LIS-S 574 Information Instruction
3 credits
- Prerequisite(s): LIS-S 500, LIS-S 507
- Delivery: Online
- Semesters offered: Fall, Spring (Check the schedule to confirm.)
Description
Provides a comprehensive examination of the systematic design of instruction including the design, development, dissemination, and evaluation of instructional programs in library and information settings. The course places emphasis on information instruction; focuses on theory and practice related to teaching and learning; and stresses the use of technology in materials development and dissemination across all library and information settings.
Program Learning Goals Supported
Instructors map their courses to specific LIS Program Goals. Mapped program goals drive the design of each course and what students can expect to generally learn.
- Connect Core Values and Professional Ethics to Practice
- Facilitate Engagement in the Information Ecosystem
- Innovate Professional Practice with Information Services and Technology
Learning Outcomes
Instructors develop learning outcomes for their courses. Students can expect to be able to achieve the learning outcomes for a given course after successfully completing the course.
- Actively participate in peer teaching, critiquing, and learning cycles
- Create and deliver high quality, effective, engaging instructional activities in a library and/or professional setting
Over-Arching Course Goal
By the end of the semester, students will create and deliver high quality, effective, engaging instructional activities related to information science principles in a library and/or professional setting.
These are the skills, processes, and concepts taught and practiced in S574 assignments:
Actively participate in peer teaching, critiquing, and learning cycles
- Describe how instructional, training, and learning theories are applied to specific instructional situations.
- Apply the UbD model of instructional design in creating, developing, disseminating, and evaluating effective, efficient, and appealing instructional materials.
- Connect discrete skills conceptually to their application in appropriate professional situations.
- Evaluate and design instructional materials.
- Select and apply instructional materials.
- Apply technology tools and techniques to the production and delivery of instructional materials.
Create and deliver high quality, effective, engaging instructional activities
- Utilize standards related to information, technology, media or digital literacy in various instructional and training settings related to the library and information professions.
- Design learning experiences to address the varied needs, preferences, and learning modalities of a target audience.
- Use the Universal Backward Design model to design effective instructional sessions.
- Demonstrate effective professional instructional delivery skills.
- Analyze and self-evaluate instructional delivery.
Course Overview
Instruction is in Canvas. Lessons are organized into Modules whose length may vary.
Modules 1–3: Foundations of Instructional Design
Modules 4–5: Introduction to UbD; Guiding Documents for Design
Module 6–9: UbD Stage 1, 2, 3; Assessing and Smoothing the Muddiest Points of Instructional Design
Module 10–12: Instructional Delivery Techniques
Module 13-14: Information Inquiry as Instruction
Policies and Procedures
Please be aware of the following linked policies and procedures. Note that in individual courses instructors will have stipulations specific to their course.