LIM 511 - A - Instructional Strategies for Informational Professionals (A)

PDF

Download

Open document

Flip pages

Download a page range

This item is part of the University of Southern California Marshall School of Business Master of Management in Library and Information Science records, Collection no. 5394. For more information, visit the collection's finding aid in the Archives at USC site.

Transcript (if available)

Content LIM511: Instructional Strategies for Information Professionals
Summer 2019
3 Units
This class will meet Tuesdays at 6 pm PT (subject to change).
Please see the Live Session Information page in Moodle for exact dates and/or updates.
Mandatory Live Sessions will not conflict with each other.
Instructor: Kevin Klipfel
Office: VKC 40A
Office Hours: By appointment
Email: kklipfel@usc.edu
COURSE DESCRIPTION
Instructional Strategies for Information Professionals provides an overview of research in teaching
& learning, emphasizing the role of academic librarians as instructors and facilitators of
information navigation.
COURSE OBJECTIVES
Upon successful completion of this course, students will be able to:
1. Discuss how current pedagogical theory impacts learning design.
2. Create student-centered lesson plans for information literacy instruction.
3. Articulate your teaching philosophy using instructional design and learning theory principles.
4. Apply techniques for promoting active recall of information.
COURSE MATERIALS
● Books:
○ Klipfel, K.M. & Cook, D.B. (2017). Learner-centered pedagogy: Principles and
practice. (1st ed.). ALA. ISBN: 978-0-8389-1557-8
○ Wiggins, G. & McTighe, J. (2005). Understanding by design (Expanded 2nd ed.).
Association for Supervision and Curriculum Development (ASCD). ISBN:
978-1416600350
● Articles:
○ Weekly reading can be found in USC ARES Course Reserves. USC Libraries’ ARES
e-reserve system.

Articles:
Weekly reading can be found in USC ARES Course Reserves. USC Libraries’ ARES e-reserve
system
To access ARES, follow these instructions:
1. Log onto ARES using your USC NetID and USC password.
2. Click on Search Course under Student Tools on the left hand side column.
3. Click on Search by Instructor and select the instructor name (Golden, Janine) from the pull
down menu and click on Go.
4. Click on the green plus sign of the course needed in order to add the course to your student
profile.
Once the course has been added to your ARES profile the class will be on your main ARES page
and you will have access to the readings until the last day of the semester.
Other Materials:
● We will be using several free, web-based software applications for various
assignments. Some will be suggested by the professor and others will be selected by
the student.
● Webcam & microphone
PREREQUISITES AND/OR RECOMMENDED PREPARATION
The USC Catalogue identifies all course pre-requisites. They also appear in the Schedule of Classes
when a class section of the course has been scheduled.
COURSE NOTES
Contact Hours for this course are:
Synchronous (60 minutes bi-weekly): Live lectures, presentations, Q&A’s.
Asynchronous (90 minutes weekly): discussion forums, blogs, offline collaboration
This course will rely on activities-based learning exercises.
● Some resources will be selected as we to align with the students’ experiences and career
trajectories.
All class information, content, lectures, interactions with me and other students, assignments and
other course requirements will be completed online using the course management system in
Moodle.
2

For questions that are course related only, the Discussion Board in "Faculty Office" is the venue to
submit the inquiry in order for all students to have the benefit from the communication exchange.
Any e-mail that is sent regarding the course must include "LIM511" in the subject line. If you
would like to converse by Adobe Connect or SKYPE send an e-mail to me and we will schedule a
time that is mutually beneficial.
If there is a personal emergency, please contact me by my e-mail janinego@usc.edu explaining the
special situation or needs. If there is a suggested solution to the situation or special needs at that time,
we can then work on solutions together.
In order for open communication to occur, the discussion forums on the Discussion Board should
be used as the primary means of communication. Given the important role of communication in
instructional quality, I will respond to course-related e-mail within 24 business hours.
Students should contact me via email if they wish to arrange a virtual appointment through Skype
or Adobe Connect.
To complete the assignments and participate fully in the class students must be familiar with
Moodle.
GRADING
GRADING POLICIES
Grading policies and practices for the University are described below.
A Work of excellent quality; represents Exceptional work; a grade of "A" will be assigned for
outstanding work only.
B Work of good quality; represents Good work; a grade of "B" clearly meets the standards for
graduate level work.
C Work of fair quality; represents Adequate work; a grade of "C" counts for credit for the course,
minimum passing for graduate credit (except in 591A, B, C, D, E where a B is required).
C minus Failing grade for graduate credit
The MMLIS program adheres strictly to the grading standards of the University and the Marshall
School of Business. An explanation of the USC grading system can be found in the USC Catalogue.
The following grade ranges are used to determine a passing grade:
3

Grade Range Points
A 94.0% or higher 4.0
A- 90.0%-93.9% 3.7
B+ 87.0%-89.9% 3.3
B 84.0%-86.9% 3.0
B- 80.0%-83.9% 2.7
C+ 77.0%-79.9% 2.3
C 74.0%-76.9% 2.0
C- 70.0%-73.9% 1.7
D 60.0% -69.9% 1.0
F 59.9% or lower 0.0
A minimum grade of C (2.0) is required in a course taken for graduate credit. However, in order to
receive an MMLIS degree, a minimum grade point average of 3.0 is required. This standard
guarantees the quality of the USC MMLIS degree.
Because of the quality of our participants and the close attention given to them, a very high
percentage of MMLIS participants pass all courses with C or better grades and obtain a grade point
average above 3.0.
ASSIGNMENTS AND GRADING DETAIL
Assignments Week Points
Discussions About
Theory
Weeks 1, 2, 4, 6, 8, 11 and 14 10 points per
discussion
13 total discussions
Week 06 Assignment 01:
Lesson Plan-Part 1
Week 6 100 points
Week 09 Assignment 02:
Lesson Plan-Part 2t
Week 9 100 points
Week 12 Assignment 01:
Lesson Plan-Part 3
Week 12 100 points
4

Week 14 Assignment 02:
Narrative/Learner LP
Week 14 100 points
Week 05 Assignment 01:
Cognitive Recall
Assignment: Autonomy
Week 5 100 points
Week 07 Assignment 01:
Cognitive Recall
Assignment: Cognitive
Science
Week 7 100 points
Week 09 Assignment 01:
Cognitive Recall
Assignment: Rapport
Week 9 100 points
Week 11 Assignment 01:
Cognitive Recall
Assignment: Mindsets
Toward Learning
Week 11 100 points
Week 14 Assignment 01:
Cognitive Recall
Assignment: Technology
Week 14 100 points
ASSIGNMENT SUBMISSION POLICY
Assignments must be turned in on the due date/time electronically via Moodle. Any assignment
turned in late will receive a grade deduction (for example, if your work is a B+ grade, you will be
given a C+ grade). If your Internet breaks down on the due date, you must notify the instructor by
email as soon thereafter as you are able to do so.
Discussions about Theory (15%)
Assignment Context: These discussions will pose questions about theory and ask you to reply to
insightful questions designed to stimulate a class discussion. By viewing opinions and critiques on
the theories presented, you will gain additional perspective on the relationship between theory and
pedagogy.
Learner-Centered Lesson Plan (35%)
Assignment Context: For this project, you are to choose a relevant instruction scenario and
design a learner-centered lesson plan for that scenario. Your scenario can be any instructional
context that is relevant to your own work or the type of work you would like to pursue (for
example, a one-shot research workshop in an academic library setting, a workshop in a public or
special library, an online tutorial, etc.).
5

The purpose of this assignment is to break down the instructional design process involved in
developing a quality lesson plan. This assignment is broken into four stages, with each stage
reflecting an integral part of the instructional design and planning process. Though you will
produce a concrete deliverable for this assignment—a learner-centered lesson plan that you can
use in a real-world context—our focus will be on the iterative nature of the instructional design
process and the intentional decisions the librarian-instructional designer makes at each stage of
the planning process. The value of this assignment lies in its transferability: once you have
practiced and internalized this design process, you can directly apply it to any future instructional
scenarios you may encounter.
Cognitive Recall Assignments (25%)
Assignment Context: Actively recalling information is one of the best ways to make learning stick
because it helps us take information from our working memory and embed it in our long-term
memory. For this reason, we’ll reflect in writing on each of the major learning theories we read about
in Learner Centered Pedagogy the week after we read and discuss them.
Statement about Teaching Philosophy (25%)
Assignment Context: Many jobs in the library profession will require you to submit a formal
statement of teaching philosophy with your application, especially if the position is
instruction-focused. All jobs will ask you some version of your teaching philosophy in an
on-person interview. For these reasons, we’ll practice writing versions of our teaching philosophy
statement both at the beginning and end of the course. Additionally, your “final” teaching
philosophy statement will be a great addition to your program portfolio.
LATENESS
Working professionals occasionally must submit an assignment late. To encourage everyone to hand
in assignments I accept late work. However, in fairness to those who do submit on time there is a
price to pay for late work. I grade all late assignments and then deduct percentage points. Work less
than 24 hours late will be deducted 10%, work more than 24 hours late but under a week late will be
deducted 25%. Each additional week will result in a further 25% deduction per week late up to a
maximum of a 50% deduction.
If you are going to be late turning in an assignment, email your instructor to notify them of this, and
then email them again to alert them when you have submitted the assignment.
If you miss a Live Session and require an alternate assignment, the due date for this assignment will
always be 1 week after the missed session.
6

It is always worth submitting work even if it is late. Never fail to turn work in because you believe it
is too late.
SESSIONS AND DAYS OF THE WEEK
Due dates for assignments and discussions are stated in day numbers. Day 1 is Wednesday, the first
day of the beginning of each weekly session. Assignments are due no later than 11:59 p.m. in Pacific
Time (PT) on the day that is stated in the assignment.
Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7
Wednesday Thursday Friday Saturday Sunday Monday Tuesday
LIVE SESSIONS
Live Sessions will be held using Zoom or Adobe Connect. If you cannot attend a session, it will be
recorded and archived for you to view later. These are archived in the General section of the Moodle
course space under Archive on the Live Session Information discussion board page. However, any
quizzes and/or in-class assignments are only administered and taken during the live class session. It is
important that you check the Live Session Information page regularly for Live Session schedules and
recordings.
ADD/DROP PROCESS
Courses may be added until May 21, 2019. After registering, it is the student's responsibility to
officially drop from a course if he or she decides not to continue in a course. All such changes must
be processed by Web registration or through the Registration Department. Failure to withdraw
officially will result in the mark of "UW," which is computed in the GPA as zero (0) grade points. A
student may drop a course without academic or financial penalty up until May 21, 2019. If the course
is dropped after May 21, 2019 and before June 18, 2019, the course does not appear on the academic
transcript, but the course tuition and fees will be assessed to the student's account. If the course is
dropped after June 18, 2019, it will be recorded with a mark of "W." No course may be dropped after
July 23, 2019. A student may not withdraw from a course in which he or she committed or was
accused of committing an academic integrity violation.
TECHNOLOGY REQUIREMENTS
All students must have access to a computer with the below requirements, which will allow you to
participate in class meetings and utilize Adobe Connect. Please note that it is essential to use
headphones during online class meetings in order to avoid a disruptive audio feedback loop. To
verify that you have the appropriate hardware and software, please log in to the course to launch the
Browser Test Page.
7

TECHNICAL SUPPORT
The Help Desk is available to provide assistance 24 hours a day, every day. This assistance is
restricted primarily to problems with the course delivery platform. Contact the Help Desk to resolve
problems that you believe are not associated with the hardware and software you have purchased
from a vendor. Examples include being unable to view multimedia files or view responses to
comments you have posted in the discussion area. If you are not sure whether the problem is due to
your computer system, contact the Help Desk for guidance; otherwise, contact the vendor. To talk to
a live technical support agent, please call: 877-807-8557 or visit our Support Website.
In the event of technical breakdowns, students will receive detailed instructions of how to deliver
coursework, depending on the current task (for example, students might deliver work using a mail
carrier, or in-person delivery, etc.).
Further, we recommend:
Projects, classwork, etc. – backup work frequently, save files to a backup drive or to an online
storage application, email files to oneself, and keep a hard copy of papers/projects.
MAINTAINING STANDARDS OF APPROPRIATE ONLINE BEHAVIOR
Information Technology Services publishes “Policies Regarding Student Use of Computing
Resources at USC.” This document can be accessed at University Information Technology
Policies. The protocols defined by the USC Student Conduct Code must be upheld in online
classes.
The following are strictly prohibited:
● Posting inappropriate material
● SPAM to the class
● Online flaming (hostile and insulting interaction between Internet users)
● Offensive language
For more information, please visit USC Student Judicial Affairs and Community Standards page.
THE IMPORTANCE OF COURSE EVALUATIONS
The student course evaluations are valuable. This course is continuously improved, based on
feedback from students and instructor observations.
EMERGENCY PREPAREDNESS
In case of a declared emergency if travel to campus is not feasible, the USC Emergency Information
website will provide safety and other information, including electronic means by which instructors
will conduct class using a combination of USC’s Blackboard learning management system
(blackboard.usc.edu), teleconferencing, and other technologies.
STATEMENT ON ACADEMIC CONDUCT AND SUPPORT SYSTEMS
8

Academic Conduct:
Plagiarism – presenting someone else’s ideas as your own, either verbatim or recast in your own words – is
a serious academic offense with serious consequences. Please familiarize yourself with the discussion of
plagiarism in SCampus in Part B, Section 11, “Behavior Violating University Standards.” Other forms of
academic dishonesty are equally unacceptable. See additional information in SCampus and university
policies on scientific misconduct.
Support Systems:
Student Health Counseling Services (SCS) - (213) 740-7711 – 24/7 on call
Free and confidential mental health treatment for students, including short-term psychotherapy, group
counseling, stress fitness workshops, and crisis intervention.
National Suicide Prevention Lifeline - 1-800-273-8255 – 24/7 on call
Provides free and confidential emotional support to people in suicidal crisis or emotional distress 24
hours a day, 7 days a week.
Relationship & Sexual Violence Prevention Services (RSVP) - (213) 740-4900 - 24/7 on call
Free and confidential therapy services, workshops, and training for situations related to gender-based
harm.
Office of Equity and Diversity (OED)/Title IX compliance – (213) 740-5086
Information about how to get help or help a survivor of harassment or discrimination, rights of
protected classes, reporting options, and additional resources for students, faculty, staff, visitors, and
applicants. The university prohibits discrimination or harassment based on the following protected
characteristics: race, color, national origin, ancestry, religion, sex, gender, gender identity, gender
expression, sexual orientation, age, physical disability, medical condition, mental disability, marital
status, pregnancy, veteran status, genetic information, and any other characteristic which may be
specified in applicable laws and governmental regulations.
Title IX Reporting Options
The Office of Disability Services and Programs - (213) 740-0776
Support and accommodations for students with disabilities. Services include assistance in providing
readers/notetakers/interpreters, special accommodations for test taking needs, assistance with
architectural barriers, assistive technology, and support for individual needs.
USC is committed to making reasonable accommodations to assist individuals with disabilities in
reaching their academic potential. If you have a disability which may impact your performance,
attendance, or grades in this course and require accommodations, you must first register with the
Office of Disability Services and Programs. Any student requesting academic accommodations based
on a disability is required to register with Disability Services and Programs (DSP) each semester. A
letter of verification for approved accommodations can be obtained from DSP. Please be sure the
letter is delivered to me (or to your TA) as early in the semester as possible. DSP is located in GFS
(Grace Ford Salvatori Hall) 120 and is open 8:30 a.m.–5:00 p.m., Monday through Friday. The phone
number for DSP is (213) 740-0776. Email: ability@usc.edu.
9

USC Support & Advocacy – (213) 821-4710
Assists students and families in resolving complex issues adversely affecting their success as a
student EX: personal, financial, and academic.
Diversity at USC –
Tabs for Events, Programs and Training, Task Force (including representatives for each school),
Chronology, Participate, Resources for Students
USC Emergency Information – UPC: (213) 740-4321 – HSC: (323) 442-1000 – 24-hour emergency or to
report a crime.
Provides safety and other updates, including ways in which instruction will be continued if an officially
declared emergency makes travel to campus infeasible.
USC Department of Public Safety – Non-Emergency: UPC: (213) 740-6000, HSC: (323) 442-120 – 24/7 on call
Provides overall safety to USC community.
COURSE OUTLINE AND ASSIGNMENTS
Topics Readings and
Homework
Deliverables
& Due Dates
10

Week 1
May
01-07
Library
Instruction:
Librarian
Teacher
Training and
Identity
Reading:
● Walter, S. (2008). Librarians as teachers:
A qualitative inquiry into professional
identity. College & Research Libraries,
69(1), 51-71.
● Brecher, D., & Klipfel, K. M. (2014).
Education training for instruction
librarians: A shared perspective.
Communications in Information Literacy,
8(1), 12.
Live Session
Week 01: Discussion 01 Insights on
Instruction
Day 7
Check Live
Session
Schedule
Post your
response by end
of Day 4, Reply
by Day 7.
Week 2
May 8-14
Library
Instruction
Learning
Theories: Urban
Legends About
Education
Reading:
● Kirschner, P. A., & van Merriënboer, J. J.
(2013). Do learners really know best?
Urban legends in education. Educational
psychologist, 48(3), 169-183.
● Willingham, D., & Daniel, D. (2012).
Teaching to what students have in
common. Educational leadership, 69(5),
16-21.
Live Session
Week 02 Discussion 01: Urban Legends
About Education
Day 7
Day 7
Post your
response by end
of Day 4, Reply
by Day 7.
11

Week 02 Discussion 02: Teaching to Student
Commonalities
Week 02 Assignment 01: Teaching
Philosophy
Post your
response by end
of Day 5, Reply
by Day 7.
Day 7
Check Live
Session
Information
Week 3
May
15-21
Instructional
Design:
Backwards
Design and
Significant
Learning
Reading:
● Wiggins, G & McTighe, J. (2005).
Understanding by design (Expanded 2nd
ed.). Association for Supervision and
Curriculum Development (ASCD).
○ Chapter 1
● Rogers, C. R. (1974). Questions I would
ask myself if I were a teacher. Education,
95(2), 134-139.
Do you have a live session?
Day 7
Check Live
Session
Information
12

Week 4
May
22-28
Teaching and
Learning
Theories:
Autonomy
Support and
Motivation
Reading:
● Klipfel, K.M. & Cook, D.B. (2017).
Learner-centered pedagogy: Principles
and practice. (1st ed.). ALA.
○ Chapters 1 and 2
● Reeve, J. (2009). Why teachers adopt a
controlling motivating style toward
students and how they can become more
autonomy supportive. Educational
Psychologist, 44(3), 159-175.
Live Session
Week 04 Discussion 01: Self Expression and
Motivation
Week 04 Discussion 02:
Autonomy-Supportive Teaching Approach
Day 7
Check Live
Session Schedule
Post your
response by end
of Day 4, Reply
by Day 7.
Post your
response by end
of Day 5, Reply
by Day 7.
Week 5
May
29-June
4
Instructional
Design:
Understanding
and Standards
of Learning
Reading:
● Wiggins, G & McTighe, J. (2005).
Understanding by design (Expanded 2nd
ed.). Association for Supervision and
Curriculum Development (ASCD).
○ Chapters 2 and 3
Online Source:
ACRL Framework for Information Literacy
for Higher
Week 05 Assignment 01: Cognitive Recall
Assignment: Autonomy
Day 7
Day 7
Check Live
Session
Information
13

Week 6
June
5-11
Teaching and
Learning
Theories:
Cognitive
Science
Reading:
● Klipfel, K.M. & Cook, D.B. (2017).
Learner-centered pedagogy: Principles
and practice. (1st ed.). ALA.
○ Chapter 3
● Prince, M. (2004). Does active learning
work? A review of the research. Journal
of engineering education, 93(3), 223-231.
Week 06 Discussion 01: Incorporating
Narratives into Learning
Week 06 Discussion 02: Cognitive Principles
and Pedagogy
Week 06 Assignment 01: Learner-Centered
Lesson Plan Project-Part 1
Live Session
Day 7
Post your
response by end
of Day 4, Reply
by Day 7.
Post your
response by end
of Day 5, Reply
by Day 7.
Day 7
Check Live
Session
Information
Week 7
June
12-18
Instructional
Design:
Essential
Questions and
Planning for
Learning
Reading:
● Wiggins, G & McTighe, J. (2005).
Understanding by design (Expanded 2nd
ed.). Association for Supervision and
Curriculum Development (ASCD).
○ Chapters 5 and 9
● Perkins, D. N., & Salomon, G.
(1988). Teaching for transfer.
Educational leadership, 46(1),
22-32.
Week 07 Assignment 01: Cognitive
Recall Assignment: Cognitive Science
Day 7
Day 7
14

Check Live
Session
Information
Week 8
June
19-25
Teaching and
Learning
Theories:
Rapport and
Learner-Center
ed
Relationships
Reading:
● Klipfel, K.M. & Cook, D.B. (2017).
Learner-centered pedagogy: Principles
and practice. (1st ed.). ALA.
○ Chapter 4
● Cornelius-White, J. (2007).
Learner-centered teacher-student
relationships are effective: A
meta-analysis. Review of educational
research, 77(1), 113-143.
Week 08 Discussion 01: Rogerian
Relationship Rapport Model
Week 08 Discussion 02: Unconditional
Positive Regard
Day 7
Post your
response by end
of Day 4, Reply
by Day 7.
Post your
response by end
of Day 5, Reply
by Day 7.
Check Live
Session
Information
15

Week 9
June
26-July
2
Instructional
Designer:
Think Like an
Assessor
Reading:
● Wiggins, G & McTighe, J. (2005).
Understanding by design (Expanded 2nd
ed.). Association for Supervision and
Curriculum Development (ASCD).
○ Chapter 7
● Oakleaf, M. (2009). The information
literacy instruction assessment cycle: A
guide for increasing student learning and
improving librarian instructional skills.
Journal of documentation, 65(4), 539-560.
● Carroll, A., & Klipfel, K.M. “Talent,
Schmalent: An Instructional
Design/Action Research Framework for
the Professionalization of Teaching in
Academic Libraries.” Forthcoming in the
Journal of Academic Librarianship.
Week 09 Assignment 01: Cognitive Recall
Assignment: Rapport
Week 9 Assignment 02: Learner-Centered
Lesson Plan Project-Part 2
Day 7
Day 7
Day 7
Check Live
Session
Information
Week 10
July 3-9
Teaching and
Learning
Theories:
Mindsets
Towards
Learning,
Intelligence,
and Expertise
Reading:
● Klipfel, K.M. & Cook, D.B. (2017).
Learner-centered pedagogy: Principles
and practice. (1st ed.). ALA.
○ Chapter 5
● Ericsson, K. A., Krampe, R. T., &
Tesch-Römer, C. (1993). The role of
deliberate practice in the acquisition of
expert performance. Psychological
review, 100(3), 363.
Day 7
Check Live
Session
Information
16

Week 11
July
10-16
Teaching and
Learning
Theories:
Critical
Pedagogy
Reading
● Tewell, E. (2015). A decade of critical
information literacy: A review of the
literature. Communications in Information
Literacy, 9(1), 2.
● Bell Hooks, Teaching to Transgress,
(Introduction and Chapter 1)
Week 11 Discussion 01: Growth Mind-Set
Research
Week 11 Discussion 02: Critical Pedagogy
Week 11 Assignment 01: Cognitive Recall
Assignment: Mind-sets Toward Learning
Day 7
Post your
response by end
of Day 4, Reply
by Day 7.
Post your
response by end
of Day 5, Reply
by Day 7.
Day 7
Check Live
Session
Information
Week 12
July
17-23
Instructional
Design:
Summing It
Up: The
Design Process
Reading:
● Wiggins, G & McTighe, J. (2005).
Understanding by design (Expanded 2nd
ed.). Association for Supervision and
Curriculum Development (ASCD).
○ Chapter 11
Week 12 Assignment 01: Learner-Centered
Lesson Plan Project-Part 3
Day 7
Day 7
Check Live
Session
Information
17

Week 13
July 24-30
Teaching and
Learning
Theories:
Summing It Up:
Learner-Center
ed Uses of
Technology
Reading:
● Klipfel, K.M. & Cook, D.B. (2017).
Learner-centered pedagogy: Principles
and practice. (1st ed.). ALA.
○ Chapters 6 and 7
● Motschnig-Pitrik, R. (2005).
Person-centered e-learning in action: can
technology help to manifest
person-centered values in academic
environments?.Journal of Humanistic
Psychology, 45(4), 503-530.
Day 7
Check Live
Session
Information
Week 14
July
31-August
6
Role of
Academic
Librarians as
Instructors:
Effective
Librarian/Facult
y Collaboration
Reading
● Brasley, S., & Watts, M. (2008). Effective
librarian and discipline faculty
collaboration models for integrating
information literacy into the fabric of an
academic institution. New Directions for
Teaching and Learning, 2008(114),
71–88.
● Nalani Meulemans, Y., & Carr, A. (2013).
Not at your service: building genuine
faculty-librarian partnerships. Reference
Services Review, 41(1), 80-90.
Week 14 Discussion 01: Strategies for
Improving Database and Research Instruction
Week 14 Discussion 02: A Genuine Librarian
and Faculty Relationship
Week 14 Assignment 01: Cognitive Recall
Assignment: Technology
Week 14 Assignment 02: Narrative &
Learner-Centered Lesson Plan
Day 7
Post your
response by end
of Day 4, Reply
by Day 7.
Post your
response by end
of Day 5, Reply
by Day 7.
Day 7
Day 7
Check Live
Session
Information
18

Week 15
August
7-13
Reflecting on
Learning
Design
No reading this week.
Week 15 Assignment 01: Teaching
Philosophy
~
Day 7
Day 7
Check Live
Session
Information
19

Appendix I. LIM PROGRAM LEARNING GOALS
The course contributes to achievement of the MMLIS program goals as follows:
How [your course] Contributes to Student Achievement of MMLIS Program Learning Goals
MMLIS Program Learning Goals Degree of
Emphasis
(1=Low,
2=Moderate,
3=High)
LIM511
Objectives that
support this goal
a. understand the ecology of libraries and
information networks, their unique environments
and how they are governed;
1 1
b. articulate and employ professional values and
ethics in a variety of situations and circumstances;
2 1,3
c. apply and assess management strategies,
practices and decisions.
3 1,2,4
d. develop and manage content, including
negotiating with vendors and licensors, for targeted
communities of users;
2 2,3,4
e. organize, retrieve and manage information for
stakeholder benefit;
2 2,3,4
f. locate, synthesize and translate information to
intelligence for various client groups;
2 2,3,4,
g. develop, implement and assess programs and
services for enhancing use of information and
ideas;
2 2,3,4
h. understand the role of current and emerging
technologies and infrastructure in organizational
effectiveness and service delivery;
2 2,3,4
20

i. design, apply and interpret different research and
evaluation methods to gain insight, assess impact
and make appropriate decisions.
3 1,2,3,4
j. manage and lead diverse projects and teams,
understanding communication and leadership
behaviors that affect workplace performance and
client satisfaction.
1 4
k. apply persuasion and influence through
networking, collaboration, and
relationship-building;
1 4
l. demonstrate a commitment to continued
professional education and lifelong learning.
2 2,3,4
21

Asset Metadata

Core Title LIM 511 - A - Instructional Strategies for Informational Professionals (A)

Unique identifier UC113999Y76

Legacy Identifier LIM 511 - A - Instructional Strategies for Informational Professionals (A)

Inherited Values

Title SUMMER 2019

Description This item is part of the University of Southern California Marshall School of Business Master of Management in Library and Information Science records, Collection no. 5394. For more information, visit the collection's finding aid in the Archives at USC site.

Linked assets

SUMMER 2019