Organization and Access

Candidates in school librarian preparation programs model, facilitate, and advocate for equitable access to and the ethical use of resources in a variety of formats. Candidates demonstrate their ability to develop, curate, organize, and manage a collection of resources to assert their commitment to the diverse needs and interests of the global society. Candidates make effective use of data and other forms of evidence to evaluate and inform decisions about library policies, resources, and services.  

Description

To improve equitable access, I created signage plans for forty popular Dewey Decimal numbers and subject headings for elementary and secondary libraries. I also created instructions for Destiny catalog searches by using appropriate subject terms. Teachers and librarians can use these resources when teaching the DDC and subject versus keyword searching.

Analysis

I learned about the DDC, along with Sears and Library of Congress subject headings. According to my mentor, Sears terms are more accessible and most commonly used in our catalog. My selected subject headings reflect popular search terms, interests, and curriculum connections in all grade levels. My signage includes easily identifiable icons to prevent potential access barriers. I stumbled on choosing appropriate terms for my elementary Dewey signs because I’ve never taught elementary students. I composed OPAC search instructions on a Word document, but I plan to teach them with an engaging slideshow in the future. I want to learn more DDC numbers and subjects and practice adding my own subject headings in Destiny.

Reflection

I learned that subject headings are continuously being updated, especially because some terminology is considered outdated and incorrect. I will encourage students to use preferred, current terminology and ensure that our OPAC includes appropriate subject headings. My mentor showed me the vital skill of adding our own subject headings in Destiny to help students access what they need. I now understand how to import cataloging information directly into Destiny from Powerlibrary.org, which will help me as a new librarian.

Description

I read and evaluated five recently published and highly reviewed YA books in the genres of fantasy/science fiction, historical fiction, horror, and two recently challenged titles. In addition, I created a presentation for prospective secondary librarians on supporting readers’ rights and handling book challenges.

Analysis

Each of my book selections have at least three positive reviews, and I described how these books would appeal to YA readers. I created engaging and collaborative book promotions, some involving technology and incentivized contests. To deepen my knowledge of YA literature, I consulted the high school and middle school librarians about what students have been reading in the last few years. Furthermore, my presentation highlights the tenets of ethical practice and professionalism. Before showing it to a live audience, I will remove the district board policy content as it clutters the slides. Instead, I will provide other written and verbal reminders on locating school board policies.

Reflection

Until completing a course on YA literature, I only vaguely heard about book challenges being on the rise across the nation. After reading countless resources, attending webinars, and learning about book challenges affecting my own district, I feel more confident about handling this topic with my school community in the future. I also learned a significant new term, self-censorship, and how to do my best to avoid it when ordering and weeding. My presentation content, especially the segment on Freedom to Read, shows that I will do my utmost to support all readers' rights in my future role. 

Description

I designed a multimedia presentation of my action research (AR) plan for the co-taught library class at Wallenpaupack Area Middle School. The presentation showcases how librarians and teachers will improve media literacy curriculum for sixth and seventh graders.

Analysis

I effectively used archival data, observations, interviews, and other data collection tools to assess library policy and practice. While completing my AR plan, I learned more about the librarians’ curriculum and how they collaborate to improve it each time they teach a new class cycle. I carefully analyzed their most recent curriculum documents to guide the organization of my AR project. When I give this presentation in person rather than through a screencast, I will appropriately condense the information since my slides are jam-packed with content.

Reflection

I’m proud of the content, organization, and aesthetics of this artifact. Through effective explanations, data collection tools, and samples of these tools, displayed and disseminated through a clear and engaging presentation, I have practiced designing an AR project that meets the needs of my school library community. Furthermore, I honed my skills in writing problem statements, literature reviews, and achievement targets for an AR plan. This practice will positively impact my future AR project cycles.