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Students new to online courses always want to know where the course "is". This web page has been designed to help you organize your thinking about the course. Hopefully, it will also provide a helpful timeline. I recommend that you bookmark this page for easy access.

Work your way systematically through each of these CourseQuest to complete the course. Email your instructor if you have any questions. I'm happy to help!

This Course Guide is divided into the following sections:

Overview

Prior to the course Startup Date:

Week One: Read the Overview: Introduction for the "big picture" of the course.

Complete the Introduce Yourself activity - Canvas Forum section.

Read The Vision to explore the world of the teacher librarian and the school library media program.

Read about The Learning Community: Three Themes and the three themes below:

Midweek One:
Locate the online / downloadable etextbook: School LIbraries: What's Now, What's Next, What's Yet to Come - Read the Foreword, Introduction, and Chapters 1, 2 and 9.
Read Empowering Learners (textbook): Preface, Appendix E, and Chapters 1 & 2.

The Library Media Professional

Week Two: Read The Library Media Specialist to learn about this professional position.
Read about Your Role as a Professional to find out about roles and responsibilies.

Then skim the following resource pages:

Read Many Faces of School Library Leadership (Coatney) - Chapt 1
Etextbook assignment: School LIbraries: What's Now, What's Next, What's Yet to Come - Read Chapter 3.

Become familiar with both the Toolkit and Reality Check assignments. Consider when the necessary school library visits and other needed elements need to be completed (Begin planning & consider personal schedule for completion).

decision point discussionDecision Point Discussion 1
Blown Away!


Is the library program more than a physical place?

A tornado has destroyed the wing of your building containing your library media center and the gymnasium. Somehow the rest of the school building survived. However your center will be closed for the entire year. The school board is thinking about eliminating your position for the rest of the year.

What will you do? You must come up with innovative ways to keep your program vital. Be sure to include examples in the area of collaboration, leadership, and technology.

Provide at least one high-quality reply to a peer.

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The Library Media Program

Week Three: Read the following sections at the course website.

Read Many Faces of School Library Leadership (Coatney) - Chapt 2
Etextbook assignment: School LIbraries: What's Now, What's Next, What's Yet to Come- Read Chapters 9 & 10.
Read Empowering Learners (textbook): Chapters 3 & 4 plus Appendices A & F.

Week Four: Read the following webpages completing the Library Media Program section within the course website.

Etextbook assignment: School LIbraries: What's Now, What's Next, What's Yet to Come - Chapters 4 & 5
Also read Empowering Learners, Appendices B, C, & D + G
Work on Toolkit Item(s)

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Information Access and Delivery

Week Five: Read the following webpages within the Information Access & Delivery section of the course website.

Etextbook assignment: School LIbraries: What's Now, What's Next, What's Yet to Come - Chapters 6, 7 & 8
Work on Toolkit Item(s)

Week Six: Read the following webpages within the Information Access & Delivery section of the course website.

Read Many Faces of School Library Leadership (Coatney) - Chapt 4

Week Seven: Read the following webpages completing the Information Access & Delivery section of the course website.

Read Many Faces of School Library Leadership (Coatney) - Chapts 5 and 6
Work on completing a Toolkit item; first one is to be completed next week. Do not submit a partial Toolkit; rather finish one entirely
Also work on the Reality Check assignment.

decision point discussionDecision Point Discussion 2
Decisionmaking & Tough Issues


Select ONE of the following options:

Option 2A - Evidence-Based Decision Making

Your principal has announced that each department begin collecting evidence of the effectiveness of their program. Discuss areas of your program where you could collect evidence. Develop a new measurement area or a subset of one of the basic four (i.e., primary sources, current events). Use the off-site article Collecting the Data project for ideas. Apply ideas from the four areas provided as examples. Create a Library Media Center Program Ripple Effect Measures page for your topic including LMC Agenda goals, Curriculum Agenda goals, pebbles to measure, justification, demonstrate through research and practice that..., and report. Discuss why you think this approach would be effective with this topic.

Provide at least one high-quality reply to a peer.

Option 2B - Hot Button Topics


Create a list of your "hot button" topics. What do you think triggers these reactions?

You've taken a new job in the mid-year. After a couple weeks on the job, a box arrives from Follett containing items purchased by the previous media specialist before leaving. As you open the box, some of the titles catch your eye. Do you think your personal stance would have an impact on the way you'd handle the materials? What about whether the building is an elementary, middle, or high school?

Discuss your initial reaction.

Select at least three and discuss why they drew your attention.
• Gay and alternative lifestyles
• Political viewpoints
• Stem cell research
• Evolution
• Angels in our world
• Fahrenheit 911
• Graphic novels
• Human sexuality
• The Koran
• Witchcraft and the Occult
• Crossing Over

Then, discuss what you would do next.

Provide at least one high-quality reply to a peer.

Option 2C - Rights


Do your students have rights? How would you handle the following situation? Do you have a policy to cover this? What are the issues?

Discuss BOTH of the following two situations:

Situation 1 - The Search Warrant
You're called to the office by the principal and introduced to two FBI agents. They have a warrant to search your records. They say they have reason to believe that a group of students are planning an illegal activity. What do you do?

Situation 2 - The Tyed-Dyed Uniforms
Someone broke into the middle school gym's storage area and stole the basketball team uniforms. The white uniforms showed up in tyed-dyed and hanging from the flag pole! The principal wants to see who checked out books on tye dying. What's your response?

Provide at least one high-quality reply to a peer.

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Program Administration

Week Eight: Read the following webpages within the Program Administration section of the course website.

Work on that Reality Check assignment; it's due in a few weeks!

Week Nine: Read the following webpages within the Program Administration section of the course website.

Work on Reality Check and 2nd Toolkit component.

decision point discussionDecision Point Discussion 3
Weeding and Time!


Select ONE of the following options.

Option 3A - Weeding
Apply the CREW method of collection analysis and weeding. Use the information and resources at Collection Management and Weeding to prepare for this activity: 
Select a nonfiction topic that can be represented by a specific Dewey Number.
Compare the first 50 titles beginning with that number, that is examine those items found at a local school library to those found in the same collection section of a local public library (young adult or children's collection). Compare content, copyright date, charateristics. How are the collections similiar and different? What is the physical appearance / condition of the items? What are your conclusions?

Note: Do not be concerned that there be 50 items within the given nonfiction topic. Analyze the first 50 even when that continues to another topic / section. That condition becomes part of your discussion report. 

Provide at least one high-quality reply to a peer.

Option 3B - Time Management
Create a list of tasks that would fall under each of the following categories: low level clerical, high level clerical, low level professional, and high level professional. How much time do you think the typical library media specialist spends completing activities in each category? What do you think is an appropriate distribution? Compare your thinking with another media specialist.

Generate three examples of ways that a library media specialist could save or make better use of their time. Would these time savers cost money? How much time could be saved in a typical week?

Think about how you spend your time (24/7) right now. Conduct an analysis how you spend your time (i.e., day, couple days, week). Are you surprised by your findings? Discuss what you might do to adjust your distribution of time.

Provide at least one high-quality reply to a peer.

Option 3C - Flexible Scheduling
Define flexible scheduling. Discuss different perspectives on the issue. Incorporate ideas from the following articles plus at least one additional resource:
Read Position Statement on Flexible Scheduling from American Association of School Librarians (AASL).
Read Flexible Scheduling: Implementing an Innovation by Joy McGregor in School Library Media Research, 2006, 9.
Read Its Good to Be Inflexible by Doug Johnson in School Library Journal, Nov 2001, 47(11).
Read Flexible Scheduling: Making the Transition by Peggy Milam Creighton, Jan 2008, 24(5).

Provide at least one high-quality reply to a peer.


Week Ten: Read the following webpages within the Program Administration section of the course website.

Reality Check assignment is due next week.

Week Eleven: Read the following webpages within the Program Administration section of the course website.

Read Many Faces of School Library Leadership (Coatney) - Chapts 7 & 8
Reality Check
Project Due.
Work on Toolkit items - Second Toolkit

Week Twelve: Read the following webpages completing the Program Administration section of the course website

decision point discussionDecision Point Discussion 4
Design a Library & People Power!


Select ONE of the following options to complete.

Option 4A - Design a Library!
You have the chance to design and build a new school library. Cool!

Review the Elements of Facilities page. It contains a long list of topics, however it's doesn't include everything. Using this list as a starting point, identify at least two components that you think are missing for your new library. Also, identify at least two things / elements that you don't think are necessary for your center. In all cases, explain your reasoning.

Then, radically depart from traditional designs of a school library media center. Think in terms of meeting student needs of the future. Explain your design concept(s) and provide as much detail and examples as possible. Cite any information sources that support your plans.

Provide at least one high-quality reply to a peer.

Option 4B - Volunteers
Your predecessor preferred to work alone, so they never developed a volunteer program. You believe your program might benefit from volunteers. Develop a program for recruiting, training, and supervising volunteers. In your plan, identify specific purpose(s) and activities of volunteers.

What policies do you need to handle issues that might arise relating to volunteers? Use the following websites for ideas. Or, do a search for school library volunteer guidelines.
Volunteer Info from Grand View Elementary School Library, CA
Volunteer Safeguards and Volunteers Acknowledgment from Deerfield Community School, NH

Provide at least one high-quality reply to a peer.

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Program Advocacy

Week Thirteen: Read the following webpages within the Program Advocacy section of the course website.

Read Many Faces of School Library Leadership (Coatney) - Chapt 3 
Finish up the second Toolkit project. Again finish an entire section - do not submit partial segments.

decision point discussionDecision Point Discussion 5
Select ONE of the following options to complete.

Option 5A - Budgets & Budgeting
Conduct an interview. Talk with a school library media specialist about acquisition and budget processes. Start with but do not limit the discussion with questions:
* What is the budgeting process?
* Describe the process for purchasing.
* Do you use a jobber?
* Do you purchase from a local bookstore?
* How much do they personally handle? What other library / school and school corporation staff are involved?
* Do they purchase materials that are pre-processed?
* Do they receive electronic records for their automated system?
* Are there policies / procedures for handling gifts, donations, book fair money, etc.?
Summarize your findings; report what you learn . . .

Provide at least one high-quality reply to a peer.

Option 5B - Plan an Event!
Read the materials at ALA's Banned Book Week website. What other events should be promoted for your school library media program? Develop your own promotion plan for a special school library media event or observance.

Explore the ideas and materials found at these websites (Not limited to these):
Annual Events from eduScapes Teacher Tap
Contests, Fairs, and Publishing: Sharing on the Web from eduScapes Teacher Tap
Face-to-Face and Virtual Author & Illustrator Visits from eduScapes Teacher Tap
Face-to-Face and Virtual Book Clubs & Reading Groups from eduScapes Teacher Tap
Reading is Fundamental
Book Fairs at Scholastic

Tell us about the event you have in mind. What's the theme, the event topic? Purpose? Who are the partners? Identify the audience? Timeline (how much time, when)? Facilities (where)? Advertising? Budget? Data-collection?

Provide at least one high-quality reply to a peer.

Week Fourteen: Read Change & Evolving Roles
Read Many Faces of School Library Leadership (Coatney) - Chapts 9 and 10
Work on Toolkit Item

Week Fifteen: Read the following webpage within the Program Advocacy section of the course website.

decision point discussionDecision Point Discussion 6
Innovate, Change!


Select ONE of the following options to complete.

Option 6A - Checkout Change
Read The Honor System by Pam Davis in School Library Journal, March 2004, 50(3). This library encourages kids to take books without checking them out. What do you think? Which would be harder for you: (a) changing the checkout policy, or (b) starting a new program?

Is it harder for you to change the way you do something now or try something new? This idea has tremendous implications for your ability to be a leader of change. What are your hopes and fears related to change in the library media center.

Write about a "far out" idea for any aspect of the library media program. Think "big". Think "radical." What program policies and procedures might be impacted by your program? What do you see as your personal barriers to change? What are the barriers you see for administration, teachers, and students? How would you address these concerns and convince them that this innovative idea will work?

Along with the idea, you need to provide a professional connection. Is your idea based on an article, conference session, or maybe a personal experience? Which of the "notable" people on our list do you think would support your idea? Why? What evidence in the literature supports your approach?

You'll only get points if your idea is truly innovative.

Option 6B - School Librarians Must Change?
Joyce Valenza is a strong proponent for change in school libraries. She sees the need for an immediate "re-tooling" of school library media specialists. Read some of her ideas at her posting (Aug. 2006) at "You'd Better Start Swimming or You'll Sink Like a Stone." This article is now almost 10 years old. What's changed or not changed?

Information Power
was first published in 1988 and the 2nd revised edition was completed ten years later. A couple years ago, ALA rolled out Empowering Learners: Guidelines for School Library Media Programs. From the above starter ideas or your own professional reading, research, and reflections - - do teacher librarians need to change? If so, what type of changes do you expect or want to see incorporated in forthcoming ALA guidelines publications?

Complete and turn in the final Toolkit component.

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