Reference Materials - LM 520
Simple Searching with Symbaloo!
By: Jennifer Strain, Spring 2013
Symbaloo is a free visual bookmarking site that gives you access to anything you bookmark with a tile from any computer (Heil , 2011). It is a fantastic way to group websites on a specific topic. Teachers and librarians can create a Symbaloo page for their students to access websites for research, educational games to play, and many other purposes. Students can create their own Symbaloo to house websites they like to visit, to save projects they have completed, etc. Click on the user guide below to find out how you can create your own symbaloo. View the brief videos below about SymbalooEDU and the many possibilities for this wonderful tool in your classroom.
Visit http://vimeo.com/15066476 to learn more about SymbalooEDU.
Resources
Heil , B. (2011, November 05). Mrs. heil's kindergarten website . Retrieved from https://sites.google.com/a/eusd.org/bheil/symbaloo
Symbaloo user guide . (n.d.). Retrieved from http://www.symbalooedu.com/wp-content/uploads/Symbaloo-user-guide.pdf
Troutner, J. (2011). Cool Curriculum Options and Tempting Technology Tools. Teacher Librarian, 39(2), 43-45.
Welcome to symbaloo edu. [Video podcast]. Retrieved from http://vimeo.com/15066476
Symbaloo is a free visual bookmarking site that gives you access to anything you bookmark with a tile from any computer (Heil , 2011). It is a fantastic way to group websites on a specific topic. Teachers and librarians can create a Symbaloo page for their students to access websites for research, educational games to play, and many other purposes. Students can create their own Symbaloo to house websites they like to visit, to save projects they have completed, etc. Click on the user guide below to find out how you can create your own symbaloo. View the brief videos below about SymbalooEDU and the many possibilities for this wonderful tool in your classroom.
Visit http://vimeo.com/15066476 to learn more about SymbalooEDU.
Resources
Heil , B. (2011, November 05). Mrs. heil's kindergarten website . Retrieved from https://sites.google.com/a/eusd.org/bheil/symbaloo
Symbaloo user guide . (n.d.). Retrieved from http://www.symbalooedu.com/wp-content/uploads/Symbaloo-user-guide.pdf
Troutner, J. (2011). Cool Curriculum Options and Tempting Technology Tools. Teacher Librarian, 39(2), 43-45.
Welcome to symbaloo edu. [Video podcast]. Retrieved from http://vimeo.com/15066476
symbaloo-user-guide.pdf | |
File Size: | 1136 kb |
File Type: |
QR Codes
By: Suzanne Sullins, Spring 2013
A QR code is a code that consists of black modules (square dots) arranged in a square grid on a white background. The information encoded may be made up of four standardized types ("modes") of data (numeric, alphanumeric, byte / binary, Kanji) or, through supported extensions, virtually any type of data.
A QR code is read by an imaging device, such as a camera, and formatted algorithmically by underlying software using Reed-Solomon error correction until the image can be appropriately interpreted. Data is then extracted from patterns present in both horizontal and vertical components of the image. As a variety of industries utilize the QR code today, the applications for use can vary from product tracking, item identification, time tracking, document management and general marketing purposes.
Visit http://www.qrcode.com/en/index.html to learn more about QR Codes.
A QR code is read by an imaging device, such as a camera, and formatted algorithmically by underlying software using Reed-Solomon error correction until the image can be appropriately interpreted. Data is then extracted from patterns present in both horizontal and vertical components of the image. As a variety of industries utilize the QR code today, the applications for use can vary from product tracking, item identification, time tracking, document management and general marketing purposes.
Visit http://www.qrcode.com/en/index.html to learn more about QR Codes.
How to Create a QR Code - Printable Directions:
howtocreateaqrcode.pdf | |
File Size: | 1248 kb |
File Type: |
QR Code Resources
About qrcode.com. (n.d.). Retrieved March 13, 2013, from http://www.qrcode.com/en/index.html.
Kaywa: services for the mobile internet (n.d.). Retrieved March 13, 2013, from http://www.kaywa.com.
QR code (n.d.). In Wikipedia. Retrieved March 13, 2013, from http://en.wikipedia.org/wiki/QR_code.
QR stuff. (n.d.). Retrieved March 13, 2013, from http://www.qrstuff.com.
About qrcode.com. (n.d.). Retrieved March 13, 2013, from http://www.qrcode.com/en/index.html.
Kaywa: services for the mobile internet (n.d.). Retrieved March 13, 2013, from http://www.kaywa.com.
QR code (n.d.). In Wikipedia. Retrieved March 13, 2013, from http://en.wikipedia.org/wiki/QR_code.
QR stuff. (n.d.). Retrieved March 13, 2013, from http://www.qrstuff.com.
How to Access the Library's Electronic Resources
By Jordan Hock, Spring 2013
To access an electronic database, follow the path below or click the blue link.
www.jsu.edu> Library>Library Home>Databases>Title Listing>A-Z Resource List
http://libguides.jsu.edu/eresources
Once you see this screen:
Click on the first letter of the database you are wanting to access.
To access an electronic database, follow the path below or click the blue link.
www.jsu.edu> Library>Library Home>Databases>Title Listing>A-Z Resource List
http://libguides.jsu.edu/eresources
Once you see this screen:
Click on the first letter of the database you are wanting to access.
Once you have clicked on the letter, click the name of the database you are trying to access. You will then be taken to this screen:
Enter your Student or Staff ID and Last Name and click submit.
The database you are attempting to access should be displayed shortly.
Scavenger Hunt
By Susan Cavender Spring 2013
Library Scavenger Hunt is an activity that requires students to discover resources in the library and use them to answer simple research questions. A scavenger hunt is not only fun but it teaches the students how to use the library and find information. Questions can be easily modified to suit any school library. After exploring the floor of the library, students move to an online component of the activity that gives them experience with searching and using Internet resources. This activity is a great way to introduce students to the library and get them acquainted with all the resources it has to offer. There are many websites that already have scavenger hunts created.
Some scavenger hunt websites:
mowyn.com/scavenger
http://www.thedaringlibrarian.com/2011/03/qr-code-quest-library-scavenger-hunt.html
http://pinterest.com/bookworm1675/library-scavenger-hunts/
http://www.ehow.com/how_5285942_create-fun-library-scavenger-hunt.html
The website below has great directions on how to plan a scavenger hunt. It is easy to follow the steps to create your own scavenger hunt for your library.
http://www.ehow.com/how_2190817_plan-library-scavenger-hunt.html
SYLLABUS
JACKSONVILLE STATE UNIVERSITY
Department of Education and Professional Studies
LM 520 REFERENCE MATERIALS
Spring Term, Tuesday, 4:30-7:30
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
Face-to-face 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:
Riedling, Ann. (2012). Reference skills for the school library media specialist: Tools and tips. 2nd ed. Santa Barbara, CA: Linworth.
COURSE DESCRIPTION:
Study and evaluation of basic reference sources and services.
COURSE OBJECTIVES: Upon successful completion of the course, the student will be able to demonstrate:
A. Knowledge of Content
1. Evaluating reference materials.(AL 290-3-.49, 3a1.(ii)(IV). (Assessment: reference exercises)
2. Evaluating and using selection aids to meet instructional goals. (AL 290-3-3.49, 3d1(i)(iii). (Assessment: reference exercises)
3. Guiding students to appropriate reference sources. (AL 290-3-3.49, 3a1.(II)(IV)) (Assessment: reference exercises)
4. Understanding the reference interview process. (AL 290-3-3.49, 3a1.(II)(IV). (Assessment: reference exercises)
5. Using computer databases/Internet as part of reference service. (AL 290-3-3-.49, 3a1.(ii)(III). (Assessment: reference exercises)
6. Developing strategies to integrate information literacy skills into the curriculum.(AL 290-3-3.49, 3b2.(I)(VI). (Assessment: pathfinder project)
7. Providing a variety of resource materials in multiple formats, including community resources. AL 290-3-3.49, 3a1. (i)(i). (Assessment: pathfinder project)
8. Plan reference services, using traditional and electronic services that are comprehensive and address the needs of users. (AL 290-3-.49, 3a1. (II)(IV). (Assessment: reference exercises)
9. Producing instructional materials that meet specific objectives and learner needs. (AL 290-3-3.49, 3b2.(i)(iii). (Assessment: pathfinder project and scavenger hunt)
B. Skill in:
1. Providing reference service to students and faculty.
2. Using appropriate selection aids in selecting
reference materials.
3. Evaluating selection aids used in selecting reference materials.
4. Evaluating reference materials.
5. Guiding students to appropriate reference sources.
6. Using computer databases/Internet as part of reference service.
7. Using both electronic and print resources as part of the reference process.
8. Developing strategies to integrate information literacy (research) skills into the curriculum.
9. Developing pathfinders that include a variety of resource materials in multiple formats as well as community resources.
21st Century Learning & 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:
1. recognize the need for introducing students to the research process.
2. understand the importance of a reference interview.
3. recognize the need to be an information specialist to faculty and students.
4. recognize the need to teach students to integrate both print and electronic information when doing research.
5. understand the importance of providing a variety of formats in resource materials and community resources to meet student learning needs.
COURSE CONTENT: Topics to be covered include, but are not necessarily limited to:
Reference Process (Interview, Ethics) Handbooks
Selection Aids Directories
Computers and Reference Service Biographical sources
Bibliographies Dictionaries
Atlases
Geographical Sources
Encyclopedias Government Documents
Almanacs Integrating Information
Yearbooks Literacy Skills in the whole school curriculum
Scavenger Hunts for reference materials Curriculum
Pathfinders
Indexes
INSTRUCTIONAL MATERIALS AND READINGS
References and Instructional Materials
AASL. (2009). Empowering Learners. Chicago: Author.
AASL. (2007) Standards for 21st-Century Learners. Chicago: Author.
Bopp, R. E. & Smith, L.C. (2010). Reference and information services: An introduction. 4th ed. Santa Barbara, CA: Libraries Unlimited.
Hysell, S. G., ed. (2009). Recommended reference books for small and medium-sized libraries and media centers. Santa Barbara, CA: Libraries Unlimited.
Houghton, S. (2005, January/February). Virtual reference @ your library. Knowledge Quest on the Web, 33, 1-5. Retrieved on November 17, 2005 from: http://www.ala.org/ala/aasl/aaslpubsandjournals/kqweb/kqarchives/v33/333Houghton.htm
Lanning, S. & Bryner, J. (2004). Essential reference services for today’s school media specialists. Westport, CT: Libraries Unlimited.
MacDonald, C. et al. (2002, November). Encyclopedias: SLJ’s 2002 ratings. School Library Journal, 58-98.
McQuade, M. (2003, May 15). Works in progress: Defining a dictionary. Booklist, 1688.
O’Sullivan, M. K. & Scott, T. J. (2000, Summer) Pathfinders go online. Library Journal, 40-42.
Websites:
Booklist
http://www.ala.org/booklist/
ALA
http://www.ala.org
Library of Congress
http://www.loc.gov
Government Printing Office
http://www.access.gpo.gov/
Reference Desk—contains links to vital dictionaries, encyclopedias, almanacs, and other reference resources
http://www.refdesk.com/
Clarion University Library. Library terms: Hypertext glossary of library terminology
http://www.clarion.edu/library/instructionpage/libraryterms.htm
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 can expect a 48 hour turnaround for e-mails and telephone messages to the professor, if possible. If the student has not heard from the professor in this timeframe, please call again or send an e-mail.
Students are expected to research all assignments thoroughly using books, audiovisual materials, and the Internet. Students are expected to turn in all assignments using word processing.
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 (Individual)
Students are required to attend class and to participate in the discussions. As part of the participation grade students will do a formative evaluation and write a reflective summary of the course.
Due Dates:
Formative evaluation: February 18
Written reflective summary: April 8
Project 1.2 Pathfinder Project (Team of 2 project)
Students are to individually develop a Pathfinder on a topic in a curriculum area of interest. Use the library pathfinder template found at this website to work on your pathfinder for this class: http://home.wsd.wednet.edu/pathfinders/template_pathfinder.htm. Each person in a group will develop a pathfinder on a specific content area of the curriculum that students might be researching in the media center. The pathfinder is an extended bibliography on a specific topic. It includes a listing of all the relevant material that can be used to research that particular topic. Everyone in the group might work on related pathfinders that would extend research in that topic. Groups will be required to do a class presentation discussing their pathfinders.
Date Due
Pathfinder Project: February 4
Oral Presentation: February 4
Project 1.3 Scavenger Hunt ( Individual or Team of 2)
Students are to develop a scavenger hunt for their own students to use to locate and use some of the reference materials identified in this class. The scavenger hunt must include both print and Internet sources. As a beginning for this assignment, look at the following website to get some ideas about scavenger hunts. http://www.forsyth.k12.ga.us/news/technews/article.asp?article=30. Students will work collaboratively to integrate reference sources and activities into a subject area of the curriculum using the scavenger hunt. Remember to make the scavenger hunt both a fun activity and a learning experience for the students. Do not use a scavenger hunt you have developed in any other class. Students will be required to share their scavenger hunt with the class.
Date Due
Scavenger Hunt: February 18
Oral Presentation: February 18
Project 1.4 Reference Exercises (Team of Two or group of 4 project)
Students will be given exercises that will need to be answered using the reference materials identified in this class. To prepare for this activity, each student needs to examine the reference tools under discussion in the class and prepare a bibliography card or study guide which describes the information that can be found in each reference tool. The purpose of this activity is to leave the student with a list of outstanding reference resources.
Due Date:
Reference Exercises: All assignments are due one week later for each topic. For example, the assignment for bibliographies is given in an online course on January 14 The assignment is due normally the following week in a Blackboard CFollaborate session on January 21. You are required to submit your work for review the day before the Blackboard Collaborate session.
Project 1.5 Virtual Library Project
Each student will evaluate Dr. Morris' Virtual Library. As you do this, each student will discuss what you are finding on the virtual library. What things do you like? What things would you like to see there? How does it need to be updated? What needs to stay the same but expanded? How? Due: Presentation and short paper April 1
Project 1.6 Final Exam
Reference questions and a list of reference sources will be given. The student will indicate which source would be used to answer the question. Students must complete all the weekly exercises prior to the exam.
Date Due:
Final Exam: April 8
The course grade will be determined by the performance of the student in meeting the course requirements.
COURSE EVALUATION: The course grade will be determined by the performance of the student in meeting the course requirements.
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. Students are evaluated in the following areas:
Activity
% of Final Grade
Type of Assessment
Class participation and attendance, formative evaluation, reflective summary.
10 %
Attendance (5%)
(Formative Summary (2%)
(Written Reflective Summary 3%)
Teacher observation
Checklist
Pathfinder Project
15%
Rubric
Scavenger Hunt
15%
Rubric
Reference Exercises
35%
Rubric
Final Exam
25%
Rubric
Totals
100%
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.
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:
o Participating in interactions and class activities in a positive manner.
o Collaborating and working equitably with students in the class.
o Actively participating in class each week.
o Turning in assignments on time.
o Arriving at and leaving class punctually.
o Treating class members, colleagues, and instructor with respect in and out of the classroom.
o Eliminating interruptions in class. (This includes cell phones, beepers, and disruptive behavior during class meetings, such as talking that interferes with class activities.
Threatening or bullying the professor or classmates will not be tolerated.
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.
Enter your Student or Staff ID and Last Name and click submit.
The database you are attempting to access should be displayed shortly.
Scavenger Hunt
By Susan Cavender Spring 2013
Library Scavenger Hunt is an activity that requires students to discover resources in the library and use them to answer simple research questions. A scavenger hunt is not only fun but it teaches the students how to use the library and find information. Questions can be easily modified to suit any school library. After exploring the floor of the library, students move to an online component of the activity that gives them experience with searching and using Internet resources. This activity is a great way to introduce students to the library and get them acquainted with all the resources it has to offer. There are many websites that already have scavenger hunts created.
Some scavenger hunt websites:
mowyn.com/scavenger
http://www.thedaringlibrarian.com/2011/03/qr-code-quest-library-scavenger-hunt.html
http://pinterest.com/bookworm1675/library-scavenger-hunts/
http://www.ehow.com/how_5285942_create-fun-library-scavenger-hunt.html
The website below has great directions on how to plan a scavenger hunt. It is easy to follow the steps to create your own scavenger hunt for your library.
http://www.ehow.com/how_2190817_plan-library-scavenger-hunt.html
SYLLABUS
JACKSONVILLE STATE UNIVERSITY
Department of Education and Professional Studies
LM 520 REFERENCE MATERIALS
Spring Term, Tuesday, 4:30-7:30
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
Face-to-face 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:
Riedling, Ann. (2012). Reference skills for the school library media specialist: Tools and tips. 2nd ed. Santa Barbara, CA: Linworth.
COURSE DESCRIPTION:
Study and evaluation of basic reference sources and services.
COURSE OBJECTIVES: Upon successful completion of the course, the student will be able to demonstrate:
A. Knowledge of Content
1. Evaluating reference materials.(AL 290-3-.49, 3a1.(ii)(IV). (Assessment: reference exercises)
2. Evaluating and using selection aids to meet instructional goals. (AL 290-3-3.49, 3d1(i)(iii). (Assessment: reference exercises)
3. Guiding students to appropriate reference sources. (AL 290-3-3.49, 3a1.(II)(IV)) (Assessment: reference exercises)
4. Understanding the reference interview process. (AL 290-3-3.49, 3a1.(II)(IV). (Assessment: reference exercises)
5. Using computer databases/Internet as part of reference service. (AL 290-3-3-.49, 3a1.(ii)(III). (Assessment: reference exercises)
6. Developing strategies to integrate information literacy skills into the curriculum.(AL 290-3-3.49, 3b2.(I)(VI). (Assessment: pathfinder project)
7. Providing a variety of resource materials in multiple formats, including community resources. AL 290-3-3.49, 3a1. (i)(i). (Assessment: pathfinder project)
8. Plan reference services, using traditional and electronic services that are comprehensive and address the needs of users. (AL 290-3-.49, 3a1. (II)(IV). (Assessment: reference exercises)
9. Producing instructional materials that meet specific objectives and learner needs. (AL 290-3-3.49, 3b2.(i)(iii). (Assessment: pathfinder project and scavenger hunt)
B. Skill in:
1. Providing reference service to students and faculty.
2. Using appropriate selection aids in selecting
reference materials.
3. Evaluating selection aids used in selecting reference materials.
4. Evaluating reference materials.
5. Guiding students to appropriate reference sources.
6. Using computer databases/Internet as part of reference service.
7. Using both electronic and print resources as part of the reference process.
8. Developing strategies to integrate information literacy (research) skills into the curriculum.
9. Developing pathfinders that include a variety of resource materials in multiple formats as well as community resources.
21st Century Learning & 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:
1. recognize the need for introducing students to the research process.
2. understand the importance of a reference interview.
3. recognize the need to be an information specialist to faculty and students.
4. recognize the need to teach students to integrate both print and electronic information when doing research.
5. understand the importance of providing a variety of formats in resource materials and community resources to meet student learning needs.
COURSE CONTENT: Topics to be covered include, but are not necessarily limited to:
Reference Process (Interview, Ethics) Handbooks
Selection Aids Directories
Computers and Reference Service Biographical sources
Bibliographies Dictionaries
Atlases
Geographical Sources
Encyclopedias Government Documents
Almanacs Integrating Information
Yearbooks Literacy Skills in the whole school curriculum
Scavenger Hunts for reference materials Curriculum
Pathfinders
Indexes
INSTRUCTIONAL MATERIALS AND READINGS
References and Instructional Materials
AASL. (2009). Empowering Learners. Chicago: Author.
AASL. (2007) Standards for 21st-Century Learners. Chicago: Author.
Bopp, R. E. & Smith, L.C. (2010). Reference and information services: An introduction. 4th ed. Santa Barbara, CA: Libraries Unlimited.
Hysell, S. G., ed. (2009). Recommended reference books for small and medium-sized libraries and media centers. Santa Barbara, CA: Libraries Unlimited.
Houghton, S. (2005, January/February). Virtual reference @ your library. Knowledge Quest on the Web, 33, 1-5. Retrieved on November 17, 2005 from: http://www.ala.org/ala/aasl/aaslpubsandjournals/kqweb/kqarchives/v33/333Houghton.htm
Lanning, S. & Bryner, J. (2004). Essential reference services for today’s school media specialists. Westport, CT: Libraries Unlimited.
MacDonald, C. et al. (2002, November). Encyclopedias: SLJ’s 2002 ratings. School Library Journal, 58-98.
McQuade, M. (2003, May 15). Works in progress: Defining a dictionary. Booklist, 1688.
O’Sullivan, M. K. & Scott, T. J. (2000, Summer) Pathfinders go online. Library Journal, 40-42.
Websites:
Booklist
http://www.ala.org/booklist/
ALA
http://www.ala.org
Library of Congress
http://www.loc.gov
Government Printing Office
http://www.access.gpo.gov/
Reference Desk—contains links to vital dictionaries, encyclopedias, almanacs, and other reference resources
http://www.refdesk.com/
Clarion University Library. Library terms: Hypertext glossary of library terminology
http://www.clarion.edu/library/instructionpage/libraryterms.htm
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 can expect a 48 hour turnaround for e-mails and telephone messages to the professor, if possible. If the student has not heard from the professor in this timeframe, please call again or send an e-mail.
Students are expected to research all assignments thoroughly using books, audiovisual materials, and the Internet. Students are expected to turn in all assignments using word processing.
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 (Individual)
Students are required to attend class and to participate in the discussions. As part of the participation grade students will do a formative evaluation and write a reflective summary of the course.
Due Dates:
Formative evaluation: February 18
Written reflective summary: April 8
Project 1.2 Pathfinder Project (Team of 2 project)
Students are to individually develop a Pathfinder on a topic in a curriculum area of interest. Use the library pathfinder template found at this website to work on your pathfinder for this class: http://home.wsd.wednet.edu/pathfinders/template_pathfinder.htm. Each person in a group will develop a pathfinder on a specific content area of the curriculum that students might be researching in the media center. The pathfinder is an extended bibliography on a specific topic. It includes a listing of all the relevant material that can be used to research that particular topic. Everyone in the group might work on related pathfinders that would extend research in that topic. Groups will be required to do a class presentation discussing their pathfinders.
Date Due
Pathfinder Project: February 4
Oral Presentation: February 4
Project 1.3 Scavenger Hunt ( Individual or Team of 2)
Students are to develop a scavenger hunt for their own students to use to locate and use some of the reference materials identified in this class. The scavenger hunt must include both print and Internet sources. As a beginning for this assignment, look at the following website to get some ideas about scavenger hunts. http://www.forsyth.k12.ga.us/news/technews/article.asp?article=30. Students will work collaboratively to integrate reference sources and activities into a subject area of the curriculum using the scavenger hunt. Remember to make the scavenger hunt both a fun activity and a learning experience for the students. Do not use a scavenger hunt you have developed in any other class. Students will be required to share their scavenger hunt with the class.
Date Due
Scavenger Hunt: February 18
Oral Presentation: February 18
Project 1.4 Reference Exercises (Team of Two or group of 4 project)
Students will be given exercises that will need to be answered using the reference materials identified in this class. To prepare for this activity, each student needs to examine the reference tools under discussion in the class and prepare a bibliography card or study guide which describes the information that can be found in each reference tool. The purpose of this activity is to leave the student with a list of outstanding reference resources.
Due Date:
Reference Exercises: All assignments are due one week later for each topic. For example, the assignment for bibliographies is given in an online course on January 14 The assignment is due normally the following week in a Blackboard CFollaborate session on January 21. You are required to submit your work for review the day before the Blackboard Collaborate session.
Project 1.5 Virtual Library Project
Each student will evaluate Dr. Morris' Virtual Library. As you do this, each student will discuss what you are finding on the virtual library. What things do you like? What things would you like to see there? How does it need to be updated? What needs to stay the same but expanded? How? Due: Presentation and short paper April 1
Project 1.6 Final Exam
Reference questions and a list of reference sources will be given. The student will indicate which source would be used to answer the question. Students must complete all the weekly exercises prior to the exam.
Date Due:
Final Exam: April 8
The course grade will be determined by the performance of the student in meeting the course requirements.
COURSE EVALUATION: The course grade will be determined by the performance of the student in meeting the course requirements.
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. Students are evaluated in the following areas:
Activity
% of Final Grade
Type of Assessment
Class participation and attendance, formative evaluation, reflective summary.
10 %
Attendance (5%)
(Formative Summary (2%)
(Written Reflective Summary 3%)
Teacher observation
Checklist
Pathfinder Project
15%
Rubric
Scavenger Hunt
15%
Rubric
Reference Exercises
35%
Rubric
Final Exam
25%
Rubric
Totals
100%
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.
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:
o Participating in interactions and class activities in a positive manner.
o Collaborating and working equitably with students in the class.
o Actively participating in class each week.
o Turning in assignments on time.
o Arriving at and leaving class punctually.
o Treating class members, colleagues, and instructor with respect in and out of the classroom.
o Eliminating interruptions in class. (This includes cell phones, beepers, and disruptive behavior during class meetings, such as talking that interferes with class activities.
Threatening or bullying the professor or classmates will not be tolerated.
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.