The School Library Media Specialist: Course Materials: Course Guide

Students new to online courses always want to know where the course "is". This web page has been designed to help you organize your thinking about the course. Hopefully, it will also provide a helpful timeline. I recommend that you bookmark this page for easy access.

Work your way systematically through each of these CourseQuest to complete the course. Email your instructor if you have any questions. I'm happy to help!

This Course Guide is divided into the following sections:

Overview
The Library Media Professional
The Library Media Program
Information Access and Delivery
Program Administration
Program Advocacy

Overview

Prior to the course Startup Date:

Acquire needed textbook.
Acquire Network account to use Oncourse (username, password).
Create or update your Profile at Oncourse
Email instructor, provide preferred email address

Week One: Read the Overview: Introduction for the "big picture" of the course.

Complete the Introduce Yourself activity - Oncourse Forum section.

Read The Vision to explore the world of the teacher librarian and the school library media program.

Read about The Learning Community: Three Themes and the three themes below:

Read Empowering Learners (textbook): Preface, Appendix E, and Chapterss 1 & 2.

The Library Media Professional

Week Two: Read The Library Media Specialist to learn about this professional position.

Read about Your Role as a Professional to find out about roles and responsibilies. Then skim the following resource pages:

Decision Point Discussion 1
Blown Away!

Is the library program more than a physical place?

A tornado has destroyed the wing of your building containing your library media center and the gymnasium. Somehow the rest of the school building survived. However your center will be closed for the entire year. The school board is thinking about eliminating your position for the rest of the year.

What will you do? You must come up with innovative ways to keep your program vital. Be sure to include examples in the area of collaboration, leadership, and technology.

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The Library Media Program

Week Three: Read The Teacher Librarian and Planning Lessons and Activities
Then, read each of the following webpages:

Decision Point Discussion 2
Evidence-based Decisionmaking

Make It Real
Your principal has announced that each department begin collecting evidence of the effectiveness of their program. You've been given David Loertscher's handout as a recommended place to start with the library media program. Read off-site article Project Achievement: Brief Guide and Handouts (PDF document, 2003) by David Loertsher.

Choose ONE of the following two options.

Option 2A -
Select one of the four areas: reading, collaboration, information literacy, or technology described by Loertscher. Select particular aspects of the guidelines or samples that you think would be particularly worthwhile. Would you select an emphasis or make your project more general? Would you use the entire school or focus on a particular grade level or subject area? What direct and/or indirect measures would you use? Why?

Discuss how you would go about convincing your teachers to participate in this type of evidence-gathering activity. Your arguments should be aimed at the average overworked and underpaid teacher who may not be as enthusiastic as you are about this project.

Option 2B -
Develop a new measurement area or a subset of one of the basic four (i.e., primary sources, current events). Use the off-site article Collecting the Data project for ideas. Apply ideas from the four areas provided as examples. Create a Library Media Center Program Ripple Effect Measures page for your topic including LMC Agenda goals, Curriculum Agenda goals, pebbles to measure, justification, demonstrate through research and practice that..., and report.

Discuss why you think this approach would be effective with this topic.

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Information Access and Delivery

Web Read: Information Access and Delivery: Introduction . Then, read: The Teacher Librarian as Collection Developer.

Read Policies and Procedures. Then, read each of the following related webpages:

Decision Point Discussion 3
Tough Issues

Option 3A - Hot Button Topics

Create a list of your "hot button" topics. What do you think triggers these reactions?

You've taken a new job in the mid-year. After a couple weeks on the job, a box arrives from Follett containing items purchased by the previous media specialist before leaving. As you open the box, some of the titles catch your eye. Do you think your personal stance would have an impact on the way you'd handle the materials? What about whether the building is an elementary, middle, or high school?

Discuss your initial reaction.

Select at least three and discuss why they drew your attention.
• Gay and alternative lifestyles
• Political viewpoints
• Stem cell research
• Evolution
• Angels in our world
• Fahrenheit 911
• Graphic novels
• Human sexuality
• The Koran
• Witchcraft and the Occult
• Crossing Over

Then, discuss what you would do next.

Option 3B - Rights

Do your students have rights? How would you handle the following situation? Do you have a policy to cover this? What are the issues?

Discuss BOTH of the following two situations:

Situation 1 - The Search Warrant
You're called to the office by the principal and introduced to two FBI agents. They have a warrant to search your records. They say they have reason to believe that a group of students are planning an illegal activity. What do you do?

Situation 2 - The Tyed-Dyed Uniforms
Someone broke into the middle school gym's storage area and stole the basketball team uniforms. The white uniforms showed up in tyed-dyed and hanging from the flag pole! The principal wants to see who checked out books on tye dying. What's your response?

Read Collection Development. Then, read each of the following related pages:

Decision Point Discussion 4
Fun with Weeding

Apply the CREW method of collection analysis and weeding. Use the following resources to prepare for this activity:

Weeding with the CREW Method - Online Presentation by Belinda Boone (After clicking above, look for downloaded PowerPoint Presentation on your desktop).

The CREW Method: Expanded Guidelines for Collection Evaluation and Weeding for Small and Medium-Sized Public Libraries (1995) from the Texas State Library and Archives Commission. Don't miss the Overview Chart of Crew Formulas.

CREW Method in "Guidelines for Collection Evaluatin and Weeding" by Joanne Moore

Some Special Considerations... By Dewey Section - by M.A Evans Handy
This article discusses issues about weeding each Dewey section.

Select a nonfiction topic that can be represented by a specific Dewey Number.

Compare the first 50 titles beginning with that number, that is compare those found at a local school library to those found in the same collection section of a local public library (young adult or children's collection). Compare content, copyright date, charateristics. How are the collections similiar and different? What are your conclusions?
Note: Do not be concerned that there be 50 items within the given nonfiction topic. Analyze the first 50 even when that continues to another topic / section. That condition becomes part of your discussion report.

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Program Administration

Read the Program Administration: Introduction and Teacher Librarian as Manager. Then, read each of the following related pages:

Decision Point Discussion 5
Time!

Choose ONE of the following two options.

Option 5A - Time Management
Create a list of tasks that would fall under each of the following categories: low level clerical, high level clerical, low level professional, and high level professional. How much time do you think the typical library media specialist spends completing activities in each category? What do you think is an appropriate distribution? Compare your thinking with another media specialist.

Generate three examples of ways that a library media specialist could save or make better use of their time. Would these time savers cost money? How much time could be saved in a typical week?

Think about how you spend your time (24/7) right now. Conduct an analysis how you spend your time (i.e., day, couple days, week). Are you surprised by your findings? Discuss what you might do to adjust your distribution of time.

Option 5B - Flexible Scheduling
Define flexible scheduling. Discuss different perspectives on the issue.

Read Position Statement on Flexible Scheduling from American Association of School Librarians (AASL).

Read Flexible Scheduling: Implementing an Innovation by Joy McGregor in School Library Media Research, 2006, 9.

Read Its Good to Be Inflexible by Doug Johnson in School Library Journal, Nov 2001, 47(11).

Do you agree or disagree with Doug Johnson? Take a stand, present your argument. Convince your opponents.

Read Facilities. Then, read each of the following related pages:

Decision Point Discussion 6
Design a Library!

You have the chance to design and build a new school library. Cool!

Review the Elements of Facilities page. It contains a long list of topics, however it's doesn't include everything.

Choose ONE of the following three options (Identify choice in your Oncourse Forum posting).

Option 6A - Using this list as a starting point, identify at least two components that you think are missing for your new library. Also, identify at least two things / elements that you don't think are necessary for your center. In all cases, explain your reasoning.

Option 6B - Explore one area of facilities design in-depth. Using the elements page as a starting point, draw in additional resources and references that would be necessary to make educated decisions about this topic. Topic Ideas: carpeting and health concerns, shelving height vs visual monitoring, security systems.

Option 6C - Radically depart from traditional designs of a school library media center. Think in terms of meeting student needs of the future. Explain your design concept(s) and provide as much detail and examples as possible. Cite any information sources that support your plans.

Read Human Resources. Then, read each of the following related pages:

Read Service. Then, read the following related page Professional Development.

Decision Point Discussion 7
People Power!

Choose and complete ONE of the following two options.

Option 7A - Volunteers
Your predecessor preferred to work alone, so they never developed a volunteer program. You believe your program might benefit from volunteers. Develop a program for recruiting, training, and supervising volunteers. In your plan, identify specific purpose(s) and activities of volunteers.

What policies do you need to handle issues that might arise relating to volunteers? Use the following websites to help you create a policy.
Library Media Center Volunteer Handbook from Stoormoth Elementary School, WI
Library Volunteer Guidelines from Melrose Public Schools, MA
Volunteer Info from Grand View Elementary School Library, CA
Volunteers from Library Procedures Manual, Georgetown TX Independent School District
Volunteer Safeguards and Volunteers Acknowledgment from Deerfield Community School, NH

Option 7B - Bridge the Digital Divide
Read Jakob Nielsen's (Nov. 2006) online article Digital Divide: The Three Stages and Study 'Digital Divide' Affects School Success from eSchool Online (Dec. 2005). You recognize a digital divide in your school and community. Some students have technology at home and some don't. What can the library media program do to bridge the digital divide? Develop a comprehensive plan based on evidence.

Read Budget Process. Then, be sure to read the following four related pages:

Decision Point Discussion 8
Select and complete ONE of the following two options.

First Option 8A - Budgets & Budgeting
Talk with a school library media specialist about acquisition and budget processes. Start with but do not limit the discussion with questions:
* What is the budgeting process?
* Describe the process for purchasing.
* Do you use a jobber?
* Do you purchase from a local bookstore?
* How much do they personally handle? What other library / school and school corporation staff are involved?
* Do they purchase materials that are pre-processed?
* Do they receive electronic records for their automated system?
* Are there policies / procedures for handling gifts, donations, book fair money, etc.?
Summarize your findings; report what you learn . . .

Option 8B - Plan an Event!
Read the materials at ALA's Banned Book Week website. What other events should be promoted for your school library media program? Develop your own promotion plan for a special school library media event or observance.

Explore the ideas and materials found at these websites (Not limited to these):
Annual Events from eduScapes Teacher Tap
Contests, Fairs, and Publishing: Sharing on the Web from eduScapes Teacher Tap
Face-to-Face and Virtual Author & Illustrator Visits from eduScapes Teacher Tap
Face-to-Face and Virtual Book Clubs & Reading Groups from eduScapes Teacher Tap
Reading is Fundamental
Book Fairs at Scholastic

Tell us about the event you have in mind. What's the theme, the event topic? Purpose? Who are the partners? Identify the audience? Timeline (how much time, when)? Facilities (where)? Advertising? Budget? Data-collection?

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Program Advocacy

Read: Advocacy: Introduction and Teacher Librarian as Advocate. Then, explore the following two topics:

Decision Point Discussion 9
Quiz and Discussion

Throughout the course, you were assigned readings on the Web and from the required texts. You are now to log on to the site for this class at Oncourse. Then take the online quiz that you will find in the 'Original Test and Survey' section (random order, multiple choice, you are permitted to one attempt; in other words you may not change answers once submitted). This is an open book, open computer opportunity - use as much time as needed. Do the best possible, but your quiz score will not determine your DP score.

Note: The online Quiz will be made one week before DP9 is due. Quiz items will only cover assigned reading up to this point.

Rather your DP9 score will be based upon your post-quiz analysis and discussion related to this experience. Identify the question or questions that you disliked most; what were the worst quiz items? Discuss the best and the worst items, explain your thinking. Were the items fair? Make suggestions to improve quiz items.

The not-too-transparent purpose of this DP is for you to again deal with the assigned reading materials - - and to make the quiz activity a positive a learning exercise. You are welcome to also include comments regarding this DP process itself. Make sure that your reply / response to a fellow classmate's posting is more than just agreement or disagreement, more than feedback.

Read Change: Innovating Practices and Evolving Roles.

Reality Check Project Due.

Read Reflection. Also read online materials about School Media Career Strategies.

Decision Point Discussion 10
Innovate, Change!

Select and complete ONE of the following two options.

Option 10A - Checkout Change
Read The Honor System by Pam Davis in School Library Journal, March 2004, 50(3). This library encourages kids to take books without checking them out. What do you think? Which would be harder for you: (a) changing the checkout policy, or (b) starting a new program?

Is it harder for you to change the way you do something now or try something new? This idea has tremendous implications for your ability to be a leader of change. What are your hopes and fears related to change in the library media center.

Write about a "far out" idea for any aspect of the library media program. Think "big". Think "radical." What program policies and procedures might be impacted by your program? What do you see as your personal barriers to change? What are the barriers you see for administration, teachers, and students? How would you address these concerns and convince them that this innovative idea will work?

Along with the idea, you need to provide a professional connection. Is your idea based on an article, conference session, or maybe a personal experience? Which of the "notable" people on our list do you think would support your idea? Why? What evidence in the literature supports your approach?

You'll only get 2 points if your idea is truly innovative.

Option 10B - School Librarians Must Change?
Joyce Valenza is a strong proponent for change in school libraries. She sees the need for an immediate "re-tooling" of school library media specialists. Read some of her ideas at her posting (Aug. 2006) at "You'd Better Start Swimming or You'll Sink Like a Stone."

Read these related articles:
Casey, Michael E. & Savastinuk, Laura C. (Sept. 1, 2006). Library 2.0. Library Journal.

Harris, Christopher (May 1, 2006). School Library 2.0. School Library Journal; 52(5), 50-53.

Information Power was first published in 1988 and the 2nd revised edition was completed ten years later. ALA rolled out Empowering Learners: Guidelines for School Library Media Programs. From the above starter ideas or your own professional reading, research, and reflections - - do teacher librarians need to change? If so, what type of changes do you expect or want to see incorporated in forthcoming ALA guidelines publications?

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