Library
Instruction
LSC
524
Spring,
2005
Dr. Donna L, Gilton Course Time: Thursday 3:30 – 6:15
Meeting Place: Rodman Hall Telephone: (401)874-4630
Office Hours: Thursday, 1-3
E-mail: dgilton@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.
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, 2001
Gilton, Donna. Teaching About
Information. http://www.uri.edu/artsci/lsc/gilton/Index.html
Information Literacy Competencies for
Higher Education.
Chicago: ALA. ACRL, 2000.
College and Research Libraries News.
March, 2000 pp. 207-215.
http://www.ala.org/acrl/ilcomstan.html
The Nine
Information Literacy Standards for Student Learning.
Chicago: ALA, 1998.
http://www.infolit.org/definitions/9standards.htm
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
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.Internet Navigator Home Page.
http://medstat.med.utah.edu/navigator
3. The Teaching Library: Bibliographic
Instruction Resources on the Internet.
http://www.lib.berkeley.edu/TeachingLib/BIResources.html
-
Look under Library Research Tutorials
4. New England Library Instruction Group.
(NELIG). Library Instruction Resources
on
the Web. http://www.wesleyan.edu/libr/nelig
5..Library Instruction Round Table. (LIRT)
6.Directory of Online Resources for
Information Literacy. (DORIL)
http://bulldogs.tlu.edu/mdibble/doril/
7. Internet Library For Librarians.
http://www.itcompany.com/inforetriever/
8. Ohio State University Libraries. net
TUTOR. http://gateway.lib.ohio-state.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 28, 2005
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, 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 10, 2005
C. One-Shot Lecture on a Specific
Subject
20%
You must give a 30-45 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 definitely want to tie your lecture to a research goal. I will
ask you when you want to present your lecture and it will be due on that date.
You may use a straight lecture, class activities, and any combination of the
above, but you should also have visuals and other materials and methods that
are designed to keep your students focused, regardless of their learning style.
Evaluation of your presentation will be based on the following:
a. Is your presentation interesting?
b. Is it well-organized?
c. Is it accurate and factual?
d. Does your presentation accomplish what
it sets out to do?
e. Is the style of your presentation
appropriate to your audience?
f. How good is your speaking behavior?
g. How attractive, well-designed, and
accurate are your visual aids and your handouts?
h. Did you attempt to do other activities,
such as pre-tests, small group activities, etc. ?
How well-organized were these exercises and activities?
DUE: Presentations will be on the
following dates: 4/14 and 4/21,
D. 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 24. The other lectures will
be given and due on March 31, 2005. It is recommended that you supply handouts
and brief bibliographies as a part of your presentation.
E. Self-Evaluation
10%
For one of the assignments that you do, find or create an evaluation tool. If you find one or more tools, be sure to indicate where or who it came f rom. Use at least one tool to evaluate what you did.
DUE:The week after the assignment that you
are evaluating or the last day of class.
COURSE
OUTLINE
Library
Instruction
LSC
524
Spring,
2005
Part
I – WHY Information Literacy?
THURSDAY,
JANUARY 20, 2005
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
1. Grassian
and Kaplowitz. Pp. 13-30
2. Gilton, Donna
L. “Information
Literacy Instruction: A History in Context” (Article on website)
3. 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.
4.Farber, Evan Ira. "College Libraries and the
Teaching/Learning Process."
The Journal of Academic
Librarianship. v. 25 no. 3 1999 pp. 171-177..
5.
Stripling, Barbara K. "Quality in School Library Media Programs:
Focus on
Learning." Library
Trends. v. 44 no. 3 Winter, 1996 pp. 631-56.
6. Hardesty, Larry. "Reflections on 25 Years of Library
Instruction: Have We
Made Progress? Reference
Services Review. v. 27 no. 3 1999 pp. 242-246.
7. Rader, Hannelore. "User Education and Information
Literacy For the Next
Decade: An
International Perspective. " Reference Services Review. Summer,
1996 pp. 71-75.
8. 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.
9. National Forum on Information Literacy.
http://infolit.org/index.html - Look
for background historical information, here.
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. 1-11
Gilton. Teaching About Information –
WHY Teach About Information? – Philosophy,
Definitions, Overviews
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.
Grassian,
Esther. "Information Literacy
Sites: Background and Ideas For
Program Planning and
Development." College and Research Libraries News. February, 1999
pp. 78-81, 92.
ASSIGNMENTS:
1.Gather information needed for your term project as you read.
2.Choose a project on using technology in information instruction.
TUESDAY,
JANUARY 27, 2005
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 Competency Standards for Higher Education.
Chicago: ALA. ACRL, 2000
in College and Research Libraries
News. March, 2000 pp. 207-215
http://www.ala.org/acrl/ilcomstan.html
The Nine Information Literacy Standards for Student Learning.
Chicago: ALA, 1998.
http://www.infolit.org/definitions/9standards.htm
ACRL. "Objectives for Information Literacy Instruction: A Model
Statement." (2001)
http://www.ala.org/acrl/guides/objinfolit.html - This will take you to Standards and
Guidelines. Scroll down to Information
Literacy Instruction, Objectives For…
“Characteristics of Programs
of Information Literacy that Illustrate Best Practice: A Guide.”
http://www.ala.org/acrl/guides/guiis.html
- This will take you to Standards and Guidelines. Scroll down to this
title.
Planning
For and Administering Library Instruction
ASSIGNMENTS:
1.Term Project
2.All Technology Projects
Part
II – WHO Do We Teach?
THURSDAY,
FEBRUARY 3, 2005
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. 89-94
2. Gilton. Teaching About Information –
WHO Do We Teach? – Younger Researchers
ASSIGNMENTS: Term Projects
Technology Presentations
THURSDAY,
FEBRUARY 10, 2005
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
.
SUPPLEMENTARY READINGS
Reference
and User Services Quarterly. V. 38 no. 2 1999
pp. 173-179
SUPPLEMENTARY READINGS
SUPPLEMENTARY 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?
TUESDAY,
FEBRUARY 17, 2005
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. 174-176
http://www.uri.edu/library/tours/kingston/index.html
b. University Library Self-Guided Tour.
http://www.uri.edu/library/guides/general/selftour.html
http://www.uri.edu/library/guides/general/welcome.html
2. University of
Vermont. Bailey/Howe Library. Virtual Tour.
http://bailey.uvm.edu/ref/tour/home.htm
3. For more
tours of academic libraries, try LOEX. Instruction Links: Tours
http://www.emich.edu/public/loex/tours.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
-
Harold Washington Library. Self-Guided
Tour. http://www.chipublib.org/001hwlc/tour.html
ASSIGNMENTS:
Work on your tour.
Technology presentation
Term project
THURSDAY,
FEBRUARY 24, 2005
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. 111-116,
94-109
ASSIGNMENTS: Library Tours
Term Projects
All Technology Projects
Part
IV – HOW Do We Teach?
THURSDAY,
MARCH 3 – MARCH 10, 2005
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
2. Grassian and
Kaplowitz.. “Choosing From the Instructional Menu” Information Literacy Instruction.
Pp. 169-231
SUPPLEMENTARY
READINGS
. 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. http://www.iasl-slo.org/
Printed Materials, Point-of-Use Instruction, and Signage
1. Grassian and Kaplowitz – pp. 233-246
2. Turner, Diane. “What’s the Point of Bibliographic Instruction, Point-of-Use Guides, and In-House Bibliographies?” Wilson Library Bulletin. V. 67 no. 5 January, 1993 pp. 64-67.
3. Cooper, Eric. “Library Guides on the Web: Traditional Tenets and Internal Issues.” Computing in Libraries. Oct., 1997 pp. 52-56.
4. Johnson, Carolyn. “Signs of the Times: Signage in the Library.” Wilson Library Bulletin. November, 1993 pp. 40-42.
1. Grassian and Kaplowitz – pp. 246-264
2. Murphy, Deborah A. “Building the Library Starter Kit: Developing New Technologies For Instruction.” Reference Services Review. Fall/Winter, 1998 pp. 109-116.
3. Dewald, Nancy H. “Transporting Good Library Instruction into the Web Environment: An Analysis of Online Tutorials.” The Journal of Academic Librarianship. V. 25 no. 1 Jan., 1999 pp. 26-32.
4. _____. “Web-Based Library Instruction: What is Good Pedagogy.” Information Technology and Libraries. V. 18 no. 1 pp. 26-31.
1. Grassian and Kaplowitz – pp. 399-410
2. Dewald, Nancy. “Information Literacy at a Distance: Instructional Design Issues.” Journal of Academic Librarianship. V. 26 no. 1 January, 2000 pp. 33-44
3. Parise, Pierina. “Information Power Goes Online: Teaching Information Literacy to Distance Learners.” Reference Services Review. Fall/Winter, 1988
4. Illinois Online Network. (ION) Homepage. http://illinois.online.uillinois.edu/
5. ION. Online Learning – An Overview. http://illinois.online.uillinois.edu/IONresources/onlineLearning/index.asp
6. University of Rhode Island (URI). Distance Education @ University of Rhode Island.
http://www.uri.edu/prov/dised.html
7. University of Wisconsin – Extension. Distance Education Clearinghouse. http://www.uwex.edu/disted/home.html
8. ION. What Makes a Successful Online Student? http://illinois.online.uillinois.edu/IONresources/onlineLearning/StudentProfile.asp
9. URI. Distance Education For Students. http://www.uri.edu/prov/dised_students.html
ASSIGNMENTS: Term Project
Technology Presentation
THURSDAY,
MARCH 24, 2005
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
Gilton. Teaching About Information. –
HOW Do We Teach? – Preparing to Teach
SUPPLEMENTARY READINGS
v. 47 1976 pp.
96-99
ASSIGNMENTS: Technology Presentation and
One-Shot Lecture
THURSDAY,
MARCH 31, 2005
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. 365-410
1. Glogoff, Stuart. “Library Instruction in the Electronic Library: The University of Arizona’s Electronic Library Education Center. Reference Services Review. V. 23 no. 2 Summer, 1995 pp. 7-12, 39-40.
2. Kapoun, Jim. “Teaching Undergrads WEB Evaluation: A Guide for Library Instruction.” College and Research Libraries News. July/August, 1998 pp. 522-523.
3. Bennard, Deborah F. and Yolanda Hollingworth. “Teaching Web-Based Full Text Databases: New Concepts from New Technology.” Reference and User Services Quarterly. V. 39 no. 1 Fall, 1999
pp. 63-70.
4. 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
5. U. of Toronto. Centre for Academic Technology. Resource Centre for Academic Technology. . http://www.utoronto.ca/cat/services/courseware_support/index.html
ASSIGNMENTS: One-Shot Lecture
Term Assignments
THURSDAY, APRIL 7, 2005
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.
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.
ASSIGNMENTS: One-shot lecture
Term project
THURSDAY, APRIL 14, 2005
Student Presentations (One-Shot Lectures)
ASSIGNMENT: Term project
THURSDAY, APRIL 21, 2005
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. Smith, Rise L. Philosophical Shift: Teach the Faculty to Teach Information Literacy. http://www.ala.org/Content/ContentGroups/ACRL1/Nashville_1997_Papers/Smith.htm
2. Isbell, Dennis. “Teaching Writing and Research as Inseparable: A Faculty-Librarian Teaching Team.” Reference Services Review. V. 23 no. 4 1995
3. 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.
4. 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.
5. Christensen, B. “Warp, Weft and Waffle: Weaving Information Literacy into an Undergraduate Music Curriculum.” Notes. V. 60 no. 3 March, 2004 pp. 616-631.
6. 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 28, 2005
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. 337-363, 413-421
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.