Instructional Design - LM555
SYLLABUS
JACKSONVILLE STATE UNIVERSITY
Department of Education and Professional Studies
LM 555 INSTRUCTIONAL DESIGN (https://c1.livetext.com/doc/8258988/3821877
Spring Term, Wednesday, 4:30-7:30
Professor: Dr. Betty J. Morris Dr. Susan R. Nelson
Office: 5th Floor,
Houston Cole Library
Phone: 256-782-5011 (office)
256-782-0528 (home)
678-478-2745 (cell) emergency only
Email: [email protected] (office)
[email protected] (home)
Face-to-face Office Hours: Wednesday & Thursday: 1:30-4:00 p.m.
Virtual ffice Hours: Mondays & Thursday, 1:30-4:00 p.m.,
Appointments requested
Classes will be held on Blackboard Collaborate on Mondays at 4:30-7:30. See instructions on how to get into Blackboard Collaborate.
The first class session of Blackboard Collaborate is Monday, January 13. You have work to complete on the Monday, January 6, prior to the first class. See
the tentative schedule and complete the items listed there.
_________________________________________________________________________________________________________________________________________________________________________
Disregard information below:
Dr. Nelson's office hours are by appointment.
Phone: 205-938-9485 (home)
205-243-2647 (cell)
Email: [email protected] (home)
__________________________________________________________________________________________________________________________________________________________________________
REQUIRED TEXTS:
Turner, P. M. & Ann Riedling. (2003). Helping teachers teach: A school library media specialist’s role. 3rd ed. Santa Barbara, CA:: Libraries Unlimited.
COURSE DESCRIPTION:
Design and development of a systematic approach to learner-based instruction emphasizing the role of media in the communication process.
COURSE OBJECTIVES: Upon successful completion of the course, the student will be able to demonstrate:
A. Knowledge of:
1. collaborating with teachers to improve instruction using characteristics of learners in a multicultural society.
2. using creativity and innovation in planning instructional units with teachers that motivates students to become information literate, independent learners and socially responsible in the use of information
and technology.
3. assisting and demonstrating the application of teaching information literacy skills through field experience.
4. planning, designing, conducting and evaluating technology in-service for teachers.
5. teaching research or information literacy skills.
6. critical thinking and problem solving skills in designing instruction using a variety of instructional strategies and assessment tools.
7. communicating using blogs or discussion groups to unify the online community.
8. designing, developing, implementing and evaluating learning activities across curricula and grade levels.
9. designing project-based learning modules/projects.
10. designing appropriate learning tasks and assessments.
11. collaborating with learning community to develop, implement and access the library media program to meet information needs.
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 collaboration with classroom teachers to improve instruction;
2. recognize that the curriculum of the media specialist is information literacy skill instruction.
3. take responsibility for teaching the research process.
4. recognize the need to plan and design technology in-service for teachers.
5. recognize responsibility of planning, designing, developing and evaluating instructional units with classroom teachers across the curricula and grade levels.
6. recognize responsibility for assisting students and teachers in application of information skills using a variety of instructional strategies and assessment tools.
COURSE CONTENT: Topics to be covered include, but are not necessarily limited to:
Role of the Media Specialist as an instructional partner to design, implement and evaluate instruction.
Teaching/learning activities
Professional Standards
Research Models
Application of information skills to motivate students to be independent learners, information literate, and socially responsible in using information and technology.
Instructional Design Model
Needs Assessment
Instructional Objectives
Learner Analysis, including characteristics of multicultural learners
Assessment of Student Performance
Content Analysis
Materials Selection
Development of a variety of instructional strategies/activites and assessment tools
Evaluation
Levels of Instructional Consultation
No Involvement
Initial Level
Moderate Level
In-Depth Level (Instructional team/Inservice)
Collaboration with classroom teachers and effect on student achievement
Collaboration with learning communnity to develop, implement and assess the school library media program to meet information needs.
Project-based learning modules
In-service programs appropriate for school media specialists.
Design appropriate learning tasks and assessments
INSTRUCTIONAL MATERIALS AND READINGS
American Association of School Librarians. (2007). Standards of 21st century learners. Chicago: American Library Association.
Birks, J. & Hunt, F. (2003). Hands-on information literacy activities. New York: Neal Schuman.
Bradens, R. (1996). The case for linear instructional design and development: A commentary on models, challenges, and myths. Educational Technology, 36(2), 5-23.
Burkhardt, J. M., et al. (2005). Creating a comprehensive information literacy plan. New York: Neal-Schuman.
Copeland, B. S. & Messner, P. A. (2005). Collaborative library lessons for the primary grades. Westport, CT: Libraries Unlimited.
Dick, W. & Carey, L. (1995). The systematic design of instruction (4th ed.) New York: Addison-Wesley.
Eisenberg, M. B., et al. (2004). Information literacy: Essential skills for the information age. 2nd ed. Westport, CT: Libraries Unlimited.
Farmer, L.S. J. (2007). Collaborating with administrators and educational support staff. New York: Neal-Schuman.
Gagne, R., Briggs, L. & Wager, W. (1992). Principles of instructional design (4th ed.) Fort Worth, TX: Harcourt Brace.
Gustafson, K.L. & Brach, R.M. (May, 1997). Survey of instructional development models. Syracuse, NY: ERIC Clearinghouse on Information & Technology.
Harris, C. (2007). An administrator's guide to school libraries. Le Roy, NY: Genesee Valley BOCES.
Heinich, R., Molenda, M., Russell, J., & Smaldino, S. (1996). Instructional media and technologies for learning (4th ed.), Englewood Cliffs, NJ: Prentice Hall.
Keeling, J. (2005). Lesson plans for the busy librarian. Vol. 2. Westport, CT: Librarians Unlimited.
Kemp, J. E., Morrison, G. R., & Ross, S. M. (2000). Designing effective instruction (2nd ed.), New York, NY: Macmillan College Publishing Company.
Kuhlthau, C. C., et al. (2007). Guided inquiry. Westport: CT: Libraries Unlimited.
LaGuardia, C. & Oka, C. K. (2000). Becoming a library teacher. New York: Neal-Schuman.
Merrill, M. D. (1991). Some comments on constructivism and instructional design. Educational Technology, 31(5), 45-52.
Perkins, D. N. (1991). Technology meets constructivism: Do they make a marriage? Educational Technology, 31(5), 18-23.
Reigeluth, C.M. (ed.) (1999). Instructional-Design Theories and Models Volume II – A New Paradigm of Instructional Theory. Mahwah, NJ: Lawrence Erlbaum Associates Publishers
Roblyer, M. D., Edwards, J. (2000). Integrating educational technology into teaching (2nd ed.) Columbus, OH: Prentice Hall.
Riedling, A. M. (2007). An educator's guide to information literacy: What every high school senior needs to know. Westport, CT: Libraries Unlimited.
Seels, B., and Glasgow, Z. (1998). Making instructional design decisions. Columbus, Ohio: Prentice Hall.
Shambaugh, R. N., & Magliaro, S. (1997). Mastering the possibilities: A process approach to instructional design. Boston: Allyn & Bacon.
Smith, P. & Ragan, T. (1999). Instructional design. New York, NY: Merrill Publishing Company.
Sykes, J. A. (2005). Brain friendly school libraries. Westport, CT: Libraries Unlimited.
Taylor, J. (2005). Information literacy and the school library media center. Westport, CT: Libraries Unlimited.
Thomas, M. J. K. (2007). Information literacy for the non-college bound. Westport, CT: Libraries Unlimited.
Willis, J. (1995). A recursive, reflective instructional design model based on constructivist-interpretivist theory. Educational Technology, 35(6), 5-23.
Zook, K. (2001). Instructional design for classroom teaching and learning. Boston, MA: Houghton Mifflin.
COURSE REQUIREMENTS
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 turn-around on e-mails and phone messges to the professor. If the studednt hasn't heard from the professor , it may be because the telephone message or e-mail was not received.
Please try to contactr the professor again.
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:
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:
Team List: January 20
Student information sheet: January 20
Blog & Shelfari Due: February 3
Library Media Portfolio Due: January 20
Formative evaluation: February 24
Written reflective summary: April 7
Group/Team Project evaluation: After each Project
Project 1.2 Instructional Design Project
Students will design, implement if possible, evaluate, a written ID unit project. The unit will (1) utilize a variety of instructional methods to meet learner needs and will (2) utilize a variety of library resources. The lesson plan will center around one of the information literacy research models and the steps in the model will be followed throughout the lesson.
Because the emphasis for this assignment is collaborative planning, the students in this class will work with a classroom teacher to develop the unit. The unit may be an original unit or a unit that a teacher wishes to improve with assistance.
The group of students in this class and the collaborating classroom teacher will decide the length of the unit; however, a minimum of a (five) day unit is required. If block scheduling is used, a minimum of a three (3) day unit is required.The unit must be typed using word processing using a font size of 12 or higher.
There will be an approximate 30 minute oral presentation of the units in class. Emphasis in the oral presentation will be the actual lesson taught using the research model. A handout of the lesson must be provided for all class members.
Project Due Date: March 31
Project 1.3 In-service Technology Project for Faculty
Students will design an in-service training project for faculty using the outline presented in the textbook. The written component of this project must be typed using word processing with a font size of 12 or higher.
A 30 minute oral presentation of the training session will be presented on Wimba. A handout of the in-service plan will be provided for all class members. Each student is to e-mail handouts to all students in the course.
Project Due Date: Project Due & Date of presentation: MARCH 3
Project 1.4 Oral Report of Research Model
A 15 minute oral presentation of a research model will be presented to the class. A handout of the model components will be provided for all class members. Please e-mail all class members the handout.The oral reports will be given throughout the semester by individuals in the class.
Research models due: Feb. 24 & March 31
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
Written ID Project
30%
Rubric
ID Project Oral Presentation & handout
10%
Rubric
Written In-service Project
25%
Rubric
Oral In-service Project & Handout
10%
Rubric
Oral Research Model Report
15%
Rubric
Total 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.
Refusing to keep all documents posted on time so the professor can see them in the library media portfolio.
Threatening or bullying the professor or classmates is considered non-professioanl behavior that is unacceptable. Should it occur, a student may be dropped from the program for a period of time or dismissed from the library media program.
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 or longer.
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
SYLLABUS
JACKSONVILLE STATE UNIVERSITY
Department of Education and Professional Studies
LM 555 INSTRUCTIONAL DESIGN (https://c1.livetext.com/doc/8258988/3821877
Spring Term, Wednesday, 4:30-7:30
Professor: Dr. Betty J. Morris Dr. Susan R. Nelson
Office: 5th Floor,
Houston Cole Library
Phone: 256-782-5011 (office)
256-782-0528 (home)
678-478-2745 (cell) emergency only
Email: [email protected] (office)
[email protected] (home)
Face-to-face Office Hours: Wednesday & Thursday: 1:30-4:00 p.m.
Virtual ffice Hours: Mondays & Thursday, 1:30-4:00 p.m.,
Appointments requested
Classes will be held on Blackboard Collaborate on Mondays at 4:30-7:30. See instructions on how to get into Blackboard Collaborate.
The first class session of Blackboard Collaborate is Monday, January 13. You have work to complete on the Monday, January 6, prior to the first class. See
the tentative schedule and complete the items listed there.
_________________________________________________________________________________________________________________________________________________________________________
Disregard information below:
Dr. Nelson's office hours are by appointment.
Phone: 205-938-9485 (home)
205-243-2647 (cell)
Email: [email protected] (home)
__________________________________________________________________________________________________________________________________________________________________________
REQUIRED TEXTS:
Turner, P. M. & Ann Riedling. (2003). Helping teachers teach: A school library media specialist’s role. 3rd ed. Santa Barbara, CA:: Libraries Unlimited.
COURSE DESCRIPTION:
Design and development of a systematic approach to learner-based instruction emphasizing the role of media in the communication process.
COURSE OBJECTIVES: Upon successful completion of the course, the student will be able to demonstrate:
A. Knowledge of:
- The levels of instructional consultation of a media specialist with classroom teachers in the instructional design process. (AL 290-3-3-.49-3b2.(ii)(11). (Assessment: instructional design project)
- The ability to apply the instructional design process in developing an integrated classroom/library media unit that motivates students to become information literate, independent learners and socially responsible in the use of information & technology. (AL 290-3-3-.49-3b2.(i)(V1). (Assessment: instructional design project)
- The ability to design, implement and evaluate instructional activities and integrate information skills across curricula and grade levels. (AL 290-3-3-.49-3c2.(ii)(1V). (Assessment: instructional design project)
- Relate performance objectives to multimedia materials selected to serve multicultural learners and a variety of learning styles and to motivate students to learn. (AL 290-3-3-.49-3b1. (i)(1). (Assessment: instructional design project)
- Design, plan, conduct and evaluate in-service programs. (AL 290-3-3-.49-3c2.(i)(11);3d2.(ii)(1).(Assessment: technology in-service project)
- Research models and how to use them in planning lessons. (AL 290-3-3-.493b2.(i)(V1). (Assessment: principal research project)
- The ability to assist students and teachers in the application of information skills through demonstration in the field experience. (AL-290-3-3-.49-3a1.(ii)(1);3d2.(ii)(11). (Assessment: instructional design project)
- Characteristics of learners in a multicultural society, including diverse abilities, interests, needs and learning styles. (AL 290-3-3-.49-3b1.(i)(11). (Assessment: instructional design project)
- Impact of collaborative instruction on student achievement. (AL 290-3-3-.49-3b2.(i)(11). (Assessment: instructional design project)
- A variety of instructional strategies and assessment tools in planning an instructional design unit. (AL 290-3-3-.49-3b2.(i)(111). (Assessment: instructional design project)
- Ability to design appropriate learning tasks and assessments. (AL 290-3-3-.49-3c2.(ii)(1). (Assessment: instructional design project)
- Project-based learning tools. (AL 290-3-3-.49-3b2.(i)(V111). (Assessment: instructional design project)
- Collaboration with learning community to develop, implement and assess the library media program to meet information needs (AL 290-3-3-.49-3b2.(i)(1V). (Assessment: instructional design project)
- Strategies to locate, analyze, evaluate, and synthesize information in a variety of formats for diverse and multicultural purposes. (AL 290-3-3-.49-3a1.(i)(1). (Assessment: instructional design project)
- Strategies for identifying individual interests, needs, and capabilities. (AL 290-3-3-.49-3a1.(i)(11). (Assessment: instructional design project)
- Demonstrate the use of current and relevant information processes and resources including emerging 21st century technologies. (AL 290-3-3-.49-3a1.(ii)(111).(Assessment: instructional design project)
- Select unique and recommend diverse materials in multiple formats and at levels that facilitate the reading process and the development of readers. (AL 290-3-3-.49-3a2.(ii)(111). (Assessment: instructional design project)
- Instruction that motivates students to become information literate, independent in their learning, and socially responsible in their use of information and information technology. (AL 290-3-3-.49-3b1.(i)(1). (Assessment: instructional design project)
- Procedures for designing, implementing, and evaluating instructional activities and integrating information skills into the curriculum (AL 290-3-3-.49-3b1.(i)(111). (Assessment: instructional design project)
- Design, develop, and implement, and evaluate learning activities and units of instruction across curricula and grade levels. (AL 290-3-3-.49-3b1.(ii)(1). (Assessment: instructional design project)
- Procedures for developing curriculum and for producing instructional materials to me to meet learning objectives and characteristics (AL 290-3-3-.49-3b2.(i)(V). (Assessment: instructional design project)
- Procedures for designing, implementing, and evaluating instructional activities and integrating information skills into the curriculum. (AL 290-3-3-.49-3b2.(i)(V1). (Assessment: instructional design project)
- Collaborate with the learning community as a member of the instructional team to design, implement, and evaluate teaching-learning activities. (AL 290-3-3-.49-3b2.(i)(1V). (Assessment: instructional design project)
- The Alabama Course of Study: Technology Education. (AL 290-3-3-.49-3b3.(i)(1). (Assessment: instructional design project)
- Employ strategies to integrate technology with the content curriculum. (AL 290-3-3-.49-3b3.i)(11) (Assessment: instructional design project)
- Ensure that responsibility for an integrated information literacy curriculum is shared across the school. (AL 290-3-3-.49-3b3.(ii)(1V). (Assessment: instructional design project)
- Assist students and teachers in locating, retrieving, and interpreting information in various formats (AL 290-3-3-.49-3b3.(ii)(V). (Assessment: instructional design project)
- Techniques to promote the use of information in different formats by students and other members of the learning community. (AL 290-3-3-.49-3d1.(i)(1V). (Assessment: instructional design project)
1. collaborating with teachers to improve instruction using characteristics of learners in a multicultural society.
2. using creativity and innovation in planning instructional units with teachers that motivates students to become information literate, independent learners and socially responsible in the use of information
and technology.
3. assisting and demonstrating the application of teaching information literacy skills through field experience.
4. planning, designing, conducting and evaluating technology in-service for teachers.
5. teaching research or information literacy skills.
6. critical thinking and problem solving skills in designing instruction using a variety of instructional strategies and assessment tools.
7. communicating using blogs or discussion groups to unify the online community.
8. designing, developing, implementing and evaluating learning activities across curricula and grade levels.
9. designing project-based learning modules/projects.
10. designing appropriate learning tasks and assessments.
11. collaborating with learning community to develop, implement and access the library media program to meet information needs.
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 collaboration with classroom teachers to improve instruction;
2. recognize that the curriculum of the media specialist is information literacy skill instruction.
3. take responsibility for teaching the research process.
4. recognize the need to plan and design technology in-service for teachers.
5. recognize responsibility of planning, designing, developing and evaluating instructional units with classroom teachers across the curricula and grade levels.
6. recognize responsibility for assisting students and teachers in application of information skills using a variety of instructional strategies and assessment tools.
COURSE CONTENT: Topics to be covered include, but are not necessarily limited to:
Role of the Media Specialist as an instructional partner to design, implement and evaluate instruction.
Teaching/learning activities
Professional Standards
Research Models
Application of information skills to motivate students to be independent learners, information literate, and socially responsible in using information and technology.
Instructional Design Model
Needs Assessment
Instructional Objectives
Learner Analysis, including characteristics of multicultural learners
Assessment of Student Performance
Content Analysis
Materials Selection
Development of a variety of instructional strategies/activites and assessment tools
Evaluation
Levels of Instructional Consultation
No Involvement
Initial Level
Moderate Level
In-Depth Level (Instructional team/Inservice)
Collaboration with classroom teachers and effect on student achievement
Collaboration with learning communnity to develop, implement and assess the school library media program to meet information needs.
Project-based learning modules
In-service programs appropriate for school media specialists.
Design appropriate learning tasks and assessments
INSTRUCTIONAL MATERIALS AND READINGS
American Association of School Librarians. (2007). Standards of 21st century learners. Chicago: American Library Association.
Birks, J. & Hunt, F. (2003). Hands-on information literacy activities. New York: Neal Schuman.
Bradens, R. (1996). The case for linear instructional design and development: A commentary on models, challenges, and myths. Educational Technology, 36(2), 5-23.
Burkhardt, J. M., et al. (2005). Creating a comprehensive information literacy plan. New York: Neal-Schuman.
Copeland, B. S. & Messner, P. A. (2005). Collaborative library lessons for the primary grades. Westport, CT: Libraries Unlimited.
Dick, W. & Carey, L. (1995). The systematic design of instruction (4th ed.) New York: Addison-Wesley.
Eisenberg, M. B., et al. (2004). Information literacy: Essential skills for the information age. 2nd ed. Westport, CT: Libraries Unlimited.
Farmer, L.S. J. (2007). Collaborating with administrators and educational support staff. New York: Neal-Schuman.
Gagne, R., Briggs, L. & Wager, W. (1992). Principles of instructional design (4th ed.) Fort Worth, TX: Harcourt Brace.
Gustafson, K.L. & Brach, R.M. (May, 1997). Survey of instructional development models. Syracuse, NY: ERIC Clearinghouse on Information & Technology.
Harris, C. (2007). An administrator's guide to school libraries. Le Roy, NY: Genesee Valley BOCES.
Heinich, R., Molenda, M., Russell, J., & Smaldino, S. (1996). Instructional media and technologies for learning (4th ed.), Englewood Cliffs, NJ: Prentice Hall.
Keeling, J. (2005). Lesson plans for the busy librarian. Vol. 2. Westport, CT: Librarians Unlimited.
Kemp, J. E., Morrison, G. R., & Ross, S. M. (2000). Designing effective instruction (2nd ed.), New York, NY: Macmillan College Publishing Company.
Kuhlthau, C. C., et al. (2007). Guided inquiry. Westport: CT: Libraries Unlimited.
LaGuardia, C. & Oka, C. K. (2000). Becoming a library teacher. New York: Neal-Schuman.
Merrill, M. D. (1991). Some comments on constructivism and instructional design. Educational Technology, 31(5), 45-52.
Perkins, D. N. (1991). Technology meets constructivism: Do they make a marriage? Educational Technology, 31(5), 18-23.
Reigeluth, C.M. (ed.) (1999). Instructional-Design Theories and Models Volume II – A New Paradigm of Instructional Theory. Mahwah, NJ: Lawrence Erlbaum Associates Publishers
Roblyer, M. D., Edwards, J. (2000). Integrating educational technology into teaching (2nd ed.) Columbus, OH: Prentice Hall.
Riedling, A. M. (2007). An educator's guide to information literacy: What every high school senior needs to know. Westport, CT: Libraries Unlimited.
Seels, B., and Glasgow, Z. (1998). Making instructional design decisions. Columbus, Ohio: Prentice Hall.
Shambaugh, R. N., & Magliaro, S. (1997). Mastering the possibilities: A process approach to instructional design. Boston: Allyn & Bacon.
Smith, P. & Ragan, T. (1999). Instructional design. New York, NY: Merrill Publishing Company.
Sykes, J. A. (2005). Brain friendly school libraries. Westport, CT: Libraries Unlimited.
Taylor, J. (2005). Information literacy and the school library media center. Westport, CT: Libraries Unlimited.
Thomas, M. J. K. (2007). Information literacy for the non-college bound. Westport, CT: Libraries Unlimited.
Willis, J. (1995). A recursive, reflective instructional design model based on constructivist-interpretivist theory. Educational Technology, 35(6), 5-23.
Zook, K. (2001). Instructional design for classroom teaching and learning. Boston, MA: Houghton Mifflin.
COURSE REQUIREMENTS
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 turn-around on e-mails and phone messges to the professor. If the studednt hasn't heard from the professor , it may be because the telephone message or e-mail was not received.
Please try to contactr the professor again.
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:
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:
Team List: January 20
Student information sheet: January 20
Blog & Shelfari Due: February 3
Library Media Portfolio Due: January 20
Formative evaluation: February 24
Written reflective summary: April 7
Group/Team Project evaluation: After each Project
Project 1.2 Instructional Design Project
Students will design, implement if possible, evaluate, a written ID unit project. The unit will (1) utilize a variety of instructional methods to meet learner needs and will (2) utilize a variety of library resources. The lesson plan will center around one of the information literacy research models and the steps in the model will be followed throughout the lesson.
Because the emphasis for this assignment is collaborative planning, the students in this class will work with a classroom teacher to develop the unit. The unit may be an original unit or a unit that a teacher wishes to improve with assistance.
The group of students in this class and the collaborating classroom teacher will decide the length of the unit; however, a minimum of a (five) day unit is required. If block scheduling is used, a minimum of a three (3) day unit is required.The unit must be typed using word processing using a font size of 12 or higher.
There will be an approximate 30 minute oral presentation of the units in class. Emphasis in the oral presentation will be the actual lesson taught using the research model. A handout of the lesson must be provided for all class members.
Project Due Date: March 31
Project 1.3 In-service Technology Project for Faculty
Students will design an in-service training project for faculty using the outline presented in the textbook. The written component of this project must be typed using word processing with a font size of 12 or higher.
A 30 minute oral presentation of the training session will be presented on Wimba. A handout of the in-service plan will be provided for all class members. Each student is to e-mail handouts to all students in the course.
Project Due Date: Project Due & Date of presentation: MARCH 3
Project 1.4 Oral Report of Research Model
A 15 minute oral presentation of a research model will be presented to the class. A handout of the model components will be provided for all class members. Please e-mail all class members the handout.The oral reports will be given throughout the semester by individuals in the class.
Research models due: Feb. 24 & March 31
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
Written ID Project
30%
Rubric
ID Project Oral Presentation & handout
10%
Rubric
Written In-service Project
25%
Rubric
Oral In-service Project & Handout
10%
Rubric
Oral Research Model Report
15%
Rubric
Total 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.
Refusing to keep all documents posted on time so the professor can see them in the library media portfolio.
Threatening or bullying the professor or classmates is considered non-professioanl behavior that is unacceptable. Should it occur, a student may be dropped from the program for a period of time or dismissed from the library media program.
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 or longer.
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