LIS 620

Instructional Design and Leadership

PalmerSchool of Library and Information Science

Long IslandUniversity, Brentwood Campus

Course Description and Requirements: Fall 2010(Blended Learning)

Instructor: Dr. Bea BaadenWork: 516 299-3818 Home: 516 628 1119 Cell: 631 514 5230

Email: ;

Office Hours: before class (call or email for an appointment)

Bulletin Description: This course examines the curriculum partner and instructional leadership roles of the school media specialist. Attention is given to the basic principles and history of curriculum design and delivery systems, and opportunities are provided for students to blend recent developments in curriculum and instruction with information literacy objectives and staff development strategies. Presentation and discussion of appropriate techniques dealing with students having special needs and disabilities and accommodating inclusion children in the library media center. Collaborative, interdisciplinary approaches are emphasized. For information specialists, supervisors, administrators and others involved in the teaching/learning process.

PalmerSchool Objectives: This course fulfills the following PalmerSchool objectives:

  • Articulate the mission of the library and information professionals
  • Understand and apply the digital information technologies in libraries and information agencies
  • Apply the principles of organization, selection, and evaluation of information resources
  • Demonstrate effective communication skills
  • Articulate the ethics, ideals and values of the profession
  • Participate successfully in professional practices and activities in operating a library

Course Objectives and Outcomes Assessment: Students will:

  • Acquire a knowledge base of important trends in the field of education and determine ways to incorporate the library media program in educational reform ** (Instructional Methodologies definitions; Jigsaw)
  • Articulate their significance as instructional leaders within the school setting ** (Field Work narrative)
  • Articulate the core concepts of school media librarianship for an audience of important school personnel (Defend Your Program assignment)
  • Develop their role as effective partners in creating, integrating, implementing and evaluating information literacy skills with the school curriculum ** (Webquest)
  • Demonstrate knowledge of methods for integrating NYS Learning Standards and national information literacy standards into the school curriculum ** (Webquest)
  • Demonstrate knowledge of national information literacy standards ** (New YorkState Learning Standards Assignment)
  • Demonstrate knowledge of basic principles of curriculum development **(Inquiry Process Planning Guide)
  • Select and evaluate information resources for a curriculum topic(Webliography/Hotlist for the Webquest)
  • Demonstrate understanding of various approaches to information-seeking processes ** (Research Process Plan; Webquest Analysis)
  • Apply procedures for formulating essential questions and design information search plans **(Inquiry Process Reflections; Essential Question development for the Webquest)
  • Use effective communication skills when in a professional setting (Field Work)

** All of the above objectives meet some of the criteria for the Library Media Specialist Content Specialty Test (CST) of the NYS Teacher Certification Examinations.

Texts:

Required: Thomas, Nancy Pickering. Information Literacy and Information Skills Instruction:

Applying Research to Practice in the SchoolLibraryMediaCenter. 2nd edition.

Colorado: Libraries Unlimited, 2004.

American Association of School Librarians. Standards for the 21st Century Learner in Action. 2009. (to order, call 800 545 2433, press 7 or email

American Association of School Librarians. Information Power: Building Partnerships

For Learning. Chicago: ALA, 1998.

Recommended: Harada, Violet and Joan Yoshina. Inquiry Learning Through Librarian-Teacher Partnerships. Linworth. 2004.

State Education Requirements: 150 hours, plus 25 hours of field experiences (observation/ participation) as part of the requirement in SED 52.21 (b) (i)

30 hours: Class meetings (face to face and online)

60 hours: Required reading

60 hours: Written/ oral assignments

150 hours: Total coursework

25 hours: Field experience

175 hours: Total

Criteria for Evaluation:

10%Class participation, discussion,attendance (both online and face to face)

90%Written/ oral assignments

You will spend approximately 8 hours a week on reading and working on assignments.

This will be a blended learning course and will take place both online and in face to face sessions. Dates for class attendance are included in this syllabus. Your participation in discussions, both online and in our face to face classes, is important and will constitute part of the class participation grade. Blackboard will be used as our course management system. Go to: for Blackboard tutorials. This class will be using the following components: Course Content, Discussions, Announcements, and the Calendar functions (possibly the wiki function).

Assignments are an application of text and handout readings to determine the level of your understanding of important concepts. Your attendance at EACH class session (and active participation in Blackboard) is VERY important. Thus, missing class or “lecture notes” and messages in Blackboardmight adversely impact your grade. Please contact me either by email or phone in the event of absences or problems. Contact a “buddy” for missing notes and assignment explanations, if you need to miss a face to face class.

Assessment of Assignments:

Each assignment will be assessed using the following criteria:

  1. Content:
  1. Facts and/or opinions grounded in readings and/or reality of personal observation
  2. Accuracy of facts or reasonableness of opinions
  1. Presentation:
  1. Followed assignment directions
  2. Evidence of the creative thinking and/or thoughtfulness of the product submitted
  3. Correct grammar and spelling.

Assignments may be re-done if the grade is B+ or below.

Meaning of classwork/ assignment grades:

A Superior work. Demonstrates initiative and original thinking; shows exceptionally fine comprehension of subject; demonstrates ability to integrate and synthesize course material

A- Excellent work. Displays critical thinking (evaluates and analyzes); shows very good comprehension and ability to articulate course material

B+ Above average work. Demonstrates good comprehension and ability to make application of principles; displays independent resourcefulness in completing assignments

B Average. Acceptable work but does not demonstrate in-depth ability to apply principles or articulate course content

R Re-do. Misunderstanding of assignment, basic points missing, incomplete

Technology skills: Excellent Internet navigation skills, plus facility with MS Office programs (or similar for word processing, presentation, spreadsheet, publishing, and web page design programs) are essential for library media specialists. If your technology skills are not what you think they should be, see me. For this course you will need easy access to the Internet and email; knowledge of word processing, presentation, and publishing software (such as MS Word, PowerPoint and MS Publisher).

Class Schedule and Assignment Due Dates: Email assignments to Dr. Baaden at , unless otherwise stated in the syllabus or in an announcement on webct.

9/14:Inquiry Process Reflection (IPR) #1

9/21:Discussion item (DI)#1

9/28: Defend Your Program assignment

10/5:IPR #2; DI #2

10/12:DI #3; Home groups and topic selection for Instructional Methodologies jigsaw

10/19 IPR #3 Instructional methodology ranking; (optional face to face class); DI #4

10/26: Instructional Methodologies Expert Reports

11/2:Expert Reports to Home Groups (read expert reports)

11/9Face to face class; Home Group Reports due; IPR #4 (Standards assignment)

11/16:Research Process Plan

11/23:Webquest Analysis; IPR #5 (Webliography)

11/30: Face to face class

12/7: Face to face class; IPR #6 (Essential question); Inquiry Process Planning Guide/ Webquest draft

12/14Original Webquest; Field Work (School Media Specialist interview and log of hours)

There will be additional assignments noted in your syllabus, such as Discussion Board items (DIs) that you will find in Blackboard.

In addition, there will be Inquiry Process Reflections (IPRs) that will lead to your development of an original webquest.

Bibliography of important documents for school media specialists (some of these will be used for class assignments):

“Standards for the 21st Century Learner.” AASL.

“School Libraries Work!” Scholastic Publishing. www2.scholastic.com/content/collateral_resources/pdf/s/slw3_2008.pdf

“Framework for 21st Century Learning.” Partnership for 21st Century Skills.

“Mile Guide for 21st Century Skills.” Partnership for 21st Century Skills.

“NETS-S 2nd edition.” International Society of Technology Educators (ISTE).

“Horizon Report: The K – 12 Edition.”

American Association of School Librarians. Empowering Learners: Guidelines for School Library Media Programs. American Library Association, 2009.

Donham, Jean. Enhancing Teaching and Learning: Leadership Guide for School Library Media Specialists. 2nd edition. Neal-Schuman Publishers, 2005.

Kuhlthau, Carol, et al. Guided Inquiry: Learning in the 21st Century. Libraries Unlimited, 2007.

Stripling, Barbara and Sandra Hughes-Hassell. Curriculum Connections Through the Library. Libraries Unlimited, 2003.

MAJOR ASSIGNMENTS:

  1. Field Work: SchoolMediaCenter Visitations/ Interview:

You will be using the NYSED School Library Media Program Evaluation rubric form (sections designated for 620) for your observations.

Choose 6 - 8 of the categories from sections designated for 620.

Visit 2 SLMCs of your choice, one elementary level and one secondary level. Observe, then interview the SLMS about the issues you chose. Develop questions to ask the SLMS based on the criteria noted on the rubric. In your report, list the questions and succinctly note the SLMS’ answers. Designate which level you feel the SMC should be rated. Expand on these answers in your report based on your observation of that SLMS. For your comments in your report, refer to the NYSED rubric. Finish your report by answering the following question:

  • What is your reaction to what you have seen – and heard? Discuss, in particular, your view of the challenges and joys of the school librarian’s roles of instructional partner and teacher.

I will be collecting the criteria you have chosen and the questions you have developed mid-way in the semester (11/9).

The final report will be due the last day of class (online).

Note your hours interviewing and observing on the Log Form (or create your own log form); this assignment will constitute part of the required 25 observation/ participation hours. If at all possible, ask how you can participate at a planning session with a classroom teacher or in helping with a lesson (by either helping to prepare materials, monitor students at their research or library work, etc.) (10%)

This assignment will be graded in 2 parts: 1. the quality of the questions you develop to ask the SLMS (which should reflect the knowledge you are gaining through your readings and an understanding of the criteria you choose) and 2. the knowledge you show as you discuss the SLMS’ answers to your questions (based on the readings for this course, including Bea’s Lecture Notes in Blackboard, and class discussions).

  1. Defend Your ProgramPowerPoint and summary. New YorkStatecurrently finds itself in difficult economic times. School districts are scrambling to make decisions about potential shortfalls of planned funds that are not forthcoming from the state. This situation is not only a challenge for New YorkState. It is taking place throughout the nation.

Real – life scenario: It’s your first few months in your new position as SLMS. The Board of Education is considering seriously downsizing your program because it wants to put its resources into literacy and math support programs. The BOE is giving you a last chance to let them know why the library program should be funded instead. You must defend your program – even though you’ve just begun! The previous librarian was a “book sitter,” so there’s little to support the program given the history of the position. However, you have internalized the philosophy and mission of Information Power, the “Common Beliefs” of the Standards for the 21st Century Learner, and have read studies about how important the school library media program is for student learning.

School board members have shown little inclination to read these studies; yet they are also insistent that their final decision be based on evidence. (They will either fund tutoring programs for literacy and math or your school library media program.) They have called on you to present a case for your program! They expect you to give them a brief PowerPoint presentation of your philosophy, strategies, and evidence that includes support from the professional literature/ research. Be sure to cite your supporting evidence.

Your process:

  1. Read the handouts for Session 1 in the “Course Outline/Readings” section of this syllabus.
  2. For a summary of research studies about how school media specialists affect student achievement, readScholastic’s document,“School Libraries Work! Updated 2008” at: or GoogleSchool Libraries Work 2008.) Read the studies in this booklet noting the ones that will support your arguments.
  3. Go to Doug Johnson’s Blue Skunk Blog to read, “Is your job on the line (and what you can do about it?)” at
  4. Formulate your argument.
  5. Develop your Powerpoint of 7 – 10 slides.
  6. You MUST be PERSUASIVE!! (Don’t forget to tell the BOE what you want them to do!)
  7. Include a bibliography of your sources (not part of the 7 – 10 slides). (10%)

This assignment will be graded on the persuasiveness of your argument and the quality of the evidence you present from the research studies you have read.

  1. Instructional Methodology Jigsaw. Your group will research 5 important instructional methodologies currently used in classrooms and develop a group research brief using the jigsaw method. Jigsaw is a cooperative learning strategy in which participants work simultaneously in 2 groups: a home group where participants decide on topics and report information about what they become experts on and an expert group where participants research a topic in depth.

Jigsaw: Home groups of 5: each member of the home group will choose 1 topic to become an expert in: 1. cooperative learning; 2. differentiated instruction; 3. multiple intelligences; 4. Inclusion; 5. Problem Based Learning.

Expert groups: a) each expert will use 3+ independent resources (not including your textbooks, which may be used for background information) to be cited in proper bibliographic form

b) each expert will answer the following questions in a written report: 1. define the methodology; 2. explain how it works, giving main components or elements of the method; 3. discuss how this methodology impacts the SLMS in terms of our instructional roles: teacher (teaching and learning for students and staff); instructional partner (collaboration); and information specialist (collection/ curriculum development).

c) experts will send their initial reports to Dr. Baaden for review and feedback

d) each expert will then share via email or through a wiki their reviewed report with other members of their home group, so that all home group members have complete information about each methodology .

Home groups: each home group member will read and review each expert report from their group members, thus gaining knowledge of each of the instructional methodologies. Then home groups will prepare a group response for each methodology by answering the following 2 questions: 1. give a brief personal response in which your group addresses how useful this methodology might be (or not) to you in your role as SLMS; 2.identify any of these methods in your memories of elementary, secondary, or higher education and give specific instances or examples of their use. How did use of these methodologies enhance (or not!) your learning? Home group reports will be submitted either via email or another electronic method.

Home groups may choose to meet online using email or the wiki or blog function of Blackboard or meet face to face to develop the home group report.

These assignments will be assessed based on the completeness of the answers to the questions and an understanding of what the methodologies are and how they impact learning in the SMC.

Check the Due Date calendar for when each of the expert group reports and home group reports are due.

For information about the jigsaw technique, go to: . (15%: 10% for the expert report; 5% for the home group report)

  1. Research Process Plan: You will be given a scenario in which a classroom teacher comes to you, the SLMS, with a project to do a research project in the SMC. Working in groups of 3, each student will choose one of the following research processes to develop a research plan for the students as they engage in their research. One of you will choose to develop the plan according to Kuhlthau’s Information Search Process approach; one of you will choose to develop the plan according to Eisenberg and Berkowitz’s Big 6 approach; and one of you will choose to develop the plan according to the I-Search process. Each plan will be developed in OUTLINE form and submitted as a group of 3. After the plans are developed, they will be shared with group members. Groups of 3 will submit the plans and a group reflection about the challenges of developing a research plan using that method. Groups will determine rationale as to when each type of plan would be most useful. Plans and reflection will be submitted for evaluation. (15%)

This assignment will be assessed based on individual group members’ understanding of the plans they choose as is shown by the development of the research plan for the scenario (10%) and the group reflection (5%)

  1. Webquest with Hotlist (Webliography/ Web Resources): You will be designing an ORIGINAL webquest as the culminating activity of this course. Basically this is a plan for a web unit based on NYS Core Curriculum/ Learning Standards that uses a specific instructional design model (which you will be given) with the Internet as its main resource. The class will work on a generic theme (the Environment). If you are currently teaching in a school and wish to develop a webquest on a topic of your choice, it must target the Science and Social Studies NYS Learning Standards/Core Curriculum as the main theme (and you must have my permission). Class “conversations” for components leading up to this creation will focus on the environmental theme. (20%)
  1. Inquiry Process Reflections (IPRs): Research is a process. Since this is one of the primary things that school media specialists teach, periodically there will be reflections asked for in order to document your process of research for the culminating project of this course, an original webquest. This process begins NOW (actually your first assignment!) For some class sessions, you will see “IPR” in the Assignments section (titles of reflections will include: Connect and Wonder; Investigate; Construct; Express; and Reflect). These are assignments to help you in the process of constructing your original webquest. IPRs will be due the following class. Email these assignments to Dr. Baaden at . (15%)
  1. Discussion Board items (DIs): These are focused, short discussion topics at key points in our learning. These can be found in the Discussion section of Blackboard. Look in the Blackboard calendar for due dates and the Discussion section for an explanation of the “item.” DIs are key components of the participation evaluation for this course. DIs will be graded on the thoughtfulness of the response, whether a response is issued and the appropriateness of the response as an answer to the question. (10%)
  1. Class attendance, participation and professionalism account for the remaining 10% of your grade.

Most online meetingsfor this class will consist of (a )a “lecture” component- Bea’s Notes/ narrative on the topic (on the BlackboardCourse Content Page); (b)directions for what to focus on (usually in Blackboard Announcements, in your syllabus, or via an email from Bea); (c) questions/ discussion points for you to respond to (Blackboard Discussion Board); (d)a response to a classmate’s Discussion item. Of course, every week you are expected to work on that week’s readings and assignments.