Certification (License) as Teacher of Library Media (K-12)
http://slis.iupui.edu/programs/advanced_LM.htmlAdvanced Program for Certification as Teacher of Library and Media
Effective Fall 2002
General Information
Meeting Indiana Professional Standards:
The School of Library and Information Science in cooperation with the School of Education at Bloomington and Indianapolis
Contact:
Dr. Marilyn Irwin, Associate Dean, Associate Professor and Director of Library Media Education General guidelines, program advising, internship and student teacher placement, job placement in school library media School of Library and Information Science, Indiana University irwinm@iupui.edu
David Kinman, Certification Officer and Assistant Dean Approval of education courses, renewal of teaching license Indiana University School of Education kinman@indiana.edu
Tyler Reed Sparks, Director of Student Teaching and School/Community Relations
Letha Taylor, Placement Coordinator
lettaylo@indiana.edu
Apply to the IU Bloomington Student Teacher Office at least one full semester prior to student teaching in school library media. If you already have a teaching license and need internship placement, contact Marilyn Irwin.
Questions concerning student teaching should be directed to stuteach@indiana.edu and copied to irwinm@iupui.edu
When all courses have been completed to establish a new license in school library media or to add such to a current license, contact Dorothy Slota, Senior Record and Certification Assistant, dslota@indiana.edu, and request the proper forms.
Open a job placement file through carsrv@indiana.edu
.What Grad Schools Can Do for You
Receive notification of school library media job postings by requesting that you be added to a listserv through irwinm@iupui.edu.
The following plan meets AASL and NCATE/ALA certification requirements.
Conceptual Framework
The Advanced Program for Certification as Teacher of Library Media is a graduate level educational experience based on the general principles of:
- effective application of technology to learning and information access;
- use of a wide variety of resources and teaching styles to meet the diverse needs of learners, including those with very special learning needs;
- integration with standards for learning and achievement, especially those related to improving student literacy through reading education and meaningful information use.
- To ensure that students and teachers are effective users of information in a variety of formats to meet a variety of needs, the teacher of library and media takes an instructional role to model, present and evaluate information literacy and media skills in the following areas:
- Access - The learner (student or teacher) who is information literate accesses information and ideas efficiently and effectively by recognizing the need for information; recognizing that accurate and complete information is the basis for intelligent decision-making; formulating questions based on information needs; and developing successful strategies for locating and using information from print, non-print and electronic resources.
- Evaluation - The learner who is information literate evaluates information critically and competently by learning how to: establish validity of information; determine accuracy, relevance and comprehensiveness; distinguish between factual knowledge and opinion; rejecting inaccurate and misleading information; creating and presenting information new to the learner to share with others.
- Use - The learner who is information literate uses information accurately and creatively by: integrating new information into prior knowledge; applying information to problem-solving; communicating information through the use of oral and written means enhanced with modern technologies.
- Independent Learner - The student and teacher mature as independent learners through accomplishing mastery of skills in information literacy including appreciation of quality literature; generation of knowledge; contributing to the community as a constructive citizen; pursuing information to meet personal information needs.
- Collaborative Learner - The student and teacher mature as collaborative learners through accomplishing mastery of skills in information literacy which include taking an active role in the learning community to help others learn and communicate; to be open to diversity and differences of opinion; using modern technologies to explore a variety of solutions to information problems when necessary.
- Advocate - As an educator and advocate for the right of all students to learn, the teacher of library media appreciates the use of quality literature and media for instruction. The teacher of library media is an advocate for creative expressions of information and knowledge which meet age-appropriate needs and represent a wide range of opinions, ideas, and cultures. The teacher of library media is an advocate for the use of modern technologies for access to and presentation of information based on fair use and copyright guidelines.
- The Teacher of Library and Media provides leadership in the integration of information literacy skills across the curriculum and manages library, media and technology services that enhance and increase access to information resources needed by students, teachers, administrators and parents.
Components of the License for Teacher of Library and Media
Choose the teaching license category the fits your current description:
I. For Students who currently hold an established teaching license.
The certification as teacher of school library media can be added to an established teaching license in elementary education or a secondary school level teaching license in language arts, science, math, social studies, computer science, or vocational technology or other content area approved by the local certification officer.
If the candidate for teacher of library media certification is fully certified on either a provisional or a life license as a classroom teacher for Indiana, they may add the certification for teacher of library and media through completion of the 27 graduate credit program described below (Component C).
II. For Students who do NOT hold an established teaching license.
If the person does not hold a valid teaching license for Indiana, they must complete the undergraduate and educational methods requirements given below in addition to the 27 graduate credit program in library and media. Transfer of a valid teaching license from a state other than Indiana is subject to review by the Professional Standards Board. Application of course work from a teaching license from some state other than Indiana for the IU program in school library media is subject to review by the certification office at Indiana University and the director of school library media education.
A. Completion of an accredited undergraduate degree
Complete the requirements for an undergraduate degree from an accredited college or university program. It is recommended that this undergraduate degree contain a strong liberal arts program including courses in literature, social studies, science, mathematics, humanities, computer skills, and proven skills in written and oral communications. The over-all grade point average should be at the level of 3.0 on a 4.0 scale or higher.
B. Completion of 15 graduate credits in educational methods and issues
The following courses can be completed as a part of the person's undergraduate degree, or may be completed as graduate credits along with the courses in library and media. The component for 15 credits in educational methods and issues can be met with successful completion (a grade of C or better) from the following menu:
Educational Psychology
One 3-credit course from the following:
H504 History of American Education
P510 Psychology in Teaching
P514 Life Span Development
P515 Child Development
P516 Adolescent Development
P525 Psychological Issues in Education
P530 Instructional Psychology
P540 Learning and Cognition in Education
P545 Educational Motivation
P575 Developing Human Potential
Philosophy of Education
One 3-credit course from the following:
H340 Education and American Culture
H510 Foundations of Educational Inquiry
H520 Education and Social Issues
H530 Philosophy of Education
H538 Critical Thinking and Education
H540 Sociology of Education
H560 Education and Change in Societies
Curriculum and Technology
Two 3-credit courses from the following:
W310 Computer-Based Teaching Methods
E535 Elementary School Curriculum
J500 Instruction in the Context of Curriculum
J630 Curriculum Development and Theory
K505 Intro to Special Education for Graduate Students
K510 Assistive Technology in Special Education
L545 Systems Analysis and Design
R503 Application of Instructional Media and Technology
R505 Workshop in Instructional Systems Technology
R547 Computer-Mediated Learning
S503 Secondary School Curriculum
W531 Computers in Education
W540 Computers in the Curriculum
Reading and Literacy
One 3-credit course from the following (L numbered courses are from Education, not SLIS):
L500 Instructional Issues in Language Learning
L501 Critical Reading K-12
L504 Learner Literacy Difficulties
L511 Advanced Study in Teaching of Writing in Elementary Schools
L512 Advanced Study in Teaching of Writing in Secondary Schools
L517 Advanced Study of Teaching of Reading
S501 Language Education Issues in Bilingual and Multicultural Education
L535 (not SLIS) Teaching Adolescent Young Adult Literature
L545 Advanced Study of Teaching Elementary Reading
L559 Trade Books in the Elementary Classroom
L567 Media in the Teaching of English
L645 Organization and Administration of a School Reading Program
C. Completion of 27 graduate credit school library and media courses for the major subject content area.
The student must meet the admissions requirements for the Masters in Library Science (MLS) program in order to pursue all 27 credits in this component. Basic elements for admission: a completed undergraduate degree with a grade point average of 3.0 or higher, or if the GPA is lower than 3.0, GRE minimum test scores of 500 each on verbal and quantitative sections and 4.5 on the writing section; three letters of reference; and a professional goal statement. Further information concerning admissions and application can be found at these websites:
Indianapolis SLIS
Bloomington SLIS
The school library and media course component is satisfied with successful completion (B or better) of the following (SLIS S401 Computer Information Tools or an equivalent course or proven experience is required for most of the course work given below):
- S504 Cataloging 3 credits
- S501 Information Sources and Services 3 credits
- S571 Materials for Youth 3 credits
- S574 Information Inquiry for School Teachers 3 credits (or graduate level course dealing with collaborative planning and implementation of information literacy skills and standards)
- S671 School Media
- S605 Internship in Library and Information Science (School Media Management) 3 credits
- Plus 9 graduate credits in instructional technology and/or information technology.
The student may select from the following courses with approval from the director of school library media education:
See course descriptions, standards met by each course, and artifacts acceptable to waive the course requirement.
D. Completion of 10 credits in Student Teaching in Library and Media; All Grades M550
Student Teaching placement is coordinated through IU Bloomington for Student Teaching. Tyler Reed Sparks, Director of Student Teaching, tysparks@indiana.edu, Indiana University Bloomington, Wright Education Building 1042, Bloomington, IN 47405, 812-856-8553, or Letha Taylor, lettaylor@indiana.edu, 812-856-8736, should be contacted a full semester prior to the beginning of the semester for placement as a student teacher. If you are NOT an IUB student, contact Jill Clancy, jilclanc@indiana.edu , or Rhonda Spencer, spencerr@indiana.edu for a Bloomington registration access code. Information about the application for student teaching can be found at http://education.indiana.edu/~stuteach/ and details on the application process through Omnibase can be located at http://education.indiana.edu/~tep/omnibase.html. The prospective student teacher will be required to attend a planning meeting in Bloomington prior to student teaching.
*If the student is seeking the MLS, he or she will enroll in 7 credits for student teaching in conjunction with 3 graduate credits in S605 Internship in Library and Information Science. The three credits of S605 can then be counted toward the MLS degree. The teacher of library and media is certified for all grades. Half of the student teaching experience shall be in an elementary school setting and half in a secondary school setting under the supervision of a certified and experienced professional school library media specialist. Emphasis shall be on collaboration with other teachers to promote information literacy and inquiry skills. See the Evaluation Form for Student Teacher / Intern in School Library Media.
Petition for reduction in student teaching credits.
A student who has evidence of two years of successful fulltime service as a librarian or library aide may petition for a reduction in the ten student teaching credits.
1) Students will prepare a request to change the student teaching requirements and forward it to Marilyn Irwin, the Director of Library Media Education (Marilyn Irwin, Associate Professor, Director of School Library Media Education, Indiana University, 755 W. Michigan UL3100, SLIS, Indianapolis, IN 46202). The documentation must include, but is not limited to, the following:
- two years full-time employment as either a school library media assistant in a school or public library with duties specifically in support of children and young adults.
- a favorable annual evaluation conducted by the principal, district media supervisor or other supervisor of professional standing.
- documents which illustrate the candidate's demonstrated ability to design and present lessons or programs to enhance literacy education, reading promotion, and/or use of online information technologies or multi-media associated with the state's standards on information literacy.
- a letter of recommendation from each of the following: principal of the school or director of the public library; supervising school media specialist or district supervisor of school media, or head of youth services at the public library; or a certified teacher who has collaborated with the applicant on lesson plans or literacy programs
2) Marilyn will review the documentation and determine whether it meets the expectations of the program.
3) Marilyn will forward a copy of the documentation, along with her letter of recommendation to Tim, as the facilitator of the Academic Standards Committee and to Tyler Sparks, Director of Student Teaching. Marilyn's letter will identify specifically how many hours of M550 the student will have to complete, as well as at what level the experience(s) is required, meaning secondary or elementary. Both the ASC and the Student Teaching Office will honor Marilyn's recommendation, as a matter of course.
4) Normally the reduction will be from ten to six credits. All six credits may be completed in the same placement, based on Marilyn's recommendation, as noted above. Three of the credits may be used toward graduate internship credit if the student is seeking the MLS.
5) Tim and Tyler will review the documentation, simply for clarity, and notify Marilyn of the approval of the recommendation from the School of Education.
6) Marilyn will advise the student accordingly and direct the student to the Student Teaching Office to initiate the application and placement process.
Jill D. Shedd
Assistant Dean for Teacher Education
Indiana University School of Education
201 North Rose Avenue, Suite 1040
Bloomington, IN 47405
Phone: 812-856-8013
Fax : 812-856-8518
Email : jshedd@indiana.edu
National Exams
Praxis I and II Praxis I is required by the state for the teacher license and will need to be completed prior to application for student teaching. Praxis II in School Media should be taken after completion of SLIS classes.
Internship
If the student holds a valid teaching license, completion of the internship in library and information science is required but the full student teaching experience in library and media is not. No additional exams are required of those holding a valid teaching license and who are adding teacher of library media to their existing license.
Completion of the (MLS) Masters Degree
The student may meet the requirements for the Masters in Library Science with successful completion of S502 Collection Development; either S506 Introduction to Research or S505 Evaluation of Library Sources and Services and 3 graduate elective credits from SLIS. All 36 graduate credits for the MLS must come from courses offered through the School of Library and Information Science (six of the graduate credits may be completed at another ALA-accredited program).
III. Initial & Professional License
Initial License
Upon successful completion of the outlined requirements the student will be issued an Initial Instructional License as Teacher of Library Media, all grade levels in the State of Indiana. To request forms and to confirm requirements contact Dorothy Slota, dslota@indiana.edu, IUB Certification Office.
Professional Proficient Practicing License
Upon successful completion of two successful years in practice under the supervision and review of a qualified mentor, the teacher of library media becomes eligible for the License as Professional Practitioner of Library Media. This license is subject to review and renewal every five years based successful completion of six graduate level credits or documented artifacts similar to those outlined in this plan approved by the school library media certification representative of Indiana University.
Qualified Mentor
Qualified Mentor shall mean a certified, fulltime school library media specialist who holds a masters degree in library science or education (or other subject area for teaching at the masters level) and has completed four of the following experiences within the five years prior to serving as a mentor:
- presented at a professional conference such as ICE, IRA, ILF, AASL or AIME
- written an accepted article of 500 words or more for a state or national, education or library science, trade or scholarly publication
- served on a committee, or as an officer for a professional organization such as ICE, ILF, IRA, AASL or AIME
- participated in the Young Hoosier Book Award, Young Adult Book Award, or the AIME Media Fair
- implemented information literacy skill standards from AASL or the State in support of subject area lessons based on state standards
- established a process for re-evaluation of the collection to provide for new media to match the curriculum and to support reading advocacy
- participated in development of a technology plan for the school or district
- lead the development of a long-range plan for the school media center
- participated in evaluation of the school and media program under guidelines such as North Central, Indiana PL221, or Indiana PBA
- conducted professional development workshops for teachers or other community groups
- served as guest lecturer or adjunct instructor for a higher education class in education or library science
Successful Performance (within two years) For the Professional License
The candidate holding the initial license shall complete to the satisfaction of the mentor or the IU Director of Library Media Education, one artifact from each of the three areas of professional performance given below. All three must be completed at the acceptable level within the first two years as a building level library media specialist.
POLICY Meets Standards: 8, 11
Acceptable Level - the school library media specialist with the initial license has taken a leadership role in the creation, negotiation, and implementation of the policy. This process shall involve documented communication with relevant teachers, administrators, students, and community members. The school library media specialist to the satisfaction of the mentor has written a reflection on the strengths and weaknesses of the process.
Policy development and implementation must be in one of the following:
a. Collection development and mapping to support specific critical areas of the curriculum. The policy shall include methods to involve teachers and students in selection, collection support of specific state learning standards, and inclusion of modern information resources providing for the needs of diverse learners and different cultures.
b. Long range plan for the school library media program in which a mission statement, supporting goals and objectives, and action steps to implement the plan have been identified. The plan has been developed through an interactive process involving relevant educators and community members.
c. Technology plan for the school library media program in association with technology planning for the school over the coming five years. The plan should be based on interactive discussions with relevant educators and include a budget.
PROGRAM & INSTRUCTION Meets Standards: 1, 2, 4, 5, 6, 7
Acceptable Level - the school library media specialist with the initial license has taken a collaborative role in the creation, implementation, and evaluation of instruction with one or more teachers. These lessons shall involve use of multiple resources, engage students in the inquiry or "research" process, and meet standards for student performance in a subject area as well as information literacy as defined by the American Association of School Librarians and/or the Indiana State Standards. The lesson plan, list of resources, and samples of student projects have been documented. A reflection of the strengths and weaknesses of the instructional process has been written by the school library media specialist to the satisfaction of the mentor.
Program and instruction must be in one of the following:
a. The library media specialist has coordinated the development of a unit for learning inquiry or research skills applicable to the age group and subject selected. In collaboration with the classroom teacher or teachers, the library media specialist provides guidance in the location of resources, mediation in the use of the resources, and teaches the methods for finding meaning and application from information. The media specialist shall play a key role in the evaluation of student performance throughout the inquiry process concerning student selection and use of information as well as student presentation of results. Evaluation instruments shall be designed and used for the purpose of judging student achievement and for the purpose of reviewing the project for future implementation. The unit shall run at least two weeks.
b. The library media specialist shall collaborate with at least four different teachers on the identification of resources and materials that will lead to increased time for reading and perhaps increased reading performance among students. This shall include promotion of quality reading materials through booktalks, silent sustained reading, group reading and other reading advocacy methods agreed upon by the library media specialist, classroom teachers and mentor. Each engagement shall involve a program that is an integral part of the teacher's classroom objectives for the semester.
ESSIONAL GROWTH Meets Standards: 3, 9, 10
Acceptable Level - the school library media specialist with the initial license has taken a leadership role in a state professional organization activity or in the development of a necessary aspect of professional development for the teachers at his/her building. This activity has been documented with evidence of planning with others and may include meeting minutes, flyers of the event, or written evaluation feedback from participants. The library media specialist has written a reflection of the strengths and weaknesses of the experience to the satisfaction of the mentor.
Professional growth must be in one of the following:
a. The school library media specialist takes an active role in a committee for a state professional organization such as AIME, ILF, IRA, or ICE. Examples are promotion of the Young Hoosier Book Award, a conference planning committee, coordination of a regional AIME Media Fair, or an accepted presentation at a state organization conference.
b. Based on identified needs in technology, instruction, information or inquiry skills, the school library media specialist shall design and delivery two one-hour sessions for the purpose of informing teachers and increasing their awareness or ability to use software, hardware, and/or inquiry skills. Examples are improving online search skills, improving selection of web-based resources to support lessons, evaluation of instruction resources to support reading and inquiry.
Notification of Meeting Standards
The mentor, in cooperation with the IU Director of School Library Media Education, shall notify the appropriate certification office.
David Kinman, IU Bloomington, Certification Officer kinman@indiana.edu
Dorothy Slota, IU Bloomington, Certification Advisor, dslota@indiana.edu
Course Descriptions, Associated Standards, Acceptable Portfolio Artifacts
S504 Cataloging (3 credits) P: SLIS S401
Description. Historical development and principles essential to the understanding of the conceptual foundations of providing bibliographic access and control of materials and information. Discussion and examples in the application of AACR2r will be presented to illustrate and reflect current practice. Emphasis is on monographic publications.
Standards. #11 The manager of library media understands the need for and provides leadership in provision of efficient management of library media and extensive access to resources. Artifacts. Completion of all of the following:
- Write an application for acquisition of materials from three national vendors of library media materials including a variety of media - books, periodicals, audio or video recordings, computer software and hardware.
- Compile the information for correct classification and electronic records for ten items including a variety of media - book, periodical, audio recording, video recording, and computer software.
- Write a request for three resources through the state system for inter-library loan.
- Identify different informational needs for students in middle school, high school and college and describe the content of standard reference tools which will address a portion of those needs. Compile a list of twenty information questions representing the information needs of students in grades eight to college and write an abstract of a source for each question which will address the student's need at their learning level.
- Demonstrate constructive search methods for information resources which will address likely academic needs in areas such as bibliographies; biographies; government resources; general statistical information; indexes to serials; indexes for collections of books and electronic documents; guides for maps; databases for lesson plans and other educational resources pertaining to learning styles. Given ten general reference questions typical from a diverse (in terms of learning abilities and in terms of cultural backgrounds) young adult audience, describe the information search process to address those needs.
- Given the state curricular standards in language arts and science, compose a list of twenty available resources (print, multimedia, electronic, and human) found through library online public access catalogs (OPAC), the Internet, and through online databases which are relevant to addressing the educational needs of students at the different performance levels described in the standards.
- Compose a 1500 word essay in which you describe and document how promotion of modern information retrieval services and reference sources can enhance educational opportunities in the community.
- Design an instrument which will guide the evaluation of information sources found on the Internet. Apply the instrument to demonstrate how you are able to critically review documents from the Internet and determine their potential value for learners in a k-12 environment.
- Compose a descriptive listing of the various types of informational resources which are available to meet different learning needs of children in elementary and secondary schools. For each genre, list five book titles and other media which are recognized as quality materials to enhance the educational environment for diverse learners and cultures.
- In a 2000 word essay, describe and document techniques for the promotion of effective methods to encourage reading and to support learner development leading to frequent reading for pleasure, reading for critical and logical thinking, or reading for problem-solving.
- Several important associations for professional development in the area of materials for children and young adults are the Indiana Reading Association, the Children and Young Adult Division of the Indiana Library Federation, and the Association for Indiana Media Educators. Attend and document, in 2000 words, one state or national conference related to materials for children and young adults.
- Summarize in a 200-word descriptive abstract, the principles of intellectual freedom and the right to read as found in position statements from the American Library Association and its divisions for youth services and school librarians.
- Identify three models relevant to instruction of the "information search and use processes" and for each model, compose a four to ten page lesson plan that incorporates the use of the model. One plan should target elementary grade students, one middle school students and one senior high school students. Each plan should be constructed on selected standards for student learning from Information Power1998 and integrated with relevant Indiana standards for student learning from social studies, science, the fine arts, or language arts.
- Design and apply an instrument (checklist, rubric) for each of the following possible student learning processes: debate or speech on a current social issue; composition based on multiple resources located through libraries, museums, databases and interviews; a multimedia presentation (video-based or other telecommunications) to document an event; collaborative or team projects in library research or media production.
- Deliver a 30-minute presentation, with use of multi-media support, to demonstrate how you would engage students in raising questions, identifying resources, and determining areas of inquiry around a selected theme or topic of study.
- Develop, in collaboration with two practicing teachers, a unit of study which will involve at least two weeks of learning activities and has components from the Indiana Standards which represent at least two discipline (science, social studies, language arts, fine arts) areas. Document the role of the school library media specialist in the coordination of the planning, implementation and evaluation of these activities.
- Based on data gathered from local surveys and focus groups, establish a long-range plan for the school media center. This plan should be written in collaboration with other teachers, parents and the administration and include a vision statement, goals, objectives and steps for action.
- Based on the state standards for measuring quality performance in education, select three to five areas of the curriculum that are in need of extensive support through library media and technology resources. Develop a rubric that can be used over a five-year period to evaluate the effect of increased support resources on improving these areas of the curriculum.
- Identify four school library media centers which are considered model or leading programs in your state. Visit and observe each center for one half school day. Document your observations concerning management of staff (adult and student); organization of the facility for scheduling and instructional use; budgets for acquisition of modern technologies for instruction and information access (including library automation and electronic databases).
- Compose a two to five page policy statement on one of the following: copyright and fair use of telecommunicated resources; collection selection, de-selection, reconsideration processes; intellectual freedom and acceptable use of Internet resources
- Development of a technology plan for an Indiana school district.
- Comparison of three potential systems for school library automation.
- Launch a multi-page website with visuals and at least 20 links to support the local curriculum.
- Compile and abstract forty multimedia (video, interactive software, online tutorials) which support the instructional standards of an Indiana public school.
- Develop a digital library which includes representation of at least 50 artifacts and which is based on instructional objectives relevant to the standards of an Indiana public school.
- Produce a 15-minute video program which promotes the activities of a local Indiana public school or introduces skills in information literacy.
- Develop the materials and resources for promotion of literacy in cooperation between an Indiana public school and its local public library, including promotion of a reading program such as the Young Hoosier Book Award.
- Compose a grant application which will meet the criteria for an Indiana Department of Education grant review, the Indiana State Library, or other state or nation agency representing library, museum or technology services.
- Design and present a one-hour program at the local public library on the best in resources (fiction or nonfiction) for children and young adults in the community.
- Play a substantial role in the organization and judging at a regional or state media fair.
- Make a one hour formal presentation on school library media programming at one of the following state or national conferences: Association for Indiana Media Educators, Indiana Computer Educators, Indiana Library Federation, Indiana Reading Federation, American Library Association, American Association for School Librarians, Association for Educational Communications Technology.
- subject matter
- curriculum development
- planning
- stimulates thinking
- methods
- resources and materials
- classroom management
- critical reflection skills
- motivation
- relationship with students
- relationship with parents and community
- communication skills
- knowledge of student development
- Bibliographic Instruction: plan, present, and evaluate a presentation on library and information use skills which is integrated with a teacher's lesson or unit; show how the instruction meets different learning styles and information needs.
- Cooperative Lesson Planning: co-plan, co-present with a classroom teacher in the development of a resource-based instructional unit; identify and promote resources from multiple formats and ability levels to meet the student needs for the unit; tie the lesson to the state standards for information literacy and the relevant subject content.
- Reference Assistance: provide reading and information advisory to teachers and students especially in the use of online catalogs and the Internet.
- Automated Circulation Management: practice the basic input of information for automated circulation, use of the system for loan of materials, and use of the system for circulation statistics.
- Promotion of Reading and Information Literacy: present booktalks, resources and search strategies that encourage students to read for pleasure, to read critically and to solve-information problems; promote literature representing different cultures.
- Use of Mullti-media, Web Design or Video Programming: use and evaluate multi-media materials for instructional purposes; produce a short video or multi-media program in support of instructional objectives, or design web-based resources to support instruction.
- Collection Development: practice the basic steps in selection and acquisition of materials including discussion with teachers and students as to their information and instructional needs; learn the process of evaluating the collection for purposes of inventory and weeding.
- Public Relations: practice communication and collaboration with other professional librarians in the school district and general community for the purpose of advocating a quality learning environment for all students.
S501 Reference (3 credits) P or concurrent: SLIS S401
Description. This course introduces students to the basic information sources and services among different types of libraries and information centers, including academic, public, special, and school media.
Standards.
#2 The teacher of library media understands how learners develop and learn and can provide appropriate learning opportunities [and resources] to support their intellectual, social, and personal development.
#4 The teacher of library media understands how learners differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners and cultures.
#10 The teacher of library media fosters relationships with school colleagues, parents, and agencies in the larger community to support individual learning and well-being.
Artifacts. Complete all of the following:
S571 Library Materials for Children and Young Adults (3 credits)
Description. Evaluation and use of books, magazines, recordings, films, radio and television broadcasts, and other multimedia resources of information and recreation for children and young adults. Students shall become aware of quality resources for a wide variety of cultures and learning abilities
Standards.
#2 The teacher of library media understands how learners develop and learn and can provide appropriate learning opportunities to support their intellectual, social, and personal development.
#4 The teacher of library media understands how learners differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners and cultures.
#5 The teacher of library media understands and uses a variety of instructional strategies to encourage learner development of lifelong reading for information and pleasure, critical thinking, problem-solving, and performance skills.
#9 The teacher of library media is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others, including students, parents, and other professionals in the learning community, and who actively seeks opportunities to grow professionally.
Artifacts. Complete all of the following:
S574 Information Inquiry for School Teachers (3 credits)
Description. This course is intended to be an opportunity for teachers and future teachers (including school library media specialists as teachers) to practice methods in critically thinking about information/media, and to use that process as a means to teach their students to be critical reviewers and communicators as well.
Standards.
#1 The teacher of library media understands the concepts and tools of inquiry in order to teach, create, and model learning experiences that make information literacy meaningful for learners.
#3 The teacher of library media collaborates with other teachers and pre-service teachers to create, plan, implement, and evaluate instruction based on knowledge of information skills, curriculum goals, and the educational needs of the community.
#6 The teacher of library media uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
#7 The teacher of library media uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in a variety of learning environments.
#8 The teacher of library media understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.
Artifacts. Complete all of the following:
S671 School Media (3 credits) P or concurrent S574 and S571, or consent of instructor.
Description. Establishes the professional teaching and administrative role of the certified school library media specialist in K-12 settings. Situations are examined that pertain specifically to policy development, budgeting, collection development, instructional design, support staff training, facility design, district supervision, and information networking with the modern school corporation. Students may make site visits to leading school information centers, conferences, and media fairs.
Standards.
#8 The teacher of library media understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.
#9 The teacher of library media is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others, including students, parents, and other professionals in the learning community, and who actively seeks out opportunities to grow professionally. #10 The teacher of library media fosters relationships with school colleagues, parents, and agencies in the larger community to support individual learning and well-being. #11 The manager of library media understands the need for and provides leadership in the provision of efficient management of the library media center facility, supervision of staff, and extensive access to resources and technology.
Artifacts. Complete all of the following:
Additional credits in application of technology to instruction and information management (9 credits)
These courses assure the candidate for teacher of school library media will have the skills to apply modern technologies to instruction and information management. Beyond the core courses described above, these courses provide direct application of technologies and methods which are in-depth and specialized. The expectation that our future school library media specialists will master these skills is key to the quality of our program at Indiana University. These skills place the school media specialist in a leadership role for advancing the use of modern software and hardware systems as well as utilization of effective techniques for instruction to meet diverse learning styles.
Artifacts. Completion of one per 3-credit course in technology:
Field Experience for Teachers of Library Media (Internship SLIS S605 or Educ M550 Student Teaching)
Internship
Artifact. The 180 onsite hours for the internship in school library media can be reduced by 90 onsite hours for each successful school year of experience documented by the school media specialist and his or her principal. Successful experience of one year or more as a non-professional school media clerk can reduce the total 180 onsite hours from 180 to 120. The student may elect to complete an internship in some other library or information management setting for graduate credit toward the MLS.
Student Teaching
Artifact. Evidence of two years of successful professional librarian experience in a public or academic library setting may justify reduction of the total credits required for student teaching. Usually this reduction will be from 10 to 5 credits. In exceptional cases of outstanding performance as documented by the librarian's supervisor and at least four years of professional librarian experience, the student teaching experience may be waived. The professional experience as librarian should include evidence of successful experiences given below for internship or student teaching.
Evaluation. Student Teacher in School Library Media shall be evaluated in the following instructional competencies and professional attributes:
Experiences in either the internship or student teaching for the candidate as teacher of school library media shall include:
Evaluation. The student teacher in library media and the intern in library media shall be evaluated on each of the above experiences and rated as "excellent", "acceptable performance", or "needs improvement." Credit shall not be granted for the internship or student teaching until the student has achieved at least "acceptable performance" in each of the experiences, a through h.
Summary of Standards for Teachers of Library Media and Matching Courses
1. The teacher of library media understands the concepts and tools of inquiry in order to teach, create, and model learning experiences that make information literacy meaningful for learners including students, pre-service teachers, teachers, parents, and administrators. S574, S605
2. The teacher of library media understands how learners develop and learn and can provide appropriate learning opportunities to support their intellectual, social, and personal development. S501, S571, S605
3. The teacher of library media collaborates with teachers and pre-service teachers to create, plan, implement, and evaluate instruction based on knowledge of information skills, curriculum goals, and the educational needs of students, teachers, pre-service teachers, and the greater community. S574, S605
4. The teacher of library media understands how learners differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners and cultures. S501, S571, S605
5. The teacher of library media understands and uses a variety of instructional strategies to encourage learner development of lifelong reading for information, reading for pleasure, critical thinking, problem-solving, and academic performance standards. S571, S605
6. The teacher of library media uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. S574, S605
7. The teacher of library media uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in a variety of learning environments. S574, S605
8. The teacher of library media understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner. S574, S671, S605
9. The teacher of library media is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others, including students, parents, and other professionals in the learning community, and who actively seeks out opportunities to grow professionally. S571, S671, S605
10. The teacher of library media fosters relationships with school colleagues, parents, and agencies in the larger community to support individual learning and well-being. S501, S671, S605
11. The manager of library media understands the need for and provides leadership in the provision of efficient management of the library media center facility, supervision of staff, and the organization and access to resources and technology. S504, S671, S605
