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CIMT 509 -- Selection of Library Materials

Spring 2012 Instructor: Dr. H. Scott Davis Room 314C, College of Education/University Hall Indiana State University -- Terre Haute, IN 47809 24 hr. FAX: (812)237-4556 Cell: (812)239-5282 (no calls after 8:00 p.m. EST, please) Email: Henry.Davis@indstate.edu NOTE: my preferred communications option for most things is email. University policy requires that you MUST use your ISU mymail accout for sending all mail. FYI, I HATE voice mail!

Office Hours: Since ours in an online course office hours will be virtual, i.e. via email, scheduled phone calls or appointments, etc. Please do NOT hesitate to call my cell before 8 p.m. EST. Course Technical Support: The Information Technology (IT) Division provides technical support for distance education courses and students. Direct ALL technical and access problems to them: 1-888-818-5465 or IT-Help@indstate.edu or http://ithelp.indstate.edu/ . Course Description: A 3-hour credit course focusing on the evaluation and selection of print and non-print materials for school and public libraries. Emphasis is given to understanding the importance of collection development policies and procedures, as well as an awareness of national issues with regard to censorship and minors access to some forms of information. Texts: Bishop, Kay. The Collection Program in Schools, 4th edition. Libraries Unlimited, 2007. (ISBN13: 9781591585831hardcover; ISBN13: 9781591583608-paperback). The textbook is NOT available via the ISU Online Bookstore or at the on-campus bookstore. I urge you to order your copy ASAP directly from the publisher --TO ORDER ONLINE: http://librariesunlimited.com . TO ORDER BY PHONE or FAX: 1800-225-5800 (phone), (603) 431-2214 (Fax). Also, the text should be available via other online sites such as amazon.com, etc. FYI, for the compulsive worriers (there are always several among us), I adjust due dates and take into consideration allowing time for folks to get their text BUT, do NOT delay in placing an order! Express shipping might be a good idea, particularly for you worriers ;-)

Course Goals/Proficiencies: Following this course, students will be able to:

CIMT 509 Selection of Library Materials Spring 2012 Dr. Davis

1. Identify the environmental framework that sets the parameters of collections for the educational and informational needs of users. 2. Determine the role of basic selection tools, selection policies, and criteria for selection procedures. 3. Recognize the operations essential to developing, maintaining, and managing a collection. 4. Demonstrate knowledge of current literature and practices regarding the ethical, legal, and cultural issues associated with the selection process; particularly in the provision for the diverse needs and abilities within a defined learning environment. 5. Navigate and evaluate Web-based and/or other electronic resources to expand the availability of information.

Accessibility Statement Students with disabilities are provided equal educational opportunities at Indiana State University. These services are designed and arranged with individual documented needs in mind. For more information see: http://web.indstate.edu/sasc/dss/accessibility.htm Conceptual Framework for ISUs Teacher Education Program So as to better understand this course within the context of the overall teacher education program it is important to review the conceptual framework that provides the theoretical underpinnings which drive the development of our programs. The following text was developed by the faculty of the ISU College of Education to ensure your understanding of the theories and thinking that drive our practice: "Becoming a Complete Professional" is the overarching theme and conceptual model for all of Indiana State Universitys teacher educator preparation programs. Because the conceptual framework continues to provide the central focus for what we believe and what we do, universal student outcomes reflect performance-based teacher education in Indiana. Programs have identified a set of student outcomes that serves as a conceptual framework for initial and advanced levels; all are linked to the conceptual model of "Becoming a Complete Professional." This model encompasses three broad areas that recognize the essential work and focus of an educator for initial and advanced teacher preparation:
o o o

Educator as mediator of learning, Educator as person, and Educator as member of communities.

CIMT 509 Selection of Library Materials Spring 2012 Dr. Davis

The word complete acknowledges that, to be truly successful, an educator must be effective in all three of these areas. Similarly, the word becoming is included because a new graduate of one of the Universitys educator preparation programs is not yet a complete professional as a teacher, counselor, school psychologist, speech language pathologist, principal or superintendent. Each has only developed a solid foundation for becoming such a professional in the chosen role. The component "Educator as Mediator of Learning" deals with an educators professional skill as a mediator of students learning and/or of the progress individuals make in achieving their potential. The component "Educator as Person" represents the traits that make a successful educator justifiably respected and emulated by students. The component "Educator as Member of Communities" reflects the necessity of contributing to the various communities of which educators, as professionals, are members. To be proficient, an educator cannot simply be skillful as a mediator of learning or simply be respected and emulated by students or simply be a contributing member of relevant communities. Instead, a truly successful educator must at the same time be a competent mediator of learning, a person viewed as worthy of respect and even emulation by students, and a contributing member of the communities in which educators are expected to function. The establishment of a conceptual framework links to a central theme that allows the program to be thoroughly grounded in the best educational practices as illuminated by professional organizations and educational leaders. The foundation for all undergraduateteaching programs is the Interstate New Teacher Assessment Support Consortium (INTASC) standards. At the advanced program level, the standards of the National Board for Professional Teaching Standards (NBPTS); the American Association of School Librarians (AASL); the Council for the Accreditation of Counseling and Related Educational Programs (CACREP); the Interstate School Leaders Licensure Consortium (ISLLC); the American Psychological Association (APA); and, the American Speech and Hearing Association (ASHA) have provided guidelines for establishing student outcomes and for developing programs in teaching, school counseling, school administration, school psychology, and speech-language pathology. Course Work Requirements: Students will be required to do a personal web page within the course environment; two (2) projects for two of the five (5) numbered proficiencies of the course, shown above. Projects for specific proficiencies will be made available over the course of the term by the instructor in the Course Assignments section of the course site. Students will be required to take a midterm and final exam based on text readings, guiding question discussions and projects associated with specific course proficiencies; participate in class activities (readings, discussions, etc.); and follow all course policies and rules related to assignment formatting, use of course-related email, etc.

CIMT 509 Selection of Library Materials Spring 2012 Dr. Davis

Grading Rubric for Individual Assignments: Pts. Given 93-100 90-92 85-89 81-84 75-80 65-75 <65

A B+ B C+ C D F

= = = = = = =

Excellent work Good work Fair work Poor work Unacceptable work

Final Grade Determination: Proficiency Projects (25% ea.) Midterm Final Exam Participation 50% 20% 20% 10% 100%

TEST DATES: Midterm Exam (covering proficiencies 1, 2 and 3) The test will be online, real time and you will have one (1.5) hours to complete it and send it to the instructor as an email attachment. Two versions will be given; you MUST take one of the versions on either of the following dates and times: Tues., Mar. 13 4|:00 p.m. EST OR Wed., Mar. 14, 8:00 p.m. EST

Final Exam (covering proficiencies 4 and 5) The test will be online, real time and you will have one (1.5) hours to complete it and send it to the instructor as an email attachment. Two versions will be given; you MUST take one of the versions on either of the following dates and times: Thurs., May 3, 8:00 p.m. EST OR Fri, May 4, 3:00 p.m. EST

Grading Criteria: Remember that this is a 500 level course. I expect thorough, reflective treatment in all assignments and discussions, with signs of synthesis when possible. More specifically, I will be evaluating assignments with the following things in mind: Attention to instructionsthis criterion should not really require explanation; however, experience requires me to call attention to it. If you feel that you do not understand an assignment ask for clarification.

CIMT 509 Selection of Library Materials Spring 2012 Dr. Davis

Depth and breadth of treatmentthis criterion tends to be a bit more subjective and is more difficult to define. Simply, make sure you provide adequate coverage of whatever is called for in an assignmentmake sure you include treatment all elements requested in the project statements. Remember, this is a 500- level course. Submitted on time or by prior arrangement-- see statement on Late Work, below. Creativity/insights/original thinking-- again, another subjective criterion. Some examples of what I am looking for here are interesting analogies and metaphors in your descriptions and discussions of topics. Also, taking existing information and combining it with your own ideas and experiences to come up with original logical thoughts. This element will gain you points; not likely to cost you any. Writing mechanics/organization/attention to detail-- errors in spelling, subject/verb agreement, parallelism, sentence structure, organizational flow, etc., all tend to jump out at me and are problematic. Of course, I am talking here about assignments submitted for grading, not email (which is often done on the fly and is more forgivable in terms of grammar and spelling). As noted above, this is a 500- level course and the quality of your writing should reflect your level of education and an ability to articulate information clearly. Regarding the participation/communication component of your grade, this applies to timely submission of assignments; self-sufficiency in terms of trying to solve problems you might encounter; constructive participation in discussion boards; and keeping the instructor aware of progress and/or problems, as appropriate.

Late Work: Given the nature of online/distance work, it is all too easy to procrastinate and develop an out of sight, out of mind habit. I will accept assignments late only if prior contact and arrangements have been made with me. It will be at my discretion to determine if circumstances warrant acceptance of late work. If deadlines and due dates seem unreasonable, we can negotiate those when assignments are made; however, the final decision is mine. Make-up Work: At the graduate level I have never supported the notion of make-up workget it right the first timethis applies to every effort you make in this class. Personal Schedules vs. Course Schedule: Though we are a distance-based class, our course calendar is governed by a traditional semester calendar (see the official ISU academic calendar for 2012 ).. The fact that we are distance-based has no bearing on your "attendance" and participationit is just as if you were on campus taking a traditionally-delivered course. With this in mind, do not request exceptions to anything related to the course due to personal or professional travel, etc. You are expected to have internet access for the duration of the course, participate regularly, and meet deadlines on time or in advance.

CIMT 509 Selection of Library Materials Spring 2012 Dr. Davis

Style and Format of Completed Projects: While this is not a rhetoric and composition class, as noted above I do have certain expectations with regard to organization, grammar, spelling, coherence, etc. So, please remember to use practical tools like Spell Check and Grammar Check; however, remember that they alone will not catch everything. If you know you are not the best writer (and experience has taught me that many people overestimate their writing abilities), ask a colleague or friend to critique a draft of your work before submittingif nothing else, they are likely to catch typos, grammatical and awkward sentence structures that can only improve your work if corrected. If you are near a campus or public library that offers a writing lab, use the service! I particularly encourage any student whose first language is not English to seek writing and editing assistance prior to submitting assignments. Poorly written projects/papers will receive a poor grade. While most of the assignments for the course require no particular style manual, all require formal citations (complete bibliographic information) for resources used/consulted in the development of your work. In those cases, be sure to use a style manual such as Chicago Manual of Style, APA Style, MLA Style, etc., all available (or should be) in any public library. If you are more comfortable or experienced with another style format, just let me know. The primary thing to remember with regard to citation style is that whatever you decide to use for a given assignment, be consistent throughout and make sure that citation information is accurate and adequate for me to locate the source if I choose to. Other format requirements unless stated otherwise on a project by project basis, each written assignment MUST adhere to the following guidelines: A separate cover sheet clearly identifying you (name AND student ID number), the course number, the proficiency number, the project number that you selected, and the date. On the first body page of your project, restate, in full, (read as "verbatim") the assignment statementfor some reason this has been problematic for some folks. See the sample proficiency project for proficiency #1 for the CORRECT application of this formatting instruction. You may single space the restatement of the project. All pages should be numbered (cover sheet may be page 1, but does not count as a real page in terms of a prescribed length for the project. Your last name and course number should appear as a header or footer on EACH page of the project. Be sure to use the View pull down menu option for creating your header or footer. If you do not know what I am talking about, use the Help pull down menu above the tool bar and look up Headerif you are still confused after checking there, contact the Help Desk for assistance. Do NOT use cutesy or colored fontsstick to Times Roman or Aria, black type.

CIMT 509 Selection of Library Materials Spring 2012 Dr. Davis

Insertion of pictures or illustrations, used appropriately, is encouraged, but dont over do it. Unless instructed otherwise, double-space all assignments --I wear trifocals and get bleary-eyed grading online!!!! Include the Project Submission Checklist (in Course Assignments) as the last page of your project (AFTER the bibliography or citations page). See notes on the submission checklist regarding compliance and penalties. Naming your filesname all assignment word processing files with your last name, course number, and proficiency number. For example, John Smith would name his word processing file for proficiency #1 as smith509prof1.doc. Submit all assignments to the digital drop box via the course web site.

Method for Submitting ALL Completed Assignments: Submit ALL assignments as email attachments to the instructor. Be sure to use your ISU email address and include an appropriate subject line with the email that gives me a clear heads up that it is an assignment for this course. Plagiarism: Plagiarism will result in an automatic zero points for any given project or exercise. More than one instance of plagiarism in a course will result in your failing the course and your being subject to sanctions which might be incurred as part of the Universitys Student Judicial process. Please be aware that proven case(s) of plagiarism could have extremely dire consequences, not only for this course, but it could also result in your expulsion from the program and could follow you professionally. See University policy regarding Academic Integrity. If you're not sure what plagiarism is you should do some research on the topic. You know what they say, ignorance of the law is no excuse. A good place to educate yourself on the topic or review what you may already know about plagiarism is a site maintained by the ISU Library at http://lib.indstate.edu/tools/tutorials/plagiarism . A Final Grade of Incomplete: With rare exception I do not give incompletes.
HSD1/2012

CIMT 509 Selection of Library Materials Spring 2012 Dr. Davis

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