School of Information Resources & Library Science
IRLS 481/581
Summer I 2000
Betty Marcoux, Adjunct Professor
Office - Director's office or Room 10
Phone - 621-3566
Office hours - By appointment
Course Overview
Today's student lives and learns in a world that has been radically altered by the ready availability of vast stores of information in 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 that the learner understand the value of information and sources, it is paramount that the learner understand the value of information 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 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.
Objectives
Text
American Library Association. (1998). Information power: building partnerships for learning(IP2). ISBN 0 8389 3470 6 (paper)
Optional texts (will be on reserve in the U of A Library)
Bruwelheide, Janis (1995). The copyright primer for librarians and educators. 2nd edition. ISBN 0838906427 American Library Association.
Eisenberg, Michael and Berkowitz, Robert. (1990). Information problem solving: the big six approach to library & information skills instruction. ISBN 0893917575 Ablex Publishing Corporation.
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.
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.
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.
Monday, June 5
Course introduction. Perceptions of school librarianship. Review assignments and readings. Select developmental level for Ideal School Library Project.
** For tomorrow: Information Power (IP2) pp. V - 7. Organize rides for tomorrowís visit.
Tuesday, June 6
Visit La Cima Middle School - Cecelia Crowder 5600 N. La Canada Drive
(696-6778) (Rides organized and directions provided on Monday). Do first evaluation sheet on this visit.
**For tomorrow: Bring one article to class on school libraries (1997-2000).
Wednesday, June 7
The school library media program, professional, centers. Discuss information as it relates to K-12 students and their learning.
** For tomorrow: Examine Stripling & Pitts and Eisenberg & Berkowitz. Decide which example you will use for Collaborative Lesson Project. Read IP2: 8-22.
Thursday, June 8
Guest speaker: Ms Kim Grimes - President of the Arizona Library Association School Library Media Division.
Topics: Flexible scheduling and the Six-Trait Rubric
**For tomorrow: Read IP2; 23-44. Organize rides for tomorrowís visit.
Friday, June 9
Visit Tucson Unified School District Educational Media Center at 2025 E. Winsett. Meet with librarian Walt Lehner for tour and explanation of professional collection use. Do second evaluation sheet on this visit.
**For next class: Read IP2: 45-121. Work on collaborative lesson plan. Prepare paragraph of explanation on lesson plan topic and which selection of information processing matrix will be used.
Monday, June 12
Discuss first category of standards in IP2. Review definition and process of collaborative lesson planning and implementation.
** For tomorrow: Continue to work on collaborative lesson plan.
Tuesday, June 13
Discuss second and third categories of standards in IP2. Hand out collaborative planning sheet and discuss. Discuss integration of school library media program and all content areas. Lesson plan topic and process selection due today.
**For tomorrow: Bring one article to class on roles of the school library media specialist (1996-2000)
Wednesday, June 14
Discuss roles and guidelines of school library media professionals and programs as outlined in text. Discuss views from articles on roles of school library media specialists. Compare and contrast roles between texts and articles.
**For tomorrow: Read IP2 122-132. Read pamphlet given by professor on assessment (Follett-Donham).
Thursday, June 15
Discuss reading from yesterday. Review standards and readings on guidelines. Review Follett (Donham) pamphlet on evaluation/rubric assessment. Prepare for midterm tomorrow.
**For tomorrow: Review all readings and work for midterm
Friday, June 16
Midterm.
**For next class: Work on collaborative lesson plan. Examine Farmer book on leadership. Be prepared to discuss it.
Monday, June 19
Visit Rincon and University High Schools. (Professorís school) Do third evaluation sheet on this visit.
**For tomorrow: Continue to work on collaborative lesson project.
Tuesday, June 20
Visit Pueblo Gardens Elementary School at 2210 E. 33rd. St. Lisa Jacobson, SLMS. Do fourth evaluation sheet on this visit.
**For tomorrow: Review Klasing book on facilities (on reserve).
Wednesday, June 21
Collaborative lesson plans due today. Round robin session about each lesson with at least three colleagues. Peer reviews done and due at end of class.
**For tomorrow: Review Valenza book (on reserve). Work on Ideal School Library project.
Thursday, June 22
Discuss readings. Compare and contrast learning needs to facilities and other learning influences. Work on Ideal School Library project by group, if time allows.
** For tomorrow: Review Everhart book on evaluation (on reserve), especially 1-2, 47-86. Read IP2 appendix on assessment.
Friday, June 23
Discuss evaluation as defined in Everhart book. Discuss role of assessment and evaluation in IP2. Examine how tools from Valenza book assess the school library media program. Examine TUSD evaluation tool for school library media specialists.
**For next class: Work on Ideal School Library project. Use Klasing, Everhart, IP2 for guides as to how to complete this project. Review Copyright Primer on reserve in library. Review intellectual freedom appendices in IP2 and related standards in IP2.
Monday, June 26
Intellectual freedom and copyright in the school library media program. Discuss technology influences on learning and on intellectual freedom, property, and copyright.
**For tomorrow: Be prepared to use collaborative lesson project to do work on collection needs at tomorrowís site visit.
Tuesday, June 27
Visit Tucson-Pima Public Main Library. Meet with the YA and Childrenís Services librarians. Discuss service to charter schools and after school curriculum uses of public library personnel and facilities. Do fifth evaluation sheet on this visit. Using collaborative lesson project, determine resources available to students for your project from this one library.
**For tomorrow: Finish evaluation sheets for all five of the site visits and bring to class. Review Hartzell book (on reserve) for tomorrow.
Wednesday, June 28
Discuss ramifications of site visits.(Site visitation sheets due at beginning of class today). Discuss influence factor of professional school librarianship and its interfaces with entire learning community, as identified in Hartzell book.
**For tomorrow: Write a minimum of five questions to be asked of tomorrowís panel of practicing school librarians. Work on Ideal School Library project.
Thursday, June 29
Panel discussion of practicing school librarians. Come prepared to ask questions of panelists.
**For tomorrow: Work on Ideal School Library project. Bring an article (1997-2000) on a pressing issue of concern in education that relates to the school library media program.
Friday, June 30
Discuss issues of concern in education and how they relate to the school library media program. Examine the relationship of professional associations and networking to the school library media specialist.
**For next class: Prepare for group presentations of Ideal School Library project.
Monday, July 3
Group work on Ideal School Library project. NOTE: I am flexible on this date. If you talk with me and wish to meet with your group at another venue and/or time, please let me know BEFORE this date. Meeting must be documented and approved if not meeting on this date.
**For Wednesday: Be ready for group presentations of Ideal School Library Project.
Tuesday, July 4
NO CLASS - HOLIDAY
Wednesday, July 5
Group presentations of Ideal School Library project. Project paperwork NOT returned.
** For tomorrow: Review for the final exam.
Thursday, July 6
Group presentations of Ideal School Library project (overflow time allocation) Project paperwork NOT returned. Group evaluations of group work for Ideal School Library project.
Final Exam given today. Take home exam due tomorrow at 5 p.m.
Friday, July 7
Final exams are to be submitted to the professorís mailbox today by 5 p.m. today. Finals are not returned to students. Postcards with final grade will be sent to those students submitting a self-addressed, stamped card to professor by yesterday, and grades are posted through RSVP.
Academic Code of Integrity
Students are expected to abide by the University of Arizona Code of Academic Integrity. "The guiding principle of academic integrity is that a studentís submitted work must be the studentís own. (paragraph1) If you have any questions regarding what is acceptable practice under this Code, please ask your professor.
Evaluation
Participation 15%
Articles & Site evaluations 15%
Midterm 15%
Collaborative Lesson Project 20%
Ideal School Library Project 25%
Final 10%
TOTAL 100%
Grading Scale:
93 +% = A
87-92% = B
77-86% = C
< 77% = F
Participation
Participation is defined as quality classroom discussion participation, site visitations and summaries, coming to class prepared with readings and critiques, and quality group work.
Articles
Several times during the course of the session students are asked to bring an article to class related to various topics. Each article is to be turned into the professor with a maximum one page summary and critique of the article attached. The articles are turned in on the day they are due, and count toward the participation grade.
Site Evaluations
Evaluations are due one day after the last site visitation. Analyze each site for its support and integration into the student learning community, using the 9 standards of IP2 as your assessment tool. Detail how these standards are/might be applied at each site, whom would facilitate this application, how collaboration occurs to make them happen.
Collaborative Lesson Project Instructions Due Wednesday, June 21, 1999.
You will be given the template to use for completing this assignment in class. Design a collaborative planning project that involves
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 handout given to you in class by the professor. Include on it
1. brief summary of project
2. research strategies (Big 6 or B&B)
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 (use Follett/Donham book for rubric creation)
8. anything else that best explains the project
One additional sheet may be attached 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 the public libraryís collection as the resources for the studentís work.
Ideal School Library Project Due Wednesday, July 5, 1999
Design a group presentation and paper of the ideal school library media program 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.
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 Educational Materials Center to help you do this project. Time will be given in class for some group work, but you will need to designate other
Develop a maximum of a 3í by 3í graphic model of your school library media center. This will be used to illustrate your points and highlight your design in your class presentation.
Develop a paper that defines the targeted population, the mission and goals of the center, and the eight areas from the Craver book. Indicate the integration/implementation of the information literacy standards and how this is to be done.
Your graphic model will be returned to you. The paper will NOT be returned to you. Be prepared to discuss your project for 15-25 minutes, depending upon the number of groups in the class.
Contact information
Betty Marcoux
520-621-3566