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Course
Instructor: Robin Bartoletti |
Office Phone:
918.445.6599 |
E-mail: bartolet@nsuok.edu |
Office
Hours: TBA
|
PREREQUISITES
Graduate students must be fully admitted to the Graduate College of
Northeastern State University.
DESCRIPTION OF COURSE
This course comprises lessons with weekly activities that include exercises,
graded assignments, and a course group project. The course also includes
required participation in online discussion forums.
Each lesson includes:
-
assigned readings;
- objectives or outcomes that
you should meet to complete the lesson successfully
- a list of key terms and concepts
to master as you complete the lesson
- detailed instructions for completing
weekly activities that include exercises, assignments, and your
group project; and
- an agenda for the weekly online
materials
Topics in this
Course
Basics of information organization
and acquisition
Access to information and common barriers
Facilitation of collection through organization
of physical space and materials
Collection selection, mapping, evaluation
and weeding
Collection policies and procedures
Dewey Decimal System
Library of Congress and
Sears Subject headings
Finding, buying, editing,
creating, and managing MARC records
Automation systems overview
Processing materials
Organization of resources
External resources: locating and indexing
resources beyond the media center, aligning with curriculum
Practice inputting MARC records into
automated software, such as MARC Magician, for downloading into automated
catalogs.
Technology Competencies Required
This course requires
and expects the following technology competencies. If you do not meet
these requirements, you can expect significant difficulty with the
technological functions of the daily workings of the course.
-
General operation
of a computer, including finding/saving
files in folders, different file
extensions and types, software installation, and virus
prevention and removal.
-
Compressing and
uncompressing files, such as Zip
files.
-
Creating word
processing documents in Word or rich text formats, including
creation of tables, lists, columns, headers/footers, etc. Saving
Word Documents as web pages.
-
Moderate Internet
familiarity, including web searching, email (including sending/receiving
attachments), sending email through a web browser, installation
of plug-ins, printing from web pages, and management of bookmarks.
The Blackboard software that is
used to deliver distributed courses works best with Netscape browsers,
especially versions 4.5 and beyond. Internet Explorer versions 5.0
and higher are also acceptable. Browsers are free, and a link
to a source of the software is available here and in the course information.Because
this course is asynchronous and independent, some media have been
chosen to approximate the classroom experience in a distance setting.
These media will require the addition of plug-ins to your Netscape
browser: Adobe Acrobat
Reader and Real
Player or Quicktime.
Both are free. The University computing helpdesk will assist you if you cannot
properly install these plug-ins. Best access to course materials
will always be on a "direct connect" - a LAN connection that does
not require a telephone modem. Computers on the NSU campus offer this
type of connection, as do some computers at schools and public libraries.
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, which prepare professional
educators to work in educational settings.
These philosophical assumptions are stated in terms of the responsibilities
and obligations of professional educators as stated in the theme 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;
• 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.
EXPECTED COURSE OUTCOMES
The course content of LIBM 5413 is designed to provide competence in
areas based on the foundation standards established by the the American
Association of School Librarians (AASL) and the Oklahoma Commission
for Teacher Preparation (Oklahoma Library Media Specialist Competencies
and the Advanced Portfolio Review Components). The following tables
list the competencies, stimulus course activities designed to result
in the competency, and possible candidate-generated evidence.
AASL Competencies Relevant to This Course
|
Competency |
Course Stimuli |
Student Evidence:
|
Access to information:
Candidates identify barriers to equitable
access to resources and services.
Candidates plan strategically
to ensure physical and intellectual access to information for
the entire school community.
Candidates identify means of providing remote access to information.
|
Access Enabler Project:
Pre-read ALA Access document.
Brainstorm list of barriers
Form groups to tackle one
Create access enabler tool
Share tools across class
|
Access enabler tool
(could be MARC records, webliography, pathfinder, webquest,
job aid, signage, strategy set)
Facility re-design
|
| Access to information:
Candidates facilitate access to information
in print, non-print, and electronic formats. |
Access Enabler and Bibliography
assignments:
Include multiple formats in enabler project
Include multiple formats in bibliographies
|
Access enabler
(is specific in resources accessed)
Bibliography project includes
multiple formats
Service project may provide an application
opportunity |
Stimulating learning
environment: Candidates plan and organize
library media centers according to their use by the learning
community.
Candidates use research-based
data, including action research, to analyze and improve services. |
Case studies; field
trip
Floorplan redesign
Service project: observe, pose questions
|
Reflection in service project |
| Information literacy curriculum:
Candidates incorporate technology to
promote efficient and equitable access to information beyond print
resources. |
Practice with MARC
records
Bibliography requires searching |
Service project artifact
Access Enabler may incorporate tech
|
| Connection with the library
community: Candidates demonstrate the potential for establishing
connections to other libraries and the larger library community
for resource sharing, networking, and procedures. |
Explore ways that "outside"
agencies may help you solve information access problems. |
Required part of Bibliography
May be a part of Access Enabler |
Managing
information resources: Candidates organize the library media
facility and its collections - print, nonprint, and electronic
- according to standard accepted practice.
Candidates utilize collection
analysis and evaluation research and techniques to ensure a
balanced collection.
Candidates design plans for collection development and analysis
and policies that ensure flexible and equitable access to facilities
and resources.
Candidates develop procedures to analyze the effectiveness of
library media policies, procedures, and operations.
Candidates ensure that policies and procedures are in place
to support intellectual freedom and the privacy of users of
all ages. |
Practicing with MARC
records;
Downloading MARC records;
Work with Sears subject headings
|
Service project log
Bibliography - subject headings
redesign project,
discussion of acquisition process, hands on cataloging
Weeding and collection mapping exercises
|
| Candidates write
a plan for professional growth that justifies their own professional
choices. |
|
Discussion steps
in acquisition process and exercises, hands on cataloging of resources |
Managing
Program Resources: Human, Financial, Physical
Candidates organize, manage and assess all human, financial, and
physical resources of the library media program.
Candidates advocate for ongoing administrative support for library
media program and policies.
Candidates actively seek alternative sources of funding for the
library media program, both within and outside the school community. |
|
Cataloging assignments,
group project |
| Comprehensive and collaborative
strategic planning and assessment: Candidates collaborate with
teachers and administrators to develop a library media program
plan that aligns resources, services and information literacy
standards with the school's goals and objectives. |
Link to curriculum mapping,
program planning, selection process |
Bibliography ties to
curriculum and suggests instructional uses of resources |
Diversity and Global Awareness
One of the goals of education is to provide an equal opportunity for
all children to learn. Multi cultural education is an approach to teaching
and learning that is based upon democratic values and beliefs, and seeks
to foster cultural pluralism within culturally diverse societies and
an interdependent world (Bennet, 1995, P. 13). One of the goals of this
course is to provide the graduate tudents with those skills and strategies
necessary to teach the culturally diverse child in the classroom. LIBM
5413 uses telecommunications and information access resources to support
instruction fostering global communities.
INSTRUCTIONAL MATERIALS AND
TEXTBOOKS
Intner, S.S. & Weihs, J. (2001) Standard cataloging
for school and public libraries (3rd ed.).
Littleton, CO: Libraries Unlimited.
Lanning, Scott and John Bryner. Essentail Reference Services for Today's
Media Specialists. Libraries Unlimited, 2004.
You may contact the NSU bookstore for this title (possibly in a used edition)
or you may purchase them from Amazon.com,
textbooks.com or directly
from the publisher. The publisher is often your fastest source.
You will also need access
to:
- Online Pamphlet - Furrie, Betty.
Understanding MARC Bibliographic, 5th ed. Washington, D.C.:
Cataloging Distribution Service, Library of Congress, in collaboration
with the Follett Software Co., 2000. The Furrie text is a pamphlet
that has been distributed by the Follett Company and is now online
at the Library of Congress (http://lcweb.loc.gov/marc/umb/);
it gives a very good, concise overview of MARC tagging.B&T MARC
- Online Guide - B&T
MARC: An Easy Reference Guide to Cataloging & Processing Book
Orders. Charlotte, N.C.: Baker & Taylor Company, 2001.
Available free from Baker & Taylor Company. B&T MARC is a
specification form in the format of a booklet. It is typical of the
specification forms used by preprocessing vendors, except that it
is more detailed. It's therefore a good tool for us to use to learn
how to fill out specification forms.
- MARC
Magician software free trial. There is a paper tutorial also available
on the Mitinet website. THIS SOFTWARE WILL ONLY RUN ON A WINDOWS
PC. YOU MUST HAVE ACCESS TO A PC FOR THIS MODULE. Please
wait to download the trial version of the software at the time requested
in the course.
- IMPORTANT! One section
of exercises dealing with subject cataloging will require access to
Library
of Congress Subject Headings (any edition in the last 6 years),
and Sears
Subject Headings, 18th edition (no other edition is acceptable),
books. These materials are very expensive. Copies of these books should
be available at local public libraries or your district’s library
processing center, but make sure that you have the correct
edition. The assignments will not be long, and you should
be able to borrow the materials briefly while you do your assignments.
You will need the books for one assignment on subject headings, and
for the midterm exam.
INSTRUCTIONAL PROCEDURES
USED IN THIS COURSE
A variety of instructional procedures will be applied in this course,
including but not limited to
Research
Peer interaction
Evaluation of others' work
Personal reflection
Case studies and scenarios
Assignments and Exercises
Class discussions and group discussions
Readings in texts and of current scholarly and practical articles
Idea sharing
Making connections to field experiences via service learning
Hands-on practice with authentic materials
GRADUATE STUDENT PERFORMANCE
ACTIVITIES
Graduate students are expected to attend each class, take notes, complete
assignments, and participate in class activities and discussions both
online and face to face. Graduate students are expected to attend all
classes. One (2 hour and 40 min class session) absence is permitted.
Missing more than one class session may result in your grade being lowered
by one letter. Attendance is particularly important in the development
of positive, professional behavior and acquisition of knowledge and
skills not documented elsewhere. Students are expected to be ready to
start class on time. 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. All assignments
and projects should be original work created by the student.
COURSE CONTENT AND TIMETABLE
FOR COMPLETING ASSIGNMENTS
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 loaded to the
I drive, e-mailed, 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 one week late. Students missing class due to participation
in NSU sponsored activities also adhere to the policies above. 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 ssignment,
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, Times New Roman,
12 point font, and include APA format and references where applicable.
Regular attendance and participation in online exercises is expected.
This course differs from traditional classes in that you will spend shorter
times more often working on class materials and discussions. The discussion
forums equire regular monitoring to follow discussions and participate
in conversations.
Course Activities - Activities
for each week include an online content and reserach, group project
participation( Tribal Challenges) , and practice exercises or assignments
(Personal Challenges).
Tribal Challenges-
Tribal Challenges include chances for your group to earn points as well
as the Tribal Group Project and participation in the Tribal Project
Discussions.
Personal Challenges- Personal
Challenges are assignments and practice activities designed to provide
reinforcement following the written assignments. Practice activities
are not formally assessed, but are required. Assignments are formally
assessed and are also required. Practice activities allow you to self
assess your progress in the course and will come in the form of self-tests,
stumpers, and questions via the Discussion Board Personal Challenges
Forum. Assignments posted in the Assignments area of the course.You
will receive an assessment in the form of a rubric score, together with
detailed individual feedback in the form of a message from the instructor.
Rubrics
Tribal Group Project will be graded
using this rubric.
| 4 |
Project was turned
in on time and followed general instructions. All appropriate
questions were answered succinctly and as fully as the space limitations
allowed. Correct spelling and grammar were used throughout. Project
displays a thorough understanding of how Acquisition and Organization
of Information and Resources helps or hinders student learning. |
| 3 |
Project was turned in on
time and followed general instructions. All appropriate questions
were answered succinctly, though not as fully as the space allowed.
Correct spelling and grammar were used throughout. Project displays
some understanding of how the automation system helps or hinders
student learning. |
| 2 |
Project was turned in on
time, but may not have followed general instructions. All appropriate
questions were answered, though not as fully as necessary. There
may be some problems with spelling and grammar. Project may not
display an understanding of how the automation system helps or
hinders student learning. |
| 1 |
Project was not turned in
on time and/or did not follow general instructions. Not all appropriate
questions were answered. Those answered may not have been answered
fully. There may be some problems with spelling and grammar. Project
does not display an understanding of how the automation system
helps or hinders student learning. |
Assignment-Specific Rubrics
The Assignments page explains each
assignment in detail in the course lesson for the week to which it applies.
There are also rubrics for individual assignments and specific criteria
or qualities unique to that assignment.
Tribal Collaboration for
Tribal Group Project
You will join a
tribal discussion forum to post your weekly Tribal Project work and
respond to the weekly postings of others. Click on the Discussion link
from the course home page menu to access.
You will be using the Tribal discussion
forum primarily as a place to collaborate and get feedback from others
the Tribal Group Project. You will be expected to respond to tribal
postings every week,and be expected to read all tribal discussions.
Your forum responses account for part of your grade, so be sure you
respond each week.
For you and others to receive the most
benefit from the Tribal Discussion Forum, you will need to keep up with
the time schedule of the course. You will be exchanging information with
other students that will help you all with the development of your Tribal
Group Project and with your understanding and focus on the instructional
implications of each step in the organization of information. So please
post weekly project and responses on time. (See the Course Schedule)
Your grade for your all discussion forum work will be evaluated and
reflected in your final grade according to the following rubric:
| 4 |
Responded to
at least 2 postings every week it was appropriate. Responses were
positive and helpful. |
| 3 |
Responded to at least 2 postings
every week it was appropriate. Most responses were positive and
helpful. |
| 2 |
Responded to at least 1 posting
every week it was appropriate. Most responses were positive and
helpful. |
| 1 |
Responded to fewer than 2
postings every week it was appropriate. Many responses were not
helpful. |
TENTATIVE EVALUATION OF STUDENT
ACHIEVEMENT AND LEARNING OUTCOMES
This course will be graded as shown
in the following table:
| Assignment |
% |
| Access Enabler |
10% |
| Service Project and hands
on cataloging |
15% |
| Participation and Responses
in the Discussion Forums |
15% |
Tribal Group Project
Components:
Selection Policy
Book Order
Facility redesign
Bibliography of resources
Budget
|
30% |
| Bibliography |
10% |
| MARC assignment |
5% |
| Weeding, repair
and collection mapping assignment |
5% |
| Cataloging assignment |
5% |
| Steps in acquisition
process assignment |
5% |
percent of total points earned
will determine final grades:
A=94-100; B=85-93; C=75-84
PORTFOLIO ASSIGNMENT
Students will create portfolio artifacts using templates furnished by
LIBM program and projects/assignments created in this course.
STUDENT EVALUATION OF THE
COURSE AND INSTRUCTOR
At the conclusion of the semester, the 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 and comments
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 office (918-445-6599)
cell (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
Tuesday Broken Arrow office
Wednesday
Thursday Broken Arrow Office
Friday Broken Arrow Office
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 and 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
KEOK 102 FM Tahlequah
KFSM Channel 5 Fort Smith
KBIX 1490 AM Muskogee
Cable Channel 96 Tahlequah
KMMY 97 FM Muskogee
KVOO 1170 AM Tulsa
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