Kutztown University

KUTZTOWN UNIVERSITY KUTZTOWN, PENNSYLVANIA COE COURSE SYLLABUS

DEPARTMENT OF LIBRARY SCIENCE AND INSTRUCTIONAL TECHNOLOGY

I. Course Description: LIB 575: Teaching Function of the School Library, 3 s.h., 3 c.h.

This course is designed to emphasize the curriculum-related responsibilities of the school library program. Emphasis is placed on library and information skills instruction and curriculum support services. The role of the library and the librarian in the contemporary school program is investigated.

II. Course Rationale: The school librarian serves as both a resource specialist and as a partner for classroom teachers in the instructional process. The librarian needs to know the content of information skills and have the ability to integrate the use of those skills with specific course content. This course investigates the place of the school library in the total educational program of the school. It also emphasizes the preparation of the school librarian for teaching.

III. Course Objectives/Student Learning Outcomes A. Relationship to Standards

At the conclusion of the course, the candidate will be PDE NCATE INTASC ALA ISTE (Curriculum) able to demonstrate a knowledge of the fundamental AASL concepts of library science utilized in teaching K-12 grade students including: 1. Design, writing, and implementation of curriculum IA. 2 1, 7 II.3.3 2, 3 which fully integrates information management skills and the use of information in the educational program. 2. Applying learning theories to information seeking and IA. 2 4, 7 II.3.4, 2, 3 use in instruction, including critical thinking and II.3.5 problem solving skills. 3. Designing and selecting instructional methodologies IA. 2 2, 3, 4, 7 II.3.4 2, 3 and resources to meet student and curricular needs. 4. Assessing student progress and evaluating instructions. IA. 2 8 II.3.3, 4 II.3.4 At the conclusion of the course, the candidate will be able to demonstrate a knowledge and competence in fostering student learning through multiple instructional methodologies including: 5. Planning of instruction based upon knowledge of IIA. 2 1, 2, 3, 7 II.3.4 2, 3 subject matter, students, the community and Pennsylvania Academic Standards which promote problem analysis, creativity and decision-making skills. 6. Managing the instructional environment in order to: IIB. 2 3, 5 II.3.4 6 create a climate that promotes fairness; establish and maintain rapport with students; communicate challenging learning expectations to each student. 7. Implementing, adapting and assimilating effective IIC. 2, 3 4, 6 II.3.3, 1, 2, 3 instructional strategies, curriculum resources and II.3.5 technologies in collaboration with other educators in order to develop students’ abilities for locating, understanding, evaluating, and synthesizing information. 8. Selecting, analyzing and modifying instructional IID. 2 2, 3, 4, 7 II.3.4 6 materials to meet the learning needs and reading levels of diverse learners. 9. Monitoring students’ understanding and awareness of IIE. 2 7, 8 II.3.4 2, 3 library services and resources through a variety of means, providing feedback to students to assist learning, adjust instructional strategies and improve library services. At the conclusion of the course, the candidate will be able to demonstrate a knowledge and competence in fostering professionalism in school and community settings including: 10 Professional organizations, publications, resources, and IIIA. 3 9 II.3.2, 5 . plans for professional. II.3.6, II.3.7 11 Integrity and ethical behavior, professional conduct. IIIB. 1 9 II.3.7 6 . 12 Collaboration with school colleagues. IIIC. 1, 2, 3, 4 10 II.3.1 5 . 13 Communicating effectively with parents/guardians, IIID. 2, 4 10 II.3.4 5 . other agencies and the community at large to support learning by all students

B. Relationship to Conceptual Framework: Professional methodology is emphasized as the candidate is prepared for the role as a teacher/librarian. The candidate continues to focus on content knowledge through the emphasis on the information literacy standards. As the candidate prepares lesson and unit plans, the elements of critical thinking, communication, cultural awareness and acceptance, integration of technology, organization and classroom management, integration of discipline, and reflective wisdom are emphasized. The candidates integrate theory and practice as they read the works on leaders in the library field (scholarly inquiry). The collaborative aspect of the course emphasizes the interpersonal skills necessary for an effective school librarian. IV. Assessment A. Core Assignment (See attachment) B. Other assessments based on a subset of the following: 1. Documentation of required field work experience (8 hours) 2. Reflective journal 3. Quizzes and exams 4. Class discussion and participation

V. Course Outline A. Course Outline Documentation I. KU Conceptual Framework A. Teacher as Lifelong Learner B. Librarian as Lifelong Learner II. Literacy and Learning for the Information Age III. How Do We Learn? IV. Information Literacy Skills Models: Defining the Choices V. Learning in a Technology Context A. Differentiating Instruction B. Instruction for Diverse Learners VI. Collaboration in Teaching and Learning A. Curriculum Mapping VII. Standards-Based Teaching in the Library A. PA Academic Standards B. Information Literacy Standards C. TaskStream Portfolio System VIII. Creating Meaningful Assignments for Students Learning IX. Assessment: A Tool for Developing Lifelong Learners A. Impact of No Child Left Behind B. Analyzing Assessment X. Developing a Collaborative Access Environment: Meeting the Resource Needs of the Learning Community A. Librarians and Literacy B. Librarians and the Content Areas XI. Designing Library Programs for Student Learning XII. A Community of Learning for the Information Age 1. Librarians as Leaders 2. Involvement in School-wide Activities XIII. Student Learning: Linking Research and Practice XIV. Professionalism A. PDE-430 B. Pennsylvania Code of Professional Practice and Conduct for Educators C. Professional Organizations and Journals

VI. Instructional Resources

American Association of School Librarians. Information Power: Building Partnerships for Learning. Chicago: American Library Association, 1998.

Commonwealth Libraries. The Pennsylvania School Library Information Specialist Tool Kit for Implementing Information Literacy in Schools. Harrisburg, Pa.: Pennsylvania Department of Education, 2000.

Doll, Carol Ann. Collaboration and the School Library Media Specialist. Rowman, 2005.

LIBSCI Donham, Jean. Enhancing Teaching and Learning: A Leadership Guide for School Library Media Specialists. Z675.S3 D65 New York: Neal Schuman, 1997. 1998 LIBSCI Everhart, Nancy. Evaluating the School Library Media Center: Analysis. Techniques and Research Practice. Z675.S3 E9 Englewood, CO: Libraries Unlimited, 1998.

LIBSCI Farmer, Lesley S.J. Cooperative Learning Activities in the Library Media Center. 2nd ed. Libraries Unlimited, Z675.S3 F234 1999.

LIBSCI Farmer, Lesley S.J. and Will Fowler. More than Information: The Role of the Library Media Center in the Z675.S3 F2374 Multimedia Classroom. Worthington, OH: Linworth, 1999.

LIB SCI Grassian, Esther S. Information Literacy Instruction: Theory and Practice. New York: Neal-Schuman, 2001. ZA3075 .G73

Harada, Violet H. and Joan M. Yoshina. Assessing Learning: Librarians and Teachers as Partners. Westport, CT: Libraries Unlimited, 2005.

LIB SCI Haycock, Ken, ed. Foundations for Effective School Library Media Programs. Englewood, CO: Libraries Z576.S3 F68 Unlimited, 1999.

Krashen, Stephen D. The Power of Reading.2nd ed. Westport, CT: Libraries Unlimited, 2004.

LIBSCI Johnson, Doug. The Indispensable Librarian. Worthington, OH: Linworth, 1997. Z675 S3 J64

Lance, Keith Curry. Measuring up to Standards: The Impact of School Library Programs and Information Literacy in Pennsylvania Schools. Greensburg, PA: Pennsylvania Citizens for Better Libraries, 2000.

LIBSCI McDougal, Dana and Melvin Bowie. "Integration of Curriculum and Information Literacy Skills." pp. 69-96 in Z675.S3 M328 their Information Services for Secondary Schools. Greenwood, 1997.

Milam, Peggy. InfoQuest: A New Twist on Information Literacy. Worthington, Ohio, Linworth, 2002.

Mueller, Jon. “Authentic Assessment in the Classroom…and the Library Media Center.” Library Media Connection. April/May 2005: 14-18.

PERIODICALS Pappas, Marjorie L. "Designing Authentic Learning." School Library Activities Media Monthly 14, no. 6 COLLECTION (February 1998): 29-31, 42.

Schrock, Kathleen. Kathy Schrock's Guide for Educators. 24 Sept. 2002. .

Simpson, Carol Mann. Copyright for Schools: A Practical Guide. 4th ed. Worthington, Ohio: Linworth, 2005

Stripling, Barbara. Learning and Libraries in an Information Age: Principles and Practice. Worthington, Ohio; Linworth, 1999.

LIBSCI Thomas, Nancy Pickering. Information Literacy and Information Skills Instruction: Applying Research to Z711.2 .T496 Practice in the School Library Media Center. Englewood, CO: Libraries Unlimited, 1999.

Todd, Ross J. “Learning through information technology: Insights from ‘Student Learning Through Ohio School Libraries’ research study.” Scan, 23.3 (2004): 29-35.

LIBSCI Trotta, Marcia. Special Events Programs in School Library Media Centers; A Guide to Making Them Work. Z 675 S3T73 Westport, CN: Greenwood Press. 1997.

LIBSCI Vandergift. Kay B. Power Teaching: A Primary Role of the School Library Media Specialist. Chicago: American Z675.S3 V348 Library Association, 1994.

PERIODICALS Wolcott, Linda. "Planning with Teachers: Practical Approaches to Collaboration." Emergency Librarian. COLLECTION (January/February 1998): 9-14.

LIBSCI Yesner, Bernice L., and Hilda L. Jay. Operating and Evaluating School Library Media Programs: A Handbook Z675.S3 Y465 for Administrators and Librarians. New York: Neal Schuman Publishing, 1997.