
weaknesses
of your presentations (i.e., delivery, organization, and content). A set of questions for the Videotape Critique to help you frame
and focus your discussion is on Blackboard and will be provided in class. Your Videotape Critique is due on May 2.
5. Analysis and Synthesis Paper (15%)
Select
a topic related to library user education that interests you and meets the
approval of the instructor. Conduct a
focused literature search on the topic, and then analyze, compare, and
synthesize your readings in a 5-6 page paper.
Attach a bibliography of your sources.
Refer to the Analysis and
Synthesis Paper guidelines on Blackboard and distributed in class for the
evaluation criteria and additional information.
Your paper is due on May 2.
Note regarding due dates
Assignments are due at the
beginning of the class session on the date indicated. No late papers will be accepted. Please give one copy to me and keep one copy
for class discussion.
Should an emergency arise,
please notify me before the class session, if at all possible.
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)
RESOURCES
Bibliographies at the end of
each chapter and at the end of the textbook.
Library Instruction
Websites
The following web sites
provide background information, links to Internet sources, and sample
instructional modules related to library user education.
American Library
Association. Association of College and
Research Libraries. Instruction
Section. (http://www.ala.org/acrl/is/)
American Library
Association. Library Instruction Round
Table. (http://www.baylor.edu/LIRT)
Look especially for LIRT’s
“Top 20 Instruction Articles” under LIRT Publications.
Association of College and
Research Libraries. Information
Literacy. (http://www.ala.org/ala/acrl/acrlissues/acrlinfolit/informationliteracy.htm
)
LOEX. Clearinghouse for Library Instruction. (http://www.emich.edu/public/loex/loex.html)
Selected List of
National Library Association Websites
The proceedings of national
and state library association conferences are also an excellent source for locating
articles and information about library user instruction. Be sure to check the materials on library
association web sites for information from conferences and committee or task
force meetings.
American Association of Law
Libraries (http://www.aallnet.org/index.asp)
American Association of
School Librarians (http://www.ala.org/aasl/index.html)
American Library Association
(http://www.ala.org/)
Association of College and
Research Libraries (http://www.ala.org/ACRLTemplate.cfm?Section=ACRL)
Medical Library Association (http://www.mlanet.org/)
Special Libraries Association
(http://www.sla.org/)
Electronic Discussion List
Subscribe to ILI-L, an electronic discussion list.
Send a message to: ILI-L@ala.org
Send the text: Subscribe
ILI-L yourfirstname yourlastname
SAMPLE ANALYSIS
AND SYNTHESIS PAPER TOPICS
Learning theory applied to
library instruction
Critical thinking and
problem-solving approaches to library instruction
Instruction to a diverse
group of users
Transfer of learning
One-on-one instruction
Instruction to remote and/or
online users
Information literacy and
public libraries
Library instruction in high
schools
Library instruction in
elementary schools
Library user instruction for
distance learners
Information literacy and
college students
Active learning and library
user instruction
Library user education in
special libraries
Evaluation of library user
instruction
Historical roots of library
user instruction
Collaborating with faculty to
develop library user instruction
Introductory internet training for public library
users (or high school students or
elementary
school students or college undergraduates or graduates)
Library anxiety
Developing website resources for library user
instruction
Library instruction for business students
Library instruction for students in the humanities
Library instruction for science students
Library instruction for students in the social
sciences
Library orientation and tours
International trends in library user education
Teaching library users how to evaluate resources
Teaching library users to look beyond the web
Bringing information literacy to the community
Current and future trends in information literacy
(i.e., where do we go from here?)