Curriculum+Mapping

In this section you will find the most recent syllabi from the six core courses in the School Library Media Studies Sequence. One of the goals that we will pursue is to reference these documents to ensure that we are meeting the standards established in the “Professional Standards and Philosophy” section of the handbook. As you work to develop or revise your course, you should be aware of the content, textbooks and readings, and assignments of the other courses. You might also consider whether you need to introduce or provide support for the concepts and objectives outlined in the other courses. The progression of courses in the cycle is intentional. One course should scaffold into the next. The introductory course, //Managing School Library Media Centers// introduces all of the ALA/AASL standards for School Library Media Specialist preparation. The following courses flesh out the details in depth. The //Information Technologies// course, which really should be second in the series, has been moved to the summer session, because it is more focused on technological skills, and less connected to assignments in the field. It provides the necessary technical knowledge base for students to succeed in the other courses. The //Information Sources and Services// course and the //Designing Instruction// course are heavily dependent on students’ familiarity with desktop and web publishing, internet research and digital media skills. Since the //Developing and Organizing SLMC Collections// course is now offered before the //Information Technologies// course, the instructor may have to tailor assignments to the capabilities of the class, or assist them with some technology skills. The //Children’s and Young Adult Literature// is also a summer session course, which has some limitations, but to have the six courses in two years, we have to make choices about timing. Another challenge in scheduling the progression of the courses, is that students may enroll in any course within the sequence on a first come, first served basis. It is recommended that students begin with the overview course, but due to space limitations, they may not be able to enroll to begin the sequence. They may start with another course. As an instructor of one of the other courses, you may want to talk to the students about the expectations for the course before they enroll. In order to do that, you may suggest a prerequisite or instructor permission when you send in your course proposal the semester before you teach the class. This also means that some students may be missing concepts and skills introduced in previous courses. Those students may need extra help with those challenges. At a point in the future, the information that we share with each other about our courses will be put into a curriculum map that will visually represent the connections to the standards.
 * Curriculum Mapping **
 * Courses **