SC&I Courses

Learning Objectives

Upon successful completion of this course, students will be able to:

• Identify the scope and organization of the information professions.
• Connect their professional goals to their area(s) of study.

Learning Objectives

Upon successful completion of this course, students will be able to:

• Understand important issues in professional practice, as they relate to ethical and policy issues.

Learning Objectives

Upon successful completion of this course, students will be able to:

• Understand human information behavior, library and information science and the relationship between the two.
• Read about, discuss and write about information behavior.
• Recognize the differences between professional and scholarly literature.
• Identify information behavior in all aspects of life.
• Record, analyze and conceptualize information behavior in professional settings.
• Analyze specific research findings about information behavior in a variety of different contexts.
• Facilitate the pursuit of a variety of information behaviors as an information professional.
• Approach issues from an interdisciplinary perspective.

Learning Objectives

Students will gain a knowledge and understanding of the concepts and terminology of empirical methods used in social science research within the library and information science field. Qualitative research methods are included in this course as they are appropriate for certain research investigations. Selection of a particular research method will be determined based on the problem under investigation and its underlying assumptions.

For quantitative methods, emphasis throughout the course will be on theory development with attention to concept formation and confirmation in a research program. Planning, design, and sampling will be covered for various research methods covered in the course. Selected experimental designs, survey research methods, and qualitative methods will be covered as they relate to problems in library and information science research.

Students are expected to gain an introductory knowledge of topics in descriptive statistics, inferential statistics, and qualitative research methods. Computer packages will be used to facilitate data analyses. Computer laboratory sessions will be held as an essential component of this course. Application of concepts learned will be demonstrated in papers and an examination.

Learning Objectives

Upon successful completion of this course, students will be able to:

• Demonstrate an understanding of the foundational theories and histories of human-centered design.
• Present a critical understanding of human-centered approaches in design and computing, as well as their practical implications and limitations.
• Evaluate technologies and technology-mediated services across various contexts and professional settings.
• Implement strategies to account for diverse user groups and their needs in the design and use of technologies.
• Apply human-centered design approaches creatively and effectively in professional practices.

Learning Objectives

Upon successful completion of this course, students will be able to:

• Design and implement and inquiry-based learning unit that engenders social constructivist learning theories, the stages of guided inquiry design, methods of evidence-based practice, and strategies for formative and summative assessment.
• Develop instruction for information literacy skills and practices and integrate information skills into guided inquiry activities so that young learners gain information seeking and search expertise while experiencing their own learning and knowledge building.
• Incorporate knowledge of curricular standards documents into instructional design, as well as information literacy standards targeted towards school library practitioners.
• Interpret scholarly education evaluation research findings on the effectiveness of various learning technologies, and make sound evaluative decisions about their implementation in the school library context based on research evidence.
• Integrate their knowledge in the Information Search Process into their own personal research practices on assignments, along with the application of this knowledge in their teaching practices and pedagogy.
• Discuss curriculum issues as they relate to diverse groups of young people, and as they relate to the teaching and learning functions of the school library and diverse student populations.

Learning Objectives

Upon successful completion of this course, students will be able to:

• Evaluate current societal shifts, theoretical frameworks, and standards for integrating digital technologies for inquiry, knowledge building, problem solving, production, communication, creativity, sharing and participation. [THEORY/CURRENT AWARENESS]
• Select, curate and apply digital content and tools--both subscription and Open Educational Resources (OER)--to support inquiry and learning for targeted groups of K12 students and faculty, across platforms and devices. [CURATION]
• Engage learners in designing and creating media-rich knowledge products across a variety of information and communication platforms to encourage participation, voice, citizenship and agency. [STUDENT DESIGN/CREATION]
• Actively and collaboratively design, create, and implement instructional content using a range of new and emerging technologies to support a variety of emerging literacies. [INSTRUCTIONAL DESIGN/CREATION]
• Participate in networked professional dialogue in established online communities of practice and cultivate a personal learning network (PLN) to facilitate current awareness and professional growth.
  [NETWORK/SHARE]
• Address ethical issues involved in the effective use of digital technologies in K12 learning environments, including issues of access, equity, intellectual freedom, privacy and the practice of digital
  citizenship/leadership. [ETHICS]
• Articulate vision relating to the role of technology in the learning process and lead a learning community in problem solving with new and emerging technologies. [VISION/LEADERSHIP]
• Foster and develop agility, competencies and mindsets for productive, innovative and effective use of digital technologies with children, teens and adults. [EDUCATOR / LEARNER MINDSETS]

Learning Objectives

Upon successful completion of this course, students will be able to:

• Evaluate and apply classic and current theories, trends in practice, research-based strategies relating to student engagement, motivation and behavior.
• Identify a variety of learner characteristics, motivational strategies and learning experiences that engage students and incorporate them into instructional design.
• Identify a variety of strategies for addressing disruptive behaviors in the school library.
• Collaborate with students to create a culturally inclusive library climate that fosters respectful interactions and supports inquiry.
• Design a classroom management plan that reflects the student’s professional philosophy as a librarian and supports the philosophy and goals of the school district.
• Analyze and modify the physical space, use of time and attention in the library to better serve learners and learning.

Learning Objectives

• Students will acquire techniques for studying diverse communities and will apply the insights gained to the design of relevant information services. In the process, they will identify resources, communication channels and styles, and  feedback mechanisms appropriate for their chosen client group. They will write a grant proposal as a means of presenting their implementation plan.
• Students will select a potential user group that appears to be underserved by a specific library agency as their target group by the second class.
• Students will explore the use of census data, community information, gatekeepers, and other resources to learn about their target group during the first half of the course.
• Students will compile first draft resource guides about their target group by the seventh class.
• Students will identify information and library service needs of their target group by the eighth class.
• Students will decide on an action plan to meet needs by the ninth class.
• Students will draft a grant proposal to fund their plan by the thirteenth week of the course.
• In addition, students will be exposed to readings and discussions of outreach services, cross-cultural communication, staffing and diversity issues, grant writing and project management basics.