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Course Description
Course Description
LIS 5503-995 Info Literacy & Instruction
Instructional methods and materials for the acquisition and development of information literacy skills; theories of instruction and current trends in information literacy instruction.
Course Objectives
Course Objectives
Course Goals and Learning Objectives For Students:
Define and differentiate among current concepts of metaliteracy, multiple literacies, information literacy, digital literacy, and critical information literacy.
Define and differentiate among national and international professional standards for information literacy instruction.
Develop a personal teaching philosophy and related instructional styles suited for ongoing professional reflective practice.
Develop the ability to deliver information literacy instructional programs in multiple modes.
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.
Build the following competencies as appropriate for individual students career goals and interests:
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);
the instructional skills of a school librarian as identified in the 2018 AASL School Library Standards (http://standards.aasl.org/school-librarians/);
the training competencies necessary for a public librarian as identified in the 2017 PLA digital literacy initiative (http://www.ala.org/pla/initiatives/digitalliteracy).
Building on my experience presenting library instruction sessions for first-year students in OU’s First-Year Foundations (née Gateway for College Learning), this class further developed the strengths listed in ALA’s Roles and Strengths of Teaching Librarians, and contributed to goals 2A and 2C. Exploring strategies and issues in multiple literacies and instructional design prepared me to empower college students and student employees with information literacy and metaliteracy skills. I now incorporate instructional strategies into student employee training, such as writing assignments and reflection on how the skills they’re learning are transferable to their academic, professional and personal lives. The course also contributed to my goal to identify and redress bias (1C), as we explored providing information literacy services to underserved populations.
Concepts in this class informed my contributed paper, Lessons from Improv Theater, particularly in the sections on instruction and information literacy. One section on improvisation and education explored the concepts of social constructivism and “disciplined improvisation.” Another considered the flexibility and adaptation necessary for seeking information, and developed “yes, and” as a model for understanding how a user interacts with a database. Special thanks to Dr. Edwards for her feedback.
Dr. Beverly "Buffy" Smith-Edwards
For the final project, I developed an instructional session based on my experience presenting library instruction sessions for first-year college students in Gateway to College Learning (renamed to First-Year Foundations) classes. I designed this session with pre-recorded modules for students to view beforehand, which leaves more time for the session to focus on active and interactive activities to explore searching for and finding research materials. The activities focus on the idea that every topic has multiple methods of searching for information, and require participants to articulate their search strategies to each other.
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