EDSL 660: COLLABORATIVE INSTRUCTIONAL PROCESSES: THE ROLE OF THE
LIBRARY MEDIA SPECIALIST IN CURRICULUM AND INSTRUCTION
Fall 2011--Online
Instructor: Audrey P. Church, Ph.D.
Office: Hull 232
Office Telephone: 434.395.2682
Office Hours: Tuesdays, 10:00 to Noon;
Home Telephone: 434.736.8204
Thursdays, 1:00 to 3:00;
Fax: 434.395.2148
And by appointment
Email: churchap@longwood.edu
Home email: church@moonstar.com
School Mailing address:
Longwood University, Hull 232
201 High Street, Farmville, VA 23909
Home Mailing address:
5900 Cabbage Patch Road
Keysville, VA 23947
MEETING TIMES AND LOCATION: The course begins on August 22 and ends on
December 9. It will be completed online using Blackboard.
COURSE DESCRIPTION: Focuses on collaborative partnerships between classroom teachers
and the school library media specialist in information literacy skills instruction. Includes
attention to curriculum design and learning theories to enhance information processing skills.
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.
*You also need a computer headset with microphone.
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
Church—EDSL660—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
COURSE OBJECTIVES:
Knowledge: The student will be able to
1. identify and explain AASL’s Standards for the 21st Century Learner [I, AASL 1-1, 1-2, 14, 3-1]
2. identify and explain the various roles of the school librarian as they relate to instruction
[I, AASL 1-1, 1-2, 1-3]
3. identify major research studies which have demonstrated the important role of the school
librarian in student academic achievement [I, AASL 1-1, 1-2, 4-3]
4. explain the role of the library program in Virginia as set forth in Standards for
Accrediting Public Schools in Virginia [I, AASL 4-3]
5. identify major learning theories and educational issues and explain how they relate to
multiple literacies [I, AASL 1-1, 1-2, 1-3]
6. identify ways in which the librarian can collaborate with classroom teachers to reinforce
a wide variety of reading instructional strategies to ensure students are able to create
meaning from text [ I, AASL 1-3, 2-4]
7. identify major research process models in the K-12 environment [I, AASL 3-1, 3-3]
8. explain the impact that various scheduling models have on the library program [I, AASL
1-3, 3-2]
9. explain the connection between curriculum, collection development, and collaboration [I,
1-1, 1-2, 1-3, 5-1]
Skills: The student will be able to
1. identify connections between AASL’s Standards for the 21st Century Learner, state
standards of learning, and national curriculum subject area standards [I, II, IV, V, AASL
1-1, 1-2, 1-3, 1-4, 5-4]
2. evaluate state standards of learning and integrate library information skills instruction
into the curriculum [I, II, IV, V, AASL 1-4]
3. present the instructional roles of the school librarian to various appropriate audiences [I,
VI, AASL 4-3, 4-4]
4. construct a collaborative lesson which includes subject area standards, AASL’s Standards
for the 21st Century Learner, collaborative planning, teaching, and evaluation [I, II, III,
IV, V, VI, VII, VIII, AASL 1-1, 1-2, 1-3, 1-4, 3-1, 3-2, 3-3]
Dispositions: The student will be able to
1. view oneself as a teacher, instructional partner, instructional leader, and information
specialist [I, IX, AASL 4-3]
2. appreciate the importance of collaborative partnerships between the school librarian and
other school instructional personnel [I, VI, IX, AASL 1-3, 4-3, 4-4]
3. appreciate the importance of collaborative planning to incorporate library information
skills into the curriculum [I, II, IV, V, VI, IX, AASL 1-2, 1-3, 1-4]
4. appreciate the important role the school librarian plays in instruction [I, IX, AASL 1-1, 12, 1-3, 1-4, 2-4, 3-1, 3-2, 3-3]
Church—EDSL660—2
5. appreciate the leadership role the school librarian should take in the area of teaching and
learning [I, II, IV, V, IX, AASL 1-2, 4-3]
6. appreciate the importance of helping students become independent, information literate
lifelong learners [I, II, IV, V, VI, IX, AASL 1-1, 1-4]
7. appreciate the essential role that an integrated library program plays in the teachinglearning process [I, II, IV, V, VI, VIII, IX, AASL 1-1, 1-2, 1-3, 1-4, 3-1, 3-2, 3-3]
COURSE SCHEDULE:
WEEK
TOPICS
#1:

August
22-29

GETTING
READY!!




WEEK
Textbook
acquisition
Longwood
Live mail
access
Online
policies and
procedures
Computer
check for
Wimba
Classroom
Introductions
via Blog in
Blackboard
Review of
syllabus
TOPICS
READINGS
Course Documents for
the week
PARTICIPATION


READINGS
#2:
Course Documents for
 Historical
August
the week
overview of
30school library
September
standards,
5
including
Library Power
 Library
impact studies
 Developing
visions for
learning:
Mission; 21st
century skills,
learners,
learning
environments
Work through the
tasks outlined in
Week #1 Course
Documents.
Post your blog
entry on
Blackboard and
comment on a
classmate’s blog
entry no later than
Monday, August
29.
PARTICIPATION
Respond to
Discussion Board
questions no later
than Monday,
September 5.
Church—EDSL660—3
ASSIGNMENT
ASSIGNMENT
WEEK
TOPICS
READINGS
#3:
September
6-12
 Taxonomies
for school
libraries
 AASL
Standards for
the 21st
Century
Learner
 Standards of
Learning
 Standards of
Accreditation
Course Documents for
the week
WEEK
TOPICS
READINGS
#4:
 Teaching for
September
Learning:
13-19
Collaboration,
reading,
WEEK
TOPICS
#5:
 Teaching for
September
Learning:
20-26
literacies,
inquiry,
assessment
Course Documents for
the week
READINGS
Course Documents for
the week
WEEK
TOPICS
READINGS
#6:
September
27October 3
 Collaboration
documents
 Information
skills
curriculum
Course Documents for
the week
PARTICIPATION
Respond to
Discussion Board
questions no later
than Monday,
September 12.
PARTICIPATION
Respond to
Discussion Board
questions no later
than Monday,
September 19.
PARTICIPATION
Respond to
Discussion Board
questions no later
than Monday,
September 26.
PARTICIPATION
Respond to
Discussion Board
questions no later
than Monday,
October 3.
Church—EDSL660—4
ASSIGNMENT
Assignment #1,
Standards of
Learning
Identification,
due Monday,
September 12.
ASSIGNMENT
Assignment #2,
Standards
Correlation
posted on
Discussion
Board by
Monday,
September 19.
ASSIGNMENT
Respond to
Standards
Correlation
postings on
Discussion
Board by
Monday,
September 26.
ASSIGNMENT
Assignment #3,
Standardized
Test/
Standards
Analysis due via
samples
WEEK
#7:
October
4-10
TOPICS
Course Documents for
the week
TOPICS
READINGS
 Standards for
the 21st
century
learner:
Responsibilities, Selfassessment
strategies
 Roles of the
school
librarian
WEEK
#9:
October
18-24
TOPICS


WEEK
#10:
October
25-31
WEEK
READINGS
 Standards for
the 21st
century
learner:
Skills,
Dispositions
WEEK
#8:
October
11-17
Assignments by
Monday,
October 3.
Learning
theory
Current
educational
trends
TOPICS


Course Documents for
the week
READINGS
Course Documents for
the week
READINGS
Students with Course Documents for
special needs the week
Cultural
diversity
TOPICS
READINGS
PARTICIPATION
ASSIGNMENT
Respond to
Discussion Board
questions no later
than Monday,
October 10.
PARTICIPATION
Respond to
Discussion Board
questions no later
than Monday,
October 17.
PARTICIPATION
ASSIGNMENT
Assignment #4,
Role
presentation,
due Monday,
October 17.
ASSIGNMENT
Respond to
Discussion Board
questions no later
than Monday,
October 24.
PARTICIPATION
Respond to
Discussion Board
questions no later
than Monday,
October 31.
PARTICIPATION
Church—EDSL660—5
ASSIGNMENT
Assignment #5,
Article review,
to Discussion
Board by
Monday,
October 31.
ASSIGNMENT
#11:
November
1-7









WEEK
#12:
November
8-14
TOPICS

WEEK
#13:
November
15-21
WEEK
#14:
November
22-28
WEEK
#15:
November
Information
search
process
Research
process
Big 6
Savvy 7
Pathways to
Knowledge
I-Search
Flip-IT
Research
Cycle
AASL KC
Model
Scheduling
models:
block,
parallel
block, fixed
v. flex
TOPICS

Assessment:
School
librarian
Course Documents for
the week
READINGS
Course Documents for
the week
READINGS
Course Documents for
the week
Respond to
Discussion Board
questions no later
than Monday,
November 7.
PARTICIPATION
Respond to
Discussion Board
questions no later
than Monday,
November 14.
PARTICIPATION
Respond to
Discussion Board
questions no later
than Monday,
November 21.
Response to
Article Review
to Voice Board
by Monday,
November 7.
ASSIGNMENT
Assignment #6,
Benchmarks/Act
ion Examples
Analysis due via
Assignments by
Monday,
November 14.
ASSIGNMENT
Assignment #7,
Interview, to
Discussion
Board by
Monday,
November 21.
TOPICS and
TASKS
Thanksgiving
Break!
READINGS
PARTICIPATION
ASSIGNMENT
TOPICS and
TASKS
 Assessment:
Program
READINGS
PARTICIPATION
ASSIGNMENT
Course Documents for
the week
Respond to
Discussion Board
Church—EDSL660—6
Assignment #8,
Collaborative
29December
5
WEEK
#16:
December
6-9

Evidencebased
practice
TOPICS and
TASKS
 Final Exam
READINGS
questions no later
than Monday,
December 5.
PARTICIPATION
lesson, due
Monday,
December 5.
ASSIGNMENT
Final Exam due
via Blackboard
no later than
Friday,
December 9.
COURSE REQUIREMENTS:
All assignments should be submitted via Blackboard on or before their due date. Credit may be
deducted for unexcused late submission. If you encounter technological difficulties, contact the
instructor to arrange for alternate submission.
ASSIGNMENTS:
#1--Standards of Learning Identification: Using Virginia's Standards of Learning, locate ten
SOL which "invite" collaboration between the classroom teacher and the school librarian.
Select SOL from at least three of the four core disciplines. You may choose SOL from noncore disciplines as well. For each SOL, give the subject area, SOL number, and text of the
SOL. Then, in two or three sentences, summarize how you visualize collaboration occurring.
(At least five of your chosen SOL should be those that are tested. Verify by checking SOL test
blueprints. Label these as [TESTED]. (Due Monday, September 12, via Blackboard
Assignments) (II, IV; AASL 1-1, 1-2, 1-3, 1-4)
#2—Standards Correlation Discussion: Visit the Web site of a professional educational (nonlibrary) organization, NCTE, NCTM, NSTA, NCSS, ISTE, etc. Examine this organization's
subject area standards. Compare these to AASL’s Standards for the 21st Century Learner.
How do the two fit together? Under the appropriate subject area thread in the Discussion
Board, post a summary of your findings—is there overlap? In what areas? Discuss
commonalities and differences. Are there opportunities for collaborative effort? (Due
Monday, September 19)
-by Monday, September 26—reply to at least one posting in your subject area.
-by Monday, September 26—reply to at least one posting in another subject area. (I, II, IV,
VI, VII, IX; AASL 1-1, 1-2, 1-3, 1-4)
#3—Standardized Test/Standards for the 21st Century Learner Analysis: Select a Released
Test for the Standards of Learning from the Virginia Department of Education.
 Give the date of the test. (Ex. Spring 2006 Released Test)
 Give the grade level. (Ex. Grade 7)
 Give the content area. (Ex. Mathematics)
 Give the number of test items. (Ex. 50 test items)
 Give an overall analysis and summary of the test in the context of the AASL Standards
for the 21st Century Learner. Which of the AASL Standards for the 21st Century
Learner are students required to use on this test?
Church—EDSL660—7

Analyze and report on three to five individual test items in the context of the AASL
Standards for the 21st Century Learner. (For example, question #18 requires that the
student evaluate the information given. It requires critical thinking and problem
solving.)
 Based on your analysis of the test items, look at the Reporting Category Descriptions.
Which, if any, of the areas seem to require the greatest number of skills from the AASL
Standards for the 21st Century Learner?
 Specifically, how could library information skills instruction enhance student
achievement on this test?
(Due Monday, October 3 via Blackboard Assignments) (V; AASL 1-1, 1-2, 1-3, 1-4, 54)
#4--Role Presentation: Choose your audience--your faculty, the PTA/PTO, or the local School
Board. Your principal has asked you to make a three to five minute presentation to explain
three of your roles as a school librarian--teacher, information specialist, and instructional
partner. You will need visuals of some sort--a PowerPoint presentation, a poster, a flyer, etc.
Be creative! (Due Monday, October 17 via Blackboard Assignments) (I, VI, VII, IX;
AASL 1-1, 1-2, 1-3)
#5-- Article Review: Select an article from the list of Periodical Resources posted under
Assignments on Blackboard. (With prior approval from the instructor, you may use an article
which is not listed, if it addresses one of topics covered in this course.) Confirm your selection
with the instructor to be sure that you have not duplicated another student’s selection. Acquire
and read the article. Post the following on Blackboard’s Discussion Board under the Article
Review forum:
--by Monday, October 31 (1) bibliographic citation for the article, (2) your summary of the
article, (3) how you feel the article relates to this course, (4) your reaction to the content of the
article, and (5) how you would rate the article on a scale of 1 to 5, 1 being low score, 5 being
high score, justifying your rating.
--by Monday, November 7 your Voice Board response/reaction to one of your classmates’
postings. (I, VI, VII, IX; AASL 4-2)
#6—Benchmarks/Action Examples Analysis:
 Explore Standards for the 21st Century Learner in Action, Chapter 6, p. 62-115.
 Select and explore one set of Skill Benchmarks to Achieve: by Grade 2 (p. 64-67), by
Grade 5 (p.75-79), by Grade 8 (p. 86-90), by Grade 10 (p. 98-102), or by Grade 12 (p.
108-112).
 Select an Action Example to analyze more closely.
 Analyze and discuss the action example.
o Compare the given Library Context and Collaboration Continuum to your school
library setting.
o Note any comparable Virginia SOL.
o Describe what you would do differently if you were to teach this lesson.
 Would you have a different Final Product?
 Would you change Assessment of the Product, the Process, or Student
self-questioning?
Church—EDSL660—8
 Would you change Instruction/Activities in any way?
 Identify an additional standard which could be addressed in this lesson.
o Note additional Skills Indicator (s), Benchmark(s), Dispositions Indicator(s),
Responsibilities Indicator(s), and Self-Assessment Strategies Indicator(s).
(Due Monday, November 14 via Blackboard Assignments) (I, II, III, IV, V, VI, VII; AASL
1-1, 1-2, 1-3, 1-4)
#7—Interview and Report: Interview a practicing school librarian. During your interview,
focus on the curriculum and instructional role of the librarian.
 Does this person see him/herself as a teacher and an instructional partner?
 How does he/she collaborate with teachers in the instructional process?
 Does he/she work to integrate the AASL Standards for the 21st Century Learner into the
content curriculum?
 On what level of Loertscher’s taxonomy for librarians would you estimate this person to be?
 From your conversation, estimate what level the teachers, students, and principal will be.
 Does the librarian jointly plan with teachers?
 Does he/she team teach?
 Does he/she co-evaluate student products with teachers?
 Does he/she assess student learning in the library? (Formatively? Summatively?)
 Does he/she have access to disaggregated SOL test data? In what context? If so, how does
he/she use the data?
 What impact does he/she feel that he/she has on student learning?
Summarize your interview in a written report, maintaining the anonymity of the person and
place you visited. Categorize your interview as positive, neutral, or negative. Post your report
on the Blackboard Discussion Board under the Interview forum under the chosen category.
(Due Monday, November 21) (I, V, VI, IX; AASL 1-1, 1-2, 1-3, 4-1)
#8--Collaborative Lesson: Give an overview of a jointly planned lesson between the librarian
and the classroom teacher. Include the following information: lesson topic/focus, grade level,
SOL addressed, Standards for the 21st Century Learner addressed, resources to be used, division
of responsibilities, evidence of joint planning, research model used by students (if appropriate),
method of assessment of student learning, method of assessment of lesson success, statement as
to the impact the librarian is projected to have on student learning. (Due Monday, December 5
via Blackboard Assignments) (I, II, IV, VI, VIII; AASL 1-1, 1-2, 1-3, 1-4, 2-1, 3-1, 3-2, 3-3)
COURSE EVALUATION: Grades for the course will be determined as follows:
Class participation (Discussion Board; Wimba)
15 points
SOL Identification
5 points
Standards Correlation and Responses
10 points
Standardized Test/21st Century Standards Analysis 5 points
Role Presentation
10 points
Article Review and Response
10 points
Interview
10 points
Benchmarks/Action Examples Analysis
5 points
Collaborative Lesson
20 points
Church—EDSL660—9
Final Exam
10 points
The following grading scale will be used:
A 94-100
B 86-93
C 78-85
PARTICIPATION:
Active participation is required to build our online learning community. Participation credit
will be awarded for participation in our synchronous Wimba sessions and for responses to
Discussion Board questions. Quantity, quality, and level of engagement will be assessed.
ATTENDANCE:
Participation and promptness are keys to success in this course. You must keep up with
assignments (do not get behind!) and participate actively in discussions.
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.
TECHNICAL ASSISTANCE:
Longwood provides a toll-free number (877-267-7883) for distance education students to reach
User Support Services, the Library Reference Desk, and the Graduate Studies Office.
EVALUATION OF THE INSTRUCTOR:
At the conclusion of the course, each student will have the opportunity to evaluate the course
instructor.
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/
PROGRAM REMINDER INFORMATION:
Beginning with the Fall 2005 semester, prospective applicants are allowed to enroll in up to nine
credit hours (3 courses) prior to being admitted to a degree or licensure only program and have
those hours apply to the admitted program. Students should submit an Application for Graduate
Admission promptly (no later than the completion of six credit hours [2 courses]) to avoid having
course work in excess of the nine credit hours not apply once admitted. Application materials
are available by contacting the Office of Graduate Studies (434-395-2707 or
graduate@longwood.edu) or on our Web site at
http://www.longwood.edu/graduatestudies/10314.htm
Church—EDSL660—10
RESOURCES
Books
Booth, A. & Brice, A. (Eds.). (2004). Evidence-based practice for information professionals: A
handbook. London: Facet.
Brooks, J.G. & Brooks, M.G. (1993). In search of understanding: The case for constructivist
classrooms. Alexandria, VA: ASCD.
Buchanan, J. (1991). Flexible access library media programs. Englewood, CO: Libraries
Unlimited. (Also available as an ebook from Greenwood Library.)
Bush, G. (2005). Every student reads: Collaboration and reading to learn. Chicago: ALA.
Buzzeo, T. (2002). Collaborating to meet standards: Teacher/librarian partnerships for K-6.
Worthington, OH: Linworth.
Buzzeo, T. (2002). Collaborating to meet standards: Teacher/librarian partnerships for 7-12.
Worthington, OH: Linworth.
Buzzeo, T. (2007). Collaborating to meet literacy standards: Teacher/librarian partnerships for
grades K-2. Worthington, OH: Linworth.
Buzzeo, T. (2008). The collaboration handbook. Columbus, OH: Linworth.
Callison, D. & Preddy, L. (2006). The blue book on information age inquiry, instruction and
literacy. Westport, CT: Libraries Unlimited.
Church, A.P. (2003). Leverage your library program to help raise test scores: A guide for
library media specialists, principals, teachers, and parents. Worthington, OH: Linworth.
Danielson, C. (2007). Enhancing professional practice: A framework for teaching. (2nd ed.).
Alexandria, VA: ASCD.
Donham, J. (2004). Enhancing teaching and learning: A leadership guide for school library
media specialist (2nd ed.). New York: Neal-Schuman.
Donham, J., Bishop, K., Kuhlthau, C.C., & Oberg, D. (2001). Inquiry-based learning : Lessons
from library power. Worthington, OH: Linworth.
Eisenberg, M.B. & Berkowitz, R.E. (1990). Information problem solving: The big six skills
approach to library & information skills instruction. Norwood, NJ: Ablex.
Eisenberg, M.B., Berkowitz, R.E., Darrow, R., & Spitzer, K. L. (2000). The big6 in secondary
schools. Worthington, OH: Linworth.
Eisenberg, M.B. & Eisenberg, L. (2007). Super 3: Information skills for young learners.
Worthington, OH: Linworth.
Eisenberg, M.B., Lowe, C.A., & Spitzer, K.L. (2004). Information literacy: Essential skills for
the information age. (2nd ed.). Westport, CT: Libraries Unlimited.
Everhart, N. (1998). Evaluating the school library media center: Analysis techniques and g
research practices. Englewood, CO: Libraries Unlimited. (Also available as an ebook from
Greenwood Library.)
Farmer, L.S.J. (2003). Student success and library media programs: A systems approach to
research and best practice. Westport, CT: Libraries Unlimited.
Farmer, L. S. J. & Henri, J. (2007). Information literacy assessment in K-12 settings. Lanham,
MD: Scarecrow.
Harada, V. H., Kirio, C.H., & Yamamoto, S. H. (2008). Collaborating for project-based
learning in grades 9-12. Columbus, OH: Linworth.
Harada, V. H. & Yoshina, J. M. (2004). Inquiry learning through teacher-librarian
partnerships. Worthington, OH: Linworth.
Church—EDSL660—11
Harada, V.H. & Yoshina, J.M. (2010). Assessing learning: Librarians and teachers as partners.
Santa Barbara, CT: Libraries Unlimited.
Hartzell, G. (2003). Building influence for the school librarian: Tenets, targets, & tactics. (2nd
ed.) Worthington, OH: Linworth.
Harvey, C. A. (2008). No school library left behind: Leadership, school improvement, and the
media specialist. Columbus, OH: Linworth.
Hughes-Hassell, S. & Harada, V. H. (2007). School reform and the school library media
specialist. Westport, CT: Libraries Unlimited.
Hughes-Hassell, S. & Wheelock, A. (Eds.). (2001). The information-powered school. Chicago:
American Library Association.
Information power: Building partnerships for student learning. (1998). Chicago: American
Library Association.
Jones, J. B, & Zambone, A.M. (2008). The power of the media specialist to improve academic
achievement and strengthen at-risk students. Columbus, OH: Linworth.
Joyce, M. Z. & Tallman, J.I. (1997). Making the writing and research connection with the Isearch process. New York: Neal-Schuman.
Knodt, J. S. (2008). Nine thousand straws: Teaching thinking through open-inquiry learning.
Westport, CT: Teacher Ideas Press.
Kuhlthau, C.C. (2004). Seeking meaning: A process approach to library and information
services. (2nd ed.) 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.
Lance, K.C., Hamilton-Pennell, C., Rodney, M.J., Petersen, L., & Sitter, C. (1999). Information
empowered: The school librarian as an agent of academic achievement in Alaska schools.
Juneau: Alaska State Library.
Lance, K.C. & Loertscher, D.V. (2001). Powering achievement: School library media
programs make a difference: The evidence. San Jose, CA: HiWillow.
Lance, K.C., Rodney, M.J., & Hamilton-Pennell, C.. (2000). How school librarians help kids
achieve standards: The second Colorado study. San Jose, CA: HiWillow.
Lance, K.C., Rodney, M.J., & Hamilton-Pennell, C. (2001). Good schools have school
librarians: Oregon school librarians collaborate to improve academic achievement.
Terrebonne, OR: Oregon Educational Media Association.
Lance, K.C., Rodney, M.J., & Hamilton-Pennell, C. (2003). How school librarians improve
outcomes for children: The New Mexico study. San Jose, CA: HiWillow.
Lance, K.C., Wellborn, L., & Hamilton-Pennell, C. (1993). The impact of school library media
centers on academic achievement. Castle Rock, CO: HiWillow.
Loertscher, D.V. (2000). Taxonomies of the school library media program. (2nd ed.). San Jose,
CA: HiWillow.
Loertscher, D.V. (2002). Reinventing your school's library in the age of technology: A guide for
principals and superintendents. Castle Rock, CO: HiWillow.
Loertscher, D.V. & Achterman, D. (2002). Increasing academic achievement through the library
media center: A guide for teachers. Castle Rock, CO: HiWillow.
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.
Church—EDSL660—12
Loertscher, D. V., Koechlin, C., & Zwaan, S. (2007). Beyond bird units! Thinking and
understanding 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, UT:
HiWillow.
Loertscher, D.V. & Todd, R.J. (2003). We boost achievement! Evidence-based practice for
school library media specialists. Salt Lake City, UT: HiWillow.
Macrorie, K. (1988). The I-search paper. Portsmouth, NH: Heinemann.
Marzano, R.J., Pickering, D.J., & Pollock, J.E. (2001). Classroom instruction that works:
research-based strategies for increasing student achievement. Alexandria, VA: ASCD.
McKenzie, J. (1999). How teachers learn technology best. Bellingham, WA: FNO Press.
McKenzie, J. (2000). Beyond technology: Questioning, research, and the information literate
school. Bellingham, WA: FNO Press.
McKenzie, J. (2001). Planning good change with technology and literacy. Bellingham, WA:
FNO Press.
Milam, P. (2002). InfoQuest: A new twist on information literacy. Worthington, OH: Linworth.
Miller, D. P. (2004). The standards-based integrated library: A collaborative approach for
aligning the library program with the classroom curriculum. (2nd ed.). Worthington, OH:
Linworth.
Moreillon, J. (2007). Collaborative strategies for teaching reading comprehension: Maximizing
your impact. Chicago: ALA.
Nebraska Educational Media Association. (2010). Guide to developing and evaluating school
library programs. (7th ed.). Santa Barbara, CA: Libraries Unlimited.
Ohlrich, K.B. (2001). Making flexible access and flexible scheduling work today. Englewood,
CO: Libraries Unlimited.
Pappas, M.L. & Tepe, A.E. (1997). Pathways to knowledge: Follett’s information skills model.
McHenry, IL: Follett Software.
Pappas, M.L. & Tepe, A.E. (2002). Pathways to knowledge and inquiry learning. Greenwood
Village, CO: Libraries Unlimited. (Also available as an ebook from Greenwood Library.)
A planning guide to Information power: Building partnerships for learning. (1999). Chicago:
AASL.
Rodney, M.J., Lance, K.C., & Hamilton-Pennell, C. (2002). Make the connection: Quality school
library media programs impact academic achievement in Iowa. Bettendorf, IA:
Mississippi Bend Area Education Agency.
Rosenfeld, E. & Loertscher, D. V. (Eds.) Toward a 21st-century school library media program.
Lanham, MD: Scarecrow.
Shaw, M.K. (1999). Block scheduling and its Impact on the school library media center.
Westport, CT: Greenwood.
Smith, J.B. (2005). Teaching and testing information literacy skills. Worthington, OH:
Linworth.
Stripling, B.K. & Hughes-Hassell, S. (Eds.). (2003). Curriculum connections through the
library. Westport, CT: Libraries Unlimited.
Stripling, B.K. & Pitts, J.M. (1988). Brainstorms and blueprints: Teaching library research as a
thinking process. Englewood, CO: Libraries Unlimited.
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Thompson, H. M. & Henley, S.A.(2000). Fostering information literacy: Connecting national
standards, Goals 2000, and the SCANS report. Englewood, CO: 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.
Vance, A. L. & R. Nickel.(Eds.). (2007). Assessing student learning in the school library media
center. Chicago: AASL.
Volkman, J. D. (2008). Collaborative library research projects: Inquiry that stimulates the
senses. Westport, CT: Libraries Unlimited.
Walker, C. & Shaw, S. (2004). Teaching reading strategies in the school library. Westport, CT:
Libraries Unlimited.
Warlick, D. F. (2008). Redefining literacy 2.0. (2nd ed.) Columbus, OH: Linworth.
Wesson, C.L. & Keefe, M.J. (Eds.). (1995). Serving special needs students in the school library
media center. Westport, CT: Greenwood.
Wiggins, G. & McTighe, J. (2005). Understanding by design. (Exp. 2nd ed.) Alexandria, VA:
ASCD.
Yucht, A. (1997). Flip it! An information skills strategy for student researchers. Worthington,
OH: Linworth.
Zmuda, A. & Harada, V.H. (2008). Librarians as learning specialists: Meeting the learning
imperative for the 21st century. Westport, CT: Libraries Unlimited.
Zweizig, D.L. & Hopkins, D.M. (1999). Lessons from Library Power: Enriching teaching and
learning. Englewood, CO: Libraries Unlimited. (Also available as an ebook from
Greenwood Library.)
Selected Additional Resources:
CDROM:
Miller, N.A.S. (2009). Impact! Documenting the LMC program for accountability. Spring, TX:
HiWillow. (Available from http://www.lmcsource.com/Catalog/impact.html)
Web Sites:
Virginia Department of Education
http://www.doe.virginia.gov
Library & Media Services
http://www.doe.virginia.gov/instruction/library/index.shtml
Standards of Accreditation
http://www.doe.virginia.gov/boe/accreditation/index.shtml
Standards of Learning, Resources, and Test Blueprints
http://www.doe.virginia.gov/testing/sol/standards_docs/index.shtml
General:
AASL Best Websites for Teaching and Learning
http://www.ala.org/aasl/bestlist
ERIC
http://www.eric.ed.gov
From Now On
http://fno.org
Kuhlthau’s Information Search Process http://virtualinquiry.com/inquiry/ips.htm
Library Research Service
http://www.lrs.org
LM_NET
http://lmnet.wordpress.com/
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Impact Studies:
Alaska Study
http://www.lrs.org/impact.php#ak
Colorado Study
http://www.lrs.org/impact.php#colo
Illinois Study
http://www.islma.org/IllinoisStudy.htm
Indiana Study
http://www.ilfonline.org/index.php?src=gendocs&ref=AIMEStudyInformation&category=Units
Iowa Study
http://www.aea9.k12.ia.us/documents/filelibrary/pdf/media/Media_Services_Statewide_Library_
Study.pdf
Massachusetts Study http://web.simmons.edu/~baughman/mcas-school-libraries/
Michigan Study http://www.michigan.gov/documents/hal_lm_schllibstudy03_76626_7.pdf
Minnesota Study
http://www.lrs.org/impact.php#mn
Missouri Study http://dese.mo.gov/divimprove/curriculum/librarystudy/libraryresearch.pdf
New Mexico Study
http://www.lrs.org/impact.php#nm
New York Study
http://digital-literacy.syr.edu/projects/view/22
North Carolina School Study http://www.rburgin.com/ncschools2003/NCSchoolStudy.pdf
Ohio Study
http://www.oelma.org/OhioResearchStudy.htm
Oregon Study
http://oasl.info/Oregon_Study/OR_Study.htm
Pennsylvania Study http://www.lrs.org/impact.php#pa
Texas Study
http://www.tsl.state.tx.us/ld/pubs/schlibsurvey/index.html
Wisconsin Study
http://www.dpi.wi.gov/imt/lmsstudy.html
Professional Organizations:
American Library Association
http://www.ala.org
American Association of School Librarians http://www.ala.org/aasl/
Association for Educational Communications and Technology http://www.aect.org
International Association of School Librarianship http://www.iasl-online.org/
ISTE: International Society for Technology in Education http://www.iste.org/
Virginia Educational Media Association
http://www.vemaonline.org
Virginia Library Association
http://www.vla.org
Virginia Society for Technology in Education
http://www.vste.org
Research Process Models:
Stripling and Pitts Research Process
http://virtualinquiry.com/inquiry/stripling.htm
Big Six
http://www.big6.com/
Flip It!
http://virtualinquiry.com/inquiry/flipit.htm
I-Search
http://virtualinquiry.com/inquiry/isearch.htm
KC (KidsConnect) Tools
http://www.ala.org/ala/mgrps/divs/aasl/aboutaasl/aaslcommunity/quicklinks/k12students/aaslkct
ools.cfm
McKenzie’s Research Cycle
http://fno.org/dec99/rcycle.html
Pathways to Knowledge
http://virtualinquiry.com/inquiry/pathways.htm
Savvy Seven
http://www.davidvl.org/savvy7.html
Journals:
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*All of these journals (except School Library Media Research Online) are available in print
form. Information on the Web sites listed below varies from subscription information to
tables of contents to selected articles to full text. This list is given primarily for subscription
information and journal browsing. To locate specific articles in these journals, use the
Journal Finder link (http://readpac.longwood.edu/) or the Databases A-Z link
(http://www.longwood.edu/library/research/db/azlist.htm) from the Longwood Library.
Book Links
http://www.ala.org/ala/aboutala/offices/publishing/booklinks/index.cfm
Computers in Libraries
http://www.infotoday.com/cilmag/ciltop.htm
Internet @ Schools
http://www.mmischools.com
Knowledge Quest
http://www.ala.org/ala/mgrps/divs/aasl/aaslpubsandjournals/knowledgequest/knowledgequest.cf
m
Library Media Connection
http://www.librarymediaconnection.com
Library Sparks
http://www.highsmith.com/librarysparks/
School Librarian’s Workshop
http://www.slworkshop.net/
School Library Monthly
http://www.schoollibrarymonthly.com/
School Library Media Research Online
http://www.ala.org/ala/mgrps/divs/aasl/aaslpubsandjournals/slmrb/schoollibrary.cfm
School Library Journal
http://www.schoollibraryjournal.com
Teacher Librarian
http://www.teacherlibrarian.com/
Technological Horizons in Education
http://www.thejournal.com
Technology and Learning
http://www.techlearning.com
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