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
able to demonstrate a knowledge of the fundamental
concepts of library science utilized in teaching K-12
grade students including:
PDE
NCATE
AASL
INTASC
1.
Design, writing, and implementation of curriculum
which fully integrates information management skills
and the use of information in the educational program.
2.
ALA
ISTE
IA.
2
1, 7
II.3.3
2, 3
Applying learning theories to information seeking and
use in instruction, including critical thinking and
problem solving skills.
IA.
2
4, 7
II.3.4,
II.3.5
2, 3
3.
Designing and selecting instructional methodologies
and resources to meet student and curricular needs.
IA.
2
2, 3, 4, 7
II.3.4
2, 3
4.
Assessing student progress and evaluating instructions.
IA.
2
8
II.3.3,
II.3.4
4
(Curriculum)
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
subject matter, students, the community and
Pennsylvania Academic Standards which promote
problem analysis, creativity and decision-making skills.
IIA.
2
1, 2, 3, 7
II.3.4
2, 3
6.
Managing the instructional environment in order to:
create a climate that promotes fairness; establish and
maintain rapport with students; communicate
challenging learning expectations to each student.
IIB.
2
3, 5
II.3.4
6
7.
Implementing, adapting and assimilating effective
instructional strategies, curriculum resources and
technologies in collaboration with other educators in
order to develop students’ abilities for locating,
understanding, evaluating, and synthesizing
information.
IIC.
2, 3
4, 6
II.3.3,
II.3.5
1, 2, 3
8.
Selecting, analyzing and modifying instructional
materials to meet the learning needs and reading levels
of diverse learners.
IID.
2
2, 3, 4, 7
II.3.4
6
9.
Monitoring students’ understanding and awareness of
library services and resources through a variety of
means, providing feedback to students to assist
learning, adjust instructional strategies and improve
library services.
IIE.
2
7, 8
II.3.4
2, 3
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
plans for professional.
IIIA.
3
9
II.3.2,
II.3.6,
II.3.7
5
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,
other agencies and the community at large to support
learning by all students
IIID.
2, 4
10
II.3.4
5
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.
II.
III.
IV.
V.
VI.
VII.
VIII.
IX.
X.
XI.
XII.
XIII.
XIV.
VI.
KU Conceptual Framework
A.
Teacher as Lifelong Learner
B.
Librarian as Lifelong Learner
Literacy and Learning for the Information Age
How Do We Learn?
Information Literacy Skills Models: Defining the Choices
Learning in a Technology Context
A.
Differentiating Instruction
B.
Instruction for Diverse Learners
Collaboration in Teaching and Learning
A.
Curriculum Mapping
Standards-Based Teaching in the Library
A.
PA Academic Standards
B.
Information Literacy Standards
C.
TaskStream Portfolio System
Creating Meaningful Assignments for Students Learning
Assessment: A Tool for Developing Lifelong Learners
A.
Impact of No Child Left Behind
B.
Analyzing Assessment
Developing a Collaborative Access Environment: Meeting the Resource
Needs of the Learning Community
A.
Librarians and Literacy
B.
Librarians and the Content Areas
Designing Library Programs for Student Learning
A Community of Learning for the Information Age
1. Librarians as Leaders
2. Involvement in School-wide Activities
Student Learning: Linking Research and Practice
Professionalism
A.
PDE-430
B.
Pennsylvania Code of Professional Practice and Conduct for
Educators
C.
Professional Organizations and Journals
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
Z675.S3 D65
1998
Donham, Jean. Enhancing Teaching and Learning: A Leadership Guide for School Library Media Specialists.
New York: Neal Schuman, 1997.
LIBSCI
Z675.S3 E9
LIBSCI
Z675.S3 F234
Everhart, Nancy. Evaluating the School Library Media Center: Analysis. Techniques and Research Practice.
Englewood, CO: Libraries Unlimited, 1998.
Farmer, Lesley S.J. Cooperative Learning Activities in the Library Media Center. 2nd ed. Libraries
Unlimited, 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
ZA3075 .G73
Grassian, Esther S. Information Literacy Instruction: Theory and Practice. New York: Neal-Schuman, 2001.
Harada, Violet H. and Joan M. Yoshina. Assessing Learning: Librarians and Teachers as Partners. Westport,
CT: Libraries Unlimited, 2005.
LIB SCI
Z576.S3 F68
Haycock, Ken, ed. Foundations for Effective School Library Media Programs. Englewood, CO: Libraries
Unlimited, 1999.
Krashen, Stephen D. The Power of Reading.2nd ed. Westport, CT: Libraries Unlimited, 2004.
LIBSCI
Z675 S3 J64
Johnson, Doug. The Indispensable Librarian. Worthington, OH: Linworth, 1997.
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
Z675.S3 M328
McDougal, Dana and Melvin Bowie. "Integration of Curriculum and Information Literacy Skills." pp. 69-96
in 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. <http:
//school.discovery.com/schrockguide/>.
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
Z711.2 .T496
Thomas, Nancy Pickering. Information Literacy and Information Skills Instruction: Applying Research to
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
Z 675 S3T73
LIBSCI
Z675.S3 V348
Trotta, Marcia. Special Events Programs in School Library Media Centers; A Guide to Making Them Work.
Westport, CN: Greenwood Press. 1997.
Vandergift. Kay B. Power Teaching: A Primary Role of the School Library Media Specialist. Chicago:
American Library Association, 1994.
PERIODICALS Wolcott, Linda. "Planning with Teachers: Practical Approaches to Collaboration." Emergency Librarian.
COLLECTION
(January/February 1998): 9-14.
LIBSCI
Z675.S3 Y465
Yesner, Bernice L., and Hilda L. Jay. Operating and Evaluating School Library Media Programs: A Handbook
for Administrators and Librarians. New York: Neal Schuman Publishing, 1997.