Graduate Certificate in Instruction and Teaching for Librarians and Information Professionals

The Instruction and Teaching for Librarians and Information Professionals Certificate will help students build the knowledge and skills needed to create and deliver successful and innovative, culturally competent, information literacy instruction within the library and information environment.  Information literacy instruction continues to be a cornerstone of the library profession, and it is imperative that future library professionals keep pace with advances in instruction methodologies and new technologies.  This certificate provides the foundation for library professionals to become effective teachers and instructional designers.  Course topics include Information literacy pedagogy, instructional design principles, online learning, and assessment of learning outcomes.  It will also include a capstone or internship project, where students will receive hands-on practice in information literary instruction. Students will also examine teaching and learning from different culture perspectives and how culture and language play a role in how students learn in different environments. 
 
This certificate is designed to be either a stand-alone online program or stacked with the MA-LIS program, requiring only one extra course beyond those required for the MA.  It allows students to complete a distinct specialty that is identified on their transcripts at the extra cost of only one additional online course, assuming proper course planning.
 

Student Learning Outcomes

  • Organize and manage different components of pedagogy in order to develop their own instructional identity and path for lifelong learning
  • Implement instructional design models into their own teaching in order to link best practices with appropriate teaching scenarios
  • Develop quality and effective interactive, online learning objects
  • Design, deliver, and evaluate information literacy lessons for diverse learners that incorporate the latest educational theories, standards, and educational technologies
  • Evaluate their teaching philosophy, situated in diverse, learner-centered needs through a critical lends in order to develop inclusive learning objects.

Certificate Requirements

This certificate program will require twelve units including nine units of coursework and three units of capstone or internship credit.
 
Required (12.00 units)
LIS 581 – Information Literacy and Pedagogy (3.00 units)
Librarians and information professionals require expertise in teaching as our constituents learn to navigate the ever‐expanding information landscape to use, create, and critique knowledge. This seminar‐style course provides students with a foundation for pedagogy of information literacy instruction in libraries and similar settings. Understanding the identity and evolution of teaching librarians, associated learning theories, instructional praxis, and the current state of professional conversations about teaching and learning, students in this course will begin to situate themselves as library educators.
LIS 583 – eLearning for Librarians and Other Information Professionals (3.00 units)
This course gives students the practical skills needed to develop high‐quality online multimedia learning objects. Starting from a cognitive processing framework, students will examine evidence‐based learning principles and how they are applied to online multimedia materials. Students will explore the latest multimedia technologies including content authoring tools, rapid e‐learning tools, and video, audio and graphic tools. Course topics include learning theories, graphic design principles, interactivity, gaming, and engagement. Additionally, usability, accessibility, and universal design will be studied and students will understand how different assessments can be applied in different library contexts. Learning theories and background information will guide students in this course through the process of developing practical assessment models to evaluate online multimedia learning objects that can be  used in a variety of libraries. This course can be taken concurrently with LIS 586: Learning Design for Library Instruction ‐ LIS 583 will focus on instructional design to support asynchronous and online learning.
LIS 586 – Learning Design for Librarians and Other Information Professionals  (3.00 units)
This course will introduce the concept of learning design, engaging students in examining models, principles, and practice for library instruction. The context of instructional design models and how they fit in with the larger pedagogy of information literacy and library instruction will be a central topic of this course. Students will explore the most popular learning design theories being used today (including ADDIE, Dick and Carey, ASSURE andDesign Thinking), gain experience in critique of instructional design, and learn how to ascertain what models might be more appropriate for different purposes. Hands‐on experience will help students implement these models in their own library instruction. Additionally, this course will also introduce students to assessment and evaluation of learning objects, particularly as they relate to information literacy programs, library instruction, and librarystaff training in libraries. The nationally‐recognized Quality Matters rubric will be addressed as an evaluation tool, along with other industry‐standard practices for iterative assessment and continuous improvement of course design. Students will gain an understanding of the theories that inform different assessment approaches and will use these theories to understand how users learn and how libraries support and measure the effectiveness of teaching and learning. This course will take a project‐based learning focus, with students designing and developing a cohesive unit of instruction throughout the semester. This course can be taken concurrently with LIS 583: eLearning for Librarians and other Information Professionals, as this course, LIS 586 will focus on instructional design to support synchronous learning in face‐to‐face and blended learning environments.
LIS 693 – Internship (3.00 units) (Students completing the MA-LIS may use their LIS698 Capstone Internship for their)

ePortfolio Requirement

Each student is required to fill out an e-portfolio 3 times during their program.  The students must identify what they have learned and what learning objectives they have fulfilled and how.  These are reviewed by the e-portfolio coordinator and assessments are reported back to the School of Information Executive Committee three times per year.

Other Information

  • The School of Information will apply the same admissions criteria as it currently does for the M.A. and our other certificate programs.
  • All students will be required to complete all coursework within 4 years.
  • The School of Information will accept up to three units of transfer credit from a graduate program; courses must be approved by the Advisor or Certificate Coordinator.
  • Students enrolled in this certificate will be able to add or change to the M.A. LIS program with the approval of the School of Information Admissions Committee.  Students must be in good academic standing and meet all requirements for admission to the degree program in effect at the time of the request.  
  • A maximum of nine units may be shared from this certificate to the M.A. program within the School of Information.  Six units may be shared with another certificate in the School.  However, there will be no triple dipping allowed for any course.
  • Six units maximum may be used from graduate courses taken in non-degree status.

Key Personnel

Catherine Brooks (PhD, University of California, Education, Curriculum and Instruction focus) is Associate Director of Arizona's School of Information where she is also an Associate Professor. Catherine’s primary research interests focus on issues of language and culture, with particular focus on instructional communication and classroom discourse.  Catherine has spent 20 years in higher education, she developed the new Information Science and eSociety degree program for the School of Information at UA, and has published work on a variety of topics to include faculty development, student emotion, learner motivation, and assessment.

Angela Gunder serves as Associate Director of Digital Learning and Instructional Design for the Office of Digital Learning, supporting faculty in the design and development of fully-online programs for UA Online. Angela came into instructional design rather circuitously, helming large-scale site designs as webmaster for The City College of New York, the honors college at ASU, and Northern Virginia Community College. Her over-fifteen-year career as a designer for higher education informs her instructional design practice, where she leverages her expertise in usability, visual communication, programming, and standards-based online learning. Angela holds a B.S. in Computer Science and Fine Art from Fordham University, and an M.Ed. in Education Technology from Arizona State University. She is an Associate Editor for the Teacher Education Board of MERLOT, and a Quality Matters certified peer reviewer and online facilitator. She was the program chair of the OLC Innovate 2017 Conference, the conference chair of the 2018 conference, and a member of the OLC Institute faculty teaching courses on instructional design.  Her research and pedagogical interests include the design and facilitation of innovation makerspaces, open educational resources, and emerging technology for second language acquisition. More specifically, her work examines effective practices for andragogy in the development of online learning environments.  A voracious culinary nerd, Angela spends her free time composing, cooking and photographing original recipes for her food blog.

Yvonne Mery is an Associate Librarian at the University of Arizona where she also completed her Master's in Library Sciences. Yvonne serves as an instructional design librarian and a liaison to several academic units. Yvonne has designed and implemented online courses in information literacy skills for undergraduate students and collaborated with departments across campus to support students and instructors in their research needs. Yvonne has co-authored several papers on the integration of information literacy in online classes and presented at numerous national and international conferences on best practices for online information literacy instruction. Her research interests include interactivity in online instruction and the design and development of online tutorials. In addition to her library degree, she also holds an MA in Teaching English as a Second Language. 

Nicole Pagowsky is an Associate Librarian and Instruction Coordinator at the University of Arizona Libraries. She primarily works with first year students and related programs. Her research interests include critical pedagogy, curriculum in higher education, and the stereotypes and roles of librarians. She co-edited the Ilene F. Rockman award-winning ACRL 2-volume set of Critical Library Pedagogy Handbooks, as well as The Librarian Stereotype: Deconstructing Perceptions and Presentations of Information Work. She has published and presented on critical pedagogy and instruction, previously taught an Instructional Design ecourse for ALA, and received the inaugural ULS Outstanding Professional Development Award. Nicole holds an MS in Instructional Design and an MLIS both from the University of Arizona, and a BA in Rhetoric and Communication Sciences from the University of Wisconsin-Madison.

Carla Stoffle is a Professor in the School of Information at the University of Arizona.  Prior to joining the faculty, she was Dean of the University of Arizona Libraries for 22 years.  Stoffle worked at the University of Michigan, the University of Wisconsin-Parkside, and Eastern Kentucky University.  At the University of Wisconsin-Parkside she was an instruction librarian for 7 years.  Over her 50 year career. Stoffle has published two instruction workbooks, 30 articles and chapters, and given 49 presentations at conferences and workshops on library instruction.  She has won the RQ best article of the year in 1986 for her article on Library Instruction Learning Theory and the ACRL Miriam Dudley Bibliographic Instruction Librarian of the Year Award in 1991. 

 

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