School of Library and Information Studies

LIS 526 Outline

Instructional Practices in Library and Information Services

Course Outline
Fall 2016

Instructor: Michael B. McNally
Phone: 780-492-3934
Office: 3-03 Rutherford South
Office hoursBy appointment
Class times: Mondays: 1:00 p.m.–3:50 p.m. in 1-17B Rutherford South

Calendar Description:
Theory and practice related to the teaching roles of the librarian or information professional. Includes planning, implementation and evaluation of pedagogical approaches for the design of effective information literacy and professional development instructional sessions.

Course Objectives:
At the completion of this course, the students will be able to:

  1. Articulate the various theories, from education and library and information studies, which underpin exemplary practice in information literacy instruction.

  2. Select information literacy instruction models appropriate to the learning needs of clientele in various library and information settings (e.g., academic/school/public/special libraries).

  3. Plan and deliver an effective, engaging learning experience for a specified audience.

  4. Discuss approaches to planning, managing, and evaluating instruction in various organizational settings.

  5. Consider problems and issues associated with information literacy and the provision of library instruction.

Measurable Student Learning Outcomes (SLOs):

Through in class discussion and exercises, readings and presentations, students will be able to develop, deliver, assess and improve instructional sessions in a variety of library and information settings.

Drawing on theories of information practice and learning, students will be able to assess how various learning theories can inform and improve the design and delivery of instructional sessions.

After lectures, readings and a presentation, students will be able to prepare short presentations to engage library users on relevant library services.

History of library instruction, literacy and new literacies, learning theory, theories of information seeking behaviour, lesson planning and assessment, lifelong learning, open education and open educational resources, speaking and presenting, engaging audiences and colleagues, online/distance education, information literacy and the information society


Lectures, readings, in class discussions, presentations, assignments, and guest speakers.

Course Relationships:

Pre-Requisites (PRE): LIS 501 and 503.

Required Texts:


Assignments and Weighting:

Learning Theories Application Assignment
25%Due October 3
Library Introduction and Awareness Presentation 15%Due October 17
Individual Instruction Session 45%On October 31, November 14, November  21, November 28
Peer Evaluation 5%Starting October 31
Class Participation and Instructional Session Attendance 10%

School of Library and Information Studies Grading Statement:
Grades reflect professional judgements of student achievement made by instructors. These judgements are based on a combination of absolute achievement and relative performance in class. The instructor should mark in terms of raw scores, rank the assignments in order of merit, and with due attention to the verbal descriptions of the various grades, assign an appropriate final letter grade.

Academic Integrity:
The University of Alberta is committed to the highest standards of academic integrity and honesty. Students are expected to be familiar with these standards regarding academic honesty and to uphold the policies of the University in this respect. Students are particularly urged to familiarize themselves with the provisions of the Code of Student Behaviour and avoid any behaviour which could potentially result in suspicions of cheating, plagiarism, misrepresentation of facts and/or participation in an offence. Academic dishonesty is a serious offence and can result in suspension or expulsion from the University.

Students should also be mindful of the SLIS Copyright Policy.

Inclusive Language and Equity:
The Faculty of Education is committed to providing an environment of respect for all people within the university community and to educating faculty, staff, and students in developing teaching and learning contexts that are welcoming to all. The Faculty recommends that students and staff use inclusive language to create a classroom atmosphere in which students’ experiences and views are treated with equal respect and value in relation to their gender, racial background, sexual orientation and ethnic background. Students who require accommodations in this course due to a disability affecting mobility, vision, hearing, learning, or mental or physical health are advised to discuss their needs with Student Accessibility Services.

Recording of Lectures:
Recording of lectures is permitted only with the prior written consent of the professor or if recording is part of an approved accommodation plan.

Policy about course outlines can be found in Section 23.4(2) of the University Calendar.