LMIS430: Administration of the School Library Media Center

LMIS430: Administration of the School Library Media Center Instructor Heather Lisa Davidson E-mail Heather.davidson@vcsu.edu Office Library 212 Office Hours Phone (Reference) (Home) (Cell) 701-845-7278 701-845-7277 701-277-4990 701-367-3385 MTHF 9-10:30 & by appointment Chat Options: Pronto (heather.davidson) Text: Required: Donham, J. (2005). Enhancing teaching and learning: A leadership guide for school library media specialists. New York: Neal-Schuman Publishers, Inc. American Association of School Librarians. (1998). Information power: Building partnerships for learning. Chicago: American Library Association. Description: A study of the objectives and functions of a school library media center and the principles of management. Consideration is given to teacher-librarian relationships and to current library issues. (Valley City State University Course Catalog, 2007) The Policies and Procedures Manual for this course meets the following VCSU Abilities: Communication: To convey thoughts, ideas, data, information, and messages effectively. Written: Communicates effectively thoughts, ideas, data, information and messages in written form for a variety of purposes and audiences. Level 5: o o o Responds to the demands of complex writing situations with appropriate writing styles and modes. Demonstrates attention to audience needs. Determines the correct or essential research components required of the writing situation and pursues and presents them effectively. Relationship to North Dakota Department of Public Instruction Credential Standards: Fulfills 67-11- 04-05.1.e. Library Administration. Relationship to North Dakota Education Standards and Practices Board Program Approval Standard 50065.9: The program requires study and experiences in the administration of a school LMIS430: Davidson Page 1

library media center. The program uses a variety of performance assessments of candidates' understanding and ability to apply that knowledge. Goals: 1. Analyze a media program in terms of state, regional, and national guidelines. 2. Develop policies and procedures for the efficient operations of a school library media center. 3. Grasp the importance of using advocacy techniques including program evaluation and marketing to support the school library. 4. Learn techniques to facilitate resource instruction, curriculum integration, teacher collaboration, information literacy, and student assessment. 5. Address management topics including: facilities, personnel, performance, training, leadership styles, mission statements, job descriptions, and the roles of the school library specialist. 6. Identify opportunities for leadership, professional development, collaboration, and networking. 7. Acquire practical skills to achieve success as a school library media specialist. Requirements: Policies and Procedures Manual: Classroom Management Policy (DRAFT) 20 Due: Monday, February 2 Mission Statement (DRAFT) 20 Due: Monday, February 9 Floor Plan (DRAFT) 30 Due: Monday, February 23 Job Description (DRAFT) 20 Due: Monday, March 23 Circulation Policy (DRAFT) 20 Due: Monday, April 6 Computer Use Policy (DRAFT) 20 Due: Saturday, April 11 Final Copies of all Policies & Procedures-Professionally Presented 75 Due: Monday, May 4 Weekly Discussion, Reading Responses, and Class Activities up to 255 NOTE: Save all of your work and your revisions so you have proof of authorship if it is needed. This instructor reserves the right to submit student work to databases such as turnitin.com to authenticate originality of writing (as needed). Resources: LMIS430: Davidson Page 2

The Writing Center If you are having issues with communicating your thoughts in writing, a cornerstone of online learning, don t hesitate to make an appointment with the writing center. For those of you who are distance students, you may e-mail or call them to discuss your writing. For on-campus students, you can stop by. Additional information including schedules and contact information is located at the following URL: http://www.vcsu.edu/academics/writing/ Office of Student Academic Services VCSU will make reasonable accommodations for persons with documented disabilities. Students need to contact the professor of the course and Jan Drake, VCSU Director of Student Academic Services, as early in the semester as possible to ensure that classroom and academic accommodations are implemented in a timely fashion. All communication between the student, the Office of Student Academic Services, and the faculty member will be strictly confidential. Additional information on student services can be located at the following URL: http://www.vcsu.edu/studentservices/ A Librarian Mentor and Practice Site I am hoping that most of you already have a teacher/librarian mentor with whom you feel comfortable asking for opinions, thoughts, guidance, and/or advice. If you do not, please contact me and I will make every effort to help you find someone in the field with wisdom to share (Perhaps even another student in the course with more professional experience will be willing to mentor you). A mentor is not a requirement of this course, but we learn so much more from others in the trenches that I strongly recommend one! Also, if you are not currently a practicing librarian you will need a library site to analyze, measure, and assess for our floor plan/facilities assignment. Evaluation: Grading Scale: 90-100%=A 80-89%=B 70-79%=C 60-69%=D 59% and less=f Discussion Expectations Class discussion in a supportive environment is the cornerstone of online learning. A major benefit of online learning is the time allowed to formulate and edit how you choose to participate in the discussion take advantage of this opportunity! An exemplary post fits the following criteria: - Demonstrates an understanding of the discussion prompt/questions - Connects to professional practice and/or personal experiences - Shows an understanding and makes connections to required readings (is not simply summation of readings and/or prior posts) - Makes connections to prior learning (in the course, and/or other applicable courses) - Is grammatically correct and has been proof-read for spelling errors (however, the style of writing can certainly be less formal than a paper) LMIS430: Davidson Page 3

- Exemplifies proper online netiquette (http://www.albion.com/netiquette/corerules.html) An exemplary response fits the following criteria: - Demonstrates an understanding of the post under discussion - Directly quotes or is sufficiently descriptive in pointing out specific parts of the original post in response - Shows logic and reasoning in making the connection (whether agreeing or disagreeing) - Exemplifies proper online netiquette (http://www.albion.com/netiquette/corerules.html) These discussion criteria are based on rubrics from University of Wisconsin Stout (http://www.uwstout.edu/soe/profdev/discussionrubric.html) and Wisconsin Polytechnic Institute (http://www.wpi.edu/academics/atc/collaboratory/idea/gradingdiscussions.html). Turning in assignments: Please turn in your assignments via the digital drop box. DO NOT e-mail me assignments. I WILL NOT grade any e-mailed assignments. Also, please save all of your assignments into a folder on your computer, in case I miss something you send. Save your assignmnent files using the following pattern: LastName_LMIS430_AssignmentName.extension (e.g. Davidson_LMIS430_ScavengerHunt.doc) Please clearly label your assignments with your name and the name of the assignment (i.e. Scavenger Hunt ) Also, include your name at the top. I will be expecting you to use APA style in documentation. Late Assignments: Due dates for all assignments are included in the syllabus. Since the due date for written assignments is known from the outset of class, there is no reason why the assignments cannot be completed on time. It is unfair to selectively grant extensions to some students and not others. Therefore, all late assignments will be penalized one grade per day (including weekends) late. No papers will be accepted more than four days late. Please note that no late lecture assignments and discussion assignments will be accepted. Policies Plagiarism Statement CASS: Academic integrity is the foundation of intellectual pursuit and participation in a scholarly community. The student handbook describes the expectations for academic honesty and indicates the possible consequences of academic dishonesty. When an act of academic dishonesty is discovered, faculty are required to complete an Academic Integrity Report to document the incident and sanction to the Vice President of Academic Affairs (VPAA) as well as the division chair. LMIS430: Davidson Page 4

The Division of Communication Arts and Social Science (CASS) has a zero tolerance policy regarding plagiarism and cheating. All incidents of plagiarism and/or cheating will be immediately reported to both the VPAA and the CASS Division Chair. For their first offence, students who cheat or plagiarize may receive a reduced grade or a 0 (zero) for that assignment. Second and subsequent offenses (as documented in both the CASS and VPAA office) over the student s entire academic career at VCSU will result in failure of the course, and the VPAA may impose additional sanctions, ranging from academic probation to expulsion. Wikipedia Wikipedia is not considered a credible or appropriate source in the academic setting. Wikipedia may be used for initial information about a subject, but will not be accepted as a source in papers, projects, or presentations. LMIS430: Davidson Page 5

Tentative Course Schedule: Week 1 (January 13-January 19): Orientation a. Read the syllabus in full (must be completed before c in this list). b. Read Dr. VanHorn s How to Survive an Online Course document. c. Complete the Homepage assignment. d. Install Pronto (if you have not already done so). e. Read Appendix C of Information Power. f. Journal your thoughts about the reading for this week. g. Post at least 3 items to the class KWL chart. h. Complete the Online Course Scavenger Hunt. i. Respond to your classmates homepages. Deadlines Homepage (10 pts.) Journal response (10 pts.) Homepage Responses (15 pts) Scavenger Hunt (10 pts.) Class KWL Chart (5 pts.) Week 2 (January 20 January 26): Students 1. Read Chapter 1 of Enhancing Teaching and Learning. 2. Read the Policies and Procedures assignment sheet. 3. Read the lecture notes. 4. Read the Classroom Management Policy Assignment Sheet. (Due next week) 5. Read the Classroom Management Policy readings. 6. Share a classroom management technique on the discussion board. Respond to discussion question Week 3 (January 27 February 2): Curriculum and Instruction 1. Read Chapter 2 of Enhancing Teaching and Learning. 2. Read Chapter 4: Learning and Teaching of Information Power. 3. Take the Index of Learning Styles Questionnaire. 4. Read the lecture notes. 5. Journal your thoughts about learning styles. 6. Read the mission statement readings. 7. Read the Mission Statement Assignment Sheet (due next week). 8. Submit your Classroom Management Policy. LMIS430: Davidson Page 6

Index of Learning Styles Questionnaire Journal on learning styles. Classroom Management Policy (Draft) Week 4 (February 3 February 9): The Principal 1. Read Chapter 3 of Enhancing Teaching and Learning. 2. Read the Introduction, Chapter 1: The Vision, and Chapter 6: Program Administration of Information Power. 3. Take the Sample Leadership Style Survey. 4. Read the lecture notes. 5. Journal about leadership. 6. Read the Facilities Readings. 7. Read the Floor Plan Assignment Sheet (due in two weeks). 8. Submit your Mission Statement Assignment. Take the Sample Leadership Style Survey. Journal about leadership Mission Statement (Draft) Week 5 (February 10 February 16): The School District 1. Read Chapter 4 of Enhancing Teaching and Learning. 2. Read Appendix A of Information Power. 3. Read the budget readings. 4. Read the lecture notes. 5. Share budget process experiences. Budget Sharing Week 6 (February 17 - February 23): The Community 1. Read Chapter 5: The Community of Enhancing Teaching and Learning. 2. Read Chapter 7: Connections to the Learning Community of Information Power. 3. Read the lecture notes. 4. Share community involvement ideas with your classmates. 5. Submit your Floor Plan Assignment. LMIS430: Davidson Page 7

Community Involvement Sharing Floor Plan (DRAFT) Week 7 (February 24 March 2): Collaborative Planning 1. Read Chapter 6: Collaborative Planning of Enhancing Teaching and Learning. 2. Read pp. 47-51 of Information Power. 3. Read the lecture notes. 4. Submit 3 collaborative teaching ideas at http://www.informationliteracy.org/ & post the URL s to the discussion board. Collaborative Teaching Ideas Week 8 (March 3 March 9): Scheduling Library Media Activities 1. Read Chapter 7: Scheduling Library Media Activities of Enhancing Teaching and Learning. 2. Read the lecture notes. 3. Journal about scheduling. 4. Read the Job Description Assignment Sheet (due next week). Scheduling Journal Week 9 (March 10 March 23): Collection 1. Read Chapter 8: Collection of Enhancing Teaching and Learning. 2. Read Chapter 5: Information Access and Delivery of Information Power. 3. Complete the non-traditional resource evaluation form and journal. 4. Hand in your Job Description Assignment. Resource Evaluation Journal Job Description (DRAFT) Spring Break (March 13 March 23) Week 10 (March 24 March 30): Literacy LMIS430: Davidson Page 8

1. Read Chapter 9: Literacy of Enhancing Teaching and Learning. 2. Read the lecture notes. 3. Read a trade book this week that has been on your to read pile. 4. Read the Circulation Policy Assignment Sheet (due next week). Trade Book Sharing Week 11 (March 31 April 6): Technology 1. Read Chapter 10: Technology of Enhancing Teaching and Learning. 2. Read pp. 54-55 & Appendix B of Information Power. 3. Read the lecture notes 4. Software Evaluation sharing. 5. Submit your circulation policy. Software Evaluation Sharing Circulation Policy (DRAFT) Week 12 (April 7 April 13): Information Literacy 1. Read Chapter 11: Information Literacy of Enhancing Teaching and Learning. 2. Read Chapter 2: Information Literacy Standards for Student Learning of Information Power. 3. Read the lecture notes. 4. Get to know your group. 5. Submit your computer use policy. 6. Information Literacy Sharing Computer Use Policy (DRAFT) Information Literacy Sharing Easter Break (April 10-13) Week 13 (April 14 April 20): Assessment of Student Work 1. Read Chapter 12: Assessment of Student Work of Enhancing Teaching and Learning. 2. Read Appendix E: Student Performance Assessment of Information Power. 3. Participate in the Assessment vs. Evaluation discussion. LMIS430: Davidson Page 9

Initial Posting to Assessment vs. Evaluation discussion Responses on Assessment vs. Evaluation discussion Week 14 (April 21 April 27): Program Evaluation 1. Read Chapter 13 of Enhancing Teaching and Learning. 2. Read the lecture notes. 3. Action Plan Development Action Plan Development Week 15 (April 28 May 4): Leadership 1. Read Chapter 14: Leadership of Enhancing Teaching and Learning. 2. Read pp. 52-53 of Information Power. 3. Read the lecture notes. 4. Strengths and Leadership Reflection 5. Submit final Policies and Procedures Manual. Strengths and Leadership Reflection Final Policies and Procedure Manual Week 16 (May 5 May 11): Class Closure 1. Finish the Class KWL Chart. 2. Complete the class evaluation form. Finish class KWL chart Complete the class evaluation form. LMIS430: Davidson Page 10