Guidelines for Library Media Programs in Louisiana Schools Louisiana State Department of Education...

Guidelines for

Library Media Programs

in Louisiana Schools

Louisiana State Department of EducationCecil J. Picard

State Superintendent of Education

January 2004

Library Media Guidelines on the Library Media Guidelines on the WebWeb

Student Standards and Assessment Division

http://www.doe.state.la.us/lde/ssaa/1811.html

Louisiana Information Literacy Initiative

http://www.doe.state.la.us/lde/lcet/415.html

Louisiana Center for Educational Technology – Professional Development

http://www.doe.state.la.us/lde/lcet/322.html

Building Partnerships for Building Partnerships for LearningLearning

…Because Student Achievement

IS

THE BOTTOM LINE

InformationInformation PowerPower

The focus of school library media programs has evolved

from resources (1960, 1969)

to physical access & instructional support (1975, 1988)

to creating a community of learners (1998)

Information PowerInformation Power

CONTENTSCONTENTS

Section 1: Program Guidelines for Louisiana Library Media Programs Summary: Louisiana Standards for Library Media Programs:

Area 1: Learning Environment Area 2: Information Access & Delivery Area 3: Program Administration Area 4: Facilities

UNDERLYING PHILOSOPHYUNDERLYING PHILOSOPHY OF GUIDELINES OF GUIDELINES

The hub of a learning-centered school is an effective, standards-based library media program.

A quality library media program improves student achievement.

The best measure of the effectiveness of a library media program is the extent of its impact on student learning.

AREA 1: LEARNING ENVIRONMENTAREA 1: LEARNING ENVIRONMENT

STANDARD 1

The library media program learning environment supports the mission and goals of the school and promotes the development of skills and attitudes that prepare students for lifelong learning in an information-rich society.


STANDARD 2

The library media program learning environment accommodates all students and their need to read, view, listen, and communicate individually and collaboratively, using traditional and technological resources for ideas, information, and personal development.


STANDARD 3

The library media program learning environment incorporates collaborative planning and collaborative teaching by library media specialist(s) and teachers and integrates information literacy and technology instruction into the curriculum.


STANDARD 4

The library media program learning environment provides an open setting that encourages the widest possible use of resources and active participation in the learning process as well as providing an essential link to the larger community.


STANDARD 5

The library media program learning environment fosters individual and collaborative inquiry in preparing students to become critical thinkers, competent problem-solvers, and life-long learners who contribute productively to society.


STANDARD 6

The library media program learning environment incorporates opportunities for staff development and professional growth for library media staff as well as teachers, administrators and other members of the learning community.

STANDARD 2: INDICATOR 1STANDARD 2: INDICATOR 1

The library media program incorporates a variety of instructional strategies that address the diverse learning needs of students and other members of the learning community, in mastering the concepts of information literacy and the use of information resources and technology.


Students utilize traditional and electronic resources, such as CD-ROM, DVD and other fixed electronic formats and access online databases and telecommunications systems, in conducting research across the curriculum.


The library media specialist uses a variety of techniques and methods to recommend and promote the use of resources to meet students’ individual needs.

PHILOSOPHYPHILOSOPHY

The primary purpose of the library media program is to foster the development of information literate students who are effective users of ideas and information and become lifelong, independent learners.

FOCUS TOPICSFOCUS TOPICS

Collaborative Planning and Collaborative

Teaching

Open Access and Flexible Scheduling

Reading and Literacy

AREA 2: INFORMATION ACCESSAREA 2: INFORMATION ACCESS

STANDARD 7

The library media program has a board-approved materials selection policy that upholds basic principles of access to information and ideas by students and faculty and includes procedures for reconsideration of materials.


STANDARD 8Each library media center provides an appropriate collection of print, non-print, and

electronic resources that supports the curriculum and state standards, meets diverse learning needs of students, and promotes independent reading and learning

appropriate technologies for accessing, producing, and presenting information.


Standard 8 Each library media center provides

an appropriate collection of print, non-print, and electronic resources that

meets diverse learning needs of students, promotes independent reading and learningsupports the curriculum and state standardspromotes independent reading and learning

appropriate technologies for accessing, producing and presenting information.


STANDARD 9

The library media program provides flexible and equitable access to resources and information for all members of the school learning community.


Collection development in the electronic age means selecting resources that meet high standards of excellence and making them available through a variety of diverse formats and various technologies suited to the educational environment.

SELECTION PRINCIPLESSELECTION PRINCIPLES

research, reading, and life-long learning support and enrich the curriculum meet diverse needs format- print, non-print, electronic,

networks high standards of excellence broadly inclusive, themes of universal and

timeless interest

SELECTION PRINCIPLESSELECTION PRINCIPLES

outdated, worn, and inappropriate materials are discarded

standard selection tools and review sources; personal examination

challenge censorship; responsibility to provide information and intellectual enrichment for students and teachers

LIBRARY MATERIALS LIBRARY MATERIALS SELECTION POLICYSELECTION POLICY

state the philosophy and broad goals of library media collections

legal responsibility for selectionguidance for school personnel and the

communityprocedures to ensure consistency in

practice

STANDARDS & GUIDELINES STANDARDS & GUIDELINES FOR COLLECTIONSFOR COLLECTIONS

Three levels:

• Basic

• Advanced

• ExemplaryUse as a measurement tool for

improvement

GENERAL COLLECTION GENERAL COLLECTION REQUIREMENTSREQUIREMENTS

BOOKS: A minimum of 10 books per pupil

NON-PRINT: Access to a variety of non-print and electronic resources

REFERENCE: A collection of print and electronic resources

ELEMENTARY SCHOOL ELEMENTARY SCHOOL COLLECTION GUIDELINESCOLLECTION GUIDELINES

Recommendations for specific areas of the collection: Examples for Elementary Guidelines

Encyclopedias – 3 general Special encyclopedias- general science,

specialized science area, social studies, world cultures & geography

Biographical handbooks – 4 on different groups

MIDDLE SCHOOL MIDDLE SCHOOL COLLECTION GUIDELINESCOLLECTION GUIDELINES

Recommendations for specific areas of the collection: Examples for Middle School Guidelines

Encyclopedias – 3 general Special encyclopedias- general science,

specialized science area, social studies, world cultures & geography

At least one handbook on each major topic in all areas of the curriculum –15 or more handbooks

HIGH SCHOOL HIGH SCHOOL COLLECTION GUIDELINESCOLLECTION GUIDELINES

Recommendations for specific areas of the collection: Examples from High School Guidelines• Encyclopedias – 4 sets• Science, General – general science

dictionary & general encyclopedia of science

• Science, Specific – dictionary, specialized science encyclopedia(s), science handbooks

FOCUS TOPICFOCUS TOPIC Resource AlignmentResource Alignment

To contribute to student achievement, the collection must match the school curriculum and meet students’ developmental, learning, and social needs

Resource AlignmentResource Alignment

Curriculum mapping is a tool that shows who is teaching what and when

Collection mapping is a tool that shows numbers & ages of resources in all areas

Resource alignment compares the collection and curriculum maps and identifies strengths & weaknesses of the collection

FOCUS TOPICFOCUS TOPIC

Weeding (De-selection) of Print and Non-Print Materials

CHART: Considerations for Retention or Removal of Non-

Fiction

GUIDELINES FOR GUIDELINES FOR TECHNOLOGY AND AUDIO-TECHNOLOGY AND AUDIO-

VISUAL RESOURCESVISUAL RESOURCES

COMPUTER WORKSTATION REQUIREMENTS

OTHER HARDWARE AND EQUIPMENT REQUIREMENTS


Information Technology

AREA 3: PROGRAM AREA 3: PROGRAM ADMINISTRATIONADMINISTRATION

STANDARD 10: The library media center is staffed by one or more certified professional library media specialist(s) and paraprofessional(s) in accordance with state and/or regional guidelines as applicable.

STAFFING GUIDELINESSTAFFING GUIDELINES

Staffing guidelines are divided into two categories:

1. Schools that are not members of the Southern Association of Colleges and Schools (SACS)

2. Schools that are members of the Southern Association of Colleges and Schools (SACS)


STANDARD 11: The library media program has sufficient … funding for the purchase and maintenance of library resources that, at minimum, ensures that the library media center meets the requirements for a Basic Library Media Program as defined in the guidelines.


STANDARD 12

The library media specialist manages the financial, physical, and human resources of the library media center efficiently and effectively.


STANDARD 13

The library media specialist, at least bi-annually, leads a program review …utilizing the Library Media Program Rubric and other assessments in developing a strategic plan for improvement.


Copyright

AREA 4: FACILITIESAREA 4: FACILITIES

STANDARD 14: The library media facility is arranged to accommodate flexible access by classes and individual students; perform basic functions of an effective library media program, provide a climate conducive to learning, and provide access to information and resources within the school and across local and global networks.


STANDARD 15New and renovated library media facilities are of appropriate size and design to provide the physical elements required to support student learning and meet specifications in the Library Media Center Facility Design Principles and Recommendations outlined in these guidelines.


Facility Design Principles

Facility Recommendations

Library Media Program Library Media Program Evaluation RubricEvaluation Rubric

The library media program evaluation rubric provides a framework for assessing the quality of the library media program and its effectiveness in meeting the needs of the school’s learning community.

Library Media Program Library Media Program Evaluation RubricEvaluation Rubric

The evaluation measures describe three levels of performance: Basic, Advanced, and Exemplary.

BASIC: Evidence that Basic standards are at least partially met.

ADVANCED: Evidence that the program exceeds Basic standards and that Advanced standards are at least partially met.

EXEMPLARY: Evidence that the program exceeds Advanced standards and that Exemplary standards are at least partially met.

SECTION TWOSECTION TWO

INFORMATION LITERACY GUIDELINES FOR

STUDENT LEARNING

INFORMATION LITERACY INFORMATION LITERACY GUIDELINES FOR STUDENT GUIDELINES FOR STUDENT

LEARNINGLEARNING

Information literate people know how to find, evaluate, and use information effectively…. (American Library Association Presidential Committee on Information Literacy, 1989.)


LEARNINGLEARNING

An information literate student knows how to evaluate and select the best resources, and then extract, record, synthesize, and use information in effective, appropriate, and ethical ways.


LEARNINGLEARNINGThe section contains Introduction to Media Literacy Louisiana Content Standards Foundation

Skills AASL Information Literacy Standards for

Student Learning Louisiana Information Literacy Model for

Lifelong Learning Elaborated Louisiana Information Literacy

Model with key skills added to each of the seven steps in the model

Content Standards AlignmentContent Standards Alignment

The Grade Level Information Literacy skills are aligned with Louisiana Content Area Standards with special emphasis on:

English Language arts standardsK-12 Technology Guidelines

AASL Information Literacy SkillsAASL Information Literacy Skills

Formally introduces three categories of

information literacy standards:

1.1. Information LiteracyInformation Literacy

2. Independent Learning2. Independent Learning

3. Social Responsibility3. Social Responsibility


LEARNINGLEARNING

FOCUS TOPIC: Teaching the Information Literacy Process

This section contains a chart and guiding questions for teaching information literacy in primary grades, upper elementary, middle school and high school

Information Literacy Tasks Information Literacy Tasks for Primary Gradesfor Primary Grades

Task 1: Identify the information need Task 2: Identify and locate an appropriate

source of information Task 3: Record relevant information Task 4: Analyze and synthesize information Task 5: Sort, manipulate and logically organize

information Task 6: Apply and communicate information

and select appropriate presentation format Task 7: Self-evaluation

Information Literacy Task Information Literacy Task Questions for Young StudentsQuestions for Young Students

What do I want to know?Where can I find it?How can I record it?What did I learn?How can I organize what I learned?How can I share what I learned?How did I do?


Assessment

Assessment is the process of observing and collecting objective data on students’ progress in learning

INFORMATION LITERACYINFORMATION LITERACY

Grade Level Information Literacy Skills, Pre K - Grade 12

Steps of the Information Literacy Model form the framework

Aligned with the AASL Information Literacy Standards (Information Power), Louisiana Foundation Skills & Content Standards

INFORMATION LITERACY INFORMATION LITERACY SKILLS - EXAMPLESKILLS - EXAMPLE

DEFINING/FOCUSING (Information Literacy Standards 1 & 5; Foundation Skills 1, 2, & 5)

Pre-K - develops awareness of a topic by recalling previous experiences. ELA-7-E1

K – brainstorms ideas and information about a topic by recalling previous experiences. ELA-7-E1


Grade 3 - brainstorms ideas and information about a topic by recalling previous experiences. ELA-7-E1

- identifies key issues or questions for further exploration. ELA-7-E4


Grade 5 - defines an information need and develops a preliminary search plan.

- identifies essential (guiding) issues or questions for further exploration. ELA-7-E4


Grade 7 - identifies essential (key) questions for exploration, using modeled techniques, and refines questions throughout the research process, as necessary. ELA-7-M4


Grade 9 - develops focus questions using modeled techniques and clarifies and refines questions throughout the research process with guidance from school library media specialist and teacher. ELA-7-H4


Grade 12: formulates a central research

question, thesis statement, or problem for initial or further investigation.

develops focus questions using modeled techniques … throughout the research process….

INFORMATION LITEARCY INFORMATION LITEARCY SKILLS - EXAMPLESKILLS - EXAMPLE

Grade 12, cont.develops a search strategy for a

research project with guidance from the library media specialist and teacher. ELA-5-H3

Why Does Louisiana Need Why Does Louisiana Need Library Program Guidelines Library Program Guidelines

and Information Literacy and Information Literacy Standards?Standards?

Because Student Achievement

IS

THE BOTTOM LINE

Guidelines for Library Media Programs in Louisiana Schools Louisiana State Department of Education...

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