Course Information
| Session |
|---|
| Credits | 1.5 CEUs or 15 PDHs |
|---|---|
| Registration dates | We accept registrations through the first week of classes, unless enrollment is full, and unless the class was canceled before it started due to low enrollment. |
Developing a Credit-Bearing Information Literacy Course
$200.00
Credits: 1.5 CEUs or 15 PDHs
The one-shot is still the most common mode of teaching information literacy, so most library-focused professional development opportunities reasonably focus on that model. However, that leaves librarians who are asked to teach a semester-long information literacy course to seek strategies elsewhere. This class is designed to fill that gap, translating skills honed in one-shots to a new format. This class will focus on designing (or redesigning) a semester-long information literacy course, but it may also provide insight that could be useful in integrating information literacy into existing disciplinary and general education courses.
Course outcomes:
By the end of this course, participants will be able to:
Implement intentional course design and pedagogical practices to create more equitable and well-organized courses.
Articulate and operationalize what is meaningful to them about information literacy in the context of a credit-bearing course.
Create an outline for an information literacy course
Course Description
The one-shot is still the most common mode of teaching information literacy, so most library-focused professional development opportunities reasonably focus on that model. However, that leaves librarians who are asked to teach a semester-long information literacy course to seek strategies elsewhere. This class is designed to fill that gap, translating skills honed in one-shots to a new format. This class will focus on designing (or redesigning) a semester-long information literacy course, but it may also provide insight that could be useful in integrating information literacy into existing disciplinary and general education courses.
Course outcomes: By the end of this course, participants will be able to:
- Implement intentional course design and pedagogical practices to create more equitable and well-organized courses.
- Articulate and operationalize what is meaningful to them about information literacy in the context of a credit-bearing course.
- Create an outline for an information literacy course
Jessica Critten
Jessica Critten (she/her) currently works as an Instructional Designer at the University of Colorado Denver. A bit of a theory nerd, her approach to teaching and learning reflects an appreciation for criticality and justice, access, and student empowerment. She was previously the Pedagogy and Assessment Program Lead Librarian at Auraria Library in Denver, CO and Associate Professor and Instructional Services Librarian at the University of West Georgia. She is a graduate of Florida State University, where she received a Master of Library and Information Science (MLIS), and an MA in Interdisciplinary Humanities.
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