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Fall  2010  Lounsberry  Library  Program  Recap     According  to  Empowering  Learners,  an  Association  of  American  School  Librarians,   (AASL),  document,  teacher-­‐librarians  serve  five  prominent  roles  in  the  school   community.  Although  these  roles  are  often  disputed  by  library  leaders,  mainly  due  to   their  wide  scope  and  the  lack  of  personnel  support,  this  reflection  is  based  on  how  these   roles  were  met,  and  how  they  can  be  improved  in  support  of  student  learning.    

School  Leader     •                                       •           •  

Collaboration  with  IT  and  EdTech  departments  in  reference  to  hardware  and   software  school  wide  needs  and  trends.     This  process  has  been  trying,  however  some  progress  has  been  made  in  the   needed  lessening  of  security  restrictions  and  website  filters.  Contemporary  media   productions  and  Web  2.0  tools  that  allow  for  collaboration  and  student  creation     are  essential  for  meeting  current  learning  goals  and  standards.  Teachers  need     the  tools  and  support  for  creating  classroom  websites,  for  posting  rules,   assignments,  and  student  work,  which  can  be  provided  for  at  a  nominal  cost.   Computers,  whether  in  the  form  of  net  books,  smart  phones,  or  IPads,  need  to  be   ubiquitous  and  available  in  the  classroom  for  student  access.    Accessible  from   anywhere  cloud  computing  tools,  such  as  Google  applications  for  education,   which  include  student  e-­‐mail  and  networking  platforms,  should  be  utilized  to   support  collaboration  and  save  storage  costs.  Students  should  have  the  ability  to   publish  their  work  and  create  e-­‐portfolios  for  lasting  reflection.  Most  importantly,   teachers  need  a  clear  picture  about  the  district’s  plans,  what  is  and  will  be  made   available  for  their  use,  and  how  they  will  be    supported  in  their  efforts.  In   addition,  a  clearer  picture  of  the  actual  “digital  divide”  in  respect  to  home   Internet  access,  which  may  or  may  not  be  significant  within  the  school   community,  should  be  properly  assessed,  in  order  to  effectively  set  home  use   expectations.     Collaboration  with  Humanities  Supervisors  in  assessing  program  purchasing   needs,  designing  an  independent  reading  promotion  program,  and   implementing  improved  research  practices.     Supervisors’  respect  and  support  have  been  vital  to  the  library  program’s  vision,   especially  with  respect  to  efforts  in  improving  students’  independent  reading   skills  and  dispositions,  and  support  for  program  needs.     Support  and  consideration  of  curriculum  and  state  standards  across  content   areas  in  order  to  best  support  student  and  teacher  learning  goals  and  state   standards.  

Program  Administrator  


Circulation.     New  student  input  and  continual  maintenance  and  administration  to  support   the  school  community’s  reading  and  information  needs.  Next  year  the  library   should  be  available  for  check  out  services  at  the  start  of  the  school  year.     Book  Fair.     Promotion,  set  up,  take  down,  volunteer  coordination,  and  administration  in   order  to  raise  funds  for  library  needs  and  to  promote  reading  through   increasing  students’  access  to  books.  Lounsberry  Hollow  raised  just  short  of   $3000  in  addition  to  a  new  “reading”  rug,  fiction  books  for  circulation,  and  a   number  of  paperbacks  to  support  book  club  needs  through  Scholastic  dollars.   These  funds  will  be  used  to  purchase  nine  MP3  players,  cases,  and  audio  books   for  student  use;  three  Nook  e-­‐reader  devices  ,  cases,  insurance,  and  e-­‐books,  as   a  trial  to  support  book  club  and/or  LLD  students’  reading  needs;  a  beginning   graphic  novels  collection,  (with  AR  tests),  purchased  especially  to  support   reluctant  readers  and  visual  learners;  NoodleTools  database  to  support   research  needs,  an  additional  display  case  for  new  collections  and  audio  books,   green  screen  and  lighting  for  video  creation  projects,  and  a  small  assortment  of   Newberry  Award  contender  book  titles,  (with  AR  tests).  Next  year,  I  plan  to  try  to   coordinate  book  fair  with  class  visitation  days,  in  addition  to  providing   substantial  input  on  vendor  assortment  choices.  

Facility  Design.     The  library  has  been  cleaned  up,  re-­‐shelved,  and  reconfigured  for  a  smoother   flow  and  a  less  cluttered,  age  appropriate  atmosphere.  Collection  area  signs   and  wall  art  directing  students  to  nonfiction  subject  areas  still  needs  to  be   completed,  in  addition  to  the  purchase  of  a  6  panel  screen  for  displaying   students  art  work,  community  events,  and  acting  as  a  space  divider  when   needed.  

Weeding.   Lounsberry’s  current  collection  contains  materials  with  outdated  content     and/or   inappropriate  interest/ability  level;  in  addition,  many  titles  are  in  disrepair.   Weeding  is  a  slow  but  necessary  process,  in  order  for  the  collection  to  be   accessed  efficiently  by  students  and  school  community  members.  My  aim  is  to   finish  most  of  the  weeding  process  by  school  year  end.  

Collection  Development.     Review  of  new  available  materials,  which  address  school  community  needs,   including  books,  databases,  and  technological  tools,  requires  consistent  effort.   My  plan  is  to  add  the  World  Book  database,  potentially  with  Social  Studies  funds;   Tumblereadables  ,  an  interactive  read  aloud  database,  purchased   with  Special  


Education  funds;  possibly  Brainpop  ;    and  not  renewing  SIRS  and  Culturegrams,   which  teachers  were  not  using  effectively  in  the  past.  This  year,  book  purchases   will  predominantly  be  for  fiction  titles,  including  graphic  novels  and  interest  and   age  appropriate  titles.  Special  education  funds  are  being  used  to  purchase  a  high   interest/low  level  collection  from  Orca  Book  Publishers  .  After  the  collection  is   weeded  sufficiently,  nonfiction  needs  will  be  better  assessed.       •

Library  Introduction  Instruction.   See  http://www.slideshare.net/debschi/library-­‐intro  

Book  Club  Implementation.     Our  9th  Inning  Book  League  book  club  has  been  well  attended  by  an   enthusiastic  group  of  approximately  20  students  with  various  reading  abilities.   Students  were  well  prepared  and  encouraged  for  our  Skype  session  with  the   author  of  our  first  reading  choice;  the  experience  was  inspiring  to  say  the   least.   See  Thank  You  and  Tech  Tools  that  Rock!  Supplementing  needed  book  copies   from  county  libraries  has  been  time  consuming  and  risky;  we’re  working  on   better  ways  for  supporting  these  needs.    

Accelerated  Reader  Maintenance.     This  is  a  time  consuming  and  costly  process.  

Volunteer  Recruitment,  Coordination  and  Instruction   Presently  we  have  a  small  group  of  parent  volunteers  who  help  with  circulation   and  shelving.  We’re  also  starting  a  ninth  period  student  volunteer  group,  in   addition  to  the  continuation  of  the  “fish  tank  team”.  

Cataloging  Maintenance  and  Book  Processing  

Advocacy/Fund  Raising   One  Library  Newsletter  went  out  with  a  Book  Fair  flyer,  with  plans  to  send   another  out  at  the  start  of  the  new  year.  Would  love  to  implement  a  library   council  of  school  community  members,  but  this  would  probably  best  be  done   at  the  district  level,  especially  since  students  are  only  at  Lounsberry  for  two  years.   Fund  raising  opportunities  include  Borders  shopping  days,  when  a    percentage  of   in-­‐store  and  online  purchases  support  the  library,  and/or  a    “Mystery  in  the   Library”  nighttime  event.    Continual  advocacy  measures  need  to  be  further   established.  

Author  Visit  Preliminary  Preparation   Preliminary  plans  for  author  Wendy  Mass  to  visit  Lounsberry  Hollow  in  the  Fall  of   2011  have  begun,  including  the  writing  of  a  formal  proposal  to  submit  during  the   SCA’s  next  meeting  in  January  2011.  


Information  Navigator                      

Website  Creation.   The  primary  purpose  of  the  Library  Website  is  an  Information  portal:  to   provide  what’s  needed  to  ethically,  safely,  and  effectively  navigate  the   internet  and  all  available  information  sources.  Further  opportunities  are  needed   for  student/teacher  instruction  in  using  the  library  website.  At  some  point  the   website  platform  needs  to  be  changed,  primarily  so  that  it  can  be  amended   from  the  library.    

Pathfinder  Creation  for  subject  area  and  specific  research  projects   See  Information  Pathfinders  

Learning  Experiences  centered  on  the  need  for  website  evaluation,  database   use,  and  search  engine  use   It’s  essential  for  students  to  acquire  the  age  appropriate  skills  and  dispositions   needed  for  information  fluency,  however,  it’s  been  difficult  to  address  these   needed  skills  because  of  teacher/class  time  constraints.  It’s  best  that  learning   experiences  coordinate  with  content  area  needs,  however  in  the  present   situation,  many  students  aren’t  privy  to  this  instruction.  Ultimately,  I  would  like   to  increase  efforts  for  collaborating  with  teachers  from  all  subject  areas  to  create   learning  experiences  that  cover  all  aspects  of  the  Information  Fluency  Continuum   in  order  that  every  student  meets  information  fluency  standards.  

Support  for  teacher  and  student  needed  information  for  professional,   personal,  and  curricular  needs.  

Database  support.     See  Collection  Development  above.  

                         

Technology  Facilitator     •

Digital  Citizenship  Learning  Experiences  with  computer  teachers  and  classes,   including  media  review  ,  prompted  discussion,  reflection,  and  assessment  .   Learning  goals  include  participating  safely  and  ethically  while  using  participatory   technologies.  

The  Uncommon  blog  and  the  9th  Inning  Book  Blog   Promoting  ethical  use  of  Internet  communication  and  publishing  tools,  higher   order  thinking  skills,  and  writing  skills.  

       


A  Day  in  the  Life  in  Vernon   Promoting  ethical  use  of  Internet  sharing  tools  and  community  appreciation.  

Book  Club  Skype  Session   Promoting  the  use  of  Internet  communication  tools  and  primary     source  interviews  for  learning.  

Destiny  Implementation     An  online  OPAC  allows  home  use,  readers  advisory  tools  including  capabilities  for   book  recommendations  and  student  created  reviews,  the  ability  to  create  book   lists  and  possibly  self-­‐check  out.    

Technology  Survey  Creation  for  Professional  Development  Planning  Purposes.  

Parent/Care  Giver  Survey  in  preparation  of  a  parent/care  giver  Internet   safety/digital  citizenship  event.  

Start  of  Video  Creation  after  school  club.   First  focus  will  be  the  creation  of  a  documentary  video  about  the  upcoming       Show.    The  purchase  of  4  Flip  video  cameras  in  addition  to  a  green  screen  and   lighting  will  be  used  to  support  video  creation.    We  plan  to  use  free  software   tools  for  video  editing  and  streaming  at  the  start  and  will  readdress  these  needs   throughout  the  process.  Video  production  promotes  learning  goals  of  creative   use  of  technology  in  addition  to  increasing  students’  understanding  and   awareness  of  contemporary  media.  

                 

Collaborative  Teacher  and  Learner       •

Independent  Reading  Promotion  w/LA  teacher,  Humanities  Supervisors,  and   students.  Learning  Experiences  include  large  and  small  group  discussion  of   common  story  elements,  tools  for  book  selection,  scaffolded/higher  order   thinking  reading  tactics,  reading  habits  and  routines,  and  a  written  blog  reading   assessment.  Learning  goals  include  independent  reading  promotion  and   guidance,  and  appreciation  of  story.  The  goal  is  to  collaboratively  access  the   results  of  this  process  and  if  judged  to  be  successful,  to  recreate  this  experience   with  other  LA  teachers  and  classes.  

E-­‐pals  Connection  for  Global  Collaboration  with  LA  teacher  and  students   In  beginning  stages,  however  something  I  would  like  to  implement  fully  next   year,  whether  it  be  co-­‐teaching  through  Skype,  blogging  about  popular  culture,  a books,  and  media  or  helping  others  across  the  world.  ISTE  and  P21  Standards   emphasize  the  need  for  global  learning  experiences  which  foster  an  appreciation   and  empathy  for  those  of  other  cultures  necessary  for  participation  in  our  global  

           


society,  in  addition  to  the  experience  with  the  possibilities  of  web  2.0   collaborative  tools.     •

Progressive  Collaborative  Story  and  Voicethread  Reflection  with  LA  teacher  and   students.  See  http://writeyourstory.wikispaces.com/Story++36    

Biography  Selection  w/LA  teacher  and  students.      See  Biography  Animoto  Video.                               Learning  goals  include  an  appreciation  of  unsung  heroes  and  quality  biographies.  

Book  Selection  Education  with  LA  teachers  and  classes  including  book  talks,  and   tools  for  choosing  books  according  to  interest  and  ability.  

Support  for  Research  Elements  of  subject  area  projects.  

Research  Project  Discussions.   Have  yet  come  to  any  conclusions.  Looking  at  the  possibility  of  creating/using   small  project  learning  experiences  in  fifth  grade  and  rolling  out  into  a  one   “Research  Project”  in  sixth.  Emphasis  on  process  rather  than  product.   See  Needs  and  Goals  Assessment:  Information  Fluency/Inquiry  Learning  below.(*)  

Book  Fair  Launch  including  book  talks,  book  heroes  and  character  empathy   discussion,  and  writing  “hooks”.  

LLD  Class  Support  including  Tumblereadables  introduction,  book  selection,   collection  development,  and  the  start  of  Digital  Storytelling  writing  experiences.  

Professional  Learning  Network  includes:  Twitter,  LM_Net  (teacher-­‐librarians   listserve),  diigo  groups,  Classroom  2.0  Ning  and  Webinars,  SIGMS  Webinars  (ISTE   group  for  teacher-­‐librarians),  Google  Reader  blog  feeds,  and  Conferences  (NJASL   Fall  Conference,  Educon,  Edcamps).      Continual  learning  is  necessary  and  vital  for     effective  service  in  all  teacher-­‐librarian  roles.  

                     

      Needs  and  Goals  Assessment    

  Four  primary  areas  of  student  learning,  which  are  in  need  of  focused  instruction  include:     1. Information  Fluency/Inquiry  Learning   2. Technology  Integration   3. Independent  Reading,  and   4. Global  Learning  


*Going  forward,  of  primary  focus  is  the  need  for  all  Lounsberry  students  to  experience   learning  that  meets  AASL  Standards  for  21st  Century  Learners,  which  emphasize   information  fluency  and  inquiry  learning  skills  and  dispositions.  Ultimately,  the  best  but   somewhat  overwhelming  way  for  this  to  happen  is  to  incorporate  and  emphasize  these   skills  within  already  or  reinvented  content  area  projects.  The  difficulty  lies  in  infusing  the   needed  time  and  coordination  and  collaborative  efforts  into  an  already  time  constrained   classroom  teachers’  schedule.    In  all  honesty,  my  best  estimates  see  at  least  one  class   period  of  instruction,  plus  guidance  during  the  learning  experience/project,  for  each   bulleted  topic  when  introduced  in  fifth  grade  and  reviewed  in  sixth.         • Using  previous  understandings/knowledge,  questioning  tools,  and  preliminary   investigations  in  order  to  find  a  focus  for  inquiry.   • Searching  for  information:  When,  why,  and  how  to  use  books,  databases,  search   engines,  personal  interviews,  surveys  etc.  for  finding  information.    Gathering  and   recording  found  sources  for  later  reference.   • Evaluating  information  for  relevance  to  inquiry,  timeliness,  possible  bias,   purpose,  authorship,  credibility,  and  accuracy.   • Skimming,  summarizing,  and  note  taking  tools  and  tactics.   • Formative  self-­‐assessment  tools  and  time  management  tactics  during  the  inquiry   learning  process.  The  possibility  of  changing  focus  or  readdressing  inquiry  if   reaching  dead  ends.   • Attribution.  Crediting  others’  work  when  used  as  a  resource.  Knowing  the   difference  between  paraphrasing,  quoting,  and  summarizing  and  how  to  cite   works  accordingly,  in  addition  to  type  or  resource.   • Gathering  thoughts  and  forming  conclusions.   • Choice  of  expression/publication/creation  tools  based  on  audience,  type  of   project,  and/or  assignment  parameters.  Introduction  to  various  creation  tools   and  their  use.  Attention  to  copyright  law  and  the  possibility  of  attaching  Creative   Commons  attribution  rights.   • Summative  project/process  reflection  for  deepening  learning,  and  the  possibility   of  transferring  process  to  future  learning  experiences.             The  role  for  technology  integration  is  double  faceted.  At  its  best  it  enhances  learning   experiences,  supports  student  motivation  and  engagement,  places  responsibility  and   ownership  for  learning  on  the  student,  supports  the  need  for  collaborative,  creative,   and  reflective  learning  practices,  and  makes  teaching  and  assessment  practices  less  time   consuming  and  more  manageable.  Secondly,  it  provides  students  with  the  needed   experience  and  confidence  in  using  tools  that  are  necessary  in  their  future  endeavors  as   students  and  citizens.    Once  integrated,  these  tools  can  be  used  to  replace  less  effective   teaching/learning  practices.  However,  there’s  a  high  learning  curve  and  as  in  anything   that’s  ultimately  rewarding,  it  takes  extra  effort.  At  present,  classroom  teachers  are   already  time  constrained  and  often  lack  the  necessary  tools  to  implement  new  


technology  practices.    It  is  my  goal  to  help  implement  these  learning  experiences  in  a   way  that  lessens  teacher  and  student  frustrations  and  allows  them  to  learn  together  in   an  environment  that  encourages  success.     Independent  reading  choices  should  approximate  student  ability  levels,  assessment   needs  to  be  both  formative  and  summative  and  address  higher  order  learning   achievements,  and  the  process  should  be  scaffolded  with  tools  for  “stop  and  think”   analysis  and  reflection.    My  goal  is  to  follow  the  instruction  exemplified  by  Humanities   Supervisors,  in  order  that  students  are  confident,  capable,  and  accomplished  readers.     An  awareness  and  appreciation  of  those  from  other  places  and  cultures  is  necessary  in   order  to  participate  confidently  in  an  increasingly  global  society.  Establishing  global   learning  partners  is  an  effective  way  to  encourage  students’  understandings  and   empathies,  to  foster  a  positive  social  learning  environment,  and  to  utilize  collaborative   web  tools  in  a  constructive  and  ethical  manner;  student  interest  and  engagement  in   learning  is  an  added  bonus.  


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