____Week____

Schedule

Week 1

Student experiences and expectations; course overview; introduction to terms and concepts. What is "user instruction?" -- "information literacy?" -- learning? History, rationales, issues.

Assignments for Week2:

(1) Log into eCompanion, using your eden account ID and password for syllabus, readings, webliography, journal, etc.

(2) For next week, prepare to meet with Eileen Stec, Instruction Librarian, at the Douglass Library. She will introduce you to the work you will be doing with first year Douglass students as they begin their projects for the "Shaping a Life" course. See her IRIS handbook and complete the assignment at the end. You will need to make up a fake assignment by going to the Shaping a Life (SAL) Web page that describes it http://www.rci.rutgers.edu/~dcsal/

(3) See Unit 1 for my guide; readings include:

Associated Colleges of the South (2005). Information fluency. Retrieved January 8, 2006 from http://www.colleges.org/~if/if_definition.html

Association of Research Libraries (2001). Facts about learning. Retrieved January 8, 2006, from http://www.arl.org/training/ilcso/learnfacts.html

Boulmetis, J. (2000). Characteristics of adults as learners are not culturally defined. Adults Learning 11 (1), 2 [Knowles' principles]

Brandt, D.S. (2001). Information technology literacy: Task knowledge and mental models. Library Trends 50 (1), 73-87

Chartered Institute of Library and Information Professionals (2004). Information literacy. Retrieved January 8, 2006, from http://www.cilip.org.uk/professionalguidance/informationliteracy

[click on definition, skills, and short introduction]

Grassian, E. (2004). Building on bibliographic instruction. American Libraries 35 (9), 51-53.

Hufford, J.R. (2003). From library-college to information literacy: An evolving strategy for educating library users. In M.H. Raish (Ed.), Musings, meanderings, and monsters, too: Essays on academic librarianship (pp. 106-116). Lanham, MD: Scarecrow Press

Loomis, A. & Fink, D. (1996). Meta-learning: A transformational process for learning and teaching. In L. Shirato, E.R. Bucciarelli, & H. Mercado (Eds.), New ways of ?learning the library? -- and beyond (pp. 19-25). Ann Arbor, MI: Pierian Press

Pacific Bell/UCLA Initiatives for 21st Century Literacies. (2002). Retrieved January 8, 2006 from http://www.kn.pacbell.com/wired/21stcent/

Snavely, L. & Cooper, N. (1997). The information literacy debate. Journal of Academic Librarianship 23(1),9-13

(4) Visit a library reference area and observe individuals as they use the OPAC, indexes, other resources. Watch for any teaching on the part of library staff, learning on the part of users. Enter your observations in your journal; comment, with reference to Loomis and Fink

(5) Begin to arrange the apprenticeship--in DocSharing, select "Apprenticeship" under Select view

(6) Start keeping the journal

(7) Know how you are going to get to the Douglass Library for next week's session in the Instruction Alcove with Eileen Stec at 9:30

Week 2

Meet in the Instruction Alcove, Douglass Library, to prepare for work with Douglass students on their "Shaping a Life" course project.

Assignment for Week3:

(1) In addition to previously assigned readings, complete the following (refer to Unit 5):

Manuel, K. (2002). Teaching information literacy to Generation Y. Journal of Library Administration 36 (1/2), 195-217.

Bodi, S. (2002). How do we bridge the gap between what we teach and what they do? Some thoughts on the place of questions in the process of research. Journal of Academic Librarianship 28 (3) , 109-114

Johnson, C.M. (2003?). Information literacy instruction: The first five minutes of class. LOEX Quarterly 31 (1), 6-7,9, 11

Rockman, I.F. (2003). Creating that teachable moment. In M.H. Raish (Ed.), Musings, meanderings, and monsters, too: Essays on academic librarianship (pp. 58-64). Lanham, MD: Scarecrow

(2) Make arrangements for apprenticeship

(3) Start to prepare for your first instruction session with Douglass students

(4) Continue to keep the journal

Week 3

Douglass Library/SAL instruction--debriefing. Discussion of readings and library observation. Progress report on securing apprenticeship.

Assignment for Week4:

(1) Readings (see Unit 2 for questions)

Weiler, A. (2005). Information seeking behavior in Generation Y students: Motivation, critical thinking, and learning theory. Journal of Academic Librarianship 31 (1), 46-53.

Merriam, S.B. & Caffarella, R.S. (1999). Key theories of learning. In Learning in adulthood: A comprehensive guide (2nd ed., pp. 248-266). San Francisco: Jossey-Bass.

McGregor, J.H. (1999). How do we learn? In B.K. Stripling (Ed.), Learning and libraries in an information age: Principles and practice (pp. 25-53). Englewood, CO: Libraries Unlimited.

Association of Research Libraries. OLMS training skills support site. (1997, June 8). http://www.arl.org/training/ilcso/index.html -- see the section on Adult Learning

Western Michigan University Academic Skills Center. Learning styles exploration -- click on College Success Seminars, and then on Learning Styles Exploration

(2) Prepare for your first Douglass session

(3) Complete arrangements for apprenticeship.

(4) Continue to keep the journal (from here on, this will not be spelled out under assignments)

Week 4

Complete learning style inventory in class. Discussion of learning styles, cognitive styles, and learning theories. Implications for various categories of user education efforts. How do you differentiate learning style, cognitive style, learning theory? How can you use these ideas in helping people to learn?

Assignment for Week5:

(1) Select one or two articles to share with the class on Week7, in a maximum seven-minute presentation (I will videotape). This serves two purposes: We will cover more of the literature, and you will gain experience in presenting information to a group. I am giving you a list of suggested readings, but you may propose your own selection. Give me a slip with the citation, so that we can avoid duplication. We will want to include various learners in different settings; case studies of different modes of instruction; and facilities design (we'll agree to who covers what in class). Prepare for presentation to class over the next few weeks with the help of the readings below (see Unit 3):

Brownlee, I. (1999, Spring). Ten ways to improve presentations. Performance in Practice, 5-6.

Library Instruction Round Table. Library instruction teaching tips -- Presentation Skills (2001) http://www.baylor.edu/LIRT -- go to LIRT Publications, Library Instruction Teaching Tips

Wong, M.A. (2001). How to make effective presentations. In E.F. Avery, T. Dahlin, & D.A. Carver (Eds.), Staff development: A practical guide (3rd ed., pp. 143-146). Chicago: American Library Association.

Weaver, M. (2001). How to use audiovisual aids effectively. In E.F. Avery, T. Dahlin, & D.A. Carver (Eds.), Staff development: A practical guide (3rd ed., pp. 139-142). Chicago: American Library Association.

Lipow, A.G. (1992). How to make an effective presentation. In A.G. Lipow & D.A. Carver (Eds.), Staff Development: A practical guide (2nd ed., pp.79-81). Chicago: American Library Association.

(2) Readings to round out earlier discussion of library instruction/information literacy:

Gardiner, L.F. (1995). Critical thinking: What it is, who needs it, how to develop it. Newark, NJ: Author, Rutgers.

Anderson, J.A. (1988). Cognitive styles and multicultural populations. Journal of Teacher Education, 39 (1). 2-9.

Evans, G.E., Amodeo, A.J., & Carter, T.L. (1999).Library instruction. In Introduction to library public services (6th ed., pp. 113-162). Englewood, CO: Libraries Unlimited.

Week 5

Discussion of higher order thinking skills, critical thinking, approaches to learning; culture, disabilities, gender and other learner characteristics in relation to learning. We hope to observe a vendor training session as a group, in order to have a common base for assessing user instruction. Selection of readings to present in Week7. For use during your apprenticeship and during any vendor workshop, see RUL instruction librarian Patricia Libutti's observation guide.

Assignment for Week6:

(1) Work on presentation.

(2) The readings below should create some cognitive dissonance:

Caudron, S. (2000, April). Learners speak out: What actual learners actually think of actual training. Training & Development, 52-57.

Kuhlthau, C.C. (1994). Impact of the information search process model on library services. RQ 34(1), 21-26.

or

Kuhlthau, C.C. (1991). Inside the search process: Information seeking from the user's perspective. Journal of the American Society for Information Science 42 (5), 361-371.

Vine, R. (2001). Real people don?t do Boolean: How to teach end users to find high-quality information on the Internet. Information Outlook, 5 (3), 16-23.

(3) List the various approaches to user education that you have identified so far and suggest appropriate uses (e.g., one-on-one for a student needing immediate help with a paper; demonstration of how to search for travel information for a seniors group; etc)

Week 6

Reports on SAL experience; apprenticeships; review.

Assignment for Week7: Polish your presentation Be sure to practice with a timer so that you can stay within the seven-minute limit. If you will need equipment, please let me know in advance.

Week 7

Presentations.

Assignment for Week8:

(1) Readings on instructional design; also notes in Unit 4

Boettcher. J., & Conrad, R.M. (n.d.) Instructional design in a nutshell. Acumen 2 (1), 1,4.

Gagne, R.M., Briggs, L.J., & Wager, W.W. (1992). Principles of instructional design (4th ed.). Fort Worth: Harcourt Brace Jovanovich. [9 events of instruction excerpt]

Piskurich, G.M. (2000). Rapid instructional design: Learning ID fast and right. San Francisco: Jossey-Bass/Pfeiffer -- see link to "objectives" and "verbs" in Unit 4.

Orr, L. (2001). Instructional design by template. Performance Improvement 40 (8), 32-35.

Dewald, N.H. (1999). Transporting good library instruction practices into the Web environment: An analysis of online tutorials. Journal of Academic Librarianship 25 (1), 26-32.

Zemke, R. (1999). Toward a science of training. Training, 36 (7), 32-36.

Yucht, A.H. (1997). Flip it! An information skills strategy for student researchers. Worthington, OH: Linworth.

ERIC write-a-lesson plan guide is now found at www.eduref.org. Click on "lesson plans" at the top and then in the box at the left, click on Write a Lesson Plan Guide.

ASTD multimedia development tools. See section on Design Tools and read about objectives: http://mime1.marc.gatech.edu/MM_Tools/

(2) Critique as many online library instruction tutorials as you can, starting with RUL's tutorial Searchpath http://searchpath.libraries.rutgers.edu/. See also information on the RUL home page under Library Instruction-->Information for Faculty and Staff. Don't miss http://www.3street.org/mouse/, which is especially good for helping older adults learn to use a mouse. The LOEX site has an extensive list of tutorials: http://www.emich.edu/public/loex; see especially Falcon and TILT. For suggestions on how to evaluate, see links to tutorial criteria in Unit 4.

Week 8

Debrief presentations. Introduction to working with ITI 103 Begin discussion of instructional design.

Assignment for Week9:

(1) Review instructional design concepts (see Unit 4). In addition, see: ASTD multimedia development tools--Text Design Guidelines:

http://mime1.marc.gatech.edu/MM_Tools/ and click on Production Tools to find the guidelines

(2) Prepare for ITI 103 class session. See ITI 103 scenarios and Power Point slides ITIclass.ppt from last spring's class. You may not want to use all of the material and may need to revise some of it for the ITI class, so decide what you want to use and/or change.

Week 9

Preparation for session with ITI students. Review of instructional design, written user aids, web-based tutorials.

Assignment for Week10:

(1) Write a first draft of instructions on how to use the Internet to search for information. Suppose that you were expecting questions from a group preparing for a program at their senior center, and you wanted them to be able to look for answers on their own, since your reference staff was stretched too thin to spend much time with individual patrons. Their topic is one now under study by the NJ legislature--the death sentence and execution of criminals. Write your instructions assuming that these patrons know little about using the Internet for information seeking. Remember the principles of adult learning, and see my notes on writing instructions in Unit 4 -- and pay attention to KISS! If you find it easy to include screen shots, go ahead and use them, but you are not expected to produce a polished, elegant handout for this exercise. Include URLs so that we can go to your selected sites. Include guidance on how users can judge the quality of the information they find. Keep your instructions as short as possible. Try them out on someone who is not a skilled searcher, preferably someone not familiar with the Internet. Sit together at the computer and let the person follow your instructions, while you refrain from coaching or comment (in real life, the user might be alone with no one to help, with only written instructions to rely on). Pay attention to confusion. Revise. When describing this in your journal, note how you reacted to your learner's response to the directions. The main purpose of this assignment is to give you experience in writing clear, unambiguous, how-to instructions of the sort that librarians need to prepare as hand-outs, as part of Web pages, or as part of online tutorials.

(2) The readings below are only two examples of the many articles that you can find on teaching (see Unit 5), but they may be helpful as you prepare for your small-group session with the ITI students:

Bicknell-Holmes, T. & Hoffman, P.S. (2000). Elicit, engage, experience: Discovery learning in library instruction. Reference Services Review 28 (4), 313-322.

Fain, M.A. (2001). Metaphors for learning: A cognitive exercise for students. Research Strategies 18, 39-48.

Week 10

Handouts, pathfinders, using Power Point or overheads, other instructional aids. Discussion and review; apprenticeship reports

Assignment for Week11:

(1) In addition to brief how-to handouts and tutorials, instruction librarians also prepare guides to subject areas and various topics assigned to students or of general interest. See examples of pathfinders/research guides on the RUL Web site and elsewhere; especially recommended is Wisconsin's at http://college.library.wisc.edu (click on Research Guides). For a very different approach, see http://www.lib.byu.edu/hbll/ (that's hbll for HB Lee Library) and click on Research Guides. For another guide to the research process. see http://ols.cuny.edu/tutorial. Take a look at my pathfinder outline in Unit 4 for the kind of research guide you might want to create for a graduate level course. For some pointers on overheads, and more tips on writing instructions, see Unit 4.

(2) Prepare a handout for your ITI students

Week 11

Try out your instructions on each other. Introduction to management issues (policy, costing, marketing, staffing, planning and evaluation). What are the issues involved in developing and managing a user instruction program?

Assignment for Week12: Revise your written instructions and hand in. Check out ACRL documents on information literacy, etc., and consider what might be adapted for settings other than academic libraries: http://www.ala.org/Content/NavigationMenu/ACRL/Standards_and_Guidelines/Standards_and_Guidelines.htm

Readings:

Zemke, R. (2000). How change really happens. Training 37 (10), 122-126.

Begin reading Managing Library Instruction

http://web.archive.org/web/20040301124203/http://alexia.lis.uiuc.edu/~lis405/instruction/front.htm

For examples of evaluation instruments, see:

http://www.library.ucla.edu/libraries/college/services/evaluations.htm

For Rutgers perspectives, see Rutgers-Instruction document in Unit 6 and http://www.libraries.rutgers.edu/rul/news/05/02_searchpath.shtml

Week 12

Management issues, continued. Special attention to evaluation of user instruction.

Assignment for Week13:

Ask your SAL and ITI students for their bibliographies. Complete the Keirsey Temperament Sorter. Another inventory is at http://wqww.humanmetrics.com/ - click on Jung Typology Test. Do you get the same results?

Keirsey, D., & Bates, M. (1984). Please understand me: Character and temperament types (5th ed.). Del Mar, CA: Prometheus Nemesis. See also http://keirsey.com

Scherdin, M.J. & Beaubien, A.K. (July 1995). Shattering our stereotype: Librarians' new image. Library Journal, 25-38.

Webb, B. (1990, June 15). Type-casting: Life with Myers-Briggs. Library Journal. 32-37.

Gunning, K. (1994). Enhancing teaching skills using the Myers-Briggs Type Indicator. In M.J. Scherdin (Ed.), Discovering librarians: Profiles of a profession (pp. 181-194). Chicago: Association of College and Research Libraries, American Library Association.

Week 13

Discussion of how personality types might relate to instructional approaches as well as to management

Assignment for Week14: Readings on teaching styles and adult education philosophy; also review Evans. There are a couple of things in the Webliography that come from the ILI list in regard to getting faculty to recognize the need for information literacy instruction. Be sure you are in line to get the presentation video if you have not already seen it.

Akers, J. (2004). Discovering your teaching style: Seven ways to enhance your classroom presence. College & Research Libraries News 65 (5), 251-253.

Conti, G.J. (1998). Identifying your teaching style. In M.W. Galbraith (Ed.), Adult learning methods (pp. 73-89), Malaber, FL: Krieger.

McKeachie, W.J. (1999). Teaching tips (10th ed.). Boston: Houghton Mifflin. [excerpts on discussion, etc.]

Zinn, L.M. (1998). Identifying your philosophical orientation. In M.W. Galbraith (Ed.), Adult learning methods. Malabar, FL: Krieger.

Week 14

Final reports on work with undergraduates, apprenticeships, readings on teaching

Assignment for Week15: Summarize your apprenticeship and information counselor experiences in your journal. Make sure you have commented on all the readings and exercises. Review your entries and write a brief conclusion about how you are synthesizing course content in the process of developing your own approach to user instruction.

Week 15

Resources for continuing to learn about user instruction. Review of apprenticeships and undergraduate counseling experiences. Discussion of philosophy of user education. Course feedback.