Futuristic erson holding books, computers, techL595
Technology-Rich Learning:
Libraries, Literature, and Literacy
Indiana University at Indianapolis
School of Library and Information Science

Summer 2005

This page was designed for a graduate course at IUPUI. If you're in this class, you've found the right place! If you've stumbled upon the course and want to learn more about it, email Dr. Annette Lamb or Dr. Larry Johnson for more information.


This three, graduate credit hour course examines how Internet resources, educational software, and technology tools can be used to engage learners through motivating and meaningful learning environments. Explore trends in teaching, learning, and technology including online reading resources, technology-rich literature circles, and book-based webquests. Learn to create interdisciplinary, thematic, web-based units that address common standards and benchmarks in reading/literacy, as well as other subject areas.
 
The course contains a series of assignments that can be completed by using this website along with the oncourse distance learning tools at the IUPUI website. Your instructor will help you along the way through discussions on the forum, email reminders and updates, along with personal email communications and chats as requested.

Read the syllabus below. Then, review the course requirements. Finally, proceed to the CourseQuest Learning Guide. Have fun!

| Syllabus | Calendar | Requirements | Projects | CourseQuest |

 

Course Syllabus

Instructor Contact Information

Name
Annette Lamb, Ph.D. - alamb@eduscapes.com or anlamb@iupui.edu
Larry Johnson, Ph.D. - ljohnson@mail.escapees.com or ljohnso@iupui.edu
Mail-forwarding Address - 238 Rainbow Drive #13839 Livingston TX 77399-2038
Your professors will be moving throughout the semester. Email for the latest address if you’d like to send something direct.

Vision to Action Voice Mail and Fax - 620 343 7989

Online Course Materials

I found it on the internet bookPrint Course Materials

  • Required:
    I Found It on the Internet: Coming of Age Online by Frances Jacobson Harris. American Library Association. ISBN 0-8389-0898-5 Price: $35.00. Available at the IUPUI Bookstore or purchased online from vendors such as Amazon.com or Barnes and Noble.


  • Optional:
    Catching the Best of the Web by Annette Lamb. Purchased online at Vision to Action.

Web-based Course Materials

Course Assumptions

The following entry skills are required for this course:

  • demonstrate basic computer skills related to keyboarding, operating system, and disk management
  • identify, select, access, and evaluate information found on the Internet and in the library
  • use technology as a personal and professional productivity tool for activities such a word processing (Microsoft Word) and desktop presentations (Microsoft PowerPoint)
  • use a word processor, web development tool, or raw HTML for simple web page development
  • download trial software, drivers and plugins such as Real Media, Windows Media Player, and/or QuickTime to play audio and video from the web - directions are provided in class
  • use Oncourse for forums and information sharing

This course makes the assumption that you are able to work independently. There are no required face-to-face meetings. There are no required synchronous online meetings. However, feel free to email or arrange a chat with your instructor any time!

Course Description

The Internet is overflowing with resources that help educators connect books with technology-rich resources. Unfortunately, it's often difficult to locate worthwhile resources and build effective, efficient, and appealing curriculum materials. This course will help you create interdisciplinary, thematic, web-based units that address common standards and benchmarks in reading/literacy, as well as other subject areas. Learn to create standards-based, technology-rich learning materials including activities, projects, and performance assessments.

This course will explore trends in teaching, learning, and technology. For example, literature circles have become a popular way to differentiate instruction in the classroom. Internet resources, educational software, and technology tools can be used to expand learning through motivating and meaningful themes. Webquests provide an authentic, technology-rich environment for problem solving, information processing, and collaboration. This inquiry-based approach to learning involves students in a wide range of activities that make good use of Internet-based resources. In this course, students will evaluate existing Webquests, adapt a Webquest, and develop a WebQuest that use a piece of literature as a focal point for inquiry-based learning.

Students will participate in online threaded discussions, develop technology-rich learning projects, and implement a project in a school, public, or academic library setting, classroom, or other learning environment. Choices allow graduate students with varied backgrounds and interests to select activities that meet their professional needs.

Course Goals

Students will be able to:

  • identify essential questions and match standards to effective and efficient technology-rich learning environments.
  • identify, evaluate, select, use, adapt, and create resource projects, thematic units, literature circles, WebQuests, PowerQuests, and other technology-rich, inquiry-based learning environments that incorporate literature.
  • apply common technology tools including Word, PowerPoint, and Inspiration (Kidspiration) to technology-rich learning environments.
  • identify, design, and implement interactive, web-based projects that incorporate online communication elements such as email and threaded discussions.

The instructor will:

  • Encourage critical and creative thinking related to the use of technology for learning in libraries and classrooms.
  • Convey examples of theory, techniques, and models relevant to technology-rich learning.
  • Judge student performance fairly in accordance with the SLIS grading policy and the expectations for the assignments outlined in this syllabus.
  • In the long term, increase the likelihood that future media specialists will support, promote, and facilitate effective uses of technology in learning related to AASL learning standards and increase the portion of time future practicing school media specialists devote to establishing technology-rich instructional units in collaboration with other teachers.

Course Purposes

L595 is a three-credit graduate course that may be used to complete:

  • an elective for the MLS, MIS or IST degree with program advisor approval
  • credit to renew a teaching license in school library media or other discipline area if approved by the certification advisor
  • an elective for undergraduate teaching credentials

L595 also meets a portion of the new standards for Teachers of Library Media in Indiana as approved by the Professional Standards Board.

Course Requirements

For a complete description of the requirements, go to the Course Requirements page.

For a nice checklist of the course activities, check out L595 Course Checklist.

Course Grades

The points awarded for each activity are indicated on the Course Requirements page. High expectations have been set for this course. Please notice that outstanding achievement will require careful attention to course criteria and exceptional quality in course assignments.

Final grades are based on the following range within the total 100 points possible:

A 98-100
A- 94-97
B+ 91-93
B 88-90
B- 85-87
C 81-84
D 75-80
F below 74

The meaning of the letter grades follows the SLIS Grading Policy:

A: Outstanding achievement. Student performance demonstrates full command of the course materials and evinces a high level of originality and/or creativity that far surpasses course expectations. The grade of A+ is not granted in SLIS, except in very exceptional cases.
A-: Excellent achievement. Student performance demonstrates thorough knowledge of the course materials and exceeds course expectations by completing all requirements in a superior manner.
B+: Very good work. Student performance demonstrates above-average comprehension of the course materials and exceeds course expectations on all tasks defined in the course syllabus.
B: Good work. Student performance meets designated course expectations, demonstrates understanding of the course materials, and has performed at an acceptable level.
B-: Marginal work. Student performance demonstrates incomplete understanding of course materials.
C+, C, C-: Unsatisfactory work and inadequate understanding of course materials.
D+, D, D-: Unacceptable work; course work completed at this level will not count toward the MLS degree.
F: Failing. May result in an overall grade point average below 3.0 and possible removal from the program.

A final grade of "I" or "Incomplete" will NOT be given except in extreme situations. Please let me know if you're having difficulty completing the requirements of this course.

Accommodations

Students needing accommodations because of disability must register with Adaptive Educational Services and complete the appropriate form before accommodations will be given.  The AES office is located in Cavanaugh Hall 001E, 425 University Blvd., Indianapolis, IN 46202-5140 and may be reached by phone 317/274-3241 or 317/278-2050 TTD/TTY; by fax 317/274-2051; or by email aes@iupui.edu   

For more information go to http://www.life.iupui.edu/Who/Adaptive/

 

Course Calendar

Examine the Calendar below. The first column contains dates. The second column contains activities you should work on during the week indicated by the date. The third column showns specific assignments that are due as indicated in the first column.

Notice that there are three activities due at once. Do not try to do them all at the same time! The week before they are due you should be making your postings so you can spend the next week reading and responding to the work of your classmates.

All assignments are due by MIDNIGHT on the dates listed.

Note on Due Dates: One advantage of this type of course is flexibility. However based on my experiences teaching online, it's important to establish due dates. The due dates are provided to ensure that all students are successful in this course. Please let me know if you need to change these dates because of personal or professional responsibilities.

Date Suggested Activities Assignments Due
Before
May 11 - W

Get an IUPUI network account to use Oncourse
Purchase course textbooks

 
May 11 - W

Explore course materials
Explore Oncourse and set up Profile.
Complete the Introduce Yourself activity.
Read Technology-Rich Learning: An Overview
Read Literature-Technology Connections
Read Ladders of Your Own
Read Get Started - Explore
Read Step 1 - Select a Book
Work on STARS 1

Oncourse Profile
BP: Introduce Yourself Due
May 13 - F

Read Book Awards
Read Book Review Projects
Read Electronic Books and Online Reading
Read Online News Sources
Work on STARS 2, STARS 3

BP: Tech Rich Learning Due
STARS 1
May 16 - M

Read Step 2 - Search for Author and Illustrator Information
Read Author and Illustrator Resources
Read Author & Illustrator Visits
Read Step 3 - Search for Book Information
Read Online Lesson Plans
Read Step 4 - Identify Topics and Resources
Explore 42explore Projects
Read Step 5 - Develop Meaningful Activities
Read Daily Resources
Read Electronic Postcards
Read Step 6 - Implement and Evaluate
Read Creating Web-based Activities
Read Student Project Assessment
Work on STARS 4, STARS 5,

STARS 2
STARS 3
May 18 - W

Read Ten Technology Tools
Data/Calculation Tools & Technology
Design Tools & Technology
Discussion Tools & Technology
Email Tools & Technology
Handheld Devices in the Classroom
Instructional Tools & Technology-Rich Learning
Interactive Tools & Technology-Rich Learning
Publishing/Visual Tools & Technology
-KidPix in the Classroom
-Kidspiration and Inspiration in the Classroom
Multimedia Tools & Technology
Writing Tools & Technology
Start Work on Project 1
Work on STARS 6

STARS 4
STARS 5
May 20 - F

Read Blogs and Blogging
Read Wikipedia
Read Interactive Online Projects
Read I Found It On The Internet by Frances Jacobson Harris
Work on STARS 7, STARS 8

STARS 6
May 23 - M

Read Eight Approaches to Technology-Rich Learning
Read Technology & Multiple Intelligences
Work on STARS 9

STARS 7
STARS 8

May 25 - W Read Themes & Literature Circles
Read Thematic Learning
Read Literature Circles
Read Literacy
Work on STARS 10, STARS 11
STARS 9
May 27 - F

Work on Project 1

STARS 10
STARS 11

May 30 - M

Memorial Day

Peer Review of Project 1 Due
Jun 1 - W

 

Project 1 Due
Jun 3 - F Read Teaching and Learning at a Distance
Read WebQuests
Read Literature WebQuests
Work on STARS 12
 
Jun 6 - M

Work on Project 2

STARS 12

Jun 8 - W


 
Jun 10 - F   Peer Review of Project 2 Due
Jun 13 - M Read Evidence-based Practice and Educational Technology
Work on STARS 13
Project 2 Due
Jun 15 - W   STARS 13
Jun 17 - F Work on Project 3 Email Project Descriptions
Jun 20 - M   Project 3 Due
Jun 22 - W Procrastinators Last Chance
Share Projects & Favorites
Course Evaluation
Last Day for Late Projects
Jun 24 - F   Course Evaluation Due
Instructor Turns in Grades
     

 

| Syllabus | Calendar | Requirements | Projects | CourseQuest |


Created by Annette Lamb, 8/02. Updated 5/05.