LIB 601 Learning and Libraries
Fall 2008
Last updated August 29, 2008
Instructor
Johan Koren
johan.koren@coe.murraystate.edu
Phone
270-809-2760
Website
http://coekate.murraystate.edu/professors/Koren/
Office
3202 Alexander Hall
Office Hours
Mondays - Fridays 10am-12noon
other times by appointment or serendipity
This document as a downloadable Microsoft Word file (but without the graphics!):
LIB 601 Learning and Libraries
Syllabus Fall 2008
II. Catalog Description:
The role of libraries and librarians
in encouraging learning, and the concept of information literacy as an
essential competency for the enhancement of lifelong learning.
III. Purpose:
Provide an overview of the functions
and roles of librarians and libraries and media centers in encouraging and
enhancing learning and information literacy through the provision of access to
various media, both print and digital, reference services, and through instructional
and collaborative activities.
IV. Course Objectives:
Class activities will focus on the attainment of the course
objectives listed. These objectives are understood to be reflective of, but not
limited to, those behaviors advocated by the Kentucky Education Reform Act
(KERA) guidelines. Curriculum
connections will be made with KERA Initiatives: Kentucky Learner Goals and
Academic Expectations, Program of Studies, and Core Content. The Kentucky
Education Professional Standards Board (EPSB) themes of diversity, assessment,
literacy, and gap achievement are addressed in the course as potential topics
for discussion as they relate to the course themes of the role of the library in
student learning and the mission of the school and information literacy.
Each of these objectives has been associated with corresponding
Kentucky Experienced
Teacher
Standards
(ETS),
the
ALA/AASL/NCATE Program Standards,
(AASL)
and the
Murray State
University
College of Education Student Dispositions
associated with the
Conceptual Framework.
Upon completion of the course, the student will be able to:
1.
Discuss
different learning theories and provide a reflection over the application of
each type to instruction in libraries and learning centers.
(KTS 1,3,7; ALA 1, 2; COE 1- 6)
2.
Demonstrate the value of information literacy skills for
lifelong learning. (KTS 1,6,7,10; ALA 1-2; COE 1- 6).
V. Content Outline:
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Date |
Topic |
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August 22-29 |
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September 1 |
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August 30 -September 12 |
Guided Inquiry, ch. 2
Additional readings:
"Sense-making Makes Sense" - Throughout his theory Kelly continually emphasizes that the person's highest endeavor is that of sense-making. An Introduction to the Personal Construct Psychology of George A. Kelly by Vincent Kenny (1984).
the encyclopaedia
of informal education
jerome bruner and the process of education
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September 13-19 |
What are Libraries and Library services?
Guided Inquiry, ch. 1 Additional readings:
Fister, B. (2004, June 3).
The
Point-and-Click Generation Goes to the Library: How Academic
Libraries Adapt to Changing Expectations. Online at
http://homepages.gac.edu/~fister/Linfield.html
Akst, D. (2005, Spring).
Do
libraries still matter? Carnegie Reporter, 3.
Online at
http://www.carnegie.org/reporter/10/books/index.html |
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September 20-26 |
Mission and goals of libraries in a learning context
Guided Inquiry, ch. 1 Additional readings:
Mission and Goals of the School Library Media Program
Roberson, T. (2005).
School Libraries' Impact Upon Student Achievement and School
Professionals' Attitudes That Influence Use of Library Programs.
Research for Educational Reform, 10, 45-52. Available
as a pdf file at
http://coekate.murraystate.edu/professors/koren/LIB601LearnLib/SchoolLibrAchievement.pdf |
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September 27-October 3 |
information literacy and learning
Guided Inquiry, chs. 2, 6
Additional readings:
The Partnership for 21st Century Skills has emerged as the leading advocacy organization focused on infusing 21st century skills into education. The organization brings together the business community, education leaders, and policymakers to define a powerful vision for 21st century education to ensure every child's success as citizens and workers in the 21st century.
21st Century Literacies refer to the skills needed to flourish in today's society and in the future. Today discrete disciplines have emerged around information, media, multicultural, and visual literacies. It is the combination of literacies that can better help K-12 students and adult learners address and solve the issues that confront them.
In Intelligence Reframed Howard Gardner contends that "literacies, skills, and disciplines ought to be pursued as tools that allow us to enhance our understanding of important questions, topics, and themes." Today's readers become literate by learning to read the words and symbols in today's world and its antecedents. They analyze, compare, evaluate and interpret multiple representations from a variety of disciplines and subjects, including texts, photographs, artwork, and data. They learn to choose and modify their own communication based on the rhetorical situation. Point of view is created by the reader, the audience and the medium. Copyright © NoodleTools Inc. (updated by D. Abilock 05/15/2008 )
Information Literacy - Library Media
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October 3
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October 4-17 |
Guided Inquiry, ch. 2 Additional readings: Kuhlthau, C. (n.d.). Information search process. Online at http://www.scils.rutgers.edu/~kuhlthau/information_search_process.htm
Kuhlthau, C. (1994).
Students and the Information Search Process:
Dr. Carol C. Kuhlthau & Dr. Ross J. Todd
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October 18-31 |
Other Information Seeking models
Additional readings:
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November 1-7 |
Instructional Role of Library Media Specialists
Guided Inquiry, ch. 3,4 Additional readings:
Belisle, C. (2005). The Teacher as Leader: Transformational Leadership and the Professional Teacher or Teacher-Librarian. School Libraries in Canada, 24.
Online at
http://coekate.murraystate.edu/professors/koren/LIB601LearnLib/TeacherLeader.pdf |
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November 8-14 |
Collaboration in teaching and learning
Guided Inquiry, ch. 4 Additional readings:
Collaboration & the Learning Community The teacher librarian must develop collaborative relationships throughout the learning community. These partnerships are critical to the success of the library media program
Schomberg, J. (2003, October). TAG Team: Collaborate to Teach, Assess and Grow. Teacher Librarian, 31. Online at http://www.teacherlibrarian.com/tlmag/v_31/v_31_1_feature.html
Small, R. (2002, June). Collaboration: Where does it begin? Teacher Librarian, 29. Online at http://www.teacherlibrarian.com/tlmag/v_29/v_29_5_feature.html
Young, T. (2003, January). No pain, no gain: The science teacher and you working together. Library Media Connection, 8-14. Available online at http://coekate.murraystate.edu/professors/koren/LIB601LearnLib/NoPainNoGain.pdf
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| November 14-25 |
Library Media
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November 29-December 1 |
Assessment of information literacy learning
Guided Inquiry, ch. 8 Additional readings:
Mueller, J. (2005, April/May). Authentic assessment in the classroom . . . and the library media center. Library Media Connection, 14-18.. Available online at http://coekate.murraystate.edu/professors/koren/LIB601LearnLib/AuthenticAssessment.pdf
Newell, T. (2004). Thinking beyond the Disjunctive Opposition of Information Literacy Assessment in Theory and Practice. School Library Media Research, 7. Online at http://www.ala.org/ala/aasl/aaslpubsandjournals/slmrb/slmrcontents/volume72004/beyond.htm
Callison, D. (1998, January). Authentic Assessment School Library Media Activities Monthly, 14. Reprinted in AASL Information Power Resources. Online at http://www.ala.org/ala/aasl/aaslpubsandjournals/slmrb/editorschoiceb/infopower/selectcallison85.htm
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Instructional activities will include online discussion, group and individual
assignment with a reflective component.
VII. Field, Clinical and/or
Laboratory Experiences:
May include visits to school library media centers or other libraries for
observations or to consult resources as required by course assignments.
VIII. Resources:
The course includes a Blackboard
website as part of Murray State’s E-Study Center.
IX. Grading
procedures:
Students will be evaluated on class participation,
contributions to the class and the quality of presentations, papers and
collaborative projects and tests. The
grading scale will be:
93-100%=A 86-92%=B 79-85%=C 72-78%=D 0-71%=F
For
more information on the assignments, see
Blackboard
at
http://estudy.murraystate.edu/.
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Assignments |
Points |
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20 |
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| Collaborative Information Skills Unit |
35 |
| Persuasive Essay |
30 |
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20 |
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Total: |
100 points |
VI.
