Design and Implementation of Instructional Strategies for Information Professionals
Textbooks and Readings
Canvas Information: Courses will be available beginning June 1, 2021, at 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.
"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 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 organization's 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.
This course will be taught online using Canvas - https://ischool.sjsu.edu/canvas/ and once or twice monthly Zoom meetings for discussion, questions, and some lecture, as well as possibly some guest speakers. Zoom meetings are optional attendance but required listening to the recordings.
The primary course requirements are that students will:
- have access to the computing environment as described at home computing environment.
- use Canvas and refer to Tutorials as needed
- submit assignments via Canvas
Course Calendar and Assignment Due Dates
Optional Attendance/Required Listening to the Recording Zoom meetings 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.)
Monday June 7, at 7 p.m. PT to 8 p.m. PT (10 p.m. ET to 11 p.m. ET) - Attendance strongly encouraged for first class information
Wednesday June 16, at 7 p.m. PT to 8 p.m. PT (10 p.m. ET to 11 p.m. ET) Instructional Design Project Choices
Thursday July 22, at 7 p.m. PT to 8 p.m. PT (10 p.m. ET to 11 p.m. ET) Draft Instructional Design Plan, Screen Casts, & Peer Reviews
Tuesday August 3, at 7 p.m. PT to 8 p.m. PT (10 p.m. ET to 11 p.m. ET) Instructional Design Plan Final Work
Full assignment details and instructions are on the Canvas course pages. Assignment points total 1000.
You may revise and resubmit, for additional points, until you achieve mastery.
Due dates are guides to keep us on track to complete in one semester.
- Entry Behavior and Learner Characteristics Survey. 25 points. Due June 12.
- 5 Guided Conversations on the readings and recorded lectures. 25 points each. (100 points total). Due the last day of each Module period.
- 5 Quizzes on the readings and recorded lectures. 20 points each. (100 points total). Due the last day of each Module period.
- Learning Activity 1. Reviewing Instructional Design Examples and Deciding on your Instructional Design Plan Project Topic. (50 points) Due June 19.
- Learning Activity 2. Learning Perspectives (aka Learning Theories) in Practice and Peer-Review. (75 points) Due June 19.
- Learning Activity 3. Exploring Other Instructional Design Models/Strategies and Peer-Review. (75 points) July 24.
- Instructional Design Planning Worksheet for Steps 1-4: 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 June 26.
- Instructional Design Planning Worksheet for Step 5. Planning Instructional Strategies. (50 points). Due July 19.
- Instructional Design Planning Worksheet for Step 6: Reviewing Instructional Tools and Materials Options and Choosing Teaching and Learning Tools and Planning Instructional Materials (50 points). Due July 24.
- Instructional Design Planning Worksheet for Step 7: Formative and Summative Evaluation.(25 points) Due July 31
- Draft Instructional Design Plan, Screencast, and Peer Reviews: Drafting your Instructional Design Plan and Screencasting your Introduction (5 minutes maximum). Post by July 31(100 points) and then Peer-Reviewing your Classmates' Draft Instructional Design Plans and Screencasts. (100 points) Peer-reviews Due August 3. (200 points total)
- Final Instructional Design Plan & One Completed Instructional Material Example*. (200 points) Due August 6. (May be revised and resubmitted* if submitted on time.)
*Up until two days before grades must be submitted. I will give you that date during our final Zoom meeting.
Class participation, readings, and recorded lectures are key in this course.
Class participation is cultivated through asynchronous Conversations (6 in Canvas) and optional attendance required listening to the recordings of Zoom meetings. Conversations are guided by relevant questions that require you to self-reflect on the readings, recorded lectures, and your other relevant experience participating in instruction as a learner, a user, and as a user-centered designer. Points are awarded for posting and then for responding intelligently to at least two classmates' in your assigned small groups. See the Assignments list below.
Readings and recorded lectures also provide background and foundational information that students will need to complete the learning activities and the Usability Project work.
In addition to the Conversations, there are quizzes on the readings, recorded lecture content, and the Zoom meetings for each Module.
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.
Assignment Basic Format Guidelines
Include in each assignment:
- Course name
- Name of the assignment
- Your first and last name
- Use .doc, .pdf, or .txt or other universally readable format. Links to Google drive or similar hosting sites works as well.
Full assignment details and instructions are on the Canvas course pages. Assignment points total 1000.
- You may revise and resubmit, for additional points, until you achieve mastery, if you re-submit within one week of the initial due date.
- I strongly prefer GOOD work submitted a day or two late, rather than crappy work done just to meet a due date. But, don't get behind.
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 and how they should be considered when connecting individuals or groups with accurate, relevant and appropriate information.
- K Design collaborative or individual learning experiences based on learning principles and theories.
- M Demonstrate professional leadership and communication skills.
- N Evaluate programs and services using measurable criteria.
- Kaplowitz, J. (2014). Designing information literacy instruction: The teaching tripod approach. Rowman & Littlefield. Available through Amazon: 0810885840
- Saunders, L., & Wong, M. (2020). Instruction in libraries and information centers: An introduction. Illinois Open Publishing Network. Available as Free PDF
- Benjes-Small, C., & Miller, R. (2017). The new instruction librarian. ALA Editions. Available through Amazon: 083891456X
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.
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