Information Literacy and Learning
Spring 2018 Syllabus
Office Hours: by appointment; email; and phone/text (see Canvas course for details)
NOTE: INFO 254-01 will be using a Monday to Sunday week, with Week officially beginning on Monday, Jan 29th.
Canvas Login and Tutorials
Canvas Information: Courses will be available beginning January 24th, 6 am PDT unless you are taking an intensive or a one-unit or two-unit class that starts on a different day. In that case, the class will open on the first day that the class meets.
You will be enrolled in the Canvas site automatically.
NOTE: INFO 254-01 will be using a Monday to Sunday week, with Week 1 officially beginning on Monday, Jan 29th.
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 synchronous and asynchronous settings.
- Screencast & 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 two-part assignment, you will have the opportunity to design and create your own brief screencast (less than five minutes) using the freely-downloadable Jing for your chosen audience. Secondly, you will write a short reflection commenting on your pedagogical choices vis-à-vis the course material. You will produce two of these tutorials over the course of the semester. Please see the Screencast assignment sheet in Canvas for detailed information and a grading rubric. (Supports CLO #2, CLO #3, CLO #4; Program Learning Outcome/Core Competency K) (20% of final grade)
- Online Research Guide and Reflection: Research guides such as LibGuides are being used by every type of library in the world. These subject-specific pages provide curated lists of links, video tutorials, FAQs, and instructions that instruct patrons in their research and use of library resources. For this assignment, you will have the opportunity to design and create an online research guide and then compose a thoughtful reflection that shows your application of the course material to the design of your guide. (Note: You will be developing this guide using Google Sites along with the Library Research Guide Template which is very similar to the LibGuides template. The editor is user-friendly and is similar to editing content in Microsoft Word). Please see the Online Research Guide assignment sheet in Canvas for more detailed information. (Supports CLO #2, CLO #3, CLO #4; Program Learning Outcome/Core Competency K) (20% of final grade)
- Information Literacy Assessment Instrument: The assessment of information literacy skills is a moving target for librarians as we have yet to find the best way to measure them. However, tools can be developed that align with Information Literacy Standards in order to gauge a user's ability to navigate information. You will be reviewing some best practices for assessment and then create an online assessment tool using Google Forms. You will write a short reflection about the challenges of information literacy assessment, and provide justifications for how the items on your instrument align with information literacy standards. Please see the Information Literacy Assessment Instrument assignment sheet in Canvas for more details. (Supports CLO #1, CLO #5; Program Learning Outcome/Core Competency K) (20% of total grade)
- Instruction Session [Tutorial or Lecture): You will synthesize the learning theories, teaching methods, and information literacy concepts studied throughout the term by preparing and teaching a 3-part online, instructional session using Jing or similar screen capture software. You will submit a link to your videos and a short reflection via Canvas. Please see the instruction session assignment sheet and rubric in Canvas for important details. (Supports CLO #3, CLO #4, CLO #6; Program Learning Outcome/Core Competency K & N) (25% of total grade)
Weekly Online Discussions: The online discussions are a critical piece of our work in this course. Discussions will be structured. Thoughtful participation is expected. Each week you will craft one substantive, thoughtful main post and at least one response to a classmate, more are encouraged. Please see the online discussion expectations sheet and rubric in Canvas for important details. (Supports CLO #1, CLO #2, CLO #5; Program Learning Outcome/Core Competency K & N) (15% of total grade)
This schedule is subject to change with advance notice. If there is a discrepancy between the schedule on this syllabus and the schedule on the Canvas page, please rely on the Canvas version and alert me to the issue.
|Date||Concept & Relevant Course Learning Outcomes (CLOs) 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 Canvas)|
WEEK 1 Begins on Monday, January 28, 2018
Lesson #1 (CLO #1; Program Learning Outcome/Core Competency K)
|Week 16||End of the semester||
Mode of Instructions
This course will be asynchronous, except for the student instruction session presentations at the end of the term.
Late Assignments Policy
Life happens. If circumstances require you to seek an extension, please do so with as much advance notice as possible and we can discuss. No extensions will be granted for discussion posts, however.
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 Learning Outcomes
Upon successful completion of the course, students will be able to:
- Understand the history and current trends of information literacy instruction, including the development and application of published standards, such those published by ACRL or AASL.
- Explain and apply major learning theories to instructional design and teaching.
- Structure instructional materials that meet the needs of diverse learners.
- Design and produce instructional materials that give learners clear, well-organized content that can be applied in a variety of settings.
- Evaluate information literacy instruction in light of established learning theory and the current information literacy literature.
- Design and teach effective information literacy lessons in both synchronous and asynchronous environments.
Core Competencies (Program Learning Outcomes)
INFO 254 supports the following core competencies:
- K Design instructional programs based on learning principles and theories.
- N Evaluate programs and services using measurable criteria.
No Textbooks For This Course.
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 or undergraduate (for BS-ISDA);
For core courses in the MLIS program (not MARA, Informatics, BS-ISDA) — 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 if you wish to stay in the program. 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.
Graduate Students are advised that it is their responsibility to maintain a 3.0 Grade Point Average (GPA). Undergraduates must maintain a 2.0 Grade Point Average (GPA).
Per University Policy S16-9, university-wide policy information relevant to all courses, such as academic integrity, accommodations, etc. will be available on Office of Graduate and Undergraduate Programs' Syllabus Information web page at: https://www.sjsu.edu/curriculum/courses/syllabus-info.php. Make sure to visit this page, review and be familiar with these university policies and resources.
In order to request an accommodation in a class please contact the Accessible Education Center and register via the MyAEC portal.
Download Adobe Acrobat Reader to access PDF files.
More accessibility resources.