University of Arizona
IRLS 581
School Library Administration &
Organization
December 21-January 14, 2003/04
Class Sessions:
Residency
sessions: Sunday, December 21, 2003 9:00 AM – 5:00 PM
Monday,
December 22, 2003 9:00 AM – 5:00 PM
Location
for residency sessions: SIRLS
Multi-purpose room University of Arizona campus (151 E. First St.)
On-line sessions Asynchronous sessions – Lectures
posted weekly on WebCT
Synchronous
weekly chat sessions
Threaded
discussions – asynchronous
Projects: Electronically
posted at designated URL site
Final
grades given January 17, 2004; posted at UA Spring 2004
Instructor contact
information: Betty Marcoux
Email address: b.marcoux@verizon.net
Phone: 425-486-5728
Today's student lives and learns in a world that has been radically altered by the ready availability of vast stores of information in a variety of formats. This information explosion affords students countless opportunities and has dramatically altered the knowledge and abilities they will need to live productively in the twenty-first century.
In light of this onslaught of new information and sources, it is paramount the learner understand the value of information and sources, as well as how to access, evaluate, and use it. The changes in the delivery and facilitation of information, given the new demands f or information literacy and utilization, impose significant changes upon the traditional roles of school libraries and their professionals.
This course will offer you the opportunity to work with the professional roles of the K-12 school library media program and professional. It will give you the opportunity to understand the school library media program within the learning community. You will learn how to plan for the future, making student achievement the center of your vision as you create a school library media program that will meet and continue to meet the needs of learners in your community.
· To provide an understanding of the integral and essential role of information for today’s K-12 student.
· To offer tools for planning, implementing, administering, and evaluating an effective school library media program and professional within the learning community.
· To develop skills that allow for the acquisition, organization, management of a full range of resources for a school library media program.
· To develop strategies for interfacing with the greater learning community as a vital component in the learning growth of all students.
· To discuss issues facing the profession and the professional.
· To identify and develop important strategies leading to a more successful school library media program that include advocacy and outcome based practice.
American Library Association. (1998). Information power: building partnerships for learning(IP2). ISBN 0 83893470 6 (paper)
Wasman, Ann M. (1998) New steps to service: common-sense advice for the school library media specialist. ISBN 0 838934838 (paper)
Required journal readings
Branch, Jennifer L. & Dianne Oberg (2001), "The Teacher-Librarian in the 21st Century: The Teacher-Librarian as Instructional Leader," School Libraries in Canada, 21(2): 9-11. (Leadership and teaching, including suggestions for key readings)
Eisenberg, Michael B. & Doug Johnson (2002), "Learning and Teaching Information Technology: Computer Skills in Context," ERIC Digest, EDO-IR-2002-04, http://ericit.org/digests/EDO-IR-2002-04.pdf, September 2002. (A Big6 curriculum for teaching information problem-solving and technology)
Eisenberg, Michael B. & Danielle H. Miller (2002), "This Man Wants to Change Your Job," School Library Journal, September 1, 2002. (Creating and managing exemplary school library programs)
Farmer, Lesley (2001), "Building Information Literacy Through a Whole School Reform Approach," Knowledge Quest, 29(2): 20-24, January/February 2001. (Action research incorporating information literacy in a school reform effort.)
Farmer, Lesley (2002), "Harnessing the Power in Information Power," Teacher Librarian, 29(3): 20-24. (How to successfully implement information literacy programs in school libraries.)
Fitzgibbons, Shirley A. (2000), "School and Public Library Relationships: Essential Ingredients in Implementing Educational Reforms and Improving Student Learning," School Library Media Research, Vol. 3, http://www.ala.org/aasl/SLMR/vol3/relationships/relationships.html, 2000. (Research results and guidelines on collaboration between school and public libraries)
Kuhlthau, Carol C. (2001), "Rethinking Libraries for the Information Age School: Vital Roles in Inquiry Learning," IASL Conference 2001, http://www.iasl-slo.org/keynote-kuhlthau2001.html, July 2001. (Using the Information Search Process and inquiry based learning)
Lance, Keith Curry (2001), "Proof of the Power: Recent Research on the Impact of School Library Media Programs on the Academic Achievement of U.S. Public School Students," ERIC Digest, ED456861, http://www.ericfacility.net/ericdigests/ed456861.html
Lau, Debra. "Got Clout?." School Library Journal, May 2002: 40-45. (results of survey on the influence and job satisfaction of school librarians)
Lau, Debra (2002), "What Does Your Boss Think About You?" School Library Journal, September 1, 2002. (Results of a survey on school principals' knowledge of school librarians.)
Minkel, Walter (2002), "Making Every Librarian a Leader," School Library Journal, October 1, 2002. (the Rapid Library Transformation Initiative in Washington school libraries)
Russell, Shane (2000), "Teachers and Librarians: Collaborative Relationships," ERIC Digest, ED444605, http://www.ed.gov/databases/ERIC_Digests/ed444605.html, August 2000. (Facilitating collaborative instructional design)
Todd, Ross (2002), "Evidence-based Practice I: The Sustainable Future for Teacher-Librarians," Scan, 21(1): 30-37.
Todd, Ross (2002), "Evidence Based Practice II: Getting into the Action," Scan, 21(2): 34-41.
Supplemental readings
Baule, Steven (2001). Technology planning for effective teaching and learning. ISBN 1586830325. Linworth Publishing, Inc.
Bradburn, Frances (1999). Output measures for school library media programs. ISBN 1555703267. Neal-Schuman Publishers.
Eisenberg, Michael and Berkowitz, Robert. (1990). Information problem solving: the big six approach to library & information skills instruction. ISBN 0893917575 Ablex Publishing Corporation.
Erikson, Rolf and Markuson, Carolyn (2000). Designing a school library media center for the future. ISBN0838907903. American Library Association.
Everhart, Nancy (1998). Evaluating the school library media center. ISBN1563080850 Libraries Unlimited
Farmer, Lesley (1995). Leadership within the school library and beyond. ISBN 0938865404 Linworth Publishing Co.
Hartzell, Gary (1994). Building influence for the school librarian. ISBN 0938865323 Linworth Publishing Co.
Johnson, Doug (1997). The indispensable libarian: surviving (and thriving) in school media centers in the information age. ISBN 0938865641.
Klasing, Jane (1991). Designing and renovating school library media centers. ISBN 0838905609 American Library Association.
Kendall, John and Marzano, Robert (1997). Content knowledge: a compendium of standards and benchmarks for K-12 education. 2nd ed. Mid-Continent Regional Education Laboratories.
Lance, Keith et al. (2000). How school librarians help kids achieve standards: the second Colorado study. ISBN 0931510767. Hi Willow Research and Publishing.
Marzano, Robert. (2000). Transforming classroom grading. ISBN 0871203839. ASCD Product # 100053.
McCook, Kathleen de la Pena. (2000) A place at the table: participating in community building. ISBN 0838907881. American Library Association.
National Study of School Evaluation. (1998). Program evaluation: library media services. LC 98-88024. NSSE, Schaumburg, IL.
Nebraska Educational Media Association. (2000) Guide for developing and evaluating school library media programs. 6th ed. ISBN 1563086409. Libraries Unlimited, Inc.
Ohanian, Susan (1999). One size fits few: the folly of educational standards. ISBN 0325001588. Heinemann, Portsmouth NH.
Reidling, Ann M. (2000) Reference skills for the school library media specialist. ISBN 1586830007. Linworth Publishing, Inc.
Simpson, Carol (2001). Copyright for schools: a practical guide. 3rd ed. ISBN 158683018X. Linworth Publishing, Inc.
Stripling, Barbara & Pitts, Judy (1988) Brainstorms and blueprints teaching research as a thinking process. ISBN 0872876381 Libraries Unlimited.
Valenza, Joyce Kasman (1998). Power tools: 110+ essential forms and presentations for your school library information program. ISBN 0838907172 American Library Association.
TENTATIVE SYLLABUS
Sunday, December 21,
2003
Overview of school librarianship
today versus yesterday
Information Power standards
Matrix design and work
Issues of collaboration
Assignment explanation and work
Homework: Lance
article, Information Power: v-7
Monday, December 22,
2003
Use of the ARCS strategy for the
school library media program
Relationship between testing
measures and the school library
Goals and strategy planning for the
school library in a school district
Panel discussion of practicing
school librarians (teacher-librarians)
Course discussion of electronic
lectures, other components
Week 1 (December 23 –
27, 2003)
Identity:
Lecture will be a Power Point presentation with a voice over.
Readings for this week:
Information Power 1998: Part One, ppgs. 8-44, relevant appendices
Wasman:
3-39, relevant appendices
Articles
by Branch, Eisenberg & Miller, Farmer (2), Todd (2).
Week 2 (December 28 –
January 3, 2004)
Integrity: Lecture will be a Power Point
presentation with a voice over.
Readings for this week:
Information Power 1998: Part Two, ppgs. 47-121, relevant appendices
Wasman:
43- 171, relevant appendices
Articles
by Eisenberg & Johnson, Kuhlthau, Lau (2), Russell
Week 3 (January 4 –
10, 2004)
Inspiration:
Lecture will be a Power Point presentation with a voice over.
Readings
for this week:
Information Power 1998: Part Two, pps. 122 – 135, relevant appendices
Wasman:
175-210, relevant appendices
Articles
by Fitzgibbons, Minkel
Week 4 (January
11-14, 2004)
Optimal or Optional: Lecture
will be a Power Point presentation with a voice over.
Open
readings for this week – use time to review and prep for final exam.
Final exam will be at the end of the lecture this week. It is due no later than 6 AM MST January 14,
2004.
ASSIGNMENTS
** All
assignments are due at 6:00 AM MST on the day listed. Submission is electronic only.
No exceptions. See syllabus for
late work consequences. In ALL cases
full citation and documentation is expected.
Please use APA style for this work.
Good grammar/spelling are essential, and will factor into the
assignment’s grade.
Ideal School Library
Program project. Due Jan. 4, 2003.
Design the ideal school library media program in the 21st century. The program should reflect your best thought and reflect the developmental category this program serves. The management of this facility and its integrative nature into the overall school and its curriculum are significant points that need to be covered in your work.
Indicate how this program is a relevant, integrated component to the learning community. For instance, the mission and goals of the program should reflect its users and needs, and its organization should reflect the curricular foci of the school as well as any other defined needs.
Demonstrate how the 1998 Information Literacy Standards for Student Learning will be implemented in this design. Use your readings and your texts to assist you with the development of this program. Review the checklists from the Wasman book to be sure you include everything.
There is no maximum budget for this project. You must, however, be able to justify whatever you design and desire to do based upon the above criteria and population. Therefore, it is essential you define your learners and learning community before you start this project!
Use the resources listed, your readings, and any others you find from a variety of sources to help you do this project.
Develop a graphic presentation of your school library media center. This will be used to illustrate your points and highlight your design. You may use whatever format you choose to best present your information, but remember it is being sent electronically to the professor.
Additionally, develop a paper that defines the targeted population, the mission and goals of the center, and any other issues that show direct correlation between the school library program/project and student learning. Indicate the integration/implementation of the information literacy standards and how this is to be done. This paper should be no more than 250 words total.
A grade is given for your graphic design as it represents your information from your paper. Your analysis of your findings and corollary readings, and how they connect clearly with your graphic representation will factor into your grade of this project. The total grade will reflect both submissions and how well they support each other and the ideals of school librarianship as reflected in your texts.
Observation/reflection
narrative: Due Jan. 10, 2004.
You are asked to visit with TWO school library media specialists/teacher-librarians and interview them regarding the roles they have and the activities they do within each of these roles to achieve identity. You will receive instruction of what these roles are in the residency part of the class. It is preferred that the two professionals be currently working in school libraries and at different developmental levels. It is assumed that the two you select are professional in that they are certified teachers and endorsed as school librarians, whatever the state they are working it defines as its criteria for these.
Your narrative should be no more than 250 words per interview, or a total of 500 for the two. You are asked to do a summary narrative of what is said/discussed, and complete each with an analysis or reflection of what is happening at each school, discussing constraints, as well as offering suggestions.
Grammar and narrative
style are considered in the evaluation as well as word count. You will be
submitting this electronically as explained in class.
Collaborative Lesson
Project Instructions. Due Jan. 14,
2004.
You will be given the template to use for completing this assignment in class. Design a collaborative planning project that involves
1. 2-3 library visits
2. multiple content areas demonstrated by articulation from your required state content area standards (cite these).
3. developmentally defined (use McRel designations)
4. collaborative work between classroom teacher and the teacher-librarian
Use the collaborative project template given to you in class by the professor. Include on it
1. brief summary of project
2. research strategy (Big 6)
3. connections to both process and product
4. correlation to IP2 information literacy standards
5. other objectives
6. responsibilities/resources
7. assessment component – rubric designed and prepared for lesson
8. anything else that best explains the project
You may design this in collaboration with a classroom teacher, or alone with dual roles as the teacher-librarian and the classroom teacher. You may design a lesson that will be used in a real situation or one that is not connected to a school site at present. In all cases demonstration of the ties between the lesson and a curriculum/standards/guidelines are required.
Only one additional sheet may be attached for clarification. This sheet is the one that students would receive for guiding them in the project. This project will be utilized once more to assess the viability of the project using the public library’s collection as the resources for the student’s work.
Again, submission is electronic, so factor this into your work.
Grade Percentages:
Ideal School Library
Program 25%
Narrative 25%
Collaborative Lesson Plan 30%
Participation 15%
Final exam 05%
(Participation includes being prepared with the text
readings and various books assigned to read when noted on the syllabus, quality
class/online discussion participation)
Final exam/project
due: January 14, 2004 by 6 AM that day (posted electronically)
Final grades
posted: January 17, 2004 to SIRLS
office; they will post according to UA requirements.
Preparing and submitting
course requirements:
Homework is due on the date and time specified in this
syllabus. Late homework is only
accepted if within 24 hours of the due
date/time and will automatically be lowered by a grade ( ie 3.8 - .5 =
3.3).
All work submitted should be formally prepared and of the highest academic standards and professional polish. Citation work should be according to APA standards.
Code of Academic Integrity:
Students assume full responsibility for the content and integrity of the academic work they submit. The guiding principle is that all projects and papers must be the student's own work. For further understanding of this code please refer to the University's statement on academic honesty available at
http://catalog.arizona.edu/policies/974/acacode.htm
Disabled Student Services:
To request academic accommodations due to a disability, please contact http://wildcat.arizona.edu/papers/90/164/79_1_m.html