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 Fall 2008
I. SECTION ONE: PURPOSE AND METHODOLOGY
1.
COURSE DESCRIPTION: This
course will investigate the four major roles of the library media specialist as
teacher, information specialist, instructional partner and program
administrator. We will focus on the importance of the school library media
program for integrating information literacy standards into a dynamic
integrated curriculum. The mission of the library media program is Òto ensure that students and staff are
effective users of ideas and informationÓ. We will explore the issues and challenges facing
library media specialists in fulfilling this mission as outlined in Information
Power: Building Partnerships for Learning and develop strategies and
techniques to meet these challenges.
This course will prepare the student for his/her practicum experience
the following Spring semester.
WEBCT Site is available as a supplement to this course at http://www.uri.edu/webct Click on LSC 520. Please check the WEBCT site regularly and read all messages and post weekly.
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 as
revealed in Information Power, while also recognizing that in practice,
few sites are ideal. We should
acknowledge, however, the real and the ideal by creating the art of what is
possible in any given situation.
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 of 1998. The Information Literacy Competency Standards
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 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 http://www.trueoutcomes.net.
All students in LSC 596 Practicum and Seminar in School Library Media
will post to http://www.trueoutcomes.net 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
1.
LSC 520 REQUIRED TEXTS:
The following texts are required:
AASL and AECT. Information Power: Building Partnerships for Learning.
Chicago:
ALA, 1998.
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.
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
Venkatraman, Padma. Climbing the
Stairs. New York: Penguin, 2008.
Kern, Diane. Cliffs Test Prep Praxis
II: Principles of Learning and Teaching. New York: John
Wiley
and Sons, 2006.
IV.
SECTION FOUR: ASSIGNMENTS AND ASSESSMENT
I.
OBSERVATIONS & PRACTICE TO BE COMPLETED IN FALL: 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 at each site after you complete your
site visits 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 projects for 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 including title and correct mailing address. 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 Professor McCarthy before you visit any
schools. It is YOUR responsibility
to complete these requirements and submit any 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.
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 http://www.trueoutcomes.net.
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 Fall.
(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 September prior
to doing your site visits.)
7.
GRADING: Your grade will
be based on written assignments, class discussions including participation
online in WEBCT, 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 & Book Discussion 10%
Class Participation, Web CT & CF
Project 20%
100%
LSC
520 SCHOOL LIBRARY MEDIA FALL CALENDAR & TOPICS
WEEK TOPIC READINGS:
Week 1 F2F: Introduction
& syllabus
Information Power
Sept. 3 Information
Power: Mission & Goals
Case
Study & Problem solving model
RIBTS: Rhode Island Beginning Teacher
Standards
Week 2 WEBCT: Information
Power:Roles of LMS Information
Power
Sept. 10 Information
Power: Is it realizable?
Week 3 F2F: Role:
Teacher Venkatraman,
Sept 17 Shared
Inquiry Process:
Developing
Interpretive Questions
and
literature based lessons using literature
Week 4 F2F: Leading
book discussions for Facilitate
Discussion
Sept. 24 Diversity
Week, Book Discussion Program for Vankatraman.
Week 5 WebCT: Role:
Teacher Eisenberg/Wong
A,B
October 1 Higher
Order Thinking & BloomÕs Taxonomy
Creating
Lesson Plans
Big
Six Skills: Sample Unit Plan
Classroom
Management Eisenberg/Wong
C
Critical
and Creative Thinking Skills
Infusing
literature into the Curriculum
Week 6 F2F: Role:
Instructional Partner
Callison/Wong D, E
October 8 Cooperative
learning strategies
Webbing
techniques &
Collaborating
with teachers planning thematic units
Week 7 WebCT: Role:
Instructional Partner Callison
October 15 Instructional
Design & Integrated Units:
Multiple
Intelligences & Differentiated Instruction
Week 8 F2F: Role:
Information Specialist Callison
October 22 Connecting
curriculum with collection
Curriculum
Mapping & Collection Mapping
Week 9 WebCT: Role:
Instructional Partner
October 29 Program
of Services: Callison
Leadership
& Communication
Advocacy
& Marketing SLM Program
Week 10 F2F: Role:
Program Administrator
November 5 Selection
criteria, tools, Callison
Managing
resources & facilities
Week 11 WebCT: Fiscal
Management: Callison
November 12 Budgeting
Process
Week 12 F2F: Program
Administrator Callison
November 19
Week 13 WEBCT: Classroom
Management Wong
November 26
Week 14 F2F Wrap Up: Professionalism
& Practicum Guidelines
December 3 Assess Volunteer work and CF Projects