IST 668, Section 42753: Literacy Through School Libraries … … · · 2018-04-06Coteaching reading comprehension strategies in elementary school libraries: Maximizing your impact

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IST668,Section42753:LiteracyThroughSchoolLibrariesOnlineCourseSyllabus

ContactInformation:SectionInstructorSaraKellyJohnsOnlineInstructorskjohns@syr.edu518.569.2339CourseLeaderDr.BarbaraStripling307HindsHallSchoolofInformationStudies,SyracuseUniversityGENERALINFORMATIONCOURSEDESCRIPTIONIST668focusesontherolethatlibrariansplayinthedevelopmentofliteracyinchildrenandyoungadults.Literacyisdefinedbroadlytoencompassalltypesofliteracy,includingvisual,media,information,digital,andtechnological.Tobeeffectiveand“literate”learners,youngpeoplemustdevelopthemotivationandskillstoconfronttheuniquechallengesposedbyeachtypeofliteracyin“text”presentedinmultipleformats.LEARNINGOBJECTIVESUponcompletionofIST668studentswillbeableto:

• Defineliteracyasaproductofmotivationandmakingmeaning.• Developliteracylessonstoteachtheliteracyskillscriticalformakingmeaning

fromtext.• Developlibraryprograms,services,andinstructiontofosterthespecialized

critical-thinkingskillsneededfordifferenttypesofliteracy,includingvisual,media,information,digital,andtechnological.

• Includeconsiderationoftheindividualneedsofstudentswhenplanningliteracyactivitiesandinstruction.

• Planstrategiestoempowerstudents’voices.• Developaplanfortheintegrationofliteracythroughouttheschool.

COURSEREADINGSREQUIREDTEXTBOOKTherequiredtextbookforthiscourseis:Harvey,S.,&Goudvis,A.(2017).Strategiesthatwork:Teachingcomprehensionfor

understanding,engagement,andbuildingknowledge(3rded.).Portland,ME:StenhousePublishers.[Note:Besuretogetthethirdedition–it’sblue.]

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RECOMMENDED(NOTREQUIRED)TEXTSAnumberofarticlesandresearchreportsonliteracyissueswillbemadeavailableorrecommendedduringthecourse.Readingthosematerialsisstronglyrecommended.Inaddition,thefollowingbookswillprovehelpfulforyourlessonplanninganddeliverythroughoutyourcareer:Fisher,D.,&Frey,N.(2014).Closereadingandwritingfromsources.Newark,DE:

InternationalReadingAssociation.Frey,N.,Fisher,D.,&.Lapp,D.(2012).Textcomplexity:Raisingrigorinreading.Newark,

DE:InternationalReadingAssociation.Harvey,S.,&Daniels,H.(2009).Comprehension&collaboration:Inquirycirclesinaction.

Portsmouth,NH:Heinemann.Lehman,C.,&Roberts,K.(2014).Fallinginlovewithclosereading.PortsmouthNH:

Heinemann.Moreillon,J.(2013).Coteachingreadingcomprehensionstrategiesinelementaryschool

libraries:Maximizingyourimpact.Chicago,IL:AmericanLibraryAssociation.Moreillon,J.(2012).Coteachingreadingcomprehensionstrategiesinsecondaryschool

libraries:Maximizingyourimpact.Chicago,IL:AmericanLibraryAssociation.Stephens,E.C.,&Brown,J.E.(2004).Ahandbookofcontentliteracystrategies:125

practicalreadingandwritingideas(2nded.).Norwood,MA:Christopher-GordonPublishers.[NOTE:Thisbookisnotreadilyavailable.Youcanpurchaseused(andsomenew)copiesthroughAmazon.]

COURSESCHEDULEThefollowingchartprovidesanoverallframeworkforthecourseandassignmentduedates.Morespecificinformationandreadingsforeachweekwillbepostedtothecoursesite.WEEK ASYNCHRONOUS READINGS*ANDASSIGNMENTS

[*TextbookreadingsarefromStrategiesThatWork(3rded.).]

ENABLINGUNDERSTANDINGTHROUGHLITERACYSTRATEGIES1 OVERVIEWOFLITERACY

Establishingthe“why”ofliteracy–asenseofurgencyEcosystemofLiteracy• Landscape• Equity

ASSIGNMENTDUE:INTRODUCTIONPOSTEDTOWALL–DUE24HOURSBEFORELIVESESSION1RequiredReadings:Chapter1:pages3-11Chapter2:pages13-23

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WEEK ASYNCHRONOUS READINGS*ANDASSIGNMENTS[*TextbookreadingsarefromStrategiesThatWork

(3rded.).]• Thinkingskills• Conversation• ParticipationLiteracyDefinedbyLibrariansLiteracySkillsOverviewofLiteracyPortfolio

Chapter3:pages25-35Costa,A.L.(2008,February).Thethought-filled

curriculum.EducationalLeadership,65(5),20-24.

Harste,J.C.(2003,March).Whatdowemeanbyliteracynow?VoicesfromtheMiddle,10(3),8-12.

2 EMPOWERINGYOUTHTOBELITERATETransactionalReadingAcademic(efferent)andIndependent(aesthetic)ReadingTheReadingPictureBuildingLiterateBeings:AWhole-SchoolApproach• LiterateIdentitiesDefiningOurRoleasTeachersofLiteracyTeachingtheskillsandstrategiesofliteracyLiteracystrategies:*• Activating,Connecting,andBuilding

BackgroundKnowledge*FromStrategiesThatWork(3rded.)Literacylessontemplate

RequiredReadings:Chapter5:pages57-64Chapter6:pages73-85Chapter13:pages235-251Activating,Connecting,andBuilding–Chapter8:pages105-124ExampleLesson:NoticeandthinkaboutnewlearningIntoThinAirexcerpt:pages175-176

3 SKILLSANDSTRATEGIESOFLITERACYLiteracyinthecontentareasIntroductiontoliteracyskilllessonplanningandlessontemplate

• Twolessons:literature,academiccontent

DevelopinglessonstoteachskillsLiteracystrategies:*

• MonitoringComprehension• Activating,Connecting,and

Building• Questioning• VisualizingandInferring

RequiredReadings:Monitoring–Chapter7:pages87-104Questioning–Chapter9:pages125-150VisualizingandInferring–Chapter10:pages151-183DeterminingImportance–Chapter11:pages185-210SummarizingandSynthesizing–Chapter12:pages211-232LessonPlanTemplatePinkandSaytextDeterminingImportanceinDigitalMediatemplate

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(3rded.).]• DeterminingImportance• SummarizingandSynthesizing

*FromStrategiesThatWork(3rded.)

APPLYINGCRITICALTHINKINGTOTYPESOFLITERACY4 CONNECTIONBETWEENLITERACY

ANDINQUIRY/INFORMATIONLITERACYLearningthroughmultipleliteracies:Introductiontotypesofliteracy:

• Information• Visual• Media/socialmedia• Digital/technology/data

Informationliteracyatthecore/Implicationsforlibrary

ASSIGNMENTDUE:CONTEXTANDASSIGNMENT1–LESSON1ANDLESSON2–DUE24HOURSBEFOREWEEK4LIVESESSIONDEMONSTRATIONOFONEOFTHOSELESSONSDURINGWEEK4LIVESESSIONRequiredReadings:Chapter14:pages253-271ACRL.(2016,January11).Frameworkfor

informationliteracyforhighereducation.Retrievedfromhttp://www.ala.org/acrl/standards/ilframework

Kelley-Mudie,S.,&Phillips,J.(2016,May/June).Tobuildabetterquestion.KnowledgeQuest,44(5),14-19.

Kuhlthau,C.Informationsearchprocess.Retrievedfromwp.comminfo.rutgers.edu/ckuhlthau/information-search-process

McPherson,H.,&Dube,M.(2016,November/December).Reducingtheinformationliteracygapinhighschoolstudents:Anactionresearchstudy.KnowledgeQuest,45(2),48-55.

Wineburg,S.,McGrew,S.,Breakstone,J.,&Ortega,T.(2016).Evaluatinginformation:Thecornerstoneofciviconlinereasoning.StanfordDigitalRepository.Availableathttp://purl.stanford.edu/fv751yt5934.

RecommendedReadings:Maniotes,L.,&Cellucci,A.(2017,February).

Doublingup:Authenticvocabularydevelopmentthroughtheinquiryprocess.TeacherLibrarian,44(3),16-20.

5 VISUALLITERACY

ImportanceofvisualliteracyVisualliteracyframeworkVisualperceptionInterpretingvisuals

RequiredReadings:Abilock,D.,&Williams,C.(2014,

November/December).Recipeforaninfographic.KnowledgeQuest,43(2),46-55.

ACRL.(2011,October).ACRLvisualliteracycompetencystandardsforhighereducation.Availableathttp://www.ala.org/acrl/standards/visuall

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(3rded.).]Designingandcreatingvisuals

iteracy.EducationalOutreachStaff,LibraryofCongress.

(2016,Spring).Integratinghistoricalandgeographicthinking.TheTPSJournal,8(1),2-13.

Lewis,S.(2018).Vision&justice:Guesteditor’snote.Aperture.Availableathttps://aperture.org/blog/vision-justice.

Pardieck,S.C.(2011–2012,Winter).Visualliteracy:Readingandanalyzinge-primarysources.IllinoisReadingCouncilJournal,40(1),28-32.

RecommendedReadings:Bucchi,M.,&Saracino,B.(2016).“Visualscience

literacy”:Imagesandpublicunderstandingofscienceinthedigitalage.ScienceCommunications,38(6),812-819.

Silverman,K.N.,&Piedmont,J.(2016,May/June).Readingthebigpicture:Avisualliteracycurriculumfortoday.KnowledgeQuest,44(5),32-37.

6 MEDIA/SOCIALMEDIALITERACY

ChangingmedialandscapeFakenewsandpublictrustCoreprinciplesofmedialiteracyeducation

RequiredReadings:Barry,C.,Moore,D.C.,&Siegel,J.K.(n.d.).

Implementingmedialiteracyinyourclassroom.NationalAssociationforMediaLiteracyEducation.Availableathttps://medialiteracyweek.us/wp-content/uploads/2015/07/implementing-ml.pdf

Gardiner,B.(2015,December18).You’llbeoutragedathoweasyitwastogetyoutoclickontheheadline.Science.

McGrew,S.,etal.(2017,Fall).Thechallengethat’sbiggerthanfakenews:Civicreasoninginasocialmediaenvironment.AmericanEducator,41(3),3-9+.

Sperry,C.(2012,Summer).Teachingcriticalthinkingthroughmedialiteracy.ScienceScope,45-49.

RecommendedReadings:Hobbs,R.(2011,May/June).Empoweringlearners

withdigitalandmedialiteracy.KnowledgeQuest,39(5),12-17.

7 DIGITALLITERACY

DigitalliteracyframeworkFindingandconsumingdigitalcontent

ASSIGNMENTDUE:ASSIGNMENT2–TYPEOFLITERACYPROJECTORPROGRAM–DUE24HOURSBEFOREWEEK7LIVESESSION

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(3rded.).]CreatingandsharingdigitalcontentDigitalcitizenship

RequiredReadings:Chapter4:pages45-50AGoogleaDay#02Culture.pptxLeu,D.J.,etal.(2017).Newliteracies:Adual-level

theoryofthechangingnatureofliteracy,instruction,andassessment.JournalofEducation,197(2),1-18.

Stripling,B.(2010,April).Teachingstudentstothinkinthedigitalenvironment:Digitalliteracyanddigitalinquiry.SchoolLibraryMonthly,26(8),16-19.

RecommendedReadings:Heitin,L.(2016,September8).Howshouldreading

betaughtinadigitalera?EducationWeek,36(12),8-11.

Neumann,M.M.,Finger,G.,&Neumann,D.L.(2016,May18).Aconceptualframeworkforemergentdigitalliteracy.EarlyChildhoodEducation,45,471-479.

Spires,H.A.,&Bartlett,M.(2012,June).Digitalliteraciesandlearning:Designingapathforward.FridayInstituteWhitePaperSeries,NumberFive.Availableathttp://www.fi.ncsu.edu/whitepapers

ENGAGINGALLSTUDENTSINLITERACY

8 FAMILYLITERACY,CULTURALLITERACY,ENGLISHASANEWLANGUAGELITERACYFamilyLiteracy• Familyliteracyandtheschoollibrary• FamilyliteracyinactionCulturalLiteracy• Culturallyresponsiveliteracy

instructionEnglishasaNewLanguageLiteracy• ChallengesforENLlearners• LiteracyinstructionforENLlearners

RequiredReadings:Caspe,M.,&Lopez,M.E.(2017,September).Seven

research-basedwaysthatfamiliespromoteearlyliteracy.GlobalFamilyResearchProject.

Farmer,L.S.J.(2010).Familyliteracy:Therolesofschoollibrariesandpubliclibraries.InA.M.Blankstein,P.D.Houston,&R.W.Cole(Eds.),Leadershipforfamilyandcommunityinvolvement(71-86).ThousandOaks,CA:CorwinPress.

Jules,J.(n.d.).10waystosupportELLsintheschoollibrary.ColorínColorado!Availableathttp://www.colorincolorado.org/article/10-ways-support-ells-school-library

Risko,V.J.,&Walker-Dalhouse,D.(2007).Tappingstudents’culturalfundsofknowledgetoaddresstheachievementgap.TheReadingTeacher,61(1),98-100.

Schrodt,K.,Fain,J.G.,&Hasty,M.(2015,May).Exploringculturallyrelevanttextswithkindergartnersandtheirfamilies.TheReadingTeacher,68(8),589-598.

RecommendedReadings:

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(3rded.).]Adams,H.(2016,August1).HelpingEnglish

languagelearnerssucceed.KnowledgeQuest.Availableathttp://knowledgequest.aasl.org/helping-english-language-learners-succeed

Auerbach,E.R.(1989,May).Towardasocial-contextualapproachtofamilyliteracy.HarvardEducationalReview,59(2),165-181.

Ford,K.(n.d.).FosteringliteracydevelopmentinEnglishlanguagelearners.ColorínColorado!Availableathttp://www.colorincolorado.org/article/fostering-literacy-development-english-language-learners

Moreillon,J.(2015,April).Buildingcollaborativerelationshipswithparentsandcommunity.SchoolLibraryMonthly,31(6),25-26.

9 LITERACYFORSTRUGGLINGREADERS,

STUDENTSWITHDISABILITIES,RELUCTANTREADERSStrugglingreaders• HelpingstrugglingreadersStudentswithdisabilities/learningdifferences• Dyslexia• RestorativeliteracypracticesReluctantreaders• Restorativeliteracypractices• Emotionalresilienceandself-

confidence

RequiredReadings:LearningAlly.(n.d.).45waystosupportstruggling

readers.Availableathttp://www.edweb.net/.5a57b0b2

Maughan,S.(2016,August19).Graphicnovelsgobacktoschool.PublishersWeekly.Availableathttps://www.publishersweekly.com/pw/by-topic/industry-news/libraries/article/71237-graphic-novels-go-back-to-school.html

Singleton,S.M.,&Filce,H.G.(2015,November/December).Graphicorganizersforsecondarystudentswithlearningdisabilities.CouncilforExceptionalChildren,48(2),110-117.

Springer,S.E.,Harris,S.,&Dole,J.A.(2017).Fromsurvivingtothriving:Fourresearch-basedprinciplestobuildstudents’readinginterest.TheReadingTeacher,71(1),43-50.

EMPOWERINGSTUDENTS’VOICES

10 AGENCYANDVOICEAgency• Interestsandcuriosity• Facingchallenges• Choicewithpurposeandcontrol• Identity• Confidence/competenceStudentvoice• Librarysupport

RequiredReadings:Chapter3:pages36-37Chapter5:pages64-68Toshalis,E.,&Nakkula,M.J.(n.d.).Motivation,

engagement,andstudentvoice.StudentsattheCenter.Availableathttps://studentsatthecenterhub.org/wp-content/uploads/2012/04/Motivation-Engagement-Student-Voice-Students-at-the-Center-1.pdf

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(3rded.).] Zenkov,K.,&Harmon,J.(2009,April).Picturinga

writingprocess:Photovoiceandteachingwritingtourbanyouth.JournalofAdolescent&AdultLiteracy,52(7)575-584.

RecommendedReadings:Toshalis,E.,&Nakkula,M.J.(n.d.).Motivation,

engagement,andstudentvoice:Toolkit.StudentsattheCenter.Availableathttp://www.jff.org/sites/default/files/publications/materials/1_SATC_Motivation_Toolkit_051713.pdf

11 ASSIGNMENTDUE:

ASSIGNMENT3–PERSONALIZEDLITERACYAPPROACH–DUE24HOURSBEFOREWEEK11LIVESESSIONCultureofliteracyCommunicationandadvocacy

ASSIGNMENTSANDGRADINGStudentswillbeevaluatedonthecompletionoffourmainassignmentsaswellasclassparticipation(includingbothyourresponsestothepromptsintheasynchronoussessionsandyourparticipationinthelivesessions).Theassignmentsaredesignedtohelpstudentsunderstandthemanyandvariedfacetsofliteracythroughschoollibraries.Allassignmentsaredue24hoursbeforethelivesessionintheweektheyaredue.Yourinstructorwillnotacceptlateworkunlessthereisadocumentedexplanationprovided(suchasadoctor’snote).PleaseinformtheinstructorasquicklyaspossibleBEFOREanassignmentisdueifyoumustsubmitanassignmentlateandhavea“documentable”explanation.PLEASEbecognizantofspellingandgrammaticalerrors.Whilenoteveryoneisagreatspellerorwriter,therearenumerousmeansofreceivingassistancethatshouldpracticallyeliminateanytechnicalissues.Yourinstructorexpectstoreceivehigh-qualityworkcommensuratewiththatofaseriousgraduate-levelstudent.Iknowyouwon’tletmedown!Allsubmittedassignmentsshouldbeformattedasfollows:

1- UseArial,Calibri,orTimesNewRomanin12-pointfont.2- Saveyourassignmentsas.docor.docxfiles.3- Alwaysincludeyourname,date,coursename/number,andassignmenttitleonthe

firstpage;norunningheadisrequiredonsubsequentpages.4- Pagesshouldbenumberedandincludeaone-inchmarginallaround(unless

otherwisenotedintheassignmentinstructions).

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5- Useconsistentsectiontitles/subtitlestoorganizeyourpapers.6- UseproperAmericanPsychologicalAssociation(APA)formatfor

citations/references.ItisbesttopurchasethelatesteditionoftheAPAPublicationManual,butanexcellentresourceisfoundatPurdueUniversity’sOnlineWritingLabathttp://owl.english.purdue.edu/owl/resource/560/01/.

OVERVIEWOFASSIGNMENTSTheworkinthiscourseisdesignedtohelpstudentsunderstandthemanyandvariedfacetsofliteracyandtheroleofthelibrarianinfosteringliteracy.Moreimportantly,studentswillpublishtheirworkinaportfolioofpiecesthatcanbeusedtoguidetheirliteracyeffortsastheyassumeprofessionalpositions.Theliteracyportfoliowillincludethefollowingsections:

• Context;• EnablingStrategies:LiteracyLessons;• ApplyingCriticalThinking:TypesofLiteracy;and• EngagingAllStudents:EmpoweringStudent’sVoices.

Becausethisisaprofessionalportfolio,everypiecemustbewrittenclearlyandauthoritatively,withNOspellingandgrammaticalerrors.Whilenoteveryoneisagreatspeller,therearenumerousmeansofreceivingassistancethatshouldpracticallyeliminateanytechnicalissues.Yourinstructorwillprovidefeedbackoncontentbutwillnotedityourworkforyou.LITERACYPORTFOLIO[350Points]Librariesandlibrarianscancreateacultureofliteracyandhaveaprofoundimpactontheliteracylivesofthechildrenandyoungadultstheyserve.Maximumimpactisachievedonlywhenlibrariansdevelopanoverallvisionofliteracyandspecificplanstoimplementliteracyinstruction,programs,andservicesbasedonallthefactorsthatinfluenceliteracy:thecharacteristicsofliteracy,literacyskills,thetypesofliteracy,andindividualneedsofstudents.Duringthiscourse,eachofyouwilldevelopaliteracyportfoliothatincludeslessons,aprojectorprogramdesign,andapersonalizedliteracyplantoempoweranindividualstudent.Wewillworkthroughthecomponentsthroughoutthesemester.Attheendofthesemester,youwillhaveaprofessionalportfoliothatyoucanadaptandimplementinyourfirstlibraryjob.LIBRARYLITERACYPORTFOLIOComponent

DueDates

Context[10points]Provideaschoolandstudentcontextforyourportfolio.Youmayenvisionthe

Due:24hoursbeforeWeek4live

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Component

DueDates

characteristicsthatyoumostwanttoaddressoryoumaychooseanexistingschool.Includethefollowingelements:

• Descriptionofschoolwithgradelevels,numberofstudents,numberofteachers• Expecteddemographics:

o Languageso Ethnicitieso Disabilitieso Achievementlevels

session

Assignment1[140pointstotal]EnablingStrategies:LiteracyLessons

• LiteracyLesson1[50points]• LiteracyLesson2[50points]• DemonstrationofLesson1or2[40points]

Developandposttwolessonstoteachliteracyskillsorstrategies,oneconnectedtoliteratureandoneconnectedtoacademiccontent.Thelessonswillfollowatemplatewiththesephases:

• Context• Introductionandminilessonofdirectinstruction• Guidedpractice• Independentpractice• Sharingandreflection• Assessments• Extendedlearning

Youwillteachoneofthetwolessonsduringalivesession.

Due:24hoursbeforeWeek4livesession

Assignment2[100points]ApplyingCriticalThinking:TypeofLiteracyProjectorProgramSelectonetypeofliteracyfromthespecializedtypesincludedinthecourse:information,visual,media,digital.Dobackgroundresearch*onthistypeofliteracytodevelopadeepunderstandingof:

• itscharacteristics;• itsstrengthsandchallenges,especiallyforK–12students;• literacyskillsneededtomakemeaningfromtextpresentedinthisway;and• potentialimpactonlearning.

*[Note:Youwillusethisresearchasevidencetosupportyourprojectorprogramasindicatedbelow.Youwillnotwriteupyourresearchseparately.]Developaprojectorprogramforstudentsatyourschool(definethegroupwhowillbetargetedbythisinitiative).Yourprojectorprogramshouldhavethefollowingelements:

• Name• Targetedgroup• Overviewofprojectorprogram

o Goalso Executivesummaryofmainfeaturesofinitiative,includingtheskillsfor


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Component

DueDates

thistypeofliteracythatwillbeaddressedo Rationalefromresearch(withcitations)forimportanceofinitiativeand

thegoals• Expectedimpactofinitiative(withevidencefromresearchaboutwhythis

impactcanbeexpected)• Implementation

o Actionstoimplementtheinitiativewithtimelineo Assessmentyouwilldotomeasuretheimpact

• Bibliographyofsources(APAformat)

Assignment3[100points]EngagingAllStudents:EmpoweringStudents’VoicesThroughaPersonalizedLiteracyApproachEverystudenthaspersonalliteracystrengthsandchallenges.Librariansareinanidealpositiontoofferopportunitiesforindividualstobuildontheirstrengths,overcometheirchallenges,andexpresstheiruniquevoices.Byenablingstudentstosharetheirvoices,inwhateverformat,librariansempowerstudentstodevelopliteracyskillsandself-confidence.Visualizeastudentwithoneofthefollowingcharacteristics:• Cultural/ethnicminority• Strugglingreader• Englishasasecond(new)languagestudent• Studentwithdisabilities• ReluctantreaderSelectthecharacteristicthatyouaremostlikelytoconfrontinyourstudentsasyoubeginyourcareer.Conductresearch*togatherinformationabouthowthestudentyouhavevisualizedwouldbeimpacted(bothpositivelyandnegatively)bythecharacteristic–behavior,wayoflearning,attitudes,emotions,relationshipswithothers,academicsuccess,orotherfactors–andwhatstrategieshavebeeneffectiveinhelpingstudentscapitalizeontheirstrengths,overcometheirchallenges,andbuildtheirliteracy.*[Note:Youwillusethisresearchasevidencetosupportaspectsofyourpersonalizedliteracyapproachasindicatedbelow.Youwillnotwriteupyourresearchseparately.]Basedonyourresearch,developapersonalizedliteracyapproachforthisstudent:

• Nameyourstudentandpaintaportraitofthestudent’sactionsandattitudesthatrevealhisorherstrengthsandchallenges

• Describethestrengthsandchallengesingreaterdetailwithcitationstoyourresearchevidence

• Writeanarrativethatillustrateshowyouwouldworkwiththestudenttohelphimorherusehis/herstrengths,overcomechallenges,anddiscoverhis/herownvoice(basedonstrategiesyoudiscoveredinyourresearch).Thiscanbewrittenalmostasastorywithdialogue

• Describehowyouwillenableyourstudenttosharehis/hervoicewithothers• Predicttheimpactofyourpersonalizedliteracyapproachonthestudent’s

abilitytoexpressideasandcommunicate• Includealistofthemostusefulresources,includingatleastoneresearcharticle,

twopracticalarticles,andappropriatewebsitesandvideos


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PARTICIPATION:Responsestopromptsinasynchronoussessionsdue24hoursbeforelivesessions(2pointsperweek);attendanceateachlivesessionisrequired(3pointsperweekfor10weeks)[TOTAL50pointsforparticipation].GRADINGSCALEThechartbelowshowshowlettergradeswillbeassignedbaseduponpointsearnedforeachassignment.POINTSEARNED PERCENTAGE LETTERGRADE376-400 94 A364-375 91 A-348-363 87 B+336-347 84 B324-335 81 B-304-323 76 C+288-303 72 C272-287 68 C-AssignmentWeightsandDueDates:Assignment TotalPoints DueDateIntroduction 24hoursbeforeWeek1live

sessionLiteracyPortfolio:Context 10 24hoursbeforeWeek4live

sessionAssignment1:EnablingStrategies:LiteracyLessons;LessonDemonstration

140 24hoursbeforeWeek4livesession

Assignment2–ApplyingCriticalThinking:TypesofLiteracy


Assignment3–EngagingAllStudents:EmpoweringStudents’Voices


ClassParticipation 50 Weeks1-10:2pointsforasynchronousparticipation;3pointsforlivesession

TotalPoints 400 ProcrastinationandLateWork:Ninety-fivepercentofstudentproblemsstemfromprocrastination.Puttingworkoffuntiltheduedateleadstolowergradesduetopoor-qualitywork,last-minutetechnologicalfailures,andthetemptationtoplagiarize.Thosewhoemployprocrastinationasatimemanagementtoolwillfindthattheyfaceaconstantseriesofchallenges.Theinstructor

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expectsallworktobesubmittedontimewithprofessionalhighquality,soitisstronglysuggestedthatstudentsplanandworkaheadofdeadlines.Lateworkwillreceiveapenaltyinthepointsearned.UNIVERSITYPOLICIESANDSUPPORTCOURSEEVALUATIONSYouwillbeaskedtocompleteanend-of-courseevaluation.Thisevaluationwillbeconductedonlineandisentirelyanonymous.YouwillreceiveanotificationfromtheSyracuseUniversityOfficeofInstitutionalResearch&Assessment(OIRA)departmentinyoure-mailaccountwiththeevaluationwebsitelinkandyourpasscode.Thisevaluationisusedtogaugetheinstructorperformanceandmakeadjustmentstothecoursetoensureitmeetsourstudentneeds.Wefacultyworkhardtodothebestpossiblejobwhenpreparinganddeliveringcoursesforourstudents.Pleaseunderstandthattheschoolusesthecourseevaluationsnotonlytomakedecisionsaboutthecurriculuminordertoimprovewherenecessary,buttheyarealsousedtomakedecisionsaboutfacultymembers.Pleasetakethetimeandfilloutthisevaluationasyourfeedbackandsupportoftheseassessmenteffortsisverymuchappreciated.STATEMENTOFACADEMICINTEGRITYSyracuseUniversity’sAcademicIntegrityPolicyholdsstudentsaccountablefortheintegrityoftheworktheysubmit.Studentsshouldbefamiliarwiththepolicyandknowthatitistheirresponsibilitytolearnaboutcourse-specificexpectations,aswellasaboutuniversitypolicy.Theuniversitypolicygovernsappropriatecitationanduseofsources,theintegrityofworksubmittedinexamsandassignments,andtheveracityofsignaturesonattendancesheetsandotherverificationofparticipationinclassactivities.Thepolicyalsoprohibitsstudentsfromsubmittingthesamewrittenworkinmorethanoneclasswithoutreceivingwrittenauthorizationinadvancefrombothinstructors.Thepresumptivepenaltyforafirstoffensebyanundergraduatestudentiscoursefailure,accompaniedbyatranscriptnotationindicatingthatthefailureresultedfromaviolationofAcademicIntegrityPolicy.Thestandardsanctionforafirstoffensebyagraduatestudentissuspensionorexpulsion.Formoreinformationandthecompletepolicy,seehttp://academicintegrity.syr.edu.STUDENTSWITHDISABILITIESOurcommunityvaluesdiversityandseekstopromotemeaningfulaccesstoeducationalopportunitiesforallstudents.SyracuseUniversityandIarecommittedtoyoursuccessandtosupportingsection504oftheRehabilitationActof1973asamendedandtheAmericanswithDisabilitiesAct(ADA).Theseactsensurethat“nootherwisequalifiedindividualwithadisability...shall,solelybyreasonofdisability,beexcludedfromparticipationin,bedeniedthebenefitsof,orbesubjectedtodiscriminationunderanyprogramoractivity....”

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Ifyoubelievethatyouneedaccommodationsforadisability,pleasecontacttheOfficeofDisabilityServices(ODS),locatedinRoom309of804UniversityAvenue,visithttp://disabilityservices.syr.edu,orcall(315)443-4498or(315)443-1371(TTDonly)foranappointmenttodiscussyourneedsandtheprocessforrequestingaccommodations.ODSisresponsibleforcoordinatingdisability-relatedaccommodationsandwillissuestudentswithdocumenteddisabilities“AccommodationAuthorizationLetters”asappropriate.Sinceaccommodationsmayrequireearlyplanningandgenerallyarenotprovidedretroactively,pleasecontactODSassoonaspossible.Youarealsowelcometocontactmeprivatelytodiscussyouracademicneeds,althoughIcannotarrangefordisability-relatedaccommodations.RELIGIOUSOBSERVANCESPOLICYSUreligiousobservancespolicy,foundathttp://supolicies.syr.edu/emp_ben/religious_observance.htm,recognizesthediversityoffaithsrepresentedamongthecampuscommunityandprotectstherightsofstudents,faculty,andstafftoobservereligiousholidaysaccordingtotheirtradition.Underthepolicy,studentsareprovidedanopportunitytomakeupanyexamination,study,orworkrequirementsthatmaybemissedduetoareligiousobservanceprovidedtheynotifytheirinstructorsbeforetheendofthesecondweekofclasses.Forfallandspringsemesters,anonlinenotificationprocessisavailablethroughMySlice/StudentServices/Enrollment/MyReligiousObservancesfromthefirstdayofclassuntiltheendofthesecondweekofclass.OWNERSHIPOFSTUDENTWORKIncompliancewiththeFederalFamilyEducationalRightsandPrivacyAct,worksinallmediaproducedbystudentsaspartoftheircourseparticipationatSyracuseUniversitymaybeusedforeducationalpurposes,providedthatthecoursesyllabusmakesclearthatsuchusemayoccur.Itisunderstoodthatregistrationforandcontinuedenrollmentinacoursewheresuchuseofstudentworksisannouncedconstitutespermissionbythestudent.Aftersuchacoursehasbeencompleted,anyfurtheruseofstudentworkswillmeetoneofthefollowingconditions:(1)theworkwillberenderedanonymousthroughtheremovalofallpersonalidentificationofthework’screator/originator(s);or(2)thecreator/originator(s)’writtenpermissionwillbesecured.WorkthatastudenthaspublishedtotheWebwillremainthereuntilthestudenttakesitdown.Asgenerallyacceptedpractice,honorstheses,graduatetheses,graduateresearchprojects,dissertations,orotherexitprojectssubmittedinpartialfulfillmentofdegreerequirementsareplacedinthelibrary,UniversityArchives,oracademicdepartmentsforpublicreference.

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IST 668, Section 42753: Literacy Through School Libraries … … · · 2018-04-06Coteaching reading comprehension strategies in elementary school libraries: Maximizing your impact