Instructor: Robin Bartoletti
Office: Broken Arrow Campus
Phone: 918-449-6599
E-mail: bartolet@nsuok.edu (office) robinb@mail.com (home)
College of Education web page: http://www.nsuok.edu/colleges/education.html

COURSE NUMBER, NAME, MEETING TIME AND PLACE
LIBM 5013 Introduction to Librarianship; Course will meet 4 Fridays, September 10, October15 and 29, and November 12, from 4:30 to 7:00 in BA C213. Face to face meetings will be supplemented by online activities conducted using the Blackboard course software beginning September 10 and ending December 17. Online course access is at http://blackboard.nsuok.edu

PREREQUISITES
Graduate students must be fully admitted to the Graduate College of Northeastern State University.

DESCRIPTION OF COURSE
This course surveys the history, issues, current trends, technology, and professional development inherent in the school library media profession. Emphasizes the role of the school library media specialist in the school curriculum and provides an introduction to professional organizations, values, and standards. 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 Northeastern State University prepares professional educators to be teaching scholars, educational leaders, and developers of human potential.

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
By the end of the semester the student will:
1. Develop an understanding of the changing role of the school library media center and the school library media specialist.
2. Demonstrate knowledge of information literacy and be able to integrate it into the curriculum.
3. Extend knowledge of various resources for teachers.

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.

STANDARD 2: TEACHING AND LEARNING
2.1 Knowledge of Learners and Learning Candidates ensure that the library media curriculum is documented as significant to the overall academic success of all students.
2.3 Information Literacy Curriculum Candidates advocate for the information skills curriculum in order to assure appropriate learning experiences for all students, and to address the academic needs of the school community. (NSU Conceptual Framework 1.2, 1.5, 2.1, 2.3, 2.7, 3.1, 3.2, 3.3, 3.4) (OGC 3, 6, 13)
Discussion of issues and professional articles, and reflection on the role of the library media specialist. Discussion on the Library Bill of Rights, Code of Ethics and Intellectual Freedom statements in postings to library related list-serv.

STANDARD 3: COLLABORATION AND LEADERSHIP
3.1 Connection with the Library Community Candidates employs strategies to ensure connections between the school community and the larger library world of public, academic, special libraries, and information centers. (NSU Conceptual Framework 1.3, 1.10, 1.11, 2.4, 2.7) (OGC 10)
Visit a public library closest to your school site, interview public librarian about the community she/he serves followed by a written reflection. Participation in a library related list-serv mailing list.
3.2 Instructional Partner Candidates anticipate providing leadership to school and district committees. Candidates share expertise in the design of appropriate instruction and assessment activities with other professional colleagues.
(NSU Conceptual Framework 1.6, 1.8, 1.9, 1.10, 2.5) (OGC 1, 12)
Collaboration with a teacher to produce a unit using an Information Skills Model and Information Literacy Standards.

INSTRUCTIONAL MATERIALS
Information power: Building partnerships for learning. American Library Association, 1998. (We will refer to this book and the website, but you do not need to buy it. Bring a copy if you have one. There is a copy in the NSU-BA library.)
Johnson, Doug. Indispensable Librarian, The: Surviving (and Thriving) in School Media Centers in the Information Age Linworth, 1997
Stripling, B.K. (Ed.), Learning and libraries in an information age. Libraries Unlimited, 1999
See Resources pages with additional articles, periodicals and Internet resources.

INSTRUCTIONAL PROCEDURE
A variety of instructional procedures will be applied in this course, including but not limited to online lecture, group work, online research and communication, professional journal/book reviews, and project presentations. Graduate students are expected to attend all of the required face-to-face class meetings as well as participate in the online activities. Missing one of the required (2 hour 40 minute) class periods may reduce the final grade for the course by one letter grade. Students are expected to be ready to start class on time (being tardy and leaving class early will be documented) and be present for the duration of the class.

STUDENT PERFORMANCE ACTIVITIES
Assignments are due at the beginning of the class period on the date indicated. If you are unable to attend class, assignments are to be emailed or faxed. After the assignment due date, late work will be accepted up to one week with a reduction of grade. No assignments will be accepted after a week. Students missing class due to participation in NSU sponsored activities adhere to this policy. Reading assignments are considered preparation for class meetings. The graduate student is responsible for all material assigned even if not discussed in class. Attendance will be a factor in determining grades and it is particularly important in the development of positive, professional behavior. You may have one absence, beyond the one; absences will reduce the final grade for the course. Students are also expected to complete every assignment, activity, project and administrative requirement of the NSU College of Education if they are to receive a grade in the course. TURN OFF ALL CELL PHONES. All assignments should be typed, double spaced, 12 point font, and include APA format and references where applicable.

COURSE CONTENT AND TIMETABLE FOR COMPLETING ASSIGNMENTS
Assignments, activities, and projects will earn points applied to the following grading scale:
Activities Total points
Public library reflection and interview 20
Student success and the School Library Media center assignment 30
Collaborative Unit using an Information Skills Model 30
Professional journals review 20
Reflection paper on the role of the school media specialist 20
Censorship topic on library list-serv participation 30
Rationale statements (3) 30
Class participation (online discussion, online chat, other online
and face to face activities, attendance) 20
Possible 200 points
(A=186-200 B= 185-164 C=163-144)

EVALUATION OF STUDENT ACHIEVEMENT AND LEARNING OUTCOMES
A = Assignment goes beyond expectation. Work is well-development and organized. It generates new ideas and insights and is thought-provoking. Reflection indicates student analyzed the information. It follows the suggested format for the assignment. Professional references are credited and in APA format if used in the paper.

B = Expected graduate work. Information is presented without an in-depth reaction or response. New thoughts and ideas are not generated. Professional references are credited and in APA format.

C = Information is brief, poorly organized, does not address the assignment. Sources are not cited.

ASSIGNMENTS

List-Serv Participation: Each student is expected to subscribe to a library related list-serv. You must join, introduce yourself, and ask questions relating the Library Bill of Rights, Code of Ethics and Intellectual Freedom statements in postings to the library related list-serv. Request that someone on the list tell you about an instance of Censorship or attempted censorship, or an ethics violation in their library. You want to know what happened, what book or materials was involved, what they did, and what the result was. A copy of their library’s challenge or ethics policy would be an item to request from them also. To see a list of the list-servs, please see the resources page. Please copy all e-mails and paste into a word processing document, and then turn the postings in to meet the requirements for this assignment. You will also need to find at least one article from a peer reviewed journal that discusses censorship or ethics In your written assignment, discuss the incident in light of the ALA position statements regarding censorship and the right to read or the Code of Ethics and the article you have read. This should be a minimum of two pages in addition to the posting copies you provide. This assignment will be turned in to the online Blackboard course drop box.
Professional journals review: Examine the following periodicals
Educational Forum
Educational Leadership
Kappa Delta Pi Record
American Libraries
Knowledge Quest
Journal of Adolescent & Adult Literacy
The Reading Teacher.

Write a paragraph for each periodical answering the following questions:
1. Name of the journal
2. How was this journal arranged? Features
3. Who is the intended audience?
4. List one article you might use and tell how you would use it.
5. Read an article from ONE of the journals.
6. Post these paragraphs to the Professional Journals Review discussion area on the Blackboard course.
Student success and the School Library Media center paper or presentation:
Read 3 peer reviewed articles discussing student success and school libraries. Use the Resources list of periodicals or use peer reviewed publications you are familiar with. What do you as a media specialist need to do to make that success happen for the student? Please write a scholarly paper on this topic or create a web page, power point, or some other type of presentation on this subject. Cite the articles you make reference to in your paper or presentation. The paper/presentation should be 3 to 5 pages of discussion and a page of references or the equivalent. The paper or presentation will be turned in to the Blackboard online course drop box.

APA citation examples:
Dempster, F.N. (1993). Exposing our students to less should help them learn. Phi Delta Kappan, 74, 432-437.
Citing in the document examples:
(Using the idea)
Teachers make good trainers and should teach teachers. By doing so, teachers without an abundance of skills learn new approaches to their teaching while those who have skills refocus and renew their enthusiasm (Cooper, 1991).
(Quoting. If there is no page number, use the paragraph number.)
Teachers “who learn from their empowered roles enhance their performance not to be doing more of the same but by taking new and different approaches” (Howard, 1996, p. 209).

Reflection on library visit: Visit the public library closest to your school site or home site and interview the Youth Services or Reference librarian. Discuss the patrons in the community; who uses the library, are there special collections housed in the library? What activities do they have for their patrons? Ask to see a calendar of events. Prepare a two page summary of what you learned and your thoughts on the library. One page should be a reflection on how your school library may work with the public library. These visits and reflection will also be presented in class by each student.
Rubric: 25 points
Interview with librarian about patrons and services 5 pts _______
Strengths / Weaknesses (your perception) 10 pts _______
How you may work with the library 5 pts _______
Overall quality of the paper 5 pts _______

Collaborative research unit using an Information Skills Model.
Please actually collaborate with a teacher on this assignment. Create a unit based on one of the Priority Academic Student Skills (PASS): Information Literacy Standards and one of the standards from the teacher’s subject area. Use one of the Information Literacy Skills models to design your unit. In the unit, include the use of technology as well as print and non print sources. For the assignment:
1. Clearly identify one of the Information Literacy Standards
2. Clearly identify the Information Literacy Skills Model
3. List the steps for the model; explain how the unit used each skill
4. Provide a variety of activities to address different learning styles
5. Include an evaluation of process and product
6. Present your research unit to the class and post a copy to the Blackboard class assignment drop box.

Rubric: 30 points
Well-development and organized, Follows suggested format 4 points:____
Explains the Information Literacy Standard used 5 points ____
List the model and why you chose this model 3 points ____
Name of the unit and grade level intended 3 points ____
Define the problem (what you will research) 5 points ____
Steps listed for the model, explain how your unit uses the skill. (Include activities for various learning styles) 5 points ____
Include an evaluation of process and product 5 points ____

Reflection paper on the role of the school library media specialist: After reading the course text and professional articles, listening to lecture and participating in discussion and assignments; reflect on the role of the school library media specialist. In the conclusion, reflect on what you bring to the profession. Paper should be from three to five pages. These will be turned in to the Blackboard online course assignment drop box.

Rationale statements: Turn in 3 statements with any 3 of the assignments above for your portfolio. Format is found in PORTFOLIO ASSIGNMENT below.
Rationale Statement Templates: http://arapaho.nsuok.edu/%7Ecollegeofed/rationales/rationale_templates.htm
PORTFOLIO ASSIGNMENT
Student portfolios are stored in the NSU’s student folder on the L drive. During the course of the semester, the student will choose three artifacts from this course to include in the portfolio. The artifacts will be accompanied by rationale statements demonstrating how the artifacts meet the AASL competencies. The format for each artifact will include:
The competency
Name of the artifact, date, course name and number
The rationale statement.
Rationale statements will be posted to the Rational Statement discussion area in the Blackboard online course.

STUDENT EVALUATION OF THE COURSE AND INSTRUCTOR
At the conclusion of the semester, the graduate students will have an opportunity to evaluate their instructor and the course. This will be done anonymously and will be used as a means to improve instruction, course content and the NSU professional education program. The suggestions, comments and/or criticisms from the students will be taken seriously and will contribute to the improvement of the course and NSU’s education program.

CONTACT AND COMMUNICATION WITH INSTRUCTOR
Students may contact the instructor by telephone (918-361-3956), office email (bartolet@nsuok.edu), home email (robinb@mail.com) or during office hours by appointment as follows:
Monday Broken Arrow office 9:00 to 11:30 AM
Tuesday Broken Arrow office 9:00 to 11:30 AM
Wednesday Tahlequah, room 110 5:00 to 5:30 PM
Thursday Broken Arrow Office 2:00 to 4:00 PM
Friday Broken Arrow Office 9:00 to 11:30 AM
STUDENTS WITH DISABILITIES
If any member of the class feels that he/she has a disability and needs special accommodation of any nature whatsoever, the instructor will work with the student and the University’s Office of Student Affairs to provide reasonable accommodations to ensure that you have a fair opportunity to perform in this class. Please advise the instructor of such disability and the desired accommodations at the first class attended.

INCLEMENT WEATHER AND DISASTER POLICY The following are basic premises for the inclement weather policy at Northeastern State University. Classes are held if at all possible. It is the students’ responsibility to receive information when the weather is questionable. Faculty members are expected to hold classes if the University is not closed, unless the faculty is unable to arrive on campus. During the times of inclement weather, decisions concerning day classes will be made by 6:00 A.M. in order for the media to be notified and for students to receive the announcement before leaving home. Decisions concerning night classes will be made by 3:00 P.M. The automated attendant message on 918.456.5511 will be modified to include information concerning campus operations during inclement weather.
The following media will be notified regarding closing of the campus:
Radio Stations: Television Stations:
KRMG 740 AM Tulsa KJRH Channel 2 Tulsa
KAYI 107 FM Tulsa KOTV Channel 6 Tulsa
KTLQ 1350 AM Tahlequah KTUL Channel 8 Tulsa