STEP 1 - SITUATIONAL FACTORS TO CONSIDER
Specific Context of the Teaching/Learning Situation
The class is comprised of 20-25 students and all are lower-level
students. The class meets once a week, in-person, in the library’s learning classroom/computer lab. This class will be paired with another discipline course and the
material and skills taught in this course (INFS 1000) will help supplement the material
taught in the paired class.
General Context of the Learning Situation
Students will be expected to learn information literacy
skills: understand the research process, identify information needs, and evaluate information. These expectations come from the library department. The college also has an expectation that students will learn and demonstrate critical thinking and this aligns well with that learning outcome.
Nature of the Subject
Again, the course will include information literacy skills. The content for the course is taken from the ACRL Standards and Framework. It will be a combination of theoretical and practical skills. Students will understand the importance of information literacy in their academic careers and personal life. They will also practice using information literacy skills in assignments and activities in order to see the day to day relevancy of the material.
Characteristics of the Learners
Generally students come from a wide variety of backgrounds: traditional age students, returning/non-traditional students, first generation college students, etc. Because they are from a variety of backgrounds, they also have a variety of learning styles. They may have been to the library previously for a one-shot class, in another course. But overall they have had little exposure to the wider ideas encompassed in Information Literacy.
Characteristics of the Teacher
Myself or one of my colleagues would teach this class. We all hold Masters Degrees in Library and Information Science and are familiar with the ideas in the ACRL Standards and Framework. Personally, I teach with a lot of empathy and try to understand where students are coming from, both personally and academically. I enjoy helping take the 'stress' out of research and using the library. I recognize that all students have strengths but that those strengths might all be different. I also believe that information literacy is a lifelong skill and am enthusiastic about teaching students to think critically about finding information.
Nature of the Subject
Again, the course will include information literacy skills. The content for the course is taken from the ACRL Standards and Framework. It will be a combination of theoretical and practical skills. Students will understand the importance of information literacy in their academic careers and personal life. They will also practice using information literacy skills in assignments and activities in order to see the day to day relevancy of the material.
Characteristics of the Learners
Generally students come from a wide variety of backgrounds: traditional age students, returning/non-traditional students, first generation college students, etc. Because they are from a variety of backgrounds, they also have a variety of learning styles. They may have been to the library previously for a one-shot class, in another course. But overall they have had little exposure to the wider ideas encompassed in Information Literacy.
Characteristics of the Teacher
Myself or one of my colleagues would teach this class. We all hold Masters Degrees in Library and Information Science and are familiar with the ideas in the ACRL Standards and Framework. Personally, I teach with a lot of empathy and try to understand where students are coming from, both personally and academically. I enjoy helping take the 'stress' out of research and using the library. I recognize that all students have strengths but that those strengths might all be different. I also believe that information literacy is a lifelong skill and am enthusiastic about teaching students to think critically about finding information.
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