Reading is an important part of this course. Five reading commentaries are to be submitted at 2 week intervals (first is due Sept. 11 and last on Nov. 6) during the class. Due dates are listed on the schedule. You should plan to read enough to establish a strong background in the topic. Reading may come from the reading list and from your own discovery -- current journals, books, web sites, etc.

A reading commentary may take the form of an annotated critical biography (3-5 items on a particular topic -- fewer if you include a book or two) or a short reflective essay of the items read (@ 2 pages) weaving your own thoughts with reactions to what you read. Complete citations (author, title, place, publisher, date, pages for print material; title, author or agency, URL, date on item and date accessed for a web site) should be provided. Please put your reading commentaries in the INLS 214 folder on the G drive so that we all can access it. I would appreciate a print copy as well for my ease in reading and reacting.

Please look at commentaries submitted by your class colleagues from time to time (can even be included as part of your reading if you like).

Readings will be discussed in class according to the broad topic list provided in the schedule. Please be prepared to contribute to the discussion.

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Teaching Portfolio

The contents of your teaching portfolio may vary depending on your particular interests. Among the items that probably should be included are:

• an audience analysis of a group with whom you might be working

• at least one complete lesson plan or instructional guide for group instruction using a standard format

• at least one design for an independent tutorial activity

• at least one print guide or pathfinder that is either web-based or in print for distribution

• an evaluation of an existing lesson plan (available in books and journal articles from reserve list or from web sites
• an evaluation of an existing web-based tutorial

• a summary of your own reaction and that of the class to your in-class training simulations (Note: You should plan to do at least two presentations during the class)

I will ask you to turn in your portfolios three times during the semester -- Oct. 2, Oct. 30 and Nov. 27. (Note: Last date may slip to Dec. 4 depending on schedule of presentations)

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Project/Paper

The project or paper may take one of several forms. For example, you might plan an instructional program for a given setting considering the needs of the community, the characteristics of the target audience, the available resources, the mission, goals and objectives (not to mention your own learning philosophy). Or you might develop a syllabus for a distance learning course, an extended (1-2 weeks) workshop, or a series of shorter training sessions. Or you might write an analytical paper examining one of the many issues surrounding the topic of user education, e.g., active learning, use of teachnology, diversity/multicultural/international factors, ethics in teaching, motivation, faculty/librarian collaboration, or other.

Your choice of activity to fulfill the project or paper requirement is subject to negotiation. Please be prepared to proffer a tentative proposal by Monday, Sept. 18. Select a project based on your own interests and aspiration.

We will discuss possibilities during the first two days of the course. Your reading during the first three weeks of the course may suggest possibilities to you.

Your paper or project is due on Friday, Dec. 15.

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Send me email at Evelyn Daniel for further one-on-one discussion about the assignments.
Page rev. 8/27/2000.