LIB 604    Library in the School Curriculum

Term:  Spring 2008

Course Number:                                              Credit hours:  3
 

 

 

 

 

Table of Contents

 

 

I.	Title	VIII.	Resources	Local Libraries Internet
II.	Catalog Description	IX.	Grading Procedures	Grading Scale Assignments Style Guide
III.	Purpose	X.	Attendance Policy
IV.	Course Objectives	XI.	Academic Honesty Policy
V.	Content Outline Essential Question Unit 1 Unit 2 Unit 3 Unit 4	XII.	Text and References
VI.	Instructional Activities	XIII.	Prerequisites
VII.	Field, Clinical and/or Laboratory Experiences	XIV.	Statement of Affirmative Action and Equal Opportunity

 

 

 

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II.                Catalog Description:

An approach to understanding the role of the library media specialist and the media center in the school curriculum, with the aim of developing the school as a learning community, stressing collaboration between administrators, teachers and librarians in planning learning experiences. 

 

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III.             Purpose: 

Provide an approach to examining how administrators, teachers, librarians, and students can collaborate in furthering the goals of the school as a learning community.

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IV.              Course Objectives:

Class activities will be centered on the attainment of the course objectives listed below. These objectives are understood to be reflective of, but not limited to those behaviors advocated by the Kentucky Education Reform Act guidelines.  Following each objective, and enclosed in parentheses, are numbers which reference the following:

 

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.  Articulate a personal vision of the role of the school library media center and the library media specialist in developing and implementing the curriculum of the school.  (ETS 1, 2; AASL 1, 2, 3; COE Enthusiastic, Confident, Ethical)

2.  Articulate an understanding of the leadership role of the school library media specialist. (ETS 1, 8, 9; AASL 2, 4; COE Tolerant, Responsible, Enthusiastic, Caring, Confident, Ethical)

3.  Articulate the value of establishing a collaborative learning community in a school. (ETS 1, 2, 4, 8; AASL 1-4; COE Tolerant, Responsible, Enthusiastic, Caring, Confident, Ethical)

4.  Apply collaborative techniques toward the solution of learning and curriculum-related problems in the school. (ETS 8; AASL 1-4, COE Tolerant, Responsible, Enthusiastic, Caring, Confident, Ethical)

 

 

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V.                 Content Outline:

 

 

 

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VI.              Instructional activities:

Instructional activities will include lecture, discussion, independent study, small group inquiry, laboratory and media center experiences.

   

Course discussion and assignments will take place via Blackboard, Murray State's e-study center, at http://estudy.murraystate.edu/.

 

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VII.           Field, Clinical and/or Laboratory Experiences:

None.

 

 

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VIII.        Resources:

The course includes a Blackboard website as part of Murray State’s E-Study Center.

 

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IX.              Grading procedures:

 

A.   Grading Scale

Students will be evaluated on class participation, contributions to the class and the quality of presentations, papers and collaborative projects.  The grading scale will be:

            93-100%=A    83-92%=B      73-82%=C      63-72%=D      0-62%=F

 

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B.    Assignments

Grades will be based on the following assignments:

 

1.     Discussion Board Participation    15 points 2.     Personal Vision Statement       35 points 3.     Collaborative Action Research Project           35 points 4.     Reflection Journal                                          15 points Total: 100 points

For more details of the assignments, see the Assignments section on Blackboard.

 

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C.     Style Guide

 

  Remember to include your name and class either on the header of the first page or on a cover page.  With the exception of lesson or unit plans, always double-space your papers.

 

 

 

 

All papers will conform to styles described in the Publication Manual of the American Psychological Association (2001), 5^th ed. 

 

 

http://www.apastyle.org
Editorial style consists of rules or guidelines that a publisher observes to ensure clear and consistent presentation of written material. Editorial style concerns uniform use of such elements as

• punctuation and abbreviations

• construction of tables

• selection of headings

• citation of references

• presentation of statistics

• as well as many other elements that are a part of every manuscript

The American Psychological Association has established a style that it uses in all of the books and journals that it publishes. Many others working in the social and behavioral sciences have adopted this style as their standard as well.

 

http://www.ithaca.edu/library/course/apa.html

The samples on this page reflect the rules found in the latest APA Manual. Consult the 5th edition of the Publication Manual of the American Psychological Association for more complete information. The APA provides its own advice and examples on the APAStyle.org Web site. For items that do not quite fit any one rule, combine rules. CONSISTENCY IS THE KEY! The examples provided have not been approved or sanctioned by the American Psychological Association. They are non-authorized best guesses.

 

 

 

How do I get help using APA?

Click the links below for examples of citations for various types of resources.

• In-text citations

• Reference List

For a general overview of how to use APA style, take the USM Libraries APA online tutorial.

 

 

LEO: Literacy Education Online APA In-Text (Parenthetical) Documentation

http://leo.stcloudstate.edu/research/apaintext.html

In APA style, source material is cited using a system that emphasizes the author and date of publication in its in-text citations. These in-text citations—used when source material is quoted, paraphrased, or summarized—point to full bibliographic citations located in the reference page at the end of the document. Here are general guidelines for in-text citations that cover the use of authors' names, placement of in-text citations, and treatment of nonrecoverable and electronic sources.

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X.      Attendance Policy: 

This course adheres to the policy published in the current Murray State University Graduate Bulletin.

Regular participation in Blackboard discussions will be considered equivalent to regular class attendance.

 

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XI.              Academic Honesty Policy: 

This course adheres to the policy published in the current Murray State University Graduate Bulletin.

 

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XII.           texts and References:

Required texts:

 

Harada, V. & Yoshina,  J M. (2004).

 

Inquiry Learning Through Librarian-Teacher Partnerships

Worthington, Ohio:  Linworth

 

ISBN: 1-58683-134-8. 2004. 160 pages. $39.95 

Begin a school-wide movement toward collaborative instruction and ultimate student success! Challenge yourself and. teachers to build learning environments that focus on realistic issues and themes. Build a strong case for the role of the library media specialist in implementing curriculum changes.

 

 

Sagor, R. (1993)

 

How to Conduct Collaborative Action Research

 

Alexandria, VA: Association for Supervision and Curriculum Development

 

ISBN: 0-87120-201-8

Member Price: Nonmember:

$6.95 $8.95

 

Details a five-step process to create a positive climate for school restructuring by conducting collaborative action research, shows eight ways to gather valid and reliable data, explains techniques for identifying and understanding problems, and illustrates four basic strategies for managing conflict and changing the status quo.

 

Available as an electronic book from ASCD at E-Publications: Books and Articles on Demand
 

 

 

 

 

 

 

 

Sullivan, S. & Glanz, J. (2006). 
 

Building effective learning communities:  Strategies for leadership, learning and collaboration. 

Thousand Oaks, Cal.:  Corwin. 
 

ISBN:  0761939830 (pbk).

 

Today’s school leaders face a difficult reality: the pressure to meet national standards often eclipses the pursuit of additional academic goals. This groundbreaking text seeks to remedy this conflict by enabling practicing and prospective school leaders to build collaborative, constructive environments that not only help schools achieve national standards, but also help the school community realize high academic standards.

Sullivan and Glanz put forth a conceptual framework centered on modeling reflective practice. This framework and the authors’ suggested strategies and techniques provide school leaders with:

• Approaches that can be employed at all educational levels

• Materials that educate leaders about themselves

• Tactics for building a reflective learning community

• Suggestions for promoting individual and group development

 

 

Additional reading:

 

Abilock, D. (2003).  Free tools for collaborative inquiry.  School libraries in Canada, 22, 4: 17-19.  Available here as a pdf file at http://coekate.murraystate.edu/professors/koren/LIB604LibCurr/ToolsCollaborative.pdf

Beyond proficiency:  Achieving a distinguished library media program. (2001, August).  Frankfort, KY:  Kentucky Department of Education.  Available online as a pdf file.

Glick, A. (2005).  More research, please.  School library journal, 51, 6: 11-12.  Available here as a pdf file at http://coekate.murraystate.edu/professors/koren/LIB604LibCurr/MoreResearch.pdf

Harada, V. H. (2001, May/June).  Professional development as collaborative inquiry.  Knowledge Quest, 29, 5:  13-19.

Harada, V. H. (2005, July).  Librarians and teachers as research partners:  Reshaping practices based on research and reflection.  School libraries worldwide, 11, 2: 49-72.  Available here as a pdf file at http://coekate.murraystate.edu/professors/koren/LIB604LibCurr/HaradaPartners.pdf

Information power: Building partnerships for learning.  (1998). 2nd ed.  American Association of School Librarians & Association for Educational Communications and Technology.  Chicago:  American Library Association & Washington, D.C.: Association for Educational Communication and Technology.

Jørgensen, T. (n.d.).  The pedagogically working school library:  A picture of the Danish school libraries.  Available online as a pdf file at http://www.gslam.net/schoollibrary/The_pedagogically_working_s.pdf

Lindsay, K., guest ed. (2006).  Teacher/teacher-librarian collaboration.  School Libraries in Canada, 25, 2.  Available online at http://www.schoollibraries.ca/issues/11.aspx

Milbury, P. (2005, May/June).  Collaboration: Ten Important Reasons to Take It Seriously.  Knowledge Quest on the Web, 33.  Available online at http://www.ala.org/ala/aasl/aaslpubsandjournals/kqweb/kqarchives/v33/335milbury.htm

Montiel-Overall, P. (2005).  Toward a theory of collaboration for teachers and librarians.  School Library Media Research, 8.  Available online at http://www.ala.org/ala/aasl/aaslpubsandjournals/slmrb/slmrcontents/volume82005/theory.htm

Montiel-Overall, P. (2005, July).  A theoretical understanding of teacher and librarian collaboration.  School libraries worldwide, 11, 2: 24-48.  Available here as a pdf file at http://coekate.murraystate.edu/professors/koren/LIB604LibCurr/TheoreticalUnderstanding.pdf

 

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XIII.        Prerequisites: 

None.  

 

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XIV.         STATEMENT OF AFFIRMATIVE ACTION AND EQUAL OPPORTUNITY:

Murray State University does not discriminate on the basis of race, color, national origin, sex, religion, marital status, age, or disability in employment, admission, or the provision of services, educational programs and activities, and provides, upon request, reasonable accommodation including auxiliary aids and services necessary to afford individuals with disabilities an equal opportunity to participate in all programs and activities.  For information regarding nondiscrimination policies contact the Office of Equal Opportunity, 270-809-3155.