Design and Implementation of Instructional Strategies for Information Professionals
Summer 2019 Syllabus
Canvas Information: Courses will be available beginning June 3rd, 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 Canvas automatically.
"The library as an integral part of teaching, learning, and training in different settings. Emphasis on collaborative design between librarians and teachers/professors that includes planning, teaching, and assessment of learning activities using the library's resources and technology." (https://ischool.sjsu.edu/mlis-electives)
INFO 250 is designed for information professionals who will be designing, creating, and delivering instruction in the context of a library or other information organization. The scope is all library types and instructional types from one-on-one tutoring to large group presentation and everything in between and online and in-person.
Students will develop a learning needs assessment for a group of learners and a learning environment of their choice.
Students may choose information literacy instructional project ideas from a volunteer organizations list of clients that have asked to participate in this course, or any instructional project ideas related to information literacy that they choose for themselves.
Students will design a unit of information literacy instruction for a specific group of learners, based on scientific learning perspectives and proven instructional design principles.
Students will engage with peers and considered cooperation and collaboration with others through presentation (screencast/recording) and mutual peer reviewing of draft instructional design plans.
Students will complete a full instructional design plan and example instructional materials as a final project for the course.
By the end of this course, you will be able to:
1. design and develop learner-centered instruction within a library or other information organization context.
2. practice a project-based approach to integrate learning about learning perspectives, formal instructional design processes, instructional materials/learning object development, learner motivation, learner assessment, and formative evaluation, and other related concepts.
3. complete a learner needs assessment as the foundation of good instructional design.
4. evaluate and choose instructional tools appropriate to a given group of learners.
5. understand the value of collaboration and cooperation with learners, other teachers/designers, and management in the development of learner-centered instruction.
Learning Activities (Worksheets)
Four learning activities, structured as worksheets, guide students through the process of needs assessment, instructional designing, planning, and implementing information literacy instruction using a step-by-step instructional design strategy.
Students can revise and resubmit each learning activity for full points to achieve mastery of each learning activity before proceeding to the subsequent learning activities.
This course will be taught online using Canvas and once or twice monthly Zoom Video & Web Conferencing meetings for discussion, questions, and some lecture, as well as possibly some guest speakers. Zoom Video & Web Conferencing meetings are optional attendance but required listening to the recordings.
The primary course requirements are that students will:
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.
Assignment Due Dates
(Dates in this document are subject to change with fair notice. See below.)
Class Participation and Readings
Class participation and readings are key in this course. Class participation is cultivated through asynchronous guided conversations (6 in Canvas) and optional attendance required listening Zoom Video & Web Conferencing meetings. Guided conversations are guided by relevant questions that require you to self-reflect on the readings, lectures, and your other relevant experience participating in instruction as a learner, a user, and as a user-centered designer 20 class participation points are awarded for each guided conversation posting just to encourage participation. An additional 5 course participation points are earned by attending (optional) or listening (required) to the recorded Zoom Video & Web Conferencing meetings, responding to teacher emails and other feedback. (125 points total).
It is important to express your own opinions while also being respectful; suggest constructive ideas for improvement while evaluating other students’ work; pose relevant questions; compare and contrast ideas; share and critique resources; communicate and Zoom Video & Web Conferencing.
Zoom Video & Web Conferencing
Optional Attendance/Required Listening to the Recording Zoom Video & Web Conferencing Discussion/Lecture sessions scheduled as follows:
(This will be subject to some possible changes and additional optional online meeting dates depending on availability of guest speakers etc.)
- Thursday, June 6 at 7 p.m. PT-8 p.m PT (10 p.m. - 11p.m. ET) (10 p.m. - 11p.m. ET) - Attendance strongly encouraged for first-class information
- Wednesday, July 17 at 7 p.m. PT-8 p.m PT (10 p.m. - 11 p.m. ET)
- Monday, August 5 at 7 p.m. PT-8 p.m PT (10 p.m. - 11p.m. ET) Final Instructional Design Plan Discussion
Full assignments details and instructions are on the Canvas course pages. Assignment points total 1000.
Entry Behavior and Learner Characteristics Survey. 25 points Due June 15.
Developing your Instructional Design Plan Worksheets: Learning Activities 1-4 (100 points each; 400 total):
- Final Instructional Design Plan (450 total):
Assignment Basic Format Guidelines
Include in each assignment:
- Name of the assignment
- Your first and last name
- Your email address
- Use .doc or .txt or other universally readable format.
Kaplowitz, J. (2014). Designing information literacy instruction: The teaching tripod approach. Lanham, MD: Rowman & Littlefield Publishers. Available through Amazon: 0810885840
Benjes-Small, C., & Miller, R. (2017). The new instruction librarian. Chicago, IL: ALA Editions. Available through Amazon: 083891456X
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:
- Demonstrate an understanding of current learning and instructional theory.
- Demonstrate familiarity with information literacy standards and models.
- Evaluate tools for teaching and learning in face-to-face and online environments.
- Conduct a learner needs assessment.
- Plan, execute, and evaluate a unit of instruction.
- Integrate information literacy skills into instructional units.
- Describe the importance of communication and collaboration with key constituents in the instructional design and delivery processes.
Core Competencies (Program Learning Outcomes)
INFO 250 supports the following core competencies:
- J Describe the fundamental concepts of information-seeking behaviors.
- K Design instructional programs based on learning principles and theories.
- M Demonstrate oral and written communication skills necessary for professional work including collaboration and presentations.
- N Evaluate programs and services using measurable criteria.
- Benjes-Small, C., & Miller, R. (2017). The new instruction librarian. ALA Editions. Available through Amazon: 083891456X
- Kaplowitz, J. (2014). Designing information literacy instruction: The teaching tripod approach. Rowman & Littlefield. Available through Amazon: 0810885840
The standard SJSU School of Information Grading Scale is utilized for all iSchool courses:
|97 to 100
|94 to 96
|91 to 93
|88 to 90
|85 to 87
|82 to 84
|79 to 81
|76 to 78
|73 to 75
|70 to 72
|67 to 69
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.
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