Graduate
LIS 725: Curriculum and School Libraries
Summer 2008
June 16, 18, 23, 25, 30 (M, W) 1:00 p.m. –
4:00 p.m.
July 2, 7, 9, 14, 16, 21, 23, 28, 30 (M, W)
1:00 p.m. – 4:00 p.m.
Mary Marks
MMarks@dom.edu Ph. (847)304-8809 Office Hours by appointment
Bulletin Description: Introduction to the history, current trends, and
integration of curriculum as it relates to the school library media program.
There is an emphasis on collaborative planning and teaching between the library
media specialist and teachers.
Learning Objectives: Based on the “Principles of Administration” outlined
in Information Power: Building
Partnerships for Learning (p. 100), and MLIS program, school library media
candidates will:
Required Texts:
Bush, G. (2005). Every students reads: Collaboration and
reading to learn.
Library Association.
(ESR)
Quindlen, A. (1998). How
reading changed my life. NY: Ballantine. (HRCML)
Stripling,
B. K. & Hughes-Hassell, S. Ed. (1991). Curriculum
connections through
the library.
Supplemental
American Association of
School Libraries/Association for Educational Communications and
Technology.
(1998). Information power: Building
partnerships for learning.
Daniels, H.
& Bizar, M. (2005). Teaching the
best practice way.
Stenhouse Publishers.
Donham, J. (1998). Enhancing teaching and learning: A
leadership guide for school
library media
specialists.
ISLMA. (2005). Linking for learning:
The
See www.minduniversity.com and visit ‘mmarks’/Dominican University/LIS 725 for additional resources.
Assignments and Course Requirements:
Assignment rubrics will be
distributed and discussed in class. All assignments will use APA format (style
and bibliographic citation). All assignments must include a title page with
running head (assignment title), header/page number, footer (course number and
student name – LIS_725_Smith). Additional readings will be available online
and/or distributed in class.
Learning Community Partnership: 6/16 – 7/30/2008
Active participation in the
learning process during class time is required of all students.
Readers Response: 7/9/2008
Students will read Anna Quindlen’s How
Reading Changed My Life and interpret the text in a reader response essay. Students will construct their own
meaning by connecting How Reading Changed
My Life to issues in their personal and professional lives and describing
what they experience. The Reader Response will include a summary of the text a
personal reflection, an action plan (how does this text relate to their
future role as a school library information specialist), and an APA citation of the work. Action plans detail the steps needed
to achieve your SLMS mission (what needs to be done, what resources are needed)
and defines how you will evaluate your progress (who needs to do what and a
timeline). Students should consider how Quindlen’s
essay will impact their roles as a SLMS.
Learning Journal: 6/23, 6/30, 7/7, 7/30
A learning journal is a
collection of reflective comments concerning educational readings and best
practice activities or events. A learning journal is
a way of recording your thoughts, impressions, concerns, questions and
reflections. It provides an informal yet focused opportunity to express
whatever comes to mind as you read course materials, participate in class discussions,
attend to faculty presentations, and engage in conversations with colleagues.
Students will select 2 topics or chapters from each of the required texts (CCL
and ESR), reflect on the subject, and respond to it in a journal entry format
(2 pages double-spaced). The fourth learning journal will be a response to “Into
the Electronic Millennium,” an excerpt from Sven Birkett’s
The Gutenberg Elegies. Each of the
four learning journal entries will be submitted on the listed due dates in
paper or electronic format.
Professional Development Workshop: 7/9, 7/11, 7/16,
7/18, 7/23
Each student will prepare a
45-60 minute professional development workshop that might be presented for a
faculty in-service. Topics include differentiation in instruction; reading strategies
(fiction/nonfiction); writing strategies; authentic assessment; intellectual
property; brain-based research, and reader’s advisory. 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 learners.
Interdisciplinary Unit: 7/23/2008
Information and
technology skills are most meaningful when learned within a subject area,
within an interdisciplinary unit, or within a unit that addresses 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 accommo-date academically challenged and talented students.
The units will include collaborative planning sheets, lesson plans,
instructional strategies, product descriptors/rubrics, 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.
Grant Proposal: 7/16/2008
The major goal of the GCS-NGS
Education Fund is to expand geography education opportunities in the
LIS Standards Self-Reflective Essay: 7/28/2008
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 identifying perceived strengths and
weaknesses and develop goals for self-improvement. Students should define their
future role as a library information specialist and their place within the
field.
Portfolio:
The Illinois State Board of
Education has a portfolio requirement for all teaching certification programs.
The 725 Portfolio continues the process of compiling a professional portfolio
for SLMP students:
Interdisciplinary Unit
Professional Development
Presentation
GCS-NGS Grant Proposal
LIS Standards Self-Evaluation
Learning Community Participation: June 16 – July 30,
2008
This course is taught with
the understanding that for adult learners “learning is an active process that
occurs over time; learning is driven by the learner around meaningful issues;
learning is experimental by nature; and learning is fueled by rich, diverse,
accessible sources of information.” (Educators as Learners, ASCD, 2000). 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 group and class discussions. We all learn and we all teach in this class.
What we have to learn
to do, we learn by doing.
ﻌ
Aristotle
Assessment:
Since this is a graduate
class, candidates are expected to attend each class, be punctual, and produce
work of professional quality (including citations whenever appropriate). It is
also understood that graduate students have commitments outside of course work.
Students who plan on missing a class should make the instructor aware of that
ahead of time. It is the responsibility of the student to obtain any material
covered or assignments missed. Missing a significant amount of class time –
more than a single class – will result in a grade reduction unless
an additional instructor-assigned activity is submitted. 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 2007-2008 Student Handbook and Planner, p. 20).
Definitions of plagiarism, cheating, and academic dishonesty can also be found in
the Handbook.
Attend every class and
participate in discussions. The course grade, particularly the class
participation component, will be affected by absences and tardies. You are expected to have read the assigned material
and come to class prepared to discuss and critique these readings. There will be some ungraded, in-class assignments. These activities will contribute to the class
participation grade. All assignments are due at the beginning of the
class period. Late assignments will not
be accepted. 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. All written work should be submitted clear and
error free.
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
course calendar.
Understanding
Performances
Final Grades will be based on the following scale:
A = 100
to 94 B- = 81 to 78
A- = 93
to 90 C+ = 77
to 74
B+ = 89
to 86 C = 73
to 70
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 is
depth. Discussion depends on the class schedule. Classes may vary from the
course calendar.
Course Calendar:
1. June 16,
2008 Curriculum and School Libraries Overview
Introduction to the course
content and expectations; the learning community; and the Illinois State Board of Education Library
Information Specialist standards.
ﻌ
LIS Standards Self-Evaluation
2. June 18, 2008 Learning Theories,
Teaching for Understanding, and Thinking Dispositions
3. June 23, 2008 Learning Theories,
Teaching for Understanding, and Thinking Dispositions
√ Learning Journal #1 Due
4. June 25, 2008 Curriculum Design,
Development, and Mapping
5. June 30, 2008 Curriculum Design,
Development, and Mapping
√ Learning Journal #2 Due
6. July 2, 2008 No Child Left Behind and Curriculum
Development
7. July 7, 2008 Grant Writing for School Libraries
√
Learning Journal #3 Due
8. July 9, 2008 Instructional Strategies/Instructional
Structures
√
Readers Response Due
9. July 14, 2008 Professional Development Workshop Planning
10. July 16, 2008 Curriculum in Action/Action Research
Professional
Development Workshop: Reading/Writing Strategies
√ GSC-NGS Grant Proposal Due
11. July 21, 2008 Special Education
Professional
Development Workshop: Authentic Assessment/Differentiation
12. July 23, 2008 Collaboration with
Curriculum Educators
Impact Software
√
Interdisciplinary Units Due
13. July 28, 2008 Social Responsibility and
Professional Ethics
Professional
Development Workshop: Intellectual Property
ﻌ Guest Presenter: Dorothy Mikuska, PaperTools Pro
√ LIS
Standards Self-Reflective Essay Due
14. July 30, 2008 Role of the SLMS in
Curriculum/Evaluation
Presentation:
Interdisciplinary Units
√
Learning Journal #4 Due Gutenberg
Elegies excerpt
Understanding Performances
Readers Response 15 pts
Learning Journal/ Learning Community Participation 25 pts
Interdisciplinary Unit 20 pts
Professional Development Wksp 20 pts
Grant Proposal 20 pts
LIS Standards
Essay
Portfolio Requirement