LIS 585 , Spring 2003
Administration of the School Library Media Program

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Instructor: Betty Marcoux
Office: Mary Gates Hall 330H
Office Hours: Wednesday 9:00-11:30 AM or by appt. Call or email to confirm time
Email: elm2@u.washington.edu
Telephone: 206-616-9258

Thursday 8:30-11:20 AM

Class will meet in Mary Gates Hall 287 on Thursdays from 8:30 to 11:20 AM weekly

Announcements

April 3: There will be a "Drop, Cover & Hold" exercise in class this day to omply with practicing appropriate earthquake safety actions. First you will drop under a sturdy desk, cover your head, and hold on to the desk or table for at least 30 seconds. Then you will be instructed to go to the Mary Gates Hall West lawn when the drill begins, this is the grassy area that runs between Johnson Hall & Mary Gates Hall. Floor wardens will be checking all rooms to verify that all persons have participated and evacuated all Information School areas. As we are in Mary Gates Hall 287 we will be participating in the full drill.



April 10: Dr. Bryce Nelson of the Seattle Public School system will be the guest speaker. He will speak about the Rapid Library Transformation Initiative and the changes in school library media programs in his district.

April 24: Professor will be in Corvallis, OR that day for Oregon Library Conference. Lecture will be given over streaming video/online component. Will be announced in class

May 22: Professor will be in Taipei, Taiwan for keynote. Lecture will be given over streaming video/online component. Will be announced in class.

May 29: Panel discussion of practicing teacher-librarians from around the Puget Sound area.

Course Overview and Objectives

Course Overview

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.



Objectives

•      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.

Course text and required readings

Texts

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.

Course supplemental readings

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.

Syllabus

Thursday, April 3

Course introduction. Perceptions of school librarianship. Review assignments and readings. Select developmental level for Ideal School Library Program project.

Discuss first category of standards in IP2. Review definition and process of collaborative lesson planning and implementation.

Discuss second and third categories of standards in IP2. Hand out collaborative planning sheet and discuss. Discuss integration of school library media program and all content areas, resource connections to curriculum/students/school.

** For next week: Information Power (IP2) pp. V - 44. Wasman, Chapters 1-4.

Thursday, April 10

Guest speaker or site visitation. Washington Library Association meetings held this date in Yakima.

** For next week: Read IP2 pp. 47-121. Read three of the articles listed as required reading regarding roles of the teacher-librarian in a school library media program.

Thursday, April 17

The school library media program, professional, centers. Discuss information as it relates to K-12 students and their learning. Define the 3 I’s as a way to understand role and function.

Discuss roles and guidelines of school library media professionals and programs as outlined in text. Discuss views from articles on roles of school library media specialists. Compare and contrast roles between texts and articles.

** For next week: Read Wasman, Chapters 5-10. Read IP2 pp. 122-134; review pp. 89-90 of IP2 also.


Thursday, April 24

Flexible scheduling and the various Washington state standards/guidelines as they relate to IP2. Uses of matrices/rubrics and their value. Practice how to implement them into a school setting.

** For next week: Read the Lance article for the next class. Find two other articles in the required reading list that reflect similar evaluative strategies as the Lance article.

Thursday, May 1
Discuss evaluation. Discuss role of assessment and evaluation in IP2. Examine how tools from various sources assess the school library media program. Examine Washington state evaluation tools for school library media specialists. Determine strategic planning directions for the school library media program.

** For next week: Read the appendices of both texts for next class. Find one article dealing with intellectual freedom/property/copyright as it related to school library media centers. Read Wasman chapters 11-13. Read Minkel article on technology for school library media programs.

Thursday, May 8

Intellectual freedom and copyright in the school library media program. Discuss technology influences on learning and on intellectual freedom, property, and copyright.

** For next week: Read from the supplementary readings lists or from other sources information on school library media program facilities for discussion next class. Read information about facilities from both texts.

Thursday, May 15

Discuss facilities readings. Compare and contrast learning needs to facilities and other learning influences. Collaborative lesson plans due today.

** For next week: Identify one article that deals with an educational concern which could be supported/facilitated by the school library media program. Bring this article to class next week. Read the Eisenberg (2002), Lau, Russell, Todd articles for next week.


Thursday, May 22

Discuss issues of concern in education and how they relate to the school library media program. Use articles as discussion points. Examine the relationship of professional associations and networking to the school library media specialist. Conclusion of what it means to be a school library specialist.

** For next week: Identify five questions to ask of the panel next week from your readings/lectures/discussions. Prepare them and bring them to class.

Thursday, May 29

Panel discussion on being a teacher-librarian. Come prepared to ask questions of panelists.
Panelists will be practicing teacher-librarians from a variety of levels/schools in the greater Seattle area. Open question and answer session after presentation.

** For next week: Read Wasman Chapters 15-18 for class next week. Finish reading any of the articles not read to date off of the required reading list.

Thursday, June 5

Discuss information services to charter/private/home schools and after school curriculum uses of public library personnel and facilities. Using collaborative lesson project, determine resources available/unavailable to students for your project from a nearby public library and strategies for collaboration with that branch and this lesson. Identify issues of access and use by students involved in this lesson.

Course conclusion with questions/answers.

Assignments

Collaborative Lesson Project Instructions. Due May 15, 2003. 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 the required Washington content area standards.

3. developmentally defined (use McRel/Washington EALRS designations)

4. shows 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.

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.


Ideal School Library Program project. Due June 5, 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.

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 from the University of Washington, your readings, and any others you find from a variety of sources to help you do this project.

Develop an 8x11 sheet graphic model 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.

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.

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.

Grading

Grade Percentages:

Collaborative Lesson Plan            40%
Ideal School Library Program            40%
Participation                          20%
      (Participation includes being prepared with the text readings and various books assigned to read when noted on the syllabus, quality class discussion participation, site visit, participation in the poster session)


Grading Scale:

4.0      Exceptional work for a graduate student

Consistent work creative, original, thorough, well-reasoned, and argued, insightful, well-written and clear, methodologically sound, and shows clear understanding of the process and project. The work is complete, relevant, and shows sophistication in presentation and delivery.


3.7      Strong work for a graduate student

Work is very good but could improve. Work is mainly creative, original, thorough, complete, well-reasoned and argued. It is mainly clear and methodologically sound, consistent and shows some sophistication in presentation and delivery.

      3.3      Competent work for a graduate student

Work is competent but neither exceptionally strong nor exceptionally weak. It is often creative and original, somewhat thorough, has aspects of sound reasoning and argument. It indicates the ability to recognize and understand the issue, but lacks relevant comparisons and examples. It is only minimally logical and has a few errors or inconsistencies or other problems.

      3.0      Acceptable work for a graduate student
           
Work is competent but shows flaws and difficulties with assignments. It is generally creative and original, but not thorough and not well reasoned nor argued. It shows little insight into the issue and only minimal methodology. There are errors, inconsistencies or other problems present.

2.7      Minimally passing work for a graduate student

Work shows many weaknesses or difficulties. Work is not creative nor original; it is not well reasoned or argued. It is not methodologically sound and lacks examples to argue points. It has significant errors, inconsistencies, basic skill concerns or other problems.

2.6      Deficient work for a graduate student

Work lacks minimal expectations for graduate level work. It is inadequately developed, non-original, flawed by errors and inconsistencies. Work has basic skills concerns, inadequate methodology and lacks support for arguments.

2.0      Unacceptable work for a graduate student

Work indicates misunderstanding of the work required. It shows inadequate basic skills, as well as a lack of argumentative support and inappropriate methodology.



1.0      Incomplete/Totally inadequate work for a graduate student

Work was turned in but is mainly irrelevant to the issue/assignment      `or course and shows little to no evidence of understanding the relevant aspects of the material. Work is substantially incomplete and/or has inadequate basic skills.

      0.0      Work is not turned in or is found to be plagiarized or cheating.

Submitting Course work

Preparing and submitting course requirements:

Homework is due on the date 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://depts.washington.edu/grading/issue1/honesty.htm

Disabled Student Services

To request academic accommodations due to a disability, please contact Disabled Student Services, 448 Schmitz, 543-8924 (V/TTY). If you have a letter from Disabled Student Services indicating that you have a disability that requires academic accommodations, please present the letter to the professor no later than the first class so that accommodations can be discussed and agreed upon for the class. More information on these services is available at
http://www.washington.edu/students/gencat/front/Disabled_Student