3 semester hours
Spring Semester, 2001
Instructor: Dr. Kathy T. Brock
Office Location: Education Annex, Room 142
Office Hours: Tuesday 12:00 4:00; Wednesday 12:00 4:00; Thursday 12:00 4:00;
additional times by appointment
Telephone: 770-836-6564 (office) 770-537-4960 (home) Fax: 770-838-3088
Distance Support: http://www.westga.edu/~distance/webct3/main/help.html
Provides an overview and practical experiences in designing and implementing the total school library media program. Integration of information literacy skills throughout the school curriculum is emphasized. This course is Face-to-Face 90% and WebCT 10%.
Through this course students will demonstrate progress in the achievement of two NBPTS propositions that form the conceptual framework for advanced preparation programs in the College of Education. This course will enable the student to begin the development of a portfolio that could be submitted for National Board certification.
Proposition 2. Educators are committed to students and their learning. Students will plan library media programs that address the needs of all PK-12 students
Proposition 3. Educators are responsible for monitoring and managing student learning. Students will learn to evaluate and modify library media programs to insure maximum learning for all students.
TEXTS, READINGS, AND INSTRUCTIONAL RESOURCES
Haycock, K., ed. (1999). Foundations for effective school library media programs. Englewood, CO: Libraries Unlimited.
Cleaver, B., & Taylor, W. (1983). Involving the school library media specialist in curriculum development. Chicago: American Association of School Librarians.
Davies, R. A. (1979). The School library media program (3rd. ed.). NY: Bowker.
Eisenberg, M., & Berkowtz, R. (1988). Curriculum initiative: An Agenda and strategy for library media programs. Norwood, NJ: Ablex Publishing.
Information power. (1998). Chicago: American Library Association and Washington, D. C: Association for Educational Communications and Technology.
Joyce, M., & Tallman, J. (1997). Making the writing and research connection with the I search process. New York: Neal Schuman.
Loertscher, D. (1988). Taxonomies of the school library media program. Littleton, CO: Libraries Unlimited.
Prostano, E. & Prostano, J. (1987). The school library media center. Littleton, CO: Libraries Unlimited.
Smith, J. B. (1989). Library media center programs for middle schools. Chicago: American Library Association.
ASSIGNMENTS, EVALUATION PROCEDURES, AND GRADING POLICY
Assignment #1: Program surveys (3) 10%
Assignment #2: Book talk 20%
Assignment #3: Articles critiques 5%
Assignment #4: Information literacy unit 20%
Assignment #5: Reading promotion, inservice, or technology production 20%
Assignment #6: PR component for #2, 3, or 4 5%
WebCT & class participation: 5%
Final examination: 15%
All components must be completed to receive a grade. Classroom activities missed due to absence must be made up. Deductions will be made for late work. Please call the office if you are ill and unable to attend class. The first day of class, arrange with a classmate to take notes for you if you miss class. The instructor will not be able to go over all the material with you but will help you with make up arrangements for absences due to illness or other emergencies.
All assignments will be evaluated on the quality of the content, style of presentation, appropriateness of selection, and adherence to directions.
Grades will be assigned according to State University of West Georgia standards:
A = 100-92%; B = 91-82%; C = 81-70%; F = below 69%
TENTATIVE CLASS OUTLINE
Jan. 9 Introductions, assignments, textbook, grading, video & discussion on planning book talks, schedule for Assignments #2, 4, and 5
Jan. 16 Kaleidoscope video, introduction to information literacy. Readings: Haycock Introduction & chapter 1
Jan. 23 Readers theater & puppets. Readings: Haycock chapters 2 & 6
Jan. 30 Guest speakers Barbara Halstrom & Ann Wallace. Readings: Haycock chapters 17 & 18
Feb. 6 Library media program panel. Readings: Haycock chapters 13 & 14
Feb. 13 Program surveys (#1), information literacy contd. Readings: Haycock chapters 8 & 24
Feb. 20 Book talks (#2), cooperative planning. Readings: Haycock chapters 23 & 27
Feb. 27 Book talks (#2), flexible scheduling, delivery models. Readings: Haycock chapters 26 & 28
March 6 Book talks (#2), PR in the media center, schoolwide promotions. Readings: Haycock chapters 11 & 30
March 13 Assignment #3, communication & interpersonal skills, meeting special needs Readings: Haycock chapters 31 & 33
March 20 SPRING BREAK
March 27 Assignment #4 presentations, media literacy; reading, listening, & viewing guidance. Readings: Haycock chapter 12 & 34
April 3 Assignment #4 presentations, technology production, in-service needs. Haycock chapters 6 & 15
April 10 NO CLASS MEETING work independently on assignments. Readings: Haycock chapters 16 & 34
April 17 Assignment #4 presentations, leadership role & school improvement. Readings: Haycock chapter 7 & 37
April 24 Assignment #5 presentations, evaluating media programs, course evaluations. Readings: Haycock chapters 35 & 36
May 1 Assignment #5, library media programs of the future---looking ahead. Readings: Haycock chapters 37 & 38
May 8 Final exam due
Students are expected to adhere to the highest standards of academic honesty. Plagiarism occurs when a student uses or purchases ghost-written papers. It also occurs when a student utilizes the ideas of or information obtained from another person without giving credit to that person. If plagiarism or another act of academic dishonesty occurs, it will be dealt with in accordance with the academic misconduct policy as stated in The UnCatalog, Undergraduate Catalog , and Graduate Catalog.
In all classes, students are expected to conduct themselves in a way that contributes to a positive classroom environment and supports the learning of their classmates.