SYLLABUS FOR LSC 520 SCHOOL LIBRARY MEDIA SERVICES
University of Rhode Island
Professor Cheryl Ann McCarthy GSLIS
Office: 401-874-2878
Rodman Hall, 8 Voice
Mail Phone: 401 874-4654
Kingston, RI 02881 Fax:
401 874- 4964
E-mail: chermc@uri.edu Summer 2009
Hybrid: 5 F2F Sessions, June 24, July 1, 8, 15, 22 Plus Online
I. SECTION ONE: PURPOSE AND METHODOLOGY
Web Site is available as a supplement to this course online. Click on LSC 520. Please check the WEB SITE site weekly to post and for messages.
Online
Resources: Use the GSLIS
Webpage http://www.uri.edu/artsci/lsc to locate useful web resources including
Library Blogs and Wikis. Use the URI and HELIN catalog and databases for your
research and inquiry. In addition to the URI and HELIN databases, GSLIS
students have access to WilsonWeb for Wilson Databases including Library
Literature. Go to:
Wilson provides
access to all Wilson Databases for use by GSLIS students only. Use the Library
Literature database to locate library research articles.
User ID: gslis
Password: horse
Learning
requires both acquisition and application of new knowledge. As you participate in this course both
online and in face-to-face classes, you will read the assigned readings, and
complete assignments on your own and with others. You will gain new knowledge,
apply new skills and ideas, re-evaluate prior assumptions, and continue to
refine your own values and attitudes as you explore a wide variety of ideas of
how to become an effective teacher and library media specialist in K-12 school
settings. The goal of learning, thus, is the process of change and growth for
you, the student and future library media specialist in a school setting. You should reflect on the following four
goal areas in this school library media services course:
1. Knowledge: what you know and how you can
use it to help you teach effectively;
2. Comprehension and Application: what you
understand to help you solve problems and make informed decisions by knowing
all sides of an issue or a studentÕs needs;
3. Skills: what skills you are able to apply
especially in integrating technology and information literacy standards into
your instruction;
4. Values & attitudes: what core values,
ethics, or principles will guide you as a library media specialist in working
collaboratively with teachers, parents, administrators and students in schools.
4.
METHODOLOGY: The
methodology employed in this course will be the inquiry method. Students will be asked to discuss, to
question, to reflect, and to write responses to the challenges and issues
raised in class, in the readings, and in the case studies. The students will be asked to present
an instructional unit to the class by demonstrating one 30 minute lesson using
teaching strategies learned in this course and integrating both Big Six Skills
and Multiple Intelligences. Lessons should have some utility and importance for
the hypothetical learner. Students
will also present an analysis of a case study by using the problem-solving
technique and leading a class discussion on one case.
The
case study problem-solving model will be employed so that students will
consider a range of alternatives before devising a response for action. The action plan that you develop should
reflect your informed judgment. In
order to encourage a transition from theory to practice, we will attempt to
recognize the ÒrealityÓ of each situation and our solutions should be
realizable, at least in so far as we can determine the desired outcome. We will steer towards the ideal library
media program, while also recognizing that in practice, few sites are
ideal.
II. SECTION TWO: ROLES, STANDARDS, OUTCOMES
1.
FOUR ROLES OF THE LIBRARY MEDIA SPECIALIST:
In fulfilling these goals and objectives
for an effective school library media program, you will define the four roles
and responsibilities of an LMS as teacher, information specialist,
instructional partner, and program administrator and integrate those roles into
a coherent school library media policy manual, instructional unit, and case
study. You will integrate the Information Literacy Standards and RIBTS into
your instructional unit.
2. INFORMATION LITERACY STANDARDS AASL
(1998)
In
1988 the American Association of School Librarians (AASL) created a national
mission for school library media programs, Òto ensure that students and staff
are effective users of ideas and informationÓ (AASL 1988:). A decade later in
1998, AASL reaffirmed this mission and incorporated information literacy
standards in Information Power: Building
Partnerships for Learning (AASL 1998) and also provided separate guidelines
for implementing these information literacy standards K-12. (AASL 1998a) In
addition, AASL identified four roles for library media specialists as teacher,
information specialist, instructional partner, and program administrator (AASL
1998). AASL challenges library media specialists (LMSs) to build partnerships
and collaborate with teachers, thereby, ensuring that all students are
information literate and life-long learners. An information literate person is
one who has Òthe ability to know when there is a need for information, to
identify information for that need, and to be able to locate, evaluate and
effectively use that information.Ó (ALA 1989, 1).
4.
pursue
personal and aesthetic growth.
4. ACRL
INFORMATION LITERACY COMPETENCY STANDARDS (2000)
In
2000 the Association of College and Research Libraries (ACRL) adopted six information
literacy standards for college students as a continuum from the K-12 AASL
Standards. The ACRL Information Literacy Competency Standards for Higher
Education define an information literate individual as one who is able to:
Use information effectively to accomplish
a specific purpose
5.
Understand
the economic, legal, and social issues surrounding the use of information, and
access and use information ethically and legally.Ó
5. COURSE OBJECTIVES AND OUTCOMES:
Students will meet the following course
objectives and outcomes in LSC 520:
1.
to provide intellectual access to information by planning instructional
units for systematic learning activities for a diverse population in all
curriculum content areas.
2.
to provide physical access to information in all media formats for all
students in a well designed library media policy manual planning for a
carefully selected and organized collection within the library and a mechanism
for access outside the library media center through networks to enhance access
and resource sharing.
3. to provide instructional units for
learning experiences that encourage students to be effective communicators and
creative users of information and ideas using a variety of media and technology.
4. to provide a plan for instructional
support services through leadership, instruction and assistance to teachers in
jointly planning instructional units using informational and instructional
technologies through collaborative efforts.
5. to provide a plan for resources and
learning activities that encourage lifelong learning and lifelong reading by
promoting literacy while emphasizing a whole language approach in elementary
grades and an integrated and resource based approach to information skills on
the middle and secondary level.
6. to provide a plan for a facility that
functions as the information center of the school fully integrated into the
curriculum of the school
7. to provide a plan for equity and
freedom of access to information and ideas through resources and learning
activities representing a diversity of cultural perspectives and promoting
effective and responsible citizenship necessary in a democracy.
4. GSLIS EDUCATIONAL OUTCOMES:
Students will demonstrate proficiency in
the GSLIS educational outcomes number 1, 5 and 6:
#1. Professional Ethics: a. Knows and is guided by the ethics,
values and foundational principles of the library and information professions
and professional associations. b. Understands the role of library and
information professionals and associations in the promotion of intellectual
property, democratic principles, intellectual freedom, and diversity of
thought.
#5. Knowledge Dissemination: Service: 5a.
Knows and demonstrates competence in using service concepts, principles and
techniques that facilitate information access, relevance, and accuracy for
users. 5b. Retrieves, evaluates and
synthesizes information from multiple sources and responds to complex needs of
diverse users for resources and services.
#6. Knowledge Accumulation: Education and Lifelong
Learning: 6a. Interacts with diverse individuals or groups of users to
provide consultation, mediation or guidance in their use of information
resources. 6b. Knows basic learning
theories, instructional methods, and achievement measures, and applies them to
diverse learners in learning situations within libraries and other information
providing agencies. 6c. Demonstrates
the ability to instruct and assess diverse patrons in the mastery of
information literacy, which includes the skills needed to locate, access, use
and evaluate information resources for continuing education or lifelong
learning.
5. RHODE ISLAND BEGINNING TEACHER STANDARDS:
In addition, you will demonstrate a
commitment and begin to collect evidence for the following eleven Rhode Island
Beginning Teaching Standards (RIBTS):
1.
Teachers create learning experiences
using a broad base of general knowledge that reflects an understanding of the
nature of the world in which we live. (GSLIS #5, 6)
2.
Teachers create learning experiences
that reflect an understanding of central concepts, structures, and tools of
inquiry of the disciplines they teach. (GSLIS #5, 6)
3.
Teachers
create instructional opportunities that reflect an understanding of how
children learn and develop. (GSLIS #5, 6)
4.
Teachers
create instructional opportunities that reflect a respect for the diversity of
learners and an understanding of how students differ in their approaches to
learning. (GSLIS #5, 6)
5.
Teachers
create instructional opportunities to encourage students' development of
critical thinking, problem solving, and performance skills. (GSLIS #5, 6)
6.
Teachers
create a learning environment that encourages appropriate standards of
behavior, positive social interaction, active engagement in learning, and
self-motivation.
7.
Teachers
foster collaborative relationships with colleagues and families to support
students' learning.
8.
Teachers
use effective communication as the vehicle through which students explore,
conjecture, discuss, and investigate new ideas.
9.
Teachers
use a variety of formal and informal assessment strategies to support the
continuous development of the learner.
10. Teachers reflect on their practice and
assume responsibility for their own professional development by actively
seeking opportunities to learn and grow as professionals.
11. Teachers maintain professional standards
guided by legal and ethical principles.
6. School of Education
Graduate Themes:
The following School of Education Graduate Themes are embedded in
assignments and rubrics for school library media candidates for assessment and
are incorporated into TrueOutcomes e-folio. All students in LSC 520 School
Library Media or LSC 527 Information Literacy Instruction will post their
instructional unit to https://trueoutcomes.uri.edu/uri/
All students in LSC 596 Practicum and Seminar in School Library Media
will post to https://trueoutcomes.uri.edu/uri/ their 11 rationale statements to support each of the 11
RIBTS or INTASC standards or 9 NBPTS for certified teachers.
The Graduate Program Themes are:
1.
Content Based
Knowledge
2.
Leadership
3.
Commitment to all
students in Diverse Learning Communities
4.
Research
5.
Professional
Development
6.
Professional Practice
7. Disability
Statement:
"Any student with a documented disability is welcome to contact me
as early in the semester as possible so that we may arrange reasonable
accommodations. As part of this process, please be in touch with Disability
Services for Students office at 330 Memorial Union. 874-2098."
III. SECTION THREE: REQUIREMENTS:
PRAXIS
II PLT REQUIREMENT:
All students will provide evidence in either LSC
520 or LSC 596 of a passing score (167) on the
Praxis II 30522—Principles of Learning and
Teaching K-6—or Praxis II
30524—Principles of Learning and Teaching
7-12—prior to completing LSC
596 (Professional Field Experience: School
Library Media Practicum and
Seminar) in order to receive a passing grade.
Any student who does not
pass the Praxis will receive a grade of
Incomplete until evidence of a passing
score is submitted to his/her instructor. All
scores are to be sent to your instructor and to the Office of Teacher Education
at URI, Ms. Annie Kammerer at agkammerer@mail.uri.edu.
Individuals who hold a current teaching
certificate in the state they
reside in are exempt from this requirement. A
copy of a studentÕs
current teaching license must be provided to Dr.
Cheryl McCarthy or Dr. Naomi Caldwell for
this testing requirement to be waived.
YOU ARE REQUIRED TO TAKE THE PRAXIS II PLT (Elementary or Secondary) PRIOR to completing the SLM Program. You will receive an Incomplete in LSC 596 if you do not PASS the PRAXIS II PLT with a score of 167 or higher. You are required to attend a PRAXIS II PLT workshop offered by the School of Education and to purchase and study the following text prior to taking the exam:
Kern, Diane. Cliffs Test Prep Praxis II: Principles of Learning and Teaching.
New York: John Wiley and Sons, 2006.
If you are already certified as a teacher
or LMS in your state, you must provide a copy of your active certificate.
1.
LSC 520 REQUIRED TEXTS:
The following texts are required:
American
Association of School Librarians (AASL)
Item Number:
978-0-8389-8507-6
Publisher:
AASL/ALA 2009
http://www.alastore.ala.org/detail.aspx?ID=2601
American
Association of School Librarians (AASL)
Item Number:
978-0-8389-8519-9
Publisher:
AASL/ALA 2009
http://www.alastore.ala.org/detail.aspx?ID=2682
Callison, Daniel and Leslie Preddy. The
Blue Book on Information Age Inquiry, Instruction and
Literacy. Westport, CT: Libraries Unlimited,
2006.
Eisenberg, Michael B. and Robert E.
Berkowitz. The Definitive Big6 Workshop Handbook.
Third
Edition. Ohio: Linworth, 2003.
Esquith, Rafe. There Are No Shortcuts. (Anchor Books, 2003): ISBN: 1-4000-3083-8.
Kern, Diane. Cliffs Test Prep Praxis II: Principles of Learning and Teaching.
New York: John
Wiley
and Sons, 2006.
Wong, Harry and Rosemary Wong. How to
be an Effective Teacher: The First Days of School.
Harry
K. Wong Publications, Inc. 2004. ISBN: 0-9629360-6-5
IV.
SECTION FOUR: ASSIGNMENTS AND ASSESSMENT
I.
OBSERVATIONS & PRACTICE TO BE COMPLETED IN FALL:
YOU
MUST CONTACT Dr. Naomi Caldwell at inpeacencw@aol.com
in the FALL for your practicum placement information. YOU MUST SUBMIT ALL
DOCUMENTATION TO DR. CALDWELL BY NOVEMBER 1ST. You must do a minimum of three observations of one elementary, middle, and
secondary library media program (minimum two hours each) in the Fall in
September and October. You are required
to begin volunteering 2 hours per week in the Fall Semester at the school
library media centers where you intend to do your practicum in the Spring. In
addition, you will be doing some volunteer hours at Central Falls High School
Library Media Center to provide experience in an urban high school setting
unless you are planning a practicum in Providence. (Recommended sites are
provided in the database binder in the student resource room.) THREE observation sheets and your TWO
placement requests are due by November 1st as well as an application for
student teaching. Forms should be
complete and accurate with appropriate titles, addresses, and zip codes for
mailing letters to either the superintendent of the district or the appropriate
student teaching placement officer in the district. When the school media specialist has verbally committed to
be your mentor, you should meet the principal before you submit your placement
requests to me. Be sure that you have
identified the appropriate person who is the student teacher placement director
for the district or school. Also, please inquire if the school or district
has an interview process, policies, or procedures for incoming student
teachers. Some districts now
require a formal portfolio and interview process. EVERY STUDENT IS REQUIRED TO HAVE A BACKGROUND CHECK COMPLETED BEFORE
VISITING ANY SCHOOLS. YOU must go to the Attorney GeneralÕs office and pay
the fee. You must make a copy of your background check and submit it to Dr.
Caldwell before you visit any schools. It is YOUR responsibility to complete these requirements and submit any
student teaching applications for your districts. YOU ARE ALSO REQUIRED TO HAVE A TB TEST AND SUBMIT A COPY OF YOUR
RESULTS TO YOUR INSTRUCTOR PRIOR TO STARTING YOUR PRACTICUM. When you
submit your background check to your instructor, you will receive a letter of
introduction and intent to visit school library media programs. Make copies of
your letter and be prepared to present it at any schools that you visit. Dr.
McCarthy will be on sabbatical in Fall 2009 so all communication about your
practicum in the Fall must be with Dr. Caldwell who will be doing the practicum
placements for Spring 2010. You must provide ALL information to her by November
1st, 2009.
2.
WRITTEN ASSIGNMENTS: All assignments are to be submitted on
the due date. Late work is not
accepted without prior approval. Please speak to the instructor prior to the
due date if you need an extension otherwise your work will be docked one letter
grade each week.
3.
INSTRUCTIONAL UNIT: Prepare a unit of instruction (one
overview of unit and 5 lesson plans) for
a school library media program and grade level and curriculum area of
your choice. It must relate to a
real school curriculum or one of the following hypothetical curriculums which I
will provide from a real school:
at the elementary level, the focus of instruction should be on literacy:
reading, writing, listening, speaking, and mathematics using a literature and
whole language approach; at the middle level the approach should be an
integrated resource based approach connected with content areas; and at the
high school the emphasis should be on information skills integrated with
curriculum. You must integrate both the BIG
SIX SKILLS and MULTIPLE
INTELLIGENCES into your lessons.
Your
unit should contain at least FIVE integrated lessons AND ONE UNIT OVERVIEW with an identified grade level,
rationale, curriculum or subject area connections, questions to investigate for
each lesson, goals and objectives, content, method of instruction, materials, as well as performance outcomes (or competencies)
for assessment. LEARNER OUTCOMES
OR OBJECTIVES are essential for each lesson and must be stated in terms of WHAT
you expect the learner to be able to do
(information literacy skills or BIG SIX), what
to know (concepts or content) as well as what to value (social skills, attitudes). You should use the forms I designed for a literacy
connection, or EisenbergÕs format designs for resource based or Big Six Skills
instruction. Be sure to
incorporate teacher involvement in your plan and suggest follow up activities
for the classroom teacher for
curriculum tie-ins. Title your
unit and include a cover sheet and table of contents (identify by initials who
created each lesson) and include all handouts and a BIBLIOGRAPHY. Each student
should create at least two individual lessons and one collaborative lesson
plan. Use the detailed rubric to guide the development of your instructional
unit.
This
unit will be presented in writing to the instructor in class on the day of your
oral presentation of one lesson to
the class. You will demonstrate at least one teaching strategy introduced such
as cooperative learning groups, shared inquiry, interpretive questions,
critical or creative thinking skills, multiple intelligences, and must include
the Big Six Skills Approach. Your
completed unit is due in class on YOUR assigned date. The grade will reflect
both the written lessons as well as the effectiveness of delivery by each
student. Thus, the grade will also reflect individual as well as a team
grade. PRACTICE! Use the rubric to
guide your presentation.
You
will also POST this instructional unit to TrueOutcomes at URI at https://trueoutcomes.uri.edu/uri/.
4.
CASE STUDY: Each student
will be responsible for one class presentation on a case assigned for that
day. Each student will be assigned
to lead the discussion that day and will prepare an abstract of the case and
begin the session by posing the major problem in the form of a question: What should ... do about...? or How
should ... proceed to solve the problem of...? Use the problem-solving model by also presenting issues and
areas for further consideration raise questions for class discussion.
Engage
the class in the discussion by asking for alternatives as well as approaches
for the remaining issues or areas of concern. You should, however, choose the alternative YOU believe is
BEST and give a rationale WHY. You
will be graded on your effectiveness in both problem solving and in your
presentation and questions raised.
No written assignment is required but you should prepare notes and
questions ahead. Put yourself in
the shoes of the individual with the major problem and present the case from
the first person point of view. If
this role is difficult for you, act as a colleague or consultant offering
advice. Plan 15 minutes total.
5.
ONE JOURNAL ENTRY: DUE
Last Class.
You should keep a weekly journal but you
are only required to submit your final journal entry which should be approximately two pages typed. In your entry, focus on how YOU have developed in all four roles as a school library media
specialist based on the readings, assignments, class discussions, volunteering.
You will also identify your progress in
mastery of the 11 RIBTS. Cite any sources used in the text. These thoughtful reflections should not
be stream of consciousness but well ordered thoughts expressing your informed
judgments and responses stated in active terms of YOUR GROWTH each of the four roles. You should reflect on your growth and knowledge in the area of school library media services
and RIBTS standards throughout the
semester. (It is recommended that
you keep a daily log of your reactions to volunteering, readings, questions,
issues, discussions and cases for each class. These logs will not be collected
or graded but are strongly suggested so when you sit down to write your
journal, your thoughts will flow and have some order.) I suggest that you begin
your journal entry with a significant or essential question and proceed with a
thoughtful action response and a rationale for your actions in a realizable school library media center. Be
objective and analytical in your problem solving. Write your journal as if to a trusted colleague with whom
you would like to share your thoughts.
Develop your own voice. This journal should be the first draft of your
personal statement for your exit portfolio.
6.
LSC 520 Final Project: Program Policy and Procedure Manual:
Your final project is a written Policy,
Program, and Procedures Manual designed for a specific school or the
hypothetical school used for your instructional unit. Your Policy Plan should be a strategic plan of action incorporating your Mission,
Goals, Objectives and Program of Services, Management Procedures (policies for
selection, organizing print and non print, budgeting, intellectual freedom and
reconsideration of materials etc.),and Integrated Curriculum Goals, while
emphasizing the four major roles of the library media specialist as teacher,
information specialist, instructional partner and program manager. This Plan should reflect your
professional philosophy and incorporate RIBTS standards and ideas and AASL
Information Literacy Standards as well as websites and other resources used.
Consider
this Plan as a work in progress, obviously not a dictate, because library media
center policies would need the approval of the administration (including
principal, supervisor, curriculum director, assistant superintendent, or
superintendent,) and also endorsement of the School Board, depending on the
district policy. The Library Media
Policy Manual should reflect the districtÕs goals and mission. (You may use one presented in class or
in the readings if you do not have access to a specific one.) Follow the Program, Policy, and
Procedure Rubric as a Table of Contents for grading. Each item listed on the
rubric should be included in your Table of Contents and covered thoroughly in
your manual. To ensure that you complete your manual in a timely and efficient
method, you should bring a three ring binder to the second class with your
Mission, goals, and objectives and add one section each week until it is
completed before the last class.DUE
DATE: The Program, Policy, and Procedure Manual is due at the class PRIOR
to the last class and it will be returned to you at the last class. (In the
summer, you may submit it at the last class along with a Priority mail flat
rate box and postage attached if you want it returned to you in the summer. Or
you may opt to pick it up in September. IF you opt to take an Incomplete and
work on the PPP Manual during the month of August, then you may take an
Incomplete for summer session and submit the PPP Manual in August to Dr.
McCarthy prior to doing your site visits in September.)
7.
GRADING: Your grade will
be based on written assignments, class discussions including participation
online in WEB SITE, and your oral presentations as follows: A grade lower than
B- indicates that you are not eligible for LSC 596 Practicum and Seminar
without repeating the course. Approximately one-third of your grade is based on
your instructional unit with presentation and one-third is based on your
Program Policy Procedure Manual, and one-third will include your journal, case
study, book discussion and participation in weekly classes.
ONE JOURNAL ENTRY 10%
ONE INSTRUCTIONAL UNIT 30%
FINAL Project (POLICY Manual) 30%
ONE CASE STUDY 10%
DISCUSSION & CLASS PARTICIPATION 20%
100%
LSC 520 SCHOOL LIBRARY MEDIA SUMMER CALENDAR
& TOPICS
Week 1 Introduction
& syllabus
Information
Power: Mission & Goals AASL
texts
Case
Study & Problem solving model
RIBTS: Rhode Island Beginning Teacher
Standards
Week 1 Information
Power:Roles of LMS
Information
Power: Is it realizable? AASL
texts
Week 1 Role:
Teacher
Higher
Order Thinking & BloomÕs Taxonomy
Creating
Lesson Plans
Week 2 Role
Teacher Eisenberg/Wong A, B
Big
Six Skills Esquith,
There Are
Developing
Interpretive Questions
and
literature based lessons using selected stories
Week 2 Classroom
Management Eisenberg/Wong C
Critical
and Creative Thinking Skills
Infusing
literature into the Curriculum
Week 3 Role:
Instructional Partner
Eisenberg/Wong D,E
Cooperative
learning strategies Callison,
Part I
Webbing
techniques &
Collaborating
with teachers planning thematic units
Week 3 Role:
Instructional Partner Callison,
Part I
Instructional
Design & Integrated Units:
Multiple
Intelligences & Differentiated Instruction
Resource
based instruction &
More
Big Six Skills lessons
Week 3 Role:
Information Specialist Callison,
Part I
Connecting
curriculum with collection
Curriculum
Mapping & Collection Mapping
Week 4 Role:
Instructional Partner
Program
of Services: Callison,
Part II.
Leadership
& Communication
Advocacy
& Marketing SLM Program
Week 4 Role:
Program Administrator
Selection
criteria, tools, Callison,
Part II.
Managing
resources & facilities
Week 5 Fiscal
Management: Callison,
Part III.
Budgeting
Process
Week 5 Program
Administrator Callison,
Part III.
Managing
staff & Job description
Evaluation
Program Callison,
Part III.
Week 5 Classroom
Management & Special Needs
Technology,
Networks & resource sharing Callison,
Part III. Chap
13-14
Professionalism
& Practicum Guidelines