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.

Students will:

1. identify programs necessary for a vital library media center (ALA & AECT, 1998; Haycock, 1999; Loertscher, 1988; Prostano & Prostano, 1987).
2. plan for the instructional, in-service, production, technological, and public relations programs of the library media center and the evaluation of these programs. (Davies, 1979; Haycock, 1999; Loertscher, 1988).
3. explore and propose ways to integrate the library media program into the total school curriculum including programming for special populations (Davies, 1979; Cleaver & Taylor, 1983; Haycock, 1999; Smith, 1989).
4. understand the leadership role of the library media specialist. (ALA & AECT, 1998; Haycock, 1999).
5. discuss the theory of communication and the role of communication skills in developing a library media program (ALA & AECT,1998; Haycock, 1999; Loertscher,1988).

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.

1. Document three examples of library media programs in action (excluding those of class visitors). Look at your school, schools where friends or family teach, or any contacts available to you. Describe the programs in one paragraph each, listing names of media specialists and schools. Post the information to the WebCT bulletin board, and be ready to discuss in class.
2. Present a book talk (5 – 10 minutes timed) designed to spark student interest in at least three related books from a typical library media center. See "Book Talk Guidelines" for details.
3. Read two articles emphasizing the importance of interpersonal relationships and communication skills for library media specialists. Write a one-page, typed critique of each article including one paragraph describing the content and one paragraph of evaluation and reaction. List complete bibliographic information at the beginning. Submit and be ready to discuss in class.
4. Prepare and carry out a plan for a resource-based unit that incorporates the teaching of information literacy skills with other Georgia QCC objectives. Use the Big Six, I-Search, Georgia Media Framework, or another research framework from the literature. Try to integrate student use of technology into the curriculum-based unit. Written components: completed unit planning form and sample of handouts. Oral component: 5 – 10 minute presentation describing what you did with visual and/or interactive component and handout. See "Resource-based Unit Guidelines" for details.
5. Design and conduct a reading or literature promotion, inservice, technology production, or other library media program activity in your school. Choose an idea from class discussion or readings that addresses an actual goal for your school, and have it approved by the instructor. Written component: project abstract, time line, and bibliography. Oral component: 5 – 10 minute presentation describing what you did with visual and/or interactive component and handout. See "Library Media Program Activity Guidelines" for details.
6. Write a PR item advertising Assignment #2, 4, or 5---something appropriate for publication in a school newsletter or on a web site. Post it to the WebCT bulletin board prior to your presentation.
7. Attend class and be prepared with materials and readings according to the schedule indicated in the Tentative Class Outline. Participate in WebCT bulletin board discussions, and respond to topics presented. Note that Internet and WebCT access is required.
8. Complete the final examination discussing application of course concepts and practices learned in your anticipated job setting.

Evaluation Procedures:

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%

Jan. 23 Readers theater & puppets. Readings: Haycock chapters 2 & 6

Feb. 6 Library media program panel. Readings: Haycock chapters 13 & 14

Feb. 13 Program surveys (#1), information literacy cont’d. Readings: Haycock chapters 8 & 24

Feb. 20 Book talks (#2), cooperative planning. Readings: Haycock chapters 23 & 27

March 20 SPRING BREAK

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.