School Library and Information Studies

Graduate Programs

Description

School Library and Information Studies (SLIS) offers convenient, focused, high-quality instruction that fills a rapidly evolving professional need in Minnesota and nationwide. If you have a current teaching license you can earn a Minnesota School Library Media license* in 24-36 months and a master’s degree by completing an additional six credits. 

* Note: Students are recommended for licensure when all requirements for licensure have been fulfilled. Upon successful completion of the coursework and the practicum, candidates must take and pass the MTLE content examinations before applying and being recommended for a Minnesota Library Media License and Keyboarding and other related technology. 

Majors

 Program Locations Total Credits
School Library and Information Studies MS MS - Master of Science
  • Online
 34

Policies & Faculty

Policies

Admission

For graduate program policies, including Admission requirements, please see https://grad.mnsu.edu/programs/ed.html. 

Admission occurs at the following distinct levels:

  1. To the College of Graduate Studies
  2. To the Department of Educational Studies: K-12 and Secondary Programs (where the School Library and Information Studies Program is housed)

​Application to the College of Graduate Studies

Students wishing to enroll in the School Library and Information Studies program must be admitted to the College of Graduate Studies and Research before they can be considered for admission to the program. Applications are accepted for any term or summer session. International students should complete their files and applications three months before the term of anticipated admittance.

Upon receipt of these materials, the College of Graduate Studies and Research will forward the applicant's file to the Department of Educational Studies: K-12 and Secondary Programs for admission recommendation.

Once an applicate has meet all program admission requirements and been accepted into the School Library and Information Studies program, candidates will need to meet with their advisor to complete a plan of study.

Time Requirements

Candidates taking course work full time should take approximately two years.  Part-time students may take up to six years to complete the program.

Retention

Students must complete a minimum of 50% of all graduate credit at the 600-level, excluding thesis or APP credits, and must maintain a grade point average of "B" or above in all coursework. 

Contact Information

313 Armstrong Hall

Department of Teaching and Learning: K-12 and Secondary Programs

Main Office (507) 389-1965

Faculty

Chair
  • Scott Page, Ph.D.
Faculty

500 Level

Credits: 3

Study of interpersonal communication skills, self-esteem, classroom relationships, and cultural diversity applied to educational settings. This course meets the state of Minnesota human relations requirements for teacher licensure.

Prerequisites: none

Credits: 1

Online companion course for students traveling abroad. Pre-departure readings, discussions and research prepare you for experience traveling in international locations while incorporating a comparative study of two cultures. The course focuses on development of cultural knowledge, critical thinking and interpersonal communication skills and dispositions that enhance a study abroad experience and the students ability to engage in a global society. An overview of a variety of topics, including art, architecture, economic development and history enhances the comparison and contrast. Students register for a Short Course in the semester prior to departure and continue on D2L during Study Abroad Experience.

Prerequisites: none

Credits: 1-3

In depth study and narrow focus on an educational topic. Students do extended research outside of class and defend their research in class.

Prerequisites: none

Credits: 1-3

Specific focus on an educational topic that may be taught as a regular course such as: Topic: Web Resources for the Classroom (usually a group requests a specific topic).

Prerequisites: none

Credits: 1-4

Special courses designed to meet changing educational trends.

Prerequisites: none

600 Level

Credits: 2

Teacher candidates will develop skills to access information and integrate technology to improve learning for PK-12 students. Teacher candidates research, select, and evaluate information about diverse populations using a wide variety of instructional technology. The level of expected performance is in accordance with graduate level expectations.

Prerequisites: none

Credits: 3

This course introduces learners to foundational theory, research, and pedagogy for culturally responsive, relevant, and sustaining practices. Learners will examine strategies to develop equity-minded approaches that cultivate an inclusive and safe learning environment. Learners will integrate students¿ cultural and educational experiences to inform teaching and learning practices.

Prerequisites: none

Credits: 3

Study and application of developing positive relationships in diverse learning communities within social, historical and philosophical perspectives. Based on the premise that building a learning community and developing positive relationships with colleagues and learners is basic to teaching and learning.

Prerequisites: none

Credits: 3

This course will allow the teacher candidate to critically reflect on the various cognitive, language, personal and social developmental factors involved in student learning. In addition, the teacher candidate will apply this knowledge into instructional decision-making for teaching in the inclusive classroom. Dispositions and skills of recognizing exceptionality in student learning, including learning disabilities, perceptual difficulties, and special physical or mental challenges, gifts, and talents and accommodating and accessing appropriate services and assistive technology will be developed. The level of expected performance is in accordance with graduate level expectations.

Prerequisites: none

Credits: 3

The focus of this course is reading as it applies to middle and secondary schools. Current issues and trends in reading will be examined. This includes best practice methodologies including a balanced approached to literacy. The course will develop student knowledge of phonemic awareness and decoding skills, fluency, vocabulary development, and text comprehension in content area literacy.

Prerequisites: none

Credits: 3

Teacher candidates will further develop processes for creating and sustaining a classroom learning environment that fosters and enables success for all learners. Teacher candidates will develop communities of learners by constructing effective physical environments and interpersonal relationships. Teacher candidates will effectively communicate and interact with diverse families, school colleagues, and representatives from community agencies to support and enhance student engagement and learning. The level of expected performance is in accordance with graduate level.

Prerequisites: none

Credits: 3

The course guides K-12 teacher candidates through the design, implementation, and assessment of a standards-based curriculum. Analysis of standards, creation of assessments, design and delivery of instruction are integrated with field-site placements. In order to understand the contextual considerations of instructional design and implementation, the course also examines the changing needs of middle and high school students in the context of best instructional practices and philosophies of successful middle and high schools. The level of expected performance is in accordance with graduate level expectations.

Prerequisites: none

Credits: 3

The research process is one that is complicated, and nonlinear, and very often difficult for students to understand and see its strengths and weaknesses. This course will introduce students to research methodologies as applied to research and evaluation. The course will focus on developing skills and applying different methodologies in a research plan.

Prerequisites: none

Credits: 3

Designed to provide a learning experience in utilizing techniques and procedures in scholarly writing.

Prerequisites: none

Credits: 3

Classroom teachers will learn how to conduct research in their classrooms that is designed to improve student learning.

Prerequisites: none

Credits: 3

Learners will develop effective and equitable instruction to improve student achievement through differentiated, critical thinking, cooperative, and problem-based curriculum and instruction. Learners will learn about and apply best practices to meet the needs of diverse student populations through increased student-teacher, student-student and student-community relationships. Learners will explore, recognize, and mitigate personal and cultural biases in instruction practices in order to apply effective and equitable student-centered learning.

Prerequisites: none

Credits: 1-4

Selected topics explored for secondary teaching. May be repeated.

Prerequisites: none

Credits: 3

Learners will develop expertise using technology tools to address individual learner needs. In this course, learners will explore the assumptions, biases and limitations of integrating technology tools, and the implications of those for teaching and student learning. Through the use of technology integration frameworks, learners will evaluate implications of both access and opportunity of using technology teaching, learning, and assessment. This course will also explore ways in which technology can both be an avenue towards social justice in education and how technology can exacerbate inequities.

Prerequisites: none

Credits: 1-3

The trends format provides teachers and others opportunity to study recent research and current developments with an interdisciplinary nature to include a variety of topics. This course may be in a shortened hands-on format. May be repeated.

Prerequisites: none

Credits: 3

This course will examine, acquire, evaluate and use reference media sources to meet the information needs of a media center's clientele. Participants will examine and review bibliographic resources and their relationship to instruction and instructional in-service. Emphasis will be placed on reading, discussing, selecting, and evaluating resources in the context of curricular issues, cooperative endeavors with other libraries and trends in the information and reference services field.

Prerequisites: none

Credits: 3

Students will learn and practice selecting, evaluating, and using print, audiovisual and electronic media for children in grades K-6. Participants will learn to identify and discuss a variety of genre; using reviewing sources and selection tools; identify major children's book awards; research authors and books; become knowledgeable about current issues such as censorship; locate and prepare a multiple format mediaography of children's materials and demonstrate curricular uses of this media.

Prerequisites: none

Credits: 3

This course will provide the students with a philosophical, professional, and practical framework for the integration of computer technology into differentiated instruction in the K-12 classroom using integrated instruction and web-based software. Students will explore learner characteristics, student needs and elements of differentiated instruction and will design and implement differentiated technology-integrated lesson plans.

Prerequisites: none

Credits: 3

KSP 630 (3) Materials for Young AdultsThis course covers developmentally appropriate library and information services for young adults, ages 11-18 with an emphasis on literature and the uses of literature in schools and libraries. The course includes material on non-book services, programming, and other services specific to this age group.

Prerequisites: none

Credits: 3

In this course knowledge and skills are applied and assessed directly in a field setting. The course is designed to guide K-12 and 5-12 teacher candidates through the design, implementation, and assessment of a standards-based curriculum from the analysis of standards, creation of assessments, design and delivery of assessments in a field-site.

Prerequisites: none

Credits: 3

The course will examine the role of the school librarian in the literacy development process. This process includes the ability to read, write and interact across a range of platforms, tools and media. The roles of the school librarian as teacher, instructional partner, information specialist, and program administrator will be addressed.

Prerequisites: none

Credits: 3

Students will identify, analyze, and evaluate the processes and strategies necessary for creating and maintaining technology system administration, including: documentation, financial planning, hardware and software, roles necessary for successful implementation. Students will research, design, and create technology plans using data driven decision making strategies, processes and procedures.

Prerequisites: none

Credits: 3

Learners will explore, recognize, and mitigate personal and cultural biases in their learning environment assessment practices. Learners will use technology to align their assessments with state or national standards to develop clear and compressive learning goals which support equitable learning opportunities. Learners will create and align assessments, communicate results to learners and stakeholders, and use results to support learners¿ continuous growth.

Prerequisites: none

Credits: 3

This course will include analysis, synthesis, application, and evaluation of approaches to design in education. Learners will critically review design models and technology use as applied in education and the research that supports them to analyze how design can reduce barriers to learning and can increase equitable access to learning. Learners will analyze and apply design models and technology use to evaluate, adapt, and create student-centered learning experiences and instructional materials. Learners will analyze and apply strategies for teaching a design-based approach to problem solving and inquiry.

Prerequisites: none

Credits: 3

This course explores family, community, societal, and cultural influences in educating diverse student populations. Learners will examine theory and a range of strategies to develop equitable school, family, and community partnerships. Learners will identify strategies to collaborate with diverse stakeholders and develop asset-based frameworks to engage collaborative partnerships. Learners will explore and recognize organizational and cultural barriers to collaborative family and community partnerships.

Prerequisites: none

Credits: 1-2

Critical study of current research, issues, and teaching strategies related to secondary education in a shorten period of time. May be repeated.

Prerequisites: none

Credits: 3

This course is designed to provide inexperienced and experienced educators with greater insight into the unique position of the middle school in the U.S. system of public education. Throughout the course students will explore topics of concern regarding middle school education.

Prerequisites: none

Credits: 7-8

Special teaching projects of an experimental or creative nature in the students' field of preparation.

Prerequisites: none

Credits: 1-6

This 40 hour field experiences will provide opportunities for practicing teachers with a current MN Teaching license to put theory into practice in a K-12 environment. During field experiences candidates will become familiar with specific school-related issues, technologies, strategies to assist students in learning and apply strategies to help students study and learn within the classroom environment.

Prerequisites: none

Credits: 3

Learners will use theories and research-based methods to examine and align curriculum, standards, instruction, and assessment to meet the needs of a diverse student population.Learners will explore, recognize, and mitigate personal and cultural biases in curriculum. Learners will develop cohesive curriculum, instruction, and assessment which aligns to school improvement plans and/or mission and learning principles.

Prerequisites: none

Credits: 3

This course focuses on the examination of the learner¿s role as a teacher leader scholar in our diverse and evolving society. Learners analyze professional teaching, technology and social justice standards, and current educational trends and research to identify a problem of practice in education to target improvements. Learners collect data and information as evidence of the nature and scope of the problem and develop a plan for personal and/or professional growth to address the problem.

Prerequisites: none

Credits: 3

Through research and hands-on application, students will evaluate and implement various strategies in which Web 2.0 and Web 3.0 can be used to enhance and support technology integrated pedagogies.

Prerequisites: none

Credits: 3

This course addresses literacy and differentiated instruction for diverse learners in an inclusive classroom. Students will build on existing knowledge for lesson planning, curriculum and assessment to address learner differences.

Prerequisites: none

Credits: 3

Exploration and application of adult learning theory and research, including focus on development of critical and reflective thinking. Study of instructional strategies fostering active student engagement in classrooms.

Prerequisites: none

Credits: 3

The focus is on researching and applying for grants for educational programs within schools and/or non-profit organizations. Students will learn what programs are available, eligibility for those programs and grant possibilities within the grant guidelines.

Prerequisites: none

Credits: 1

This face-to-face and online seminar spans four semesters of the GTL program and will address professionalism and the overall teaching experience. Students register for this course during student teaching but will participate via D2L during semesters 1-3.

Prerequisites: none

Credits: 3

Students will analyze major theories and research related to adult development and learning as they apply to adult students in post-secondary and career settings. Students will evaluate adult learning needs and apply strategies for creating positive learning environments (face to face and online). Students will experience, analyze, and develop lessons that use effective adult learning strategies.

Prerequisites: none

Credits: 1-6

Opportunity for individual study on areas germane to the broader disciplines in education under direction of graduate faculty.

Prerequisites: none

Credits: 3

This course will require students to evaluate and analyze formats of information technology for online learning environments in educational settings, including: interactive video, web-based software Internet protocols, social media tools, and the effect on learning transfer in distance education.

Prerequisites: none

Credits: 3

Students will identify, evaluate, select, use, adapt, and create game and simulations projects for thematic units, lessons, trainings, and other technology-rich, inquiry-based learning opportunities.

Prerequisites: none

Credits: 0

The written comprehensive exam course should be taken with consultation with your advisor. It should be taken prior to enrolling in any research coursework and planning or completing your capstone experience.

Prerequisites: none

Credits: 3

Learners will apply theoretical models and processes for the design and development of learning experiences to address an instructional-based problem of practice in a local education setting. Starting by conducting a needs analysis, learners will use a design process to create an innovative solution to address the problem. Learners will analyze and evaluate the application of technology tools to support their solutions. The design process will focus on identifying and addressing issues around diversity, equity, and inclusion to better support student learning.

Prerequisites: none

Credits: 3

With a focus on digital literacy and digital equity, learners will critically analyze and evaluate educational technology frameworks, models, and research to support teaching and learning. Learners will learn how to use technology integration frameworks to guide decision-making about and evaluate use of technology. Learners consider teaching contexts to apply effective uses of technology to support students¿ learning needs with alignment to standards, learning goals, teaching strategies, and assessments.

Prerequisites: none

Credits: 1-3

Short term graduate workshops dealing with specific subjects germane to the broader disciplines in education.

Prerequisites: none

Credits: 1-4

An intensive, often semester-long, study in areas germane to the broader disciplines within K-12 and Secondary Education.

Prerequisites: none

Credits: 3

This course is designed for K-12 technologists and teachers with interests in assisting learning through integrated technology lesson plan development. Students will evaluate, analyze, and develop web-based tools, instructional design strategies, and multimedia learning principles in order to educate and train K-12 teachers and staff. Through research and hands-on application, students will evaluate and implement various training strategies which can be used to enhance and support technology integrated pedagogies.

Prerequisites: none

Credits: 1-2

For students completing a Masters degree with the alternate plan option.

Prerequisites: none

Credits: 1-2

For students completing a Master's degree with the creative projects option.

Prerequisites: none

Credits: 1-8

Under-supervision of both graduate faculty within the K-12 and Secondary Department and appropriate cooperating supervisors of external agencies, the student will complete an internship experience which allows opportunity to apply and strengthen knowledge and skills acquired within the graduate program. (Six credits of internship are required for Media Generalist Licensure).

Prerequisites: none

Credits: 1-6

For students completing a Masters or Specialist degree with the using the thesis option.

Prerequisites: none