LIS 4230 FALL 2008 Overview and Syllabus – Selection and Acquistion of Materials Page 1
COURSE REQUIREMENTS AND OVERVIEW - LIS 4230 SELECTION AND ACQUISITION OF MATERIALS 3 Credit Hours – FALL 2008 Department of Educational Leadership & Human Development University of Central Missouri Warrensburg, MO
Instructor: Floyd Pentlin
E-mail: UCMO: [email protected]
Phone: UCM OFFICE: 660.543.4910
CONCEPTUAL FRAMEWORK Belief Statement: The Central educator is a competent, caring, reflective practitioner committed to the premise that all can learn.
Mission: As a cornerstone of the institution for over 130 years, the University of Central Missouri’s Teacher Education Program develops teachers and other school professionals who are well grounded in theory, display competence in content knowledge and instructional strategies, and possess the dispositions to ensure success for an ever-changing, culturally diverse population. Faculty and candidates provide support and service to schools in meeting their present and future challenges by developing communities that learn through research and scholarly activities. Educator preparation is a campus-wide responsibility, a commitment that reflects the honor and worth of serving a vital profession.
Vision: Through a dedication to teaching, scholarship, collaboration, and outreach, the University of Central Missouri’s Professional Education Faculty prepare school professionals who have high expectations for P-12 student learning, are informed decision makers, and value diversity. The UCM Teacher Education Program provides each graduate with a foundation for a life of continued learning and professional engagement.
DESCRIPTION OF THE COURSE Course is conducted asynchronously using Blackboard course management software. Students are expected to log in every week. There will be assignments due every week in addition to Blackboard discussions. LIS 4230 FALL 2008 Overview and Syllabus – Selection and Acquistion of Materials Page 2
There will be three face-to-face meetings during the semester from 9:00 a.m. to 3:00 p.m. in 1468 in JCKL: 13 September 11 October 15 November
PURPOSE OF THE COURSE The purpose of the course is to provide a theoretical and practical guide for developing, maintaining, and evaluating a school library media center collection.
OBJECTIVES OF THE COURSE Students will be able to describe the effect of censorship and copyright issues on a collection o MoSTEP 1.5.1.1 (Efficient and Ethical Information –Seeking Behavior) o MoSTEP 1.5.1.3 (Access to Information)
identify critical selection tools for developing and maintaining a collection o MoSTEP 1.5.4.1 (Managing Information Resources: Selecting Organizing, Using)
understand that collection development is a cooperative process o MoSTEP 1.5.3.1 (Connection with the Library Community) o MoSTEP 1.5.3.2 (Instructional Partner)
create policies that reflect the school environment to develop, maintain, and evaluate a collection o MoSTEP 1.5.4.2 (Comprehensive and Collaborative Strategic Planning and Assessment)
apply selection criteria to material considered for purchase o MoSTEP 1.5.4.1 (Managing Information Resource) o MoSTEP 1.5.4.2 (Managing Program Resources)
consider future trends that will impact the development of a collection o MoSTEP 1.5.3.3 (Educational Leader) LIS 4230 FALL 2008 Overview and Syllabus – Selection and Acquistion of Materials Page 3
o MoSTEP 1.5.4.1 (Managing Program Resources)
understand how free and subscription digital resources are transforming collection development o MoSTEP 1.5.1.4 (Stimulating Learning Environment) o MoSTEP 1.5.4.2 (Managing Program Resources)
evaluate how well the collection meets the needs of its users o MoSTEP 1.5.4.2 (Managing Program Resources)
address the collection in terms of balance, the need to address a variety of sub-populations within a school, and kinds of access to a collection o MoSTEP 1.5.1.3 (Access to Information)_ o MoSTEP 1.5.1.4 (Stimulating Learning Environment) o MoSTEP 1.5.3.3 (Educational Leader) o MoSTEP 1.5.4.1 (Managing Information Resources)
TEXT FOR THE COURSE There is no text for this class. Readings will be assigned on specific topics which will be discussed on Blackboard.
You will need to provide consistency of citation to references in some of your assignments. Previously the library science department used the Publication Manual of the American Psychological Association (5th edition) as the standard for all research. The department has decided to move to the new MLA manual. You may use one or the other (but not both) during the transitional phase of implementation. The new department standard is:
Modern Language Association of America. MLA Style Manual and Guide to Scholarly Publishing.3rd ed. New York: MLA, 2008. Print.
ADDITIONAL MATERIAL CONSULTED THROUGHOUT THE COURSE American Association of School Librarians [and] Association for Educational Communications and Technology. Information Power: Building Partnerships for Learning. Chicago: American Library Association, 1988. Print.
LM_NET archives. Retrieved 24 May 2007, from http://www.eduref.org/lm_net/archive/ LIS 4230 FALL 2008 Overview and Syllabus – Selection and Acquistion of Materials Page 4
MLA Style Manual and Guide to Scholarly Publishing. New York: Modern Language Association of America, 2008. Print.
Missouri Department of Elementary and Secondary Education. (2002). School library media standards handbook. Retrieved 10 June 2006, from http://dese.mo.gov/divimprove/curriculum/library/index.html
Missouri Department of Elementary and Secondary Education. (2002). Standards for Missouri school library media centers. Retrieved 10 June 2006, from http://dese.mo.gov/divimprove/curriculum/standards/lmcstand.htm
REQUIRED DISCUSSION GROUP SUBSCRIPTION LIBSCI Send e-mail to: mailto:[email protected](subject line blank) (body) Subscribe libsci firstname lastname
SUGGESTED DISCUSSION GROUP SUBSCRIPTION LM_NET Send e-mail to: [email protected] (subject line blank) (body) SUBSCRIBE LM_NET firstname lastname
REQUIREMENTS OF THE COURSE BLACKBOARD During the discussion assignments students will logon several times a week and make substantive comments on each other’s discussion. Participation is essential and a critical element of the class and these postings will take the place of in-class discussions. These discussions will allow you exchange your findings on the topics assigned for the week. When posting on discussions, please keep to comments that are substantive. “Me too” replies do not move the discussion along.
ASSIGNMENTS Assignments must be word processed, spell checked and adhere to APA/MLA guidelines (double spaced, 12 pt. font, 1” margins, etc.) Documents should be in a compatible format so that everyone in the class can view them: Microsoft Word (DOC or RTF), PowerPoint (PPT), HTML, or Acrobat (PDF).
ASSIGNMENTS DUE LIS 4230 FALL 2008 Overview and Syllabus – Selection and Acquistion of Materials Page 5
o All assignments must be posted by midnight o IF BLACKBOARD IS DOWN – THE ASSIGNMENT IS DUE ANYWAY o If for some reason Blackboard is down and you cannot post successfully in this manner, you will need to e-mail your assignments to my e-mail account
WRITING EXCELLENCE Errors of grammar and mechanics will be noted and if consistently submitted will affect the grade of a project. Note both Internet and Web are capitalized.
FACE-TO-FACE MEETINGS In addition to the virtual participation component of the class, attendance and participation at the face-to-face sessions will be required for successful completion of the course.
PARTICIPATION IS KEY This is not a lecture-based class where students sit back, absorb information from the teacher. The interaction among the students is fundamental to dynamics of the class and the discussion threads will amplify and deepen the understanding of the material. LATE WORK Late work will not be accepted without previous arrangement. If work is late, 10% reduction will be taken for each day the assignment is late. Incomplete grades will NOT be issued upon request.
Early Alert: As part of the CoE commitment to building a positive, student-centered learning community that supports the success of every student, the faculty member instructing this course participates in the CMEU Early Alert System.
ADA: Students with documented disabilities who are seeking academic accommodations should contact the Office of Accessibility Services, Union 222, (V) (TTY) 660.543.4421 Office of Accessibility Statement: Students with documented disabilities who are seeking academic accommodations should contact the Office of Accessibility Services, Union 220, (Voice and TTY) 660-543-4421.
Academic Honesty: Honesty in all endeavors is essential to the function of society. Honesty in the classroom among students and between students and faculty is a matter that should concern everyone in the University Community. Please seen the Central Student Handbook for the complete policy, student responsibilities, and procedures for enforcement https://www.ucmo.edu/x2761.xml
Help @ Your Library: You may access your library account, the online catalog, and electronic databases from James C. Kirkpatrick Library's website at http://library.ucmo.edu. For research assistance, you may contact the Reference Desk: LIS 4230 FALL 2008 Overview and Syllabus – Selection and Acquistion of Materials Page 7
Phone: 543-4154 Email: [email protected] AIM: JCKLReference RefChahttp://library.ucmo.edu/chat LIS 4230 FALL 2008 Overview and Syllabus – Selection and Acquistion of Materials Page 8
COURSE EVALUATION 100-90%=A Outstanding achievement. High level of technical and informational mastery. Assignments handed in on time. No absences. Contributes significantly to the class discussion. 89-80%=B Very good work. Student meets course expectations: assignments completed accurately with good technical proficiency. No absences. Contributes to the class discussion. 79-70%=C Unsatisfactory work. Student performance incomplete or inadequate. Class absences. Class discussions are minimal or irregular. 69-60%=D Unacceptable work. 59-0%=F Failing LIS 4230 FALL 2008 Overview and Syllabus – Selection and Acquistion of Materials Page 9
LIS 4230 SELECTION AND ACQUISTION SYLLABUS
INTRODUCTION: Rather than having several large assignments which would require several weeks or even the semester to complete, I have chosen to have the assignments short and targeted in nature. The only exception to this concept is the graduate assignment that is due Graduate students will want to start early on that one as it will be worth 50 points.
TEXT: There is no text book for this class. In lieu of reading and reporting on text materials you will be assigned a number of readings for each theme that we discuss. In addition you may be required to find additional readings for the written potion of the class.
CONTEXT OF SELECTION: So much of selection can be done by the seat of your pants (that’s why we have so many clerks and non-professionals doing this task) but there is an enormous body of philosophy, history, and professional expertise required to not only start a collection but also keep it relevant in the educational context. Selection must go beyond using something like Title Wave from Follett to sit down one afternoon and pick out $3,000 worth of books (if books happen to be the focus) for the next school year. Selection requires knowledge of the curriculum, sensitivity not only to the learning environment but also to the needs and the strengths and weaknesses of your students and staff. Selection requires an understanding of the role of the library media center and the library media specialist (LMS) in the educational process and an enthusiasm for the changes that are coming to the profession which change the priorities of your selection almost year by year. If you are a person who does not understand and embrace change then you will have a hard time as a LMS. Selection goes beyond simply adding material to the collection but it is the means by which the LMC collection responds to the needs of its clients.
ASSIGNMENTS OVERVIEW
CLASS PROCESS: Each week there will be an assignment. The format of the class is to generally alternate Blackboard discussion assignments with written assignments. For the weeks that you have a written assignment, you will not need to discuss the readings on Blackboard unless you would like to (yea!)
Assignments Due All assignments are due by midnight on Sunday. You may, of course, turn in the assignments early. Each day that an assignment is late means a loss of 10%
Graduate Project Graduate students will have an assignment which will go into more depth and will require greater resources than the regular weekly assignments. Go to the ASSIGNMENTS button to find the specifics of the assignment.
Blackboard Discussions Process (25 points x 8 weeks) You have the entire week to participate in the discussion (from Monday through Sunday) In order to get full credit for the discussion forum each week you will need to make specific attribution to the assigned readings in your comments. Do this by referring to the author of the article or text. This is the only way I have of knowing which assigned reading you are discussing. LIS 4230 FALL 2008 Overview and Syllabus – Selection and Acquistion of Materials Page 10
Points for the DISCUSSION BOARD o 8 points for meaningfully focusing on the topic o 8 points for integrating references into the readings assigned for the week o 5 points for your over all interaction (number of times, responsiveness) with the week’s discussion o 4 point s for care in grammar, spelling, and syntax. While discussion on the BOARD will be somewhat relaxed compared to your written assignments, repeated carelessness in expression will be penalized.
WEEKLY ASSIGNMENTS
19-24 August – Getting Started & Reflecting on Our Environment – Blackboard Discussion 1. Put up your homepage by the end of 19 August. 2. Post on the Getting Started forum on the DISCUSSION BOARD that you have completed the task. Now we can learn about each other. 3. Read the following a. American Association of School Librarians. AASL Strategic Plan. Chicago: American Association of School Librarians, 2005. Web. 27 May 2008. Pay particular attention to the first three pages, “Assumptions.” b. Wesch, Michael. A Vision of Students Today. 2007. YouTube. Web. 30 May 2008. c. Jacoby, Susan. Interview with Steve Paulson. Dumbing Down, Smartening Up. To the Best of Our Knowledge. Public Radio International. Wisconsin Public Radio. 6 Apr. 2008. Web. 21 May 2008. Also, look at http://www.susanjacoby.com>. d. Online Computer Library Center. 2004 Information Format Trends: Content, Not Containers. 2004. Web. 23 May 2008. 4. Reflect on these articles from the perspective of what kind of environment library media specialists will be working in during the next few years.
25-31 August – Collection Development Philosophy – Written Assignment – 25 points 1. See the specifics for this assignment in the ASSIGNMENTS link on Blackboard. 2. The assignment is due midnight, 31 August.
1-7 September – Book Formats – Blackboard Discussion 1. Read the following: a. Aronson, Marc. “Do Books Still matter?” School Library Journal 53.4 (Apr. 2007): 36-39. Academic Search Complete. Web. 27 May 2008 b. Honan, Mathew. “Libraries Turning to iPods and iTunes.” Macworld 13 Feb. 2006: n. pag. Web. 27 May 2008. c. Leary, Stephen. “The Sound and Fury of Ebook Naysayers.” The Leary Letter. N.p., 2 May 2008. Web. 2 June 2008. d. Johnson, Doug. “Turning the Page.” School Library Journal 50.11 (Nov. 2004): 44-46. Academic Search Premier. Web. 27 May 2008 e. Minkel, Walter. “Amazon Drops Kindle Price by 40 Dollars. Snore.” The Monkey Speaks. N.p., 28 May 2008. Web. 2 June 2008. LIS 4230 FALL 2008 Overview and Syllabus – Selection and Acquistion of Materials Page 11
2. Reflect on these articles from the perspective of whether librarians ought to continue purchasing print books.
8-14 September – Selection Tools – Written Assignment and Oral Presentation – 25 points 1. See the specifics for this assignment in the ASSIGNMENTS link on Blackboard. 2. Bring your completed project to class, 13 September.
15-21 September – Audio Visual – Blackboard Discussion 1. Read the following: a. Brown, Laura Jeanette. “Instructional Use of Films: Selection and Policy Issues.” Library Media Connection 26.4 (Jan. 2008): 56-58. Library Literature & Information Science Full Text. Web. 2 June 2008. b. Johnson, Suanne. “Comparing Online Streaming Video Sources.” Library Media Collection 23.6 (Mar. 2005): 58-60. Library Literature and Information Science Full Text. Web. 2 June 2008. c. Kaye, Alan L. “Audio Fixation.” Library Journal 133.9 (15 May 2008): 34- 37. Library Literature and Information Science Full Text. Web. 4 June 2008. d. Kelley-Mudie. “HITAudio Books in MP3 format.” LM_NET Archive. 27 September 2007. E-mail. 2 June 2008. < http://www.eduref.org/plweb- cgi/fastweb?getdoc+listservs+LM_NET+997782+0+wAAA+kelley-mudie %26AND%26audio%26books>. e. Koontz, Toni. “HIT: GEN: Personal mp3 player info needed.” LM_NET Archive. 16 Jan. 2007. E-mail. 2 June 2008. < http://www.eduref.org/plweb-cgi/fastweb? getdoc+listservs+LM_NET+857395+0+wAAA+koontz%26AND %26%26mp3. f. Trudeau, David. “HIT: streaming Video vs. Traditional Collections (Long).” LM_NET Archive. 15 June 2007. E-mail. 2 June 2008. < http://www.eduref.org/plweb-cgi/fastweb? getdoc+listservs+LM_NET+953979+0+wAAA+>. 2. Reflect on these articles from the perspective of how much of your budget are you going to set aside for purchasing audio and video materials and why.
22-28 September – Databases – Written Assignment – 30 points 1. See the specifics for this assignment in the ASSIGNMENTS link on Blackboard. 2. Your assignment is due midnight, 28 September
29 September-5 October – Multiculturalism in Selection – Blackboard Discussion 1. Read the following: a. Agosto, Denise E. “Building a Multicultural School Library: Issues and Challenges.” Teacher Librarian 34.3 (2007): 27-31. Academic Search Complete. Web. 15 Aug. 2008. b. Reese, Debbie. American Indians in Children’s Literature. Read through this blog. Pay particular attention to her “Books Discussed on This Site—Not All Are Recommended.” c. “Recommended Books in Spanish.” Barahona Center for the Study of Books in Spanish for Children and Adolescents. Cal. St. U, n.d. Web. 15 Aug. 2008. LIS 4230 FALL 2008 Overview and Syllabus – Selection and Acquistion of Materials Page 12
d. Papertigers.org. Pacific Rim Voices, 2006. Web. 15 Aug. 2008. 2. There are two parts to the discussion this week. Discuss some of the titles you found of interest from the sites above. Any surprises? Be specific in referring to your overall evaluation of the sites as well as items you found of particular interest. 3. Look at this list: a. Kruse, Ginny Moore, Kathleen T. Horning, and Megan Schliesman. “50 Multicultural Books Every Child Should Know.” Cooperative Children’s Book Center. U. of Wisconsin-Madison, 2006. Web. 15 Aug. 2008. b. Look at your particular school level (if you are not in a school, pick one), go to your school’s library catalog and tell us which titles are available. I realize this is just one person’s view of what every child should know, but it will be interesting to know if your school has the volumes available. Also, have you read any/all of the 50 titles and if so reflect on them.
6-12 October – LMC Web Sites – Written Project and Oral Presentation – 30 points 1. See the specifics for this assignment in the ASSIGNMENTS link on Blackboard. 2. Bring your completed project to class, 11 October
13-19 October – Personal Biases – Blackboard Discussion 1. Read the following: a. Abilock, Debbie. “Four Questions to Ask Yourself.” Knowledge Quest 36.2: 7-11. Academic Search Complete. Web. 4 June 2008. b. O’Sullivan, Connie and Michael O’Sullivan. “Monkey Business.” School Library Journal 51.11 (Nov. 2005): 42-45. Academic Search Complete. Web. 4 June 2008. c. Rudiger, Margarel Rudiger and Megan Schliesman. “Graphic Novels and Schools [sic] Libraries.” Knowledge Quest 36.2: 57-59. Academic Search Complete. Web. 4 June 2008. d. Whelan, Debra Lau. “Out and Ignored.” School Library Journal 52.1: 46- 50. Academic Search Complete. Web. 4 June 2008. e. Young, Robyn. “Graphically Speaking: The Importance of Graphic Books in a School Library Collection.” Library Media Connection 26-28. Academic Search Complete. Web. 4 June 2008. 2. Reflect on how LMSs sometimes make selections in conflict with our own personal beliefs. One of the great things about our job is that it is not cut and dried – we are called upon to use our expertise, compassion, intellect, and education to make selection decisions all the time as part of our collection development.
20-26 October – Hardware/Software Purchases – Written Project – 25 points 1. See the specifics for this assignment in the ASSIGNMENTS link on Blackboard. 2. The project is due midnight, 26 October.
27 October-2 November – Funding - Written Project – 25 points 1. See the specifics for this assignment in the ASSIGNMENTS link on Blackboard. 2. The project is due midnight, 2 November
3-9 November – Evaluation: Annual Reports – Blackboard Discussion Annual reports take many forms. It can be a Web page attached to the media center’s home page; it can be PDF files of spreadsheets and word processing documents; it can be paper only (which I would not recommend); it can be bound or unbound, etc. Look around and find out LIS 4230 FALL 2008 Overview and Syllabus – Selection and Acquistion of Materials Page 13 what kinds of annual reports are being done. I have included a number of links to reports. What parts do you like best and why?
You are going to submit an annual report to your building administrator, to someone at central office who oversees media services (a district coordinator if there is one or a district administrator who, no matter how tangentially, is in charge of media services) and to the other media specialists in your district. What is this going to look like?
This might seem a little nebulous to you since you will have no idea in the world what should be in an annual report. That is the reason I have given you some suggestions of reports to look at.
http://eduscapes.com/sms/program/evaluation.html– The School Library Media Specialist – Evaluation [A great overview of why we should constantly evaluate. Annette Lamb is an important name in library media education.] http://www.school-libraries.net/ - [Probably the most complete listing of school library media center home pages. Not completely current, but it is comprehensive.] In order to find annual reports on the Web you can also Google “annual report” library along with “high school” or “middle school” or elementary or “elementary school”. This should bring up quite a few examples to give you ideas.
What I want this report to do is communicate to the reader what goes on in your media center. I want you to think about the fact that not everyone knows what you do and you may need to be able to defend your job. (And when it comes time to defend your job or your program it will be too late.) What will you have at hand that will help you do that? An annual report and the planning that goes into it will be a place to start.
1. For this Blackboard discussion, I want you to find three components you really like in an annual report from one posted on the Web. Actually, it doesn’t have to be from a school. It can be from a public library, for example, or a business and it is something you would like to modify for your own purposes and include in your own version of an annual report. Make a screen dump of the section of the report that you like (Windows users: Print Screen and paste into a Word document) and post each to the DISCUSSION BOARD. 2. Tell us why you think this component of the annual report is something you want to emulate in your own report. 3. Comment on the postings of other class members
10-16 November – Intellectual Freedom – Written Project and Discussion – 100 points Graduate / 25 points UG 1. See the specifics for this assignment in the ASSIGNMENTS link on Blackboard. There are separate assignments for graduate and undergraduate students. 2. Bring your completed project to class, 15 November.
17-23 November – Evaluation - Blackboard Discussion 1. Read the following: LIS 4230 FALL 2008 Overview and Syllabus – Selection and Acquistion of Materials Page 14
a. Everhart, Nancy. “Evaluation of School Library media Centers: Demonstrating Quality.” Library Media Connection 21.6 (Mar. 2003): p. 14+. Academic Search Complete. Web. 4 June 2008. b. Harbour, Denis. “Collection Mapping.” Book Report 20.5 (Mar./Apr. 2002): 6-10. Library Literature and Information Science Full Text. Web. 4 June 2008. c. Lamb, Annette, and Larry Johnson. “Evaluation.” The School Library Media Specialist. 2007. Web. 30 May 2008 < http://eduscapes.com/sms/program/evaluation.html>. d. Marie, Kirsten L. “From Theory to Practice: A New Teacher-Librarian Tackles Library Assessment.” Teacher Librarian 33.2 (Dec. 2005): 20-25. Academic Search Complete. Web. 4 June 2008. e. The Teacher Librarian’s Toolkit for Evidence-Based Practice. Ontario School Library Association. n.d. 4 June 2008. f. Department of Elementary and Secondary Education. “Chapter 7: Evaluation of the Library Media Program.” Curriculum: School Library Media Standards Handbook. 10 Nov. 2003. Web. 4 June 2008. 2. Reflect on the articles from the perspective of how do we know the media center is being an effective partner in the educational process. How will you evaluate your media center program and how will you communicate this information? Think about the fact that not everyone knows what you do and you may need to be able to defend your program. (And when it comes time to defend your job or your program it will be too late.)
1-7 December - Ethics – PowerPoint Project – 25 points 1. See the specifics for this assignment in the ASSIGNMENTS link on Blackboard. 2. Your project is due midnight, 7 December.
8-12 December – Future – Blackboard Discussion 1. Read the following: a. Harris, C. “The End of Libraries.” Informancy. N.p., 8 Sept. 2006. Web. 4 June 2008. Be sure to read the comments to the article as well. b. “School of the Future: Understand the Vision.” Microsoft: Education. Microsoft, 28 July 2005. Web. 4 June 2008. c. Ohanian, Susan. “Microsoft-designed School Opens in PA.” District Administration: The Pulse, 8 Sept. 2006. Web. 4 June 2008. d. Valenza, Joyce. “Shift happened. The Librarian Divide.” School Library Journal. N.p., 27 Sept. 2007. Web. 4 June 2008. e. ---. “A Modest Manifesto.” Information Fluency Wikispaces. n. d. Web. 4 June 2008. 2. Reflect on how the future of education might look without a library media center as we know it today. With a big name like Microsoft behind this school, and with the big money involved, this school wants to be seen as the model for education in the future. Okay, if not the School of the Future model, then what