LIS 5503: Information Literacy & Instruction

Description, Analysis, & Reflection

Description 

The course description for LIS 5503: Information Literacy and Instruction states 

Instructional methods and materials for the acquisition and development of information literacy skills; theories of instruction and current trends in information literacy instruction (Edwards, 2024). 

The student learning objectives elaborated on the description stating  

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

1. Define and differentiate among current concepts of metaliteracy, multiple literacies, information literacy, digital literacy, and critical information literacy. 

2. Define and differentiate among national and international professional standards for information literacy instruction. 

3. Develop a personal teaching philosophy and related instructional styles suited for ongoing professional reflective practice. 

4. Develop the ability to deliver information literacy instructional programs in multiple modes. 

5. Determine the advantages of various systematic processes for the design and delivery of information literacy programs and services in various information environments that can meet diverse user information needs, cognitive processes, learning styles and preferences. 

6. Build the following competencies as appropriate for individual students’ career goals and interests: 

1. the roles and strengths of a teaching librarian as identified in the 2017 ACRL standards for teaching librarians (http://www.ala.org/acrl/standards/teachinglibrarians); 

2. the instructional skills of a school librarian as identified in the 2018 AASL School Library Standards (http://standards.aasl.org/school-librarians/); 

3. the training competencies necessary for a public librarian as identified in the 2017 PLA digital literacy initiative (http://www.ala.org/pla/initiatives/digitalliteracy) (Edwards, 2024).  

My artifact for LIS 5503: Information Literacy & Instruction is the Final Reflections assignment.  As part of this assignment, we were to create a teaching philosophy statement (which I totally had to Google at the time to make sure I was doing the right thing).  Ultimately, I concluded that I am not a teacher but rather a facilitator (more on that later).   

Analysis 

Going into this course I had no idea what to expect.  I was familiar with the idea of media literacy but not information literacy, so I was excited to see what it was all about.  Plus, anytime I could take a class with Dr. Edwards, I would.  So much of this course was about being a teaching librarian, which is not the same as a school librarian.  At some point nearly every librarian and library worker, whether they realize it or not, will teach someone something.  While I certainly don’t consider myself a teacher (see Reflection), I learned that so much of what we do in libraries is a form of teaching.  The class also dug into the idea of literacy in its many, many forms.  The information and skills I learned in this course will come into play every time I instruct a customer on how to use the laser engraver, how to use the printing station, or how to fill out an online form.    

Reflection 

When I was originally hired at the Norman Public Library in 2013, it was in the Computer Training Center (CTC).  One of the duties of that position was teaching various classes on computers.  While there were aspects of this duty that I enjoyed, I realized that standing in front of a classroom explaining the ins and outs of a program like Microsoft Publisher wasn’t for me.  Fast forward to 2023.  I took part in a two-day workshop presented by the Center for Public Life @ OSU titled Community Conversations Workshop.  The program dealt with the human brain, decision making, listening, the difference between debate and dialogue, small group dialogue, and the role of the facilitator.  The one concept that stood out to me was that facilitators are not there to teach the issue/subject.  This struck a chord with me because I know how to and am pretty good at facilitating programs and discussions, but I only feel qualified to teach a small number of subjects.   

As I mentioned above, in my artifact I concluded that I am a facilitator and not a teacher. Dr. Edwards rightfully questioned me on this point.  I acknowledge that the distinction I pointed out is a matter of semantics and rather nit-picky, but there is a method to my madness.  My daughter is a fourth-grade teacher, and I have seen and heard about all the things she goes through on a daily basis.  But even before that, I had a deep respect for schoolteachers and what it takes to do their job.  When I hear the word “teacher” that is the association that I make. There is a part of me that refuses to consider myself a teacher because there is no way I could do my daughter's job.  So, yes, I know that it is silly to make this distinction, but we all have those lines that we will not cross or those things that we hold very particular ideas and opinions about.  Some others of mine include –     

• Watchmen by Alan Moore and Dave Gibbons is not a graphic novel.  It was originally released in single issue format, thus making the book that you find on the shelves of your local library and bookstores a collected edition. 

• Dag Nasty and Bad Religion play melodic hardcore, not pop punk.  There’s a difference. 

• When typing, you put two spaces after the end of a sentence. 

• The Oxford comma.  Use it. 

Personal Learning Goals 

LIS 5503: Information Literacy & Instruction was another course that added to all of my goals of Goal 1:  To learn and understand the core values and principles of the library and information professions, Goal 2:  Develop deeper understanding of information resources and information organization, Goal 3:  Increase reference and user services skills, and Goal 4:  To gain the knowledge and skills to be a successful librarian and public servant through its exploration of various literacies and focus on educating library customers. 

MLIS Program-level Student Learning Outcomes 

This course advanced me towards SLO 1 Core Knowledge by its focus on the practice of education as an information professional; SLO 2 Intellectual Skill through exploring the concepts of information literacy and media literacy;  SLO 3 Professional and Scholarly Communication from the discussion posts and course assignments; and SLO 6 Diversity by recognizing the various types of literacy and their impact on people from different backgrounds, communities, ethnicities, etc. 

ALA Competencies 

This course incorporated the American Library Association's (ALA) Association of College & Research Libraries (ACLR) Roles and Strengths of Teaching Librarians, the American Association of School Librarians' (AASL) School Librarians Standards, and the Public Library Association's Digital Literacy Initiative.   

Edwards, B. (2024). LIS 5503: Information literacy and instruction [Syllabus]. Norman, OK: University of Oklahoma.