School Media Specialization: Curriculum
Table of Contents
Coursework
All courses in the school media program are required. The courses are listed below. For more information on course sequences, students should consult their advisor.
IST 511 Introduction to the Library and Information Profession
This Gateway to the LIS program is a course which surveys key components of the field and its relationship to other fields and professions. Also addresses general structure, issues and problems, research, and literature of the library and information profession. IST 511 is required in the first semester of matriculation. (3 credits) (5 day required residency in July for distance students)
IST 564: Library and Information Services to Students with Disabilities
Includes strategies for planning library programs and services that are inclusive of the information needs of PK-12th grade students with disabilities, offered online Fall 2012. This course fulfills the 2011 New York State Education Department's requirement for a mandatory course and field experience in students with disabilities.
www.regents.nysed.gov/meetings/2010Meetings/October2010/1010hea1.doc
IST 601 Information and Information Environments
Provides an overview of the field and an orientation to the School of Information Studies. Describes the past, present, and future of information studies. A one-credit, two-day course normally taken as the students first course. (1 credit) (2 day required residency the weekend prior to 511, for distance students)
IST 605: Reference and Information Literacy Services
The discovery and use of print and electronic resources and delivery of services in libraries to meet information needs of varied patron communities in a broad range of contexts. (3 credits) (Pre/Co-requisite: IST 511)
IST 611: Information Technologies in Educational Organizations
Information and communications technologies, ethical issues, knowledge management tools, collaborative learning technologies, education databases, etc. On-site project field work constitutes a major portion of course requirements. (3 credits.) (online only)
IST 612 Youth Services & Resources in Libraries
Theories, practices, media, literature, and emerging trends of youth services from preschool to high school are explored. A broad range of competencies necessary to work with youth in a variety of library settings are presented. (3 credits) (required 4 day residency the week after 511 in late July)
IST 613 Library Planning, Marketing and Assessment
User-focused planning, marketing, and assessment activities that support core functions of libraries, such as collection development, systems, and public services. (3 credits)
IST 616 Information Resources: Organization and Access
An introduction to theories, tools, and standards for information organization and access, including cataloging rules and formats, content analysis, indexing, classification, and fundamentals of information retrieval systems. (3 credits) (Pre-requisite IST 511)
IST 618 Information Policy
Public policy issues of the digital environment, including freedom of expression, intellectual property, economic regulations, privacy, security, access, standards, and dissemination of public information. Application of economic, legal, and political science concepts to policy analysis. (3 credits)
IST 661 Management of School Libraries
Management of media centers. Information flow in school environment, analysis of curriculum, problem solving, management principles, development of information services for students, teachers, and administrators. (3 credits) (online only)
IST 663 Motivating 21st Century Learning
Methods for designing and delivering information literacy skills instruction in schools. Exploration of appropriate interventions that support motivation for and learning of research and information problem-solving skills. (3 credits) (online only with required 2 day residency)
IST 668: Literacy Through School Libraries
Introduction to methods that support and reinforce classroom instruction in developmental reading and language acquisition processes and skills. Development of programs and services that foster self-expression, promote literature appreciation, and encourage information-seeking behaviors. (3 credits) (online only)
Fieldwork: 100 hours
School media students must complete 100 hours of fieldwork before their practicum experience in order to satisfy New York state certification requirements. 50 hours will be in an elementary setting and 50 will be in a secondary setting. A minimum of 15 hours in either setting will be working students with special needs.
IST 972 School Media Practicum (3 credits)
Students must take a three-credit, school-based practica in order to satisfy New York state certification requirements. More information about these requirements may be found in the Fieldwork and Practica section below. 120 hours will be in an elementary setting and 120 hours will be in a secondary setting.
Each practicum placement will be in a school-based library, where the student gains experience and is evaluated at both the elementary and secondary level. Each practicum is fully supervised by a certified School Library Media Specialist (SLMS). IST 972 includes a full-semester online seminar for students who are doing practica. All practica students are expected to participate in this seminar.
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Students in the School Media Program are required to complete the Competency Checklist during their MSLIS program. The competencies are aligned with the current ALA/AASL Standards for School Library Media Specialist Preparation and describe the tasks and activities expected of the 21st century school library professional.
- Baseline: Students should complete the competencies at the very beginning of their program, before taking any courses. The list should be used as basis for selection of fieldwork projects, class projects, and other course-related activities.
- Fieldwork: Students are required to update and complete the competencies after completing their second fieldwork experience. Students are to use the list with guidance from their advisor, the fieldwork coordinator and their site supervisors for both fieldwork and their first practicum as a way to identify gaps that need to be filled or for project selection during fieldwork and practicum experiences.
- Practicum: Students must update and submit the competencies prior to beginning their second practicum. Students should use the list with guidance from their practicum site advisors as a way to identify gaps that need to be filled or for project selection during their final practicum experience.
- Final: Students are required to update and submit a fourth and final checklist after their final practicum and all coursework has been completed. Students should submit the final competency checklist with their portfolio.
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Fieldwork & Practica
Students are required to satisfy 100 hours of fieldwork experience in K-12 schools (50 hours in an elementary setting, 50 hours in a secondary setting; some experience in urban, suburban, and rural schools). Students are required to have completed at least one semester of course work before beginning their field work. All fieldwork must be achieved through two 50-hour experiences, each completed during the course of a semester. A minimum of 15 hours of fieldwork must be working with students with special needs.
It is the student's responsibility to document all fieldwork and submit documentation in the School Media Forum in Blackboard.
For detailed information on the Fieldwork Process, please consult the
Fieldwork Guide found in the School Media Forum.
Students will complete a 3-credit on-site, school-based and supervised practica. It consists of 120 hours in an elementary school and 120 hours in a secondary school and also requires participation in a semester-long online seminar. The course number for school media practica is IST 972. The School Media Program uses the apprenticeship model for all practicum experiences. The site supervisor acts as teacher/mentor/role model with the student observing and then completing various professional tasks with site supervisor feedback. Students should be considered colleagues-in-training and not substitute librarians or library aides.
School media students are advised to enroll in their practicum experience late in their programs and not until at least 25 credits of coursework and 100 hours of fieldwork experience have been completed.
See the Checklist of Practica Steps, found in the School Media Forum in the Practica Handbook, for a quick reference to the practica steps.
All school media practica must be completed in K-12 school settings. One practica should be in an urban or high-needs school district. The student and faculty supervisor will determine an appropriate site for each of the student's practica. Some criteria for selection are:
- a fully-functioning library and information literacy program
- regular information skills instruction with students
- technology
- planning and collaboration with teachers
- interaction with administrators and parents
Note: Practicum sites must be approved by the faculty supervisor/instructor for IST 972.
The on-site supervisor must have an MSLIS with school media certification and should serve as a role model for the practicum student.
The student should not choose a practicum site in a school district in which he or she is currently employed, where his or her spouse/partner is employed, where he or she owns property and pays school taxes, or where his or her child is a currently-enrolled student because of possible conflict of interest.
Beginning the Process
The school media student should contact the faculty supervisor/IST 972 instructor to discuss site selection (based on results of his or her competency checklist) and practicum requirements. The student should give the 972 instructor his or her completed competency checklist. This will allow the faculty supervisor to identify areas of strength and weakness in order to better select an appropriate practicum site. The faculty supervisor will make every effort to recommend sites that are within 30 minutes commuting time for the student. Talking with fellow students who have been through the process may provide insights about various sites. Where possible, students should complete one practicum experience in a high needs urban or rural setting.
Note: Students who bypass any step in this process are in danger of having to cancel their practicum arrangement.
At the end of each practicum experience, the student must submit a:
- a journal of all practicum activities
- one-page description and summary of one or more major on-site projects completed during the practicum
- video/CD of a teaching episode
Before final arrangements for a practicum experience, the student should arrange to meet with the site supervisor. At this meeting they will determine if they both wish to proceed with the practicum. If affirmative, the student must complete the practicum proposal form and return it to the Office of Career Services.
It is highly recommended that the student arrange to spend five full days a week at a site. If this is not possible, the student should spend a minimum of two full days a week at a site. This allows for continuity and a richer professional experience.
All students participating in school media practica are required to participate in a semester-long online seminar for a full semester. Students completing two practica in one semester are only required to participate for that semester. Students completing two practica over two semesters must participate in the seminar during both semesters.
The practicum seminar provides an opportunity for students to discuss specific relevant topics and issues that arise during the practicum.
Some students may work full-time for the required 120 hours of practicum, while others may work a couple days a week or half-days. It depends on their schedule and the needs of the library. By the 30th hour of the practicum, the student and site supervisor are required to complete the School Media Learning Agreement in accordance with the specifications in the internship handbook and return it to the Office of Career Services.
If the site supervisor is absent for any reason and a certified (MSLIS) substitute is not on site, the student may not count those hours as part of the practicum. The practicum is considered an academic learning experience; it is imperative that the site supervisor always be available for instruction and professional consultation.
The student is expected to do the tasks which mirror the site supervisor's daily tasks. This may entail some routine tasks (e.g. weeding a vertical file, circulation, etc.) but the majority of the time should be spent on higher level, professional activities. Some appropriate activities include (but are not limited to):
- information literacy/research skills lessons
- in-service teacher training
- technology selection and implementation
- budgeting
- long-range planning
- collaborative instructional planning with teachers
- presentations to school board
- development of a school/library web site
- curriculum mapping
- development of a library newsletter and other public relations materials
Note: preparation and lesson planning done at home may not be included as part of the 120 practicum hours.
Wherever possible, the students should save examples of his/her practicum work for his or her portfolio. Take photos of story times, bulletin boards, and other displays.
During the practicum experience, the student is expected to work with students, teachers, administrators, and parents, where possible.
Each practicum is expected to give the student a broad range of experiences as well as specific experiences in each of the competency areas.
At approximately the mid-point in the practicum, students completing their practica in Central New York schools must contact the faculty supervisor to arrange a site visit by the faculty practicum supervisor for sometime during the latter half of the practicum experience. For distance students outside of Central New York, the student should contact the faculty practicum supervisor to arrange a phone call with the site supervisor.
Students should communicate with their faculty supervisor regularly during each practicum. This is easily done through the Practicum Seminar.
Note: From time to time, personality and other types of problems between the student and site supervisor may arise during the practicum. Most of these problems can be resolved with help from the faculty supervisor. Students should not wait until near or at the end of the practicum to communicate problems as it may not be possible to correct the situation at that point.
Students hand in completed practicum assignments to the faculty supervisor during the last week of classes of that semester. These assignments include the teaching video, a description and/or a copy of the major practicum project(s), and the daily log. At the end of each practicum, students also turn in the completed student evaluation form (see practicum packet) which allows the student to evaluate his or her practicum experience. Site supervisors submit the site supervisor evaluation form evaluating the practicum student's performance and the practicum experience to the Office of Career Services
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Portfolio Review
All students are required to assemble an electronic portfolio of their credentials during their last semester in the program. The portfolio contains such items as artifacts from course and practicum-related projects, student-authored publications, resume, photos, video clips, and other relevant artifacts produced/created by the student. It is highly recommended that students begin to collect artifacts for their portfolios from the very beginning of their program.
The portfolio is intended to provide students with (1) a synthesis of their learning over the course of their academic program and (2) tangible demonstrations of their knowledge and skills that would be relevant for presentation at job interviews. Students are asked to organize their portfolios according to the School Media Competency Checklist's five Standards and elements.
Standard 1: Teaching for Learning
1.1 Knowledge of learners and learning
1.2 Effective and knowledgeable teacher
1.3 Instructional partner
1.4 Integration of twenty-first century skills and learning standards
Standard 2: Literacy and Reading
2.1 Literature
2.2 Reading promotion
2.3 Respect for diversity
2.4 Literacy strategies
Standard 3: Information and Knowledge
3.1 Efficient and ethical information-seeking behavior
3.2 Access to information
3.3 Information technology
3.4 Research and knowledge creation
Standard 4: Advocacy and Leadership
4.1. Networking with the library community
4.2 Professional development
4.3 Leadership
4.4 Advocacy
Standard 5: Program Management and Administration
5.1 Collections
5.2 Professional Ethics
5.3 Personnel, Funding, and Facilities
5.4 Strategic Planning and Assessment
It is recommended that students review the competency standards and related sub-standards for each area to determine which portfolio artifacts are relevant to that area.
Each portfolio must be submitted electronically for review during the last week of classes of the semester in which the student completes his/her program. The portfolio is an exit requirement of the school media program. It will be assessed as pass/fail. If a student does not pass the portfolio, he/she will be required to revise and resubmit. The portfolio is part of the second IST972 grade, so a failing portfolio results in a no grade for the course until it is revised and approved. As a result, additional fieldwork may be required to address gaps in the student's competency areas.
The portfolio is graded based on a rubric. Please consult your 972 faculty supervisor or your advisor for questions about the rubric.
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Program Options
The following program options provide a recommended sequence of courses during your program. These include a suggested sequence for full-time students, part-time students taking two courses per semester, and part-time students taking one course per semester. Also included is a tentative schedule for CAS students.