Library Science: Information Sources & Services

Focuses on the librarian's role in curating, using, teaching, evaluating, and providing service with multimedia reference materials for the physical and virtual library learning spaces to meet the needs of a diverse learning community. Prerequisite: EDLI 6720 or equivalent.

Online asynchronous via Brightspace with 4 Saturday virtual video conference meeting times: 9/7, 10/5, 11/2 and 12/7 all from 9AM-12PM; Open to degree and PACE students

This course focuses on the teacher librarian's role in the information landscape. Information Sources and Services addresses: research strategies, search tools, information curation, teaching, and evaluation with multimedia digital reference resources to support the curriculum and associated standards, activities and personal interests of our diverse learning communities. There is an emphasis on equitable information literacy skills and resources, student engagement, and inquiry-based learning in both physical and virtual library learning spaces.(Standards Alignment: ALA/AASL/CAEP Standards for Initial Preparation of School Librarians, 2019: Standards, 1-5, Vermont Educator Endorsement #61:Standards 1-5, Vermont Core Teaching Standards, 1-10). Participants will explore current strategies and theory in Library Information and Resources, and will create, model and promote ethical, accessible, and equitable access to and use of physical, digital, and virtual collections of resources. Students will learn about a variety of resources across multiple curriculum areas and how to critically evaluate and apply them to engage and motivate students, meet the standards, and support the school curriculum and personal interest needs of contemporary learners. Although multiple standards from ALA/AASL/CAEP Standards for Initial Preparation of School Librarians (2019) will be addressed in this course, the focus of this course will be on the following: Standard 1.2 Learner Diversity. Candidates articulate and model cultural competence and respect for inclusiveness, supporting individual and group perspectives. Standard 1.4 Learning Environments. Candidates create both physical and virtual learner-centered environments that are engaging and equitable. The learning environments encourage positive social interaction and the curation and creation of knowledge. Standard 2.3 Integrating Ethical Use of Information into Instructional Practice. Candidates ensure learners evaluate information for accuracy, validity, and cultural context; and that learners demonstrate ethical use of information and technology in the creation of new knowledge. Standard 3.2 Information Literacy. Candidates know when and why information is needed, where to find it, and how to evaluate, use and communicate it in an ethical manner. Candidates model, promote, and teach critical-thinking and the inquiry process by using multiple literacies. Standard 3.3 Technology-Enabled Learning. Candidates use digital tools, resources, and emerging technologies to design and adapt learning experiences. Candidates engage all learners in finding, evaluating, creating, and communicating data and information in a digital environment. Candidates articulate, communicate, model, and teach digital citizenship. Standard 4.1 Access. Candidates facilitate and advocate for flexible, open access to library resources and services according to the ethical codes of the profession. Candidates design and develop strategic solutions for addressing physical, social, virtual, economic, geographic, and intellectual barriers to equitable access to resources and services. Standard 4.2 Information Resources. Candidates use evaluation criteria and selection tools to develop, curate, organize, and manage a collection designed to meet the diverse curricular and personal needs of the learning community. Candidates evaluate and select information resources in a variety of formats. Standard 5.2 Leadership and Collaboration. Candidates lead and collaborate with members of the learning community to effectively design and implement solutions that positively impact learner growth and strengthen the role of the school library.

Candidates are expected to fully participate in asynchronous online weekly assignments via Blackboard, including discussions forums or other collaborative work, and monthly synchronous video conference sessions. Original graduate level writing and attribution is expected in completed work. Access to high speed internet and basic technology skills are necessary for completing projects and other assignments. If a candidate is having difficulty meeting course requirements, it is expected that they will contact the instructor to create a plan to address missing (or inadequate) work.

Ongoing: Class Participation, Threaded Discussions, and Reflections: (20%) Final Due Date: Dec. 6 Candidates participate in all video conference sessions, and contribute to the threaded discussion forums as assigned. Virtual Library Platform: (25%) Ongoing, Final Due Date: Dec. 6 Digital, Virtual Library Platform to demonstrate learning and curate resources for school library programs. Ongoing threaded discussion/learning artifacts will be curated within the virtual library website platform. Module 1: Pre-Assessment - Search Strategies: (5%) Due Date: Sep. 7 Assessment of student background knowledge, in regard to information search strategies. Search Strategy Comparison Project: (15%) Due Date: Sep. 28 Individual analysis of inquiry process models that support inquiry/research, which reflect the developmental level of students where School Library Media Specialists will be teaching, or plan to teach at. Reference Interview Scenarios Project: (10%) Due Date: Oct. 19 Applied use of questioning protocols which support student learning preferences, as well as diversity, equity, and inclusivity that create the precise connection between credible information and the need of students. Module 2: Virtual Tutorials Project: (15% ) Due Date: Nov. 9 Applied use of technology to support access to student learning Module 3: Share and Reflect: Peer Review: (10% ) Due Date Dec. 13 Collaborative, virtual, structured learning process for which students critique and provide feedback to each other on their work, as they acquire the skills necessary to help them self-assess and ultimately improve upon their own work. Scoring guides, rubrics and checklists: Detailed criteria and rubrics for all projects and assessments will be available at the beginning of the course. Course Grading: Grades will be based upon participation in class and in online discussion, thoughtfulness of responses, and quality of projects. 97-100 points=A+; 94-96=A; 90-93=A-; 87-89=B+; 84-86=B; 80-83=B-; 77-79=C+; 74-76=C; 70-73=C-; 67-69 = D+; 64-66=D; 64 and under F. Format for Expected Work: Graduate level communication and writing skills including: Style and format, mechanics, content and organization, integration and critical analysis.