Syllabus

//National-Louis University// //National College of Education// //Reading and Language Department// //Language and Literacy Education Program//

**RLS 511 School Library Collection Development** **Spring 2010 (Hybrid)** **Saturdays: April 10, May 15 and June 12** **8:30-noon** 847-256-7319 (home) 847-828-2754 (cell) linda.diekman@nl.edu lmdiekman@sbcglobal.net || Office Hours: By appointment ||
 * Linda Diekman, MS, CAS
 * National-Louis University Mission Statemen**t: The mission of National-Louis University is to develop highly competent and humane individuals to serve and lead in an increasingly diverse and global society. Central to this mission is a commitment to life-long and active engagement in learning.

NCE students will develop the disposition, knowledge and skills to:
 * National College of Education Mission Statement:** For over one hundred and twelve years the National College of Education has had as its mission excellence in teaching, scholarship, service, and professional development. Recognizing the importance of life-long learning in a diverse, rapidly changing global society, the College is committed to developing and empowering all learners. (http://www.nl.edu)
 * understand the contextual nature of learning,
 * help students construct their own knowledge,
 * integrate theory and practice,
 * reflect on and critique their knowledge, practice, school and society,
 * engage in inquiry
 * collaborate with students, teachers, administrators, parents, policy makers, and the community at large. (NLU 2006-2007 Undergraduate and Graduate Catalog, p. 237)

This course will focus upon gaining thorough and practical application of current policies, processes, and procedures for the development of high quality print, nonprint, electronic collections, and Internet connections for K-12 school library media centers. Course goals focus on collection mapping, development, policies, and evaluation. Through class participation, assigned readings, and other experiences, students will be able to: NLU seeks to ensure that its programs are accessible to all persons. Students in need of special assistance or an accommodation regarding any of the course requirements as outlined in this syllabus, the course objectives and/or course evaluation and assessment criteria, are advised to notify me within the first two weeks of class. We will meet privately to discuss a resolution of your issue, which may or may not include an appropriate referral (e.g., a Writing Specialist, the Academic Accommodations Coordinator, the Office of Diversity, Access and Equity at 312-261-3367 or the Office of Student Affairs). Confidentiality will be maintained regarding your special needs.
 * Course Description:**
 * Learning Goals:**
 * analyze a collection,
 * map a collection,
 * develop collection policies,
 * identify appropriate online resources and standard print resources including vendors and publisher sources
 * know the evaluative criteria for review media
 * select and deselect a collection based on assessed needs of the students and faculty of a specific school library
 * Special Needs:**

Internet Access
 * Required Software:**

Donham, J. (2005). __Enhancing teaching and learning: A leadership guide for school library__ __media specialists__. New York: Neal-Schuman.
 * Required Books:**

Kerby, M. (2006). __Collection development for the school media program: a beginner’s guide__. Chicago, IL: American Association of School Libraries. American Association of School Librarians Information Literacy Standards ( [|www.ala.org/aasl] ) Illinois Standards Aligned Instruction for Libraries ( [] ) Illinois State Board of Education Learning Standards ( [|www.isbe.net] ) Illinois State Board of Education Library Information Specialist Content Area Standards ( [|www.isbe.net] ) National Board for Professional Teaching Standards for Library/Media ( [] ) National Educational Technology Standards for Students ( [] )
 * Required Standards:**

Students enrolled in RLS 511 will apply course content to the ISBE Library Information Specialist content area standards. Students will post written commentaries and additional requirements on a class wiki. Information created in RLS511 may also be added to each student’s LiveText portfolio. · Curriculum Map creation (10 points) · Collection Analysis Plan Development (25 points) · Booktalk (10 Points) · Database evaluation and selection (10 points) · Selection of Materials and Collection Development Philosophy Statement (25 points) · Learning community participation (20 points) including topics such as cultural representation, collection analysis tools, intellectual freedom, and deselection.
 * Required Learning Experiences:**

Each student will work with a curriculum map to match appropriate library resources with the curriculum content.
 * //Curriculum Map Creation//**

Each student will prepare a plan for how collection analysis will be done in a library.
 * //Collection Analysis Plan Development//**

Students will prepare and present one booktalk session of approximately five minutes on one informational book. The booktalks will be given within the context of a school library media program; books will be self-selected.
 * //Booktalk//**

Each student will work to develop a collection development checklist for database license consideration. This checklist will be used to evaluate a database that is under consideration by the class.
 * //Database Evaluation and Selection//**

Students will prepare selection recommendations for a library of their choosing. These recommendations will be shared using PowerPoint (or other presentation media) and/or an appropriate Web 2.0 technology. As part of this process each student will write a brief statement summarizing their philosophy on collection development and its role in the school library.
 * //Selection Project including Collection Development Philosophy Statement//**

This course is taught with the understanding that for adult learners “learning is an active process that occurs over time; learning is driven by the learner around meaningful issues; learning is experimental by nature; and learning is fueled by rich, diverse, accessible sources of information.” (//Educators as Learners//, ASCD, 2000). Specific tasks and topics will be assigned for discussion on the class wiki. Students are encouraged to use the wiki to enrich your colleagues with additional materials, relevant prior knowledge, and professional experiences. Share questions and concerns that you identify. We all learn and we all teach in this class.
 * //Learning Community Participation//**

Since this is a graduate class, candidates are expected to attend each on campus session, be punctual, mindful of deadlines, participate in the online community and produce work of professional quality (including citations whenever appropriate.) All work submitted must be word processed. According to university policy, students are expected to conduct themselves in accordance with the highest standards of academic honesty and integrity. Plagiarism, cheating, and academic dishonesty will not be tolerated. Please refer to NLU Policy on Academic Honesty in the 2009-2010 Undergraduate and Graduate Catalog, pages 49 - 51**//. It might be helpful to remember the phrase, if you didn't write it, you must cite it.//** Please use APA style for citations.
 * Assessment:**

The analysis and synthesis of ideas from a variety of sources is anticipated in class discussions, and all written and oral contributions. Creativity and an understanding of the body of knowledge covered in this course are encouraged in applying a problem-solving approach.

Six facets of understanding provide learners with direction for their self-assessment: · Explanation: build, test, verify theories, or explanations · Interpretation: build interpretations, translations, and narratives from sources, texts, and experiences · Application: apply what is learned in classroom to real situations · Perspective: critically consider multiple points of view on the same issue · Empathy: broaden horizons by creating openness to other worldviews · Self-Knowledge: develop self-understanding; continue in ongoing self-assessment and self-reflection.

//Assessment for understanding framework is based on the work of Grant Wiggins, Jay McTighe, and the researchers at Project Zero, Harvard Graduate School of Education.//

Grades will be based on the following scale*:
 * A || = || 100 to 95 || B- || = || 79 to 75 ||
 * A- || = || 94 to 90 || C+ || = || 74 to 70 ||
 * B+ || = || 89 to 85 || C || = || 69 to 65 ||
 * B || = || 84 to 80 || C- || = || 64 and below ||

__Grade__ __Definition__ 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; nearly flawless work.

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+ Good solid work. Student performance demonstrates strong comprehension of the course materials and exceeds course expectations on all tasks as defined in the course syllabus.

B Satisfactory acceptable work. Student performance meets designated course expectations, demonstrates understanding of the course materials and performs at an acceptable level.

B- Marginal work. Student performance demonstrates incomplete, substandard understanding of course materials, or absence of required work indicates danger of falling below acceptable grading standard.

C+ Unsatisfactory work. Student performance demonstrates unsatisfactory understanding of course materials and inability to meet course requirements.

C Unacceptable work. Student performance demonstrates incomplete and inadequate understanding of course materials


 * Please be aware that your official NLU grade will not show + or - letter grades but we hope that by giving you this information, you will better understand your performance within the grading continuum.

American Association of School Librarians/Association for Educational Communications and Technology. (1998). __Information power: Building partnerships for learning__. Chicago: ALA Editions.
 * Bibliography**

Baumbach, D.J. (2006). __Less is more: A practical guide to weeding school library collections__. Chicago: ALA.

Bush, G. (2005). __Every student reads: Collaboration and reading to learn__. Chicago: American Association of School Librarians, American Library Association (www.ala.org).

Donham, J. (2005). __Enhancing teaching and learning: A leadership guide for school library__ __media specialists__. New York: Neal-Schuman.

Evans, G. E. (2000). __Developing library and information center collections__. (4th ed.) Englewood, CO: Libraries Unlimited, Inc.

Illinois School Library Media Association (2005__). Linking for learning: The Illinois school__ __library media program guidelines__. Canton, IL: ISLMA (www.islma.org).

Kerby, M. (2006). __Collection development for the school media program: a beginner’s guide__. Chicago, IL: American Association of School Libraries.

Loertscher, D.V. & Woolls, B. (1999). __Building a school library collection plan: A beginning handbook with internet assist__. San Jose, CA: Hi Willow Research and Publishing.

Loertscher, D.V. (1998). __Collection mapping in the LMC: Building access in a world of technology__. Castle Rock, CO: Hi Willow Research and Publishing.

Lukenbill, W.B. (2002). __Collection development for a new century in the school library media center__. Westport, CT: Greenwood Press.

Schrock, K. (1997). __Evaluating internet web sites: An educator's guide__. Manhattan, KS: The Master Teacher.

Smith, J.B. (1995). __Achieving a curriculum-based library media center program: The middle school model change__. Chicago, IL: American Library Association.