Library Science: Info Tech Schl Libr Media Ctrs (OL1)

About EDLI 6770 OL1

Designed to provide both a theoretical and a pragmatic understanding of information technology in the modern school library with a focus on the integration of technology within teaching and learning. Prerequisite: EDLI 6720 or equivalent.

Notes

Asynchronous online, with synchronous video conference sessions: 9am-12 noon on 6/29, 7/13, 7/20, and 7/27 2026

Section Description

This course examines the integration and management of innovative technologies in contemporary school libraries. Current and emerging digital tools, services, and resources will be explored that support readers, provide access to resources, create community, and assist learners in being able to actively and responsibly participate in an online world, and give students authentic outlets to communicate their ideas beyond school walls. Through this course, school library candidates will explore ways librarians can use these technology tools to promote equity and inclusion of all learners, including English Language Learners, in accessing reliable information and in creating original expressions of their ideas. School library candidates will develop competence and confidence within the design/tech teaching framework as they use technology across content curriculum and/or in a school library makerspace, and learn to adapt learning experiences for all learners. School library candidates will explore a variety of technology applications, develop criteria for selecting instructional technologies, and consider strategies for managing devices and applications. School library candidates will also examine ways to design instruction to teach and promote digital citizenship, media literacy skills, and effective and responsible use of AI-powered tools.

The content and practices covered in this course are aligned with American Association of School Librarians Initial Preparation of School Librarians Standards (2019), Vermont Educator endorsement standards for school librarians (#61), and Vermont Core Teaching Standards. The course supports participants in developing the technology leadership skills essential to the role of the school library media specialist.

Section Expectation

Course Policies:
• Students are expected to be active and engaged learners and fully participate in online weekly assignments and synchronous video conference sessions.
• Students are expected to conduct themselves and complete their work in a professional manner.
• Students are expected to submit original graduate level work, specifically citing all work and ideas that are not their own. Please see the UVM Code of Academic Integrity, of which all are to adhere to.
• 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.

Attendance Expectations:
• Students will consistently and regularly attend synchronous virtual meetings and participate in asynchronous online sessions.
• If there is a reason to be excused, contact the instructor before each class.
• Religious Holidays:
Students have the right to practice the religion of their choice. Each semester, students should submit in writing to their instructors as early as possible and at least one week before their documented religious holiday the date(s) of the conflict or absence. Faculty must permit students who miss work or exams for religious observance to make up this work. The complete policy is here.

Contributions in Class:
• Be prompt for synchronous virtual class meetings, participate fully, and be prepared with the assignments for the day.
• Students will log-on (no set time) regularly, contribute to their ebook portfolio, and complete assignments in a timely manner.

Academic Honesty & Professionalism:
• All students are required to be familiar with and adhere to the “Code of Academic Integrity.”
• Unless explicitly noted in the assignment, use of Artificial Intelligence, such as ChatGPT (or other similar tools or software that generate suggested text) is not allowed in this class for any part of a graded assignment, including generation of ideas, writing of text, or rewriting your own work. Doing so is considered a violation of the cheating and plagiarism standards of the UVM Code of Academic Integrity. Violations could result in failure of the assignment or failure of the course and a notation on your transcript. - UVM Center for Student Conduct.

Evaluation

Student Evaluation/Assessments:
eBook Learning Portfolio and Reflection
• Create and regularly contribute to an ebook Portfolio using Book Creator for Course Reflection. A total of eight reflections should respond to prompts listed in the course modules. Entry topics: Introduction, Assistive Technology, Digital Citizenship, Makerspace, Student Voice/Student Choice, Collaboration, Artificial Intelligence, Course Reflection Due date: Ongoing. Final Entry completed by July 31st (30%)
Digital Citizenship Resource Review
• Slideshow: Identify and evaluate resources for teaching Digital Citizenship. This will help you and can be reused/included in your Digital Citizenship Scope & Sequence Proposal. (15%)
o Personal Safety: 2 highlights and 1 challenge of at least 1 resource you could use for teaching personal safety aspect of Digital Citizenship
o Media Balance: 2 highlights and 1 challenge of at least 1 resource you could use for teaching personal safety aspect of Digital Citizenship
o Information Literacy: 2 highlights and 1 challenge of at least 1 resource you could use for teaching information literacy aspect of Digital Citizenship
Due July 20th

Digital Citizenship Scope & Sequence Proposal
• This proposal is intended to help you plan for Digital Citizenship instruction across grade levels in your current or desired instructional setting. This work should cover a 3 year grade level continuum. (20%)
• The proposal should:
o Definition of Digital Citizenship
o Include a rationale for why Digital Citizenship should be explicitly taught.
o Identify standards addressed through Digital Citizenship Instruction
o Include specific scope and sequence for how to teach information & media literacy components across a continuum of grade levels
o Include specific scope and sequence for how to teach online safety and personal responsibility components
o Include specific scope and sequence for how to teach media balance aspect of Digital Citizenship across a continuum of grade levels
o Include some sample resources
o Identify co-teaching opportunities where applicable
Due July 24th
Exploration of VT AI Guidance of Education: Application of AI Principle #2 Use AI to Support Personalized Learning
• January 2026 the VT Agency of Education released Guidance to Support the Use of AI in Schools. This document is organized around 4 principles for how AI can be used in education. Principle 2 (Use AI to support personalized learning) applies to educators across the elementary through high school settings. For this assignment you will use AI to apply principle 2 and reflect on that experience. (15%)
• Use AI to differentiate an assignment.
o Select one of the Digital Citizenship lessons you identified in your resource review assignment. Use an AI tool of your choosing (module will provide several possible options) to differentiate the lesson for student with the following learner profile:
 Student qualifies for IEP under Specific Learning Disability. Student’s independent reading and writing skills are significantly below grade level expectations. Student processes auditory information at or above grade level, but need support to complete multi-step tasks. The student benefits from graphic organizers, pictograms, and visual schedules. The student has strong peer connections and demonstrates excellent collaboration skills.
o Your assignment should include:
 Link to original lesson
 AI tool you selected and the prompt you provided the tool
 Differentiation for the student suggested by the AI tool
 Reflection on the experience of applying principle 2 in this way. Reflection should specifically address: strengths/benefits of the AI response, challenges/concerns of the AI response, how could you have worked with the AI to improve the result (if applicable) and how might you apply principle 2 in your current or desired educational setting.
Due July 27th
Flipped Library Webpage or Tech Tips Site:
Choose one of the two options below (20%)
a. Flipping the library: Each participant will select 1 area of the library to flip via a website/webpage. These could be:Tips for better browsing, Recorded Book Talk, Virtual library tour, Tutorials on using a specific app (eg Read Write Google, WeVideo, BookCreator etc), Tips for accessing eBooks etc

OR

b. A Tech Tips Website for Staff: Tech tips should focus on at least two discrete uses of technology to support teaching & learning in a school community. Tech Tips should be presented in the form of a website or section of a website.

Due Aug 2nd

Grading:
Grades will be based upon participation in class and in online discussions, 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 written communication.

Important Dates

Courses may be cancelled due to low enrollment. Show your interest by enrolling.

Resources

• Parking
• PACE Course Pricing
• Textbooks
• Summer University Pricing
• Summer Housing