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LIS 5770, Fall 2013 (online), 3 credit hours
Curriculum and the Media Center
Course Syllabus
COURSE DESCRIPTION: The integration of information literacy skills and current technologies into K-12
instructional strategies.
PREREQUISITES: LIS 5250 Developing & Managing Collections and LIS 5750 Using Online Resources
Credit Hours
A credit hour is an amount of work represented in intended learning outcomes and verified by
evidence of student achievement that is an institutionally established equivalency that
reasonably approximates not less than: (1) one hour of classroom or direct faculty instruction
and a minimum of two hours of out of class student work each week for approximately fifteen
weeks for one semester hour of credit or the equivalent amount of work over a different amount
of time; or (2) at least an equivalent amount of work as required in (1) of this definition for other
activities as established by an institution, including laboratory work, internships, practica, studio
work, and other academic work leading toward the award of credit hours.
Institutionally established reasonable equivalencies for the amount of work described above in
paragraph (1) of this definition for the credit hours awarded, as represented by verifiable
student achievement of intended learning outcomes.
Prerequisite
None
Instructor Information
Rene Burress
Office: Lovinger 4246
Office: 660-543-4910
Cell: 314-517-1757
Office Hours: Skype/Phone by Appointment or stop by Lovinger Tuesdays 10a -1p or
Thursdays 10a – 12p.
E-mail: burress@ucmo.edu (will return messages within 24 hours, excluding weekends and
holidays) – This is the best way to contact me. I read my e-mail regularly. If I don’t respond to
you within the above time frames, please resubmit your email as I most likely did not receive it.
Skype: rene.burress
If you have questions be sure to post them to the FAQ Forum in the DISCUSSION BOARD.
Someone in the class may know the answer before I can respond.
TEXT AND RELATED MATERIAL:
Calkins, L., Ehrenworth, M., & C. Lehman (2012). Pathways to the Common Core. Portsmouth, NH:
Heunemann.
Harada, V. H. & Yoshina, J. M. (2010). Assessing for Learning: Librarians and Teachers in Partnership.
Santa Barbara, CA: Libraries Unlimited.
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LIS 5770, Fall 2013 (online), 3 credit hours
Curriculum and the Media Center
Additional articles from journals and book chapters will be required throughout the semester. All of the
articles and book chapters can be accessed from the Assignments page in Blackboard or via subscription
databases available through the university library at http://library.ucmo.edu/resources/subjectsdb.htm library.
CONCEPTUAL FRAMEWORK:
Belief Statement
The Central educator is a competent, caring, reflective practitioner committed to the
premise that all can learn.
Mission
As a cornerstone of the institution since 1871, the University of Central Missouri's Teacher
Education Program develops teachers and other school professionals who are well grounded in
theory, display competence in content knowledge and instructional strategies, and possess the
dispositions to ensure success for all learners. The Teacher Education Program prepares
individuals as professional educators for an ever-changing, culturally diverse population.
Faculty and candidates provide support and service to schools in meeting their present and
future challenges by developing communities that learn through research and scholarly
activities. Educator preparation is a campus-wide responsibility, a commitment that reflects the
honor and worth of serving a vital profession.
COURSE OBJECTIVES:
COURSE OBJECTIVES:
The objectives of this course are standards-based. That means they have been designed to correspond
with the MoSPE and AASL standards of 2010. Upon completion of the course, the student should be able
to:
 Describe the functions of the school library as an integral component of the educational
environment.
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LIS 5770, Fall 2013 (online), 3 credit hours
Curriculum and the Media Center

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Design strategies to overcome barriers to integration.
Indicate ways to work as effective members of curriculum committees, technology
committees, etc.
Articulate the vital role played by the school librarian in selecting and evaluating traditional and
emerging resources and demonstrating their relevancy to the learning process.
Design lesson plans, strategies and products that integrate school library resources and
services into the educational environment.
Collaborate with classroom teachers to design and integrate school library resources and
services into the educational environment.
Work cooperatively with classroom teachers to plan, implement and evaluate units of study.
Comply with relevant copyright restrictions.
Identify and use curriculum related materials available through telecommunications links (e.
g., WWW, listservs).
Objectives based on 2010 AASL Standards and MoSPE Standards for School Librarians (2011)
The following AASL and MoSPE standards shape the activities planned for this course. Standards marked
with an asterisk are especially emphasized.

MoSPE Standards for School Librarians
Standard 1: Teaching for Learning—Applies knowledge of the academic, personal, social
and cultural characteristics of students and relates them to learning through effective
instructional strategies and assessments. Collaborates effectively with classroom teachers and
other educators. Documents and communicates the impact of instruction on student
achievement.
1.1
Quality Indicator 1.1: Knowledge of learners and learning
*
Quality Indicator 1.2: Instructional partner
* 1.3
Quality Indicator 1.3: Effective and knowledgeable teacher
* 1.2
Standard 2: Literacy and Reading—Promotes and encourages reading for enjoyment,
personal growth and learning. Provides fiction and non-fiction literatures appropriate to the
students and grade levels served. Selects reading materials in multiple formats to facilitate
maximum access for all members of the school community. Models a variety of researchbased literacy strategies. Advocates for students’ intellectual freedom.
Quality Indicator 2.1: Reading promotion
* 2.2
Quality Indicator 2.2: Literature
* 2.1
Quality Indicator 2.3: Diversity and inclusiveness
* 2.3
2.4
Quality Indicator 2.4: Literacy strategies
*
Standard 3: Information and Knowledge—Provides access to information for students,
teachers, staff and administrators to satisfy all learning needs. Teaches information literacy
skills to build proficiency for student-driven research and individual creation of knowledge
through critical thinking. Promotes equitable access to resources in a variety of formats and
services for a variety of needs.
Quality Indicator 3.1: Access to information
* 3.2
Quality Indicator 3.2: Information literacy skills
* 3.3
Quality Indicator 3.3: Equitable access to resources and services
* 3.1
3.2
Standard 4: Leadership and Advocacy—Provides leadership by articulating ways in which
school libraries contribute to student achievement. Advocates for dynamic school library
programs and positive learning environments by collaborating and connecting with the school
community.
Quality Indicator 4.1: Instructional leadership
* 4.1
Quality Indicator 4.2: Advocating with the school community
* 4.2
Standard 5: Program Management and Administration—Administers the school library
media program using research-based data to analyze and improve services in alignment with
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LIS 5770, Fall 2013 (online), 3 credit hours
Curriculum and the Media Center
*
*
*
*
5.1
5.2
5.3
5.4
5.5
*
*
*
6.1
6.2
6.3
6.4
*
*
7.1
7.2
the school’s mission to support student achievement. Selects, acquires, catalogs, retrieves,
integrates, circulates, preserves and deselects information resources. Manages fiscal, physical
and personnel resources. Practices professional ethics with regard to intellectual property and
information privacy. Develops policies and procedures in support of the library program.
Quality Indicator 5.1: Strategic planning, program evaluation and program reporting
Quality Indicator 5.2: Collection management
Quality Indicator 5.3: Fiscal, physical and personnel resources management
Quality Indicator 5.4: Professional ethics
Quality Indicator 5.5: Policies and procedures
Standard 6: Technology Integration—Provides equitable access to technology for the
school community. Continually upgrades technological skills to enhance student and teacher
learning. Integrates technology tools to communicate and facilitate learning. Promotes digital
citizenship instruction to support appropriate academic use of information.
Quality Indicator 6.1: Access to technology
Quality Indicator 6.2: Knowledge of technology
Quality Indicator 6.3: Communicate and facilitate learning
Quality Indicator 6.4: Digital Citizenship
Standard 7: Professional Development—Seeks opportunities to grow professionally by
taking advantage of information, events and services provided by local, state and national
organizations. Seeks opportunities for service through professional associations.
Quality Indicator 7.1: Professional Learning
Quality Indicator 7.2: Professional Involvement
STUDENT LEARNING OUTCOMES:
This is not a lecture based class where students sit back, absorb information from the teacher and then
are tested on their knowledge of what they remember. Rather, the teacher is a guide. Using a
constructivist model and following a structure suited for graduate-level adult learners in an online
environment, students will build their own knowledge from the readings, experiences and projects in
collaboration with other students. As the instructor, I will serve as a facilitator, mentor and guide. I expect
students to seek information from a variety of sources (professional journal literature, books, online
resources, colleagues, classmates, personal experiences, etc). We will maintain a friendly, nonthreatening environment in our online classroom with all students free to comment, inquire, question,
express opinions and disagree.
COURSE REQUIREMENTS:
This course will be conducted asynchronously. You will need a computer with microphone or
you will need to purchase a microphone in order to record screencasts.
1. Introductions – Students will use a Web 2.0 technology that utilizes audio to introduce themselves to
each other in the course.
2. Class Participation and Discussion (Student learning outcome 1) – Consistent online participation is
mandatory. Students are expected to log into Blackboard several times a week to participate in class
discussions by the assigned date, to check for announcements, and to read assigned material in
advance. Participation is essential and a critical element of the class which will allow students to
exchange findings on the topics assigned for each module. The interaction among the students is
fundamental to the dynamics of the class and the discussion threads will amplify and deepen the
understanding of the material.
Class participation through discussion board postings is assessed on a module by module basis
in order to maintain class momentum and ongoing interaction. Initial discussion posts for a given
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LIS 5770, Fall 2013 (online), 3 credit hours
Curriculum and the Media Center
module must be made to the discussion board before midnight on the day they are due.
Mandatory replies and comments to your colleague’s initial posts must be completed by midnight
before the next module starts. Late or missing discussion board posts will result in less than full
credit for the module.
3. Research Model Analysis (Student learning outcome 2) - Each person in the class will be assigned
one of the models listed below to learn about, analyze and share with others:
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Big6 - Michael B. Eisenberg and Robert E. Berkowitz
Super 3 - Michael B. Eisenberg and Robert E. Berkowitz
8Ws – Annette Lamb
5As – Ian Jukes
Flip It – Alice Yucht
Information Search Process (ISP) - Carol Kuhlthau
I-Search - Ken Macrorie, Marilyn Joyce and Julie Tallman
Pathways to Knowledge - Marjorie Pappas and Ann Tepe
REACTS – Barbara Stripling and Judy Pitts
Research Cycle - Jamie McKenzie
Alberta Inquiry Model
INFOhio DIALOGUE Model - The Information Network for Ohio Schools
Handy 5 - Shelia Blume, Carol Fox, Jacqueline McMahon Lakin and Betsy Losey
Savvy Seven Research Model – Nancy Miller and Connie Champlin
Students will investigate the model and prepare a detailed one-page outline** that indicates
how the model:
a. Provides a framework for inquiry based instruction;
b. Enables success for users in the information search process;
c. Supports the teacher librarian or teacher’s (choose that which most applies to your
situation) role as a collaborator in the learning process.
Students will also develop a graphic** of the model suitable for posting to the discussion
board.
**Make sure to identify the model you selected by name and provide citations for any
resources you used to prepare your analysis and/or graphic.
4. Web 2.0 Tool Lesson Plan (Student learning outcome 3) – Each student will select a free interactive
Web 2.0 software tool and learn about it. They will then write a detailed lesson plan utilizing the tool.
The lesson plan will be focused on supporting the school curriculum through Common Core
Standards. The use of the technology supports and engages students in the learning process.
5. Curriculum Mapping Paper – Students will research curriculum mapping and write a 4-6 page paper
about how school librarians can utilize curriculum maps to support student learning and the school
curriculum.
Guiding questions for research:
a. What is a curriculum and what are they used for? Who creates them?
b. Discuss how a curriculum map would impact what you know about your school’s curriculum.
c. Discuss how a curriculum map could influence the role of the school librarian.
d. Discuss how a curriculum map should influence collection development.
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LIS 5770, Fall 2013 (online), 3 credit hours
Curriculum and the Media Center
6. Learning Style Inventory Discussion (Student learning outcome 1) – Students will take a learning style
inventory and discuss the results along with how a variety of learning styles can make for creative
teaching.
7. Standards and Assessments (Student learning outcome 5) – Students will observe library instruction
via video and identify standards being taught and develop an assessment tool to assess for learning.
8. Curriculum Unit (Student learning outcome 3) –students will work with partners on this curriculum unit.
Partnering allows students to practice collaborative work strategies and to brainstorm ideas with a
colleague.
The unit will include:
 Identify a problem or theme as the unit’s focus
 Articulate at least one essential or overarching question related to the unit’s focus
 Incorporate a Common Core standards (language arts).
 Identify standards from the Standards for the 21st-Century Learner
 Describe the major activities planned
 Describe the culminating product or performance
 Articulate the criteria used to assess the process as well as the culminating product
 Describe the assessment tool(s) used to conduct the assessment.
Please complete the course evaluation for LIS 5770 as requested by UCM.
GRADING:
Project
Discussion Board
Introduction via Web 2.0 tool
Research Model Analysis
Web 2.0 Lesson Plan
Curriculum Mapping Paper
Learning Style Inventory
Standards and Assessments
Curriculum Unit with partner
Total Points
Total Points
900-1000
800-899.9
700-799.9
600-699.9
0-599.9
Points
300 (20 points per week – 15 weeks)
50
125
100
125
50
100
150
1000
Percent
90-100%
80-89.9%
70-79.9
60-69.9%
Less than 59.9%
Grade
A
B
C
D
F
Feedback
Scoring rubrics or guidelines will be distributed for all written products in advance of the due
date. Grading standards are as listed above. I do not round grades up to the next letter grade.
This is a graduate level course the grade you wish to receive will be obvious by the quality of
work you turn in on a weekly basis.
I always give feedback within the week of posting and specific feedback for the projects will be
found in the grade section. Up-to-date grades can be found through Bb within Tools > My
Grades. I will grade assignments and post grades within one week. You may always ask for
more feedback.
Instructional Method
This is not a lecture based class where students sit back, absorb information from the teacher,
and then are tested on their knowledge of what they remembered. Rather, the teacher is a
facilitator. Using a constructivist model and following a structure suited for adult learners in
graduate level courses in an online environment, students will be required to build on
knowledge from their own experiences and prior education. They will do this in collaboration
with other students. It is also expected that students will be seeking out information when
needed from a variety of sources (professional journal literature, books, online resources,
colleagues, classmates, experts, etc.) and will ask questions of the teacher and other students
when necessary. The online classroom should be a friendly environment and everyone should
be free to comment, ask questions, and answer questions.
Philosophy
Administration of library media center (LMC) calls upon all of our skills. I can’t think of another
job that demands we have expertise in so many different areas. Woolls covers a lot of ground in
her book, The School Library Media Manager, now in its fourth edition (2008). During this class
we will cover additional material as well – mainly from practitioners in the field.
Assignments
 Assignments must be word processed, spell checked, and adhere to MLA guidelines
(double spaced, 12 point Arial or Times Roman font, 1” margins, etc)
 All assignments are to be submitted through the appropriate location on Blackboard.
Assignments emailed to the instructor will be returned with a request to post in the
correct location.
 Uploaded work should be in a compatible format: Microsoft Word (.doc or .docx), or
Google Docs (make sure that sharing settings are turned on so that others in the course
may view your work).
EXPECTATIONS
Professionalism
In the Teacher Education Program at UCM, undergraduate students adhere to a dispositions
assessment. As graduate students and teacher leaders, students studying school
librarianship should display the following attitudes and behaviors: attendance (counted by
posting on Blackboard), organization, meeting deadlines, active participation, responsibility,
honesty, and showing respect for classmates and the instructor.
Attendance:
Regular, weekly attendance is expected. This is a mark of professionalism. Since this course is
online evidence of attendance is provided through students posting to the weekly discussion on
Blackboard. Poor attendance/participation will directly affect the weekly discussion board
grade, which is worth 37% of the grade in this course. This is where we will discuss readings,
share experiences and debate ideas. Posting your original post late in the week does not allow
other students to read and respond your post. If you habitually post last minute, it will be
reflected in your participation grade.
Late Work:
You will be expected to turn in assignments by the dates they are due. This is a mark of
professionalism. Your future students will not sit waiting for you to figure out what to do
because you failed to plan in a timely manner. Even if you have emergencies, you will have to
provide sub plans for a substitute to be in your place. Late assignments will be accepted within
48 hours of the due date time, but will be assessed a 10% penalty. For each additional 48-hour
period following this, another 10% penalty will be assessed. If you know you will be unavailable
when an assignment is due, it is your responsibility to turn it in early. Please do not wait until the
last minute to turn in start and/or turn in work. If you encounter long-term emergency
situations such as serious sickness or emergency surgeries of yourself/significant
other/children, accidents, out of town funerals, natural disasters, etc please contact the
instructor as soon as possible. Arrangements can be made to assist you in situations that are
beyond your control.
COMMUNICATION AND SUPPORT
The best way to contact me is by email. I do my best to return student e-mails within 24 hours.
Weekends and holidays may take longer. If I am out of town, I will post an announcement on
Blackboard stating my anticipated time for returning emails. Unless you specifically request
otherwise, my emails to you will be directed to your UCM email address. There is also an FAQ
thread on the discussion board. That’s the place to post questions of general interest to the
entire class. If you have a question about your grade or a confidential matter, please do NOT
use the FAQ. If you’d like to meet with me in person, you’re welcome to make an appointment.
Library Services: Get help @ your library! You may access your library account, the online
catalog, and electronic databases from James C. Kirkpatrick Library’s website at
http://library.ucmo.edu.
For research assistance, you may contact the Reference Desk:
Phone: (660) 543-4154
Email: reference@libserv.ucmo.edu
AIM: JCKLReference
RefChat: http://library.ucmo.edu/chat
LIS Discussion Group
Subscription to the LIS Discussion Group is required of all enrolled students.
To subscribe send an e-mail to: libsci-list+subscribe@ucmo.edu
To unsubscribe send an e-mail to: libsci-list+unsubscribe@ucmo.edu
UCM provides Blackboard Technical Support in a variety of ways:
- Phone: (660) 543-8484
Hours: M-F 7:30 am - 5:00 pm
- email: bbhelp@ucmo.edu
- Live Chat can be accessed from the Blackboard login page, when available
- You can submit an electronic request for Blackboard help on this form:
http://www.ucmo.edu/surveys/?formID=1954
- Tutorials and Help information available on the Blackboard login page may be helpful
UCM technical support for issues unrelated to Blackboard can be accessed at this webpage:
http://www.ucmo.edu/ot/students/
TECHNOLOGY REQUIREMENTS/BLACKBOARD NAVIGATION
To get started with the course, go to: http://courses.ucmo.edu
You will need your UCM username and password to log in to the course. If you do not know, or
cannot remember your information, please refer to this document:
http://www.ucmo.edu/ot/documents/studentIDPW.pdf
All of the information you need concerning Blackboard hardware, software, and plug-ins can be
accessed from the Blackboard login page or at
http://www.ucmo.edu/centralnet/Blackboard/student_help.html
If you are new to Blackboard, this tutorial walks you through the process of getting started,
beginning with performing a browser check:
http://ucmo.edu/centralnet/Blackboard/help/bb_getting_started.pdf
Blackboard
The asynchronous component of the class (uploading assignments) will take place on
Blackboard. The course access is at http://ucmo.blackboard.com/webapps/login/.
UNIVERSITY POLICIES AND PROCEDURES
Academic Honesty: Honesty in all endeavors is essential to the function of society. Honesty in
the classroom among students and between students and faculty is a matter that should
concern everyone in the university community. Please see the Central Handbook for the
complete policy, student responsibilities, and procedures for enforcement. This instructor will
enforce UCM’s Academic Honesty Policy as described in the Student Calendar/Handbook.
http://www.ucmo.edu/student/documents/honest.pdf
Early Alert: As part of the College of Education commitment to building a positive, studentcentered learning community that supports the success of every student, this faculty member
participates in the UCM Early Alert Program.
ADA: Students with documented disabilities who are seeking academic accommodations
should contact the Office of Accessibility Services, Union 222, (V) (TTY) 660-543-4421. ADA of
1990 requires post-secondary educational institutions to inform students with disabilities of their
right to equal opportunity in education and the availability of accommodations.
University of Central Missouri Office of Accessibility Services, ADA/504
Office: Elliot Union 222
Warrensburg, MO 64093
Contact: Barbara Mayfield mayfield@ucmo.edu
Phone: 660.543.4421
Fax: 660.543.4724
UCM’s Learning Management System meets ADA Compliance standards.
Compliance Web site: Blackboard’s Commitment to Accessibility
http://www.blackboard.com/Teaching-Learning/Learn-Resources/Accessibility.asp