March 2 to April 10, 2015
In recent years instruction has become an increasingly significant component of almost all library positions related to public services, and yet most new librarians have limited opportunities to gain teaching experience and knowledge of effective pedagogy. The need for more educational opportunities related to library instruction is evident in the undeniable changes occurring now in library instruction and in librarians’ understandings of the concept “information literacy.” (This evolution is particularly apparent, for example, in the ACRL’s new framework for information literacy and the conversations surrounding it.)
This 6-week course is intended for librarians and graduate students who are either new to library instruction or who wish to strengthen their understandings of teaching information literacy as a higher-order thinking process. Participants will explore the instructional roles of librarians and library services; the concept of information literacy, its evolution within libraries, and its relevance to librarianship; varying instructional approaches to information literacy; and instructional design principles and learning theories that can inform effective library instructional services. Participants will also apply their growing knowledge to developing their own teaching practices. Weekly discussions and assignments will focus on authentic tasks instruction librarians do in their work, such as communicating the meaning of information literacy and library instruction within a specific educational context, developing learning outcomes for an instruction session, developing a learning activity or lesson plan, and articulating one’s teaching philosophy through a teaching statement.