This page provides artifacts that I will use to demonstrate my knowledge and understanding of the six Learner-Centered components of the SBEC Texas School Librarian Certification Standards. The 21st century library is no longer what is depicted in the movies, rather it should be an environment that promotes exploring, learning, research, collaboration, and creation.
Standard I. Learner-Centered Teaching and Learning
Standard II. Learner-Centered Program Leadership and Management Standard
Standard III. Learner-Centered Technology and Information Access Standard
Standard IV. Learner-Centered Library Environment Standard
Standard V. Learner-Centered Connections to Community Standard
Standard VI. Learner-Centered Information Science and Librarianship
Admittance Essay: Learner-Centered
Embedded on the left is an essay that I wrote for admissions into the ETLS program last spring (2021). While, I am extremely proud of my writing and my understanding of the concept Learner-Centered from a teacher perspective I look forward to the evolution that will occur as I begin to apply the same "Learner-Centered" approach with a Librarian mindset. Although I wrote this essay before beginning my Library coursework, I believe it is an invaluable piece of work that represents where I began on this journey and a great piece that I can use to evaluate at the end.
Book Trailers for Student Exploration:
To the left is an example of a book trailer that I created to help engage my library learners and help them to learn about available books that they may enjoy. I have made a number of book trailers that will be placed on a Google Site once I get a position as a library. The ultimate goal is that students will be able to go to the site, select a genre page, and browse a number of titles to quickly find the "right" book for them.
ABLE Certificates:
To the right you will see four ABLE Certificates issued by the Idaho Commission for Libraries showing mastery of the Public Service Sequence of training. Through these trainings I was able to gain additional knowledge in the following topics:
Ethics and Public Service
Basic Reference Sources
Evaluating Reference Sources
The Reference Interview
Library Collection Random Sample:
My random sample was evaluated by average publication date to determine the age of the current fiction collection at VRMS Library. To access the full evaluation click on the chart above.
In LIS524, we were required to perform a random sample in order to analyze and evaluate the library's collection. I found this lesson to be one that I truly enjoyed. Being a science teacher, my life revolves around data. Being able to apply that love for finding patterns and finding relationships between data points into the library setting was a phenomenal experience. To my amazement, when I finished my random sample of the fictional section at the Vista Ridge Middle School library, I had the Lead Librarian log into her Titlewave/Titlewise Dashboard so that we could check the accuracy of what my evaluation had determined to the average age of the library as determined by the vendor site. If you would like to see my entire random sample performed and my analysis of the average publication year of the Vista Ridge Library Please click on the image to the left of the chart in order to see the titles that were selected from the collection broken down by sublocation.
Library Collection Development Policy:
BatsonM_LIS524_Assignment(PolicyDraft).docxIn LIS524, we created a Collection Development Policy for our campus. I found this final project to be one of the most meaningful assessments of and for learning. Not only did this policy project assess whether or not I understood the different components of a library collection development/maintenance policy, but it also allowed me to learn and grow my craft throughout the entire process. This policy was a living document that I was constantly adding to and shifting the contents within. I feel confident in my understanding of the major components found within my policy and look forward to the day that I can use the guidelines to successfully manage my own library.
Library Facilities/Marketing Plan:
In the Admin. School Libraries course I learned a lot about facilities and marketing plans. While it was hard to have a clear starting point unsure of where I was even starting from, I found that I truly loved every aspect of this assignment. I ended up using a future school that currently does not exist so that I could ultimately apply every aspect I have been learning about into this assignment for both facilities and marketing.
Learner-Centered Marketing/Grant Proposal:
One of my favorite projects of my Admin of School Library courses was creating our very own marketing plan (right) and elevator speech project (above). For my marketing plan, I decided to go with demonstrating my skills as a leader and teammate skilled with educational technology and helping other members become not only more comfortable with technology integration but to allow my campus staff to be armed with skills that will strengthen our future through the students we interact with. While the campus I made up is fictional, my plan for establishing a strong connection with my staff through professional development is a goal I have for the future. For my elevator speech, I decided to focus on STEAM/Makerspace opportunities. Being a science teacher I have an outside-of-the-box approach and find just as many literacy opportunities through STEAM-related experiences.
Learner-Centered Library Evaluations:
During my practicum course we had to evaluate our school library program based on the School Library Program Standards (2005). The first evaluation I completed for Leo Adams MS was over Standard I. Standard I focuses on the library's ability to meet the needs of the campus by ensuring Learner-Centered Teaching and Learning is a priority within the program. While the evaluation itself was not all that difficult to write I did find the evaluation process to be intense and time consuming. I wanted to dig into all aspects of how the library fits within the rubric criteria so that I could gain as much knowledge as possible and feel prepared in my understanding of the Standard as a whole.
During my practicum course we had to evaluate our school library program based on the School Library Program Standards (2005). The second evaluation I completed for Leo Adams MS was over Standard II. Standard II was a shock for me to complete because I never noticed how "Below Standard" my library is in terms of staffing, budget, and many of the other management aspects. I learned a lot through this evaluation and even determined a need for a student/teacher feedback/suggestion drop box or electronic bulletin board. I have determined that Standard II may be a great place for me to begin developing my Capstone project (at least on the aspects that we can control on campus).
During my practicum course we had to evaluate our school library program based on the School Library Program Standards (2005). The third evaluation I completed for Leo Adams MS was over Standard III. Standard III evaluates the programs availability of resources ranging from print to digital. The evaluation ratings ranged from below standard all the way up to exemplary on specific criteria. One of the most surprising aspects to me was how small our collection is compared to our student population. My campus is currently over capacity, but even when we have a re-zoning next year for our newest middle school grand opening the collection of resources is still surprisingly underdeveloped.
During my practicum course we had to evaluate our school library program based on the School Library Program Standards (2005). The fourth evaluation I completed for Leo Adams MS was over Standard IV. Standard IV evaluates the learner-centered environment. One of the hardest components of this evaluation was determining the exact size of the library spaces. None of my campus admin knew the answer and so I was bounced around at the district level until finally the Northwest ISD Planning and Facilities Specialist was able to provide me with the information needed to complete the evaluation. One interesting component that I learned is that TEA guidelines for library spaces are not the same as what was established in the Texas Library Standards. I based my evaluation off of numbers for capacity (1,200 students), since next year our program will return back to the numbers that the library space was intended for. Currently being over capacity (until the new campus opens in 2023), means that our facilities are below standard based on the need to add an additional 3 square feet of space per student over 500.
During my practicum course we had to evaluate our school library program based on the School Library Program Standards (2005). The fifth evaluation I completed for Leo Adams MS was over Standard V. Standard V evaluates the programs connections and collaboration with the community. The evaluation ratings ranged for this standard were all relatively low. While some of the standards demonstrated an acceptable rating it is clear to me that the library program needs to be more proactive in communicating, sharing, and collaborating with the community that we serve. There are many great benefits that can come from the connections built by the library of a campus. Acquiring the support of the community can help libraries to build relationships and establish connections that are instrumental to building library resources to support the diverse community ultimately leading to a stronger student success rate.
During my practicum course we had to evaluate our school library program based on the School Library Program Standards (2005). The final evaluation I completed for Leo Adams MS was over Standard VI. Standard VI evaluates the information science and librarianship. The evaluation ratings were all relatively low with the exception of a few "stand-out" criteria. I found that there are many sections of this standard that are immovable due to the way that the standard ratings are written. For example with cataloging, the only way to achieve recognized or higher was by utilizing MARC 21 and AACR2. AACR2 is not a format that is used within our district at all, so no campus within my district would ever be able to achieve higher than acceptable for that criteria. There are several criteria though that rated below standard or acceptable, and with a minor shift to our library program can be improved.
LIS Case Studies:
This section will be a work in progress. These assignments come later in the LIS practicum coursework and have not been assigned yet.
Learner-Centered Professional Development:
I led a professional development training that discussed the importance of incorporating the use of picture books to reinforce Social Emotional Learning. I provided examples of books that could be used to meet the needs of students covering a variety of topics. I also incorporated the research behind the importance of reading to children and developing their emotional regulation.
Learner-Centered Digital Citizenship:
The state of Texas required all students in a Library program to complete courses in Digital Citizenship. My current campus is a Common Sense Certified Campus and so a lot of the required course that we had to complete came easily and naturally to me. I have added my completed certifications from the required course above.
