LIBR 250-03
LIBR 250-13
Design and Implementation of Instructional Strategies for Information Professionals
Fall 2013 Greensheet

Mary Ann Harlan
Other contact information: The best way to contact me is via e-mail. This will allow me to arrange additional meeting time as necessary via the most appropriate medium: phone, BB IM, or Blackboard Collaborate
Office Hours: Blackboard IM or arrange a meeting time via e-mail. Collaborate office hours will be held throughout the semester as necessary. 

Greensheet Links
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D2L Information: This course will be available beginning Aug 28th. You will be enrolled into the site automatically. I will send more information about course access as we approach this date through MySJSU.

Course Description

This course seeks to provide individuals the tools to design and provide instruction with an emphasis on online tools and environments. The course explores learning and instructional theory, information literacy as the content of library instruction, as well as best practices of online instructional design.

Course Requirements


  • Reflective Writing, and Commenting Group (Supports SLO #1, #2, #7; Competency M): This is an ongoing assignment throughout the semester.  It is important to participate and collaborate.  
    • Posts are individual but you are asked to respond to groupmates posts, this is a small group approach
  • Introduction: Map and explantion of a learning experience (Supports SLO #4).  
    • This is an individual assignment
  • Standards Task Analysis (Supports SLO #2, #4; Competency K, J) 
    • This is a partner assignment
  • Develop a Rubric (Supports SLO #4; Competency M, K) 
    • This is an individual assignment
  • Evaluation Teaching Tools (Supports SLO #3; Competency M) 
    • This is a small group assignment
  • Lesson Plan (Supports SLO #5, #6; Competency K, J). 
    • This is an individual assignment
  • Lesson Plan Implementation and Reflection (Supports SLO #1, #5, #6; Competency K, J)
    • This is primarily an individual assignment, but requires some partner work
  • Personal Teaching Philosophy (Supports SLO #1)
    • This is an individual assignment
  • Weekly Readings
  • Unit Lectures

Course Calendar

Unit 1: Who are we teaching? 

  • Introduction Post to Course - Due Aug 30th
  • Introduction: Map and explantion of a learning experience - Due Sept 4th
  • Discussion Post and Response to Reading and Course Lectures - Due Sept 18th

Unit 2: What are we teaching?

  • Discussion Post and Response to Course Reading and Lectures  - Due Oct 2nd
  • Standards Task Analysis   - Due Oct 9th

Unit 3: How do we teach?

  • Discussion Post and Response to Course Reading and Lectures  - Due Oct 16
  •  Develop a Rubric  - Due Oct 23rd
  • Evaluation Teaching Tools  - Due Nov 6
  • Discussion Post and Response to Course Reading and Lectures  - Due Nov 13
  • Lesson Plan (20 points) - Due Nov 20th
  • Lesson Plan Implementation and Reflection   - Due Dec 4th
  • Personal Teaching Philosopy  - Due Dec 9th

Course Grading
This course is highly collaborative and your classmates rely on you. Please submit work on time. Late work may be subject to a 10%/day penalty. After one week work may not be graded and will be assigned a grade of 0.

  • Reflective Writing Group - 45 points
  • Introduction - Learning Map - 10 points
  • Standards Task Analysis - 25 points
  • Evaluation Teaching Tools - 15 points
  • Lesson Plan - 20 points
  • Lesson Implementation and Reflection - 20 points
  • Personal Teaching Philosophy - 10 points

Additional readings may be assigned throughout the semester.

Course Workload Expectations

Success in this course is based on the expectation that students will spend, for each unit of credit, a minimum of forty-five hours over the length of the course (normally 3 hours per unit per week with 1 of the hours used for lecture) for instruction or preparation/studying or course related activities including but not limited to internships, labs, clinical practica. Other course structures will have equivalent workload expectations as described in the syllabus.

Instructional time may include but is not limited to:
Working on posted modules or lessons prepared by the instructor; discussion forum interactions with the instructor and/or other students; making presentations and getting feedback from the instructor; attending office hours or other synchronous sessions with the instructor.

Student time outside of class:
In any seven-day period, a student is expected to be academically engaged through submitting an academic assignment; taking an exam or an interactive tutorial, or computer-assisted instruction; building websites, blogs, databases, social media presentations; attending a study group;contributing to an academic online discussion; writing papers; reading articles; conducting research; engaging in small group work.

Course Prerequisites

LIBR 200

Student Learning Outcomes

Upon successful completion of the course, students will be able to:

  1. Demonstrate an understanding of current learning and instructional theory.
  2. Demonstrate familiarity with information literacy standards and models.
  3. Evaluate tools for teaching and learning in face-to-face and online environments.
  4. Conduct a learner needs assessment.
  5. Plan, execute, and evaluate a unit of instruction.
  6. Integrate information literacy skills into instructional units.
  7. Describe the importance of communication and collaboration with key constituents in the instructional design and delivery processes.

Core Competencies (Program Learning Outcomes)

LIBR 250 supports the following core competencies:

  1. J Describe the fundamental concepts of information-seeking behaviors.
  2. K Design instructional programs based on learning principles and theories.
  3. M Demonstrate oral and written communication skills necessary for professional collaboration and presentations.
  4. N Evaluate programs and services based on measurable criteria.


Required Textbooks:

  • Bransford, J., Brown, A., & Cocking, R. (Eds.). (2000). How people learn: Brain, mind, experience, and school. National Academy Press. Available as free download and audiobook: arrow gif indicating link outside sjsu domain
  • Garrison, D. R. (2011). E-learning in the 21st century: A framework for research and practice. Routledge Falmer. Available through Amazon: 0415885833 arrow gif indicating link outside sjsu domain
  • Wiggins, G., & McTigue, J. (2005). Understanding by Design (Expanded 2nd Edition). Prentice Hall. Available through Amazon: 0131950843. 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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