This is a generic syllabus that reflects common practices within the course and program. The instructor teaching the course will personalize the information and may change content. Be sure to consult the syllabus for the specific course you are taking. 

Course Description

Examine the teacher and instructional collaborator roles of the school librarian. Design and teach digital and information literacy skills to diverse library users in alignment with the National School Library Standards.

Course Standards

  • CAEP / ALA / AASL School Librarian Preparation Program Standards
    • 3 Ethical Use of Information
    • 2 Information Literacy
    • 3 Technology-Enabled Learning
  • Indian Education for All Essential Understandings (IEFA EU)
    • EU 1 Tribal Diversity
    • EU 2 Individual Diversity
  • Alaska Cultural Standards for Educators (AK CSforE)
    • B Using the local environment

Learning Outcomes

  • Utilize open access and library subscription resources to locate information based on specific learning need by:
    • accessing appropriate sources, finding information in library databases, and choosing which databases to use for which purpose;
    • evaluating Google search results, considering the impact of algorithmic bias, and developing search strategies to use Google effectively;
    • defending the need for open-access information, and locating and choosing appropriate open-access resources;
    • justifying the need for information from local knowledge bearers.
  • Integrating technology into instruction effectively by:
    • evaluating technology for appropriateness to the learning context and learning developmental stages;
    • integrating technology meaningfully in a way that enhances learning;
    • exploring and assessing digital tools, resources, and emerging technologies relevant to the K-12 educational environment.
  • Teach learners critical thinking skills to evaluate and use information by:
    • modelling ethical use of information;
    • incorporating local tribal values and educational practices in the implementation of digital citizenship and information literacy instruction;
    • acknowledging and integrating local histories and cultural traditions that are relevant to the learning experience;
    • designing instruction around copyright, media bias, misinformation and disinformation, cognitive bias, and/or digital citizenship.

Course Materials

There are no required textbooks for this course. All course readings / resources will be available through D2L.

Instructional Methods

This course is conducted completely online. The activities and content will be available asynchronously, meaning you can access and participate as your schedule permits. Any synchronous opportunities (such as web chats) are optional. However, this is not a self-paced course.

Please note that this is a 3-credit course (45 clock hours) compressed into eight weeks. It is necessary to connect 4-6 times per week and spend about 10 hours each week while the course is in session, either online or offline working on course related readings and assignments, to stay current and successfully complete this 3-credit graduate course.

Module Schedule

All assignments are due at 11:59pm MT on the due date. See the Detailed Course Schedule in D2L for a full overview of content and requirements. Note that weeks 4-5 and 6-7 are combined to give you two weeks to work on these components – some extra time to explore what you might include!

Week 1: Personal introductions and resource scan, library subscription and print resources, open access and local resources, materials in your school and public / community library

Week 2: Google search strategies, algorithmic bias, digital citizenship and the ethical use of information, teaching critical thinking skills to evaluate and use information, including copyright, media bias, misinformation, and disinformation

Week 3: Lesson / until plan – select a lesson plan from the links / resources provided and describe how you would modify / adapt it for the learners in your school. You will build on it for the next three weeks.

Weeks 4-5: Lesson / unit plan: Digital Resources

Weeks 6-7: Lesson / unit plan: DEI

Week 8: Acknowledging and integrating local histories and cultural traditions

Deadlines

All work in this course is turned in via the weekly discussions. Discussion posts are due by Sunday, 11:59pm MT each week. You will have until the final deadline to revise the Resource Scan and the Lesson / Unit Plan assignments to create the best possible product and get the best possible grade.

Attendance

“Attendance” in the form of weekly discussion participation is necessary to pass the course (see Assessment for more information). While this is an asynchronous course (i.e., we don’t all show up together at the same time each week), we’ll all contribute when it’s convenient for us each week (the beauty of an online course!). Instructors can be flexible with deadlines because we realize “life happens”; you might get sick or have an illness in the family, have a personal emergency, etc. You are not obligated to share personal details, but please let your instructor know if you are struggling in the course or if you need additional support. We understand how complex and unpredictable life can be and are happy to be flexible with deadlines on a case-by-case basis.

Discussion Guidelines

A major aspect of your expectation is to “dialogue” with your classmates. Each week, you’ll be asked to respond thoughtfully to a discussion prompt based on the course readings and/or assignments. While the hope would be that you would read each classmate’s postings each week, it can get daunting to try and keep up with 20+ individual classmate’s postings. However, try to read as many as you are able.

Each week, please try to choose different classmates to respond to thoughtfully and substantively.

Discussion Posts Criteria

  • Your initial discussion posts should include appropriate references to the literature to support your assertions. References may come from class readings or other relevant literature.
  • Use APA-style for all citations (in-text and works cited).
  • To encourage responses from your classmates, pose critical thinking or advice-based questions within your post.
  • Remember that thoughtful responses to your classmates will go beyond “yes, I agree” or “good ” Substantive and thoughtful responses don’t need to be long, but they need to demonstrate that you have put some thought into the topic and perhaps even did some research to make a meaningful response to at least one of your classmates' postings. Insightful comments may include expanding on an idea or a critique of an idea, lesson or proposal made by a classmate; suggesting websites or other materials that will support their endeavors; or pointing out laws or guidelines that might apply, asking probing questions that encourage them to think about a few ideas or new aspect of the problem, etc.
  • If you wish to make “pats on the back” or “me, too” comments, (short comments without substantive content), use emojis or send a private comment instead. These comments are not required, but they are often meaningful, appreciated, and helpful to the recipient.
  • Make discussion posts a conversation, not a speech. In other words, if a classmate (or the instructor) poses a question or makes a comment that suggests a response, please take a moment to respond.
  • Posts and responses need not be lengthy. Try to be concise yet thorough. Remember that we are all busy individuals.

Performance Assessments

Candidates will complete each weekly assignment, which will include exploration of resources, reflection on possible ways to incorporate those resources in practice, and engagement with classmates in the Discussion forum. You will have the opportunity to revise all assignments up until the final assignment if you wish to improve your grade.

This course focuses on process and reflection. Your engagement with the material and each other is the most important aspect of your potential growth and learning. Rather than getting points for each item turned in, your grade in this class reflects your participation and engagement and values a growth mindset.

Additionally, two products will be completed during the six-week session:

  • Resource Scan: Explore the range of resources that are available to you in your school library to be better prepared to serve the information and resource needs of your learners and fellow educators. Additionally, explore what might be available in nearby public / community libraries to which you might be able to refer your school community. Finally, explore any local resources that might be available, including cultural resources: agencies, cultural knowledge among community members / tribal elders, etc.
  • Lesson / Unit Plan: Design a lesson or unit plan to teach your students how to effectively and efficiently locate and use library subscription resources and/or open access resources relevant to their research topic, as well as incorporate local knowledge and expertise into their projects as relevant.

Late and Revised Work

There is no penalty for late work in this class, but you will do better if you stay on top of your work. This course is fast paced and intense. Each time you get behind it gets harder to get caught up and makes more work for you later in the course.

Final Grade

To earn an A in this course, you must:

  • Complete ALL the requirements for earning a B

AND ALL OF THE FOLLOWING

  • Meet all the guidelines outlines in the discussion posts criteria section, including citing your sources in APA format;
  • Respond thoughtfully to most of your classmates’ and instructor’s questions on your posts; and
  • Revise your work if requested by the instructor.

To earn a B in this course, you must:

  • Complete ALL the requirements for earning a A

AND ALL OF THE FOLLOWING

  • Be thorough in your discussion posts to at least three different classmates each week (address all aspects of the prompt and demonstrate self-reflection;

To earn a C in this course, you must:

  • Complete ALL assignments (including readings) as outlined in the Detailed Course Schedule
  • Respond to at least two of your classmates’ posts in each discussion channel

Incomplete Policy

Incomplete or "I" grades are processed by the faculty member and approved by the department head. To be considered for an "I" grade, the student must have completed 75% of the course and be passing the course. The form can be retrieved from the academic department.

Grade Review and Other Concerns

If you have a concern about a grade, this issue should be raised with the instructor before going to other levels. For grade review, one should comply with procedures delineated in the Student Handbook.  Please do not wait until the end of the semester if you feel that you are having problems in this class. Let me your instructor how I can help as soon as possible!