Syllabus

Practicum in Library Media ~ CIMT 659

Spring 2013 Patterson
Instructor:
Thomas H. Patterson College of Education, CIMT Home Office Telephone: 2624733127 (no calls after 7:00PM Central Time please) CIMT Telephone: 8122372960 Email: grandfondoitalia93@aol.com

The best way to communicate with me is via e-mail!!

Communication: E-mail is the easiest way to communicate with me.
When you wish to contact me, DO NOT use the e-mail functions within our classroom, but rather send a message to me at ograndfondoitalia@aol.com from your own e-mail account. When emailing, it is essential that you provide the course number in the subject line & sign your full name. Like most of you, I do not live in Terre Haute & am not available on campus.

Office Hours: virtually & 24/7/365 as needed. Course Technical Support: The Office of Information Technology
(OIT) provides technical support for distance education courses & students. Direct all technical & access problems to them. You can reach them by telephoning: 18888185465 or 18122377000 or emailing: ISU-Blackboard-Support@indstate.edu. Note also the Help Desk menu button on the left side of our classroom. Technology can fail & you must maintain backup copies of all of your work as a safeguard.

Brief Course Description: A 3-credit hour graduate course designed

as the culminating programme experience for students pursuing school library media certification. The course consists of a supervised Field Experience of no fewer than 120 hours in a working library facility, wherein students will observe & put into practice the theories, concepts, & library skills that have been the focus of the programme. Emphasis is on the 11 Standards which serve as the foundation of our curriculum. An electronic portfolio will be submitted for review by the instructor.

Texts:
There are no texts for the Practicum.

Course Standards:
1. Use of Information & Ideas:
School library media candidates encourage reading and lifelong learning by stimulating interests and fostering competencies in the effective use of ideas and information. They apply a variety of strategies to ensure access to resources and information in a variety of formats to all members of the learning community. Candidates promote efficient and ethical information-seeking behavior as part of the school library media program and its services 1.1 1.2 1.3 1.4 Efficient & Ethical Information-Seeking Behavior Literary & Reading Access to Information Stimulating Learning Environment

2. Teaching & Learning:

School library media candidates model and promote collaborative planning with classroom teachers in order to teach concepts and skills of information processes integrated with classroom content. They partner with other education professionals to develop and deliver an integrated information skills curriculum. Candidates design and implement instruction that engages the students interests, passions, and needs which drive their learning. In settings outside of public schools, library media candidates model and promote collaborative planning with others (library professionals, educators, subject specialists, etc.) in order to teach concepts and skills

Practicum Syllabus Spring 2013

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of information processes. They partner with other educators and professionals to develop and deliver an integrated information skills curriculum. Candidates design and implement instruction that engages the learners interests, passions, and needs which drive their learning. 2.1 Knowledge of Learners & Learning 2.2 Effective & Knowledgeable Teacher 2.3 Information Literacy Curriculum

3. Collaboration & Leadership:

School library media candidates provide leadership and establish connections with the greater library and education community to create school library media programs that focus on students learning and achievement; encourage the personal and professional growth of teachers and other educators; and model the efficient and effective use of information and ideas. 3.1 Connection with the Library Community 3.2 Instructional Partner 3.3 Educational Leader

4. Program Administration:

School library media candidates administer the library media program in order to support the mission of the school, and according to the principles of best practice in library science and program administration. 4.1 Managing Information Resources: Selecting, Organizing, Using 4.2 Managing Program Resources: Human, Financial, Physical 4.3 Comprehensive & Collaborative Strategic Planning & Assessment (ALA/AASL Standards for Initial Programs for SLMS Preparation, Approved by NCATE 2003)

Requirements: Students will submit the Introductory Assignment,

execute a Field Experience contract, complete 120 hours of work in a library setting, & submit a digital Portfolio documenting their Field Experience & progress in the ISU Library Media Programme. Class Participation will comprise 10% of the final grade.

Grading Rubric for Assignments & Final Course Grade:

A+ A A= = = 99-100 95-98 93-94 Excellent Superior

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B+ B BC+ C D F = = = = = = = 90-92 88-89 85-87 81-84 75-80 74-64 65-0 Below average Fair Poor Failure Above average Average

A grade average of at least B (or 3.0) is required to remain in the College of Graduate & Professional Studies and for graduation from any graduate degree programme. The University does not offer a D grade for coursework so a final course grade below 80 or C is effectively an F.

Final Grade Determination:

Participation Intro Assign Portfolio Field Experience 10% 6% 42% 42% 100%

Participation: 10% of the final course grade is based upon your active
classroom participation throughout the term. This entails keeping in touch with me on a regular basis, offering comments in Conference #3 (Field Experience Reports), being a player in Conference #4 (Portfolio

Working Area), supporting your colleagues, asking questions, &

regularly sharing your thoughts & experiences with us all throughout the course. Participation will be graded on a curve after Conference postings & Blackboard statistical records are analyzed at the end of the term. Note that a weak participation score is highly likely to lower your final course grade course by at least one letter grade, e.g., from B+ to B, etc.

Grading Considerations:
Follow instructions, especially the Portfolio Guidelines. Smooth, intuitive, seamless navigation is essential in the Portfolio, as are style, flair, and presentation.

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Your work should offer the critical insights & observations of mature, experienced graduate students. The quality of writing is paramount in your formal work. Within the Portfolio reflective writing is a major consideration. In e-mail exchanges, Conference postings, and the like, we can be more relaxed & informal, as we would be in person.

A detailed Grading Rubric for the Portfolio is provided in the Course Documents area.
Late work will not be accepted.

Beware: In distance education there is a natural tendency to develop an

out of sight, out of mind habit. Beware of this. Late assignments will not be accepted. There are no provisions for extra credit.

Examinations: There are no examinations in the Practicum. Written Assignments: Clarity, format, tone, organization, spelling,
grammar, navigation, & writing style have a significant bearing on your grade. I expect you to use proper English grammar, spelling, & punctuation. This includes the use of complete sentences with all words spelled out in full. Be sure to note Write Right in the Course Documents area, as these guidelines will be used in grading your formal written work. As the culminating document of your graduate programme & a reflection of your competence, your Portfolio must meet the highest standards of professionalism. If you suspect you are not the best writer, ask a friend to critique your work before submitting it. If you are near an institution that offers a writing lab, try it. Anyone whose first language is not English is encouraged to seek writing & editing assistance. Poorly written work will be graded accordingly. When your works calls for formal bibliographic citations, follow either the MLA Handbook for Writers of Research Papers (6th ed.) OR the

Publication Manual of the American Psychological Association (6th ed.).

Links to online assistance for both style systems are available in the Webliography. If you have questions about a citation, let me know

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6 before submitting your work. The format requirements below should be reflected in your Portfolio & any other formal written work.

Format Requirements:
Provide a separate cover sheet with your name, student ID #, course #, proficiency #, option # selected, & the date. Title pages are not needed for the Introductory Assignment. All pages, except the cover page & the 1st text page, should be numbered. Follow carefully all guidelines for compiling your Portfolio provided in the Assignments & Course Documents areas of the classroom. Do not use cutesy fonts or affectations. Stick to the basics. It adds seriousness to your work. Graphics are encouraged, but must be appropriate & professional. Double space your text & use a standard, appropriate font size. Use black type on a white background or other readable combinations. Name all assignment files with your last name, course #, & title of document. For example, Cleopatra would name her file for the Introductory Assignment Questions: cleo659Intr.Que.doc.

Submitting Assignments: Written assignments, except for the

Class Profile (part of the Intro Assignment) & the Portfolio, are to be submitted via Blackboard Assignment option. Should you have difficulty with this, contact the Help Desk.

Plagiarism: As indicated in the Distance Learners Handbook:

Plagiarism is a violation of the University's student conduct code . . . . Violations may result in the student receiving a failing grade for the course & the forfeiture of all course fees. Plagiarism will result in an automatic 0 for any given project or the course & can lead to further discipline, such as expulsion from the programme.

Final Grade of Incomplete: Circumstances sometimes prevent a

student from completing the course. The decision to grant an Incomplete & the timeframe for final completion is the instructors. If work is not completed before the designated period, the I automatically becomes an F.

Becoming a Complete Professional

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The overarching theme of Indiana State University's educator preparation programs is Becoming a Complete Professional. This theme encompasses three broad areas that recognize essential areas of the work of an educator:
o o o Educator as Mediator of Learning, Educator as Person, and Educator as Member of Communities.

The word complete in the title acknowledges that, to be truly successful, an educator must be effective in all three of these areas. Similarly, the word becoming is included in the title because new graduates, alumni, and our faculty are never fully finished with their learning in their profession as a teacher, counselor, school psychologist, speech language pathologist, principal, or superintendent. The component Educator as Expert or 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 and dispositions that make a successful educator justifiably respected and emulated by students while meeting the expectations of professional, state, and institutional standards. The component Educator as Member of Communities reflects the necessity of contributing to the various communities of which educators, as professionals, are members. A truly successful educator must concurrently exhibit the traits of mediator of learning, person, and member of communities while incorporating the latest knowledge and technologies and demonstrating multicultural competence and sensitivity to diversity.

CIMT Diversity Statement

The faculty and staff of the Department of Curriculum, Instruction, and Media Technology believe in the value of recognizing the contributions of individual and group differences in areas such as ethnicity, race, gender, sexual orientation, culture, and personal experience. In doing so, we recognize and affirm that promoting human diversity in teaching, learning, and daily life enhances the effectiveness of our work and that of our students.

THP ~ 01/01/13

Practicum Syllabus Spring 2013