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Westerville  South  High  School   Media  Center  Report   2009-­‐2010     Once  again,  the  media  center  program  had  a  very  positive  year.    We  had  the  benefit   of  two  major  infusions  of  unexpected  funds  that  allowed  us  to  add  significant   resources  to  the  collection.  Student  and  classroom  visits  increased.  Students   continued  to  check  out  books  at  an  advanced  rate,  and  database  usage  was  up.  We   learned  how  to  use  a  new  circulation  system  and  continued  to  emphasize  the  use  of   online  tools  and  resources.     Goals:   1. Increase  direct  collaboration  with  teachers.   2. Increase  communication  with  staff,  administration,  and  community   members.   3. Continue  professional  development  in  areas  of  library  administration,   technology,  and  teaching.     Achievements:   1. Directly  collaborated  with  31  teachers.  This  is  an  increase  of  19%  over  last   year.   2. Created  and  emailed  3  newsletters  to  district  and  building  level   administrators  and  staff.   3. Attended  the  OELMA  conference  in  October;  OCC  Librarians  meetings;  online   professional  development  pertaining  to  Web  2.0.   4. Taught  building-­‐level  staff  development  classes  in  creating  wikis  and  blogs   and  how  to  use  Turn  It  In  to  do  more  than  check  for  plagiarism.   5. Presented  sessions  for  media  specialists  on  both  Waiver  Days.   6. Collaborated  with  a  library  science  graduate  student  as  she  completed  a   project  for  one  of  her  classes.     Numbers:           Total  Visitors:   61162     Classes  Served:     Business:   13   English:   287   Health/PE:   32   Science:   111   Social  Studies:   165   Other:   15     Total  Classes:   623      

WSHS  Media  Center  Annual  Report  2010    

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Classroom  visits  decreased  slightly  which  I  attribute  to  the  number  of  hours  we   were  closed  due  to  testing,  meetings,  and  the  occasional  workshop  and  luncheon.     We  were  closed  120  instructional  periods  during  the  year.  This  equates  to  12  school   days  that  physical  media  center  resources  were  not  available  to  staff  and  students.   Most  of  the  testing  that  took  place  this  year  in  the  media  center  revolved  around  the   OGT,  both  in  October  and  March.    Our  ESL  students  are  given  the  entire  school  day   to  take  the  tests,  and  it  was  felt  that  the  media  center  was  the  best  venue  for  test   administration.    Only  two  IB  tests  were  administered  in  the  media  center  this  year.  I   am  very  appreciative  of  the  effort  Scott  Dorne  made  to  move  the  other  IB  tests  to   different  areas  of  the  building  in  order  to  keep  the  media  center  open.     We  have  a  steady  stream  of  student  visitors  from  the  time  we  open  our  doors  at   7:00  a.m.  until  we  close  at  3:15  p.m.    We  made  a  distinct  effort  this  year  to  count  the   number  of  students  who  come  into  the  media  center  before  the  first  bell  rings.  Our   total  came  to  10603,  which  is  an  average  of  60.9  students  every  day.    The  computer   area  is  usually  full  while  other  students  are  studying  at  tables  or  visiting  together.   This  year  we  had  approximately  33539  individual  visitors  during  study  halls,  lunch,   from  classes,  and  before  and  after  school.       Library  Administration:     We  started  the  year  with  16692  books  and  ended  the  year  with  15345,  which  is  a   net  loss  of  1347  physical  holdings.  However,  we  added  another  1000  eBooks  that   can  be  accessed  by  all  students  at  any  time  bringing  our  total  number  of  available   “book”  resources  to  16345.  I  decided  to  do  one  more  round  of  major  weeding  of  the   collection.  This  best  practice  is  vitally  necessary  in  school  libraries.  We  had  (and  still   have)  many  books  that  are  old  and  therefore  contain  inaccurate  information.  In   some  areas  of  the  collection,  age  is  not  a  serious  concern.  A  good  example  of  that   would  be  the  sections  on  art  and  literature.  Resources  in  these  sections  are  often   weeded  to  make  room  for  materials  that  draw  the  eye  and  make  a  student  want  to   pick  them  up.  When  resources  like  this  are  removed  from  the  media  center   collection,  they  usually  go  to  classroom  teachers.  Books  that  are  not  part  of  the  high   school  curriculum  but  that  are  used  by  lower  grade  levels  are  offered  to  those   schools.  However,  there  are  areas  of  the  collection  where  accuracy  and  age  of   materials  are  of  paramount  importance.  These  areas  include  earth  and  space   exploration,  life  sciences,  economics,  medicine,  and  geography.  Students  require  up-­‐ to-­‐date  information  in  all  these  areas  and  they  are  often  better  served  by  getting  this   type  of  information  from  online  resources  such  as  the  databases  the  district  and   state  purchase  for  us.  Criteria  used  to  determine  if  a  book  should  be  removed  from   the  collection  included:   1. had  not  been  checked  out  in  more  than  five  years   2. contained  inaccurate  or  out-­‐of-­‐date  information  or  racial,  sexual,  or  cultural   stereotyping   3. was  severely  worn  or  damaged   4. was  superseded  by  a  newer  version   5. was  not  relevant  to  the  curriculum   WSHS  Media  Center  Annual  Report  2010    

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Weeding  materials  creates  room  on  the  shelves  for  newer,  more  inviting  materials,   and  it  allows  patrons  to  find  materials  more  efficiently.  Through  weeding  the  non-­‐ fiction  collection,  I  have  been  able  to  make  room  for  the  many  new  fiction  books  that   were  purchased  this  year  and  create  a  specialized  area  for  our  growing  manga   collection.  The  average  publication  date  of  a  book  in  the  collection  at  Westerville   South  is  1988.  Based  on  conversations  I’ve  had  with  other  media  specialists  in  the   district,  I  would  say  that  reflects  the  average  age  of  all  our  collections.  However,  I  am   hesitant  to  replace  the  non-­‐fiction  and  reference  materials  with  books  that  will  not   be  used.  I  think  it  is  a  better  use  of  funding  to  purchase  access  to  more  databases   which  are  constantly  updated.  This  is  something  I  will  be  evaluating  throughout  the   next  school  year.     Thanks  to  unexpected  funding  from  several  sources,  we  were  able  to  add  over  1100   hundred  print  books  and  over  1000  eBooks  to  the  collection.  We  received  some  of   the  money  allotted  to  special  education  to  add  reading-­‐leveled  books.  These  books   were  incorporated  into  the  general  collection  so  that  students  did  not  feel  they  were   being  singled  out  when  they  came  searching  for  these  materials.  At  South,  they  have   a  green  spine  label  to  make  them  stand  out  without  “standing  out.”  We  also  received   some  extra  money  thanks  to  the  savings  the  district  incurred  by  using  Destiny  to   track  textbooks.  Diane  Conley  allowed  the  three  high  schools  to  use  half  of  the   money  to  purchase  a  special  set  of  eBooks  if  we  so  chose  (North  and  South  decided   to  take  advantage  of  the  offer).  The  remainder  of  that  pot  of  money  was  spent  on   print  materials.  The  Anime  Club  donated  approximately  80  books  to  the  manga   section.  Finally,  a  parent  made  a  nice  donation  of  fiction  to  the  media  center.  This   extra  funding  nearly  doubled  the  total  media  center  budget  and  was  much   appreciated.     The  increase  in  individual  visits  and  the  number  of  new  fiction  books  on  the  shelves   is  reflected  in  the  number  of  materials  checked  out  during  the  year.  This  year  we   checked  out  5158  materials  to  students  and  staff  which  is  an  increase  of  892  (20%).   Although  we  were  much  more  diligent  about  tracking  in-­‐house  use  of  magazines   and  books  (a  60%  increase),  we  still  had  a  significant  increase  in  the  number  of   materials  taken  out  of  the  media  center.  Our  rate  of  fiction  checked  out  increased   from  771  books  last  year  to  1394  this  year.  I  have  many  students  who  now  make   book  suggestions  and  I  try  to  fill  those  as  much  as  possible.     Web  2.0     Last  year  I  took  several  classes  and  attended  several  seminars  and  workshops   relating  to  the  many  tools  available  under  the  Web  2.0  umbrella.  These  tools  allow   users  to  create  new  content  from  a  variety  of  sources  in  a  variety  of  ways.  My  goal   this  year  was  to  begin  to  pass  along  the  things  I  had  learned  to  other  teachers  so  we   could  start  using  these  tools  to  enhance  student  learning.     First,  I  taught  a  wiki  class  to  the  members  of  the  science  department.  Several  of   them  became  very  interested  in  using  the  wiki  format  to  deliver  content  to  their   WSHS  Media  Center  Annual  Report  2010    

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students.  I  added  links  to  their  wikis  from  the  media  center  wiki  so  students  would   only  have  to  remember  one  address.  Our  health,  art,  and  theatre  departments   created  wikis.  Several  math  and  social  studies  teachers  learned  to  create  wikis  and   their  links  were  added  as  well.  The  media  center  wiki  became  recognized  as  the   homepage  for  resource  access  and  has  now  received  over  38600  hits.  Since  I  began   including  the  media  center  calendar  on  the  page,  teachers  have  come  to  rely  on  it  to   see  if  slots  are  available  so  they  can  bring  their  students.     We  made  use  of  Glogster  with  the  Anatomy/Physiology  students.  They  created   “glogs”  (online  interactive  posters)  in  preparation  for  the  autopsies  they  were  going   to  attend.  The  glogs  let  them  explain  various  diseases  to  other  students  and  how   they  present  in  the  human  body.  This  teacher  is  now  creating  Glogs  for  each  of  the   subject  areas  in  which  she  teaches  to  provide  some  content  delivery.     A  social  studies  class  used  Webspiration  to  create  a  graphic  organizer  to  illustrate   various  amendments  to  the  U.S.  Constitution.  This  teacher  also  set  up  a  discussion   board  through  Turn  It  In  to  give  students  a  sense  of  online  classes  work  in  higher   education.     Our  freshman  English/Language  Arts  classes  used  Wordle  and  Animoto  as  they   learned  about  Jim  Crow  laws  and  racial  segregation  in  preparation  for  reading  To   Kill  a  Mockingbird.     Freshman  and  IB  English  students,  freshman  science  students,  and  some  freshman   social  studies  students  learned  to  use  Diigo  to  save  their  bookmarks  “in  the  cloud.”   This  program  also  allows  users  to  annotate  and  tag  web  pages  along  with  taking  a   snapshot  of  them.  However,  because  it  requires  an  email  address  during  setup,  we   will  be  switching  to  the  Evernote  program  next  year  to  save  bookmarks  and  web   annotations.     It  has  been  very  gratifying  to  watch  students  transfer  the  skills  they’ve  learned  in   one  class  to  use  in  another.  They  now  have  many  presentation  tools  in  their  arsenals   beyond  PowerPoint,  and  they  are  beginning  to  understand  how  these  tools  will   benefit  them  in  their  future  careers  and  studies.       Looking  forward:     The  Destiny  system  has  been  well  received  by  students  and  staff.  I  will  continue  to   offer  lessons  on  how  make  use  of  its  capabilities.  I  know  have  several  teachers  and   students  who  use  it  regularly  to  put  items  on  hold,  review  materials,  and  suggest   future  purchases.     I  hope  to  develop  more  lessons  using  the  Smart  Board  and  Elmo  that  I  purchased   this  year.  I  have  set  up  a  technology  area  in  the  media  center  where  teachers  can  go   to  use  the  video  conferencing  equipment.  It  is  my  plan  to  have  the  Smart  Board,   WSHS  Media  Center  Annual  Report  2010    

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Elmo,  and  a  scanner  available  in  this  area  at  all  times  so  one  class  can  be  using  it  for   instruction  while  another  class  works  in  the  computer  lab  area.  This  will  still  leave   room  for  a  third  class  to  use  the  tables  for  large  group  instruction  and  gives  study   hall  students  seating.     I  will  continue  to  follow  the  blogs  of  several  master  media  specialists  in  order  to   keep  up  with  what  is  current  best  practice  in  the  field.  I  hope  to  attend  either   OELMA  or  eTech  again  as  both  offer  many  fantastic  workshops  which  keep  me   interested  and  energized.            

WSHS  Media  Center  Annual  Report  2010    

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WSHS Media Center Annual Report 2010