Courses
GLMS-600 Intr to Schl Librarianship (3)
This course focuses on the professional, legal, and ethical responsibilities of the LMS and resources for carrying out those responsibilities, including B.O.C.E.S. library networks, professional organizations, and professional development venues. Candidates learn the importance of evidence-based practice and use of data to drive both instruction and collaboration. Candidates read and discuss major studies on the impact of the Library Media Program (LMP) on student achievement. Candidates learn the importance of advocacy and visibility of Library Media Center (LMC) services to the educational community. Candidates are introduced to the importance of collaboration and to models and examples of collaboration in the LMP. The course also provides a survey of information technology relative to schools and schoolchildren (tools for library automation; data collection and analysis; bibliographic and cataloging databases. Candidates are introduced to collection development, including literature, non-fiction, non-print, and access to materials and resources outside the school, including NOVEL. Candidates consider teacher research for continual improvement of the LMP, by analyzing the collection and usage patterns in the LMC; monitoring student outcomes and classroom collaboration; and conducting their own research. Each candidate begins the professional portfolio and prepares a professional resume.
Attributes: TGLM
Restrictions: Including: -Level: GraduateGLMS-602 Child Lit Media & Literacy (3)
This course uses children?s literature and media to address the LMS role in fostering enjoyment of reading; in developing children?s abilities in learning-to-read, reading-to-learn, vocabulary development, and comprehension; and in preparing children to use libraries knowledgeably and habitually. Candidates learn to create and monitor a literacy learning environment in the LMC. The course addresses the multicultural nature of the student population, the needs of English Language Learners (ELL), and students with special needs. The course addresses collection development for childhood, including literature, non-fiction, non-print, and access to materials and resources outside the school. Candidates investigate the feasibility of LMP outreach to and collaboration with community agencies with children?s services, including public libraries, home schools, charter schools, and private schools.
Attributes: TGLM
Restrictions: Including: -Level: GraduateGLMS-604 Adol Lit Media & Literacy (3)
This course addresses the role of the LMS in promoting reading comprehension and critical thinking, through literature, non-fiction, and non-print, as well as the challenge of serving struggling readers, reluctant readers, ELLs, and students with special needs. Topics include: the importance of motivation, engagement, and student choice; literature and other resources for special issues and populations at the adolescence level; graphic novels, multimodal text, and non-print resources for adolescent literacy; book clubs (face-to-face and online); and the integration in the LMP of blogs, wikis, podcasts, and other Web 2.0 technologies, by and for adolescents. Candidates are introduced to media literacy in the context of young adult media practices. The course addresses collection development for adolescence, including literature, non-fiction, non-print, and access to materials and resources outside the school. The course discusses scheduling in the secondary LMC and approaches to maximizing usage of the facility, LMS expertise, and the collection, by content area teachers, special educators, special subject teachers, and students.
Attributes: TGLM
Restrictions: Including: -Level: GraduateGLMS-606 Inquiry & Schl Libry Prgm (3)
This course focuses on the LMS instructional and leadership role in student research, the research process, and inquiry in the K-12 curriculum. Candidates compare and contrast the predominant models of the K-12 Research Process and study one model in depth. Topics are: strategies for searching and evaluating sources; crediting sources and citation formats; traditional reference and electronic reference sources; using primary sources; facilitating access to print and non-print resources through pathfinders, web guides, databases, and other techniques; technology for inquiry; questioning strategies and 21st century learning skills; and instructional application of these strategies and knowledge areas. Candidates study bibliographic databases in comparison to/contrast with web tools for research, in preparation for guiding students in productive, critical, and efficient search strategies and research. Candidates learn ADA guidelines and resources (including assistive technology) for access to information sources.
Attributes: TGLM
Restrictions: Including: -Level: GraduateGLMS-608 Manage Schl Libry Prgm (3)
This course focuses on the multi-faceted responsibility of operating an effective, efficient, and economical LMP. Topics include: budgeting and acquisition; space and facilities planning; policies and administration; programming and planning; fundraising, grants, and fairs. Collection development and management are a major focus, which emphasizes a bias-free, curriculum-related collection reflecting a global society; organization of the collection; digital/virtual library services; use of data to drive acquisitions; and collaboration with CCD/ILL in the region. Candidates are introduced to the management of people resources, including vendor relations and the role of volunteers, parents, and students in the LMC. Candidates revisit the topic of teacher action research, introduced in GLMS 600, as a tool for monitoring and continually improving the LMP.
Attributes: TGLM
Pre-requisites: GLMS-600 C
Restrictions: Including: -Level: GraduateGLMS-610 Curr Collab Ldrshp for LMS (3)
One focus of this course is pedagogy in the LMP at the primary, intermediate, and middle school, and high school levels. Topics include: evidence-based instruction; collaborative curriculum development and planning; creating classroom/instructional resources; approaches such as Universal Design for Learning and Understanding by Design; co-teaching with classroom teachers and special educators. The course also examines the role of the LMS as school leader in the areas of intellectual property, copyright, and fair use. Candidates learn the difference between teaching students and teaching adults, and they prepare for their leadership role as professional developers with regard to copyright, intellectual property, media, and information technology, including web tools, games, video streaming, online teaching, and software for instruction and communication.
Attributes: TGLMGLMS-612 Info Lit Media Lit&New Lit (3)
In this advanced course, candidates learn to bridge out-of-school literacies to develop information and media literacy in students. Candidate teams construct a wiki proposing either an up-to-date scope-and-sequence for contemporary information and media literacy skills K-12. Candidates explore the changing nature and enduring importance of authority, verifiability, and authenticity of information, while considering how to develop information/media literacy in learners. They examine/review ICT standards for information literacy, ISTE standards, AASL standards, and 21st century learning skills. They examine critical thinking and critical literacy strategies to combat media bombardment and information overload/saturation and learn ways to develop these strategies in students. Candidates also consider misuse of information technology relevant to schoolchildren?such as cyberbullying, internet safety, privacy in the context of social networking, sexting, and piracy/plagiarism?and discuss the role of the school and the LMP in addressing these problems.
Attributes: TGLM
Pre-requisites: GLMS-606 C
Restrictions: Including: -Level: GraduateGLMS-614 Practicum LMC Elem (3)
The candidate works in an elementary LMC under the supervision of the host LMS and a college supervisor for 20 days. The candidate is expected to perform the range of responsibilities of a LMS, to discuss performance and progress with the supervising LMS and with the college supervisor, and to reflect on the experience in the context of continuing professional development. Candidates also meet face-to-face once at the beginning of the semester; once between practicum placements, and once at the end of the semester; these extended, face-to-face meetings are used for guided discussion of instructional management, pedagogy, LMC management, portfolio development, and professional issues that have arisen during the practicum. Graded S/U.
Attributes: TGLM
Pre-requisites: GLMS-600 C AND GLMS-602 C AND GLMS-604 C AND GLMS-606 C AND GLMS-608 C AND GLMS-610 C AND GLMS-612 C
Restrictions: Including: -Level: GraduateGLMS-616 Practicum LMC Sec (3)
The candidate works in a secondary LMC under the supervision of the host LMS and a college supervisor for 20 days. In each practicum experience, the candidate is expected to perform the range of responsibilities of an LMS, to discuss performance and progress with the supervising LMS and with the college supervisor, and to reflect on the experience in the context of continuing professional development. Candidates also meet face-to-face once at the beginning of the semester; once between practicum placements, and once at the end of the semester; these extended, face-to-face meetings are used for guided discussion of instructional management, pedagogy, LMC management, portfolio development, and professional issues that have arisen during the practicum. Graded S/U.
Attributes: TGLM
Pre-requisites: GLMS-600 C AND GLMS-602 C AND GLMS-604 C AND GLMS-606 C AND GLMS-608 C AND GLMS-610 C AND GLMS-612 C
Restrictions: Including: -Level: Graduate
GRDG-506 Tch Rdg Spec Needs B-6 (3)
This course will review current and seminal research related to the cognitive and psycho-sociolinguistic models of literacy development and their implications for educating young children with special needs. Attention will be given to the provision of appropriate assessment and instruction for diverse learners experiencing difficulty in acquiring literacy skills. The course will also emphasize the provision of literacy services to students in compensatory or special education programs. Candidates will further develop instructional strategies to enhance teaching and learning for all students.
Attributes: TGRD
Pre-requisites: -
Restrictions: Including: -Level: GraduateGRDG-507 Tch Rdg Spec Needs 5-12 (3)
This course will review current and seminal research related to the cognitive and psycho-sociolinguistic models of literacy development and their implications for educating children with special needs in middle and secondary grades. Attention will be given to the provision of appropriate assessment and instruction for diverse learners experiencing difficulty in acquiring and applying literacy in home and school contexts. The course will also emphasize the provision of literacy services to students in compensatory or special education programs. Candidates will consider how to use technology in ways that expand educational opportunities and benefit all students.
Attributes: TGRD
Pre-requisites: -
Restrictions: Including: -Level: GraduateGRDG-534 Literacy Inst Content Area (3)
This course is designed to highlight the role of literacy acquisition and application within the content areas. Literacy and writing strategies will be presented in conjunction with the New York State Common Core Learning Standards. An additional focus of the course is to help literacy and subject-area teachers address the needs of diverse learners through culturally relevant pedagogy and curriculum; the use of multicultural materials; and alternative and adaptive methods including the use of technology.
Attributes: TGRD
Restrictions: Including: -Level: GraduateGRDG-535 Literacy Inclu Classrm:Pri (3)
This course provides an in-depth exploration of theories, methods, and materials relevant to literacy instruction in the primary classroom (grades 1 to 3). A key focus of this course is to help candidates address the needs of diverse learners through the use of multicultural materials and alternative and adaptive methods, including the use of technology. This course addresses the learning needs of diverse students by integrating social justice education through critical literacy into the curriculum. Candidates demonstrate knowledge of the New York State Common Core Learning Standards in pedagogy and curriculum. A field experience component is required.
Attributes: TGRD
Pre-requisites: -
Restrictions: Including: -Level: GraduateGRDG-550 Literacy Inclu Classrm:Int (3)
This course builds on theories, assessments, teaching methods, and materials introduced in GRDG 535 and has a focus on literacy instruction for an inclusive classroom at the intermediate grade levels. A focus on linking the New York State Common Core Learning Standards in pedagogy and curriculum is emphasized. A field experience component is required.
Attributes: TGRD
Pre-requisites: GRDG-535 C
Restrictions: Including: -Level: GraduateGRDG-620 Nature&Acquisitn:Literacy (3)
This course is an overview of theories of language and literacy acquisition including but not limited to autonomous and ideological models of reading, socio-cultural-historical views of literacy, critical literacy, language variation, and literacy in a post-typographic world.
Attributes: TGRD
Restrictions: Including: -Level: GraduateGRDG-626 Lang, Literacy & Diversity (3)
In this course, students will examine theory and research around the concept of diversity and its relation to literacy learning. We will draw on Critical Race Theory, sociocultural theory and the concept of discourse communities to conceptualize diversity and to understand the educational challenges and opportunities presented by diversity in relation to literacy learning. Questions about the unique challenges of teaching literacy in a complex classroom will be raised, and consideration will be given to different ways of investigating those questions. Also, questions with regard to how research has contributed to our thinking and methods of teaching literacy to diverse student populations will be examined.
Attributes: TGRD
Pre-requisites: -GRDG-634 Lit Instr Content Area (3)
This course is designed to highlight the role of literacy acquisition and application within the content areas. Literacy and writing strategies will be presented in conjunction with the New York State Common Core Learning Standards. An additional focus of the course will be to help literacy and subject-area teachers address the needs of diverse learners through culturally relevant pedagogy and curriculum; the use of multicultural materials; and alternative and adaptive methods, including the use of technology.
Attributes: TGRD
Pre-requisites: -
Restrictions: Including: -Level: GraduateGRDG-635 Assessment-Based Lit Instr (3)
This course will examine the nature and function of formal and informal assessment processes in literacy instruction for students in grades 3-12. An examination of best practices for students in diverse school settings and a review of assessment strategies designed to enhance literacy instruction is addressed. A field experience component in a local school is required.
Attributes: TGRD
Pre-requisites: -
Restrictions: Including: -Level: GraduateGRDG-637 Practicum in Literacy (3)
Practicum candidates will focus on the skills of a literacy specialist/coach. Candidates are assigned to a child or small group of children who need specialized instruction. Candidate will be responsible for administering various informal and formal assessments and using and reporting the results to plan and implement specialized literacy instruction. Candidates will demonstrate their professional and pedagogical knowledge necessary for the interactive and dynamic relationships that Literacy Specialists are required to develop with educators in schools. They will use differentiated instruction and apply individualized and contextualized teaching and learning techniques that draw upon each student?s experience and knowledge base. Permission of the Program Director required to register.
Attributes: TGRD
Pre-requisites: GRDG-635 C
Restrictions: Including: -Level: Graduate; Excluding: -Major: ReadingGRDG-638 Practicum in Literacy (3)
Practicum candidates will focus on the skills of a literacy specialist/coach. Candidates are work with a child or small group of children who need specialized instruction. Candidate will be responsible for administering various informal and formal assessments and using and reporting the results to plan and implement specialized literacy instruction. Candidates will demonstrate their professional and pedagogical knowledge necessary for the interactive and dynamic relationships that Literacy Specialists are required to develop with educators in schools. They will use differentiated instruction and apply individualized and contextualized teaching and learning techniques that draw upon the experience and knowledge base of the student. Permission of the Program Director is required to register.
Attributes: TGRD
Pre-requisites: GRDG-635 C
Restrictions: Including: -Major: Literacy Education -Level: GraduateGRDG-639 Emergent Literacy (3)
This course will focus on literacy development, knowledge, and assessment for children from birth to grade two. The impact of culture and language on literacy development and the use of technology to support literacy will be explored. A field experience component is required.
Attributes: TGRD
Pre-requisites: -
Restrictions: Including: -Level: GraduateGRDG-640 Admin&Sup-Rdg/Wrtng Prgm (3)
The course is designed to aid future literacy specialists in developing proficiency in organizing and enhancing school-wide literacy programs. In addition, candidates will explore techniques, including the use of technology, for analyzing and improving curriculum and instruction and for ensuring alignment with New York State Common Core Learning Standards. Effective leadership skills, including the ability to work with individuals from diverse backgrounds, will be examined.
Attributes: TGRD
Pre-requisites: -
Restrictions: Including: -Level: GraduateGRDG-650 Literacy Methods (3)
The focus is on current research-supported methods and materials used in developing the listening, speaking, reading, and writing skills of children and adolescents. An additional focus of the course will be to help literacy and subject-area teachers address the needs of diverse learners through the use of multicultural materials and alternative and adaptive methods, including the use of technology. Candidates will examine models of literacy instruction, as well as commercially published materials and programs.
Attributes: TGRD
Pre-requisites: -
Restrictions: Including: -Level: GraduateGRDG-652 Dev CritLit Skills thruLit (3)
The emphasis of this course is on the critical examination of literature from multiple perspectives (e.g., linguistic, political, social, multicultural, and psychological). Candidates will use information technology and other resources to help identify and analyze literary elements of diverse texts and illustrations in relation to the varying perspectives and will discuss the implications of these analyses for the teaching of all students.
Attributes: TGRD
Pre-requisites: -
Restrictions: Including: -Level: GraduateGRDG-658 LiteracyCoaching:Practicum (3)
This is a guided experience that addresses a significant issue in literacy of intellectual interest to each candidate. Candidates will complete an action research project that provides an opportunity to practice the methods and means of collecting data, to engage in the process of analyzing and writing up research, and to formally present research to colleagues. The project will reflect the standards in the candidate’s program of study and demonstrate that the candidate has a clear understanding of the SoE’s conceptual framework of social justice and the five interlocking tenets of diversity, compassion, knowledge, service, and achievement. Where possible, the candidate will demonstrate or provide evidence that he or she has acquired facility in the use of technology and information literacy to support instruction and learning.
Note: For students in a 30 credit Literacy program, a minimum of 21 credits of the program must be completed to register for GRDG 690. For students in the 36 credit Literacy program, a minimum of 27 credits must be completed to register for GRDG 690.
Attributes: TGRD
Pre-requisites: GRDG-637 C OR GRDG-638 C
Restrictions: Including: -Major: Literacy Education, ReadingGRDG-660 Teaching Lit Thru Techolog (3)
In this course, students will examine the theoretical underpinnings and research related to using technology to teach literacy. Students will be exposed to different digital technologies used in the teaching of writing, reading, literature, and discussion. Other possible topics that may be addressed will be the use of technology with struggling readers, digital storytelling, online learning and teaching, gaming, and also expose students to literature written that utilizes technology in its narrative. Students will be expected to experiment with the different technologies presented and practice them with students in the field.
GRDG-670 Thry&Prac Integ Lit Class (3)
This course focuses on literature and the theoretical considerations and practices teachers use to integrate literature into the school curriculum. Candidates are introduced to different reading theories that inform the interpretation of literature (i.e., new criticism, reader response, critical literacy, etc.). Candidates will also have opportunities to enrich and expand their pedagogical knowledge through the introduction of instructional strategies focused on the teaching of literature (i.e., discussion, writing, and technology integration). Graded S/U.
Attributes: TGRD
Restrictions: Including: -Major: Literacy Education, ReadingGRDG-690 Capstone: Action Res Ltrcy (3)
This ia a guided experience that addresses a significant issue in literacy of intellectual interest to each candidate. Candidates will complete an action research project that provides an opportunity to practice the methods and means of collecting data, to engage in the process of analyzing and writing up research, and to formally present research to colleagues. The project will reflect the standards in the candidate’s program of study and demonstrate that the candidate has a clear understanding of the SoE’s conceptual framework of social justice and the five interlocking tenets of diversity, compassion, knowledge, service, and achievement. Where possible, the candidate will demonstrate or provide evidence that he or she has acquired facility in the use of technology and information literacy to support instruction and learning.
Note: For students in a 30 credit Literacy program, a minimum of 21 credits of the program must be completed to register for GRDG 690. For students in the 36 credit Literacy program, a minimum of 27 credits must be completed to register for GRDG 690.
Attributes: TGRD ZCAP ZRES
Pre-requisites: GRDG-637 C OR GRDG-638 C
Restrictions: Including: -Major: Literacy Education, Reading -Level: GraduateGRDG-696 Independent Study (1 TO 3)
Independent study courses are intended to provide candidates with options to further develop their knowledge and skills. Independent Study Authorization form is required.
Attributes: TGRD
Restrictions: Including: -Major: Literacy Education, Reading -Level: Graduate