1 Master of Science in: Library Media (Teacher Librarian) Mission Consistent with the missions of St. John Fisher College and the Ralph C. Wilson, Jr. School of Education, as well as the standards set forth by the American Library Association/ American Association of School Librarians, the Master of Science in Library Media develops the knowledge, skills, and dispositions needed by school library media specialists in order to effectively prepare students for productive, critical, and efficient use of libraries, media, and information technology. The program also enables these professionals to contribute in a collaborative manner to student literacy and inquiry skills. The program is designed for candidates and teachers who hold initial or provisional teacher certification and wish to specialize in library media. Graduates will be recommended to New York state for initial certification in library media, as well as professional certification in their original initial certificate area. Library media graduates may also apply for their certificate as public librarians. Admission Requirements Applicants must hold a bachelor s degree from a regionally accredited college or university and present satisfactory evidence of the ability to perform at the graduate level. Candidates seeking admission to the M.S. in library media program are required to have initial or provisional teacher certification. The Admissions Committee, the graduate program director, and the director of graduate admissions will make an admission decision based upon records of undergraduate achievement, prior graduate work (if appropriate), letters of recommendation, and other supporting documentation where required. While personal interviews are not required as part of the admission procedure, they are encouraged as an opportunity for the applicant to become better acquainted with the program and application process. Applicants may request an interview with the program director as well.
2 Learning Outcomes The program is specifically designed to meet New York State Learning Objectives for library media specialists. To qualify for certification, candidates must demonstrate through coursework and clinical experiences that they understand: The role of the library media program and its relation to the whole school The roles and responsibilities of the library media specialist The instructional partner role of the library media specialist in curriculum development Professional requirements, legal requirements, and ethical issues in the library media program Contact Information For information regarding application and admission to the M.S. in library media program, please contact the Office of Graduate Admissions at (585) or For specific information regarding the Master of Science in Library Media, please contact Belinda O Brien, program director, at The relationship between the library media program and information resources and services beyond the school Types and characteristics of print, non-print, and electronic resources Types and characteristics of literature for children and young adults Issues and procedures related to collection development Methods for teaching information literacy skills to students How to determine information needs and initiate searches and how to teach these skills to students How to locate and access resources and how to teach these skills to students Strategies for assessing progress during a search, analyzing and evaluating information and teaching these skills to students How to communicate information obtained from a search and how to teach these skills to students The leadership role of the library media specialist within the entire educational community Office of Graduate Admissions 3690 East Avenue Rochester, NY P: (585) F: (585) Facilities use in the library media center Procedures for library media resource organization and circulation Procedures and issues related to fiscal and staff management in library media programs Development, implementation, and ongoing evaluation of a library media program
3 Curriculum The M.S. in library media program is a 30 credit hour program leading to initial certification as a library media specialist (all grades) and professional certification in the candidate s original area of certification. The program is designed to be completed through fulltime study in one calendar year. It is also possible to complete the program part-time in two years. In addition to coursework, fieldwork, and practica as described below, candidates must take and pass the New York State Teacher Certification Examination in Library Media Specialist and meet any additional requirements at the time they apply for certification. Program of Study for Full-Time Library Media Candidates FALL GLMS 600 Introduction to School Librarianship GLMS 602 Children s Literature, Media, and Literacy GLMS 604 Adolescent Literature, Media, and Literacy GLMS 606 Inquiry and the Library Media Program GLMS 608 Managing the Library Media Program Requirements for candidates in the M.S. in library media program are: 21 credit hours of coursework at the graduate level specific to school librarianship (designated GLMS) 100 clock hours of supervised fieldwork GLMS 610 Curriculum, Collaboration, and Leadership for the Library Media Specialist GLMS 612 Information Literacy, Media Literacy, and New Literacies Six credit hours of practicum Three graduate credit hours in literacy for diverse learners, by advisement Each GLMS course entails one or more portfolio artifacts, and candidates are required to construct a professional portfolio with final reflection linking all the artifacts, as a graduation requirement. SPRING SUMMER I Literacy elective 100 hours of supervised fieldwork GLMS 614 Practicum in the Library Media Center: Elementary Literacy Elective Candidates in the M.S. in library media program elect three graduate credit hours in literacy for diverse learners, by advisement, to expand and complement their prior knowledge. SUMMER II GLMS 616 Practicum in the Library Media Center: Secondary Completed portfolio with final reflection linked to artifacts Course Descriptions GLMS 600 Introduction to School Librarianship This course focuses on the professional, legal, and ethical responsibilities of the library media specialist (LMS) and the resources for carrying out those responsibilities, including B.O.C.E.S. library networks, professional organizations, and professional development venues. Candidates learn the importance of evidence-based practice and use of data to drive both instruction and collaboration. Candidates read and discuss major studies on the impact of the library media program (LMP) on student achievement. Candidates learn the importance of advocacy and visibility of library media center (LMC) services to the educational community. Candidates are introduced to the importance of collaboration, as well as models and examples of collaboration, in the LMP. The course also provides a survey of information technology relative to schools and schoolchildren (tools for library automation; data collection and analysis; bibliographic and cataloging databases). Candidates are introduced to collection development, including literature, nonfiction, nonprint, and access to materials and resources outside the school, including NOVEL. Candidates consider teacher research for continual improvement of the LMP by analyzing the collection and usage patterns in the LMC, monitoring student outcomes and classroom collaboration, and conducting their own research. Each candidate begins the professional portfolio and prepares a professional résumé.
4 GLMS 602 Children s Literature, Media, and Literacy This course uses children s literature and media to address the LMS role in fostering enjoyment of reading; in developing children s abilities in learning-toread, reading-to-learn, vocabulary development, and comprehension; and in preparing children to use libraries knowledgeably and habitually. Candidates learn to create and monitor a literacy learning environment in the LMC. The course addresses the multicultural nature of the student population, the needs of English Language Learners (ELL), and students with special needs. The course addresses collection development for childhood, including literature, non-fiction, non-print, and access to materials and resources outside the school. Candidates investigate the feasibility of LMP outreach to and collaboration with community agencies with children s services, including public libraries, home schools, charter schools, and private schools. GLMS 604 Adolescent Literature, Media, and Literacy This course addresses the role of the LMS in promoting reading comprehension and critical thinking, through literature, non-fiction, and non-print, as well as the challenge of serving struggling readers, reluctant readers, ELLs, and students with special needs. Topics include: the importance of motivation, engagement, and student choice; literature and other resources for special issues and populations at the adolescence level; graphic novels, multimodal text, and non-print resources for adolescent literacy; book clubs (face-to-face and online); and the integration in the LMP of blogs, wikis, podcasts, and other Web 2.0 technologies, by and for adolescents. Candidates are introduced to media literacy in the context of young adult media practices. The course addresses collection development for adolescence, including literature, non-fiction, non-print, and access to materials and resources outside the school. The course discusses scheduling in the secondary LMC and approaches to maximizing usage of the facility, LMS expertise, and the collection, by content area teachers, special educators, special subject teachers, and students. GLMS 606 Inquiry and the Library Media Program This course focuses on the LMS instructional and leadership role in student research, the research process, and inquiry in the K-12 curriculum. Candidates compare and contrast the predominant models of the K-12 research process and study one model in depth. Topics are: strategies for searching and evaluating sources; crediting sources and citation formats; traditional reference and electronic reference sources; using primary sources; facilitating access to print and non-print resources through pathfinders, web guides, databases, and other techniques; technology for inquiry; questioning strategies and 21st century learning skills; and instructional application of these strategies and knowledge areas. Candidates study bibliographic databases in comparison to/contrast with web tools for research, in preparation for guiding students in productive, critical, and efficient search strategies and research. Candidates learn ADA guidelines and resources (including assistive technology) for access to information sources. GLMS 608 Managing the Library Media Program Prerequisite: GLMS 600 Introduction to School Librarianship This course focuses on the multi-faceted responsibility of operating an effective, efficient, and economical LMP. Topics include: budgeting and acquisition; space and facilities planning; policies and administration; programming and planning; fundraising, grants, and fairs. Collection development and management are a major focus, which emphasizes a bias-free, curriculum-related collection reflecting a global society; organization of the collection; digital/virtual library services; use of data to drive acquisitions; and collaboration with CCD/ILL in the region. Candidates are introduced to the management of people resources, including vendor relations and the role of volunteers, parents, and students in the LMC. Candidates revisit the topic of teacher action research, introduced in GLMS 600, as a tool for monitoring and continually improving the LMP. GLMS 610 Curriculum, Collaboration, and Leadership for the Library Media Specialist One focus of GLMS 610 is pedagogy in the LMP at the primary, intermediate, middle school, and high school levels. Topics include: evidence-based instruction; collaborative curriculum development and planning; creating classroom/ instructional resources; approaches such as Universal Design for Learning and Understanding by Design; co-teaching with classroom teachers and special educators. The course also examines the role of the LMS as school leader in the areas of intellectual property, copyright, and fair use. Candidates learn the difference between teaching students and teaching adults, and they prepare for their leadership role as professional developers with regard to copyright, intellectual property, media, and information technology, including web tools, games, video streaming, online teaching, and software for instruction and communication. GLMS 612 Information Literacy, Media Literacy, and New Literacies Prerequisite: GLMS 606 Inquiry and the Library Media Program In this advanced course, candidates learn to bridge out-of-school literacies to develop information and media literacy in students. Candidate teams construct a wiki proposing either an up-to-date scope-and-sequence for contemporary information and media literacy skills K-12. Candidates explore the changing nature and enduring importance of authority, verifiability, and authenticity of information, while considering how to develop information/media literacy in learners. They examine/review ICT standards for information literacy, ISTE standards, AASL standards, and 21st century learning skills. They examine critical thinking and critical literacy strategies to combat media bombardment and information overload/ saturation and learn ways to develop these strategies in students. Candidates also consider misuse of information technology relevant to schoolchildren such as cyberbullying, internet safety, privacy in the context of social networking, sexting, and piracy/plagiarism and discuss the role of the school and the LMP in addressing these problems.
5 Fieldwork and Practicum Before undertaking GLMS 614 and GLMS 616, candidates engage in 50 clock hours of structured, supervised fieldwork in an LMC at the elementary level and 50 hours at the secondary level.* The candidate s participation in fieldwork at each level is assessed by the host LMS, relative to knowledge, skills, and dispositions, using a standard rubric for field experience. In addition to participating in the activities of the LMC under the direction of the host LMS, candidates are required to complete activities under the direction of their college supervisor.** During the elementary experience, course activities are aligned with the following courses: GLMS 600 (e.g., shelving books in Dewey order; performing a transaction with the library automation system), GLMS 602 (e.g., identifying and categorizing the ways the host LMS supports the literacy of the students; describing the accommodations provided in the LMC and elsewhere in the school for students with physical disabilities), and GLMS 608 (e.g., cataloging exercise for a nonprint resource; applying the New York state rubric for LMCs to the host school). During the secondary experience, course activities are aligned with the following courses: GLMS 604 (e.g., analyzing collection development practices with regard to fiction, nonfiction, and nonprint, including materials for students with special needs), GLMS 606 (e.g., supporting a lesson on the research process), GLMS 610 (e.g., describing and reflecting on the collaboration models used by the LMS with classroom teachers and special educators), and GLMS 612 (e.g. obtaining or describing the scope and sequence of information literacy skills taught by the district). Portfolio artifact(s) include a revised professional development plan (begun in GLMS 608) and two candidate choices, one from each experience (each may be a required assignment or a resource developed by the candidate under the supervision of the host teacher). Completed, signed rubrics for fieldwork experiences must indicate competence or higher on all rubric items before the candidate can undertake either practicum (GLMS 614 or GLMS 616). GLMS 614 Practicum in the Library Media Center: Elementary Prerequisites: GLMS 600 through GLMS 612 and successful completion of the fieldwork requirement at the elementary level The candidate works in an elementary LMC under the supervision of the host LMS and a college supervisor for 20 days.*** The candidate is expected to perform the range of responsibilities of an LMS, discuss performance and progress with the supervising LMS and with the college supervisor, and to reflect on the experience in the context of continuing professional development. Candidates also meet face-to-face once at the beginning of the semester, once between practicum placements, and once at the end of the semester. These extended, face-to-face meetings are used for guided discussion of instructional management, pedagogy, LMC management, portfolio development, and professional issues that have arisen during the practicum. GLMS 616 Practicum in the Library Media Center: Secondary Prerequisites: GLMS 600 through GLMS 612 and successful completion of the fieldwork requirement at the secondary level The candidate works in a secondary LMC under the supervision of the host LMS and a college supervisor for 20 days.*** In each practicum experience, the candidate is expected to perform the range of responsibilities of a LMS, to discuss performance and progress with the supervising LMS and with the college supervisor, and to reflect on the experience in the context of continuing professional development. Candidates also meet face-to-face once at the beginning of the semester, once between practicum placements, and once at the end of the semester. These extended, face-to-face meetings are used for guided discussion of instructional management, pedagogy, LMC management, portfolio development, and professional issues that have arisen during the practicum. *Candidates currently employed in a role that requires them to perform some of the duties identified with the LMS (specifically, work as an aide in an LMC; work in the children s/adolescent program of a public library; work in a summer reading program; work in a community college library) may use their employment for this purpose, counting only those hours during which they engage in the duties of an LMS, as defined by New York state. Documentation and negotiation of these hours is done in conjunction with the fieldwork supervisor and requires the fieldwork supervisor s sign-off. **The program director of the GLMS program is designated to supervise fieldwork, grade and give feedback on fieldwork assignments, and give feedback on the candidate s portfolio artifacts. ***Recognizing that the purpose of the practicum is to prepare candidates for their professional role in the LMC and LMP of a school, it is important to consider the preparation and experience of candidates to the point that they are ready to undertake the practicum. Some candidates may be certified at the childhood level and may be experienced teachers at the childhood level; in that case, the candidate and the GLMS program director may determine it is more beneficial for the candidate to spend as few as 10 days of the practicum at the elementary level, while increasing time at the secondary level to 30 days. Conversely, candidates certified and experienced at the adolescent level may benefit from more days at the elementary level and fewer days at the secondary level. All such decisions will be made jointly by the director of the GLMS program and the candidate, documented, and signed off upon by both parties. In no case would an elementary or secondary practicum be fewer than 10 days, nor would the combined practica (GLMS 614 and GLMS 616) be fewer than 40 days.