INFO 254-10
INFO 254-11
Information Literacy and Learning
Spring 2018 Syllabus

Shelly C. Buchanan
SJSU Email preferred (personal email: shellycbuchanan@gmail.com) 
Zoom Office Hours: TBA and by appointment
Other contacts: email; phone/text


Syllabus Links
Textbooks
CLOs
Competencies
Prerequisites
Resources
Canvas Login and Tutorials
iSchool eBookstore
 

Canvas Information: Courses will be available beginning January 24, 6 am PT 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.

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 synchronous and asynchronous settings.

Course Requirements

  • Screencast & Reflection: Screencast tutorials are an excellent way to demonstrate ways of accessing and using online tools and materials.  In this assignment, you will design and create your own brief screencast using Jing, screencastomatic, or a similar product. Additionally, you will write a reflection commenting on your pedagogical choices. Please see the Screencast assignment sheet on Canvas for details and the grading rubric. (Supports CLO #2, CLO #3, CLO #4; Program Learning Outcome/Core Competency K) 

  • Guide on the Side Tutorial & Reflection: With a partner, you will design and create a Guide on the Side tutorial.  You will submit your tutorial along with a written reflection including discussion of your choices and application of course materials to your work. (Note: Guide on the Side is an open source tool for creating online tutorials.  I will provide each of you with an account after the term begins.) Please see the Guide on the Side assignment sheet in Canvas for more details and the grading rubric. (Supports CLO #2, CLO#3, CLO #4; Program Learning Outcome/Core Competency K) 

  • Instruction Observation & Analysis: You will observe a library instruction session conducted by an instruction librarian in a public, school, or academic library. You will submit a paper that includes a summary of your experience, a reflection on the effectiveness of the lesson, making connections to the course materials. Please see the Instruction Observation & Analysis assignment sheet in Canvas for more details. (Supports CLO #1, CLO #5; Program Learning Outcome/Core Competency N) 
  • Guest Speaker: You will draft one or more questions for our introduced guest speaker and either attend the live recorded session or review the recording later and respond to it in a short writing piece. (Supports CLO #1, CLO #5; Program Learning Outcome/Core Competency K & N)

  • Instruction Session for Classmates w/ Lesson Plan, Visual support, Reflection, & Feedback: You will synthesize the learning theories, teaching methods, and information literacy concepts studied throughout the term by preparing and teaching an instruction session using Zoom. Please see the instruction session assignment sheet and rubric in Canvas for all project components and important details. (Supports CLO #3, CLO #4, CLO #6; Program Learning Outcome/Core Competency K & N) 

  • 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 respond substantively to at least two classmates, 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) 

Course Schedule

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 Student Learning Outcomes (CLOs) & Core Competencies

Readings to be completed and assignments due 

Week 1

  • Course opens
  • Introductions via Canvas
  • Explore Canvas course site
  • Watch introductory screencasts
  • Review course materials
  • Set up Google account for course organizing 
  • Post your Flipgrid introduction

Week 2

Lesson #1 (CLO #1; Program Learning Outcome/Core Competency K)

  • Definitions of information literacy
  • History of information literacy
  • Published standards
  • Post response to readings per discussion instructions and respond substantively to at least two classmates.
  • Personal Flipgrid introduction due.
  • Practice screencast due. See Screencast assignment for details.

Week 3

Lesson #2 (CLO #2,4,6; Program Learning Outcome/Core Competency K)

  • Technology
  • Online instruction (screencasts & online tutorials)
  • Post response to readings per discussion instructions and respond substantively to at least two classmates.

Week 4

Lesson #3 (CLO #2,3,4; Program Learning Outcome/Core Competency K)

  • Learning theory
  • Post response to readings per discussion instructions and respond substantively to at least two classmates.
  • 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 5

Lesson #4 (CLO #2,3,4; Program Learning Outcome/Core Competency K)

  • Teaching methods
  • Instructional design
  • Post response to readings per discussion instructions and respond substantively to at least two classmates.
  • Screencast and reflection due

Week 6

Lesson #5 (CLO #2,3,4; Program Learning Outcome/Core Competency K)

  • Information search process
  • Flipped classroom
  • Post response to readings per discussion instructions and respond substantively to at least two classmates.

Week 7

Lesson #6 (CLO #2,3,4; Program Learning Outcome/Core Competency K)

  • Collaborative relationships
  • Course-integrated instruction
  • Discipline-focused instruction
  • Post response to readings per discussion instructions and respond substantively to at least two classmates.
  • Guide on the Side Tutorial & Reflection due (with partner).

Week 8

Lesson #7 (CLO #2,3,4 Program Learning Outcome/Core Competency K)

  • Stand-alone courses
  • Post response to readings per discussion instructions and respond substantively to at least two classmates.

Week 9

Lesson #8 (CLO #2,3,4 Program Learning Outcome/Core Competency K)

  • Info lit in public libraries
  • Post response to readings per discussion instructions and respond substantively to at least two classmates.

Week 10

Lesson #9 (CLO #2,3,4 Program Learning Outcome/Core Competency K)

  • Teacher identity
  • Post response to readings per discussion instructions and respond substantively to at least two classmates.
  • Instruction observation & analysis due.

Week 11

Lesson #10 (CLO #5; Program Learning Outcome/Core Competency N)

  • Assessment
  • Program development and management
  • Future of information literacy instruction
  • Post response to readings per discussion instructions and respond substantively to at least two classmates.

Week 12

Lesson #11 (CLO #1,2,3,4,5,6; Program Learning Outcome/Core Competency K & N)

  • First job
  • Lessons learned
  • Post response to readings per discussion instructions and respond substantively to at least two classmates.

Week 13

Guest speaker (CLO #1,5; Program Learning Outcome/Core Competency N)

  • Guest Speaker experience due (through live participation notification or recording review submission).
  • Instruction Session Partner Practice Reflection due.

Weeks 14-15

Teaching sessions via Zoom

(CLO #1,2,3,4,5,6; Program Learning Outcome/Core Competency K & N)

  • Instruction Sessions due (see assignment sheet for deadlines for each of the FOUR components)

Week 16

End of the semester

  • Final day to submit course assignments.

Mode of Instructions
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 Zoom sessions on two of the following dates:

  • Sunday 4/29, from 6:00 - 8:30 PM PT

  • Monday, 4/30, from 6:30 - 9:00 PM PT

  • Tuesday, 5/1, from 5:30 - 8:00 PM PT

  • Wednesday, 5/2, from 4:30 - 7:00 PM PT

  • Thursday, 5/3, from 6:30 - 9:00 PM PT

  • Saturday, 5/5, from 10:00 AM - 12:30 PM PT

  • Sunday, 5/6, from 6:00 - 8:30 PM PT

  • Monday, 5/7, from 6:30 - 9:00 PM PT

  • Tuesday, 5/8, from 5:30 - 8:00 PM PT

  • Wednesday, 5/9, from 4:30 - 7:00 PM PT

  • Thursday, 5/10, from 6:30 - 9:00 PM PT

  • Saturday, 5/12, from 8:00 AM - 10:00 AM PT

Late Assignments Policy
If circumstances require you to seek an extension, please do so with advance notice 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 Prerequisites

INFO 200

Course Learning Outcomes

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

  1. 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.
  2. Explain and apply major learning theories to instructional design and teaching.
  3. Structure instructional materials that meet the needs of diverse learners.
  4. Design and produce instructional materials that give learners clear, well-organized content that can be applied in a variety of settings.
  5. Evaluate information literacy instruction in light of established learning theory and the current information literacy literature.
  6. 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:

  1. K Design instructional programs based on learning principles and theories.
  2. N Evaluate programs and services using 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 or Informatics) — 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.

Students are advised that it is their responsibility to maintain a 3.0 Grade Point Average (GPA).

University Policies

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: http://www.sjsu.edu/gup/syllabusinfo/. 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.

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