2018-2019 Graduate Course Catalog

Dec 04, 2024

HELP

2018-2019 Graduate Course Catalog [ARCHIVED CATALOG]

Library and Information Science: School Media, MS

Contact:

Caroline Haythornthwaite, Program Director, 250 Hinds Hall, (315) 443-2911, igrad@syr.edu

Website:

Library & Information Science: School Media

Overview:

The School Media program is a major specialization within the Library and Information Science (LIS) program and requires that students meet not only the core LIS requirements, but also specified coursework in information literacy, youth services, information technology in schools, literacy and reading support, and management in school libraries. School librarians provide active curriculum support services and library and information skills instruction in elementary and secondary school settings. School librarians serve as intermediaries between the information needs of students, faculty, administration, and community and the information systems and resources required to fulfill those needs. In this capacity, school librarians provide print and non-print media in support of the curriculum; collaborate with classroom teachers by teaching research/information literacy skills in the context of the general curriculum; guide students in selecting reading materials and provide literacy support; introduce and facilitate effective use and delivery of current and emerging technologies; and implement a range of 21st century skills-based programs and services.

The traditional role of school librarians has expanded to include:

designing, delivering, and assessing instruction that motivates students to acquire and use skills needed for learning in an information environment.
planning inquiry-based learning experiences.
selecting and using information resources and instructional technologies to facilitate student motivation and inquiry-based learning.
connecting instruction to national and state standards.
integrating instruction across the curriculum.
providing instructional leadership, collaboration, and support in the area of information and inquiry skills in schools and districts.
collection management based on a unified media concept;
teaching, support, and guidance in the use of information resources from a problem-solving perspective;
promotion of print, media, and digital literacy;
curriculum consultation and technology innovation;
information management beyond the walls of the centralized library facility; and program management.

The current educational focus on inquiry-based lifetime learning, critical thinking skills, and multiple literacies directly links overall educational goals to the services and resources of the school library program.

The nationally ranked (U.S. News & World Report) School Media Program at Syracuse University prepares students for the exciting and challenging role of the school librarian. The School of Information Studies has developed a competency-based academic program, based on the New York State Teaching Standards and leading to New York State certification as a school library media specialist.

The LIS master’s degree in school media also enables graduates to enter other specializations in the library profession. For example, in public libraries there is a critical need for librarians for children and young adult services. In community college libraries, the need for librarians trained in teaching information and technology skills is high. Some school media students are choosing to become digital librarians in government and corporate settings. Students trained as school librarians are highly qualified for these and other library positions.

The School Media specialization is available in an online only format or a Flex Format. The Flex Format gives LIS with School Media specialization students the best of both worlds: the flexibility to study online without sacrificing the experience of studying on-campus at Syracuse University.

Year one

For the first year of study, Flex Format students apply and are admitted into the MS in Library and Information Science Program. They take their core classes in an on-campus classroom setting. This gives School Media students the opportunity to build relationships with campus-based students, faculty, and staff, as well as take full advantage of on-campus resources, events, and networking opportunities. Online school media courses can be taken as electives for any LIS student.

Year two and beyond

At the end of the first year, Flex student are transferred into the MS in in Library and Information Science - School Media Specialization online program for the reminder of their program. In this year and beyond, students get to know their online classmates better and benefit from the flexibility of online classes, which will be on a quarter schedule rather than semester schedule.

The school media specialization requirements are outlined in the application checklist. Flex Format students must meet these additional requirements, which include a GRE exam, a 3.0 minimum undergraduate GPA, and a specific personal statement, prior to starting school media coursework.

The timeline for the Flex Format can be adjusted for part-time students.

Learning Outcomes:

By the time students complete the LIS School Media program, they will be able to demonstrate the following knowledge and skills:

Standard 1: Teaching for Learning

Knowledge of learners and learning
Effective and knowledgeable teacher
Instructional partner
Integration of twenty-first century skills and learning standards

Standard 2: Literacy and Reading

Literature
Reading promotion
Respect for diversity
Literacy strategies

Standard 3: Information and Knowledge

Efficient and ethical information-seeking behavior
Access to information
Information technology
Research and knowledge creation

Standard 4: Advocacy and Leadership

Networking with the library community
Professional development
Leadership
Advocacy

Standard 5: Program Management and Administration

Collections
Professional Ethics
Personnel, Funding, and Facilities
Strategic Planning and Assessment

Student Learning Outcomes

1.A.1 Understand impact of learning styles, stages of human growth and development, and cultural influences on learning. (AASL/NCATE, 2010, 1.1)

1.A.2 Assess learner needs and design instruction that reflects educational best practice. (AASL/NCATE, 2010, 1.1)

1.A.3 Support the learning of all students and other members of the learning community, including those with diverse learning styles, physical and intellectual abilities and needs. (AASL/NCATE, 2010, 1.1)

1.A.4 Connect 21st century skills instruction to student interests and learning needs and link it to the assessment of student achievement. (AASL/NCATE, 2010, 1.1)

1.B.1 Implement the principles of effective teaching and learning that contribute to an active, inquiry-based approach to learning. (AASL/NCATE, 2010, 1.2)

1.B.2 Use a variety of instructional strategies and assessment tools to design and develop digital-age learning experiences and assessments in partnership with teachers and other educators. (AASL/NCATE, 2010, 1.2)

1.B.3 Communicate and document the impact of collaborative instruction on student achievement. (AASL/NCATE, 2010, 1.2)

1.C.1 Model, share, and promote effective principles of teaching and learning as collaborative partners with other educators. (AASL/NCATE, 2010, 1.3)

1.C.2 Participate in curriculum development and engage in school improvement processes. (AASL/NCATE, 2010, 1.3)

1.C.3 Offer professional development to other educators as it relates to library and information use. (AASL/NCATE, 2010, 1.3)

1.D.1 Advocate for 21st century literacy skills to support the learning needs of the school community. (AASL/NCATE, 2010, 1.4)

1.D.2 Demonstrate how to collaborate with other teachers to plan and implement instruction of the AASL Standards for the 21st Century Learner and state student curriculum standards. (AASL/NCATE, 2010, 1.4)

1.D.3 Employ strategies to integrate multiple literacies with content curriculum. (AASL/NCATE, 2010, 1.4)

1.D.4 Integrate the use of emerging technologies as a means for effective and creative teaching and support P-12 students’ conceptual understanding, critical thinking, and creative processes. (AASL/NCATE, 2010, 1.4)

2.A.1 Be familiar with a wide range of children’s, young adult, and professional literature in multiple formats and languages to support reading for information, reading for pleasure, and reading for lifelong learning. (AASL/NCATE, 2010, 2.1)

2.B.1 Employ a variety of strategies to promote leisure reading. (AASL/NCATE, 2010, 2.2)

2.B.2 Model personal enjoyment of reading in order to promote habits of creative expression and lifelong reading. (AASL/NCATE, 2010, 2.2)

2.C.1 Develop a collection of reading and information materials in print and digital formats that support the diverse development, cultural, social, and linguistic needs of P-12 students and their communities. (AASL/NCATE, 2010, 2.3)

2.D.1 Collaborate with classroom teachers to reinforce a wide variety of reading instructional strategies to ensure P-12 students are able to create meaning from text. (AASL/NCATE, 2010, 2.4)

2.D.2 Design instruction that encourages use of library media center services and resources and promotes lifelong learning. (AASL, 1998, 1.B.1)

2.D.3 Understand and apply to lesson planning information literacy/ information competence techniques and methods, numerical literacy, and statistical literacy. (ALA, 2009, 5D)

3.A.1 Identify and provide support for diverse student information needs. (AASL/NCATE, 2010, 3.1)

3.A.2 Model multiple strategies for students, other teachers, and administrators to locate, evaluate, and ethically use information for specific purposes. (AASL/NCATE, 2010, 3.1)

3.A.3 Collaborate with students, other teachers, and administrators to efficiently access, interpret, and communicate information. (AASL/NCATE, 2010, 3.1)

3.B.1 Support flexible open access for library services. (AASL/NCATE, 2010, 3.2)

3.B.2 Develop solutions for addressing physical, social, and intellectual barriers to equitable access to resources and services. (AASL/NCATE, 2010, 3.2)

3.B.3 Facilitate access to information in print, non-print, and digital formats. (AASL/NCATE, 2010, 3.2)

3.B.4 Create a mutually respectful, safe, and supportive learning environment that is inclusive of every student. (NYSTS, 2011, IV.1)

3.C.1 Design and adapt relevant learning experiences that engage students in authentic learning through the use of digital tools and resources. (AASL/NCATE, 2010, 3.3)

3.C.2 Model and facilitate the effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research, learning, creating, and communicating in a digital society. (AASL/NCATE, 2010, 3.3)

3.D.1 Use evidence-based, action research to collect data on library programs and services. (AASL/NCATE, 2010, 3.4)

3.D.2 Interpret and use data to create and share new knowledge to improve practice in school libraries. (AASL/NCATE, 2010, 3.4)

4.A.1 Establish connection with other libraries and strengthen cooperation among library colleagues for resource sharing, networking, and facilitating access to information. (AASL/NCATE, 2010, 4.1)

4.A.2 Participate and collaborate as members of a social and intellectual network of learners. (AASL/NCATE, 2010, 4.1)

4.B.1 Participate in professional growth and leadership opportunities through membership in library associations, attendance at professional meetings and conferences, reading professional publications, and exploring Internet resources. (AASL/NCATE, 2010, 4.2)

4.B.2 Plan for ongoing professional growth. (AASL/NCATE, 2010, 4.2)

4.C.1 Articulate the role and relationship of the school library program’s impact on student academic achievement within the context of current educational initiatives. (AASL/NCATE, 2010, 4.3)

4.C.2 Communicate ways in which the library program can enhance school improvement efforts, utilizing evidence-based practice and information from education and library research. (AASL/NCATE, 2010, 4.3)

4.C.3 Practice methods for, principled, transformational leadership. (ALA, 2009, 8E)

4.C.4 Practice effective verbal and written communication techniques. (ALA, 2009, 1J)

4.D.1 Identify stakeholders within and outside the school community who impact the school library program. (AASL/NCATE, 2010, 4.4)

4.D.2 Develop a plan to advocate for school library and information programs, resources, and services. (AASL/NCATE, 2010, 4.4)

5.A.1 Evaluate and select print, non-print, and digital resources using professional selection tools and evaluation criteria to develop and manage a quality collection designed to meet the diverse curricular, personal, and professional needs of students, teachers, and administrators. (AASL/NCATE, 2010, 5.1)

5.A.2 Organize school library collections according to current library cataloging and classification principles and standards. (AASL/NCATE, 2010, 5.1)

5.A.3 Understand the impact of concepts and issues related to the lifecycle of recorded knowledge and information, from creation through various stages of use to disposition. (ALA, 2009, 2A)

5.B.1 Advocate for intellectual freedom and privacy, and promote and model digital citizenship and responsibilities. (AASL/NCATE, 2010, 5.2)

5.B.2 Educate the school community on the ethical use of information and ideas. (AASL/NCATE, 2010, 5.2)

5.B.3 Uphold professional standards of practice and policy as related to students’ rights and teachers’ responsibilities. (NYSTS, 2011, VI.1)

5.B.4 Understand the impact of the history of human communication and its impact on libraries. (ALA, 2009, 1D)

5.C.1 Apply best practices related to planning budgeting, and evaluation of human, information, and physical resources. (AASL/NCATE, 2010, 5.3)

5.C.2 Organize library facilities to enhance the use of information resources and services and to ensure equitable access to all resources for all users. (AASL/NCATE, 2010, 5.3)

5.C.3 Develop, implement, and evaluate policies and procedures that support teaching and learning in school libraries. (AASL/NCATE, 2010, 5.3)

5.C.4 Apply principles of planning and budgeting in school libraries. (ALA, 2009, 8A)

5.D.1 Communicate and collaborate with students, teachers, administrators, and community members to develop a library program that aligns resources, services and standards with the school’s mission. (AASL/NCATE, 2010, 5.4)

5.D.2 Make effective use of data and information to assess how the library program addresses the needs of their diverse communities. (AASL/NCATE, 2010, 5.4)

5.D.3 Understand and use the techniques to analyze complex problems and create appropriate solutions. (ALA, 2009, 1I)

5.D.4 Understand and use the methods of assessing and evaluating the specifications, efficacy, and cost efficiency of technology based products and services. (ALA, 2009, 4C)

Curriculum:

The School Media program requires 37 credits for the MSLIS and completion of additional New York State certification requirements. Because of the specific knowledge and skills required by school librarians, all courses in the program are required-there are no school media electives. Students are required to take the following courses.

V. Fieldwork (100 hours, 50 hours on each level)

School media students must complete a total of 100 (non-credit) hours of fieldwork in elementary and secondary school libraries before their first practicum experience. A minimum of 15 hours must be with students with special needs.

VI. School Media Practicum

Fully supervised and evaluated school-based library experiences at the elementary and secondary levels (120 hours each). Includes mandatory online seminar.

IST 972 - School Media Practicum 1-6 credit(s)

VII. Additional Requirements

Students must complete the school media competencies checklist at the beginning of the program, after their second fieldwork experience, after their first practicum experience, and after all coursework, fieldwork and practica have been completed. This instrument is used as a means for documenting student growth and as a guide for fieldwork and practicum placement.

Upon completion of the School Media Program, combined with New York State requirements including (1) completion of the New York State child abuse, substance abuse, and violence prevention workshops; (2) the Child Health and Life Safety Prevention workshop (fire and arson prevention; highway safety and traffic regulations and school safety patrols; child abduction prevention; and prevention of alcohol, tobacco, and drug abuse)*; (3) fingerprinting; (4) Dignity for All Students Act (DASA) workshop*; and (5) successful completion of the appropriate New York State certification exams and edTPA, students will have fulfilled all the necessary requirements for certification as a school library media specialist in an elementary or secondary school in New York State. The School of Education, with approval from the School of Information Studies, will recommend a student for a New York State School Media Specialist initial certificate, preK-12, necessary for employment for New York State public schools and accepted for employment by most other states. Students from other states must verify the certification requirements of their own state.

*graduation requirements