Reading and Literacy Project AASL Standards Alignment Standard 1: Use of Information and Ideas 1.1 Efficient and Ethical Information-Seeking Behavior 1.2 Literacy & Reading 1.4 Stimulating Learning Environment Standard 2: Teaching and Learning 2.1 Knowledge of Learners and Learning Standard 3: Collaboration and Teaching 3.1 Connection with the Library Community 3.3 Educational Leader Reflection:The reading and literacy project was the first project we did in the cohort. In a small group we designed a reading and literacy promotion for a middle school. Our project focused on a Reading and Rhythm dance that the students could attend if they read the required number of pages for admittance. The students kept track of their reading on a reading log, and since each child could win, the promotion fit the requirement of being a non-competitive promotion. Rather than just write the paper, I actually implemented the program at my school, resulting in the October 2007 Reading and Rhythm dance. The program was a big success. Program Development and Evaluation Plan AASL Standards Alignment Standard 1: Use of Information and Ideas 1.3 Access to Information 1.4 Stimulating Learning Environment Standard 3: Collaboration and Leadership 3.2 Instructional Partner 3.3 Educational Leader Standard 4: Program Administration 4.2 Managing Program Resources: Human, Financial, Physical 4.3 Comprehensive and Collaborative Strategic Planning and AssessmentReflection: A Program Development and Evaluation Plan is an essential document to have in any library media program. Creating this document with my team allowed me to focus on the elements that are necessary to serve the patrons, curriculum, school, and connect to the outside community through evaluation of all aspects of how a program will run. It also allowed for later evaluation of these goals and encouraged the creation of new goals on a yearly basis. Curriculum Map AASL Standards Alignment Standard 2: Teaching & Learning 2.1 Knowledge of Learners and Learning 2.2 Effective and Knowledgeable Teacher 2.3 Information Literacy Curriculum Standard 3: Collaboration & Leadership 3.2 Instructional PartnerReflection: Curriculum maps are a very important tool to allow the Media Specialist and the classroom teacher to effectively collaborate. A curriculum map allows all involved to work together to meet the needs of the student while ensuring that the instruction meets the instructional standards as well as the information literacy standards. This group project allowed us to look at a standard lesson unit and make it more rich and robust by incorporating Media Center resources and information literacy components. Selection Policy AASL Standards Alignment Standard 1: Use of Information and Ideas 1.3 Access to Information Standard 4: Program Administration 4.1 Managing Information Resources: Selecting, Organizing, Using 4.2 Managing Program Resources: Human, Financial, Physical Reflection: The Selection Policy project was a very useful look at how, as a media specialist, you define the criteria that you use to purchase new materials for the media center. Apart from the principles by which you abide, the policy has a portion that focuses on the immediate goals that can be updated as needed. The policy also covers legal matters that deal with what to do if a book is challenged, and what is acceptable use of the schools internet connection, among other items. The rules set forth in the document help protect you as a school media librarian as well as looking out for the types and reasons for purchasing new materials for your program. Much like the reading and literacy project, my team worked on this document with an eye towards actually using it in their media centers, as I am currently not in a media center. This real world usage made the project feel that much more important.Order AASL Standards Alignment Standard 1: Use of Information and Ideas 1.3 Access to Information Standard 4: Program Administration 4.1 Managing Information Resources: Selecting, Organizing, Using 4.2 Managing Program Resources: Human, Financial, PhysicalReflection: This project dealt with one of my greatest anxieties about being a school media librarian: knowing how and on what to spend limited media center dollars. The real-world grounding of this project in spending $2,500 fictional dollars, aligned with the goals set forth in the selection policy, made this project enjoyable as well as practical. Establishing the justification for spending at the top of the document made the process of selecting books at the bottom an easy process. Once again my team partner and I worked from our selection policy and selected books to place an actual order in her school to meet a specific goal in our selection policy.I Search AASL Standards Alignment Standard 1: Use of Information and Ideas 1.1 Efficient and Ethical Information-Seeking Behavior Standard 2: Teaching and Learning 2.3 Information Literacy Curriculum Reflection: For me, this class and project was the most mind-changing of the entire program. Having grown up writing the standard note-card, double-spaced, foot-noted paper, switching to a first person, multiple format, personal angle research project was a tough sell. I strongly resisted the change for the first half of the semester, but during the second I-search I began seeing the value of this new paradigm. My eyes were opened to the advantages of this method when I began implementing the ideas and technology with my eighth grade class as they prepared a research project on their upcoming field trip to New Orleans. Even if you can not implement all the steps of the I-Search with your students, using the ones that you can makes for a more fulfilling outcome for both the teacher and the student. Internship
AASL Standards Alignment Standard 2: Teaching & Learning 2.1 Knowledge of Learners and Learning 2.2 Effective and Knowledgeable Teacher Standard 3: Collaboration and Leadership 3.1 Connection with the Library Community Reflection:Going into the program, this was my most feared assignment. My fears ranged from not knowing what to expect, to figuring out how to manage finding the time to complete it with my current teaching position, to the lack of a media center and media specialist at my current school for consultation. Fortunately, I was able to find a great media center and mentor at a school where a friend teaches and it turned out to be the most rewarding experience of the entire program. Taking the classes in the program left me feeling full of theoretical knowledge, but scared of what I would do on a day-to-day basis in a media center. Spending time in a real media center with a great mentor and media clerk has calmed nearly all of my fears. Visiting media centers of other grade levels opened up my eyes to the fact that there are many grade levels at which I would enjoy working, and one that I will want to avoid. I cannot imagine completing this program and getting certification without going through this step. GACE Assessment Taken: August 23, 2008 Tests: GACE 1 & 2 Media Specialists Assessments Results: Passed both sections, and exempted GACE Basic based on GRE scores.Reflection: I prepared by re-reading Information Power and two PRAXIS study guides as no GACE preparation guides were available. I passed on the first try and exempted the GACE Basic based on my GRE scores. Reference: ALA/AASA Standards for initial programs for school library media specialist preparation. Retrieved February 15, 2008 from: http://www.ala.org/ala/mgrps/divs/aasl/aasleducation/schoollibrarymed/ala-aasl_slms2003.pdf |