Department of Special Services and Leadership Studies
College of Education
Information Retrieval and Transfer
Course #:
Credit Hrs.:
Instructor:
Semester:
Phone Number:
E-mail:
Office Hours:
SSLS 735
3
Mrs. Michelle Hudiburg
Fall 2009
620-235-4507 (W) 620-215-2554 (Cell)
mhudibur@pittstate.edu
I will be on campus M-Fri (9-12) with extended hours on M (1-4)
and Tu/Th/F until 2PM. I leave campus every Wednesday at noon.
Virtual hours: M (9 PM – 11 PM email or live office hours);
By appointment
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:
 Information Power: Building Partnerships for Learning. ALA: Chicago, 1998.
ISBN: 978-0838934708
 Web cam and microphone
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, class group forum discussion,
and readings.
ASSESSMENT STRATEGIES
Discussion Strategy, Rubric Strategy, Journaling Strategy, Portfolio Strategy and
Examination Strategy (both short answer and essay).
STANDARDS IN ACTION
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Reading and Journaling
The students will read assigned chapters of ALA's Information Power and journal
their reflections as assigned by the instructor using the class blog. Students will
focus on learning and understanding principles of the profession in his/her
approach to staffing, collaborating, assessing, supporting, and administering the
library media/technology program. The 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.
Discussions
Participation in weekly discussion posts will be a mandatory part of the entire
course. As this course is presented in a strictly online format, the discussion
boards are where we develop conversations, build relevance and strengthen
relationships. You will be expected to participate with substantial postings
throughout the week. Visiting the discussion forum once or twice a week is
inadequate. A minimum of five postings and/or replies per week is considered
average effort.
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.
Axe Database Project
Students will find assigned information from the Axe Database and submit by email from the database itself.
Multi-Media Presentation
Demonstrates expertise with the technologies for information creation, storage,
retrieval, organization, communication and use by creating and presenting a
multi-media slide show which instructs teachers and students on how to find and
use age and ability appropriate resources and then to use evaluation strategies that
assess both product and process.
Technology Collaboration Project
The project, which integrates multimedia, research, and information literacy skills
into instruction, will demonstrate effective instructional techniques in order to
cross disciplines and integrate information literacy. A particular emphasis will be
to promote the importance of reading through reader’s advisory services,
literature selection, and focused activities in the school and community.
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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 the Information Power in action.
Final /Portfolio in Progress
Students will add digital assignments to the portfolio in progress, which will
model ethical and responsible behavior with regard to use of information.
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. Ten
percent of the total possible points for each assignment will be deducted from the points
earned on an assignment for each day, including weekends, if it is past due. After one
week, late assignments will not be accepted. The assignment schedule is subject to
change depending on circumstances.
Check ANGEL daily for updates and announcements.
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.
ASSIGNMENT OVERVIEW FOR 735 - INFORMATION RETRIEVAL
 Introduce Yourself:
o Post a brief paragraph introducing yourself. Who are you? What do you
do? Where do you live? Why are you taking this course?
o Points: 10
 Skills Survey:
o Fill out the provided technology skills survey and submit (this will post
your results anonymously but it will give credit for its completion to the
grade book)
o Points: 25
 My Research Methods:
o Write an essay addressing how you approach and research a topic and
discuss favorite search engines…Not to exceed 2 pages.
o Points: 25
 Boolean:
o Complete Boolean Search Activity (click on link provided) or explanation
of how you already use Boolean.
o Points: 20
 November Learning:
o View and summarize Alan November’s website (highlight what you
learned and could share with your staff). 1 ½ to 2 pages double-spaced.
o Points: 30
 Subscription Database:
o Find an article from a PSU library database. After locating a full text
article, use the e-mail option and e-mail the article to me. Be sure to put
your name and title of this assignment in the title or comment box before
sending it. You can also send this article to yourself or print it to make the
citation information easier to obtain. Use an APA citation generator (from
list provided) to make a citation for this article. Cut, copy, and paste
citation into a Word document and identify the citation generator you used
below the citation.
o Points: 20
 Search Tools:
o Explore the latest search engines/search features (link provided by
instructor)
o Points: 25
 Top 10 Search:
o Write a “Top 10 list” of how to search effectively or search tips for older
students or colleagues. Be educational and original.
o Points: 30
 Preview Flyer:
o Create an eye-catching flyer previewing free or subscription
databases/resources/search engines available at your school. (Use Word
or Publisher)
o Points: 40 (see rubric)
 Policy Notebook:
o Locate copyright policy, technology user-agreement policy, and
plagiarism policy for your school district or business. Upload into a Word
document, send documents properly identified, print copies of each, and
put in policy/procedure book. If your school doesn’t have one or any of
these, find a school that does or go on the web and locate one you can use.
Find the suggested copyright chart from Technology and Learning. Print
and put in policy notebook.
o Points: 50
 Group Topics Project:
o Each person picks 2 topics from list provided. Members must research
and present information as well as lead a discussion on each topic. Two
topics per week. Students can assign or pick topics/ weeks as they fit
personal schedules. Each group member should respond to each topic
presented. Topics must be posted by due dates and all group members
should respond within 1 week.
o Points for each topic posting: 50 x 2 =100 (points will be deducted for
posting late)
o Points for group member responses to each topic: 10 x 8 = 80 (no points
for responses posted late)
 Topics 1 & 2
 Topics 3 & 4
 Topics 5 & 6
 Topics 7 & 8
 Information Power Chapters 1-7:
o Complete constructed response activities for all 7 Chapters of Information
Power book by due dates. You may work on each chapter with a group
member. One of you can answer the odd numbers and the other member
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the even numbers. However, only one member may submit the
assignment, but list both of the member names in the subject header. I
will know to enter the grades for both members in the grade book.
o Points for each chapter: (25 x7 = 175)
 Chapter 1
 Chapter 2
 Chapter 3
 Chapter 4
 Chapter 5
 Chapter 6
 Chapter 7
Popular Personal Sites:
o Check out some popular websites that some students are using (xanga,
facebook, my space, blogger, live journal, etc.) What is your reaction?
What suggestions would you make to help keep your staff and students
safer?
o Points: 25
Web Evaluation:
o Find web resource evaluation tool for you or your students to use. Locate,
adapt and give credit as needed. Points: 30
Web Site Resources:
o Select a core curriculum area or grade level and create a list of effective,
reputable web sites (with annotations/reviews) for teachers and/or students
to use. (Select 5-10 sites)
o Points: 50
Teaching Materials:
o Create a PowerPoint that teaches library aides/assistants how help patrons
research a topic and locate materials. (keep it a basic search—could use a
step by step format)
o Points: 100 (see rubric)
Court Cases Group Project:
o Each person selects a different important court case and prepares a “brief”
to share with the group. The brief must summarize case, explain
impact/implications, and contain a scenario that demonstrates the ruling’s
application to library/tech facilitator environment. Must be in your own
words—no copy & paste. Post for discussion – all members should
comment.
o Points for Court Case Briefs: 100 points (points will be deducted for
posting late)
o Points for posting a response to each brief: 10 x 4 =40 (no points for
responses posted late)
Final Project:
o Portfolio
o Points: 150
Policy and Procedure notebook items from this class:
o Copyright policy
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Plagiarism policy
User agreements
Web evaluation tool
Court case briefs
Web evaluation tool
Point Summary
Introduce Yourself: 10
Skills Survey: 25
Group Topics Project 180
Info Chapters 1-7: 175
My Research Methods: 25
November Learning: 30
Subscription Database: 20
Boolean: 20
Search Tools: 25
Preview Flyer: 40
Top 10 Search: 30
Policy Notebook: 50
Teaching Materials: 100
Popular Personal Sites: 25
Web Evaluation: 30
Web Site Resources: 50
Court Cases Group Project: 140
Final Project: 150
Total Points: 1125
Kansas and National (ALA) Standards
Knowledge Based Standards:
K1.1 The library media specialist understands the principles of the profession in his/her
approach to staffing, collaborating, assessing, supporting, and administering the library
media program.
K1.2 The library media specialist knows basic ethical and legal tenets of intellectual
freedom, confidentiality, intellectual property, fair use and copyright regulations, and
knows whom to contact for additional information.
K1.3The library media specialist knows theories of media organization.
K1.5 The library media specialist/technology facilitator knows the processes and skills
related to collection development.
K2.1 The library media specialist/technology facilitator understands collaboration
techniques between teachers and library media specialists.
K2.2 The library media specialist/technology facilitator understands good
communication, consultation and problem solving skills.
K2.3 The library media specialist/technology facilitator knows the curriculum and
effective instructional techniques in order to cross disciplines and integrate information
literacy
K2.4 The library media specialist/technology facilitator knows information literacy
standards as delineated by the ALA.
K4.1 The library media specialist/technology facilitator has a working knowledge of
available and emerging technology resources.
K4.2 The library media specialist/technology facilitator knows how to evaluate and select
technology equipment and data resources
K5.3 The library media specialist/technology facilitator knows district, state and national
standards.
K6.1 The library media specialist/technology facilitator understands ethical issues and
their importance to the learning community.
Performance Based Outcomes:
P1.1 The library media specialist/technology facilitator develops library media program
mission statement, goals, policies and procedures.
P1.2 The library media specialist/technology facilitator evaluates, selects, and organizes a
media collection representing an essential information base for the school.
P1.3 The library media specialist/technology facilitator promotes the importance of
reading through reader’s advisory services, literature selection, and focused activities in
the school and community.
P1.4 The library media specialist/technology facilitator advises learners on ethical and
effective strategies for identifying, retrieving, evaluating, using and synthesizing
information.
P2.1 The library media specialist/technology facilitator collaborates with teachers to plan
and develop units that integrate multimedia, research, and information literacy skills into
instruction
P2.2 The library media specialist/technology facilitator collaborates in teaching essential
skills, effective communication skills, information literacy and complex thinking skills.
P2.3 The library media specialist/technology facilitator provides instruction to teachers
and students in finding and using age and ability appropriate resources.
P2.4 The library media specialist/technology facilitator teaches evaluation strategies that
assess both product and process.
P4.1 The library media specialist/technology facilitator evaluates, selects, and provides
access to local, regional, state, national, and international sources of information
appropriate to instructional needs.
P4.3 The library media specialist/technology facilitator understands how to use
technology as an instructional tool to support content learning and student achievement.
P4.4 The library media specialist/technology facilitator demonstrates expertise with the
technologies for information creation, storage, retrieval, organization, communication
and use.
P6.1 The library media specialist/technology facilitator models ethical and responsible
behavior with regard to use of information.
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.