Description | Educational Outcomes | Learning Outcomes
Conceptual Framework

This course provides fundamental knowledge of school library program administration to fulfill the Mission and Goals of the School Library Media Program "to ensure that students and staff are effective users of ideas and information" (AASL/AECT, 1988). Information Literacy Standards for Student Learning will serve as the catalyst and unifying course theme providing purpose for school library media specialists to implement library media programs that provide intellectual and physical access to materials in all formats and instruction to foster competence and stimulate interest in reading, viewing, and using information and ideas.

This course is designed to provide an authentic application of completed graduate course work in three critical areas of service provided by an effective library media program: (1) teaching and learning; (2) information access and delivery; (3) program administration. (ALA/AASL, Standards for Initial Programs for School Library Media Specialist Preparation). Graduate students will apply research and best practices to implement Vincent Farm Elementary School Library Center.

Working closely with Anne Gold, Principal, graduate students will collaborate with mentor library media specialists, BCPS administrative leaders in content and service areas, and community stake holders to deliver a state-of-the-art library media center that aligns with findings of research in school libraries and student achievement. Acquiring knowledge of school library administration involves successful completion of individual and team assignments that require investigation, survey, analysis, and development of a plan of action and/or recommendations. Participants will work in 3 teams to address tasks critical to the successful implementation of the Vincent Farm Library Media Program. Tasks are grouped by the instructor toprovide a balance of tasks that are equitable in scope and complexity.

"Today's student lives and learns in world that has been radically altered by the ready availability of vast stores of information in a variety of formats. The information explosion has provided countless opportunities for students and has dramatically altered the knowledge and abilities they will need to live productively in the twenty-first century. Students must become skillful consumers and producers of information in a range of sources and formats to thrive personally and economically in the communication age. Library media programs must be dynamic, enthusiastic, and student centered to help ensure that all students achieve this status. [ALA, Information Power, pg.1-2]

Dynamic library media programs are led by school library media specialists whose focus is on student achievement. They teach students information literacy skills, collaborate with teachers to integrate these skills with course learning outcomes, promote effective, efficient, and ethical use of information resources, and administer library collections, budgets, facilities, and information technologies.

Philosophy, Beliefs, Values, and Standards
Based on ALA/AASL National Standards
Information Power: Building Partnerships for Learning
Teams and Tasks

Description

 

 

 

 

 

 

 

 

 

Educational Outcomes
NCATE Program Standards
Competencies of a School Library Media Specialist
American Library Association (ALA) / American Association of School Librarians (AASL)

NCATE's dual mission is accountability and improvement in teacher preparation. The NCATE accreditation process establishes rigorous standards for teacher education programs and holds accredited institutions accountable for meeting these standards. NCATE accredited colleges of education are expected to ensure that teacher candidates know their subject and how to teach it effectively. The Instructional Technology/School Library Media degree program at Towson University is a Nationally Recognized NCATE-AASL Reviewed & Approved School Library Media Education Program. The U.S. Department of Education recognizes NCATE as a professional accrediting body for colleges and universities that prepare teachers and other professional personnel for work in elementary and secondary schools. The most important factor in improving student achievement is teacher knowledge of the subject and the ability to teach it effectively. (National Council for Accreditation of Teacher Education, 1997­2004)

Below are ALL the NCATE Standards for School Library Media. Upon satisfactory completion of this course, graduate students should be able to demonstrate the following competencies through direct instruction, assignments, individual study, and collaboration. Hypertext links to course assignments that address competencies specific to this course are provided below:
Standard 1.0
Use of Information and Ideas

School library media candidates encourage reading and lifelong learning by stimulating interests and fostering competencies in the effective use of ideas and information. They apply a variety of strategies to ensure access to resources and information in a variety of formats to all members of the learning community. Candidates promote efficient and ethical information-seeking behavior as part of the school library media program and its services.

1.1

 Efficient and Ethical Information-Seeking Behavior
 Candidates model strategies to locate, evaluate and use information for specific purposes. Candidates identify and address student interests and motivations. Candidates interact with the learning community to access, communicate and interpret intellectual content. Candidates adhere to and communicate legal and ethical policies.

 1.2

 Literacy and Reading
Candidates are aware of major trends in reading material for children and youth. Candidates select materials in multiple formats to address the needs and interests of diverse young readers and learners. Candidates use a variety of strategies to promote leisure reading. They model their personal enjoyment of reading in order to promote the habits of creative expression and lifelong reading.

 1.3

 Access to Information
Candidates support flexible and open access for the library media center and its services. Candidates identify barriers to equitable access to resources and services. Candidates facilitate access to information in print, nonprint, and electronic formats. Candidates comply with and communicate the legal and ethical codes of the profession.

 1.4

 Stimulating Learning Environment
Candidates demonstrate ways to establish and maintain a positive educational climate in the library media center. Candidates identify relationships among facilities, programs, and environment that impact student learning. Candidates plan and organize library media centers according to their use by the learning community.
Standard 2.0
Teaching and Learning		 School library media candidates model and promote collaborative planning with classroom teachers in order to teach concepts and skills of information processes integrated with classroom content. They partner with other education professionals to develop and deliver an integrated information skills curriculum. Candidates design and implement instruction that engages the student’s interests, passions, and needs which drive their learning.

 2.1

 Knowledge of Learners and Learning
Candidates design library media instruction that assesses learner interests, needs, instructional methodologies, and information processes to assure that each is integral to information skills instruction. Candidates support the learning of all students and other members of the learning community, including those with diverse learning styles, abilities and needs. Information skills instruction is based on student interests and learning needs and is linked to student achievement.

 2.2

 Effective and Knowledgeable Teacher
Candidates work with classroom teachers to co-plan, co-teach, and co-assess information skills instruction. The library media specialist as teacher of information skills makes use of a variety of instructional strategies and assessment tools. Candidates analyze the role of student interest and motivation in instructional design. Student learning experiences are created, implemented and evaluated in partnership with teachers and other educators.

 2.3

 Information Literacy Curriculum
Candidates employ strategies to integrate the information literacy curriculum with content curriculum. Candidates incorporate technology to promote efficient and equitable access to information beyond print resources. Candidates assist students to use technology to access, analyze, and present information.
Standard 3.0
Collaboration and Leadership		 School library media candidates provide leadership and establish connections with the greater library and education community to create school library media programs that focus on students learning and achievement; encourage the personal and professional growth of teachers and other educators, and model the efficient and effective use of information and ideas.

 3.1

 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 developing common policies and procedures. Candidates articulate the role of their professional associations and journals in their own professional growth.

 3.2

 Instructional Partner
Candidates model, share, and promote ethical and legal principles of education and librarianship. Candidates acknowledge the importance of participating on school and district committees and in faculty staff development opportunities.

 3.3

 Educational Leader
Candidates are able to articulate the relationship of the library media program with current educational trends and important issues. Candidates recognize the role of other educational professionals and professional associations. Candidates translate for the school the ways in which the library program can enhance school improvement efforts. Candidates utilize information found in professional journals to improve library practice.
Standard 4.0
Program Administration		 School library media candidates administer the library media program in order to support the mission of the school, and according to the principles of best practice in library science and program administration.

 4.1

 Managing Information Resources: Selecting, Organizing, Using
Candidates select, analyze, and evaluate print, nonprint and electronic resources using professional selection tools and evaluation criteria to develop a quality collection designed to meet diverse curricular and personal needs. Candidates organize the library media facility and its collections – print, nonprint and electronic – according to standard accepted practice. Candidates support intellectual freedom and privacy of users. Candidates plan for efficient use of resources and technology to meet diverse user needs. (Also, assignment 2, 3)

 4.2

 Managing Program Resources: Human, Financial, Physical
Candidates develop and evaluate policies and procedures that support the mission of the school and address specific needs of the library media program, such as collection development and maintenance, challenged materials and acceptable use policies. Candidates apply accepted management principles and practices that relate to personnel, financial and operational issues. Candidates plan adequate space for individuals, small groups and whole classes.

 4.3

 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. Candidates use data for decision-making.
  Learning Outcomes
  • Apply knowledge of national, state, and local standards and missions to develop a fully operational school library media program at Woodholme Elementary School that will open August 2005.
  • Synthesize knowledge of the mission and goals of the school library media program and how they support systemic mission and goals in order to map a vision for school library media programs.
  • Use national, state, and local documentation that authorizes and outlines expectations for school library media programs in order to strategically plan, gather data, assess, and justify school library media center programs.
  • Articulate the roles of the school library media specialists and the place of the school media program as an integral part of the educational process within the school in order to garner support for continuous development of school library media programs.
  • Demonstrate knowledge of the curriculum and the ability to collaboratively plan and integrate information literacy skills with content outcomes in order to provide input to the school improvement plan.
  • Demonstrate knowledge of how school library media programs impact on student achievement in order to articulate the value of school library media program in school improvement efforts and to plan and implement effective school library programs.
  • Develop policies and procedures to maximize use of library resources, human resources, and technologies. Develop a volunteer manual to promote community involvement in school library media programs.
  • Articulate the purpose and scope of Selection Policies in order to evaluate and select resources for school library media collections.
  • Use educational specifications for school library media facilities in order to design quality school library media centers.
  • Demonstrate knowledge of ethical uses and issues in information and technologies in order to plan programs that prepare students who contribute positively to the learning community.
  • Demonstrate knowledge of library media budgeting by applying effective procedures in prioritizing and documenting.
  • Demonstrate knowledge of library marketing and advocacy resources and techniques in order to promote school library media center use and support.