Course Description

This document contains the syllabus and course documents for Information Sources: Retrieval, Dissemination and Utilization, SLM:505. This is an online course in which students study the information, research and reference process as it applies to the K-12 instructional environment. The course is designed to study the tools of reference as well as the integration of research into the core curriculum of the instructional program.

This course explores the wide variety of information sources available for the support of K-12 curricula. Reference and information sources will include, books, Online digital resources, World Wide Web sites and other resources available through Internet access.  These materials will be examined, discussed and evaluated. Topics include selecting and integrating sources into the curriculum as well as helping students search and use appropriate resources. A key component of the course will be working with classroom teachers to develop appropriate teaching activities that extend lessons and teach reference skills will be addressed. 

This course will cover a tremendous range of information resources which are used by the general population and focus on those which are specific to the school library environment. It will include selection and evaluation of reference resources for that environment.  It is appropriate for students to question, suggest, or advise on the matters discussed as part of this course. Students are the most reliable source of information on how the course is proceeding and what the instructor can do to meet the needs and goals of the participants.

Course activities will to a very large extent be carried out online using email, online discussion, interactive web pages and data bases. Students should be comfortable with the various processes of the internet. Since this is an "online" course it is important for students to be actively engaged and maintain a consistent role in the various discussions and course activities. If students are having difficulty with network procedures,  it is important to notify the instructor and work to get the problem rectified expeditiously.

Course Objectives

• There is an overwhelming amount of information in the world. There are tools that organize and make it accessible and that an understanding of these tools will enable you to find a great many answers.

• Information is temporal, imprecise and based on the experience, perspective and bias of the person or organization that develops and reports it. More often than we like it is flat out wrong. Check multiple sources.

• Students and Teachers - Searchers most often do not know what they need when they ask for information. It is up to the reference professional to interview and determine what the patron actually needs. What are the actual needed outcomes of the searcher? In what form will they need present their information. Never trust their spelling, pronunciation, memory, or assumptions. Check these things out for yourself.

Upon completion of this course, the student will be able to:

identify and use the basic sources of information in a variety of forms and formats (CF 1; AASL standards 1 and 4)

select and evaluate reference materials using recommended criteria (CF 1; AASL standards 1 and 4)

develop integrated lessons and activities for student us of reference sources. (CF 1; AASL standard 2)

provide guidance to users of information sources through effective interviewing and questioning. (CF 1 and 5; AASL standard 1)

access new technologies which provide for retrieval, dissemination and utilization of information (CF 1, 5, and 6; AASL standard 1)

determine ways to effectively communicate  available information sources to students and staff (CF 1, 5, and 6; AASL standard 2)

Compliance with American with Disabilities Act

In accordance with the terms and spirit of the Americans with Disabilities Act and Section 504, Rehabilitation Act, I will cooperate with WMC to make reasonable accommodations for qualified students with disabilities.  If you have a disability for which you will require accommodation, please advise me of your needs in writing no later than the second session of the class.

Academic Integrity

All students are expected to be in compliance with the McDaniel College Honor Code in all aspects of the course.

Diversity

Difference, or variety, among groups of people based on a range and combination of backgrounds and histories related to: ethnicity, race, gender, language, socioeconomic status, sexual orientation, disability, geographical area, religious background, and exceptionalities in learning.

Course Texts and Recommended Sources

• Riedling, Ann . Reference Skills for the School Library Media Specialist: Tools & Tips. second edition - Worthington, Ohio: Linwood Books, 2005 - ISBN: 1-58683-190-9 (pbk.)
  
  Standards for School Library Media Programs in Maryland.  Baltimore: Maryland State Department of Education, n.d.  (Available on web.)
  
  ISTE Standards - International Society for Technology in Education - Available on the course site

Essential Competencies

As the semester begins, I am presuming that:

• you know how to teach, create instructional lessons, and develop supportive activities;
• you know how to direct your own learning and are self-motivated --that you can problem solve, explore, and follow your intellectual curiosity; 
• you understand that the best class experiences occur when the students actively direct the class discussions; 
• you know how to collaborate and learn from the class members in your group 

Course Procedures and Requirements

During the term of this online course students will have activities and assignments to complete on a session by session basis. The following is a schedule of those activities as well as a description of the lessons, lectures, activities and assignments associated with the three class meetings.

Online assignments and activities will be posted at the beginning of each session. You may work ahead but nothing on the schedule is final and is subject to change until the first day of each session at midnight.

All email that you send me should have the designation SLM505-Lastname-Subject of the email - as the first thing on the subject line

Each session you will need to complete two each of the following list of items and activities:

• Read the Session Schedule, Check the Announcements area of Blackboard

• Go to each of the Session Activity Pages which are linked form the course schedule

• Read each of the tabbed pages (click on the tab links)

• On the Topic Overview page read the objectives, the essential questions, collect the resources you will need and print out the checklist. Use the checklist to make sure you have completed all the activities and assignments for the session.

• On the Reading & Discussion page read the cited articles and/or text chapter(s) to answer the questions listed. Review the discussion topic and go to Blackboard to post you own response to the the topic then review and reply to the postings of your colleagues. The discussion will take place in the small group areas.Read the Discussion expectations here

• On the Introduction to Reference Type page, review the introductory information provided for the specific reference type that constitutes the focus of the session.

• On the Resources to Review page review as many of the reference type citations and links as you can. It is not necessary to review each and every one; however it is a good idea to get a thorough understanding of the reference type by reviewing the examples. Enter the titles or sites you have found in your reference database or complete paper reference cards.

• Read the Reference Activity and respond to the questions or complete the activity. Using a simple word processor or Microsoft Word write the answers to the questions. Cite where you found the answer and submit your document as described in the assignment specification.

• Review the Instructional Activities page. Create the instructional activity for the reference type. Submit as described in the assignment specification.

• Review the Best Practices area to see examples of lesson plans and activities that teach information literacy skills using the reference type that is the focus of the session.

Grades & Assessments

• Complete assigned exercises on types of reference sources.
• Participate in the session discussion/research topic
• Evaluate several online or digital sources which would be a useful reference tools for grades K-12.
• Attend online discussions and class sessions.

The following is a list of all graded assignments:

Session Assignments

Discussion Topics (15 pts./ session) - Since this is an online course there is a need to provide a virtual class discussion area. This is a place where students can share and respond to weekly topics of interest during the semester. The session discussion question will be found on the session topic page on the course site as well as in the Discussion area on Blackboard. This activity is scored on the basis of the completion of the task rather than any qualitative or value-related assessment of your ideas or stance on issues.

Reference Questions - (30 pts. / session) Each session you will be presented with one or two reference questions and a reference activity.

Instructional Activity - (30 pts. / session) Each session you will be asked to create an instructional activity that provides students with an experience in working with the access tolls associated with the reference type for the session.

Bibliography Cards (Reference Bibliography) - (50 pts total) While this assignment is not, per se, a session activity is is recommended that you create the entries for each reference type as you go along. Each student will create a bibliography of 40 print and 10 digital subscription resources.

Course Projects *

Pathfinder - This is an extended bibliography on a specific topic. It includes a listing of all of the possible relevant material that can be brought to bear on the research of that particular topic. (30 pts)

Instructional Research Handbook for Students in the School Library Media Setting - The library media center serves as the information hub of the school and the library media specialist is the learning information leader of the building. This assignment asks class members to create a handbook for students that explains and facilitates the use of the LMC as a research center and provides the LMS with a tool for teaching these skills. The handbook should be written at the level of the students to which it is addressed. (50 pts)

Bibliography Cards - As we discover and explore the various reference information sources, students will create and keep an annotated bibliography card. The purpose of this activity is to leave the student with a list of outstanding resources.

*Note that all three course projects are required. Each project not submitted will result in the lowering of the final grade by one letter.

Attendance 

This class is primarily an online course. Students must attend discussion pages and correspondence activities on a session basis.

Because this is an online course the discussion which would normally be held in class sessions will be held using and online discussion page in which students can read a particular topic or issue and respond to it along with other class members. Contributions to this discussion are posted for all to see and comment on or react to.

Grading Scale:

A 90% and above
B 80%-89%
C 70%-79%
D 60%-69%

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