Southern Utah University

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Southern Utah University
Southern Utah University
Fall Semester 2025

Information Literacy Instruction (Online)

LIS 4200-30I

Course: LIS 4200-30I
Credits: 3
Term: Fall Semester 2025
Department: LIB
CRN: 32838

Course Description

This course is designed to enable school librarians to develop the skills and techniques necessary to plan collaborative information literacy instruction sessions for students that promote information access using a variety of instructional strategies. Students will also learn how to teach the ethical use of information in the service of evaluating information and creating new knowledge, and how to assess their teaching and student learning. (Fall, As Needed) [Graded (Standard Letter)] Registration Restriction(s): School Library Program students only

Required Texts

There is no textbook for this course. Instead, students will be required to read a selection of articles many of which were used by AASL and CAEP to develop the new standards for school librarians. Links to the articles will be provided in the modules.

Learning Outcomes


By the end of this course, you will be able to:

  1. Collaborate with members of the learning community to design developmentally and culturally responsive resource-based learning experiences that integrate inquiry, innovation, and exploration and provide
    equitable, efficient, and ethical information access.
  2. Use a variety of instructional strategies and technologies to ensure that learners have multiple opportunities to inquire, include, collaborate, curate, explore, and engage in their learning.
  3. Teach learners to evaluate information for accuracy, bias, validity, relevance, and cultural context. Learners demonstrate ethical use of information and technology in the creation of new knowledge.
  4. Use multiple methods of assessment to engage learners in their own growth. Candidates, in collaboration with instructional partners, revise their instruction to address areas in which learners need to develop understanding.

Course Requirements

School Library Program students only

Course Outline

Undergraduate students versus Graduate Students:


Graduate students are required to do more work than undergraduate students in this class. The description of the assignment/activity applies to all students, then beneath that description and in italics is the additional work that graduate students have to do for the assignment/activity

Discussions:


You will have 5 collaborative discussions with your peers throughout this course. Each discussion will consist of your original post related to the readings focusing on the key takeaways and applications of the readings, and a response to at least one of your classmate’s posts. 

Responses to posts need to be professional, helpful, constructive, and more than agreement.

LIS 6200: comment on four or more of your classmates’ posts.

Activities:

 
Planning Your Instruction Session 

You need to start thinking about the big projects for this class. So please read the activities for modules 6 & 7 to get an idea of what these big projects entail. Then using the supplied template, think about the topic you want to teach, who you want to work with and the logistics and regulations involved in making a recording of your teaching.

Creating an Instruction Session by Hand or with AI

Use the backward design template provided below to construct your lesson which should use the principles of UDL. OR Use Microsoft Copilot and a carefully crafted prompt to generate a lesson plan, then analyze what your received.

LIS 6200: In addition to the LIS 4200 assignment described above, regardless of which track you picked, discuss how you will recruit teachers to work with you, how you will help to address their standards, and how you think working together will improve student learning of the library standards in your lesson plan.

Inquire, Included, Collaborate, Curate, Explore, and Engage
I want you to basically extend your lesson plan from Module 2 with activities for your students to do that are built on inquire, include, collaborate, curate, explore, and engage that you encountered in the readings and videos. Pick either the "by hand" or "AI" track.

LIS 6200: In addition to the LIS 4200 assignment described above, discuss why you picked the instructional strategies you used, how they will appeal to students, and how they promote inquiry, collaboration, and engagement.

Evaluating Resources
I want you to further extend your lesson plan by specifically addressing how to evaluate information and use it ethically. These are important issues in information literacy instruction. Think about how you can make what is normally a dry topic into an engaging learning experience using UDL principles. Pick either the "by hand" or "AI" track.

LIS 6200: In addition to the LIS 4200 assignment described above, discuss why you chose the evaluation method you did, how it will work with the age of your students, and discuss why your ethical use is appropriate to your students and topic, and what you would have done differently if your students were younger or older.

Assessment
I want you to get in the habit of developing assessments when developing lesson plans. You need to think about formative, self-assessment, and maybe summative assessments of your students, and self-assessment of you and your instructional partners. How will you know if you did a good job? Pick either the "by hand" or "AI" track.

LIS 6200: In addition to the LIS 4200 assignment described above, you will write 300-500 words on what you hope to achieve with this instruction session, the value of student and self-assessment in determining your success, and how you will use these assessments to change the instruction session for the next time you teach it.

Final Projects:

Final Project Daily Lesson Plan
I want you to build out a complete lesson plan based on what you have learned from all the previous activities and use the Daily Lesson Plan template to compose your lesson. This template is in use by our Teacher Education department, and all students in that program learn to use it. I have added a Reflection section because I believe that reflection is an important step in the learning process for both teachers and students.

Instruction Video, and Completed ePortfolio:

I want you to teach your lesson plan and record yourself doing it. Then either place or link the recording to your ePortfolio so I can watch you teach. Make sure your recording works, and that you have everything in your ePortfolio.

LIS 6200: In addition to the LIS 4200 assignment described above, compare and contrast in 250-300 words your anticipated reflections, both the individual ones and the overall reflection from the Final Project with your experience teaching the lesson.

ePortfolio:


Practicum and ePortfolio

Choose a school library (other than the one you work in) to earn 10 hours of practical experience related to Standard 2: Planning for Instruction. This is your practicum. Use the instructional materials you developed during this course as artifacts that you include in your ePortfolio. These should address each section of Standard 2. That will be 4 artifacts, plus the video of your instruction session.


Instructor's policies on late assignments and/or makeup work


Learner Responsibilities: What I Believe You Will Do

Discussions and Assignments Policy:

  • I expect that you will write in complete sentences that are free from grammatical and spelling errors,
  • That you will use a professional tone that will be expected of you on the job, not a casual tone,
  • And that your replies to your fellow students' posts in discussions will be substantive and provide helpful feedback.

Use of  Generative AI in this Course

  • You need to understand what AI is and how it can be used by you and your students for teaching, learning, and in society at large.
    • For that reason, there is a track that requires you to use generative AI to do the activity. It also requires your to think critically about the information you received and its value.

Beyond those course activities:

  • You may use AI resources to aid in your learning. These resources can help you understand the topics being covered in the course
  • You may use AI for:
    • Brainstorming and refining your ideas;
    • Fine tuning your research questions and projects;
    • Finding information on your topic;
    • Drafting an outline for papers and projects; 
    • Checking grammar and style.

  • You may use AI with these understandings:
    • You document your use of AI with information about how it was used, and you cite it when appropriate.
    • The information from AI must be true. AI's hallucinate which is a nice way of saying they lie. You will need to fact check the information that you receive from AI's. The use of erroneous information, no matter how it was obtained, hurts your learning and will impact your grade.


Late Policy:

  • It is important to do your best to keep up with the work in this class. If you are late with a reading, you will not be able to participate fully in the discussion of the material. Assignments build on the readings and build on each other. They are keyed to specific moments in class, and missing or being late with an assignment will put you at a disadvantage for the next modules, readings, and assignments. Therefore, I am not likely to give you credit for late work. With that said, life happens. My concern will always be for your progress and ability to participate in the course. I cannot do for one student what I would not do for all students. That would not be fair. However, stuff really does happen. If you have something coming up or something bad happens that will or did affect your ability to get work done on time, please let me know, contact me, talk to me, and we can work something out. Unfortunately, I cannot be flexible with the last assignment and discussion. I need the time to get the grading done and turned in to the Registrar's office.

Extra Credit:

  • There should be no need for extra credit assignments in the class. If you did worse than you expected on an assignment or did not understand it, please talk to me and we can discuss possible solutions. 

Attendance Policy


 Attendance:

  • I do not feel that there should be an attendance policy. You know that attending class is in your best interest and that sometimes it might not be possible. Attendance is not required. 
  • However, participation in discussions is mandatory and is essential to enhancing the learning of all in the class.

Participation

  • We are all responsible for creating an environment where we can learn from each other. I expect everyone to participate in the class discussion so that we can all benefit from the insights and experiences that we all bring to class.

Course Fees

The course fee is $39.

ADA Statement

Students with medical, psychological, learning, or other disabilities desiring academic adjustments, accommodations, or auxiliary aids will need to contact the Disability Resource Center, located in Room 206F of the Sharwan Smith Center or by phone at (435) 865-8042. The Disability Resource Center determines eligibility for and authorizes the provision of services.

If your instructor requires attendance, you may need to seek an ADA accommodation to request an exception to this attendance policy. Please contact the Disability Resource Center to determine what, if any, ADA accommodations are reasonable and appropriate.

Academic Credit

According to the federal definition of a Carnegie credit hour: A credit hour of work is the equivalent of approximately 60 minutes of class time or independent study work. A minimum of 45 hours of work by each student is required for each unit of credit. Credit is earned only when course requirements are met. One (1) credit hour is equivalent to 15 contact hours of lecture, discussion, testing, evaluation, or seminar, as well as 30 hours of student homework. An equivalent amount of work is expected for laboratory work, internships, practica, studio, and other academic work leading to the awarding of credit hours. Credit granted for individual courses, labs, or studio classes ranges from 0.5 to 15 credit hours per semester.

Academic Freedom

SUU is operated for the common good of the greater community it serves. The common good depends upon the free search for truth and its free exposition. Academic Freedom is the right of faculty to study, discuss, investigate, teach, and publish. Academic Freedom is essential to these purposes and applies to both teaching and research.

Academic Freedom in the realm of teaching is fundamental for the protection of the rights of the faculty member and of you, the student, with respect to the free pursuit of learning and discovery. Faculty members possess the right to full freedom in the classroom in discussing their subjects. They may present any controversial material relevant to their courses and their intended learning outcomes, but they shall take care not to introduce into their teaching controversial materials which have no relation to the subject being taught or the intended learning outcomes for the course.

As such, students enrolled in any course at SUU may encounter topics, perspectives, and ideas that are unfamiliar or controversial, with the educational intent of providing a meaningful learning environment that fosters your growth and development. These parameters related to Academic Freedom are included in SUU Policy 6.6.

Academic Misconduct

Scholastic honesty is expected of all students. Dishonesty will not be tolerated and will be prosecuted to the fullest extent (see SUU Policy 6.33). You are expected to have read and understood the current SUU student conduct code (SUU Policy 11.2) regarding student responsibilities and rights, the intellectual property policy (SUU Policy 5.52), information about procedures, and what constitutes acceptable behavior.

Please Note: The use of websites or services that sell essays is a violation of these policies; likewise, the use of websites or services that provide answers to assignments, quizzes, or tests is also a violation of these policies. Regarding the use of Generative Artificial Intelligence (AI), you should check with your individual course instructor.

Emergency Management Statement

In case of an emergency, the University's Emergency Notification System (ENS) will be activated. Students are encouraged to maintain updated contact information using the link on the homepage of the mySUU portal. In addition, students are encouraged to familiarize themselves with the Emergency Response Protocols posted in each classroom. Detailed information about the University's emergency management plan can be found at https://www.suu.edu/emergency.

HEOA Compliance Statement

For a full set of Higher Education Opportunity Act (HEOA) compliance statements, please visit https://www.suu.edu/heoa. The sharing of copyrighted material through peer-to-peer (P2P) file sharing, except as provided under U.S. copyright law, is prohibited by law; additional information can be found at https://my.suu.edu/help/article/1096/heoa-compliance-plan.

You are also expected to comply with policies regarding intellectual property (SUU Policy 5.52) and copyright (SUU Policy 5.54).

Mandatory Reporting

University policy (SUU Policy 5.60) requires instructors to report disclosures received from students that indicate they have been subjected to sexual misconduct/harassment. The University defines sexual harassment consistent with Federal Regulations (34 C.F.R. Part 106, Subpart D) to include quid pro quo, hostile environment harassment, sexual assault, dating violence, domestic violence, and stalking. When students communicate this information to an instructor in-person, by email, or within writing assignments, the instructor will report that to the Title IX Coordinator to ensure students receive support from the Title IX Office. A reporting form is available at https://cm.maxient.com/reportingform.php?SouthernUtahUniv

Non-Discrimination Statement

SUU is committed to fostering an inclusive community of lifelong learners and believes our university's encompassing of different views, beliefs, and identities makes us stronger, more innovative, and better prepared for the global society.

SUU does not discriminate on the basis of race, religion, color, national origin, citizenship, sex (including sex discrimination and sexual harassment), sexual orientation, gender identity, age, ancestry, disability status, pregnancy, pregnancy-related conditions, genetic information, military status, veteran status, or other bases protected by applicable law in employment, treatment, admission, access to educational programs and activities, or other University benefits or services.

SUU strives to cultivate a campus environment that encourages freedom of expression from diverse viewpoints. We encourage all to dialogue within a spirit of respect, civility, and decency.

For additional information on non-discrimination, please see SUU Policy 5.27 and/or visit https://www.suu.edu/nondiscrimination.

Pregnancy

Students who are or become pregnant during this course may receive reasonable modifications to facilitate continued access and participation in the course. Pregnancy and related conditions are broadly defined to include pregnancy, childbirth, termination of pregnancy, lactation, related medical conditions, and recovery. To obtain reasonable modifications, please make a request to title9@suu.edu. To learn more visit: https://www.suu.edu/titleix/pregnancy.html.

Disclaimer Statement

Information contained in this syllabus, other than the grading, late assignments, makeup work, and attendance policies, may be subject to change with advance notice, as deemed appropriate by the instructor.