INFO 233-10
School Library Media Centers
Summer 2016 Syllabus

Shelly Buchanan
Cell: 503-422-1492
Please e-mail or text to establish a meeting, if needed

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Canvas Information: Courses will be available beginning June 6th, 6 am PT unless you are taking an intensive or a one unit or two unit class that starts on a different day. In that case the class will open on the first day that the class meets.

You will be enrolled into the Canvas site automatically.

Course Description

A seminar course designed to explore the role of the school library media teacher and the school library media program in the educational community. Emphasis will be on the creation of effective learning environments, involvement in the curriculum and teaching process, as well as philosophies of service and management.

Course Requirements


  1. Introduction: Discussion Board Assignment 
  2. Disposition Statement  CLO #4
    Write a narrative statement identifying your strengths and weaknesses as related to the dispositons of a teacher librarian. The statement will address seven main questions: 
    • What drew you to school librarianship?
    • What do you hope the profession will be?
    • What concerns do you have about the profession?
    • What roles do you identify as high priority? 
    • What dispositions do you think will be your strengths and why?
    • What are the dispositions you will need to improve to be an effective TL?
    • How will the dispositions position you to provide leadership within the profession and your school site? 
  3. Reading Group Assignment CLO #1
    Students will be assigned small groups.  Each member will read and summarize four articles from Chapter 1 and 2 from the textbook.  Students will share summaries with group members. They will be responsible for responding to group member posts (a minimum of one post per group member), and posting a synthesis of their learning to the group. 
  4. Emerging Trends Inquiry Project CLO #1CLO#5
    Students will choose one of the following emerging trends in which to immerse themselves: 1) librarian as teacher; 2) library space as learning commons; 3)  school library 24/7 access; 4) librarian as leader of connected education; or 5) an approved topic of your choice. With a partner or in a group of three, students will design a product informative to peers on the topic (for instance: conference presentation, MOOC-esque web site, Webquest, or unit plan for professional development implementation). Students will also complete peer reviews of two other groups' Emerging Trends Inquiry Project.
  5. Vision Plan CLO #2CLO#3CLO#5
    Students will develop a vision plan for a school library over a couple weeks. There will be a series of assignments that will lead to a final product. These include:
    • Brainstorming Ideal School Library
    • Community Input
    • Mission
    • Budget
    • Assessment and Advocacy Plan
  6. Learning Journal CLO #1CLO #5
    Students will journal their Professional Learning Community (PLC) expereience and learning throughout the semester beyond course materials. Students will be resposible for 10 entries (one per week).  Students will submit journal midway through the term and highlight 2 entries for response from professor. They will submit at the end of the term as well.  Students will be encouraged to share with one another. 

Course Calendar

  • Introduction - Due June 9
  • Dispositon Statement - Due June 12
  • Reading Group Initial Post - Due June 16
  • Reading Group Responses - Due June 19
  • Reading Group Synthesis  - Due June 22nd
  • Emerging Trends Plan of Action - Due June 26
  • Learning Journal - First Submission - Due July 6
  • Emerging Trends Project - Due July 12
  • Peer Review Emerging Trends  - Due July 15 
  • Brainstorm - Ideal School Library Post -  Due July 17
  • Instructor Review Periods:
    • Community Input Plan Review Period - July 18 - 21
    • Mission Review Period - July 21 - 25
    • Budget Review Period - July 25 - 29
    • Assessment Review Period - July 29 - August 2
  • Vision Plan - Due August 9
  • Learning Journal - Second Submission August 12


  • Introduction - 5 points
  • Disposition Statement - 15 points
  • Reading Group Initial Post - 20 points
  • Reading Group Peer Response and Synthesis - 10 points
  • Emerging Trends Plan of Action - 10 points
  • Emerging Trends Project - 50 points
  • Emerging Trends Peer Review - 20 points
  • Brainstorm post - 10 points
  • Review Items (Credit/No Credit 5 points)
    • Community Input Plan
    • Mission 
    • Budget
    • Assessment
  • Vision Project - 50 points
  • Learning Journal Submission 1 - 25 points.
  • Learning Journal Submission 2 - 25 points. 

Other relevant information

Course Readings may be added to throughout the semester.  Students are expected to engage with and respond to course materials throughout their work.  

Extra Credit may be made available. 

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

INFO 204INFO 250

Course Learning Outcomes

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

  1. Gain awareness of the current legal and ethical codes of the profession.
  2. Articulate a vision for a 21st Century School Library (or a Learning Commons).
  3. Develop an understanding of advocacy, and the ability to articulate the needs of an effective school library program that relies on the use of existing research, and site data collection.
  4. Articulate the teacher librarian dispositions that are their strengths and weaknesses.
  5. Articulate the mission of a school library and the policies and procedures that support that mission.

Core Competencies (Program Learning Outcomes)

INFO 233 supports the following core competencies:

  1. D Apply the fundamental principles of planning, management, marketing, and advocacy.
  2. M Demonstrate oral and written communication skills necessary for professional work including collaboration and presentations.
  3. N Evaluate programs and services using measurable criteria.


Required Textbooks:

  • Dickinson, G., & Repman, J. (Eds.). (2015). School library management (7th ed.). Santa Barbara, CA: Linworth. Available through Amazon: 1610691407. Also available from publisher as e-book.arrow gif indicating link outside sjsu domain

Recommended Textbooks:

  • American Association of School Librarians (2009). Empowering Learners: Guidelines for School Library Media Programs. Chicago: American Library Association. Available through Amazon: 083898519X. arrow gif indicating link outside sjsu domain
  • Zmuda, A. &, Harada, V. (2008). Librarians as learning specialists: Meeting the learning imperative for the 21st century. Santa Barbara, CA: Libraries Unlimited. Available through Amazon: 1591586798arrow gif indicating link outside sjsu domain

Grading Scale

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
Below 67 F


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).

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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