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.
Build the knowledge and skills needed to create and deliver successful and innovative, culturally competent, information literacy instruction within the library and information environment.
About the Program
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. You will complete a capstone or internship project, where you will receive hands-on practice in information literacy instruction. You will also examine teaching and learning from different cultural 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 our M.A. in Library and Information Science program, requiring only one extra course beyond those required for the M.A., assuming proper course planning. It allows you to complete a distinct specialty that is identified on your transcripts.
- Organize and manage different components of pedagogy in order to develop your own instructional identity and path for lifelong learning
- Implement instructional design models into your 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 your teaching philosophy situated in diverse, learner-centered needs through a critical lens in order to develop inclusive learning objects.
The certificate requires 12 units including 9 units of coursework and 3 units of capstone or internship credit. You must complete all coursework within 4 years.
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.
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 and Design 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 library staff 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.
Specialized work on an individual basis, consisting of training and practice in actual service in a technical, business, or governmental establishment. Students concurrently enrolled in the M.A. LIS in the School of Information should enroll in a LIS 698 Capstone Internship for a 3 credit internship to satisfy the MA Capstone Internship requirement. See the MA Internship page for additional information.
You are required to fill out an e-portfolio 3 times during the program. You must identify what you have learned and what learning objectives you have fulfilled and how. These are reviewed by the e-portfolio coordinator and assessments are reported back to the School of Information Executive Committee 3 times per year.
We will accept up to 3 units of transfer credit from a graduate program; courses must be approved by the advisor or certificate coordinator. A maximum of 6 units may be used from graduate courses taken in non-degree status.
Nine units may be shared from this certificate and our M.A. program. Six units may be shared with another certificate in the School. However, there will be no triple dipping allowed for any course.
Students enrolled in this certificate will be able to add or change to the M.A. in Library and Information Science program with the approval of the School of Information Admissions Committee. You must be in good academic standing and meet all requirements for admission to the degree program in effect at the time of the request.