School Library Media Materials
INFO 237

Dr. Mary Ann Harlan
E-mail
Other contact information: Phone number provided within course for text contact.
Office Hours: As needed via Zoom

Modules

• Examining literac(ies). 

In this module, students will explore how we define literacy in both social and academic terms. They will consider different literacies related to school libraries - how they are defined and what skills are considered to be necessary.  

• Text Pairing

In this module, students will explore the concepts of text complexity and pairing texts in curriculum to be more inclusive.

• Curating for Content Standards 

In this module, students will examine content standards for their chosen grade levels - elementary, middle, or secondary - and processes for curating resources to support curriculum content standards. 

• Collections: Organization and Representation

In this module, students will explore how to engage in collection management and organization in the school library with an eye to inclusivity and student needs related to academic and personal information needs as well as entertainment needs.  

• Promotion

In this module, students will engage in exploring ways to promote reading for pleasure and personal information to students. They will consider what “reading” means.

Survey of materials in a variety of formats that meet the needs of K12 students. Materials will be examined that support state and national curriculum standards as well as material that support independent reading and learning.

Expectations

Students are expected to participate fully in all class activities. It is expected that students will be open-minded and participate fully in discussions in class and debate in a mature and respectful manner. Use of derogatory, condescending, or offensive language including profanity is prohibited. Disagreement is healthy and perfectly acceptable. Expressing disagreement should always include an explanation of your reasoning and, whenever possible, evidence to support your position. In accordance with San José State University's Policies, the Student Code of Conduct, and applicable state and federal laws, discrimination based on gender, gender identity, gender expression, race, nationality, ethnicity, religion, sexual orientation, or disability is prohibited in any form.

Course Workload

Success in this course is based on the expectation that students will spend, for each unit of credit, a minimum of forty-five hours over the length of the course (normally 3 hours per unit per week with 1 of the hours used for lecture) for instruction or preparation/studying or course related activities including but not limited to internships, labs, clinical practica. Other course structures will have equivalent workload expectations as described in the syllabus.

Instructional time may include but is not limited to:
Working on posted modules or lessons prepared by the instructor; discussion forum interactions with the instructor and/or other students; making presentations and getting feedback from the instructor; attending office hours or other synchronous sessions with the instructor.

Student time outside of class:
In any seven-day period, a student is expected to be academically engaged through submitting an academic assignment; taking an exam or an interactive tutorial, or computer-assisted instruction; building websites, blogs, databases, social media presentations; attending a study group; contributing to an academic online discussion; writing papers; reading articles; conducting research; engaging in small group work.

Core Competencies (Program Learning Outcomes) Supported

INFO 237 supports the following core competencies:

Upon successful completion of the course, students will be able to:

1. Exhibit knowledge of published resources in a wide variety of formats for school curriculum, including materials that support each curricular area.
2. Develop resources to support instruction for a diverse school population.
3. Use resources to support multiliteracy instruction.
4. Understand the principles in supporting reading for personal growth and enjoyment.
5. Critically examine representative materials designed for youth, and apply criteria to evaluate them in relation to state and national standards, community and diversity needs, and meeting informational and recreational needs.

Textbooks

No Textbooks For This Course.

Required assignments for all students:

• Introduction Discussion Post- This is a credit/no credit assignment.
• Pre-Self-assessment of confidence and knowledge in professional standards related to this course. Students will complete a survey provided by the instructor. This is a credit/no credit assignment. 
• Weekly questions related to content. Students will submit a question related to course content to the Instructor on weeks major submissions are not due.  The instructor will choose 3-5 questions to address. This is a credit/no credit assignment.  
• Peer Review. Students will submit drafts to peer review group and give feedback to one peer within the group.  This is a credit/no credit assignment.
• Post-Self-Assessment: Students will turn in a written statement highlighting what they learned and what questions they want to continue to explore professionally. This is a credit/no credit assignment.

Students will have a choice of assignments to submit for each module.  Students will submit both the assignment and a self-reflection that explains what grade they think they have earned for the project and highlights what they have learned in bullet points. The guiding question of the self-reflection is, I think this project shows I have learned [X] principles, and I would give myself an (A, B, or C). The instructor will determine the final grade but take into account the student's reflection. Each student reflection included is 1 point of the assignment in credit/no credit format. 

Module Assignments

• Module 1: Assignment Choice-  Examining Literac(ies) CLO 3
  • Students may complete a visual representation of their definition of literacy with a one-page explanation of how the visual represents multiliteracy. Or 
  • Students may complete a 5-10 minute presentation that defines multiliteracy for a specific audience of teachers or parents. Or 
  • Student proposed project with Instructor approval.
• Module 2: Assignment Choice - Text Pairing and #DisruptTexts. CLO 1, CLO 2
  • Students may complete a text complexity rubric for a paired text of a canonical text and an appropriate grade-level chapter or YA text and an oral or written argument for pairing the chapter or YA novel. Or 
  • Students complete a comparison “essay” on the difference between an adult version of a text and a young audience version of the text. Or
  • Student proposed project with Instructor approval.
• Module 3: Assignment Choice - Curating for Content Standards CLO 1, CLO 4
  • Students may create a curriculum text set of a variety of multimedia materials for a specific content standard or curricular topic at their chosen level (elementary, middle, or high school). Or
  • Students may create a discussion guide for a media resource (book, documentary, etc.) in a subject area that expands on a content standard Or 
  • Student proposed project with Instructor approval.
• Module 4: Assignment Choice - Collections: Organization and Representation CLO 4, CLO 5
  • Students may complete a modified diversity audit of recommended reading or award list (15-30 titles). And include a written reflection of the process and their findings. Or 
  • Students may complete a plan for rearranging a Dewey section. This will include responses to potential pushback. Or
  • Student proposed project with Instructor approval.
• Module Choice: Assignment 5 - Promoting Reading CLO 5
  
  • Students may complete a social media campaign that promotes reading. Or
  • Students may complete a physical or digital display. Including simple annotations of titles. Or
  • Student proposed project with Instructor approval.

Grading

• Introduction Discussion Post- Credit/No Credit - 5 points
• Pre Self Assessment Credit/No Credit -5 points
• Weekly Question Beginning Credit/No Credit 1 point per submission
• Peer Review - 6 points per submission (1 point for sharing draft, 5 for review)
• Submission 1- Literac(ies) - 20 points
• Submission 2 - 20 points
• Submission 3 - 20 points
• Submission 4 - 20 points
• Submission 5 - 20 points
• Post Self Assessment Credit/No Credit 20 points

Late submissions will be considered if student discusses with professor prior to due date. Points may be deducted if the student submits late work without discussion with professor.

The standard SJSU School of Information Grading Scale is utilized for all iSchool courses:

In order to provide consistent guidelines for assessment for graduate level work in the School, these terms are applied to letter grades:

• C represents Adequate work; a grade of "C" counts for credit for the course;
• B represents Good work; a grade of "B" clearly meets the standards for graduate level work or undergraduate (for BS-ISDA);
  For core courses in the MLIS program (not MARA, Informatics, BS-ISDA) — INFO 200, INFO 202, INFO 204 — the iSchool requires that students earn a B in the course. If the grade is less than B (B- or lower) after the first attempt you will be placed on administrative probation. You must repeat the class if you wish to stay in the program. If - on the second attempt - you do not pass the class with a grade of B or better (not B- but B) you will be disqualified.
  
• A represents Exceptional work; a grade of "A" will be assigned for outstanding work only.

Graduate Students are advised that it is their responsibility to maintain a 3.0 Grade Point Average (GPA). Undergraduates must maintain a 2.0 Grade Point Average (GPA).

Per University Policy S16-9 (PDF), relevant university policy concerning all courses, such as student responsibilities, academic integrity, accommodations, dropping and adding, consent for recording of class, etc. and available student services (e.g. learning assistance, counseling, and other resources) are listed on the Syllabus Information web page. Make sure to visit this page to review and be aware of these university policies and resources.

The intent of this course is to provide both theoretical knowledge while engaging in practice that can be applied. In keeping with the needs of students currently working in school libraries students can make decisions on the order they complete assignments with exceptions as outlined below. If completing an assignment related to Module 5 makes practical sense in Week 5 of the class instead of Week 15 they may do so.

Students will complete the Introductory assignments and Module 1 in the first two weeks of the course. Modules 2-5 will be completed in the order of student choice. Assignment submission dates are set and students can submit the assignment of choice for whichever module they completed in the interval of time between submission dates. For example Student #1 has gone in order of the listed module and will submit Assignment 2 on the second submission date. Student #2 may submit Assignment 4 on the second submission date.

• Introduction Discussion Post- Credit/No Credit due Jan 29
• Pre-Self Assessment due Jan 29
• Submission 1- Literac(ies) - Feb 5
• Questions Beginning Feb 12
• Peer Review Beginning Feb 22
• Submission 2 - Feb 26
• Submission 3 - March 19
• Submission 4 - April 16
• Submission 5 - May 7
• Post Self Assessment - May 15