Content

This course creates a collegial environment in which K-12 media specialists from around the world examine of critical issues facing the media profession. Strategies for understanding and impacting change, program advocacy, qualitative and quantitative data collection, planning and implementing staff development programs, becoming a leader in technology integration, and applying new and innovative technology skills to support student learning and help you and your media program have an integral role in today’s changing education environment.

Learning Outcomes

There are six modules with required readings and discussion of those readings. Each module is structured around an introduction, readings, discussion, and an activity. Activities will require your participation in online class discussions with the instructor and peers and sharing your responses to readings, online resources, literature review, reflecting on what you learn, and responses to scenarios. Engaged and ongoing participation in discussions is a class requirement.

Each module is structured around an Introduction, Readings, Activities, the Activity Checklist, and Discussion. Student activities involve developing action plans or materials that will help you plan for program and professional growth. You will be encouraged to develop materials that they can apply in their work situation and will have options to customize activities to your specific personal and program growth needs. It is important that you contact the instructor immediately if you have a question about an activity or wish to customize it.

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Modules

1. Introduction and reflection
   Examine your reasons for becoming a school library media specialist. Why did you become a media specialist or why do you want to become a media specialist? Have you had a mentor or is there a person who also shaped your decision? Examine your professional goals and what you would like to accomplish in this class.
   
   
2. Responding to change
   School media specialists' roles and school media programs are changing. What practices hinder the survival of media specialists and media programs? Examine current and developing state and national information and technology literacy standards. What societal and educational changes are impacting the role of the media specialist? What impact does No Child Left Behind have on media programs? How can media specialists see opportunities in changing educational environments and make lemonade from lemons.
   
   
3. The media specialist as a change agent: becoming influential
   Media specialists have the opportunity to influence others and impact change. Who are influential people and groups you can and should work with? How can you work with your principal and other leaders including the school board and the community? How do the perceptions and images that others have of media specialists as individuals and of the school media profession affect your success? What innovative things can you do to influence change? How can you develop an advocacy program for yourself and your program?
   
   
4. The media specialist and technology
   Examine the relationship between the media program and technology and your role as a technologist in the media center and throughout the school or district. Discuss how technology use in the school is evolving. What new and innovative technologies are you learning how to use and implementing in your school? What is your role in developing and implementing technology policies? What is the relationship between media specialists and information systems or technical support staff? Learn new Web 2.0 skills and explore ideas for using Web 2.0 tools to be innovative, make connections and add new dimensions to your program.
   
   
5. The media specialist as staff developer
   Staff development may be one of your most important roles. Increase your understanding of why media specialists must be involved in staff development and plan ways to be involved in your school or district's technology staff development program. Plan a technology staff development activity; help staff be innovative.
   
   
6. Data gathering and documenting the media specialists' role as curriculum partner and technology integrationist
   Data gathering is a hot topic in this era of NCLB. How can media specialists collect and present quantitative and qualitative data about what we do? How can we use that data to build support? How can media specialists document their role as curriculum partners and teachers?
   
   
7. The media specialist and balancing multiple job roles.
   Discuss issues not covered in modules 2-6. This module is open-ended and will reflect the needs of the participants.

Much of your learning and professional growth will come from the ongoing discussions and exchanging ideas with other participants. You will post messages and participate in an active, engaged discussion for each module. These will include reactions to readings, discussing the current topic/issue, sharing information and resources, or responding to a problem/case study posted by peers or your instructor.

Class participants are encouraged to share thoughts and questions related to each module and to collaborate with peers in the class.

You are expected to participate in the discussion regularly (at least four times a week) to check for new postings and to react to other's discussion points throughout the week.  The criteria is not to post four messages (all at one sitting), but to interact several different times during the week and be engaged in the discussion.

While online education is highly flexible and designed to meet your schedule, you will need to set and meet deadlines as part of your weekly assignments and collaborative work. Your instructor has developed a week-by-week calendar of learning activity and project due dates. Additionally, your peer learners will depend on you for timely feedback as you interact via discussion boards and work together on small group tasks. This is not an independent study class.

Your grade for discussion participation will be based on both frequency and quality of your contributions during our discussions.

Quality participation is considered as thoughtful and concise contribution that demonstrates critical thinking moving discussions forward as related to the course material

Evaluation

Your course grade will be based on:

• Discussion participation during each module
• Completion of assignments for each module
• Final project

More information about coursework evaluation, grading scale and rubrics

ADA Statement

In compliance with the Americans with Disabilities Act (ADA), students are encouraged to register with UW Stout Disability Services for assistance with instructional accommodations due to disabilities. The phone number of the Disability Services office is 715-232-2995 or contact the staff via email at this website: http://www.uwstout.edu/disability/contact.shtml

UW-Stout Academic Honesty & Misconduct

Academic misconduct in the University of Wisconsin System is defined by UWS Chapter 14. “
Student Academic Misconduct / Disciplinary Procedures - UWS Ch. 14
http://www.uwstout.edu/stusrv/dean/facstaff/chp14.shtml

From the university policy: “Students are responsible for the honest completion and representation of their work, for the appropriate citation of sources, and for respect of others’ academic endeavors. Students who violate these standards must be confronted and must accept the consequences of their actions.

Definitions of academic dishonesty as provided by the National Association of Student Personnel Administrators include:

• Cheating. The use or attempted use of unauthorized materials, information, or study aids in any academic exercise.
• Plagiarism. The use of others’ ideas and words without a clear acknowledgement of the source.
• Fabrication. The intentional and unauthorized falsification or invention of any information or citation in any academic exercise.
• Assisting. The facilitation or assistance in academic dishonesty.

UW-Stout also considers academic dishonesty to include forgery of academic documents, or intentionally impeding or damaging the academic work of others.

It is recommended that you are familiar with the concepts presented in Information Power: Building Partnerships for Learning (American Association of School Librarians and Association for Educational Communications and Technology, . AASL and AECT, 1998) the book is available from Amazon.com if you do not own or have access to a copy.

Most required readings will be available online and linked in each module. Occasionally you may be asked to use online databases available through the University of Wisconsin-Stout Library or your own schools. Optional journal readings will be listed when appropriate.

Feel free to use these world time tools when you are communicating with participants who live in different time zones.

The World Clock - Time Zones
WORLDTIME