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Spring 2006
Meeting times: The class will be offered online through Blackboard. There will be group “virtual classes” on Tuesday evenings from 6 -7 and 7– 8 PM. Course description: Theories and principles of analysis, selection, evaluation, and management of media material and equipment for a School Library Media Center. Includes a survey of guidelines, review sources, selection aids and material evaluation sources. Text:
COURSE OBJECTIVES: Course objectives and assignments are coded to Longwood University’s Department of Education Conceptual Framework and to the ALA/AASL Standards for Initial Programs for School Library Media Specialist Preparation, available at http://www.ala.org/Content/NavigationMenu/AASL/Education_and_Careers1/School_Library_Media_Education_Programs/ala-aasl_slms2003.pdf
(Conceptual Framework: F1=Educators as Reflective Citizen Leaders, TC 1=Planning, TC 2=Implementation and Management of Instruction, TC 3=Evaluation and Assessment, TC 4=Knowledge of Subject, TC 5=Classroom Behavior Management, TC 6=Communication Skills, TC 7=Professional Responsibilities, TC 8=Technology, TC 9=Diversity)
Knowledge: The student will be able to
Skills: The student will be able to
Dispositions: The student will be able to
COURSE OUTLINE
COURSE REQUIREMENTS and ASSIGNMENTS:
#1—Evaluation of Internet Acquisitions Sites : Choose one vendor site. On Blackboard’s Discussion Board, post an evaluation summary based on the following criteria: reputation, ease of use, services offered, discounts, selection of material, formats offered, use to schools, costs, and return policy by . [TC4, 7, 8, AASL 4-1]
#2—Selection Aid Evaluation: The instructor will assign each student a selection aid. Using the Criteria for Evaluation of Selection Aids, evaluate your selection aid. Post your evaluation summary on the Discussion Board of Blackboard. [TC 3, 4, 6, AASL 4-1]
#3 – Book Reviews: Choose two children’s books to be approved by the instructor. Write reviews of these books based on the “Longwood Literature Pages Book Review Guidelines” for submission. Submit your reviews as a Microsoft WORD document in Blackboard’s Digital Drop Box or as an email attachment. [TC3, 4, 6, 8, AASL 4-1]
#4—Curriculum/Collection Mapping Project: For this assignment, you will analyze part of an actual school library collection. · Choose a SOL for a grade level of your choice. · Collect data using the work forms distributed in class. · Complete an “Emphasis Collections Work Form.” · Complete an “Emphasis Collection Access to Chart.” · Complete a “Teacher/Library Media Specialist Evaluation of a Collaboratively Taught Unit” form. · Then create a “map” using the information gathered from the work forms and chart. Your “map,” whether it is in the form of a chart, a summary, a report, etc., should be interpretable by a lay person (i.e. principal, School Board member, parent). · Your work forms, chart, and map are due to the instructor via Blackboard’s assignment page or digital drop box. [TC 3, 4, 6, 8, AASL 4-1, 4-3]
#5—Annotated Multimedia Bibliography: · Choose a SOL for a grade level of your choice. Prepare an annotated bibliography of materials that you would purchase/suggest to support the SOL. · Include print and nonprint materials, computer software, an Internet resource, and a periodical title (two books, one non-print item, one computer software program, one website and one periodical title—do not list an article or citation, but rather information on the periodical, e.g. Ranger Rick) · For each item, include complete bibliographic information: author, title, publisher/producer, place of publication, publication date, cost, ISBN, ISSN, or URL, and a brief summary of the item. (You may choose any bibliographic format—MLA, APA, etc., but whichever format you choose, you should be consistent.) · As you select, keep in mind budgetary restrictions and be realistic in your choices. Use up-to-date basic selection aids and current reviewing sources. · With each annotation, credit the selection aid/reviewing source that you used. Submit as a Word attachment to the instructor's e-mail address or Blackboard’s “Digital Drop Box.” [F1, TC 1, 2, 3, 4, 6, 7, 8, 9, AASL 1-2, 3-1, 4-2, 4-3]
#6— Censorship/Intellectual Freedom: Each group must select a challenged book from the instructor’s list. Try to locate two reviews of your book and any challenges/censorship cases involving your book. Write a report and include the following:
· Title and author · The summary of the book’s contents · The part(s) that could be considered controversial · Any disagreements you found among the reviews · Whether or not you would choose the book for your library
Each group must submit a copy of their report (contents, controversial parts, review disagreements, your “verdict”) as well as copies of any review you located to the instructor. [TC4, 6, 7, 8, AASL 4-1, 4-2]
#7—Collection Development Policy: Develop and write a collection development policy for a hypothetical school library. The introductory statement should include the name of the school, age of the building, grade levels and number of classes in each grade, population of the student body, economic level of the area, geographical setting, and whether or not it is served by a District Media Center. Be sure to include all elements of the policy as discussed in class: · Philosophy, goals, and objectives of the library · Selection/Acquisitions statements · Gifts statement · Cooperative resources and networking statement · Weeding/deselection statement · Intellectual freedom statement · Technology · Evaluation of collection · Policy for revision of the policy · Appendices/Forms · Bibliography of tools used to construct policy Due to the instructor no later than Sunday, April 30. [F1, TC3, 4, 6, 7, 8, 9, AASL 1-2, 3-1, 4-1, 4-2]
EVALUATION GRADING POLICY
ATTENDANCE POLICY ACCOMMODATIONS HONOR CODE APPLICATION FOR GRADUATE ADMISSION
BIBLIOGRAPHY: American Association of School Libraries. Information Power: Building Partnerships for Learning. Chicago: American Library Association, 1998. American Association of School Libraries and Public Education Network. The Information-Powered School. Chicago: American Library Association, 2001. American Library Association. Intellectual Freedom Manual. 4th ed. Chicago: American Library Association, 1996. American Library Association. Speaking out! : voices in celebration of intellectual freedom. Chicago: American Library Association, 1999. Board of Education. Standards of Learning for Virginia Public Schools. Richmond: Commonwealth of Virginia Board of Education, 1995. Cabeceiras, James. The Multimedia Library: Materials Selection and Use. 3rd ed. New York: Academic Press, 1991. Donham, Jean. Enhancing teaching and learning : a leadership guide for school library media specialists. New York: Neal-Schuman Publishers, 1998. Evans, G. Edward. Developing Library and Information Center Collections. 4th ed. Englewood, Colorado: Libraries Unlimited, 2000. Helpful SOL site: University of Richmond Education Department Hughes-Hassell, Sandra and Anne Wheelock, eds. The Information-Powered School. Chicago: American Library Association, 2001. Kachel, Debra. Collection assessment and management for school libraries : preparing for cooperative collection development. Westport, Conn.: Greenwood Press, 1997. Kelly, Melody S. Using government documents : a how-to-do it manual for school librarians. New York: Neal-Schuman Publishers, 1992. Kovacs, Diane. Building Electronic Library Collections. New York: Neal-Schuman Publishers, 2000. Loertscher, David L. Collection Mapping in the LMC: Building Access in a World of Technology. San Jose: Hi Willow Research and Publishing, 1996. Nebraska Educational Media Association (NEMA). Guide for developing and evaluating school library media programs. Englewood, Colo.: Libraries Unlimited, 2000. Simmons, John S. School censorship in the 21st century : a guide for teachers and school library media specialists. Newark, Del.: International Reading Association, 2001. Sitter, Clara. The Vertical File and its Alternatives: a Handbook. Englewood, Colorado: Libraries Unlimited, 1992. JOURNALS: Most of the following journals are also available in print. Please check the Library’s Catalog for available issues in print or electronic format:
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