"Services, finances, personnel, evaluation, quarters, organization and technical services in the school library."
3 credit hours
Just as the teacher-librarian collaborates with other teachers to design instruction that meets the needs of their students, members of the learning community created by the course will work together to design meaningful learning experiences related to School Library Administration and Practice. Students will be expected to read the required textbooks, to journal their responses to the assigned readings and to come to class prepared to discuss them. Topics of most interest and relevance to students from the readings will be emphasized in class discussions.
Each student will also work with the instructor to design, complete, evaluate, and share three projects that will be most useful in his/her current or future position. Students with similar interests are encouraged to work collaboratively on one of their three projects. Time will be given during class for students to work together. Topics may be chosen from the following:
- Collection Development
- Budget
- Physical Space
- Marketing/Advocacy
- Collaborative Lesson Planning in the areas of Reading or Information Literacy
- Programming for the School Community, including Families and/or the Community
- Grantwriting
- Technology
- Evaluation of the School Library
- Staff Development
Examples of projects include:
- Visiting a school library, drawing a floor plan of the existing use of space, and creating a second design with the student's ideas for improved use of space.
- Creating a comprehensive plan for a Family Literacy Night.
- Filming and editing a video to promote the school library.
- Students will understand the mission of the school library media program.
- Students will be able to define and apply the roles of the teacher-librarian as a teacher, instructional partner, information specialist, and program administrator.
- Students will understand the role of technology in the school library media program.
- Students will practice collaborative skills necessary for the teacher-librarian.
- Students will understand the need for the teacher-librarian to be a school leader.
American Association of School Librarians and the Association for Educational Communications and Technology. Information Power: Building Partnerships for Learning. Chicago: American Library Association, 1998. ISBN: 0-8389-3470-6 (Required)
Hughes-Hassell, Sandra and Anne Wheelock, eds. The Information-Powered School. Chicago: American Library Association, 2001. ISBN: 0-8389-3514-1 (Recommended)
Woolls, Blanche and David V. Loertscher, eds. The Whole School Library Handbook. Chicago: American Library Association, 2005. ISBN: 0-8389-0883-7 (Required)
Students are expected to be in class and participate in discussions on January 19 & 20; February 9 & 10, and March 8 & 9. Prior to the first class, Information Power: Building Partnerships for Learning should be read and a written response prepared of at least 250 words. Additional readings and responses will be assigned from The Whole School Library Handbook and online sources for the remaining classes.
The three required projects will be due on February 9, 10 and March 8.
Academic Code of Integrity
Students are expected to abide by The University of Arizona Code of Academic Integrity. 'The guiding principle of academic integrity is that a student's submitted work must be the student's own.' If you have any questions regarding what is acceptable practice under this Code, please ask an Instructor.
Accommodating Disabilities
The University has a Disability Resource Center. If you anticipate the need for reasonable accommodations to meet the requirements of this course, you must register with the Disability Resource Center and request that the DRC send me, the Instructor, official notification of your accommodation needs as soon as possible. Please plan to meet with me by appointment or during office hours to discuss accommodations and how my course requirements and activities may impact your ability to fully participate.
Assignment Policies
Reading journals and projects are to be complete and ready to share at the beginning of class on their due dates. Exceptions will be granted only in emergency situations with permission of the instructor.
Incompletes
The current Catalog reads
The grade of I may be awarded only at the end of a term, when all but a minor portion of the course work has been satisfactorily completed. The grade of I is not to be awarded in place of a failing grade or when the student is expected to repeat the course; in such a case, a grade other than I must be assigned. Students should make arrangements with the instructor to receive an incomplete grade before the end of the term ...
If the incomplete is not removed by the instructor within one year the I grade will revert to a failing grade.
For practice in instructional design and evaluation, students will work with the instructor to develop an evaluation tool for each course assignment.
The course grade will be based on a point system, with the possibility of earning a maximum of 100 points:
Attendance and class participation - 15 points
Readings and responses completed - 10 points
3 projects designed, completed, evaluated, and shared with the class - 25 points each
Final Grades:
90 -100 points = A
80 - 89 points = B
70 - 79 points = C
60 - 69 points = D
59 points and below = F
Holly Henley
Library Development Consultant
Carnegie Center Manager
Arizona State Library, Archives and Public Records
1101 West Washington
Phoenix, AZ 85007
Phone: 602-926-3366
Fax: 602-256-7995
E-mail: hhenley@lib.az.us
