CONCEPTUAL FRAMEWORK
The conceptual framework of the College of Education at UWG
forms the basis on which programs, courses, experiences, and outcomes are
created. With the goal of Developing Exemplary Practitioners, our programs
incorporate ten descriptors, clustered into three interrelated and overlapping
themes, that demonstrate our commitment to (a) Professional Excellence
[knowledgeable, reflective, inquisitive]; (b) Field-Based Inquiry [decisive,
adaptive, proactive, leading]; and (c) the Betterment of Society
[collaborative, culturally sensitive, empathetic]. These themes and descriptors
are integral components of the conceptual framework and provide the basis for
developing exemplary practitioners who are prepared to improve schools and
communities. National standards (AASL) also are incorporated as criteria
against which candidates are measured.
The mission of the College of Education is to provide
excellence in the initial and advanced preparation of professionals for a
variety of settings, to foster an innovative learning community, and to empower
a faculty committed to teaching and dissemination of knowledge. This course's
objectives, activities, and assignments are related directly to the conceptual
framework and national standards, as identified below.
COURSE OBJECTIVES
The students will:
- discuss the development of libraries and school library
media centers in schools (Wasman, 1998;
Woolls, 2004; Morris, 2004)
(Conceptual Framework
Descriptors: Decisive, Leading, Inquisitive, Collaborative, Knowledgeable,
Proactive, Reflective _ Professional
Excellence, Field-Based Inquiry, Betterment of Society)
(Standards: AASL 1.2,
3.1; GaPSC 1ii, 3i)
- examine standards and policies pertaining to operation
of school media programs and media specialist certification
(Wasman, 1998; Woolls, 2004; AASL, n.d.;
Georgia Library Media Specialist Handbook,
n.d.; Morris 2004)
(Conceptual Framework Descriptors: Knowledgeable
_ Professional Excellence)
(Standards: AASL 1.4, 4.1, 4.2, 4.3;
GaPSC 1iv, 4i, 4ii, 4iii )
- critique a sample group of mission statements and write
a mission statement for a school library media center
(Wasman,
1998; Woolls, 2004; Morris, 2004; AASL, n.d.)
(Conceptual Framework Descriptors:
Leading, Proactive, Reflective _ Professional Excellence, Field-Based Inquiry)
(Standards: AASL 4.2;
GaPSC 4ii)
(Wasman, 1998; Heinich, 1999; Morris, 2004; Georgia Library
Media Specialist Handbook,
n.d., Simpson, 2005; Downs, 2009)
(Conceptual Framework Descriptors: Knowledgeable
_ Professional Excellence)
(Standards: AASL 4.1, 4.2; GaPSC 4i,
4ii)
5. demonstrate proficiencies in planning,
designing, and evaluating facilities for a school library media
(Wasman, 1998; Woolls,
2004; Morris, 2004)
(Conceptual
Framework Descriptors: Knowledgeable _ Professional Excellence)
(Standards: AASL 1.4, 4.1, 4.2; GaPSC 1iv, 4i, 4ii)
6. demonstrate
an understanding of the budgeting process and site-based management
(Wasman,
1998; Woolls, 2004; Morris, 2004)
- demonstrate strategies for motivating, training, and
evaluating staff and volunteers
(Wasman,
1998; Woolls, 2004; Morris, 2004)
(Conceptual Framework Descriptors:
Decisive, Leading, Adaptive, Collaborative,
Empathetic _ Professional
Excellence, Field-Based Inquiry, Betterment of Society) (Standards: AASL 4.2; GaPSC 4ii)
8. demonstrate interpersonal and group relations
and strategies for effective communication,
including issues of diversity, cultural
differences, and special learner needs
(Morris,
2004; Woolls, 2004; Prostano & Prostano, 1999)
(Conceptual
Framework Descriptors: Leading, Collaborative, Culturally Sensitive,
Empathetic _ Field-Based Inquiry, Betterment of Society)
(Standards: AASL 1.4, 2.1, 3.2,4.2; GaPSC 1iv, 2i, 3ii,
4ii)
9. gain a working familiarity of school
media-related professional organizations and
publications
and examine various school library media trends and issues
(Wasman,
1998; Woolls, 2004; Morris, 2004; Repman, 2007; Donham, 2008; appropriate
web sites)
(Conceptual
Framework Descriptors: Inquisitive, Knowledgeable, Proactive _ Professional Excellence, Field-Based Inquiry)
(Standards: AASL 3.1; 3.3; GaPSC 3i, 3iii)
- identify resources available to schools such as Georgia
State Department of Education,
Georgia
Youth Science and Technology Centers, Regional Educational Service Agencies
(RESAs), Technology Training Centers, Georgia Learning
Resources System, Georgia
Learning
Connections, GALILEO.
(Conceptual
Framework Descriptors: Collaborative _ Betterment of Society)
(Standards: AASL 1.3, 3.1, 4.1; GaPSC 1iii, 3i, 4i)
TEXTS,
READINGS, INSTRUCTIONAL RESOURCES, AND REFERENCES
Required Texts:
American
Association of School Librarians (2009). Empowering Learners: Guidelines for
school library media programs. Chicago: American Library Association.
(For use throughout the
program)
Stephens,
C.G. & Franklin, P. (2007). Library
101: A Handbook for the school library media specialist. Westport, CT:
Libraries Unlimited.
(Also for use in other
courses in the program)
Wools, B. (2008). The
School library media manager. 4th ed. Westport, CT: Libraries
Unlimited.
Required Instructional Resource: Tk20 Subscription
These are available at the University Bookstore or at http://westga.tk20.com/campustoolshighered/start.do.
If you have purchased a subscription previously, DO NOT re-subscribe. For
more information about this resource, see http://www.westga.edu/coe/index_550.php.
For assistance, email tk20@westga.edu.
Suggested
Texts:
American Psychological Association (2009). Publication Manual
of the American Psychological
Association
(6th ed.). Washington, D.C.: American Psychological Association.
(Go to UWG, click Library, click Research
& Citation Guides at left; click
2.Citation
Guide, click APA (American Psychological Association).)
References:
American
Association of School Librarians. (n.d.). AASL
position statements. Retrieved May 20, 2010, from http://www.ala.org/ala/mgrps/divs/aasl/aaslproftools/positionstatements/aaslposition.cfm
Andronik,
C. A. (ed.) ( 1999). School library management
(5th ed.). Worthington, OH: Linworth
Baule,
S. M. (1999). Facilities planning for school library and technology centers. Worthington, OH: Linworth.
Bradburn,
F. (1999). Output measures for school library media programs. New York: Neal-Schuman.
Donham,
J. (2008). Enhancing teaching and
learning: A Leadership guide for school library media specialists (2nd
ed.). NY: Neal-Schuman.
Downs,
E. (2009). Media specialist’s policy
& procedure writer. NY: Neal-Schuman.
Erikson,
R. & Markuson, C. (2007). Designing a school library media center for
the future (2nd ed.).
Chicago: American Library Association.
Everhart,
N. (1998). Evaluating the school library media center. Westport, CT: Libraries Unlimited.
Farmer,
L.S.J. (2001). Teaming with opportunity: Media programs,
community constituencies, and technology. Westport, CT: Libraries Unlimited.
Hallam,
A.R. & Dalston, T.R. (2005). Managing
budgets and finance. NY: Neal-Schuman.
Maine
school libraries facilities handbook.
(1999). Retrieved on May 20, 2010, from the Maine
Association
of School Libraries web site:
http://maslibraries.org/resources/pubs/facilities/essentialAreas.html
Martin,
B. S. & Zannier, M. (2009). Fundamentals
of school library media management: A How-to-do-it manual. NY:
Neal-Schuman.
Media specialist handbook
(1990). Atlanta, GA: Georgia Department of Education.
Morris,
B. J. (2004). Administering the school
library media center (4th ed.). Westport, CT:
Libraries Unlimited.
Prostano,
E. T., & Prostano, J. S. (1999). The
school library media center (4th ed.). Littleton, CO: Libraries Unlimited.
Public
Education Network & American Association of School
Librarians. ( 2001). The Information-powered school. Chicago: American
Library Association.
Repman,
J. & Dickinson, G.K. (Eds.). (2007). School
library management. Westport, CT: Libraries Unlimited.
Salmon,
S. et al.(1996) Power up your library: Creating the school library media program.
Westport, CT: Libraries Unlimited.
Santa
Clara County Office of Education, Library Services.
(2001). Where do I start? A school
library
handbook.
Worthington, OH: Linworth Publishing.
Simpson,
C.M. (2005). Copyright for schools: A Practical guide (4th ed.). Westport,
CT: Libraries Unlimited.
Thelan,
L. (2003). Essentials of elementary school library management. Worthington, OH: Linworth.
Web
Sites:
American Association of School Librarians’ Website
eBoard Solutions (for school policies – select system, then
go to “Policies” and select “Instructional program”…media centers should be
located somewhere around “IFBD”)
Georgia Association of Information Technology Website
Georgia Department of Education Website
Georgia Standards
Georgia GALILEO
Georgia Library Media Association Website
Georgia Library Media Listserv
LM_NET
LM_NET Archives
O.C.G.A. -
(Official Code of Georgia Annotated)
Search using "Natural Language" and code
numbers (20-2-184, 20-2-181, 20-2-167,
20-2-1013, 24-9-46)
ASSIGNMENTS, EVALUATION PROCEDURES, AND
GRADING
Assignments
The following are general descriptions of the projects
required for the course. A more detailed description is provided with each
project assignment at CourseDen. Please see the Class Outline for specific due
dates.
Project
1― Readings (15%)
Selected readings from the texts and other sources, with
related responses, will cover a range of topics in school library media center
administration.
(Course Objectives 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13;
teacher observation and postings)
Project 2 –Interview / LM_NET / Georgia
Media Listserv Research (5%)
This project
forms the basis for all other projects in this course. Examine specific
functions and policies of the SLMP through interviewing a SLMS. You must research
topics on LM_NET and/or Georgia Media listserv as well as interviewing a media
specialist(s). You may conduct your interview as a group, but reports will be
completed and submitted individually. Discuss budget development including
funding issues, communication techniques with all stakeholders (student,
faculty, parent, and community), facility planning, basic policies and
procedures of administering the SLMP, current trends and issues including
professional development and organizations, access to outside resources,
cultural diversity and its impact on program development, copyright issues, and
future goals. A clear understanding of these issues is essential in developing
and administering a media program that will impact student achievement and lead
to the development of lifelong readers. Include AT LEAST THREE (3) references
in APA format (remember interviews are cited in text only, not in final
reference listing). Interview/research write-up due to assignment dropbox. (See assignment information for detailed
description of this project.)
(Course Objectives 1, 2, 3, 4, 6, 7, 9, 10, 12, 13;
disposition; teacher observation)
Project 3―Newsletter (8%)
Students will work individually to research and prepare a one
page newsletter article on a topic related to the development or administration
of libraries and school library media centers. These articles will be posted to
the course wiki as a collection of newsletters for all class members. This
assignment requires creativity to make it interesting to classmates. Include
all references as a second page in APA format. The sign up for topics is located
on the course wiki. Responses to classmates
will be posted in CourseDen discussion board. (See
assignment information for detailed description of this project.)
(Course Objectives: 1; Instructor
Observation, peer observation, rubric)
Project 4—Budget (7%)
Students will work individually to prepare a three-year
budget that includes justifications for your allocation of funds. Your budget
should be based on the interview with a SLMS. Prior to writing a budget, you
must decide what your vision is for improving the media center in the next
three years. A plan should
accompany the budget that spells out in detail how the budget should meet the
vision for the media center. Include all references in APA format. Due to
assignment drop box. (See assignment
information for detailed description of this project.)
Project 5―Communications
Article Critiques & Responses (10%)
Students will read two (2) articles (individual project)
emphasizing the importance of interpersonal relationships and communication
skills for library media specialists. Write a one to two page critique of each
article: one section describing the content and one paragraph of evaluation and
reaction. List complete bibliographic information (APA format) at the beginning
of each critique. These critiques will be posted to CourseDen Discussion Board
for small group discussion. In addition to posting article critiques, students
MUST post legitimate responses to ALL postings in their group on the Discussion
Board. (See assignment information for detailed description of this project.)
(Course Objective: 7; instructor observation, peer observation,
rubric)
Project
6—Facilities (10%)
Students will visit a
media center/facility and talk to a media specialist about media center
facilities. After interviewing the media specialist, you will develop a renovation
plan, including floor plan and rationale for proposed changes. Students should
use the drawing tools in PPT or Word to complete the floor plan. (For use of
other tools, get approval from instructor.) Include all references in APA
format. Due to assignment drop box. (See assignment information for detailed
description of this project.)
(Course Objective 6: instructor observation, peer observation,
rubric).
Project 7—Policies and Procedures
Handbook (20%)
This assignment is designed to develop the foundations of a
policies & procedures handbook that serves as a guideline for the
day-to-day media center operation. In addition to providing useful information
for new media specialists, substitutes, clerks, and volunteers, sections of
this book can be included in student and faculty handbooks. This is the
beginning of a handbook you will develop while you are at UWG. You will adjust
page numbering as you “build” the handbook throughout your program. The fully
completed Policies and Procedures Handbook must be available at your portfolio
presentation at the conclusion of your program. You will submit portions of the
Handbook as directed on the course syllabus. Include all references in APA
format. In addition to handbook submissions, you will participate in online
discussions (synchronous and/or asynchronous), as assigned. (See
assignment information for detailed description of this project.)
(Course objectives 2, 3, 4, 5, 8, 10, 12; instructor
observation, peer observation, rubric).
Project 8—Trends & Issues Debate (10%)
Students will develop a
debate for the class. Sign up for the debate is located on the CourseDen home
page. A one-page debate handout is due to the assignment drop box and the
discussion board. Include a second page with all references in APA format.
Opposing individuals will debate their topics in an online class session at the
end of the semester. (See assignment information for detailed
description of this project.)
(Course Objective 13; instructor observation, peer observation,
rubric)
Project 9 – Field
Experience, Formative Evaluation & Program Reflection (5%)
Post required field experience forms, formative assessment,
program reflection, course evaluations.
(Course Objectives 1-13, instructor observation, FE forms)
Project 10―Class
Participation, (10%)
Students are required to attend all scheduled face-to-face and
online class sessions.
(Course Objectives 1-13)
Evaluation Procedures:
Students are evaluated in the following areas:
Activity
|
%
of Final Grade
|
Type of Assessment
|
Date
Due
and Location
|
|
15%
|
Posting
|
To Assignment Drop Box:
Readings 1 – June 9
Readings 2 – June 14
Readings 3 – June 28
Readings 4 – July 5
|
|
|
5%
|
Checklist
/
Portfolio
|
June 28 to DBoard and Assignment Drop Box; team discussion
June 22-28
|
|
|
8%
|
Rubric
|
June 14 to DBoard and Assignment Drop Box;
Responses due by June 21
|
|
|
4. Budget (Woolls Chapter 9)
|
7%
|
Rubric
|
July 5 to Assignment Drop Box
|
|
5. Communications
Article Critiques & Responses (Woolls Chapter 11)
|
10%
|
Rubric
|
July 12 to Discussion Board; Responses due by July 19
|
|
6. Facilities (Woolls Chapter 6)
|
10%
|
Rubric
|
July 12 to Assignment Drop Box
|
|
7. Policies and Procedures Handbook (Woolls Chapters
7,8,10,12)
|
20%
|
Rubric
|
To Assignment Drop Boxes: 1 – June 14
2 – June 21
3 – June 28
4 – July 5
5 – July 12
Wimba discussions: TBD
|
|
8. Trends & Issues Debate (Woolls Chapters 13,14)
|
10%
|
Rubric
|
Handout – July 17 to DB
Debate: week of July 19
|
|
9. Volunteer Experience Documentation, Formative
Assessment,
Course Evaluation
|
5%
|
Posting
|
To Assignment Drop Boxes:
Volunteer experience July 19;
Formative Assessment (progress video) June 21
Course Evaluation posted by UWG and sent via myUWG
|
|
10. Participation, additional readings/assignments (TBD)
|
10%
|
Instructor
Observation, rubric
|
|
Grading
Policy:
CLASS, DEPARTMENT, AND UNIVERSITY POLICIES
Academic Honesty
Students are expected to adhere to the highest standards of
academic honesty. Plagiarism occurs when a student uses or purchases
ghostwritten papers. It also occurs when a student utilizes the ideas or
information obtained from another person without giving credit to that person.
If plagiarism or another act of academic dishonesty occurs, it will be dealt with
in accordance with the academic misconduct policy as stated in the latest Connection
and Student Handbook and the Graduate
Catalog.
Disciplinary procedures described in the latest State
University of West Georgia Connection and
Student Handbook will be followed when violations take place. Infractions
may include cheating, plagiarism, disruptive behavior, and disorderly conduct.
Class
Attendance and Participation
Face-to-face class
requirements
·
Students will attend and participate in all
classes that are scheduled on campus, be prepared for each class by doing the
assigned readings in advance, and have the appropriate materials required for
class activities.
·
Absence from on-campus sessions will lower a
student’s cumulative point total by 5 points. For example if you have
98% in class and miss one required class your final grade would be 93%. If you
miss two classes your final grade would be 88%.
·
Failure to complete online assignments will also
be counted as ‘class’ absences. Late assignments, for which there is no
legitimate reason, will be assessed a 50% penalty per day. (Objectives #
1,2,3,4; disposition; teacher observation)
On-line class requirements:
Any student experiencing problems in using CourseDen should
contact the Distance Office for assistance and the instructor immediately. The
help line e-mail address is on page one of this syllabus as well as the
distance office e-mail address and phone number. If this plan fails, call the
Distance Learning Office and then the instructor for assistance. Do not wait to
ask for help with CourseDen. Seek assistance immediately. Failure to complete
online assignments and accesses will be counted as ‘class’ absences.
Since this is an online course (only one F2F meeting), you are
responsible for monitoring your work time in order to complete and submit
assignments by the established due dates. You can expect to receive feedback
from your instructor in 48 hours or less via CourseDen email or returned phone
calls.
Students
will attend class (face-to-face and on-online) and be prepared with materials
and readings according to the schedule indicated in the Tentative Class
Outline, participate in any required CourseDen bulletin board discussions, and
respond to topics presented. Note that Internet and CourseDen access is
required.
(Course
Objectives 1, 2, 3, 4, 5, 6; Teacher Observation, CourseDen BB postings, Online
chats)
Disability
Policy
All students are provided with equal access to classes and
materials, regardless of special needs, temporary or permanent disability,
special needs related to pregnancy, etc. If you have any special learning
needs, particularly (but not limited to) needs defined under the Americans with
Disabilities Act, and require specific accommodations, please do not hesitate
to make those known, either yourself or through the Coordinator of Disability
Services. Students with documented special needs may expect accommodation in
relation to classroom accessibility, modification of testing, special test
administration, etc. For more information, please contact Disability Services
at the University of West Georgia: http://www.westga.edu/studentDev/index_8884.php.
Any student with a disability documented through Student Services is encouraged
to contact the instructor right away so that appropriate accommodations may be
arranged. In addition, certain accommodations (which will be discussed in
class) are available to all students, within constraints of time and space.
Student
Work
All student work submitted during the course is required to
be original. Original means that the work is done this semester and has not
been done by another person. All projects must be completed to be graded.
Questions that may be answered by classmates may be posted to
the general questions discussion board. It is each student’s responsibility to
read answers to questions on a regular basis because they may address common
questions among class members. Questions
specifically for the instructor may be sent via CourseDen email.
Students are expected to research
all assignments thoroughly, using books, audiovisual materials, and the
Internet. All reference lists are to be done in APA style.
Students
are expected to keep up with the SCOOP and registration deadlines.
Late Work
Students are expected to submit assignments
on time. Valid reasons for submitting work late must be cleared by the
instructors in advance. It is the student’s responsibility to contact the
professor when extenuating circumstances take place. All assignments are due by
11:59 p.m. on the date due. Any assignments
posted after 11:59 p.m. will be considered late. Late assignments are subject to reduction in
points, up to ½ credit.
Professional Conduct
·
Participating in interactions
and class activities in a face-to-face or online environment in a positive
manner.
·
Collaborating and working
equitably with students in the class.
·
Actively participating in class
each week.
·
Turning in assignments on time.
·
Arriving at and leaving class
punctually.
·
Treating class members, colleagues,
and instructor with respect in and out of the classroom.
·
Eliminating interruptions in
class. (This includes cell phones, beepers, and disruptive behavior during
class meetings or during online chats).
·
Students
who display a lack of professionalism will be contacted by the instructor
immediately after the violation takes place and informed of the consequences.
If there is a second violation the student will meet with a departmental
committee and may be dismissed from the program for at least one year.
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