LIBR 250-02
Design and Implementation of Instructional Strategies for Information Professionals
Spring 2011 Greensheet

Dr. Debra Wallace
Cellphone: 617-447-5482
Office Hours: Phone appointments can be arranged via email. 

Greensheet Links
Textbooks and Readings
Course Requirements
iSchool eBookstore

D2L Information: This course will be offered via SLIS's new learning management system, Desire 2 Learn (D2L). Students will be automatically enrolled, but must be familiar with the system's functionality within Week 1 of the course.

Course Description

The library as an integral part of teaching, learning, and training in different settings. Emphasis on collaborative design between librarians and teachers/professors that includes planning, teaching, and assessment of learning activities using the library's resources and technology.

This course seeks to build strategic capabilities (individual and organizational) so that academic librarians can fully engage in the teaching and learning process, bringing their distinctive capabilities as information professionals to the design, implementation, and assessment of formal and informal learning experiences.

Please note that this course is not about creating standalone library instruction. Rather, it focuses on integrating librarians and information resources into learning environments to enhance student performance and support faculty in effective teaching.

Course Prerequisites: LIBR 200 required.

Course Objectives

Student Learning Outcomes
Upon completing this course, a student should be able to:

  • Define the role information plays in learning (ability to demonstrate knowledge)
  • Identify the current educational theories and approaches to practice based on foundations of curriculum and accountability, the role of collaborative planning, the principles of information literacy and other literacies related to finding, using, and communicating information in teaching and learning (ability to demonstrate knowledge)
  • Demonstrate the use of technology tools needed to work and teach collaboratively both onsite and at a distance (ability to apply knowledge)
  • Design a framework that guides practice for information professionals to integrate information (i.e., content) and information research skill development (i.e., information literacy) in formal learning situations (ability to synthesize)
  • Construct a service offering that leverages information resources and information professionals in a course or curriculum development process (ability to synthesize, apply knowledge and evaluate).

LIBR 250 supports the following MLIS Core Competencies:

  • I.  Use service concepts, principles, and techniques that facilitate information access, relevance, and accuracy for individuals or groups of users.
  • K.  Design training programs based on appropriate learning principles and theories
  • M.  Demonstrate oral and written communication skills necessary for group work collaborations and professional level presentations.

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

  • D. Apply the fundamental principles of planning, management and marketing/advocacy

Throughout the course, students will engage in a variety of assignments that may support additional core competencies. These assignments provide students with the opportunity to use different writing styles that are required in a work setting.

Course Requirements

Course Format
This course will be taught totally online via D2L. The learning community approach seeks to engage students in small group and general course discussions as well as personal reflection and team projects. As such, the course design, while delivered asynchronously (i.e., there will be no synchronous requirement), does not support self-paced, independent study.

Primary Requirements
To successfully engage in the course, students will:

Each assignment, the corresponding grading rubric, and sign-up instructions are outlined in detail in D2L's Content Area. Please carefully review the requirements, expectations, and comments. If any points are unclear, ensure that you ask for clarification in the General Course Discussion Area. The assignments, including course participation (see additional information below), total 100 points.

Introduction/Profile  5 Due Jan. 31/11
Assignment #1 - Reflection  5 Due Feb. 14/11
Assignment #2 - Program Overview 10 Due Mar. 7/11
Assignment #3 - Discussion Synthesis 10 Student Sign up

Class Participation

(6 grading weeks; mandatory and optional choices)

30 Weekly choices

Final Project - Concept Statement, Presentation & Discussion

Final Project - Paper, Reflection, Team Scores


May 9/10

May 16/10

SOTES  2 May 17/10

Course participation will be evaluated on the basis of both quality and frequency of contribution. With regard to quality, good contributions have some of the following characteristics:

  • sound, rigorous, and insightful analysis
  • analysis that thoughtfully and responsibly challenge conventional reasoning and provide useful new ways of framing problems and ideas
  • realistic and effective action recommendations
  • challenges to the obvious that no one else is willing to ask, but will open up productive paths of enquiry
  • contructive critiques of others' contributions based on evidence and/or experience
  • clarity and effectiveness of presentation
  • impact on students' learning and instructors' or guests' thinking.

Regarding frequency, it's not the total number (quantity) of contributions, rather the engagement throughout the discussion, including:

  • consistent contribution to multiple threads of discussion
  • comments that continue to explore ideas presented, move the discussion forward, not just reiterate points already made
  • comments that link or provide a synthesis of ideas presented in other posts.

Assignment Format Requirements
Use the following header on the top left-hand side of each page:

  • LIBR250-02_LastName_AssignmentName_Spring2011
  • Your first and last name
  • Date of submission

Insert pagination in the upper right hand corner (see APA).


John Smith

Feb. 14, 2011

Please use the first line of the assignment header for the file name when submitting assignments in the D2L Drop Box.  Example: LIBR250-02_Smith_Reflection_Spring2011.

Writing formats/styles (e.g., essay, synthesis, presentation, report) will vary by assignment, so please ensure that you carefully review each assignment outline. Unless otherwise noted, you DO NOT need to include a formal title page/coversheet on each assignment submission.

Assignment Due Dates
Assignments must be submitted before 9:00 pm PT on the date due. Plan ahead because D2L will experience scheduled and unscheduled downtime. Assignments submitted after the due date will receive a 25% grade penalty. Assignments more than one day late will not be accepted. If your life circumstances require an extension, please send me an email outlining the reason at least 48 hours before the assignment is due. No extensions will be granted for discussion posts. Assignment Due Dates are subject to change with fair notice.

Textbooks and Readings

Required Textbooks:

  • Garrison, D. R., & Anderson, T. (2003). E-learning in the twenty-first century: A framework for research and practice. Routledge Falmer. Available through Amazon: 0415263468. arrow gif indicating link outside sjsu domain
  • Tyler, R. W. (1969). Basic Principles of Curriculum and Instruction. The University of Chicago Press. Available through Amazon: 0226820319. arrow gif indicating link outside sjsu domain

Recommended Textbooks:

  • Fry, H., Ketteridge, S. & Marshall, S. (2009). Handbook for teaching and learning in higher education: Enhancing academic practice. Routledge Falmer. Available through Amazon: 0415434645. 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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