The Library Media CenterAt

Island Avenue Elementary SchoolMadison, CT

Kathryn Gomard ILS 562 School Library Media

Dr. McGinn Final Project

April 29, 2006

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1. DESCRIPTION OF SCHOOL AND ITS POPULATION

and

DESCRIPTION OF TOWN 

DESCRIPTION OF SCHOOL AND ITS POPULATION

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and

DESCRIPTION OF TOWN

1. SELECT A GRADE LEVEL RANGE for your imaginary (or real) school & DESCRIBE your media center population.

Island Avenue School (IAS) is one of three elementary schools and six public schools in the suburban coastal town of Madison, Connecticut. The population of each school is determined by geographic districting. IAS students would primarily live in the southern part of town, closest to downtown, the main traffic corridors, and the Long Island Sound.

The school is a grades 1-4 public school, with a total of 326 students.

Grade 1: 3 classes – 2 with 21 students, 1 with 22 students = 64 students

Grade 2: 3 classes – 1 with 22 students, 2 with 23 students = 68 students

Multi-age (grades 1& 2): 1 class with 21 students

Grade 3: 4 classes – 3 with 22 students, 1 with 23 students = 89 students

Grade 4: 4 classes – each has 21 students = 84 students

Madison’s population is 18,719 (2004), with 96% White, 1.7 % Asian Pacific, 1.7 % Hispanic, .6 % Black, and the remaining population consisting of Native American, Mixed Ethnic/Other. The population is well-educated with 57 % achieving a Bachelor’s degree or higher (state average 31 %), 25 % have some college (state average 24%), and 15 % are high school graduates (state average 28%).

The Mission Statement of the Madison Board of Education is: “…to meet the diverse educational needs of all students within a rigorous and caring academic environment and to empower them to become competent, productive contributors to a democratic society in an ever-changing world.”

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Principal’s Statement:“Education at Island Avenue School promotes each student's intellectual, social, emotional, and psychomotor development. This development is addressed through an integrated curriculum with a focus on higher level thinking skills, oral and written communication, the arts, technology, and multicultural education. Emphasis is placed on themes, which challenge the student's abilities, interests and enthusiasm for learning.  Learning is exploratory, "hands-on," interactive, and language-based.” (Excerpt from IAS website greeting to the community).

Madison is classified as an Educational Reference Group (ERG) B. Other districts included in this group are: Bethel, Brookfield, Cheshire, Fairfield, Farmington, Glastonbury, Granby, Greenwich, Guilford, Madison, Marlborough, Monroe, New Fairfield, Newtown, Orange, Region 5, South Windsor, Trumbull, and West Hartford. ERG (A-I) is a district classification where education, income, occupation, and need, as well as enrollment are considered similar.

Only 1.3 % (2000) or 243 residents fall at the state poverty level. The median income is $97,334 (2004), with the median house value at $390,857 (2003). The median age is 42 years.

The town provides 85.6% (2004) of the educational budget, with 71% of the total town budget allotted to schools. The majority of the remaining funds come from the state, with a small amount coming from the federal government.

Madison enjoys a low crime rate. Over 80% (1990) of the town is considered open space. The town’s form of government is Selectmen-Town Meeting. 90.2% (2004) of the town’s students attend school in the Madison Public Schools.

The E.C. Scranton Memorial Library is the town public library located in the downtown, approximately four blocks from IAS. The library houses over 90,000 books.

References

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Island Avenue Elementary School website. Retrieved April 9, 2006 from http://www.islandavenue.org/index.html.

Madison, Connecticut, CERC Town Profile 2004. Retrieved April 9, 2006 from http://www.madisonct.org/images/madprofile.pdf.

Profile of the Madison Public Schools from Madison Public Schools website. Retrieved April 9, 2006 from http://www.madison.k12.ct.us/about_us.html.

Vision Statement from Madison Public Schools website. Retrieved April 9, 2006 from http://www.madisonps.org/publications/vision.htm.

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2. DESIGN OF ISLAND AVENUE SCHOOL MEDIA CENTER

DESIGN OF ISLAND AVENUE SCHOOL MEDIA CENTER –

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CURRENT AND PROPOSED

2. DESIGN YOUR MEDIA CENTER. Describe what your media center will look like, including approximate square foot size of spaces or areas.   Use the web sites below to get ideas about what spaces or areas your media center should include and how it should be designed.

My goal for this project was to analyze the existing IAS (Island Avenue School) Library Media Center (LMC) relative to the published state standards presented as possible project resources. I wanted to see if the size of the space and collection was optimal to serve the school population.

I substituted as a Library Para-Professional in this library for one month. I had a good chance to observe and evaluate the daily functioning and activity flow of the library. I was also able to get to know the LMS (Library Media Specialist) and observe her responsiveness and professionalism in meeting the needs of the students and staff.

It was quite obvious that the shortcomings of the current facility greatly impact the breadth and depth of programs presented in the LMC. At the same time, I was equally impressed with the dedication and confidence of the LMS to overcome many of the limitations presented by the space.

I used state standards in comparison to measurements of the existing space to develop a wish list for a redesign. Because the space is shared with another department, I used the hypothetical assumption that the LMC would assume all space.

Location of LMS in school:

The LMC is located at the far end of the building in an add-on portable trailer. It is less than optimum, but is fixed for the present time. If possible, I would relocate the LMC to a central location, preferably in the main corridor and equidistant from both ends of the school. The School is all one level, and is located on the ground floor. The LMC is located directly across the hall from the computer lab, where most A-V equipment and software is housed. There is an exterior fire door which is used to exit for fire drills.

Goals of the Redesign

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The main goals of the redesign were:

to accommodate as much of the wish list as possible;

to reuse most of the existing furniture with some new additions;

to plan for expansion of collection;

to increase display space;

to increase accommodation for groups;

to be able to use the LMC for collaborative lessons using multimedia resources;

to provide safe pathways for traffic flow in the LMC;

to increase signage and improve aesthetics;

to improve the image of the LMC for the school and outside communities;

to overall improve the capability of the LMS to meet information literacy needs.

Space, Shelving and Equipment Requirements

See the Excel document “Specs” for these figures.

Space Plan

See the Excel document “Space” for the existing layout and the redesign layout.

Examination and Assessment Criteria for Redesign

Following is an examination of Island Avenue School Library Media Center current and proposed specifications using Missouri Library Media Standards.

CURRENT AND PROPOSED DESIGN

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The LMC was analyzed using several different criteria from the Missouri School Library Media Standards Handbook. Headings are directly from this handbook. (Note: For the sake of this project, the assumption was made that the school district had approved the redesign and would fund all additional furniture and aesthetics needs.)

Supervision: Current - The circulation desk is located near the main entrance. Visibility is limited due to height of shelving. Proposed – Maintain the circulation desk by the main door. Have it facing out into the main space to maintain visibility.

Physical Access: Current - The LMC is poorly located in the building. It should be convenient to all classrooms and accessible for students, staff and parents. Due to space constrictions, maneuvering through the space is difficult, especially when a full class is in attendance. Proposed – Location of the LMC in the school is not negotiable. However, the current space can be added to by moving Special Ed to another location and claiming that additional square footage. With appropriate layout, access of the space should be improved.

Aesthetics: Current - The LMC is not attractive, nor inviting. Comfortable seating is not offered. The wall color is a non-descript gray. Signage is provided on shelving using numeric or alphabetic characters, but collections are not marked. There is no directional signage in the school hallways. The layout has no flexibility as the space is overcrowded and insufficient for needs. Proposed – Wall color should be in a soft inviting color, such as sage green. A comfortable reading area should be offered. Directional signage from the front door of the school should be added. Signage on collections should be added. There should be an inviting sign outside the LMC, such as “Welcome to the Library Media Center”. Posters and maps should be added to add interest.

Electrical Concerns: Current - Outlets are barely sufficient for current needs. There are many wires running behind the circulation desk for computer, printer and charger for digital cameras. They all run off power strips. (Note: The reason why I was called in to sub was because the regular Para tripped over electrical wires in the circulation area and broke her arm.) Power strips and extension cords are used for all internet computers, as well as for LMS and PAC desktops. The three IPAC computers for student use have wireless modems that feed off the networked connection at the PAC station. Due to lack of outlets, there is no flexibility for wiring needs. Proposed – An electrical plan will be have to be done to accommodate the new layout. Grids for electrical and telecommunications wires offer flexibility for layout. One goal would be to dramatically reduce the need for extension cords. Consult facility manager for redesign.

Plumbing: Current - Non-existent. There are no wet areas. Proposed – It would be nice to have a separate work/staff room with sink, coffee and refrigerator, but it is low priority in the new space.

Light Control: Current - There are on-off switches by the main entrance. There are no dimmers. Lighting is fluorescent in a drop ceiling. Proposed – Dimmer and relay switches should be installed to provide flexibility for lighting control. Lights should be controllable in rows or sections to increase versatility of lighting.

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Sound Control: Current - The floor is carpeted. The furniture partition between the LMC and Special Ed area provides some sound baffling, but generally sound activity in Special Ed is audible in the LMC, as well as from the computer lab. Ceiling tiles provide some acoustical quality. Students from the computer lab use the laser printer in the LMC. The noise of the printer and students is very distracting when classes are present. Proposed – The furniture partition will be removed to gain the Special Ed space. Existing carpeting will be retained for budget purposes. Noise levels should decrease with the space becoming a dedicated LMC. Close door to hallway when literacy lessons are being done. Suggest to Principal that the computer lab obtain its own printer.

Temperature Control: Current - There is a thermostat for the trailer that controls for the HVAC for the space. The temperature is generally in the 68-70 degree range. There are 5 large windows with screens that slide for natural ventilation. Proposed – No proposal.

Remote Information Sources: Current - There is a dedicated phone line for staff use. Teachers often make personal calls and parental calls from this phone. The LMS maintains a website for the LMC accessible through the main school website. Proposed – Enhance website with additional resource links and LMC news.

Security: Current - Software is locked in a storage closet in the computer lab. Equipment in the computer lab is only secure at the end of the day when the room is locked. Same is true for the LMC. There is an intercom system to the main office, which is only on when the office contacts you. The main entrance door is usually open, but often must be closed to contain special needs students in Special Ed. Proposed – Maintain existing usage of computer lab for storage. A dedicated LMC space will allow the entrance door to be open during the day.

CURRENT ACTIVITIES AND OTHER DEFINED AREAS

Reading and Browsing: Current - Tables are provided for multi-use purposes, i.e. reading, activity and instruction. There are 5 round tables with 5 chairs each. Total seating in the LMC is 25, far below the recommended 15% of enrollment or 50. There is no comfortable seating for casual reading. Browsing space is limited. Shelving surrounds the reading space with professional, series, magazines and A-V material housed on the perimeter. Nutmegs are shelved for front cover display as you enter the LMC space. Proposed – Add enough table and chairs to accommodate 1.5 classes. Change existing table bases from legs to pedestals. Add a small casual reading area with comfortable seating. Provide a layout that will allow for easier navigation through the LMC.

Book Stacks: Current - For visual supervision areas, all freestanding shelving exceeds the recommended 42” height for elementary schools. Existing shelving ranges from 54” to 63” in height. Wall shelving ranges from 59” to 63” in height, within height specification. Most non-fiction, fiction, and professional shelves are tightly packed, exceeding recommended number of items per shelf. Series, A-V, and reference are adequately spaced. Shelving is metal and adjustable, although it was difficult upon attempt. Most shelving is double sided with backstops. Proposed – Reuse existing shelving for budgetary reasons, but add lower height

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shelving in fiction area to accommodate picture books as well as to increase display space. (See Excel Specs spreadsheet for analysis of shelving needs).

Reference: Current - The print reference area consists of almanacs and dictionaries. There are enough copies for a standard class to share in pairs. There are no atlases. Microsoft Explorer is used for online searching. There is a laser printer located at the circulation desk. It is used by the LMC as well as the computer lab. A black and white dot matrix printer is used by the LMC staff. Proposed – Increase size of reference area Add print atlases, globe, and wall maps. Locate near tables for browsing. Bookmark age-appropriate free search engines on all networked computers, such as Yahooligans!, Kidsclick.org, and Factmonster.com.

Circulation: Current - The circulation desk is located at the main entrance. Although the freestanding shelving is high, staff at the circulation desk can see most of the LMC because the double sided shelving is see-thru. Returned material is dropped at the desk return. The automated circulation station is fully functioning with Athena management software and internet access. The remaining 12 square feet of desk space is for general use and processing new material. Overall the size of the circulation area is approximately 66 square feet, far below the recommended 800-1000 square feet. There is minimal storage underneath the desktop, used mostly for office supplies, tape dispensers and items to be repaired. Two book carts are located at the end of shelving units. Proposed – Extend the circulation desk by five feet for an additional 56 square feet. Remove doors from one storage cabinet to create open shelving. New items to be processed can be stored here. Add Athena management software to LMS desktop to provide another fully functioning workstation and additional circulation capacity if needed.

Office: Current - There is no private office. The LMS has an open corner where she maintains a small desk and file cabinet. Currently it is used only for storage of files. It approximates 30 square feet, far below the recommended 2-300 square feet. Proposed – Maintain current location and setup. Hire fulltime Para to allow LMS more planning time.

Workroom and Audiovisual Areas: Current - There is no workroom. Functioning and broken equipment are housed in the computer lab. Items to be processed are on a shelf under the PAC table. Proposed – Confer with Principal to clarify your dedication to the LMC and not the computer lab maintenance.

Storage: Current - There are 3 double closets along one wall in the LMC, of which only 2 are available to the LMS. They contain extra office supplies, special display items, book covers, etc. Proposed – Retain all three storage closets for LMC use. Take doors off closet nearest entry door to accommodate placement of circulation desk (see circulation desk above).

Display: Current - There are two large bulletin boards behind the circulation desk. One displays book covers of new acquisitions, and the other book covers of Nutmeg nominees. Proposed – Retain two bulletin boards for current usage. Add bulletin board outside the LMC and outside the main office. Add a bulletin board inside LMC to display student work.

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Listening and Viewing Areas: Current - There are none. Showing of videos occurs in the classroom. The small collection of recorded books is only for circulation. Proposed – Have cassette player and headphones available for LMC use. Plan for additional electrical outlets in floor under tables for this and other purposes. Add retractable projection screen near seating area for group presentations. Install LCD projector in ceiling linked to computer network for class instruction.

Storytelling: Current - This popular area is used for instruction as well as storytelling and book talks. It currently is 66 square feet and barely accommodates a class, tightly packed on the floor. There is an easel in this area for instruction that can be moved to the seating area if needed. Proposed – Increase size of space for storytelling to at least double current space. Add floor pillows for comfort and casual reading.

Production Area: Current - Currently done at circulation. There is no dedicated area for this. Proposed – Extend circulation desk to add space for processing and projects.

Audio/Video Studio and Darkroom: There is no production activity currently in the program. Proposed – None proposed.

Restroom: Current - Restrooms for students are located just outside the LMC in the hallway. There is also one restroom in the fall for staff. Proposed – No further need.

FURNITURE

Tables and Chairs: Current - There are 5 - 48” round table with 5 chairs each for total seating of 25. The tables have legs and it is difficult to push chairs in. Proposed – Add 2 rectangular tables (3’ X 5’) and 12 chairs. Tables seat at least 4, with 6 possible. This will add 8-12 seats for presentations, another ½ class. Change bases of existing round tables to pedestal to allow chairs to fully surround the table.

Computer Tables and Chairs – Current - Computers sit on regular utilitarian tables with keyboards at tabletop height. Proposed – Add a computer workstation that is both ergonomically designed, handicap accessible, and private.

Carrels - Current – None. Proposed – None.

Circulation Desk - Current - The existing desk entertains many functions. Sorely lacking is production and processing space. Proposed – Reuse existing desk and extend it by 5 feet with an additional component from Gaylord.

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File Cabinets - Current – LMS has one lateral file behind desk. It is piled high with paper. There is no file space at circulation desk. Proposed – Keep existing lateral file and purge it for more efficient use of space. Add freestanding mobile file from Gaylord under existing knee space.

Atlas and Dictionary Stands - Current - None. Proposed – A dictionary stand can be added on top of the new low reference bookcases. Atlases can also lie flat on these shelves.

Shelving - Current - Existing shelving is sturdy, but marginally adjustable. Some bookcases are too shallow and unsteady. Proposed - Add adjustable, sturdy shelving per new layout, reusing as much as possible. Shelving against the wall will be one sided with a back. Spacing will be according to new layout which considers ADA recommendations. Freestanding shelving will be double sided and a stop in the middle. New layout plans for collection growth, although the existing collection of 30 books/student meets district goals of 20 books/student. (Note: Weeding needs to be done which may cause collection to be shifted. Extra shelving space also creates more title cover display.) Use faux wood paneled sturdy shelving (42” H.) from Gaylord as pictured below.

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See Excel Specs spreadsheet for desired shelving specifications, using Missouri “General Standard Specifications for Shelving”. (Chapter 8: Facilities and Equipment, p. 8.11).

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References

CHAPTER 8: FACILITIES AND EQUIPMENT. Missouri School Library Media Standards Handbook. Retrieved March 20, 2006 from http://dese.mo.gov/divimprove/curriculum/library/Chapter_8.pdf

Fact Monster Search. Retrieved April 15, 2006 from http://www.factmonster.com

Gaylord - Supplies, Furniture and Archival Solutions website. Retrieved March 15, 2006 from http://www.gaylord.com/

KidsClick! Web Search for kids by librarians. Retrieved April 15, 2006 from http://www.kidsclick.org/

Maine Association of School Libraries Facilities Committee, Jun 2000. Maine School Library Facilities Handbook. Retrieved April 2, 2006 from http://www.maslibraries.org/about/facilities/handbook.html

Yahooligans! Reference. Retrieved April 15, 2006 from http://yahooligans.yahoo.com/reference/

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3. BUDGET FOR A “MINI-COLLECTION”

3. BUDGET FOR A “MINI-COLLECTION”

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A. What is the subject area or theme you will use for this mini-collection of materials to be purchased? You will need to select materials on the different grade levels in the school on the subject you choose.

The theme of my mini-collection is Earth Day and recycling. I specifically targeted the second grade study of these subjects as outlined in the school curriculum (http://www.islandavenue.org/curriculum_gr2.htm). I also wanted to add titles to support the School and Community unit for first grade; using the internet for research and critical thinking math skills for third graders; and investigative approaches and critical thinking skills in science (Botany), citizenry, and writing for fourth graders.

Before collection additions could be investigated, I had to determine what the existing collection consisted of. The Athena automation system was used to develop a bibliography list of relevant titles to the subject of Earth Day and recycling. Keywords of “Earth Day”, “ecology”, “environment”, “recycling”, “pollution”, “biodiversity”, and “earth” were used. The search results produced a list of 58 items, including 49 non-fiction, 3 fiction, no audiovisual, no computer software, 3 talking cassette books, and 3 reference books. There were no specific Earth Day books, only 1 recycling book, 2 books on the rainforest, and 1 book on biodiversity.

My goal for my mini-collection was to supplement the existing collection by adding Earth Day, biodiversity, recycling resources and appreciation of our planet earth, specifically through multi-media, reference and fiction, as well as to add some updated and recommended non-fiction titles and teaching aids.

B. What percentage of your $1500 will you allocate to Print resources? What percentage for multimedia formats?

Budgetary Goal

o Print – 2/3 or 66% of budget = approx. $1000 incl. shipping and processing. Split this amount 50/50 between fiction and non-fiction.

o Multimedia – 1/3 of 34% of budget = approx. $500 incl. shipping and processing. Split this amount in thirds between video resources, music CD’s and computer software.

Note: The reality of meeting these goals can only be determined once a search for desirable resources is done.

C. Select the best materials you can find on your subject for each of the categories below.

Stay within your budget. You can assume you will receive vendors’ discounted rates where available and that

you do not have to pay taxes.

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Assume you already own equipment for multimedia formats. You may need to check reviews for recommended titles on your topic, if you have not

personally viewed the items or did not find them on a recommended list from a professional source.

Comments – What I found was that there were far more print sources to fulfill my budget goal than there were multimedia. Relying on reviews when an actual copy was not available to look at was vital to discriminating between selections. Local libraries had many good selections but most offerings were out of print. In reality, I would supplement the offered resources in the LMC with those from the town library in order to expand the choices (see section 10 of this paper for more information). Also, many recommended print sources as well as music sources were no longer available. This condition greatly impacted music selections. There was very little software available, but this could be overcome by book marking specific websites that offered activities and various learning experiences for free. These resources have been included on my reference list.

Materials purchased were from four sources (Online orders attached) -

1. Follett Titlewave (http://www.titlewave.com/login/ OR 888.511.5114) – existing account with school district. Offers wide selection of publishers as well as processing services according to district specifications. Items are discounted and shipping is free. Processing services are available. Order can be placed online or by phone on account.

2. Amazon.com (http://www.amazon.com/gp/homepage.html/002-5480625-7702459) – Offers wide selection of publishers. Items that were chosen here were not available through Follett. Shipping is free over $25, except for items that come from another supplier. Order is placed online by credit card.

3. Encyclopedia Britannica (http://www.britannica.com/ OR (800) 323-1299) – Offers hard and soft reference material. Order is placed online or by phone and can be billed with purchase order #.

4. Knowbuddy Resources (888-865-6455)– I used the 2006 Catalog. Orders under $500 qualify for a 30% discount. Shipping is free. MARC records are free of charge. Order is placed by phone and can be billed with purchase order #.

Actual Order Breakdown

Print Sources - $1097.08 or 73.7% of total order.

Multimedia Sources - $390.72 or 26.2% of total order.

Resources picked for my mini-collection are listed on an Excel document called “Collection”. The collection is sorted by reference, non-fiction, fiction, A-V, and teacher resources. Information included in each listing is: author, title, item #, order source, recommendation sources, review sources, target grade level, cost and summary. A totals page is also included which gives the

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total expenditures, including shipping and processing fees. All totals were checked against the actual distributor order. These orders are attached as Word documents by distributor name for cross-checking. There was no copy of the Knowbuddy order since it can only be placed by mail or voice. There was one set of books from Knowbuddy under non-fiction and they would be shipped without any additional fees.

Types of resources to purchase for collection:

Print (Fiction) - 19Print (Non-fiction) - 40Reference - 3Multimedia - 12Teacher Resources - 5

Free Websites to Bookmark

The following websites would be added as resources for research and games on desktops. All are free.

Department of Environmental Protection Kids Page. Retrieved March 24, 2006 from http://www.dep.state.fl.us/secretary/kids/pioneers/default.htm

EcoKids Club. Retrieved March 24, 2006 from http://www.ecokids.ca/pub/ek_club/login.cfm

Environmental Protection Agency. Environmental Kids Club. Retrieved March 25, 2006 from http://www.epa.gov/kids/index.htm

KidsClick!: Environment. Retrieved March 24, 2006 from http://www.kidsclick.org/midenvi.html

References

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Amazon.com. Retrieved April 15, 2006 from http://www.amazon.com

Anderson, Nancy, and Susan Miceli. An Annotated Bibliography of Children’s Literature with Environmental Themes. Retrieved April 11, 2006 from http://teachers.net/archive/envirobks.html

Books in Print.com Professional. Retrieved on April 15, 2006 from http://www.booksinprint.com

Codell, Esmé Raji. How to Get Your Child to Love Reading. Chapel Hill, North Carolina: Algonquin Books of Chapel Hill. 2003.

Curriculum Links. Island Avenue School website. Retrieved April 16, 2006, from http://www.islandavenue.org/curriculum.htm

Earth Day Resource Books. Retrieved April 16, 2006 from http://www.kckpl.lib.ks.us/YS/BOOKS/earth4bl.htm

Gillespie, John T. (ed.). Best Books for Children – Preschool Through Grade 6. New Providence, NJ: R.R.Bowker. 1998.

KidSource OnLine.com. Retrieved April 16, 2006 from http://www.kidsource.com/videos/magic.schoolbus.rainforest.html

Kite CD. “Earth Day Every Day”. Retrieved March 20, 2006 from http://members.aol.com/kitecd/ertday.htm#BOOKS

Knowbuddy Resources. Knowbuddy Resources 2006. Minnesota: Knowbuddy Resources. 2006.

Sinclair, Patti K. * E for Environment: An Annotated Bibliography of Children’s Books with Environmental Themes. New Providence, NJ: R.R.Bowker. 1992.

“Outstanding Science Trade Books for Students K-12: 2006”. The National Science Teachers

Associations (NSTA). Retrieved April 12, 2006 from http://www.nsta.org/ostbs06.

Titlewave Collection Development. Retrieved April 6, 2006 from http://www.flr.follett.com/.

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4. MARKETING PLAN

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4. MARKETING PLAN for your school library media center’s services and programs, including community partnership plans.

How are you going to promote your media center within the school and to the outside community?

A marketing plan will be developed at the beginning of the school year and will be revised and reviewed periodically throughout the year. It should be reviewed again at the end of the school year in an evaluation effort to effectively plan for the new school year. The plan will focus on the key elements to Public Relations (Missouri School Library Media Standards Handbook):

- Focus- Service- Promotion- Evaluation

The goal is to communicate with both the school community and the public community an understanding and an appreciation for the activities and goals of the library media program at IAS. The intent is to promote student learning using information and literacy resources in both communities, as well as to foster support for the library media program.

The plan builds on existing promotional efforts as well as adding some new approaches. Therefore, an examination of current marketing approaches is needed. The LMS at IAS mainly focuses on special events/holidays to promote literacy in the school. She uses a collaborative effort with teachers and administrators, as well as community leaders and public library personnel. For example, Dr. Seuss’s birthday was celebrated by displaying Seuss books in the library, presenting posters throughout the school promoting this day/week, and inviting community participants to visit the school to read to classes. Photos were entered into the town newspaper.

STRATEGIES

Promote Accessibility

- Add signage directing traffic to the LMC location. Signage will be uniform and distinctive to promote immediate recognition.

- Display bulletin board by the office/front entrance, as well as the parent pickup area announcing “new” library efforts and acquisitions.

- Incorporate library announcements over the morning PA. Announcements should be done by both LMS and students.

- Add posters around the library to promote programs/collections –

o Award winners, i.e. Caldecott, Newberry

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o Literacy promotions, i.e. American Library Association Celebrity “READ” campaign

o Special events, i.e. Dr. Seuss’s birthday, Earth Day, National Library Week, Read Across America

o Favorite Authorso Reading Programs, i.e. Nutmegs

Promote Literacy

- Read new books and Nutmegs. Present book talks and storytelling.- Present Author Days. Have local children’s authors visit school.- Use LMC for multimedia presentations, i.e. showing movies and watching newsclips/videos.- Support book fair promotions through PTO management, i.e. posters, bookmarks, new books

book talks.- Hand out bookmarks promotional reading regularly throughout the year. - Offer lunch hour book discussion groups.- Organize literacy promotion via special holidays or national campaigns.- Obtain free subscription of area newspapers to offer in LMC.- Purchase Chase’s Calendar of Events to assist in the planning of special activities throughout

the year. Consult Education World’s list of holidays and special days. Collaborate with art, music and classroom teachers to design programs and activities around these special days. For example, Hans Christian Anderson 200th birthday was in 2005 and the 400 year commemoration of Rembrandt is in 2006.

Promote Integrity

- Develop and regularly maintain and update LMC link on school website.- Develop marketing brochure for highlighting LMC resources and projects.- Contact PTO to schedule meeting visits and newsletter contacts.- Establish contacts with local newspapers. Become familiar with their deadlines and

submission procedures.- Advertise upcoming special events and display photographs of ongoing literacy activities in the

local newspaper.- Establish an Advisory Council of staff and administrators for library planning.

Promote Collaboration

- Nurture relationships with other district media specialists as well as town librarians and local businesses for support and sharing of resources.

- Establish a regular in-service for staff to promote new materials, review program ideas and suggestions, and training of LMC technology and resources.

- Fully integrate parent volunteers for shelving needs and special programs. Contact PTO library volunteer coordinator. Schedule orientation session for volunteers.

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- Contact teachers to establish a list of students interested and willing to volunteer in the library for special events, projects and displays.

- Participate in monthly district LMC staff meetings.- Participate in paperback exchange with local library, i.e. Nutmeg book sharing for summer

reading.- Establish “Read Aloud” days with special community and district visitors.- Display student book reviews/comments on bulletin board in LMC.

Assessment

- Survey teachers monthly for input and suggestions for LMC activities and effectiveness.- Meet monthly with principal and advisory council to assess effectiveness of programs and

review new ideas.- Assess periodically student library skills to evaluate effective learning.- Maintain Promotional Program files documenting program outline, execution and feedback.

Revise programs as needed. Maintain accurate notes for future presentations. Use planning sheet, i.e. Missouri Department of Education Planning Checklist.

What are your planned marketing and public relations activities for the upcoming school year?

Promotional Campaigns

- Sponsor a school-wide contest for a library logo to be used on all signage and LMC written communication. Collaborate with art teacher, classroom teachers and administration to establish timeline, guidelines and award review process.

- Present LMC marketing brochure in opening day packets, at PTO meeting and to all staff.- Participate in open house night. Present LMC resources, programs and volunteer

opportunities.- Write regular column for PTO quarterly newsletter.- Attend school board and financial board meetings to promote LMC programs.- Schedule scavenger hunts for each grade level three times during the year to reinforce location

and types of resources. Coordinate specific activity with classroom learning.- Feature a staff member on display as a role model for reading. Display covers of their favorite

childhood books and recommendations. Include photograph of them reading. Rotate this display throughout the year.

- Schedule local author days, i.e. Katie Davis. Use support from local bookstore for more author names and schedule dates. Review collection for books supporting these specific days. Use local library collection to supplement.

- Display Nutmeg nominees and book cover copies on LMC bulletin board. Booktalk all nominees. Have students share their own reviews. Third and fourth graders will vote on their favorite book. Tally with other schools. Display results.

- Map out calendar to realistically offer special days. Target:

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o Seasons – Display and booktalk seasonal books. Target Harvest (Fall), Iditarod (March), and Earth day (April 22) as themed units. Coordinate with classroom, music and art teachers to support these themes. Display student artwork in the library and around the school. Schedule committee reps to talk about these topics, i.e. Nature classroom teacher from local Bauer Farm; Sanitation worker from town refuse department. Display map of Canada and progress of Iditarod race teams.

o Election Day (Nov. 7) – stage a mock Presidential/Gubernatorial election. Coordinate civics activities with classroom teachers and administration. Art department to design a voting booth. Have town representative or party representative to speak to classes about the election process. Promote history and other related books on special display in LMC. Bookmark “real” election sites to LMC computers. Have third and fourth graders monitor progress of process.

o Dr. Seuss’s birthday (March 2) – contact and schedule local business and community leaders to read to classes. Have “Cat in the Hat” hat for visiting reader to wear. Display and book talk Dr. Seuss books. Bookmark themed activity websites. Coordinate with classroom teachers to teach poetry. Display students work in library.

o Martin Luther King Birthday (Jan. 15) – Collaborate with classroom teachers to design civics lessons and school wide friendship campaign. Book talk and display books on these themes, including African American authors celebrating Black history month (Feb.). Review multimedia resources in library to research these themes further, including encyclopedias, biographies.

o Read Across America (March 2) – Display a map of the United States. Tally weekly reading for all students and convert total into mileage (i.e. each 50 books = 1 mile). Chart progress over the month. Display information about each state the week lands in. Review with classes maps, atlases, globes, encyclopedias. Incorporate student and parent volunteers with tally and map.

o Summer Reading – coordinate with other district and town librarians to formulate summer reading list. Discuss making time for summer reading with classes and the power of reading. Read Wild About Books by Judy Sierra and The Red Book by Barbara Lehman. Coordinate with classroom teachers for a creative writing assignment inspired by these books.

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References

Holidays and Special Days Center. Education World website. Retrieved April 24, 2006 from http://www.educationworld.com/holidays/

McGuire, Holly (Ed.). (2005). Chase’s Calendar of Events 2005. New York: McGraw Hill.

Planning Checklist. Missouri School Library Media Standards Handbook. Retrieved April 3, 2006 from http://dese.mo.gov/divimprove/curriculum/library/handbook/planningchecklist.htm

Promotional Products. American Library Association. http://www.ala.org/Template.cfm?Section=promotional&template=/ContentManagement/ContentDisplay.cfm&ContentID=66188

Public Relations. Missouri School Library Media Standards Handbook. Retrieved April 3, 2006 from http://dese.mo.gov/divimprove/curriculum/library/Chapter_5.pdf

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5.YOUR JOB DESCRIPTION AND YOUR ASSISTANTS JOB DESCRIPTION

5. YOUR JOB DESCRIPTION AND YOUR ASSISTANTS JOB DESCRIPTION.   

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YOU create a job description for yourself and assuming you have at one library assistant, a job description for them. You can draw from the final project recommended examples, textbook, etc.

JOB TITLE: Library Media Specialist1

Qualifications: Master’s Degree with Major concentration in Library/Media Certification for School Library Media Specialist K-12 Valid Connecticut Teaching Certificate

Reports to: Principal

Goal: To support Information and Technology Literacy throughout the curriculum by exhibiting comprehensive skills and expertise in the planning and implementing of a Library Media Program.

Responsibilities include:

Management and Administration

- Plan, develop, and implement the mission, goals, and policies;- Develops short and long-range goals which guide the development of the Library Media

Program;- Develops and implements policies and procedures for the operation of the Library Media

Program (e.g. selection, circulation, scheduling);- Evaluates LMC programs, services, facilities and materials to insure optimum use of the

library media center and its resources;- Maintain open channels of communication throughout the district and community;- Meets periodically with administrators to evaluate the Library Media Program;- Submit written reports to appropriate administrative personnel including activities,

progress, statistical data, and needs of the Library Media Center (LMC);- Develop budgets and manage financial records;- Adopt and maintain an integrated library system to coordinate and automate such library

functions as the online catalog, the circulation system, and the acquisitions system.- Maintain accurate records of library media center holdings including acquisition,

circulation, and maintenance;- Select products, services and equipment which support the school’s curriculum and

educational philosophy;- Organize the storage and handling of all resources for convenience, availability, and

effective use;- Execute a maintenance program for material and equipment;- Withdraw obsolete and worn materials;- Establish a plan for acquisition and replacement of hardware and software;

1 Edited versions from Kentucky Beyond Proficiency handbook, p. 29-30, and Missouri School Library Media Standards Handbook: Appendix, p. D.12-D.14.

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- Maintain professional resources for teachers, inform them about new materials, and involve them in selection;

- Maintain a collection of publisher and vendor catalogs in the library media center;- Coordinate daily operation of building library media center;- Assist in the selection, training, scheduling, supervising, and evaluating of building library

media support personnel as well as student assistants and volunteers;- Establish and foster a public relations program that will effectively and creatively inform

both school and community of library media program activities.

Instructional Partner- Participate in curriculum planning by collaborating with classroom teachers to design,

implement, and evaluate instructional units.- Supports an integrated approach to research, information retrieval and literature

appreciation into class curriculum.- Promotes flexible use of the LMC by assisting individuals, small groups, and large groups

with research, browsing, recreational reading, and listening. - Be informed and knowledgeable about school philosophy, curriculum instruction, and the

total educational program.- Plans and/or participates in special projects or proposals- Serves on curriculum and textbook adoption committees

Teacher- Teaches information literacy skills as an integral part of units and lessons- Promote the use of technology as an information resource.- Train students and teachers in the effective use of technology.- Instruct students to be discerning, responsible, and ethical users of information.- Provide orientation to the LMC for staff and students through in-service programs.- Convey enthusiasm for books and reading through specific activities and individual

guidance- promoting the development of reading skills and appreciation.

Information Professional- Stays abreast of state and national library practices and standards by reviewing current

professional journals;- Keep educationally and professionally informed by participating in various professional

organizations and activities which relate to library media and technology (i.e. visits other LMC’s, continuing education courses, workshops and conferences; presents at professional meetings);

- Adheres to and informs faculty and staff of established laws, policies, rules and regulations (including copy right laws);

- Promotes the Library Bill of Rights/Intellectual Freedom;- Promotes a positive relationship with students, staff and community;- Work to coordinate resources and activities with area libraries;

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- Attend faculty meetings and other appropriate staff meetings;- Serve on building and district-wide technology committees.- Provides access to professional materials and information for school staff;- Submits reports to administrators in a timely manner;- Utilizes current research and methods in areas of technology, teaching, learning and library

and information science.

JOB TITLE: School Library Media Paraprofessional

Qualifications: Proficiency in secretarial and technical (electronic) competenciesInterest in libraries and providing services in a school

Preferred: Experience as support staff in library setting OR Related school librarianship/media technology coursework

Reports to: Library Media Specialist Goal: Assist in the organization and operation of the Library Media Program as directed

Responsibilities include: 2

- Assists in the management and circulation of library media materials: helps students and teachers locate and check out materials; checks in and shelves materials; records and maintains circulation statistics; prepares overdue notices; works with annual inventory and withdrawal of materials;

- Processes new materials: prepares books, periodicals and non-print resources for shelves; enters bibliographic data into catalog;

- Prepares materials: uses the word processor for correspondence, requisitions, bibliographies, newsletters, statistical reports and other materials requested by the LMS;

- Assists in production of non-print materials and instructs teachers in operation and simple maintenance of equipment;

- Assists in preparing instructional materials, exhibits and bulletin boards/display areas;- Performs troubleshooting functions on equipment and software, as needed;- Reading to groups, as needed;- Assists electronic searching by providing web sites and webquests, searching strategies,

etc.;- Assists students: Helps students find materials independently or in groups;- Helps maintain an attractive and inviting environment;- Help design and construct bulletin boards and other displays;- Promotes a positive relationship with students, staff and community;- Works with student assistants and parent volunteers.

References2 With minor editing from Kentucky Beyond Proficiency handbook, p. 31.

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American Association of School Librarians, and Association for Educational Communications and Technology. Information Power: Building Partnership for Learning. 2nd edition. Chicago, Illinois: American Library Association and Association for Educational Communications and Technology. 1998.

Kentucky. Beyond Proficiency: Achieving a Distinguished Library Media Program. 2001. Retrieved April 10, 2006 from http://www.education.ky.gov/NR/rdonlyres/emesrtbrzphz435lmyfpkgsi65jo2ure7mdcsd4ahgrmmv4wm2sj7yhkcv4iuv25ydmxb44kwt25bazf3vleml6bbba/beyondproficiency.pdf

Missouri School Library Media Standards Handbook.  Appendix D: Personnel. 2001. Retrieved April 10, 2006 from http://dese.mo.gov/divimprove/curriculum/library/appendixD.pdf

Woolls, Blanche. The School Library Media Manager. 3rd edition. Westport, CT: Libraries Unlimited Incorporated. 2004.

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6. DESIGN A COLLABORATIVE TEACHING UNIT/PROJECT

6. DESIGN A COLLABORATIVE TEACHING UNIT/PROJECT

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The Collaborative Unit you design should be recorded in the following format (You would probably use a form similar to this if you were really collaborating on the job).

The following is just a plan that you devise when sitting down with collaborating teachers to use as a guide for preparing to work together on teaching a thematic curriculum unit.

The classroom teacher(s) would teach some parts of the lesson and the media specialist would teach other parts, along with gathering some resources. The plan tells who does what when! Once you have the plan, THEN individual lesson plans would be developed for how you would teach each activity lesson.

COLLABORATIVE UNIT PLANNING SHEET

Teacher Names (s): Ms. Green, 2nd grade Classroom teacher

Ms. Rose, Art Teacher

Library Media Specialist Name: Ms. Gomard

Grade Levels for the Unit: Grade 2

Subject Content Area(s): Social Studies, Math, Communication Arts, Fine Art

Unit/Theme of Study: Earth Day – Recycling - Earth Appreciation: Why it matters

Goals and Objectives of the Unit: To learn about environmental issues that we face today and how they will affect our futures. To learn how recycling and garbage issues fit into student’s lives and as members of the community. Use beginning computation and prediction skills to develop problem solving and critical thinking. Using the basic research skills, students will:

- Identify problems, questions, ideas about recycling and community

- Use print and technology resources to gather information

- Create and present poster demonstrating their understanding of environmental problems/solutions.

This will be a month-long unit, beginning around April 1, with the unit culmination occurring during Earth Day week April 22).

Proposed Learning Activities and Projects:

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- Read The Lorax by Dr. Seuss.- Read How Much is a Million? By David M. Schwartz.- Check out subject related fiction books for pleasure reading.- Use subject related non-fiction books in classroom for research.- Teaching basic research skills using Super3.- Use Garbage Town website activity to learn about recyclable products and actions in the

community.- Explore designated websites for information, comparison, and games.- Learn about collage techniques and produce a poster supporting environmentally responsible

actions.

 

References

Caring for Earth and Earth Day Theme Unit. Retrieved March 20, 2006 from http://www.edhelper.com/EarthDay.htm

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Earth Day Network. http://k-6educators.about.com/gi/dynamic/offsite.htm?site=http://www.earthday.net/

Environmental Kids Club Website. Environmental Protection Agency. Retrieved March 24, 2006 from http://www.epa.gov/kids/index.htm

Science and Math Environment. KidsClick.org. Retrieved April 2, 2006 from http://www.kidsclick.org/midenvi.html

Technology Created Lesson Plans. Retrieved March 18, 2006 from http://home.comcast.net/~sue.stanton/the_lorax.htm

 

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7.  DESCRIBE HOW YOU WILL TEACH LITERACY SKILLS IN YOUR COLLABORATIVE UNIT ABOVE.

7.  DESCRIBE HOW YOU WILL TEACH LITERACY SKILLS IN YOUR COLLABORATIVE UNIT ABOVE.

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LMS will read The Lorax by Dr. Seuss during regular class library time. The story line, characters and action will be discussed, as well as any conclusions they can draw from the book. We will review extracting information from books and other resources, formulating an understanding of the information and ideas, and drawing conclusions and opinions from these thoughts.Questions to pose: How will you relate this story and its teachings to the research you are doing in the classroom about the environment? What does this book teach you about community responsibility? Students will be directed to a collection of fiction books with environmental themes for circulation.

LMS will teach a lesson about beginning research using Super3 skills, which will be the process used for their Earth Day papers and posters. The three basic parts of research are reviewed, beginning (planning), middle (doing) and end (reviewing). We will discuss how to find information in books, such as title page, indexes and table of contents. The basic structure and purpose of an index will be reviewed, such as page number referrals and alphabetic subject search. Copyright, publisher, authority of information, and whether it is fact or fiction will be discussed. We will review various types of resources to choose from, where best to find answers, and how do you know it’s reliable. We will review a basic bibliography. A bibliography handout will be provided. The availability of flex library time will be emphasized for those who need additional support.

Students will complete a worksheet in the classroom that contains environmentally related words and concepts. They will have a collection of non-fiction books prepared by the LMS to find the definitions and add to their worksheet.

LMS will provide classroom teachers with How much is a Million? By David M. Schwartz. After reading it to class, class will review the concept of large numbers by using the effective illustrations in this book. Teachers will draw parallels from this lesson to the numbers students will be calculating on their homework worksheets, i.e. how many gallons of water do I use to brush my teeth? How many trees are cut down in the rainforest every day?

In the computer lab, assign students to work in pairs. LMS will give each student an index card with three URLs (http://www.surfnetkids.com/, http://www.kidsclick.org/midenvi.html), http://www.epa.gov/kids/index.htm). Using Microsoft Explorer, students will pick two websites, enter each address and explore the sites. They will be asked to look for information about recycling or another Earth Day issue of their choice. They will also be given a Web Site evaluation question to answer, i.e. are their links to other sites? Is the site colorful and easy to use? Can they find their answers easily? Can you tell when it was last updated? Did anyone come to a dead end? Are there ads on the site? The LMS will review legitimacy and reliability of the internet, and what criteria are used to determine whether a site is good. In a second session, all students will be directed to the Recycle City game on the EPA Environmental Kids Club website. Here they can learn interactively about garbage and recycling solutions in a typical town. This will help them in their classroom discussions about what can be done in their own households and town. Give web address to teacher for classroom use.

LMS will provide classrooms with the video “Taking Care of our Earth”. This video provides information about recycling in the community, the processing of garbage, landfills, conservation and pollution. A teacher’s guide accompanies the video which will be provided to teachers by the LMS during the unit planning meetings.

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In class, students will write about an environmental issue, using the terminology, statistics and research organized through Super3 skills. They will be required to use a media inspired lesson as the basis, i.e. a book, website, game or discussion.

In art class, students will create a poster to support their writing piece using collage techniques. They will demonstrate their new knowledge about environmental issues as the theme. LMS will provide the art teacher with lesson plan from web search if needed.

Students will present their posters to the class.

References

American Association of School Librarians, and Association for Educational Communications and Technology. Information Power: Building Partnership for Learning. 2nd edition. Chicago,

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Illinois: American Library Association and Association for Educational Communications and Technology. 1998.

Appendix C: Information and Technology Literacy. Missouri School Library Media Standards Handbook. Retrieved April 4, 2006 from http://dese.mo.gov/divimprove/curriculum/literacy/document.pdf

Benson, Allen C. and Linda M. Fodenski. Connecting Kids and the Internet. New York: Neal Schuman Publishers, Inc. 1999.

Eisenberg, Michael. “Introducing the Super3: Working with the Very Youngest”. Retrieved April 1, 2006 from http://www.big6.com/showarticle.php?id=109

Environmental Kids Club Website. Environmental Protection Agency. Retrieved March 24, 2006 from http://www.epa.gov/kids/index.htm

Feldman, Barbara J. Surfing the Net with Kids. Retrieved March 28, 2006 from http://www.surfnetkids.com/

Piccolo, Allison. Taking care of our Earth. El Dorado Hills, CA: 100% Educational Videos. 2004.

Science and Math Environment. KidsClick.org. Retrieved April 2, 2006 from http://www.kidsclick.org/midenvi.html

Technology Created Lesson Plans. Retrieved March 18, 2006 from http://home.comcast.net/~sue.stanton/the_lorax.htm

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8. EVALUATING YOUR COLLABORATIVE UNIT

8. EVALUATING YOUR COLLABORATIVE UNIT

How will students be assessed/evaluated on their work in the media center?

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The writing assignment is what the LMS will use to evaluate work done in the media center. The LMS will design a self-assessment where each student will be evaluating themselves according to criteria on the rubric. The self-assessment will be submitted to the LMS at the completion of the writing portion of the project. The LMS goal is to see how well they have learned beginning research skills in the context of their written presentation.

Which rubric/evaluation method will you use to evaluate how well they learned what you (the media specialist/teacher) taught them? Will students be able to evaluate their own progress or their final product?

The self-assessment that students will use will be a graphic organizer that will be presented to them at the beginning of the assignment. They will know right from the beginning what the expectation is, what elements need to be included in their paper, and what information they will look for while doing their research.

Give examples of rubric/tools used to evaluate the students accomplishment of assignments and/or collaborative unit goals in your collaborative unit.

Since this is the first research project the students are exposed to, the goal of the evaluation rubric is to maintain a simple approach, corresponding to the simplicity presented via the Super3 Skills format. The design will be based on a self-assessment rubric developed by Wendy Reeves, a second grade teacher in Lubbock, Texas (http://www.frenship.k12.tx.us/North/wreeves/rubric.htm). Mrs. Reeves’ design draws from Eisenberg and Berkowitz’ Big 6 Skills. The format and question structure of Thomson-Nelson’s Self-Assessment Checklist (http://www.nelson.com/nelson/school/elementary/socialstudies/ourworld/017627927X/modifiableblm.html) will be blended with Mrs. Reeves’ rubric. Tami Little’s review of Super3 elements and age-appropriate research terminology will be incorporated into the assessment. Students will use the assessment criteria as evaluation tools, but also as a checklist of areas that must be covered in the paper. The assessment will also ask the students to answer the question: “What part of the research process did you enjoy the most? What part would you like to learn more about?”

References

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Assessment BLM 14 - Student Self-Assessment Checklist: Research a Change. Thomson-Nelson. Retrieved April 2, 2006 from http://www.nelson.com/nelson/school/elementary/socialstudies/ourworld/017627927X/modifiableblm.html

Little, Tami J. “The Super3”. Retrieved April 1, 2006 from http://academic.wsc.edu/redl/classes/Tami/super3.html

McCullen, Caroline. “Taking Aim: Tips for Evaluating Students in a Digital Age”. Retrieved April 15, 2006 from http://www.sasinschool.com/results/articles/pages/techlearn_tips.shtml

Multimedia Mania'99 Rubric. Retrieved April 8, 2006 from http://www2.ncsu.edu/unity/lockers/ftp/megaloads/mmania99.zip

Reeves, Wendy. Rubric for Super 3 Insect Unit. Retrieved April 4, 2006 from (http://www.frenship.k12.tx.us/North/wreeves/rubric.htm).

Rubrics. TeAchnology. Retrieved April 18, 2006 fromhttp://www.teach-nology.com/cgi-bin/presentation.cgi

“Teaching Information Literacy: The Big Six Skills Approach to Information Problem Solving”. Retrieved April 1, 2006 from http://www.itrc.ucf.edu/webcamp/final_projects/barney/big6.html

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9. INFORMATION POWER GOALS

9. INFORMATION POWER GOALS

(NOTE: This question refers to one of the 7 goals of the Information Power book/standards. Literacy is just one small piece of these 7 broad goals outlined in the textbook and quoted below. (SEE Information Power: Mission and Goals of the School Library Media Program pp. 6-7.)

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(a) Which specific goal(s) (from the 7 Goals of Information Power) will be integrated into your collaborative project above and how?

Although the collaborative project touches in some way on all the goals of Information Power, the main areas of focus for this project are goals:

1. To provide intellectual access to information through learning activities that are integrated into the curriculum and that help all students achieve information literacy by developing effective cognitive strategies for selecting, retrieving, analyzing, evaluating, synthesizing, creating, and communicating information in all formats and in all content areas of the curriculum

By utilizing various media as part of the learning activities, children learn to retrieve information from a variety of sources, as well as to analyze and evaluate the quality, breadth and usability of information from these sources. They will learn that different sources may provide the same answers, but each presentation has its strengths and weaknesses. They will also learn that they enjoy some media more than others, which given the choice, makes learning more fun. They will discover that what they know is not enough to fulfill their assignment. Reviewing Super3 research skills will show them that the pursuit of additional information is necessary.

2. To provide physical access to information througha. a carefully selected and systematically organized local collection of diverse learning resources that represent a wide range of subjects, levels of difficulty, and formats;

b. a systematic procedure for acquiring information and materials from outside the library media center and the school through such mechanisms as electronic networks, interlibrary loan, and cooperative agreements with other information agencies; and instruction in using a   range of equipment for accessing local and remote information in any format.

One of the goals of this project is to provide a variety of resources for students to explore. They will learn about the resources that are directly available to them through their own LMC. They will learn about “friendliness” of material by commenting on which resources are attractive to them, make sense to them, and provide the factual answers they are looking for.

It will be reviewed with students that the LMC only provides a limited collection of materials. Other resources need to be explored to broaden the selection of information. This will be done by having students explore websites, listen to a video, and have the use of books borrowed from other libraries.

3. To provide learning experiences that encourage students and others to become discriminating consumers and skilled creators of information through comprehensive instruction related to the full range of communications media and technology

By using a graphic organizer to help students plan their project, students will learn about creating projects in an organized format. Just as they will be encouraged to research sources that provide reliable and comprehensible material for them, they will in turn be required to present their ideas in a form that will be understood by others. The creation of the writing piece as well as the

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poster will allow children to express conclusive ideas they have surmised from their research and study.

4. To provide leadership, collaboration, and assistance to teachers and others in applying principles of instructional design to the use of instructional and information technology for learning

Students will work together in pairs while exploring websites in the computer lab, and in small groups at the classroom computers. This strategy requires that they rely on each for collaboration, manipulation of tools, and retrieval of information. The process supports reviewing exercise goals and answers as they explore. They will also learn when they need additional help from the LMS, such as through LMC flex time.

6. To provide a program that functions as the information center of the school, both through offering a locus for integrated and interdisciplinary learning activities within the school and through offering access to a full range of information for learning beyond this locus.

Because this project incorporates many different sources of information, all supported by the LMS, the student will learn that the LMS and the LMC are a resource unto themselves. Through presentation of the project as a collaborative effort, the students see that the LMS is an integral part of classroom learning, and will experience the LMS as a colleague of their own classroom and specials teachers.

(b) How will your collaborative unit integrate one or more of these goals (item a. above) for the media specialist—i.e. access to the information, etc.?

1. To provide intellectual access to information through learning activities that are integrated into the curriculum and that help all students achieve information literacy by developing effective cognitive strategies for selecting, retrieving, analyzing, evaluating, synthesizing, creating, and communicating information in all formats and in all content areas of the curriculum

Students will be taught Super3 research skills by the LMS. They will also learn about navigational parts of a book, i.e. index and table of contents. They will learn about doing a bibliography, so review of the title page will be included in the lesson. They will be given the self-assessment rubric up front, so as they are exposed to various media sources, they can decide where they are going to retrieve information from.

2. To provide a physical access to information througha. a carefully selected and systematically organized local collection of diverse learning resources that represent a wide range of subjects, levels of difficulty, and formats;

b. a systematic procedure for acquiring information and materials from outside the library media center and the school through such mechanisms as electronic networks, interlibrary loan, and cooperative agreements with other information agencies; and instruction in using a   range of equipment for accessing local and remote information in any format

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Students will be provided a collection of print materials from the LMC and from outside sources, i.e. the town library. They will also be given generous computer lab time to explore internet sites, as well as an internet game to reinforce comfort on the keyboard. A movie shown in the classroom will provide visual stimulation and additional sources for stimulation.

3. To provide learning experiences that encourage students and others to become discriminating consumers and skilled creators of information through comprehensive instruction related to the full range of communications media and technology

A graphic organizer will spell out what information they must obtain in order to compose their report. “Facts versus fiction” will be reviewed. Students will be discouraged from copying verbatim and encouraged to express their ideas in their own words.

4. To provide leadership, collaboration, and assistance to teachers and others in applying principles of instructional design to the use of instructional and information technology for learning

The members of the teaching team on this project will be introduced right from the beginning. Students will know that all adults involved are accessible and supportive in the learning process. Through teamwork, students will learn about helping each other through exploration and sharing of ideas.

6. To provide a program that functions as the information center of the school, both through offering a locus for integrated and interdisciplinary learning activities within the school and through offering access to a full range of information for learning beyond this locus.

Students will begin the research process in the LMC with Super3 instruction. An entertaining fiction book will be read in order to reinforce the love of reading. Other resources available through the library will be reviewed, as well as what adjunct material will be provided.

The 7 Information Power goals are as follows:

1. To provide intellectual access to information through learning activities that are integrated into the curriculum and that help all students achieve information literacy by developing effective

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cognitive strategies for selecting, retrieving, analyzing, evaluating, synthesizing, creating, and communicating information in all formats and in all content areas of the curriculum

2. To provide a physical access to information througha. a carefully selected and systematically organized local collection of diverse learning resources

that represent a wide range of subjects, levels of difficulty, and formats;

b. a systematic procedure for acquiring information and materials from outside the library media center and the school through such mechanisms as electronic networks, interlibrary loan, and cooperative agreements with other information agencies; and instruction in using a   range of equipment for accessing local and remote information in any format

 3. To provide learning experiences that encourage students and others to become discriminating consumers and skilled creators of information through comprehensive instruction related to the full range of communications media and technology

 4. To provide leadership, collaboration, and assistance to teachers and others in applying principles of instructional design to the use of instructional and information technology for learning

5. To provide resources and activities that contribute to lifelong learning while accommodating a wide range of differences in teaching and learning styles, methods, interests, and capacities.

 6. To provide a program that functions as the information center of the school, both through offering a locus for integrated and interdisciplinary learning activities within the school and through offering access to a full range of information for learning beyond this locus.

 7. To provide resources and activities for learning that represent a diversity of experiences, opinions, and social and cultural perspectives and to support the concept that intellectual freedom and access to information are prerequisite to effective and responsible citizenship in a democracy.

References

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American Association of School Librarians, and Association for Educational Communications and Technology. Information Power – Building Partnerships for Learning. Chicago: American Library Association. 1998. 

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10. HOW WILL YOUR COLLABORATIVE UNIT INCORPORATE THE USE OF OTHER LIBRARIES’

RESOURCES (outside your own school library) BY THE STUDENTS?

10. HOW WILL YOUR COLLABORATIVE UNIT INCORPORATE THE USE OF OTHER LIBRARIES’ RESOURCES (outside your own school library) BY THE STUDENTS? For example: Will students need to use the Public or local college libraries to gather additional resources or use the Public Library's online catalog

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or databases? Will you have a public librarian visit the class to talk about related programs or resources? Will you engage in some collaborative venture/program/activity? Etc.

I investigated the E.C. Scranton Memorial Library, Madison’s town library, for selection of Earth Day related material. This was done prior to developing my mini-collection as I wanted to avoid as much duplication as possible and offer a wider range of material. There were several resources, mostly print, that I would borrow from the town’s library to circulate to the classrooms along with the IAS collection. Other town library catalogs were also investigated and the offerings were limited beyond what the local library offered.

In anticipation of this unit, I would request material from Scranton Library in advance of beginning the unit. This would help familiarize teachers with available resources during our collaborative session, as well as obtain the broadest selection.

As mentioned earlier in the mini-collection section, I would bookmark several website for use in the LMC, and refer teachers to them to bookmark in their classrooms. The Scranton Library website would also be bookmarked on all desktops. For this unit, students would be referred specifically to their connection to online reference resources such as Infotrac and Homework Help.

The town Public Works department or local refuse company would be contacted to ask for a representative to come to the school and speak to the children.

A suggestion to teachers to walk children around school grounds looking for garbage. “Could there really be garbage at my school playground?”

A suggestion of second grade teachers to arrange for a field trip to the Garbage and Recycling Museum in Stratford, CT. This is a fascinating museum geared for children. An overhead walkway allows classes to view the activity of recycling trucks unloading. There are many hands-on activities and a movie. The 15 foot tall dinosaur made of recycled material is a highlight.

References

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Garbage and Recycling Museum. Retrieved April 24, 2006 from http://travel.yahoo.com/p-travelguide-2977481-garbage_museum_the_stratford-i;_ylt=AhVFZxCMvAJnhm4N8UTLiIMWP2oL

Homework Help. The E.C. Scranton Library website. Retrieved April 17, 2006 from http://www.scrantonlibrary.com/children/homework.htm

Infotrac Kid’s Edition. The E.C. Scranton Library website. Retrieved April 17, 2006 from http://www.scrantonlibrary.com/children/homework.htm

Zoom School. The E.C. Scranton Library website. Retrieved April 17, 2006 from http://www.scrantonlibrary.com/children/homework.htm

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11. INTERVIEW WITH A MEDIA SPECIALIST

 

11. YOU WILL CONDUCT A BRIEF INTERVIEW WITH A MEDIA SPECIALIST, EITHER IN-PERSON OR BY EMAIL.

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The Media Specialist I interviewed manages the LMC at the school used for this project. I spoke to her in person, as well as several times on various related issues via e-mail. I also worked as a substitute with her for a month which allowed me a true inside look at her motivations, influences, and concerns.

Impressions: She has tremendous rapport with the kids who have a great deal of respect for her. She makes a point to read as many books as possible, including all Nutmegs and new books. Thus, her book talks are engaging and personal. Staff relies on her for resources, tech support and collaboration. She attends most grade level meetings, and makes a point to be familiar with activity in the school and the classroom. Her ability to respond quickly and effectively to the many demands of her day was inspiring.

a. Demographics:

1. How long have they been a media specialist?

This is her first year as a LMS. For eight years, she was a 2nd and 5th grade teacher prior to entering the library.

2. How did they become a media specialist? (training)

Her training was through ACES. It was a year long accelerated program for classroom teachers with at least 5 years of experience.

3. Grade level of School they currently work in?

Grades 1-4, Island Avenue Elementary School

State Name: Connecticut

b. What do they enjoy most about their job?

Sharing the love and enthusiasm of literature is the best part of the job. Through book talks, Nutmegs, read-alouds, special projects and assisting during checkout, the LMS is able to support the love of reading.

c. What are their biggest challenges/frustrations?

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This is the first year that the school district has changed from fixed to flexible scheduling. The concept of flexible scheduling was a new idea to the staff. Teachers were used to dropping the students off rather than team teaching or assisting. Changing the mindset of teachers in the beginning was difficult. Also, for flexible scheduling to be successful, planning time is crucial. We are fortunate to have weekly grade level meetings, but it still isn’t enough time. Trying to develop a unit together can be difficult in a 40-minute period.

Also, the library is located at one end of the building, which can limit interaction with teachers. It is also severely lacking in space. The reading area is cramped, aisle ways are narrow, and there is little room for displays.

 

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12. VISIT A SCHOOL IN-PERSON

12. VISIT A SCHOOL IN-PERSON

A. Briefly describe the school media center you visited

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The Island Avenue Elementary School LMC is located at the far end of the school in a temporary trailer portable. The space is shared with Special Education, separated by a furniture partition. Of the approximate 1700 total square feet in the room, 1110 square feet comprise the LMC. Although the room is obviously crowded with furniture, shelves, tables and chairs, it has an overall orderly appearance. The room is bright with natural light coming from several windows and exterior fire door. There is little display wall space and no display cabinetry. Storage closets line one wall, one of which is used by Special Ed. The space is not very inviting or attractive. It is obviously overcrowded and it can be difficult to maneuver when classes visit. The LMS uses the partition wall for displaying special projects. Shelving is metal utilitarian style, but the books are neatly shelved and organized. The LMS desk is piled high with paper, as is her lateral file behind the desk. Her computer is rarely used as it is slow and does not have Athena management software installed. Consequently, she uses the main circulation computer for her work. This often conflicts with work being done by the Para who primarily uses this workstation. The Circulation desk is just inside the main entrance. The Para or LMS sitting at circulation greets all patrons as they walk it. This greeting is the focal point of this library upon entrance. There are two large bulletin boards behind circulation, one for Nutmeg nominees, and the other for new acquisitions. The LMS displays color copies of covers of these books with title and collection. On close examination, it is evident that there is some wasted space in existing storage units, cabinetry and closets. Some items, i.e. books for processing, could be stored underneath if space was made. There is little room for processing books. It is done at the circulation desk which is usually piled with special collections or projects.

B. Using the guide from Kentucky, Beyond Proficiency: Achieving a Distinguished Library Media Program. 2001 p.18, indicate whether you believe the media center is at the Apprentice?, Proficient? or Distinguished? based on the specific criteria described below for each level of program. Include specific examples of what you found at the media center you visited that demonstrates why you chose a specific level.

1. The Library Media Center (LMC)is accessible to all students andteachers.

Program Evaluation – Proficient (3)

The IAS LMC supports flexible scheduling for all students and teachers. Students drop in during the school day using a library pass. They may come for research or for recreational reading material. LMS and some teachers collaborate on a regular basis. LMS supports classroom activities with resources, teaching and collaborative planning. It is only open during regular school hours.

2. The Library Media Programpromotes and supports studentlearning and achievement through its

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policies, programs and collection.

Program Evaluation – Proficient (3)

Promoting literacy through reading is an integral part of the program, due in large part to the enthusiasm and dedication of the LMS. She is constantly offering “special” collections to support events, holidays, themes, and genres. She often teaches about the special characteristics of these collections through book talks, reading aloud, and/or by drawing parallels to real life events. Basic research skills are taught, mostly using print material. Electronic resources are limited. Reference material is also inadequate due to lack of space. The LMS makes up for this by frequently rotating collections through the classrooms, and offering websites to classroom teachers as supplemental resources.

3. The Library Media program supportscollaborative planning with the staff forthe enhancement of instruction andsupport of student achievement.

Program Evaluation – Proficient (3)

LMS plans regularly with some, not all, classroom teachers. Since this is the first year of flexible scheduling, some teachers are still not comfortable with their role in the LMC. LMS attends all grade level meetings for short and long term planning, as well as soliciting collection suggestions.

4. The Library Media Programsupports the principles of intellectualfreedom, intellectual property rights,privacy rights, and ethical use ofinformation. This is reflected in theprogram’s policies procedures andpractices as well as legal guidelinesand professional ethics.

Program Evaluation – Proficient (2.5)

The LMS does have policies addressing intellectual freedom and censorship. They are not displayed but kept in a file drawer of policies. I don’t know whether they have been distributed to the school body at large. The only incident the LMS has ever experienced was a parent challenging a book. The parent was directed to fill out a complaint form, and the issue was resolved by pulling the book under orders of the principal. The LMS clearly supports individual rights free access to information, but does recognize it is an area that must be treaded lightly and where she does not have the final say.

5. The Library Media Program

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provides access to a robustcollection in a variety of formats insupport of literacy, research and thecurriculum. The collection alsosupports staff professional interestsand innovative instruction.

Program Evaluation – Proficient (2.5)

The collection does contain a variety of formats, although the LMS admits it needs a hard weeding. Since she is only in her second year, the weeding process is one that is acknowledged as overdue. Visual material is abundant and accessible but is not strongly pushed. Music CD’s are very popular, although talking books are scarce and dated. Software and digital reference material is not offered, due to lack of space and funds. Microsoft Explorer, iCONN and the local library website is bookmarked on all internet access computers.

6. The Library Media Programsupports continual assessment andregular planning for development,implementation and improvementof LMC programming.

Program Evaluation – Apprentice (2)

The LMS meets regularly with the Principal to review LMC activity. The Principal is very supportive of the LMC. However, funding is very limited and the LMS does not feel she has control over the small budget she has. Daily functioning is handled by the LMS who is able to consult with other elementary LMS in the district, as well as the District School Media Coordinator. Long term planning is limited.

7. The Library Media Program andits initiatives are promoted.

Program Evaluation – Apprentice (2)

The LMC displays bulletin boards of new acquisitions as well as Nutmeg nominees. Books are displayed on top of shelves. There is no other display space. Series books are sorted in one area and marked with appropriate signage. Fiction is marked by shelf unit with appropriate alphabet and non-fiction displays the range contained on the shelf. The LMS does have a link through the school website. She updates it as frequently as she can, especially with photos of special programs or events.

8. The LMC is a technology

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resource center for the school.

Program Evaluation – Apprentice (2)

Circulation is automated using Athena Library system. Four computers are available for student use, three of which have online access to a web browser. iConn and the local library website are also bookmarked. Students are very comfortable using the online catalog. Most know how to search by keyword or through a visual collection icon. The computer lab is located across the hallway. There is no staff in the lab. Teachers who use the lab are either computer savvy or consult with the LMS for basic lessons. The school technology support person works on a part-time basis and is used for maintenance issues. There is a laser and dot matrix printer in the LMC.

9. The LMC assumes an active rolein short-range planning as well asstrategic planning in the school,district and state.

Program Evaluation – Apprentice (2)

The LMS oversees the activities of the LMC. Input for planning programs comes from grade level curriculum meetings which the LMS regularly attends. There is no advisory committee.

10. The Library Media Program isthe focal point in the school forinstructional resources and theLMS partners with teachers in thedelivery of a quality, integrated, andaligned curriculum.

Program Evaluation – Proficient (2.5)

The Library Media Program actively supports collaboration with classroom and specials teachers. Teachers will either drop by or email the LMS looking for ideas and resources. Resources provided are primarily print sources, but website referrals are also given. The LMS maintains a file of collaborative lesson plans, as well as bibliography lists. The only equipment the LMC maintains are the two digital cameras which are used often. All other equipment, i.e. LCD projector, VHS and DVD players, are housed in the computer lab across the hall. Access to equipment is unmonitored.

11. The LMC is administered by a

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media specialist who demonstratesprofessionalism by staying currentwith the profession and who adheresto the standards in the EvaluationTool for Library Media Specialists.

Program Evaluation – Proficient (2.5)

The LMS has a supportive role with students and staff. Students view her fondly and as the focus of the LMC. She goes out of her way to help students find appropriate resources. Because of her teaching background, the LMS has a professional ease and confidence with information literacy lessons, both in planning and delivery. Administration of the LMC is satisfactory, considering the lack of personnel support and space limitations.

12. The LMC’s programs are a modelof collaboration with other school-basedprograms.

Program Evaluation – Apprentice (2)

There is active communication between the LMS and the other elementary school librarians. Because each LMC maintains its own collection, budget and programs, there is little collaborative effort. The town librarians and town officials are sometimes called in to participate in special author or read-aloud days.

13. The LMC program is adequatelyfunded and staffed.

Program Evaluation – Apprentice (2)

The LMS receives approximately $5 per student in her annual budget. Because other grade levels and administrators also have access to the account, she must spend the money quickly. The LMS is full-time with a part-time paraprofessional in the afternoon for circulation and processing support. There is no technology support.

Average overall score for program – 2.38 = Apprentice/Proficient

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C. What activities in the school library media center were exemplary?

The exemplary element in the LMC at IAS is the LMS. She is a seasoned professional who is highly regarded by students and staff. It is quite evident that the confidence placed in her by her patrons is high. She will go out of her way to find answers or resources to support needs, despite an admittedly outdated and limited variety collection. She views herself first and foremost a teacher and a literacy leader. She reads all Nutmeg books as well as new material so she can intelligently and with vigor present them to students during book talk sessions. She is project oriented and can very quickly and easily respond to unit needs and school-wide campaigns. Marketing the LMC to the community is done on a regular basis with articles and photographs documenting special reading projects. She has a good working rapport with the town children’s librarian, who is often included in district meetings.

 Which services or programs appear to need improvement?

The most obvious problems of the IAS LMC are the lack of space, lack of support staff, and lack of funding. There is little that can be done about space except to weed the collection and shift resources. This weeding might also create space for new material and an expanded reference collection. There are no atlases, for example, as there is no place to put them.

An easy solution would be for the LMS to develop the website and online connections. More search sites, author sites, reference sources could be bookmarked to add to the offerings and counteract the space issue. The current website (http://www.islandavenue.org/mediacenter.htm) offers useful information about the Nutmeg nominees and voting record of the Madison Elementary schools, author website links, and a review of most recent special projects and activities. A few reference sites are bookmarked in list format. A review of other school websites (see references below) provides some insights into how the current site could be improved. For example, instead of a list format for reference sites, icons should be displayed for quick links in a friendly format. For children, parents, and teachers, the site should be kept simple, inviting and age-appropriate. The Ware School Library in Longview, Texas, for instance, uses simple graphics and a basic grid to highlight resources. I did not, however, see a link for the local library which should be included on the page.

A full time Para would allow the LMS to improve her overall management of the facility. Where she is operating more in a quick response mode now, with improved organization and control of functions, she would have more planning time. She would also be able to plan for soliciting of funds from alternate routes, i.e. through PTO fundraising.

Another serious problem is that the computer lab across the hall has no staffing. Because of its proximity to the LMC, the LMS, by default, is constantly being drawn in for help. This is a frustrating point for her professionally as well as a detriment to the development of the library program.

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References

Commonwealth of Kentucky. Beyond Proficiency: Essentials of a Distinguished Library Media Program. Retrieved April 1, 2006 from http://www.education.ky.gov/KDE/Instructional+Resources/Curriculum+Documents+and+Resources/Library+Media/Beyond+Proficiency.htm

Hiteon Elementary School Library website. Retrieved April 26, 2006 from http://www.beavton.k12.or.us/hiteon/library/index.html 

Island Avenue Elementary School website. Retrieved April 9, 2006 from http://www.islandavenue.org/index.html.

Lake Middle School Library Media Center Online. Retrieved April 27, 2006 from http://www.mslake.stark.k12.oh.us/

Ware Elementary School Library website. Retrieved April 26, 2006 from http://newton.lisd.org/%7Eljones/ware/libindex.htm 

 

 

 

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