Design and Implementation of Instructional Strategies for Information Professionals
Dr. David Loertscher
Office Hours: E-mail is the best way to make an appointment. Consultations are best when classes meet in either north or south. You may also call the professor.
Students must self-enroll in Blackboard for this course. The instructor will send the access code via MySJSU.
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.
Upon completion of this course, the student will have:
- Build an understanding of educational theory and practice, the foundations of curriculum and accountability, the role of collaborative planning, the principles of information literacy, information and communication technologies (ICT) literacy, and other literacies vital to the finding, use, and communicating of information in teaching and learning.
- Built a strong understanding of current educational theory and practice, the foundations of curriculum and accountability, the role of collaborative planning, and the principles of information literacy.
- Become adept at planning, executing, and evaluating units of instruction as a partner with a teacher or professor in an academic setting K-20 or in any organization doing training.
- Become adept at integrating information literacy into instructional sequences or using information literacy models as the design structure of inquiry-based (constructivist) education.
- Built technology tool skills needed to work and teach collaboratively both locally and at a distance.
- Built a strong component of the mission of the School of Library and Information Science: In support of the San Jose State University Mission, the School of Library and Information Science educates professionals to address the information needs of their community, the nature of information and its uses and its supporting technologies through teaching, research, service, and leadership. LIBR 250 is at the core of this mission as it seeks to make librarians activists in the teaching and learning process, beyond the mere storage and provision of information.
LIBR 250 supports the following SLIS Core Competencies:
- design training programs based on appropriate learning principles and theories;
- demonstrate oral and written communications skills necessary for group work, collaborations and professional level presentations.
Be sure you are on SLISADMIN so you can get all official messages from the School. Here are the directions:
We use an electronic list to keep you informated about important school information. All students are required to be on the list it is called slisadmin. To join:
- Go into your email program and in the To: box enter http://witloof.sjsu.edu/comps/lists.htm
This class will use Elluminate as its major technology during the semester. Be sure tht you are prepared to be online the first class session by taking practice classes on the SJSU/SLIS website.
See the schdule for this classes on SJSU/SLIS. It meets on Monday evenings via Elluminate. Links to the class will be posted on the class website at http://davidvl.org
The professor is best reached through e-mail. You may also call the professor at home at 801-532-1165 or 801-755-1122 mobile.
Students will be responsible to create assessment strategies for the course with the help of the professor. Preliminary notion of assessment; the final points are logged on the Assignment Manager in Blackboard.
Points for online class:
|Engaging Problem #1 (reading)||50|
|Engaging Problem #2 (5 transformations)||50|
|Engaging Problem #3 (do it!)||30|
|Participation -Elluminate interation projects during class â€“ Per class on elluminate or in person more||10|
|Interviews;Reading plan; wikis (each 10)||30|
|Group information literacy model; personal model||5|
We will also be on a number of web2.0 applications during the term and experiments in this direction will result in additional points being added for varying assignments. These will become clear as the class does various planning sessions.
Class participation in both sections is vital because of the constructivist nature of the class.
Textbooks and Readings
- American Association of School Librarians (1998). Information Literacy Standards for Student Learning. Chicago: American Library Association. Available through Amazon: 0838934714.
- Loertscher, D. V., Koechlin, C., & Zwaan, S. (2007). Beyond Bird Units. Salt Lake City, UT: Hi Willow Research and publishing. Available through Amazon: 1933170379.
- Armstrong, T., & Brannen, J. (2002). You're Smarter Than You Think: A Kid's Guide to Multiple Intelligences. Minneapolis, MN: Free Spirit Publishing. Available through Amazon: 1575421135.
- Koechlin, C., & Zwaan, S. (2005). Build Your Own Information Literate School (2nd ed.). Westport, CT: Libraries Unlimited. Available through Amazon: 0931510899.
- Loertscher, D. V., & Woolls, B. (2001). Information Literacy: A Review of the Research: A Guide for Practitioners and Researchers (2nd. ed.). Salt Lake City, UT: Salt Lake City, UT: Hi Willow Research and publishing. Available through Amazon: 0931510805.
- Loertscher, D. V., & Todd, R. J. (2005). We Boost Achievement!: Evidence Based Practice For School Library Media Specialists. Westport, CT: Libraries Unlimited. Available through Amazon: 0931510937.
- Loertscher, D. V. (2005). Ban Those Bird Units! 15 Models for Teaching and Learning in Information–rich and Technology–rich Environments. Westport, CT: Libraries Unlimited. Available through Amazon: 1933170115.
- Rose, C., & Nicholl, M. J. (1997). Accelerated Learning for the 21st Century: The Six–Step Plan to Unlock Your Master–Mind. New York: Dell Publishing. Available through Amazon: 0440507790.
- Wiggins, G., & McTigue, J. (2005). Understanding by Design (Expanded 2nd Edition). Englewood Cliffs, NJ: Prentice Hall. Available through Amazon: 0131950843.
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|
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).
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 http://www.sjsu.edu/senate/docs/S90-5.pdf. More detailed information on a variety of related topics is available in the SJSU catalog at http://info.sjsu.edu/web-dbgen/catalog/departments/LIS.html. 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 http://info.sjsu.edu/static/catalog/policies.html. Add/drop deadlines can be found on the current academic year calendars document on the Academic Calendars webpage at http://www.sjsu.edu/provost/services/academic_calendars/. The Late Drop Policy is available at http://www.sjsu.edu/aars/policies/latedrops/policy/. 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 http://www.sjsu.edu/advising/.
Consent for Recording of Class and Public Sharing of Instructor Material
University Policy S12-7, http://www.sjsu.edu/senate/docs/S12-7.pdf, 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."
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 http://www.sjsu.edu/senate/docs/F15-7.pdf 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 http://www.sjsu.edu/studentconduct/.
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 http://www.sjsu.edu/president/docs/directives/PD_1997-03.pdf requires that students with disabilities requesting accommodations must register with the Accessible Education Center (AEC) at http://www.sjsu.edu/aec to establish a record of their disability.
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