Running head: INFORMATION LITERACY INSTRUCTION WEB DESIGN IN A PUBLIC LIBRARY
Learning Activity 7:
Information Literacy Instruction in a Public Library
Proposal: Creating a Web Design
Marisa H. Martinez
San Jose State University
Library 250-01
Dr. Diane Kovacs
December 10, 2014
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Running head: INFORMATION LITERACY INSTRUCTION WEB DESIGN IN A PUBLIC LIBRARY
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Proposal for a Web Design Class for High School Students in Ninth to Twelfth Grades
Background
The John Steinbeck Library is the main library of the Salinas Public Library System in Salinas,
CA. It is the main library of two other branches, El Gabilan library and Cesar Chavez library.
John Steinbeck has a medium size computer room with 45 PCs and 15 Mac computers within its
building. Library staffs serve high school students year around for technology skills such as how
to format a website in order to attain a job using web design skills.
Proposal
I would like to proposal to John Steinbeck Public Library Administrate Committee a web design
class using HTML, CSS, and JavaScript for high school students from ninth graded to twelfth
grades at John Steinbeck Public Library in Salinas, CA. The web design class will be taught by
the Librarian Technology Teacher here at John Steinbeck Public Library. This class will be a
blended learning environment with face-to-face classroom instruction with online teaching
tutorials. This class will be taught for three months and learners will be required at least three
hours of require participation per week. During instruction learners will learn the basic
understanding of HTML, CSS, and JavaScript for a web design. At the end of instruction
learners will be able to identify and evaluate a web design by checking the usability and
accessibly of their very own web page and apply these skills to attain a job using web design.
Introduction & Plan
Introduction
This class is designed for ninth and twelfth grade high school students that are interested in
understanding the principles of creating a web design. High school students are activity seeking
help from librarians in creating a web design at the John Steinbeck Public Library. This class
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will serve ninth to twelfth grade high school students that want a class to teach them the
principles of creating an effective website.
A. Instructor
Librarian Technology Teacher will design the instruction for the class six months before the
class is publicized. Library Director will approve the class instructional design.
B. Learner
Instructional design plan for high school students from ninth graded to twelfth graded that are
interested in learning how to create a web page. These learners should be familiar and
comfortable being around a computer. It is important that learners have these skills because they
will be learning about computer programming and creating a web page using a computer.
Learners should be able to access the internet using popular web browsing software, and be able
to stream videos. Students do not need to be proficient in English to take the course.
C. Pre-Survey for Learners
It is important that learners know the requirements before taking this course. Librarian
Technology Teacher will create a survey requirement before taking this class. Learners will be
given a survey with prerequisite for this class prior to enrolling in this class. This survey will be
a requirement to take the class. The survey will consist of questions such as do you know how to
turn on a computer, do you know how to type on the keyboard, do you have an email account, do
you have internet connectivity at home, do you have a computer at home, can you commit to
three hours in the classroom for three month, and do you feel comfortable being around
computers. If the potential learn replies no to all questions then they are not allowed to take the
class before it starts. The survey requirement will be given two weeks before the class starts at
the John Steinbeck Public Library in Salinas, CA.
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D. Orientation
Orientation of the materials and instruction on the first day of class will serve to introduce
learners to the structure of the class and the teacher’s expectations. The purpose of the
orientation will help answer learners ‘questions about this class. On day of class orientation
teacher will give a handout of prints of the class syllabus, a class calendar, a class manual
handout to all students with the class description, goals, and goals objectives for the learners, as
well as the class assignments. At the end of the orientation learners will have clarification of
materials and class participation as outlined below:
1. Class will be held at the John Steinbeck Public Library in Salinas, CA.
2. This class is face-to-face instruction with an online teaching too the maximum students for this
course will be twenty-five students, so the instructor can give maximum learning guidance to all
learners for three months.
3. Handout lectures about HTML, CSS, and JavaScript and give them to students.
4. Appropriate books Matthew MacDonald (2011) Creating a website: The missing manual (3rd
ed.) and David Sawyer McFarland (2009) CSS: The missing manual (2nd ed.). MacDonald’s
book is a step by step into HTML and McFarland’s book is about CSS coding for creating a great
website style step by step.
5. Complete course tutorials about HTML, CSS, and JavaScript and upload them to YouTube
created by instructor.
6. A class Facebook discussion page, for class discussions led by instructor and student to post
what they have learned and post questions they may have about the course with feedback from
instructor.
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7. Instructor lecture in classroom. Responded to students via email, and Facebook class
discussion page.
8. One overhead projector, two speakers, one printer, printing paper, Mac or PC computers, and
USB drives to save class work assignments.
9. Other materials needed for the class such as headsets, firewall, and internet connectivity at the
library classroom.
10. Tools for students to edit computer code using Notepad++ (http://notepad-plus-plus.org/ ) a
source code editor for working on assignments for Window users and TextWrangler
(http://www.barebones.com/products/textwrangler/ ) for Mac users.
11. A free web site for hosting service for students to create their webpage using WordPress
(https://wordpress.com/ ). Learner will need to download FileZilla (https://filezillaproject.org/download.php/) for a free service to upload files and create folders on the course
server.
12. Students’ participation during instruction. Students will read handout lectures and answer
lecture questions. Students will read appropriate books, articles, and lectures assigned for this
class. Learners will watch and complete course tutorials on YouTube, and answer tutorials
questions with instructor’s feedback. Also students will interact with one another on class
Facebook discussion page, demonstrating what they have learned and post questions they may
have about the course with feedback from instructor. Students will communicate with instructor
in classroom and via email, and Facebook class discussion page.
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13. The instructor will be informing the class that there will be a collection consensus of where
the students are in their prior knowledge of HTML, CSS, and JavaScript. It is fine if students
have no prior knowledge about HTML, CSS, and JavaScript because they will be taught this in
the class. The pre-test administered by the instructor at the end of first day of class will be used
by the instructor to understand where the students are before taking the class and a post-test at
the end of the class to gauge where the students finished
E. Goals for Learners
The purpose of the learning goal objectives for learners to develop the awareness to read and
understand how to code using HTML, CSS, and JavaScript, as well as understand the importance
of accessibility and usability for their own web design as outlined below.
1. In the HTML lesson, students will be able to read and write their own HTML computer code,
references, markup, elements, attributes and values, closing elements and nesting, and
understanding relative URLs. Instructor will have students identify HTML computer code,
references, markup, elements, attributes and values, closing elements and nesting, and
understanding relative URLs. Instructor will have students create their own HTML computer
code, references, markup, elements, attributes and values, closing elements and nesting, and
understanding relative URLs Instructor will assign student to create their own web page using
these elements of HTML and email him their web page assignment that the teacher will review
to see if students understand HTML.
2. In the CSS (Cascading Style Sheets) lesson, the students will be able to list and evaluate all the
two CSS methods such as inline CSS, and embedding CSS, as well as create CSS styling using
both inline CSS and embedding CSS into their web page. Instructor will assign all students to list
and evaluate inline CSS and embedding CSS, as well as use these two CSS styles into their web
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page. Instructor will measure if students were able to list and evaluate CSS styles and if both
CSS styles were added into their web page.
3. In the JPEG images lesson, students will be able to use apply and use JPEG images on their
web page. Instructor will have students change the height and width of four JEPG images that
they want to add to their web page that is visible and readable. Instructor will evaluate if students
were able to adjust the height and width of four JEPGs and if it was visible and readable by
looking at their web page.
4. In the JavaScript lesson, students will be able to identify and evaluate the advantage of having
JavaScript on a web page, as well as organize where they can put JavaScript into computer
programming language text to add it to a web page. Instructor will have students identify and
evaluate the advantage of having JavaScript on a web page as a two paragraph assignment and
post it on Facebook discussion. Instructor will check if students were able to identify and
evaluate JavaScript. Instructor will assign students organize and add JavaScript to their web
page. Instructor will evaluate if students were able to apply JavaScript into their web page.
5. In the final lesson creating a web page, students will be able to organize, plan, construct, and
critique a web page using HTML, CSS, and JavaScript. Instructor will have students create their
own web page using what they have learned throughout the class using HTML, CSS, and
JavaScript. Instructor will have students critique each other’s web page in groups of four or five.
Instructor will gave an outline of the critique consisting of the web page being user friendly and
readable. Instructor will use the students’ critiques as recommendations for improvement on the
students’ web pages. Instructor will then have the students resubmit their assignment and use the
outline critique to evaluate students’ web page.
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Motivating Learners
Motivate learns by showing them that learning HTML, CSS, and JavaScript to create a web page
is a helpful literacy skills in the 21st century because of all the technologies skills being adapted
in the workforce, and it is a good skill to learn how to create a web design to promote your own
knowledge of understanding computer programming.
Motivate learners by informing them that they will have a certificate of completion when they
finish this course provided to them by the John Steinbeck Public Library and signed by the
teacher and Library Director. They can add this certificate of completion to their resume.
Assessment for Class Instruction
Instructor will assess students’ assignments to check students’ comprehension of the basic
concepts of web design each class assignment. Below are the assessments that the teacher will
check:
1. Instructor will have students identify HTML computer code, references, markup, elements,
attributes and values, closing elements and nesting, and understanding relative URLs.
2. Instructor will assign student to create their own web page using these elements of HTML and
email them their web page assignment that the teacher will review to see if students understand
HTML.
3. Instructor will assign all students to list and evaluate inline CSS and embedding CSS, as well
as use these two CSS styles into their web page. Instructor will measure if students were able to
list and evaluate CSS styles and if both CSS styles were added into their web page.
Running head: INFORMATION LITERACY INSTRUCTION WEB DESIGN IN A PUBLIC LIBRARY
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4. Instructor will have students change the height and width of four JEPG images that they want
to add to their web page that is visible and readable. Instructor will evaluate if students were able
to adjust the height and width of four JEPGs and if it was visible and readable by looking at their
web page.
5. Instructor will have students identify and evaluate the advantage of having JavaScript on a
web page as a two paragraph assignment and post it on Facebook discussion. Instructor will
check if students were able to identify and evaluate JavaScript.
6. Instructor will assign students to organize and add JavaScript to their web page. Instructor
will evaluate if students were able to apply JavaScript into their web page.
7. Instructor will have students create their own web page using what they have learned
throughout the class using HTML, CSS, and JavaScript. Instructor will have students critique
each other’s web page in groups of four or five. Instructor will give an outline of the critique
consisting of the web page being user friendly and readable. Instructor will use the students’
critiques as recommendations for improvement on the students’ web pages. Instructor will then
have the students resubmit their assignment and use the outline critique to evaluate students’ web
page.
8. Instructor will have students create their own HTML computer code, references, markup,
elements, attributes and values, closing elements and nesting, and understanding relative URLs.
Extant Materials
Extant materials used to support instruction for students with visually impairments and mobility
impairments. There are two types of software that will be used by students with visually
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impairments provided by the instructor in the class, ZoomText Magnifier and ZoomText
Magnifier/Reader (http://www.aisquared.com/zoomtext). ZoomText Magnifier is wonderful
software that enlarges the screen and the increases the size of everything on the computer screen.
ZoomText Magnifier/Reader is also good software that enlarges the screen, magnifies everything
on computer screen, and reads aloud everything on it. Here are two items that could be used for
students with mobility impairments such as Dragon Naturally Speaking
(http://www.nuance.com/dragon/index.htm) and a key guard. Dragon Naturally Speaking is a
voice recognition software that recognizes the user’s voice, and it types what the user says. A
key guard is a solid template with holes over keys to help precise key selection. The library does
not need to purchase these materials because the library has these extended materials.
Instructional Tools for Plan
Canvas will be used for the supporting and management of the instructional design unit because
it can be used for integrated learning outcomes, video recording of lectures and class discussions
(http://en.wikipedia.org/wiki/Instructure). It has RSS Support for instructor to post
announcements for the class from external web sites such as the class Facebook discussion page.
Instructor and students can download zipped files from the class tutorials. Canvas features
automated tasks for the instructor to update a lesson automatically updated in Canvas for grade
book, calendar, as well as the syllabus so the instructor does not have to repeat this task several
times. It also helps instructors to get updates from students’ right away from various popular
web sites and email accounts that the instructor setup for the class. This would be very Canvas is
a good option for the class to do everything in one location instead of several places to teach the
instructional unit of design. The John Steinbeck Public Library has this management system, so
purchasing will not be required.
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Post Survey & Follow-through Activity
It is important to gather information from learners to evaluate class instruction to improve the
class design for future students. Six weeks after the class has finished, instructor will email a
survey hosted by Survey Monkey which is an online website that creates surveys
(https://www.surveymonkey.com/). All participants that completed the course with a passing
grade will received a certificate of completion. Instructor will ask students that completed the
class and students that did not complete the class to please rate the course. Instructor will ask
them if they feel the course has helped them in attaining a job or if they have applied the skills
learned in the class to other classes they are currently taking.
Cover Letter
Here is a cover letter and introduction for evaluators of the survey with a list of ten questions for
the evaluation of the class listed below:
There is no anticipated risk in taking this survey. Your participation will be made
anonymous; all returned surveys will be downloaded and separated from any identifying
information, and all identifying information will be removed from SurveyMonkey (the survey
administration website). No one will be allowed to view your survey except for the researchers
conducting the survey. We will keep your email address in a separate database so that we can
enter you in the conference lottery; the email address will not be connected to any of your
answers.
Introduction for Evaluators of the Survey and Ten Questions
Thank you for taking the beinningers web design class! The information collected in this
survey is completely anonymous and will help evaluate and develop a better instructional
unit. *All questions are required.
Running head: INFORMATION LITERACY INSTRUCTION WEB DESIGN IN A PUBLIC LIBRARY
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1. Did you complete the class? (Please check one).
o Yes
o No
2. Is this the first time you have taken the beinningers web design class? (Please check one).
o Yes
o If more than once, how many times? (Please type your answer on the line below).
__________________________________________
o Don’t know
3. How did you feel about the class? (Please check one).
o Liked the class
o Disliked the class
o Not sure
4. Did you learn anything in class? (Please check the ones that apply).
o Yes
o If you answered yes, what did you learn? (Please type in your answers on the line
below).
_____________________________________________________________
o No
o If you answered no, why did you not learn? (Please type in your answers on the
line below).
_____________________________________________________________
5. What did the instructor do well in this class? (Please type in your answers on the line
below).
_________________________________________________________________
6. What did the instructor not do well in this class? (Please type in your answers on the line
below).
_________________________________________________________________
7. How can the instructor improve the beinningers web design class? (Please type in your
answers on the line below).
_________________________________________________________________
8. Would you recommend this class to your peers? (Please check one).
o Yes
o No
9. Do you believe the skills you learned in this class will help you in applying for a new
job? (Please check one).
o Yes
o No
o Don’t know
10. Are you applying the skills learned in the class to other classes that you are currently
taking? (Please check the ones that apply).
o Yes
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o If you answered yes what classes? (Please type in your answers on the line
below).
_______________________________________________________________
o No
o Don’t know
Formative Evaluation Outcomes
Librarian Technology Teacher will respond to the formative evaluation outcome by reading the
evaluators responses, taking notes, and reviewing the instructional unit piece by piece. The
survey will serve as a formative evaluation to understand how the instructional unit can be
improved to better assist the learner in comprehending the material. A record must be kept by the
instructor of the formative evaluations of the instructional unit to show how the instructional unit
has evolved and must keep evaluating to improve the instructional unit design for teaching
learners.
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References:
Adobe Flash (Wikipedia). (2014). Accessed October 26, 2014 from
http://en.wikipedia.org/wiki/Adobe_Flash
Elluminate Live (Wikipedia Collaborate). (2013). Accessed October 26, 2014 from
http://en.wikipedia.org/wiki/Collaborate
Camtasia (Technsmith). (2014). Accessed October 26, 2014 from
http://www.techsmith.com/camtasia.html
Canvas (Wikipedia). (2014). Accessed October 26, 2014 from
http://en.wikipedia.org/wiki/Instructure
Dragon NaturallySpeaking. (2014).Accessed September 6, 2014 from
http://www.nuance.com/dragon/index.htm
MacDonald, M. (2011). Creating a website: The missing manual (3rd ed.). Sebastopol, CA: O’
Reilly Media.
McFarland, D. S. (2009). CSS: The missing manual (2nd ed.). Sebastopol, CA: Pogue Press.
TextWrangler. (2014). Accessed September 8, 2014 from http://www.barebones.com/
products/textwrangler/
Tittel, E., and Noble, J. (2011). HTML, XHTML, & CSS for Dummies (7th ed.). Hoboken, NJ:
Wiley Publisher. Retrieved September 26, 2014 from Dr. Martin Luther King Library
San Jose State University Library http://0-library.books24x7.com.catalog.sjlibrary.org/
marc.asp?bookid=40686
W3school.com (2014). Accessed September 26, 2014 from http://www.w3schools.com
/js/default.asp
WordPress. (2014). Accessed September 8, 2014 from https://wordpress.com/
ZoomText Magnifier and ZoomText Magnifier/Reader. (2014). Accessed September 6, 2014
from http://www.aisquared.com/zoomtext