1. It is my philosophy that every student can achieve an A with sufficient effort; this class is not a competitive event, nor are student performances rated in relation to others. UGA now uses a plus-minus grading system, with the exception of A+.  I believe that every student accepted into the SLM Program can achieve an A with sufficient effort.  I don't grade "on the curve."
2. A lot of thought goes into pacing assignments and arranging deadlines to be reasonable both for you to complete the assignments and for me to properly evaluate them.  As professionals, we mutually expect deadlines to be met. Please contact me if you have a problem with meeting a particular deadline. If an assignment is late, its score may be reduced. Also, please check with me ahead of time if you feel that a deadline needs to be rescheduled, either for you personally or for the class as a whole. 
   
3. Communication and writing skills are essential for media specialists, Master’s candidates, and Specialist candidates. Therefore, all writing must comply with grammatical and spelling rules, and should look professional in a visual sense. Please use a word processor and laser or inkjet printer, and avail yourself of the spelling and grammar-checking tools provided by your software. Web sites and projected materials should receive the same level of proofreading and care that printed papers do.   I reserve the right to return severely flawed assignments to you without a grade, so that you may repair prior to my reading it.  Most assignments have a "mechanics" criterion. Items that are written for public consumption in real life -- such as web pages -- should be as close to perfect as possible, in keeping with the professionalism expected of you in the field.  Items that are more reflective or just for me to evaluate will not be held to such a high standard. 
4. Format:  most assignment descriptions specify the form in which each assignment should be turned in. Please pay careful attention to this detail.   Most times, I will ask for both written and electronic versions.   Number pages.  As a rule, it is most convenient for me to read printed copies of assignments.  Please do not use bulky binders or folders - a simple staple is sufficient, or spiral binding if the project is larger.  Use a 12-point font. To save paper, it's ok to print on recycled paper (backs of discarded sheets). It's also ok to print front and back, if you also staple down the side like a book. In most cases, you should also post your assignment on your assignment page - unless privacy will be compromised (as in the case of Field Experiences).  This provides a sharing opportunity for all class members, and provides digital backup for print assignments.  (Resource: How to Make an Assignment Page)
   
5. Rubrics include a column for self-assessment.   Explain your deductions in writing on the rubric.
6. As scholars, it is essential for you to give credit to any other sources consulted in the course of completing any assignment. List these in a reference list near the end of the project, and please follow APA style (5th ed.).
7. Collaborative option:  I have specified the preferred mode for each assignment - individual or group. Collaboration has many benefits, and is an essential skill for media specialists. However, it is possible to use another mode, especially for individuals to complete group assignments.  Please let me know if you want to exercise this option for any assignment.  If you have a problem in finding a group, please let me know; I will help match-make. Groups should be no larger than three people.  All members of a group receive the same grade for their group's product. I may ask you to also reflect privately on group process. If an insurmountable problem develops in a group, please discuss it with the Teaching Assistant.
   
8. Resubmit option: I believe in mastery learning, a learning model in which students have the opportunity to keep working at a skill until they have accomplished it. My rubrics are designed so that the professionally-acceptable level matches the "A."  If you receive less than a 90% score on any assignment, you may correct the problem(s) and resubmit up until the last class meeting. If you choose to use this option, you must resubmit the original assignment and scoring sheet/rubric along with your revised assignment.  
9. "Super Eight" Assignments: These are eight major assessments that are tied to accreditation and certification.  We expect you to achieve at least 90% on these assignments prior to beginning your internship. In this class, the Super Eight Assessments are the Reading and Literacy Project and the Program Development and Evaluation Plan.
   
10. The Graduate School frowns upon "Incomplete" grades.  If you run into medical or family difficulties, please discuss your options with me - documentation may be required.  I will not give an Incomplete except under extraordinary conditions.
    
11. Tracking. Your final grade should come as no surprise to you if you keep up with your scores. We will use the WebCT Gradebook.
12. Academic honesty. All academic work must meet the standards contained in "A Culture of Honesty."  Students are responsible for informing themselves about these standards before performing any academic work.
    
    

In this class, participation is of the utmost importance. As in many graduate classes, a major benefit is interacting with your peers. To miss any class seriously compromises your learning. I expect you to have a professional attitude of wanting to participate and to contribute fully in this class, and to give it a high priority in your plans. However, family and job responsibilities at times interfere, and I understand this fact of life. Please let me know ahead of time if you need to be absent, to help my planning process.

I do not wish to be in the position of judging whether an absence should be excused or not.  Where I feel that inadequate attendance has compromised your learning - with little or no effort on your part to make up for lost time - I will deduct a percentage of the participation grade.  Usually, however, low attendance results in lowered performance.

You are responsible for material missed, and it's up to you to ask your friends about what happened in class and to study the agenda. Please don't ask me: "What did I miss?" However, I am happy to answer specific questions about topics covered.  In most cases, the Agenda will be the best clue of what happened in class.  I have no problem with tape recorders in class.

Special Needs
If you need special assistance due to a physical or learning disability, please let me know. I will be happy to accommodate you in any way that I can.
 

Assignments and Homework
I carefully set due dates for assignments that I predict will be reasonable in terms of pacing and the preparation time required.  Through negotiation and ensuing discussion, we may adjust these deadlines as we go along. Please let me know if you see that major work logjams are ahead. Course content is grouped around assignments, so advance planning is best. 

The goal of readings and "homework" assignments is to prepare all of us for class interaction.  Secondarily, these readings and activities help fill in the gaps of your knowledge that we can't cover in class.  Expect to study topics on your own until you understand them, using the many resources listed.  I have prioritized the readings to help you manage your tasks. The assignments call upon you to apply everything you've learned, as opposed to testing you about facts you have temporarily memorized.

Unlike some professors, I find it impossible to construct a reading schedule at the beginning of the semester because I tend to adjust the agenda as we progress.  Cohort 5 requested a bi-weekly reading list, and I will continue this tradition.  That is, at the end of each class or by Wednesday following, I will post or email you a neatly bulleted preparation list for the next class.

Ground Rules

• Wear a name tag.
• Cell phones: please turn the ringer off during class and leave the room if you must take a call.
• Please do not hesitate to take comfort breaks as needed. Several breaks will be provided.
• The Honker Horn will gently call us to order after each break.
• I prefer to operate on a first name basis.
• Participants must comply with all computer policies established by UGA and the Gwinnett University Center.
• Feel free to interrupt with points and questions.  Conversely, avoid monopolizing the discussion. I will also feel free to redirect when things seem to get off track.
• There are NO stupid questions.  As media specialists, one of your jobs is to empower students to find their own answers.  I will try to model this behavior - and so you may not always get direct answers.  Do everything you can to find your own answers, including asking your peers.
• Conversely, as a student in the class, it is your responsibility to help other students as much as you can.  We need an atmosphere of mutual learning and inquiry.  Also, troubleshooting and teaching another person to do something are very effective ways of bolstering your own understanding.  Media specialists usually enjoy helping other people solve problems and questions.
• We will not criticize people we know who are working in the field.  Instead, we may criticize ineffective practices and strive to discover more effective ones.
• GUC doesn't like us to move furniture around. Please help me leave our classroom arranged and clean like we found it.

I strive to be organized. The following procedures will help us all manage our resources and time:

• The class web site is the key to everything. Let me know if you see mistakes or think of an improvement.
• Our SLM-L listserv is absolutely critical for broadcasting messages. 
  
• Folder system: Each student will have a folder which we will exchange each class. Pick it up at the beginning of class, and return it at the end. I will distribute graded work through these folders, and you should place any assignments in the folder.  Also, check for handouts as you pick up your folder.
• Daily agenda. The agenda is one long document that reflects the present, past, and future of our class.  A day or so before class, I will post an agenda for the next class' events as well as update the past class to reflect what really happened. Please read the agenda on the evening before class. Some students find it helpful to print out a copy and bring it to class.  You are responsible for details on this agenda even if you don't attend class.  The agenda will also hold the official class calendar.
  
• One of our first class tasks will be to construct an assignment web page for each student.  Ideally, you will post your assignments on this page, for peer sharing and grading back up.  Your online assignment page - kept up to date each semester - forms the beginning of your final Capstone Portfolio, required for certification.
• We will use WebCT as needed, for some readings, gradebook, and as inspiration strikes.  We will not use it heavily for bulletin board purposes.

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Burkhalter, B. (1993). Managing time. In B.B. Carson & J.B. Smith (eds.), Renewal at the schoolhouse: Management ideas for library media specialists and administrators, pp. 102-132. Englewood, CO: Libraries Unlimited.

Bush, G. (1998). Be true to your school: Real-life learning through the library media center. Knowledge Quest, 26(3), 28-31.

Farwell, S. (1998). Successful models for collaborative planning. Knowledge Quest, 26(2), 24-30.

Howe, E. (1998). Make your library media center count. Knowledge Quest, 28(1), 28-.

Huntoon, E. (1985). What to do when it seems the kids are taking over. In T. L. Hart (Ed.), Behavior management in the school library media center. Chicago: American Library Association.

Klauber, J. (1998). Living well with a disability: How libraries can help. American Libraries, 29(10), 52-55.

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Minkel: Making Every Librarian a Leader (SLJ, 10/1/02)

Smallwood, C. (1999). Training student and adult assistants, interns, and volunteers: Tips for new librarians servicing small libraries. Book Report, 17(4), 24-26.

Wilson, P. P., & MacNeil, A. J. (1998). In the dark: What's keeping principals from understanding libraries? School Library Journal (Sept), 114-116.

Wright, J. (1998). Valuing an information professional: The worth of a school library media specialist. University of Illinois at Urbana-Champaign, Graduate School of Library and Information Science.

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