LIBR 250-11
Design and Implementation of Instructional Strategies for Information Professionals
Fall 2009 Greensheet

Dr. Debra Wallace
E-mail
Cellphone: 617-447-5482
Office Hours: Phone appointments can be arranged via email. Elluminate sessions to be announced in course calendar.


Greensheet Links
Textbooks and Readings
Course Requirements
Resources
ANGEL
ANGEL Tutorials
iSchool eBookstore
 

ANGEL Information: Students must self-enroll in ANGEL for this course. I will send the access code for the ANGEL course site via the MySJSU messaging system by August 19/09 to those enrolled in the class. Please ensure that you are enrolled in the course site by the August 24/09 semester start date.

Course Description

This course seeks to build strategic capabilities (individual and organizational) so that 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.

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)

LIBR 250 supports the following MLIS Core Competencies:

  • design training programs based on appropriate learning principles and theories;
  • 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:

  • compare the environments and organizational settings in which library and information professionals practice
  • apply the fundamental principles of planning, management and marketing/advocacy
  • demonstrate oral and written communication skills necessary for group work, collaborations, and professional-level presentations.

Course Requirements

Course Format
This course will be taught in ANGEL.

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

Assignments
Each assignment, the corresponding grading rubric, and sign-up instructions are outlined in detail in the ANGEL course site. The assignments, including course participation (see additional information below), total 100 points.

Introduction/Profile  5 Aug. 31/09
Reflection  5 Sept. 7/09
Program Overview 10 Oct. 5/09
Discussion Synthesis 10 Student Sign up
Class Participation 30 Weekly choices
Final Project 35 Team Sign up
SOTES  5 TBA

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
  • analyses 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 Requirements
Use the following header on the top left-hand side of each page:

  • LIBR 250-11_Last name_Assignment name_Fall 2009 Example: LIBR 250-11_Smith_Reflection_Fall 2009
  • Your first and last name
  • Date of submission
  • Number of pages in the upper right hand corner (see APA)

Please use the first line of the assignment header for the file name when submitting assignments in the ANGEL Drop Box. Example: LIBR 250-11_Smith_Reflection_Fall 2009.

Assignment Due Dates
Assignments must be submitted before 9:00 am EDT or EST on the date due. Plan ahead because ANGEL will experience scheduled and unscheduled downtime. Assignments submitted after the due date will receive a 30% grade penalty. Assignments more than one day late will not be accepted. If your life circumstances require an extension, please send an email to me 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 Textbook:

  • Argyris, C., & Schon, D. A. (1996). Organizational learning II: Theory, method, and practice. Reading, MA: Addison Wesley. Available through Amazon: 0201629836. arrow gif indicating link outside sjsu domain
  • 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
  • Garrison, D. R., & Anderson, T. (2003). E-learning in the twenty-first century: A framework for research and practice. Oxford, England: RoutledgeFalmer. Available through Amazon: 0415263468. arrow gif indicating link outside sjsu domain
  • Tyler, R. W. (1969). Basic Principles of Curriculum and Instruction. Chicago: The University of Chicago Press. Available through Amazon: 0226820319. arrow gif indicating link outside sjsu domain

Recommended Textbook:

  • American Psychological Association (2001). Publication Manual of the American Psychological Association (5th ed.). Chicago: American Psychological Association. Available through Amazon: 1557987912. 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 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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