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07/12/2014

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Course Syllabus
 Title :Information Sources and Services for School Library Media Centers Credits: 3 -
1 credit = 15 contact hours
 Instructor: Anna Bolognani Meeting dates and times: Fall 2014 Online and interactive television Location: First and last class at Baily Howe Library
 –
 Online and every other Saturday using interactive television
Course Description:
This course focuses on the librarian's role in selecting print, non-print, and digital media reference materials for the library media center.
Goals:
Participants will explore current strategies and theory in Library Information and Resources. Students will learn how to critically evaluate print, non-print, and digital media reference materials. The resources will include a variety of available formats to meet curriculum and personal interest needs of 21
st
 Century learners.
Learning Outcomes: Students will:
select and evaluate information resources appropriate for school library media centers.
develop information searching skills (reference interview and search strategies) that focus on student centered instruction.
use technology applications and formats to create resources for student centered instruction.
become aware of current issues and trends in information work.
Standards for the 21
st
 -Century Learner: 1.0 Inquire, think critically, and gain knowledge. 2.0 Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. 3.0 Share knowledge and participate ethiclally and produ tively as members of our democratic society. 4.0 Pursue personal and aesthetic growth.
General Course Information Course Policies/Expectations:
Students will:
Visit the Blackboard site at least three-four times per week.
Complete assignments and post by due date.
Contribute to weekly online discussions and bi-weekly interactive television discussions.
Complete a final group project web site of information sources.
Attendance Expectations:
Students are expected to attend bi-weekly class meetings via an interactive television studio near where they live.
The official policy for excused absences for religious holidays: Students have the right to practice the religion of their choice. Each semester students should submit in writing to their instructors by the end of the second full week of classes their documented religious holiday schedule for the semester. Faculty must permit students who miss work for the purpose of religious observance to make up this work.
 
Contributions in Class:
 Students are expected to participate online and in class.
Academic Honesty & Professionalism:
 All students are required to be familiar with and adhere to the “Academic Honesty Policy Procedures” delineated in the most recent edition of “The Cat’s Tale”. (
http://www.uvm.edu/~dosa/handbook/).
Accomodations:
 Accommodations will be provided to eligible students with disabilities. Please obtain an accommodation letter from the ACCESS office and see one of the instructors early in the course to discuss what accommodations will be necessary. If you are unfamiliar with ACCESS, visit their website at http://www.uvm.edu/access to learn more about the services they provide. ACESS: A-170 Living Learning Center, University of Vermont, Burlington, VT 05405. PH: 802-656-7753, TTY: call 711 (relay), Fax: 802-656-0739, Email: access@uvm.edu, Instant Messenger: UVMaccess. General office hours: 8:30am
 –
 4:30pm Monday through Friday. Call to make an appointment.
Required:
 
Texts:
Riedling, Ann Marlow, Loretta Shake and Cynthia Houston, Reference Skills for the School Librarian: Tools and Tips. (3rd edition) CA: Linworth, 2013.
Required and/or recommended readings:
 Articles
Berger, Pam. “Student Inquiry and Web 2.0.”
School Library Monthy.
 Vol.XXVI, Number 5/January 2010.
 
Brichacek, Andra. "Do Schools Still Need Brick-and-Mortar Libraries?."
ISTE Community Ning 
. 17/08/2009. ISTE, Web. 19 Jan 2010. <http://www.istecommunity.org/group/landl/forum/topics/readers-respond-doschools>. Cooper, Linda. " A Case Study of Information-seeking Behavior in 7-year-old Children in a Semistructured Situation ."
Journal of the American Society for Information Science and Technology 
. (2002): Print. Hammond, Joanne K. "Entice Your Audience Into Your Web: The Role of the School Library Media Specialist in Technology Integration."
Knowledge Quest Web Edition
35.5 (2007): Web. 19 Jan 2010. Cynth
ia A Keller “Collection Development: Electronic or Print Subscription Resources?”
 
School Library Media Activities Monthly 
;
 
May 2006; 22, 9; Teacher Journals pg. 56-59. Roncevic, Mirela. "E-Reference Comes of Age."
Library Journal
(2008): Web. 19 Jan 2010. <http://www.libraryjournal.com/article/CA6586251.html?nid=2671&source=title&rid=758011468> . Sheldrick Ross, Catherine. "The Reference Interview: Why It Needs to Be Used in Every (Well,  Almost Every) Reference Transaction."
Ref User Serv Q
. 43.1 (2003): Print.
Silverstein, Joanne. “Just Curious: Children’s Use of Digital Reference for Unimposed Queries and Its Importance in Informal Education.”
Library Trends
 54.2 (Fall 2005): 228-44. Singer, Carol A. "Weeding Gone Wild Planning a Review of the Reference Collection ."
Reference & User Services Quarterly 
. 47.3 256-264. Print.
Taylor, Robert S. “Question
-
Negotiation and Information Seeking in Libraries.”
College & Research Libraries
 29.3 (1968): 178-94.
 
Volkman, John “Inspiring the Use of Databases: Going Beyond Google.”
School Library Monthly 
, Vol. XXVIII, Number 3/Dec. 2011
Electronic Submissions/Internet Use: - If applicable
Students in this course will use wikis to collaborate on a final project. Blogs will be used for student reflection. Email and chat will be used for communication between instructor and students.  All papers will be submitted electronically. Basic principles of web design will be utilized for the final project.
Student Evaluation/Assessment
Grading: 97-100 points=A+; 94-96=A; 90-93=A-; 87-89=B+; 84-87=B; 80-83=B-
Participation in class exercises 10% Written assignments 70%
Final project 20%
Description of Class Assignments:
Students will critically evaluate print, non-print, and digital media resources and write brief responses to discussion topics on required weekly readings. They will complete individual and group exercises for class presentations. Student will complete an exercise on imposed questions vs self-generated questions. Students will practice conducting a reference interview. Students will conduct a child information search behavior observation and write a 2-3 page paper on their own observations and conclusions, and relate the information to current research.
Students will observe a librarian’s interaction with patrons
, and will visit a library and to ask for information. They will write a 2-3 page paper on their findings and conclusions and relate the information to current research. Students will produce a final project. The final project: Students will build a web site of information resources, annotated print and digital. They will work in groups based on age/grade level (elementary, middle, high school), small/large school, geographic area, or other common ground. Each group member will be responsible for a section of the web site. The information will be high quality sources that are carefully selected and evaluated using criteria learned in this class. Scoring Rubrics: attached Percentage Contribution of Each Assignment: Weekly written responses 10% Evaluation of information sources 10% Child information search behavior paper 25% Librarian observation paper 25% Imposed vs self-generated questions 10% Final project 20%

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