LIS
LIS 560: User Education: Issues and Theory

School of Library and Information Science
University of Washington, Seattle

Instructors:
Lorraine Bruce, Lecturer, University of Washington School of Library and Information Science

John Holmes, Reference/User Education Librarian, Odegaard Undergraduate Library

 

Course Overview:

LIS 560A-B is a two-quarter course that provides students with teaching experiences, knowledge of library user education theory, issues and techniques. Course content and experiences will assist students to develop training programs for users in a number of settings. Students successfully completing both quarters will receive 6 credits. LIS560A must be completed before enrolling in 560B.

The first quarter exposes students to educational theory and practice in a variety of settings. In the second quarter students will develop and deliver user education programs.

Outcomes:

Those who successfully complete the course requirements will then have the opportunity to put their projects into practice by enrolling in LIS 560B, a practicum experience intended to allow students to explore instruction and training opportunities in a variety of settings, including UW Libraries and UWired, Seattle Public Library, the Gates Center for Technology Access, Seattle Public Schools, and other settings.

Class meetings

LIS 560A meets each Tuesday and Thursday from 3.30 - 4.50 p.m. unless otherwise indicated on the class schedule. Attendance at each session is expected. Students should participate in all class discussions and prepare for classes by studying the assigned readings.

  • 560A Weekly Class Schedule

    LIS 560 B

    Some of the sites available for practicum teaching experiences in Fall Quarter 1999:

    560B Weekly Class Schedule

    Assessment

    560A

    These tasks will be discussed and much of the preparation will be completed in class:
    1. User Study. Analyse the characteristics of a selected group in terms of Kotler's variables for market segmentation.
      Date due: April 22 -- 20%
    2. Library survey. Design a set of survey questions that you could use to determine the instructional needs of a particular group. In your assignment, include:
      1. A statement about your group and your intended outcomes
      2. The library survey questionnaire. You may use the UWired Catalyst WebQ tool or you may develop your own, based on other research. Remember to cite in a bibliography any resources used to create yoursurvey.
      Date due: May 11 -- 20%
    3. Preparation for class discussion and activities --
      15%
    4. Using the information that you have gathered on your user group, tailor the Eisenberg, Johnson and Berkowitz matrix of information literacy skills to the particular needs of this group. Your final project should include the following:
      • Statement describing your user group in terms of their information literacy needs
      • A matrix which includes the type of technical and information skills required by your group
      • A specific training program aimed at your target group that addresses various learning styles and satisfies the ARCS motivational model. This training program might be a workshop, a web site, or some other element you choose to be appropriate.
      • A brief discussion of ways in which you might assess the outcomes of your program. You may consider creating pre-test and post-test questionnaires or activities.
      • A bibliography of all outside resources used to build your program.
      Date due: May 27 -- 45%

    560B

    1. Units of work (including teaching logs and Student Evaluation of Fieldwork Experience) -- 50%
      • This assignment will be turned in for each fieldwork placement, one due during week 5, the other on December 1.
      • You are required to submit your lesson plans for your teaching experiences. These are to include project description, intended outcomes, outline of the lesson, and the way in which you assessed the outcomes of your program. This may include pre-test and/or post-test questionnaires or other activities.
      • A daily log of your fieldwork experiences. This will be a "diary" of your experiences, observations, and insights gathered during the course of your teaching during the quarter.
      • A completed copy of the Student Evaluation of Fieldwork Experience.
    2. In-class presentation on a selected topic related to your fieldwork -- 20%
      • This will be a 20-minute presentation on a topic of relevance to your chosen fieldwork experience.
      • You will be expected to search for and read the appropriate professional literature for supporting material for this presentation.
      • You must provide appropriate handouts and bibliographies for your audience.
      • You may use PowerPoint slides, audio and/or visual material, or other strategies to assist your presentation.
      • You must be prepared to field questions from your peers and engage in a brief discussion after your talk.
    3. Host Site Evaluation of Fieldwork Experience -- 30%

    Texts

    Required and optional readings are linked directly from the weekly class schedule on the Web, on reserve at Odegaard, and on the Electronic Reserves page, and should be completed before coming to class. Class discussion and activities are designed to build on the readings.

    Recommended General Readings:

    Organizations and Resource Centers

    Conference Proceedings/Posters/Presentations

    Library Instruction on the Web

    Updated September 25, 1999

    © 1999 Lorraine Bruce, John Holmes

    Email -- lbruce@u.washington.edu
    Email -- jwholmes@u.washington.edu
    Web -- http://courses.washington.edu/libr560/