EDSL670-91: Administration of School Library Media Centers
Instructor: Frances Reeve Office: Hull 228
Office Telephone: 434.395.2507 Office Hours: By appointment
Cell Telephone: 434.547.5471
Mailing Address: Longwood University, 201 High Street, Farmville, VA 23909
MEETING TIMES AND LOCATIONS: The course will meet on selected Saturdays
(September 10, October 1, November 5, November 19 (VEMA), and December 10) from
9:00 AM to 4:00 PM. Additional coursework will be completed using Blackboard.
COURSE DESCRIPTION: A critical review and study of philosophies, policies, and
procedures essential to the administration, organization, management, and assessment of
resources, programs, staff and facilities. Topics include professionalism, ethical issues,
professional affiliation, communication skills, leadership, effective public relations,
budgeting, and resource sharing.
Empowering learners: Guidelines for school library media programs. (2009). Chicago:
American Library Association.
Martin, B. S. & Zannier M. (2009). Fundamentals of school library media management:
A how-to-do-it manual. New York: Neal-Schuman.
Simpson, C. (2010). Copyright for schools: A practical guide. (5th ed.). Worthington,
COURSE OBJECTIVES AND ASSIGNMENTS:
Course objectives and assignments are coded to Longwood University’s Department of
Education Conceptual Framework and to the ALA/AASL Standards for Initial Programs
for School Library Media Specialist Preparation:
I=Content Knowledge VI=Communication
III=Learning Climate VIII=Diversity
IV=Implementation/Management IX=Professional Dispositions
ALA/AASL Program Standards;
1. Teaching for Learning 4. Advocacy and Leadership
1.1 Knowledge of Learners and Learning 4.1 Networking with the Library Community
1.2 Effective and Knowledgeable Teacher 4.2 Professional Development
1.3 Instructional Partner 4.3 Leadership
1.4 Integration of 21st Century Skills and Learning Standards 4.4 Advocacy
2. Literacy and Reading 5. Program Management and Administration
2.1 Literature 5.1 Collections
2.2 Reading Promotion 5.2 Professional Ethics
2.3 Respect for Diversity 5.3 Personnel, Funding, and Facilities
2.4 Literacy Strategies 5.4 Strategic Planning and Assessment
3. Information and Knowledge
3.1 Efficient and Ethical Information-Seeking Behavior
3.2 Access to Information
3.3 Information Technology
3.4 Research and Knowledge Creation
Knowledge: The student will be able to
1. define the role of the librarian as program administrator as set forth in
Empowering Learners: Guidelines for School Library Programs I, VI, IX;
AASL 5-1, 5-3, 5-4
2. identify standards and guidelines that affect the school library program I, IX;
AASL 4-1, 4-3, 5-4
3. identify and explain major ethical position statements of the library profession I,
VI, IX; AASL 1-3, 3-1, 3-2
4. identify and explain the basics of copyright as it applies to libraries and education
I, VI, IX; AASL 1,3 3-2
5. identify and explain the National Board for Professional Teaching Standards for
Library Media I, VI, IX; AASL 4-3
Skills: The student will be able to
1. perform the administrative roles and responsibilities of the school librarian I, II,
III, IV, V, VI, VII, IX; AASL 5-1, 5-3, 5-4
2. demonstrate knowledge and professional skills in handling ethical issues I, V, VI,
IX; AASL 3-2
3. identify, examine, and evaluate job descriptions for school librarians and other
library personnel I, V, VI, IX; AASL 4-3, 5-3
4. identify, examine, and evaluate assessment tools for school librarians and other
library staff and for school library I, V, VI, IX; AASL 4-3. 5-3
5. communicate effectively, orally and in writing, with faculty, staff, students,
administrators, and parents I, VI, VII, VIII, IX; AASL 1-2
6. develop an effective program to promote reading I, II, IV, V, VI, IX; AASL 1-1,
2-1, 2-2, 5-4
7. prepare and justify a proposed budget for the library program I, VI, IX; AASL 5-3
8. plan and implement a public relations/marketing/advocacy plan for the library
program VI, IX; AASL 1-4, 4-3, 5-3
9. evaluate an existing school library facility and make suggestions for modification,
redesign, and improvement I, V, VI; AASL 5-1, 5-3
Attitudes: The student will be able to
1. demonstrate leadership, planning, organization, and management of the school
library program VI, IX; AASL 4-3, 5-1, 5-3, 5-4
2. appreciate the importance of ongoing personal professional development through
journal readings, participation in professional listservs, membership in
professional organizations, and attendance at conferences and workshops IX;
AASL 4-1, 4-3, 5-3
3. appreciate the importance of and express a commitment to lifelong learning to
stay abreast in the evolving field of school librarianship. IX; AASL 4-1, 4-3
September 10 (Class 1)
History of School Libraries
Roles and Responsibilities
Policies and Procedures
Post article on administration in Discussion Board.
Discuss article in Discussion Board: Hartzell, G. (1997, November) “The
invisible school librarian.” School Library Journal 43(11), 24-29.
Post article on budget in Discussion Board.
Post article on reading promotion in Discussion Board.
Before October 1 (Class 2)
Read Empowering Learners: Guidelines for School Library Media Programs,
chapters III and IV.
Read Fundamentals of School Library Media Management, chapters 1, 3, 4, 6, 7,
16, and 17.
October 1 (Class 2)
Evaluation of Program and Personnel
Discuss book in Discussion Board: Krashen, S. (2004) The power of reading:
Insights from the research. (2nd ed.) Westport, CT: Libraries Unlimited.
Post article on copyright in Discussion Board.
Post job description or evaluation in Assignments.
Read before November 5 (Class 3)
Read Fundamentals of School Library Media Management, chapter 2.
Read Copyright for Schools: A Practical Guide (4th ed.) by Simpson.
November 5 (Class 3)
Present reading promotion program.
Submit facilities report.
Post budget in Assignments.
Post job description or evaluation in Discussion Board.
Post PR/marketing/advocacy plan in Assignments.
November 19 (Class 4)
Attend the VEMA Conference in Richmond, Virginia.
Post LM_NET diary in Assignments.
Post PR/marketing/advocacy plan in Discussion Board.
Post letter to principal in Assignments.
December 10 (Class 5)
Submit final exam.
This course is the culminating course in the School Library Media Program at Longwood
University. Assignments for the course are constructed with the understanding that
students enrolled are familiar with the Longwood Library, its periodical collection,
reserves, the online catalog, and electronic resources available. Assignments in this class
build on prior knowledge gained from previous school library media courses. Students in
the course are expected to perform at the proficient to exemplary level of the information
literacy standards. Competence in the use of word processing and presentation programs
is also assumed. If you do not feel comfortable in any of these areas, you should contact
For written assignments staple pages together but do not use a folder or a plastic
cover or a separate title page.
In oral presentations, discuss your topic and involve class members. Present! Do
not read from a written report.
Blackboard assignments should be posted according to the instructions given by
Submit all assignments on or before their due date. Credit may be deducted for
unexcused late submission.
Readings from Professional Journals (4)
Locate and read an article published within the past two years in professional journals for
each of the following topics: Budget, Copyright, Reading Promotion, and
Communicating with the Administration. Since each student should report on an article,
post your titles in the Discussion Board as soon as you choose an article. For each article
read, prepare a report, maximum one page in length. Give full bibliographic citation for
the article, a summary of the article’s content, how it relates to topics covered in this
course, and your reaction as to how you will use this information in your library. Post to
the Discussion Board. I, VI, VII, IX; AASL 3-1, 3-3
Subscribe to LM_NET at http://lmnet.wordpress.com/. Carefully read the LM_NET
etiquette guidelines. Lurk on the listserv. Review the FAQ. Keep an LM_NET diary in
electronic form in which you make an entry at least weekly (minimum of ten entries). In
the diary, summarize/explain/react to/reflect upon the topics currently under discussion.
At least once during the semester, correctly post a TARGET and a HIT. Include a copy
of your Target and your Hit in your LM_NET diary. Post to Assignments. I, VI, VII, IX;
Prepare a newsletter/flyer/brochure which you will give to your parents at the beginning
of the school year. Items which you might include are
The mission of your library
Contact information for you and your staff
A “theme” for the year (or for the month)
What you as a librarian can do to promote reading
Information about new materials acquired since last year
Requests for suggestions for materials to be purchased this year
Information about upcoming library events and activities, etc
Be creative! Use all your skills to make this an attractive item which portrays the
professionalism and importance of your library program. Orally report to the class
members describing your newsletter/flyer/brochure and distribute copies. Be able to
explain and justify the items you included. I, II, VI, VII, VIII, IX; AASL 2-2
Reading Promotion Program
Develop a plan to promote and encourage reading in your school. Set a goal for your
reading program and develop objective(s) to meet the goal. The goal and objective(s)
should relate to the mission and goals of the school. Outline strategies to implement your
reading program, answering the following questions:
What will your reading promotion program involve? Describe it.
Where will it take place?
When? Set up a timeline for implementation.
Who will lead the program? Who will work to implement it?
Who will participate in the program?
How will the program be implemented? Develop communication tools to
publicize your program.
How will your reading promotion program be evaluated?
Submit your final product to the instructor and include the plan itself which
should contain the components described here as well as any memos, flyers,
brochures, etc. which you might develop to inform or publicize.
Orally report to the class members describing your plan and distribute copies of
appropriate handouts. I, II, IV, V, VI, VII, VIII, IX; AASL 1-2, 1-4, 2-1, 4-3
Prepare an annual budget for your library following the format provided by the instructor.
Provide the goals of your school and library. Include the funds allocated to your library
in your budget. Request an additional $5000 using justifications related to the goals of
your school and library. Use forethought and vision. You want to keep your library
media program “ahead of the curve.” Post to Assignments. I, VI, IX; AASL 4-2
Public Relations/Marketing/Advocacy Plan
Decide which type of plan to develop for your library program. Using the AASL model
from A Planning Guide for Information Power: Building Partnerships for Learning,
develop your plan. Submit your plan to Assignments. After you receive a response from
the instructor, post your plan to the Discussion Board. VI, IX; AASL 2-3, 3-3, 4-2
Facilities Design Project
Visit a school library. Draw and describe the current facility. Include at least the
following: number of rooms, layout of rooms, location of circulation desk, location of
reference area, shelving layout, number and location of patron computer workstations,
location of security system (if applicable), location of computer lab (if applicable),
furniture type and layout, location of doors and windows, location of office space, work
space, storage space. Redesign/rearrange/improve this facility. Dream big! You are not
limited to a budget for this project! Be sure to include a computer lab. Draw and
describe the renovated facility. Justify at least six of the improvements. Submit to the
instructor in class. I, V, VI; AASL1-4, 4-1, 4-2
Job Description/Evaluation Project
Develop either a job description or an evaluation tool that you feel accurately
reflects/assesses the duties and responsibilities of the school librarian of the 21st century.
To assist in developing your project, you may use the job descriptions/evaluation tools
that are on reserve or any job descriptions/evaluation tools that you may have located. In
your final product, be sure to give credit to those which you use. Post to Assignments.
After you receive a response from the instructor, post your project to the Discussion
Board. I, V, VI, VII, IX; AASL 3-2, 3-3, 4-2
VEMA Conference Report
In lieu of the fourth class session, you are required to attend at least one day of the annual
Virginia Educational Media Association Conference. You are encouraged to attend as
many days of the conference as you can!
Prepare a written report for your principal, describing to him/her the sessions you
attended and how your attendance at this conference will benefit the library media
program, the teachers, and the students of your school! Do not exceed one page.
Submit to Assignments.
Prepare a report for class members on one session/workshop that you attended.
Summarize the session and tell how it can be helpful to school library media
specialists. Make copies for class members of your report as well as any handouts
that were distributed in your session/workshop. Since each student should report
on a different session, post your title in the Discussion Board as soon as possible
following the conference. You will orally summarize this session/workshop for
class members. I, VI, IX; AASL 3-1, 3-3, 4-2
Journal Article Readings and Reviews 12 points
LM_NET Diary 8 points
Newsletter/Flyer/Brochure 8 points
Reading Promotion Program 10 points
Proposed Budget 8 points
Public Relations/Marketing/Advocacy Plan 8 points
Facilities Design Project 8 points
Job Description/Evaluation 8 points
VEMA Conference Report 8 points
Letter to Principal 2 points
Attendance and Class Participation 15 points
Exam 5 points
The following grading scale will be used:
A 94-100 B 86-93 C 78-85
ATTENDANCE: Attendance of all class sessions is required. If you find that you
cannot attend a session, notify the instructor before the class meets.
ACCOMMODATIONS: Any student who feels s/he may need an accommodation
based on the impact of a physical, psychological, medical, or learning disability should
contact Dr. Sally Scott, Director of Disability Support Services, at 434-395-2391.
EVALUATION OF THE INSTRUCTOR: At the conclusion of the course, each
student will have the opportunity to evaluate the course instructor.
HONOR CODE: Each student is expected to follow Longwood University’s policy for
the Honor Code. See the latest edition of the Longwood University Graduate Catalog,
available online at http://www.longwood.edu/academic/affairs/catalog_home.htm.
TECHNICAL ASSISTANCE: Longwood provides a toll-free number (877-267-7883)
for distance education students. You can reach User Support Services, the Library
Reference Desk, and the Graduate Studies Office during working hours. Check the
various Web pages for working hours of each department. After working hours you can
leave a message for the Library and Graduate Studies. You can email User Support
Services at email@example.com after working hours and receive a response on the
next working day.
PROGRAM REMINDER INFORMATION: Prospective applicants are allowed to
enroll in up to nine credit hours (3 courses) prior to being admitted to a degree or
licensure only program and have those hours apply to the admitted program. Students
should submit an Application for Graduate Admission promptly to avoid having course
work in excess of the nine credit hours not apply once admitted. Application materials
are available by contacting the Office of Graduate Studies (434-395-2707 or
firstname.lastname@example.org) or on our Web site at
RESOURCES: An extensive list is posted under Additional Resources in Blackboard.
They include books, journals, copyright websites, general websites, and professional
Baule, S. M. (2007). Facilities planning for school library media & technology centers.
(2nd ed.) Worthington, OH: Linworth.
Church, A.P. (2003). Leverage your library program to help raise test scores: A guide
for library media specialists, principals, teachers, and parents.
Worthington, OH: Linworth.
Dickinson, G. K. (2003). Empty pockets and full plates: Effective budget administration
for library media specialists. Worthington, OH: Linworth.
Erikson, R. & Markuson, C. (2007). Designing a school library media center for the
future. (2nd ed.) Chicago: American Library Association.
Information power: building partnerships for learning. (1998). Chicago: American
Krashen, S. (2004). The power of reading: Insights from the research. (2nd ed.).
Westport, CT: Libraries Unlimited.
A planning guide for information power: Building partnerships for learning with school
library media program assessment rubric for the 21st century. (1999). Chicago:
American Association of School Librarians.
Standards for the 21st-century learner in action. (2009). Chicago: American Association
of School Librarians.
Valenza, J. K. (2004). Power tools recharged: 125+ essential forms and presentations
for your school library information program. Chicago: American Library