Georgia Southern University College of Education Department of Leadership, Technology, and Human Development FRIT 7332 The School Library Literacy Environment Georgia OnMyLine Pet", Instructor: Dr. Beth Friese £ %, Virtual Office Hours: By Appointment Only tow 2 E-mail: clizfriese@gmail com a4 = Course E-mail: For all correspondence regarding this course, please email me 2a é through GoVIEW. Verse Catalog Description ‘An overview of the processes and procedures associated with developing, organizing, maintaining and evaluating the school library media collection. Emphasis is placed on intellectual freedom, principles of selecting materials in all formats, and utilization of technology to access physical and virtual collections. This course will introduce candidates to instructional strategies designed to promote reading for Ieaming, personal growth and enjoyment. 3 Credit Hours Course Objectives/Subject Matter Content Outline Following completion of this course, candidates wall be able to 1 Describe basic principles of intellectual freedom as applied to school libraries IL Apply quantitative and qualitative analysis techniques to evaluate school library collections IIL, Identify appropriate tools for current and retrospective collection development. IV. Apply standard principles of cataloging and classification to school library materials in all formats. V. Promote reading through a wide range of reading materials in multiple formats for both children and young adults, which promote reading for information, pleasure and lifelong leaming VI. Define the school librarian’s role in reading, research in reading, and reading comprehension strategies VIL Describe instructional strategies used by school librarians for the development of literacy and reading comprehension strategies. Candidate Leaming Outcomes From the ALA/AASL Standards for Initial Preparation of School Librarians (SPA Standards): Standard 1-Teaching for Learning Page 1 of 8Element 1.3-Instructional Partner-Candidates model, share, and promote effective principles of teaching and leaming as collaborative partners with other educators. Element 1.4 Integration of twenty-first century skills and learning standards-Candidates advocate for twenty-first century literacy skills to support the leaming needs of the school community, Candidates demonstrate how to collaborate with teachers to plan and implement instruction of AASL Standards for 21st-Century Learners 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 Standard 2-Literacy and Reading Element 2.2 Reading Promotion-Candidates use a variety of strategies to promote leisure reading and model personal enjoyment of reading in order to promote habits of creative expression and lifelong reading. Element 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. Element 2.4 Literacy Strategies-Candidates collaborate with classroom teachers to reinforce a wide variety of reading instruction strategies to ensure P-12 students are able to create meaning from text Standard 5-Program Management and Administration Element 5.1 Collections-Candidates evaluate and select print, non-print, and digital reso using professional selection tools and evaluation criteria to develop and manage a quality collection designed to meet the diverse curricular, personel, and professional needs of students, teachers and administrators. Candidates organize school library collections according to current, library cataloging and classification principles and standards Element 5.2 Professional Ethics - Candidates practice the ethical principles of their profession, advocate for professional freedom and privacy, and promote and model digital citizenship and responsibility. Candidates educate the school community on the ethical use of information and ideas. From the InTASC Model Core Teaching Standards: Standard 1 - Learner Development ‘The teacher understands how leamers grow and develop, recognizing that pattems of leaming and development vary individually within and across the cognitive linguistic, social, emotional and physical areas, and designs and implements developmentally appropriate and challenging leaming experiences Standard 2 - Learning Differences ‘The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive leaming environments that enable each leamer to meet high standards Standard 4 - Content Knowledge Page 2 of‘The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates leaming experiences that make these aspects of the discipline accessible and meaningful for leamers to assure mastery of the content. Standard 7 - Planning for Instruction ‘The teacher plans instruction that supports every student in meeting rigorous leaming goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of leamers and the community context. Standard 8 - Instructional Strategies ‘The teacher understands and uses a variety of instructional strategies to encourage leamers to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways Relationship to the Mission of Georgia Southern University and the COE Conceptual Framework: As noted in the Georgia Southem University Mission statement, one of the institution’s hallmarks is to build a culture of engagement that links theory with practice. The field of Instructional Technology is often considered a linking science, which connects theory to practice. The course objectives and candidate performance outcomes associated with this course address this critical element. In addition, the course specifically addresses the four commitments that form the core of the College’s conceptual * Commitment to the Knowledge and Dispositions of the Profession: An understanding of principles of intellectual freedom is one of the comerstones of professional knowledge for school librarians. Candidate learning activities also focus on other fundamental professional knowledge and skills such as selection of media center materials, organization of materials and use of technology to provide ac the collection. *Commitment to Diversity: Candidates will explore a range of multicultural collection development tools. Candidates will discuss issues related to the selection of multicultural materials, as well as, protection of intellectual freedom and access for all. *Commitment to Technology: Technology tools are used for material selection and Candidates explore cutting edge technology tools used to provide access to media center collections. In addition to utilizing 2 100% online format for delivery of the course content, candidates will explore and experience technology tools as part of their leaning experience. In particular, emphasis is placed on the use of tools available outside of GoVIEW for communication and collaboration. *Commitment to the Practice of Continuous Reflection and Assessment: Throughout the course candidates are expected to respond to relevant literature and class discussions reflectively. Required Readings/Textbooks Readings will be assigned throughout the course, The readings will be listed on GoVIEW for student reference. You may be required to use Georgia Southem University’s library resources to obtain articles Page 3 of 8Course Structure ‘This class is completely online. We will not have any face-to-face meetings. This is NOT a self-paced course ‘The course is divided into a number of different Content Modules. The content of each module will vary depending upon objectives being covered. Each Content Module will provide you with alist of activities that will allow you to interact with the content. These activities will usually consist of readings and selected Web-based articles dealing with the content. Some assignments may require that you coordinate work and communicate with other students in the course. Monday will be the day that I will post new information/activities for the week. All modules are due on Sunday unless otherwise noted in the course calendar. ‘You will need to be able to hear narrated presentations and access media (short videos and andio segments) through the Intemet during this class. Itis critical that you perform the GSU Browser check (on the GoView opening page) to make sure that your technology is going to work for you Any email directly related to course content should be sent through GoView. All assignments should be submitted via the assignments tool GoView. All course related email should be sent using GoView email. Iam a full-time school library media specialist. With that in mind, I cannot answer communications during the school day. Still, I will make every effort to respond to your e-mail within 24 hours. I am accessible very early in the moming, during the evening, and on the weekends. I'll let you knowif I’m traveling or out of contact for any period of time. I will share other strategies for contacting me within the GoView course. Assignments and Evaluation Iwill provide you with detailed descriptions and grading rubrics for each assignment at the appropriate point during the semester. Be sure to follow the rubric elements carefully as you prepare your assignments. Unless otherwise noted, use of appropriate Web 2.0 components for any/all parts of the assignments is strongly encouraged. All assignments must be submitted electronically via GoView Spelling and grammar are graded components on most assignments. The instructor will evaluate projects exactly one time. Important — Except for the Key Assessment, once you have submitted an assignment and the instructor has evaluated it, it cannot be resubmitted. This is true even if you submit an incorrect or incomplete file ‘Submission. All assignments will be tumed in electronically via the GoView assignment tool unless otherwise noted in the assignment page Due Dates: Assignments are due by the date posted in the course calendar Late Work: Promptness is expected in this course. Due to the shortened nature of this course, no extensions or late submissions for discussion posts or weekly activities will be accepted, no exceptions Late work (large course assignments) will be penalized by one grade level. IEyou know that you will be unable to submit your assignment on time, contact me as soon as possible before the assignment due Page 4 of 8date, I will be more likely to approve an exception, if asked before the work is due. However, I expect exceptions to be rare, If your work is late, you will be unable to use the assignment tool in GoView. Assignment File Formatting: 1f your assignment is web-based, such as a wiki or blog, please make it public or otherwise ensure that the instructor has permission to access it Unless assignments are web-based, they must be submitted in a compatible format allowing everyone in the class to read them, i.e. Microsoft Word 2003 or Word 2007 (doc, docx or rtf), html, or Acrobat (pd, All papers should be revised, proofread, and edited before they are submitted. Please “sign your name” in every document. In programs such as Word this can be done quite efficiently using Headers All files to be submitted must be saved using the following naming convention LastNameFirstlnitial_NameofAssignment doc where LastName is your last name (eg, FrieseB_FacilitiesPlan doc Ifpossible, please submit your assignments as a single file for ease of uploading and downloading. I understand there may be some instances where additional documents or files may need to be separate, In that situation when naming your file please add numbers after the name of the assignment (e.g. FrieseB_FacilitiesPlan2.doc would be the file name for the second document) Instructor’ s note: Files that are submitted with the incorrect file name and/or are missing the student's name will not be graded. The student will receive a 0 for that assignment. Technology issues are NEVER an acceptable excuse for late work. Required Course Assignments: Assignment Percentage Value 5 Learning Module Activities 25% Banned/ Books/ Website Awareness Activity | 25% and Personal IF Statement Collection Evaluation and Weeding Activity | 25% Cataloging Activities 25% Total 100% Class Participation (25%) ‘Your participation is crucial to the success of every student enrolled in FRIT 7332. The course does not include any face-to-face meetings. Our primary means of interaction this semester will be through discussions on GoView Itis important to keep your response in the appropriate area of the discussion board. Each week (on Monday) I will post the week’s assignment/activity on GoView. The discussion posts will be open until Sunday at 11:30 pm. Thisis the due date for ALL discussion posts unless stated otherwise. There are no exceptions or extensions on discussion posts and weekly activities. These Page 5 of 8are the equivalent of classroom attendance. Not completing a discussion post or weekly activity is considered an absence and will be treated as such. ‘Your class participation grade is based on the quality and timeliness of class postings in the discussion forums, and the responses to the required postings. QUANTITY should not be your primary goal Posting five discussion board responses that say “good idea” is NOT participation. Your responses should be thoughtful and demonstrate synthesis and evaluation, adding to the discussion with new ideas or perspectives. When appropriate, your discussion posts should refer to class readings or other resources. Note that it is NOT necessary to use formal APA style in discussion posts. Feel free to use the discussion board to share resources/experiences related to our course content Banned Books Website Activity and Personal Intellectual Freedom Statement (25 % Intellectual freedom is a foundational belief of the school library profession, Each candidate will create ‘an age-appropriate activity related to Banned Books Week or Banned Websites Awareness Day, using a ‘web 2.0 tool, This assignment also requires that each candidate to submit a concise personal statement about the role of intellectual freedom in the school library. Consult the assignment description and rubric for complete instructions. Please check the course schedule for the due date. Collection Evaluation and Weeding Activity (25%) Each candidate will select a content-focused section of the school library collection and evaluate it using multiple techniques. As part of the evaluation, a weeding plan will be proposed to identify specific materials to be weeded from the collection. Candidates who receive a perfect score on this assignment may use it as a replacement for their practicum weeding checklist item. NOTE: This is an academic exercise. You are not expected to ACTUALLY get rid of any books during this assignment. Consult the assignment description and rubric for complete instructions. Please check the course schedule for the due date. Cataloging Activities (25%) All candidates will complete a series of self-paced cataloging activities and quizzes. Consult the assignment description and rubric for complete instructions. Please check the course schedule for the due date. Course Grades: PointsEarned Course Grade 90-100 A 80-89 B 70-79 c 60-69 D 0-68 F Page 6 of 8‘The grading scale represents the following standards set forth in the Georgia Southem University Catalog * ‘The “At grade may be interpreted to mean that the instructor recognized the student's exceptional mastery of the course material * The grade of "B" indicates that the student has demonstrated an above average * The *C* grade is the instructor's certification that the student has demonstrated minimal mastery ofthe course material * The student is graded "D" or "F* when his/her grasp of the course is unacceptable For graduate credit, the grade in a course must be a minimum grade of "C." Incompletes will be considered only for serious non-academi Students should contact the instructor in a timely manner co regarding their abilities to complete coursework reasons beyond the student’s control erning any difficulties or impediments Academic Integrity Expectations: All students are expected to follow the Georgia Souther University Student Conduct Code. Students who violate the Student Conduct Code are subject to discipline actions as describe in the Georgta Southern University Student Handbook General Program Information CORSIREEAERARREE chung the program is required. You ace not required to meet this requirement during this semester but you are REQUIRED to attend ONE educational technology/school library- focused conference during your program. You will document this in your electronic portfolio. We often promote conferences on our program facebook page: hitps //www facebook comuitec georgiasouthern Electronic Portfolio. All candidates completing a master's degree in Instructional Technology stification and non-certification) and candidates only seeking certification as school library media specialists are required to complete an electronic portfolio as part of their program. As aresult, candidates should keep artifacts (key assessments and other assignments) from all of their courses to be able to use to build their portfolios. Information about the portfolio (with examples) is available at the practicum website at http //iteclibrarypracticum weebly com/ Field Experiences: All candidates seeking certification as a school library media specialist need to be prepared to document field experiences across P-12 grade levels, As you complete your class assignments, seek opportunities to work at other grade levels and with diverse populations. Keep records of this to be incorporated into your electronic portfolio FERPA Statement ‘This course makes use of Intemet-based tools for academic use. These tools may be open to the public for the purpose of sharing our work with the larger Internet community. To use the tools responsibly please observe all laws and University policies, Some specific aspects of law and policy that might be ‘well to remember are prohibitions against copyright infringement, plagiarism, harassment or interference with the underlying technical code of this software. Page 7 of 8Asa student using the tools, certain rights accrue to you. Any original workc that you make tangible ‘belongs to you as amatter of copyright law. You also have a right to the privacy of your educational records as a matter of federal law. Your contributions to this course using Internet-based tools constitute educational records. By contributing to this work using these tools, and not taking other options available to you in this course for submitting work that would not be posted publicly on the Internet and not available for editing by others, you consent to the collaborative use of this material as well as to the disclosure of it in this course and potentially for the use of future courses. Instructor evaluation of your ‘work will not be made public. Disability Accommodations: Georgia Southern University is committed to providing an equal educational opportunity to qualified students with disabilities. The Student Disability Resource Center (SDRC) is the primary source of services for these students. Students with an array of disabilities are eligible for services, however, documentation standards exist for all conditions, For further information contact the SDRC at 478-1566. University Communications: All Georgia Southem University students are provided with an e-mail address within 24 hours of student registration. E-mail addresses and Post Office Boxes are the official means of communication between the University and the student. It is the student's responsibility to check his or her e-mail each school day and his or her PO. Box at least once a week for administrative messages. Thereis no justifiable excuse for failure to respond toa University communication or failure to act on a University communication in a timely manner. Log into WINGS and look under personal information to find your e-mail account name and password. Page 8 of 8