Graduate
Spring 2008
Mondays, 6:00-9:00 pm
Donald C. Adcock Lecturer and Director, School
Library Media Program
dadcock@dom.edu Room 311
Ph: 708-524-6598 Office
Hours: Monday 1:00pm-4:00pm; Thursday
10:00 am-12:00noon
Fx: 708-524-6657 and
by appointment
Bulletin Description: Introduction
to the history, current trends and integration of curriculum as it relates to
the school library media program serving students in elementary, middle, and
secondary schools. Emphasis is on
collaborative planning and teaching between the library media specialist and
teachers.
Learning Objectives: Based on principles found
“Collaboration, Leadership, and Technology”, Chapter 3 of Information Power: Building Partnerships for Learning and the
objectives of the MLIS degree program library information candidates will:
Required Texts:
Donham, Jean. Enhancing
Teaching and Learning. 2nd ed. New York: Neal-Schuman, 2005.
School Library Media Program Texts:
American Association of
School Librarians/Association for Educational Communications and
Technology. Information Power: Building Partnerships for Learning. Chicago: American Library Association, 1998
Illinois School Library Media
Association. Linking for Learning: The
Illinois School Library Media Program Guidelines. 2nd Ed.
Canton, IL: Illinois School Library Media Association, 2005.
Additional required readings
will be available in class. Any
materials placed on reserve for LIS 725 will be available at the Circulation
Desk on the first floor of Crown Library.
Assignments and Course Requirements:
Assignment rubrics will be
distributed and discussed in class.
This course is taught with
the understanding active participation in the learning process during class
time is required of all students. Enrich
your colleagues with additional materials, relevant prior knowledge, and
professional experiences. Share
questions and concerns that you identify in small groups and class
discussions. We all learn and we all
teach in this class.
Students will select articles
published in a professional journal (from a reading list distributed in class).
Article response will be a two-pager paper that will include a citation of the
work and a description, analysis, and reflection of the article based on rubric
to be distributed in class.
Working with collaborative partners, students will prepare a 45-60 minute professional development workshop that might be presented for a faculty in-service. Topics include differentiated instruction, multiple intelligences, reading strategies (fiction/nonfiction), authentic assessment, intellectual property (copyright/plagiarism), and problem-based learning. The workshop will be prepared with a focus on educator collaboration with the school library media specialist. Emphasis will be placed on instructional strategies and interactive activities used to engage participants.
Provided a curriculum map of
one grade level for one school year, students will prepare a one to two page
paper. The focus the paper will be (1)
the selection of units of study from two disciplines from the curriculum map
for an interdisciplinary unit of instruction, (2) an appropriate state learner
goal for each discipline, and (3) an overarching information literacy standard
that connects the two curricular disciplines.
Students will explain how these two curricular units are connected and
why the information literacy standard was selected for this interdisciplinary
unit of instruction.
Information and technology
skills are most meaningful when learned within a subject area, within an
interdisciplinary unit, or a real-life need or problem. Each student will design an interdisciplinary
unit involving two or more disciplines.
In addition to appropriate content objectives, the unit must include an
information literacy lesson plan detailing information seeking behaviors
required by students, and these are to be included in the unit design. Authentic learning activities and authentic
assessment are also to be included, as well, as ways to accommodate
academically challenged and talented students.
Students will use their class assigned “planning team” as a sounding
board in designing the unit. The units
will include collaborative planning sheets, lesson plans, instructional
strategies, product descriptors, and recommended educational resources. Each student will present the essence of the
unit to the class as well as submitting fully developed units to the
instructor.
Students will complete an
LSTA grant application with a focus on the narrative portions of the
application. This proposal format is the
one used by the Illinois State Library to administer federal grant funds to
school and public libraries. This grant
proposal could fund a project or activity included in the student’s
interdisciplinary unit.
Each student will prepare a
4-5 page summary report, highlighting the information gathered from an
interview of an individual in supervising or administering the development of
curriculum in a district or building (K-12, any level) to determine:
In addition to the summary of
information gathered from the questions above, the paper will contain a
personal reaction and assessment of the process described. Discussion will compare and contrast the
approaches described.
The Illinois State Board of
Education Library Information Specialist standards will be explored. Each standard has knowledge and performance
indicators. Students will review these
standards and write a self-evaluation (2-3 pages) identifying perceived
strengths and weaknesses and develop goals for improvement.
The Illinois State Board of
Education has a portfolio requirement for all teaching certification
programs. The LIS 725 portfolio
continues the process of compiling a professional portfolio for school library
media program students:
Interdisciplinary Unit
Professional Development
Presentation
LSTA Grant Proposal
LIS Standards Self-Evaluation
Assessment
Since this is a gradate
course, candidates are expected to attend each class, be punctual, and produce
work of professional quality (including
citations when appropriate). It is
the responsibility of the student to obtain any material covered or assignments
missed due to absence. Missing a
significant amount of class time—more than a single class—may result in a grade
reduction. According to university
policy, students are expected to “conduct themselves in accordance with the
highest standards of academic honesty and integrity. Failure to maintain academic integrity will
not be tolerated.” (Dominican University
Student Handbook and Planner, 2007-2008,
p.20). Definitions of plagiarism,
cheating, and academic dishonesty can also be found in the Student Handbook.
All assignments are due at
the beginning of the class period. Late
assignments may result in a grade reduction.
Graded assignments will be handed out at the end of class. For questions concerning these assignments,
make an appointment to see the instructor outside of class
A = 100
to 94 B- = 81
to 78
A- = 93
to 90 C+ = 77
to 74
B+ = 89
to 86 C = 73 to70
B = 85
to 82 C- = 65 and below
Assigned readings are to
support and supplement class topics.
They may or may not be discussed in class in depth. Discussion depends on the class schedule. Classes may vary from the class calendar.
Introduction to the course content and expectations of the learning community, and the Illinois State Board of Education Standards for Library Information Specialists.
LIS Self Evaluation.
Demonstration of “Titlewave”, an on-line resource that provides lists of books related to curricular topics.
*LIS Self Evaluation Due
Revue materials for developing an “Emerging Grant Writer” proposal. Can be based on needs for inter disciplinary unit
“Curriculum Mapping” in Hughes-Hassell, p65-73
Panel presentation from School Library Media Sprecialists
Compare information literacy models in use by schools.
*2 Reviews of journal articles from “Collaboration Reading List”
February 11, 2008 Curriculum and Instruction
Enhancing Teaching and Learning, p25-38.
*Curriculum Map Due
Information Power, pp. 173-182
Enhancing Teaching and Learning, pp249-275.
Enhancing Teaching and Learning, pp14-24.
*Curriculum Educator Interview Due
Collaborative Partners will work together to evaluate, critique progress of each other’s workshop preparation and make suggestions for clarifications and improvements.
March 17, 2008 Authentic Assessment
Authentic Assessment Workshop
*Grant Proposal due
Copyright/Intellectual Property Workshop
Reading Strategies (Fiction/Non Fiction)Workshop
Multiple Intelligences Workshop
Differentiated Instruction Workshop
Problem-Based Learning Workshop
* Interdisciplinary Unit due