LIBR 287-12
LIBR 287-13
Seminar in Information Science
Topic: Information Literacy 
Spring 2014 Greensheet

Michelle Holschuh Simmons, Ph.D.
E-mail
Office Hours: virtually via weekly Collaborate sessions (see D2L for schedule), by e-mail, by BbIM, and by phone
Phone: (336) 854-3034; call as needed (please keep in mind that I am on Eastern Time)


Greensheet Links
Textbooks
SLOs
Competencies 
Prerequisites
Resources
D2L
iSchool eBookstore
 

The class' D2L/Canvas site will automatically open on Thursday, January 23. Please log in no later than Saturday, January 25. NOTE: Section 12 will be conducted in D2L, and Section 13 will be conducted in Canvas.

Course Description

This course provides theory and practice for teaching information literacy in an LIS setting. The course emphasizes learning theory as well as the practical aspects of teaching. Students learn methods and tools for teaching in both synchoronous and asychronous settings.

Course Requirements

  • Screencast and Reflection: Librarians and information professionals design, create, and post online tutorials/screencasts that explain how to use specific research tools (such as the OPAC or a database). For this assignment, you will have the opportunity to design and create your own brief screencast (less than five minutes) using the freely-downloadable Jing or a similar product for your chosen audience. Secondly, you will write a reflection commenting on your pedagogical choices vis-à-vis the course material. Please see the Screencast assignment sheet in D2L/Canvas for detailed information and a grading rubric. (Supports SLO #2, SLO #3, SLO #4; Program Learning Outcome/Core Competency K)  (20% of final grade)
  • Guide on the Side Tutorial and Reflection: Library and information professionals are always seeking innovative ways to provide instruction to their users. Additionally, it is very common for colleagues to collaborate in the development of tutorials. For this assignment, you will have the opportunity to design and create a Guide on the Side tutorial with a partner, and then compose a thoughtful reflection that shows your application of the course material to the design of your tutorial. (Note: Guide on the Side is an open source tool for creating online tutorials. It was developed by the librarians at the University of Arizona, and we in SLIS have it installed on our servers, so I will be providing each of you with an account.) Please see the Guide on the Side assignment sheet in D2L/Canvas for more detailed information. (Supports SLO #2, SLO #3, SLO #4; Program Learning Outcome/Core Competency K) (20% of final grade)
  • Instruction Observation Report and Analysis: We learn to teach through a variety of ways, and one way is to observe other teachers and reflect on effective and ineffective teaching strategies that we have observed. For this assignment, you will have the opportunity to observe a library instruction session with a practicing instruction librarian. After the observation, you will submit a report in which you will summarize your experience, reflect on the ways that the session was effective or ineffective, and make connections to the course material. Please see the Instruction Observation Report and Analysis assignment sheet in D2L/Canvas for more detailed information. (Supports SLO #1, SLO #5; Program Learning Outcome/Core Competency N) (20% of total grade)
  • Instruction Session with Lesson Plan, Visual (handout, PowerPoint, or some other instructional aide), Reflection, and Feedback to classmates: You will have the opportunity to synthesize the learning theories, teaching methods, and information literacy concepts that we will learn throughout the term by preparing and teaching an instruction session of approximately 20 minutes via Collaborate. Please see the instruction session assignment sheet in D2L/Canvas for more detailed information. (Supports SLO #3, SLO #4, SLO #6; Program Learning Outcome/Core Competency K & N) (25% of total grade)
  • Weekly Online Discussions: Because this class is mostly asynchronous, the online discussions are an integral part of this course. These will be structured, and participation is mandatory. For each week’s class material, one substantive, thoughtful initial post (a few hundred words) and one response to another person's posts (around 150 words each) are required. Please see the online discussion expectations sheet in D2L/Canvas for detailed information. (Supports SLO #1, SLO #2, SLO #5; Program Learning Outcome/Core Competency K & N) (15% of total grade)

Course Schedule

Note: This schedule is subject to change with fair notice to students. If there is a discrepancy between the schedule on this greensheet and the schedule distributed within D2L/Canvas, the one in D2L/Canvas takes precedence.

Date Concept & Relevant Student Learning Outcomes (SLOs) and Core Competencies Readings to be completed and assignments due (Note: links to all of the readings can be found on the References document in D2L/Canvas)
Week 1
  • Course opens
  • Introductions via D2L/Canvas
  • Explore D2L/Canvas course site
  • Watch introductory screencasts
  • Review course materials
  • Set up Google account for GoogleMap and GoogleDoc
  • Post introduction of yourself in introductions discussion forum (see directions in D2L/Canvas discussion forum), and respond to others' introductions. Note: if you want to complete two tasks simultaneously, you could create your introduciton as a screencast, which would then be both your introduction to yourself and your practice screencast.
  • Test technology to be sure everything is working for the course
Week 2 Lesson #1 (SLO #1; Program Learning Outcome/Core Competency K)
  • Definitions of information literacy
  • History of information literacy
  • Published standards
  • Post response to readings (see discussion forum for prompts) and one response to a classmate's post.
  • Practice screencast due. It can be introduction if you would like! See Screencast assignment sheet for details
Week 3 Lesson #2 (SLO #2,4,6; Program Learning Outcome/Core Competency K)
  • Technology
  • Online instruction (screencasts and online tutorials)
  • Post response to readings (see discussion forum for prompts) and one response to a classmate's post.
Week 4 Lesson #3 (SLO #2,3,4; Program Learning Outcome/Core Competency K)
  • Learning theory
  • Post response to readings (see discussion forum for prompts) and one response to a classmate's post.
Week 5 Lesson #4 (SLO #2,3,4; Program Learning Outcome/Core Competency K)
  • Teaching methods
  • Instructional design
  • Post response to readings (see discussion forum for prompts) and one response to a classmate's post.
  • Screencast and reflection due
  • Find partner for the Guide on the Side assignment and post your name with your partner's name on the bottom of the Guide on the Side partners GoogleDoc page
Week 6 Lesson #5 (SLO #2,3,4; Program Learning Outcome/Core Competency K)
  • Information search process
  • Flipped classroom
  • Post response to readings (see discussion forum for prompts) and one response to a classmate's post.
Week 7 Lesson #6 (SLO #2,3,4; Program Learning Outcome/Core Competency K)
  • Collaborative relationships
  • Course integrated instruction
  • Discipline-focused instruction
  • Post response to readings (see discussion forum for prompts) and one response to a classmate's post.
  • Guide on the Side Tutorial and Reflection due (with partner).
Week 8 Lesson #7 (SLO #2,3,4 Program Learning Outcome/Core Competency K)
  • Stand-alone courses
  • Post response to readings (see discussion forum for prompts) and one response to a classmate's post.
Week 9 Lesson #8 (SLO #2,3,4 Program Learning Outcome/Core Competency K)
  • Info lit in public libraries
  • Post response to readings (see discussion forum for prompts) and one response to a classmate's post.
Week 10 Lesson #9 (SLO #2,3,4 Program Learning Outcome/Core Competency K)
  • Teacher identity
  • Post response to readings (see discussion forum for prompts) and one response to a classmate's post.
  • Instruction observation report and analysis due.
Week 11 Lesson #10 (SLO #5; Program Learning Outcome/Core Competency N)
  • Assessment
  • Program development and management
  • Future of information literacy instruction
  • Post response to readings (see discussion forum for prompts) and one response to a classmate's post.
Week 12 Lesson #11 (SLO #1,2,3,4,5,6; Program Learning Outcome/Core Competency K & N)
  • First job
  • Lessons learned
  • Post response to readings (see discussion forum for prompts) and one response to a classmate's post.
Week 13 Guest speaker (SLO #1,5; Program Learning Outcome/Core Competency N)
  • If you are unable to attend the synchronous session, please view the recording at your convenience.
Weeks 14-15 Teaching sessions via Collaborate

(SLO #1,2,3,4,5,6; Program Learning Outcome/Core Competency K & N)
  • Instruction sessions due (see assignment sheet for deadlines for each component)
Week 16 End of the semester
  • Final day to submit course assignments.

Mode of instruction

This course will be asynchronous, except for the student instruction session presentations at the end of the term.

Students are required to be active participants in synchronous Collaborate sessions on two of the following dates:

  • Thursday, 5/1 from 7-9:15 PM PT
  • Friday, 5/2 from 7-9:15 PM PT
  • Saturday, 5/3 from 7-9:15 AM PT
  • Sunday, 5/4 from 7-9:15 PM PT
  • Monday, 5/5 from 7-9:15 PM PT
  • Tuesday, 5/6 from 7-9:15 PM PT
  • Wednesday, 5/7 from 7-9:15 PM PT
  • Thursday, 5/8 from 7-9:15 PM PT
  • Friday, 5/9 from 7-9:15 PM PT
  • Saturday, 5/10 from 7-9:15 AM PT

Please note that these dates are for students from section 12 and section 13; students are welcome to select the two dates that work best among all of these options offered to students in both classes.

Please note that if we have fewer than 30 students enrolled, we will cancel one or more of the sessions listed above.

We will use D2L/Canvas for online discussions, for the submission of assignments, and for accessing readings and course materials. Attendance at the asynchronous office hour in Collaborate is optional; the office hour is intended for me to answer students’ questions, for students to get to know me and each other, and for students who would prefer to interact in a synchronous environment. If students ask questions during the office hour from which I believe the rest of the class will benefit, I will post the question and my response to our D2L/Canvas site.

Late Assignments Policy
There will be a late penalty for assignments turned in after the due date without prior approval. If your life circumstances require you to seek an extension, please do so at least several days before the assignment is due. No extensions will be granted for discussion posts or for the instruction session (including all accompanying materials).

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 200Other prerequisites may be added depending on content. 

Student Learning Outcomes

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

  1. Develop conceptual and practical strategies for presenting information on a mobile device.
  2. Explain the elements of a good user experience.
  3. Describe user research techniques and a design and innovation methodology.
  4. Articulate the relationship between design thinking, user experience, and innovation.
  5. Analyze library websites with user research techniques.
  6. Evaluate a library website and identify good aspects and areas that could be improved.
  7. Describe how libraries can improve their physical touchpoints with user research techniques.
  8. Apply design thinking skills to identify opportunities for libraries.
  9. Identify nontraditional user-centered library programs or services and use them to explain opportunity for the future of libraries.
  10. Describe the web service model and be able to access and retrieve information from a 3rd party service.
  11. Design interfaces to display web service content on a variety of mobile devices through responsive web design.
  12. Examine programming and markup languages used for web application development.
  13. Navigate an IDE (integrated development environment) for web application development.
  14. Describe the model-view-controller (MVC) programming model.

Core Competencies (Program Learning Outcomes)

LIBR 287 supports the following core competencies:

  1. E Design, query and evaluate information retrieval systems.
  2. H Demonstrate proficiency in identifying, using, and evaluating current and emerging information and communication technologies.
  3. J Describe the fundamental concepts of information-seeking behaviors.
  4. N Evaluate programs and services based on measurable criteria.

Textbooks

No Textbooks For This Course.

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 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."

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 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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