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Westerville South  High  School   Media  Center   Annual  Report   2010-­‐2011  

3 0 3 S .   O t t e r b e i n   A v e . ,   W e s t e r v i l l e ,   O H   4 3 0 8 1               6 1 4 -­‐ 7 9 7 -­‐ 6 0 7 3   h t t p : / / w s w i l d c a t s . w i k s p a c e s . c o m  

Our school  year  began  with  us  running,  literally,  from  classroom  to  classroom   helping  teachers  set  up  their  new  SmartBoards.  The  WSHS  Media  Center  is  the  “go   to”  place  to  find  answers  to  questions,  and  we  were  fielding  calls  immediately  about   using  the  new  equipment.  The  thing  I  love  about  this  profession  is  that  there  are   always  new  things  to  learn  and  challenges  to  be  met  in  support  of  teachers  and   students,  and  the  time  between  learning  the  new  program/process  and   implementing  it  is  usually  very  short.  Not  knowing  what  surprises  and  challenges   each  day  is  going  to  bring  is  my  favorite  part  of  the  job.    


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.  

Highlights: 1. Recipient  of  the  2009-­‐2010  Educator  of  the  Year  award  (forgot  to  put  that  in   last  year’s  annual  report).   2. Attended  the  OELMA  conference  in  October;  OCC  Librarians  meetings;     3. Attended  mid-­‐winter  OELMA  workshop  to  learn  to  meld  AASL  standards   with  P21  standards.   4. Presented  P21  building-­‐level  early-­‐release  session.   5. Presented  sessions  for  media  specialists  and  teachers  on  both  Waiver  Days.   6. Collaborated  with  a  library  science  graduate  student  as  she  completed  a   project  for  one  of  her  classes.   7. Purchased  books  that  the  kids  really  wanted  to  read!!!    

Class Visits  and  Usage  Patterns:     We  continued  to  have  very  strong  usage  of  the  media  center  facilities  which  speaks   highly  of  how  teachers  view  the  importance  of  collaboration.  All  content  areas  now   have  access  to  their  own  computer  labs,  but  teachers  regularly  bring  their  students   to  the  media  center  to  start  research  projects  that  are  then  finished  in  the  other  labs.     Class  visits  increased  from  623  to  724.  I  had  been  concerned  that  with  the   retirement  of  one  of  our  social  studies  teachers  that  our  numbers  might  go  down   somewhat,  but  other  teachers  easily  filled  that  gap.  In  addition,  we  had  fewer   meetings  held  in  the  media  center  during  instructional  time  this  year  allowing  more   classes  to  take  advantage  of  the  space.  We  had  a  total  of  59,323  visitors  including   students  in  classes,  study  halls,  before  and  after  school,  and  during  lunch.               2    

WSHS Media  Center  Annual  Report                2010-­‐2011  

Supplemental 1%  

World Languages   4%  

Business 1%  

Subject Area  Visits:     Business:   10   Social  Studies   English:   370   21%   English   Health/PE:   18   Science   51%   IB:   61   11%   Science:   82   IB   Social  Studies:   152   8%   Supplemental:   6   World  Languages:   25     Total  Classes:   724     Health/PE   3%       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  34181  individual  visitors  during  study  halls,  lunch,   from  classes,  and  before  and  after  school.      

Reading is  Fundamental:  

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  7616  materials  to  students  and  staff  which  is  an  increase  of  2458   (47.6%)  over  last  year.    Although  we  were  much  more  diligent  about  tracking  in-­‐ house  use  of  magazines  and  books  (a  76%  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  1596  books  last  year  to  2632  this  year.  I  have  many   students  who  now  make  book  suggestions  and  I  try  to  fill  those  as  much  as  possible.       Our  9th  and  10th  grade   Our  Borrowers   students  continue  to  be  our   predominant  borrowers.  I   9th   Faculty   attribute  that  to  most  of   23%   28%   them  being  too  young  to   hold  jobs,  therefore  they   10th   12th   have  more  time  to  indulge  in   22%   11th   14%   pleasure  reading.   13%           WSHS  Media  Center  Annual  Report                2010-­‐2011   3    

I have  made  a  concerted  effort  in  the  past  few  years  to  purchase   books  for  pleasure  reading.  Databases  and  the  Internet  have   changed  how  students  perform  research,  so  I’m  less  inclined  to   purchase  non-­‐fiction  unless  I  know  a  teacher  is  going  to  want  it.     We  constantly  change  our  displays  of  new  materials  and  try  to   have  multiple  copies  of  popular  titles.  Our  most  popular  non-­‐ required  reading  fiction  titles  this  year  were  I  am  Number  Four,   Hunger  Games  series,  Pretty  Little  Liars  series.     Our  students  have  enjoyed  having  some  comfortable  chairs  in   “Wildcat  Red”  to  relax  in  during  study  hall.  They’ve  proven  so   popular  that  I’m  adding  two  more  over  the  summer.     Some  students  and  several  teachers  do  take  advantage  of  the   “hold”  function  in  Destiny  to  request  materials  to  be  pulled  for   them.  I  plan  to  promote  this  function  more  heavily  in  the  next   school  year,  especially  for  teachers  so  they  feel  they  have  more   ownership  in  the  system.      

Mrs. King,     Thank  you  so  much  for   all  of  your  help  over  the   last  12  weeks!  Without   you  I  probably  would   have  spent  hours  in  the   library  looking  for   things!  I  also  really   appreciated  all  your  help   with  the  argumentative   essays!  I  would  have   been  lost  without  you!     Sincerely,       Lindsey  Triplett  

Online Resources:  

Databases   It  is  a  great  help  to  all  three  high  schools  to  have  the  district  continuing  to  purchase   subscriptions  to  Opposing  Viewpoints  in  Context,  Student  Resource  Center  in   Context,  Noodletools,  and  Turn  It  In.  At  South,  we  also  have  purchased  some  eBooks   through  Gale  which  users  access  through  the  Gale  Virtual  Reference  Library  portal.   In  addition,  the  district  purchases  a  subscription  to  Questia  for  our  IB  and  AP   students.     Statistics  this  year  show  a  severe  drop  off  in  the  use  of  Opposing  Viewpoints  and   Student  Resource  Center.  I  was  surprised  at  the  much  lower  usage  of  Opposing   Viewpoints  since  the  majority  of  10th  English/Language  Arts  students  are  required   to  use  it  for  their  argumentative  essays.  During  this  time,  however,  I  did  have   students  using  another  vendor’s  product  on  a  trial  basis,  so  I’m  sure  that  did  have   some  impact  on  the  numbers.       Noodletools  is  relied  upon  by  students  in  all  grade  levels  to  take  research  notes  and   create  bibliographies  for  their  research  papers.  Students  make  use  of  the   assignment  dropbox  to  share  their  work  with  me  so  I  can  give  them  quick  feedback   on  their  bibliographies  and  notes.  Since  assignments  can  now  be  shared  with  more   than  one  instructor,  both  the  classroom  teacher  and  I  can  view  their  progress  and   comment.  This  allows  the  students  to  make  corrections  as  they  research  and  uses   less  paper  since  their  notes  are  available  electronically.  The  note  taking  feature   allows  students  to  group  and  regroup  notes  into  logical  order.  They  can  capture   4    

WSHS Media  Center  Annual  Report                2010-­‐2011  

original quotes,  paraphrase  what  they  are  reading,  and  add  questions  they  might   need  to  pursue  further.  This  helps  them  think  through  the  organization  of  their   papers  before  they  begin  their  writing.  Each  year  more  teachers  ask  me  to  assess   student  work  in  collaboration  with  them.  Students  are  gaining  an  understanding   that  they  must  be  ethical  researchers  across  the  curriculum.     The  chart  below  shows  usage  for  all  three  high  schools  for  the  2010-­‐2011  school   year.  Last  year  5655  bibliographies  were  created.  This  year  6822  were  created.  We   are  definitely  getting  our  money’s  worth  out  of  this  product.    

Noodletools -­‐  WCS  2010-­‐11   1200   1000   800  





MLA Advanced  


MLA Starter  



Questia website.    

IB  and  AP  History  and  English  students  are  all  given   access  to  Questia.  This  database  was  taken  over  last   year  by  a  new  vendor.  They  indicate  they  have  plans   to  make  it  a  more  robust  product.  It  does  provide   students  with  access  to  books,  magazines,  journals,   and  newspapers  that  some  of  our  other  databases  do   not,  and  we  are  going  to  use  it  for  at  least  one  more   year.  However,  I  plan  to  do  more  in-­‐depth  instruction   with  these  students  in  the  use  of  both  Questia  and   EBSCO  databases  that  come  to  us  through  INFOhio.   Then  I’ll  be  polling  these  students  in  February  to   determine  if  we  should  continue  to  purchase  Questia.      

WSHS Media  Center  Annual  Report                2010-­‐2011   5    

Wikispaces   The  WSHS  Media  Center  wikispaces  page  is  the  portal  we  use  to  access  online   information.  Since  June  2009,  the  page  has  received  almost  78,000  hits.  Teachers   can  (and  do)  view  the  media  center  calendar  at  the  bottom  of  the  page  to  see  if  there   are  available  time  slots  open.  They  like  the  efficiency  of  checking  this  way  and  have   commented  that  they  wish  all  the  labs  had  a  similar  calendar.  Students  like  the  fact   that  everything  is  in  one  place  and  they  don’t  have  to  remember/bookmark   different  web  addresses.  If  their  teacher  has  his/her  own  website,  the  media  center   has  a  link  to  it.                               Wordpress     In  the  spring,  the  three  high  school  media  specialists   collaborated  on  a  website  to  provide  a  gateway  for  all  our   students  to  access  our  resources.  Links  to  this  page  have  been   added  to  the  homepages  of  all  three  high  schools  at  the  district   level.  This  site,  created  using  Wordpress,  gives  our  students   centralized  access  to  all  our  databases  along  with  pathfinders,   book  suggestions,  and  other  quality  websites  to  aid  them  with   their  research.  The  media  center  websites  provide  a  great   amount  of  detail  about  the  curriculum  and  how  technology  is   being  incorporated  into  daily  lessons.  When  we  were  looking   for  our  home  before  our  move  to  Ohio,  I  checked  school  websites   WCS  Media  Centers   for  information  about  the  media  centers.  If  a  school  didn’t  have   website.   media  center  web  page,  we  crossed  it  off  our  list.  Statistics  show   that  schools  with  vibrant  media  centers  have  higher  test  scores,  and  Westerville  is   proof  of  that.       LibGuides   6    

WSHS Media  Center  Annual  Report                2010-­‐2011  

Two media  specialists  that  I,  among  others,  regard  as  trendsetters  in  our  field   started  using  a  product  called  LibGuides  to  create  pathfinders  for  their  students.  A   LibGuide  is  a  multi-­‐media  website  that  allows  a  media  specialist  or  teacher  to  pull   together  a  variety  of  resources  for  students  to  use.  These  resources  might  include   websites,  videos,  podcasts,  spreadsheets  or  text  documents,  links  to  eBooks  and   blogs.  Basically,  if  a  resource  can  be  digitized,  it  can  be  added  to  a  LibGuide.  It’s  very   visual  which  helps  students  who  are  not  text-­‐oriented.  Guides  are  meant  to  be   shared,  so  if  someone  at  another  school  creates  a  page  that  I   Debbie,   want  to  use,  I  can  link  to  it  instead  of  creating  one  myself.     LibGuides  allow  for  easy  organization  of  resources.  I  requested   Thanks  for  all  of  the   a  trial  of  LibGuides  in  February  and  liked  it  so  much  that  I   help  with  my  tech   subscribed  to  it  for  the  remainder  of  the  school  year.  My   issues  last  year.   guides  are  still  rather  rudimentary,  but  I  anticipate  improving   Without  you  and   them  during  the  next  school  year.   Karen,  I  could  not     have  done  half  of   Google  Docs   what  I  was  trying  to     do.   I  have  begun  using  Google  Docs  as  often  as  possible  to  store     information  and  have  been  encouraging  students  and  teachers   Thanks  again,   to  do  so  as  well.  There  are  many  times  I  want  to  work  on  a     project  I  started  at  school  when  I  get  home.  Using  Google  Docs   Tyler  (Winner)   saves  me  time  and  effort  since  I  no  longer  need  to  download   Math  teacher   the  project  to  a  flash  drive  and  then  remember  to  bring  it  with   me.  Google  Docs  provides  teachers  and  students  the  ability  to   share  work  in  real  time.  Teachers  can  make  comments  on   student  drafts  that  the  students  can  then  incorporate  into  their   final  projects.  This  opportunity  provides  students  to  learn  from  their  mistakes  and   fix  them  before  grades  are  assigned.  They  learn  much  more  from  this  approach  than   by  simply  getting  a  marked-­‐up  paper  back  which  they  then  forget  about.     I  use  Google  Docs  to  create  anticipation  guides,  exit  surveys,  and  gather  input  about   book  and  magazine  purchases.  I  will  be  urging  students  to  create  accounts.      


The  addition  of  SmartBoards  in  most  of  the  core  curriculum  classes  has  allowed   teachers  incorporate  technology  even  more  seamlessly  into  their  classes.  Teachers   were  excited  to  find  them  in  their  rooms  last  August,  and  once  we  got  them  all  set  up   properly,  they  were  in  constant  use.  Because  so  many  classrooms  now  had   permanent  projectors,  we  were  able  to  loan  portable  projectors  to  every  teacher   that  wanted  one.  Teachers  did  find  that  the  speakers  on  their  computers  often  were   not  loud  enough  to  project  sound  throughout  the  classroom,  so  I  created   instructions  on  how  to  install  external  speakers  to  work  with  the  mounted   projectors.   WSHS  Media  Center  Annual  Report                2010-­‐2011   7    

Dear Debbie,   Televisions  were  still  circulated  frequently  as  were     boomboxes.  We  had  several  requests  for  a  Blu-­‐ray   It  is  with  sincere  thanks  that   player  which  I  will  purchase  at  the  beginning  of  the  next   I  write  this  note.  Without   school  year.   you  last  week,  it  would  have     been  very  difficult  for  me  to   A  big  hit  this  year  was  the  addition  of  several  Flip  video   help  my  students  with  their   cameras  to  the  collection.  As  soon  as  it  was  known  that   internal  assessments.  I   we  had  them  in  stock,  teachers  started  creating   always  feel  you  could  get   assignments  requiring  their  use.  The  kids  really  enjoyed   real  frustrated  with  the   making  video  projects.  It  did  require  I  learn  how  to  use   tedious  things  that  the   FlipShare  and  MovieMaker  very  quickly.  We  now  have   Psych  IA  requires.  Your   22  cameras  available  for  students  which  should  allow   effort  for  these  students  is   for  multiple  class  projects  at  one  time.   above  and  beyond  the  call  of     duty.   Along  with  the  Flip  cameras,  we  purchased  headsets     with  attached  microphones  and  some  stand-­‐alone   Thank  you  so  much,   computer  microphones.  These  were  quickly  checked   Nancy  Haynam   out  by  teachers  as  well  for  students  to  use  making  Voice   Thread  and  Blabberize  projects.     Our  computers  are  holding  up  rather  well.  We  just   ended  our  third  year  with  them.  We  had  several  incidents  of  students  deleting  major   portions  of  the  student  drive,  as  we  do  every  year,  but  this  problem  should  go  away   next  year  when  they  each  have  their  own  logon.  Teachers  do  wish,  occasionally,  that   we  still  had  mobile  computer  carts.  It  would  be  nice  to  have  more  computers   available,  but  our  laptops  in  the  past  did  not  hold  up  well  under  student  use,  so  I   would  not  be  overly  excited  about  having  them  again.     Several  teachers  made  use  of  our  long-­‐distance  video  equipment.  Our  anatomy   classes  were  able  to  stay  at  South  to  watch  knee-­‐replacement  surgery  and  an   autopsy.  It  is  a  tremendous  collaborative  tool  that  I  hope  more  teachers  will  take   advantage  of  in  the  future.    

Looking forward:  

Most  of  us  at  the  secondary  level  are  considering  adding  eReaders  in  some  format  to   our  collections.  Currently  students  can  check  out  eBooks  through  the  Ohio  eBook   Project.  Karen  Yingling  has  been  instrumental  in  creating  instructions  for  us  to   download  the  books.  Other  schools  in  the  area  are  adding  Kindles  and  Nooks  for   circulation,  and  we  hope  to  do  this  as  well.  We  will  need  to  have   Acceptable/Responsible  Use  policies  and  purchasing  policies  in  place  before  we   proceed,  but  it  is  hoped  that  we  can  have  eReaders  in  the  media  centers  before   winter  break,  if  not  sooner.     8    

WSHS Media  Center  Annual  Report                2010-­‐2011  

Kids are  always  teaching  us  something  new  in  the  media  center.  One  library  has  a   “Library  Hero”  board  at  the  front  of  their  room.  Each  day  a  different  student  who   has  made  a  contribution  to  learning  is  featured.  I  think  that  would  be  fun  thing  to  do   at  South.     I  will  continue  to  promote  the  media  center  as  a  24/7  place  of  learning.  With  our   wikipage,  students  have  access  to  quality  information  whenever  they  need  it.  In   order  to  continue  to  guide  students  and  teachers  to  quality  information,  I  am  going   to  strongly  urge  that  all  our  patrons  sign  up  for  library  cards  through  the   Westerville  Public  and  Columbus  Metropolitan  libraries.  These  library  systems  have   a  wealth  of  databases  our  users  can  tap  into,  so  I  want  to  make  sure  that  everyone  is   aware  of  the  information  awaiting  them.     The  purpose  of  a  library  media  specialist  is  to  empower  learners  to  move  beyond   what  they  thought  it  possible  for  them  to  do.  I  plan  to  evaluate  my  program  next   year  using  the  guidelines  from  Empowering  Learners:  Guidelines  for  School  Library   Programs.     I  intend  to  be  guided  by  these  three  essential  sets  of  questions  as  I  collaborate  with   students  and  teachers:     1. What  did  they  (your  patrons  or  those  you  serve)  learn  through  your  library   program  and  the  conversations  for  learning  you  facilitated?  What  do  you   hope  they  will  learn  in  2012?   2. How  do  we  know  what  they  learned?  What  tools  did  you  use  for  assessment?   Did  the  patrons  engage  in  metacognition  and  self-­‐reflection  on  what  they   learned?   3. How  are  you  privileging  and  honoring  what  they  learned?  Where  are  their   stories  of  learning  shared  in  your  physical  and  virtual  library  spaces?1       I  look  forward  to  serving  the  community  at  Westerville  South  in  the  upcoming  year   and  making  the  Media  Center  an  even  better  place  to  be.      

                                                                                                              1  Hamilton,  Buffy.  “The  Unquiet  Library  Annual  Report  2011,  Part  1”.­‐unquiet-­‐library-­‐annual-­‐report-­‐2011-­‐part-­‐1/

WSHS Media  Center  Annual  Report                2010-­‐2011   9    

WSHS Media Center Annual Report 2011  
WSHS Media Center Annual Report 2011  

Highlights of the 2010-2011 year in the WSHS Media Center.