The School Library Media Program (SLMP) is one of the areas of concentration within the Master of Library and Information Studies (MLIS) degree program at the University of Rhode Island Graduate School of Library and Information Studies (GSLIS). The MLIS program is accredited by the American Library Association (ALA), and the School Library Media Program (SLMP) is also accredited by NCATE and approved by NASDTEC. The MLIS program is designed to produce students who combine professional knowledge and skills with a commitment to professional ethics and to meeting information needs. The GSLIS is a community of learners who value the contributions of all individuals and celebrate diversity. The GSLIS mission is "to exercise leadership in the global information age through research, service, and the preparation of knowledgeable and ethical professionals who can serve the library and information needs of a diverse society."

In addition to the MLIS program, GSLIS also offers a Teacher Certification Program (TCP) for individuals who have earned the MLIS but return to complete all the requirements of the School Library Media Program. In addition to delivering courses in Rhode Island, GSLIS also offers courses at campuses at the University of Massachusetts and the University of New Hampshire to support the development of library media specialists throughout the New England region.

The goals of the MLIS program focus on five areas. Those goals and the objectives that support them are:

Goal 1 (Academic Program): To prepare students for leadership roles in library and

information services by offering a high quality academic program.

Objectives to achieve this goal: The GSLIS will:

1.1 Provide a strong foundation in library and information studies through a

coherent core curriculum.

1.2 Supplement the core courses with flexible electives that support the career

objectives of students in libraries, information agencies, and other settings.

1.3 Provide opportunities for individualized study through supervised

1.4 Provide an intellectual atmosphere of active learning and collegiality.

1.5 Provide students with opportunities for collaborative research with faculty and

practitioners and collaborative projects within classes.

1.6 Instill professional attitudes toward scholarship, research, and service; and

instill a commitment to professional ethics.

1.7 Develop and maintain links and collaborative interdisciplinary programs with

other URI Departments, Colleges, and especially University Focus Areas and

the Alan Shawn Feinstein College of Continuing Education.

1.8 Provide a foundation of knowledge that enables graduates to meet the

school's stated educational outcomes and to demonstrate leadership skills in

the profession.

1.9 Provide a systematic process of course and instructor evaluations.

1.10 Provide mechanisms for regular program review and revision.

1.11 Integrate information technology into course content and delivery.

1.12 Integrate diversity concerns into course content.

1.13 Provide opportunities for distance learning.

Goal 2 (Faculty): To provide a dedicated, talented, and diverse faculty who contribute to the profession, the academic community, and society through teaching, research, and service.

Objectives to achieve this goal: The GSLIS will:

2.1 Recruit and retain a diverse faculty committed to providing the highest

2.2 Provide support for faculty teaching, research, and service.

2.3 Pursue excellence in teaching.

2.4 Offer individualized guidance and mentoring to students with a sensitivity

toward cultural differences.

2.5 Maintain an active research agenda that leads to scholarly publications.

2.6 Collaborate with other professionals and students in research activities to

further the advancement of the profession or to enhance library services.

2.7 Pursue research to link with other fields of knowledge and in support of

University Focus Areas.

2.8 Pursue external research support when feasible.

2.9 Disseminate and share research at state, regional, national, and international

conferences and workshops.

2.10 Serve in leadership roles in professional associations.

Goal 3 (Students): To attract and retain highly motivated and academically qualified students from a wide variety of backgrounds who will become dedicated library and information professionals.

Objectives to achieve this goal: The GSLIS will:

3.2 Provide opportunities for mentoring.

3.3 Provide career information for students and potential students via

collaboration with professional associations.

3.4 Target underrepresented minorities in recruitment and retention programs.

3.5 Support the University's goals for equality of opportunity and follow the

affirmative action guidelines for non-discrimination.

3.6 Offer an affordable public university education in Rhode Island and public

distance education program in New England.

3.7 Assist students in developing coherent programs of study.

3.8 Involve students in the governance of the school.

3.9 Provide scholarships and assistantships to recognize and support student

achievement and potential.

3.10 Encourage and support student membership and participation in professional

organizations.

Goal 4 (Culture and Environment): To provide a culture that encourages mutual respect and collaboration in learning, research, and service; and to create an environment that values contributions to the profession and society.

Objectives to achieve this goal: The GSLIS will:

4.1 Incorporate high ethical standards and a commitment to information access

into the program, as exemplified by the American Library Association's

Library Bill of Rights and the codes of ethics of the American Library

Association, the American Society for Information Science, and other related

professional associations.

4.2 Provide opportunities for service and growth as information professionals via

professional field experiences, practicums, interdepartmental partnerships,

professional associations, and independent projects.

4.3 Support the continued professional growth of students, graduates, and

members of the state and regional library community by offering continuing

education activities, including collaborative programs with other university

units and/or professional organizations.

4.4 Consult, collaborate, and communicate with library and information

professionals, especially in support of the New England Regional Program.

4.5 Foster collegiality and community through student, alumni, and other

associations.

4.6 Provide appropriate physical facilities and technological support for a

productive learning and teaching environment for students and faculty.

4.7 Provide a supportive environment for students from all cultural backgrounds

at all delivery locations.

4.8 Provide for systematic planning and evaluation to insure appropriate physical

facilities and technological support for the school.

Goal 5 (Service and Outreach): To serve in local, regional, national, and international academic and professional communities and to cultivate mutually supportive relationships, especially within the New England region.

Objectives to achieve this goal: The GSLIS will:

5.1 Encourage collaborations and service with faculty representation on academic

committees and in professional organizations.

5.2 Support the continued professional growth of students, graduates, and

members of the state and regional library community by offering continuing

education activities, including collaborative programs with other university

units and/or professional organizations.

5.3 Consult, collaborate, and communicate with library and information

professionals, especially in the New England Region.

5.4 Support faculty membership, participation, and leadership in professional

organizations and projects.

5.5 Encourage and support student membership and participation in professional

associations.

5.6 Work with others both within and beyond the University community to

provide support for the University Focus Areas.

5.7 Provide opportunities for library and information service to diverse

communities.

The School also has a set of educational outcomes that all MLIS graduates are expected to meet:

A graduate of GSLIS should:

1. Possess awareness of the range of services and resources that can be provided by

libraries and other information agencies to meet the educational, recreational,

developmental, and informational needs of users.

2. Be guided by a set of professional ethics, based on a knowledge and understanding of

the professional codes of organizations such as the American Library Association, the

Special Libraries Association, and the American Society for Information Science.

3. Understand issues and values relating to intellectual freedom, intellectual property

rights, equitable access to information, confidentiality, and privacy rights.

4. Apply the principles and theories needed for the selection, acquisition, preservation,

organization, storage, retrieval, dissemination, use, and evaluation of recorded

information and ideas of society.

5. Demonstrate competence in using information technologies to access information and

provide patrons with access to information resources in all formats.

6. Demonstrate the ability to instruct patrons in the mastery of information literacy,

which includes the skills needed to locate, access, use and evaluate information

resources in all formats.

7. Exhibit interpersonal skills and respect in the treatment of colleagues and patrons.

8. Communicate effectively using appropriate media, including the written, oral, graphic,

and nonverbal.

9. Demonstrate a commitment and ability to serve the information needs of users and

nonusers.

10. Identify and evaluate the information needs of the community served, and tailor

information resources and services to them.

11. Recognize and respond proactively to the information needs of individuals of diverse

backgrounds, ages, developmental stages, learning styles, and circumstances.

12. Manage library and information services effectively, applying the principles and

practices of management to assure the highest quality of service to all.

13. Understand the process of research and be able to apply published research and in-

house evaluations to the improvement of library and information services.

14. Master problem-solving and critical thinking skills.

15. Deal flexibly and strategically with change, adapting new resources and technologies

to the support of essential institutional missions.

16. Understand the importance of community outreach and the formation of strategic

alliances.

17. Demonstrate a commitment to continued professional growth.

18. Serve the profession and society, through participation and leadership in professional

organizations, writing, and other contributions to the field.

19. Work collaboratively with colleagues to accomplish mission, goals, and objectives.

20. Respect the importance of diversity in its broadest sense in collections, services, and

staffing.

In addition, the School Library Media Program ensures that all students are grounded in theory, knowledge, and practice in library media education through our required courses. All students learn how to teach and integrate the AASL/AECT Nine Information Literacy Standards into curriculum frameworks or standards. Furthermore, our students know how to implement the goals stated in the philosophical and research based national guidelines, Information Power: Building Partnerships for Learning, (1998, AASL/AECT).

The school library media program ensures that all school library media graduates are prepared for entry level library media positions and have mastered all four roles of the library media specialist as outlined in Information Power: Building Partnerships for Learning: teacher, information specialist, instructional partner, and program administrator. Moreover, all students demonstrate competencies in the "Rhode Island Beginning Teacher Standards" as identified by the Rhode Island Department of Education and/or by the Interstate New Teacher Assessment and Support Consortium (INTASC). Each student prepares a portfolio with evidence documenting mastery of the following eleven Rhode Island Beginning Teaching Standards:

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.
2. Teachers create learning experiences that reflect an understanding of central concepts, structures, and tools of inquiry of the disciplines they teach.
3. Teachers create instructional opportunities that reflect an understanding of how children learn and develop.
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.
5. Teachers create instructional opportunities to encourage students' development of critical thinking, problem solving, and performance skills.
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.

The SLMP students learn how to provide a high quality library media program by meeting the following objectives after completion of LSC 520 School Library Media Services and LSC 596 Professional Field Experience: School Library Media Practicum and Seminar:

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.

(Adapted from Information Power.)

2. Candidate's Course of Studies:

Upon acceptance to the MLIS school library media program or TCP program, each candidate must complete an official Program of Study in consultation with his or her advisor. As a provisional school library media candidate, students are required to take the following URI courses:

Candidate's Course of Studies:

The forty-two (42) hour MLIS program requirements for the school library media program are:

1.Fifteen (15) hours of core courses

LSC 502: Management of Library and Information Sources

LSC 504: Reference & Information Services

LSC 505: Organization of Information

LSC 508: Introduction to Information Science & Technology

LSC 557: Research and Evaluation in Library and Information Science

2.Six (6) hours of literature courses:

LSC 530: Reading Interests of Children, and

LSC 531: Reading Interests of Young Adults

3.A three (3) hour media course:

LSC 528 Media in the Library,

Or

LSC 529 Theory and Production of Library Media

4.A three (3) hour administration/instruction course:

LSC 520: School Library Media Services (must be taken in the summer or

Fall prior to practicum)

5.Nine (9) hour supervised field experience:

LSC 596 School Library Media Practicum and Seminar (to be taken in the

final spring semester) 150 hours/5 weeks in an Elementary School and 150

hours/5 weeks in a Secondary School.

6.Six (6) hours of electives including ED503 or an education/instruction equivalent approved by the advisor*.

*All students who are not certified in elementary or secondary education will be required to take EDC 503 — Education in Contemporary Society that is offered by the URI School of Education or an equivalent education/instruction course approved by the advisor.

Students in the GSLIS School Library Media Program are introduced to practice by school library media specialists as guest lecturers, by required observations of school library media programs in LSC 520, and by volunteering a required minimum of four hours per week in two schools during the Fall semester prior to their practicum. The capstone experience for our students is completing LSC 596 which requires two practicum field experiences in both an elementary and a secondary school for a total of 300 hours in his/her final spring semester. Students spend 150 hours or 5 weeks in an elementary school and 150 hours or 5 weeks in a secondary school for a total of 300 contact hours. The practicum field sites are chosen to provide students with good learning environments and to ensure their mentors are extraordinary library media specialists who are instructional leaders in their schools. In addition to close supervision and evaluation by the cooperating library media specialist, the University supervisor visits each student twice to ensure that the students are fulfilling all four roles of the LMS and demonstrating competencies on the evaluation. (See the "Guidelines for a Good Practicum Experience" included in the Appendix and at http://www.uri.edu/artsci/lsc/schoollibmedia.html)

The process for school library media certification candidates is a continuous assessment process but officially begins once the candidate has been enrolled in LSC 520, School Library Media Services. During the semester in which a student is enrolled in LSC 520, the instructor/supervisor will assess the candidate’s readiness for Rhode Island student teaching certification after completion of the student’s observations and pre-practicum field placements at two approved field sites. Upon successful completion of LSC 520 with a grade of B or better including pre-practicum fieldwork, the instructor/supervisor will interview the student and assess the student’s readiness according to GSLIS Guidelines and Dispositions. The student will complete a journal for LSC 520 reflecting on his/her readiness to fulfill the four roles of a library media specialist: as teacher, information specialist, instructional partner, and program manager and incorporate understanding of the Rhode Island Beginning Teacher Standards. This essay will be the first draft of a personal statement to be included in the exit e-folio. After an interview, the faculty/supervisor will complete an assessment of the candidate’s readiness and eligibility for practicum placement. The student will complete a student teaching certification application and enroll in LSC 596 School Library Media Practicum for the Spring Semester. Each candidate is allowed to select among approved sites for practicum placement locations where the cooperating library media specialist/mentor has been trained in the Rhode Island Beginning Teacher Standards.

Students are evaluated by performance of RI Beginning Teacher Standards and mastery of all four roles of the library media specialist three times at each site (at the end of 50, 100, and 150 hours). In addition, students are evaluated by self-assessments, cooperating teacher evaluations, self-reflections on growth in journal entries and by site visit reports from the University Supervisor. Assessments used include evaluation form of list of competencies and mastery of RIBTS, site visit reports, observations, and joint discussions of University of Rhode Island supervisor and cooperating library media specialist. Students discussions of books and readings, topics, and experiences are also assessed during seminar classes. (Evidence and rationales are provided for each document demonstrating mastery of each RIBTS in the portfolios in LSC 596.)

LSC 596 Professional Field Experience: School Library Media Practicum and Seminar is a nine credit graduate course that focuses on directed field experiences in two school library media centers for a total of 300 hours (150 hours in an elementary school program and 150 hours in a secondary school program) and participation in biweekly seminar classes on campus. Students perform the four roles of a school library media specialist: teacher, information specialist, instructional partner, and program manager. This course is the capstone course for the library media/teacher certification track for all students in the school library media program. Students enrolled in the School Library Media Practicum have successfully completed LSC 520 School Library Media Services with a B or better and have been interviewed for readiness by their faculty supervisor for the Practicum.

Each student is required to develop an electronic exit portfolio. This exit portfolio/e-folio will enable the student to showcase evidence of his/her field experiences and how they met or exceeded achievement of the eleven Rhode Island Beginning Teacher Standards (RIBTS). In addition, the exit e-portfolio will document the level to which students are prepared to receive approval for teaching certification in School Library Media grades kindergarten through twelve.

Evidence included in exit e-portfolio documents the students’ application of Information Literacy Standards and other subject area standards as used during the field experiences. The practicum supervisor will assess the electronic exit portfolio based on the stated tasks and criteria using the rubric at http://www.uri.edu/artsci/lsc.

The rubric is divided into four sections: Task (artifacts), Unacceptable, Acceptable, and Exemplary. The Unacceptable level is one in which the student has not demonstrated graduate level work and is equivalent to a letter grade range of F to C. Acceptable level is equivalent to a letter grade range of B- (minimal acceptance) to A- (acceptance with careful attention to detail). Exemplary level is intended to assess exemplary work and growth beyond the beginning teacher level with work that exceeds the requirements and is equivalent to a letter grade of A to A +.

The University supervisor works cooperatively and collaboratively in the process of providing the practicum student with positive learning experiences both at the school sites and at biweekly seminars conducted at the University. The supervisor visits the practicum student twice at the field sites and observes and communicates with the cooperating media specialist regarding the student’s progress in all four roles and the RIBTS. The cooperating media specialists complete three evaluations of students at 50, 100, and 150 hours. The supervisor completes two site visit reports and one final narrative evaluation. Cooperating media specialists are also extended a special invitation to attend any seminar class to participate in the class discussions. The seminar is a time to discuss current educational issues and books and to further bridge the gap between theory and practice. LSC 596 provides "Guidelines for a Good Practicum Experience" for both students and cooperating media specialists including the following appendices: 1. Suggestions for a High Quality Practicum; 2. Core Beliefs About Teacher Education; 3. Rhode Island Beginning Teacher Standards; 4. Matrix of Standards; 5. RIBTS Appraisal Document; 6. Expectations for Cooperating Media Specialists; 7. Expectations for Practicum Students; 8. Practicum Student Responsibilities. (To read the "Guidelines" including appendices with the RIBTS appraisal document go to http://www.uri.edu/artsci/lsc/schoollibmedia.html

(4) Deviation from Program Standards:

All eight full-time GSLIS faculty teach the core and/or required courses for school library media students. All full time faculty have tenure except Naomi Caldwell who was hired in January 2000. Our adjunct faculty teach some courses, especially in the region, but do not have primary responsibility for school library media students. An additional ten adjunct faculty teach some required courses and are identified in the appendix with resumes. Full time faculty are listed below and resumes are in the appendix or at the GSLIS homepage at http://www.uri.edu/artsci/lsc under Faculty.

1998-1999 (Fall, Spring, Summer): 27 students.

1999-2000 (Fall, Spring, Summer): 23 students.

2000-2001 (Fall, Spring, Summer): 24 students.

The following are required for admission to the MLIS program:

• Bachelor's degree from an accredited institution
• Undergraduate grade point average of B or better
• Graduate Record Examination or Miller Analogies Test scores at the 50th percentile or above; GRE or MAT waived for applicants with a master's degree
• Two letters of recommendation, preferably from previous instructors or employers
• Statement of purpose
• Current Resume

The Schools' Admissions Committee may recommend admission of an applicant whose overall record indicates potential for success in the MLIS program even though all criteria for admission may not have been met at the stated level. Final decision on admission rests with the Dean of the Graduate School.

Graduate School of Library and Information Studies

School Library Media Program

Admissions and Assessment Procedures

The GSLIS offers a Master of Library and Information Studies (MLIS) degree with a specialization in school library media, which leads to eligibility for teacher certification through the Rhode Island Department of Education. Candidates for certification must apply for admission following the GSLIS guidelines (See http://www.uri.edu/artsci/lsc).

Candidates who wish to apply for provisional admittance to the MLIS school library media program should indicate school library media program on the Graduate School Application form and submit the following to the GSLIS Admissions office. In addition to the application, candidates should include two official transcripts of all prior academic work and two letters of recommendation. In accordance with the Rhode Island Department of Education, each candidate is required to submit a statement of objectives that demonstrates knowledge and understanding of Rhode Island Beginning Teacher Standards. (See http://www.ridoe.net/teacher_cert/certification/bts.htm) 

In addition to the MLIS program, GSLIS also offers a Teacher Certification Program (TCP) for individuals who have already earned the MLIS but apply to return to complete the requirements of the School Library Media Program for certification credentials. Students must follow the same guidelines and application procedures as for the MLIS program above and at http://www.uri.edu/artsci/lsc for provisional admittance to the TCP in school library media. Students admitted to the TCP program are governed by the same academic standards as other GSLIS matriculated graduate students. Upon acceptance, the candidate must complete an official Program of Study in consultation with the coordinator of the School Library Media Program. The coordinator will analyze the student's transcripts to determine which courses can be accepted and which courses are needed to complete the student's credentials for the certification program. The number of additional courses needed to complete the TCP program will vary depending upon transcript analysis. However, to meet the standards of our NASDTEC and NCATE approved program, a student must have the URI courses listed below or their equivalent as approved by their advisor (42 credit hours):