University of Wisconsin-Milwaukee School of Information Studies
L&I SCI 642
SCHOOL LIBRARY MEDIA PROGRAMS AND RESOURCES
SYLLABUS
Spring 2010 (On-Line)
Bonnie Withers, M.A., M.L.I.S.
e-mail: bwithers@uwm.edu
Bolton Hall 590
Phone: 414-229-2792
Fax: 414-229-4848
Please read this syllabus carefully and do not hesitate to contact me if you
have questions or need clarification. Each student in this class should be
aware of all the course requirements, assignments and procedures. I will
update the syllabus if needed, in response to the interests you express in
class discussions and other communication with me.
Office Hours: by appointment.
COURSE DESCRIPTION: This course focuses on the school library media
center within today’s information environment. We examine the library media
center program, services, and users; the management, organization and
development of material as well as human resources. We look at the roles of the
library media specialist as the director of the library media center program in
collaboration with administrators, including a district library media director, and
teachers.
OBJECTIVES: Being a successful school library media specialist requires
knowledge of the management of library and information services in a school
setting, knowledge of information sources, knowledge of collaborative delivery of
information literacy instruction, and knowledge of procedures and practices in
developing and organizing the collection for full utilization. At the conclusion of
the course, the student should have the ability to:
1. Identify, program and assess the services that are the responsibility of a
library media center as an integral part of the school system. (6.7)
2. Demonstrate skills for collaborative planning of curriculum and lessons
with teachers. (2.4, 7.1, 7.2, 7.3)
3. Serve as instructional consultant and partner, identify instructional
objectives, and recommend appropriate media and other resources.
(4.4, 7.2, 7.4, 7.5)
4. Apply principles of management to the development and administration
of the policies and procedures in the school library media center. (3.8,
6.1)
5. Evaluate, plan and manage appropriate facilities and program resources
necessary for the school library media center program. (6.3)
6. Describe the media center budgeting process. (6.4)
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7. Individualize the standards, principles, and ethics of the library media
profession to the school library media situation in which they are
employed. (2.2)
8. Identify school laws and regulations that affect school library media
programs. (6.2)
9. Incorporate electronic technology into the school library media center, in
the areas of program, service, and management. (5.3)
10. Communicate and advocate for the role of the library media program in
the educational program. (1.2, 2.2, 7.10)
The numbers in parentheses refer to the Wisconsin DPI standards for the 902
Library Media Specialist Initial License. Students in other states will find it useful
to identify relevant standards in their state documents.
Wisconsin certification students should note LMS or student standards
addressed in each written assignment where relevant and should consider how
assignments may address the 902 standards in their ePortfolio.
Texts: Two textbooks are required for the course.
Donham, Jean. Enhancing Teaching and Learning: A Leadership Guide
for School Library Media Specialists, 2nd ed., revised. New York: Neil
Schuman Publishers, Inc. 2008. (ISBN: 1-55570-647-9)
AASL. Standards for the 21st Century Learner in Action. Chicago: ALA,
2009. (ISBN: 13: 978-0-8389-8507-6)
The following texts are recommended, especially for those working in school
libraries or planning to, but are not required. Required excerpts will be posted on
the course content page.
The Information-Powered School. Public Education Network and
American Association of School Librarians. Edited by Sandra HughesHassell, Anne Wheelock. Chicago: American Library Association, 2001.
(ISBN: 0838935141)
Valenza, Joyce Kasman. Power Tools Recharged. Chicago: ALA, 2004
(ISBN: 0838908802)
In addition, case studies, reports, chapters, and articles will be assigned.
These will either be posted to D2L or available at Internet sites.
Undergraduates: Please identify yourselves to me early in the semester.
Methods: The primary methods of instruction will be informal lecture, readings
and class discussion. This means that active participation is required. Please
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read all assignments carefully so that your postings are thoughtful and wellsupported.
Posts should be succinct and to the point, thoughtful and careful. I’ll be offering
an intro and discussion starter for each forum. Please use these as a jumping off
place for your discussion but don’t feel limited by them. Our text and other
readings will, for the most part, offer a vision of the ideal. You will bring your
practical experience to that ideal, plus offer the class additional resources, links
and information on some of our topics. Whether you’re currently working in a
school or have little experience in this setting, each of you will have unique
perspectives to offer. As with all online classes, I expect that you will learn as
much from your classmates’ posts as you do from me and from the course
readings.
You will be expected to post at least three times in each session. Most
often, there will be just one discussion forum for the session, but occasionally
there are two forums since sometimes we have 2 or more distinct topics to cover.
That would mean you need to attend to both topics with your posts unless I
indicate in the introduction that you may choose between them. As with most
online courses, I look for at least 1 substantial post within the forum in which you
offer reflection on the required readings and references to outside sources. The
other 2+ posts in the forum may be briefer, offering reaction or response to your
classmates or additional information.
0ur class week will begin on Tuesday. The week will end the following Sunday at
10PM. From that time until Tuesday at 6AM CST is the NO POST period for
students. This policy helps to separate one week from the next and gives us all
an enforced break from the compulsion to check the class site several times a
day! If you feel you must post in the NO POST period, you need my permission.
Please review the following rubric carefully to understand how your posts will be
assessed.
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Rubric for Assessment of Discussion Posts
A level
B level
C level
Participation
Participation
Participation
Responds to
discussion
questions
thoroughly and
succinctly, adding
insight and
extended
information.
Cites classmates,
engages
classmates in
dialogue that adds
synthesis,
clarification and
significant
dimension to
discussion.
Participates steadily
throughout the
discussion period.
No participation = F
Responds fully to
all discussion
questions.
Comments are
mostly well
supported and
show above
average thought.
Supports and
engages
classmates.
Participates several
times during the
session.
Partially responds to
discussion questions.
Comments show
some thought.
Sometimes
acknowledges
classmates and
engages in dialogue.
Participates late in
the session only
D level
Participation
Rarely responds to
discussion
questions.
Comments show
little thought.
Posts are isolated
from class dialogue.
Participates
minimally, posting
only very late in the
session.
If you believe you will be unable to participate in discussion due to unforeseen
circumstances (your trip to Aruba doesn’t count!), please email me beforehand
to request an excused absence.
Live Chats: Classes vary greatly in how much they participate in live chats. I will
schedule a chat approximately every other week (or more if needed) and I will
vary the time and day to accommodate your various schedules. Watch the
Welcome Page for chat announcements.
Participation by Students with Disabilities:
If you need special accommodations in order to meet any of the requirements of
this course, please contact me as soon as possible.
D2L and Student Privacy:
Certain SOIS courses utilize the instructional technology Desire to Learn (D2L)
to facilitate online learning. D2L provides instructors the ability to view both
individual data points and aggregate course statistics, including the dates and
times individual students access the system, what pages a student has viewed,
the duration of visits, and the IP address of the computer used to access the
course website. This information is kept confidential in accordance with the
Family Educational Rights and Privacy Act (FERPA), but may be used for
student evaluation.
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Course Outline:
January 26 :
Students of the 21st Century
Introduction: syllabus; assignments
What is a library media specialist?
Read: Donham Preface and Chapter 1.
Standards for 21st Century Learner in Action Glossary (118119) and pages 5-61.
Video: “Designed for Learning: School Libraries”
February 2:
Curriculum and Instruction
Read: Donham, Chapter 2
February 9:
The Principal
Read: Donham, Chapter 3
AASL Best Websites for Teaching and Learning Pt. 1
DUE: February 15 Case Study #1
February 16:
The School District and the Community
Read: Donham, Chapter 4 and 5
Video: “Your School’s Team Deserves a Star Player”
`
February 23:
Collaborative Planning
Read: Donham, Chapter 6
Casey, Susan. “Theory—Where Is My Reality?” Foundations
for Effective School Library Media Programs, edited by Ken
Haycock. (Greenwood Village, Colorado: Libraries Unlimited,
1999), 312-317
Article: Oberg, Dianne. “The School Library Program and the
Culture of the School” Foundations for Effective School
Library Media Programs, edited by Ken Haycock.
(Greenwood Village, Colorado: Libraries Unlimited, 1999),
41-48.
March 2:
Scheduling Library Media Activities
Read: Donham, Chapter 7
Johnson, Doug. “True Flexibility: Comments on Flexible and
Fixed Library Schedules” http://www.dougjohnson.com/dougwri/trueflex.html
AASL Best Websites for Teaching and Learning Pt. 2
DUE: March 8 Interview with Professional
March 9:
Collection
Read: Donham, Chapter 8
Student Behavior Management (PPT)
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March 16:
Literacy
Read: Donham, Chapter 9
SPRING BREAK
DUE: March 29 Blogs Report
March 30:
Technology
Teaching Adult Students
Read: Donham, Chapter 10
DUE: April 5 Case Study #2
April 6:
Information Literacy
Read: Donham, Chapter 11
Read: Standards for the 21st Century Learner in Action pg.
62-116.
Video: Eisenberg, Michael B. Solving Information Problems
the Big6 Way, Worthington, OH: Linworth Publishing, Inc.,
2004
Scan: MacKenzie, Jamie. “The Research Cycle.” Accessed
from FromNowOn.org.
April13:
Assessment of Student Work
Read: Donham, Chapter 12
Journal Topics
DUE: April 26 Journal/Professional Reading Report
April 20:
Program Evaluation
Read: Donham, Chapter 13
Journal Topics
April 27:
Leadership
Read: Donham, Chapter 14
Chapter 2, Information-Powered School
Read: Levitov, Deborah. “One Library Media Specialist’s
Journey to Understanding Advocacy.” Knowledge Quest,
Sept/Oct 2007, 28-31.
Journal Topics
May 4:
Getting and Starting a Job
Journal Topics
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May 11:
Short week for wrap-up
Sharing of workshop/projects outlines
May 14:
Written Final Project Due in Dropbox
Assignments:
1.School Library Visit and Interview
Arrange to visit a school library media center and meet with the media specialist.
Do not choose someone you now work with or a place with which you are
otherwise familiar. The media specialist should be experienced and certified (with
a 902 or equivalent license in your state), not a paraprofessional. Develop a set
of interview questions prior to the visit.
Examples of focus might be: how print and non-print instructional materials are
selected; how physical facilities are arranged; how class scheduling works;
responsibility of media specialist for equipment and/or production; opportunities
for and barriers to collaboration with teachers; role in integrating technology with
instruction; how new AASL Standards are being promoted and implemented;
how media specialist keeps up professionally; etc. Ask both descriptive questions
and “why” questions (not just qualifications and employment history). You may
find practice and attitudes quite at variance with what you find in our text as the
ideal. Be gentle and respectful.
Call to set up the appointment and explain that this is for a class in the
administration of school library media centers. Try to limit your interview to one
hour and use you time wisely so as not to be too interruptive of the media
specialist. If your own work situation permits, use an additional hour to observe
the library in action. (You will not be penalized if you can only conduct your
interview after school when no classes are present.)
Prepare a written summary (3-4 pages) of the interview. Do not identify the site
or the name of the interviewee. The summary, in essay form (not a transcript)
should include: a general description of the school (urban, suburban, rural); a
description of the school media program and population, responses to your
questions; and your own reaction/response to the interview and to the activities
and physical set-up you observed.
Ask if you may contact the library media specialist with questions that may arise
later in the course
Submit your summary essay at the student site. Also be prepared to summarize
your visit and the interview in the Discussion forum.
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DUE: March 8
2. Blogs, blogs, blogs.
For this assignment, you will be exploring some of the blogs (short for weblog, an
informal communication tool) available to keep practicing school library media
specialists up-to-date and in touch with their colleagues around the world. Below
are 9 active and credible blogs.
http://blog.schoollibrarymedia.com
http://mhms-media.blogspot.com (a middle school librarian’s blog)
Never Ending Search (Joyce Valenza; access through the School Library Journal
homepage)
Brian Unbound (access through the School Library Journal homepage)
http://glma.wordpress.com (Georgia Library Media Association)
http://doug-johnson.squarespace.com
http: //kathyschrock.net/blog/
http://www.aasl.ala.org/aaslblog
http://blog.schoollibrarymedia.com/
Explore the list with an eye toward what’s useful and meaningful for your own
professional reading. Choose two that you will follow for five weeks. Write a 3 to
4 page reflection in which you identify the blogs you chose and why, whether for
information, innovation or even inspiration. Include comments on the value of
recent posts, ease of navigation and design, relative activity of the blog with
respect to reader comments, and any other information you wish to provide.
(Please note: some of the blogs above are written by people who have more
formal websites such as Kathy Schrock and Doug Johnson. Although these sites
are immensely useful, please focus on the blogs for this assignment.)
DUE: March 29
NOTE: This blog assignment is relatively new. We used to require that students
in 642 subscribe to and monitor the LM_NET listserv. You may see reference to
this list in your reading. LM_NET is a very busy email discussion group with up
to 100 messages each day. I’m including the instructions to subscribe to this list
here, in case you’d like to give it a try. http://www.eduref.org/lm_net.
3. Case Studies
We will work with case studies as a way to apply professional standards to
practical situations. You will be expected to formally discuss two assigned case
studies in written form over the course of the semester. For your analysis, use
the questions offered in the case study as a guideline (if provided), but be sure to
also discuss other elements that you feel are important in considering the issue.
Response papers should be in good essay form (see writing guidelines at end of
syllabus) about 3-4 pages in length, double-spaced. You are expected to
support your opinions with resources; your text is fair game here.
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Please use MLA format to cite resources both within your essay and in a
bibliography.
Due: February 15 and April 5
4. Professional Reading/Journal Reports
I expect all students to become familiar with the relevant professional journals in
the field. These include, but are not limited to, School Library Journal, Library
Media Connection, Teacher Librarian, Knowledge Quest, School Library Media
Research (available online at http://www.ala.org/aasl/SLMR/index.html), School
Library Monthly, Journal of Youth Services in Libraries (JOYS), Voice of Youth
Advocates (VOYA), www.FromNowOn.org (Jamie McKenzie’s technology
journal) Multimedia and Internet Schools, www.MMIschools.com. The list keeps
growing and changing; many journals now offer selected contents on websites.
You will find many full-text articles via the databases at UWM Libraries. You may
also gather information from LMS blogs such as those listed above.
Below is a list of suggested topics from which each student will make a choice. If
you are interested in a topic not found on the list, I will be happy to consider it.
You will be expected to find two journal articles on the topic, summarize them
briefly, and write a 3-5 page written discussion on the topic. Whenever possible,
try to find differing points of view on your topic for a more interesting analysis.
Only one person per topic, email me with your first and second choice.
You will be making a presentation to the class on your topic and what you
learned in your reading. These presentations are divided over 4 separate
sessions – April 13, April 20, April 27, May 4. I will use D2L to randomly select
the presentation groups; please click on the “Groups” link at the top of the page
to determine your group & therefore your week for presentation to the class.
Despite the date of your forum presentation, the written paper due date is the
same for all students.
Some Suggested Topics:
 Time Management for teacher-librarians
 Self-censorship in school library materials selection
 School library design
 Public/School library cooperation
 Promotion of recreational reading in the secondary school library
 Teacher-librarian’s role in literacy
 Battle of the Books and other incentives
 Student aides in school libraries
 Copyright and LMS responsibilities
 Parent volunteers
 Using student workers in the school library
 Advocacy for the school library
 Privacy issues in school libraries
 Critical thinking in student research
 Teacher-librarian and Administrator relationship
 Kids and ethical computer behavior
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






Gaming applications in school libraries
Coffee bars in the High School Library
Data-driven instruction
Signage and labeling
Staff/LMS relations
Cyber-bullying
School library and grades
DUE: April 26
5. Final Project: Choose ONE of the following three options.
Staff Development Plan
Choose one of the new technologies listed in the AASL Best Websites for
Teaching and Learning list. Develop a detailed scripted plan for a two-session
workshop which helps classroom teachers integrate this technology into their
instruction. You may focus on any level, lower elementary, upper elementary,
middle school, or high school. You may choose a specific subject area (ex.
Wisconsin or state studies for 4th graders) or a more general plan for a wider
range of teachers. If you have already created such a workshop, I urge you to
challenge yourself with a different grade level or subject. In other words, please
do something fresh, using The Information-Powered School, chapter 3 and 7 as
guides. Refer to issues raised in the Donham text, especially p. 221-222. Include
a flyer announcing the workshop, your goals for the session, introduction, all
websites visited and discussed, as well as a script of your commentary that
moves participants through your plan. Include pre and post workshop
instruments that participants would use to assess the success and benefit of the
workshop for them as well as your own evaluation. Include 21st century standards
you are addressing in your workshop plan. You may submit this project in paper
form (8-10 pages) or as a webpage.
OR
Action Plan
Develop an action plan to address an area that needs improvement in a specific
school library (not necessarily a real one!)
You would include:
1. Preliminary analysis. Describe and assess the current situation and what
change you want to target. (Could be anything--a redesign of library
space for better program delivery, a major updating of the collection,
a campaign to help teachers, parents, administrators, students,
understand what a fully staffed library media center can do for
student achievement, a move from behaviorist to constructivist use of
technology, etc.)
2. Outline a strategy to address the target, including budget, personnel involved,
timeline.
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3. Develop promotional plan and materials. Brochure? Newspaper article?
Poster? Web page?
4. Include a presentation which would be used for parents,
administrators, maybe school board. Powerpoint? Video?
5. Include a tool for determining degree of success of action plan. Before and
after survey?
Collaborative Lesson(s)
Anyone currently working in a school library is encouraged to choose this option.
Plan and execute a short unit with a classroom teacher. Using the guidance of
The Information-Powered School, Standards…In Action and your textbooks,
enlist a teacher or group of teachers to put true collaborative planning to the test.
Include and report on all steps listed on p. 43 of The Information-Powered
School. (I will provide copies of relevant chapters.) Include reference to 21 st
Century Standards and content standards addressed through your plan. In
addition to evaluating the unit, include an evaluation of your shared process.
What went well? What would you change? (8-10 pages)
You will be asked to describe your project during the last week of class.
Due May 14
About Written Assignments:
Submit all essays and papers in Word, double-spaced with no extra spaces
between (indented) paragraphs, please. Proofread your written submissions
carefully (don’t rely on spell-checker alone). Be sure to consult a style guide
when quoting, paraphrasing and citing other works. Always cite sources in the
text and include a list of works consulted and cited when you have included any
ideas that are not entirely your own. Because MLA style is widely used in high
schools, I prefer you to use this citation style in your written work. (Quick MLA
style help is available at www.easybib.com; more thorough guidelines can be
found at www.dianahacker.com/resdoc .) As a graduate student, you are
expected to understand and use correct citation.
What is good essay form? This means that your written work has a shape.
Include an introduction and a conclusion with points in between. There is a lot of
leeway for personal expression in the essay form as long as there is a discernible
shape to your work.
Writing Center: If you would like tutorial assistance with your writing, don’t
hesitate to make use of the UWM Writing Center,
http://www4.uwm.edu/writingcenter/index.html. The services are free,
confidential, and fully available to online students.
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Evaluation: There are 200 possible points to be earned in this class, distributed
as follows:
School Visitation/Interview
Blogs essay
Case Studies (2)
Professional Reading/Journal Report
Final Project
Class Participation
25
25
20 each
30
40
40
Grading Scale (in percent):
96-100
91-95.99
87-90.99
84-86.99
80-83.99
77-79.99
A
AB+
B
BC+
74-76.99
70-73.99
67-69.99
64-66.99
60-63.99
below 60
C
CD+
D
DF
Academic Misconduct
The university has a responsibility to promote academic honesty and integrity
and to develop procedures to deal effectively with instances of academic
dishonesty. Students are responsible for the honest completion and
representation of their work, for the appropriate citation of sources, and for
respect of others' academic endeavors.
For additional SOIS academic policies please go to
http://www.uwm.edu/Dept/SOIS/resources/academic_policy.html .
Be aware that it is considered misconduct to submit the same assignment for two
different courses.
And please note:
 All assignments are due in the dropbox by midnight (your time zone) on
the day noted on the course calendar. If any student cannot meet
deadlines, let me know before the due date.
 In any case where you need to cite other material, use MLA citation
style. All MLIS candidates are expected to cite thoroughly and
accurately. You must include both in-text citation and a bibliography.
BW1/22/10
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