LIS 5503 – Information Literacy and Instruction, Dr. Buffy Edwards, Summer 2019
Course Goals:
- Develop personal information literacy skills
- Understand the information literacy skills of others
- Understand theories of instruction and current trends in information literacy instruction
Learning and Skill Objectives:
- Define and differentiate among current concepts of metaliteracy, multiple literacies, information literacy, digital literacy, and critical information literacy
- Define and differentiate among national and international professional standards for information literacy instruction
- Develop a personal teaching philosophy and related instructional styles suited for ongoing professional reflective practice
- Develop the ability to deliver information literacy instructional programs in multiple modes
- Determine the advantages of various systematic processes for the design and delivery of information literacy programs and services in various information environments that can meet diverse user needs, cognitive processes, learning styles, and preferences
- Build the roles and strengths of a teaching librarian as identified in the 2017 American Association of School Librarian standards
LIS 5503 provided an overview for multiple literacies and research over many aspects of information literacy instruction. I learned that literacies can include much more than reading and writing. Literacies come in many forms (i.e. data, digital, visual, cross-cutural, etc.). The course introduced me to metaliteracy and the practice of reflection. As an LIS professional, I must allow for creativity, innovation, and reflection in order for students and staff to develop multiple literacies and understand their strengths and areas in which improvement is needed. The understanding I gained from discussions, research, and various articles provided me with core knowledge on which to build a teacher librarian foundation and philosophy.
The Target Audience Project allowed me to envision a collaborative unit involving planning and teaching with a content area teacher (Goal 1.1, 1.4, 1.8). I was able to create a unit that incorporated collaboration between student peers, technology, and student-driven inquiry. The project also helped me improve my own information literacy skills which I can reflect on to help teach my students (Goal 1.2, 1.3, 1.6, 1.7, 2.1, 2.3).
Another pivotal assignment presented in LIS 5503 is the practice of reflection. The Searching Reflections paper allowed me to examine research presented during the course and reflect on how it progressed my understandings (Goal 1.2). I was also able to connect how the research will apply to my practice as a school librarian. I will engage in metaliteracy and reflection to make changes to lessons and activities as I continually work on my instructional skills (Goal 4.2). I will work to ensure lessons and programs involve inquiry, creativity, and constructivism (Goal 1.3 & 1.4). My efforts will include ensuring students and staff understand information privilege and social justice while I work to decrease the digital and information divide that affects those within the school I serve (Goal 1.5). When making decisions, I will reflect on these overarching goals and a strong library and information studies foundation to help all those I impact become connected, caring, critical-thinking individuals (Goal 2.1 & 2.3).
Maegan Heath 