Course Syllabus
for EDCI 650:
Administration
of
School
Library Media Centers
ASSIGNMENTS
ON THIS SYLLABUS MAY BE CHANGED
OR
UPDATED PRIOR TO THE START OF CLASS
Our
classroom is in Meriam Library (MLIB 226)
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The
Library Media Teacher Services Credential program at CSU, Chico
places a high value on the Administrative Leadership role of the LMT due
to our belief that the library media program is an integral part of teaching
and learning in the school. The school library media teacher, in order
to be effective, must translate the mission, goals, objectives, policies
and procedures of the school library media program into action through
effective leadership, planning, and evaluation. EDCI 650 Administration
of School Media Centers is the class in which LMT candidates most directly
address the skills related to administrative leadership.
Course Objectives,
Activities, and Goals:
In this course you will have opportunities
to:
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learn and practice how to plan and develop
the philosophy/goals of the library media program;
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develop flexible policies for use of resources
to ensure maximum and equal access;
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develop user's knowledge and skills needed
to use all types of resources effectively, including emerging technologies;
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provide assistance to students and staff in
locating information;
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plan and teach information skills to assist
users in developing a systematic mode of inquiry in locating and using
information and ideas;
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collaborate with teachers for instructional
development, and observe a variety of school library media centers with
respect to this role;
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read and discuss articles about current and
accepted practices, meet and interview successful LMT and administrative
practitioners,
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engage in role playing and problem based learning
situations and scenarios,
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create library budgets and proposals,
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post messages to professional online conferences
and discussion groups related to administrative leadership roles and services;
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work effectively with students and teachers,
including those who are different from the candidate in ethnicity, culture,
gender, and language, or socio-economic background;
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understand, appreciate and be sensitive to
the cultural heritage, community values and individual aspirations of the
diverse school community;
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use techniques of group dynamics to encourage
individuals to work together effectively.
This may all seem a bit overwhelming,
but with careful use of your time and through classroom and school site
experiences, by the completion of the course you specifically will have
learned the appropriate skills and knowledge to effectively carry out these
and other related skills which are outlined in the LMT
Services Credential Program Brief Checklist.
Course Texts
Required. Please be certain
to bring these with you to class:
Standards and Guidelines for
School Libraries. Abilock, Debbie, ed. California School Library Association.
Sacramento, CA 95816
This text was created by our professional
association, and reflects the needs and aspirations of California schools.
As
a convenience, you may click here to order directly from the publisher:
CSLA.
The School Library Media Manager 3rd
ed. Woolls, Blanche. 2004. Englewood, CO: Libraries Unlimited.
The Woolls text outlines
the "essence" of how to create and administer a comprehensive school library
media program. As is the situation in any profession the requirements,
opportunities and challenges are constantly changing. For that reason we
must consider Web resources, both for the identification of the problems
and solutions of LMC management; and also for the information needed for
daily activities related to supplies, materials and curriculum. That is
why Web based resources have been included on this page, and it is why
you will need to develop your own collection of Web resources in this class
and throughout the program. The sequence for text chapter readings are
given in the course schedule below.
As
a convenience, you may click here to order directly from the publisher:
Libraries Unlimited.
Suggested Additional Text:
AASL/AECT. Information Power;
Building Partnerships for Learning. American Library Association, 1998.
See the recommended course
schedule of readings for suggestions on what chapters to read and their
sequence.
As
a convenience, you may click here to order directly from the publisher:
ALA.
Additional Online
Texts and Information Resources Are Available On This Page Below
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CLASS PROJECTS
AND ASSIGNMENTS:
Synopsis: There will be a number of
writing projects. These writings will reflect an in-depth examination of
a theme or concern in school library administration. In addition you will
react in writing to school library site visits and interviews of school
librarians. Three online projects will allow you to focus on common problems
related to library services at particular grade levels. For each of the
projects please plan to give a brief oral report to the class. You will
also need to attend class and participate regularly, and maintain a portfolio
which reflects your growth during this class. The details of these requirements
are described immediately below.
A. Writing From Readings Projects
(30% of Grade):
There are three "writing
from readings" projects (10% each). These will be:
a) A collection of
your reactions to each chapter in the reading assignments (200+ words each);
b) Two thematic papers
(750 words each) based on readings in your textbooks and other articles.
These two papers should try to include reflections on your field visits
to school libraries, as well as interviews or conversations with school
librarians. They should include, as appropriate, a discussion of the policies
and guidelines that would need to be included in K-12 school library programs.
Projects are selected from two of the following themes:
1) *Collection development and
automation systems (* = required)
2) Teacher-Librarian collaboration and
curriculum development
3) Budgeting and ordering procedures and
policies
4) Information Literacy and the teaching
of library skills
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B. Online Projects: Checking Out
LMTs In Cyberspace (45% of Grade, as follows):
There are three
online projects (15% each):
1) LM_NET Discussion
and Observations (15% of Grade)
Document and react to messages posted
to LM_NET, the online discussion group for LMTs,worldwide. It is expected
that you will subscribe to LM_NET before or during the second week of class.
Three moderately brief written reports on issues and problems for each
type of library are required (2 pages each, approximately), resulting from
your daily readings of LM_NET messages. It is very effective to review
recent discussions in the LM_NET
Archives. Here is one recent posting that started a brief thread: "An
interesting trend..."
2) Library Web Site Visits
(15% of Grade)
Make "virtual" visits to school library
Web sites of the three school library types: Elementary, Middle, and High
School. Explore them for what they have to offer, and then write a three
page report on your visits. Observations should be made of elementary,
middle school and high school libraries. You should go to at least 15 different
sites, visiting a minimum or four of each type of school library. Also,
gather information and curriculum resources as you make virtual visits
to the school library Web pages for the Bookmarking Project, immediately
below. Here is a comprehensive
site that links to many school library Web pages.
3) Web Page Bookmarking
Project (15% of Grade)
There is an astounding amount of information
on the Web. However, relatively little of it is directly applicable to
the school's curriculum. An important role of the LMT is to locate, select
and organize those most useful pages for your schools. One of the habits
that you should quickly develop is that of managing and organizing your
collection of Web bookmarks. In this class you will learn and have time
to practice organizing, annotating and editing your bookmarks file. You
will also find out how to convert your bookmarks file into a Web page which
may be used as a start or "launch" page on a computer.
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C. School Library Site Visits
(15% of Grade)
You should visit several (four
or more) school libraries which are staffed by credentialed school librarians.
Your visits to these school library sites should be for 60 minutes or longer.
Each visit should be documented by a typed, one-page or longer report which
briefly explains your observations and reflections on your visit. In your
report,including references and comparisons to your text readings, class
discussions, and other information sources. Ideally, you should
visit
two of each library type: Elementary, Middle, and High
School. In the event that it is impossible for you to visit a certain type
of library, telephone interviews of school librarians may be substituted
with
permission of the instructor. Please note: A school library in a county
office of education counts as an elementary or middle school library.
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D. Portfolio, Attendance and Participation
In Class (10% of Grade)
Good attendance
and class participation are essential in order to gain an understanding
of the various aspects of school library administration. Students are expected
to attend all class sessions unless prior arrangements are made with the
instructor.
Portfolio Requirement:
As is the case for
all courses required for the LMT Services Credential Program, please
maintain
a portfolio of your work, as well as the forms, documents and materials
obtained and used during the course and its experiences. This will be especially
useful when you enroll in EDCI 655: Supervised Experience in School Library
Media Centers. Please see this
LMT Services Credential Program page for the specific requirements
and areas of coverage. Additional information on portfolio
development is available from the Education Department.
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Course Schedule,
Assignments and Due Dates:
This course was originally
designed to accommodate the CSU, Chico eight-week FLEX Program, which is
geared to making efficient use of the student's time on campus. You can
use it to gauge your time needed to finish the course by the end of the
summer break, approximately eight weeks from the start of our session.
Our class time this week will run
on the rolling break" format, in which students may take brief breaks during
hands-on practice sessions.
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Schedule of Work Due and Class
Activities
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Textbook and Online Readings
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Week #1.
Topics: Course introduction: technology
skills and overview; basic policies and areas of the profession; the nature
of school library program policies; library services expectation;
leadership. Looking ahead to library site visits.
Activities in class
-
Introductions
and related activities
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Review of syllabus, schedule and requirements;
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Netscape bookmarks: creating and managing
files and folders.
More Online Readings:
What
Should Be On A School Library Web Page? (Baumbach, Donna; Brewer, Sally;
Renfroe, Matt)
A
Vision for the Net Generation Media Center. Media Matters (Johnson,
Doug)
10
Reasons to Hug Your School Librarian (Valenza, Joyce)
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Readings for discussion:
For each reading assignment in
this course you will need to write a synopsis and reaction for each
chapter, and please include the following information for each chapter:
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A brief statement of the 3-4 major points
that impressed you about the chapter.
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What those points imply for you, personally,
in terms of knowledge, preparation and putting the points into practice.
The synopses/reactions should be turned in
to your instructor at the class session for which they are assigned.
Online Readings:
AASL.
AASL Position Statements
White
House Conference on School Libraries
Developing
Powerful Student Researchers (Messmer, Nancy)
Maintaining
Intellectual Freedom in a Filtered World (Johnson, Doug)
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Topics: How do school libraries
serve the school and community; how do they stay abreast of changes in
society and technology; what is involved in becoming an LMT; how do professional
associations provide LMTs with ongoing support?
Work Due:
Activities in class:
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Discussion of readings
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Subscribe to LM_NET
or CALIBK12 online discussion
groups
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Continue bookmarks work
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Readings to Be Completed for Class
Discussion:
Text Chapters:
The School Library Media Manager:
1. The School Library Media Center
In Today's World
2. School Library Media Centers
Today
Standards and Guidelines for Strong
School Libraries:
1. Three Levels of Standards:
An Overview
Online Readings:
Top
Ten Things Baby Teachers Should Know About School Libraries (Johnson,
Doug)
Top
Ten Things Teachers Should Know to Better Understand Network Behavior and
the Web (Valenza, Joyce)
Teachers
and Librarians: Collaborative Relationships. 2000 ERIC Digest.
Collaboration:
Ten Important Reasons to Take It Seriously (Milbury, Peter)
Find
Your Path: Making Research Easy with Virtual Libraries (Valenza, Joyce) |
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Week #3.
Topics: School
library services and librarian roles; what are information literacy concepts
and how do the affect the LMT's role; how might collaboration between librarian
and teacher enhance student learning?
Work Due:
Activities in class:
-
Discussion of readings
-
Continue bookmarks work
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Readings to Be
Completed for Class Discussion:
Text Chapters:
The School Library Media Manager:
4. Choosing and Beginning
the Job
3. Becoming A School Library Media
Specialist
Standards and Guidelines for Strong
School Libraries:
7. The Research on Library
Media Program Implementation and Student Achievement
Online Readings:
LMT
Services Credential Program Brief Checklist
The
Role of the School Library Media Specialist in the 21st Century. ERIC
Digest (PDF document)
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Week #4.
Topics: Program
planning; making the physical setting so that it supports the library program.
Work Due:
-
Text synopses/reactions
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Major writing project #1
Activities in class:
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Discussion of readings
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Continue bookmarks work
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Readings to Be Completed for Class
Discussion:
Text Chapters:
The School Library Media Manager:
5. On the Job: Managing the
Media Center Program
6. On the Job: Managing the
Facility
Standards and Guidelines for Strong
School Libraries:
4. Standards for School Library
Media Center Facilities
Online Readings:
School
Library Policies (CDof E) See also: Selected
policies.
The
Improving Literacy through School Libraries Program of "No Child Left Behind":
Tips for Writing a Winning Grant Proposal. ERIC Digest. |
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Week #5.
Topics: Managing
personnel; managing Library collections; information access: how might
they affect how many and what kinds of services a school library can offer
its teachers and students?
Work Due:
Activities in class:
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Discussion of readings;
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Continue bookmarks work
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Readings to Be
Completed for Class Discussion:
Text Chapters:
The School Library Media Manager:
7. On the Job: Managing Personnel
8. On the Job: Managing Access
to Information
Standards and Guidelines for Strong
School Libraries:
2. Standards for Information
Literacy Grades K-12
3. Standards and Guidelines
for School Library Media Staffing
5. Standards for School Library
Media Center Resources
6. Standards for School Library
Media Center Technology
Online Readings:
Paraprofessionals
in California School Libraries (CSLA)
Statistics
About California School Libraries (CDof E)
CBEDS
and Library Media Teachers (CDof E)
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| Week #6.
Topics: How can we make effective
use of online information resources and services? This class session will
be devoted to making use of the Internet. You will use the time to independently
work online, from any location of your choosing. This will give you time
to follow up on your various online projects. Your instructor will be available
by telephone to support, offer advice and answer any questions that you
might have.
Work Due: Turn in next week
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Text synopses/reactions
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Online Projects #1 and #2
Activities in class:
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Readings to Be Completed for Class
Discussion:
Text Chapters:
The School Library Media Manager:
9. On the Job: Managing the
Budget
10. On the Job: Managing Services
Online Readings:
CSLA
Tool Kit for Advocacy and Action: Because the School and Library Improvement
Block Grant places decision-making power for library funding with school
site councils, CSLA has prepared this tool kit for its members to use to
educate, influence, and inform site councils. Check out the links below!
And check back frequently for additions and revisions. (Selected sections
and resources are listed immediately below.)
School
Library Funding (CDofE)
School
and Library Improvement Block Grant: Background for non-library persons
(CSLA)
School
and Library Improvement Block Grant: Background for LMTs (CSLA)
Teachers
and Librarians: Collaborative Relationships (Russel, Shayne)
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Week #7.
Topics: How
might we promote all of the services that we offer to both the school and
community; how might we evaluate our program and provide data that allows
effective evaluation of what we accomplish; how might we collaborate with
LMTs and other colleagues via networking?
Work Due:
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Text synopses/reactions
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Library site visit reports
Activities in class:
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Discussion of readings;
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Continue bookmarks work
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Readings to Be
Completed for Class Discussion:
Text Chapters:
The School Library Media Manager:
11. Marketing the Media Center
12. On the Job: Managing Program
Evaluation
13. On the Job: Cooperation and
Networking
14. Leadership and Professional
Associations
Standards and Guidelines for Strong
School Libraries:
Appendices A-H.
Online Readings:
The
Pennsylvania School Library Information Specialist Tool Kit for Implementing
Information Literacy in Schools. A huge document, but please skim it
for useful sections.
Looking
at the School Library: An Evaluation Tool (CD of E)
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Week #8.
Topics: Summary
and reflections on our experiences and learning in this course; student
presentations.
Work Due:
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Site visit reports
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Web bookmarking projects.
Activities in class:
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Discussion of readings and reports;
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Demonstration of bookmarks collection
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Final class wrapup
meeting
This is the time for student presentations
and turning in the remaining written projects.
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Additional
Online Texts and Information Resources:
Policies
and Policy Development
California
School Library Laws and Regulations This
California Department of Education section is designed to allow quick access
to California Education Codes which directly relate to public school libraries.
Library
Policies & Procedures @ Naperville Central High School Nice
example of an online presentation of the policies and procedures for a
high school. Covers hours, philosophy, resource use, services and expectations.
Collection
development policy guidelines for school library media programs. (Montana
State Library.) "Collection management policies, considered and
formally adopted by governing entities, are a prerequisite to maintaining
a useful materials collection. This policy outline includes those elements
which meet the criteria established by the Montana State Library Commission."
Library
Media Program Procedures Manual (Norman, Oklahoma Public Schools)
A fine example of how a school library program is defined organized. These
guidelines allow all members of the education community better understand
the services offered, how they are to be provided and who provides them.
School
Libraries Policies & Procedures Manual (Grand Junction, Colorado.)
A 179 page document that covers all areas of policy related to the operation
of the school libraries of the Mesa County Valley School District, Grand
Junction, Colorado.
Administrator-Librarian
Relations
White
House Conference on School Libraries. On June 4, 2002, Laura Bush
hosted a White House Conference on School Libraries to discuss the latest
research on libraries, student achievement and successful local programs.
Mrs. Bush was joined by her co-host, Dr. Robert Martin, Director of the
Institute of Museum and Library Services and education, library, government
and philanthropic leaders from across the country. Experts and panelists
offered compelling stories of the power of school libraries to make a difference
in student achievement.
A
Principal's Manual for Your School Library Program A handy
brochure created by the AASL to assist school principals to effectively
understand, assess, plan, and to oversee their librarian's management of
their school library programs.
Literacy
Partners: A Principal's Guide to an Effective Library Media Program for
the 21st Century (Alabama Dept. of Education) This is a 52
page document that focuses on the professional roles of the LMT, especially
with respect to reading and information literacy development.
School
Library Media Specialists Evaluation Tool (Maine Association of School
Libraries) Provides a comprehensive approach to an administrator's
evaluation of the school librarian.
Computer
Technology In California K-12 Schools: Uses, Best Practices, And Policy
Implications (Mazzoni/Umbach) (Acrobat pdf). An important policy
document prepared for the chair of the California Assembly Education Committee,
Kerry Mazzoni. Note the recommendations related to school librarians and
school libraries and their use of technology.
Information Literacy and Technology
Research and Overviews
Information
Literacy. 1999 ERIC Digest. Offers historical background
on the development of the concept of information literacy. Helpful in gaining
an understanding of how information literacy is perceived in the different
levels of education.
Information
Literacy and Teacher Education. 1998 ERIC Digest. Lays
out the reasons why it is important for teachers must be "information literate",
and why they must understand and make use of information literacy skills
with their students.
Information
Literacy: Search Strategies, Tools & Resources. 1998 ERIC Digest.
This Digest briefly describes challenges facing information literacy development
as well as ST&R and its usefulness to community college faculty and
students.
Additional School
Librarian Resources:
California
School Library Association
The major professional association for
California LMTs, offers links to a multitude of resources, including staff
development opportunities at its meetings and conferences.
School
Library Information at State of California Department of Education
Offers links to major policy documents,
grants and matters of concern to California LMTs. Includes "1999-2000 Funding
for Classroom and School Libraries", as well as links to all Education
Code laws related to school library services. See especially the section:
Fact
Book 2004 - Handbook of Education Information.
Online
Resources for School Librarians
A collection of online resources for school
librarians, includes materials on curriculum planning, book selection and
purchasing, information literacy, online resources, and professional associations.
Network
of School Librarian Web Pages
Collections of school library Web pages
which have been developed by school librarians and their staff to support
their programs.
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GRADING BREAKDOWN
OF CLASS ASSIGNMENTS AND WORK:
| Percent |
Assignment |
Points Possible |
| 30% |
Written Projects Based On Text Readings |
120 |
| 45% |
Online Projects: LM_NET, Web Visits and
Bookmarks |
180 |
| 15% |
Library Site Visit/Interview Reports |
60 |
| 10% |
Portfolio and Classroom Participation |
40 |
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400 = Total possible |
LETTER GRADE SCALE:
| A+ = 98% = 392 |
A = 96% = 384 |
A- = 92% = 368 |
| B+ = 88% = 352 |
B = 86% = 344 |
B- = 84% = 336 |
| C+ = 80% = 320 |
C = 78% = 312 |
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GRADING CRITERIA:
CSU, Chico Standards for Graduate Level
Courses:
A -- Superior Work: A level of
achievement so outstanding that it is normally attained by relatively few
students.
B -- Adequate Work: A level of achievement
indicating adequate competence in the subject matter/skill. This level
will usually be met by a majority of students in the class.
C -- Minimally Acceptable Work: A level
of achievement which meets the minimum requirements of the course.
F -- Unacceptable Work: A level of achievement
which fails to meet the minimum requirements of the course. Not passing.
Because a C is the minimal acceptable grade for a graduate-level course,
a D grade in not allowed.
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Page updated 6-7-2007
Copyright 2006 by
Peter
Milbury |
