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Course Outline - LIBR
250
Fall, 2006
David V.
Loertscher
This course will be conducted using a semi-constructivist model. That is, the professor will serve as a guide on the side rather than a sage on the stage. During this course, three engaging problems will be completed by each student. These modules will build a student's theory base, build transformation skills, and allow each student a chance to create quality educational experiences with a teacher/partner.
Assignment Summary/Due Dates
- Sept 10: Reading plan uploaded to the Assignment Manager of Blackboard
- Sept. 15: Three interviews: Uploaded to Blackboard Assignment Manager
- Oct. 1: Module 1- Best readings to date uploaded to the wiki (both sections use the same wiki)
- Oct. 1: Module 2-Transformations: First two transformations ready for class discussion. These should be revised and uploaded to the Assignment Manager of Blackboard by October 15 (Required: one transformation about an issue, one about people or places). Balance of transformations due for discussion by Nov. 3 and revised/uploaded to the Assignment Manager by Nov. 15.
- Oct. 15: First two transformations uploaded to the Assignment Manager.
- Oct. 27: Completed module-one uploaded to the Assignment Manager of Blackboard.
- Nov. 3: Balance of transformations due for discussion.
- Nov. 15: Balance of revised transformation due on the Assignment Manager of Blackboard.
- Nov. 25: Rough draft of Module 3 ready for class discussion.
- Dec. 10: Module 3 uploaded to the Assignment Manager
**All assignments must be loaded on the Assignment Manager no later than December 10, 2006.
 Collaboration
and Information Literacy,
Module 1:
Building a Theory Base
Background and introduction: In today's world, librarians of all types are serving as the human interface between information technology and users. This is quite a different role than in previous generations since it asks that the librarian step beyond the mere storage and retrieval functions of the library. In the older model, a teacher or a professor might come into the library for assistance with a class and find the librarian willing to help find materials that are useful to the teacher and then hand these materials over, thus completing the entire role responsibility. "I have helped you find materials - it is now your responsibility to use them."
The assumption of this module is that the responsibility of the librarian goes far beyond just storage and retrieval. Consider the following stages of interface with teaching and learning:
Stage One:
• The librarian inquires what types of materials/information resources would be helpful to a teacher/client.
• The librarian helps the teacher/client locate materials for the learners to use.
• The librarian is helpful to teacher/client and learners as they use the materials.
Stage Two:
• The librarian realizes that much
frustration could be avoided using information technology
if better planning were done with the teacher/client.
• The librarian and teacher/client plan together
before the instructional experience begins.
• Given time, better materials and better activities
for using those materials are designed.
• The teacher/client and the librarian work together
as the materials and information technologies are used by
the learners.
Stage Three:
• The librarians and the teacher/client form a partnership - an instructional design team.
• Together, as colleagues, they plan, execute, and evaluate an instructional sequence (a unit of instruction, a learning module, an inservice training program, a training module, an entire course of instruction)
• The librarian takes responsibility along with the teacher/client to help learners master content (science, social studies, sales training, course content) and process (information literacy, the research process)
The basic assumption of this module is that you will reject stage one services as an outmoded professional task and seriously explore the roles of stages two and three. The goal is to experience the shift in the teacher/ client partnership and embrace the focus of librarian involvement in the educational process. This role assumes an active rather than a passive approach.
Stop!
Reflection Point
Due: Load on Blackboard Assignment Manager by Sept. 15
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Do three interviews of practicing librarians in the type of library in which you expect to work. Ask them about the three roles described briefly above. Where do they feel they are on the continuum? At the beginning of this module and without any further investigation, what is your reaction to the three suggested stages? Post your reflection to the Blackboard Assignment Manager by Sept. 15.
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Quest for Module One: You are interviewing for a professional position as a school library media specialists, a bibliographic instruction librarian in an academic library, a director of professional development in a commercial firm). In the first round of interviews, a panel will expect you to make a 5-minute presentation outlining your philosophy of the librarian's role in the instructional process. They reserve the right to question you about your philosophy and how you arrived at your views.
You realize that in order to prepare adequately (in depth) for such an interview, your understanding of theory must be more than just superficial. You must have a strong theoretical framework on which to draw when approaching an instructional problem.
You realize that a strong theoretical background will enable you to be a diagnostician of an educational problem or challenge. Without hesitation, you will need to have solid recommendations built upon your knowledge. Thus, you will need to build your knowledge asking: What is happening today in the world of education in four critical topical areas?
Topic 1. Educational Theory and Practice
• What's hot in educational theory
today?
• What does brain research and cognitive theory have
to contribute to teaching and learning?
• What is restructuring in education (K-12
arena)?
• What is standards-based education (K-12 arena)?
• What is Understanding by Design (K-12 arena)?
• What is differentiated instruction (K-12 arena)?
• What is the difference between behaviorist
theories and costructivist theories?
• How can these theories be translated into
practice?
• What is inquiry-based or project-based
learning?
• What are teaching and learning styles?
• What are multiple intelligences?
• What role is government playing in standards and testing (K-12 arena)?
• What role do national societies play in quality higher education (higher education arena)?
• Is anyone in the corporate world interested in quality education and training (corporate world arena)?
Topic 2. Curriculum and Accountability (academic
institutions and training)
• Who decides who will learn what?
• Who writes curriculum (in academic institutions)
and content to master (training)?
• Who really follows written curriculum, or do
teachers do what they please as soon as the door is
closed?
• Who decides what is the best way to teach math,
social studies, science, etc.? In training institutions,
who prescribes how skills are to be taught?
• What are the best strategies for teaching and
learning what is to be learned?
• How do we know when a student learns what is to be learned (testing, assessment)?
Topic 3. Collaboration
• Behaviorist Teaching - What is it and
what is the role of the librarian/instructional designer
in course and lesson design?
• Constructivist Teaching (also known as
Resource-based Learning, Project-based Learning) - What
is it and what is the role of the librarian/instructional
designer in helping students construct and solve their
own engaging problems?
• What is collaboration in the educational
setting?
• What roles do librarians (information
specialists/technology specialists) perform as they
collaborate with teachers (K-18 settings) (public
libraries - in home schooling and staff development)
(special libraries/industry - in training)
• What collaborative strategies are likely to
produce excellence in teaching and learning no matter the
teaching style of the teacher?
• What are the signs that collaborative activities are successful?
• How must organizations change to facilitate the
role of collaboration?
Topic 4. Information Literacy
• What is Information Literacy?
• What models exist and how do they compare?
• How do models of information literacy compare
across the disciplines?
• How do I build my own mental model of information
literacy?
• Can information literacy be taught? How?
• Is the teaching of information literacy having an
impact on what learners know and do?
• What findings from research illuminate practice?
Instructions for completing Engaging Problem
#1:
The Reading Plan (due Sept. 10)
1. Create four concept maps or itemized list. For each of the four topics above, create a concept map or itemized lists of what you already know about each of the four topics(before you do a lot of reading).
2. Rate yourself on the following rubric for each
topic:
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Topics
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Rate yourself on the following
scale:
Low Expertise 1 2 3 4 5 High
Expertise
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Topic 1: Educational Theory and Practice
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1 - F
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2 - D
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3 - C
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4 - B
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5 - A
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Topic 2. Curriculum
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1 - F
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2 - D
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3 - C
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4 - B
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5 - A
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Topic 3. Collaboration
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1 - F
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2 - D
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3 - C
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4 - B
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5 - A
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Topic 4. Information Literacy
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1 - F
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2 - D
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3 - C
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4 - B
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5 - A
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3 . Decide on your reading plan and communicate that plan to your instructor on the assignment manager by Sept. 10. Use the four maps and the rubric to decide which of the four topics you need to do the most reading to build your own expertise. (This can be done using Inspiration or drawing your maps in Microsoft Word.) Communicate your plan to your instructor through the assignment manager. Your message might be something like: "Here are my four concept maps and expertise ratings for each of the four topical areas...." (Describe briefly why you rated yourself as you did.) "I have decided to concentrate my theoretical study for the class in the following areas....(Give a list)."
**A note on concept maps: The program Inspiration is a good choice for doing concept maps. If you have never used this program before, then you can download a free trial for 30 days. It is a program well worth learning. You can create the maps and then cut and paste them into a Microsoft Word document to turn in.
The main event of module 1: Wide reading.
There are a number of resources to help you read as widely as possible in the four topical areas:
- The textbooks
- The wiki: LIBR 25 Bibliography (locate this at http://seedwiki.com and search for the title)
- Professional resources at your own library
- Database collections from SJSU library
- The Internet
- Professional organization websites and other materials
The goal is to know as much as you possibly can in each of the four topical areas so you are prepared to transform learning experiences in information-rich and technology-rich environments from mediocre to excellent.
Using the rule of thumb: Read 50 minutes and write 10 mintes. Here are some suggestions on how to maximize what you are reading and learning:
- Select something to read that has promise. If it is not contributing to your knowledge, skip it and select something else.
- Keep a personal log of everything you read. This should contain the citation of the article, book, chapter, etc. followed by a brief summary of the big ideas/ the major points of the item.
- If you think this piece is something that others in the class would benefit from, add it to the the LIBR 250 Bibliography wiki at http://seedwiki.com. If the item is already there, you might want to revise the entry there to include a big idea missing from the current entry. Or, you may wish to revise the URL in that bibliography or the citation. In any case, add your name as the contributor along with the date; or add your name as a reviser to some other entry. If adding something new, add your entry at the top of the wiki section so that the newest stuff is always on top. This bibliography carries over from semester to semester and will be a place that you can consult after the class is over for whatever treasures we have all been able to contribute.
- Wether or not you add your item to the wiki, You should consider contributing it to the correct place on the ModuleOne250 wiki on seedwiki.com Again, only add dignificant stuff here. You are judged on quality, not quantity. This knowledge base will not stay around after the semester but is for all of us as we ready, view, or listen to as much as we can. We will synthesize what we all know from this wiki as the semester progresses.
Thus, we are all reading widely - creating a valuable bibliography of professional resources for posterity. By adding the major ideas to a knowledge base, we are all building togehter. This concept will be discussed further both in the online class and in the face-to-face one.
By October 1, be sure to upload everything your have read to that date in both of the above wikis.
On Oct. 15, or soon thereafter, both sections will begin synthesizing what we all know from the ModuleOne250 wiki. This will help you create your final product for Module One that is due on the Oct. 27.
After the class has synthesized the knowledge base on ModuleOne250, you can proceed to use what you learn to produce your final product.
Module One Final Product: Due Oct. 27:
Your final paper will have four sections and four appendicies.
Section 1: Educational Theory. In this section's first paragraph, summarize from your reading plan in one paragraph what you knew before this class began. In the next paragraph summarize how you went about reading, noting what you put in your log, what you added to the LIBR 2250 Bilbliography wiki, and what you added to the Module One250 wiki. Then write an essay (not more than two pages, preferably one) about that topic that synthesizes what you now know about this topic. This summary would form the basis of a presentation you might give to a panel interviewing you for a position. In appendix 1, add your complete reading log for this topic.
Now do the same for each of the other topics. Thus, your final paper is not more than eight pages long with four appendicies. It constitutes what you know and deeply understand.
Addendum to Module one: By the end of the semester you should add the following:
- Your Group's Information Literacy Model. During the first class period, your group will create an information literacy model. One member of the group will have the responsibility to make a copy or photo of that model and distribute it to the rest of the group. Get that model and upload it to your own assignment manager on Blackboard.
- Your Own information Literacy Model: As one of the last things you do for this class, draw your own information literacy model matching your style of learning and post that to the assignment manager.
The
Second Engaging Problem:
Transformation
(eight transformations due class periods 2-3)
The Problem:
During the first class period, you will be introduced to the 15 Think! models for transforming a learning experience from a "bird unit" into a higher-level learning experience. You will be transforming six learning experiences for this module. This will give you practice in making transformations. It would be nice to do these transformations with a teacher or professor, or professional development planning group, but most likely, you will be doing these alone and then bringing them to class for critique from "the friendly bird patrol." For each of these transformations, you will need to have an information literacy component to assist learners in some way to deal with the research process "just in time" for them to use the skill or skills you teach with your "partner" teacher/professor/professional development team.
- Your product for each of the transformations is a one-page report that you will lodge on the assignment manager and that you can show to prospective employers or clients as a demonstration of what you mean by a transformation of learning. This one-page description should have a title and your name and partner (if any) at the top and then should contain:
(1) A first paragraph describing the old method of teaching the unit or concept
(2) A second paragraph listing what the learner will know, be able to do, and understand
(3) A third paragraph description of how the learner will be assessed
- (4) A flow chart of the learning activity like those in the 15 Think! models
(5) Several paragraphs describing the activity including the information literacy skill that will be taught
Before doing too many transformations:
• Spend two hours looking at information
literacy sites for contrasting approaches to information
literacy:
Library
Research at Cornell: A Hypertext guide
TILT:
Texas Information Literacy Tutorial
Noodle Tools - a
must info lit site (K-12)
You might find other helpful guides for teaching various components of the research process either as an entire process or just one skill that the learners need to know right now to succeed. For K-12 students, the Koeschlin and Zwaan volume will be invaluable in this regard.
By Oct. 1, prepare the first two transformations for discussion. In either section of the class, have two transformations ready in rough draft. You will subject them to the "friendly bird patrol" either online or in person for fellow student comment. After this experience, you can make revisions on your transformations and then submit them in final form to the assignment manager of Blackboard by Oct. 15.
Sources of learning experiences for School Librarians:
• web site: The Gateway to Educational Mateials
(GEM) at http://www.thegateway.org
is a portal created by the National Library of Education
in Washington D.C. and it links to educational resources
Kindergarted through higher education.
• Web site: Discovery School at http://school.discovery.com/lessonplans/
boast hundreds of lesson plans for K-12. This site is
sponsored by the Discovery Channel. Check out the puzzle
maker. Cool.
• Web site
(b31.html) Federal curriculum resources gathered by the
U.S. Dept. of Education for the K-12 schools of the
country. Check under "FREE(Federal Resources for
Educational Excellence)"
• Web
site (b32.html) Blue Web'n from PacBell offers K-12
educators scads of units of instruction
• Web
site: Kathy Schrock's Guide for Educators - zillions
of lesson plans and helps.
• Do a search on "big six" information
literacy in Yahoo and marvel.
• Web
site: The Educator's Guide to Internet Resources.
Created by Intel with scads of lesson plans, tutorials,
web design stuff, etc.
• Web
site: Module Maker by Jamie McKenzie teaches teachers
and library media specialists how to plan together. Can
you use this Module for both behaviorist and
constructivist units?
• Web
site: The Resource Station - Internet Lesson Plans
from Classroom Connect
• Web
site: Lesson Plans from Classroom Connect.
• Web
site: Math TracStar
• Web
site: Math Forum: Arithmetic Lesson Plan Sites
• Web
site: Good News Bears (A Web-based Interactive Stock
Market)
• Web
site: Teachers.Net Lesson Exchange - LESSON PLANS
-...
Sources of learning experiences for Academic Librarians:
• Gradowski, Gail, Sloranne Snavely, and
Paula Dempsey. Designs for Active Learning: A
Sourcebook for Information Eduction. Chicago:
Association of College and Research Libraries, 1998.
(available from ALA). A recent collection of sample units
and ideas for teaching information literacy.
• Library
Research at Cornell: A Hypertext guide and TILT:
Texas Information Literacy Tutorial - already
explored examples of information literacy courses/modules
mounted on the web for students. Please find others.
• web site: The Gateway to Educational Mateials
(GEM) at http://www.thegateway.org
is a portal created by the National Library of Education
in Washington D.C. and it links to educational resources
Kindergarted through higher education.
Sources for Special Librarians/ Entreprenurial Enterprizes:
• Check out expositions held all over the
country such as Siebold Conferences where insturction in
new technologies combined with fairs/demos exist. One
such event in San Francisco costs $2,000 to have a pass
to attend everything or you can buy a half-day training
for a measly $450.
• Ask employees and officers of various large
corporations and professions about their inservice
training, short courses, orientations. There is much now
going on the web, but these are often internal classes
requiring password access.
• There are corporations who consult with large
corporations to create and provide continuing education
courses (Arthur Anderson, Inc.?).
Sources for Public Librarians
• Look for examples of staff training for paraprofessionals or professional staff.
• What about examples of seminars or sessions
conducted for home schoolers?
• Orientation classes for adults on such topics
as use of the Internet or perhaps a tax or investment
seminar. You might stray into programming if any age - if
that programming's objective is educational rather than
pur entertainment.
For the last four transformations, have them ready for class discussion on Nov. 3 and in final form and uploaded to the assignment manager by Nov. 15.
The
Third Engaging Problem:
Do It
(Rough draft Nov. 25; Final, Dec. 1)
Be sure you have your project approved via email to
the instructor
before you spend a lot of time on it.
Option One: Work with an actual
teacher (client)
You have just been given an opportunity to partner with a teacher/professor/business partner in creating, executing, and evaluating an educational unit/ learning experience. This opportunity will allow you to use the world of information and technology to enhance the learning experience. You will also have the opportunity to incorporate the strategies of information literacy into the experience. You have promised your partner that the experience together will be so remarkably superior to what that person could have done alone; that this experience will be a trend setter - a model of what a creative partnership can accomplish in terms of student learning.
Instructions:
• Bribe one or several partners into
working with you on this project.
• Create with your partner(s) your own engaging problem for a quality educational experience. You should design and carry out (if possible) your project. The project plan must be complete including objectives, activities, materials, information literacy module, technologies to be used, and evaluative strategies. For school library media teachers, you will begin with CA state standards out of which the learning experience will be developed.
• Design an information literacy component of
each unit. This can be done in two ways - either as one
component of the experience, or using the information
literacy model as the total process model for the
learning experience.
• Do your work and keep a log of the process.
• As a report of the work, create a
project/portfolio of the experience that does two
things:
a. shows the project
b. contains a log of the process
c. reflects upon the project and the process
• Be sure that your project could be shown to a
prospective employer as an example of what you know and
are able to do.
• The instructor prefers that you use one of the model techniques demonstrated in class as the design of the unit, however, the design must fit the original goals of teaching and learning.
Option Two: Work with a partner
in the class
• Create a collaborative team of not more
than three collaborative partners.
• Create together an educational experience for a
target audience such as a LibraryQuest (webquest using
all types of resources), a staff training workshop, a
termpaper workshop, a professional inservice workshop, a
unit of instruction, a home school independent learning
quest, etc. The project plan must be complete including
objectives, activities, materials, information literacy
module, technologies to be used, and evaluative
strategies.
• Design an information literacy component of
each unit. This can be done in two ways - either as one
component of the experience, or using the information
literacy model as the total process model for the
learning experience.
• Do your work and keep a log of the process.
• As a report of the work, create a
project/portfolio of the experience that does two
things:
a. shows the project
b. contains a log of the process
c. reflects upon the project and the process
• Be sure that your project could be shown to a
prospective employer as an example of what you know and
are able to do.
• The instructor prefers that you use one of the model techniques demonstrated in class as the design of the unit, however, the design must fit the original goals of teaching and learning.
This page modified Jan 3, 2006
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