LIBR 233-01
LIBR 233-10
School Library Media Centers
Summer 2008 Greensheet
David V. Loertscher
E-mail
Phone (Home): 801-532-1165
Phone (Cell): 801-755-1122
Office Location: Salt Lake City UT
Office Hours: Available by email and telephone at any time.
| Greensheet Links Textbooks and Readings Course Requirements |
Resources Blackboard Blackboard Tutorials |
Course Links Web Site |
You must enroll on the Blackboard course site before June 3, 2008. You will be required to enroll with an access code which I will provide via MySJSU.
Course Description
A seminar designed to explore the role of the school library media teacher and the school library media program in the educational community. Emphasis will be on the creation of effective learning environment, involvement in the curriculum and teaching process, as well as philosophies of service and management. 3 units.
Course Prerequisites: none
Course Objectives
Student Learning Outcomes
- Students will know and understand the components of an effective library media program across a wide spectrum of programmatic and administrative topics.
- Students will be expected to translate that body of knowledge into a working plan of action for an actual library media program in an elementary or secondary school. The two major programmatic thrusts of this course are developing a program for reading and enhancing learning through technology.
- Students will be able to sort through and articulate practice as it reflects tradition in the field vs. the push into the future. One way this will begin to happen is through a thorough analysis of Information Power, 1998 and the emerging AASL documents of 2007/2008.
- Students will understand and begin to build the competencies designed by the State of California for Teacher Librarians and demonstrate these competencies through a portfolio that will satisfy both the state and SJSU.
LIBR 233 supports the following SLIS Core Competencies:
- articulate the ethics, values and foundational principles of library and information professionals and their role in the promotion of intellectual freedom;
- recognize the social, cultural and economic dimensions of information use;
- apply the fundamental principles of planning, management and marketing/advocacy;
- use service concepts, principles and techniques that facilitate information access, relevance, and accuracy for individuals or groups of users;
- evaluate programs and services on specified criteria.
In addition, this section supports the following SLIS Core Competencies:
- compare the environments and organizational settings in which library and information professionals practice;
- apply the fundamental principles of planning, management and marketing/advocacy;
- design, query and evaluate information retrieval systems;
- demonstrate proficiency in the use of current information and communication technologies, and other related technologies, as they affect the resources and uses of libraries and other types of information providing entities;
- describe the fundamental concepts of information-seeking behaviors;
- understand the nature of research, research methods and research findings; retrieve, evaluate and synthesize scholarly and professional literature for informed decision-making by specific client groups;
- demonstrate oral and written communication skills necessary for group work, collaborations and professional level presentations;
- contribute to the cultural, economic, educational and social well-being of our communities.
Textbooks and Readings
Required Texts
- Information Power. American Library Association, 1998. This may be ordered from the American Library Association or SLIS eBookstore.
- Loertscher, David V. Taxonomies of the School Library Media Program. 2nd edition. Hi Willow Research & Publishing, 2000. Order from http://lmcsource.com
- Loertscher, David V. Reinvent Your School's Library in the Age of Technology: A Guide for Principals and Superintendents. 2002 edition. Hi Willow Research & Publishing, 2002. Order from http://lmcsource.com
- Loertscher, David and Douglas Achterman. Increasing Academic Achievement in Your Classroom Through the Library: A Guide for Teachers. Hi Willow Research & Publishing, 2002. Order from http://lmcsource.com
- Loertscher, David and Jo Ellen Misakian. California Power! A Parents' Guide to School Libraries. Hi Willow Research & Publishing, 2004 Oreder from http://lmcsource.com
- California School Library Association. Guidelines and Standards for Strong School Libraries. 2004. Available from CSLA.
I think you need to read a basic book about operational stuff in the library media center and here are a few titles that might fill a gap or two:
- Woolls, Blanche. The School Library Media Manager. 3rd edition. Libraries Unlimited, 2004. Lots of good stuff, particularly for the district-level person.
- Wasman, Ann M. New Steps to Service: Common-Sense Advice for the School Library Media Center. American Library Association, 1998. This is a pretty good beginners guide. My only objection is that it does not really cover technology very well.
- Morris, Betty J. Administering the School Library Media Center. 4th Edition. Libraries Unlimited, 2004. A standard source newly-revised for the building-level school library media teacher.
There are also a number of new books on technology and the library media center published since 2002 that would help in understanding the technological side of the job. For reviews of these and other professional books, check "professional reviews" on http://www.davidvl.org
The reader should beware that titles even two years old covering technology in libraries will contain dated materials.
Course Requirements
Course Website
The content, assignments, and other directions for this course are at: http://www.davidvl.org
Technology Requirements
Please note that the School requires that all incoming students have computer access at home or work as detailed at: http://slisweb.sjsu.edu/ecommunication/homecomputing.htm
Communication
The communication part of this course will be conducted on two distance education programs. One is titled Blackboard. You must register (no fee) before class begins. If you already have an account for Blackboard, then enroll in this course. If not, have Dale David set you up an account and then you can enroll. The other is Elluminate. You will be participating in weekly sessions on Elluminate. A new URL is required for reaching each week's session. The list of URLs will be emailed to students and posted under Announcements on Blackboard. You can also find the correct URLs for the class sessions under the Elluminate tab on SLISweb. Please visit the Elluminate website to familiarize yourself with the technology. There are a series of tutorials available on their site. You must obtain a microphone and earphones for your computer in order to participate in the weekly sessions.
Also, be sure you are on SLISADMIN so you can get all official messages from the School. Here are the directions: We use an electronic list to keep you informed about important school information. All students are required to be on the list; it is called slisadmin. To join: (1) Go into your email program and in the To: box enter listproc@listproc.sjsu.edu (2) Leave the subject line blank. (3) In the body of the message write subscribe slisadmin yourfirstname yourlastname. For example: subscribe slisadmin Linda Main. (4) send the message. You should receive a confirmation that you are subscribed. Please note: You cannot post to this list. It is merely a way for the faculty and the staff to distribute school-related information. For more information on all the school'''s electronic lists, please check out: http://slisweb.sjsu.edu/ecommunication/electroniclists.htm
You must also be a member of MySJSU and check your email from that account.
Course Calendar
Students should keep Monday evenings open for this class on Elluminate. The official times and sessions will be listed on the Blackboard site for this class.
Grading Scale
The standard SJSU SLIS Grading Scale is utilized for all SLIS courses:
| 97-100 | A |
| 94-96 | A- |
| 91-93 | B+ |
| 88-90 | B |
| 85-87 | B- |
| 82-84 | C+ |
| 79-81 | C |
| 76-78 | C- |
| 73-75 | D+ |
| 70-72 | D |
| 67-69 | D- |
| Below 67 | F |
In order to provide consistent guidelines for assessment for graduate level work in the School, these terms are applied to letter grades:
- C represents Adequate work; a grade of "C" counts for credit for the course;
- B represents Good work; a grade of "B" clearly meets the standards for graduate level work;
- A represents Exceptional work; a grade of "A" will be assigned for outstanding work only.
Students are advised that it is their responsibility to maintain a Grade Point Average (GPA) of 3.0.
Academic Integrity
Your own commitment to learning, as evidenced by your enrollment at San José State University, and the University's Academic Integrity Policy requires you to be honest in all your academic course work. Faculty members are required to report all infractions to the Office of Student Conduct and Ethical Development. The policy on academic integrity can be found at http://www.sjsu.edu/senate/S07-2.htm.
Reasonable Accommodation of Disabilities
If you need course adaptations or accommodations because of a disability,
please e-mail me as soon as possible. Presidential Directive 97-03 requires
that students with disabilities register with the Disability Resource Center
(DRC) to establish record of their disability.
No matter where students reside, they should contact the SJSU DRC to register. The DRC Web site: http://www.drc.sjsu.edu/
One Washington Square - San José, California USA, 95192-0029
Phone: 408-924-2490
Contact the webmaster
