University of Maryland College of Information Studies Spring 2013

LBSC 741

Seminar in School Library Program Administration Universities at Shady Grove, Building I, Room 109 Wednesdays, 5:30 pm 8:15 pm

INSTRUCTOR

Dr. Sheri Anita Massey 4111J Hornbake Building, South Wing Office: (301) 405-4580 Mobile: (202) 904-4662 Email: smassey@umd.edu (preferred) Twitter: @MissDrMassey

OFFICE HOURS

Upon request

CANVAS COURSE SITE: myelms.umd.edu

COURSE OVERVIEW The mission of the library media program is to ensure that students and staff are effective users of ideas and information. The school library media specialist (SLMS) empowers students to be critical thinkers, enthusiastic readers, skillful researchers, and ethical users of information by: --collaborating with educators and students to design and teach engaging learning experiences that meet individual needs. --instructing students and assisting educators in using, evaluating, and producing information and ideas through active use of a broad range of appropriate tools, resources, and information technologies. --providing access to materials in all formats, including up-to-date, high-quality, varied literature to develop and strengthen a love of reading. --providing students and staff with instruction and resources that reflect current information needs and anticipate changes in technology and education. --providing leadership in the total education program and advocating for strong school library media programs as essential to meeting local, state, and national education goals. (Empowering Learners: Guidelines for School Library Media Programs, p. 8) 1

The basis for this mission statement was adopted by the American Association of School Librarians (AASL) and the Association for Educational Communications and Technology (AECT) in 1988, as the cornerstone for the continuing development and improvement of library programs nationwide. In 1998, it was reaffirmed in the revision of the national guidelines, Information Power: Building Partnerships for Learning. In these guidelines, it was reaffirmed that library staff members working alone cannot accomplish this mission. In 2009, the mission statement was revised again to describe the expanding responsibilities of school librarians, working collaboratively to help learners to develop the skills and abilities needed for them to be successful in the 21st Century. The school librarian works with classroom teachers, administrators, and others to build a program that supports active, authentic learning; encourages students and staff to become lifelong learners; and models a vibrant, collaborative culture. The school librarian has the responsibility to administer the program effectively so that its mission and goals can be accomplished. LBSC 741 is designed to provide future school librarians with the knowledge and expertise necessary to administer effective programs. LBSC 741 is the pre- or co-requisite for LBSC 744, Internship in School Library Programs. It is expected that knowledge and skills gained in this course will be translated into actions during the candidates practicum experiences.

TEXTS

American Association of School Librarians (2009). Empowering Learners: Guidelines for School Library Media Programs. Chicago: American Library Association. American Association of School Librarians and Association for Educational Communications and Technology. (1998) Information Power: Building Partnerships for Learning. Chicago and Washington: American Library Association and Association for Educational Communications and Technology. Donham, Jean (2008). Enhancing Teaching and Learning: a Leadership Guide for School Library Media Specialists 2nd Edition Revised. New York: NealSchuman Publishers, Inc. Harada, V. H., Yoshina, J. M., & Harada, V. H. (2010). Assessing for Learning : Librarians and Teachers as Partners (2nd ed.). Santa Barbara, CA: Libraries Unlimited. Additional readings are listed later in this syllabus.

EXPECTATIONS FOR CANDIDATES Upon completion of this course, the candidate will demonstrate the ability to: define and communicate the role an effective library program plays in a learning community; explain the importance of creating a shared vision for an effective library program; develop policies and procedures related to planning and budgeting to support an effective library program; understand policies and procedures related to personnel evaluation create a collection development policy and process that supports and enhances instruction and reflects the needs and interests of the members of the learning community; articulate the principles that undergird space planning for effective school library programs; discuss methods of evaluating library programs and services; create an effective advocacy program to develop support for the library program within and beyond the school; and state his/her philosophy regarding the value of the school library in teaching and learning.

The candidate will demonstrate these understandings through active participation in class discussions; effective oral presentations; submission of draft documents by required due dates; and preparation and submission of an online management portfolio. The candidate will demonstrate an ability to work effectively both independently and collaboratively with others and will actively contribute to the collective knowledge of the class.

GRADING The Online Portfolio Most of your final grade will be based upon the evaluation of an online management portfolio, which you will submit no later than 8:15 PM on Wednesday, May 8, 2013. The portfolio will reflect your work on a variety of assignments, many of which are to be submitted in draft form throughout the term or posted on the Discussion Board on the Canvas site. Each assignment is directly related to a critical component in school library program administration. The portfolio must include: a school overview (due 2/6) 4 hours to complete; 2 with mentor librarian a statement for the library program mission and vision (due 2/13) 4 hours to complete; 2 with mentor librarian 3 a statement of personal philosophy regarding the role of the school library/librarian in learning and teaching (due 2/27) 3 hours to complete a set of interview questions (post to the wiki for this week AND bring to class) (due 3/6) 1 hour to complete

a professional resume (post to the Canvas AND bring to class) (due 3/6) 1 hour to complete a memo to an architect (due 3/13) 2 hours to complete; 2 hours with mentor librarian a draft survey of library program users; one staff survey, one student survey (due 3/27) 6 hours to complete; 2 hours with mentor librarian a budget (due 4/17) 8 hours to prepare budget and defense 4 hours to complete; 2 hours with mentor librarian

a budget defense with visuals (presentations on 4/17) 4 hours to complete a reflection on student assessment in the library (due 4/24) 3 hours to complete a survey results overview (due 5/1) 2 hours to complete; 2 hours with mentor librarian an overview of your online management portfolio with visuals (presentations on 5/1) 2 hours to complete COMPLETE PORTFOLIO (due 5/8)

The complete portfolio must clearly demonstrate your competence in school library program administration. The assignments included in the portfolio must be based upon existing conditions in an actual library program in an actual school, and in collaboration with a certified librarian. All documents in the portfolio must reflect a single vision and overview. For each assignment there is an approximate amount of time it should take to complete the project, as well as the amount of time you are to spend in the library.

ASSIGNMENTS

Student Assessment Paper It is becoming increasingly important that school librarians participate in student assessment. In this 3 - 5 page paper, respond to the following questions: 1. What is student assessment and why should school librarians be involved? Refer to relevant research and professional literature. 2. What, if any, evidence of student assessment have you observed at your cooperating school? 3. If you have not observed librarian participation in assessment, describe one lesson you observed and how the school librarian could have been involved in assessing student learning. If you have observed student assessment in the library, describe what you saw and give one suggestion for improvement.

Budget Presentation You will give a 5-minute presentation that will demonstrate your ability to make a coherent and compelling request for continuing funding for the library program to a budget committee or other decision-making body. Expect to spend an extensive amount of time preparing the budget documents and defense with mentor librarian.

Mock Interviews You will participate effectively in mock interviews in which you will function both as an interviewer and an interviewee. You will also share your resume for critique.

Memo to an Architect Each candidate is to assume that s/he has been the library media specialist at the school described in the Overview for five years. The candidate knows the good points and the bad points about the library media center as it exists today. A decision has been made to renovate the library media center because the population of the school is expected to increase by at least 50 percent during the next five years. Based on the learning communitys use patterns and stakeholders information needs, the candidate and mentor librarian will prepare a proposal to renovate the library media center. The candidate is expected to comment upon the aspects of the current facility that are conducive to delivering an effective program and identify areas that should be changed. Each candidate is expected to include in the proposal specific information about size of the facility, number of users that must be accommodated, types of activities that will go on in the facility, staffing patterns, description of the collection, and any special programs or services that must be accommodated. The proposal must describe how the proposed changes will promote a positive educational climate and impact student learning. The candidate may include drawings or diagrams, but they are not required. It is important that the candidate keep in mind that the facility must be flexible enough to accommodate changes in technology, learning, and teaching that may not be easily anticipated. The primary expectation is that the renovated facility is appropriate for 21st century learners and takes into account the information needs of that schools unique learning community.

GRADE DETERMINATION Management Portfolio Elements School and Collection Overview Vision & Mission Statements Teaching Philosophy Assessment Paper User Surveys Survey Results Budget Documentation Memo to an Architect Portfolio Execution Budget Presentation Mock Interviews Portfolio Presentation Total 50 50 100 100 50 150 100 50 100 150 points 50 points 50 Points 1,000 points possible 650 points

Grading Scale A+ A, AB+ B BC over 968 933-967 points 900-932 points 868-899 points 833-867 points 800-832 points 799 points and below

Each product is expected to reflect the highest professional standards, and both the content and technical quality will be considered in determining your grade for the assignment. Thoroughness, accuracy, salience, and effective organization are required; correct English grammar, spelling, punctuation, and usage are expected.

ACADEMIC INTEGRITY The University has a student-administered Code of Academic Integrity and an Honor Pledge The Code strictly prohibits candidates from cheating on exams, plagiarizing papers, submitting the same paper for credit in two courses without authorization, buying papers, submitting fraudulent documents, and forging signatures. Instances of any suspected academic dishonesty will be reported and handled according to University policy and procedures. For a more detailed description of the University's definition of academic dishonesty, visit http://www.faculty.umd.edu/teach/integrity.html.

COPYRIGHT NOTICE Class lectures and other materials are copyrighted and may not be reproduced for anything other than personal use without written permission from the professor.

ACCOMMODATIONS FOR CANDIDATES WITH DISABILITIES The University is committed to providing appropriate accommodations for candidates with documented disabilities. In order to ascertain what accommodations should be provided to facilitate your learning experience, please be sure to inform the instructor of your needs at the beginning of the semester. The instructor will then assist you in contacting relevant parties such as the Universitys Disability Support Services, who will work with you to determine and implement appropriate academic accommodations. For more information on the Universitys policies, see http://www.faculty.umd.edu/teach/disabilities.html.

ATTENDANCE POLICY Regular attendance and participation in this class is the best way to grasp the concepts and principles being discussed. However, in the event that a class must be missed due to an illness, the policy in this class is as follows: 1. For every medically necessary absence from class (lecture, recitation, or lab), a reasonable effort should be made to notify the instructor in advance of the class. When returning to class, candidates must bring a note identifying the date of and reason for the absence, and acknowledging that the information in the note is accurate. 2. If a candidate is absent more than 2 time(s), the instructor may require documentation signed by a health care professional. 3. If a candidate is absent on days when tests are scheduled or papers are due [or other such events as specified in the syllabus] he or she is required to notify the instructor in advance, and upon returning to class, bring documentation of the illness, signed by a health care professional.

EMERGENCY PREPAREDNESS Information about the status of the campus is available at http://www.umd.edu/emergencypreparedness/. If the campus is closed, no activities, including school visits will be held. Information about rescheduling of course activities will be provided via e-mail once the campus has reopened.

CourseEvalUM Your participation in the evaluation of courses through CourseEvalUM is a responsibility you hold as a member of the academic community. Your feedback is confidential and important to the improvement of teaching and learning at the University as well as to the tenure and promotion process. An announcement about the availability of the evaluation website will be emailed to all candidates. Please go directly to the website (http://www.courseevalum.umd.edu) to complete your evaluations. By completing all of your evaluations each semester, you will be able to access online, at Testudo, the evaluation reports for the courses for which 70% or more candidates submitted their evaluations.

SYLLABUS CHANGE POLICY This syllabus is a guide for the course and is subject to change with advance notice.

READING LIST Allen, M., & Bradley, A. (2009). Portfolios: Justify your job as a library media specialist and the media budget during times of budget cuts. Library Media Connection, 28(3), 4850. American Association of School Librarians. (n.d.). AASL crisis toolkit. Retrieved January 22, 2012, from http://www.ala.org/aasl/aaslissues/toolkits/crisis Andrews, S. D., & American Association of School Librarians. (2012). The power of data: an introduction to using local, state, and national data to support school library programs. Chicago, IL: American Association of School Librarians. Bishop, K., & Cahall, J. (2012). Positive classroom management skills for school librarians. Santa Barbara, Calif.: Libraries Unlimited. Blue, E. V., & Pace, D. (2011). UD and UDL: Paving the way toward inclusion and independence in the school library. Knowledge Quest, 39(3), 4855. Buzzeo, T. (2005). Drivers ed for collaborators: Overcoming roadblocks, hazards and detours. AASL 12th National Convention & Exhibition. Pittsburgh, PA. Retrieved from http://www.ala.org/aasl/sites/ala.org.aasl/files/content/conferencesandevents/confarchive/pit tsburgh/DriversEdforCollaborators.pdf Church, B. A. P. (2011). School librarians as teacher leaders. Delta Kappa Gamma Bulletin, (Spring), 1013. Cooper, O. P., & Bray, M. (2011). School library media specialist-teacher collaboration: Characteristics, challenges, opportunities. TechTrends, 55(4), 4855. Donahoe, T. (1993). Finding the way: Structure, time, and culture in school improvement. Phi Delta Kappan, 75(4), 298305. Farmer, L. (2012). Brace Yourself: SLJs school library spending survey shows the hard times arent over, and better advocacy is needed. School Library Journal. Retrieved March 6, 2012, from http://www.schoollibraryjournal.com/slj/newsletters/newsletterbucketextrahelping2/893538 -477/brace_yourself_sljs_school_library.html.csp#.T1aBncpiBE0.facebook Fitzgerald, M. A., & Waldrip, A. (2004a). Not enough time in the day: Media specialists, program planning, and time management, part I. Library Media Connection, 23(1), 3840. Fitzgerald, M. A., & Waldrip, A. (2004b). Not enough time in the day: Media specialists, program planning, and time management, part II. Library Media Connection, 23(2), 2628.

Fullan, M. G., & Miles, M. B. (1992). Getting reform right: What works and what doesnt. Phi Delta Kappan, 73(10), 744752. Geier, D. B. (2007). Prevent disaster in your library: Advertise. Library Media Connection, 25(4), 3233. Geitgey, G. A., & Tepe, A. E. (2007). Can you find the evidence-based practice in your school library? Library Media Connection, 25(6), 1012. Harada, V. H., & Yoshina, J. M. (2004). Moving from Rote to Inquiry: Creating Learning That Counts. Library Media Connection, 23(2), 2225. Hartzell, G. (2000). Being proactive. Book Report, 18(5), 1420. Hartzell, G. (2003). The power of audience: Effective communication with your principal. Library Media Connect, 22(2), 2022. Harvey, C. A. (2008). Principal perspective, Part 1: The role of the library media specialist. School Library Media Activities Monthly, 25(2), 5153. Haycock, K. (2012). Advocacy revisited: Newer Insights based on research and evidence. World Libraries. Retrieved from http://www.worlib.org/vol19no1-2/haycockprint_v19n1-2.shtml Hovendick, B., & Lance, K. C. (2011). The impact of library media specialists on students and how it is valued by administrators and teachers: Findings from the latest studies in Colorado and Idaho. TechTrends, 55(4), 6369. Howard County Public School System (HCPS). (n.d.). Goals and objectives, Library media job descriptions. Retrieved from http://www.howard.k12.md.us/met/media/jobdesc.htm Johnson, D. (2007). Budgeting for mean, lean times. Retrieved from http://www.dougjohnson.com/storage/handouts/budget.pdf Johnson, D. (2012). Effective library budgeting. Retrieved February 2, 2012, from http://dougjohnson.squarespace.com/blue-skunk-blog/2012/1/23/effective-library-budgeting.html Kenney, B. (2009). Happy days. School Library Journal, 55(1), 283. Marcoux, E. Betty. (2009). The l0-week memo and technology. Teacher Librarian, 37(2), 82 83. Marie, K. L. (2005). From theory to practice: A new teacher-librarian tackles library assessment. Teacher Librarian, 33(2), 2025. Martin, A. M. (2011a). Data-Driven Program Development: A Quick Guide. School Library Monthly, 28(2), 2011. 10

Martin, A. M. (2011b). Data-driven leadership. School Library Monthly, 28(2), 2. Retrieved from http://www.schoollibrarymonthly.com/articles/pdf/DataDrivenGuide.pdf Martin, A. M., Westmoreland, D. D., & Branyon, A. (2011). New design considerations that transform the library into an indispensible learning environment. Teacher Librarian, 38(5), 1520. McGown, S. W. (2007). Valuable volunteers: How to find, use, and keep them. Library Media Connection, 26(2), 1013. Miller, P. (2003). Establishing a budget. School Library Media Activities Monthly, 19(5), 3738. Montgomery County Public Schools. (n.d.). Media specialist evaluation instrument: Performance standards, criteria, and descriptive examples. Retrieved from http://www.montgomeryschoolsmd.org/departments/development/documents/skillful/media _specialist-final.pdf National Library of New Zealand. (n.d.). Library surveys. Services to schools: Supporting literacy and learning. Retrieved from http://schools.natlib.govt.nz/developing-yourlibrary/tools-and-guides/library-surveys Pappas, M. L. (2004). Planning goals and time. School Library Media Activities Monthly, 21(1), 4041. Porter, W., Towne, L., Hightower, A. M., Lloyd, S. C., Sellers, K. L., & Swanson, C. B. (2012). Preparing for change: A national perspective on Common Core State Standards implementation planning. Lloydia (Cincinnati). Seattle: Education First & Editorial Projects in Education. Retrieved from http://publiceducation.org/pdf/NewsBlast_20120120.pdf Regier, E. (2008). Weed whacking in the school library: Deselection for school librarians. Encyclo-Media 28. [PowerPoint Presentation] Schwahn, C., & Spady, W. (1998). Why change doesnt happen and how to make sure it does. Educational Leadership, 55(7), 4547. Sullivan, M. (2011). Divine Design. School Library Journal, 56(4), 2632. Topper, E. F. (2003). Working knowledge: Timely tips for management. American Libraries, 34(4), 94. Wagner, T. (2001). Leadership for learning: An action theory of change. Phi Delta Kappan, 82(5), 378383.

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COURSE SCHEDULE Topics 1. Jan 23 Major Questions 4. Feb 13 Change Advocacy How do we bring about change? How do we begin the change process? 12 Required Readings Assignments Watch and complete the Canvas tutorials in Module 1 Create Your Canvas Profile & Set Up Your Notifications Add to the "Getting to Know You" VoiceThread Donham, Ch. 1, 9, 10, 11, 14 Empowering Learners, Appendices A G Allen & Bradley (2009) Watch the VoiceThread before class to learn more about your classmates Donham, Ch. 2 Empowering Learners, Ch. 1, 4 Information Power, Appendices A - D HCPS (n.d.) Schwahn & Spady (1998) Wagner (2001) Take the TPI (bring your results to class): http://teachingperspectives.com/drupal/takesurvey Whats the Difference Between Mission and Vision? (Video in ELMS) School and Collection Overview Due AASL Health & Wellness Toolkit Geier (2007)

Class

Canvas Training (Done on your own. Class will NOT MEET.)

Getting to Know You and Canvas Training

2. Jan 30

Introductions Overview of the Course Setting Expectations Identifying a School Site Choose Portfolio Format

Imagine Your Library (video) http://tinyurl.com/6vtxb8nn What is the mission of the school library program according to ALA/AASL? What is a portfolio?

Visions and Missions Teaching Philosophies

What role(s) does a library program play in an effective school? How do define an effective school? What is a vision? What is a mission? What is a teaching philosophy?

3. Feb 6

Class

Topics Visit to the ALA Washington Office. MEET at 5:00 PM at ALAWO Ted Wegner Grassroots Coordinator 1615 New Hampshire Ave NW 1st Floor Washington DC 20009-2520 Phone: 202-628-8410 http://www.ala.org/offices/wo twegner@alawash.org Building Collections, Scheduling, and Designing Spaces to Meet Learners Needs

Major Questions

Required Readings Assignments Hartzell (2003) Haycock (2012) Church (2011) Donahoe (1993) Fullan (1992)

What legislative challenges are school libraries facing?

Mission and Vision Due

5. Feb 20

High School Visit: Walter Johnson HS 6400 Rock Spring Dr. Bethesda, MD 20814 Naomi Gelfand http://www.montgomeryschools md.org/schools/wjhs/

What is a policy? A procedure? What makes a library collection one that meets learners needs? What does a strong collection look like? How do we design 21st century library spaces?

Donham, Ch. 8 Empowering Learners, Ch. 3 Information Power, Ch. 5 Blue & Pace (2011) Regier (2008) Sullivan (2011)

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Class

Topics

Major Questions

Required Readings Assignments Donham, Ch. 6, 7 Empowering Learners, Ch. 2 Information Power, Ch. 3, 4 Buzzeo (2005) Cooper & Bray (2011) Bishop & Cahall (2012), Ch. 1, 6-8 (Chapters in ELMS) Teaching Philosophy Statement Due Empowering Learners, Ch. 4 Information Power, Ch. 7 Harvey (2008) Kenney (2009) McGown (2007) MCPS (n.d.) Interview Questions Due Resume Due

Classroom Management Collaborating with Other Educators

6. Feb 27

Elementary School Visit: Longfellow ES 5470 Hesperus Drive Columbia, MD 21044 410-313-6879 Matthew Winner http://loes.hcpss.org/ Interviewing & Staffing

What does collaboration look like? What is the relationship between flexible access and collaboration? What are the advantages and disadvantages of flexible access? How does scheduling happen? How does behavior management differ in the library and the classroom? How can you promote positive classroom management?

7. Mar 6

Guest Speaker [TENT]: Ann C. Weeks iSchool Academic Dean Coordinator of the Colleges SLMP for 10 years acweeks@umd.edu

What are principals and supervisors looking for in a library specialist? What should you say and do at a job interview? Who Are The People In Your Neighborhood? What roles do they play in the library program?

8. Mar 13

Information Power, 21st Century Learner, Common Core, NETS, Partnership for 21st Century Skills Teaching & Testing Connections

How are the standards related? What do the standards mean for your library program and your role in the school community?

Familiarize yourself with the standards listed under topics for this week. Porter et al (2012) Watch and bring to class at least one discussion question for: http://www.readingrockets.org/books/intervie ws/aronson/ Memo to an Architect Due

Guest Speaker: Brenda Anderson MCPS Instructional Specialist brendadanderson@gmail.com 14

Class 9. Mar 20

Topics

Major Questions

Required Readings Assignments (Suggestion: Read Ahead) Donham, Ch. 13 Geitgey & Tepe (2007) Marie (2005) Martin (2011a & 2011b) National Library of New Zealand (n.d.) User Survey Questions Due AASL Crisis Toolkit Farmer (2012) Johnson (2007) Johnson (2012) Miller (2003)

SPRING BREAK Evaluation, Part I: Evaluating Program Effectiveness How do we measure program effectiveness?

10. Mar 27

Developing, Justifying, and Managing a Budget

How do we plan for future needs? How do we identify additional funding?

11. Apr 3

Guest Speaker: Jeffrey DiScala Graduate Research Assistant iSchool Doctoral Candidate discala@umd.edu Evaluation, Part II: Evaluating Student Achievement How do we measure student achievement?

Information Power, Ch. 6 Donham, Ch. 12 Harada & Yoshina (2010), Ch. 1, 2, 7-9 Andrews (2012) Ch. 1-3, 5-7 (Chapters in Canvas) Harada & Yoshina (2004)

12. Apr 11

Middle School Visit: Westland Middle School 5511 Massachusetts Ave Bethesda, Maryland 20816 Sarah Salnick http://montgomeryschoolsmd. org/schools/westlandms/ Budget Presentations Why should we continue to fund your school library program?

13. Apr 17

Budget Documents Due

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Class 14. Apr 24 15. May 1

Topics

Major Questions

Required Readings Assignments Student Assessment Paper Due Survey Results Due (in online portfolio, shown in class as part of your presentation) Fitzgerald & Waldrip (2004a) Fitzgerald & Waldrip (2004b) Hartzell (2000) Pappas (2004) Topper (2003) Marcoux (2009) Final Online Management Portfolio Due

MSET COMMON GROUND CONFERENCE1 Portfolio Presentations Is your portfolio ready to share with employers? How do you get it all done? What is an annual report?

Reflection

16. May 8

The Common Ground 2013 professional development event will take place April 22-24, 2013 at the Baltimore Convention Center, Baltimore, Maryland. Over 150 sessions will be offered and more than 125 exhibitors will be on site. Student registration for the twoday conference is $80.00. For information about registering, please go to www.regonline.com/commonground2013MD. 16