School Library Media Materials
Fall 2014 Greensheet
Canvas Login and Tutorials
Canvas Information: This course will be available beginning August, 25. You will be enrolled into the site automatically.
Survey of materials in a variety of formats that meet the needs of K12 students. Materials will be examined that support state and national curriculum standards as well as materials that support independent reading and learning.
- Assignment #1 - Introduction and Reading Map
- Students will introduce themselves via a reading identity map that represents a day in their reading life, as well as a discussion posting
- Assignment #2
- Blog: Students will present a blog reviewing materials for School Libraries. Items in the blog will be reviewed for quality, applicability to curriculum, and connections to state and local educational standards. 50 items are expected; 20 items for K-5; 10 items for 6-8; 20 items for 9-12. SLO #2
- Assignment #3
- Common Core in the Classroom Investigation: Students will interview subject area or grade level teacher about their understandings of common core instructional shifts and how they are addressing it in their class. Students will produce a narrative analysis of the ways school libraries can address common core instructional shifts based on course readings, lectures, and teacher interview. SLO #3, #4
- Assignment #4
- Students will contribute to a materials review wiki an annotated bibliographic entry for two resources used for professional and/or collection development in school libraries. SLO #1 #3
- Assignment #5
- Print Collection & Patron Examination: Students will 1) examine a random sampling of picture, chapter, and/or novels in a school library, noting the ethnicity of main characters 2) observe students at the same school library who visit during their free time, noting, if possible, ethnicity, and determine those groups who do not visit 3) write a paper, including analyzing the findings of the collection and patron examination, as well as conceivng a plan for attracting students who do not regularly use the library. SLO #2
- Assignment #6
- Digitally Curated Collection of Materials in Curricular Area: This is a group project collecting materials for a specific curricular area beyond the core subject areas. This includes art, health, music, computer science, etc. Items in this area will be digital. This is a group project. SLO #2, #3
- Assignment #7
- Discussions: Students will be expected to participate in five discussions throughout the semester. SLO #2
- Assignment #1 - Introductory Reading Map 8/29
- Assignment #3 – Common Core Analysis 9/12
- Assignment #2A – Subject Area Blog 9/26
- Assignment #4 – Review Annotation 10/17
- Assignment #2B- Diversity Blog 10/24
- Assignment #5 – Diversity Assignment 11/14
- Assignment #6 – Digital Curation Collection11/21
- Assignment #2C – Reading for Pleasure 12/10
- Discussion #1 - Define 21st Century Literacy 9/19
- Discussion #2 - Perspective on CCSS due 10/3
- Discussion #3 - Synthesis 21st Century Literacy and the CCSS due 10/10
- Discussion #4 - Intertextuality and Transliteracy due 10/24 (note this is a Monday)
- Discussion #5 – Promoting Diversity due 11/7
- Discussion #6 - Copyright, Creative Commons, and the Common Core due 12/5
- Introduction - 10 points
- Blog - 100 points
- Common Core Analysis – 30 points
- Diversity Assignment - 25 points
- Review Wiki - 10 points
- Digital Curation Project - 25 points
- Discussion - 60 points
Other Relevant Information:
Please come to this course ready for a participatory experience. There will be a premium placed upon regular, active discourse and collaboration.
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.
LIBR 200, LIBR 202, LIBR 203, LIBR 204.
Student Learning Outcomes
Upon successful completion of the course, students will be able to:
- Exhibit knowledge of published resources for school curriculum, such as reference materials, selection tools, state and national standards, and Web sites.
- Evaluate selection tools.
- Critically examine representative materials designed for youth, and apply criteria to evaluate them in relation to state and national standards, community and diversity needs, and meeting informational and recreational needs.
- Demonstrate an understanding of Common Core standards and their impact on instruction and the library.
Core Competencies (Program Learning Outcomes)
LIBR 237 supports the following core competencies:
- F Use the basic concepts and principles related to the selection, evaluation, organization, and preservation of physical and digital items and collections.
- I Use service concepts, principles, and techniques to connect individuals or groups with accurate, relevant, and appropriate information.
- Jenkins, H., & Kelley, W. (2013). Reading in a participatory culture: Remixing Moby-Dick in the English classroom. New York, NY: Teachers College Press. Available through Amazon: 0807754013
- Krashen, S. D. (2004). The Power of Reading: Insights from the Research (2nd ed.). Westport, CT: Libraries Unlimited. Available through Amazon: 1591581699.
The standard SJSU School of Information Grading Scale is utilized for all iSchool courses:
|97 to 100||A|
|94 to 96||A minus|
|91 to 93||B plus|
|88 to 90||B|
|85 to 87||B minus|
|82 to 84||C plus|
|79 to 81||C|
|76 to 78||C minus|
|73 to 75||D plus|
|70 to 72||D|
|67 to 69||D minus|
In order to provide consistent guidelines for assessment for graduate level work in the School, these terms are applied to letter grades:
- C represents Adequate work; a grade of "C" counts for credit for the course;
- B represents Good work; a grade of "B" clearly meets the standards for graduate level work;
For core courses in the MLIS program (not MARA) — INFO 200, INFO 202, INFO 204 — the iSchool requires that students earn a B in the course. If the grade is less than B (B- or lower) after the first attempt you will be placed on administrative probation. You must repeat the class the following semester. If -on the second attempt- you do not pass the class with a grade of B or better (not B- but B) you will be disqualified.
- A represents Exceptional work; a grade of "A" will be assigned for outstanding work only.
Students are advised that it is their responsibility to maintain a 3.0 Grade Point Average (GPA).
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 http://www.sjsu.edu/senate/docs/S90-5.pdf. More detailed information on a variety of related topics is available in the SJSU catalog at http://info.sjsu.edu/web-dbgen/catalog/departments/LIS.html. 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 http://info.sjsu.edu/static/catalog/policies.html. Add/drop deadlines can be found on the current academic year calendars document on the Academic Calendars webpage at http://www.sjsu.edu/provost/services/academic_calendars/. The Late Drop Policy is available at http://www.sjsu.edu/aars/policies/latedrops/policy/. 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 http://www.sjsu.edu/advising/.
Consent for Recording of Class and Public Sharing of Instructor Material
University Policy S12-7, http://www.sjsu.edu/senate/docs/S12-7.pdf, 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."
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 http://www.sjsu.edu/senate/docs/F15-7.pdf 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 http://www.sjsu.edu/studentconduct/.
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 http://www.sjsu.edu/president/docs/directives/PD_1997-03.pdf requires that students with disabilities requesting accommodations must register with the Accessible Education Center (AEC) at http://www.sjsu.edu/aec to establish a record of their disability.
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