Course Objectives

• Knowledge of a variety of constructivist learning theories applied to the process of learning.
• Knowledge of core curriculum standards and standards for school library programs.
• Ability to develop an inquiry-approach across the school curriculum.
• Ability to develop a school library program to increase information literacy and improve learning outcomes, and to document the impact of the library program on student learning.

Organization of the Course

The Course is organized as three modules of study. Module 1 sets the scene for the development of a dynamic and effective school library program. It explores the nature of learning, the changing dynamics of the educational environment, and introduces students to the fundamental theoretical and professional foundations and frameworks that underpin the school library program. Against this backdrop, Module 2 focuses on understanding the instructional role of the school librarian. It will give emphasis to the body of research currently available that informs and shapes this instructional role, with particular emphasis on information literacy, information technology, and evidence-based practice. It will also introduce students to leading scholars and practitioners in the field. Module 3 has a practical focus, in which students will apply their learning to the development of an inquiry-based unit (and exemplar) of learning. This will integrate the theoretical foundations and research based on the Information Search Process and information literacy, curriculum standards, information literacy standards (with particular emphasis on New Jersey Core Curriculum Standards), program evaluation, and evidence-based practice.

Module I - Theoretical Foundations of Constructivist Learning in Library Media Programs

1. Theories of learning including: Dewey - active learning; Bruner - holistic approach; Kelly - Personal Construct Theory.
2. Traditions in educational thinking including: educational reform movements; discipline-centered vs. student-centered; and transmission vs. constructivist approaches.
3. Inquiry-based learning: the Information Search Process, information literacy
4. Current trends and critical issues in curriculum and their implications for library media programs.

Module II - The Library Media Program: Research informing Practice

1. Research in the field and implications for professional practice
2. Information age school and the impact of technology
3. Implementing and assessing learning and literacy in the information age school through an inquiry-based approach: Evidence-based practice

Module III - Designing an Inquiry-Based Library Media Program

1. Core Curriculum Standards and Information Literacy Standards
2. Goals and objectives for student learning
3. Students and the ways they learn, including: multiple intelligences and perspectives, multicultural approaches, and diversity
4. Library Media Program evaluation 5. Evidence-Based practice revisited

Major Assignments

1. Research Paper (4-5 pages) and Process Journal: Due: Week 5 (30% of grade)

• identify and explore a key current curriculum-centered question and present your understanding in a brief research paper, with citations. (Research Paper)
• reflect on the development of your understanding of this question using an inquiry-based approach. (Process Journal)
• prepare a three to five-minute oral presentation summarizing your learnings

2. A concise paper (2-3 pages) on a leading researcher or prominent figure in the field of school librarianship: Due: Week 8 (25% of final grade)

• provide a brief biographical sketch
• synthesize areas of scholarship, research and contribution to the field
• establish key implications for the information age school
• prepare a two to three-minute oral presentation summarizing your findings

Scholars in the Field

Carol Gordon Julie Tallman Jean Donham Delia Neuman Mike Eisenberg & Bob Berkowitz Dan Barron Blanche Woolls Ken Haycock Dan Callison Jackie Mancall Mary Gaver Robert Grover

David Loertscher Joy McGregor Keith Curry Lance Dianne Oberg Viola Harada Louise Limberg Carolyn Markuson Ruth Small Barbara Stripling Dianne Hopkins Carol Kuhlthau Ross Todd Kathleen Craver

3. Inquiry Learning Project: Collaborative unit integrating an inquiry-based approach with at least one area of the curriculum. Choose to work alone or in pairs: Due: Week 14 (45% of grade)

Essential components of the project:

• To frame your unit, develop a mission statement for your school library
• Select a school level: primary, upper elementary, middle, secondary
• Identify core curriculum standard(s) from a subject area
• Identify Information Literacy standard(s) from Information Power
• Apply an instructional design model: Describe students-at risk, special needs, urban, G&T, honors, standard, ESL, etc; State goals and objectives; Identify resources-computers, books, handouts, powerpoint, etc.; Describe activities (be creative in designing activities to stimulate students' active participation in an inquiry-based process); Include student assessment.
• There should be 4-5 lessons in the unit-each lesson must have a detailed lesson plan.
• Decide how long the unit will take. Develop a timetable.
• Identify the roles in collaboration and teaming of the school librarian and the teacher. Who makes up the team? Who does what?
• Discuss how you will evaluate the unit. Were its goals and objectives met? How will you know you?ve accomplished what you set out to do?
• Follow-up -What needs to come next?

Weekly Schedule of Topics and Readings