Courses
GLMS-600 Intro School Librarianship (3)
This course is an introduction to school library topics. Candidates read and discuss major studies on the impact of the Library Media Program (LMP) on student achievement. Candidates become aware of 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; digital citizenship, data collection and analysis; bibliographic and cataloging databases). Topics covered in this initial course are covered in more depth in future courses.
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 diverse 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; diverse 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 digital 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 school librarian?s instructional and leadership role in inquiry and research within the P-12 curriculum. Candidates compare and contrast P-12 research models, studying a model in depth. An immersive standards-aligned inquiry unit planning experience prepares candidates in strategies for effective collaboration intended to meet the needs of diverse learners. Candidates will research and discuss the pedagogy of various topics embedded within the inquiry process, including: searching for and evaluating sources; print, digital and open access reference sources; using primary and secondary sources; ethical use of information and citation formats; technology for inquiry; virtual and physical implications of the ADA guidelines on school libraries; assistive technology resources. Candidates consider inquiry implications of makerspaces, coding, Genius Hour, and breakout games.
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, fairs, and other library promotions. 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 Library Systems 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.
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, middle, and high school levels. Topics include: evidence-based instruction; collaborative curriculum development and planning; creating classroom/instructional resources and co-teaching with classroom teachers and special educators. The course also examines the role of the LMS as school leader in the areas of advocacy 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 the use of hardware and software for instruction and communication.
Attributes: TGLMGLMS-611 Organize Information (3)
Students learn the fundamentals of cataloging and basic library organizational skills. Emphasis will be on using the original and copy cataloging features in current school library automation programs and related MARC editing software. School library system?s assistance in cataloging and collection development as well as the fundamentals of grant writing and the collection of data to drive instruction and collection development will be addressed.
Attributes: TGLM
Restrictions: Including: -Major: Library Media -Level: GraduateGLMS-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 digital project for contemporary information and media literacy skills P-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 standards for information literacy, ISTE standards, AASL standards, ESIFC, Digital Citizenship 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 school children, such as cyberbullying, internet safety, privacy in the context of social networking, sexting and the digital footprint; the ethical behavior of students and colleagues 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)
In addition to all course assignments, 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 meet with the practicum college supervisor once face-to-face and twice virtually. These 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)
In addition to all course assignments, 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 meet with the practicum college supervisor once face-to-face and twice virtually. These 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