LIBR 250-02
LIBR 250-11
Design and Implementation of Instructional Strategies for Information Professionals
Fall 2010 Greensheet

Diane Kovacs
Office hours: Via e-mail; Chat/Instant Messaging appointments can be arranged

Greensheet Links
Textbooks and Readings
Course Requirements
ANGEL Tutorials
iSchool eBookstore

Students need to self-enroll in this ANGEL course. An access code will be sent to all registered students via MySJSU. 

Course Description

Examination of concepts of instruction in the use of information technologies, information services, and sources. Includes investigation of learning theory and instructional design. Emphasis on application of theory through development of instruction and instructional resources in various media for use in a broad array of institutional environments.

Prerequisites: none

LIBR 250 seeks to make information professionals pro-active in the teaching and learning process, beyond the mere storage and provision of information.

Course Objectives

Student Learning Outcomes
The student should:

  • build an understanding of educational theories and practice, the foundations of curriculum and accountability, the role of collaborative planning, and the principles of information literacy;
  • become adept at strategies for planning, executing, and evaluating units of instruction;
  • become adept at integrating information literacy skills into instructional sequences;
  • understand how to use technological tools to build skills needed to work and teach collaboratively both on site and at a distance;
  • compare and contrast how teaching/learning environments and organizational settings are similar and different in practice.

LIBR 250 supports the following SLIS Core Competencies:

  • design training programs based on appropriate learning principles and theories; and
  • demonstrate oral and written communications skills necessary for group work, collaborations and professional level presentations.

In addition, this section supports the following SLIS Core Competencies:

  • compare the environments and organizational settings in which library and information professionals practice;
  • apply the fundamental principles of planning, management and marketing/advocacy;
  • demonstrate oral and written communication skills necessary for group work, collaborations and professional level presentations.

Course Requirements

Course Participation
Students are expected to participate throughout the entire session. Contribute on the Discussion Boards that are of interest to you. Explain why you agree or disagree with others by sharing meaningful thoughts, ideas, resources, etc.  (Do not just write: I agree.)  As new concepts evolve, re-label the subject lines so that “threads” of information are easy to follow.

It is important to express your own opinions while also being respectful; suggest constructive ideas for improvement while evaluating other students’ work; pose relevant questions; compare and contrast ideas; share and critique resources; communicate and collaborate!

Course Format
This course will be taught entirely online using ANGEL.

Primary Requirements
The primary course requirements are that students will:

Assignment Due Dates
(Dates are subject to change with fair notice.)
Assignments must be submitted before 11:59 pm Eastern Time (U.S.) on the date due. Plan ahead because ANGEL could malfunction at any time. ANGEL also has a downtime in the early morning. Assignments submitted after the due date will be subject to a points penalty at the teacher's discretion.

Full assignments details and instructions are on the ANGEL course page. Assignment points total 75 points. Course participation is worth a total of 25 points - participate in each discussion forum and read/listen to lectures in order to earn those points. (Due dates are in bold.)

  • Week 1. Entry Behavior and Learner Characteristics Survey. 5 points Due Sept. 5
  • Weeks 2 & 3 Learning Activity 1. Instructional Design: Step 1. Needs Analysis/Instructional Goals. 10 points Due Sept. 19
  • Weeks 4 & 5. Learning Activity 2 . Instructional Design: Step 2. Instructional Analysis (aka Task Analysis), Step 3. Entry Behavior and Learner Characteristics, and Step 4. Performance Objectives (aka Learning Objectives). 10 points Due Oct. 3
  • Weeks 6 & 7. Learning Activity 3. Instructional Design: Step 5. Instructional Strategy. 10 points Due Oct. 17
  • Weeks 8 & 9. Learning Activity 4. Instructional Design: Steps 6-7. Developing Instructional Materials and Formative Evaluation. 10 points Due Oct. 31
  • Weeks 10 & 11. Learning Activity 5. Evaluating Training/Instruction from both the Student and Teacher Viewpoints. 10 points Due Nov. 7
  • Weeks 12 & 13. Learning Activity 6. Evaluating and Choosing Instructional Tools and Materials. 10 points Due Nov. 28
  • Weeks 14 & 15. Learning Activity 7. Final Instructional Design Draft Plan. 10 points Due Dec. 9

Assignment Requirements
Requirements for all assignments:

  • Use the following class header on the top left-hand side of each page AND as the file name you use to save the assignment in before uploading to ANGEL:
    • LIBR 250-02_Firstname_Lastname_ Assignment name_Fall 2010
      Example: LIBR 250-02_Diane_Kovacs_Introduction_Fall 2010. Failure to do so will result in a grade penalty.
    • Also include in each assignment:
      • Name of the assignment
      • Your first and last name
      • Your email address
      • Date
      • Number pages in the upper right-hand corner (see APA)

Textbooks and Readings

Required Textbook:

  • Grassian, E. S. & Kaplowitz, J. R. (2009). Information Literacy Instruction: Theory and Practice (2nd ed.). Neal-Schuman. Available through Amazon: 1555706665. arrow gif indicating link outside sjsu domain

Recommended Textbook:

  • Grassian, E. S., & Kaplowitz, J. R. (2005). Learning to lead and manage information literacy instruction. Neal–Schuman. Available through Amazon: 1555705154. arrow gif indicating link outside sjsu domain

Grading Scale

The standard SJSU School of Information Grading Scale is utilized for all iSchool courses:

97 to 100 A
94 to 96 A minus
91 to 93 B plus
88 to 90 B
85 to 87 B minus
82 to 84 C plus
79 to 81 C
76 to 78 C minus
73 to 75 D plus
70 to 72 D
67 to 69 D minus
Below 67 F


In order to provide consistent guidelines for assessment for graduate level work in the School, these terms are applied to letter grades:

  • C represents Adequate work; a grade of "C" counts for credit for the course;
  • B represents Good work; a grade of "B" clearly meets the standards for graduate level work;
    For core courses in the MLIS program (not MARA) — INFO 200, INFO 202, INFO 204 — the iSchool requires that students earn a B in the course. If the grade is less than B (B- or lower) after the first attempt you will be placed on administrative probation.  You must repeat the class the following semester. If -on the second attempt- you do not pass the class with a grade of B or better (not B- but B) you will be disqualified.
  • A represents Exceptional work; a grade of "A" will be assigned for outstanding work only.

Students are advised that it is their responsibility to maintain a 3.0 Grade Point Average (GPA).

University Policies

General Expectations, Rights and Responsibilities of the Student

As members of the academic community, students accept both the rights and responsibilities incumbent upon all members of the institution. Students are encouraged to familiarize themselves with SJSU's policies and practices pertaining to the procedures to follow if and when questions or concerns about a class arises. See University Policy S90-5 at More detailed information on a variety of related topics is available in the SJSU catalog at In general, it is recommended that students begin by seeking clarification or discussing concerns with their instructor. If such conversation is not possible, or if it does not serve to address the issue, it is recommended that the student contact the Department Chair as a next step.

Dropping and Adding

Students are responsible for understanding the policies and procedures about add/drop, grade forgiveness, etc. Refer to the current semester's Catalog Policies section at Add/drop deadlines can be found on the current academic year calendars document on the Academic Calendars webpage at The Late Drop Policy is available at Students should be aware of the current deadlines and penalties for dropping classes.

Information about the latest changes and news is available at the Advising Hub at

Consent for Recording of Class and Public Sharing of Instructor Material

University Policy S12-7,, requires students to obtain instructor's permission to record the course and the following items to be included in the syllabus:

  • "Common courtesy and professional behavior dictate that you notify someone when you are recording him/her. You must obtain the instructor's permission to make audio or video recordings in this class. Such permission allows the recordings to be used for your private, study purposes only. The recordings are the intellectual property of the instructor; you have not been given any rights to reproduce or distribute the material."
    • It is suggested that the syllabus include the instructor's process for granting permission, whether in writing or orally and whether for the whole semester or on a class by class basis.
    • In classes where active participation of students or guests may be on the recording, permission of those students or guests should be obtained as well.
  • "Course material developed by the instructor is the intellectual property of the instructor and cannot be shared publicly without his/her approval. You may not publicly share or upload instructor generated material for this course such as exam questions, lecture notes, or homework solutions without instructor consent."

Academic integrity

Your commitment, as a student, to learning is evidenced by your enrollment at San Jose State University. The University Academic Integrity Policy F15-7 at requires you to be honest in all your academic course work. Faculty members are required to report all infractions to the office of Student Conduct and Ethical Development. The Student Conduct and Ethical Development website is available at

Campus Policy in Compliance with the American Disabilities Act

If you need course adaptations or accommodations because of a disability, or if you need to make special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible, or see me during office hours. Presidential Directive 97-03 at requires that students with disabilities requesting accommodations must register with the Accessible Education Center (AEC) at to establish a record of their disability.

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