Read Me First

COURSE INTRODUCTION

SLM 506 Online for Spring 2022 begins on March 14 and ends on May 4. Each module will start on a Monday at 12:01 am and conclude on a Sunday at 11:59 pm except the final module, which will last 10 days and conclude on the last Thursday. All times used in the class are Eastern Standard.

Since no holidays are recognized in the scheduling of asynchronous online classes, it is important that you manage your time and class work so that you are able to take off the time you choose for the holidays you choose.

How This Course is Structured

The heart of the class is the Discussion Forum. That's where we "attend class," share our work, and learn from one another. We have a Learning Log area so that each learner can reflect on his/her learning throughout the course. In addition to the group Discussion Forums and individual Learning Logs, this course has four other essential components:

This Read Me First duplicates all our official syllabus information and provides some additional material and links as well.
The Course Guide provides a broad outline of what you are expected to read, do, and display—and when you are expected to do it. All class components are hyperlinked from the Course Guide. If you need a one stop shop for all class components, the Course Guide is it.
The Module Sections provide detailed information about the objectives, readings, expectations, as well as additional resources.
The Assignment & Rubric Pages provide detailed assignment descriptions and the rubrics by which the assignments will be assessed. Assignment and Rubric pages are linked from the Course Guide, the Read Me First (Course Requirements), and they have their own link on the main course menu in Blackboard. Sometimes you'll see the word "deliverable" which is another word for assignment.

What Makes a Module

Online SLM courses are 8 weeks long and divided into 4 modules. Each module lasts two weeks, weeks, except Module 4 which ends on the last Thursday. Each module is a discrete unit of study, with its own assignment that allows the candidate to meet the module objectives; all modules are essential components of the complete course.

Essential Competencies

As the semester begins, it is presumed that:

you know how to teach;
you know how to direct your own learning and understand that the best class experiences occur when the candidates actively direct the class discussions;
you know how to collaborate and learn from your class members;
you will visit school libraries;
you see feedback as friendly help; you don't equate loss of points on an assignment as an attack on your sense of self;
you understand that you'll be revising some of your work, and that after the semester, you will want to submit your best work for publication and/or share it with teachers in your school;
you belong to professional organizations such as ALA, AASL, MASL, and/or PSLA and that you receive AASL listserv messages, and that you attend at least one conference this year.Back to Top

COURSE DESCRIPTION

This course examines how to create a collection that supports the instructional needs and personal interests of all learners. Topics include school curriculum, selection tools, policies, and procedures for developing, maintaining, evaluating, and using the collection to engage learners. Candidates prepare a school analysis, curriculum chart, materials order, and evaluate a library by age, quantity, quality, and curriculum needs. (Graduate Catalog)

COURSE OBJECTIVES

To use selection criteria and professional selection tools to develop a collection that meets the diverse curricular and personal needs of all learners. (*ALA/AASL/CAEP 4.2; CF 1,2)
To evaluate and select information resources in a variety of formats. (ALA/AASL/CAEP 4.2; CF 1,2,6)
To make effective use of data to meet unique learner needs by completing a school analysis and curriculum chart. (ALA/AASL/CAEP 4.3; CF 1,2,5)
To use evaluation criteria to evaluate print and digital sources to improve the collection by age, circulation, and usefulness. (ALA/AASL/CAEP 4.2; CF 1,6)
To actively use the collection to positively impact learner growth. (ALA/AASL/CAEP 5.2; CF 1,5)

*ALA/AASL/CAEP School Librarian Preparation Standards (2019).Back to Top

MISSION, FRAMEWORK, STANDARDS

McDaniel College Graduate Studies Mission: To prepare knowledgeable, caring, & reflective practitioners who facilitate learning for all students in a diverse and technological society.

McDaniel College Conceptual Framework: Our conceptual framework—Knowledge, Diversity, Professional Dispositions, Reflection, Communication, and Technology—guide our course syllabi and class assignments.

Embedded in our courses are ALA/AASL/CAEP School Librarian Preparation Standards (2019): (1) The Learner and Learning, (2) Planning for Instruction, (3) Knowledge and Application of Content, (4) Organization and Access, and (5) Leadership, Advocacy, and Professional Responsibility.

Because McDaniel College is an ALA/AASL/CAEP nationally recognized accredited program, in SLM 550 you’ll prepare a Professional Portfolio reflecting these standards. For examples created by previous candidates, see http://www.mcdanielschoollibrarianship.com.

Your coursework also reflects the AASL's National School Library Standards for Learners, School Librarians, and School Libraries. See summary handout. Save this 2 page chart.

COURSE REQUIREMENTS

ASSIGNMENTS	DUE	Pts	Grade %
Assignment 01: School Analysis/Curriculum Chart	End Mod 1	32	16%
Assignment 02: Selection Sources	End Mod 2	32	16%
Assignment 03: Collection Evaluation	End Mod 3	32	16%
Assignment 04: Materials Order	2nd Thurs of Mod 4	32	16%
Discussion Board	each Module	48	24%
Learning Log	each Module	24	14%
		200	100%

DISCUSSION BOARD

The Discussion Forum is linked from the main course menu. You are expected to post or "participate" in class discussions a minimum of four times a week, twice early in the week and twice later in the week. If you want to earn an exemplary score, you will want to do more than the minimum.

Each module will have a forum with four-five threads. Typically, at least one thread per forum will be devoted to: (a) an activity, (b) applying research, (c) analysis, (d) reflection, and (e) peer review.

Please know that you may continue to post to any threads but discussion points are awarded for posts that fall within the current module's opening and closing dates. See the Discussion Board Grading Rubric. Or review this PDF for Discussions and Learning Logs.

The Discussion Forum is where you:

interact with your instructor and fellow students,
ask questions,
share your work,
offer (and receive) peer review on some of your major projects,
learn through conversation.

Think of the Discussion Forum as a place—the virtual space where you "attend" class. Here we discuss our course objectives, our readings, and what we are learning. Think of the Discussion Forum as the heart of this class.

LEARNING LOG

Individual Learning Logs are critical components of this online class. Essentially, the Learning Log chronicles your learning experiences with: (a) the course objectives, (b) assigned readings, and (c) assignments.

See the link to the Learning Logs on the main course menu of Blackboard. You are expected to make three posts per module.

Please know that you may continue to reflect but points are awarded for posts that fall within the current module's opening and closing dates. See the Learning Log instructions and rubric for specifics. Or review this PDF for Discussions and Learning Logs.

When reflecting on our course objectives and module objectives, address the following:

Early in the module, identify what you want to learn. Near the end of the module, describe this learning journey.
What ‘big idea,’ concept or issue from this module had the greatest impact on your thinking? Why?
How will this idea, concept, or issue influence your practice as an educator going forward?

When reflecting on assignments, explain how the assignment meets the ALA/AASL/CAEP standard. Document your growth. Follow the National Board for Professional Teaching Standards requirement for written commentaries. There are three parts: description, analysis, and reflection. As a result, when you seek National Board certification, you will be familiar with the format. Keep in mind that in your last course, SLM 550 Professional Portfolio, you'll be selecting artifacts from your previous courses and writing reflection statements. It might help you now if you look at the bottom of the SLM page for examples of previous candidates' professional portfolios.

MS TEAMS

MS TEAMS is a live, virtual classroom environment with robust features that include audio, video, application sharing, and the ability to chat.

When there are occasions to meet synchronously (in real-time), we will use MS Teams.

If this course does not use MS Teams, but you would like to communicate with classmates, see your my.mcdaniel.edu home page, and access MS Teams via the Office 365 app (O365). See directions for using the Chat feature in MS Teams.

COURSE MATERIALS

Mardis, Marcia. The Collection Program in Schools: Concepts and Practices, 6th ed. Westport, CT: Libraries Unlimited, 2016.
Kerby, Mona. An Introduction to Collection Development for School Librarians. Chicago: ALA/AASL, 2019.
National School Library Standards for Learners, School Librarians, and School Libraries. Chicago: AASL, 2018. See helpful handout. 2-paged chart.
MSDE Standards for School Library Programs. PDF Version.

Professional Selection Sources

You must use many professional selection sources. These sources are listed in each assignment and in both textbooks. Access via Hoover Library. Save these detailed instructions.

GRADING INFORMATION

ASSIGNMENTS	Points	Grade %
1. School Analysis/Curriculum Chart	32	16%
2. Selection Sources	32	16%
3. Collection Evaluation	32	16%
4. Materials Order	32	16%
5. Discussion Board Participation	48	24%
6. Learning Log	24	12%

Assignments, including discussion and learning log points, are graded and returned one week after they have been submitted—by Sunday night at 11:59 p.m. (Module 4 due last Thursday.)

Prompt submissions are expected. Should you have any legitimate circumstances preventing you from completing your work on time, please notify me at least a day before the due date to secure an extension. Late submissions will receive 10% penalty when submitted within the following week and may not be submitted after 2 weeks.

For specific grading criteria, see the scoring tools for each assignment.

For the semester grade, I’ll convert scores into grades by referring to the following chart. Semester grades are posted on Archway (not Blackboard) within 48 hours after the course has ended.

	%	Points
A	93 - 100	186 - 200
A-	90 - 92	180 - 185
B+	87 - 89	174 - 179
B	83 - 86	166 - 173
B-	80 - 82	160 - 165
C+	77 - 79	154 - 159
C	73 - 76	146 - 153
C-	70 - 72	140 - 145
F	Below 70	0 - 139

The grade of "B" represents the benchmark for Graduate and Professional Studies. It indicates that the candidate has demonstrated competency in the subject matter of the course, i.e., the candidate has fulfilled all course requirements on time; has a clear grasp of the full range of course materials and concepts; and is able to present and apply these materials and concepts in clear, reasoned, well organized, and grammatically correct responses whether written or oral.

Only candidates who fully meet this standard and, in addition, demonstrate exceptional comprehension and application of the course subject matter merit an "A."

Candidates who do not meet the benchmark standard of competency fall within the "C" range or lower. They, in effect, have not met graduate level standards. Where this failure is substantial, they earn an "F." A candidate who misses 25% of all class activities will not be awarded credit for the course.

Writing Standards

The SLM program recognizes and expects exemplary writing to be the norm for course work. Assignments must demonstrate graduate level writing ability and comply with the format requirements of the latest editions of MLA Handbook for Writers of Research Papers and the MLA Style Manual and Guide to Scholarly Publishing. An online source for the MLA formatting and citation guidelines is available at the Purdue Online Writing Lab (OWL). For writing clarity, use Diana Hacker’s A Writer's Reference, latest edition, Merriam Webster’s Collegiate Dictionary, and Webster’s New World Roget’s A-Z Thesaurus.

An ‘A’ Grade

All work is turned in on time.

In written assignments, an A conveys the sense of a personality behind the words. The reader can actually “hear” the voice of the writer. The writer is in control of both material and language, uses a variety of sentence structures, and has no problems with wordiness, redundancy, or awkwardness. Frequently, balance and generosity of spirit are implicit or explicit. The writer does not plagiarize. The format is attractive.

In postings, there are no problems with wordiness, redundancy, or awkwardness. The comments are perceptive, thoughtful, interesting. They extend our learning, are not too long, and convey a pleasant spirit. They show that the candidate is reading our texts, professional materials, and discussing ideas with practitioners.

In reading, the candidate selects books, articles, and websites of outstanding quality. It is obvious that he/she is reading and looking at as many professional materials as possible.

In technology, the candidate demonstrates the necessary technology skills and successfully submits assignments using Blackboard.

In school visitations, the student chooses an outstanding library/librarian to visit with the help of a library supervisor instead of popping in on the librarian at his/her school.

In professionalism, the candidate has joined our professional organizations including ALA, AASL, and MASL, regularly reads journals, listservs, and website information, and attends professional conferences. She/he behaves professionally, displaying a pleasant and kind attitude. The candidate attends all classes, submits all assignments on time, notifies me in advance if unable to meet obligations, exhibits a learning goal rather than a performance goal, and seeks ways to be a better learner. The candidate receives teacher feedback on assignments with grace. The candidate revises. The candidate does not equate loss of points on an assignment as personal character flaws. The candidate understands that the feedback in grading is provided in a spirit of good will.

A ‘B’ Grade

A B grade has all the characteristics of an A, with a few slips in some of the areas. B is an honors grade and a benchmark. It indicates that the candidate has demonstrated competency in the subject matter, has fulfilled all requirements on time, has a clear grasp of the full range of course materials and concepts, and is able to present and apply these concepts in clear, reasoned, organized and grammatically correct responses whether written or oral.

A ‘C’ Grade

In written assignments, a C grade is an adequate presentation of facts and ideas, yet the reader often wants—needs—more. The writer’s voice is not clearly heard. Though sentence structures are generally correct, they have a tendency to be of the same type. Grammatical and punctuation errors occur.

In weekly postings, readings, and group work, the candidate tends to wait until the last minute. It is obvious that he/she did not read quality books and articles before posting. The candidate displays the Goldilocks syndrome—writing too much or too little. The candidate does not get to know the group members and does not help extend their learning.

In technology, the candidate may not submit assignments correctly.

In professionalism, the candidate does not display a professional demeanor. This may include sending rude emails or emails that don’t have a salutation or signing his/her name. The candidate may turn in late assignments, may rarely contribute, and may seem more interested in the grade than in learning.

An ‘F’ Grade

The candidate's work is characterized by awkwardness, a lack of focus, carelessness, sloppiness, and limited application of the information of our readings. The candidate does not participate in discussions, does not hand in assignments, and does not become an integral member of the classroom community.

TIME EXPECTATIONS

In terms of time and commitment, this course is based on the traditional, 3-(graduate)-credit-hour semester. As such, the accelerated pace will require more time and effort each day than a traditional 15-week course. It is expected that each participant signs on to participate in the discussion board at least four times a week; twice early in the week and twice later in the week. You will probably find it easiest to log on every day for shorter amounts of time because it will keep the discussion board reading more manageable and your posts more relevant.

To do well in this class, participants should expect to spend approximately 115 hours, roughly divided as follows:

40 hours participating in online discussions/activities
30 hours reading
25 hours working on individual projects/reflections
20 hours working on collaborative projects

(Obviously, individuals may spend more or less time on any of the above.)

SUCCESSFUL ONLINE LEARNERS

Are motivated, self-disciplined and submit all work on time. They start early. On the first day of the course, they log on and get an overview of the course and the workload, plan their learning schedule, and surf around to see what resources are available (help desk, tutorials, etc.).
Actively participate in conferences, small groups, and the Discussion Form. They ask questions because they know that the interchange leads to a better understanding of the topic.
Understand that there are no time and place barriers and access their courses 24 hours a day, 7 days a week, at home or away. They understand that their coursework fits their schedule; it doesn't dominate it. They work on their course when they can give full concentration to it.
Work at their own pace. Some modules may take some students longer than others (others may take less time). Because there is no rigid pacing as required in a classroom, successful students take the extra time they need to absorb material before moving on.
Are adventuresome. The course material provided on the Web is just the beginning. The advantage of the medium is the window it provides to all sorts of electronic libraries that give new perspectives or updates on the course material. Research is easier on the Web, and research is a significant advantage in understanding college-level material.
Understand the power of their computer. In addition to the Web resources, online learners know how to manipulate text, cut and paste citations (always using proper references, of course), e-mail, and chat.
Use an informal and clear writing style that aids online communication, which is predisposed to textual ambiguity. They give correspondents the benefit of the doubt when their intentions seem unclear. They ask for clarification and always assume the best intentions. They realize that it takes patience, courtesy, and kindness to listen.

ONLINE COURSE NETIQUETTE

Posts must demonstrate professional dispositions such as modeling tact, sensitivity, respect, honesty, and acceptance of others. See this helpful review:

Shea, Virginia. The Core Rules of Netiquette, excerpted.

TECHNICAL REQUIREMENTS AND BLACKBOARD SUPPORT

You need a computer (PC or Mac) with an internet connection. It should be relatively recent (last 3-4 years) with recent programs and operating system. Use Microsoft Office Suite which is available free to all McDaniel students. Do NOT submit assignments via a Google docs link.

To avoid tech stress, use the preferred browser Firefox for PC and Safari for Mac. The Chrome browser does NOT work well with the College software.

It is the candidate's responsibility to make sure your hardware and software is current and compatible.

Technical Help: You have many options for help. (1) In many cases, I can help you, especially if it concerns logging into Blackboard or the use of Blackboard's features. So please ask me. (2) Post a question in the discussion forum and your classmates will help. (3) Check the McDaniel Blackboard FAQs at http://www2.mcdaniel.edu/its/faq_blackboard.htm. (4) Look for Blackboard's tutorials inside our course platform. (5) McDaniel has a HelpDesk. You can call them at 410-871-3390 or email helpdesk@mcdaniel.edu

Check the McDaniel Blackboard FAQs at http://www2.mcdaniel.edu/its/faq_blackboard.htm.

If you are confused or uncertain of a solution, take a break and allow your brain to work on the problem subconsciously. You’re likely having trouble—not because you don’t know the solution, but rather, you haven’t yet managed to clarify the question. Hesitate before immediately emailing. Trust yourself—give it a bit of time.

Another source of help is your classmates. Post your question to your small group or post it in the larger discussion forum.

SUPPORT SERVICES FOR GRADUATE CANDIDATES

Much of the wording below comes directly from the sites.

Infobase—is an online technology training and professional development tool for educators. This online training resource is available 24/7 to ALL students, staff, and faculty. It delivers on-demand technology training on the use of computer applications, technology integration, and professional development. Get answers to many of your “how do I do that?” questions about 200+ programs and topics such as Microsoft Office, Blackboard®, MLA Style, and plagiarism.
Blackboard @ McDaniel: FAQs.
Hoover Library—provides online services such as access to A-Z Databases, and School Librarianship Research Guides , and Ask a Librarian where you can call, email, or text for help.
Online Help Desk—for technology help and requests or email at helpdesk@mcdaniel.edu.
Writing Center—provides individual online tutoring sessions and has an extensive list of helpful resources. To schedule an appointment, click on Online Tutoring.

COPYRIGHT: KNOW THE BASICS

Adhering to copyright law is everyone’s responsibility. However, for school librarians, that obligation is especially critical because the ethical use of information is a cornerstone of our profession.

You must know the parameters of what you can and cannot do with information in any format. At all times, you must model ethical use of information.

Review the following resources:

GPS ACADEMIC POLICIES

Policy on Professional Ethics and Standards

GPS expects candidates to understand economic, legal, and social issues surrounding the use of information. GPS candidates will access and use information ethically and legally. Plagiarism, cheating in coursework, appropriating intellectual property (including internet sources), misusing library or department materials (including databases) or lending privileges are examples of unethical and in some cases, illegal behavior. Candidates are expected to read and adhere to the GPS policy found in the online graduate catalog. Depending on the nature of the violation, sanctions range from minimal to dismissal from the program.

ACADEMIC INTEGRITY

Students are expected to do their own academic work and submit original work. Where resources and sources of information are used, credit must be given to the original source using the guidelines of the program’s professional affiliation. Dishonesty in academic work, including but not limited to cheating, academic misconduct, fabrication, or plagiarism is unacceptable. Deliberate plagiarism as well and unintentional plagiarism is a serious issue. Additionally, unauthorized multiple submission of academic work is subject to the same penalties as plagiarism. We advise students not to lend or share previous course work with other students, as this could lead to work being used by others for academic advantage. In this situation, the original owner of the course work may be liable for academic action regardless of his/her knowledge or lack of the other student’s intent.

Any form of cheating, which includes plagiarism or collusion, should be reported to the program coordinator and Dean of Graduate and Professional Studies. Students who are aware of academic dishonesty as well as instructors are expected to report their observations.

STANDARDS OF ETHICAL BEHAVIOR

CODE OF STUDENT CONDUCT

Graduate and Professional Studies (GPS) requires students to respect and uphold the standards of ethical behavior expected of all students as set forth in the Student Code of Conduct. These standards apply to graduate students as well as to undergraduates.

In addition to upholding the standards set forth in the Code of Student Conduct, students enrolled in GPS programs are required to act in accordance with any dispositions required of students preparing to become practitioners in the profession for which their program is preparing them. Programs in GPS are committed to providing students with the requisite knowledge to understand these dispositions and with guidelines for acting in accord with them. See the GPS Catalog for complete information about Misconduct other than Academic Misconduct Academic Misconduct.

Diversity, Equity, and Inclusion

The Education Department at McDaniel College defines diversity as it impacts teaching and learning as “differences, 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.” The department is committed to addressing diversity in curriculum, instruction, assessment, and interpersonal relations. See McDaniel's full statement on Diversity, Equity, and Inclusion.

Compliance with Americans with Disabilities Act

In accordance with the terms and spirit of the Americans with Disabilities Act of 1990 (ADA) and the Federal Rehabilitation Act of 1973 Section 504, I will cooperate with McDaniel to make reasonable accommodations for eligible 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 end of the second week of class. Or, you may seek assistance directly from the Student Academic Support Services Office (SASS) on the first floor of the Academic Building (410-857-2504). Candidates are responsible for initiating arrangements for accommodations for tests and assignments in collaboration with me and the SASS Office.

Request for Accommodations

McDaniel College, in accordance with the Americans with Disabilities Act Amendments Act of 2008 (ADAAA) and the Federal Rehabilitation Act of 1973/ Section 504, will provide reasonable accommodations for eligible students with disabilities. If you require special assistance, please see me privately and/or seek assistance directly from the Student Accessibility and Support Services Office (SASS). You are responsible for initiating arrangements for accommodations for tests and other assignments in collaboration with the SASS Office and me.

Non-Discrimination Policy

McDaniel College does not tolerate discrimination or harassment on the basis of race, religion, color, national origin, disability, age, sex, gender identity, sexual orientation, pregnancy, military status, genetic information, marital status, veteran’s status, or any other legally protected status. To report an incident occurring within an academic context, contact the Office of Academic Life. To report other on-campus incidents, contact the Office of Student Affairs.

Resources for Students Who May Witness or Experience Gender-Based Discrimination, Harassment, or Violence

To report a bias-related incident, you may use the online form found on the portal and in the footer of the College’s webpage. The online form may be submitted anonymously if that is preferred. You may also contact the Dean of the Faculty, the Dean of Students, the Director of Human Resources, or the Director of the Office of Diversity, Equity, and Inclusion. Please note that according to Title IX, any claims of gender-based discrimination, gender-based harassment, sexual harassment, sexual violence, relationship violence, or stalking must be reported to the Title IX Coordinator. For these concerns, faculty members are not considered confidential resources and therefore incidents shared with them must be reported to the Title IX Coordinator. If you wish to speak confidentially about an incident, please contact the Wellness Center.

FACULTY CONTACT INFORMATION

Instructor: Mona Kerby
Email 1: rkerby@mcdaniel.edu
Email 2: monakerby@gmail.com
Phone: (cell) 443-789-1287

Whenever you have a question about our course, please post it inside our discussion as others may have the same question. I check our Blackboard discussions at least twice a day, and I will post an answer in our discussion thread, usually within a few hours, but no later than the next day. It is also possible that a classmate can answer the question even sooner than I can.

If you need to get in touch with me via email, I will respond within 24 hours, if not sooner. If you have a pressing emergency, I can be reached by my cell phone (call or text). However, email is the best way to reach me, and we can then set a time to chat by phone.