Explore UCD

UCD Home >

IS41830

Academic Year 2025/2026

Info Professional as Teacher (IS41830)

Subject:
Information Studies
College:
Social Sciences & Law
School:
Information & Comms Studies
Level:
4 (Masters)
Credits:
10
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 library and information professionals have always supported learning in multiple contexts, ranging from functional literacy to complex literacies underpinning everyday life, education, and employment, their role as educators is now fully 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 programmes that support media, information, and digital literacy skill development among library users and students across multiple settings.

The practical and theoretical aspects of the module are balanced with an exploration and analysis of the conceptual, situational and environmental issues that frame the facilitation of teaching and learning in libraries and information organisations. For example: the meaning of “literacy” across 21st Century information landscapes; the constantly evolving nature of information work and professional identity and skills; the challenges associated with collaboration and outreach; the increasing diversity of students and library user communities; and the encroaching effects of artificial intelligence, are among the topics covered in 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 conceptual, situational and environmental 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

24
Autonomous Student Learning

190
Lectures

36
Total

250

Approaches to Teaching and Learning:
This module consists of weekly face-to-face (F2F) class sessions, which cover 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. Module materials are available in weekly units on Brightspace.

Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Incompatibles:
IS40480 - Info Professional as Teacher


 

Assessment Strategy
Description Timing Component Scale Must Pass Component % of Final Grade In Module Component Repeat Offered
Individual Project: Design of an information literacy instruction programme. Week 12 Standard conversion grade scale 40% No
60
 No
Group Work Assignment: Group presentation Week 10 Standard conversion grade scale 40% No
30
 No
Assignment(Including Essay): Teaching Philosophy Statement. Week 5 Standard conversion grade scale 40% No
10
 No

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?

For individual assignments, students receive a written rubric in Brightspace with individually graded assignment components, and constructive 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 in Brightspace. General coursework feedback is also provided orally in class, in terms of the overall strengths of the submitted coursework, as well as the areas where improvement is needed. All feedback is issued within 20 working days 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

Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
Spring Lecture Offering 1 Week(s) - 20, 21, 22, 23, 24, 25, 26, 29, 30, 31, 32, 33 Wed 11:00 - 13:50
Print this page
Fill in the following details:
Enter the body of your query here.

From time to time UCD would like to send you further information that we feel, based on your enquiry, would be of interest to you.