2019-2020 Graduate Course Catalog 
    Oct 02, 2023  
2019-2020 Graduate Course Catalog [ARCHIVED CATALOG]

School Media, CAS

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Jian Qiu, Program Director, 225 Hinds Hall, (315) 443-2911, igrad@syr.edu


CAS in School Media


Students who already possess a master’s degree in library and information science from Syracuse University, or another accredited institution, can be certified as school library media specialists after being accepted into the program and then by completing the following coursework. Students must first undergo a thorough review of their graduate library science degree transcript to determine if the core graduate course requirements and the undergraduate course requirements have been fulfilled. If all requirements have not been met, additional courses will be required.

School librarians provide active curriculum support services and library and information skills instruction in elementary and secondary school settings. School librarians serve as intermediaries between the information needs of students, faculty, administration, and community and the information systems and resources required to fulfill those needs. In this capacity, school librarians provide print and non-print media in support of the curriculum; collaborate with classroom teachers by teaching research/information literacy skills in the context of the general curriculum; guide students in selecting reading materials and provide literacy support; introduce and facilitate effective use and delivery of current and emerging technologies; and implement a range of 21st century skills-based programs and services.

The traditional role of school librarians has expanded to include:

  • designing, delivering, and assessing instruction that motivates students to acquire and use skills needed for learning in an information environment.
  • planning inquiry-based learning experiences.
  • selecting and using information resources and instructional technologies to facilitate student motivation and inquiry-based learning.
  • connecting instruction to national and state standards.
  • integrating instruction across the curriculum.
  • providing instructional leadership, collaboration, and support in the area of information and inquiry skills in schools and districts.
  • collection management based on a unified media concept;
  • teaching, support, and guidance in the use of information resources from a problem-solving perspective;
  • promotion of print, media, and digital literacy;
  • curriculum consultation and technology innovation;
  • information management beyond the walls of the centralized library facility; and program management.

The current educational focus on inquiry-based lifetime learning, critical thinking skills, and multiple literacies directly links overall educational goals to the services and resources of the school library program.

The nationally ranked (U.S. News & World Report) School Media Program at Syracuse University prepares students for the exciting and challenging role of the school librarian. The School of Information Studies has developed a competency-based academic program, based on the New York State Teaching Standards and leading to New York State certification as a school library media specialist.

The program is presented in a distance learning course format only.

Student Learning Outcomes

1.A.1 Understand impact of learning styles, stages of human growth and development, and cultural influences on learning. (AASL/NCATE, 2010, 1.1)

1.A.2 Assess learner needs and design instruction that reflects educational best practice. (AASL/NCATE, 2010, 1.1)

1.A.3 Support the learning of all students and other members of the learning community, including those with diverse learning styles, physical and intellectual abilities and needs. (AASL/NCATE, 2010, 1.1)

1.A.4 Connect 21st century skills instruction to student interests and learning needs and link it to the assessment of student achievement. (AASL/NCATE, 2010, 1.1)

1.B.1 Implement the principles of effective teaching and learning that contribute to an active, inquiry-based approach to learning. (AASL/NCATE, 2010, 1.2)

1.B.2 Use a variety of instructional strategies and assessment tools to design and develop digital-age learning experiences and assessments in partnership with teachers and other educators. (AASL/NCATE, 2010, 1.2)

1.B.3 Communicate and document the impact of collaborative instruction on student achievement. (AASL/NCATE, 2010, 1.2)

1.C.1 Model, share, and promote effective principles of teaching and learning as collaborative partners wither educators. (AASL/NCATE, 2010, 1.3)

1.C.2 Participate in curriculum development and engage in school improvement processes. (AASL/NCATE, 2010, 1.3)

1.C.3 Offer professional development to other educators as it relates to library and information use. (AASL/NCATE, 2010, 1.3)

1.D.1 Advocate for 21st century literacy skills to support the learning needs of the school community. (AASL/NCATE, 2010, 1.4)

1.D.2 Demonstrate how to collaborate with other teachers to plan and implement instruction of the AASL Standards for the 21st Century Learner and state student curriculum standards. (AASL/NCATE, 2010, 1.4)

1.D.3 Employ strategies to integrate multiple literacies with content curriculum. (AASL/NCATE, 2010, 1.4)

1.D.4 Integrate the use of emerging technologies as a means for effective and creative teaching and support P-12 students’ conceptual understanding, critical thinking, and creative processes. (AASL/NCATE, 2010, 1.4)

2.A.1 Be familiar with a wide range of children’s, young adult, and professional literature in multiple formats and languages to support reading for information, reading for pleasure, and reading for lifelong learning. (AASL/NCATE, 2010, 2.1)

2.B.1 Employ a variety of strategies to promote leisure reading. (AASL/NCATE, 2010, 2.2)

2.B.2 Model personal enjoyment of reading in order to promote habits of creative expression and lifelong reading. (AASL/NCATE, 2010, 2.2)

2.C.1 Develop a collection of reading and information materials in print and digital formats that support the diverse development, cultural, social, and linguistic needs of P-12 students and their communities. (AASL/NCATE, 2010, 2.3)

2.D.1 Collaborate with classroom teachers to reinforce a wide variety of reading instructional strategies to ensure P-12 students are able to create meaning from text. (AASL/NCATE, 2010, 2.4)

2.D.2 Design instruction that encourages use of library media center services and resources and promotes lifelong learning. (AASL, 1998, 1.B.1)

2.D.3 Understand and apply to lesson planning information literacy/ information competence techniques and methods, numerical literacy, and statistical literacy. (ALA, 2009, 5D)

3.A.1 Identify and provide support for diverse student information needs. (AASL/NCATE, 2010, 3.1)

3.A.2 Model multiple strategies for students, other teachers, and administrators to locate, evaluate, and ethically use information for specific purposes. (AASL/NCATE, 2010, 3.1)

3.A.3 Collaborate with students, other teachers, and administrators to efficiently access, interpret, and communicate information. (AASL/NCATE, 2010, 3.1)

3.B.1 Support flexible open access for library services. (AASL/NCATE, 2010, 3.2)

3.B.2 Develop solutions for addressing physical, social, and intellectual barriers to equitable access to resources and services. (AASL/NCATE, 2010, 3.2)

3.B.3 Facilitate access to information in print, non-print, and digital formats. (AASL/NCATE, 2010, 3.2)

3.B.4 Create a mutually respectful, safe, and supportive learning environment that is inclusive of every student. (NYSTS, 2011, IV.1)

3.C.1 Design and adapt relevant learning experiences that engage students in authentic learning through the use of digital tools and resources. (AASL/NCATE, 2010, 3.3)

3.C.2 Model and facilitate the effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research, learning, creating, and communicating in a digital society. (AASL/NCATE, 2010, 3.3)

3.D.1 Use evidence-based, action research to collect data on library programs and services. (AASL/NCATE, 2010, 3.4)

3.D.2 Interpret and use data to create and share new knowledge to improve practice in school libraries. (AASL/NCATE, 2010, 3.4)

4.A.1 Establish connection wither libraries and strengthen cooperation among library colleagues for resource sharing, networking, and facilitating access to information. (AASL/NCATE, 2010, 4.1)

4.A.2 Participate and collaborate as members of a social and intellectual network of learners. (AASL/NCATE, 2010, 4.1)

4.B.1 Participate in professional growth and leadership opportunities through membership in library associations, attendance at professional meetings and conferences, reading professional publications, and exploring Internet resources. (AASL/NCATE, 2010, 4.2)

4.B.2 Plan for ongoing professional growth. (AASL/NCATE, 2010, 4.2)

4.C.1 Articulate the role and  relationship of the school library program’s impact on student academic achievement within the context of current educational initiatives. (AASL/NCATE, 2010, 4.3)

4.C.2 Communicate ways in which the library program can enhance school improvement efforts, utilizing evidence-based practice and information from education and library research. (AASL/NCATE, 2010, 4.3)

4.C.3 Practice methods for principled, transformational leadership. (ALA, 2009, 8E)

4.C.4 Practice effective verbal and written communication techniques. (ALA, 2009, 1J)

4.D.1 Identify stakeholders within and outside the school community who impact the school library program. (AASL/NCATE, 2010, 4.4)

4.D.2 Develop a plan to advocate for school library and information programs, resources, and services. (AASL/NCATE, 2010, 4.4)

5.A.1 Evaluate and select print, non-print, and digital resources using professional selection tools and evaluation criteria to develop and manage a quality collection designed to meet the diverse curricular, personal, and professional needs of students, teachers, and administrators. (AASL/NCATE, 2010, 5.1)

5.A.2 Organize school library collections according to current library cataloging and classification principles and standards. (AASL/NCATE, 2010, 5.1)

5.A.3 Understand the impact of concepts and issues related to the lifecycle of recorded knowledge and information, from creation through various stages of use to disposition. (ALA, 2009, 2A)

5.B.1 Advocate for intellectual freedom and privacy, and promote and model digital citizenship and responsibilities. (AASL/NCATE, 2010, 5.2)

5.B.2 Educate the school community on the ethical use of information and ideas. (AASL/NCATE, 2010, 5.2)

5.B.3 Uphold professional standards of practice and policy as related to students’ rights and teachers’ responsibilities. (NYSTS, 2011, VI.1)

5.B.4 Understand the impact of the history of human communication and its impact on libraries. (ALA, 2009, 1D)

5.C.1 Apply best practices related to planning budgeting, and evaluation of human, information, and physical resources. (AASL/NCATE, 2010, 5.3)

5.C.2 Organize library facilities to enhance the use of information resources and services and to ensure equitable access to all resources for all users. (AASL/NCATE, 2010, 5.3)

5.C.3 Develop, implement, and evaluate policies and procedures that support teaching and learning in school libraries. (AASL/NCATE, 2010, 5.3)

5.C.4 Apply principles of planning and budgeting in school libraries. (ALA, 2009, 8A)

5.D.1 Communicate and collaborate with students, teachers, administrators, and community members to develop a library program that aligns resources, services and standards with the school’s mission. (AASL/NCATE, 2010, 5.4)

5.D.2 Make effective use of data and information to assess how the library program addresses the needs of their diverse communities. (AASL/NCATE, 2010, 5.4)

5.D.3 Understand and use the techniques to analyze complex problems and create appropriate solutions. (ALA, 2009, 1I)

5.D.4 Understand and use the methods of assessing and evaluating the specifications, efficacy, and cost efficiency of technology based products and services. (ALA, 2009, 4C)


The graduate certificate in school media requires the completion of 21 total credits.

I. Core Courses (18 credits)

The following required courses provide a foundation in literature, media services instructional design, assessment and evaluation, teaching methods, reading support services, collaboration, information technologies in education, information literacy, and motivation.

II. Fieldwork (100 hours, 50 hours on each level)

School media students must complete a total of 100 (non-credit) hours of fieldwork in elementary and secondary school libraries before their first practicum experience. A minimum of 15 hours must be with students with special needs.

III. Practicum (3 credits)

Students must complete a 3-credit, on-site, school-based supervised practica-one at the elementary level and one at the secondary level (120 hours each).

  • IST 972  - School Media Practicum

IV. Additional Requirements

Students must complete the school media competencies checklist at the beginning of the program, after their second fieldwork experience, after their first practicum experience, and after all coursework, fieldwork and practica have been completed. This instrument is used as a means for documenting student growth and as a guide for fieldwork and practicum placement.


Upon completion of the School Media Program, combined with New York State requirements including (1) completion of the New York State child abuse, substance abuse, and violence prevention workshops; (2) the Child Health and Life Safety Prevention workshop (fire and arson prevention; highway safety and traffic regulations and school safety patrols; child abduction prevention; and prevention of alcohol, tobacco, and drug abuse)*; (3) fingerprinting; (4) Dignity for All Students Act (DASA) workshop*; and (5) successful completion of the appropriate New York State certification exams and edTPA, students will have fulfilled all the necessary requirements for certification as a school library media specialist in an elementary or secondary school in New York State. The School of Education, with approval from the School of Information Studies, will recommend a student for a New York State School Media Specialist initial certificate, preK-12, necessary for employment for New York State public schools and accepted for employment by most other states. Students from other states must verify the certification requirements of their own state.


*graduation requirement

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