Schedule

Hybrid format: includes significant asynchronous online components
Face to face meetings, Saturdays, 9a-3p: May 31, June 7, July 19

Instructor

Dr. Mary Ann Fitzgerald  (MAF)
604C Aderhold Hall
(706) 542-4030
mfitzger@uga.edu
http://it.coe.uga.edu/~mfitzger
For additional contact info, see WebCT/6380 Home Page.*

Goals
Students will investigate an area of literature around a selected problem or topic. In so doing, students will survey a variety of research methodologies, quantitative and qualitative, with the objective of choosing the most appropriate methodology to support their inquiry into a school media services or instructional technology problem. These research problems can exist on a local, state, or national level.

This class is designed for Ed.S. SLM students, although there may be IDD Ed.S. students as well.  All students will be working towards a literature synthesis, with SLM students following the guidelines in the SLM Handbook. IDD Ed.S. students will negotiate with the instructor specific artifacts/assignments that are more appropriate to their needs. All students are expected to make progress toward their applied projects.

Instructional Objectives
As a result of this course, you will:

1. Identify and describe a school-based problem that meets the needs of a research project. Create a viable question to research.
   
2. Discuss the parts of a literature review and why they are essential for a valid perspective on your problem.
   
3. Identify the appropriate research studies and academic journal articles that apply to your problem. Read these research studies and articles from a critical and applied perspective.
   
4. Develop your idea into a research question for the implementation of a problem-based research study.
5. Complete a literature synthesis essential for your background.
6. Demonstrate the information literacy and technology skills necessary to locate, gather, and synthesize information relevant to the research study
7. Meet AASL competencies related to the above.

• Candidates model strategies to locate, evaluate and use information for specific purposes.
• Candidates interact with the learning community to access, communicate and interpret intellectual content.
• Candidates identify relationships among facilities, programs, and environment that impact student learning.
• Candidates are able to articulate the relationship of the library media program with current educational trends and important issues.
• Candidates use data for decision-making [as part of program evaluation and planning]
  

Farmer, L.S.J. (2003). How to conduct action research: A guide for library media specialists. Chicago: American Association of School Librarians/American Library Association. ISBN 0-8389-8260-3. (Order from your favorite online source; not available through UGA or GUC bookstore.)

We will depend heavily upon the Internet in this class for communication, resources, and information inquiry.  It is essential that you have access to a reliable computer and high-speed Internet connection.  I prefer that you use Microsoft Word or GoogleDocs for word processed assignments to prevent file format problems.  It's a good idea to carry a "memory stick" around with you.  You're welcome to bring your laptop; wireless connectivity may be available.

In addition, you may find the programs Microsoft Powerpoint and Inspiration useful.  There are now free online substitutes for these programs.

  Agendas | Instructor | Description | Assignments | Management | WebCT | Bottom

The Applied Project is designed with three outcomes in mind: competence in consuming published research for professional purposes; knowledge of a wide range of research techniques; and hands-on experience with a real research project aimed at learning information that will be beneficial to K-12 learners.
    

• Projects are constructed to be as authentic as possible.  They are often large and challenging, but they are also realistic.  Detailed rubrics are provided to guide students to a high standard of performance.
• Grading Scale: There is no A+.  A=94-100. A-=90-93. B+=87-89. B=84-88. B-=80-83. C+=77-79. C=74-78. C-=70-73. D+=67-69. D=64-68. D-=60-63.F=0-59.
• 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 if you feel that a deadline needs to be rescheduled, either for you personally or for the class as a whole.  It's especially important to meet end-of-term deadlines, because I have no flexibility on when my own grades must be submitted.
• Incompletes: the Graduate School has strongly discouraged instructors from giving these.  As a general rule, I do not give the grade of "I" (for incomplete) without documentation of medical emergency, death in the family, or some other extreme circumstance.  It's your job to contact me if you find yourself unable to finish the coursework by the normal due date.&&
• Collaborative option:  My preferences for grouping on assignments are indicated above.  With the exception of assignments related to Ed.S. Applied Projects, you may propose to choose the opposite mode.  For example, if you would like to tackle a group assignment as an individual, discuss it with me.  All members of a group receive the same grade for their group's product.
• Format.  Most assignment descriptions specify the form in which each assignment should be turned in. Please pay careful attention to this detail. For example, I may request prints, email attachments, a web address, or a combination of these.   Number pages.  Please do not use bulky binders or folders - a simple staple is sufficient, or spiral binding if the project is large. 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. Use a 12-point font, serif for print and sans serif for online or projected. 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.  I may request online submission through WebCT.  With these many alternative modes, it is critical that you check the submission details provided with each assignment.
• Print and submit 1 copy of each rubric with each assignment, completed with your own self-assessment. Explain your deductions in writing on the rubric.
• 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.  If errors or appearance detract from the quality of an assignment, the score will reflect this problem. I reserve the right to return severely flawed assignments to you without a grade so that you may repair them prior to my reading.  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. 
• 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. If you receive less than an 90% score on any assignment, you may correct the problem(s) and resubmit up until the final due date.  If you choose to use this option, you must resubmit the original assignment and scoring sheet/rubric along with your revised assignment.
• Due to Graduate School restrictions, no "Incomplete" grades can be given unless you document some kind of medical or family emergency.   No pluses or minuses are given.  However, it is my philosophy that every student can achieve an A with sufficient effort.
• Tracking: your final grade will not come as a surprise if you keep up with your scores. I will try my utmost to keep grades up to date through WebCT.   I encourage you to keep track of your own scores as well.
• As scholars, it is essential for you to give credit to any other sources consulted in the course of completing any assignment. Use in-line citations as appropriate.  List these in a reference list near the end of the project, and please follow APA style (5th edition).
• Academic honesty. All academic work must meet the standards contained in "A Culture of Honesty." Students are responsible for informing themselves about those standards before performing any academic work. More information about academic honesty can be found at http://www.uga.edu/honesty/.

Since this class is required for the Ed.S. degree, the schedule is unusual and concentrated, and some people will have work obligations, I am willing to be more flexible than usual with people who have special situations.  Please let me know and we will discuss how to handle the scheduling conflict.

This semester, we will try some new virtual capture techniques as a way of dealing with unavoidable absences and to enrich the learning for everyone.  I will ask each class member to participate in this effort, in part because it will expose participants to new technologies.

Management

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.
 

Ground Rules

1. Participants must comply with all computer policies established by UGA.
2. Please do not hesitate to take comfort breaks as needed. Several breaks will be provided.
3. I prefer to operate on a first name basis.
4. Feel free to interrupt with points and questions.  I will also feel free to redirect when things seem to get off track.
5. Cell phones: please turn the ringer off during class and leave the room if you must take a call.
6. There are NO stupid questions.  As media specialists, one of your jobs is to empower students to find their own answers.  First, explore on your own, using the research skills and resources available to you.  Second, ask your professional peers.  Finally, if you're still not satisfied, ask a member of the instructional team.
7. 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.
8. We will not criticize people we know who are working in the field.  Instead, we will criticize ineffective practices and strive to discover more effective ones.
9. Please avoid monopolizing discussions, and avoid side conversations during presentations. Lots of time for talking will be provided!  These two little things make many class members uncomfortable and frustrated.

Communication:

• Methods for "pushing" messages to you:
• Urgent, must-see items will come over SLM-L with this class named in the message header.
• I will blog about many topics that are less urgent but still important enough for the entire class to hear.  The blog for this class is slms.wordpress.com.  I highly recommend that you subscribe to it via RSS or email.
• I use my website for posting public information that changes only periodically.
• I use WebCT/Resources for items that need to be protected behind a password.
• WebCT is not ideal for email, but you should check for notifications on your MyWebCT page every day or two.
• I am building indices for my web-based materials in my Del.icio.us account. 
  
• I will email you directly about individual matters.  Make sure that I have your primary email address.  We prefer you to use your UGA account for email for many reasons; remember that you can usually have UGAMail imported into another preferred email service.
• Make sure that I have your most current phone numbers and mailing address. 
  
• Ways you may contact me:
• My communication policy is have the "door" open as much as possible.  I get up very early and don't mind early phone calls.  You can also call me at night, but I may be asleep after 9pm. 
  
• Most things, however, can be done through email (mfitzger@uga.edu). I strive to clear my Inbox each day, with the exception of weekends and travel days.
• You are welcome to call me at my home telephone number.  While this number is not private, I will protect it to a certain degree; you can find it on the WebCT homepage for this class.  I have an answering machine and I check it regularly.
  
• It is difficult for me to return phone calls via long distance, because of cumulative cost (UGA does not reimburse off-campus long distance). 
  
• Skype is an excellent way to talk for free.  My Skype name is maryannfitzgerald.  You can also IM me through Skype.
• If all else fails, try my cell number (also on the WebCT homepage) or Amanda at the office (706-542-3810).
• I've pretty much abandoned fax technology in favor of scanned images sent through email.  If the need for this comes up, let's talk.
• US Mail: my home mailing address is also on the WebCT homepage.  I visit Athens irregularly, and so mail sent there may be forgotten for days or weeks.  If I know something has been mailed, I will remember to have staff check on it for me.
  

• All course materials may be found from within WebCT.  In addition, most course materials may be found from http://it.coe.uga.edu/~mfitzger/7320.
• Agenda. A day or so before class, I will post an agenda for the next class's events. 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.
• 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 due assignments in the folder. Please remove them when they've been graded.  Also, check for any handouts that we might need as you pick up your folder.
• In general, I try to use very little paper and constantly strive to use even less.  I use recycled paper if possible and invite students to do the same.  Many assignments will be submitted online.
• Assignment pages:  post your assignments on this page. Feel free to visit other students' pages. Remember that anything posted on Assignment Pages is public. Your online assignment page - kept up to date each semester - can form the beginning of your final certification portfolio.  Make sure to keep electronic copies of all your projects, even if you don't house them in your own web space. 
• We will use WebCT as needed, for the Gradebook, and as inspiration strikes.  We will not use it heavily for bulletin board purposes, although you are welcome to use this feature on your own. Chat and interactive audio are also available to you within WebCT.  We can also set up discussion boards that are private within groups, at your request.  Also, set the email function within WebCT to forward to your usual email account. I prefer to use normal email rather than WebCT email..
• When you see errors or inconsistencies (large or small) in course materials, please point them out to me.

Research