INFO 250-01
INFO 250-11
Design and Implementation of Instructional Strategies for Information Professionals
Fall 2019 Syllabus

Diane K. Kovacs
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Syllabus Links
Textbooks
CLOs
Competencies
Prerequisites
Resources
Canvas Login and Tutorials
iSchool eBookstore
 

Canvas Information: Courses will be available beginning August 21, 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.

Course Description

"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." -iSchool, Electives MLIS.

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.

Instructional Goals

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 in 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 material as a final project for the course.

 

Course Requirements

Course Format
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.

Primary/Technology Requirements
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.)

Grading Policy:

Class Participation and Readings

Class participation and readings are key in this course. 

Class participation is cultivated through asynchronous guided conversations (7 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 10 class participation points are awarded for each guided conversation posting just to encourage participation and 10 class participation points are awarded for responding intelligently to at least three classmates' postings for a total of 25 points for each Guided Conversation. (175 points total)

There will also be 7 quizzes on the readings and lecture content for topics 1-7 that are worth 25 points each. (175 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.)

  1. Thursday, August 22 at 7 p.m. PT-8 p.m PT (10 p.m. - 11p.m. ET) - Attendance strongly encouraged for first class information
  2. September TBA by Poll
  3. October TBA by Poll
  4. November Guest Speakers TBA
  5. December TBA by Poll

Assignments: Full assignments details and instructions are on the Canvas course pages. Assignment points total 1000.

•Seven quizzes on the readings and lecture content for topics 1-6 that are worth 25 points each. (175 points total) Due at the halfway point of each topic date range.

•Seven Guided Conversations with 15 class participation points awarded for each guided conversation posting and 10 class participation points awarded for responding intelligently to at least three classmates' postings. (25 points total for each Guided Conversation) (175 points total). Due on the last day of each topic date range.
Supports CLO#1CLO#4CLO#5 CLO#6CLO#7.

•Entry Behavior and Learner Characteristics Survey. 25 points Due September 1.

•Developing your Instructional Design Plan Worksheets: Learning Activities 1-6 (50 points each; 300 total):

    1. Learning Activity 1. Learning Perspectives (aka Learning Theories) in Practice. (50 points) Due September 15.
    2. Learning Activity 2. Reviewing Instructional Design Examples and Deciding on Your Topic. (50 points) Due September 15.
      Supports CLO#1CLO#2 and CLO#4..
    3. Learning Activity 3. Instructional Design Steps 1-4 Worksheet: Step 1. Needs Assessment and Instructional Goals,
      Step 2. Instructional Analysis (aka Task Analysis), Step 3. Entry Behavior and Learner Characteristics, &
      Step 4. Learning Outcomes and Motivating Learners. (50 points) Due September 29.
      Supports CLO#1, CLO#2, CLO#3, CLO#4, CLO#5, CLO#6, and CLO#7.
    4. Learning Activity 4.Instructional Design Worksheet: Step 5. Planning Instructional Strategies. (50 points) October 13.
      Supports CLO#1, CLO#2, CLO#3, CLO#4, CLO#5, CLO#6, and CLO#7.
    5. Learning Activity5. Instructional Design Worksheet: Reviewing Instructional Tools and Materials Options, Step 6. Choosing Teaching and Learning Tools and Planning Instructional Materials, and Step 7. Formative and Summative Evaluation. (50 points) Due October 27.
      Supports CLO#1, CLO#2, CLO#3, CLO#4, CLO#5, CLO#6, and CLO#7.
    6. Learning Activity 6. Applying other Instructional Design Strategies. (50 points) Due November 10.
      Supports CLO#1, CLO#2, CLO#3, CLO#4, CLO#5, CLO#6, and CLO#7.

•Final Instructional Design Plan (350 total):

Final Instructional Design Plan (DRAFT/Peer Reviews)Instructional Design Worksheet: Step 7. Formative and Summative Evaluation & Creating your Instructional Design Plan Draft; Screencasting your Introduction. (100 points) and then Peer-Reviewing your Classmates' Draft Instructional Design Plans and Screen casts. (100 points) Post by November 20. Peer-reviews Due December 4. (200 points total)
Supports CLO#2 and CLO#3.

FinalInstructional Design Plan & One Completed Instructional Material Example*.
(150 points) Due December 9. (May be revised and resubmitted. if submitted on time.)
Supports CLO#1, CLO#2, CLO#3, CLO#4, CLO#5, CLO#6, and CLO#7.

Assignment Basic Format Guidelines

Include in each assignment:

  1. Name of the assignment
  2. Your first and last name
  3. Your email address
  4. Date
  5. Use .doc, .pdf, or .txt, or other universally readable format.

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. Demonstrate an understanding of current learning and instructional theory.
  2. Demonstrate familiarity with information literacy standards and models.
  3. Evaluate tools for teaching and learning in face-to-face and online environments.
  4. Conduct a learner needs assessment.
  5. Plan, execute, and evaluate a unit of instruction.
  6. Integrate information literacy skills into instructional units.
  7. 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:

  1. J Describe the fundamental concepts of information-seeking behaviors and how they should be considered when connecting individuals or groups with accurate, relevant and appropriate information.
  2. K Design collaborative/individual learning experiences based on learning principles and theories.
  3. M Demonstrate professional leadership and communication skills.
  4. N Evaluate programs and services using measurable criteria.

Textbooks

Required Textbooks:

  • Kaplowitz, J. (2014). Designing information literacy instruction: The teaching tripod approach. Lanham, MD: Rowman & Littlefield Publishers. Available through Amazon: 0810885840arrow gif indicating link outside sjsu domain

Recommended Textbooks:

  • Benjes-Small, C., & Miller, R. (2017). The new instruction librarian. Chicago, IL: ALA Editions. Available through Amazon: 083891456Xarrow 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 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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