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IS40480

Academic Year 2022/2023

The Information Professional as Teacher (IS40480)

Subject:
Information Studies
College:
Social Sciences & Law
School:
Information & Comms Studies
Level:
4 (Masters)
Credits:
5
Module Coordinator:
Dr Claire McGuinness
Trimester:
Spring
Mode of Delivery:
On Campus
Internship Module:
No
How will I be graded?
Letter grades

Curricular information is subject to change.

Although information professionals have always supported learning in a range of contexts, from basic literacy to advanced research, their role as educators is now recognised as a core aspect of information work. This advanced module aims to introduce students to the theoretical foundations of teaching and learning, and to explore the practical teaching strategies and approaches that are available to Information Professionals in the 21st Century. Students will learn about the planning, design, creation, delivery, assessment and promotion of instructional programmes in multiple media and formats, with the aim of preparing them to facilitate effective learning opportunities in public, academic, special and commercial information services. They will learn to collaborate effectively with other stakeholder groups in designing and delivering learning programmes that prepare students to act as effective information consumers in an increasingly digital world.

The practical aspects of the module are balanced with an exploration and analysis of the theoretical issues associated with the facilitation of teaching and learning: for instance, what it means to be “information literate” in the 21st Century; the rapidly changing nature of information work and professional identity, the challenges associated with collaboration, and the increasing diversity of user groups, are among the topics covered over the course of the module.

About this Module

Learning Outcomes:

On completion of this module, students will:

1) Know, understand and apply the general principles of teaching and learning – for instance, current learning theories, and how they translate to excellent learning activities

2) Evaluate and Select the appropriate learning strategies, tools, and media to facilitate desired learning outcomes for defined user groups

3) Plan and Design an instructional programme for a scenario of their own choosing

4) Know and discuss the key issues and challenges associated with the planning, design, delivery and evaluation of learning activities

5) Discuss and critique the more general political and organisational issues associated with the facilitation of learning in public, academic, special and commercial information services

Indicative Module Content:

Reflective practice and teaching philosophies
Teacher identity
21st Century literacies
Literacy models and frameworks
Learning theories
Instructional planning & methods
Assessment and Evaluation
Promotion and Outreach

Student Effort Hours:
Student Effort Type Hours
Specified Learning Activities

60
Autonomous Student Learning

41
Lectures

24
Total

125

Approaches to Teaching and Learning:
This module consists of weekly face-to-face (F2F) class sessions, which involve indicative content, extensive discussion and exploration of professional issues, team presentations and in-class exercises based on professional scenarios. Students are encouraged to bring their real-life experiences into class discussions, and to engage in independent reading outside of class.

Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Not applicable to this module.
 

Assessment Strategy
Description Timing Open Book Exam Component Scale Must Pass Component % of Final Grade In Module Component Repeat Offered
Assignment: Individual Teaching Philosophy Statement Week 7 n/a Graded No
10
 No
Group Project: Group Presentation Varies over the Trimester n/a Graded No
30
 No
Project: Design of Information Literacy Programme Coursework (End of Trimester) n/a Graded No
60
 Yes

Carry forward of passed components
No
 

Resit In Terminal Exam
Summer No
Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Feedback individually to students, post-assessment
• Group/class feedback, post-assessment

How will my Feedback be Delivered?

Students receive a rubric via email with individually graded assignment components, and additional comments highlighting the strengths of the assignment/presentation, and indicating areas which require improvement. For group presentations, each group member receives the same grade/rubric. All feedback is issued within 2-3 weeks following submission.

A selection of recommended texts for IS40480

Blanchett, H., Powis, C., & Webb, J. (2012). A guide to teaching information literacy: 101 practical tips. London: Facet

Biggs, J. B., Tang, C. S., & Society for Research into Higher Education. (2011). Teaching for quality learning at university: What the student does (4th ed.). Maidenhead: McGraw-Hill/Society for Research into Higher Education/Open University Press (print only in UCD Library)

Booth, C., & American Library Association. (2011;2014;). Reflective teaching, effective learning: Instructional literacy for library educators. Chicago: American Library Association.

Grassian, E.S., & Kaplowitz, J.R. Information literacy instruction: Theory and Practice. (2nd Ed.) New York: Neal-Schuman, 2009

McGuinness, C. (2021). The Academic Teaching Librarian’s Handbook. London: Facet

McGuinness, C. (2011). Becoming Confident Teachers: A Guide for Academic Librarians. Oxford: Chandos

Saunders, L., & Wong, M.A. (2020). Instruction in Libraries and Information Centers: An Introduction. Champaign, IL: Windsor & Downes Press. https://doi.org/10.21900/wd.12
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