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assignments_summary

Page history last edited by Judi Moreillon 8 years, 5 months ago

Assignments Summary Page for LS5443: Librarians As Instructional Partners

Course Facilitator: Judi Moreillon, M.L.S., Ph.D.

School of Library and Information Studies, Texas Woman's University, Denton

 


All course assignments are self-assessed by candidates and evaluated by the professor based on rubrics with specific criteria related to the learning objectives for each assignment.

 

Online Discussions - Individual Postings and Responses to Classmates
Candidates are required to participate in online discussions nine times during the semester. These may be whole class or small group discussions. Each contribution to the dialogue will include an initial posting and responses to at least two classmates plus a tweet. For each of these discussion forums, candidates' posts will reflect their engagement with course readings, materials, and learning activities. Candidates may be required to cite sources in initial discussion postings. In Spring 2016, three of these discussions will take place in ApprenNet.com.

 

Assignment 1.2: Portrait of a Collaborator - Individual Project
After engaging with the readings and activities in the first two weeks of class, candidates design an initial portrait of themselves as a collaborator based on their Jung typology test and Hartzell Needs Assessment results (Hartzell 1994, 144-145). They utilize a Web 2.0 tool to create and share portraits that reflect their personality (as it impacts classroom-library collaboration), needs, and passion for learning and teaching through the school library. Candidates post links to their portraits on the class wiki within Blackboard for future reference by classmates.


Assignment 1.4: Classroom-Library Collaboration Case Study – Partner Project
Each candidate forms a partnership with a classmate who is teaching or intends to work at a particular grade or instructional level. They listen to classroom-library collaboration for instruction testimonials given by K-12 classroom teachers, specialists, and principals. Candidates analyze the benefits of classroom-library collaboration from the perspectives of these educators based on their testimonials. On their wiki, they organize these data in terms of benefits to students, classroom teachers, principals, or school librarians themselves. The partnership synthesizes course readings and combines this information with the testimonial data to collaboratively compose a paper that interprets their findings.


Assignment 2.4: Persuasive Presentation: Inquiry and Research Processes - Partner Project

Each candidate forms a partnership with a different classmate who is teaching or intends to work at a particular grade or instructional level. Candidates investigate various inquiry and research processes. On their wiki, candidates develop a K-W-L-Q Chart based on what you know, want to learn, learn, and further questions, as prewriting for this assignment in which they compare two different methods. They negotiate with their partner and choose one method on which to base their presentation. The partnerships use a Web 2.0 tool to develop a teaching tool for K-12 students or educator colleagues in which they persuade their audience of the value of the particular model they studied and determined was best for their stated audience. Teams share their work in an online discussion thread.


Assignment 3.2: Deconstruct a Classroom-Library Collaborative Lesson – Partner Project
Each candidate forms a partnership with a different classmate who is teaching or intends to work at a particular grade or instructional level. (They work with the same partner for A.4.2: Collaborative Lesson Plan.) Partners select a lesson plan from Coteaching Reading Comprehension Strategies in Elementary School Libraries: Maximizing Your Impact (Moreillon 2013) or Coteaching Reading Comprehension Strategies in Secondary School Libraries: Maximizing Your Impact (Moreillon 2012). Candidates choose a Web 2.0 mind-mapping tool as a prewriting/thinking tool. As a team, they post and complete the lesson plan deconstruction graphic organizer on their wiki. In addition to the joint graphic organizer, each team member submits an individual reflection related to her/his experience of the partnership.


Assignment 4.2: Classroom-Library Collaborative Lesson – Partner Project
Candidates complete the classroom-library collaborative lesson plan with their partner from Assignment 3.2. They present a scenario that provides brief background for the context of their collaborative lesson plan and utilize a collaborative planning form to document their planning process. Partners co-develop a 40- to 50-minute classroom-library collaborative lesson plan that integrates content-area standards, Standards for the 21st Century Learner standards, strands, and indicators (AASL 2007), reading comprehension strategies, research-based instructional strategies, and technology tools as appropriate. They identify resources for student use and create an assessment tool to assess student learning outcomes. Candidates solicit feedback from classmates on specific aspects of their plans before revising and submitting them for the professor’s review.


Final Reflection: O.D.4.3 – Individual Postings and Responses to Classmates
The final course reflection is conducted as a Blackboard discussion.

 

The LS5443 Standards Alignment Chart (.doc) shows the various standards that form the framework for this course.

 

Works Cited

 

AASL. American Association of School Librarians. Standards for the 21st-Century Learner. Chicago: American Association of School Librarians, 2007. Print.

 

Hartzell, Gary N., Building Influence for the School Librarian. Worthington, OH: Linworth, 1994. Print.

 

Moreillon, Judi. Coteaching Reading Comprehension Strategies in Elementary School Libraries: Maximizing Your Impact. Chicago: ALA Editions, 2012. Print.

 

Moreillon, Judi. Coteaching Reading Comprehension Strategies in Secondary School Libraries: Maximizing Your Impact. Chicago: ALA Editions, 2013. Print.

 

 

 

 

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