EDSL689: Supervised Experience in Library Media Services
Fall 2011
Instructor: Frances M. 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 P. Church, Ph.D.
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: A minimum of 300 clock hours in a school library media center
supervised by a faculty advisor (100 each in elementary, middle, and high school settings),
including taking an active role in the teaching of classes. Students will need to apply to the
Office of Professional Services within the first 2 weeks of the semester prior to the semester they
expect to complete their graduate professional semester. Restricted to candidates enrolled in
School Library Media Initial Licensure Program. Prerequisite: Permission of instructor.
Supervisory fee - $300.00. 6 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
II=Planning
III=Learning Climate
IV=Implementation/Management
V=Evaluation/Assessment
VI=Communication
VII=Technology
VIII=Diversity
IX=Professional Dispositions
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
4.1 Networking with the Library Community
4.2 Professional Development
4.3 Leadership
4.4 Advocacy
5. Program Management and Administration
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2.1 Literature
2.2 Reading Promotion
2.3 Respect for Diversity
2.4 Literacy Strategies
5.1 Collections
5.2 Professional Ethics
5.3 Personnel, Funding, and Facilities
5.4 Strategic Planning and Assessment
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 300 clock hours in approved school libraries,
participating in all of the school librarian’s duties. One hundred hours will be completed at each
level (elementary, middle, and high school), including taking an active role in the teaching of
classes.
Course Requirements:
1. Log of supervised experience hours, detailing date, time, # hours, location, and
cumulative total hours
2. Completed clinical experience checklist
3. Reflective journal chronicling the clinical experience, minimum of 30 entries. Your
journal entries should be reflective in nature. While I am interested in what you have
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done and what you have learned, I am also very interested in 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?
 Requirements:
 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
4. Collaborative lessons completed in partnership with a classroom teacher--three, one at
each level (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 each 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.
*Follow the rubric provided.
5. 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
*Follow the rubric provided.
6. 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
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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.)
Course Evaluation: Grades for the course will be determined as follows:
Log of clinical hours
5 points
Checklist
5 points
Reflective journal
15 points
Collaborative lessons
30 points
Observations
15 points
Professional growth plan
10 points
Summary paper
20 points
The following grading scale will be used:
A 94-100
B 86-93
C 78-85
Accommodations:
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 300 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.
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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, revised and expanded. Westport, CT: 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.
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.
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.
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