INLS 744
FALL 2006

This is a required course for school library media specialists working for North Carolina certification as part of the MSLS degree program or in the post-master's certification program at the School of Information and Library Science at the University of North Carolina at Chapel Hill.


  • Instructor: Evelyn Daniel
  • Office: 216 Manning Hall
  • Fall 2006 Office Hours:
    By appointment - by phone or by email
  • Telephone: (919) 962-8062
  • Fax: (919) 962-8062
  • Email:
  • Instructor: Sandra Hughes-Hassell
  • Office: 300A Manning Hall
  • Fall 2006 Office Hours:
    By appointment - by phone or by email
  • Telephone: (919) 843-5276
  • Fax: (919) 962-8071
  • Email:


Course Description
Objectives of the Course
Conduct of the Class
Class Policies and Honor system


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

"Librarians are teachers whose subject is learning." -- Diane Kester

"I am hurt, but I'm not dead / I am wounded, but I'm not slain
I'll lay me down and bleed awhile / Then rise to fight again." -- Old Scottish Proverb

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 leadership 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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To talk knowledgeably and persuasively about current educational and social issues and their implications for school library media centers

To 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

To engage in an analysis of a school library collection in relation to specific curricular goals

To use the results of the collection analysis to develop grant proposal for a three-year collection development plan with budget

To plan an organized easily naviagable website that will display the media center's services, staff and resources

To become familiar with the relevant practitioner and research literature

To articulate a philosophy about the nature, roles and functions of the school library media program and the school library media specialist

To develop a plan for marketing the school library media program to specific groups of stakeholders

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Three texts are required, one of which (the Guidelines) many of you will already have. These texts are:

IMPACT; Guidelines for Media and Technology Programs. Public Schools of North Carolina. Department of Public Instruction, Instructional Technology Division. August, 2005. Available at Companion documents and other materials are also available at this website, notably, IMPACT for Administrators, IMPACT for Teachers, IMPACT Model Schools, and a Collaboration Toolkit..

Information Power; Guidelines for School Library Media Programs. Chicago: American Library Association and Washington, DC: Association for Educational Communications and Technology, 1998.

Woolls, Blanche. The School Library Media Manager. 3rd ed. Westport, CT: Libraries Unlimited, 2004.

In addition, other books and articles are available through reserve, the library's electronic journals, the Internet, and interlibrary loan. A list of recommended readings and useful websites will be provided.

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The class is offered as a web-based distance education program, one of a series of courses offered in this manner to enable students seeking initial certification as part of an MSLS program at the University of North Carolina at Chapel Hill or as a post-MLS student who now seeks preparation as a school library media specialist. The class will meet face to face at designated locations in and around Chapel Hill on the following dates: September 1 or 2 (Friday or Saturday); Saturday, October 7; Saturday, November 11; and Saturday, December 9. Class participants are expected to attend at least one day of the NC School Library Media Association (NCSLMA) in Winston-Salem, October 4-6 (see for further information). Other meetings will be online via discussion forums, email, and chat room. Class work will be both individual and in small groups and may be accomplished asynchronously for the most part. The instructors are available to you via email, telephone, or appointment, as well as during the four face-to-face meetings throughout the course.

During the course the general content 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 as the basis for their practice in the techniques of community analysis, user-centered design, and collection planning. Emphasized throughout the class is the leadership role of the school library media coordinator, thus students will be expected to think through unique solutions and persuasive and collaborative ways of gaining support for these solutions.

A series of assignments and weekly entries on the various Discussion Forums will occupy your time throughout the semester. Most of the assignments will be practical exercises that the instructors believe will be important to you in your future professional life.

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You will have assignments and tasks to do each week. There will always be assigned readings; you will be asked to share your reactions to them on a Discussion Forum on a weekly basis. You are encouraged to add a few pictures of your adopted school library and its ongoing programs and services to allow fellow classmates to participate vicariously in each of the different school settings. Each assignment will be detailed more completely under the session where it is assigned. A duplicate copy of all the assignments will appear in the Assignments section of Blackboard.

The following are the seven graded assignments. You will also be given other short tasks that will count together as part of a participation grade. Your participation on the weekly Discussion Forums is an important part of the course. In an online class, we cannot see you nodding and smiling or frowning and looking confused; you have to make your responses explicit.

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Graduate students may receive the following grades: H, P+, P, P-, L, F. Although pluses and minuses are used in the internal grades awarded by the school, only H, P, L, and F will appear on the official transcript. Pluses and minuses on the internal record are used to determine class rank and Beta Phi Mu candidacy. The SILS grading policy is based on the University Grading Policy. SILS uses the graduate grading scale, which is defined as follows:

H - Clear excellence
P - Entirely satisfactory
L - Low passing
F - Failed
IN - Work incomplete
To provide some additional guidelines for this course, here is our interpretation of that grading scale for INLS 744. A 100-point scale will be used to grade your work in INLS 744, as follows:
95-100 = H
90-94 = P+
80-89 = P
73-79 = P-
60-72 = L
Below 60 = F
Each of the graded assignments will be accompanied by a statement of how the assignment will be evaluated. As an example, below is the evaluation criteria for participation in the Discussion Forums.

Discussion Forum Participation: 10 points (5 for first half - 5 for second)

Evaluative Criteria: The student will earn high points if he/she

  • Initiates questions about issues
  • Shares observations that are relevant and documented through the readings, especially professional literature beyond that listed as required
  • Attaches still pictures, video and audio clips of adopted school illustrating program and facility aspects.
  • Summarizes discussions and highlights points learned and understood for others; clearly ties observations to those of fellow classmates, field professionals, and literature.
  • Participates on a regular basis, at least twice a week on average (but not more than four times per week), on the discussion forums.

An excellent to outstanding posting on the discussion forum will follow the criteria above and consist of at least 200 words.

In addition to your weekly task of adding comments to the discussion forum, seven assignments are assigned. Three are worth 15 points each: Environmental Analysis, Collection Development Grant, and Marketing Plan; the other four are worth 10 points each. Class participation includes weekly postings on the discussion forums and face-to-face meeting participation and is worth 15 points.

If you wish to make a suggestion for one or more alternative assignments as a substitute for either a required or an optional assignment, please speak with one of the instructors via email or telephone as early as possible to discuss possibilities. We should be able to work something out.

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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. More information is available at 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. The web site identified above contains all policies and procedures pertaining to the student honor system. we encourage your full participation and observance of this important aspect. of the University.

Your assignments are to be done individually unless there is an agreement to work with a classmate or two as a team. Collaboration with your classmates is highly desirable and encouraged. Sharing your work and giving and receiving assistance from others in the class is valuable. My major interest is in your learning which will best take place as all of us share questions, answers, and experiences.

Class policies that you should be aware of include:

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Contents copyright ©2006, Evelyn H. Daniel.
All rights reserved.

Revised: July 26, 2006.