ist 668: literacy through school libraries · · 2015-08-21ist 668: literacy through school...

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IST 668: Literacy Through School Libraries Course Syllabus ~~ Fall 2015

Contact Information: Course Instructor Dr. Barbara Stripling 307 Hinds Hall School of Information Studies, Syracuse University Office Hours: By appointment – on campus, Skype, conference call (I will respond to e-mail messages as soon as possible any time Monday-Friday) Phone: (315) 443-1069; (917) 848-0582 (personal cell phone, use in case of emergency) Email: [email protected] Skype: barbara.stripling

GENERAL INFORMATION COURSE DESCRIPTION IST 668 will focus on the role that librarians play in the development of literacy in children and young adults. Literacy is defined broadly to encompass all types of literacy, including linguistic, visual, media, information, digital, and technological. To be effective and “literate” learners, young people must develop the motivation and skills to confront the unique challenges posed by each type of literacy in “text” presented in multiple formats. This course is designed to prepare library professionals with sound knowledge and understanding of:

The definition of literacy from a broad perspective that includes many types, including linguistic, visual, media, information, digital, and technological.

The issues and opportunities of the ecosystem of literacy, including literacy motivation and choice, reading, social aspects, students with special literacy considerations, the impact of technology, literacy in the instructional context, and library resources.

The role of the librarian as a teacher of literacy and supporter of the school culture of literacy.

The library programs, services, and instruction that foster each type of literacy.

The literacy skills critical for making meaning from text presented in any format.

Effective lesson planning for teaching literacy skills.

LEARNING OBJECTIVES Upon completion of IST 668 students will:

Understand how literacy processes and skills are developed.

Gain pedagogical knowledge and understanding of literacy development of all students.

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Be aware of major research, theory, and trends in multiple types of literacy and critical literacy instruction for children and youth.

Have skills to develop the listening, speaking, reading, and writing skills of all students.

Know the role of reading motivation in supporting the development of literacy skills and the stimulation of a love of reading and research.

Understand the relationship between reading and information literacy and foster the skills that students need to successfully:

o Complete research assignments and o Satisfy their intellectual curiosity and independent learning needs.

Understand the role of technology in facilitating reading and information-seeking as well as the skills needed to use technology effectively.

Develop a firm foundation in professional writing for publication.

Develop a website on the major elements of literacy through the library that can become a component of a personal electronic portfolio.

BLACKBOARD The iSchool uses Syracuse University’s Blackboard system to facilitate distance learning and main campus courses. The environment is composed of a number of elements that will help you be successful in both your current coursework and your lifelong learning opportunities. To access Blackboard, go to the following URL: http://blackboard.syr.edu Use your Syracuse University NetID & Password to log into Blackboard. Questions regarding technical aspects of Blackboard, please submit a help ticket to the iSchool dashboard at My.iSchool Dashboard (https://my.ischool.syr.edu). Log in with your NetID, select “Submit a Helpdesk Ticket,” and select Blackboard as the request type. The iSchool Blackboard support team will assist you. COURSE REQUIREMENTS OVERVIEW OF CLASS PARTICIPATION With the exception of one week of synchronous participation, students are not required to be online at a specific time. You can log in, read posted information, access course modules, and complete assignments whenever it is convenient for you, as long as course deadlines are met. All students are expected and required to participate in all activities and to complete all course assignments and readings on time. The required textbook for the course (see Required Textbook section) will be supplemented with required readings from the professional literature. In addition, several supplemental texts are recommended for practical strategies and examples of teaching literacy skills. You will also be expected to work independently to conduct research and find relevant articles on your selected literacy elements. Your bibliographies will enable others to read more deeply on the wide range of literacy topics we will research. You will also be required to provide feedback to your classmates on two assignments (ecosystem article and literacy lesson).

http://blackboard.syr.edu/

https://my.ischool.syr.edu/

https://my.ischool.syr.edu/

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This course will use a variety of technology tools to facilitate publishing and sharing your work. You will be asked to develop a website using wix.com. The standards for professional publication will apply, but you will also have the opportunity to use your creativity. You will be able to add your finished website to your professional portfolio. Any student may schedule Skype sessions or phone calls with the instructor at any time for feedback and guidance. DISCUSSION BOARD The Discussion Board of Blackboard will be used as a regular venue for class members to share expertise, elicit comments from classmates, and provide feedback to others. A schedule of Discussion Board assignments is posted under Assignments at the end of this syllabus and on the Blackboard site. For communication with the instructor, please e-mail Dr. Stripling directly ([email protected]). Do not e-mail within the Blackboard site, because those e-mails do not show up in Dr. Stripling’s regular e-mail. COURSE DELIVERY METHODS This course is designed to be constructivist; therefore, the quality of the learning will depend on individual work and interaction among the members of the class and the instructor. It is possible that some instruction will be delivered via:

Power Point presentations

Word/PDF documents

Videos on YouTube or other online video sites Class members will publish their work using wix.com. STATEMENT OF ACADEMIC INTEGRITY Syracuse University’s Academic Integrity Policy holds students accountable for the integrity of the work they submit. Students should be familiar with the policy and know that it is their responsibility to learn about course-specific expectations, as well as about university policy. The university policy governs appropriate citation and use of sources, the integrity of work submitted in exams and assignments, and the veracity of signatures on attendance sheets and other verification of participation in class activities. The policy also prohibits students from submitting the same written work in more than one class without receiving written authorization in advance from both instructors. The presumptive penalty for a first offense by an undergraduate student is course failure, accompanied by a transcript notation indicating that the failure resulted from a violation of Academic Integrity Policy. The standard sanction for a first offense by a graduate student is suspension or expulsion. For more information and the complete policy, see http://academicintegrity.syr.edu.

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http://academicintegrity.syr.edu/

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STUDENTS WITH DISABILITIES Our community values diversity and seeks to promote meaningful access to educational opportunities for all students. Syracuse University and I are committed to your success and to supporting section 504 of the Rehabilitation Act of 1973 as amended and the Americans with Disabilities Act (ADA). These acts ensure that “no otherwise qualified individual with a disability. . .shall, solely by reason of disability, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity. . . .” If you believe that you need accommodations for a disability, please contact the Office of Disability Services (ODS), http://disabilityservices.syr.edu, located in Room 309 of 804 University Avenue, or call (315) 443-4498 or (315) 443-1371 (TTD only) for an appointment to discuss your needs and the process for requesting accommodations. ODS is responsible for coordinating disability-related accommodations and will issue students with documented disabilities “Accommodation Authorization Letters” as appropriate. Since accommodations may require early planning and generally are not provided retroactively, please contact ODS as soon as possible. You are also welcome to contact me privately to discuss your academic needs, although I cannot arrange for disability-related accommodations. RELIGIOUS OBSERVANCES POLICY SU religious observances policy, found at http://supolicies.syr.edu/emp_ben/religious_observance.htm, recognizes the diversity of faiths represented among the campus community and protects the rights of students, faculty, and staff to observe religious holidays according to their tradition. Under the policy, students are provided an opportunity to make up any examination, study, or work requirements that may be missed due to are religious observance provided they notify their instructors before the end of the second week of classes. For fall and spring semesters, an online notification process is available through MySlice/StudentServices/Enrollment/MyReligiousObservances from the first day of class until the end of the second week of class. OWNERSHIP OF STUDENT WORK In compliance with the Federal Family Educational Rights and Privacy Act, works in all media produced by students as part of their course participation at Syracuse University may be used for educational purposes, provided that the course syllabus makes clear that such use may occur. It is understood that registration for and continued enrollment in a course where such use of student works is announced constitutes permission by the student. After such a course has been completed, any further use of student works will meet one of the following conditions: (1) the work will be rendered anonymous through the removal of all personal identification of the work’s creator/originator(s); or (2) the creator/originator(s)’ written permission will be secured. Work that a student has published to the Web will remain there until the student takes it down. As generally accepted practice, honors theses, graduate theses, graduate research projects, dissertations, or other exit projects submitted in partial fulfillment of degree requirements are

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http://supolicies.syr.edu/emp_ben/religious_observance.htm

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placed in the library, University Archives, or academic departments for public reference. MSLIS: SCHOOL MEDIA ASSESSMENT [for School Media students only] The MSLIS: School Media is part of the Syracuse University Unit for Preparing School Professionals, which is accredited by the Council for the Accreditation of Educator Preparation (CAEP). As a part of that accreditation, the iSchool must assess School Media student performance on the competencies that correlate to MSLIS: School Media outcomes. The competencies which are assessed are identical to the items on your Competency Checklist. As a part of MSLIS: School Media planning, course-embedded assessments have been aligned with student competencies. For CAEP reporting, each faculty member with competency-based, course-embedded assessments is asked to rate (1=Ineffective, 2=Developing, 3=Effective or 4=Highly Effective) candidates' performance on the respective competencies. This is the same rating scale that students use when completing the competency checklist. Scoring is conducted for key assignments and not all assignments for a course. What this means for you: Your individual score is NOT a grade and it is part of an aggregate report. If a student is performing at an Ineffective or Developing level, a comment is submitted with the score, which is also aggregated. Individual scores and comments are not associated with specific student names. COURSE READINGS REQUIRED TEXTBOOK The required textbook for this course is: Harvey, S. & Goudvis, A. (2007). Strategies that work: Teaching comprehension for

understanding and engagement, Second edition. Portland, ME: Stenhouse Publishers. [Note: be sure to get the second edition – it’s green]

RECOMMENDED (NOT REQUIRED) TEXTS A number of articles and research reports on literacy issues will be made available or recommended during the course. Reading those materials is strongly recommended. In addition, the following books will prove helpful for your lesson planning and delivery throughout your career: Fisher, D. & Frey, N. (2014). Close Reading and Writing from Sources. Newark, DE:

International Reading Association. Frey, N., Fisher, D. &. Lapp, D. (2012). Text Complexity: Raising Rigor in Reading. Newark, DE:

International Reading Association. Harvey, S. & Daniels, H. (2009). Comprehension & collaboration: Inquiry circles in action.

Portsmouth, NH: Heinemann.

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Lehman, C. & Roberts, K. (2014). Falling in Love with Close Reading. Portsmouth NH:

Heinemann. Moreillon, J. (2013). Coteaching reading comprehension strategies in elementary school

libraries: Maximizing your impact. Chicago: American Library Association. Moreillon, J. (2012). Coteaching reading comprehension strategies in secondary school libraries:

Maximizing your impact. Chicago: American Library Association. Stephens, E. C. & Brown, J. E. (2004). A handbook of content literacy strategies: 125 practical

reading and writing ideas, Second edition. Norwood, MA: Christopher-Gordon Publishers. [NOTE: This book is not readily available. You can purchase used (and some new) copies through Amazon.]

COURSE CALENDAR Pay careful attention to this Course Calendar to make sure you stay current with course requirements. The Calendar has been posted separately in the Blackboard site under “Course Information.” Note: Items in bold under Assignments are items that must be submitted either to the Discussion Board or your website during that week. All assignments are due at 11:59 p.m. on the date listed. If no specific date is listed, the assignment may be submitted anytime during the week. MODULE 1: OVERVIEW OF LITERACY/COURSE

Dates Topic(s) and Activities Textbook Reading

Assignments

Week 0: Aug 24 – Aug 30

Building a community - Introductions

Post an introduction to yourself on the Discussion Board so that we can start getting to know one another.

Week 1: Aug 31 – Sept 6

Overview of literacy/course

Ecosystems

Characteristics

Library Role Establishing the “why” of literacy – a sense of urgency Creating a vision focused on

Chapter 1: pages 11-21 Chapter 2: pages 22-29

Begin setting up your website at wix.com

Create account in your name.

Select template or start your own site.

Establish navigation bar for main pages

o Home/Vision

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Assignments

children and/or young adults Overview of Library Literacy Plan and website Introduction to wix.com

o Ecosystem o Literacy Instruction o Library Role in

Literacy

Start creating the home/vision page (Due: September 13).

MODULE 2: ECOSYSTEMS OF LITERACY IN THE LIBRARY CONTEXT


Assignments

Week 2: Sept 7 – Sept 13

Overview of the ecosystem of literacy in the library context in the following areas:

Reading Motivation and Choice

Family Literacy

Cultural Literacy

Literacy for Struggling Readers

Literacy for English as a Second Language Students

Literacy for Students with Disabilities

Digital Divide Literacy Issues

Literacy 2.0

No textbook reading required

Select a literacy ecosystem aspect to research and present findings on a literacy website. Research on ecosystem aspect. Sunday, September 13 Post Home/Vision content to website. Post a link to the website in the Home/Vision assignment in Blackboard.

MODULE 3: LITERACY CHARACTERISTICS


Assignments


Independent and academic reading


Research on ecosystem aspect:

Conceptual definition

Issues within aspect

Impact/implications for librarians

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Assignments

Discussion Board: Post a short summary, personal reflection, and link to an interesting example of a library program that has impacted independent or academic reading/writing of youth.


Literacy in the content areas Close reading

Chapter 12: pages 205-218

Write draft of ecosystem article in Word




Librarian’s story

Bibliography Discussion Board: Respond to two of your classmates’ posts with your own reflections on the program presented. Sunday, September 27 Post draft (in Word) of ecosystem article to Discussion Board with the following sections:




Story

Bibliography

Week 5: Sept 28 – Oct 4

Connection between literacy and inquiry

Information literacy


Discussion Board: Sunday, October 4 Provide feedback (either written or video) to assigned partner on ecosystem article

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Assignments

by “replying” in Discussion Board.

Week 6: Oct 5 – Oct 11

Introduction to types of literacy:

Digital

Media

Technology

Visual Media literacy / Implications for library Visual literacy / Implications for library


Search for Creative Commons images, graphics. Respond to feedback on article by revising where appropriate. Work on layout of article to make it visually appealing for your website. Discussion Board: Post a short summary, personal reflection, and link to an interesting approach to media or visual literacy.


Digital literacy / Implications for library Technology literacy / Implications for library


Discussion Board: Post a short summary, personal reflection, and link to an interesting approach to digital or technology literacy. Sunday, October 18 Post ecosystem article to website. Post a link to the website in the Ecosystem assignment in Blackboard.


SYNCHRONOUS SESSION: Matching ecosystems of literacy with characteristics of literacy https://webconference.syr.edu/ist668


Participate in synchronous session on either Tuesday, October 20 (6-7 p.m.) or Wednesday, October 21 (7-8 p.m.). Or, watch the video of one of the sessions and post answers to the questions in the

https://webconference.syr.edu/ist668

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Assignments

Discussion Board.

MODULE 4: LITERACY INSTRUCTION


Assignments

Week 9: Oct 26 – Nov 1

Developing literacy in children and teens Connecting to frameworks and standards (Common Core, Social Studies, Information Fluency Continuum) Introduction to literacy skill lesson planning and lesson template

Two lessons: literature, academic content

Developing lessons to teach skills Literacy strategies: *

Monitoring Comprehension

Connecting to Background Knowledge

Questioning * From Strategies that Work, Second Edition Literacy lesson template

All – Chapter 4: pages 44-59 Monitoring – Chapter 6: pages 77-89 Connecting – Chapter 7: pages 91-108 Questioning – Chapter 8: pages 109-129

Start developing literacy lessons, one integrated with literature and one integrated with academic content (using the template provided).

Week 10: Nov 2 – Nov 8

Developing literacy in children and teens – Developing lessons to teach skills Literacy strategies: *

Visualizing and Inferring

Determining Importance

Summarizing and Synthesizing

Visualizing – Chapter 9: pages 130-153 Determining – Chapter 10: pages 155-178

Finish developing literacy lessons. Using Adobe Connect, teach and record one of the lessons. Sunday, November 8 Post link to Adobe Connect teaching session on

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* From Strategies that Work, Second Edition

Summarizing – Chapter 11: pages 179-201

Discussion Board.


SHARING OF LITERACY LESSONS – Adobe recording


Watch two lessons by your classmates and provide feedback by replying with video or print response.

MODULE 5: LIBRARY ROLE IN LITERACY


Assignments


Literacy experiences, programs, and services


Define the population of children and/or young adults that you will serve through your library (include at least 2 ecosystems). Start developing plan for six months of programs, experiences, and services, drawing on what you have learned in this course and the links and examples posted in the Discussion Board for each of the literacy characteristics. Thursday, November 19 Post two written lessons to website. Post link to Adobe Connect video of lesson you taught to website. Post a link to the website in the Literacy Lesson assignment in Blackboard.

Week 13: Nov 22 –

THANKSGIVING BREAK

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Assignments

Nov 29

Week 14: Nov 30 – Dec 6

Literacy resources, tools, and space


Continue developing plan for six months of programs, experiences, and services, drawing on what you have learned in this course and the links and examples posted in the Discussion Board by your classmates. Sunday, December 6 Post the Library Role in Literacy page with programs, experiences and services to website. Post a link to the website in the Library Role in Literacy assignment in Blackboard.

Week 15: Dec 7 – Dec 11

Culture of literacy Communication and advocacy


Discussion Board: Post reflection on creating a culture of literacy through the library.

ASSIGNMENTS AND GRADING OVERVIEW OF ASSIGNMENTS Students will be evaluated on the completion of their website with pages on the Vision, Ecosystem, Literacy Instruction, and the Library Role in Literacy (as well as class participation in the Discussion Board activities). The work in this course is designed to help students understand the many and varied facets of literacy and the role of the librarian in fostering literacy. More importantly, students will publish their work to an online website. By the end of the semester, all students will have the experience of writing to professional standards and creating a professional website to share the literacy plan they have developed for a library. Because our class work will be available publicly, every piece must be written clearly and authoritatively, with NO spelling and grammatical errors. While not everyone is a great speller, there are numerous means of receiving assistance that should practically eliminate any technical issues. Your instructor will provide feedback on content, but will not edit your work for you. NOTE: If your instructor determines that your submitted work needs more than VERY

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light editing to be included in our online venue, then you will be notified to seek editing help and resubmit. The instructor will NOT serve as your editor. All assignments are due by 11:59 p.m. on the date listed—there is an automatic ten minute grace period allotted. Your instructor will not accept late work unless there is a documented explanation provided (such as a doctor’s note, etc.). Please inform the instructor as quickly as possible BEFORE an assignment is due if you must submit an assignment late and have a “documentable” explanation. All submitted assignments should be formatted as appropriate for the venue, but adhering to the following guidelines:

1- Use non-academic, easy-to-read, 12-point font (e.g., Arial, Calibri); 2- Save your assignments as .docx files (if that is impossible, save as .doc files) before

posting to the Web or Blackboard (you will want to get back to the original file to make edits or revisions);

3- Follow the specified format for tool and assignment (a template will be provided) for consistency across the class;

4- Use proper American Psychological Association (APA) format for citations/references. It is best to purchase the latest edition of the APA Publication Manual but an excellent resource is found at Purdue University’s Online Writing Lab at: http://owl.english.purdue.edu/owl/resource/560/01/

LIBRARY LITERACY PLAN [500 Points] Libraries and librarians can create a culture of literacy and have a profound impact on the literacy lives of the children and young adults they serve. Maximum impact is achieved only when a strategic library literacy plan is developed and implemented based on all the factors that influence literacy: literacy ecosystems, the characteristics of literacy, literacy skills, programs and services, and library support through resources, technology, and space. During this course, each of you will build a website (using wix.com) that features all of the aspects of your library literacy plan. We will work through the components throughout the semester. At the end of the semester, you will have a powerful piece for your own professional portfolio and a plan that you can adapt and implement in your first library job. LIBRARY LITERACY PLAN WEBSITE

Component Completion Schedule

Home/Vision Page [50 points] Establish the “why” of literacy through the library Create a vision of expected impact on children and young adults

Sunday, September 13, 11:59 p.m. Create wix.com account in your name Select template or start your own site

http://owl.english.purdue.edu/owl/resource/560/01/

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Establish navigation bar for main pages:

Home/Vision

Ecosystem

Literacy Characteristics

Literacy Instruction

Library Role in Literacy Create the home/vision page and post the link for your website to the Home/Vision assignment in Blackboard.

Ecosystem [100 points] Select one of the following ecosystems:

Reading Motivation and Choice

Family Literacy

Cultural Literacy

Literacy for Struggling Readers

Literacy for English as a Second Language Students

Literacy for Students with Disabilities

Digital Divide Literacy Issues

Literacy 2.0 Conduct research to gather information in current publications and then synthesize to present your understanding in the following areas (using these areas as sections in your article):

Definition and Description: Conceptual definition and description of the ecosystem aspect

Challenges and Opportunities: The major issues (both challenges and opportunities) that teachers, parents, and students must confront in that ecosystem

Impact and Implications: The impact and implications of that ecosystem for students, librarians and the library program

A Librarian’s Story: A story to illustrate the issue in action as a first-year librarian might

Sunday, September 27, 11:59 p.m. Post draft (in Word) of ecosystem article to Discussion Board with the following sections:




Story

Bibliography Sunday, October 18, 11:59 p.m. Post ecosystem article to website Post the link for your website to the Ecosystem assignment in Blackboard.

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experience it and respond to it. Create the characters and storyline to bring the issue to light in a very human way

Resources: A list of the most useful resources, including at least one research article, two practical articles, and appropriate websites and videos

Post the article to an ecosystem page on your website.

Literacy Instruction [50 points for each lesson; 50 points for video] Develop and post two lessons to teach literacy skills or strategies, one connected to literature and one connected to academic content. The lessons will follow a template with these phases:

Context

Introduction and mini-lesson of direct instruction

Guided practice

Independent practice

Sharing and reflection

Assessments

Extended learning Record yourself teaching one of the lessons using Adobe Connect. Post the link to the website.

Sunday, November 8, 11:59 p.m. Post link to Adobe Connect teaching session on Discussion Board. Sunday, November 15, 11:59 p.m. Post two lessons (written version for both and link to video for the lesson you taught) to website and post the link for your website to the Literacy Lesson assignment in Blackboard.

Library Role in Literacy [100 points] Develop a Library Role in Literacy initiative for a specific library (either a real one or an envisioned one) and a specific population of young people served by that library. The initiative should have clear goals and expected impacts in the areas of academic success, personal interest, and expression that can be achieved in six months to a year. The following aspects should be included in your initiative plan [see the full description in the Library

Sunday, December 6, 11:59 p.m. Post “Library Role in Literacy” page to website with your plan for experiences, programs, and services (with supporting resources, tools and space) that your library will offer over the next 6 months to a year. Post the link for your website to the Library Role in Literacy assignment in Blackboard.

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Role in Literacy Rubric]:

What is the name of your initiative?

For what library have you designed this initiative?

Who are the young people you are targeting with this initiative and what ecosystem challenges and opportunities affect them?

Given your specific library and targeted population, what goals do you expect to achieve with this initiative in the areas of academic success, personal interest, and expression?

What is your plan of experiences, programs, and services that will lead to achievement of your goals within 6 months to a year?

What resources, tools, and space will enable you to implement your initiative?

Website [100 points] Create the website following criteria for good website design:

Clear content/message delivery

Visual appeal – good use of colors to highlight important text, simple design, use of white space

Easy navigation – easy to move from page to page and around the text within a page

Appropriate and effective illustrations, graphics, and photos (copyright compliant)

Consistent design from page to page

Professional appearance

Sunday, December 6, 11:59 p.m. Post the link for your completed website to the Website assignment in Blackboard.

DISCUSSION BOARD POSTINGS/PARTICIPATION [90 points]

Dates Discussion Board Postings/Participation

MODULE 1: OVERVIEW OF LITERACY/COURSE

Week 0: Aug 24 – Aug 30 Post a short introduction that helps us get to know you as a person.

Week 1: Aug 31 – Sept 6

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MODULE 2: ECOSYSTEMS OF LITERACY IN THE LIBRARY CONTEXT


MODULE 3: LITERACY CHARACTERISTICS


Post a short summary, personal reflection, and link to an interesting example of a library program that has impacted independent or academic reading/writing of youth. [10 points]


Respond to two of your classmates’ posts with your own reflections on the program presented. [5 points each] Sunday, September 27 Post draft (in Word) of ecosystem article to Discussion Board with the following sections:




Story

Bibliography

Week 5: Sept 28 – Oct 4

Sunday, October 4 Provide feedback (either written or video) to assigned partner on ecosystem article by “replying” in Discussion Board. [10 points]


Post a short summary, personal reflection, and link to an interesting approach to media or visual literacy. [10 points]


Post a short summary, personal reflection, and link to an interesting approach to digital or technology literacy. [10 points]


Participate in synchronous session on either Tuesday, October 20 (6-7 p.m.) or Wednesday, October 21 (7-8 p.m.). [10 points] https://webconference.syr.edu/ist668 Or, watch the video of one of the sessions and post answers to the questions in the Discussion Board.

MODULE 4: LITERACY INSTRUCTION

https://webconference.syr.edu/ist668

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Week 9: Oct 26 – Nov 1


Sunday, November 8 Post link to Adobe Connect teaching session on Discussion Board.


Watch two lessons by your classmates and provide feedback by replying with video or print response to each. [10 points each]

MODULE 5: LIBRARY ROLE IN LITERACY



THANKSGIVING BREAK

Week 14: Nov 30 – Dec 6

Week 15: Dec 7 – Dec 11

Post reflection on creating a culture of literacy through the library. [10 points]

GRADING SCALE The chart below shows how letter grades will be assigned based upon points earned for each assignment.

POINTS EARNED PERCENTAGE LETTER GRADE

555-590 94 A

537-554 91 A-

513-536 87 B+

496-512 84 B

478-495 81 B-

448-477 76 C+

425-447 72 C

401-424 68 C-

ist 668: literacy through school libraries · · 2015-08-21ist 668: literacy through school...

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