School Library Media Centers
Spring 2017 Syllabus
Canvas Information: Courses will be available beginning January 26th, 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.
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.
This course is team taught with Dr. Mary Ann Harlan.
- Introduction: Discussion Board Assignment
- Disposition Statement CLO #4
Write a narrative statement identifying your strengths and weakness as related to the dispositons of a teacher librarian. The statement will address seven main questions:
- What drew you into school librarianship?
- What do you hope the profession will be?
- What concerns do you have about the profession?
- What roles do you perceive of having 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?
Students will be assigned small groups. Each member will read and summarize four articles from Chapter 1 and 2 from the textbook. They will share summaries with group members. Students will be responsible for responding to group members post ( a minimum of one post per group member), and posting a synthesis of their learning to the group.
Students will choose one of the following emerging trends in which to immerse yourself: 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. In groups of 3- 4 students you will design a product that is to be informative to your peers on your topic ( for instance: conference presentation, MOOC-esque web site, or unit plan for professional development. Students will also complete a peer review of another group's Emerging Trends project
Students will develop a vision plan for a school library over several weeks. There will be a series of assignments that will lead to a final product. These include:
- Community Input
- Assessment and Advocacy Plan
Students will journal their learning throughout the semester beyond course materials. Students will be resposible for 16 entries (one per week). Students will submit journal at the 8 week mark and highlight 2 entries for in depth response from professors. They will submit at the 16 week mark for the same response. Students will be encouraged to share blogs with one another.
- Introduction - Due Jan 30
- Dispositon Statement - Due Feb 6
- Reading Group Initial Post - Due Feb 13
- Reading Group Responses - Feb 13th - Feb 21
- Reading Group Synthesis - Due Feb 20
- Emerging Trends Plan of Action - Due March 6
- Learning Journal - First Submission - Due March 14
- Emerging Trends Project - Due March 21
- Peer Review Emerging Trends - Due March 28
- Brainstorm - Ideal School Library Post - Due April 3
- Instructor Review Periods:
- Community Input Plan Review Period - April 4-11
- Mission Review Period - April 11 -18
- Budget Review Period - April 18-25
- Assessment Review Period - April 25 - May 2
- Vision Plan - Due May 10
- Learning Journal - Second Submission May 16th
- 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
- 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.
This course is team taught by Prof. Shelly Buchanan and Dr. Mary Ann Harlan.
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.
INFO 204, INFO 250.
Course Learning Outcomes
Upon successful completion of the course, students will be able to:
- Gain awareness of the current legal and ethical codes of the profession.
- Articulate a vision for a 21st Century School Library (or a Learning Commons).
- 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.
- Articulate the teacher librarian dispositions that are their strengths and weaknesses.
- 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:
- D Apply the fundamental principles of planning, management, marketing, and advocacy.
- M Demonstrate oral and written communication skills necessary for professional work including collaboration and presentations.
- N Evaluate programs and services using measurable criteria.
- 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.
- American Association of School Librarians (2009). Empowering Learners: Guidelines for School Library Media Programs. Chicago: American Library Association. Available through Amazon: 083898519X.
- 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: 1591586798
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 or Informatics) — 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 if you wish to stay in the program. 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).
Per University Policy S16-9, university-wide policy information relevant to all courses, such as academic integrity, accommodations, etc. will be available on Office of Graduate and Undergraduate Programs' Syllabus Information web page at: http://www.sjsu.edu/gup/syllabusinfo/. Make sure to visit this page, review and be familiar with these university policies and resources.
In order to request an accommodation in a class please contact the Accessible Education Center and register via the MyAEC portal.
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