TOWSON UNIVERSITY
College of Education
Program in Instructional Technology: School Library Media
ISTC 615.101
Dr.____________,
Instructor
Collection Development
Office: HH ____
Phone:
E-mail:
Course Description
Concepts, processes, guidelines, and resources for the development of a high quality
school library media center collection.
The School Library Media Program Digital Portfolio:
The School Library Media Program Digital Portfolio Assessment is introduced in
ISTC 653 (The Organization of Knowledge), structurally designed in ISTC 541
(Foundations of Instructional Technology), and completed in ISTC 789 (Practicum and
Portfolio in School Library Media).
1
As candidates near completion of the program, they will write reflection
statements correlating their program work, particularly as the work connects to PK-12
students. Candidates are encouraged to write reflections throughout their program of
study aligning coursework to the AASL standards for the Initial Programs for School
Library Media Specialist Preparation.
It is not likely possible to complete the portfolio until a majority of coursework is
completed. The portfolio is to be completed as part of (three credits) of the final six
credit program course, ISTC 789 (Practicum and Portfolio in School Library Media).
Candidates should archive digital and other copies of their work.
AASL/ Standards (These are standards for the Initial Preparation of School
Librarians)
1.1 Knowledge of learners and learning
Candidates are knowledgeable of learning styles, stages of human growth and
development, and cultural influences on learning. Candidates assess learner needs and
design instruction that reflects educational best practice. Candidates support the learning
of all students and other members of the learning community, including those with
diverse learning styles, physical and intellectual abilities and needs. Candidates base
twenty-first century skills instruction on student interests.
1.3 Instructional partner
Candidates model, share, and promote effective principles of teaching and learning as
collaborative partners with other educators. Candidates acknowledge the importance of
participating in curriculum development, of engaging in school improvement processes,
and of offering professional development to other educators as it relates to library and
information use.
1.4 Integration of twenty-first century skills and learning standards
Candidates advocate for twenty-first century literacy skills to support the learning needs
of the school community. Candidates demonstrate how to collaborate with other teachers
to plan and implement instruction of the AASL Standards for the21st-Century Learner
and state student curriculum standards. Candidates employ strategies to integrate multiple
literacies with content curriculum. Candidates integrate the use of emerging technologies
as a means for effective and creative teaching and to support P-12 students' conceptual
understanding, critical thinking and creative processes.
2.3 Respect for diversity
Candidates demonstrate the ability to develop a collection of reading and information
materials in print and digital formats that support the diverse developmental, cultural,
social, and linguistic needs of P-12 students and their communities.
2.4 Literacy strategies
Candidates collaborate with classroom teachers to reinforce a wide variety of reading
instructional strategies to ensure P-12 students are able to create meaning from text.
3.2 Access to information
Candidates support flexible, open access for library services. Candidates demonstrate
their ability to develop solutions for addressing physical, social and intellectual barriers
2
to equitable access to resources and services. Candidates facilitate access to information
in print, non-print, and digital formats. Candidates model and communicate the legal and
ethical codes of the profession.
3.3 Information technology
Candidates demonstrate their ability to design and adapt relevant learning experiences
that engage students in authentic learning through the use of digital tools and resources.
Candidates model and facilitate the effective use of current and emerging digital tools to
locate, analyze, evaluate, and use information resources to support research, learning,
creating, and communicating in a digital society.
5.1 Collections
Candidates evaluate and select print, non-print, and digital resources using professional
selection tools and evaluation criteria to develop and manage a quality collection
designed to meet the diverse curricular, personal, and professional needs of students,
teachers, and administrators. Candidates organize school library collections according to
current library cataloging and classification principles and standards.
5.2 Professional Ethics
Candidates practice the ethical principles of their profession, advocate for intellectual
freedom and privacy, and promote and model digital citizenship and responsibility.
Candidates educate the school community on the ethical use of information and ideas.
5.4 Strategic Planning and Assessment
Candidates communicate and collaborate with students, teachers, administrators, and
community members to develop a library program that aligns resources, services, and
standards with the school's mission. Candidates make effective use of data and
information to assess how the library program addresses the needs of their diverse
communities.
InTASC Standards
Standard #1: Learner Development
The teacher understands how learners grow and develop, recognizing that patterns of
learning and development vary individually within and across the cognitive, linguistic,
social, emotional, and physical areas, and designs and implements developmentally
appropriate and challenging learning experiences.
Standard #2: Learning Differences
The teacher uses understanding of individual differences and diverse cultures and
communities to ensure inclusive learning environments that enable each learner to meet
high standards.
Standard #3: Learning Environments
The teacher works with others to create environments that support individual and
collaborative learning, and that encourage positive social interaction, active engagement
in learning, and self motivation.
Standard #4: Content Knowledge
The teacher understands the central concepts, tools of inquiry, and structures of the
discipline(s) he or she teaches and creates learning experiences that make these aspects of
the discipline accessible and meaningful for learners to assure mastery of the content.
Standard #5: Application of Content
3
The teacher understands how to connect concepts and use differing perspectives to
engage learners in critical thinking, creativity, and collaborative problem solving related
to authentic local and global issues.
Note: This course also incorporates the AASL Standards for the 21st Century
Learner (these standards are designed for prek-12 students.)
AASL. (2007). Standards for the 21st-Century Learner. Chicago: AASL
The following concepts (some summarized) from the “Common Beliefs” of the AASL
standards apply to and will be modeled in this ISTC 615 class:
 select, evaluate, and use information appropriately and effectively,
 provide children with an equitable access to books and reading, and to
information technology in an environment that is safe and conducive to learning,
 become independent learners, gaining not only the skills, but also the dispositions
to use those skills, along with an understanding of the students’ own
responsibilities and self-assessment strategies,
 focus on multiple literacies, including digital, visual, textual, and technological,
that have now joined information literacy as crucial skills for this century.
 seek diverse perspectives, gather and use information ethically, and use social
tools responsibly and safely,
 share knowledge and learning with others, both in face-to-face situations and
through technology, and
 collaborate with others to provide instruction, learning strategies, and practice in
using the essential learning skills needed in the 21st century.
Course Objectives
Following completion of the course, the students will be able to:






Evaluate, develop, and defend an objective set of written standards for the
evaluation of print and non-print materials (AASL 5.1)
Describe and evaluate an appropriate range of selection aids and review sources
according to objective criteria (AASL 5.1),
Develop strategies for the integration of school library media center (SLMC)
resources and curricular resources within a local education agency (LEA) (AASL
1.3,1.4),
Identify administrative and collaborative strategies for the implementation of
print, non-print, electronic media and human resources to serve diverse
populations and special needs clients (AASL 3.2,2.3) (InTASC 1, 2, 3, 4, 5)
Identify, describe and utilize current technology in the acquisition of resource
material (AASL 1.4),
Explain functions and limitations of various media and review sources, describe
critical issues that effect collection development and services including:
4





multicultural materials, gender stereotyping, special needs clients, censorship
including Internet filtering and copyright laws (AASL 1.1, 5.2),
Explain the relationship between copyright law, selection, evaluation, and access
to information (AASL 3.2, 5.2),
Critically analyze and evaluate library collections according to currently accepted
local, regional and national standards (AASL 5.4),
Use and evaluate computerized databases and acquisitions tools to develop
collections (AASL 5.1),
Evaluate instructional design elements in instructional software in terms of its
fulfillment of a given set of educational criteria (AASL 2.4, 3.3), and
Identify, access, and evaluate worldwide telecommunications networks and
develop a virtual library appropriate for selective clients (AASL 4.1, 3.3).
Course Content










Selection Criteria
Selection Policy Development & Evaluation
Selection Tools for Books
Selection Tools for Serials and Non-print Materials
Government Documents
Human Resources
Acquisition and Collection Maintenance
Collaborative Planning
Copyright
Censorship/Intellectual Freedom
Texts
Bishop, K. (2007). The collection programs in schools: concepts, practices and
information sources. 4th. Ed. Englewood, CO: Libraries Unlimited.
Recommended as background reading:
AASL. (2007). Standards for the 21st-Century Learner. Chicago: AASL
American Association of School Libraries & Association for Educational
Communications and Technology. (1998). Information power: Building
partnerships for learning. Chicago, IL: American Library Association.
Additional Resources/Websites
APA Tutorial:
5
Harvard University. (2012) APA exposed: Online tutorial. Retreived from;
http://isites.harvard.edu/icb/icb.do?keyword=apa_exposed
American Library Association:
American Library Association. (2012) American Library Association. Retreived
from: http://www.ala.org
Includes ALA policies on intellectual freedom and the ALA office for
intellectual freedom
Multicultural Literature Database
International Children Library. (2012). International Children’s Digital Library:
A library for the world’s children. Retrieved from:
http://en.childrenslibrary.org/
Universal Design for Learning
Cast. (2012). Universal Design for Learning.
http://www.cast.org/teachingeverystudent/ideas/tes/
Library Media State Curriculum
Maryland State Department of Education. (2012). Library media curriculum.
Retrieved from:
http://marylandpublicschools.org/NR/rdonlyres/EC67FB12-FE6B-464AA2AD-D0C6307773E3/13092/SLMStandards.pdf
Crosswalk of the Common Core Standards and the Standards for the 21st-Century
Learner
American Library Association. (2012). Crosswalk of the Common Core
Standards and the Standards for the 21st-Century Learner. Retreived
from:
http://www.ala.org/aasl/guidelinesandstandards/commoncorecrosswalk
E-book
6
Agosto, D.e. & Hughes-Hassell (Eds.). (2010). Urban teens in the library:
research and
practice—eEditions e-bookbundle. Chicago: American Library
Association Editions.
Monographs
Alabaster, C. (2010). Developing an outstanding core collection: A guide for
libraries. 2nd. Ed. Chicago: American Library Association Editions.
Baumbach, D. J. & Miller, L.L. (2006). Less is more : A practical guide to
weeding
school library collections. Chicago: American Library Association.
Rose, D. H. & Meyer, A. [Eds.]. (2006). A practical reader in universal design
for
learning. Cambridge, MA: Harvard Education Press.
Russell, C. [Ed.] (2004). Complete copyright: An everyday guide for librarians.
Chicago: American Library Association.
Sullivan, M. (2010). Serving boys through readers’ advisory. Chicago: American
Library Association Editions.
Sample Course Requirements







Participate in class discussions and activities
Work cooperatively in teams
Evaluate print, non-print and electronic resources appropriate for school library
collections (individual)
Read current journal articles and the text
Share knowledge gleaned from the readings with the class (individual/oral &
written)
Online course activities
Complete course assignments
o Assignment #1: Review Sources
o Assignment #2: Community Analysis Field Study
o Assignment #3: Online ordering – in class activity
o Assignment # 4: Reviewing Materials
o Assignment # 5: Banned Books
o Assignment # 6 Hot Issues: Research Project
o Assignment # 7: Final Project/Assessment - Selection Policy
Course Grading System (all assessments will be assigned point values)
7
95-100% = A
90-94 = A86-89 = B+
80-85 = B
75-79 = C
F= <75
Policy Statements
Attendance
Students are expected to attend every session. If you miss a session for an emergency or
other circumstance beyond your control, it is your responsibility to contact the course
instructor prior to class and to make up all work missed. Special Note: “Students should
not attend classes or other university events from the onset of flu-like symptoms until at
least 24 hours after the fever subsides without the use of fever reducing medications.
Such absences will be considered excused absences; however, students are responsible
for the material covered during the period of their absence.”
Course assignments
All assignments including the final course project must be completed for course credit.
Assignments are due at various times throughout the course. Assignments that are late
will be penalized for each day late.
Incomplete grades
It is university policy that an incomplete may not be given except in cases of emergency,
illness or other circumstances beyond your control. If you have such an emergency, you
should notify the course instructor at the earliest possible time.
Academic Integrity
Students are expected to maintain a high standard of academic integrity. Unauthorized
assistance in preparing materials submitted as original work by you constitutes a violation
of academic integrity. Inappropriate classroom conduct, cheating and plagiarism will
result in academic disciplinary action by the course instructor or by the Graduate Studies
Committee. See: Student Academic Integrity Policy, Towson University.
References
AASL. (2007). Standards for the 21st-Century Learner. Chicago: AASL
Agosto, D.e. & Hughes-Hassell (Eds.). (2010). Urban teens in the library: research and
8
practice—eEditions e-bookbundle. Chicago: American Library Association
Editions.
Alabaster, C. (2010). Developing an outstanding core collection: A guide for
libraries. 2nd. Ed. Chicago: American Library Association Editions.
American Association of School Libraries & Association for Educational
Communications and Technology. (1998). Information power: Building
partnerships for learning. Chicago, IL: American Library Association.
American Library Association. (2012) American Library Association. Retreived from:
http://www.ala.org
Includes ALA policies on intellectual freedom and the ALA office for
intellectual freedom.
American Library Association. (2012). Crosswalk of the Common Core Standards and
the Standards for the 21st-Century Learner. Retreived from:
http://www.ala.org/aasl/guidelinesandstandards/commoncorecrosswalk
Baumbach, D. J. & Miller, L.L. (2006). Less is more : A practical guide to weeding
school library collections. Chicago: American Library Association.
Bishop, K. (2007). The collection programs in schools: concepts, practices and
information sources. 4th. Ed. Englewood, CO: Libraries Unlimited.
Cast. (2012). Universal Design for Learning.
http://www.cast.org/teachingeverystudent/ideas/tes/
Harvard University. (2012) APA exposed: Online tutorial. Retreived from;
http://isites.harvard.edu/icb/icb.do?keyword=apa_exposed
9
International Children Library. (2012). International Children’s Digital Library: A
library for the world’s children. Retrieved from: http://en.childrenslibrary.org/
Maryland State Department of Education. (2012). Library media curriculum. Retrieved
from: http://marylandpublicschools.org/NR/rdonlyres/EC67FB12-FE6B-464AA2AD-D0C6307773E3/13092/SLMStandards.pdf
Rose, D. H. & Meyer, A. [Eds.]. (2006). A practical reader in universal design for
learning. Cambridge, MA: Harvard Education Press.
Russell, C. [Ed.] (2004). Complete copyright: An everyday guide for librarians.
Chicago: American Library Association.
Sullivan, M. (2010). Serving boys through readers’ advisory. Chicago: American
Library Association Editions.
10