This is a required course for school library media specialists working for certification in the MSLS degree program at the School of Information and Library Science at the University of North Carolina at Chapel Hill.
Reserve Readings and Other References
Grading
Other School-Related
Internet Resources
COURSE
DESCRIPTION
The development of the school library media program is a complex undertaking which calls for an understanding of sound management principles, good interpersonal skills, and a broad vision of what the library media program can mean to student learning. The role of the school media specialist is multi-faceted and demands skills in information retrieval, instruction, management, planning, and public relations.
This course will address the library media specialist's responsibilities for the successful operation of a media program. It will emphasize systematic program development to help teachers, students, administrators, and others in the school community to become "effective users of ideas and information." The focus of the course will be on the building level professional and his/her role and responsibility to provide an effective and integrated program and set of services to make the media center a vital part of the total educational program of the school.
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OBJECTIVES OF THE
COURSEBy the end of the course, you will be able to:
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TEXTBOOKS AND
OTHER READINGSThree textbooks are required, one of which (the Guidelines) most of you should already have. These texts are:
Craver, Kathleen W. School Library Media Centers in the 21st Century; Changes and Challenges. Westport, CT: Greenwood, 1994.Information Power; Guidelines for School Library Media Programs. Chicago: American Library Association and Washington, DC: Association for Educational Communications and Technology, 1988.
Morris, Betty J. with John T. Gillespie and Diana L. Spirt. Administering the School Library Media Center. 3rd ed. New York: Bowker, 1992.
In addition, other books and articles are placed on reserve. Handouts will be provided in class.
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CONDUCT OF THE CLASS AND COURSE REQUIREMENTSThe class meets once a week and will be a combination of lecture, discussion, speakers, and visits to nearby schools. The class will flow from a general consideration of the social and educational environment to a more detailed analysis of a particular school system and a particular school library media center. Students will be asked to "adopt" a school media center and use it to practice the techniques of community analysis and user-centered design.
Assignments.
There will be three assignments - the first is an issues paper, due
early in the semester, building on material from the Craver book and
asking the student to consider the implications of some new idea or social
change on the school and the school library media center. The second
assignment, which may be done as a team, will be a community analysis based
on a real school setting culminating in a student critique of the
existing school library media center and suggestions for change. The
third assignment will be the development of a draft policies and procedures
manual for the day-to-day operation of a school library media
program.
Drafts of the second and third assignments will be collected and feedback
provided throughout the semester with the final versions graded at
the end.
Grading
will be based
on the following weights:
Note to Students: I appreciate your taking this course with me. If you would like to make a suggestion for an alternative assignment, please make an appointment to talk with me as early as possible. We should be able to work something out.
Incompletes: A grade of incomplete may be taken only because of illness or special circumstances and only with the permission of the instructor.
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The University of North Carolina at Chapel Hill has had a student-administered honor system and judicial system for over 100 years. Because academic honesty and the development and nurturing of trust and trustworthiness are important to all of us as individuals, and are encouraged and promoted by the honor system, this is a most significant University tradition. The system is the responsibility of students and is regulated and governed by them, but faculty share the responsibility and readily commit to its ideals. If students in this class have questions about their responsibility under the honor code, please bring them to me or consult with the Office of the Dean of Students or the Instruments of Student Judicial Governance. This document contains all policies and procedures pertaining to the student honor system. I encourage your full participation and observance of this important aspect of the University.
Contents copyright ©1996, Evelyn H. Daniel. All rights reserved.
Revised: Aug. 7, 1996