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
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
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
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
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