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UPPER SCHOOL  LIBRARY   2009-­2010     A  YEAR  IN  REVIEW    Prepared  in  June  2010,  Submitted  in  September  2010  by  Mario  CHIOINI  

STATISTICAL  OVERVIEW    

(Details and  explanations  follow)   CIRCULATION  STATISTICS                                .  3611  items  checked  out,  (Aug.  2009  to  May)       .  3577  (Aug.  2008-­‐May  2009)       .  3026  (Aug.  2007-­‐May  2008)     .  2523  (Aug.  2006-­‐May  2007)                                The  ALP  membership  card  was  borrowed  19  times  to  6  different  users                              since  January  2010.  

COLLECTION  STATISTICS   Acquired  (replacement  &  addition)     .  over  1450  titles     Weeded                                .  353  copies  deleted  in  2009-­‐2010       Lost                                .  78  items  since  June  2009  (400  since  June  2006)     EBSCO  DATABASES  (our  main  package  of  databases)   USAGE                                                                                                                                                                            >  to  May  2010                                                                                                                                    .  Sessions:  1607  (average  9  per  day)                              .  Searches:    25324                              >  End  of  Aug.  to  April  2009                              .  Number  of  sessions:  3255  (average  of  18  per  day)                              .  Number  of  searches  performed:  40012     SCHEDULED  CLASSES                              134  classes                                                                      2009  (end  of  May)                            192  classes                                                                          2008  (end  of  April)                            154  classes                                                                          2007-­‐2008  (end  of  May)                            137  classes                                                                          2006-­‐2007  (end  of  May)  

                     


UPPER SCHOOL  LIBRARY   2009-­2010     A  YEAR  IN  REVIEW    Prepared  in  June  2010,  Submitted  in  September  2010  by  Mario  CHIOINI  

   

DETAILS I    LEADERSHIP  

1.   ENVIRONMENT   The  library  is  used  by  individual  students  and  faculty,  small  groups,  classes  and  parents.  Our   teaching  area  is  reserved  for  quiet  study  and  for  large  group  instruction,  the  front  room  for   small  group  work.  Individual  students  make  good  use  of  the  work  tables  and  the  bean  bags  at   their  disposal  throughout  the  facility  and  our  computers  (4  Macs  and  16  PCs)  are  in  high   demand.       At  the  end  of  the  year,  we’ve  encountered  some  problems  with  gaming  in  the  library  which   raised  the  issue  of  gaming  as  a  tool  for  skills  development  and  as  an  instructional  strategy.  For   now  Administration  forbids  students  to  play  any  games  on  school  computers.  However,  I  have   spent  a  bit  of  time  reading  professional  literature  on  the  value  of  gaming  and  would  like  to   pursue  the  research  next  year  and  be  able  to  meet  with  administration  to  discuss  potential   possibilities  for  our  students.       There’s  been  an  increase  in  student  use  of  the  library  in  the  last  few  years,  largely  due  to  the   results  of  a  newly  renovated  space.  However,  outside  the  usual  morning  “rush  hour”,  it  is   difficult  to  see  a  pattern  in  the  traffic  partly  because  of  the  variables  such  as  the  Block  schedule   and  when  large  assignments  such  as  extended  essays,  University  essays  and  historical   investigations  are  due  ,  the  weather,  room  availability  to  work  in  the  school.  For  next  year,  it   would  be  interesting  to  do  an  informal  body  count  in  the  library  at  various  times  of  the  day  and   on  different  days  of  the  week  to  monitor  the  flux  and  help  us  plan  our  services  better.       Overall,  the  Upper  School  Library  is  alive,  a  convivial,  open  and  welcoming  environment  for  our   users.  Trafic  is  moderate  to  heavy  on  a  daily  basis.  Space  is  used  well.  Circulation  continues  on   an  upward  trend.     2.   SHARING  EXPERTISE   I  try  to  share  what  I  know  and  do  about  library  practices  and  online  literacy  in  a  variety  of  ways:   I  network  with  colleagues  from  other  international  schools;  this  year  I  gave  online  literacy   workshops  to  interested  faculty  members,  parents  and  other  professionals  through  ELSA’s  TDD   Conference;  I  was  asked  to  welcome  a  librarian  from  the  International  School  of  Bucharest  to   share  our  vision  and  practices;  and  I  attended  workshops  in  Munich,  Lausanne  and  Berlin,  which   were  professionally  very  satisfying.     3.   POLICIES/DOCUMENTS   Due  to  the  extensive  use  of  online  resources,  including  the  Internet,  and  of  our  DVD  collection,  I   wrote  and  submitted  an  updated  selection/challenged  materials  policy  to  the  Board  but  it  was   decided  that  the  one  we  have  had  for  several  years  was  still  relevant.  In  the  same  vein,  I   continued  the  work  started  last  year  on  copyright,  specifically  the  issue  of  public  performance   rights  for  our  DVD  collection.  (see  COPYRIGHT  below  under  INFORMATION).    


The work  on  developing  a  Research  As  A  Cross-­Curricular  Skill  document  hasn’t  progressed  this   year.  This  type  of  document  necessitates  a  school-­‐wide  discussion  and  a  shared  vision.  I  met   with  Brian  Brazeau  and  he  agrees  we  need  to  look  at  this  in  the  future.  I  am  still  in  the  process  of   cleaning  up  the  server  of  the  unneeded  library  files  and  update  our  digital  policy  manual.     4.   INSTRUCTIONAL  TECHNOLOGIES   Integrating  technology  is  encouraged  in  all  facets  of  our  work  from  using  the  interactive  board   and  studying  the  educational  applications  and  impact  of  new  technologies,  to  providing   intellectual  and  physical  access  to  digital  information  and  studying  the  appeal  of  e-­‐reading.    As  e-­‐ reading  is  becoming  more  and  more  prevalent  with  a  certain  segment  of  our  population,  I   conducted  an  online  survey  on  e-­‐reading  needs  and  interests.  The  activity  was  meant  to  take  the   pulse  of  our  users  and  see  if  the  library  should  consider  investing  in  the  new  technology.  As   most  of  our  readers  are  still  print  users  and  due  to  the  lack  of  compability  between  services  and   hardware  at  this  stage,  it  was  determined  that  we  will  wait  before  developing  a  digital  collection.   Experimenting  with  different  e-­‐readers  and  services  that  provide  downloadable  e-­‐books  would   be  useful,  though.  The  library  could  purchase  a  few  e-­‐readers  to  experiment  with  and  see  how   the  technology  could  benefit  student  learning.     5.   PROFESSIONAL  DEVELOPMENT   I  try  to  remain  current  in  professional  practices  &  developments  through  professional  reading   (library  and  non-­‐library  related),  networking  and  attending  conferences.  I  was  the  school’s   representative  on  ELSA’s  TDD  Committee,  attended  the  IB  Librarian  Workshop  in  Berlin  (July   2009),  a  Follett  training  in  Lausanne  (March)  and  the  conference  Evolving  Schools  For  A  Whole   New  Mind  in  Munich  (May).  I  remain  an  active  individual  member  of  the  American  Library   Association  and  the  American  Association  of  School  Librarians.     6.   PARTNERSHIP   The  outcome  of  the  first  6  months  (January-­‐June)  of  our  new  partnership  with  the  American   Library  in  Paris  was  very  positive.  A  few  number  of  students  used  the  card  often,  and  several   others  showed  interest  that  didn’t  materialize.  Our  lack  of  planning  orientation  visits  probably   hindered  the  promotion  and  benefits  of  the  service.  Nex  year  I  will  try  to  organize  optional   orientation  visits  for  students  in  grades  8  to  11.     7.   ADVOCACY   I  maintain  regular  communication  with  faculty  and  students  through  newsletters,  informal   chats,  meetings  and  workshops.  I’m  working  on  having  a  library  site/blog  to  serve  as  a  one-­‐stop   informational  and  interactive  portal  for  users.  It  is  a  project  that  was  started  last  year  but  was   not  completed  as  planned.  While  I’ve  been  experimenting  with  various  blog  templates  and   designs,  it  is  obvious  that  technical  support  is  needed.  I  hope  I  can  finally  create  a  space  where   users  will  find  support  for  their  reading  and  information  needs  and  a  place  where  everyone  can   collaborate  and  interact.     I’ll  try  to  attend  more  Coordinators,  department,  curriculum,  IB,  advisory  meetings  next  year  to   get  first-­‐hand  information,  understand  the  needs  of  my  colleagues  better  and  be  able  to  share   matters  of  interest  to  them.         II    INSTRUCTION     The  teaching  of  library  and  information  literacy  skills  is  done  formally  through  orientation  for   8th  and  9th  grade  classes  and,  more  importantly,  through  Social  Sciences  classes.  Any  teacher  or   student  can  request  instruction  at  any  time.     I  continued  working  closely  with  interested  teachers  on  units  of  study.  For  various  reasons,  it  is   difficult  to  collaborate  with  most  teachers.  Outside  Social  classes  I  worked  briefly  with  a  few  


science teachers  and  spent  time  with  Jeanne  Salvato,  helping  develop  some  teaching  strategies   for  her  Social  Science  class.    Overall,  though,  there  was  a  30%  decrease  in  the  total  number  of   classes  from  last  year  (134  classes  down  from  192).    It  represents  the  first  drop  in  4  years.   Maybe  there  was  a  different  focus  in  the  units  of  study,  or  users  feel  more  capacited  with  their   searching  skills  thus  requiring  less  direct  input  from  me  are  only  a  couple  of  explanations   possible.     As  mentioned  above,  I  offered  online  literacy  workshops  to  interested  ASP  faculty  members   during  our  May  in-­‐service,  which  was  similar  to  the  workshop  I  presented  at  ELSA’s  TDD  in   March.    Finally,  like  last  year,  parents  requested  that  I  offer  two  workshops  on  online  searching.   Feedback  has  been  positive  on  all  sessions  and  seems  to  indicate  the  need  to  continue  next  year.         III    INFORMATION       1.   TECHNOLOGY   Information  Technology  permeates  the  school  and  I  try  to  integrate  traditional  and  new   technologies  in  my  classes  and  in  our  daily  work,  with  the  goal  of  increase  student  learning  and   making  life  a  bit  easier.  Below  is  an  overview  of  some  of  the  items  and  discussions  I’ve  had  or   having  at  the  moment  about  technology  in  the  library.     E-­‐READERS  (see  above  under  Leadership)     LAPTOPS   Due  to  the  large  number  of  students  using  the  library  computers  and  the  low,  albeit  increasing,   number  of  students  with  their  own  laptops,  it  would  be  good  to  be  able  to  provide  more  access.   Should  the  library  or  the  school  purchase  a  few  laptops  to  use  in  the  library?  Encourage  students   to  invest  in  purchasing  their  own  computer?  Offer  a  school-­‐wide  purchasing  program  to   students  and  faculty?       INTERACTIVE  BOARD:  A  decision  must  be  made  as  to  whether  we  keep  our  current  Promethean   interactive  board  or  to  change  for  another  type.  Several  groups  use  that  area  (teachers,  students   and  myself  for  classes)  and  regardless  of  the  equipment  chosen,  it  must  be  readily  and  easily   accessible  and  in  perfect  working  condition.  This  means  software  installed  on  a  dedicated   computer,  training  to  teachers  to  use  it  and  mac  and  windows  compatibility.     Interactive  boards  are  becoming  an  integral  part  of  the  teaching  landscape  at  ASP.    The   Promethean  that  was  installed  in  the  library  3  years  ago  has  helped  me  in  my  classes.  The  only   doubt  I  have  about  white  boards  at  this  time  is  related  to  the  portability  of  materials  developed   specifically  for  it.  I’m  afraid  that  after  creating  the  digital  files  that  I  won’t  be  able  to  use  it  once   I’m  outside  that  interactive  board  environment.  For  example,  when  I  give  a  workshop  outside   the  school  or  in  a  room  that  has  no  digital  board,  how  will  do  I  access  the  material?  I’m  looking   forward  to  constructive  discussions  with  White  Board  users.     TV  ANTENNA:  The  library  TV  has  no  antenna  which  hinders  us  from  showing  important  events.   Teachers  and  students  have  sporadically  asked  to  follow  important  specials  on  television.  I   asked  for  the  last  3  years  for  enabling  a  cable/antenna/dish  service  and  have  not  received  any   replies  yet.     2.   COLLECTION     I  continued  working  on  improving  our  collection  through  weeding  and  ordering  replacement   and  new  materials  to  support  reading  and  research  needs.  I  also  try  to  balance  print  vs  non-­‐ print  materials  to  better  answer  research  needs,  gain  maximum  space  and  increasing  the   budgetary  value.      


Analysis Like  every  year,  I  perform  a  collection  analysis  to  see  how  balanced  is  our  collection  and   see  where  there  might  be  weaknesses.  While  the  collection  got  streamlined  to  the   curriculum  better,  more  work  still  needs  to  be  done.     Here’s  a  summary  of  how  the  collection  changed  between  2007,  when  I  first  arrived  at   ASP,  and  2010.       BOOKS  TOTAL   BOOKS  PER  PUPIL   AVERAGE  AGE   OCT.  2007   22000   52   1977   JUNE  2009   11000   25   1993  

   

Databases   Databases  are  current,  provide  reliable  information  and  are  financially  advantageous.   Offering  large  amounts  of  reliable  information  and  teaching  students  how  to  search   efficiently  using  keywords,  Boolean  operators,  critical  and  analytical  skills,  helps  them   become  better  users  of  information  and  prepares  them  for  their  future  academic  life.       Our  databases  were  well-­‐used  again  this  year.  However,  there  was  a  decrease  in  the  use   of  EBSCO,  our  main  and  largest  database  product.  1607  search  sessions  were  performed   this  year  (for  an  average  of  9  per  day)  which  represents  half  of  the  searches  done  last   year.  This  change  parallels  the  decrease  in  the  number  of  classes  that  were  scheduled.   Maybe  teachers  changed  the  number  of  research  projects  they  give  students  or  shifted   the  focus  of  those  projects  or  maybe  more  work  was  done  using  various  resources  other   than  online  information  (incidentally,  there  is  an  increase  in  our  books  circulation   statistics),  etc.  Despite  this,  databases  still  represent  an  important  part  of  our  resources   and  I  intend  to  order  a  few  new  products  next  year  to  help  balance  the  topics  covered  by   our  info  bases.  More  training  will  be  required.       Inventory   I  conducted  an  inventory  and  found  that  78  items  were  not  accounted  for  since  June  2009   (400  since  June  2006).    Approximately  1450  new  and  replacement  titles  were  added  to   the  collection  and  weeded  353  books  because  they  were  falling  apart,  superseded,  ugly,   out  of  date,  showed  bias,  or  irrelevant  to  the  curriculum.  The  book  collection  comprises  a   bit  more  than  11000  copies.   E-­‐Reading  (Reading  survey)   I  prepared  and  sent  a  Reading  Survey  to  Upper  School  students  and  faculty  about  their     reading  habits  and  to  see  if  e-­‐reading  was  popular  among  our  users  (the  link  to  the   results  is  posted  on  the  Library  page  on  the  school  web  site).    Among  several  things,  the   results  showed  that  most  of  our  community  still  prefers  to  read  print  formats,  but  there   is  a  trend  toward  the  new  technologies.  Due  to  the  lack  of  standards  and  to  proprietary   software  and  hardware  on  the  market,  the  library  decided  to  wait  a  bit  before  investing   in  digital  reading.  Services  like  Overdrive  look  interesting  but  careful  analysis  needs  to   take  place.  The  discussion  has  started.  I  would  like  to  secure  some  money  to  purchase  a   few  e-­‐readers  to  test  their  value  for  our  users  and  potential  implementation.     Streamlining  the  collection   Two  years  ago,  I  decided  to  integrate  most  Reference  books  into  their  subject  areas  to     make  them  easier  to  find  and  increase  their  use.  Next  year,  I’d  like  to  turn  most  reference   books  into  circulating  items.    I’m  planning  on  changing  the  call  numbers  of  the  Biography   books  and  integrate  them  into  their  specific  subject  areas.    


3. CIRCULATION   rd For  a  3  consecutive  year  our  circulation  statistics  increased  to  a  total  of  3611  items  checked   out  (Aug.  2009  to  May  2010).  The  numbers  will  eventually  peak  and  stabilize  but  for  now  I’m   tempted  to  associate  the  increase  to  a  few  factors:  a  new  library  layout  that  highlights  the   collection,  a  tighter  and  younger  collection,  an  increased  number  of  new  books,  better  display,   more  traffic  in  the  library,  and  a  more  convivial  space  to  work  and  browse.     4.   COPYRIGHT   I  continued  looking  for  legal  information  about  the  French  copyright  law  as  it  pertains  to  French   schools  in  general  and  to  libraries  in  particular.  My  findings  have  repercussion  on  what  we  do  at   school  and  in  the  library.  I  am  now  reviewing  our  acquisition  policy  accordingly.  A  general   discussion  of  the  issue  needs  to  take  place  with  the  new  Head  of  school.     5.   BUDGET   There  seems  to  be  some  confusion  as  to  how  to  proceed  to  buy  materials  or  equipment  other   than  library  resources  for  students.  No  provision  is  given  to  the  library  for  budgeting  lines  such   as:   .  Furniture   .  Complementary  PD   .  Hospitality     If  the  library  can  not  budget  such  times,  then  a  clear  procedure  as  to  how  to  proceed  is  needed.   Moreover,  receiving  a  detailed  monthly  budget  update  would  do  a  lot  to  avoid   misunderstandings  when  budget  discrepencies  arise.     6.   WEB  PORTAL   Minimal  work  was  done  this  year  due  to  limited  technical  support.  Working  closely  and   sporadically  with  IT  next  year  is  needed.  To  be  discussed  with  Larry  Love,  our  new  IT  Director.     7.   DETECTION  SYSTEM   After  doing  a  cost  benefit  analysis,  it  was  decided  to  not  install  a  new  library  detection  system   due  to  the  cost.    Taking  into  consideration  the  cost  of  the  equipment,  installation  and  of  the   yearly  maintenance  contract  I  found  that  the  total  cost  was  similar  to  the  one  of  replacing  lost   books  over  the  same  period  of  time.       My  decision  rests  upon  these  calculations:   The  life  of  a  detection  is  approximately  15  years.  Let’s  assume  the  library  loses  100  books  per   year  (as  per  the  average  in  the  last  4  years).     1)  Cost  of  replacing  100  books  per  year:  100  books  x  21  euros  per  book  (average  cited  yearly  in   School  Library  Journal)  x  15  years  =  31500  €       2)  Cost  of  a  3M  detection  system  with  a  single  entrance:  29000  €  (details  below)            .  System:  11000  euros  (only  once)            .  Reader  (to  magnetize  &  demagnetize  the  books):  3500  euros  (only  once)            .  Maintenance  contract:  1000  per  year  (yearly)  x  15  years  =  15000  euros     Not  having  a  detection  system  sends  a  message  of  trust,  respect  and  is  visually  much  more   appealing  and  inviting.     Doing  yearly  inventories  will  help  us  determine  if  we  should  continue  without  a  security  system   for  the  library.  If  things  get  worse  than  anticipated,  we  will  review  our  position.        


IV  PROGRAM   With  the  funds  from  The  Friends  of  the  Libraries  and  the  organizational  help  from  Maryama   Antoine,  we  were  able  to  invite  with  great  success  poet  Stephen  Thomas  from  the  UK  and   Heather  Hartley,  a  local  poet  to  work  with  students  on  creative  writing.  Both  visits  were  in   conjunction  with  the  launching  of  INK,  the  literary  magazine.     Moreover,  and  thanks  to  our  partnership  with  the  American  Library  in  Paris,  author/illustrator   Kadir  Nelson  spent  one  day  at  ASP,  sharing  his  work  with  students  from  the  three  Divisions.  We   are  very  fortunate  because  I  was  told  Mr.  Nelson’s  does  not  visits  schools  anymore.       V    PROFESSIONAL  ACTIVITIES   .  Attended  the  Pre-­‐Conference  Day  about  Destiny  organized  by  Follett  in  Lausanne  (11  March   2010)   .  Attended  Evolving  Schools  for  a  Whole  New  Mind  –  Munich  (14-­‐15  May  2010)   .  Was  the  ELSA’s  school  representative  on  the  TDD  Committee   .  Supervised  afternoon  buses  all  year   .  Stage  Directed  and  produced  the  Upper  School  Musical  A  Baker’s  Wife   .  Attended  Breakfast  2.0  ICT  meetings  organized  by  Chris  Chater   .  Offered  consulting  help  on  the  Faculty  Lounge  Renovations  Project    

Year-End Report 2010-2011  

year-end report

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