Syllabus
LM 511 COLLECTION DEVELOPMENT 2013
(3 hours)
Fall Term, Online Course
Professor: Dr. Betty J. Morrris
Office: 5th Floor,
Houston Cole Library
Phone: 256-782-5011 (office)
256-782-0528 (home)
678-478-2745 (cell) emergency only
Office hours: Tuesday, Wednesday, 1:30-4:00 p.m.
Virtual Office Hours: Monday & Thursday, 1:30-4:00 p.m.
Email: [email protected] (office)
REQUIRED TEXTS:
Bishop, K. (2012). The collection program in schools: Concepts, practices, and information sources. 5th ed. Santa Barbara, CA: Libraries Unlimited.
COURSE DESCRIPTION:
This course is an introduction to the criteria of selection and evaluation of media center materials for building a library media collection to support the curriculum and encourage reading for pleasure. The tools/ techniques used in selecting all formats of materials and equipment for school library media centers are emphasized.
COURSE OBJECTIVES: Upon successful completion of the course the student will be able to demonstrate:
Knowledge of:
identifying and using recognized selection aids
analyzing and evaluating resources through evaluative criteria to develop a quality collection to meet diverse curricular and person needs.
the basics of building a library media collection.
the components and design of an effective selection policy.
evaluating strategies for dealing with censorship.
the criteria for selection of print and non-print materials and equipment to respond to multiclutural school population.
recognizing stereotypes in all material formats
providing content in a variety of formats to meet diverse student needs.
procedures to ensure physical, intellectual and organizational access to library media center's collection and services
attributes of different information formats.
strategies for motivating patrons to use the library media center collection.
procedures for organizing a school library advisory committee
Skill in:
selecting books and other materials that meet student informational
and recreational needs.
selecting resources and related equipment to support the total curriculum
and to respond to the multicultural school population.
writing a functional school media center selection and
reconsideration policy.
writing a collection development policy that ensures physical, intellectual, and organizational access to library media center's collection and services.
writing a social networking policy
using selection aids effectively to build a library collection.
building a library media collection that supports the curriculum
and promotes reading for pleasure.
dealing with censorship issues.
selecting print, non-print and Internet materials to build a
well-rounded media center collection.
selecting resource materials based on the attributes of different information formats to better serve student learning styles.
motivating patrons to use the library media center's collection.
organizing a school library advisory committee
21st Century Learning Skills and Innovation Skills:
1. Critical thinking and problem solving skills when working with students and teachers.
2. Communication skills through blogs and other communication tools.
3. Collaboration skills when working with classroom teachers.
4. Creativity & innovation skills when working with technology. and student learning,
Dispositions that:
recognize the importance of having current policies that support the administration of the school library media center: selection and reconsideration policy, collection development policy and a social networking policy.
recognize the need to include all sides of a controversial issue in the collection.
seek to select a variety of formats for the media center collection to satisfy student learning styles.
utilize reviews in recognized selection aids in building a collection
recognize the importance of dealing positively with censorship cases.
recognize that materials that are biased or stereotypical do not belong in the media center collection.
recognize that regular weeding of the collection keeps it current and useable.
select materials & related equipment that supports the total curriculum and responds to the multicultural school population.
recognize the importance of physical, intellectual, and organizational access to library media center's collection and services.
motivate library patrons to use the library media center collection.
COURSE CONTENT: Topics to be covered include, but are not necessarily limited to:
1. Selection policies and criteria
2. Collection mapping
3. Formats in selection
4. Evaluation of collection
5. Collection development policies that look at attributes of different information formats to satisfy learning styles.
6. Censorship issues and reconsideration of materials
7. Selection Aids
8. Selecting materials that support the total school curriculum and respond to multicultural needs.
9. Processing materials
10. Reviews of materials
11. Professional Ethics
12. Legal issues
13. Weeding the collection
14. Curriculum mapping
15. Copyright
16. Intellectual freedom
17. Social networking policy
18. Collection development policy
19. Physical, intellectual and organizational access to library collection of materials.
20. Motivating patrons to use the library media center's collection.
21. Library media advisory committee
INSTRUCTIONAL MATERIALS AND READINGS
Baumbach. D. J. & Miller, L. L. (2006). Less is more: A practical guide to weeding school library collections. Chicago, American Library Association.
Berube, L. (2010). Do you Web 2.0? Social networking and library services. New York: Neal Schuman.
Bielefield, A. & Cheeseman, L. (2007). Technology and copyright law: A guidebook for the library, research, and teaching professions. 2nd ed. New York: Neal Schuman.
Burgett, J., Haar, J. & Phillips, L. L. (2004). Collaborative collection development: A practical guide for your library. Chicago: American Library Association.
Butler, R. P. (2004). Copyright for teachers and librarians. New York: Neal Schuman.
Crosby, C. (2010). Effective blogging for libraries. New York: Neal Schuman.
Doll, C. A. & Barron, P. P. (2002). Managing and analyzing your collection: A practical guide for small libraries and school media centers. Chicago: American Library Association.
Greiner, T. & Cooper, B. (2007). Analyzing library collection use with Excel. Chicago: American Library Association.
Hale, J. A. (2008). A guide to curriculum mapping: Planning, implementing, and sustaining the process. Thousand Oaks, CA: Corwin Press.
Hoffmann, F. W. & Wood, R. J. (2007). Library collection development policies. Lanham, MD: Scarecrow.
Hoffmann, G. M. (2005). Copyright in cyberspace 2: Questions and answers for librarians. New York: Neal Schuman.
Hughes-Hassell, S. & Mancall, J. C. (2005). Collection management for youth: Responding to the needs of learners. Chicago: American Library Association.
Jacob, H. H. (Ed.) (2004). Getting results with curriculum mapping. Alexandria, VA: Association for Supervision & Curriculum Development.
Johnson, P. (2003). Fundamentals of collection development and management. Chicago: American Library Association.
Kitain, S. (2008). Shelf-esteem. New York: Neal Schuman.
Landis, C. (2010). A social networking primer for libraries. New York: Neal Schuman.
Miller, S. (2005). Developing and promoting graphic novel collections. New York: Neal Schuman.
Pressley, L. (2010). Wikis for libraries. New York: Neal Schuman.
Reichman, H. (2001). Censorship and selection: Issues and answers for schools. Chicago: American Library Association.
Simpson, C. (2005). Copyright for schools: A practical guide. 4th ed. Worthington, OH: Linworth.
Simpson, C. (2005). Copyright catechism: Practical answers to everyday school dilemmas. Worthington, OH: Linworth.
Simpson, C.. (2003). Ethics in school librarianship: A reader. Worthington, OH: Linworth.
COURSE REQUIREMENTS:
1. Student work
All student work submitted during the course is required to be original. Original means that the work is done this semester and has not been done by another person. All projects must be completed to be graded. Students are expected to research all assignments thoroughly using books, audiovisual materials, and the Internet. All reference lists are to be done in APA style for this course. Use the following Long Island University website as a reference for APA style:
http://www2.liu.edu/cwis/cwp/library/workshop/citapa.htm
Students are expected to turn in all assignments using word processing. Students can expect a 48 hour turn-around for e-mails and telephone messages to the professor, if at all possible. If you do not hear from the professor, please call or send the e-mail again.
The following are general descriptions of the projects required for the course:
Project 1.1 Class participation and attendance (10 points)
Students are required to attend Blackboard Collaboration sessions and to participate in the discussions online. As part of the participation grade students will do a student information sheet plus photo, set up their library media portfolio, formative evaluation and write a reflective summary of the course. Students who do not do equitable or quality work within their group will receive reduced points.
Student Questionnaire with photo, Due August 27
Library Media Portfolio set up: Due August 27
Set up a blog using blogger, Due August 27
Group responsibilities: September 3
Formative evaluation due: October 8
Written reflective summary due: November 12
Project 1.2 Selection Tools Evaluation (Individual project) (20 points)
Students will do individual examinations of six selection tools, and complete the provided Evaluation Guide for Selection Tools form for each. Your six tools must include: School Library Journal, Booklist and Library Media Connection and three other assigned titles. You will provide a completed evaluation guide for each of the six tools to the Professor, and give a PowerPoint presentation on Wimba class on the three tools assigned. Assignment Due: September 10.
Project 1.3 Three Collection Development Policies (Group Project) (20 points)
Prepare this for your policy and procedure handbook. You may begin with one already written and update and edit that document. The original must be included. Clearly mark/highlight any changes you make on the original copy. A clean copy should be submitted to the Professor along with the highlighted document and the originals. Part of the collection development policy will be a selection policy and reconsideration of materials in the collection. The selection policy should have been written in LM 513 Management of Media Centers. Clearly identify all three: (1) original collection development policy; (2) highlighted original; (3) New collection development policy. Make certain you clearly understand what a selection policy is and what a collection development policy is. A selection policy explains how you will select materials for the library media collection (books, videos, URLs, e-books, and so forth. A collection policy describes how the whole collection of materials will be decided. For example, what topics you will emphasize, what topics you will not collect, shared topics you will collect with another library, and so forth. A social networking policy is one that identifies how the school will handle Web 2.0 and other social networking aplications used in school, such as blogs, wikis, twitter, facebook, and other applications. Assignment due: October 8
Project 1.4 Media Reviews (Individual Project) (20 points)
1.4.1 Students will review six pieces of media. All should be new to you and as recent as possible (preferably 2010 copyright or 2011). Three should be materials that reviewers consider outstanding. Three should be materials that might bring a request for reconsideration from the school or community. Choose your titles by reading reviews, visiting your local public library, visiting Houston Cole Library, or checking the shelves in your own LMC. Include both fiction and non-fiction as well as at least one item appropriate for elementary, middle, and high school. You will have two lists: 1. outstanding materials, and 2. controversial materials. List each set of three on separate pages with an identifying header. Give complete bibliographic information in APA format for each item. Follow with an annotation of a few descriptive sentences (not “it was good” or “I liked it”).
1.4.2 Double Review – Choose one title from the six reviews and write two annotations for it. One should be addressed to fellow media specialists and one to age-appropriate readers.
1.4.3 Comparative Review – Choose one other title from the titles reviewed and locate at least two published reviews for it. DO NOT READ THEM. Write the best review you can as if it were to be printed in SLJ or Booklist. After you have written your review, read the published reviews. Write a paragraph comparing your evaluation with those two published reviews. Turn in the complete package---your review, a copy of the published review, and your comparison.
The total number of original reviews for this review assignment will be six, plus the two annotations you write based on one of the titles, plus one written review where you compare it to 2 published reviews. Counting all reviews, there should be eleven total.
Assignment Due: October 29
Project 1.5 Collection Analysis & Materials Order (Individual Project.) (30 points)
Develop a $2,000 order for materials useful to you in your media center. Select items to support one main theme, topic, or idea. You will prepare actual purchase orders for items and submit a justification paper for why you chose a particular topic/theme. Any item priced over $100 must have a sentence of justification for such an expensive purchase. No single purchase of over $500 may be made. A variety of media should be included in this order, not just print. Fill out specifications for cataloging data from vendor including bar code numbers. You must use selection tools to make this order. List the review source. Assignment Due: November 12
Go to your library media center and ask the media specialist to give you a print-out/shelf list of the science sections (900s ). You are to evaluate this section of the media center collection and to make a recommendation for filling the gaps you have discovered. You should determine the books that need to be weeded, the subjects that need additional materials. Make certain that the books in this section support the science curriculum.
EVALUATION PROCEDURES:
The course grade will be determined by the performance of the student in meeting the course requirements. Students are evaluated in the following areas and the quality of work:
Activity
% of Final Grade
Type of Assessment
Class participation and attendance, student info, formative evaluation & reflective summary
10 %
Teacher observation
Selection aids & PowerPoint
20%
Rubric
Collection development policy; selection policy & reconsideration policy, social media policy
20%
Rubric
Media reviews
20%
Rubric
Collection Analysus & Materials Order
30%
Rubric
Totals
100%
Grading policy:
The grading scale is as follows:
A=90-100%, B=80-89%, C=70-79%, F=69% and below.
No extra credit assignments are given.
DISABILITY ACCOMMODATIONS STATEMENT:
Any individual who qualifies for reasonable accommodations under the Americans with Disabilities Act or Section 504 of the Rehabilitation Act of 1973 should contact the course instructor immediately.
CLASS POLICIES:
1. Submitting Assignments.
Students are expected to submit assignments on time. Valid reasons for submitting work late must be cleared by the instructor in advance. It is the student’s responsibility to contact the professor when extenuating circumstances take place. Class participation points will be deducted for each day late. Students are expected to do equitable and quality work in groups. Points will be deducted for students not doing equitable and quality group work .
2. Professionalism
Students are expected to conduct themselves professionally. Acting professionally is an essential quality for all professionals who will be working in the schools. Professionalism includes but is not limited to the following:
· Participating in interactions and class activities in a positive manner.
· Collaborating and working equitably with students in the class.
· Actively participating in Blackboard Collaborate sessions.
· Turning in assignments on time.
· Signed into Blackboard Collborate and ready for online class for each session (4:30 p.m) punctually.
· Treating class members, colleagues, and instructor with respect in and out of the classroom. Threatening or bullying other students or the professor will not be tolerated.
· Eliminating interruptions in class. (This includes cell phones,
beepers, and disruptive behavior during class meetings, such
as talking that interferes with class activities.
· Students who display a lack of professionalism will be
contacted by the instructor immediately after the violation
takes place and informed of the consequences. If there is a
second violation the student may be dismissed from the
program for at least one year.
ACADEMIC HONESTY
Students are expected to adhere to the highest standards of academic honesty. Plagiarism occurs when a student uses or purchases ghostwritten papers. It also occurs when a student utilizes ideas or information obtained from another person without giving credit to that person. If plagiarism or another act of academic dishonesty occurs, it will be dealt with in accordance with the academic misconduct policy. Infractions may include cheating and plagiarism.
College of Education & Professional Studies Honesty Policy
Cheating
1. Cheating: 1st Offense - A student who cheats or participates in the act of cheating on an examination (or any other graded work) will receive a failing grade (“F”) in the course.
2. Cheating: 2nd Offense - A student who cheats or participates in the act of cheating on an examination (or any other graded work) will be dismissed from the program study, and will not be allowed to enroll in any other program of study in the College of Education & Professional Studies at Jacksonville State University.
Plagiarism
1. Plagiarism: 1st Offense – A student who plagiarizes or participates in the act of plagiarism will receive a failing grade (“F”) in the course. In addition, the student will be required to complete a remedial seminar on plagiarism. Failure to do so will result in an automatic 2nd Offense.
2. Plagiarism: 2nd Offense - A student who plagiarizes or participates in the act of plagiarism a second time will be dismissed from the program of study, and will not be allowed to enroll in any other program in the College of Education & Professional Studies at Jacksonville State University.
Exhibiting Unethical Disposition
1. Exhibiting Unethical Disposition: 1st Offense – A student who exhibits an unethical disposition such as lying and/or falsifying documentation to anyone in a supervisory role during any school or school-related activity associated with coursework will receive a failing grade (“F”) in the course.
2. Exhibiting Unethical Disposition: 2nd Offense - A student who exhibits an unethical disposition such as lying and/or falsifying documentation to anyone in a supervisory role a second time will be dismissed from the program of study, and will not be allowed to enroll in any other program in the College of Education & Professional Studies at Jacksonville State University.
NOTES:
1. It should be noted that the occurrence of cheating, plagiarizing, or exhibiting unethical dispositions is cumulative, i.e., it carries over to any other course taught in the College of Education & Professional Studies.
2. If a student wishes to appeal at any level of the honesty policy, she (he) is to follow the College of Education & Professional Studies’ grade appeal process.
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LM 511 COLLECTION DEVELOPMENT 2013
(3 hours)
Fall Term, Online Course
Professor: Dr. Betty J. Morrris
Office: 5th Floor,
Houston Cole Library
Phone: 256-782-5011 (office)
256-782-0528 (home)
678-478-2745 (cell) emergency only
Office hours: Tuesday, Wednesday, 1:30-4:00 p.m.
Virtual Office Hours: Monday & Thursday, 1:30-4:00 p.m.
Email: [email protected] (office)
REQUIRED TEXTS:
Bishop, K. (2012). The collection program in schools: Concepts, practices, and information sources. 5th ed. Santa Barbara, CA: Libraries Unlimited.
COURSE DESCRIPTION:
This course is an introduction to the criteria of selection and evaluation of media center materials for building a library media collection to support the curriculum and encourage reading for pleasure. The tools/ techniques used in selecting all formats of materials and equipment for school library media centers are emphasized.
COURSE OBJECTIVES: Upon successful completion of the course the student will be able to demonstrate:
Knowledge of:
identifying and using recognized selection aids
analyzing and evaluating resources through evaluative criteria to develop a quality collection to meet diverse curricular and person needs.
the basics of building a library media collection.
the components and design of an effective selection policy.
evaluating strategies for dealing with censorship.
the criteria for selection of print and non-print materials and equipment to respond to multiclutural school population.
recognizing stereotypes in all material formats
providing content in a variety of formats to meet diverse student needs.
procedures to ensure physical, intellectual and organizational access to library media center's collection and services
attributes of different information formats.
strategies for motivating patrons to use the library media center collection.
procedures for organizing a school library advisory committee
Skill in:
selecting books and other materials that meet student informational
and recreational needs.
selecting resources and related equipment to support the total curriculum
and to respond to the multicultural school population.
writing a functional school media center selection and
reconsideration policy.
writing a collection development policy that ensures physical, intellectual, and organizational access to library media center's collection and services.
writing a social networking policy
using selection aids effectively to build a library collection.
building a library media collection that supports the curriculum
and promotes reading for pleasure.
dealing with censorship issues.
selecting print, non-print and Internet materials to build a
well-rounded media center collection.
selecting resource materials based on the attributes of different information formats to better serve student learning styles.
motivating patrons to use the library media center's collection.
organizing a school library advisory committee
21st Century Learning Skills and Innovation Skills:
1. Critical thinking and problem solving skills when working with students and teachers.
2. Communication skills through blogs and other communication tools.
3. Collaboration skills when working with classroom teachers.
4. Creativity & innovation skills when working with technology. and student learning,
Dispositions that:
recognize the importance of having current policies that support the administration of the school library media center: selection and reconsideration policy, collection development policy and a social networking policy.
recognize the need to include all sides of a controversial issue in the collection.
seek to select a variety of formats for the media center collection to satisfy student learning styles.
utilize reviews in recognized selection aids in building a collection
recognize the importance of dealing positively with censorship cases.
recognize that materials that are biased or stereotypical do not belong in the media center collection.
recognize that regular weeding of the collection keeps it current and useable.
select materials & related equipment that supports the total curriculum and responds to the multicultural school population.
recognize the importance of physical, intellectual, and organizational access to library media center's collection and services.
motivate library patrons to use the library media center collection.
COURSE CONTENT: Topics to be covered include, but are not necessarily limited to:
1. Selection policies and criteria
2. Collection mapping
3. Formats in selection
4. Evaluation of collection
5. Collection development policies that look at attributes of different information formats to satisfy learning styles.
6. Censorship issues and reconsideration of materials
7. Selection Aids
8. Selecting materials that support the total school curriculum and respond to multicultural needs.
9. Processing materials
10. Reviews of materials
11. Professional Ethics
12. Legal issues
13. Weeding the collection
14. Curriculum mapping
15. Copyright
16. Intellectual freedom
17. Social networking policy
18. Collection development policy
19. Physical, intellectual and organizational access to library collection of materials.
20. Motivating patrons to use the library media center's collection.
21. Library media advisory committee
INSTRUCTIONAL MATERIALS AND READINGS
Baumbach. D. J. & Miller, L. L. (2006). Less is more: A practical guide to weeding school library collections. Chicago, American Library Association.
Berube, L. (2010). Do you Web 2.0? Social networking and library services. New York: Neal Schuman.
Bielefield, A. & Cheeseman, L. (2007). Technology and copyright law: A guidebook for the library, research, and teaching professions. 2nd ed. New York: Neal Schuman.
Burgett, J., Haar, J. & Phillips, L. L. (2004). Collaborative collection development: A practical guide for your library. Chicago: American Library Association.
Butler, R. P. (2004). Copyright for teachers and librarians. New York: Neal Schuman.
Crosby, C. (2010). Effective blogging for libraries. New York: Neal Schuman.
Doll, C. A. & Barron, P. P. (2002). Managing and analyzing your collection: A practical guide for small libraries and school media centers. Chicago: American Library Association.
Greiner, T. & Cooper, B. (2007). Analyzing library collection use with Excel. Chicago: American Library Association.
Hale, J. A. (2008). A guide to curriculum mapping: Planning, implementing, and sustaining the process. Thousand Oaks, CA: Corwin Press.
Hoffmann, F. W. & Wood, R. J. (2007). Library collection development policies. Lanham, MD: Scarecrow.
Hoffmann, G. M. (2005). Copyright in cyberspace 2: Questions and answers for librarians. New York: Neal Schuman.
Hughes-Hassell, S. & Mancall, J. C. (2005). Collection management for youth: Responding to the needs of learners. Chicago: American Library Association.
Jacob, H. H. (Ed.) (2004). Getting results with curriculum mapping. Alexandria, VA: Association for Supervision & Curriculum Development.
Johnson, P. (2003). Fundamentals of collection development and management. Chicago: American Library Association.
Kitain, S. (2008). Shelf-esteem. New York: Neal Schuman.
Landis, C. (2010). A social networking primer for libraries. New York: Neal Schuman.
Miller, S. (2005). Developing and promoting graphic novel collections. New York: Neal Schuman.
Pressley, L. (2010). Wikis for libraries. New York: Neal Schuman.
Reichman, H. (2001). Censorship and selection: Issues and answers for schools. Chicago: American Library Association.
Simpson, C. (2005). Copyright for schools: A practical guide. 4th ed. Worthington, OH: Linworth.
Simpson, C. (2005). Copyright catechism: Practical answers to everyday school dilemmas. Worthington, OH: Linworth.
Simpson, C.. (2003). Ethics in school librarianship: A reader. Worthington, OH: Linworth.
COURSE REQUIREMENTS:
1. Student work
All student work submitted during the course is required to be original. Original means that the work is done this semester and has not been done by another person. All projects must be completed to be graded. Students are expected to research all assignments thoroughly using books, audiovisual materials, and the Internet. All reference lists are to be done in APA style for this course. Use the following Long Island University website as a reference for APA style:
http://www2.liu.edu/cwis/cwp/library/workshop/citapa.htm
Students are expected to turn in all assignments using word processing. Students can expect a 48 hour turn-around for e-mails and telephone messages to the professor, if at all possible. If you do not hear from the professor, please call or send the e-mail again.
The following are general descriptions of the projects required for the course:
Project 1.1 Class participation and attendance (10 points)
Students are required to attend Blackboard Collaboration sessions and to participate in the discussions online. As part of the participation grade students will do a student information sheet plus photo, set up their library media portfolio, formative evaluation and write a reflective summary of the course. Students who do not do equitable or quality work within their group will receive reduced points.
Student Questionnaire with photo, Due August 27
Library Media Portfolio set up: Due August 27
Set up a blog using blogger, Due August 27
Group responsibilities: September 3
Formative evaluation due: October 8
Written reflective summary due: November 12
Project 1.2 Selection Tools Evaluation (Individual project) (20 points)
Students will do individual examinations of six selection tools, and complete the provided Evaluation Guide for Selection Tools form for each. Your six tools must include: School Library Journal, Booklist and Library Media Connection and three other assigned titles. You will provide a completed evaluation guide for each of the six tools to the Professor, and give a PowerPoint presentation on Wimba class on the three tools assigned. Assignment Due: September 10.
Project 1.3 Three Collection Development Policies (Group Project) (20 points)
Prepare this for your policy and procedure handbook. You may begin with one already written and update and edit that document. The original must be included. Clearly mark/highlight any changes you make on the original copy. A clean copy should be submitted to the Professor along with the highlighted document and the originals. Part of the collection development policy will be a selection policy and reconsideration of materials in the collection. The selection policy should have been written in LM 513 Management of Media Centers. Clearly identify all three: (1) original collection development policy; (2) highlighted original; (3) New collection development policy. Make certain you clearly understand what a selection policy is and what a collection development policy is. A selection policy explains how you will select materials for the library media collection (books, videos, URLs, e-books, and so forth. A collection policy describes how the whole collection of materials will be decided. For example, what topics you will emphasize, what topics you will not collect, shared topics you will collect with another library, and so forth. A social networking policy is one that identifies how the school will handle Web 2.0 and other social networking aplications used in school, such as blogs, wikis, twitter, facebook, and other applications. Assignment due: October 8
Project 1.4 Media Reviews (Individual Project) (20 points)
1.4.1 Students will review six pieces of media. All should be new to you and as recent as possible (preferably 2010 copyright or 2011). Three should be materials that reviewers consider outstanding. Three should be materials that might bring a request for reconsideration from the school or community. Choose your titles by reading reviews, visiting your local public library, visiting Houston Cole Library, or checking the shelves in your own LMC. Include both fiction and non-fiction as well as at least one item appropriate for elementary, middle, and high school. You will have two lists: 1. outstanding materials, and 2. controversial materials. List each set of three on separate pages with an identifying header. Give complete bibliographic information in APA format for each item. Follow with an annotation of a few descriptive sentences (not “it was good” or “I liked it”).
1.4.2 Double Review – Choose one title from the six reviews and write two annotations for it. One should be addressed to fellow media specialists and one to age-appropriate readers.
1.4.3 Comparative Review – Choose one other title from the titles reviewed and locate at least two published reviews for it. DO NOT READ THEM. Write the best review you can as if it were to be printed in SLJ or Booklist. After you have written your review, read the published reviews. Write a paragraph comparing your evaluation with those two published reviews. Turn in the complete package---your review, a copy of the published review, and your comparison.
The total number of original reviews for this review assignment will be six, plus the two annotations you write based on one of the titles, plus one written review where you compare it to 2 published reviews. Counting all reviews, there should be eleven total.
Assignment Due: October 29
Project 1.5 Collection Analysis & Materials Order (Individual Project.) (30 points)
Develop a $2,000 order for materials useful to you in your media center. Select items to support one main theme, topic, or idea. You will prepare actual purchase orders for items and submit a justification paper for why you chose a particular topic/theme. Any item priced over $100 must have a sentence of justification for such an expensive purchase. No single purchase of over $500 may be made. A variety of media should be included in this order, not just print. Fill out specifications for cataloging data from vendor including bar code numbers. You must use selection tools to make this order. List the review source. Assignment Due: November 12
Go to your library media center and ask the media specialist to give you a print-out/shelf list of the science sections (900s ). You are to evaluate this section of the media center collection and to make a recommendation for filling the gaps you have discovered. You should determine the books that need to be weeded, the subjects that need additional materials. Make certain that the books in this section support the science curriculum.
EVALUATION PROCEDURES:
The course grade will be determined by the performance of the student in meeting the course requirements. Students are evaluated in the following areas and the quality of work:
Activity
% of Final Grade
Type of Assessment
Class participation and attendance, student info, formative evaluation & reflective summary
10 %
Teacher observation
Selection aids & PowerPoint
20%
Rubric
Collection development policy; selection policy & reconsideration policy, social media policy
20%
Rubric
Media reviews
20%
Rubric
Collection Analysus & Materials Order
30%
Rubric
Totals
100%
Grading policy:
The grading scale is as follows:
A=90-100%, B=80-89%, C=70-79%, F=69% and below.
No extra credit assignments are given.
DISABILITY ACCOMMODATIONS STATEMENT:
Any individual who qualifies for reasonable accommodations under the Americans with Disabilities Act or Section 504 of the Rehabilitation Act of 1973 should contact the course instructor immediately.
CLASS POLICIES:
1. Submitting Assignments.
Students are expected to submit assignments on time. Valid reasons for submitting work late must be cleared by the instructor in advance. It is the student’s responsibility to contact the professor when extenuating circumstances take place. Class participation points will be deducted for each day late. Students are expected to do equitable and quality work in groups. Points will be deducted for students not doing equitable and quality group work .
2. Professionalism
Students are expected to conduct themselves professionally. Acting professionally is an essential quality for all professionals who will be working in the schools. Professionalism includes but is not limited to the following:
· Participating in interactions and class activities in a positive manner.
· Collaborating and working equitably with students in the class.
· Actively participating in Blackboard Collaborate sessions.
· Turning in assignments on time.
· Signed into Blackboard Collborate and ready for online class for each session (4:30 p.m) punctually.
· Treating class members, colleagues, and instructor with respect in and out of the classroom. Threatening or bullying other students or the professor will not be tolerated.
· Eliminating interruptions in class. (This includes cell phones,
beepers, and disruptive behavior during class meetings, such
as talking that interferes with class activities.
· Students who display a lack of professionalism will be
contacted by the instructor immediately after the violation
takes place and informed of the consequences. If there is a
second violation the student may be dismissed from the
program for at least one year.
ACADEMIC HONESTY
Students are expected to adhere to the highest standards of academic honesty. Plagiarism occurs when a student uses or purchases ghostwritten papers. It also occurs when a student utilizes ideas or information obtained from another person without giving credit to that person. If plagiarism or another act of academic dishonesty occurs, it will be dealt with in accordance with the academic misconduct policy. Infractions may include cheating and plagiarism.
College of Education & Professional Studies Honesty Policy
Cheating
1. Cheating: 1st Offense - A student who cheats or participates in the act of cheating on an examination (or any other graded work) will receive a failing grade (“F”) in the course.
2. Cheating: 2nd Offense - A student who cheats or participates in the act of cheating on an examination (or any other graded work) will be dismissed from the program study, and will not be allowed to enroll in any other program of study in the College of Education & Professional Studies at Jacksonville State University.
Plagiarism
1. Plagiarism: 1st Offense – A student who plagiarizes or participates in the act of plagiarism will receive a failing grade (“F”) in the course. In addition, the student will be required to complete a remedial seminar on plagiarism. Failure to do so will result in an automatic 2nd Offense.
2. Plagiarism: 2nd Offense - A student who plagiarizes or participates in the act of plagiarism a second time will be dismissed from the program of study, and will not be allowed to enroll in any other program in the College of Education & Professional Studies at Jacksonville State University.
Exhibiting Unethical Disposition
1. Exhibiting Unethical Disposition: 1st Offense – A student who exhibits an unethical disposition such as lying and/or falsifying documentation to anyone in a supervisory role during any school or school-related activity associated with coursework will receive a failing grade (“F”) in the course.
2. Exhibiting Unethical Disposition: 2nd Offense - A student who exhibits an unethical disposition such as lying and/or falsifying documentation to anyone in a supervisory role a second time will be dismissed from the program of study, and will not be allowed to enroll in any other program in the College of Education & Professional Studies at Jacksonville State University.
NOTES:
1. It should be noted that the occurrence of cheating, plagiarizing, or exhibiting unethical dispositions is cumulative, i.e., it carries over to any other course taught in the College of Education & Professional Studies.
2. If a student wishes to appeal at any level of the honesty policy, she (he) is to follow the College of Education & Professional Studies’ grade appeal process.
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