Instructor: Joan Weeks, MLIS, M.Ed., MA Int. Rel. Office: Marist Hall Room 242 Hours: M., W., Th 6:30-9:00 p.m. Phone: (d) 202-707-3657 (e) 202-319-6129 Email: weeks@cua.edu

Course Description:

This course combines theory and practice of information literacy to give students the foundation they need for teaching in any type of library, and also in developing staff training programs. The course emphasizes the practical aspects of teaching, of creating instructional material (including web tutorials), in designing electronic classrooms, in providing "virtual" instruction via the web, and in managing an instruction program within a larger organizational setting.

Objectives:

• Define the scope and content of information literacy instruction in libraries within the guidelines of the ACRL Information Literacy Competency Standards
• Explain and apply major learning theories to instructional design and teaching
• Structure instructional programs to meet diverse learning styles and multiple intelligences in students at all levels
• Design an instructional plan for a large organization covering many diverse
  audiences, courses and a budget
• Design and produce instructional materials that give learners clear, well-organized
  content that can be applied in a variety of settings
• Apply web technology including simulations, graphics and web forms to online
  instruction
• Develop, produce and load on a server an online module of information
  literacy instruction including banners, clear navigation, images, and graphics
• Apply evaluation methodology to instruments to measure and assess learning
  outcomes
• Conduct an interactive teaching experience in a classroom setting
• Deliver synchronous and asynchronous instruction using the online module produced
  in the course.
   

Schedule

Course Readings : The readings are centered on the topics we will cover in class on a given date and therefore should be read prior to the class so that you will be able to participate fully in the discussions.

Required texts available through the CUA bookstore:

Grassian, Esther S. Learning to lead and manage information literacy instruction. New York : Neil Schuman Publishers, Inc., 2005.

Gradowski, Gail et al. Designs for Active Learning: A Sourcebook of Classroom Strategies for Information Education . Chicago: American Library Association, 1998

Course Reserves available through Mullen Library:

Avery, Elizabeth. Assessing Student Learning Outcomes for Information Literacy Instruction in Academic Institutions. Chicago: American Library Association, 2003.

Eisenberg, Michael B. et al. Information Literacy: Essential Skills for the Information Age . 2nd ed. Westport, Conn: Libraries Unlimited, 2004.

Grassian, Esther S. et al. Information Literacy Instruction. Theory and Practice . New York : Neil Schuman Publishers, Inc., 2001.

Smith, Susan. Web-based Instruction. A Guide for Libraries. Chicago. American Library Association, 2001. Chapter 4.

Online via ALADIN , in Blackboard or on the web : Each reading has the source noted. (Please activate your electronic library privileges in Mullen Library.)


Readings by Date

8/29 Course introduction, assessment of technology skills, overview of class projects, information literacy competency standards and coverage.

ALA ACRL Information Literacy Competency Standards for Higher Education available at URL: http://www.ala.org/ala/acrl/acrlstandards/standards.pdf (Accessed July 25, 2006).

Eisenberg. Chapter 1

Humes, Barbara. Understanding Information Literacy available at: http://www.libraryinstruction.com/infolit.html (Accessed July 25, 2006)

Lorenzen, Michael. A Brief History of Library Instruction in the United States of America available at: http://www.libraryinstruction.com/lihistory.html (Accessed July 25, 2005)

9/5 Learning theories and styles, including behaviorism, constructionism, multiple intelligences and critical thinking skills. Teaching information literacy those with special needs. .

Eisenberg Chapters 2-3 (Course Reserves)

Grassian, Esther S. Learning to lead ..... Chapter 1 (text)

Schunk Chapters 6-7 (Available online in Blackboard in the Course Documents section under Info. Lit. Readings.)

U.S. National Commission on Libraries and Information Science. Library and Information Services for Individuals with Disabilities 1999 available at: http://www.nclis.gov/info/disabilities.hearing.final.pdf.
pgs. 23-31. (Accessed July 25, 2006)

Carlson, Scott. “Left Out Online.” The Chronicle of Higher Education. Washington: June 11, 2004 Vol.50, Iss. 40; pg. A.23 via ALADIN.

9/12 Instruction program planning, Instructional design, creating useable materials.

Eisenberg, Chapters 5-7 for K-12 or Chapter 8 for Higher Ed. depending on your desired level of instruction. (Course reserves)

Gradowski et. al Sections
1-6.

Grassian. Information Literacy Instruction Chapters 7,8,11 (Course reserves)

Grassian. Learning to Lead..... Chap. 2-3.

9/19 Effective teaching styles, classroom management

Cohen, Joan. “Reward and Punishment Histories: A Way of Predicting Teaching Style?” The Journal of Educational Research. Bloomington: May/June 2004. Vol.97, Iss. 5; pg. 269, 9 pgs. via ALADIN.

Lesson Plans___________, Lesson Plans at LibraryInstruction.Com available at: http://www.libraryinstruction.com/lessons.html (Accessed August 5, 2006)

Lorenzen, Michael. Encouraging Community in Library Instruction: A Jigsaw Experiment in a University Library Skills Classroom 2002 available at: http://www.libraryinstruction.com/jigsaw.html (accessed August 5, 2006)

Grassian. Information Literacy Instruction. Chapter 6 (Course reserves)

Grassian. Learning to Lead.... Chapter 6 and CD-ROM (text)

9/26 Assessment of students and evaluation of learning outcomes

Avery, Elizabeth. Assessing Student Learning Outcomes for Information Literacy Instruction in Academic Institutions. Chicago: American Library Association, 2003, Chapters 3, 15. (Course reserves).

Eisenberg, Appendix G (Course reserves)

Grassian. Learning to Lead... Chapter 5

10/3 Classroom Presentations

10/10 Administrative Monday - No class but research paper due

10/17 Storyboards, learning sequences, object management for online instruction

Florida Gulf Coast University. Design Principles for Online Instruction: Instructional Media and
Course Development. 2003 available at:
http://www.fgcu.edu/onlinedesign/mediadev.html (Accessed August 15, 2006)

Horton. Chapter 5 pgs. 135-189. (Available online in Blackboard in the Course Documents section under Info. Lit. Readings.)

10/24 Virtual class via Blackboard - we will not meet in class but will have an online class via Blackboard instead

Lynch, Patrick J. and Sarah Horton. 1999. Web Style Guide: Basic Design Principles for Creating Web Sites, Second Edition. Yale University Press. New Haven, CT at: http://www.webstyleguide.com/ (Accessed August 15, 2006)

10/31 HTML and Dreamweaver for information literacy online instruction

Branch, Robert et al. Evaluating Online Educational Materials for Use in Instruction 2003 available at : http://www.libraryinstruction.com/evaluating.html (Accessed August 15, 2006)

WBT Information Center. WBT Design Primer. 2004 available at: http://www.wbtic.com/primer.aspx (Accessed August 15, 2006)

11/7 Design of graphics and images. Putting content from storyboards into Dreamweaver and organizing web site.

Junion-Metz, Gail. “Build It Yourself.” School Library Journal. New York. Mar. 2002 Vol.48, Iss. 3; pg. 41, 1 pgs. ( Available via ALADIN)

11/14 Online learning management systems, loading online courses on the server

Brennan, Michael. The Learning Content Management System May 2001 available at:
http://www.trainingfoundation.com/research/default.asp?PageID=401 (download pdf at the bottom of the page) (Accessed August 15, 2006)

Mescan, Suzanne. "Why Content Management Should Be Part of Every Organization's Global Strategy." Information Management Journal, Jul/Aug2004, Vol. 38 Issue 4, p54-57.(Available via ALADIN)

11/21 Testing and troubleshooting online instructional module

Minkel, Walter. "Remaking Your Web Site in Seven Easy Steps." School Library Journal, May2002, Vol. 48 Issue 5, p46. (Available via ALADIN)

Ryan, Susan M. "Library Web Site Administration: A Strategic Planning Model for the Smaller Academic Library." Journal of Academic Librarianship, Jul2003, Vol. 29 Issue 4, p207-218. (Available via ALADIN)

11/28 Online Instruction techniques and pitfalls. Using synchronous and asynchronous tools in teaching online

Bocchi, Joe. “Retaining the Online Learner: Profile of Students in an Online MBA Program and Implications for Teaching Them.” Journal of Education for Business. Washington: Mar/April 2004 Vol.79, Iss. 4; pg. 245, 9 pgs. (Available via ALADIN)

Hines, Rebecca. “Increasing Interaction in Web-based Instruction: Using Synchronous Chats and Asynchronous Discussions.” Rural Special Education Quarterly. Morgantown. Spring 2004 Vol.23, Iss. 2; pg. 33, 4 pgs (Available via ALADIN.

12/5 Online presentations using Blackboard

12/12 Final exam in class

Assignments, Projects and Grading

Grading Scale Points
A (100-94)
A- (93-90)
B+ (89-87)
B (86-83)
B- (82-80)
C (79-70)
F (69-0)

Course Policies:

ACADEMIC HONESTY: You'll find the CUA policies on “Student Academic Dishonesty” on the web at: http://policies.cua.edu/academicundergrad/integrity.cfm . You are held responsible for adhering to these policies. Incidences of academic dishonesty, defined by the University as “failure to observe rules of fairness in taking exams or writing papers, plagiarism, fabrication, and cheating” will result in a grade of F (0 points) on the project or exam in question, and will be reported to the Dean for possible further action (including failure in the course and/or dismissal from the academic program). Talk with me, if you have questions about what is involved in such offenses. Plagiarism, which includes "[1] intentionally or knowingly representing the words or
ideas of another as one's own in any academic exercise; [2] failure to attribute any of the following: quotations, paraphrases, or borrowed information from print sources or websites; [3] buying completed papers from other to use as one's own work", will not be tolerated. For more on what constitutes plagiarism and how to avoid it, please read (carefully) Margaret Proctor's "How to Avoid Plagiarism" (http://www.utoronto.ca/writing/plagsep.html).

ADA ACCOMODATION: Students with disabilities requiring accommodation under federal regulations must present a written accommodation request to the instructor by the second class meeting . It is strongly recommended that the student contact the Office of Disability Support Services , Suite 207, Pryzbyla Center (202-319-5211; email cua-disabilityservices@cua.edu, web http://disabilitysupport.cua.edu/). This is the University office responsible for disability accommodation and services, and its staff can answer questions about services and requirements regarding documentation. Special accommodations or other arrangements cannot be made without documentation approved by this office.

TIMELY SUBMISSION OF ASSIGNMENTS. Assignments are due on the dates indicated in the syllabus and each assignment handout. Late assignments will be penalized with loss of one point per day.