CURRICULUM MAP (EDIT 6320) - tool for identifying information needs of faculty and students, based on curriculum mapping worksheets (sample unit).

To teach information skills, you have to find some way of establishing and "mapping" what is being taught in classrooms. I think media specialists find their own, individual ways of doing this. But the key idea is to conference with teachers (attending grade level meetings, to start) so that you understand their units, and can then assist them and their students by (1) finding resources (resources in the broadest sense), (2) identifying and seizing opportunities to incorporate information skills instruction, and (3) in general serving as instructional partner.

AASL  Standards: 2.1

COLLABORATIVE PLANNING UNITS (EDIT 6360)  

Again, some means of planning and recording collaborations is needed and I think media specialists find their own ways of doing that. I think the value lies in getting it on paper in front of you, to help evaluate its efficacy. (And of course in the collaborations themselves.)

AASL  Standards: 2.1, .2.2, 2.3; 3.2

I-SEARCH (EDIT 6360) - a teaching technique that capitalizes on the natural desire to learn and empowers kids to seek what's relevant to them, so there's a meaningful context in which to learn information skills.  

The I-Search I did was of a personal nature; it was about my physical health and well-being. Linked here is the last step of the I-Search Process, the product, which in my case was an action plan. 

AASL  Standards: 1.1; 2.3

AASL STANDARD 1
MEDIA CENTER WEBSITE (EDIT 6300) - a critical tool for communicating with the community of learners and for supplying access to good web-based information.

I like the basic design and content of this sample website. Of course the web pages I maintain for the media center I work in will reflect the needs of that student/stakeholder population. What I would hope to do is make a site of direct interest and benefit to students, parents and teachers, very easy to navigate and featuring tools and information valuable to users.

AASL  Standards: 1.1, 1.3

PDEP: PROGRAM DEVELOPMENT AND EVALUATION PLAN (EDIT 6300) - done yearly to evaluate whether the media program is accomplishing its mission, and to reconsider and update goals, objectives and strategies. 

It's crucial to routinely evaluate the program in light of its mission and goals and those of the school at large. I like the goals we chose to write about in this assignment; I think they capture things essential to school librarianship: partnership with classrooms; love of reading; IL skills instruction; use of external resources; media center as a comfortable, welcoming place for everyone. 

AASL  Standards: 1.3, 1.4; 3.1, 3.2, 3.3; 4.2,4.3

AASL STANDARD 1

  

INSTRUCTIONAL MATERIALS ORDER (EDIT 6340)  - spreadsheets were used to record selections (sample spreadsheet).

Purchase of materials is based on need (instructional objectives and student characteristics), standard selection criteria (e.g., accuracy; currency), and budgetary constraints. Needs and funds change in schools, whereas selection standards are consistent. Ideally, media center materials reflect changing content standards, curricular initiatives, and teaching methodologies (including increased use of technology) as well as dynamic student characteristics (reading levels, cultures, languages, interests).

AASL  Standards: 1.2, 1.3; 2.1; 4.1, 4.2

AASL STANDARD 1 

AASL STANDARD 2

SELECTION POLICY (EDIT 6340) - selection of materials is based on well-considered criteria and familiarity with needs of students and others. Unless it's the media center mission statement, there isn't anything more foundational to collection management and program administration than a clear, thorough selection policy.

I like the policy we wrote for this assignment; it's comprehensive and well-organized. I like that it includes a school description. I will refer to it to format or review an actual policy. 

AASL  Standards:  1.3; 4.1, 4.2

AASL STANDARD 1
MULTICULTURAL READING PROJECTS 
Video & Booklet Project (EDIT 6600): MULTILINGUAL FILM AND BOOKLET ABOUT READING (how children benefit when they are read to at home; Hmong,Spanish and English language)
Research Paper  (ELAN 7630): PAPER ON SECOND LANGUAGE ACQUISITION (how enrichment in the primary language supports learning a second)

The ability to read is the cornerstone of literacy. The desire to read begins in the home, as does language. Teaching kids is easier if they have been read to at home, in any language.

AASL  Standards:  1.2, 1.3, 1.4; 2.1

AASL STANDARD 1

AASL STANDARD 2

INSTRUCTIONAL DESIGN PROJECT -  COLLABORATION, 6TH GR. TEACHER  (EDIT 6170) - an end-of-course presentation summarizes the project.

This project involved designing and teaching lessons on geologic time with a 6th grade earth sciences teacher. The main idea was to make an abstract, difficult concept (geologic time) more meaningful, real and relevant to 6th grade kids in Barrow County by studying Cambrian-age trilobites from a Georgia fossil site. Rationale: (1)The abstract concept of geologic time is more comprehensible in context, with concrete examples.  (2)Trilobites are an appealing organism to kids 11 or 12-years-old. (3)The trilobites used were (I thought) well-studied and well-described. (3)Fossils from a geographically familiar place are more relevant and real, so Georgia fossils were used.

When I rewrite this lesson and teach it again I will be doing so from an information literacy perspective, will narrow its scope and emphasize how science works (allowing the science teacher to teach how science arrives at conclusions, of course). Understanding the Nature of Science is a life skill. Economic well-being of nations depends on having science workers. Citizens who value science facilitate scientific progress.

AASL  Standards:  1.4; 2.2; 3.2

AASL STANDARD 1

INTERNSHIP (EDIT 7460) 

  • LESSONS DESIGNED AND TAUGHT 
  • PROFESSIONAL CONFERENCE 
  • SCHOOL AND SYSTEM MEETINGS 
  • ADMINISTRATIVE TASKS PERFORMED
  • INTERACTIONS WITH STUDENTS AND FACULTY 
  • CONFERENCING WITH MENTORS 
AASL  Standards: 1, 2, 3 and 4.