AASL Standard 1: Use of Information and Ideas
Project: Program Development and Evaluation Plan (PDEP)
Summary: The PDEP demonstrates an understanding of the policies and procedures necessary for effective management of a school library media program. This plan governs the philosophy and vision for the media center. Additionally, the plan outlines multi-year long range goals and complementing short range objectives which align together.
Justification: By designing a comprehensive plan for adminstering the media center, the PDEP puts forward strategic planning for each component of the media center including: facilities, budgeting, long-range goals, short term objectives, and program evlaution. The PDEP assignment carries out the AASL Standard 1 by using a variety of strategies to ensure access to resources and outlines academic program management that facilitates information seeking.
Project: Order Project / Committe Presentation
Summary: The order is an assingment in which you have application and direct practice in fulfilling the curricular needs of your media center. Areas of need are addressed that have been identified within your Program Development and Evaluation Plan (PDEP). Typically, each year's book order focuses on a different curriclum area with eventual educational materials renewal for every subject within a five year period.
Justification: The assignment aligns with the standard by directing a stategy that ensures access to materials in a variety of formats. By analyzing the areas of need within the PDEP, we compiled an order which included AV materials, books, and instructional resources. By working within a budget and creating a presentation to justify the order to the media committee, we affirmed that the order's expenditures align with the academic demands of the school while assuring administrative oversight.
Project: I-Search Reflection / Mapping I-Search
Summary: Inquiry-based learning is applied within the I-Search
project. A quest for knowledge to meet a personal information seeking
need in a non-traditional way helps reveal the individuality that exists in
exploring resources. Utilizing a reflection on the information gathering
process each I-Search reveals a individual self-characterization of knowledge
searching which prepares students to teach the search process.
Justification: The I-Search assists in learning and teaching the information search process. By going through a personalized search process candidates learn to encourage lifelong learing by experiencing it. Also, the I-Search stategy can be taught as an efficient information seeking strategy.
AASL Standard 2: Teaching and Learning
Project: Collaborative Unit : Curriculum Mapping
Summary: This project allows for instructional collaboration
and integration of information literacy within the classroom curriculum.
Justification:
By meeting with teachers to collaboratively develop lessons together, areas where
information searching skills are integral can easily be identified. Media Specialists
learn more about the classroom curriculum by being part of the lesson
delivery. A reciprocal relationship
occurs between the teacher and media specialist in which each begin to value
collaboration and develop an instructional partnership.
I worked with a social studies teacher and a science teacher. I
felt engaged in the learning process because I am not an expert in these
areas. The teachers learned information
literacy skills that applied to their specific curriculum. The curriculum
mapping process has long term benefits because the media specialist learns the
materials necessary for different academic domains. Future lessons are easily supplemented
with additional resources supplied by fresh material discoveries from the media
specialist.
Project: I-Search Reflection / Mapping I-Search
Summary: Inquiry-based learning is applied within the I-Search
project. A quest for knowledge to meet a personal information seeking
need in a non-traditional way helps reveal the individuality that exists in
exploring resources. Utilizing a reflection on the information gathering
process each I-Search reveals a individual self-characterization of knowledge
searching which prepares students to teach the search process.
Justification: By completing an inquiry based learning project
using an information search process model, a media specialist understands the
concepts behind he information search process. Candidates can use the I-Search
or other information search process models as instructional strategies for
teaching methodical research and best practices for locating, evaluating, and synthesizing
data.
AASL Standard 3: Collaboration and Leadership
School library media candidates provide leadership and establish connections with the greater library and education community to create school library media programs that focus on students learning and achievement; encourage the personal and professional growth of teachers and other educators, and model the efficient and effective use of information and ideas.
Project: The Internship
Summary: The Internship gives an opportunity for candidates to build professional relationships within the educational community. With over 100 hours of work experience, candidates have a plethora of exposure to students, teaching, learning, and the professional community. Valuable experience is gained through mentor style relationships within the community of school library media practice.
Justification: My internship gave me an opportunity teach information literacy skills in the classroom. I taught individualized lessons as well as entire classes on effective use of the electronic card catalog. I completed a book order and material processing. I worked primarily in an elementary school in the Clarke County School District. Also, I was exposed to both middle and high school media centers in the area. I experienced tremendous professional growth and began to feel more confident in applying the principles that I was learning on my own.
I learned to model techniques for managing a media center such as how to perform a collection analysis, manage daily lesson plans, and setup a book fair. Reading to children on a regular basis introduced me to a community of learners I had not previously known personally. Embedding myself in the school and being a part of a larger educational community helped me form connections in the greater community.
Project: Program Development and Evaluation Plan (PDEP)
Summary:
The PDEP demonstrates an understanding of the policies and procedures
necessary for effective management of a school library media program.
This plan governs the philosophy and vision for the media center.
Additionally, the plan outlines multi-year long range goals and
complementing short range objectives which align together.
Justification: The PDEP introduced me to the different groups which combine to govern the media center. The plan defines the composure of the committees to guide the media program. This project conveyed who the community stakeholders in the media program were and how they assist in managing the efficient use of information and ideas. The collaboration evident between groups in the PDEP creates consistency in leadership for the media center.
AASL Standard 4: Program Administrator
School library media candidates administer the library media program in order to support the mission of the school, and according to the principles of best practice in library science and program administration.
Project: Order Project / Committe Presentation
Summary: The order is an assingment in which you have application and direct practice in fulfilling the curricular needs of your media center. Areas of need are addressed that have been identified within your Program Development and Evaluation Plan (PDEP). Typically, each year's book order focuses on a different curriclum area with eventual educational materials renewal for every subject within a five year period.
Justification: The order project requires a systematic plan to be administered in order to assess material needs, collect requests, justify expenditures, and process materials. This project is part of the larger process of collection development and encorporates direct practice of library science and program administration principles.
An analysis is conducted to determine areas of need and evaluate media program demands for specific instructional materials. The project required that we administer a finite budget while managing the materials request using an online ordering system. Our group focused on multi-cultural books, nonfiction books, and Georgia Book Award Nominees. We justified our order by making a presentation for the media committee. Additionally, we developed an order checklist that lay outs a system for order processing.
Project: Program Development and Evaluation Plan (PDEP)
Summary: The PDEP demonstrates an understanding of the policies and procedures necessary for effective management of a school library media program. This plan governs the philosophy and vision for the media center. Additionally, the plan outlines multi-year long range goals and complementing short range objectives which align together.
Justification: This comprehensive plan incorporates the school’s mission and philosophy. The document outlines a map for obtaining academic goals within the constructs of the media program. Strategies are composed for the long term planning and evaluation for the media center and collection development. The Media Specialist references this guide when program policies need to be modified, amended, or changed. We evaluate yearly progress and make decisions based the parameters and objectives developed in the PDEP.