Basics:
Instructor:
Trudi Jacobson
Associate Librarian, University Library
Office: UL107D
Phone: (518) 442-3581; E-mail: tj662@cnsvax.albany.edu
Office Hours: by appointment

Course:
ISP 666: User Education: Theory and Technique
Day and Time: Monday and Wednesday, 6:00 - 9:30 pm
Location: Draper 147
Required Text:
Sourcebook for Bibliographic Instruction, Katherine Branch, ed., Chicago: Bibliographic Instruction Section, Association of College and Research Libraries, 1993.
Additional Requirements:
Readings: The articles noted on the reading list are required reading for this course. I expect that you will have read them before coming to class. They are available on reserve at the Dewey library. Mainframe Computer Account: You will need a mainframe computer account from Technology Services/Computing Services (free service), which you should obtain as quickly as possible. You will need to subscribe to the BI-L list using this account, and should check your messages at least twice a week. E-mail may also be used to facilitate communication between instructor and students.

Description:
This course is an introduction to user education in a variety of types of libraries, with a concentration on academic libraries. The history of library instruction, theoretical issues in the field, instructional program development, and teaching techniques will all be included. Students will develop and present an instructional session designed for a specific library user group.

Course Objectives and Competencies Expected:

Course Objectives:
1. To impart an understanding of the history and impact of the user education/bibliographic instruction movement.

2. To familiarize students with basic concepts and terminology of the field.

3. To provide an understanding of learning theory.

4. To familiarize students with various teaching methods.

5. To facilitate conceptualization of how instructional needs relate to the design, implementation, evaluation, and revision of an instructional program.

6. To provide an understanding of the development, purpose, and functions of professional organizations relevant to user education/bibliographic instruction.

Competencies Expected:

By the end of the course, students will be able to:

1. Identify an instructional need.

2. Select among a variety of instructional methodologies and design, implement, evaluate, and revise instructional solutions to fit identified needs.

3. Discuss and apply learning theory competently in arriving at solutions to instructional problems.

Methods:

This class will incorporate active learning techniques and will require a high level of student participation. Students will be responsible for directing class discussions during a portion of each class period, will be involved in debates or other oral presentations, including teaching a 30 minute session on the topic of their choice. Some work will be done in small groups, both during and outside of class.

Grading and Course Requirements:

Readings/Following BI-L discussion/Class participation [25%]
Because of the short time frame of a summer class, the background knowledge gained through the required readings is crucial. I will expect that all students will come to class having read the assigned readings for that class. Our discussions will build upon that knowledge. I will also expect you to follow the discussion on BI-L regularly. Evidence of familiarity with the readings and BI-L discussion will be apparent through active class participation.

Group Project: Class Discussion [15%]
Small groups of students will be responsible for directing discussion during a portion of most class sessions. These groups should prepare by doing additional readings on the topics of the day and by selecting significant points to highlight. However, the purpose is to engage the class in discussion and even debate, and not to make a presentation. Effective creativity will be rewarded.

Evaluation of Printed Guide [20%]
Students will select a printed guide, either from the University Libraries or from another library of their choice. They will critique the guide according to guidelines that will be distributed in class.

Observation and Critique of an Instruction Session [10%]
*OPTIONAL*
Students will observe and critique an instruction session at the library of their choice. It is crucial that you obtain, in advance, the permission of the instructor to attend and critique the class. I will facilitate attendance at instruction sessions at the University Library, and if you are interested in this option, please see me. Critiques should not name the librarian doing the instruction. Additional details are provided on the assignment guidelines sheet.

Instruction Session (Final Project) [40%]
For a final project, you will present a 30 minute instruction session= on the topic of your choice, for the audience of your choice. These sessions will occur during the last three class periods. Because of the brevity of the allotted time, it will be important to narrow your selection, so that you don't attempt to cover too much. You will need to provide supporting materials at the time of your instruction session, including a description of the audience and setting; a brief outline of the content of the session; a lesson plan; a pathfinder or guide; a bibliography of sources you consulted in developing your session; and a short self-evaluation of the process. Further details will be provided in class. [Should you choose to observe and critique an instruction session, your final project will count for 30% of your grade.]

All assignments are due on the date specified. Written assignments turned in late will be penalized. Grades will be dropped one grade level for every day the assignment is late. Extensions will be granted in extenuating circumstances only if you petition me before the class session at which the assignment is due. Discussion leaders and presenters of instruction sessions will not be granted extensions, due to the nature of the obligation.

Course Outline:

May 29
Topics:
Background
Definition (including Information Literacy)
Pro vs. Con
Literature & State of the Field
Professional Organizations

June 3
Topics:
History
Administrative Concerns
Program Planning
Budgeting
Politics
Technological Support
Administrative Support

Readings:
Hopkins, Frances L. "A Century of Bibliographic Instruction: The Historical Claim to Professional and Academic Legitimacy." College & Research Libraries 43 (May 1982): 192-8.
Salony, Mary F. "The History of Bibliographic Instruction: Changing Trends from Books to the Electronic World." Reference Librarian No. 51/52 (1995): 31-51.
American Library Association Presidential Committee on Information Literacy. Final Report. Chicago: American Library Association, January 1989.
Reichel, Mary. "Information Use and Projections: The Importance for Library Instruction (And Dr. Seuss)" in What Is Good Instruction Now? Library Instruction for the 90s. Ann Arbor: Pierian Press, 1993, pp. 19-24.
Beaubien, Anne K., Hogan, Sharon A., and George, Mary W. "Administrative Climate" and "Costs of a BI Program" in Learning the Library. New York: Bowker, 1982, pp. 219-35, 243-48.

June 5
Topics:
Needs Assessment
Intended Audience
Instruction Needs
Goals & Objectives
Program
Session
Readings:
Fister, Barbara. "The Research Processes of Undergraduate Students." Journal of Academic Librarianship 18 (July 1992): 163-9.
"Model Statement of Objectives for Academic Bibliographic Instruction." College & Research Libraries News 48 (May 1987): 256-61.
Sourcebook: "Instructional Design" by Mary Ellen Litzinger, pp. 17-27.

June 10
Topics:
Goals & Objectives--continued
Learning Theory & BI
Conceptual Frameworks
Readings:
Reichel, Mary. "Preparing to Teach: Bruner's Theory of Instruction and Bibliographic Education" in Teaching Librarians to Teach: On-the-Job Training for Bibliographic Instruction Librarians, eds. Alice S. Clark and Kay F. Jones. Metuchen, NJ: Scarecrow Press, 1986, pp. 20-31.
Sourcebook: "An Introduction to Learning Theory" by Lori Arp, pp. 5-15.

June 12
Topic:
Critical Thinking
Readings:
Myers, Chet. Teaching Students to Think Critically. San Francisco: Jossey-Bass, 1986. Chapter One: "What Critical Thinking Means Across the Disciplines" and Chapter Five: "Structuring Classes to Promote Critical Thinking," pp. 1-10, 54-68.
MacAdam, Barbara and Barbara Kemp. "Bibliographic Instruction and Critical Inquiry in the Undergraduate Curriculum" in Integrating Library Use Skills into the General Education Curriculum, eds. Maureen Pastine and Bill Katz. New York: Haworth, 1989, pp. 233-44.
Wesley, Threasa. "Teaching Library Research." Emergency Librarian 18 (Jan/Feb 1991): 23-30.
Jacobson, Trudi E. and Lynne M. Martin. "Merging Critical Thinking and the Electronic Library: A Visionary Perspective of SuperPAC, an Enhanced OPAC." Research Strategies 11 (Summer 1993): 138-49.

June 17
Topics:
Modes of Instruction (Presentation Skills)
Instructional Materials
Readings:
Svinicki, Marilla D. and Dixon, Nancy M. "The Kolb Model Modified for Classroom Activities." College Teaching 35 (Fall 1987): 141-6.
Ridgeway, Trish. "Integrating Active Learning Techniques into the One-Hour Bibliographic Instruction Lecture" in Coping with Information Illiteracy. Ann Arbor: Pierien, 1989, pp. 33-42.
Hagle, Claudette S. "Module 3: Presentation Skills and Classroom Management" in Learning to Teach: Workshops on Instruction. Chicago: Bibliographic Instruction Section, ACRL, 1993, pp. 19-24.
Sourcebook: "Teaching Methods" by Randall Hensley, pp. 29-44.

June 19
Topics:
Diversity Of Populations Of Libraries
Assignment Due: Evaluation of Printed Guide
Readings:
Broidy, Ellen. "Celebrating Diversity: Teaching Library Skills As If People Mattered" in Reaching and Teaching Diverse Library User Groups. Ann Arbor: Pierian Press, 1989, pp. 1-9.
Hall, Patrick Andrew. "The Role of Affectivity in Instructing People of Color: Some Implications for Bibliographic Instruction." Library Trends 39 (Winter 1991): 316-26.
Hendley, Margaret. "User Education in Canadian Public Libraries" in A Place to Stand: User Education in Canadian Libraries, ed. Elizabeth Frick. Ottawa: Canadian Library Association, 1988, pp. 79-99.

June 24
Topics:
Teaching Technology/Electronic Environment
Program Marketing/Working with Faculty

Assignment Due: Optional Session Critique
Readings:
Cheney, Debora. "Evaluation-Based Training: Improving the Quality of End-User Searching." Journal of Academic Librarianship 17 (July 1991): 152-55.
King, David and Betsy Baker. "Human Aspects of Library Technology: Implications for Academic Library User Education" in Bibliographic Instruction: The Second Generation, ed. Constance Mellon. Littleton, Colorado: Libraries Unlimited, 1987, pp. 85-107.
Oberman, Cerise. "Unmasking Technology: A Prelude to Teaching." Research Strategies 13 (Winter 1995): 34-39.
Rogers, Sharon J. "Science of Knowledge" in Bibliographic Instruction: The Second Generation, ed. Constance Mellon. Littleton, CO: Libraries Unlimited, 1987, pp. 125-133.
Thomas, Joy. "Faculty Attitudes and Habits Concerning Library Instruction: How Much Has Changed Since 1982?" Research Strategies 12 (Fall 1994): 209-223.

June 26
Topics:
Evaluation
Program Evaluation
Evaluation of Instruction
Preventing and Coping with Stress and Burnout
Institutional and Peer Support
Continuing Education
Professional Organizations
Presentations
Readings:
King, David N. "Evaluation and Its Uses" in Evaluating Bibliographic Instruction: A Handbook. Chicago: ALA ACRL BIS, 1983, pp. 5-21.
Frick, Elizabeth. "Qualitative Evaluation of User Education Programs: The Best Choice?" Research Strategies 8 (Winter 1990): 4- 13.
Sourcebook: "Evaluation" by Mignon Adams, pp. 45-57.
Becker, Karen A. "The Characteristics of Bibliographic Instruction in Relation to the Causes and Symptoms of Burnout." RQ 32 (Spring 1993): 346-57.

July 1
Topics:
Pro vs. Con Revisited
Presentations
Readings:
Eadie, Tom. "Immodest Proposals." Library Journal 115 (October 15, 1990): 42-5.

July 3
Topics:
Presentations