LM 513 Management of Media Centers
JACKSONVILLE STATE UNIVERSITY
Department of Education and Professional Studies
LM 513 MANAGEMENT OF MEDIA CENTERS 2013
Fall Term, Online course
Professor: Dr. Betty J. Morrris
Office: 5th Floor,
Houston Cole Library
Phone: 256-782-5011 (office)
678-478-2745 (cell) emergency only
Email: email@example.com (office)
Office Hours: Tuesday & Wednesday, 1:30-4:00 p.m.
Virtual Office Hours: Monday & Thurday, 1:30-4:00 p.m.
Morris, Betty J. (2010). Administering the school library media center, 5th ed.
Westport, CT: Libraries Unlimited.
American Association of School Librarians. (2009). Empowering Learners: Guidelines for School Library Program
American Association of School Librarians. (2008). Standards for the 21st Century Learner in Action. Chicago: Author. (Not required)
American Association of School Librarians. (2008). Standards for the 21st Century Learner. Chicago: Author. (copy from the Internet)
Policies and procedures relative to the operation of a media center are identified. This course provides a study of budgeting procedures, layout of the media center and research related to media centers and student achievement. Group work is practiced for this course where students learn to collaborate on projects.
Upon successful completion of the course, the student will be able to demonstrate:
A. Knowledge of:
the evolution of the school library media concept.
the role and functions of a school library media center and media specialist.
strategies to integrate information literacy skills into the curriculum.
policies and procedures for budgeting, staffing, circulation, selection, acquisitions, cataloging, and evaluation.
resources to meet the needs of a multicultural school population and a diversity in learning styles.
computers and networking in school library media centers.
planning and conducting in-service programs.
developing public relations strategies to promote and publicize the
media center's resources and services.
professional standards and legislation related to school library media programs.
developing a file for community resources to strengthen a school program.
instructional leadership through curriculum development committees
and school library media advisory committees.
assessing, designing and organizing school library media center facilities and collection as a learning environment to meet the diverse needs of users.
managing physical facilities and resources for use by individuals, small groups and whole classes.
research findings related to school library media programs, including literacy
reading and student achievement.
legal and ethical issues related to copyright, intellectual property, intellectual
freedom and confidentiality. (AL 3a1)I
procedures ensuring physical , intellectual, and organizational access to library media center's collections and services.
procedues promoting flexible, open access to media center services.
procedures for locating, retrieving and interpreting information in various formats
impact of collaborative instruction on student achievement.
flexible scheduling and its components.
organizing a media advisory committee
maintaining and circulating a collection of materials and relataed equipment.
B. Skill in:
motivating school community to use the media center material collection.
collaborating with group members to improve instruction
planning and managing a media center using flexible scheduling.
planning, designing and organizing a functional school media center that allows use by individuals, small groups and whole classes.
planning and implementing a budget .
supporting professional associations.
using quantative and qualitative research methodology for decisions that promote student achievement
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,
C. Dispositions that:
recognize the importance of adhering to the ethical, best practice, and information literacy standards set by the profession;
recognize the need for collaboration with classroom teachers to improve instruction;
reflect on the research in the field and to utilize it for the improvement of media programs.
recognize the need for a learning environment that supports iundividual, small groups and whole classrooms.
recognize the need for flexible scheduling in support of collaborative instruction.
COURSE CONTENT: Topics to be covered include, but are not necessarily limited to:
History of Media Centers Networking
Function and Organization of Media Centers Evaluation
Professional Associations Cataloging
Budgets/Funding and justification (state & local) Copyright
Public Relations Circulation/Confidentiality
Facilities or learning environment management Physical resources management Weeding
Media Selection Record Keeping
Security of Media Centers In-service programs
Censorship Research findings
Technology Legal & ethical issues
Curriculum Integration/Development Literacy & reading
Flexible scheduling, open and equitable access Intellectual property
Intellectual freedom Flexible scheduling
Motivating use of collection Media advisory committee
Maintenance of equipment
Alignment of information literacy, mission, goals,
vision to increase student achievement I
INSTRUCTIONAL MATERIALS AND
Adams, H. R. et. al. (2005). Privacy in the 21st century:
Issues for public, school and academic libraries.
Westport, CT: Libraries Unlimited.
Alabama Department of Education (2008). Alabama's school library
media plan for the 21st century learner. Montgomery, AL:
American Association of School Librarians. (2008). Position
statement on the confidentiality of library records.
Retrieved on August 21, 2008 from the American
Library Association web site:
Baule, S. M. (2007), Facilities planning for school library and
technology centers. Columbus, OH: Linworth
Beck, S. E. & Manuel, K. (2007). Practical research methods
for librarians and information professionals. New York:
Brambach, D. J. & Miller, L. L. (2006). Less is more: A
practical guide to weeding school library collections.
Chicago: American Library Association.
Braxton, B. (2005, April). Inventory: 25 reasons for
doing one. Teacher Librarian, 32(4), 52-53.
Brophy, P.. (2007). The library in the 21st century. 2nd
ed. New York: Neal-Schuman.
Dickinson, G. (2005, April/May). Crying over spilled milk.
Library Media Connection, 24-26.
Downs, E. (2008). The school library media policy and
procedure writer. New York: Neal Schuman.
Erikson, R. & Markuson, C.. (2007). Designing a school library
media center for the future. 2nd ed. Chicago: American
Foust, J. L. (2003). Dewey need to get organized? A time
management and organization guide for school librarians.
Worthington, OH: Linworth Publishing.
Franklin, P. & Stephens, C. G. (2007). Library 101: A handbook for
school library media specialists. Westport, CT: Libraries
Gelernter, J. (n.d.) Loss prevention strategies for the
21st century library: Why theft prevention should be
high priority. Retrieved on August 22, 2008 from the World Wide Web:
Georgia Department of Education. (2008). You are the key…A handbook for
Georgiaschool library media specialists. Atlanta, GA: Author.
Hartzell, G. N. (1994). Building influence for the school librarian.
Worthington, OH: Linworth Publishing.
Kranich, N. (2007, November/December). Librarians and
teen privacy in the age of social networking.
Knowledge Quest, 36(2), 34-37.
Lavender, K. (2001). Book repair. 2nd ed. New York:
Martin, B.S. & Zannierier, M. (2009). Fundamentals of school library
media management. New York: Neal-Schuman.
Maryland State Department of Education. (2008). Library and media
center facilities design… Baltimore, MD: Author.
Moorman, J. (Ed.) (2007). Running a small library. New York: Neal-Schuman.
Repman, J. & Dickinson, G.K. (2007). (Eds.) (2007). School library
management. 6th ed. Columbus, OH: Linworth Publishing.
Santa Clara County Officeof Education, Library Services. (2001). Where do
I start? A school library handbook. Worthington, OH: Linworth Publishing.
Stephens, C. G. & Franklin, P. (2007). Library 101: A handbook for the
school library media specialist. Westport, CT: Libraries Unlimited.
Stueart, R. D. & Moran, B.B. (2007). Library and information center
management.7th ed. Westport, CT: Libraries Unlimited.
Thelan, L. (2003). Essentials of elementary school library
management. Worthington, OH: Linworth.
Toor, R. & Weisburg, H. (2006). New on the job: A school library
media specialist's guide to success. Chicago: American
Tucker, D. C. & Moseley, S. E. (2007). Crash course in library
supervision: Meeting the key players. Westport, CT:
Veldof, J. (2006). Creating the one-shot library workshop:
A step-by-step guide. Chicago: American Library Association.
Western Massachusetts Regional Library System (n. d.) Weed it!
For an attractive and useful collection, compiled by Karen Klopfer.
Retrieved on August 19, 2008 from the Western Massachusetts
Regional Library System web site:
Woolls, B. (2008). The school library media manager. 4rd ed.
Westport, CT: Libraries Unlimited.
Woolls, B. & Loertscher, D. V. (2004). Whole school library
handbook. Chicago: American Library Association.
American Psychological Association (1999). Electronic
reference formats recommended by the American
Psychological Association. Retrieved August 21,
2008 from: http://www.apa.org/journals/webref.html
Bertland, L. (n.d.). Resources for school libraries: Library media
center management. Retrieved August 9, 2008 from:
Hillsborough County Public Schools (2006, July). Media handbook. Retrieved on
August 28, 2008 from: http://www.sdhc.k12.fl.us/mediahandbook/
Maine school libraries facilities handbook. (n.d.) Retrieved on August 28,
2008 from the Maine Association of School Librarians web site:
Pappas, M. (2005, January). The virtual school library media
management manual. School Library Media Activities
Monthly, 21(5). Retrieved on August 28, 2008 from:
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 and posted on the professor's Library Media portfolio to be graded.
Students can expect a 48 hour turnaround when they send e-mails or leave telephone message if possible.
Students are expected to research all assignments thoroughly using books, audiovisual materials, and the Internet. All students are expected to turn in assignments on Livetext whether it is a group project or not.
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://www.liu.edu/cwis/cwp/library/workshop/citapa.htm
The following are general descriptions of the projects required for the course:
Project 1.1 Class participation and attendance
Students are required to attend Elluminate sessions and to participate in discussions. As part of the participation grade students will do a reading log, a formative evaluation and write a reflective summary of the course.
Group responsibilities due: September 9
Student information sheet with photo: August 26
Formative evaluation due: October 14
Reading log due: November 18
Written reflective summary due: November 18
Blog & shelfari due: August 26
Library Media Portfolio: August 26
Project 1.2 Policies and procedures manual
Students will develop a policy and procedure manual that serves as the framework for the daily operations of the school media center. The manual may be written for an actual media center or a hypothetical media center. It must be for one school media center not a district manual. Sections of this manual can be used to develop training materials for substitutes, media center aides, clerks, volunteers and student assistants. This assignment will be done in segments throughout the semester. Submission of the Policies and Procedures Manual will count toward the 300 total internship hours required by the State Department of Education.
Policy and procedure 1 completed: September 23
Policy and procedure 2 completed: October 7
Policy and procedure 3 completed: October 21
Policy & procedure manual 1-3 due for tentative review: October 21
Policy and procedure 4 completed: October 28
Policy and procedure 5 completed: November 11
Policy and procedure 6 completed: November 18
Final P & P manual due (1-6): November 18
Project 1.3 Newsletter
This is a group project where everyone in the class participates. Each group will develop topics assigned by the instructor related to the development of libraries and school library media centers. Creativity is required to make this assignment interesting to classmates.
Newsletter due to group 1: September 30
Newsletter due from Group 1 to groups & professor: October 7
Project 1.4 Budget
Students will work collaboratively with their group to develop a three-year budget plan. The plan will include justifications for your allocations of funds. Prior to developing the budget, a vision statement needs to be written which describes your plan for improving the budget over the next three years. You need to be very specific in your vision statement and your budget needs to reflect it.
Budget due & presenation: October 28, Blackboard collaborate
Project 1.5 Facilities
Each student must visit a media center and talk to a media specialist about media center facilities. Your group will be responsible for renovating an assigned media center floor plan and for writing a rationale for the renovations you made.
Faciliities due and presentation: October 14, Blackboard Collaborate
Project 1.6 Research PowerPoint
A PowerPoint will be prepared for the principal on research articles related to school library media centers and student achievement. A source for research articles about student achievement and media centers can be found at this website: http://www.davidvl.org/KeepingUpSLMResearch.pdf Students will read at least five or more research articles and design a PowerPoint presentation to share on Elluminate class for no more than 10 minutes. A bibliography is required in APA style to be included as a part of the PowerPoint. You also might look at the following web site too:
Powerpoint Due and Presentation: November 18, Blackboard Collaborate
The course grade will be determined by the performance of the student in meeting the course requirements.
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. Students are evaluated in the following areas:
% of Final Grade
Type of Assessment
Class participation and attendance, formative evaluation, reflective summary & reading log
Policy & procedure manual
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.
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 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:
o Participating in interactions and class activities in a
o Collaborating and working equitably with students in the class and in groups.
o Actively participating in class each week.
o Turning in assignments on time.
o Arriving at Blackboiard Collaborate sessions
o Treating class members, colleagues, and instructor
with respect in and out of the classroom.
· Bullying or treatening the instructor or students will not be tolerated.
o Eliminating interruptions in Blackboard Collaborate sessions and online
discussions with your group. (This includes cell
phones, beepers, and disruptive behavior during
class meetings, such as talking that interferes with
o Students who display a lack of professionalism will be
contacted by the professor immediately after the
violation takes place and informed of consequences.
If there is a second violation the student may be
dismissed from the program for at least one year.
Students who do not do their share of work in groups
or who present unaccepatable quality of work to their
group will be lowered one letter grade for the course.
Students who miss Blackboard Collaborate sessions
without an excuse and who do not inform the
professor ahead of time will be lowered one letter
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. Students will receive an F on the project and in the course should plagiarism occur.
Colllege of Education & Professional Studies Honesty Policy
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.
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.
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.