LIBR 295-01
LIBR 295-10
School Library Fieldwork
Fall 2014 Greensheet

Mary Ann Harlan
Other contact information:
Office Hours: Available via BBIM and by appointment

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Canvas. This course will begin August 25, 2014.  You will be enrolled into the site automatically.

Course Description

A supervised professional experience of school librarianship at the levels of both elementary and secondary (middle or high) schools. Emphasis is on observation and guided practice with a credentialed school librarian (library media teacher).  

Course Requirements

Each LIBR 295 student will have a different set of SLOs based on goals set by the student and the school library chosen.

Students will participate in 135 hours of fieldwork:

  • 110 hours of supervised site level work at both a primary and secondary institution.  Students will spend a minimum of 55 hours per site.
  • 5 hours of participation in a professional development or leadership activity outside of school site (e.g. regional workshop, conference, webinar).
  • 5 hours of participation in professional meetings (e.g. Department, Faculty, School Site Council, District Library meetings, Committee meetings, IEPs, SSTs, or RTIs).
  • 4 hours of a community relationship building or advocacy activities (e.g. attending extra curricular activities, family literacy nights, school board meetings, PTO activities or meetings)
  • 10 hours of curriculum development (collaborative) or website building
  • An additional hour in one of the last four categories.

Deliverable Products
The student is required to submit the following documents throughout the term in which the fieldwork takes place:

  • Fieldwork Plan: Identify the learning objectives and activities related to the listed six areas  in conjunction with site supervisor and student.
    • Instructor
    • 21st Century Literacy
    • Information Organization
    • Program Manager
    • Leadership
    • Advocacy
  • Field Experience Log: The student will maintain an on-going record  and reflection of his/her activities for the field experience.  The log shall be submitted for every 15  hours of required fieldwork. The log will reference previous coursework, and the fieldwork plan in the reflection.
  • Portfolio of Coursework reflecting professional standards: This portfolio represents your total body of work in the TL program, including coursework, outside TL work, and fieldwork and covers the following six areas:
    • Instructor
    • 21st Century Literacy
    • Information Organization
    • Program Manager
    • Leadership
    • Advocacy
  • Site Supervisor Evaluation(per each site). This is an online evaluation based on the same areas identified in the fieldwork plan.

Course Calendar

The field experience must be completed within the semester the student has registered for LIBR 295; dates for submission of the required field experience projects will be posted on D2L. With prior approval, a student may begin the field experience a few weeks prior to the beginning of the semester.  Fieldwork must be complete by Dec 10. 

Course Workload Expectations

Success in this course is based on the expectation that students will spend, for each unit of credit, a minimum of forty-five hours over the length of the course (normally 3 hours per unit per week with 1 of the hours used for lecture) for instruction or preparation/studying or course related activities including but not limited to internships, labs, clinical practica. Other course structures will have equivalent workload expectations as described in the syllabus.

Instructional time may include but is not limited to:
Working on posted modules or lessons prepared by the instructor; discussion forum interactions with the instructor and/or other students; making presentations and getting feedback from the instructor; attending office hours or other synchronous sessions with the instructor.

Student time outside of class:
In any seven-day period, a student is expected to be academically engaged through submitting an academic assignment; taking an exam or an interactive tutorial, or computer-assisted instruction; building websites, blogs, databases, social media presentations; attending a study group;contributing to an academic online discussion; writing papers; reading articles; conducting research; engaging in small group work.

Course Prerequisites

LIBR 200, LIBR 202, LIBR 203, LIBR 204, LIBR 233, LIBR 237, LIBR 248, LIBR 250, LIBR 266, LIBR 285, Students must be in good academic standing [3.0 CUM GPA or above and no outstanding incompletes]

Student Learning Outcomes

Upon successful completion of the course, students will be able to:

  1. Learning outcomes for library fieldwork will vary depending on the school library setting.

Core Competencies (Program Learning Outcomes)

LIBR 295 supports the following core competencies:

  1. If the student is planning to use the internship in whole or in part to meet one or more of the competencies needed to complete the program, he/she should prepare a learning outcome that addresses the area covered by a given competency. This does not mean that the statement of competency can be used for a learning outcome. An original learning outcome must be developed that will help the student fulfill a given competency through meeting the learning outcome during the internship.


No Textbooks For This Course.


This is a Credit/No Credit course. Incompletes are considered on a case-by-case basis, and are given for family or work emergency situations.

University Policies

General Expectations, Rights and Responsibilities of the Student

As members of the academic community, students accept both the rights and responsibilities incumbent upon all members of the institution. Students are encouraged to familiarize themselves with SJSU's policies and practices pertaining to the procedures to follow if and when questions or concerns about a class arises. See University Policy S90-5 at More detailed information on a variety of related topics is available in the SJSU catalog at In general, it is recommended that students begin by seeking clarification or discussing concerns with their instructor. If such conversation is not possible, or if it does not serve to address the issue, it is recommended that the student contact the Department Chair as a next step.

Dropping and Adding

Students are responsible for understanding the policies and procedures about add/drop, grade forgiveness, etc. Refer to the current semester's Catalog Policies section at Add/drop deadlines can be found on the current academic year calendars document on the Academic Calendars webpage at The Late Drop Policy is available at Students should be aware of the current deadlines and penalties for dropping classes.

Information about the latest changes and news is available at the Advising Hub at

Consent for Recording of Class and Public Sharing of Instructor Material

University Policy S12-7,, requires students to obtain instructor's permission to record the course and the following items to be included in the syllabus:

  • "Common courtesy and professional behavior dictate that you notify someone when you are recording him/her. You must obtain the instructor's permission to make audio or video recordings in this class. Such permission allows the recordings to be used for your private, study purposes only. The recordings are the intellectual property of the instructor; you have not been given any rights to reproduce or distribute the material."
    • It is suggested that the syllabus include the instructor's process for granting permission, whether in writing or orally and whether for the whole semester or on a class by class basis.
    • In classes where active participation of students or guests may be on the recording, permission of those students or guests should be obtained as well.
  • "Course material developed by the instructor is the intellectual property of the instructor and cannot be shared publicly without his/her approval. You may not publicly share or upload instructor generated material for this course such as exam questions, lecture notes, or homework solutions without instructor consent."

Academic integrity

Your commitment, as a student, to learning is evidenced by your enrollment at San Jose State University. The University Academic Integrity Policy F15-7 at requires you to be honest in all your academic course work. Faculty members are required to report all infractions to the office of Student Conduct and Ethical Development. The Student Conduct and Ethical Development website is available at

Campus Policy in Compliance with the American Disabilities Act

If you need course adaptations or accommodations because of a disability, or if you need to make special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible, or see me during office hours. Presidential Directive 97-03 at requires that students with disabilities requesting accommodations must register with the Accessible Education Center (AEC) at to establish a record of their disability.

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