DRAFT Syllabus for Transformative Learning

Transformative Learning and Technology Literacies

(Thanks to Char Booth & Polly-Alida Farrington for invaluable assistance with this course)

Course Description

All information professionals will most probably be called upon to create or present some form of instruction in the scope of their jobs. Within information environments, this class explores models such as Mezirow’s concept of transformative learning, the USER model, and the Learning 2.0/23 Things program as well as developing concepts such as Jenkins’ transmedia navigation. Coursework answers these questions:

  • How can we promote transformative learning via technology?
  • How can we design instructional experiences that have high value for library learners?
  • What emergent technologies are enhancing the way we learn and navigate information?
  • How can Learning 2.0 learning programs enhance staff devlopment?
  • How can Personal Learning Networks (PLNs) enhance professional practice?

Course Prerequisites: LIBR 200, 202, 204 required. Other prerequisites may be added depending on content.

Course Objectives

Student Learning Outcomes

This class offers students a chance to explore library learning beyond bibliographic instruction. Upon completion of this class, students will be able to:

  • Utilize models of engaged, technology-based learning within information positions of all kinds.
  • Understand new types of literacies impacting the way we learn and consume information.
  • Create a Web-based model of an user-focused, high value learning program.
  • Utilize a personal learning network to enhance future professional practice.
  • Apply critical thinking and methodologies for understanding and engaging learners within all information environments.
  • Create and edit content for the Read/Write Web via various social technologies.

LIBR 281 supports the following MLIS Core Competencies:

  • demonstrate proficiency in the use of current information and communication technologies, and other related technologies, as they affect the resources and uses of libraries and other types of information providing entities;
  • design training programs based on appropriate learning principles and theories;
  • demonstrate oral and written communication skills necessary for group work, collaborations and professional level presentations;

Course Requirements

Assignments:

Reflection Blogging: Ten 200 word minimum blog posts will serve as a reflection journal for the modules include in our course content. 20 points

Learning 2.0/23 Things Adaptation & Implementation: In groups, students will adapt and create content for a Learning 2.0 program and implement the program for a  library setting. Adaptation: 30 points, Implementation: 30 points

Online Personal Learning Network:  Students will design and curate their own online personal learning network throughout the semester. A media presentation or written report and resource list will share the details of the network. 10 points

Participation & Seminar Engagement: Students will interact weekly via the course learning community, various social tools, and via optional online meetings. Students will be actively reading and commenting on others’ blog posts. A final reflection post will allow students to self-evaluate their participation and engagement. 10 points

Detailed information and rubrics will be available on the course community site. Students will utilize a WordPress-based community course site for blogging, sharing and interaction throughout the course.

Course Calendar

Dates  and topics subject to change as course is finalized

  • Week 1 – Course Introduction / Readings
  • Week 2 – L2.0 Prep / Learning & Instruction Theory
  • Week 3 – L2.0 Prep / Transformative Learning
  • Week 4 – L2.0 Prep / Teaching Tech
  • Week 5 – L2.0 Prep /  The USER Method
  • Week 6 – L2.0 Prep
  • Week 7 – L2.0 Launch for all groups
  • Week 8 – L2.0 / Personal Learning Networks
  • Week 9 – L2.0 / Personal Learning Networks
  • Week 10 – L2.0 / Personal Learning Networks
  • Week 11 – L2.0 / Trans Media Navigation & Storytelling
  • Week 12 – L2.0 / Games & Learning
  • Week 13 – L2.0 / Learning Analytics
  • Week 14 – L2.0 Course Wrap Up / PLN Presentations or Reports
  • Week 15 – Flex Time / Course Reflections & Wrap Up

Course Grading

Grading will be based on 100 possible points. More information to come as assignments are finalized.

  • Late assignments will lose 10% of point value per day late.
  • If life circumstances require students to request an extension, please do so several days before the assignment is due.

Textbooks and Readings

Readings for each course concept will be  posted on the course site. Students are encouraged to share articles, blog posts and sites they find with the class via their blogs.

Required Textbooks:

  • Booth, C. (2011). Reflective teaching, Effective learning: Instructional literacy for library educators. Chicago: ALA.
  • Richardson, W. & Mancabelli, R. (2011). Personal Learning Networks: Using the power of connections to transform education. Bloomington, IN: Solution Tree Press.

Grading Scale

The standard SJSU SLIS Grading Scale is utilized for all SLIS courses:

97-100 A
94-96 A-
91-93 B+
88-90 B
85-87 B-
82-84 C+
79-81 C
76-78 C-
73-75 D+
70-72 D
67-69 D-
Below 67 F

In order to provide consistent guidelines for assessment for graduate level work in the School, these terms are applied to letter grades:

  • C represents Adequate work; a grade of “C” counts for credit for the course;
  • B represents Good work; a grade of “B” clearly meets the standards for graduate level work;
    For core courses in the MLIS program (not MARA) — LIBR 200, LIBR 202, LIBR 204 — SLIS requires that students earn a B in the course. If a student does not earn a B they will need to retake the course. [This does not apply to the MARA program.]
  • A represents Exceptional work; a grade of “A” will be assigned for outstanding work only.

Students are advised that it is their responsibility to maintain a Grade Point Average (GPA) of 3.0.

 

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5 thoughts on “DRAFT Syllabus for Transformative Learning”

  1. The only downfall of graduating from SJSU SLIS is not being enrolled in this class! This draft syllabus looks fantastic and your students will gain confidence and empowerment from these lessons.

    I’ve been exploring different resources to help my on-the-job teaching. This site has some interesting and useful information.
    National Center On Universal Design for Learning
    http://www.udlcenter.org/aboutudl

    Cheers!

  2. YES!!! What a great class. Exactly what librarians need. Nice work (as always). My only thought would be to throw in a taste of journalism with this. Connecting learning, community documentation, and real community issues is exactly where libraries need to be. Love it!

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