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Undergraduate Courses
Links to courses offered in the Department of Early Childhood Education, including a list of the required textbooks and description of each course:.

ECUG 2000 - The Professional Educator
Course Description:
Role of the teacher in modern society, overview of the history of education in the United States, current trends in educational theories and philosophies. Introduction for pre-service teachers to developmental, educational, certification, ethical, and legal requirements for educating P-5 students including those with disabilities as defined by state and federal legislation. Directed field experience required.
 
Required Text:
Becoming a Teacher.  6th ed. Parkay, Forrest W. and Stanford, Beverly Hardcastle. Boston: Allyn and Bacon.  2003. (MyLabSchool Package)

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ECUG  3040 - Childhood and Adolescence (4-5-6)

Course Description:

Comprehensive overview of developmental process from prenatal through adlolescence. Directed field experience.

     The student will explore various determinants which affect development and will examine the inter-relationship of school achievement and societal factors. This course is designed to expose the prospective teacher to a developmental knowledge base which will be applied in the classroom setting.

Required Text:

Nieto, Sonia.  (2004) Affirming Diversity: The Sociopolitical Context of Multicultural Education. (4th Ed.).  New York: Addison Wesley-Longman.

Reading handouts and instructional materials as provided
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ECUG 3050 - Curriculum and Methods P-5 (3-3-3)

Course Description:

Development of curricula and selection of instructional strategies and materials appropriate for P-5 level. Directed field experience.

     This course is one in a progression of courses that will prepare preservice teachers to become reflective decision makers committed to the education of all children.
Required Text:
1. AASU Teacher Education Handbook. AASU Bookstore
2. Burden, P. R. and Byrd, D.M. (2003).  Methods for Effective Teaching (3rd Ed.). Boston: Allyn and Bacon.
3. Georgia Dept. of Education.  Quality Core Curriculum. http://www.doe.k12.ga.us
4. A Writer's Handbook
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ECUG 3060 - Language and Cognition (2-3-2)
Course Description:
Normal development of language with emphasis on oral language and the relationship between cognition, speech, and language. Directed field experience.
     This course is one in a progression of courses that will prepare preservice teachers to become reflective decision makers committed to the education of all children.
Required Text:
1. AASU Teacher Education Handbook. Savannah, GA: AASU Bookstore
2. Dandy, E. B. (1991). Black Communities: Breaking down the barriers.  Chicago: African American Images.
3. Otto, Beverly (2002).  Language Development in Early Childhood.  Upper Saddle River, NJ: Merrill Prentice-Hall.
4. Georgia Department of Education. Quality core curriculum.   http://www.doe.k12.ga.us
5. Baer, G. Thomas. (2003)   Self-Paced Phonics: A Text for Educators. (3rd. Ed.) Upper Saddle River, NJ: Merrill Prentice-Hall.
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ECUG 3110 - Pre-kindergarten Practicum (3-3-3)
Course Description:
Appropriate methods for diagnosing and evaluating the young child using an intergrated approach to curriculum planning and scheduling. Directed field experience.
     This course is one in a progression of courses that will prepare preservice teachers to become reflective decision makers committed to the education of all children.
Required Text:
1. AASU Teacher Education Handbook. AASU Bookstore
2. Billman, J. and Sherman, J. A. (2003). Observation and Participation in Early Childhood Settings.  Boston, MA: Allyn and Bacon.
3. Instructor handouts and articles.

Optional Text:

Mallory, B.L. and New, R. S. (Eds.) (1994). Diversity and Developmentally Appropriate Practices..  New York: Teachers' College Press.
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ECUG 3071 - Literature and Language Arts
Course Description:
Emergence of reading / writing processes during preschool, kindergarten, and early first grade years and the methods of presenting and integrating literature in the curriculum. Directed field experience.
     This course is designed to introduce the student to methods, content, and materials used in teaching the skills of integrated communicative arts/ language arts to P-5 students. A major emphsis will be on the application of using literature in the classroom to develop language arts skills. Classroom discussions and demonstrations will focus on current philosophical and theoretical views presented by major contributors to the field of reading-language arts and by the author's of children's books. Directed field experiences will provide opportunities for students to apply course content to actual teaching experiences. Students will reflect upon the appropriateness of methods and materials in terms of theri pupils' intellectual, social, and affective growth, needs, and stages of development. Consequently, the preservice teachers will be presented with concepts and instructional strategies to prepare them to become reflective decision-makers committed to the excellence and quality for all children.
Required Text:
1. AASU Teacher Education Handbook. Savannah, GA: AASU Bookstore
2. Georgia Department of Education. Quality core curriculum K-5.  http://www.doe.k12.ga.us
3. Handwriting: A Way to Self-Expression - Grade Level 2C (2003). Columbus, OH:  Zaner-Bloser Pub.
4. Norton, D.E. (2004). The Effective Teaching of Language Arts. (6th. Ed.) Columbus, OH: Merrill Prentice Hall Pub.
5. Ericson, L. & Juliebo, M.F. (1998). The Phonological Awareness Handbook for Kindergarten and Primary Teachers.. Newark, DE: International Reading Association.
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ECUG 3100 - Contemporary Social Issues of the Family (3-2-3)
Course Description:
The institution of family in its cultural context as a living, dynamic system with attention to social context of parenting and parents as advocates for children. Directed field experience.
     Preservice teachers will explore the issues of the family as a social institution and examine what society believes is the good and correct way to create and maintain family life. Students will examine trends and definitions and reflect on the traditions behind the organization of families in America. Students will develop an appreciation for the cultural diversity in parenting and recognize that families of different cultures adopt unique methods of educating and socializing their children. A major purpose of this course will be to help preservice teachers recognize that interactions with children of one culture may not be appropriate for those another.
Required Text:
Berger, Eugenia H (2004). Parents as Partners in Education: Families and Schools Working Together.. 6th Ed.  Upper Saddle River, NJ: Prentice-Hall Inc., Publishing Co.
AASU Teacher Education Handbook. AASU Bookstore.
An English Handbook of your choice.
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ECUG 3120 - - Health / Physical Education for Elementary Teachers

Course Description:

Theory and current practices in the teaching of Elementary Physical Education including the reflective approach to teaching, the basic movement skills as well as movement concepts related to health / fitness, and basic skill pattern development. Multi-cultural considerations in planning and implementing adequate elementary physical education programs to meet the needs and interests of students from all backgrounds and experiences will be explored. Field observations are required.
Required Text:
Berger, E.H (1995). Parents as partners. 4th Ed.  Upper Saddle River, New Jersey: Prentice-Hall Inc., Publishing Co.
ECUG  3072 - The Teaching of Reading PreK-5
Course Description:
Developmental reading program with emphasis on reading skills, approaches, techniques, materials, and evaluation including directed field experiences. Crosslisted as CEUG 3072.
     Strategies will be presented to acquaint preservice teachers with current best practices reflecting philosophical, theoretical, psychological, and sociological elements. The reading strategies, instructional techniques, and authentic assessments will be taught and modeled through lecture, demonstration, role-playing, and observations. The preservice teachers will have opportunities to select and practice appropriate instructional strategies and assessments and then reflectively justify those decisions based on the effectiveness of the lesson in light of their pupils' needs and abilities. Consequently, the preservice teachers will learn to become reflective decision-makers committed to excellence and quality of education to promote the intellectual, social, and affective growth of all their pupils while respecting their diversity.
Required Text:
1. AASU Teacher Education Handbook. Savannah, GA: AASU Bookstore
2. Georgia Department of Education. Quality core curriculum K-5.  http://www.doe.k12.ga.us
3. Cooper, J. David & Kiger, Nancy D. (2003).  Literacy: Helping Children Construct Meaning. (5th. Ed.) Boston, MA: Houghton Mifflin Company.
4. Eldridge, J.L. (2004).  Phonics for Teachers: Self-Instruction, Methods, and Activities. (2nd. Ed.)Upper Saddle River, NJ: Prentice-Hall, Inc.
5. Burns, Paul C. and Roe, Betty D. (2002).  Informal Reading Inventory, Preprimer to Twelfth Grade. Boston, MA: Houghton Mifflin Company.
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ECUG 4070 - Social Studies: Methods and Curriculum
Course Description:
Selected themes, problems, concepts, and organization of instruction for social studies skills and processes needed by young children. Directed field experience.
     This course will focus on fundamental social studies content, skills and processes needed by children. Pre-service teachers will be given ample opportunity to combine historical precedent, current events and sensitivity to minority and gender-related concerns in a manner which will reinforce techniques of reflective decision making.
Required Text:
McEachron, G. A. (2001).  Self in the World: Elementary and Middle School Social Studies. Dubuque, IA: McGraw Hill.
Recommended Journals: Recent issues of Journal of Social History Teacher, The Journal of Geography, and Social Education
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ECUG 4080 - Life and Physical Science, 3-3-3
Course Description:
Content and skills to plan and implement a discovery science program for young child including strategies, evaluation, technology, materials and current practices. Directed field experience.
Required Text:
Esler, William K. and Esler, Mary K. (2001).  Teaching Elementary Science 8th Ed. Belmont, CA: Wadsworth.
Other Required Materials:
Life and Physical Science QCC for the grade you wish to teach.
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ECUG 4090 - Classroom Management, P-5
Course Description:
Research knowledge base to create a well managed classroom and guide the behavior of young children. Directed field experience.
     This course is one in a progression of courses that will guide preservice teachers into becoming reflective decision-makers committed to the education of all children. The preservice teachers will meet on campus to learn a variety of methods for effective classroom management and will participate in a supervised practicum in order to practice and reflect upon management methods.
Required Text:
1. AASU Teacher Education Handbook. AASU Bookstore
2. Levin, J. and Nolan, J.F. (2004).  Principals of Classroom Management: A Professional Decision-Making Model (4th. Ed.)   Boston: Allyn and Bacon..
3. Instructor handouts and articles.
4. GA Dept. of Education. OCC P-12: http://www.doe.k12.ga.us
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ECUG 4100 and 4110 - Student Teaching
Course Description:
    
This course is the culminating activity of the professional education sequence. The full semester (fifteen weeks) is spent in selected off campus school sites which are arranged cooperatively by the university, the participating schools, and supervising teachers. While student teaching, the student is required to adhere to established policies and procedures of the cooperating school system in addition to those policies and procedures established by the Univesity. The student teaching experience is designed to reflect the College of Education's conceptual framework enabling the student teacher to engage in competent reflective decision making while teaching diverse populations. The standards of good practice and ethical, professional behavior of such learned societies as the National Education Association.The Council of Exceptional Children, and the International Reading Association have been incorporated into this course of study.

Required Textbooks:

  1. Pelletier, Carol M. (2004), 2nd. Ed. Strategies for Successful Student Teaching. Boston: Allyn and Bacon.
  2. AASU College of Education Student Teaching Handbook. (2002)

 
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ECUG 4811 and 4812 - Internship
Course Description:
Internship is offered in lieu of student teaching for holders of bachelor's degrees who are enrolled in an alternative teacher education program at AASU. Students register for one internship course each semester for two semesters. Internships may begin in the Fall or Spring; but semesters must be consecutive. Students may begin the internship prior to completing the course requirements from their program of study. However, all courses must be completed by the end of the second semester of Internship. The Internship experience is designed to reflect the College of Education conceptual framework enabling the intern to engage in competent reflective decision making while teaching diverse populations. The standards of good practice and ethical professional behavior of such learned societies as the National Education Association, the Council for Exceptional Children, and the International Reading Association have been incorporated into this course of study.
Required Textbooks:
  1. Pelletier, Carol M. (2004), 2nd. Ed. Strategies for Successful Student Teaching. Boston: Allyn and Bacon.
  2. AASU College of Education Student Teaching Handbook. (2002)
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ECUG 4300 - Diagnosis and Remediation of Reading Difficulties
Course Description:
According to the most recent AASU Catalog, this course is designed to provide prospective teachers with directed practice in the teaching of reading. Special emphasis will be placed upon diagnosis and teaching of needed reading skills. Preservive teachers will learn how to administer and interpret an informal reading inventory, interest survey, attitude survey and learning styles inventory and design a portfolio. Cultural, social, emotional, physical, and intellectual causes of reading difficulties will be assessed and an appropriate remediation plan will be developed and implemented. In keeping with the College of Education conceptional framework, a reflective self-evalutation of selected instructional strategies will be required to determine the effectiveness of the teaching methods; thus assuring the preservice teacher an opportunity for intense reflection to ensure an excellent and effective tutorial experience. Preservice teachers will also conduct a thorough literature review by using ERIC and the Internet to defend and expand their pedagogical decisions.
Required Textbooks:
  1. Block, Cathy Collins (2003).Liyteracy Difficulties Diagnosis & Instruction for Reading Specialists and Classroom Teachers. (2nd ed.). Boston, MA: Allyn & Bacon.
  2. Burns, P. and Roe, B. (2002). Informal Reading Inventory: Preprimter to Twelfth Grade. (6th. ed.) Boston, MA: Houghton Mifflin Company (from ECUG 3072 class).
  3. ASSU Teacher Education Handbook. AASU Bookstore.
  4. GA. QCC P-12: www.doe.K12.ga.us
  5. Instructor handouts and articles.
  6. Textbooks from all previous education courses.
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LMUG 3000 - Introduction to Media Profession
Course Description :
Examination of the role, functions, and services of different types of libraries and information centers including directed field experiences.
Required Text:
1. Alfino, M. and Pierce, L. (1997).  Information ethics for libraries.  Jefferson, NC: McFarland.
2. Cassell, K.A. and Futas, E. (1991).  Developing public library collections, policies, and procedures. New York: Neal-Schuman.
3. Chernik, B.E. (1992).  Introduction to library services.   Englewood, COL: Libraries Unlimited.
4. Fourie, D.H. & Dowell, D.R. (2002).  Libraries in the information age: An introduction and career exploration.   Greenwood, CO: Libraries Unlimited.
5. Gates, J. (1990).  Introduction to librarianship.  (3rd. ed.). New York: Neal-Schuman.
6. McCrook, K. & Myers, M. (2002).  Opportunities in library and information science careers. Chicago: VGM Career Books.
7. Mann, T. (1990).  A guide to library research methods.   New York: Oxford.
8. Mount, E. & Massoud, R. (1999).  Special libraries and information centers.  (4th. ed.) New York: Special Libraries Association.
9. Martin, L.A. (1996).  Organizational structure of libraries. (Rev. ed.). Lanham, MD: Scarecrow Press.
10. Rubin, R. (1998).  Foundations of library and information science. New York: Neal-Schuman.
11. Walling, L.L. (1993).  Disabilities, children, and libraries: Mainstreaming service in public libraries and school library media centers.  Englewood, CO: Libraries Unlimited.
12. Additional information sources are listed with each unit.
13. Audiovisual materials and WEB sites are also listed with each unit.
14. Current journals in each area of librarianship and information science are important sources of information. Thus, students are encouraged to find and retrieve information independently to support topics.
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LMUG 3100 - Reference Sources
Course Description :
Basic reference sources, electronic sources, searching strategies, and directed field experiences.
Required Text:
1. Bopp, R.E. and Smith, L.C. (1991).  Reference and information service: An Introduction. Englewood, CO: Libraries Unlimited.
2. Cooke, A. (1999).  Authoritative guide to evaluating information on the Internet. New York: Neal-Schuman.
3. Diaz, K.R. (1997).  Reference Sources on the Internet: Off the shelf and onto the Web. New York: Haworth. (Ref ZA4226.R44 1997)
4. Guide to reference books. (Latest ed.)  New York: McGraw- Hill
5. Helmer, D.J. (1993). Selecting materials for school library media centers. Chicago: American Library Association.
6. Janes, J. (2003). Introduction to reference work in the digital age. New York: Neal-Schuman.
7. Katz, W.A. Introduction to reference work. (Latest ed.)  New York: McGraw-Hill. Vol 1&2.
8. Nolan, C.W. (1999).  Managing the reference collection.   Chicago: American Library Association..
9. **Quaratiello, A.R. (1997).  The college student's research companion.  New York: Neal-Schuman.
10. Sweetland, J.H. (2000).  Fundamental reference sources.  (3rd. ed.). Chicago: American Library Association.

**Reserve

Web Sites:
GALILEO Tutorial: http://www.library.armstrong.edu
Internet Detective: http://www.library.armstrong.edu/
The Internet Public Library: http://www.ipl.org/
List Serv(s): LM_NET
*Additional information sources, multimedia materials, and websites are listed with each unit.
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LMUG 3200 - Cataloging and Classification
Course Description :
Introduction to the basic principles of cataloging and classification of multimedia materials combined with practical experience.
     Dewey Decimal and Library of Congress Classification; Sears and Library of Congress Subject Headings: MARC format, OCLC and AACR2. Both manual and automated methods are stressed. Problems peculiar to the media specialist are considered. Practical experience is also offered. The curriculum of this course is based on research and recommendations for the education of school library media specialists as well as certification requirements for the state of Georgia. This course provides a foundation for those students interested in the description and organization of electronic resoures. Cultural awareness is promoted through the cataloging of multi-cultural materials.
Required Text:
1. Anglo American Cataloging Rules (1998) (2nd ed.).   1988.  Chicago: ALA
2. Chan, L.M. (1994). Cataloging and Classification: An introduction.   New York: McGraw-Hill.
3. Downing, M.H. (1992).  Introduction to cataloging and classification.  6th ed. Jefferson, NC: McFarland
4. **Fritz, D.A. (2004). Cataloging with AACR2 and MARC21.  Chicago: ALA.
5. Intner, S.S. and Weihs, J. (1998).  Special Libraries: A cataloging guide.  Englewood, CO: Libraries Unlimited.
6. Intner, S.S. and Weihs, J. (1990).  Standard cataloging for school and public libraries.  Englewood, CO: Libraries Unlimited.
7. Kaplan, A.G. & Riedling, A.M. (2002).  Catalog It!: A guide to cataloging school library materials.  Worthington, OH: Linworth Publishing.
8. **Maxwell, R.L. (2004). Maxwell's handbook for AACR2.  Chicago: ALA.
9. Olson, N.B. (1992).  Cataloging audiovisual materials. A manual based on AACR2. 3rd ed. DeKalb, IL: Minnesota Scholarly Press.
10. Olson, N.B. (Editor). (1995).  Cataloging Internet Resources: A manual and practical guide. Dublin, OH: OCLC Online Computer Library.
11. Taylor, A.G. (2000). Wynar's introduction to cataloging and classification. (9th. ed.)  Englewood, CO: Libraries Unlimited.
12.

Understanding MARC bibliographic machine readable cataloging http://lcweb.loc.gov/marc/umb/ Washington, DC: Library of Congress, 1998. 

13. Zuderveld, S. (3rd. ed.). (1997).  Cataloging correctly for kids: An introduction to the tools.   Chicago: American Library Association.
**Reserve
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LMUG 4100 - Media Selection
Course Description :
Selection, evaluation and utilization of various types of media, based on fundamental priciples and objectives. Includes field experiences.
     The curriculum of this course was developed in accordance with national guidelines such as Information Power, and competencies identified by the School Library Manpower Project. The content of the course is strongly influenced by Georgia Professional Standards. Also, taken in consideration is input from students and input from practicing library media specialists and librarians from other settings. Students follow the theme of Information Power and "provide resources and learning activities that represent a diversity of experiences, opinions, social and cultural perspectives, supporting the concept that intellectual freedom and access to information are prerequisite to effective and responsible citizenship in a democracy." To this end, multi-cultural / diversity topics and issues are infused in the course. Students must possess a basic knowledge of information technologies such as basic familiarity with microcomputer system software, word processing, information retrieval and data communications and networking. Through the use of technology students will demonstrate that they are critical thinkers and decision makers.
Required Text:.
1. **Bishop, R.S.(1994). Kaleidoscope: A multicultural booklist for grades k-8. Urbana, IL: National Council of Teachers of English
2. Broadus, R.N. (1981). Selecting materials for libraries. 2nd ed. New York: H.W. Wilson.
3. Cassell, K.A. & Futas, E. (1991).  Developing public library collections, policies, and procedures. New York: Neal-Schuman.
4. **Cassell, K.A. (1999).  Developing reference collections and services in an electronic age. New York: Neal-Schuman.
5. Children's Catalog. (17th ed.) (1996) New York: H.W. Wilson.
6. Donham, J. (1998).  Enhancing teaching and learning: A leadership guide for school library media specialists. New York: Neal-Schuman.
7. Evans, G.E. (2000).  Developing Library and information center collections. 4th ed. Littleton, CO: Libraries Unlimited.
8. Futas, E. (editor) (1995).  Collection development policies and procedures. 3rd ed.  Phoenix, Arizona: Oryx Press.
9. Gardner, R.K. (1981).  Library collection: Their origin, selection and development. New York: McGraw-Hill, Chapter 4.
10. Georgia Media Specialists's Handbook: You are the key. (1990).  Atlanta: GA Dept. of Education.
11. Gillespie, J. T., & Folcarelli, R.J. (1998). Guide for collection development for children and young adults. Englewood, CO: Libraries Unlimited.
12. Hachel, D.E.  (1997). Collection assessment and management for school libraries. Westport, CT: Greenwood Press.
13. **Hindman, G. (editor) (2002). Video collection development in multi-type libraries: A handbook. Westport, CT: Greenwood Press.
14. Information Power: Building partnerships for learning (1988). Chicago, Atlanta Library Assoc.
15. Katz, W. (1980). Collection Development.   New York: Holt.
16. Kovacs, D. (2000).Building electronic library collections: The essential guide to selection criteria and core subject collections.   New York: Neal-Schuman.
17. Miller, H.S.  (1992).  Managing acquisistions and vendor relations: A how-to-do-it manual. New York: Neal-Schuman.
18. Nolan, C.W. (1999).  Managing the reference collection. Chicago: American Library Assoc.
19. Reichman, H. (2001).  Censorship and selection: Issues and answers for schools. 3rd. ed. Chicago: American Library Association.
20. Richards, D.T.  (1997). Collection development and assessment in health science libraries. Lanham, Maryland: Scarecrow Press.
21. Salmon, S., Goldfarb, E.K., Greenblatt, M., and Strauss, A.P. (1996).  Power up your library
22. Simpson, C.M.  (1995). Creating the new elementary school library program.  Englewood, CO: Libraries Unlimited Chapters 5 & 6.
23. Simpson, C.M.  (1995).  Internet for library media specialists. Worthington, OH: Linworth Pub.
24. Thomsen, E.  (1996).  Reference and collection development on the Internet. New York: Neal-Schuman.
25. Van Orden, P. & Bishop, K. (2001).  The collection program in schools: Concepts, practices and information sources. Littleton, CO: Libraries Unlimited.
26. **Van Orden, P. (2000).  Selecting books for the elementary school library media center: A complete guide. New York: Neal-Schuman.
27. Wasman, A.M. (1998).  New steps to service: Commonsense advice for the school library media specialist. Chicago, IL: American Library Association.
**Reserve
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LMUG 4200 - Administration of Information Centers
Course Description :
Study of organization and administration of all types of information centers. Includes field experiences.
     The curriculum of this course is based on national guidelines such as Information Power: Building partnerships for Learning. Course content is strongly influenced by Georgia Professional Standards Commission Standards, and input from students and practicing school library media specialists / librarians. Students follow the theme of Information Power and "provide resources and learning activities that represent a diversity of experiences, opinions, social and cultural perspectives, supporting the concept that intellectual freedom and access to information are prerequisite to effective and responsible citizenship in a democracy." To this end, multi-cultural / diversity topics and issues are infused in the course. While the course focuses primarily on school library media centers, the course will consider basic principles that are involved in the administration and management of all types of libraries.
Required Text:
1. Block, M. ed. (2003). Net effects: How librarians can manage the unintended consequences of the Internet. Medford, NJ: Information Today.
2. Diaz, K.R. (1997). Reference Sources on the Internet: Off the shelf and onto the Web. New York: Haworth.
3 Donham, J. (1998).Enhancing teaching and learning: A leadership guide for school library media specialist. New York: Neal-Schuman.
4. Information Power: Building Partnerships for Learning (1998).  Chicago: ALA and AECT.
5. Janes, J. (2003). Introduction to reference work in the digital age. New York: Neal-Schuman.
6. Lanning, S. & Bryner, J. (2004). Essential reference services for today's school media specialist. Englewood, CO: Libraries Unlimited.
7 Loertscher, D. (1988). Taxonomies of School Library Media Programs. Englewood, CO: Libraries Unlimited.
8. Martin, L.A.  (1996).  Organizational Structure of Libraries. Rev. ed. Lanham, MD: Scarecrow Press.
9. Media Specialist Handbook: You are the Key (1990).   Atlanta: GA Dept.of Education.
10. McDougald, D. and Bowie, M. (1997). Information Services for Secondary Schools.  Westport, CT: Greenwood Press.
11. Rubin, R.F. (1998). Foundations of library and information science.  New York: Neal-Schuman.
12. Salmon, S. [et ak.].  Power up your library: Creating the new elementary school library program. Englewood, CO: Libraries Unlimited.
13. Stuart, R.E. and Moran, B. (1998). Library and Information Center Management.  5th ed.  Englewood, CO: Libraries Unlimited.
14. Thomsen, E. (1999). Rethinking reference: The reference librarian's practical guide for surviving constant change.  New York: Neal-Schuman.
15. Wool, B. (1999). The school library media manager. (2nd. ed.). Englewood, CO: Libraries Unlimited.
16. Wasman, A.M. (1995).  New steps to service: Common sense advise for the school library media specialist. Chicago: American Library Association.
17. Whitlatch, J. B. (2000). Evaluating reference services: A practical guide.  Chicago: ALA.
18. Wright, K. C. (1999). Forcasting the future: School media programs in an age of change.  Lanham, MD: Scarecrow Press.
19. Select articles for review that relate to topics covered in the weekly assignments.
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LMUG 4250 - Media Internship
Course Description :
Supervised experiences in library / media center, or other appropriate setting.
     The curriculum of this course was developed in accordance with national guidelines such as Information Power, and competencies identified by the School Library Manpower Project. The content of the course is strongly influenced by Georgia Professional Standards, and PRAXIS Competencies. Also, taken in consideration is input from practicing school library media specialists and librarians from other settings. The field work component places students in a variety of levels and settings allowing them to work with culturally and ethnically diverse populations. Students must possess a basic knowledge of information technologies such as a basic familiarity with microcomputer system software, word processing, information retrieval, data communications, and networking. Studnets have the opportunity to demonstrate that they are critical thinkers, informed decision makers, and effective communicators.
Required Text:
1. Craver, K.W. (1994). School library media centers in the 21st century: Changes and challenges. Westport, CT: Greenwood Press.
2. Evans, G.E. (1995). Developing library and information center collections. 3rd. Ed. Littleton, CO: Libraries Unlimited.
3. Georgia Department of Education. (Updated).  Quality Core Curriculum. Atlanta: DOE.
4. Information Power: Building Partnerships for learning (1998).  Chicago: American Library Association.
5. Wasman, A.M. (1998). New steps to service: common-sense advice for the school library media specialist. (Revised ed.) Chicago: American Library Association.
5. Students are required to read key journals in the field of librarianship. They are to select articles for review that relate to topics covered in weekly assignments.
6. Students are to browse LISTSERVs such as LM_NET for discussions related to the week's topic.
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LSLI 1100 - Introduction to Library Research and Materials (1-1-1)
Course Description:
An orientation to the library. Students will learn to access information in a variety of formats.
     Students will be introduced to various types of reference tools and will get hands-on experience using computer and library technology. Ethnic related sources are introduced to students so as to promote cultural understanding.
Required Text:

Quaratiello, A.R. (1997).  The College Student's Research Companion.   New York: Neal-Schuman.
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LSLI 3110 - Library Research and Electronic Information Resources
Course Description:
Introduction to searching appropriate printed and electronic databases. Internet resources are included.
Required Text
1. Borne, B.W.  (1996).  One Hundred research topic guides for students.  Westport, CT: Greenwood Press.  (Ref Z 710. B73 1996).

On Reserve:
2. Ackermann, E. & Hartman, K. (1998).  Searching and researching on the Internet and World Wide Web.  Wilsonville, OR: Franklin, Beedle..
3. Comer, D.E. (2000). Everything you need to know about computer networking and how the Internet works.   3rd. ed. Upper Saddle River, NJ: Prentise Hall.
4. Cooke, A. (1999).  Authoritative guide to evaluating information on the Internet.  New York: Neal-Schuman.
5. Kasser, Barbara. (1998).  Using the Internet.   Indianapolis, IN: Que.
6. Quaratiello, A.R. (1997).  The College Student's Research Companion.  New York: Neal-Schuman.
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LSLI 3130 - Information Resources in Social Sciences
Course Description:
Basic and advanced reference materials ans search techniques in social sciences.
Required Text:
1. Borne, B.W.  (1996).  One Hundred research topic guides for students.  Westport, CT: Greenwood Press.  (Ref Z 710. B73 1996).
2. Gates, J.K. (Latest ed.)  Guide to the use of libraries and information sources.  New York: McGraw-Hill.
3. Hart, C. (2001).   Doing a literature search: A comprehensive guide for the social sciences.  London: Sage Publications.
4. Kasser, B. (1998).  Using the Internet.   Indianapolis, IN: Que.
5. Quaratiello, A.R. (1997).  The College Student's Research Companion.  New York: Neal-Schuman.
  Other Sources:
1. Bopp, R.E. & Smith, L.D. (2001). Reference and information services: An introduction. Englewood, CO: Libraries Unlimited.
2. Diaz, K.R., ed. (1997). Reference Sources on the Internet: Off the shelf and onto the Web. New York: Haworth. (Ref ZA4226.R44 1997)
3. Guide to Reference Books. (Latest Ed.). Chicago: American Library Association.
4. Herron, N.L., ed. (1996). The Social Sciences: A cross-disciplinary guide to selected sources. 2nd. ed. Englewood, CO: Libraries Unlimited.
5. The texts will be supplemented with articles from journals.
6. Various publication style manuals are available in the reference area and AASU Writing Center.
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LSLI 3140 - Information Resources in the Sciences
Course Description:
Extensive study of basic and advanced reference materials and search techniques in the sciences.
Required Text:
1. Borne, B.W.  (1996).  One Hundred research topic guides for students.  Westport, CT: Greenwood Press.  (Ref Z 710. B73 1996).
2. Diaz, K. R. (1997).  Reference Sources on the Internet: Off the shelf and onto the Web.  New York: Haworth. (Ref ZA 4246.R44 1997).
3. Pritchard, E. and Scott, P.R. (1996).  Literature searching in science, technology and agriculture.  Westport, CT: Greenwood Press.  (Ref Z 699.5 S3P74).

On Reserve:
1. Gates, J.K. (Latest ed.)  Guide to the use of libraries and information sources.  New York: McGraw-Hill.
2. Kasser, B. (1998).  Using the Internet.   4th. Ed. Indianapolis, IN: Que.
3. Mann, T. (1987).  A guide to library research methods. New York: Oxford.
4. Quaratiello, A.R. (1997).  The College Student's Research Companion.  New York: Neal-Schuman.
5. *The texts will be supplemented with articles from journals.
6. *Various publication style manuals are available in the reference area and AASU Writing Center.
Graduate Courses

Links to courses offered in the Department of Early Childhood Education, including a list of the required textbooks and description of each course: