INFO 233-10
School Library Media Centers
Spring 2020 Syllabus

L. Martin
E-mail

Office Hours: via E-mail

Syllabus Links
Textbooks
CLOs
Competencies
Prerequisites		 Resources
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Canvas Information: Courses will be available beginning January 23rd, 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 in 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

Assignments

  1. Introduction: Flipgrid video
  2. Who Am I statement - Students will identify their interest in school libraries and their specific questions and concerns regarding school libraries in a short essay (CLO #4)
  3. Envisioning a school library - No more than 500 words describing your ideal school library in a discussion board (CLO #2)
  4. Environmental Scan and Mission Statement - No more than 500 words describing your school community, and a mission statement for your ideal school library (CLO #2, CLO #5)

  5. Policy Discussion - Students will research common policy debates and make a recommendation for policy. They will then share background and policy with a group of peers and act as a policy expert (CLO #1)

  6. Assessment Plan - A plan for collecting data to evaluate the effectiveness of your school library.  (CLO #2)

  7. Budget Memo - One-page memo highlighting spending priorities (CLO #2)
  8. Inquiry and Curation - Students will investigate a topic related to school libraries and share with classmates a 2-3 page synthesis and annotated bibliography of resources.  ( CLO #2, CLO #5)
  9. Ideal School Library Vision Presentation - (CLO #5, CLO #2,CLO #3)
  10. Professional Philosophy Statement (CLO #4)

Course Calendar

  • Flipgrid Introduction - Due Jan 26
  • Who Am I statement - Due Jan 26
  • Ideal School Library discussion post - Due Feb 2
  • Standards discussion - Due Feb 9
  • Select Partner for peer review or path B - Due Feb 9
  • Environmental Scan and Mission - Due Feb 16
  • Select Policy Topic - Due Feb 16
  • Policy research group research and policy proposal  - Due Mar 1
  • Policy Sharing discussion (Mar 2 - Mar 8)
  • Assessment Plan - Due Mar 22
  • Budget Memo - Due Mar 29
  • Inquiry and Curation - Due Apr 19
  • Ideal School Library Presentation - Due May 3
  • Professional Philosophy - Due May 10

Grading

  • Introduction - 5 points
  • Who Am I - 10 points
  • Ideal School Library post - 10 points
  • Standards Discussion - 10 points
  • Environmental Scan and Mission - 20 points
  • Peer Review notes - 5 points
  • Policy Research Group Project - 20 points
  • Policy Sharing - 10 points
  • Assessment Plan - 10 points
  • Peer Review notes - 5 points
  • Budget Memo - 10 points
  • Peer Review notes - 5 points
  • Inquiry and Curation - 50 points
  • Ideal School Library Presentation - 45 points
  • Peer Review notes 5 points
  • Professional Philosophy - 30 points

Other Relevant Information:

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

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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 204. 

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 professional leadership and communication skills.
  3. N Evaluate programs and services using measurable criteria.

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Textbooks

No Textbooks For This Course.

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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 or undergraduate (for BS-ISDA);
    For core courses in the MLIS program (not MARA, Informatics, BS-ISDA) — 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.

Graduate Students are advised that it is their responsibility to maintain a 3.0 Grade Point Average (GPA). Undergraduates must maintain a 2.0 Grade Point Average (GPA).

University Policies

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: https://www.sjsu.edu/curriculum/courses/syllabus-info.php. 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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