Garrett Earl Edmunds, Jr.

3103 Meadowsweet Trail

Snellville, GA 30078

404-630-8871

geedmundsjr@gmail.com

earl_edmunds@gwinnett.k12.ga.us

Websites:

http://edmunds.uga.slm.googlepages.com

 

 

Summary of Qualifications:

Experienced educator with excellent curriculum planning and teaching skills. Interested in serving others and learning new skills as a media specialist. Proficient with many computer programs, email and Internet. Strong analytical and problem solving skills, combined with the ability to coordinate the efforts of many to meet organizational goals. Productive and efficient work habits without supervision.

 

Professional Experience:

Solid background in education

Additional supervisory and training experience

 

Experience:   

2005-Present       Snellville Middle School   Snellville, GA

Special Education Teacher

·         Proficient in Microsoft Word, Power Point, Front Page, Excel and Lotus Notes.

·         Manage and maintain detailed records for 15 students.

·         Create interesting and motivating lessons.

·         Regularly meet with teachers and parents to increase student skills.

 

2003–2005           Oak Hill Elementary           Covington, GA

Teacher

·         Early Intervention Reading Teacher for 4th and 5th grade students during the 2003-2004 school year.

·         Served as a general education 4th grade teacher during the 2004-2005 school year.

·         Served on safety committee.

·         Performed many other duties and responsibilities.

               

2000-2003            Thomson Middle School    Thomson, GA

Special Education Teacher

·         Managed and maintained detailed records for 18 students.

·         Regularly met with teachers and parents in order to increase student involvement.

·         Completed Learning Focused training.

 

1999-2000            Rome Middle School   Rome, GA

OASIS Teacher

  OASIS - Over Age Students In School

·         Taught 8th grade students that had failed at least one grade.

·         Created innovative lessons to help students succeed.

 

 

Garrett Earl Edmunds, Jr.

Page 2

 

 

1997-1999            Aramark Campus Dining   Rome, GA

Assistant Food Service Director

·         Handled customer complaint and requests.

·         Planned and organized events including booking, set up, and break down.

·         Completed inventory and payroll using an Excel spreadsheet.

·         Created work schedules.

 

Education:

2007-2009            University of Georgia          Gwinnett Campus

·      Masters of Education in Instructional Technology: School Library Media

·      Passed GACE on 1/10/09

·      Recipient of the 2008 Goen-Sloan Scholarship from Georgia Association of Instructional Technology.

·      Created exemplary power point presentation on censorship and Internet filters used by professor in entry-level classes.  

1992–1997           Shorter College     Rome, GA

·     B.S., Middle Grades Education, Concentration in Science

·      Dean’s List

·      Senior Man of the Year

·      Student Government Vice-President

·      Zeta Rho Fraternity Parliamentarian/Chaplain

·      Student manager in campus dining hall.

 

Service:

Deacon at Mt. Zion Baptist Church, Snellville, Georgia.

Media committee member at Snellville Middle School.

 

References:  Professional references available upon request.

 

Program of Study:

EDIT 6170            EDIT 6380

EDIT 6300            EDIT 6400

EDIT 6320            EDIT 6900

EDIT 6340            EDIT 7460

Autobiography:

 

 

I graduated from Shorter College in 1997 with a degree in Middle Grades Education. However, I doubted my skills as a teacher and decided to take a job in the food service industry. Almost as soon as I started on this career path I felt unrewarded and a calling to go into teaching. I began to search for a teaching position after a year in food service.

 

My first teaching position was at Rome Middle School (Rome, Georgia) in an OASIS class. OASIS is an acronym for Over Age Students In School. This was a tough assignment that taught me that teaching is nothing like what I was taught in college. For the most part, the students were smart, but uninterested in education. Most of their education came from the streets. 

 

My next teaching position was teaching students in the Interrelated Special Education program at Thomson Middle School in Thomson, Georgia. This was a very rewarding experience and a little less stressful than my first assignment. The three years I spent in Thomson gave me valuable experience that helped mold me into the teacher I am today. Within this three years I got married.  By the end of the three years my wife and I felt led to move to the Gwinnett County area.

 

Since moving to this area in 2004 I have taught in two schools. I taught at Oak Hill Elementary in Covington from 2004-2006 as an EIP teacher and a 4th grade teacher. In order to be closer to home I began teaching at Snellville Middle School in 2006. I was a 6th grade Interrelated Special Education teacher until 2008. I am currently a teacher of students with Moderate Intellectual Disablities. This is a very rewarding and challenging experience that gives me another new aspect of education.

 

Unique Characteristics:

 

One unique characteristic is that I have a wide variety of experience in the field of education. This past experience has given me the chance to become a better teacher by changing those things I did wrong and working on those things I need to improve upon.

 

Another unique characteristic is my background in business. This experience helps me skills to have a better grasp on the business side of running a media center. Things such as budget, ordering and inventory.

 

Vision and Philosopy:

I want to provide information/knowledge to all people through the use of all available forms of media. I want to teach people how to access the appropriate type of media in order to discover what they need. My vision is to help all those who enter the media center to tap into its potential so they can reach their potential.

 

Reading is a very important part of being a media specialist, also. Every student should be involved in reading at some level everyday; it is essential to learning. All subjects require students to read to obtain information. Students have to read textbooks, notes from the board, and information from websites and stories. A student can use a computer to write a paper, but if he or she cannnot read how will he or she get the information to write the paper? Reading opens up doors to endless possibilities for students. I am reminded of the Proverb: “Give a person a fish, and they will eat for a day. Teach a person to fish, and they will never be hungry again.”  To apply that to reading, “Teach a person to read, and they will never stop learning.”

 

Work Experience: included in the resume and autobiography.

 

 

Life Goals:

 

My next career goal is to obtain a position as a media specialist in an elementary or a middle school as soon as possible. After obtaining a position as media specialist, I have the goal of being a successful media specialist who is progressive and open minded.

 

Until I get that media specialist position I have three main career goals.  The first goal is to stay up to date with technology, the current trends of media centers and the current children and adolescent books. My second goal is to actively seek out media specialist jobs. And, my third goal is be an excellent teacher in the position I am currently in.

 

My other goals consist of personal and spiritual matters such as growing in my Christian faith and becoming the best husband and father I can be. I do not feel these goals are relevant to this portfolio.

 

 

Program goals/objectives:

1. How to intergrate technology into the media center.

2. Understand the jobs of a media specialist.

3. To be open-minded and minimize censorship.

4. How to help others obtain the information/knowledge they are seeking.

 

 

 

How program goals/objectives have been met:

1. Not only have we learned about technology and 2.0 tools we have been required to use these tools. Working with these tools have given us the knowledge of how to use them and intergrate them into the educational setting as well as the media center.

2. The various jobs have been discussed in many ways. Guest speakers have given insight on jobs that are not easily observed. The internship has allowed me to experience many of these jobs first hand.

3. I like to think I'm open minded. It is sometimes difficult to be open-minded about certain subjects. However, I have changed my stance on censorship and Internet filters many times since I began this program. I see that censorship is all around seek to do my best to minimize it to level approved by the school system.

4. The internship has allowed me to help others obtain the information they are seeking. A understanding of the various forms of media and how to search has also helped me in this area.

How program has prepared me for my future:

 

This program has prepared me by giving me vast experience in Instructional Technology and School Library Media. 

I have been given the tools to be a successful media specialist. Now it is up to me to use these tools. I do not expect to remember everything I have learned throughout these two years. However, I have great resources by the way of my projects, textbooks and colleagues.  

 

AASL Standards:

 

Standard 1: 

Use of Information and Ideas

 

Standard 2:

Teaching and Learning

 

Standard 3:

Collaboration and Leadership

 

Standard 4:

Program Administration

 

Big Eight Assessments:

 

1. Order Project (EDIT 6340)

 

 

 Order Project

EDIT 6340

   

Anne Marie Schleier

Earl Edmunds

 

 University of Georgia

  

May 1, 2008

Annual Selection Target

Goal:  Obsolete books will be carefully weeded from the media center collection to provide the best resources for student reading and research (T. Thomas, personal communication, November 13, 2007).  “Develop and direct a continuous development and evaluation process” that supports the school’s values by providing “quality” resources for “quality instructional strategies.” (SMS, 2007; AASL & AECT, 1998, p. 91)

Objective 1:  Weed obsolete books and replace the titles or enhance materials in the 700’s, the Arts.

Evaluation:  Follett’s Titlewave Collection Analysis report tool.

Objective 2:  Weed obsolete books and replace the titles or enhance materials in the 900’s, Geography & History.

Evaluation:   Follett’s Titlewave Collection Analysis report tool.

 

Annual Selection Rationale

            The main reasons the library needs to build up these areas of the collection is to support the curriculum and student learning, uphold the Media Center Philosophy: “He or she will do ongoing assessment for improvement of the library media program and the needs of the school” (Edmunds and Schleier, 2007) meet SACS requirements “With our number of students, we are required by SACS to have 15,000 books” (T. Thomas, personal communication), and advocate school’s values: “The educational team . . . will provide diverse learning opportunities that motivate, engage, and challenge students in a well-rounded educational program” (“Vision, Mission, and Values”, 2007).  Connection: MC Philosophy, Connection: School Mission

            The students require the most current and relevant materials to increase information literacy and their achievement.  To achieve this, the SLMS discusses with teachers daily on how the library resources can enhance the curriculum (Edmunds & Schleier, 2007, p. 3).  The school’s values support developing collaborative relationships among educators (SMS, 2007).  In close collaboration with teachers, administrators, and others the SLMS takes a leading role in the ongoing acquisition, updating, and expansion of library materials to support curricular and other learning needs (AASL & AECT, 1998, p. 110).  The SLMS must expand the library collection to provide students with the resources to excel in their studies and increase their information literacy and print literacy.  Connection: Student learning

            The SLMS will do ongoing assessment for improvement of the library media program and the needs of the school (Edmunds & Schleier, 2007, p. 3).  The library’s collection reflects the developmental, cultural, and learning needs of all students (AASL & AECT, 1998, p. 90). The process of carefully evaluating the media collection to remove outdated and unused materials is as important as the process of selection. The media specialist is responsible for the weeding of the collection, the criteria for weeding materials, and what is done with weeded materials (Edmunds & Schleier, 2008, p. 7).  The SLMS and media committee are responsible for the selecting additional materials to the library collection.  According to the MC Selection Policy,  “In selecting materials for purchase for the library media center, the School Media Committee will evaluate collection and the curriculum needs and the Media Specialist will consult reputable, professionally prepared selection aids and other appropriate sources.  The School Media Committee and Media Specialist will use the Selection Principles and Criteria when selecting media material” (Edmunds and Schleier, 2008, p. 6)  Collaboration with Media Committee, Selection Responsibility

            Weeding and replenishing the Arts section and Geography & History section is important to improve the collection.  Since the library began in the 1970’s, we are rotating concentrating on each section to enhance the curriculum by weeding and replacing the titles (Edmunds & Schleier, 2007, p. 9).  This year, we are focusing on these two sections.  The 700’s and 900’s are the most frequently circulated sections.  Also, students refer to these sections the most for research.  Plus, the amount of books in these sections is inadequate for the students’ need.  For accurate and current information needed in student research, the average age of books in these sections must be more up-to-date.   According to the selection criteria, the SLMS will decide which books have become obsolete and use the budgeted money to replace them.  Another issue supporting this goal is the SACS requirement of having 15,000 books in this size of a school.  According to the records, we have 15,321 books; and therefore, must use caution when weeding and buying more books.  Connection: PDEP Goal

            The school’s vision advocates a well-rounded educational program (SMS, 2007).  A well-rounded educational program tries to overcome barriers to information access, including fiscal limitations and threats to intellectual freedom (Bishop, 2007, p. 2).  The library program supports intellectual freedom as outlined in the First Amendment of the Constitution of the United States and American Library Association (ALA) Library Bill of Rights (Edmunds & Schleier, 2008, p. 13). SLMS is a leader in meeting the school’s responsibility to provide resources and services that represent diverse points of view and that support and extend the curriculum with current, wide-ranging information (AASL & AECT, 1998, p. 92).  All of the materials selected according to all of the above. Legal/ethical codes, Intellectual freedom

 

 

Order List

Please find the Order List at http://amschleier.googlepages.com/orderproject

            The SLMS uses the Selection Policies and Selection Criteria to chose the library materials that are appropriate for this annual selection target.  These are available at the following link. http://amschleier.googlepages.com/SelectionPolicypaper.doc

                                                            Multiple Formats, Money Management, Money Spent

 

Presentation for Media Committee

 

Processing Checklist

1.  Attend department meetings to listen to what teachers will need for next year.

2.  Collaborate with teachers and make a list of materials needed.

3.  Request a wish list from teachers

4.  Add requested materials to consideration file.

5.  Run the average age report of books in selected section.

6.  Weed out obsolete books.

7.  Look at vendors websites/catalogs to find books to replace the weeded books.

8.  Search the 100% Educational Videos and Library Video Company websites for A/V ideas.

9.  Read reviews for each item and make sure each satisfies Selection Criteria.

10.  Make list of materials ordered from each vendor.

11.  Add the processing and label fees.

12.  Email teachers when their requests have come in.  Display new books in displays.

Procedures, Materials are Promoted

References

American Association of School Librarians, & Association for Educational Communications and Technology. (1998). Information power: Building partnerships for learning. Chicago:     American Library Association.

Bishop, K. (2007). The collection program in schools: Concepts, practices, and information          

            sources (4th ed.). Westport, CN: Libraries Unlimited.

Edmunds, E. & Schleier, A. M. (2008). Selection Policy.

Edmunds, E. & Schleier, A. M. (2007). Media Center Philosophy. Program Development Plan.     p. 3

Edmunds, E. & Schleier, A. M. (2007). Know Weaknesses. Program Development and      Evaluation Plan. p. 9

“Vision, Mission, and Values Statement.” Snellville Middle School. (2007, October 10)    Retrieved October 10, 2007: http://www.gwinnett.k12.ga.us/SnellvilleMS/

            sms_vision_mission_and_values.htm

Rubric

Criterion	Unacceptable	Acceptable
Contains all necessary components:   [X]selection target [X]rationale [X]order list [X]presentation for media committee [X]processing checklist   Value: 5	[]Something missing:   []Something incomplete:   []Something does not match its definition   Deduct proportional points for missing items - some "weigh" more than others.	[X]Contains all necessary components   [X]Components are complete, meaning that every statement listed in the Assignment Description is honored.   [X]Components reflect what they are defined to reflect
1.3 Access to Information   Value: 3	[]Little or no evidence of knowledge of issues related to access to information   []No knowledge of the legal and ethical practices of the profession	[X]Facilitates access to information in multiple formats aligned with learner diversity   [X]Complies with and communicates the legal and ethical codes of the profession   [X]Supports intellectual freedom of users
4.1 Managing Information Resources: Selecting, Organizing, Using   Value: 8	[]Little knowledge of accepted library policies, procedures and practices for selecting, organizing, and using information	[X]Selects, analyzes, and evaluates resources  using professional selection tools   [X]Selects, analyzes, and evaluates  resources using evaluation criteria; articulates how criteria were applied   [X]Arguments for purchases are supported and logical from the learning community's point of view   Purchases are justified by explicit connections to: [X]MC Philosophy [X]School improvement or Mission/Goals [X]SLM Program Plan (PDEP) Goal [X]student learning or achievement [X]Organizes the LM facility and its collections (print, nonprint, and electronic) according to standard accepted practice: procedures seem complete, proper, and efficient
4.2 Managing Program Resources: Human, Financial, Physical   Value: 5	[]Little knowledge of effective management policies, procedures and principles   []Little knowledge of relationship of facility to program needs   []Explicit management problem detected: __________________	Applies accepted management principles and practices that relate to personnel and financial issues: [X]Selection responsibility carried out by qualified personnel [X]Collaboration with Media Committee evident [X]Money budgeted and managed properly   [X]Money was spent or over-spent, with no danger of back orders. Math is correct; total provided.  Order provides adequate and accurate information for vendor's use.   [X]New materials are promoted to the learning community.
Mechanics: presentation, grammar, spelling, quality of writing; formatting; organization; referencing   Value: 2	[]Errors frequently interrupt evaluator's ability to absorb content   []Elements to be viewed by the community have embarrassing or unprofessional errors   []Disorganized; hard to find required elements   []Referencing problems or omissions	[X]A few minor errors   [X]Items meant for viewing by learners, co-workers, and parents are nearly perfect   [X]Organized; headings included and tags applied   [X]Clear   [X]Consulted sources are referenced in APA 5th edition style
You self-assessed.   Value: 1	[]No []Rubric is missing.	[X]Rubric has self-assessment
Reflection Value: 1 (individually assessed)		Each team member privately reflections upon: [X]group process [X]personal contribution [X]individual learning
Total and Comments		25

 

 

2. Collaborative Unit (EDIT 6360) 

Teachers: Earl Edmunds      

Grade: 6^th                  

Subject Area: Science                      

Unit: Water Pollution

Dates Taught: 4/14-18/08

Name of textbook used (if none, state “none”): Earth Science by Glencoe

 

 

Unit goal(s):

 

Effects of water pollution on the environment.

How to prevent and clean up pollution.

 

Research unit:  yes_X_   no____

 

 

Content area learning goals:

 

How do humans contribute to water pollution?

What is the difference between point source and nonpoint source pollution?

 

 

Curriculum standards met:

 

S6E3 Students will recognize the significant role of water in earth processes.

a.  Explain that a large portion of the Earth’s surface is water, consisting of oceans, rivers, lakes, underground water, and ice.

b.  Relate various atmospheric conditions to stages of the water cycle.

c.  Describe the composition, location, and subsurface topography of the world's oceans.

d.  Explain the causes of waves, currents, and tides.

 

 

 

 

Information literacy standards met:

 

S6CS4 Students will use tools and instruments for observing, measuring, and manipulating equipment and materials in scientific activities. a. Use appropriate technology to store and retrieve scientific information in topical, alphabetical, numerical, and keyword files, and create simple files. b. Estimate the effect of making a change in one part of a system on the system as a whole. c. Read analog and digital meters on instruments used to make direct measurements of length, volume, weight, elapsed time, rates, and temperature, and choose appropriate units for reporting various quantities.

S6CS6

S6CS6 Students will communicate scientific ideas and activities clearly. a. Write clear, step-by-step instructions for conducting scientific investigations, operating a piece of equipment, or following a procedure. b. Understand and describe how writing for scientific purposes is different from writing for literary purposes. c. Organize scientific information using appropriate tables, charts, and graphs, and identify relationships they reveal.

S6CS8

S6CS8 Students will investigate the characteristics of scientific knowledge and how it is achieved. a. When similar investigations give different results, the scientific challenge is to judge whether the differences are trivial or significant, which often requires further study. Even with similar results, scientists may wait until an investigation has been repeated many times before accepting the results as meaningful. b. When new experimental results are inconsistent with an existing, well-established theory, scientists may require further experimentation to decide whether the results are flawed or the theory requires modification. c. As prevailing theories are challenged by new information, scientific knowledge may change and grow.

S6CS5

S6CS5 Students will use the ideas of system, model, change, and scale in exploring scientific and technological matters. a. Observe and explain how parts are related to other parts in systems such as weather systems, solar systems, and ocean systems including how the output from one part of a system (in the form of material, energy, or information) can become the input to other parts (e.g., El Nino’s effect on weather). b. Identify several different models (such as physical replicas, pictures, and analogies) that could be used to represent the same thing, and evaluate their usefulness, taking into account such things as the model’s purpose and complexity.

 

 

Technology standards met:

 

S6CS4 S6CS4 Students will use tools and instruments for observing, measuring, and manipulating equipment and materials in scientific activities. a. Use appropriate technology to store and retrieve scientific information in topical, alphabetical, numerical, and keyword files, and create simple files. b. Estimate the effect of making a change in one part of a system on the system as a whole. c. Read analog and digital meters on instruments used to make direct measurements of length, volume, weight, elapsed time, rates, and temperature, and choose appropriate units for reporting various quantities. S6CS9 S6CS9 Students will investigate the features of the process of scientific inquiry. a. Scientific investigations are conducted for different reasons. They usually involve collecting evidence, reasoning, devising hypotheses, and formulating explanations. b. Scientists often collaborate to design research. To prevent bias, scientists conduct independent studies of the same questions. c. Accurate record keeping, data sharing, and replication of results are essential for maintaining an investigator’s credibility with other scientists and society. d. Scientists use technology and mathematics to enhance the process of scientific inquiry. e. The ethics of science require that special care must be taken and used for human subjects and animals in scientific research. Scientists must adhere to the appropriate rules and guidelines when conducting res

 

Lesson:

 

I will begin the unit by pairing students up and asking them to discuss with each other what they know about water pollution.  As a class, we would then create a KWL chart with butcher paper. I will record all the information my students give me (even the incorrect answers). Then they will go to the media center and with the help of the media specialist they will research water pollution and how humans contribute to it. They will complete a prenotetaking sheet and a reflection. They will discuss and record their discoveries with the class. I will then ask the students how we can tell if water is polluted. The answers will then be written on another sheet of butcher paper. Next I will give each pair of students a water bottle filled with tap water and another bottle filled with sand and dirt. The students will then discuss and analyze the water in both bottles and record their findings. As a class, I will give students information on point source and non-point source pollution and have resources on these topics available in the classroom that they can utilize during this activity.

Next, I will introduce them to our class pet, Fred the fish. Fred is a sponge cut out in the shape of a fish complete with eyes and a smile!  Each pair of students has their own Fred in a glass jar. Fred has a story that I will convey to the students.  The story is as follows:  Imagine Fred born in fresh clean water away from industry. However, as Fred grows, he becomes more curious and leaves his environment to explore the world. Fred will end up passing through nine different areas. The students will dump in various pollutants that correspond to the areas Fred travels. These areas include farmland where he gets pesticides (sugar water) dumped on him and highways where oil (maple syrup) has spilled into the river.  The industrial areas are where toxic materials (red and blue food coloring) get dumped into the water.  During Fred’s travels I will guide students to think about the quality of the water Fred is in and how Fred is specifically being affected by the pollution.  By the time Fred has traveled through these nine areas, the water he is in is dark and filthy!  Now, I assign each pair of students the job of cleaning up the polluted water that Fred is in. They will have some materials at their desks to use to accomplish this task.  I will close this unit by asking students to write their observations, and concerns about water pollution, including suggestions for prevention and clean up.  They once again return to the media center and the media specialist will guide to resources on how to prevent and clean up pollution. The final project will include answers to the following questions: How do humans contribute to pollution? How does pollution effect animals? How can pollution be prevented and cleaned up?

 

Resources:

Textbook with supplemental resources

 

 

Primary teaching method:

Inquiry Learning and presentation

 

Classroom teacher responsibilities:

Will facilitate or guide the lessons and research. He/she will also present the example of Fred the Fish and how he is exposed to different types of pollution.

 

Media specialist responsibilities:

The media specialist is to deliver research methods and present appropriate materials to use in research. He/she will collaborate with the teacher to create a fulfilling lesson on water pollution.

 

 

Student assessment products:

Students will be assessed as the complete each section of the lesson. The finished product will be based upon rubric that is given to the students before research begins.

 

Technologies used:

Computers, search engines, databases, power point, etc.

 

3. Professional Development and Evaluation Plan (EDIT 6300)

Program Development and Evaluation Plan

   

Anne Marie Parker Schleier 

Earl Edmunds

    

Submitted to: 

Dr. Mary Ann Fitzgerald 

EDIT 6300

 

December 1, 2007

Executive Summary

 

·      Mission Statement: The mission of the library media center is to teach students to be effective users of information and to encourage and prepare students to be life-long learners. 

·      Goals and Objectives

1.       73.3% of all students and all subgroups will meet or exceed grade level expectations on the CRCT in Reading/English Language Arts combined.

a.       Circulation will increase by 15% in the SMS Media Center for the 2007-2008 school year.

b.      Promote reading by orchestrating 5 out of the 7 projects.

2.       Obsolete books will be carefully weeded from the media center collection to provide the best resources for student reading and research.

a.       Weed obsolete books in the 700’s.

b.      Weed obsolete books in the 900’s.

3.       Students will regard the media center as a warm, inviting, learning environment designed to meet their needs throughout middle school.

a.       Create comfortable and inviting reading area for leisure reading.

b.      Organize two reading activities to encourage student involvement.

4.       Increase the efficiency of information access by providing and teaching use of traditional and emerging technologies.

a.       Increase the number of classes that use of information technology workstations by 15% in collaborating to develop assignments across the curriculum that demand critical thinking skills.

b.      Provide 3 staff development meetings per semester in the use of information technologies.

·      Budgeting Plans are in accordance with Information Power and the school’s goals.  Goal 1: 20%, Goal 2: 60%, Goal 3: 10%, and Goal 4: 10%.

(Executive Summary)

School Description

 

Our target school is a suburban middle school containing grades 6 - 8.  It is located about 45 minutes east of Atlanta, GA.  The school has three elementary schools feeding into it.  It is not a Title 1 school but close to 50% of the students have Free/Reduced Lunch.  We chose this school because one of our group members works there. The total school enrollment is 2,206.  This includes: African American 1356, White 580, Hispanic 201, Asian 30, and Multi-racial 39. There are 83 ESOL students where the prominent languages are English, Spanish, and Bosnian. There are 262 Special Education students including learning disability, EBD, and 2 Autism classes. 

The school’s mission is:

“Through our commitment to teaching and learning, the educational team, students, and parents of Snellville Middle School diligently work together to pursue individual academic excellence and civic responsibility.” 

The school’s vision is:

 “The educational team of Snellville Middle School will provide diverse learning opportunities that motivate, engage, and challenge students in a well-rounded educational program. Working with students and parents, we will foster unity and pride in our school and community.”

The school’s values are:

“Working as an educational partnership, we will:

 

·      Use quality instructional strategies to engage all children in learning.
 

·      Implement multiple instructional strategies to adapt to the diverse learning styles and abilities of students.
 

·      Create opportunities for all students to develop critical thinking and reasoning skills.
 

·      Initiate and develop collaborative relationships that enhance professional growth.
 

·      Clearly communicate and consistently reinforce responsible and respectful behaviors.
 

·      Establish and implement methods of accountability to improve student achievement.
 

·      Recognize accountability as a means of improving teaching and learning.
 

·      Consistently and effectively communicate with parents. (SMS, 2007)

 

(School Description) 

Philosophy

 

            Collaboration, leadership, and information are three central ideas for the library media specialist to foster student learning and information literacy.  The purpose of the media center is “to assist all students in becoming active and creative locators, evaluators, and users of information to solve problems and to satisfy their own curiosity” (AASL & AECT, 1998, p. 2).  Our aim is to make students to become independent, ethical, lifelong learners. 

            The library media specialist helps create the learning environment by collaborating with teachers, administration, and others to teach information literacy.  He or she discusses with teachers daily on how the library resources can enhance the curriculum.  Access to the library media center is available all throughout the school day (8:30 a.m.- 4 p.m.).  All students may use the library media center at any time due to its flexible and open scheduling.  Any student may access any information available through the library resources.  The library media specialist leads the media program by gaining administrative support and managing the budget.  He or she will do ongoing assessment for improvement of the library media program and the needs of the school.  By keeping up on current library media trends and issues, the library media specialist will be able to continue to enhance the library media program.  He or she is able to do this be joining a professional association and reading their publications.  Lastly, the library media specialist is one of three experts of technology along with the LSTC and TST.  He or she learns about the new technology and teaches the faculty for ongoing staff development (AASL & AECT, 1998).  (Philosophy, Supports Flexible and Open Access, Accepted Mgmt Principles and Practices, Aligns Resources, Services and IL Standards with School Goals/Objectives, School Improvement, Relationships that Impact Learning)

Mission

The mission of the library media center is to teach students to be effective users of information and to encourage and prepare students to be life-long learners. (Mission Statement)

Service Overview

Circulation Policies 

Staff members may check out as many items as they need for instructional or personal use.  The library personnel ask for the school staff to return materials every 3-4 weeks to reduce the number of lost books.  Library personnel must check out all materials.  If there is no one present, please leave a note with your name on the desired books.  Library personnel will check out the materials and deliver them to your classroom.  All materials must be returned at the end of the school year.

Students, grades 6 – 8, may visit the media center individually with a signed agenda, in groups up to four students, or as a class under the supervision of their teacher.  Students must sign in at the circulation desk if they are not with a class.  Students may check out two books for two weeks with the option of renewal.  The cost of a lost or damaged book is $20.00, which is refundable if the book is later located and returned.  Students may not check out any other items if they have an overdue book.  Students will also not receive their final report card if they have an overdue book at the end of the school year.  Reference materials are only used in the media center.  Magazines and newspapers are not checked out to students (Thomas, 2007). (Circulation)

Scheduling 

The media center is open each day between the hours of 8:30 a.m. – 4:00 p.m. for students and staff.  Classes may schedule time to use either the main area large enough for two classes for research or the rear of the facility for instructional purposes.  To use these areas, teachers must sign up, in advance, for the date and time of the visit on the Media Center Schedule located near the circulation desk.  List the purpose of the visit (computer research, book research, check out, or a combination) on the schedule by your name.  Discuss the topic and type of research that will be taking place with the media specialist (Thomas, 2007). (Scheduling, Legal and Ethical Codes - Access)

 

 

Services

There is one media specialist and one media clerk in the library media center.  The media specialist provides the services of library scheduling, beginning of the year orientation, suggestions for use of library resources to supplement instruction, purchasing new items, collaborative planning for media center research.  She also provides class or teacher instruction on the following: Accelerated Reader; GCPS Data bases; MLA Bibliography format; information access and use; Internet navigation, access, evaluation; ethics; Reading Is Rewarding Program; and genre / books talks.  The media clerk is available to assist teachers and students.  She pulls books for class use, reserves digital or video cameras, organizes equipment checkout, conducts simple repairs on equipment, sends students to pay for lost / damaged books, gives overdue notices, tapes GCPS TV programs, plays videos on closed circuit. 

There is a vast array of library resources.  There are more than 15,000 volumes in the book collection along with professional books for teachers.  The library receives more than 25 magazine and periodical titles plus access to many more full-txt articles through the GCPS on-line databases.  There is an audiovisual collection consisting of videotapes, DVDs, and books on tape.  The media center has 30 computers providing access to the on-line catalog (Destiny), interactive encyclopedias, atlases, periodical databases, biographical resources, etc.  Accelerated Reader, a program designed to measure reading comprehension and encourage reading, is available on the two computers at the front of the media center.  The county has a video resource collection that may be borrowed for use to supplement instruction (Thomas, 2007).  (Services, Plans and Organizes According to Use, Data for Decision Making)

Ethics and legal principles

The media center is a place for researching and learning.  An atmosphere conducive to learning should prevail at all times.  When students are finished in the library, they must replace all library resources.  GCPS Policy requires that school media committees establish a policy in regard to materials designed to supplement the core materials for a course.  The following criteria shall be used as they apply to any instructional materials:

1.      Materials should support the AKS for the course.

2.      Materials should meet high standards of quality in factual content and presentation.

3.      Materials should be appropriate for the subject area and for the age, emotional development, ability level, and social development of the students.

4.      Materials chosen should be written/produced by competent and qualified authors and producers.

5.      Material should avoid gender, role, age, ethnic, and other stereotyping.

6.      The materials selected should be purchased and used in compliance with copyright.                                                           (Educational Climate)

As for movies and videos, no video tapes which are rated PG-13 or higher may be

shown in the school.  The use of AV materials in the classroom is carefully outlined in the Copyright and Fair Use Guidelines for teachers:

·         AV materials are to be previewed, relevant to instruction, correlated to curriculum, and tied to specific instructional objectives 

·         Use of AV materials as a time filler or a substitute for outside recess is against copyright and fair use guidelines.

The media specialist uses The Copyright Game Resource Guide, 2^nd ed. By Gary H. Becker for her copyright information for print materials.  Teachers and students should give bibliographic credit for Internet documents.  Teachers may request the SLMS to lead an instructional class on copyright and plagiarism (Thomas, 2007). (Copyright Policy, Legal and Ethical Codes – Inst. Partner)

Known weaknesses: 

The weaknesses of the library stem from its age.  The building was built in the 1970’s.  Since the floorplan of the library is over 30 years old, it is not conducive to the modern needs of the library.  Back then, architects could not foresee the new technologies and storage space that the library program may need.  To meet the modern needs of the library, more storage space, shelf space, and display space is needed.  The library becomes the storage room for older technology, unwanted classroom items, overhead projectors, and anything that does not have a designated place.  Shelf space is always needed for more books to enhance research and pleasure reading.  The library is a perfect place to display student work including projects, artwork, and inventions.  This library has no place to display items except where the SLMS sets up tables to place them on.  The problem with setting up tables for display is that it takes away from value classroom instruction space.   Because of the library’s age, another weakness is the age of the books.  Students will not want to use the older non-fiction books because the old information.  These books would not be useful for research.  Also, the student would enjoy the newer fiction books for pleasure reading.             

The SLMS would like more staff to meet the needs of over 2,000 students.  The high school gets two SLMS’s if it is over 1,000 students but the middle school does not get the same consideration.  There is only one SLMS and one media clerk.  The SLMS would at least like one more clerk who can help do the library tasks like checking out books and repairing equipment so the SLMS may collaborate more with teachers and help students research.  Fortunately, there are plenty of volunteers but they do not have the authority to do much more than shelve returned books (T. Thomas, personal communication, November 13, 2007).  (Known Weaknesses, Service Overview, Barriers to Equitable Access, Develops and Evaluates Policies/Procedures Supporting School and LMP, Data for Decision Making)

Facilities

The media center environment is rich in resources, people and technology.  There are four full-time educators who work together to meet the needs of the school.  There is a media specialist, a media clerk, a technology support technician, and a local school technology coordinator. In addition, a team of volunteers works in the media center almost daily. The media center has 30 student computers.  A center isle divides them with 15 computers on each side. It supports a class area, and a reading area complete with two sofas, an armchair and two rocking chairs. One wall consists of Nonfiction books; the opposite wall contains the Fiction books.  The professional learning section, biography and reference sections are in the center of the room. The class area is conducive to learning. However, a permanent projection system would be beneficial. There are some power poles and columns that interfere with certain activities, especially facilitating large groups. These barriers cannot be removed, so the only remedy is to work around them. (Barriers to Equitable Access, Plan Adequate Space)

Students have access to the media catalog from any computer in the school. They also have access to resources from Gwinnett County media services such as GALILEO through any Internet access. One barrier restricting equitable access is the lack of time in class to use the computer or visit the media center. Teachers should schedule computer time to remedy this problem (T. Thomas, personal communication, November 13, 2007). (Facilities)

Budget Sources

County Media Funding:  $7,583 (Books Only)

Local Account:  $2,300

Bookfair Total:  $3,400   ($1,700 / bookfair)

Total:  $13,283

            With the weeding initiative of the SLMS, the library budget is not adequate for this purpose.  Right now, the library houses 15,321 books.  The minimum that the library can have with the amount of students is 15,000.  The SLMS must be very careful to balance the weeding and the purchasing of books.  When using $7,000 for books, approximately 410 books can be purchased.  Considering the SACS standards and the lack of funds, the goal to decrease the average age of the books may take several years (Thomas, 2007).   (Budget Sources)

Media Committee

 

The media committee consists of the media specialist, media clerk, fourteen parents, one administrator, and four Language Arts teachers. There is a teacher from each grade level plus a special education teacher. The teachers are asked if they would like to serve on the committee. Parents are asked to volunteer for the committee. The committee meets once every nine weeks. The media committee reviews and approves books and other media to be used at the school to insure that all media aligns with the standards of the school. They review books and other media between meeting dates and report at the next meeting time.

Email plays a vital role in keeping the media committee informed. The media specialist sends out reminders, reviews and requests the committee to review books. Often media committee members send reviews and/or suggestions to them media specialist via email. The media committee is also responsible for reviewing the goals and objectives of the media specialist and the media center and ensuring they are in line with the standards, philosophy, and mission of the school it serves (T. Thomas, personal communication, November 13, 2007). (Media Committee, Committee Participation, Collaborates to Develop LMP Plan)

Personnel

            There is one media specialist in the middle school who is required to have a Masters degree in Library/Media.  She/he reports directly to the principal.  The primary function is to develop, manage, and administer a unified media program.  There are two major roles of providing instructional leadership and managing the library program for the use of media resources (GCPS, 2007).

            There is also one media clerk.  She/he must have a    paraprofessional licenses and at least a high school diploma.  She/he works under the supervision of the media specialist as the support staff.  It is extremely helpful to have working knowledge of office/media equipment and willingness to learn new technologies (GCPS, 2007).  There are many volunteers in the library.  The media clerk keeps track of the volunteers’ schedule.  She manages their activities and the needs for the day.  (Personnel, Accepted Mgmt Principles and Practices)

Goals, Objectives, and Evaluations:

Goal 1:  73.3% of all students and all subgroups will meet or exceed grade level expectations on the CRCT in Reading/English Language Arts combined.  This goal supports the school’s goal to improve CRCT scores (T. Thomas, personal communication, November 13, 2007).

Objective 1:  Circulation will increase by 15% in the SMS Media Center for the 2007-2008 school year.

Evaluation: Circulation data reports

Objective 2:  Promote reading by orchestrating 5 out of the 7 projects.

Techniques

1.       Reading Is Rewarding Program

2.   Reading Hat Trick Program with Gwinnett Gladiators

3.   Teen Read Week

4.      Two Book Fairs

5.      Reading displays in the media center.

6.      Read Across America Week activities (March 3-7)

7.      Promote and schedule book talks with Language Arts classes.

Evaluation:  Picture documentation of the completion of 5 out of 7 projects.

Goal 2:  Obsolete books will be carefully weeded from the media center collection to provide the best resources for student reading and research (T. Thomas, personal communication, November 13, 2007).  “Develop and direct a continuous development and evaluation process” that supports the school’s values by providing “quality” resources for “quality instructional strategies.” (SMS, 2007; AASL & AECT, 1998, p. 91)

Objective 1:  Weed obsolete books in the 700’s.

Evaluation:  Follett’s Titlewise Collection Analysis report tool.

Objective 2:  Weed obsolete books in the 900’s.

Evaluation:   Follett’s Titlewise Collection Analysis report tool.

Goal 3:   Students will regard the media center as a warm, inviting, learning environment designed to meet their needs throughout middle school.  “The library media program provides a climate that is conducive to learning” (AASL & AECT, 1998, p. 87). 

            Objective 1:  Create comfortable and inviting reading area for leisure reading.

Evaluation:  Conduct student survey to evaluate effectiveness.

            Objective 2:  Organize two reading activities to encourage student involvement.

                        Evaluation:  Document student participation by the activity sign-in sheets.

Goal 4:  Increase the efficiency of information access by providing and teaching use of traditional and emerging technologies.  The school’s vision supports educational staff providing diverse teaching opportunities, therefore, the teachers must know the most current library resources through staff development. “The SLMS takes a proactive role in promoting the use of technology by staff, in determining staff development needs, in facilitating staff learning explorations, and by serving as a leader in staff development activities” (AASL & AECT, 1998, p. 52). 

Objective 1: Increase the number of classes that use of information technology workstations by 15% in collaborating to develop assignments across the curriculum that demand critical thinking skills.

                        Evaluation: Document number of classes by the scheduling sheets.

Objective 2:   Provide 3 staff development meetings per semester in the use of information technologies.

Evaluation:  Teacher surveys to determine participations and knowledge gained.    

(Long Range-Goals, Short-Range Goals, Internal Alignment, Current Trends/Issues, School Improvement)

Budgeting Plan

Goal 1:  Approximately 20% will be used for reading promotion.

Rationale:  20% of the budget is required for reading promotion because the SLMS should work collaboratively and individually to design, develop, and implement programs that encourage reading for enjoyment and for information (AASL & AECT, 1998, p. 67).

Goal 2:  Approximately 60% of the budget will be used to purchase books.

 Rationale:  Replacement books for annual weeding and new titles are needed to meet county standards.  We currently have 15,321 books to circulate.  The minimum set by the county is 15,000 (Thomas, 2007).  This area needs the most work and will require a large portion of the budget.

Goal 3: Approximately 10% of the budget will be used to create a warm and inviting environment.

Rationale: A goal for the SLMS is to “create and maintain an inviting, attractive physical environment within the library media center and in relation to all the physical elements of the program” (AASL & AECT, 1998, p. 89).

Goal 4: Approximately 10% will be used for technology improvement and supplies.

Rationale: “The SLMS takes a proactive role in promoting the use of technology by staff, in determining staff development needs, in facilitating staff learning explorations, and by serving as a leader in staff development activities” (AASL & AECT, 1998, p. 52). Meeting times will be scheduled for professional learning. Three professional learning meetings on informational technology and new media technology resources will be provided throughout the school year. (Provides Staff Development) Resources are already in place to hold these meetings. (Budgeting Plan)

Planning and Evaluation

Goal 1:  Goal is met when 73.3% of all students meet or exceed grade level expectations. Data will be collected when CRCT test scores are published. Media specialist, media clerk and Language Arts teachers will promote reading promotions every nine weeks.

Spending timeline: 5% will be spent during the 1^st nine weeks (August 13^th – October 12^th); 5% will be spent during the 2^nd nine weeks (October 15^th – December 20^th); 5% will be spent during the 3^rd nine weeks (January 3^rd – March 6^th); 5% will be spent during the 4^th nine weeks (March 7^th – May 21^st)

Goal 2:  Research titles that would match standards and student interest for two ranges, 700’s and 900’s from August 20, 2008 to October 15, 2008.  Purchase titles to replace/update items removed from October 15, 2008 to May 22, 2009.  Spending timeline: 20% will be spent during the 2^nd nine weeks (October 15^th – December 20^th); 20% will be spent during the 3^rd nine weeks (January 3^rd – March 6^th); 20% will be spent during the 4^th nine weeks (March 7^th – May 21^st) Hitchcock Interview

 Review final Collection Analysis report to determine if goal was met on May 26, 2009.

Goal 3: Survey students and teachers about the environment of the media center in September 2008. Spending timeline: Use 10% to improve the environment using suggestions given. Survey the students and teachers again in May 2009. Goal is met when the majority of responses approve of the media center environment.

Goal 4:  The media specialist and media clerk will evaluate the number of classes taught in library over the year. Goal is met if the number has increased by 15% for the school year. Evaluation will take place in May.  Spending timeline: All 10% will be spent as needed.   (Plan for Planning/Eval)

 

References

American Association of School Librarians, & Association for Educational Communications and Technology. (1998). Information power: Building partnerships for learning. Chicago: American Library Association.

Gwinnett County Public Schools. (2007). Media Specialist Job Description. Gwinnett County Board of Education. 

Gwinnett County Public Schools. (2007). Media Clerk Job Description. Gwinnett County Board of Education. 

Thomas, T. (2007) 2007-2008 Media Center Budget.

Thomas, T. (2007) Snellville Middle School Media Center 2007-2008.

“Vision, Mission, and Values Statement.” Snellville Middle School. (2007, October 10) Retrieved October 10, 2007: http://www.gwinnett.k12.ga.us/SnellvilleMS/

sms_vision_mission_and_values.htm

                                                                                                                        (References)

 4. Reading and Literacy Project (EDIT 6300)

Project Pizza Party

 Reading and Literacy Project

 

Anne Marie Parker

Earl Edmunds

EDIT 6300

October 13, 2007

 

  

Table of Contents

 

 

I.                   Target School Profile

  

II.                Plan

 

III.             Curricular Objectives

 

IV.             Synthesis of Reading Resources

  

V.                Annotated Bibliography

  

VI.             Survey of Multiple Formats

  

VII.          Promoting Leisure Reading

  

VIII.       Personal Reading Philosophies

  

IX.             Reflections on AASL Competencies and Group Format

 

       X.       Attachment

 

 

 

I.          Target School Profile

 

Our target school is a suburban middle school.  It is located about 45 minutes east of Atlanta, GA.  The school has three elementary schools feeding into it.  It is not a Title 1 school but close to 50% of the students have Free/Reduced Lunch.  We chose this school because one of our group members works there. The total school enrollment is 2240.  This includes: African American 580, White 580, Hispanic 201, Asian 30, Multi-racial 39, ESOL 83, Special Education 262. (Demographics, Target School Description)  

The media center environment is rich in resources, people and technology.  There are four full-time educators who work together to meet the needs of the school.  There is a media specialist, a media clerk, a technology support technician, and a local school technology coordinator. The media center has 60 student computers.  It supports a class area, reading area, and professional learning section.  The media specialist’s goal is to increase the book circulation and collaborate more with students.   A total of 35,105 items were circulated in the last 18 months.  The average media center circulation per month is 2507.5. (MC Learning Environment)

The school’s mission is:

“Through our commitment to teaching and learning, the educational team, students, and parents of Snellville Middle School diligently work together to pursue individual academic excellence and civic responsibility.” 

The school’s vision is:

 “The educational team of Snellville Middle School will provide diverse learning opportunities that motivate, engage, and challenge students in a well-rounded educational program. Working with students and parents, we will foster unity and pride in our school and community.”

The school’s values are:

“Working as an educational partnership, we will:

 

·      Use quality instructional strategies to engage all children in learning.
 

·      Implement multiple instructional strategies to adapt to the diverse learning styles and abilities of students.
 

·      Create opportunities for all students to develop critical thinking and reasoning skills.
 

·      Initiate and develop collaborative relationships that enhance professional growth.
 

·      Clearly communicate and consistently reinforce responsible and respectful behaviors.
 

·      Establish and implement methods of accountability to improve student achievement.
 

·      Recognize accountability as a means of improving teaching and learning.
 

·      Consistently and effectively communicate with parents.

(School Mission or Goals) 

            Our Reading and Literacy Project directly relates to the school’s mission, vision, and values.  The educational team, of media specialist and teachers, will work together to carry out this project to promote “individual academic excellence” by helping students reach their reading goals.  This project supports the school’s vision by creating unity in instigating school-wide participation.  Also, it provides diverse learning opportunities for all students through the monthly gatherings.  The project follows many of the school’s values including: engaging all children in learning, implementing multiple instructional strategies, developing collaborative relationships, and implementing methods of accountability to improve student achievement. (Project Relates to Specific Learning Objectives, Supports Mission/Goals of School)

II.        Plan

            The School Library Media Center Specialist will provide an opportunity for all students to participate in a leisure reading program through the introduction of Project Pizza Party, a school-wide reading and literacy promotion project.  The project entails students meeting their reading goal which awards them a ticket to the pizza party.  At the party, students will bring a game that they created about their favorite book that they read that month.  Lastly, each class will create a website to compile reviews of the books that they have read.  Students can use the games and website to find more books to read. (Project Outline)

            During the first week of school, a power point presentation will be presented to each language arts class to get the students excited and informed about the program.  The Language Arts teacher will meet with each student and together they will create a reading goal based on the number of pages the student will try to read in a month.  The teacher and student will create a new goal each month.  By promoting the program over the duration of the school year, students develop habits of leisure reading. (Promotes Habits of Lifelong Reading)   

To accommodate all students, most all reading material at any reading level or in any language is accepted including fiction, nonfiction, and graphic novels.  If applicable, students may count the pages that teachers read a loud to them in class.  Teachers may, also, provide time or encourage students to read during free time of the school day.  To model reading for pleasure, encourage the teachers to read their favorite books when students are reading.  Students will be provided a worksheet to keep track of the number of pages read each day.  A supervising adult is suggested to initial that the student did indeed read the correct number of pages. (Accommodations for Subgroups, Leisure Rdg Promotion Strategies, Strategies for Different Learners, Multiple formats, Models Personal Enjoyment of Reading)

            The program will officially start the first full month of school, usually September.  Students keep track of their number of pages read.  Once a student reaches their goal, they are given a ticket to attend the pizza party the last day of the month.  The students will meet in the cafeteria after school for pizza and games.  For friendly competition between classes, each Language Arts class’s progress will be announced over the morning announcements once a month.

            The tickets that the students earn grant them admission into the pizza party but students must, also, bring a game.  The game promotes his/her favorite book that the student read that month.  The game may be in any format including board games, power point games, or a game created on a website.  Student may check out laptops from the media center to play the electronic games.  At the party, students will eat their pizza and then float around to play the games.  Some educational aspects of the games are for students to think critically about their book and apply it in the game.  Another aspect is that they can get ideas of what books that they would like to read toward the next month’s goal.  These provide diverse learning opportunities for all students.  The party will engage student interest because they are having fun with their peers in a social environment.  They are learning about new books that other students enjoyed through a unique method of gaming.  (Proactive Strategies for Engaging Student Interest, Multiple Formats)

            Since finding a good book that interest you can be relatively difficult, each class will create a website to post reviews of the books that the students and teachers have read.  Any student in the school will have access to the different classes’ websites to find books that interest them.  The website will categorize the books by graphic novel, fiction, and nonfiction.  The categorization of the books into groups incorporates the dominant educational trend of the school.  The school wide program is called Learning Focused.  Learning Focused is when a subject is broken down into its parts and then the parts are defined.   The website is an example because it breaks down the subject (books) into its parts of fiction, nonfiction, and graphic novels.  On the website, a student can click on the fiction link and fiction book reviews are available for the student to view.  The same happens with nonfiction and graphic novels.  The website is very helpful for students to find books that would interest them. (Multiple Formats, Incorporates Dominant Educational Approach)

            Project Pizza Party caters to all middle school students at any reading level.  Most types of books are accepted.  It accommodates different learning styles by allowing personal reading and reading aloud to count toward number of pages.  Students can learn about different books by playing the games at the party and looking at the class websites.  This project will work at the target middle school because pre-teens and teenagers take pleasure in socializing.  Students enjoy eating pizza and playing games.  Lastly, students like to achieve their personal goals and competing with other Language Arts classes.  The project requires teachers and students to cooperate but it can all come together to promote leisure reading.  (Learning Activities Instructionally Sound)

 

III.             Curricular Objectives

Georgia Perfomance Standards (6^th – 8^th grade):

·         ELA6R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts.

·         ELA6R2 / ELA7R2 / ELA8R2: The student understands and acquires new vocabulary and uses it correctly in reading and writing.

·         ELA6R3 / ELA7R3 / ELA8R3: The student reads aloud, accurately (in the range of 95%), familiar material in a variety of genres, in a way that makes meaning clear to listeners.

·         ELA6RC1 / ELA7C1/ ELA8C1: The student reads a minimum of 25 grade-level appropriate books or book equivalents (approximately 1,000,000 words) per year from a variety of subject disciplines. The student reads both informational and fictional texts in a variety of genres and modes of discourse, including technical texts related to various subject areas.

The student participates in discussions related to curricular learning in all subject areas. The student identifies messages and themes from books in all subject areas. The student responds to a variety of texts in multiple modes of discourse.

·         ELA7R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts.
Critical Component:  For literary texts, the student identifies the characteristics of various genres and produces evidence of reading that:
a.  Distinguishes between the concepts of theme in a literary work and the author’s purpose in an expository text.
b.  Interprets a character’s traits, emotions, or motivations and gives supporting evidence from a text.
c.  Relates a literary work to information about its setting or historical moment.
d.  Analyzes recurring and similar themes across a variety of selections, distinguishing theme from topic.
e.  Identifies events that advance the plot and determines how each event explains past or present action(s) or foreshadows future action(s).
f.  Analyzes characterization (dynamic and static) in prose and plays as delineated through a character’s thoughts, words, speech patterns, and actions; the narrator’s description; and the thoughts, words, and actions of other characters.
g.  Explains and analyzes the effects of sound, form, figurative language, and graphics in order to uncover meaning in literature:

i.Sound (e.g., alliteration, onomatopoeia, internal rhyme, rhyme scheme)
ii. Figurative language (e.g., simile, metaphor, personification, and hyperbole)
iii. Graphics (e.g., capital letters, line length, word position).

 

·         ELA7RC2 The student participates in discussions related to curricular learning in all subject areas. The student
a.   Identifies messages and themes from books in all subject areas.
b.   Responds to a variety of texts in multiple modes of discourse.
c.   Relates messages and themes from one subject area to those in another area.
d.   Evaluates the merits of texts in every subject discipline.
e.  Examines the author’s purpose in writing.
f.   Recognizes and uses the features of disciplinary texts (e.g., charts, graphs, photos, maps, highlighted vocabulary).

IV.             Synthesis of Reading Resources

 

Research shows that incentive programs, websites, power point presentations, online surveys, online book reviews and student created work are great tools in promoting reading in schools. In the article, Reading Promotion in the Age of Technology, Mary Alice Anderson suggests the following:

·         “Add links to Web sites that have reading lists.”

·         “Digitlize materials created by students or photos of student book projects.”

·         “Create on online survey. Invite students to vote for their favorite book or author.”

·         “Create an online book recommendation form, which students complete on the Web and submit to you.”

·         “Create PowerPoint shows featuring new titles or favorite titles or in support of a theme. Check into getting photos of the book cover from the publisher’s Web site or Amazon.com. Use the slide show for book talks or set up a self-running kiosk-style slide show.” (Anderson, p 2-3)

Reading incentives are being used effectively in schools in many different ways.

Students, teachers and leadership set goals to read a number of pages. If this goal is met then the students are rewarded. Some examples of the these reading incentives are: Principal a La Mode, Pucker up, Piggy, Going Rustic on the Prairie, Song and Dance Man, “Wrapped Up” in Reading. (Bafile, p 1-6) Details of these incentives can be found in Principals’ Feats Fuel Fabulous Reading (Balife p 1-6) In all of these incentives goals are set, students work toward obtaining goal, and are rewarded for obtaining goal. (Research Synthesis)

 

 

References

Anderson, M. (2004, November). Reading Promotion in the Age of Technology.

MultiMedia & Internet@Schools, 11(6), 29-30. Retrived October 10, 2007,

From Computer Source database.

 

Bower, B. (2004, July 17). Readers on reading. Science News, 166(3), 47-47.

Retrived October 11, 2007, from MAS Ultra – School Edition database.

 

Bafile, C. (2007). Principal's Feats Fuel Fabulous Reading. Education World,

Retrieved October 11, 2007,

Colvin, R.L. & Cooper, R.T. (1998, September 27). Reading: The First Skill—Reading                 Moves to Front of the Class. Los Angeles Times, p. A1.

Clarke, B. (2006). Breaking through to Reluctant Readers. Educational Leadership. 63(5),

66-69.

 

Chatterbooks. (2007, January). Retrived October 11, 2007

<http://www1.orange.co.uk/about/community/chatterbooks.html.>

 

Fitzgibbons, S.A. (2004). What Motivates Reading? School Library Media Activities

Monthly, 20(10), 21-35.

 

“Games Workshops in school and public libraries.” (2007). Retrived October 11, 2007.

<http://www.literacytrust.org.uk/campaign/lordoftherings.html>

 

Gambrell, L. (2007). Promoting pleasure reading: The role of models, mentors, and            motivators. Reading Today. 25(1). 16.

 

Lane, H. and Wright, T. (2007) Maximizing the effectiveness of reading aloud. Reading               Teacher. 60(7). 668-675.

Logan, L. (2000, January). Got books?. Book Report, 18(4), 6. Retrieved                October 10, 2007, from Academic Search Complete database.

Loertscher, D. (2007). What is the school library’s role in reading? Core understandings    from reading research and school library program elements. Teacher Librarian. 34(3). 36.

 

Raymond, R. (2006, November). Another Opinion: Caught with a Book. Library

Media Connection, 25(3), 39-39. Retrieved October 10, 2007, from Computer

Source database.

 

Perkins-Gough, D. (2004, March). What Research Says About Reading. Educational

Leadership, 61(6), 91-92. Retrived October 11, 2007, from MAS Ultra –

School Edition database.

 

Rogers, C. (2007, August). NO NEED TO READ ALONE. Reading Today, 25(1), 28-29.

Retrieved October 10, 2007, from Academic Search Complete database.

Sanacore, J. (2006, Fall). Nurturing Lifetime Readers. Childhood Education, 83(1), 33-     37. Retrieved October 10, 2007, from Academic Search

Stark, A. (2001, August/September). Pizza Hut, Domino’s and the Public Schools. Policy             Review, 59-70, Retrieved October 11, 2007, from SIRS Researcher.

Writer, Read Thyself. (2004, October). Atlantic Monthly (10727825), Retrieved     October 11, 2007, from MAS Ultra – School Edition database.

 

V.                Annotated Bibliography

Alexie, S. (2007).  The Absolutely True Diary of a Part-Time Indian. Little

 

Fourteen year old, Junior, transfers schools from the high school on his Indian reservation to the small town’s high school.  The novel is mostly comic as it describes his transition in the new school. (Fiction, 240p)

 

Anderson, J. (2007). May Bird, Warrior Princess. Atheneum.

 

As the final book in the series, May Bird makes in home to her mother.  She survived the land of the dead but now has to save the town from Evil Bo Cleevil. (Fiction, 244p)

 

Aoyamo, Gosho (2007). Case Closed, Vol. 19. VIZ Media LLC.

 

At long last, Conan has located the scientist responsible for the formula that turned him into a kid. Trouble is, she's taken the formula herself--and she can't change back! Together, Conan and the diminutive doctor track down a floppy disk that may contain the secret to curing their condition, only to find the former owner crushed under a fallen bookshelf. Can they crack both the locked-room mystery and the locked disk? (Graphic Novel, 148 p)

 

Applegate, K. (2007). Home of the Brave. Feiwel & Friends.

 

The novel describes the experiences of boy from Sudan adjusting to the American culture.  He finds a cow that needs his care, which reminds him of this native country.  Kek will be recognizable to immigrants, but book is well worth reading by all readers. (Fiction, 250p)

 

Baker, D. (2007). Becca at Sea. Groundwood.

 

This story describes a 10-year-old girl’s adventures living with her grandmother on a small island off British Columbia.  As they get to know each other better, they both change their outlooks on life.  Becca, also, grows to love her extended family and becomes more confident of herself. (Fiction, 165p)

 

Cabot, Meg (2007). Avalon High coronation. Volume 1, The Merlin prophecy.

Tokyo:Tokyopop.

 

Ellie, the new student at Avalon High School, and her boyfriend, Will, wonder if their teacher Mr. Morton could be right that Will is the reincarnation of King Arthur—especially when Ellie begins having nightmares about Will’s murderous brother, Marco. (Graphic Novel, 107 p)

 

Caputo, Philip. (2005). 10,000 days of thunder : a history of the Vietnam War.  

Atheneum Books for Young Readers

 

Presents a collection of illustrated photographs and maps depicting the war in Vietnam from its beginning under French control to the fall of Saigon in 1975, and contains accounts from soldiers and civilians, profiles of those involved, and a look at the role of women on the battlefield. (Nonfiction, 128 p)

 

Carter, A. (2007). Cross My Heart and Hope to Spy. Hyperion.

 

Cameron Morgan is still a sophomore in the sequel to I’d Tell You I Love You, but Then I’d Have to Kill You (Hyerion, 2006).  She and her classmates have some exciting missions when boys start coming to her previously all-girls school. (Fiction, 236p)

 

Crowley, S. (2007). The Very Ordered Existence of Merilee Marvelous. Harper Collins/ Greenwillow.

 

            Merilee’s life is turned upside-down when a new boy is determined to become her friend.  She’s never had a friend before because it messes up her routine.  This book covers various topics including bullies, foster care, absent parents,

alcoholism, and senility which all affects the people of her community. (Fiction, 380p)

 

Deriso, C. (2007). The Right-Under Club. Delacorte.

 

            This book is told in five different perspectives.  Each comes from the five girls decide to forge "The Right-Under Club," named for the feeling that they are right under their parents' noses, yet are not seen or heard.  One will present a problem and the rest with come up with their solution.  This is a good representation of the importance of friendships. (Fiction, 195p)

 

Deuker, C. (2007). Gym Candy. Houghton.

 

Highschool is not an easy time in boy’s life.  Mick is held to high expectations because his dad is a football star.  To face the pressure, he succumbs to using steroids.  Even in the end, readers are uncertain whether Mick will be able to stay off of the drugs. (Fiction, 313p)

 

Ellis, A. (2007). This is What I Did. Little, Brown.

 

Logan’s family moved to a new neighborhood so that he could try to forget the terrible thing happened last year.  However, Logan has not escaped his troubles.  Fortunately, he does find his niche by building sets for the school play.  Readers can follow his new found friendship and happiness. (Fiction, 157p)

 

Fletcher, S. (2006). Alphabet of Dreams. Seo/Atheneum

 

This historical novel tells the tale of the birth of Christ and two children who live through that time period.  The first-person perspective of the fourteen-year-old girl sheds new light to an old story. (Fiction, 304p)

 

Fontes, Justine, Illustrator: Witt, David (2007). Captured by Pirates.

Graphic Universe.

 

The reader controls the course of a pirate adventure in this graphic novel much like the “Choose Your Own Adventure” series published by Bantam. (Graphic Novel, 111p)

 

Fujiyama, Kairi (2007). Dragon Eye. Volume 1. Del Ray/Ballantine.

 

This graphic novel is translated from Japanese and is printed right to left in the authentic Japanese format. Ten years after a virus began turning victims into monters called Dracules, Leila Mikami is a member of the elite VIUS squad, who stand between what remains of civilazation and chaos. Leila has an agenda, however; a Dracule killed both her parents and she seeks the Dragon Eye, a magic weapon that will make her the most powerful warrior in the world, in order to exact revenge. (Graphic Novel, 192p)

 

Gantos, Jack. (1998). Joey Pigza swallowed the key. New York: HarperCollins

Publishers Inc.

 

To the constant disappointment of his mother and his teachers, Joey has trouble paying attention or controlling his mood swings when his prescription medications wear off and he starts getting worked up and acting wired. (Fiction, 153p)

 

Gantos, Jack. (2000).  Joey Pigza loses control. New York: HarperCollins

Publishers Inc.

 

Sequel to: Joey Pigza swallowed the key. Joey, who is still taking medication to keep him from getting too wired, goes to spend the summer with the hard-drinking father he has never known and tries to help the baseball team he coaches win the championship. (Fiction, 195p)

 

Gutman, D. (2007). Abner and Me. HarperCollins Children’s Books.

 

Joe Stoshack and his mother go back in time to meet Abner Doubleday.  During the Civil War, they try to save President Lincoln. (Fiction, 176p)

 

Jacques, Brian (2007). Redwall. Philomel.

 

From School Library Journal (September 1, 2007): Grades 4 – up: When Redwall Abbey is attacked by Cluny the rat’s army, Matthias the mouse follows the example of Martin the Warrior and becomes a hero. Fans of the novel will want to see if villians like Cluny the Scourge and Asmodeus Poisonteeth live up to their imaginations, while new readers will enjoy visiting Redwall for the first time. The graphic-novel format makes the action accessible to younger readers, who will be able to join the ranks of fans who love Matthias the mouse, Constance the badger, and the rest of the Redwall supporters. Characters on both sides are injured and killed; the violence is realistic but not graphic. By the end of the book, readers will be cheering for Mattias as he uses both his brawn and his brain to defeat his enemies and become the champion of Redwall. –Andrea Lipinski, New York Public Library Copyright 2007 Reed Business Information.

 

Korman, Gordon. (2000) No More Dead Dogs. New York: Hyperion

Books for Children.

 

This humorous story is about the eighth-grade football hero Wallace Wallace being sentenced to detention attending rehearsals of the school play where, in spite of himself, he becomes wrapped up in the production and begins to suggest changes that improve not only the play but his life as well. (Fiction, 180p)

 

 

Lalley, Patrick. (2001). 9.11.01 : terrorists attack the U.S. Raintree Steck-Vaughn

 

Examines some of the events of September 11, 2001, when terrorists attacked several targets in the United States including New York's World Trade Center and the Pentagon, and features first-person accounts, and background information about the terrorists. (Nonfiction, 48p)

 

Owens, L.L. Illustrator: Stanley, Alan D. (2000). America’s Civil War.

Perfection Learning

 

Includes bibliographical references. Offers a brief overview of the Civil War, describing the events that led up to the war, the impact it had on different states, and how it affected the history of America. (Nonfiction, 56p)

 

Reeve, P. (2007).  A Darkling Plain. Eos/HarperCollins.

 

As the last volume of the Hungry City chronicles, readers find that in the end simple things matter even when material world crumbles away. (Fiction, 559p)

Rocks, Misako (2007). Rock and roll love. Hyperion Paperbacks.

 

Exchange student Misako has a diffucult time adjusting to the people, culture, and food; but with the help of her host family, their daughter Natalie, and friends, including the handsome Zac, Misako begins to adjust to her surroundings. (Graphic Novel, unpaged)

 

Smith, J. (2005) Bone #1: Out From Boneville. Scholastic.

 

This is the first of a graphic novel series where three cousins explore a forest filled with unexpected creatures. (Graphic novel, 144p)

 

Wardlaw, Lee. (2005). 101 Ways to Bug your Teacher. New York: Puffin Books.

 

Originally published: New York : Dial Books for Young Readers, 2004. Steve "Sneeze" Wyatt attempts to thwart his parents' plan to have him skip eighth grade, but he has bigger problems when his friends disapprove of his new list and Mrs. "Fierce" Pierce threatens to keep him from the Invention Convention. (Fiction, 246p)

 

 5. Selection Policy (EDIT 6340)

Selection Policy

  

Anne Marie Schleier 

Earl Edmunds

  

 

Dr. Mary Ann Fitzgerald 

EDIT 6340 

University of Georgia

 

March 8, 2008

Table of Contents

 

Cover Letter………………………………………………………3

School Mission……………………………………………………3

Media Center Mission / Philosophy………………………………3-4

Selection Principles……………………………………………….4-5

Selection Criteria………………………………………………….5-6

Procedure for Selection…………………………………………...6-7

Collection Evaluation Policy……………………………………...7

Annual Selection Targets………………………………………….7

Responsibility……………………………………………………...7-8

Copyright Policy / Form…………………………………………...8-9

Acceptable Use Policy / Form…………………………………….10-13

Intellectual Freedom Statement……………………………………13-14

Reconsideration Procedure / Form…………………………………14-15

References…………………………………………………………..16

Rubric……………………………………………………………….17

Reflections…………………………………………………………..envelop

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Cover Letter

 

Dear Parents:

 

 

            We are proud to offer over 15,000 books as well as hundreds of other forms of media in our media center. We are here to support the faculty and students of our school. The mission of Schleier/Edmunds Middle School is: “Through our commitment to teaching and learning, the educational team, students, and parents of Schleier/Edmunds Middle School diligently work together to pursue individual academic excellence and civic responsibility." We support the mission of the school and aim to make students become independent, ethical, lifelong learners.

 

            We follow certain selection policies in our media center to help us be world class. The main purpose of our selection process is to support the educational program. We only select materials that support the Academic Knowledge Skills of our school. Selected materials go through a rigid selection process followed in our selection policy. We strive to obtain media in various formats and levels to meet the needs of all learners.

 

            We invite you to read our selection policy and welcome your suggestions. Thank you for the opportunity to work with your children. We look forward to an exciting, productive year!

 

 

Sincerely,

 

The Media Center Staff                                              (Support School Mission, Connections)

 

 

 

School Mission

 

“Through our commitment to teaching and learning, the educational team, students, and parents of Snellville Middle School diligently work together to pursue individual academic excellence and civic responsibility” (SMS, 2007). 

 

 

 

Media Center Philosophy

 

            Collaboration, leadership, and information are three central ideas for the library media specialist to foster student learning and information literacy.  The purpose of the media center is “to assist all students in becoming active and creative locators, evaluators, and users of information to solve problems and to satisfy their own curiosity” (AASL & AECT, 1998, p. 2).  Our aim is to make students to become independent, ethical, lifelong learners.

            The library media specialist helps create the learning environment by collaborating with teachers, administration, and others to teach information literacy.  He or she discusses with teachers daily on how the library resources can enhance the curriculum.  Access to the library media center is available all throughout the school day (8:30 a.m.- 4 p.m.).  All students may use the library media center at any time due to its flexible and open scheduling.  Any student may access any information available through the library resources.  The library media specialist leads the media program by gaining administrative support and managing the budget.  He or she will do ongoing assessment for improvement of the library media program and the needs of the school.  By keeping up on current library media trends and issues, the library media specialist will be able to continue to enhance the library media program.  He or she is able to do this be joining a professional association and reading their publications.  Lastly, the library media specialist is one of three experts of technology along with the LSTC and TST.  He or she learns about the new technology and teaches the faculty for ongoing staff development (AASL & AECT, 1998)

 

 

Media Center Mission

 

The mission of the library media center is to teach students to be effective users of information and to encourage and prepare students to be life-long learners.

 

 

 

Statement of Policy

 

The policy of the Schleier/Edmunds Middle School is to provide a wide range of learning resources at varying levels of difficulty, with diversity of appeal and the presentation of different points of view to meet the needs of students and teachers.

 

II. Selection Principles

 

A. For the purposes of this statement of policy, the term “learning resources” will refer to any person(s) or any material (whether acquired or locally produced) with instructional content or function that is used for formal or informal teaching/learning purposes. Learning resources include textbooks, other books, supplementary reading and informational materials, charts, community resource people, agencies and organizations, dioramas, filmstrips, flash cards, games, globes, kits, machine-readable data files, maps, microfilms, models, motion pictures, periodicals, pictures, realia, slides, sound recordings, transparencies, and videocassettes.

 

B. The primary objective of learning resources is to support, enrich, and help implement the educational program of the school through the interaction of professional personnel and other members of the school community. It is the duty of professional staff to provide students with a wide range of materials at varying levels of difficulty, with diversity of appeal, and the presentation of different points of view.

 

C. To achieve this principle the Schleier/Edmunds Middle School, in accordance with guidelines provided by the American Library Association, defines the following responsibilities of its professional library staff:               

1. To provide materials that will enrich and support the curriculum, taking into consideration the varied interests, abilities, learning styles, and maturity levels of the students served;     (Addresses needs of diverse learners, personal needs)

 

2. To provide materials that will stimulate growth in factual knowledge, literary appreciation, aesthetic values, and societal standards

 

3. To provide a background of information, which will enable students to make intelligent judgments in their daily lives;

 

4. To provide materials on various sides of controversial issues so that young citizens may have an opportunity to develop under guidance the practice of critical analysis and to make informed judgments in their daily lives;

 

5. To provide materials representative of the many religious, ethnic, and cultural groups and that contribute to our national heritage and the world community;

            

6. To place principle above personal opinion and reason above prejudice in the selection of materials of the highest quality in order to assure a comprehensive collection appropriate to the school community;

 

7.  To provide materials in a variety of formats, including print, non-print, and electronic materials, to support the students’ learning needs.  (ALA website; Bishop, 2007; Lindbergh School District website) (print, non-print, electronic)

 

III.  Selection Criteria

 

A.    The following criteria shall be used as they apply to any learning resources.                  

           

       &nbsp;    1.  Materials shall support and be consistent with the system's mission, vision, and goals.  (Supports school mission)

 

            2.  Materials shall directly support instruction of the Academic Knowledge and Skills (AKS) curriculum including opportunities for intervention and        extension of the learning as appropriate. (Curricular needs)

           

                        3.  Materials shall meet high standards of quality in factual content and presentation.

           

                        4.  Materials shall be appropriate for the subject area and for the age, emotional development, ability level, and social development of the students for whom the materials are selected.

           

                        5.  Materials shall have aesthetic, literary, or social value.

                       

                        6.  Materials chosen shall be written/produced by competent and qualified authors and producers.

                       

                        7.  Materials shall be chosen that avoid bias and adhere to standards of  sensitivity towards student cultural, ethnic, racial, and religious                                                       background and gender.

 

                        8.  Physical format, medium, and appearance of materials shall be suitablefor their intended use.

 

                        9.  The materials selected shall be purchased and used in compliance with current copyright laws.  (ALA website; Bishop, 2007). (Addresses needs of diverse learners)

 

IV.  Procedures for Selection

           

            A. Library Media Materials

                       

                        1.  In selecting materials for purchase for the library media center, the School         Media Committee will evaluate collection and the curriculum needs and the Media      Specialist will consult reputable, professionally prepared selection aids and other       appropriate sources.  The School Media Committee and Media Specialist will use the             Selection Principles and Criteria when selecting media material.  For the purpose of this    procedure, the term “media material” is defined as any medium, print or non-print,      designed to support the instructional program.  These instructional materials are     processed, circulated, maintained and inventoried through the media center.  Media             includes all materials considered part of the library media center collection, plus all             instructional materials housed in resource centers and classrooms (if any) which are not     core materials.  For the purpose of this administrative procedure, the term “media center”         is the space, room or complex or rooms and spaces designated as a library, media center        instructional materials center or similar term.  It may include units not contiguous to the     center where facilities dictate. The units would include but not be limited to resource             centers, production centers, and television studios.    (Apply Criteria)

           

                        2.  Review sources considered appropriate for use in selection of library media       materials include but are not limited to the following:

                                   

                                    a.  H. W. Wilson’s Stadard Catalog Series

                                    b.  Reviews in professional journals

                                    c. Textbook guides

                                    d.  Resource guides

                                    e.  Personal inspection             (Selection Tools)

 

                        3.  Recommendations for purchase of library media materials will be solicited         and/or accepted from faculty, students, parents, and community. (Address LMP needs)

 

                        4.  Gift materials shall be recommended by the criteria in section III and shall be    accepted or rejected by hose criteria.  The appropriate Media Committee shall evaluate the acceptability of gifts materials.  (Gift Policy)

                       

            5.  Selection is an ongoing process which shall include the removal of media           materials no longer appropriate and the replacement of lost and worn materials still of   educational value. (Gwinnett County Selection Procedures, 2007)

 

 

 

Collection Evaluation Policy

 

The process of carefully evaluating the media collection to remove outdated and unused materials is as important as the process of selection. The media specialist is responsible for the weeding of the collection, the criteria for weeding materials, and what is done with weeded materials. The media specialists enlists the expertise of faculty from various fields or grade levels and/or the media committee.  Physical qualities of material, suitability of the content , recentness of the material, and accuracy of the information are all factors to the considered when making decisions to withdraw resources from a collection.  The media specialist will weed materials periodically and will not disrupt services to students and teachers.  However some weeding may take place on an impromptu, as-needed basis.

Once an item has been decided to be weeded, it will be marked to discard, it's school identification removed and removed from OPAC.  Depending on the item, it may be discarded by donation, recycling, or disposal (Bishop, 2007).  (Weeding Policy, Weeding – How)

 

 

 

Annual Selection Targets

 

Rationale 1&2: “Develop and direct a continuous development and evaluation process” that supports the school’s values by providing “Quality” resources for “quality instructional strategies.” (SMS, 2007; AASL & AECT, 1998, p. 91)

 

   1.  Replace books to balance the weeding of obsolete books in the 700’s.

   2.  Replace books to balance the weeding of obsolete books in the 900’s.

 

 

Rationale 3: The school’s vision supports educational staff providing diverse teaching opportunities; therefore, the teachers must know the most current library resources through staff development.

 

   3.  Increase the number of classes that use information technology workstations 15% by collaborating to develop critical thinking skills assignments across the curriculum.

                                                                                                (Address LMP needs, Connections)

 

 

Responsibility

 

 1. The responsibility for recommending selection of instructional materials is delegated to the professionally trained and certificated staff employed by the school system. For the purpose of this procedure, the term "instructional materials" includes print and nonprint materials (not equipment), whether considered core instructional materials, instructional software, and web-based applications, media center materials, Internet sites, or supplemental materials.

 

2. While selection of library media materials involves many people (principals, teachers, students, coordinators, community persons and media specialists), the responsibility for coordinating the selection of most school instructional materials and making the recommendation of purchase rests with certificated media personnel. For the purpose of this administrative procedure, the term "media specialist" includes librarians, school media specialists or other appropriately certificated persons responsible for selection of media. The term "media material" is defined for this procedure as any medium, print or nonprint, designed to support the instructional program. These instructional materials are processed, circulated, maintained and inventoried through the media center.

 

3. School Media Committees may select supplemental instructional materials for use in classrooms, and software and web-based applications for local area networks and stand alone computers, following school procedures. For the purpose of this procedure, the term "supplemental material" is defined as any medium, print or nonprint, designed to supplement the core materials for instruction. (Gwinnett County BOE, 2007) 

                                                                                                            (Media Committee)

 

 

Copyright Policy

 

I.  Copyright

 

Schleier/Edmunds Middle School, School District, its board of education, staff and students, shall adhere to the provisions of the current copyright laws and congressional guidelines.  Copyright is a limited monopoly granted by federal law.  It is the exclusive right that protects an author, artist, composer, or programmer from having his or her work duplicated except by permission.  Employees and students are to adhere to all provisions of Title 17 of the United States Code, titled "Copyrights," and other federal legislation and guidelines related to the duplication, retention, and use of copyrighted materials.

 

Specifically:

 

1.  Unlawful copies of copyrighted materials may not be produced on district-owned equipment.

 

2.  Unlawful copies of copyrighted material may not be used with district-owned equipment, within district-owned facilities, or at district-sponsored functions.

 

 

II.  Employee Responsibilities

Employees who make and/or use copies of copyrighted materials in their jobs are expected to be familiar with and follow published guidelines regarding fair use and public display.  Employees who use copyrighted materials that do not fall within fair use or public display guidelines will be expected to substantiate that the materials meet one of the following tests:

 

•  are covered by a written licensing agreement between the copyright owner and the district,

 

• are being previewd or demonstrated by the user to reach a decision about future purchase or licensing and a valid written agreement exists that allows for such use,

 

•  are a part of the public domain,

 

•  a written agreement from the owner of the copyright setting or other specified use.

                                                                                                (Missouri Education website)

 

III.  Copyright Annual Dissemination Procedure

 

A copy of the copyright policy will be placed in the School Handbook, which is distributed at the beginning of each school year.  Each student and teacher will be expected to sign and return the Copyright Compliance Agreement.

Please refer to the following website for more detailed copyright information:  http://www.copyright.ips.k12.in.us/compliance/default.aspx

 

IV.  COPYRIGHT COMPLIANCE AGREEMENT FORM

 

Note: The following or a similar agreement may be used to place responsibility on educators

with respect to compliance with copyright laws.

 

------------------------------------------------------------------------------------------------------------------

 

COPYRIGHT COMPLIANCE AGREEMENT

 

I have been fully informed of the appropriate and legal uses of instructional media, audiovisual

equipment, fair use guidelines and copyright compliance policies of Indianapolis Public School

District.  I acknowledge that I understand these policies and guidelines, and any use I make of

copyrighted materials in a classroom setting will be in accordance with both federal law and IPS

policies and guidelines.

 

 

_______________________________                                  _____________________

Student / Teacher                                                                    Date

 

 

_______________________________

School                                                                         (Indianapolis Public Schools website

Acceptable Use Policies

 

I.  Acceptable Use of Electronic Media for Personnel, Substitute Teachers, Volunteers, and Vendors (Version 050107)

 

The following document outlines guidelines for use of the computing systems and facilities located at or operated by Gwinnett County Public Schools (GCPS). The definition of GCPS information and data resources will include any computer, server or network, or access provided or supported by GCPS, including the Internet. Use of the computer facilities includes the use of data/programs stored on GCPS computing systems, data/programs stored on magnetic tape, floppy disk, CD-ROMs, DVD-ROMs, computer peripherals, or other storage media, that is owned and maintained by GCPS. The "user" of the system is the person requesting an account (or accounts) in order to perform work in support of the GCPS program or a project authorized for GCPS. The purpose of these guidelines is to ensure that all GCPS technology users share the GCPS technology resources in an effective, efficient, ethical and lawful manner.

 

The Board recognizes that electronic media, including the internet, provides access to a wide variety of instructional resources in an effort to enhance educational opportunities. Use of electronic resources must be in support of, and consistent with the vision, mission and goals established by the Gwinnett County Board of Education and for the purpose of AKS instructional support or administrative functions. All users of the district wide area network and/or other electronic informational services must maintain strict compliance with all applicable ethical and legal rules and regulations regarding access. 

 

As a GCPS employee, volunteer, or vendor, you will be expected to maintain appropriate passwords to obtain access for your job and/or tasks. All GCPS-issued passwords should be changed within one week of issuance by the user if the application enables the user to do so. Not all applications allow this, but the applications where the password should be changed immediately include Novell, Lotus Notes, and SASIxp / CLASSxp. Passwords should be changed every 90 days thereafter to maintain the integrity of the GCPS network.

 

Additionally, GCPS technology and electronic resources must not be used to:

 

• Harm other people.

 

• Interfere with other people’s work.

 

• Use a computer to steal property.

 

• Gain unauthorized access to other people’s files or programs.

 

• Gain unauthorized access to on-line resources by using someone else’s password.

 

• Make changes to the hardware or software configuration of any machine, without following local school procedures for approval.

 

• Improperly using the network, including introducing software viruses and/or bypassing local school or office security policies.

 

• Steal or damage data and/or computers and network equipment.

 

• Access, upload, down load, and distribute pornographic, hate-oriented, profane, obscene, or sexually explicit material.

 

Acceptability Use Policy Faculty Form

 

Failure to follow these guidelines can violate the Official Code of Georgia, OCGA, Codes 16-9-90, 16-9-91, 16-9-92, and 169-93, as well as United States Public Law 106-554, known as the Children's Internet Protection Act. Such actions can also lead to disciplinary actions, up to and including termination of employment or contract with GCPS and criminal prosecution.

 

At no time should student names be broadcast or disclosed in unauthorized communications sent outside the GCPS network. For example, a teacher-initiated progress report sent through email to a parent is appropriate, but posting individually-identifiable student testing data on a non-GCPS website is not appropriate. Teachers should closely monitor classroom activities where students are communicating outside of GCPS. Such activities might be classroom-to-classroom collaborative projects, “pen pals” and web-site-related instructional activities. At no time should student privacy be compromised in these communications, nor should students’ work be delivered outside of GCPS without direct supervision of the students’ teacher.

 

Student and staff data may be transmitted periodically to educational and government entities for required business purposes, but these transmissions are managed in a secure environment to maintain student and staff confidentiality. Finally, please note that GCPS technology use is subject to auditing for legitimate purposes, as well as live monitoring where appropriate. (2007-2008 Snellville Middle School Handbook)(Acceptable Use Policy)

 

Signatures: ____________________

 

 

 

II.  Acceptable Use of Electronic Media for Students (Version 050107)

 

The Board recognizes that electronic media, including the Internet, provides access to a wide variety of instructional resources in an effort to enhance educational opportunities. Use of electronic resources must be in support of, and consistent with the vision, mission and goals established by the Board and for the purpose of AKS instructional support. All users of the district wide area network and/or other electronic informational services must maintain strict compliance with all applicable ethical and legal rules and regulations regarding access. The purpose of these guidelines is to ensure that all GCPS technology users share the GCPS technology resources in an effective, efficient, ethical and lawful manner. GCPS technology should be used for legitimate educational reasons only, and not for personal use.

                                                                                   

Strict compliance with all applicable ethical and legal rules and regulations must be maintained by all users of the wide area network and/or other electronic informational services including electronic mail (e-mail). Users must respect intellectual property rights and understand that school system data accessible over the network, regardless of the computer or device being used, constitutes property. All electronic, telephonic, and communications transmitted by, received from, or stored in these systems are property of the Gwinnett County Public Schools. Users of such systems should have no expectation of privacy. Student e-mail use for legitimate educational purposes will be subject to monitoring and review, including review of text and attachments that are related to that student or students. At NO TIME should a student consider GCPS e-mail private or confidential in any way.

 

It is important to note that with a global network it is impossible to control or predict all materials a user may accidentally or purposefully discover on an electronic resource. Gwinnett County Public Schools personnel will make every effort to educate and guide all users in the proper use of electronic media, including the Internet. Because access to the Internet provides connections to other computer systems located all over the world, users (and parents of users) must understand that neither the Gwinnett County Public Schools nor any district staff member controls the content of the information available on these other systems. Some of the information available is controversial and sometimes may be offensive. Gwinnett County Public Schools DOES NOT CONDONE the use of such materials. Therefore, it is imperative that the user be held accountable for the appropriate utilization of this technology.

 

ACCESS IS A PRIVILEGE - NOT A RIGHT! Inappropriate use will result in a cancellation of these privileges as well as possible assignment of disciplinary action consistent with the policies and procedures of Gwinnett County Public Schools. Local schools may establish additional regulatory guidelines for use of electronic resources that include, but are not limited to, guidelines established by this systemwide procedure. Building administrators shall establish a process for informing students and staff about the district and local school Acceptable Use Procedures.

 

The definition of GCPS information and data resources will include any computer, server or network, or access provided or supported by GCPS, including portal-delivered applications and the Internet. Use of computer information and resources includes the use of data/programs stored on GCPS computing systems, data/programs stored and/or delivered through magnetic tape, floppy disk, CD-ROM’s, DVD-ROM’s computer peripherals, or other storage media, that is owned and maintained by the GCPS. The “user” of the system is the student using GCPS technology. Access is a privilege, not a right, and all students are expected to treat this learning tool with respect. GCPS technology and electronic resources must not be used to:

 

• Harm other people.

 

• Interfere with other people’s work.

 

• Use a computer to steal property.

 

• Gain unauthorized access to other people’s files or programs.

 

• Gain unauthorized access to on-line resources by using someone else’s password.

 

• Make changes to the hardware or software configuration of any machine, including installing or deleting any software.

 

• Improperly using the network, including introducing software viruses and/or bypassing local school or office security policies.

 

• Steal or damage data and/or computers and network equipment.

 

• Access, upload, download, and distribute pornographic, hate-oriented, profane, obscene, or sexually explicit material.

 

Acceptability Use Policy Student Form

 

Failure to follow these guidelines can violate the Official Code of Georgia, O.C.G.A., Codes 16-9-90, 16-9-91, 16-9-93, and 16-9-93.1 as well as Title XVII of United States Public Law 106-554, known as the Children’s Internet Protection Act. Such actions can also lead to disciplinary actions, up to and including loss of access to GCPS technology resources and further disciplinary actions as defined by existing GCPS policies. (Gwinnett County Public Schools, 2007-08)

 

Signatures:

 

Student_______________________                                      &nbsp;              

 

Parent________________________                                                               

 

Date _________________________

 

 

 

Intellectual Freedom Policy

 

            We support intellectual freedom as outlined in the First Amendment of the Constitution of the United States and American Library Association (ALA) Library Bill of Rights.

 

CONGRESS SHALL MAKE NO LAW RESPECTING AN ESTABLISHMENT OF RELIGION, OR PROHIBITING THE FREE EXERCISE THEREOF; OR ABRIDGING THE FREEDOM OF SPEECH, OR OF THE PRESS; OR THE RIGHT OF THE PEOPLE PEACEABLY TO ASSEMBLE, AND TO PETITION THE GOVERNMENT FOR A REDRESS OF GRIEVANCES – First Amendment

 

 

The American Library Association affirms that all libraries are forums for information and ideas, and that the following basic policies should guide their services.

 

I. Books and other library resources should be provided for the interest, information, and enlightenment of all people of the community the library serves. Materials should not be excluded because of the origin, background, or views of those contributing to their creation.

 

II. Libraries should provide materials and information presenting all points of view on current and historical issues. Materials should not be proscribed or removed because of partisan or doctrinal disapproval.

 

III. Libraries should challenge censorship in the fulfillment of their responsibility to provide information and enlightenment.   (Steps preventing censorship)

 

IV. Libraries should cooperate with all persons and groups concerned with resisting abridgment of free expression and free access to ideas.

 

V. A person’s right to use a library should not be denied or abridged because of origin, age, background, or views.

 

VI. Libraries, which make exhibit spaces and meeting rooms available to the public they serve should make such facilities available on an equitable basis, regardless of the beliefs or affiliations of individuals or groups requesting their use.

                                                                                                            (ALA website)

 

            It is most important to uphold the laws and rights of our country and association that advocate freedom, especially intellectual freedom.  We will do everything in our power to adhere to the First Amendment and Library Bill of Rights as the School Library Media Staff.  It is our job to provide students with the resources and opportunity for them to exercise their intellectual freedom.  We do observe Internet Protection Act (CIPA) and the Neighborhood Children’s Internet Act (NCIPA) to address the concerns about access to offensive Internet materials in schools and libraries.  They require schools to have Internet filters to block materials that may be harmful to minors (Bishop, 2007).  There are some instances where certain materials are not appropriate for students according to their age and we will take measures to ensure the those items are removed from the collection or Internet access. (Internet filtering position, supports intellectual freedom)

 

 

 

Reconsideration Procedures

 

The Media Specialists will explain the selection process and appeal procedure to the complainant.  The complainant may then meet with the Principal and complete an Appeal Form.

Members of the School Media Committee will read, listen to, or view the material in question.

The members will attend a meeting with the complainant and decide on the suitability and value of the material.  If the complainant does not agree with the decision, he/she may file an appeal with the System Media Committee.

 

Reconsideration Form

 

Name ___________________________

 

Date ___________________________

 

Address ___________________________

 

City ___________________________

 

State ___________________________

 

Zip ___________________________

 

Phone ___________________________

 

Do you represent self? ____ Organization? ____

 

   1. Resource on which you are commenting:

 

          ____ Book ____ Textbook ____ Video ____ Display

 

          ____ Magazine ____ Library Program ____ Audio Recording

 

          ____ Newspaper ____ Electronic information/network (please specify)

 

          ____ Other ___________________________

 

          Title ___________________________

 

          Author/Producer ___________________________

 

   2. What brought this resource to your attention?

   3. Have you examined the entire resource?

   4. What concerns you about the resource? (use other side or additional pages if necessary)

   5. Are there resource(s) you suggest to provide additional information and/or other viewpoints on this topic?

 

Revised by the American Library Association Intellectual Freedom Committee

June 27, 1995   (ALA website)

 

 

 

 

 

 

References

 

American Association of School Librarians, & Association for Educational Communications and Technology. (1998). Information power: Building partnerships for learning. Chicago:     American Library Association.

 

American Library Association. (2007). Library Bill of Rights. In American Library Association.    Retrieved February 8, 2008, from              http://www.ala.org/ala/oif/statementspols/statementsif/librarybillrights.htm

 

American Library Association. (2007). First Amendment of the Bill of Rights to the United          States Constitution. In American Library Association. Retrieved February 8, 2008, from                 http://www.ala.org/ala/oif/statementspols/statementsif/librarybillrights.htm

 

Bishop, K. (2007). The collection program in schools: Concepts, practices, and information          

            sources (4th ed.). Westport, CN: Libraries Unlimited.

 

"Dealing with Concerns about Library Resources." American Library Association. 2007.   Retrieved 6 March 2008:

             http://www.ala.org/ala/oif/challengesupport/dealing/dealingconcerns.htm#samplerequest

 

Indianapolis Public Schools. (2003). Copyright Compliance Agreement. In Copyright Policy.        Retrieved March 5, 2008, from

            http://www.copyright.ips.k12.in.us/agreement/default.aspx

 

Missouri Department of Elementary and Secondary Education. (2000). Sample policy       components. In Copyright Applies to Everyone (p. 9) [Pamphlet]. Author. Retrieved    March 5, 2008, from http://dese.mo.gov/divimprove/curriculum/copyright/finaldoc.pdf

 

“Selection Policy.” LMC Policy. Lindbergh School District. Retrieved 4 February 2008:             http://www2.lindbergh.k12.mo.us/lmsc/index_files/page0003.htm

 

“Selection Procedures.” Gwinnett County Board of Education. 2007.

 

"Student/Parent Handbook Grades 4-12." Gwinnett County Public Schools. 2007-2008.

 

“Vision, Mission, and Values Statement.” Snellville Middle School. (2007, October 10)    Retrieved October 10, 2007: http://www.gwinnett.k12.ga.us/SnellvilleMS/

 &nbsp;          sms_vision_mission_and_values.htm

 

“Workbook for Selection Policy Writing.” American Library Association. 2007. Retrieved 4         February 2008:             http://www.ala.org/Template.cfm?Section=dealing&Template=/ContentManagement/Co            ntentDisplay.cfm&ContentID=57020#objectivesselection

 

6. I-Search (EDIT 6360)

 

Earl Edmunds

EDIT 6360

2/19/08

 

Dear Willow,

            I want to be the best father I can be. Because of this I have been researching how to have a great relationship with you. I want you to be successful in all you do. I will make mistakes along the way, but I will do my best to be the father you need me to be. A positive father-daughter relationship impacts the daughters’ ability to trust, enjoy, and relate well to males in her life. Well fathered daughters are usually more self confident, more self-reliant, and more successful in school and in their careers than poorly fathered daughters. Daughters with good relationships with their fathers are also less likely to develop eating disorders. (Neilsen, 3)

In order to help you be healthy, happy and successful I want to give you five gifts: the gift of presence, the gift of affection, the gift of independence, the gift of adventure and laughter and the gift of discipline. (Gurien, 155-186)

            Presence of the father in a daughter’s life is very important. Various studies have shown that a girl does better in school and in relationships if her father is present and active in her life. So, I promise to be an active part of your life. I will help you with school work. I will communicate with your teachers. I will attend performances you might be in. I will attend activities with you. I will ride bikes and fly kites with you. I will play catch or have a tea party with you. When you get older and you don’t really want me around as often I will still be here. I will always be here for you.

            The gift of affection is my second gift I give to you. I will tell you that I love you every day. I will strive to tell you that I am proud of you every day. I will hug and kiss you. I will show you that I do love you by listening to you when you need me to listen. I will strive to stay close and communicate with you.

            My third gift is independence. This is probably the most difficult gift to give. I don’t want to let go of my “little” girl. However, I know it is important that you learn how to be a strong independent woman. So, as you grow I will give you more and more independence so you can fly high and be successful at whatever you decide to do in life.

            My fourth gift is the gift of adventure and laughter. Adventure and laughter is important to the development of any child. As humans we are wired for adventure. Additionally, laughter helps us to be healthy mentally. It feels good to laugh. It is alright to laugh at yourself and not take life too seriously.

            My fifth gift is discipline. It is important to be disciplined in life. This means to play when it is time to play and work when it time to work. Be well balanced and don’t waste your time with petty things when there are more important issues to tend to.

            I want you to know that I am no expert by being your father. I am learning as you grow. However, I believe these gifts to be the foundation of you becoming the most you can be. I will try to teach you these gifts by instruction and by example at all times. Forgive me when I make mistakes for I am human. But remember that I always love you and will never do anything to purposely hurt you. Finally, I want you to know that no matter where you go or how old you grow, you will always be my little girl.

 

I Love You!

Love,

Daddy

 

 

Biography

 

Father-Daughter Surveys created by Earl Edmunds

 

Gurian, M (2002). The Wonder of Girls. New York, New York: Pocket Books.

 

Nielsen, Linda. (2006). College Student Journal: College Daughters’ Relationships with Their Fathers: A 15 year study. Retrived January 31, 2008 from http://www.wfu.edu/~nielsen

 

7. Internship Summary:

 

My internship experience has been a great learning experience. I have received hands-on experience I would not have received by just observing. I have received experience in shelving, working the circulation desk, budgeting, ordering, weeding, surplussing, television production, video editing as well as many more areas I am unable to list on this document.

 

I completed most of my internship hours in the middle school setting. Also, I completed the required hours in high school and elementary school. In doing this I discovered that I would prefer to be in an elementary or middle school. The high school setting is not suited to me or my personality.

 

Item Assessment:

 

I would have taken the time to read all suggested materials to get a better understanding of what is being requested.

I would have taken more time to plan and complete the task of completing the assignments.

 

Future Professional Plans:

 

I plan on working as a media specialist in a Gwinnett County school in the near future. Also, I plan to continue my education and receive a specialist degree in Instructional Technology within the next few years.