DEPARTMENT OF CURRICLUM AND INSTRUCTION
Course Syllabus
INTERSESSION 2004
Office: 257
Phone: 918-449-6451
(office)
E-mail: raybj@nsuok.edu (office) dbjray@earthlink.net (home)
Fax: 918-449-6146
Course
Number, NAME, MEETING TIME AND PLACE
LIBM 5611: Library Media Workshop: Saturday, May 22, Room C219,
Graduate students must be fully
admitted to the Graduate College of Northeastern State University.
Provides
opportunities for students to broaden their understanding of the writing
process and foster an appreciation for literature as they listen to various
authors and read the author’s works. A written reflection demonstrates how the
author’s works support the curriculum. Graduate
students majoring in Library Media and Information Technology must complete
this course in order to satisfy certification requirements for the Master of Science
in Library Media and Information Technology.
Knowledge Base
The Northeastern State University Teacher Education Program is based on
specific philosophical assumptions about teaching, learning, and schooling that
underlie all basic programs preparing professional educators to work in public
school settings. These philosophical
assumptions are stated in terms of the responsibilities and obligations of
professional educators as stated in the theme of the program. It is assumed that it is the responsibility
of professional educators to:
·
Develop
thinking/learning skills in their students through the use of appropriate
pedagogical strategies, emphasizing reflection;
·
Serve all
students under their charge, regardless of ability, with a sense of efficacy;
·
Instill
self-respect, dignity, and respect for others in their students;
·
Be sensitive to
and develop the ability to capitalize on the learning strengths of individuals
who reflect a diversity of cultural backgrounds, abilities and talents; and
·
Know, understand,
and communicate the content of the specialty area(s) in which they are
teaching.
These assumptions represent a philosophical approach
to teaching and learning that is present throughout the course work and the
field experiences.
Conceptual Framework
The Teacher Education Program
at
Educators
as Teaching Scholars
Teaching scholars read widely
and think deeply about subject matter, teaching, and research. They reflect critically on their own beliefs
and their classroom practice in order to make pedagogical improvements. Teaching scholars use appropriate
communication skills, they know how to facilitate authentic learning, and they
encourage P-12 students to be critical, creative thinkers, with the ability to
be lifelong learners.
Educators
as Educational Leaders
Educational leaders believe that all P-12 students are
capable of learning and of making educational progress. Educational leaders serve as advocates for
children/adolescents and families, they understand the political nature of
teaching, and they are able to inspire and motivate others by modeling
effective communication skills, professional demeanor and attitudes.
Educators as Developers of Human Potential
Educators who are developers of human potential are
committed to the philosophical position that the development of human potential
is their fundamental task.
Major Goals
1. Motivate and guide elementary and secondary
students in appreciating literature.
Expected Course
Outcomes
The course content is designed to provide competence in areas based on
the foundation standards established by the American Association of School
Librarians (AASL), Conceptual Framework of Northeastern State University (NSU)
and the Oklahoma General Competencies (OGC) and the Advanced Portfolio Review
Components. Activities follow the AASL competencies.
1.2 Literacy and
Candidates are knowledgeable about
historical and contemporary trends in reading material for children and young
adults. They collaborate with teachers to integrate literature into curriculum.
Candidates instill a sense of enjoyment in reading in others that leads to
lifelong reading habits.
Instructional Procedures AND Student
Performance Activities
Barbara Kerley will address global awareness as well
as share insights into her life and books.
Participants will read and choose books that could be used for library
activities to increase global awareness for students. Bring to the workshop an
annotated bibliography (20 copies) to include one professional resource
teachers could use to promote global awareness and 5 books students may use as
resources for library
research/activities. The annotated
bibliography should be done in APA format. Each student will go home with
possibly 100 resources (unless there is considerable duplication). Participants will attend the presentation
given by the author/illustrator and write a reflection based on how the
presentation by the author extends the understanding of the author’s book The Dinosaurs of Waterhouse Hawkins. The
reflection will be due May 25 and may be emailed to raybj@nsuok.edu. Graduate students must
attend the presentation and complete the assignment. A grade of Pass or Fail
will be given. An example for the assignment follows.
Professional resource:
Milord, S. (1992) Hands
around the world: 365 creative ways to
build cultural awareness & global respect.
This book features traditions
from many countries with the intent of encouraging children to appreciate
cultural traditions and customs. A world
calendar enables teachers to highlight the various ways holidays are celebrated
throughout the world and gives several ideas for class projects. The concept of
climate is used to explain such things as what people wear, foods they eat,
habitats they live in, the color of their skin.
Typical school days are described addressing such topics as lunches
served, buildings that house schools, dress, subjects studied. Illustrations are used to explain how to complete
the projects suggested.
Student resources:
Kerley, B. (2002). A cool drink of water.
It does not matter where we
live, we all need water. This book takes
us around the world to see where different cultures get water; wells, pumps,
fountains, streams. Water may be stored
in pots, pitchers, buckets, jugs, bottles, or burlap bags. Beautiful photographs enhance the text, taking
us around the world. A map provides the
locations of all the photographs and there is a brief discussion on water
conservation.
COURSE
CONTENT AND TIMETABLE FOR COMPLETING ASSIGNMENTS
The annotated bibliography is due Saturday, May
22. The reflection is due by
CONTACT AND
COMMUNICATION WITH INSTRUCTOR
Students may contact the instructor by telephone
(918-449-6451) or email (raybj@nsuok.edu).