Scottish School Libraries

TRAVEL STUDY: LIBMEDIA 691
Summer 2008

Instructor:	Eileen E. Schroeder	E. Anne Zarinnia
Office:	1005 Winther Hall	1005 Winther Hall
Phone:	262-472-2837	262-472-1463
Email:	schroede@uww.edu	zarinnie@uww.edu

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Goals & Objectives || Assignments || Calendar || Return to program description

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Students will gain an international perspective on education and libraries; expand their knowledge of different aspects of building and district-level library procedures and policies; reflect on their own practice through the study of practice in an international setting; and examine common issues such as information literacy, reader development, and the role of the library media specialist.  Students will combine an extended visit in one secondary school library with visits to other libraries, discussions with practitioners in different areas, readings pertinent to education and libraries in the international setting, and group discussions both face to face and over the web. 

This international experience is targeted to practicing school librarians but may be of interest to teachers who want to explore reader development and information literacy in another setting or to technology teachers who want to more closely examine ICT literacy and integration in another setting.  It is not intended for those who have not yet completed either an initial library license or a teaching license as it assumes some prior knowledge of schools

Goals and Objectives

Program Competencies

This course builds on the following UW-Whitewater professional program competencies:

1. Engage in continuous self-evaluation and self-directed learning for personal professional growth
2. Applies appropriate research findings to improve teaching and learning throughout the school and specifically within the school library media program
3. Identify legislation, legal issues, and policy at the local, state, and national levels that affect the development of school library media programs
4. Exhibit an understanding of the role of the school library media program as a central element in the intellectual life of the school
5. Propose, develop and evaluate strategies, materials, and/or alternatives for instruction to meet varied learning needs and teaching
6. Works individually and collaboratively with teachers, parents and students to promote the love of reading and knowledge of available resources within the school and larger community
7. Monitor, assess, and employ current and emerging instructional technologies, information access, and delivery systems, networks, telecommunication, multimedia

Course Objectives

1. Observe and participate in a school library in a school in another country.
2. Examine differences in curriculum, teaching methods, library media specialist status and role, facilities, collections and access in a school library in different country.
3. Look at the relationship of ICT and libraries in the schools.
4. Compare professional preparation of school library media specialist and/or teachers and continuing professional development across countries.  Examine of the role of professional organizations and government agencies related to school library programs.
5. Look at the relationship between public and school libraries.
6. Examine the teaching of 21^st century learning skills incorporating information literacy and technology skills in the school.  Determine factors that impact what is taught and how.  Reflect on one’s own teaching of these skills and changes that might be made. Examine information literacy efforts beyond the K-12 curriculum. 
7. Examine reader development efforts in the school, the role of the library media specialist, and the support of individual learners, teachers and the curriculum. 
8. Expand or refine their personal philosophy of education, student learning and librarianship. 

Link to State and National Standards

The course objectives are linked to the following professional organization and government standards:

• Wisconsin DPI Content Standards for the Professional License (DPI) under the content standards Professionalism, Communications and Group Dynamics, Administration, and Instructional Leadership
• Wisconsin Teacher Standards (WTS 1, 4, 6, 7, 9, 10)
• National Board of Professional Teaching Standards
• Knowledge of Library and Information Studies
• Integrating Instruction
• Leading Innovation through the Library Media Program
• Administering the Library Media Program
• Reflective Practice
• Professional Growth
• Leadership, Advocacy, and Community Partnerships

The course objectives also build on the ALA/AASL Standards for Initial Programs for School Library Media Specialist Preparation competencies (AASL/NCATE) which are developed through the initial licensure program:

• Use of Ideas and Information (Use of Ethical Information Seeking-Behavior, Literacy and Reading)
• Teaching and Learning (Information Literacy Curriculum)
• Collaboration and Leadership (Connection with the Library Community, Educational Leader)
• Program Administration (Managing Program Resources)

Assignments

Assignment	Due date	# of points possible
Participation in online discussions based on readings and assigned research: Discussion of readings on Scottish education, libraries, and ICT. Discussion of readings on Scottish history, economics, politics and culture. Preliminary comparison of local educational systems and professional preparation. Discussion of findings and final papers of other students.	Late March through late July	120
Personal goals for fieldwork based on readings and class discussions.  Development of a personal methodology for observation, recording, reporting when in school.	May 23	30
Read and review on current novel for secondary students by an English or Scottish author.  Those nominated for the Carnegie Award isince 2000 are good choices (2006 nominations, (awarded in 2007), 2005 Shortlist (awarded in 2006), and Recent Winners.  Discuss its appropriateness for a US secondary audience, selection criteria, and intellectual freedom issues as appropriate. Examine the shadowing process used to select the shortlist.   Online discussion of issues that arise. Optional for non-librarians:  Read book or research report on ICT in the UK and summarize, comparing to US.	May	30
Participation in the fieldwork component of the course.  This will require approximately two week of full-time involvement with the schools in the other country, visits to other libraries, and participation in guest lectures and discussions.  Feedback from cooperating librarian will be taken into account here.	June 13 through June 28	300
Daily reflections including feelings, observations and reactions during trip (from time of departure to end of fieldwork component) On return to the US write a summary tying reflections to course objectives (July 25)	July 25	200
Presentations: Present what was learned in their different schools during the week-long visit, insights from visiting other libraries, and at least two things they will take back to their own practice.	June 27	20
Paper examining of one of the following, comparing practice seen and discussed on the trip to one’s own work in the U.S. and U.S. secondary libraries in general, tying it to readings and research, with recommendations for future practice: Reader development Information literacy and ICT Transition from primary to secondary schools Chartership and the mentor role Central library services Primary libraries with no librarians Other (with permission of instructor)	July 25	300

Readings

Readings will be selected from the list below:

• Williams, D. and Wavell, J. (2001).  Impact of the school library resource centre on learning.  Aberdeen:  The Robert Gordon University for MLA.  (http://www.rgu.ac.uk/files/SLRCreport.pdf)
• Libraries Supporting Learners (2005).  (How good is our school?  Self-evaluation series E).  Livingston:  HM Inspectorate of Education (http://www.hmie.gov.uk/documents/publication/hgioslsl.pdf)
• Guidance on writing profile for inspection (http://www.slatine.org.uk/SLIC/sliclibissues/slicslpi.htm)
• Scottish Library and Information Council. (2002).  Best Value, Qualitative Indicators: Performance Indicators in school library resource centres.  Hamilton:  SLIC.  (http://www.slainte.org.uk/Files/pdf/libis/schools/schoolpis.pdf)
• SLIC projects (http://www.slainte.org.uk/SLIC/slicprojects.htm)
• Selected research studies listed at IASL’S School Libraries Making a Difference (http://www.schoollibrariesadvocacy.org.uk/toolkit/background.asp) and Strongest Links:  The Website for UK School Librarians (http://www.strongest-links.org.uk/support_research.htm)
• Selected readings from Learning and Teaching Scotland (http://www.ltscotland.org,uk) including the Curriculum for Excellence
• Partnership for 21^st Century Skills (2002).  Learning for the 21^st Century: A Report and Mile Guide for 21^st Century Skills.  Tucson, AZ:  Partnership for 21^st Century Skills (http://www.21stcenturyskills.org/imnages/stories/otherdocs/P21_Report.pdf)
• Abram, S. and Luther, J.  (2004).  Born with the chip.  Library Journal, 129(8), 34-37.
• Rising to the Challenge: Are High School Graduates Prepared for College and Work?  A Study of Recent High School Graduates, College Instructors, and Employers (2005).  Washington, DC:  Peter D. Hart Research Associates/ Public Opinion Strategies.  (http://www.achieve.org/dstore.nsf/Lookup/pollreport/$fle/pollreport.pdf)
• Good School Libraries: Making a Difference to Learning (2006).  OFSTED. (http://www.ofsted.gov.uk/publications/index.cfm?fuseaction=pubs.summary&id=4170)
• High Level Colloquium on Information Literacy and Lifelong Learning (2006).  Report of a Meeting sponsored by the UNESCO, National Forum on Information Literacy, and IFLA. Alexandria, Egypt.  (http://www.ifla.org/III/wsis/High-Level-Colloquium.pdf)
• Reading on the history of Scotland
• Reading on the current political, economic, and educational situation in Scotland since devolution

Grading policy

Students may take the course on a conventional grade or pass/fail basis.  Satisfactory completion of all course requirements is required for the grade of B/C or better and for a PASS. Any missing or unacceptable work based on the rubrics provided will results in not passing the course.  A conventional grade will be assigned unless the student selects the P/F grade basis box. 

Grade	Pass/Fail	Points
A	Pass	910.1-1000
AB	Pass	890-910
B	Pass	810.1-889.9
BC	Pass	790-810
C	Fail	710-1-789.9
CD	Fail	690-710
D	Fail	610-1-689.9

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Course Calendar

Hours	Date	Topic
16 (online)	Online discussion: March 3-April 18	Introduction to course Introduction to international travel Cultural sensitivity and communication Course requirements Personal interests survey International travel requirements Readings: History, politics, economics and environment of the country – discussion of readings Make own plane reservations Do FBI background check Apply for passport if needed
7 (at UWW)	April 19	Group seminar: Introduction to the country’s educational system and libraries Travel logistics NOTE: Alternative arrangements will be made for those more than 200 miles from the UW-Whitewater campus
14 (online)	Online discussion from April 20 to May 30	Book review and discussion Discussion of Readings on educational system and libraries Research on information literacy and lifelong learning Examination of SLIC projects Development of personal goals and observation methods - May 23
	June 12-13	Travel to Edinburgh on own
4	June 14 (Saturday)	Initial meeting in Edinburgh Course requirements Introduction to the bus system and city layout - location of schools Free time to tour on own
7	June 15 (Sunday)	Free time to tour on own
40	June 16-20 (Mon. – Fri.)	Week in school with librarian in Scotland
	June 21-22 (Sat. / Sun.)	Free time to tour on own
7	June 23 (Mon.)	Information and Learning Resources tour Visit to primary school
7	June 24 (Tues.)	Visit to other libraries
7	June 25 (Wed.)	Visit to other libraries
7	June 26 (Thurs.)	Trip to Glasgow Saltire Centre visit – the future of libraries Introduction to the professional organization and chartership and SLIC role and projects Social context of Glasgow – schools and libraries in Glasgow
7	June 27 (Fri)	Group session Speaker Discussion of visits Presentations
	June 28 (Sat.)	Return to US or additional travel on your own
	July 25 (Fri.)	Summary and analysis of reflections due (online submission)
	July 25 (Fri.)	Web-based posting of final papers
8 (online)	July 7-25	Discussion of post-trip reflections and papers

Attendance Policy

All students will register for six graduate credits.  Although the credits and grade will be issued during the University of Wisconsin – Whitewater’s summer session, participants are expected to attend all seminars offered before and after the summer session.  Attendance at April and July meetings, participation in web-based discussions between March and the end of July, and participation in all scheduled activities during trip are mandatory.  Doctor’s excuses must be obtained for any absences.

Conceptual Framework

The UW-Whitewater College of Education Conceptual Framework, The Teacher is a Reflective Facilitator, is the underlying structure in our teacher preparation program at UW-Whitewater that gives conceptual meanings through an articulated rationale to our operation. It also provides direction for our licensure programs, courses, teaching, candidate performance, faculty scholarship and service, and unit accountability. The conceptual framework affirms the role of educators who reflect upon their practice, facilitate creative, active learning experiences for students, actively contribute to the development of an informed citizenry through information problem solving and technological literacy. In this course, students acquire disciplinary knowledge in the methods of inquiry, develop an array of methods and technologies to carry out effective instruction and evaluating student learning in a diverse body of learners, practice decision making in context, examine their role as a change agent in schools, learn to collaborate with other educators and the wider school community, and develop a professional code of ethics based on that of the American Library Association.

Policies

The University of Wisconsin-Whitewater is dedicated to a safe, supportive and non-discriminatory learning environment.  It is the responsibility of all undergraduate and graduate students to familiarize themselves with University policies regarding Special Accommodations, Academic Misconduct, Religious Beliefs Accommodation, Discrimination and Absence for University  Sponsored Events (for details please refer to the Schedule of Classes;  the "Rights and Responsibilities" section of the Undergraduate Catalog;  the Academic Requirements and Policies and the Facilities and Services sections of the Graduate Catalog;  and the "Student Academic Disciplinary Procedures (UWS Chapter 14);  and the "Student Nonacademic Disciplinary Procedures" (UWS Chapter 17).

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Last updated: December 9, 2007
Eileen E. Schroeder, Educational Foundations
University of Wisconsin - Whitewater