EDSL 690
Clinical Experience in Library Media Services
Fall 2011
Instructor: Frances Reeve
Office: Hull 228
Office Telephone: 434.395.2507
Office Hours: By Appointment
Fax: 434.395.2148
Email: reevefm@longwood.edu
Home Telephone: 434.547.5471
Mailing Address: Longwood University
201 High Street, Hull 228
Farmville, VA 23909
Home Mailing Address:
P.O. Box 1115
Pamplin, VA 23958
Instructor: Audrey Church
Office: Hull 232
Office Telephone: 434.395.2682
Office Hours: By Appointment
Fax: 434.395.2148
Email: churchap@longwood.edu
Home email: church@moonstar.com
Home Telephone: 434.736.8204
Mailing Address: Longwood University
201 High Street, Hull 232
Farmville, VA 23909
Home Mailing Address:
5900 Cabbage Patch Road
Keysville, VA 23947
Course Description: Three credits are required and can be earned by completing a minimum of
200 clock hours in a school library media center supervised by a faculty advisor. Prerequisite:
Completion of at least 15 EDSL credit hours or permission of instructor. Supervisory fee--$25.00
per credit hour. Continuous enrollment required. Maximum of 3 credits counted toward total
required credit hours. Grading is Pass/Satisfactory Progress/Not Pass. 1-3 credits.
Texts:
Empowering learners: Guidelines for school library programs. (2009). Chicago:
American Association of School Librarians.
Standards for the 21st century learner in action. (2009). Chicago: American Association of
School Librarians.
COURSE OBJECTIVES:
Course objectives are coded to Longwood University’s Department of Education Conceptual Framework and to the
2010 ALA/AASL Standards for Initial Preparation of School Librarians:
Conceptual Framework (CF):
I=Content Knowledge
VI=Communication
II=Planning
VII=Technology
III=Learning Climate
VIII=Diversity
IV=Implementation/Management
IX=Professional Dispositions
V=Evaluation/Assessment
ALA/AASL Program Standards;
1. Teaching for Learning
4. Advocacy and Leadership
1.1 Knowledge of Learners and Learning
1.2 Effective and Knowledgeable Teacher
1.3 Instructional Partner
1.4 Integration of 21st Century Skills and Learning Standards
2.
Literacy and Reading
2.1 Literature
2.2 Reading Promotion
2.3 Respect for Diversity
2.4 Literacy Strategies
4.1 Networking with the Library Community
4.2 Professional Development
4.3 Leadership
4.4 Advocacy
5. Program Management and Administration
5.1 Collections
5.2 Professional Ethics
5.3 Personnel, Funding, and Facilities
5.4 Strategic Planning and Assessment
EDSL690—Fall 2011—1
3. Information and Knowledge
3.1 Efficient and Ethical Information-Seeking Behavior
3.2 Access to Information
3.3 Information Technology
3.4 Research and Knowledge Creation
Knowledge: The student will be able to
1. identify current state, regional, and national standards for school library programs. (I,
AASL 5-4)
Skills: The student will be able to
1. create a warm and inviting environment, conducive to the support of learning, in the
school library. (IV, AASL 1-1)
2. contribute to the development of a dynamic student-centered school library program that
reflects best practices in education and librarianship. (I, III, IV, V, VI, VII, VIII,
IX,AASL 4-3)
3. manage the school library program efficiently and effectively. (I, II, III, IV, V, VI, VII,
VIII, IX, AASL 5-1, 5-2, 5-3, 5-4)
4. work productively in a school library setting with diverse faculty members and diverse
students. (I, II, III, IV, V, VI, VII, VIII, IX, AASL 1-1, 1-3)
5. collaborate with teachers to integrate library information skills and content by coplanning, co-teaching, and co-evaluating a lesson, positively impacting student
achievement. (I, II, III, IV, V, VI, VII, VIII, IX, AASL 1-1, 1-2, 1-3, 1-4, 3-1, 3-2, 3-3)
Dispositions: The student will be able to
1. appreciate the role of the school librarian in teaching for learning, building the learning
environment, and empowering learning through leadership. (I, VI, IX, AASL 1-1, 1-2, 13, 1-4, 2-1, 2-2, 2-3, 2-4, 3-1, 3-2, 3-3, 3-4, 4-1,4-2, 4-3, 4-4, 5-1, 5-2, 5-3, 5-4)
2. appreciate the importance of advocacy for the school library program. (I, VI, IX, AASL
4-4)
3. appreciate the critical importance of the school library program in the school’s
instructional program. (I, V, VI, IX, AASL 1-1, 1-2, 1-3, 1-4, 2-1, 2-2, 2-3, 2-4, 3-1, 3-2,
3-3, 3-4, 4-1,4-2, 4-3, 4-4, 5-1, 5-2, 5-3, 5-4)
Course Schedule: The student will work 200 clock hours in an approved school library,
participating in all of the school librarian’s duties. At least one full day (bell to bell) must be
completed at each level: elementary, middle, and high school. Log of hours and journal entries
should reflect these experiences at each level. It is suggested that you visit elementary libraries
that operate on both fixed and flexible schedules, if possible.
Course Requirements:
 Log of clinical experience hours, detailing date, time, # hours, location, and cumulative
total hours
 Completed clinical experience checklist
 Reflective journal chronicling the clinical experience, minimum of 20 entries. Your
journal entries should be reflective in nature. Discuss what you have done and what you
have learned, but also discuss your thoughts about what you have done and learned.
What worked? What did not? What will you do differently next time? How do you feel
about certain policies that may be in place? What would/could you do to improve?
EDSL690—Fall 2011—2


Requirements:
 At least one entry should document an interview/time spent with the librarian in
the school in which you work.
 Entries should include descriptions of your time spent at all three levels—
elementary, middle, and high.
 Target length for each journal entry: ½ to 1 page
 Journal entries submitted for the first 100 hours should be submitted as one Word
file, not as individual entries. Similarly, journal entries submitted for the second
100 hours should be submitted as one Word file.
 Collaborative lesson completed in partnership with a classroom teacher (I, II, III,
IV, V, VI, VII, VIII, IX, AASL 1-1, 1-2, 1-3, 1-4, 3-1, 3-2, 3-3, 4-3)
For the collaborative lesson, you should
i. Take the role of school librarian;
ii. Collaborate with a classroom teacher to plan, implement, and evaluate the
lesson;
iii. Provide evidence of your ability to collaborate with content area teachers
to facilitate and impact student learning. Your report of your lesson
should be completed in narrative format and should include
documentation of your collaboration with the classroom teacher. A joint
planning form may be used to supplement the narrative.
iv. Document assessment of student learning and your role in the process.
 This may be the lesson which Ms. Reeve observes you teach, or it may be another
lesson which you complete collaboratively with a classroom teacher.
 See assignment sheet and rubric for further details.
Observation (I, II, III, IV, V, VI, VII, VIII, IX, AASL 1-1, 1-2, 1-3, 1-4, 3-1, 3-2, 3-3,
4-3) Ms. Reeve will observe you teaching a collaborative lesson in which you are the
librarian working with a classroom teacher.
 During the first week of each semester in which you are enrolled in the clinical
experience, contact Ms. Reeve and tell her whether or not you want her to visit
during the current semester.
 If you want her to visit during the current semester, send the name, address, and
phone number of the school where you will teach the lesson.
 During the lesson you are the librarian working with a classroom teacher. The
teacher is teaching or has taught the content while you are teaching the library
skills/resources the students need to complete an assignment. They should have
the assignment before you teach the lesson.
 Do not teach your own students.
 Submit a draft of your lesson plan to Ms. Reeve at least a week before the visit.
Plan for professional growth (IX, AASL 1-3, 2-1, 3-1, 3-4, 4-1, 4-2, 4-3, 4-4, 5-2, 5-4)
You have completed your school library coursework and will no longer be attending
classes. How will you keep up? What contribution will you make to your school and to
the field?
 Submit a plan for your professional growth in the field for the next three to five
years. Your plan does not have to be lengthy, but it should be well thought-out and
carefully explained.
 Target length: 1 to 2 pages
EDSL690—Fall 2011—3

 See assignment sheet and rubric for further details.
Summary Paper (I, V, VI, IX, AASL 1-1, 1-2, 1-3, 1-4, 2-1, 2-2, 2-3, 2-4, 3-1, 3-2, 3-3,
3-4, 4-1,4-2, 4-3, 4-4, 5-1, 5-2, 5-3, 5-4) Using the 2010 ALA/AASL Standards for
Initial Preparation of School Librarians, (available at
http://www.ala.org/ala/mgrps/divs/aasl/aasleducation/schoollibrary/2010_standards_with
_rubrics_and_statements_1-31-11.pdf and loaded as a pdf file in Blackboard), address
each of the five standards: Teaching for Learning, Literacy and Reading, Information
Access and Knowledge, Advocacy and Leadership, Program Management and
Administration.
 Using the information and rubric provided, rate yourself (Unacceptable, Acceptable,
Target) on each standard.
 Justify each rating with a one-two paragraph explanation.
 Attach seven artifacts that document your ratings—one to document each of the five
standards plus two that document standards of your choice. At the beginning of your
summary paper, list the artifacts included and the standard/element they represent.
For example, your listing might read as follows:
1.4 Collaborative lesson
2.2 Reading promotion plan
3.2 Pathfinder
4.2 Professional growth plan
5.1 Collection development policy manual
Etc. (These are example artifacts only. Include what you feel best
represents your mastery of a particular standard.)
Evaluation:
 Upon completion of the first 100 clock hours, submit via Blackboard Assignments your
log to date, checklist to date, and reflective journal to date for mid-class evaluation. Until
this mid-class evaluation has been completed, no additional hours should be counted
without permission of the instructor.
 Contact Ms. Reeve to schedule an observation visit. Ms. Reeve will observe you
teaching a collaborative lesson.
 According to the dates specified on the course schedule on Blackboard, submit via
Blackboard Assignments the completed log, checklist, and reflective journal;
collaborative lesson report; plan for professional growth; and summary paper.
Course Evaluation: To complete the course, students must earn a grade of “P” in three credit
hours, complete all course requirements, and earn at least 78 out of 100 possible points. Course
assignments are weighted as follows:
Log of clinical experience hours
5 points
Clinical experience checklist
10 points
Reflective journal
20 points
Collaborative lesson
15 points
Observation
20 points
Plan for professional growth
10 points
Summary paper
20 points
Accommodations:
EDSL690—Fall 2011—4
Any student who feels s/he may need an accommodation based on the impact of a physical,
psychological, medical, or learning disability should contact the Office for Disability Services
(109 Graham Building, 434-395-2391) to register for services.
Attendance Policy: The student must complete a minimum of 200 clock hours in a school
library setting.
Technical Assistance:
Longwood provides a toll-free number (877-267-7883) for distance education students. You can
reach User Support Services, the Library Reference Desk, and the Graduate Studies Office
during working hours. After working hours you can leave a message for the Library and
Graduate Studies. You can email User Support Services at helpdesk@longwood.edu after
working hours and should get a response on the next working day.
Honor Code: Each student is expected to follow Longwood University’s policy for the Honor
Code. See the latest edition of the Longwood University Graduate Catalog, available online at
http://www.longwood.edu/graduatestudies/
Bibliography of Selected Resources:
Bush, G., & Jones, J. (2010). Tales out of the school library: Developing professional
dispositions. Santa Barbara, CA: Libraries Unlimited.
Buzzeo, T. (2008). The collaboration handbook. Columbus, OH: Linworth.
Champlain, C., Loertscher, D., & Miller, N. (2007). Sharing the evidence: Library media center
assessment tools and resources. Salt Lake City: HiWillow.
Danielson, C. (2007). Enhancing professional practice: A framework for teaching. (2nd ed.).
Alexandria, VA: ASCD.
Harada, V.H. & Yoshina, J.M. (2010). Assessing for learning: Librarians and teachers as
partners. (2nd ed., rev. and exp.). Santa Barbara, CA: Libraries Unlimited.
Hughes-Hassell, S. & Harada, V. H. (2007). School reform and the school library media
specialist. Westport, CT: Libraries Unlimited.
Kuhlthau, C.C. , Maniotes, L.K., & Caspari, A.K. (2007). Guided inquiry: Learning in the 21st
century. Westport, CT: Libraries Unlimited.
Loertscher, D. V., Koechlin C., & Zwaan, S. (2005). Ban those bird units: 15 models for
teaching and learning in information-rich and technology-rich environments. Salt Lake
City, UT: HiWillow.
Loertscher, D. V., Koechlin, C., & Zwaan, S. (2008). The new learning commons: Where
learners win. Reinventing school libraries and computer labs. Salt Lake City:
HiWillow.
EDSL690—Fall 2011—5
Marzano, R.J., Pickering, D.J., & Pollock, J.E. (2001). Classroom instruction that works:
Research-based strategies for increasing student achievement. Alexandria, VA: ASCD.
Stripling, B.K. & Hughes-Hassell, S. (Eds.). (2003). Curriculum connections through the
library. Westport, CT: Libraries Unlimited.
Tomlinson, C.A. (2003). Fulfilling the promise of the differentiated classroom: Strategies and
tools for responsive teaching. Alexandria, VA: ASCD.
Tomlinson, C.A. (2003). Fulfilling the promise of the differentiated classroom: Strategies and
tools for responsive teaching. Alexandria, VA: ASCD.
Turner, P.M. & Riedling, A.M. (2003). Helping teachers teach: A school library media
specialist’s role. (3rd ed.) Westport, CT: Libraries Unlimited.
Wiggins, G. & McTighe, J. (2005). Understanding by design. (Exp. 2nd ed.) Alexandria, VA:
ASCD.
Zmuda, A. & Harada, V. H. (2008). Librarians as learning specialists: Meeting the learning
imperative for the 21st century. Westport, CT: Libraries Unlimited.
EDSL690—Fall 2011—6