Library Services and Information Science
Department of Educational Leadership and Human Development
University of Central Missouri
Warrensburg, MO 64093
LIS 4200 Libraries and Librarianship
Course Syllabus
2 Credit Hours – Fall 2008
Instructor: Dr. Patricia Antrim
Office: Lovinger 4102
Telephone: (660) 543-8633
e-mail:
Office Hours: Monday, Tuesday, and Thursday, 9:00 am to 12:00 pm. Please call or email for an appointment. My routine work schedule is from 8:00 to 5:00.
Class Meeting Times Course will meet two Saturdays, August 23 and December 6 from 9:00 to 3:00 in the Kirkpatrick Library. Face to face meetings will be supplemented by activities conducted using an online Blackboard course beginning August 19 and ending December 12. Course content is online at http://courses.ucmo.edu
Description of the Course Introduces the student to the development of the library as an institution and to the role of the library and the librarian in today’s society.
Belief Statement The Central educator is a competent, caring, reflective practitioner committed to the premise that all can learn.
Mission As a cornerstone of the institution for over 130 years, the University of Central Missouri's Teacher Education Program develops teachers and other school professionals who are well grounded in theory, display competence in content knowledge and instructional strategies, and possess the dispositions to ensure success for all learners. The Teacher Education Program prepares individuals as professional educators for an ever-changing, culturally diverse population. Faculty and candidates provide support and service to schools in meeting their present and future challenges by developing communities that learn through research and scholarly activities. Educator preparation is a campus-wide responsibility, a commitment that reflects the honor and worth of serving a vital profession.
Points of alignment between the conceptual framework and the MoSTEP/AASL Standards are indicated in the “Objectives of the Course” section of this syllabus by the abbreviation, CF.
Purpose of the Course LIS 4200 is a foundational seminar class. Its purpose is to introduce students to expectations reasonable for a graduate degree program and to provide students with an introduction to the evolving concepts of librarianship and information science with a focus on the nature of K-12 school librarianship. This course introduces students to the history of libraries and librarianship; the roles and responsibilities of librarians in their profession; the various functions of libraries in democratic societies; and the political, economic, and legal ramifications of information and its use. Students explore strategies for collaboratively teaching information literacy skills in K-12 settings.
Objectives of the Course Upon completion of the course the student will have explored the following standards:
Conceptual Framework / MoSTEP/AASL StandardsCF
CF
CF
CF
CF / MoSTEP 1.5.1 Use of Information and Ideas
Quality Indicator 1.5.1.1 Efficient and Ethical Information-Seeking Behavior: Candidates apply a variety of strategies to ensure access to resources and information in a variety of formats to all members of the learning community.
v Advocate for and demonstrate effective use of current and relevant information processes and resources, including emerging technologies
v model a variety of effective strategies to locate, evaluate, and use information model and teach legal and ethical practices
Quality Indicator 1.5.1.2 Literacy and Reading: Candidates encourage reading and lifelong learning by stimulating interests and fostering competencies in the effective use of ideas and information.
v Knowledgeable about historical and contemporary trends and multicultural issues in reading material for children and young adults.
v Collaborate with teachers to integrate literature into curriculum Instill a sense of enjoyment in reading in others that leads to lifelong reading habits
v Quality Indicator 1.5.1.4 Stimulating Learning Environment: School library media candidates demonstrate the ability to create a positive educational environment in a literate, technology-rich, and inviting library media center atmosphere.
v Demonstrate collaborative techniques as they create and maintain an attractive, positive educational climate in a technology-rich library media center
CF
CF
CF
CF
CF
CF
CF
CF
CF
CF
CF
CF
CF / MoSTEP 1.5.2 Teaching and Learning
Quality Indicator 1.5.2.1 Knowledge of Learners and Learning: Candidates design and implement instruction that engages the student’s interests, passions, and needs which drive their learning.
v Document the library media curriculum
v Design library media instruction that assesses learner needs
v Support the learning of all students, including those with diverse learning styles, abilities, and needs
v Design instruction that builds on student interests
Quality Indicator 1.5.2.2 Effective and Knowledgeable Teacher: Candidates model and promote collaborative planning with classroom teachers in order to teach concepts and skills of information processes integrated with classroom content.
v Document and communicate the impact of collaborative instruction on student achievement
v Contribute to the regular communication procedures between home and school (see, for example, Missouri Law at http://www.senate.mo.gov/05info/billtext/tat/ sb480.htm).
v Work with classroom teachers to co-plan, co-teach, and co-assess information skills instruction.
v Use a variety of instructional strategies and assessment tools.
v Analyze the role of student interest and motivation in instructional design.
v Create, implement, and evaluate student learning experiences in partnership with teachers and other educators.
Quality Indicator 1.5.2.3 Information Literacy Curriculum: Candidates partner with other education professionals to develop and deliver an integrated information skills curriculum.
v Work to ensure that responsibility for an integrated information literacy curriculum is shared across curricular areas throughout the school.
v Advocate for the information skills curriculum in order to assure appropriate learning experiences for all students.
CF
CF
CF
CF
CF
CF
CF / MoSTEP 1.5.3 Collaboration and Leadership
Quality Indicator 1.5.3.1 Connection with the Library Community: Candidates provide leadership and establish connections with the greater library and education community.
v Build connections between the school community and the larger library world of public, academic, special libraries, and information centers.
v Participate in professional associations.
Quality Indicator 1.5.3.2 Instructional Partner: Candidates demonstrate effective leadership principles and work with the learning community to create a productive educational environment. (Mo-STEP)
v Share expertise in the design of appropriate instruction and assessment activities with other professional colleagues
Quality Indicator 1.5.3.3 Educational Leader: Candidates create school library media programs that focus on student learning and achievement; and encourage the personal and professional growth of teachers and other educators.
v Develop a library media program that reflects the best practices of education and librarianship.
v Develop a thorough understanding of current trends and issues in education
CF / MoSTEP 1.5.4 Program Administration
Quality Indicator 1.5.4.3 Comprehensive and Collaborative Strategic Planning and Assessment: Candidates apply leadership, collaboration, and technology skills to design and manage library media programs that are up-to-date, comprehensive, and integrated within the school. (Mo-STEP)
v Align the library media program with the information literacy standards and the school’s goals, objectives, and content standards.
The MoSTEP standards are based on national AASL standards (2003). We will refer to them as MoSTEP standards or MoSTEP/AASL standards throughout this course.
Structure of the course and student responsibilities This course uses a combination of readings; student, guest, and audiovisual presentations; discussions; field visits, and interviews. On-campus activities are supplemented by online activities using Blackboard. Each student will read and summarize scholarly journal articles or essays from the field of librarianship; and will visit a library, interview a professional librarian, and write a summary of the interview. Each student will prepare a lesson plan or bulletin board incorporating information literacy skills and will make a presentation to the class which includes a handout. Graduate students enrolled in this course will investigate the achievements, philosophy, and career of a major contributor to the field of librarianship and present their findings to the class.
On-campus meetings are an important part of this online course. Attendance and participation are part of the grade students earn. Most assignments are graded using rubrics, so these are important tools students may use to guide their creative work. In addition, expectations for weekly assignments, including participation, are included with most weekly assignments. If you find you cannot make a deadline, please email the instructor to discuss your needs. Additional information about grading is included later in this syllabus.
Students are expected to participate fully in the online discussions. Since we are colleagues, please use standard English and spell check your work. Keep an English handbook at hand for guidance on punctuation and other grammatical uncertainties. Note that other students in this course will become your professional colleagues, and now is a good time to begin building those relationships. If you are tempted to say something that might do injury to that future relationship, don’t say it.
Instructor Response and Availability This course includes several formal assignments and less formal online and on campus discussions. Besides those discussions many students email me asking for assistance or letting me know about issues that may affect their participation. I will respond to email as soon as possible. I check it throughout the work day when I am in the office, often giving students real-time feedback as though we were face to face. At other times, I will not be as readily available, but my policy is to respond to your email within 48 hours at the most. For formal assignments, such as the history paper, I will provide feedback within one week (7 days). Some students ask how they are doing in terms of participation in discussions. I will contact students via email who are not participating adequately as soon as a problem surfaces, and I will give every student feedback about their participation at mid-semester. You will see me participating in the weekly discussions as I monitor these throughout the week and offer my thoughts, comments, links to additional resources, and so forth.
Academic Honesty Honesty in all endeavors is essential to the function of society. Honesty in the classroom, among students, and between students and faculty is a matter that should concern everyone in the University Community. Please see the Central Student Handbook for the complete policy, student responsibilities, and procedures for enforcement http://www.ucmo.edu/x71440.xml.
Get help @ your library! You may access your library account, the online catalog, and electronic databases from James C. Kirkpatrick Library’s website at http://library.ucmo.edu. For research assistance, you may contact the Reference Desk:
Phone: 543-4154 Email:
AIM: JCKLReference RefChat: http://library.ucmo.edu/chat
Distance education librarian: Marian Davis
Online Distance Education Help: http://library.ucmo.edu/disted/
Early Alert As part of our commitment to building a positive, student-centered learning community that supports the success of every student, the faculty member instructing this course participates in the University of Central Missouri Early Alert Program. If you are not actively participating, a representative may contact you.
ADA Students with documented disabilities who are seeking academic accommodations should contact the Office of Accessibility Services, Union 222, (V) (TTY) 660-543-4421, or online at http://www.ucmo.edu/access/7.htm.
Technical Help It is not uncommon early in this course that students discover they have difficulties with technology. Please note these places for getting additional help:
Extended Campus: help with your USER ID and Password, working away from campus—see http://www.ucmo.edu/x26149.xml
Help Desk: help with email, the software on your computer, using Banner. You can receive help by
· Calling 660-543-4357
· Sending email to
· VisitingWard Edwards 0414on campus
Blackboard Help: help with Blackboard-related issues such as whether your Internet Browser is compatible with Blackboard, downloading files in Blackboard, using various features. Note that useful and helpful links are available at http://ucmo.blackboard.com/webapps/login/, the login page for Blackboard and at http://www.ucmo.edu/x3774.xml, the Blackboard Student Help site.
ListServ Each student is expected to subscribe to the listserv maintained by the department. Follow directions posted at http://www.ucmo.edu/x101879.xml
Writing Assistance The University Writing Center helps all students who would like additional assistance with their writing assignments. Online help is available at http://www.ucmo.edu/x63616.xml. In addition, I will gladly answer questions and review your major writing assignments before the due date.
Required Textbooks
Rubin, R.E. (2004). Foundations of library and information science (2nd ed.). New York: Neal-Schuman.
American Association of School Librarians and Association for Educational Communications and Technology. (1998). Information power: Building partnerships for learning. Chicago: American Library Association.
Required Style Manual for the Degree Program
Modern Language Association. MLA Style Manual and Guide to Scholarly Publishing, 3rd ed. New York: MLA. 2008. Print.
Note that the style manual we will use is designed for graduate students and professionals. Many of you may be familiar with the MLA style manual for high school and undergraduate students. This manual has important differences. You will be using this style manual throughout your degree program, so it is important to have a copy on hand.
Course Calendar
Week / Readings/Activities / Due datesVisit Blackboard daily and participate in discussions
1: August 19-25 / Complete Getting Started worksheet.
Subscribe to the Library Science Listserv (see syllabus)
Browse (don’t read) chapters 7 and 10 looking for historic persons or institutions you would like to investigate and write about. See History Paper files on Assignment Page for more details.
Begin maintaining Charting Effort Report / Getting Started Email professor by Friday at 4:30 pm (1.1)
History paper due October 7
Charting Effort due December 11
August 23
9:00-3:00 / 1st On-campus Meeting
Kirkpatrick Library
Meet at the West doors by the flag pole between 8:40 and 8:55
2: August 26-September 2 / Complete MLA Levels B and A activities. Post accomplishments on Wiki page and send A-level project to Dr. Antrim.
Read Eastman and McGrath (2006) linked from the Assignments page in Blackboard. Use Learning Log to record thoughts. Send to Dr. Antrim by September 2. Discuss (1.2, 1.1, 1.4, 2.1, with connection to Bulletin Board Assignment and Information Literacy Skills)
Happy Labor Day—Take the day off! / MLA due September 2
Learning log due September 2
3: September 2-8 / Chapter 7—From Past to Present: The Library’s Mission and Its Values, pp. 259-322 (1.1, 3.3, with links to all standards)
Chapter 10 Librarianship—An Evolving Profession pp. 437-486 (3.1, 3.2, 3.3)
Read instructions on Assignments page. Discuss questions on Blackboard
4: September 9-15 / Chapter 1—The Information Infrastructure: Libraries in Context, pp. 1-30. Discuss in Blackboard.
5: September 16-22 / Chapter 9: The Library as Institution: A Organizational View (2.1, 2.2., 2.3, 4.1). Discuss questions in Blackboard.
6: September 23-29 / Develop questions for librarian interviews in LIS 4200 wiki (3.1, 3.2, 3.3). / Interviews are due October 27
7: September 30-October 6 / Work on history paper.
8: October 7-13 / History Paper—Post finished paper on Blackboard. Read at least three other papers, post comments and responses, and answer other students’ questions. / History paper due October 7 by 5:00 p.m.
9: October 14-20 / Information Power
Read Chapters 1 and 2. Post description and discuss with other students. / Reading Promotion Project
How do librarians promote reading?
How does this relate to authentic learning?
What are information literacy skills? / Reading Promotion Project due December 6
10: October 21-27 / Information Power
Chapters 3-7—describe three key points in one chapter. Read and comment on at least 3 other students’ interviews (3.1, 3.2, 3.3). / Reading Promotion Project
What is an interactive bulletin board and how does it promote reading?
How do we meet the needs of diverse learners? / Interviews: Post by October 27 at 5:00 p.m.
11: October 28-November 3 / Librarian Interviews: Discuss in Blackboard / Reading Promotion Project
Why think about PR on a project like this?
12: November 4-10 / Mind Map (2.1, 2.2, 2.3, 3.1, 3.2, 3.3) / Postmark by November 5 to Dr. Antrim
13: November 11-17 / Segments of Chapter 4: Information Policy: Stakeholders and Agenda, pp. 121-178
Segments of Chapter 5: Information Policy: Intellectual Freedom, pp. 179-216 (3.1, 3.2, 3.3, 4.1)
Read instructions on Assignments page first!
14: November 18-December 1 / Chapter 6: Information Organization: Issues and Techniques (1.1, 1.2, 1.4, 3.1, 3.2, 3.3)
Thanksgiving break: No classes are held this week from Monday through Friday. Enjoy! / Blackboard Discussion
15: December 2-12 / Preparation for Reading Promotion Project (1.2, 1.4, 2.1, 2.2, 2.3) / Reading Promotion Project due December 6
December 6
9:00-3:00 / 2nd On-campus Meeting
Kirkpatrick Library
Reading Promotion Presentations (1.2, 1.4, 2.1, 2.2, 2.3)
16: December 8-12 / Wrap-up
· Final Exam
· Course Evaluation
· Charting Effort (2.1, 2.2, 2.3) / Complete all by December 11
Evaluation of the Course