Today's student lives and learns in a world that has been radically altered by the ready availability of vast stores of information in a variety of formats. This information explosion affords students countless opportunities and has dramatically altered the knowledge and abilities they will need to live productively in the twenty-first century.

In light of this onslaught of new information and sources, it is paramount the learner understand the value of information and sources, as well as how to access, evaluate, and use it. The changes in the delivery and facilitation of information, given the new demands f or information literacy and utilization, impose significant changes upon the traditional roles of school libraries and their professionals.

This course will offer you the opportunity to work with the new professional roles of the new K-12 school library media program and professional. It will give you the opportunity to understand the school library media program within the learning community. You will learn how to plan for the future, making student achievement the center of your vision as you create a school library media program that will meet and continue to meet the needs of learners in your community.

• To provide an understanding of the integral and essential role of information for today’s K-12 student.
• To offer tools for planning, implementing, and evaluating an effective school library media program and professional within the learning community.
• To develop strategies for interfacing with the greater learning community as a vital component in the learning growth of all students.
• To discuss issues facing the profession and the professional.
• To identify and develop important strategies that will lead to a more successful school library media program.

American Library Association. (1998). Information power: building partnerships for learning(IP2). ISBN 0 83893470 6 (paper)

Available at UA or NAU Bookstore, at ALA, or through Amazon.com.

Anderson, Pauline (1990). Planning school library media facilities. 0208022546.
Library Professional Publications.

Andronik, Catherine (1998). School library management. 0938865668. Linworth
Publishing Co.

Doyle, Christina S. (1994). Information literacy in an information society: a concept for the information age. 0937597384. ERIC/Clearinghouse on Information and Technology.

Farmer, Lesley S. J. (1993). Creative partnerships: librarians and teachers working together. 0938865137. Linworth Publishing Co.

Miller, Donna P. (1996). Developing an integrated library program. 093886551X. Linworth Publishing Co.

Baule, Steven (2001). Technology planning for effective teaching and learning. ISBN 1586830325. Linworth Publishing, Inc.

Bradburn, Frances (1999). Output measures for school library media programs. ISBN 1555703267. Neal-Schuman Publishers.

Eisenberg, Michael and Berkowitz, Robert. (1990). Information problem solving: the big six approach to library & information skills instruction. ISBN 0893917575 Ablex Publishing Corporation.

Erikson, Rolf and Markuson, Carolyn (2000). Designing a school library media center for the future. ISBN0838907903. American Library Association.

Everhart, Nancy (1998). Evaluating the school library media center. ISBN1563080850 Libraries Unlimited

Farmer, Lesley (1995). Leadership within the school library and beyond. ISBN 0938865404 Linworth Publishing Co.

Hartzell, Gary (1994). Building influence for the school librarian. ISBN 0938865323 Linworth Publishing Co.

Johnson, Doug (1997). The indispensable librarian: surviving (and thriving) in school media centers in the information age. ISBN 0938865641.

Klasing, Jane (1991). Designing and renovating school library media centers. ISBN 0838905609 American Library Association.

Kendall, John and Marzano, Robert (1997). Content knowledge: a compendium of standards and benchmarks for K-12 education. 2nd ed. Mid-Continent Regional Education Laboratories.

Lance, Keith et al. (2000). How school librarians help kids achieve standards: the second Colorado study. ISBN 0931510767. Hi Willow Research and Publishing.

Marzano, Robert. (2000). Transforming classroom grading. ISBN 0871203839. ASCD Product # 100053.

McCook, Kathleen de la Pena. (2000) A place at the table: participating in community building. ISBN 0838907881. American Library Association.

National Study of School Evaluation. (1998). Program evaluation: library media services. LC 98-88024. NSSE, Schaumburg, IL.

Nebraska Educational Media Association. (2000) Guide for developing and evaluating school library media programs. 6th ed. ISBN 1563086409. Libraries Unlimited, Inc.

Ohanian, Susan (1999). One size fits few: the folly of educational standards. ISBN 0325001588. Heinemann, Portsmouth NH.

Reidling, Ann M. (2000) Reference skills for the school library media specialist. ISBN 1586830007. Linworth Publishing, Inc.

Simpson, Carol (2001). Copyright for schools: a practical guide. 3^rd ed. ISBN 158683018X. Linworth Publishing, Inc.

Stripling, Barbara & Pitts, Judy (1988) Brainstorms and blueprints teaching research as a thinking process. ISBN 0872876381 Libraries Unlimited.

Valenza, Joyce Kasman (1998). Power tools: 110+ essential forms and presentations for your school library information program. ISBN 0838907172 American Library Association.

A student who registers for this course will be give an account with a User name and a

password. A student must be enrolled either at NAU or U of A to take this course. They will then be able to access fuller versions of the following links (complete will full navigation facilities). The course will be hosted by the University of Arizona on WebCT.

Future links will give intending students some idea of what will be offered. They will be in the following areas:

Coursework and assignments

Course outline

Direct Link to course (via your own 'myWebCT')

Readings

Requirements

School links

Registration

Computer and Network requirements for access

For more information, contact Betty Marcoux.

The coursework requirements will be as follows:

Students are expected to abide by the University of Arizona Code of Academic Integrity. "The guiding principle of academic integrity is that a student’s submitted work must be the student’s own." (paragraph 1) If you have any questions regarding what is acceptable practice under this Code, please ask your professor.

Participation 15%

Articles, public library visit 15%

Midterm 15%

Collaborative Lesson Project 20%

Ideal School Library Project 25%

Final 10%

93 +% = A 93+ % = A

87-92% = B 87-92% = B

77-86% = C 77-86% = C

< 77% = F 67-76% = D

0-66% = F

Participation is defined as quality classroom discussion participation, online discussion participation, being prepared with readings, critiques and presentations, and quality group work. Readings will be assigned each week for the following week. These can be found at the readings link.

Several times during the course of the session students are asked to link to an online article for classmates to review that is related to various topics. Each article is to be prefaced with a maximum 100 word summary and critique of the article prior to the link. The articles are to be posted on the day they are due. Articles must be no older than 2000 copyright. Articles are due Weeks 2, 4, 6. See syllabus for topic requirements for each.

You will be given the template to use for completing this assignment in class on August 25, and will also find it on the web. Design a collaborative planning project that involves the following: (all of this MUST be on the template no addendums except for the student explanation sheet)

1. 2-3 library visits

2. multiple content areas

3. developmentally defined (use McRel designations)

4. shows collaborative work between teacher, slms

Use the collaborative project template given to you in class by the professor. Include on it

1. brief summary of project

2. research strategies ( use Eisenberg/Berkowitz Big 6 )

3. connections to both process and product

4. correlation to information literacy standards and McRel content standards

5. other objectives

6. responsibilities/resources

7. assessment component must be a rubric that the students see before turning in the assignment for evaluation (use Follett/Donham book for rubric creation)

8. anything else that best explains the project

One additional sheet may be included for clarification. This sheet is the one that students would receive for guiding them in the project. This project will be utilized once more to assess the viability of the project using a public library’s collection as the resources for the student’s work.

Take your collaborative lesson to a public library of your choice. Using its directions and resource requests, determine if that public library will support that lesson from a curriculum standpoint. Report to the class your findings. Remember to evaluate the possibilities of lesson success based on developmental appropriateness, physical and intellectual resource access, and other information that is helpful (ie, hours that students could use that library; distance to commute to that library) Your report is to be posted on the class web site and should not be longer than 300 words.

Design a group presentation and paper of the ideal school library media project in the 21st century. All members of the group are required to be a part of both the oral and written parts of the project. The project should reflect the best thought of the group and reflect the developmental category this program serves. The groups will be established on August 25 at the first class session.

Indicate how this program is a relevant, integrated component to the learning community. For instance, the mission and goals of the program should reflect its users and needs, and its organization should reflect the curricular foci of the school as well as any other defined needs.

Demonstrate how the Information Literacy Standards for Student Learning will be implemented in this design.

There is no maximum budget for this project. You must, however, be able to justify whatever you design and desire to do based upon the above criteria and population. Therefore, it is essential you define your learners and learning community before you start this project!

You will also have the opportunity to evaluate yourselves as a group process. You will not be able to self-select your group, but rather will work with a group of professionals not unlike what you might encounter in any given school community.

Use the resources from the University of Arizona and from the Cline Library to help you do this project. You will need to designate time via the web or other arrangement to work on this as a group.

Develop a maximum of a 3’ by 3’ graphic model of your school library media center. This will be used to illustrate your points and highlight your design in your class presentation. You may use whatever format you choose to best present your information.

Develop a paper that defines the targeted population, the mission and goals of the center, and any other issues that show direct correlation between the school library program/project and student learning. Indicate the integration/implementation of the information literacy standards and how this is to be done. This paper will need to be uploaded on the course website, and a paper copy turned into the professors at the time of the presentation.

Your graphic model will be returned to you. The paper will NOT be returned to you. Be prepared to discuss your project for 45 minutes.

A group grade is given for the actual presentation and one for the written report. These are averaged. However, each group is given the chance to, individually and confidentially, analyze group dynamics and individual contributions to the overall project. This analysis will factor into the overall grade of the project by individual.

Betty Marcoux
Marcoux1@mindspring.com
520-621-3565

Harlan Johnson
Harlan.Johnson@NAU.EDU
520-523-4408