INLS 241
FALL 1996

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.



Course Description

Objectives of the Course


Reserve Readings and Other References

Conduct of the Class



Outline and Class Schedule

Other School-Related Internet Resources


"The mission of the library media program is to ensure that students ... are effective users of ideas and information."
Information Power

"Now here, you see, it takes all the running you can do, to keep in the same place."
Through the Looking Glass

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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By the end of the course, you will be able to:

  1. Talk knowledgeably about current educational and social issues and their implications of school library media centers.
  2. Articulate a philosophy on the nature, roles and functions of the school library media program and the school library media specialist.
  3. Perform a community analysis of a school and its context -- the school system and the community - and, from the results, determine design considerations for the school library media program and services.
  4. Design a program of services appropriate for the LMC in a particular school.
  5. Devise a working draft of a policies and procedure manual for an LMC.
  6. Develop a budget, devise ways of working with staff, design a schedule, and set policies for the use of LMC materials.
  7. Write a materials selection/deselection policy and understand the process for reacting to material challenges.
  8. Plan public relations events and activities for the LMC.

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Three 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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The 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.

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Contents copyright ©1996, Evelyn H. Daniel. All rights reserved.

Revised: Aug. 7, 1996