This course, grounded in evidence-based theory and practice, introduces students to information literacy curriculum by teaching preservice and/or in-service educators how to design, assess and evaluate information literacy curriculum and resources for elementary, middle and high school students. Applies knowledge of how to select and modify curricula, assessments, information resources, and adaptive and assistive technologies to meet the individualized needs of students with disabilities and other special learning needs. Principles of instructional design (including universal design), cognitive learning styles, and research-based strategies for educational assessment and evaluation are scaffolded into a series of performance-based assignments that culminate in an information literacy learning segment, customized to address the diverse learning needs of PreK-12 students and aligned to local, state and national standards. The learning segment is co-planned with the graduate student's mentor and implemented in the student's field placement. The lesson is systematically assessed through a series of formative assessments designed by the student to document the effect of the lesson(s) on the academic performance of PreK-12 students as well as the instructional effectiveness of the graduate student. Graduate students learn how to integrate research-based instructional strategies that are responsive to the characteristics and learning needs of all students. Includes 50 school library field experience hours. Prerequisite: permission of department.