Annual report 2014 2015

Taft Library Media Center Annual Report 2014-2015 “The library as a physical facility has always been an open door to learning, and, although what is beyond that door will change, the learning remains the same.�

-(Dickinson, AASL President, 2013-14)

Submitted by Kathleen Sheppard, M.Ed. Teacher Librarian

T A F T C H A RT E R H I G H S CH O O L L I BR A RY R E S EA RCH C E NT ER A N N UA L R EP O RT — J U N E 2 0 1 5

Highlights of 2014-15 Today’s school libraries are designed to provide college and career readiness and to equip students with skills they need to succeed in a world that is becoming more global and hyper-connected.

Good school library programs are essential to a good education. Students in schools with well-funded libraries and the presence by qualified librarians scored 8.4% to 21.8 % higher on ACT English tests and 11.7 % to 16.7 % higher on ACT Reading tests.

CCSS expect students to “engage deeply in a wide variety of informational and literary texts.” Vertical articulation among our peers is essential to raise student achievement. The library is another classroom-probably the largest on campus. 

Collaborations with more than 30 content area teachers, staff, counselors, specialists and administrators

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Develop and collaboratively teach ethical use of information including locating and citing Creative Commons images, Blogging

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Conduct research and apply that research, teach research process, include data gathering and analysis, synthesis, and production of information integrating Web 2.0 tech tools

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Curate information using pathfinders and promote using Web 2.0 tools

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Coordinate, plan and promote an author visit: New York Times best-selling author Michael Buckley visit assemblies, book signing and meet & greet informal gathering during nutrition

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Design promotional & advocacy web tools such as website, blog, wiki, videos, Twitter, “Tech Tuesday” program, Teen Read Week, Banned Book Week, Teen Tech Week

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Promotes both informational and literary texts and encourages every adult to model fluent and avid reading

T A FT C HA R TE R H I GH S C H OO L L I BR A R Y R E S E A R CH CE N TE R A N N U A L R E P OR T —

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Selected to serve on CSU Long Beach, Advisory Committee, Educational Technology and Media Literacy, Teacher Librarian Services Credential program

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Served as California School Library Association, Southern California, Region 2 Representative, 2014-15; President-elect 2015-16

5461 Winnetka Avenue

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Elected to serve on Computer Using Educators, Gold Coast, Board of Directors, Treasurer, 2014-2016

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School Site Council, member 2014-15

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Served as Library Professionals Committee, Article XXX Committee, Past President Los Angeles School Library Association, 2014-15

21st Century Libraries: The Learning Commons

Library Research Center Web Portal http://www.taftlibrary.org

Phone: 818.227.3624 E-mail: krs4295@lausd.net Twitter: @TCHSLibrary

Annual Report 2015

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“Equitable access to educational and technology resources is essential for all school districts” -Knowledge Quest

“School librarians provide the blueprint for teaching students research skills, digital citizenship, safety online, and information communication skills.”

“School librarians have deep expertise in digital literacy skills; have well-developed instructional strategies based on thinking critically, communicating creatively in a variety of media, and solving problems creatively; and are often role models for strong leadership, initiative, and other career and life skills.”

Trilling, Bernie. 2010. “From Libraries to Learning Libratories: The New ABC's of 21st -Century School Libraries. School Library Monthly 29 (1): 43. <http://www.schoollibrarymonthly.com/articles/Trilling2010-v27n1p43.html>

Opportunities abound for collaboration and curriculum mapping especially with the development of units in Content areas and CCSS. Teacher Librarians have the ability to manage and use technology in support of teaching and learning and have the expertise to lead their communities in becoming more digitally literate and responsible.

Teacher librarians provide the most personalized, differentiated instruction and resources to meet each student’s need for just-in-time learning of any staff in the school, and they collaborate to achieve results that are unreachable by any single person.

With knowledge of information processes and research skills, teacher librarians are well positioned to access, evaluate, and promote research initiatives. Teacher librarians can help the school community locate current research and beneficial practices in order to conduct research-based instructional strategies that result in more effective learning.

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Annual Report 2015 Collaboration and Usage patterns

Library Research Center Class Collaboration 215 classes visited our library media center this school year compared to a 235 in 2014. I could conservatively add another 200 Library/Technology classes. 215 classes with 45 students/class would be 9,675 inquiry-based learning student visits focused in the library, knowledge space. Less than the previous year by 500 learning student visits probably due to the MiSiS crisis affecting student programming. Health 61%, English Language Arts 41%, Special Education 40% and Counseling 32% are the greatest areas of collaborative in 2014-15. Class visits variability may be due to several contributing factors: CCSS professional development , testing schedule and MiSiS.

English 8

41

31% %

40

Counseling/Tutoring /PCC Social Studies

32

61

23

27% %

Health Spec Educ

Nutrition, Lunch and After School Usage Student daily usage has continued to increase each year until last year. Overall, 86 students/day a 20% decrease.  2014-15 approximately 13,625 visits over approximately 160 days.  2013-14 estimates 17,435 visits over 157 days.  2012-13 conservatively found 19,182 visits over 162 days. 118 students/day would be an approximate average throughout the school year.  Nutrition continues to be essential for students to complete work, research, read for pleasure, and study as well as create work. Nutrition accounts for 55% of access necessitating foundational need for increasing staffing. After school hours increased to 15% during February-June complete work, study and create with information.

Class Usage and Collaboration   

2014-15 estimates 9,675 with 215 classes @ 45/students per class.

2013-14 estimates 10,175 with 235 classes @ 45/students per class.

2012-13 estimate 10,175 also with 235 classes @ 45/students per class.

Computer Usage during Nutrition, Lunch and After School Access to computers to create new knowledge continues to be of significant importance for Taft students during the school day. Access provides equity throughout the Taft community. Operating system updates from WIN XP to WIN 7 and Microsoft Office 2003 to Microsoft Office 2013 will facilitate greater success with Web 2.0 technologies used throughout the day to support learners. 20 HP desktops were installed late April 2015. Laptops O/S need to be updated during 2015-2016 school year.    

2014-15 2596 visits outside of scheduled classes 2013-14 3564 visits outside of scheduled classes (157 days/5 less than 2012-13) 2012-13 4772 visits outside of scheduled classes with nutrition access of greater importance to students.

2011-12 3861 visits outside of scheduled classes.

The importance of the Acceptable Use Permission “Responsible Use Permission” form requirement by the district is essential because access equals equity. . Students sign-in during these times with a valid ID and AUP (Acceptable Use Permission) on file for the school year as directed by the District policies. Blended learning using district tools (remote access to Digital Library online subscription databases, OPAC, Google Apps for Education, APEX, Moodle) require their Single Sign On requires this policy.

Annual Report 2015

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Collection Usage Analysis 2014-2015 Area Percentage 600-699 34.36% FIC 18.09% PB PAP

Topics Age of Collection Technology, Health, Human Body 1996 (19 yrs) Fiction including three MARC addresses totaling 22.83%

4.58% 0.16%

300-399 11.86% 900-999 10.48% Reference 8.68%

Social issues, drugs, Court cases History and Geography All non-circulating references

1994 (21 yrs) 1988 (27 yrs) 1999 (16 yrs)

Current Collection Basics 2014-2015 555 3228 1219

Materials Added Materials "LOST" /Inventory started 4 years ago completed 6.2014 Materials removed, “weeded” or de-selected following LAUSD ILTSS guidelines

19,537 26,365

Current Collection of books June 2015 Current Copy Count

114 96 98 $673.43 4,494

Currently checked Out as of June 4, 2015 Overdue Unpaid Fines Amount due in fines Circulation this year 2014-2015 does not include e-reference circulation $1,066,122.29 Estimated Value of Collection June 4, 2015 1992 (23 yrs) Average Age of Collection $600 Estimated loss due to theft/maliciousness $ 0 Budget 2014-2015 $500 Donation Taft Boosters 20 HP Desktop Computers Microsoft Voucher Funds

This information does not reflect access to electronic resources such as e-references, online databases, wiki, web portal resources, Taft Reads blog which include available resources 24/7.

The CCSS have identified six instructional pedagogical shifts: additional attention to vocabulary, nonfiction or informational materials, text complexity, literacy across content areas, increased curriculum rigor across K-12 and a focus on producing evidence (versus opinion). I believe that a seventh shift is evident: research Clearly, research is an essential component of the learning process in the CCSS classroom. Approximately half of the Common Core writing standards acknowledge that research is part of the writing process (see, Writing for Information Standards 6, 7, 8, 9, and 10). In the introduction to the ELA standards, under “Key Design Consideration” is this strong indication of that role: “To be ready for college, workforce training, and life in a technological society, students need the ability to gather, comprehend, evaluate, synthesize, and report on information and ideas, to conduct original research in order to answer questions or solve problems, and to analyze and create a high volume and extensive range of print and nonprint texts in media forms old and new….”

Research is a lifelong skill.

Annual Report 2015

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NMC (New Media Consortium) Horizon Report 2015 K-12 Edition and It’s Implications The annual report, released June 29 by the nonprofit New Media Consortium, examines emerging technologies that will shape K-12 education during the next five years. Libraries are described as being at the forefront of maker spaces, which are among 18 major trends that include the rise of STEAM education. Six key trends, six significant challenges, and six important development in educational technology are shared in respect to likely impact on core school mission.

Shift from Students as Consumers to Creators Makerspaces (one year or less adoption) Looked at as a way to “engage learners in creative, higher-order problem-solving through hands-on design, construction and iteration.” Many schools are seeing it as a way to engage learners in hands-on activities ranging from origami, Raspberry Pi to 3D printers and circuitry. Public and school libraries are spearheading the makerspace movement in K-12 education.

Increased Use of Blended Learning (one to two year adoption) Blended and Hybrid learning models may be use to free up time class time that make the most out of face-to-face interactions in the same space. Emerging models focusing on personalized learning with potentially more engaged, self directed students. This model gives students more control over “time, pace, and path of instruction.”

Rise of STEAM Learning (one to two year adoption) The Horizon report states that recent years have seen a growing “emphasis on developing stronger science, technology, engineering and math (STEM) curriculum and programs as a means to boost innovation and bolster national economics.” A need for a balanced curriculum added the A for Art. This demonstrates a shift in how subjects converge for deeper disciplinary learning and naturally connect in the real world. In many ways, technology is the connective tissue.

3D Printing (two to three years adoption) Enables more authentic exploration of objects and concepts that may not normally be available to schools. Horizon report states that “3D printing offers promising ways for artistic expression and scientific concepts to come together to encourage STEAM learning.”

Johnson, L., Adams Becker, S., Estrada, V., and Freeman, A. (2015). NMC Horizon Report: 2015 K-12 Edition.

Austin, Texas: The New Media Consortium. <http://cdn.nmc.org/media/2015-nmc-horizon-report-k12EN.pdf>

Identified Needs 2015: 1. Funding to enable school libraries to meet the recommendations of the CA Model School Library Standards and the CCSS. Maintain and update print and non-print collection and/or have access to existing information through the use of various technologies.

2. Collaboration among librarians and teachers to integrate library resources in lesson plans to support student achievement, across the curriculum.

3. Professional library staff to meet needs of students, teachers, & the school community, in accordance with the CA Model School Library Standards 4. Current library materials (such as books, journals, and multi-media) to support Taft CHS ESLRs and student success.

5. Library facilities that support the learning community. Library classroom usage should be a technology integration model with content area and Teacher Librarian collaborative planning as a focus. Optimal emerging technology necessitates library research center or learning commons/hub redesign.

Annual Report 2015

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Additional Activities: Community and Beyond Here are some of the highlights promoted throughout the 2014-15 school year with teachers, staff, students and the greater community.  AUP importance for access to resources in multiple formats, SSO for access to Digital Library 24/7 and Google Apps for Education  Banned Book Week exhibit, “Beware of the Book”, designed unit in Schoology for Library/Tech students focus on OIF and censorship  Health classes mental health research, How to Cite with MLA, Access 24/7 resources with SSO  Edublogs, how-to for Shakespeare research, locating images using Google Advanced Search and Creative Commons, How to Cite with MLA  Counseling Collaboration Online Math resources  LAPL collaboration with Woodland Hills YA Librarian, Kathryn Ross  E-Book trials with Gale Cengage, Lisa Kovach and EBSCO, e-reference High School Collection and Schmoop vendor Kelsey  Author Michael Buckley introduced his first YA book in a trilogy, Undertow with a “meet & greet”, two assemblies of approximately 300 students each, author book signing arranged with the assistance of Vroman’s Bookstore, Pasadena and SPIRIT students  Teen Read Week, October 12-18 Turn Dreams into Reality (Student Advisory Committee forms, PSA Geek Your Library about Library Video Contest, Teen’s Top 10 Vote/Magazine favorites!)  New Print and e-References Salem Press online portal promote how-to  Amazon.com wish list linked to library homepage to support curriculum  How-to download YouTube guide created and shared using Comic Life  Digital Learning Day, March 13, 2015 promoted encouraging teachers, students awareness of their Digital footprint or digital dossier  Collection Weeding /de-selection shared with students/teachers/staff and assisted by two retired Coordinating Field Librarians, Joan Kramer and Laura Graff  Teen Tech Week (Learn how to access the OPAC and create your own portal using Destiny, Access resources 24/7, What is your Digital Tattoo? )  Yallwest, YA festival of Young Adult authors contest, Santa Monica High School  April School Library Month, Your School Library where learning never ends (Vote online poll about what you’d like to see in a 21st century library, What Taft reads take a “shelfie”, Transitioning to College libraries and drawing, Michael Buckley author visit)  Summer Reading 2015 collaboration with ELA, Humanitas selected Laurie Halse Andersen, The Impossible Knife of Memory

YA Author Michael Buckley

Professional Accomplishments I served as California School Library Association, Southern California, Section 2 Representative and was elected as President-elect in spring 2015. I will be installed as CSLA SR President in February 2016 at the annual conference in San Diego.

LAUSD Library Professionals Committee, Article XXX committee, member Elected Computer Using Educators, Gold Coast CUE, Treasurer, 2014-2016 Serve on CSU Long Beach, Advisory Committee for Teacher Librarian program under leadership of Dr. Lesley Farmer, Chair, Advanced Studies in Education and Counseling, Librarianship Coordinator

Annual Report 2015

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Professional Accomplishments Aug Sept October Nov Dec Jan February

March

April

May June

CSLA Southern Region, Section 2 Representative, Board Retreat ILTSS Professional Development, Beaudry LAPL Woodland Hills YA Librarian Kathryn Ross, collaboration Gold Coast CUE (Computer Using Educators), fall workshop CSLA southern Section, Fall Workshop, Bakersfield eCOLLAB, online webinar, Screencast Innovations for the 21st Century Learner and Educator Author Mari Mancusi, Daniel Pearl Journalism HS CSLA SR Section 2 professional development, Author Julie Berry Webinar with Library of Congress, Teaching Tolerance, Using Primary Sources and Civil Rights CSLA Centennial Conference, Hyatt Regency, San Francisco YA Literature: The Best of the Best from Michael Cart, CSLA ILTSS, LAPL YA Librarians and Teacher Librarians programming Gold Coast CUE, Voices of Literacy in a Changing Landscape, VCSSO Annual Tech Conference, Computer Using Educators, Palm Springs CUE, Information Literacy Summit, Palm Springs Emerging Tech: Using Technology to Advance your School Library Program webinar iLTSS Professional Development, Beaudry CSU Long Beach, Accreditation, Committee Interviews YALLWEST, YA author events at Santa Monica High School, CSLA SR Section 2 event LAPL Woodland Hills, Poet Laureate Luis Rodriguez poetry speaking event LA Times Festival of Books, USC New Developments in e-content, edtech webinar, Michelle Luhtala Gold Coast CUE, Annual Board meeting CCCL event, Pasadena MS, Diversity in Books Edtech 50 Apps in 60 minutes webinar Cultural Proficiency Institute, Santa Maria

Committees     

Los Angeles School Library Association, UTLA LPC, Article XXX Committee California School Library Association, southern Region, Section 2 Representative and Presidentelect CSU Long Beach Advisory Committee, Advanced Studies in Education & Counseling, School Librarianship Computer Using Educators, Gold Coast, elected Treasurer, 2013-15 School Site Council, Vice Chair, department chair

Annual Report 2015

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Focus 1. Increase awareness of classroom teachers and other stakeholders about the role of a Teacher Librarian. Share how collaboration with a Teacher Librarian and the integration of library resources can enhance the rigor of their lessons and distribute the workload of devel oping the lessons. Share specific resources—-databases, Web 2.0 tools, pathfinders, CA Model School Library Standards, AASL’s Standards for the 21st Century Learner. We can design units in which students learn content while they are engaged in the information liter acy process— 2. How can Teacher Librarians lead in technology innovation? Offer professional development “model the way” on the integration of Tech tools as students are moving from consumers to creators.

3. ILTSS MARC (machine readable code) records cleanup process to enable Destiny software to function across the network in the Union Catalog across the district.

California School Library Association State Board 2015-16

Classroom Connections A. Focus on delivering effective instruction, developing a shared-language with professional colleagues, aligning learning activities and systems with clear objectives for student growth based on 21st century School Library Standards . Continue to communicate with the Content areas department chairs and leadership to plan a school-wide integrated information skills continuum which includes instruction in research methodology, evaluating the authority, accuracy of print and online sources. Digital literacy needs to be taught. Teach lessons to educate our students in both Information and Digital Citizenship .

B. Complete library classroom that will enable full class access to integrate technology while teaching information and digital literacy incorporating 21st century tools into the curriculum as well as offer professional development such as Copyright/Creative Commons, Moodle Blended Learning, Google Apps for Education, best Apps for work flow and determining Text complexity, developing a Personal Learning Network using Twitter and Creating Virtual classrooms using Edmodo or Schoology.

C. Continue to promote school-wide literacy through promotion of library web portal, events, book talks and other promotional events and shared attitudes about the importance of reading in the Taft community that has equitable access to resources in multiple formats and varying readability levels. Access to e-readers and new in-hand devices for engaging and accessible information resources for learning to meet the needs of differentiated instruction as learner styles.

D. Library research center 1-3-5 year plan to develop 21st century library of the future including ebooks with multi-user access for research Units supporting CCSS, flexible classroom spaces, makerspace, lounge area, collaborative labs, recharge area, Genius bar.

E. “As librarians, we must broaden our views of usability and navigation, instruction and differentiation, collection development and digital curation.” –(Boyer, 2014) New tools are needed such as Lib Guides. Also develop web tutorials for the library portal on commonly needed requests for how-tos.

F. Include library inquiry-driven knowledge space in WASC plan, site ESLRs and establish funding line in site budget using LCAP language.

September 2015