Syllabus for LSC 527
Information Literacy Instruction for Librarians
University of Rhode Island
Graduate School of Library
and Information Studies
Professor Cheryl
A. McCarthy Office:
401-874-4654
GSLIS Fax:
401-874-4964
Kingston, RI
02881 FALL Syllabus 2008
I. SECTION
ONE: PURPOSE AND OUTCOMES
1. COURSE DESCRIPTION: Information Literacy Instruction for
Librarians offers approaches to create effective lessons and programs to teach
information problem-solving and research strategies to library users primarily
in school and academic libraries. This course will introduce librarians to the
history, theory, cognitive methodologies, conceptual frameworks, design,
presentation, and evaluation of information literacy instruction. Emphasis is
on collaborating and integrating Information Literacy Standards in school and
academic libraries. This course will focus on both the ACRL and AASL
information literacy standards and use case studies to discuss and analyze problems
in ILI in various types of libraries. Students will apply either AASL or ACRL
Information Literacy Competency Standards to design instructional activities in
order to create information literate library users. Students will be grounded
in theory and application in teaching library users of all ages how to research
and use information resources and new technologies more efficiently,
effectively, and honestly. Moreover, students will evaluate two current ILI
websites and analyze the usefulness of these ILI sites and read and review two
current research articles on ILI.
2. COURSE METHODOLOGY: (Face
to Face and Online using WebCT as well as site project work for Central Falls
High School Library Media Center during WebCT weeks.): This course will use a
combination of methodologies for learning including face-to-face sessions,
applications at Central Falls, and online weekly discussions and postings. You
are expected to participate in discussions each week both online and in
face-to-face classes. You are also required to participate in a project
for Central Falls High School Library Media Program including creation of I-Pod
Projects or Web based projects to be determined based on need.The inquiry
method will be used, whereby, students will engage in essential questions and
discussions of the readings and information literacy frameworks and standards
each day. Students will be asked to discuss, to question, to reflect, and to
write responses to the challenges and issues raised in class, in the text, in
the research and on websites. The instructor will present lectures and lead
seminar discussions with questions and exercises from the texts. Students will
read, discuss, and become grounded in the history, theory, cognitive
methodologies, conceptual frameworks, design, presentation, and evaluation of
information literacy instruction. The emphasis of this course will be on using
Association of College and Research Libraries (ACRL) Information Literacy
Competency Standards or AASL Learner Standards for the 21st Century
as well as problem solving case studies in various types of libraries.
Students will
keep a journal and log of activities as applied to the Central Falls High
School Project.
The instructor
will also introduce and model cognitive methodologies which the students will
demonstrate mastery of during their information literacy instruction lesson
presentations.
WEBCT Site is available as a supplement to this course at http://www.uri.edu/webct Click on LSC 527 ILI. Please check the WEBCT site regularly for messages and to post weekly.
Online
Resources: Use the GSLIS
Webpage http://www.uri.edu/artsci/lsc to locate useful web resources including
Library Blogs and Wikis. Use the URI and HELIN catalog and databases for your
research and inquiry. In addition to the URI and HELIN databases, GSLIS
students have access to WilsonWeb for Wilson Databases including Library
Literature. Go to:
Wilson provides
access to all Wilson Databases for use by GSLIS students only. Use the Library
Literature database to locate library research articles for your information
literacy abstracts.
User ID: gslis
Password: horse
3. LSC 527 INFORMATION LITERACY
INSTRUCTION COURSE OUTCOMES:
The students
will demonstrate mastery of the following course outcomes:
4. GSLIS EDUCATIONAL OUTCOMES: Students will demonstrate proficiency in
the GSLIS educational outcomes number 5 and 6:
#5. Knowledge Dissemination: Service: 5a.
Knows and demonstrates competence in using service concepts, principles and
techniques that facilitate information access, relevance, and accuracy for
users. 5b. Retrieves, evaluates and
synthesizes information from multiple sources and responds to complex needs of
diverse users for resources and services.
#6. Knowledge Accumulation: Education and Lifelong
Learning: 6a. Interacts with diverse individuals or groups of users to
provide consultation, mediation or guidance in their use of information
resources. 6b. Knows basic learning
theories, instructional methods, and achievement measures, and applies them to
diverse learners in learning situations within libraries and other information
providing agencies. 6c. Demonstrates
the ability to instruct and assess diverse patrons in the mastery of
information literacy, which includes the skills needed to locate, access, use
and evaluate information resources for continuing education or lifelong
learning.
II. SECTION TWO: STANDARDS AASL AND ACRL
1. INFORMATION LITERACY STANDARDS AASL
(1998)
In
1988 the American Association of School Librarians (AASL) created a national
mission for school library media programs, Òto ensure that students and staff
are effective users of ideas and informationÓ (AASL 1988:). A decade later in
1998, AASL reaffirmed this mission and incorporated information literacy
standards in Information Power: Building
Partnerships for Learning (AASL 1998) and also provided separate guidelines
for implementing these information literacy standards K-12. (AASL 1998a) In
addition, AASL identified four roles for library media specialists as teacher,
information specialist, instructional partner, and program administrator (AASL
1998). AASL challenges library media specialists (LMSs) to build partnerships
and collaborate with teachers, thereby, ensuring that all students are
information literate and life-long learners. An information literate person is
one who has Òthe ability to know when there is a need for information, to
identify information for that need, and to be able to locate, evaluate and
effectively use that information.Ó (ALA 1989, 1).
2. In November 2007 AASL revised its 1998 Information Literacy Standards
and launched its detailed skills and dispositions as ÒLearner Standards for the
21st Century.Ó
4. pursue personal and aesthetic growth.
3. ACRL
INFORMATION LITERACY COMPETENCY STANDARDS (2000)
In
2000 the Association of College and Research Libraries (ACRL) adopted six
information literacy standards for college students as a continuum from the
K-12 AASL Standards. The Information Literacy Competency Standards define an
information literate individual as one who is able to:
Use information effectively to accomplish
a specific purpose
4.
School Library Media Certification Students: Document with evidence mastery of
the some RHODE ISLAND BEGINNING TEACHER STANDARDS: (RIBTS)
Standard 1. Teachers create learning experience using a
broad base of general
knowledge that reflects an understanding of the nature of
the world in which we
live.
Standard 2. Teachers create learning experiences that
reflect an understanding
of the central concepts, structures, and tools of inquiry of
the disciplines they
teach.
Standard 3. Teachers create instructional opportunities that
reflect an
understanding of how children learn and develop.
Standard 4. Teachers create instructional opportunities that
reflect a respect for
the diversity of learners and an understanding of how
students differ in their
approaches to learning.
Standard 5. Teachers create instructional opportunities to
encourage studentsÕ
development of critical thinking, problem solving, and
performance skills.
Standard 6. Teachers create a learning environment that
encourages
appropriate standards of behavior, positive social
interaction, active engagement
in learning, and self-motivation.
Standard 7. Teachers foster collaborative relationships with
colleagues and
families to support studentsÕ learning.
Standard 8. Teachers use effective communication as the
vehicle through
which students explore, conjecture, discuss, and investigate
new ideas.
Standard 9. Teachers use a variety of formal and informal
assessment
strategies to support the continuous development of the
learner.
Standard 10. Teachers reflect on their practice and assume
responsibility for
their own professional development by actively seeking
opportunities to learn
and grow as professionals.
Standard 11. Teachers maintain professional standards guided
by legal and
ethical principles.
5. URI School
of Education Graduate Themes:
The following ÒSchool of Education Graduate ThemesÓ are embedded in
assignments and rubrics for school library media candidates for assessment and
are incorporated into TrueOutcomes e-folio. All students in LSC 520 School
Library Media or LSC 527 Information Literacy Instruction will post their
instructional unit to: http://www.trueoutcomes.net.
All students in LSC 596 Practicum and Seminar in School Library Media
will post to http://www.trueoutcomes.net their 11 rationale statements to support each of the 11
RIBTS or INTASC standards or 9 NBPTS for certified teachers.
The Graduate Program Themes are:
1.
Content Based
Knowledge
2.
Leadership
3.
Commitment to all
students in Diverse Learning Communities
4.
Research
5.
Professional
Development
6.
Professional Practice
6. URI
Disability Statement:
"Any student with a documented disability is welcome to contact me
as early in the semester as possible so that we may arrange reasonable
accommodations. As part of this process, please be in touch with Disability
Services for Students office at 330 Memorial Union. 874-2098."
III. SECTION THREE: REQUIREMENTS AND
GRADING
1. REQUIRED TEXTS:
Grassian, Esther
S. and Kaplowitz, Joan R. Information Literacy Instruction. New York:
Schuman
Publishers, Inc. 2001.
Burkhardt,
Joanna M., MacDonald, Mary C., Rathemacher, Andree. Teaching
Students. Chicago: ALA, 2003.
2. ADDITIONAL REQUIRED READINGS:
In addition to
the text, each student will be responsible for writing 2 abstracts of two
recent research articles on ILI and for evaluating a minimum of 2 websites on
information literacy instruction in either school or academic libraries.
Abstracts and website demonstrations and evaluations will be shared in class as
well as posted to the WEBCT site.
3. GRADING:
Your grade will
be assessed according to the following assessment tools:
1. Evaluation of 2 Websites 10%
2. Evaulation of 2 Abstracts 10%
3. Present
Information Literacy Instructional Lesson or exercise 20 %
4.Case Study
Presentation 10%
5.Class
Participation & WebCT postings 10%
6. Central Falls
Project 10%
7. Information
Literacy Instructional Unit 30%
100%
IV. SECTION FOUR: ASSIGNMENTS AND
ASSESSMENTS:
1.Evaluation of 2 Websites:
Evaluate current
websites on information literacy instruction in school, academic, or public
libraries and write an evaluation based on established criteria. Follow the
assessment tool for websites. Each student will review and write 2 website
evaluations by choosing two excellent examples of ILI. One web site evaluation
will be presented in class as well as posted to WebCT and submitted in writing
in class. Use Rubric as your guide.
Select two
recent articles since 2000 to evaluate ILI in school, academic, or public
libraries. Select two research based articles. Your abstract should be one or
two paragraphs highlighting the purpose of the research and identify the
success of the instruction as well as assess the value of the ILI research
project for the intended audience. Use rubric as your guide.
3. Presentation of Information Literacy
Instructional Lesson or Exercise: Due Friday
Prepare an interactive lesson using
information literacy standards on a topic of your choice for a school,
academic, or public library of your choice or on the WomenÕs Studies course research
assignment if you do not have a context. Choose a grade level, curriculum area,
or target audience and program of your interest for a school, academic, or
public library. You should identify a subject area or curriculum for a real
school or public library or create a hypothetical one. Your unit should focus
on the Information Literacy Standards for School (AASL) or Academic libraries
(ACRL) and be integrated with curriculum. For a public library you should
identify the target population and the intended subject area of focus for your
lesson (i.e. bilingual program for English Language learners or multicultural
program for diverse young adults or Internet searching for Senior Citizens.)
You should strive to integrate at least one cognitive strategy with a framework
such as the Big6 Skills or Multiple Intelligences into your lesson or activity.
Your lesson plan is also due in class on
Friday by you and your partner while presenting one lesson to the class. Your oral presentation will follow your
lesson plan and the class will become your target audience K-16 as identified
by you. You will demonstrate at least one
teaching strategy introduced in this course to demonstrate mastery such as
cooperative learning, active learning, shared inquiry, interpretive questions,
critical or creative thinking skills, multiple intelligences, while using an
information literacy framework such as the Big Six Skills Approach. Your grade
for presentation will reflect how effective you are in meeting your stated
objectives as well as the style of your delivery. Thus, both content and
performance are important. See rubric for presentation of ILI lesson. The
presentation lesson should be an interactive activity and focus on one topic of
your choice for a school or academic library. Practice is the best teacher so
please practice and prepare your presentation based on the rubric and models
provided.
4.
Case Study: Analyze and
present one case study with a partner using the problem solving approach to
analyze the problem. Create one memo for resolving the problem in the assigned
scenario by focusing on ILI instruction in either school, academic, or public
library. Present your scenario in a role-playing situation and use a problem
solving approach. Each student will be responsible for one class presentation
on a case assigned for that day.
You and your partner will be assigned to lead the discussion of his/her
case and will prepare an abstract of the case and begin the session by selecting
the major ILI problem in the form of a question: What would you do about É (identify the ILI problem)?..or
How should one proceed to solve (identify the ILI problem...? You should
develop and choose the alternative that YOU believe is BEST and give a rationale
WHY. PREPARE A WRITTEN MEMO TO
RESOLVE YOUR PROBLEM.. Address your target audience in the memo.
Use
the problem-solving model by also presenting issues to investigate as well as
raise questions about other problems or issues of concern for discussion.
Engage the class in the discussion by asking for approaches to address these
issues or areas of concern. You will be graded on your effectiveness in both
problem solving and in your presentation and leading a class discussion based
on your questions. Put yourself in the shoes of the individual with the major
problem and present the case from the first person point of view. If this role is difficult for you, act
as a colleague or consultant offering advice. Plan a concise 15 minute
presentation.
5.
Information Literacy Instructional Unit: Your ILI unit should contain an overview and at least FIVE lessons or exercises using either the ACRL Information Literacy
Competency standards for Academic libraries or AASL Information Literacy
Standards integrated with a content area. You may choose an academic, school or
public library by identifying the type of library and the grade level,
rationale, curriculum or subject area connections, essential questions to
investigate for each lesson, content presented, method of instruction,
materials used, and performance outcomes or objectives for assessment. Learner
outcomes or objectives are essential for each lesson. You must focus on the
learner during your lesson preparation and presentation by writing objectives
in the infinitive verb form to answer the following questions stated as
objectives or outcomes.
You should use the lesson plan formats
given. Title your unit and include a cover sheet with all handouts and a
bibliography/webliography.
Sample learner outcomes for an assignment
to research a woman from another country:
Upon completion of this information literacy unit
and research on a women from another country, the student will be able:
1. To identify one famous woman from another country
and research her significance.
2. To locate, use, and evaluate at least
three sources including one research article from the reference databases from
the URI Library.
3. To create a narrative about women from
another country in order to value womenÕs contributions to culture, country and
society.
Information Literacy Instruction
Dr. Cheryl A. McCarthy
V. SECTION FIVE:FALL CLASS and WEBCT SCHEDULE AND COURSE OUTLINE:
TEXT PART I:
INFORMATION LITERACY INSTRUCTION BACKGROUND:
Week 1:
F2F, SEPT. 3: 1.
Definitions, History and Philosophy of Information Literacy
Chapters 1&2
Week 2: CF
& WEBCT, SEPT. 10: AASL and ACRL Information Literacy
Standards and integrating instruction into the curriculum with collaboration
and planned programs
Chapters 7 &
8
Week 3: F2f, Sept. 17: Various Environments: School,
Academic, and Public Libraries
TEXT: PART II ILI BUILDING BLOCKS:
Week 4: F2F,
Sept. 24 4.
Cognitive Learning Styles & Theories & Multiple Intelligences
Chapters 3 &
4
Week 5: CF
& WebCT, Oct. 5: 5. Blooms
Taxonomy, Critical Thinking, Active Learning & Big6 Skills
Chapter 5 &
6
Week 6: F2F,
October 8: 6. Creating Web Based
Instruction & Selecting & Evaluating Web Resources
Chapter 9
Week 7: CF
& WebCT, October 15: 7. Designing instructional units and
other creative ILI activities
Week 8: F2F,
October 22: 8. Assessing and evaluating information
literacy instructional programs in school, academic, or public libraries
Chapter 12
Week 9: CF
& WebCT, October 29: 9. Teaching: Presenting Information
Literacy Instruction programs with passion
Chapter 13
Week 10: F2F,
November 5: 10. Information Literacy Instruction
accommodating the needs of diverse populations Chapter 14
Week 11: CF & WebCT, November 12: Technology: Teaching it to faculty and
co-workers and using it to teach Chapters 16 & 17
Week 12: F2F,
November 19: Presentations of Information Literacy
Instruction activities for school, academic, or public libraries.
Week: 13: CF & WebCT: November 26: Wrap Up Projects and Post to
WebCT.
Week 14: F2F,
December 3: Creating
Future visions for ILI in libraries of your choice & partnerships.
Chapter 18