Week 1: Introduction to the course

1. Course expectations, requirements and content
2. Introduction exercise
3. Lecture: The changing paradigm: the market approach
4. Subscribing to the class listserv

READINGS:

• Tuesday PowerPoint Lecture
• Subscribe to and monitor on a weekly basis BI-L (the Bibliographic Instruction Discussion Group). You can join this group by sending the message "sub BI-L your name" to listserv@listserv.byu.edu. Browse or search the BI-L Mailing List Archive.
• Subscribe to LIS560 class discussion list. Send message to listproc@u.washington.edu: subscribe LIS560A first name last name. Leave the subject line blank.
• Spitzer, Katherine. What Every Educator Should Know About Information Literacy - Part 1. The Big Six Newsletter Vol. 2, No. 2. Nov 1998.
• Instructional Communication as a Core Service Competency: A Call for Curricular Change in Professional Library Education by Jonathan W. Estrin, Department of Library and Information Science, University of Pittsburgh
• Devin, Brenda and Niland, Michael (1986). "Information Needs and Users". Annual Review of Information Science and Technology 21: 3 -33
• Donohew, Lewis, Tipton, Leonard and Haney, Roger (1978). "Analysis of Information Seeking Strategies". Journalism Quarterly 55(1): 25-31
• Krikelas, J. (1983) Information Seeking Behavior: Patterns and Concepts" Drexel Library Quarterly 19(2): 5-20

THURS 4/1/99

Information Literacy and the Market Approach

1. Market approach: the implications for libraries and educators
2. Discussion of Katherine Spitzer’s article

1. Thursday PowerPoint Lecture
2. Information Literacy as a Liberal Art: Enlightenment Proposals for a New Curriculum, by Jeremy J. Shapiro and Shelley K. Hughes.
3. ALA Presidential Committee on Information Literacy: Final Report
4. A Progress Report on Information Literacy: An Update on the ALA Presidential Committee on Information Literacy: Final Report
5. Position Statement on Information Literacy: A Position Paper on Information Problem Solving (American Association of School Librarians, American Library Association)
6. Plotnick, Eric. "Information Literacy."

Week 2: Information Literacy

1. User needs
2. Discussion of identity of specific user
3. Information Literacy
4. Preparation for Week 3: Find an example of a user study to bring to class for discussion.

READINGS:

• Tuesday PowerPoint Lecture
• Eisenberg, Mike & Berkowitz, Bob. Information Literacy: : The Process Approach to Problem Solving in School, Life and Work Contexts. Information and Technology Skills for Student Success. The Big 6 Skills Approach. Page 14.
• Eisenberg, Mike & Berkowitz, Bob. Curriculum Initiative: An Agenda and Strategy for Library and Media Programs. Norwood, N.J. : Ablex Pub. Corp., 1993.

THURS 4/8/99 || Meet in Collaboratory 2

Information Literacy: Life skills for the Technology Age

1. Activities from Information Literacy: The Process Approach to Problem Solving in School, Life and Work Contexts. Eisenberg, Mike & Berkowitz, Bob. Information and Technology Skills for Student Success. The Big 6 Skills Approach. Pages 15-16, 18-19.
2. Discuss requirements for next week's user study exercise.

Week 3: The Big Six

Different users similiar needs

1. Students will bring a use study of a particular library community
2. Each study will be viewed in terms of Kotler's variables
3. Group synthesis activity to specify common information literacy needs, working in teams
4. John to introduce assignment

READINGS:

• Tuesday PowerPoint Lecture
• Final Project Slide
• Abilock, Debbie. The Building Blocks of Research: An Overview of Design, Process and Outcomes. "This document builds upon Mike Eisenberg and Doug Johnson's Computer Skills for Information Problem-Solving: Learning and Teaching Technology in Context, Mike Eisenberg and Bob Berkowitz's Big Six Skills Model of Information Problem Solving and California Media and Library Educators Association's From Library Skills to Information Literacy: A Handbook for the 21st Century (Libraries Unlimited, 1993).
• Chapters 1 & 2, Reichel, Mary and Ramey, Mary Ann, eds. Conceptual Frameworks for Bibliographic Education: Theory into Practice. Littleton, Colo.: Libraries Unlimited, 1987.
• Fister, Barbara. "The Research Processes of Undergraduate Students." Journal of Academic Librarianship, vol. 18, no. 3 (1992): pp. 163-69.
• Chapter 15, "End-User Instruction: Emphasis on Concepts," and Chapter 16, "The Online Catalog and Instruction: Maintaining the Balance on the Log," in Reichel, Mary and Ramey, Mary Ann, eds. Conceptual Frameworks for Bibliographic Education: Theory into Practice. Littleton, Colo. : Libraries Unlimited, 1987.
• LaGuardia, Cheryl. "Renegade Library Instruction." Library Journal, Oct. 1, 1992, pp. 51-53.
• Lipow, Anne G. "Teach Online Catalog Users the MARC Format? Are You Kidding?" Journal of Academic Librarianship, vol. 17, no. 2 (1991): pp. 80-85.

THURS 4/15/99 || Meet in Collaboratory 2

Guest lecturer: Dr. Mike Eisenberg (Director, School of Library and Information Science, University of Washington and author of the Big Six.)

READINGS:

• The Big6 Skills Information Problem-Solving Approach to Library and Information Skills Instruction

Week 4: Education trends

Student Centered Learning

1. Trends in education and information science
2. Implications for training and development for library users
3. Discover your learning style:
   • Learning Styles Inventory 1
   • Learning Styles Inventory 2
   • Learning Styles Inventory 3
4. Kolb Learning Styles Model
5. Choosing a teaching method activity

1. Tuesday 4/20 PowerPoint Lecture
2. Eisenberg, Michael and Johnson, Doug. "Computer Skills for Information Problem Solving: Learning and Teaching Technology in Context."
3. Are They Learning What We're Teaching?: ACRL Instruction Section Midwinter Discussion Forum. A Selected Bibliography.

FURTHER READING:

• Funderstanding: ABOUT LEARNING/theories
• Thinking about Thinking

THURS 4/22/99 || Meet in Collaboratory 2

1. Class discussion of library survey
2. Group work : Produce a library survey to determine needs of a particular group, e.g. academic, school, medical, law, corporate, or public

USER STUDY DUE -- 20%

• Thursday PowerPoint Lecture

Week 5: Learning Styles and Higher Order Thinking

Learning Theory and Teaching Methods

Keller's ARCS Model

1. Discussion: Small, Ruth V. "Motivation in Instructional Design."
2. Group activity in pairs
   • ARCS activity planning
   • Group reporting
3. Teaching methods activity: Reader's Guide to Periodical Literature

READINGS:

• Small, Ruth V. "Motivation in Instructional Design."
• Small, Ruth V. "Designing Motivation into Library and Information Skills Instruction."
• PowerPoint of Survey Sample (in-class exercise from 4/22)

READ: Cheney, Lynne V. (1992) "Beware the PC Police." Executive Educator, 14(1): 31-34. in preparation for Evaluating Sources exercise on 4/29.

THURS 4/29/99 || Meet in Collaboratory 2

Learning Theory, Teaching Methods, & Critical Thinking

1. Evaluating Sources exercise
2. Discussion of Arp, Oberman, Jacobson, McNeer, & Bodi articles

READINGS:

• Arp, Lori. "An Introduction to Learning Theory." In Branch, Katherine, et al., eds. Sourcebook for Bibliographic Instruction. Chicago: ALA, 1993, pp. 5-15.
• McNeer, Elizabeth J. "Learning Theories and Library Instruction." Journal of Academic Librarianship, vol. 17, no. 5 (1991): pp. 294-297.
• Oberman, Cerise. "Question Analysis and the Learning Cycle." Research Strategies, vol. 1, no. 1 (1983): pp. 22-30.
• Jacobson, Trudi E. and Mark, Beth L. "Teaching in the Information Age: Active Learning Techniques to Empower Students." The Reference Librarian 51/52 (1995), pp. 105-120.
• Bodi, Sonia. "Teaching Effectiveness and Bibliographic Instruction: The Relevance of Learning Styles." College & Research Libraries 51 (1990): 113-19.
• Criteria for Selecting Educational Delivery Methods: Samples from the Literature. Compiled by Carolyn Kotlas, MSLS, Institute for Academic Technology, University of North Carolina at Chapel Hill.

SUGGESTED FURTHER READING:

• The Theories, an inventory of learning theories in brief.
• Theoretical Sources
• Instructional Design Bibliography. Compiled by Carolyn Kotlas, MSLS, Institute for Academic Technology, University of North Carolina at Chapel Hill.
• Learning Styles and Bibliographic Instruction (bibliography). Library Instruction Round Table (1997 LIRT Conference Program: "Focus on the Student: Emphasizing Learning Styles")

WEEK 6

Improving Presentation/Classroom Skills

1. Presentation skills workshop (John) including a
2. Group activity: Develop a list of at least 10 skills needed for a particular user group to complete a specific task.
3. Classroom management activity

SUGGESTED READINGS:

• Tuesday PowerPoint lecture
• Hoff, Ron. I Can See You Naked: A New Revised Edition of the National Bestseller on Making Fearless Presentations. New rev. ed. Kansas City: Andrews and McMeel, 1992.
• Dewdney, Patricia and Ross, Catherine. "Effective Question Asking in Library Instruction." RQ, vol. 25 (Summer 1986): pp. 451-4.
• Wolf, Dennis Palmer. "The Art of Questioning." Academic Connections; p1-7, Winter 1987.
• Teaching Tips, faculty development site at the University of Hawaii.
• Scratch That Glitch: The Fine Art Of Glitch Management prepared by Dan Ream, Head, Instruction & Outreach Services, Virginia Commonwealth University Library
• June Johnson on Voice Power. Training in Voice and Public Speaking.

THURS 5/6/99 || Meet in Collaboratory 2

Developing Programs for Specific Users

1. Small group discussions on developing a training program to teach specific skills for a particular user group. Questions to consider:
   • Who is the target group?
   • What are the intended outcomes?
   • What are some of the options for delivery of training programs?
   • How can we cater to different learners within this environment?
2. 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.
3. Group activity: Design and execute a lesson in which you teach one aspect ofthe Libraries online catalogue to new users. Choose one of the 4 learning styles and apply the ARCS model.

Thursday PowerPoint lecture

Week 7: Curriculum Mapping

Curriculum mapping: If Information Literacy is so important, then how do we know what is being done where?

1. The principle of a concept map
2. Tuesday PowerPoint lecture

READINGS:

Eisenberg, Mike & Berkowitz, Bob. Curriculum Initiative: An agenda and strategy for Library and Media programs Norwood, N.J. : Ablex Pub. Corp., 1988.

LIBRARY SURVEY DUE: 20%

THURS 5/13/99 || Meet in Collaboratory 2

1. Curriculum map workshop. Using Excel to map information literacy.

READING:

• Eisenberg, Mike & Berkowitz, Bob. Curriculum Initiative: An agenda and strategy for Library and Media programs. Norwood, NJ: Ablex, 1993. Chapter 8, pp 71-85.

Week 8: The Program at Work

1. Visit UWired. This program grew from a collaborative initiative by Computing & Communications, Undergraduate Education and the UW Libraries, and has grown to include UW Extension, Distance Education, and other campus departments and outreach clients.
2. Guest Speaker: Dr. Mark Donovan, Acting Director, UWired

SUGGESTED READINGS:

• UWired Website
• Catalyst. UWired, providing "tools, resources, and support to help you teach with new technologies."
• Bodi, Sonia. "Collaborating with Faculty in Teaching Critical Thinking: The Role of Librarians." Research Strategies, vol. 10, no. 2 (1992): pp. 69-76.
• How to Build Librarian/Instructional Faculty Collaborative Partnerships (Poster Session from ALA Annual Conference 1997)

THURS 5/20/99 || Meet at Seattle Public Library(?)

1. Visit Seattle Public Library.

SUGGESTED READINGS:

Week 9: Information Gathering

1. Visit to Odegaard Undergraduate Library to observe programs.
2. Presenter: John Holmes (User Education Coordinator, Odegaard Undergraduate Library)

READING:

• User Education, Odegaard Undergraduate Library
• Sample Odegaard Library Lab Outline
• Some sample OUGL class help pages used for instruction:
  • writing lives, English 131
  • African American Studies 201
  • Speech Communcations 220
  • English 281: Research: The Family
  • WS 322 / AES 322 Race, Class, Gender

THURS 5/27/99 || Meet in CELT, Electrical Engineering 223

1. Visit to Center for Engineering Learning and Teaching, Engineering Annex, 223
2. Guest Speaker: Dr. Cindy Atman (Director, Center for Engineering Learning and Teaching (CELT))

Week 10: More Information Gathering

1. Visit Gates Center for Technology Access (formerly TRI), downtown Seattle. Here's a map.
2. Guest speaker: Amy Carter, GCTA Workshop Coordinator.

READING:

• GCTA/TRI website

THURS 6/3/99 || Meet in Collaboratory 2

1. Guest Speaker: Nancy Ottman-Press, Health Sciences Librarian
   contact info: e-mail: pressno@u.washington.edu
   ph: 206-543-8262

   Evaluation circle.

INFORMATION MATRIX DUE: 45%