Department of Teaching and Leadership
College of Education
Information Retrieval and Transfer
Course #:
Credit Hrs.:
Instructor:
Semester:
Phone Number:
E-mail:
Skype:
Office Hours:
EDTH 735
3
Mrs. Michelle Hudiburg
Fall 2011, Course materials open every Tuesday
620-235-4507 (W) 620-215-2554 (Cell)
mhudibur@pittstate.edu
chellouise72
M – Th 10:30-12
M and W from 2-4
W – 10 to noon and 3:00 to 5:30 on the 2nd and 4th Wednesday of
the month at the KC Metro campus
By appointment
(I will be in my office and available via Skype during regular
office hours.)
DESCRIPTION
In this course students will study the structure of information generation, organization,
transfer and retrieval through a study of evolving technology and traditional sources to
meet the information needs of the user.
PURPOSE
The purpose of the course is to familiarize the prospective media/technology specialist
with the methods and sources used in reference work.
RESOURCES
Required:
 Redefining Literacy 2.0 by David Warlick ISBN 1586833332
 Web cam and microphone
 High-Speed Internet Access – Primary and Back-Up Connections
You MUST have access to a high-speed internet connection. If your home
computer is not working you MUST have a back-up plan. Not having access to
the internet is NOT an excuse for missing deadlines for your course work. Also,
many assignments will require you to watch videos online and you need to have a
high-speed connection to view these.
 Supplemental instructional material will be listed in the works cited section and/or
provided in class.
TEACHING STRATEGIES
Lecture, hands-on experience, individual group discussion, individual blogging and
readings.
ASSESSMENT STRATEGIES
Discussion Strategy, Rubric Strategy, Journaling Strategy, Portfolio Strategy
STANDARDS IN ACTION
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Reading and Journaling
The students will read assigned chapters of Redefining Literacy and journal their
reflections as assigned by the instructor using a blog. Information literacy
standards as delineated by the ALA and AECT will be examined including
collaboration techniques between teachers and library media specialists, theories
of media organization, district, state and national standards, and ethical issues and
their importance to the learning community.
Internet Access Strategies
Complete assigned and elective Internet searches at the appropriate learning level:
basic, proficient, exemplary.
Policy & Procedure Book
Students will begin to develop program mission statements, goals, policies and
procedures. A particular emphasis will be on ethical and effective strategies for
identifying, retrieving, evaluating, using and synthesizing information. This book
will be completed in its entirety at the end of the program, since relevant pieces
will be added according to a specific course's rotation.
Electronic Projects
Hands-on activities to practice using electronic indexes for the purpose of
evaluating, selecting, and providing access to local, regional, state, national, and
international sources of information appropriate to instructional needs.
Research & Reference Projects
Conduct reference and online research, organize data, repackage information and
submit a final project, which demonstrates collaboration in teaching essential
skills, effective communication skills, information literacy and complex thinking
skills. This activity demonstrates Redefining Literacy in action.
EVALUATION, GRADING SCALE & CLASSROOM POLICY
Grading Scale:
A---------------100-90%
B----------------89-80%
C----------------79-70%
D----------------69-60%
F-----------------below 59%
Academic Dishonesty: Please refer to the catalog for the university policy on academic
dishonesty. You are expected to do and submit your work and not that of others. There is
a difference between helping one another understand an assignment and
copying/cheating. Do not plagiarize material from the internet or other sources. Give
credit to sources at all times.
Late Work
Assignments must be received by the due date and time. If assignments are not submitted
through the Digital Drop Box by the specified time, they will be considered late. No late
work will be accepted without prior approval from the instructor. Assignments
must be submitted on or before the date due. If you have an emergency during the
semester, contact me via email or phone prior to the assignment deadline to discuss
your situation. The assignment schedule is subject to change depending on
circumstances, and the instructor reserves the right to adjust this policy as needed.
Incompletes will not be processed as late assignments, but as a cumulative late
assignment, which means that points will be deducted. Assignments submitted after
taking an incomplete will not be awarded a grade higher than 93%. If an incomplete is
not finalized by the end of a one-year period, the "I" will automatically change to a grade
of "F" as per PSU's existing policy.
Application of Course Grades to Graduate Degrees
Only grades of A, B, and C are acceptable on a degree program. A cumulative grade
point average of (3.0000) is required for grades earned in:
1. All graduate coursework at the 700, 800 or 900 level;
2. Senior-graduate coursework (500 or 600 level) applied to a graduate degree.
A maximum of six hours of C or pass work may be applied to a student's degree program.
If the student receives any grade of C, status in the Graduate School will be reviewed by
the advisor and the dean. An extension of no more than six hours credit may be made to
the approved degree program in order to achieve the minimum 3.00 and offset C grade
credit.
Time Management for Online Courses
If you took this 3-hour class on campus, you would spend 3 hours in class per week. You
would also spend an additional 3-5 hours per week outside of class completing
homework assignments. Be prepared to devote AT LEAST 6-8 hours per week for this
course.
Additionally, you need to be prepared to log into your class at least 3 times a week for
additional class announcements and emails. It is the responsibility of the student to
consult the course syllabus and the weekly course schedule to keep up with all
assignments, discussions and/or quizzes.
EDTH 735 Information Retrieval and Transfer
Course Schedule
DATE
August 23
August 30
September 6
September 13
September 20
September 27
October 4
October 11
October 18
October 25
November 1
November 8
November 15
November 22
November 29
December 6
December 13
ASSIGNMENT
Educational Technology Orientation
Introduction to Redefining Literacy
Chapter 1 – A Day in the Life of School 2.0 – 2015
Chapter 1 Application (due September 20)
Chapter 2 – Exposing What is True
Chapter 2 Application (due October 4)
Chapter 3 – Employing the Information
Chapter 3 Application (due October 18)
Chapter 4 – Expressing Ideas Compellingly
Chapter 4 Application (due November 1)
Chapter 5 – Ethics and Context
Chapter 5 Application (due November 15)
Chapter 6 – Implementation
Chapter 6 Application (due November 29)
No new material – Thanksgiving week
Chapter 7 – Conclusion
Final course project assigned
Work on final project
Final course project due December 15
*** IMPORTANT INSTRUCTIONS for SUBMITTING ASSIGNMENTS
Before submitting, save and submit each document as specified and include your
last name at the beginning of the name of the document. Ex: Hudiburg Word
Exercise.doc (I will not indicate this on future assignment instructions)
Kansas Library Media Specialist Standards
Standard 1: The library media specialist applies the principles of library and information
studies to create effective, integrated library media programs.
Standard 2: The library media specialist integrates information literacy through
collaboration, planning, implementation, and assessment of learning.
Standard 3: The library media specialist applies knowledge of learning styles and of
human growth and development.
Standard 4: The library media specialist provides equitable access to and effective use of
technologies and innovations.
Standard 5: The library media specialist plans, develops, implements, manages, and
evaluates the library media program.
Standard 6: The library media specialist upholds professional ethics and promotes equity
and diversity.
Standard 7: The library media specialist recognizes the role of the library media program
within the community.
Technology Facilitation Standards (NETS-F)
TF-I Educational technology facilitators demonstrate an in-depth understanding of
technology operations and concepts.
TF-II Educational technology facilitators plan, design, and model effective learning
environments and multiple experiences supported by technology.
TF-III Educational technology facilitators apply and implement curriculum plans that
include methods and strategies for utilizing technology to maximize student learning.
TF-IV Educational technology facilitators apply technology to facilitate a variety of
effective assessment and evaluation strategies.
TF-V Educational technology facilitators apply technology to enhance and improve
personal productivity and professional practice.
TF-VI Educational technology facilitators understand the social, ethical, legan and
human issues surrounding the use of technology in PK-12 schools and assist teachier in
applying that understanding in their practice.
TF-VII Educational technology facilitators promote the development and implementation
of technology infrastructures, procedures, policies, plans and budgets for PK-12 schools.
TF-VIII Educational technology facilitators will contribute to the shared vision for
campus integration of technology and foster an envornment and culture conducive to the
realization of the vision.
Pittsburg State University Graduate Knowledge Base
*This indicator has been identified as representing a disposition.
Professionalism
The educator will demonstrate specific attitudes, values, beliefs and behaviors which
reflect a commitment to a dependable and professional demeanor.
•
Acts with integrity and fairness in an ethical manner*
•
Demonstrates commitment to life-long learning
•
Participates in ongoing professional development
•
Demonstrates professional behavior*
•
Sets priorities through self-motivation and self-direction
•
Maintains confidentiality at all levels*
Communication
The educator will demonstrate specific attitudes, values, beliefs and behaviors which
promote effective communication.
•
Utilizes multiple collaborative strategies necessary in developing effective
learning opportunities for all
•
Demonstrates a high level of proficiency in oral and written communication skills
•
Adapts to a variety of unique cultural and ethnic communication styles*
•
Practices effective interpersonal skills that enhance communication*
Leadership
The educator will demonstrate specific attitudes, values, beliefs and behaviors which
exhibit leadership competencies.
•
Demonstrates the ability to make decisions based upon data and input
from stakeholders
•
Adheres to ethical and professional standards
•
Transforms ideas into action through effective team building
•
Utilizes a variety of problem-solving strategies and possesses strong
critical thinking abilities
•
Prioritizes tasks and manages time efficiently
Instruction and Assessment
The educator will demonstrate specific attitudes, values, beliefs and behaviors which
reflect advocating, nurturing and sustaining best practices and multiple assessments.
•
Possesses pedagogical knowledge relevant to specific disciplines
•
Provides for instructional variation and integration with other disciplines
•
Establishes goals and expectations that lead to effective learning
•
Inspires all learners to develop self confidence and competence*
•
•
•
•
Demonstrates specialized preparation in specific area of study
Differentiates instruction appropriately for specific needs of learners*
Expects all students will achieve full potential and attain individual success*
•
Evaluates student knowledge and performance by using multiple methods
of assessment
•
Utilizes assessment outcomes to develop instruction that meets the needs
of all students*
Adheres to ethical and unbiased assessment practices*
Diversity
The educator will demonstrate specific attitudes, values, beliefs and behaviors which
provide equitable learning opportunities for all.
•
Demonstrates sensitivity to community and cultural norms*
•
Values students and encourages them to value self and others*
•
Promotes a bias free learning environment*
•
Believes in and encourages the success of all learners*
•
Appreciates individual variation and shows respect for the diverse talents
of all learners*
•
Responds appropriately to larger political, social, economic and cultural
issues through global awareness*
Technology
The educator will demonstrate specific attitudes, values, beliefs and behaviors which
enhance the integration of technology within the educational environment.
•
Maximizes learning by using technology
•
Enhances the educational environment through technology
•
Implements various instructional technology strategies (Project 2)
•
Tailors appropriate technology strategies to a specific content area (Project 4)
Research
The educator will demonstrate specific attitudes, values, beliefs and behaviors which
implements effective research within the educational environment.
•
Uses existing educational research to inform and guide practice
•
Maintains ethical standards in both conducting and applying educational
research*
•
Identifies and solves problems by making decisions based upon accepted theory
and research
WORKS CITED
Ackermann, Ernest, and Karen Hartman. Searching and Researching on the Internet and
World Wide Web. Wilsonville, OR: Franklin, Beedle & Assocs., 1998.
ALA. Information Power: Building Partnerships for Learning. Chcago: ALA, 1998.
Bissell, Joan, etals. Cyber Educator: The Internet and World Wide Web for K-12
Education. Boston: McGraw, 1999.
Bopp, Richard E. & Smith, Linda C. Reference and Information Sources: An
Introduction. Englewood, CO: Libraries Unlimited, 1995.
Covey, Stephen R. Covey. The 7 Habits of Highly Effective People. New York: Simon &
Schuster, 1989.
Edyburn, Dave L. The Electronic Scholar: Enhancing Research Productivity with
Technology. Columbus, OH: Merrill, 1999.
Maddux, Cleborne D., etals. Educational Computing: Learning with Tomorrow’s
Technologies. 2nd ed. Boston: Allyn and Bacon, 1997.
Mayo, Don, and Catherine Skintik. Learning the Internet: Fundamentals, Projects, and
Exercises. New York: DDC Publishing, 2000.
Newby, Timothy J., etals. Instructional Technology for Teaching and Learning:
Designing Instruction, Integrating Computers, and Using Media. 2nd ed. Columbus, OH:
Merrill, 2000.
Roblyer, M.D., and Jack Edwards. Integrating Educational Technology into Teaching.
2nd ed. Columbus, OH: Merrill, 2000.
Stull, Andrew T. Education on the Internet: A Student’s Guide. Columbus, OH: Merrill,
1997.
Young, Margaret Levine. The Complete Reference: Internet Millennium Edition. New
York: McGraw-Hill, 1999.