Teaching About Information
LSC 524
Spring, 2010
Dr. Donna L, Gilton Course
Time: Thursday 4:00 – 6:45
Meeting Place: Rodman 118 Telephone:
(401)874-4630
Office Hours: Tues., Thurs., 1-3 E-mail:
dgilton@mail.uri.edu
COURSE
DESCRIPTION
LSC 524 is designed to introduce students
to the fundamentals of information instruction and will concentrate on the
following areas:
-the history,
philosophy, and structure of information instruction
-cognitive
aspects of information instruction
-forms of
information instruction, including tours, orientation, course-related
instruction,
informal instruction, credit courses, and point of use instruction
-presentation
techniques and the use of print, multimedia, and computer media to do
library
instruction
-information
instruction to a diverse public
-information
instruction to co-workers, support staff, administrators, teachers,
instructors,
and others in the work environment.
-
administration, coordination, and evaluation of information instruction
The information
will be covered through class lectures, student presentations, readings, and
other assignments and activities. At the end of the course, each student will be
familiar with the history, philosophy, and sources in information instruction.
Students will also be able to plan and conduct a presentation; produce handouts
and other materials, and plan an organized program of instruction for an
academic, public, school, or special library.
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.
Illness
Due to Flu
The H1N1 Flu Pandemic may impact classes this semester. If any of us develop
flu-like symptoms, we are being advised to stay home until the fever has
subsided for 24 hours. So, if you exhibit such symptoms, please do not come to
class. Notify me at 874-xxxx or xxx@uri.edu of your status, and we will
communicate through the medium we have established for the class. We will work
together to ensure that course instruction and work is completed for the
semester.
The Centers for Disease Control and Prevention have posted simple methods to
avoid transmission of illness. These include: covering your mouth and nose with
a tissue when coughing or sneezing; frequently washing your hands to protect
from germs; avoiding touching your eyes, nose and mouth; and staying home when
you are sick. For more information, please view www.cdc.gov/flu/protect/habits.htm <http://www.cdc.gov/flu/protect/habits.htm>
. URI information on the H1N1 will be posted on the URI website at www.uri.edu/news/H1N1 <http://www.uri.edu/news/H1N1> , with links
to the www.cdc.gov <http://www.cdc.gov> site.
HOW THIS COURSE WILL SATISFY THE RHODE ISLAND DEPARTMENT OF EDUCATION (RIDE) BEGINNING TEACHER STANDARDS (BTS)
1.1. Librarians
who have taken LSC 524 will reflect a variety of academic, social, and cultural
experiences in their teaching.
1.2. Librarians
who have taken LSC 524 will use a broad knowledge base to create
interdisciplinary learning experiences, where necessary.
2.1. Librarians
who have taken LSC 524 will know the discipline(s), subject(s), or field(s)
that they are teaching and how knowledge in these disciplines, subjects, or
fields is created, organized, and linked to other fields.
2.3.Librarians
who have taken LSC 524 will select to create instructional materials and
resources based on their comprehensiveness, accuracy, and usefulness for
representing particular ideas and concepts.
2.4.
Librarians who have taken LSC 524 will incorporate appropriate technological
resources to support student exploration of relevant disciplines.
2.5.
Librarians who have taken LSC 524 will use a variety of explanations and
multiple representations of concepts, including analogies, metaphors,
demonstrations, and illustrations that help students develop conceptual
understanding.
2.6.
Librarians who have taken LSC 524 will represent and use differing viewpoints,
theories, and methods of inquiry when teaching concepts.
2.7.Librarians
who have taken LSC 524 will generate multiple paths to knowledge and encourage
students to see, question, and interpret concepts from a variety of
perspectives.
3. Librarians
who have taken LSC 524 will create instructional opportunities that reflect an
understanding of how people learn and develop.
4. Librarians
who have taken LSC 524 will create instructional opportunities that reflect a
respect for the diversity of learners and an understanding of how students
differ in their approach to learning.
5. Librarians
who have taken LSC 524 will create instructional opportunities to encourage
students’ development of critical thinking, problem solving, and performance
skills.
9. Librarians who have taken LSC 524 will
use a variety of formal and informal assessment strategies to support the
continuous development of the learner.
11. Librarians who have taken LSC 524 will
maintain professional standards, guided by legal and ethical principles,
including The Association of College and Research Libraries’ (ACRL) Information
Literacy For Higher Education and the American Association of School
Librarians’ (AASL) Information Literacy Standards for Student Learning.
RELEVANCE OF LSC
524 TO OTHER COURSES AND TO THE FIELD
1. It will be
absolutely necessary for future academic librarians, particularly those in
public services. Information instruction
is a part of many job requirements, and a presentation is often
required as part of the interview.
2. It will be
very important for future school librarians, since library instruction is often
a major part of a media specialist's
position.
3. It is
important and useful for public librarians to be knowledgeable in this area.
Public librarians often conduct tours,
point-of -use, and informal instruction, and opportunities
for more formal instruction are
increasing with the use of the Internet and other electronic tools by the
public.
4.This will complement information conveyed in other LSC
courses, such as
reference, and school media courses.
MAIN TEXTS
Information Literacy Instruction: Theory
and Practice by Esther Grassian and Joan R. Kaplowitz.
NY:
Neal-Schuman, 2009
Gilton, Donna. Teaching About
Information. http://www.uri.edu/artsci/lsc/Faculty/gilton/Index.html
Teaching the Library to Today’s Users:
Reaching International, Minority, Senior Citizens, Gay/Lesbian, First
Generation, At-Risk, Graduate and Returning Students, and Distance Learners. Edited
by Trudi Jacobson and Helene C. Williams. NY: Neal-Schumann, 2000
Information Literacy Instruction Handbook.
Edited by Christopher N. Cox and
Elizabeth Blakesley Lindsay. Chicago: ALA. ACRL, 2008. ZA 3075 .I536 2008
Information Literacy Competencies for
Higher Education.
Chicago: ALA. ACRL,
2000.
College and
Research Libraries News. March, 2000 pp. 207-215.
http://www.ala.org/ala/mgrps/divs/acrl/standards/informationliteracycompetency.cfm
Standards for the 21st –
Century Learner. Chicago: ALA. AASL, 2007. http://www.ala.org/ala/mgrps/divs/aasl/guidelinesandstandards/learningstandards/AASL_Learning_Standards_2007.pdf
Information Literacy Assessment:
Standard-Based Tools and Assignments. By Teresa Y.
Neely. Chicago: ALA, 2006 ZA 3075.N435 2006.
How Libraries and Librarians Help: A Guide
to Identifying User-Centered Outcomes. By Joan C.
Durrance and Karen E. Fisher with
Marian Bouch Hinton. Chicago: ALA, 2005 Z 685.85 .D87 2005
University of Wisconsin – Extension.
Program Development and Evaluation. Logic Models. http://www.uwex.edu/ces/pdande/evaluation/evallogicmodel.html ; Enhancing Program Performance With
Logic Models. http://www.uwex.edu/ces/lmcourse/
Articles will
also be required.
INTERNET TEXTS
1.LOEX Clearinghouse for Library Instruction.
http://www.emich.edu/public/loex/loex.html
-
Look under Instruction Links - Tutorials
2. New England Library Instruction Group.
(NELIG). http://www.acrlnec.org/sigs/nelig/
4. Internet Library For Librarians.
http://www.itcompany.com/inforetriever/
5.Ohio State University Libraries. net
TUTOR. http://liblearn.osu.edu/tutor/
ASSIGNMENTS
A. Term Project
30%
Write a proposal to create a complete
instructional program for an academic, public, school, or special library of
your choice. The following sections should be included:
1. A brief description of your library,
institution, and community. Draw on secondary sources for this information.
What is the purpose of your institution? What are the characteristics of your
community? How do these things affect your library and your instructional
goals?
2.Rationale, goals, and objectives
a. Why do you want to establish this
program?
b. Are there existing goals, objectives,
and standards from professional associations,
the state, accrediting agencies, and other
sources that can be useful, here? c. What are your own goals and objectives? How
will you be able to tell that your patrons are "information
literate"?
3.Types of instruction planned
a. What will be the
subject of your instruction - assessing information needs? Finding information?
Evaluating
information?
b. How will you
present your information?
(1). Formal presentations
through one-shot lectures? Course-integrated instruction? Full courses?
(2). Occasional workshops
as needs arise? Programming and other more informal activities?
(3). Indirect
instruction via guidebooks, bibliographies, tracer bullets, or web
pages
on the Internet?
c. What
audiences will you be reaching? What is your general public like? Are there
subgroups within your population (like
preschoolers, continuing education students or a particular ethnic community)
that you may want to target in a particular way?
4.Evaluation and Assessment
a. How will you evaluate each activity
and event?
b. How will you evaluate the entire
instruction program?
c. How can you use assessment tools
to see whether, how and how much your patrons
may be benefiting from this program?
DUE: April
29, 2010
B. Orientation or Tour 20%
You are responsible for coordinating all
tours in your library. You will need to design a standardized tour that any
staff member or volunteer in your library can use to guide others. This would
include important sites in your library and information on library services and
collections. Please outline where a tour guide should take library patrons
while on a tour and what information should be covered at each site. Other
information (such as library hours, borrowing procedures important rules, etc.)
should also be included.
ALTERNATIVE APPROACH: You may want to,
instead design a walking tour that a patron can use. Clear charts, pictures,
and other graphics are especially important, here. Library tours on the
Internet are also an option.
DUE: March 11,
2010
C. Technology Assignment 20%
You will research and do a brief
presentation on how to use technology in doing instruction. Your presentation
can be on one of these topics:
Since these topics are broad and your
presentations brief, several of you may want to take aspects of one subject.
Suggestions of your own are also accepted, as long as they are about using
computers and other media in instruction. Be sure to talk with me before doing
your technology presentations. The Powerpoint lecture is due March 18, 2010.
The other lectures will be given and due on April 1, 2010. It is
recommended that you supply handouts and brief bibliographies as a part of your
presentations. These will be presentations to put online.
One-Shot Lecture
on a Specific Subject
You must give a 30 minute library presentation about a subject of your choice for an audience of your choice in your library. You will either want to teach your class how to do research on a specific subject, such as social studies, English literature, management, child psychology, career information, or personal finance, or you may want to teach your group a specific library technique, such as online searching or how to use a catalog. You will be asked to provide a lesson plan and then to do a presentation on your topic.
D.
Lesson Plan 10%
You will write a lesson plan describing your upcoming lecture which will include the
following:
Subject:
Audience:
Brief Description or Summary of the
Session:
Goals:
Objectives:
Materials To Be Used During Presentation:
Procedures: This includes an opening, a
lecture outline, active learning techniques, wrap-up, and any follow-up
Assessment: How
will you evaluate this session?
Useful Resources For Background
Information:
Any Other Observations, Thoughts,
Comments, etc:
DUE: April 1,
2010
E.
Presentation 20%
You will do a brief presentation on your
topic two weeks later using a combination of a lecture, class activities, and
the use of visuals and other materials and methods that are designed to keep
your students focused, regardless of their learning style. My evaluation of
your presentation will be based on the following:
1. Is your presentation interesting?
2. Is it well-organized?
3. Is it accurate and factual?
4. Does your presentation accomplish what
it sets out to do?
5. Is the style of your presentation
appropriate to your audience?
6 How good is
your speaking behavior?
7. How attractive, well-designed, and
accurate are your visual aids and your handouts?
8. What pre-tests, small group activities,
exercises, etc.did you do?
How well-organized were these exercises
and activities?
You will also be expected to do a
self-evaluation of the session to ascertain whether your students are meeting
the goals that you set for the session. You may choose from the range of
approaches described in this course.
DUE:
Presentations will be on the following dates: 4/15, 4/22
COURSE OUTLINE
Library Instruction
LSC
524
Spring,
2010
Part I – WHY Information Literacy?
THURSDAY,
JANUARY 28, 2010
From Bibliographic Instruction to Information Literacy: History,
Philosophy, Definitions
Topics:
History,
Philosophy, and Definitions of Information Instruction
Design and
Purpose of This Course
Required
Readings
REQUIRED READINGS:
1. Grassian
and Kaplowitz. Pp. 9-23
2. Gilton,
Donna L. “Information
Literacy Instruction: A History in Context” (Article on website).
3. National
Forum on Information Literacy http://infolit.org/index.html - Look
for background historical information, here.
SUPPLEMENTARY
BACKGROUND READINGS:
4. Salony, Mary
F. "The History of Bibliographic Instruction: Changing Trends
From Books to the Electronic
World." Reference Librarian. no. 51-52
1995 pp. 31-51.
5.Farber, Evan Ira. "College Libraries and the
Teaching/Learning Process."
The Journal of Academic Librarianship.
v. 25 no. 3 1999 pp. 171-177..
6. Stripling, Barbara K. "Quality in
School Library Media Programs: Focus on
Learning." Library Trends. v.
44 no. 3 Winter, 1996 pp. 631-56.
7. Hardesty,
Larry. "Reflections on 25
Years of Library Instruction: Have We
Made Progress? Reference Services
Review. v. 27 no. 3 1999 pp. 242-246.
8. Rader,
Hannelore. "User Education
and Information Literacy For the Next
Decade: An International Perspective.
" Reference Services Review. Summer, 1996 pp. 71-75.
9. Behrens,
Shirley J. "A Conceptual Analysis and Historical Overview of
Information Literacy." College
and Research Libraries. v. 55 no. 4
July, 1994. pp. 309-322.
10. Dupuis,
Elizabeth A. “The Creative Evolution of Library Instruction.” Reference
Services Review.
V. 27, no. 3
1999 pp. 287-290.
REQUIRED
READINGS:
1. Grassian and Kaplowitz pp.3-8
2. Gilton. Teaching About Information –
WHY Teach About Information? – Philosophy,
Definitions, Overviews
· Bruce,
Christine. The Seven Faces of Information
Literacy (Slide show). http://web.bit.mah.se/konferens/ck2/cabinet/bruce/netsc/Bruce_Malmox/sld017.htm
· Information
Architecture Institute. 25 Theses. http://iainstitute.org/en/learn/research/25_theses.php
· Shapiro,
Jeremy and Shelley K. Hughes. Information Literacy as a Liberal Art.
http://net.educause.edu/apps/er/review/reviewarticles/31231.html
SUPPLEMENTARY
READINGS:
Oberman, Cerise. "Library Instruction: Concepts and
Pedagogy in the Electronic
Environment." RQ v. 35 Spr., 1996 pp. 315-323.
Marcum, James W.
“Rethinking Information Literacy.” The Library Quarterly. V. 72 no. 1
Jan., 2002 pp. 1-26.
SUPPLEMENTARY
READINGS:
Williams, Karen.
“Leadership” in Information Literacy
Instruction Handbook. (Cox and Lindsay) pp. 139-148.
ASSIGNMENTS:
1.Gather information needed for your term
project as you read.
2.Choose a project on using technology in
information instruction.
THURSDAY
FEBRUARY 4, 2010
Running
an ACE of a Program
TOPICS:
Planning For Instruction:
Standards, Guidelines, and Objectives
Being an ACE: Administering,
Coordinating, Evaluating
Gilton. Teaching
About Information – WHY Teach About Information? – Standards
OR
Information
Literacy Competencies for Higher Education.
Chicago: ALA. ACRL,
2000.
College and
Research Libraries News. March, 2000 pp. 207-215.
http://www.ala.org/ala/mgrps/divs/acrl/standards/informationliteracycompetency.cfm
Standards for the 21st –
Century Learner. Chicago: ALA. AASL, 2007. http://www.ala.org/ala/mgrps/divs/aasl/guidelinesandstandards/learningstandards/AASL_Learning_Standards_2007.pdf
ACRL. " Objectives for Information
Literacy Instruction: A Model Statement." (2001)
http://www.ala.org/ala/mgrps/divs/acrl/standards/objectivesinformation.cfm
ACRL. Characteristics
of Programs of Information Literacy That Illustrate Best Practices. http://www.ala.org/ala/mgrps/divs/acrl/standards/characteristics.cfm
Planning
For and Administering Library Instruction
REQUIRED
READING:
Evaluating Library Instruction
Evaluating Library Instruction: Simple
Questions, Forms and Strategies For Practical Use. By
Diana Shonrock. Chicago: ALA. LIRT, 1996 Z711.2 E894 1996.
Information Literacy Assessment:
Standard-Based Tools and Assignments. By Teresa Y.
Neely. Chicago: ALA, 2006 ZA 3075.N435 2006.
How Libraries and Librarians Help: A Guide
to Identifying User-Centered Outcomes. By Joan C.
Durrance and Karen E. Fisher with
Marian Bouch Hinton. Chicago: ALA, 2005 Z 685.85 .D87 2005
McLaughlin, John A. and Gretchen B.
Jordan. “Logic Models: A Tool For Telling Your Program’s Story.” Evaluation
and Program Planning v. 22 (1999) pp. 65-72.
University of Wisconsin – Extension.
Program Development and Evaluation. Logic Models. http://www.uwex.edu/ces/pdande/evaluation/evallogicmodel.html ; Enhancing Program Performance With
Logic Models. http://www.uwex.edu/ces/lmcourse/
W.K. Kellogg Foundation. Logic Model
Development Guide. http://www.utpb.edu/media/files/researchgrants-files/Kellogg%20Logic%20Model%20Development%20Guide.pdf
ASSIGNMENTS:
1.Term Project
2.All Technology Projects
Part II – WHO Do We Teach?
THURSDAY,
FEBRUARY 11, 2010
How
People Learn, Think, and Do Research: Perspectives From Learning Theories and
Information Use Studies
TOPICS:
How
and Why People Learn
Implications of
Learning Theories for Library Instruction
REQUIRED
READINGS:
-
How People Develop: Theories of Erikson, Piaget, Kohlberg, Gilligan,
Perry, Belenky, et. al.
- How
People Think: Cognitive and Constructivist Theories
- How
People Act: Behaviorism
- How
People Feel: Humanist Theories
- How
People Learn: Learning Styles, Multiple Intelligence, and Temperament
1. Grassian and Kaplowitz. Pp. 65-73
2. Gilton. Teaching About Information –
WHO Do We Teach? – Younger Researchers
3. Gross, Melissa
and Don Latham. “Attaining Information Literacy: An Investigation of the
Relationship Between Skill Level, Self-Estimates of Skills, and Library
Anxiety.” Library and Information Science
Research. V. 29, no. 3 2007: pp. 332-353.
ASSIGNMENTS:
Term Projects
Technology Presentations
THURSDAY,
FEBRUARY 18, 2010
Instructing
Diverse Users
TOPICS:
Diverse
Populations in Academic, Public, and School Libraries: Some General Issues
International
Students (Academic Libraries)
Immigrant
Users (Public and School Libraries
Ethnic
and Minority Users
Continuing
Education Students and Adult Learners
Senior
Citizens
Handicapped
Patrons
REQUIRED
READINGS:
-Browse
chapters where relevant.
.
2.
Jacobson and Williams. Teaching the New Library to Today’s Users.
Pp. 1-46.
SUPPLEMENTARY READINGS
REQUIRED
READINGS:
SUPPLEMENTARY
READINGS:
2.
Jacobson and Williams. Teaching the New Library to Today’s Users. Pp.
47-70.
3. Whitmire, Ethelene. “Racial
Differences in the Academic Library Experiences of Undergraduates.” The Journal
of Academic Librarianship. V. 25 no. 1 Jan., 1999 pp. 33-37.
5.
____. “Cultural Diversity anad Undergraduates’ Academic Library Use.” The
Journal of Academic Librarianship. V. 29 no. 3 May, 2003 pp. 148-61.
6.
Hall, Patrick. “Developing Research Skills in African American Students: A Case
Note.” The Journal of Academic
Librarianship. V. 29, no. 3 2003 pp. 182-188.
10.
Howze, Philip C. and Dana E. Smith. “Library Instruction as Independent Study:
The Summer Enrichment Program at Iowa State University.” Reference Services
Review.Winter, 1995 pp. 75-82.
11.
Garcha, Rajinder and Julia Baldwin. “Bibliographic Instruction for the Upward
Bound Students.” The Reference Librarian. no. 58 1997.
REQUIRED
READINGS:
SUPPLEMENTARY
READINGS:
REQUIRED READINGS:
SUPPLEMENTARY
READINGS:
Specific groups
will be asked to report on
· Older
learners (adult college students or senior citizens)
· An
immigrant group
· An
ethnic group
· A
group of people with disabilities (e.g. blindness, deafness, learning
disabilities)
Part III – WHAT Do We Teach?
THURSDAY,
FEBRUARY 25, 2010
Orienting
Users to Libraries and Information
TOPICS:
How
Tours are Organized
How
to Plan a Tour
Forms
of Orientations
Other
Aspects of Library Orientation
Planning
the Total Orientation Program
REQUIRED
READINGS
Gilton. Teaching About Information
– WHAT Do We Teach –
Orientations to Libraries and Information
Grassian and Kaplowitz
– pp. 142-147
a. University
Library Self-Guided Tour. http://www.uri.edu/library/guides/general/selftour.html
b.User
Guides – General Guides http://www.uri.edu/library/guides/general/index.html
http://www.uri.edu/library/guides/general/welcome.html
- some
branches to check out – Honan-Alston (new building), Dudley, North End,
South End, and the Kirstein Business Branch
a. Science,
Industry and Business Library (SIBL) (See floor plan and online tour)
b. Humanities
and Social Science Library (Go to “About the Humanities and Social Sciences
Library” – The Building -
Floor Plans)
c. Schomberg
Center for Research in Black Culture
d. Donnelly
Library Center
ASSIGNMENTS:
Work on your tour.
Technology presentation
Term project
THURSDAY,
MARCH 4, 2010
Teaching
About Research Processes and Critical Thinking
TOPICS:
Critical
Thinking
Using
Conceptual Frameworks
Applications of
Critical Thinking and Conceptual Frameworks to Instruction
The
Science of Knowledge
Steps
in Research:
- Big
6
- Concept
Mapping
- Research
Strategies on the Web
Thinking
About Research: The Paper Trail
Examples of
Research:
- The
Term Paper
- Genealogy
- Job
Hunting
- Business
Investments, etc.
Gilton. Teaching About Information
– WHAT Do We Teach? – What People Should Know About Finding and
Evaluating Information, especially Critical
Thinking and Conceptual
Frameworks.
Grassian and Kaplowitz – pp. 85-94, 73-84
Maybee, Clarence. “Undergraduate
Perceptions of Information Use: the Basis for Creating User-Centered Student
Information Literacy Instruction.” Journal
of Academic Librarianship. V.32, no. 1 2006 pp. 79-85.
Albitz, Rebecca S. “The What and Who of
Information Literacy and Critical Thinking in Higher Education.” Portal: Libraries and the Academy. V. 7,
no. 1, 2007 pp. 97-109.
Hurlbert, Janet McNeil, Cathleen R.
Savidge, and Georgia R. Laudenslager. “Process-Based Assignments: How Promoting
Information Literacy Prevents Plagiarism.” College
and Undergraduate Libraries. V. 10, no. 1 2003 pp. 39-51.
“Use Your Brain to Survive in the Big Bad
World.” Multimedia Information and
Technology. V. 32, no. 4 Nov., 2006 pp. 123-128.
ASSIGNMENTS:
Library Tours
Term Projects
All Technology Projects
Lesson Plan
Part IV – HOW
Do We Teach?
THURSDAY
MARCH 11, 2010
Approaches
to Teaching: An Overview
TOPICS:
Choosing
From the Instruction Menu
Direct
Traditional Approaches: Course-Related Instruction, Course-Integrated
Instruction, and
Courses
Indirect
Traditional Approaches: Handouts, Signage, Point-of-Use Instruction, and
Audio-Visual
Media
Electronic
Approaches: Web Pages and Sites, WebCT, and Distance Education
REQUIRED READINGS
Choosing From the Instructional Menu
Designing a Unit or Lesson Plan
.
Curricula For School
Libraries and Media Centers
1.
Kafai, Yasmin and Marcia J. Bates. “Internet Web-Searching in the Elementary
Classroom: Building a Foundation for Information Literacy.” School Library
Media Quarterly. Winter, 1997 pp. 103-111.
2.
Kansas Association of School Librarians. Research Committee. “Planning
and Assessing Learning Across the Curriculum.” Knowledge Quest. V. 28
Sept.-Oct., 1999 pp. 10-16
3.
Johnson, Doug. “A Curriculum Built Not to Last.” School Library
Journal. V. 45 no. 4 1999
pp. 26-29.
4.
“Higher Learning: Internet Search Skills For the College Bound.” School
Library Journal.
V. 44 no. 11 November, 1998
5.
International Association of School Librarians. School Libraries
Online
Other Instructional
Technologies
1.
Grassian and Kaplowitz
– pp. 173-198
2. Bill, Stephen J. , John D. Shank, and Greg Szczyrbak. “Instructional Technologies.” In Information Literacy Instruction Handbook. (Cox and Lindsay) pp. 208-229
3. Bailin, Alan and Aisha Pena. “Online Library Tutorials, Narrative, and Scripts.” Journal of Academic Librarianship. V. 33, no. 1 2007 pp. 106-107.
4. Hricko, Mary. “Using the Invisible Web to Teach Information Literacy.” Journal of Library Administration. V. 37, nos. 3-4 2002 pp. 379-386.
5. Florea, Maria. “Using WebCT, Wiki Spaces, and ePortfolio for Teaching and Building Information Literacy Skills.” Journal of Library Administration. V. 48, no. 314 pp. 411-430.
6. Blummer, Barbara. “Utilizing Webquests for Information Literacy Instruction in Distance Education.” College and Undergraduate Libraries. V. 14, no. 3 2007 pp. 45-62.
7. Green, Brenda Faye, Lin Wu, and Richard Nollan. “Web Tutorials: Bibliographic Instruction in a New Medium.” Medical Reference Services Quarterly. v. 25, no. 1 Spring, 2006 pp. 83-91.
8.
Behr, Michele D. “On Ramp to Research: Creation
of a Multimedia Library Instruction Presentation For Off-Campus Students.” Journal of Library Administration. V. 41
nos. 1 and 2 2004 pp. 19-30
1.
Grassian and Kaplowitz (I) – pp. 308-318
2. ION. Online Education Overview. http://www.ion.uillinois.edu/resources/tutorials/overview/index.asp
3. University of Wisconsin – Extension. Distance Education Clearinghouse. http://www.uwex.edu/disted/index.cfm
4. University of Rhode Island. University Libraries. Library Services For Distance Learners. http://www.uri.edu/library/distancelearning.html
5. ION. What Makes a Successful Online Student? http://www.ion.uillinois.edu/Resources/tutorials/pedagogy/StudentProfile.asp
6. Betty, Paul. “Creation Management and Assessment of Library Screencasts: The Regis Libraries Animated Tutorials Project.” Journal of Library Administration. V. 48, no. 3 and 4 2008 pp. 295-315.
7. Kimok, Debra and Holly Heller-Ross. “Visual Tutorials for Point-of-Need Instruction in Online Courses.” Journal of Library Administration. V. 48, no 3 and 4 2008 pp. 527-543.
ASSIGNMENTS: Term Project
Technology Presentation
Lesson Plan
THURSDAY,
MARCH 18, 2010
The
Presentation
TOPICS:
Preparing
to Teach, in General
The
Lecture and Active Learning
Using
Powerpoint (Student Presentation)
Getting
Ready For the Presentation
Signing
Up For the Presentation
REQUIRED
READINGS:
1. Gilton.Teaching About
Information. – HOW Do We Teach? – Preparing to Teach
2. Grassian and Kaplowitz – pp. 221-245, 94-108.
SUPPLEMENTARY
READINGS
v. 47 1976 pp.
96-99
ASSIGNMENTS: Technology Presentation and
One-Shot Lecture
THURSDAY
APRIL 1, 2010
Teaching
About Technology, With Technology
TOPICS: Student Presentations on Technology
Gilton. Teaching About Information – HOW Do We Teach? – Teaching With and About Technology
SUPPLEMENTARY READINGS
READINGS:
1. Grassian and Kaplowitz – pp. 293-334
2. Bell, Steven. “Oh No! I Can’t Get on the Web: Offline Strategies for Internet Content Presentations.” Searcher. V. 8 no. 3 March, 2000 pp. 54-64. http://www.infotoday.com/searcher/mar00/bell.htm
3. U. of Toronto. Centre for Academic Technology. Resource Centre for Academic Technology. http://content.library.utoronto.ca/rcat/
DUE: Lesson Plans
ASSIGNMENTS: One-Shot Lecture
Term Assignments
THURSDAY
APRIL 8, 2010
Creative Approaches to
Instruction in Public Libraries and Elsewhere
TOPICS:
Instruction
in the Public Library: General Issues
Creative
Approaches to Instruction:
-
Extracurricular Sessions
-
Term Paper Clinics
-
Individualized Bibliographic Counseling
-
Lunchtime Sessions For Business People and Others
-
Speeches at Professional Meals
-
Readers’ Advisory Services
-
Bibliotherapy
-
Book Talks
-
Story Hours
-
Public Relations
-
Other Programming
READINGS:
Gilton.
Teaching About Information – HOW Do We Teach? – All in the
Family: Activities Related to Instruction
SUPPLEMENTARY READINGS
Instruction
in the Public Library
1.
Thornton, Ann. “Teaching the Library at SIBL” Computers in
Libraries. V. 19 no. 2 Feb., 1999 pp. 50-52.
2.
Bishop, Ann P. “Public Libraries and Networked Information Services in
Low Income Communities.” Library and Information Science Research. V. 21
no. 3 1999 pp. 361-390.
3.
Drumm, John E. and Frank M. Groom. “Teaching Information Skills to
Disadvantaged Children.” Computers in Libraries. V. 19 no. 4 April, 1999
pp. 48-51.
4. Finley, Priscilla, Susie Sharl, Jennifer Cox, and Diane VanderPol. “Enhancing Library Instruction With Peer Planning.” Reference Services Review. V. 33, no. 1 2005 pp. 112-122.
5. Xie. Bo, and Paul T. Jaeger. “Computer Training Programs For Older Adults at the Public Library.” Public Libraries. V. 47, no. 5 Sept./Oct., 2000 pp. 52-59.
6. Harding, Jane. “Information Literacy and the Public Library: We’ve Talked the Talk But are We Walking the Walk?” Australian Library Journal. V. 57, no. 3 Aug., 2008 pp. 274-294.
7. O’Beirne, Ronan. “Raising the Profile of Information Literacy in Public Libraries.” Library and Information Update. V. 5, nos. 1-2 Jan/Feb., 2006 pp. 44-45.
8. Brey-Casiano, Carol. From Literate to Information Literate Communities Through Advocacy.” Public Library Quarterly. v. 28, no. 1 and 2 2006 pp. 181-190.
9. Jehlik, Theresa. “Information Literacy in the Public Library.” Nebraska Library Association Quarterly. v. 35, no. 4 Winter, 2004 pp. 7-13.
10. Boatman, William, Connie Van Fleet, and Danny P. Wallace. “Public Libraries as a Bridge For College-bound Young Adults.” Reference and User Services Quarterly. v. 42, no. 3 Spring, 2003 pp. 229-234.
11. Gilton, Donna L. “Information Literacy as a Department Store: Applications For Public Teen Librarians.” Young Adult Library Services. V. 6, no. 2 Winter, 2008 pp. 39-44.
12. De Jager, Karin and Mary Nassimbeni. “Information Literacy in Practice: Engaging Public Library Workers in Rural South Africa.” IFLA Journal v. 33, no. 4 2007 pp. 313-322.
13. Julien, Heidi and Cameron Hoffman. “Canada’s Public Libraries and Information Literacy Training.” Feliciter. V. 54, no. 2 2008 pp. 84-77.
14. _____ and _____. “Information Literacy Training in Canada’s Public Libraries.” Library Quarterly. v. 78, no. 1 Jan. 2008 pp. 19-41.
15. _____ and Reegan Breu. “Instructional Practices in Canadian Public Libraries.” Library and Information Science Research. V. 27, no. 3 June, 2005 pp. 281-301.
ASSIGNMENTS: One-shot lecture
Term project
THURSDAY APRIL 15, 2010
Student Presentations (One-Shot Lectures)
ASSIGNMENT: Term project
THURSDAY APRIL 22, 2010
TOPICS:
Instruction
for Teachers, Instructors, and Professors
Instruction
for Administrators and Other Officials
Instruction
for Co-Workers and Staff
Student
Presentations
READINGS:
What Teachers Think
1.
Hardesty, Larry. “Faculty Culture and Bibliographic Instruction: An
Exploratory Analysis.” Library Trends. V. 44, no. 2 Fall, 1995 pp.
339-367.
2.
Leckie, Gloria J. “Desperately Seeking Citations: Uncovering Faculty
Assumptions About the Research Process.” The Journal of Academic
Librarianship. V. 22 May, 1996 pp. 201-208.
3.
Turner, Philip M. “What Help Do Teachers Want and What Will They Do to Get It?” School Library Media
Quarterly. V. 24 Summer, 1996 pp. 208-212.
4.
Wolcott, Linda Lachance. “Understanding How Teachers Plan: Strategies
For Successful Instructional Partnerships.” School Library Media Quarterly. V.
22 no. 3 Spring, 1994 pp. 161-164.
Library Instruction With Teaching Faculty
1.
Isbell, Dennis. “Teaching Writing and Research as Inseparable: A Faculty-Librarian
Teaching Team.” Reference Services Review. V. 23 no. 4 1995
2.
D’Angelo, B.J. et. al. “Moving Beyond Definitions: Implementing
Information Literacy Across the
Curriculum.” The Journal of Academic Librarianship. V. 30 no. 3 May,
2004 pp. 212-217.
3.
Buzzeo, T. “Standards-Based Education: Library Media Specialists and
Teachers Meet the Challenge Collaboratively.” Library Media Connection. V.
22 no. 7 Apr/May, 2004 pp. 14-16.
4.
Christensen, B. “Warp, Weft and Waffle: Weaving Information Literacy
into an Undergraduate Music Curriculum.” Notes. V. 60 no. 3 March, 2004
pp. 616-631.
5.
Owusu-Ansah, E. K. “Information Literacy and Higher Education: Placing
the Academic Library in the Center of a Comprehensive Solution.” The Journal
of Academic Librarianship. V. 30 no. 1 Jan., 2004 pp. 3-16. Zabel, D. “A
Reaction to …” pp. 17-21.
Library Instruction For
Teaching Faculty and Other Staff
1.
Crouse, W.E., et. al. “Information Literacy in Teacher Education: A
Collaborative Model.” The Educational Forum. V. 69 no. 1 (Fall, 2004)
pp. 44-52.
2.
Asselin, M.M., et. al. “I Wish Someone Had Taught Me: Information
Literacy in a Teacher Education Program. Teacher Librarian. V. 30 no. 2
Dec. 2002 pp. 10-17.
3.
Moore, M. “If You Build It, Will They Come?: Reaching Out to Faculty
Through Information Literacy Instruction.” College and Research Libraries
News. V. 64 no. 7 July/Aug., 2003 pp. 4545-457.
4.
Reeves, L. et. al. “Faculty Outreach: A Win – Win Approach.” The
Reference Librarian. No. 82 (2003) pp. 57-68.
5.
Wills, A. “Using Resource and Research-Based Learning as a Method of
In-Service Teacher Training.” Knowledge Quest. V. 31 no. 5 May/June,
2003 pp. 35-8.
6.
Davis-Kahl, S. et. al. “Teaching, Learning and Research: Linking High
School Teachers to Information Literacy.” Reference Services Review. V.
31 no. 4 (2003) pp. 313-319.
7.
Hurst, L. “The Special Library on Campus: A Model for Library
Orientations Aimed at Academic Administrators, Faculty, and Support Staff.” The
Journal of Academic Librarianship. V. 29 no. 4 July, 2003 pp. 231-6.
ASSIGNMENT: Term project
Part V –
WHERE Will We Teach?
THURSDAY APRIL 29, 2010
Reaching Out to the Future
TOPICS:
Instruction
in Different Kinds of Libraries and in Different Environments
The
Role of Partnerships Between Libraries and Other Institutions
The
Future of Information Literacy Instruction
DUE TODAY: Term Project
READINGS:
Gilton. Teaching About Information – WHERE
Do We Teach?
· Instruction
in Different Kinds of Libraries
· Collaborations
and Partnerships
Grassian and Kaplowitz – pp. 267-291, 337-342
OPTIONAL READINGS:
1.
Chesky, P. et. al. “Creating Partnerships: A Grant-Funded Collaborative
Information Literacy Project. “ Knowledge Quest. V. 33 no. 1
(September/October, 2004) pp. 20-21.
2.
Pearle, L. “One Step Beyond: From High School to College.” [Special
Issue] Knowledge Quest. V. 30 no. 4 (March/April, 2002)
3.
Bielich, P. et. al. “An Information Literacy Partnership. v. 30 no. 4
(March/April, 2002) pp. 31-32.
4.
Nichols, J.W. “Sharing a Vision: Information Literacy Partnerships. College
and Research Libraries News. V. 62 no. 3 (March, 2001) pp. 275-7, 285.