The Department
of Education promotes passion for learning, respect for the individual, and
service
to society. Collaborating with K-14 educators and university partners,
we prepare professional
educators to improve the quality of life
through education.
Instructor: Peter Milbury, LMT, M.A.
Office Number & Hours:
Available via
Telephone and e-mail as needed
Office Phone: None; Home phones: 530-345-3308
and 530-521-6217
E-mail: pmilbury@csuchico.edu
Web
page: http://www.csuchico.edu/~pmilbury/
School
Web Page: http://melvil.chicousd.org/
Web Collection
Resources: http://www.csuchico.edu/~pmilbury/webpageworkshop2006.html
Class locations: Initially in Modoc 116; thereafter
in MLIB 226 and Selected Library Areas (TBA).
Dates/Hours: 12:30-4:40pm; June 20-22, Online,
and Monday July 24
Credit: 3 units
Course Description:
Principles and policies
of selection; building and maintaining collections; appraisal and use of
bibliographic aids, reviews, and other information sources; the current publishing
and media-producing world; censorship and copyright issues.
Course Rationale:
The school library collection
is most effectively managed and used when aligned to the curriculum and
standards served by the LMT’s school library.
Course Objectives:
1.
Students will be able to analyze,
the strengths and weaknesses of a school library collection, including the
creation of a current collection map, and the creation of a proposed collection
map
2.
Students will be able to implement
the collection development plan, including knowing the major sources/vendors
of school library materials, and making use of electronic collection development
tools.
3.
Students will be able to know
how to make the collection accessible to students and teachers, work with
teachers to assure that their students know how to access the materials
in the collection, and understand the role of information literacy as applied
to the development and use of the school library collection.
Course Requirements:
Assignments Using the Text
A. Text Reactions (100 points):
For each of the four major section of the text, write a two-page reaction
to what you have read and done in that section (in 12 pt. Helvetica or Times
New Roman; using 1.5 line spacing). Include at least all of the following
points in your own words:
A brief summary for four of
the most important or fundamental ideas or information you got from that
section. For each of the four, explain why you found it to be important,
and how you were affected in your conception or thinking of the collection
development role of the LMT.
B. Text Analyses and Checklists
(100 points): Prepare the following assignments
for a school or district at the grade levels of their choice, as referenced
in the text:
1.
Assemble a library advisory
committee (p. 6)
2.
Do a curriculum study (p.10)
3.
Create a current collection
map (p. 18)
4.
Create a proposed collection
map (p.20)
Assignments Beyond
the Text
C. School Library Vendors (100
points): Identify and describe three major school library vendors,
in terms of their strengths and weakness with respect to the depth and quality
of their services and inventory, their unique characteristics, their Web
site and its ease of use (1.5 pages per vendor). Explain which vendor you
would select as your primary collection development resource, and why you
made that choice (1.5 pgs.)
D. Vendor Collection Analysis
Service (100 points): Do a collection analysis by
uploading a MARC records file from a school library catalog at a school of
your choice. This will involve establishing an account (or gaining access
to an existing account of a school) with a vendor that offers such services
(e.g., Follett Titlewave). See text, Part One, Step Three. Once you have
done this, write a two page narrative of how easily or difficultly the process
went for you, as well as how useful this sort of analysis might be for you
as a collection development tool.
E. School Library Web Page
Collection Development (100 points): Create a basic web page consisting
of at least 100 annotated web links, organized into sections that take into
consideration the curriculum of the school or district for which the web
collection is being developed. The annotation for each web link should be
at least 50 words in length.
Course Grading & Evaluation:
A+ = 480
A =
470
A- =
460
B+ = 440
B =
430
B- =
420
C+ = 400
C =
390
Portfolio Requirement:
As is the case for all courses
required or taken 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 the LMT Services Credential Program page for the
specific requirements and areas of coverage. Additional information on portfolio
development is available from the Education Department website.
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 300 level
course, a D grade in not allowed.
Texts:
Building a School Library Collection
Plan: A Beginning Handbook with Internet Assist, by David V. Loertscher
and Blanche Woolls. High Willow Research and Publishing, 1999.
Internet assist: http://lmcsource.com/tech/felker/index.html
Email Accounts and Internet Access:
The Department of Education
requires that you have a campus email account and Internet access. Information
about Chico State Connection Portal and student email accounts can be found
at http://www.csuchico.edu/. Select and click on the Portal Login.
Academic Honesty
Please see the University Catalog
page 151 for definition; page 635 for university policy.
Important Deadlines and Procedures to Add or Drop Classes
See the current
CSU, Chico Catalog
and CSU Chico Class Schedule.