Part A :
Read Chapter 1 pages 1-18
“The School Library Media Center in Today’s Global Environment”
- 15 slide share presentation on “The School Library Media Center in Today’s Global Environment”.
- Link to URL address for slide share presentation is the following: http://tatetechnology.wikispaces.com/Slideshare+Presentation+Library+Media+Manager
Chapter 1 Questions 2, 4 and 6
2. Analyze the current level of cooperation between your local public library and the local schools. What communication exists between these two agencies? If either the school board or the public library were to propose a combined library, what would you see as the major challenges?
The school board and public library have major differences and it would not be good idea to combine the libraries. Schools have their library media centers located in the center of their buildings. Public 2libraries are in the center of the greatest population area such as downtown or a branch. In addition, school libraries media centers patrons are students because they are on the library roster to come to the library. This gives teachers a break to do what they want during this allocated time. Public libraries must seek out patrons to come to the library. Also, public libraries serve a different geographic district than the schools. This would inhibit public libraries to serve all students attending a single school. School library media centers integrate learning resources and references in the curriculum. However, the public libraries use for doing research of any kind that serves the needs of the patrons in the community. There are many differences between the school board and the public library to combine. However, it would take a lot of work to combine the two entities because it would take additional space to separate children collection of books and materials from the adult collection of books and materials. The issue of staffing and a formal agreement would be necessary, but this would be a violation of the Library Bill of Rights. Furthermore, combining of the two entities would not be possible.
3. Prepare an entertain presentation for a service such as Rotary or Kiwanis that includes the history of school libraries and the history of your s school library. During the 1900s schools had fewer collections of books. However, the libraries were well managed and under the supervision of a librarian who was trained. The librarian taught students how to use the library. Some of the library skills the librarian taught were cataloging, classification and the importance of reference books. In addition, the libraries were in a single reading room. The inside of the libraries were unattractive with glass cases and locked doors. The way the libraries looked and function during this time discouraged any voluntary reading. If money were allocated to purchase books, the books stayed in the classrooms. The teachers chose the books he or she wanted in the classroom. In 1965 the lobbying efforts of the American Library Association's Washington office gave way of the Elementary and Secondary Act. This act established that funds were placed in Title II for librarians to purchase library materials. In addition, the funds were combined with volunteer efforts and local initiatives to build elementary school libraries and expand secondary school libraries. In the mid-decade the DeWitt-Wallace/Reader Digest Foundation gave 40 million to innate the creation of model elementary and middle school libraries. The American Association of School Librarians gave 19 districts 1.2 million dollars to increase train staff, collection of book, and improved any type of problems within library. Schools were obligated to hire full time library media specialists, create flexible library schedules and encourage collaboration between librarians and teachers.
In the 21st century the school library has truly change. The library is house in the center of the school. The inside of the library is very attractive. The book in the library is categorized according to the Dewey Decimal System. The library has books displayed on top of book shelves. There are bulletin boards displayed in the library. The information on the bulletin board is brightly display to attractive students and teachers to read. The school librarian teaches her students how to use the library. She teaches the students how to use the Dewey Decimal System and Online Catalog to check out books. The main job of the school library is to encourage students to read. The school librarian supervisor is the principal. However, the school board monitors what videos and movies are shown in the library. The school library put on book fairs to get money to purchase books in the library. She closes the library for two or more days to put on the book fair. The books the librarian purchase are what her students enjoy reading. The librarian observes what book the students check out the library and read often. In addition, the American Library Association is still a prevalent association for school librarians. This association promote the improve of librarians, information of services and profession of leadership in order to enhance learning and ensure access to all information. Furthermore, the librarian read some of the books in the library to recommend to the students what books are good to read.
4. Plan an in-service program for your teachers to show how you can cooperate with them to increase students' reading skills in elementary, middle,
or high school. Prepare an annotated bibliography of the reading research results you will share with them at this program.
In-service Program for teachers to integrate technology in teaching students' reading skills.
In-service will be held Library every other Tuesday.
In-service will be held for 30 minutes during teachers planning period.
Every other Tuesday teachers would learn ways to increase students reading skills.
1st Tuesday: Library Tech Day
Teachers learn how to use smart boards that are electronic books and software that facilitate literacy instruction.
Demonstrate a reading lesson using a smart board and teachers would come with reading a lesson and present it on the smart board.
The reading lesson is on story elements such as main idea, setting and plot.
1st step: Provide website of how to use smart boards. The website is http://www.youtube.com.watch?v=75-7UqTy040
2nd step: I do the reading lesson on smart board.
3rd step: Teachers will take a few minutes to come up with a reading lesson to teach their peers.
4th step: Teachers present their reading lessons on smart board
3rd Tuesday: Library Tech Day
Teachers learn how to use digital storytelling to create stories for their students to read.
Demonstrate a story that I created for teachers to read.
The story I have teachers to read is "Three Little Pigs."
1st step: Provide website to obtain the software to create a digital storytelling. The website is http://www.thefreelibrary.com/Digital+storytell
2nd step: Teachers would download software to use and create their digital storytelling.
3rd step: Teachers would share their digital storytelling with other colleagues.
4th step: Ask teachers their feedback on using digital storytelling in their classrooms.
5th Tuesday: Library Tech Day
Teachers learn how to use web quest to provide information on lesson they want students to learn.
I demonstrate to teachers how I would use the web quest for teaching students about library skills.
The library skills I would teach teachers I would teach students are cataloging and Dewey Decimal System.
1st step: Provide website to Web quest. The website is http://www.webquest.org
2nd step: Teach teachers how to use the web quest.
3rd step: Have teachers use web quest to create a lesson for students to learn.
4th step: Ask teachers their feedback on using web quest.
7th Tuesday: Library Tech Day
Teachers learn how to have students play educational videos games.
1st step: Provide an educational video game website. The website is http://ww.osr.org/articles/fun-stuff-for-elementary
2nd step: Have teachers play an educational game on the website to get a feel of what their students would be playing.
3rd step: Have teachers research other websites and find other educational video games for their students to play.
4th step: Teachers complete a survey about the overall in-service.
Other Guided Reading Information would be provided for teachers.
Annotated Bibliography of reading researches that would improve students' reading skills.
Biancarosa, Gina and Catherine Snow. 2004. Reading Next. A Vision for Action and Research in Middle and High School literacy.
Washington, DC: Alliance for Excellent Education. Available Online at http://www.all4ed.org/files/archive/publications/Reading Next/ Reading Next pdf.
This report provides fifteen elements of effective programs geared toward improving middle and high school literacy achievement. The report covers school comprehensive, comprehension instruction, reading in context areas, content in reading courses, diverse texts, self-directing learning, technology, teacher teams and coordinated literacy programs.
Guthrie, John T., and Donna E. Alvermann, eds. 1999. Engaged Reading: Processes, Practice, and Policy Implications. New York. Teachers College Press.
This report reflects the influence of John Dewey. The articles suggest the engagement is created when students identify problems and investigate them through reading. Engagement with reading is important for lifelong learning. Many articles integrate reading strategies into discussions of engagement. The article also provides discussions of engagement with reading at home and community contexts.
Kamil, Michael. 2003, November. Adolescents and literacy: Reading for the 21st Century. Washington, DC: Alliance for Excellent Education.
Available at http://www.all4ed.org/publication_material/reports/adolescents_and_Literacy.
This document reviews research on literacy instruction, motivation, engagement, phonological awareness, fluency and word recognition play in adolescent literacy. In addition, this document includes findings on the relationship of first language literacy to Ell literacy. Kamal supported the use of technology addresses adolescent reading problems and research board professional development for teachers.
Luke, Allan, and Peter Freebody. 1999. Further Notes on the Four Resources Model. Accessed September 29, 2007.
Available at http://www.readingonline.org/research/lukefreebody.html
Luke and Freebody are critical of reading instruction that single approach. They suggest that contemporary readers need to be able to function in four roles: text critic, text user, meaning maker and code breaker. This website provides links to the original model and other works by Luke and Freebody.
Part B:
Chapter 2 Read Pages 21-37
“School Library Media Centers Today”
- 20 Live binders with ( URL’s for articles, activities, mobile apps, etc.)
- What Every New Media Specialist Needs to Know: These 10 tips can help your career get off to a great start
- The School Library Media Specialist
- The Campaign for America Libraries: Toolkit for School Library Media Programs
Give librarians an overview of the program.
- Doug Johnson
Getting the Most from Your School Library Media Program
- School Libraries - History, Goals and Purposes, Materials and Equipment
- School Libraries Work!
- about school and library activities for children and young adults, including storytimes, crafts, games, puppet shows, and flannelboards
- Lesson Planet The Search Engine for Teachers including Librarians
- America Library Association
Setting Up a School Library: A Resource Guide
10.. School Library Journal
11 .School Library Monthly
12. Books that help libraries to productive in the library
13. School Library Media Activities Monthly
14. Useful Resources for Libraries
A website libraries could join to communicate with others about library ideas and concerns.
15. The Principal's Guide to a Powerful Library Media
16. The Relationship Between School Culture and the School Library Program: Four Case Studies
17. Resources for School Librarians: Journals, Listservs and Sites for Library Research
18. Powerful Libraries Make Powerful Learners: The Ilinois Study
19. How to design a flexible schedule for an Elementary School Library Media Center.
20. Impact ofSchool Library Services on Achievement
21. SCHOOL LIBRARIAN RESOURCES
An Internet Hotlist on SCHOOL LIBRARIAN RESOURCES
22. Library Media Information Handbook
http://alex.state.al.us/libmedia/sites/alex.state.al.us.libmedia/files/Mobile%20Library%20Handbook.pdf
23. Program Administration Principles of School Library Media Programs
http://cms.westport.k12.ct.us/cmslmc/mystuff/Libsci/FAU/aschoollibraries/chapternotes/week07/ipch6week6.pdf
24. Resource for School Libraries: Books and Videos about Libraries
25. For Companies, Libraries and Individuals since 1984: Discount Magazines Subscription Services
26. library media specialists empower students to be critical thinkers, enthusiastic ...
“The library media specialist is at once a teacher, an instructional partner, ...
http://www.scholastic.com/browse/article.jsp?id=3748779
27. Program Administration: Service Management ... How is the library media
specialist involved with the curriculum? .... Article focuses on the five major
flavors of library program that should be adopted by teacher-librarians as
learning leaders.
http://eduscapes.com/sms/administration/service.html
28 . Educating Students to Think: The Role of the School Library Media Program
SLMQ Volume 15, Number 1, Fall 1986
A concept paper written for the National Commission on Libraries and Information Science
Jacqueline C. Mancall, Shirley L. Aaron, and Sue A. Walker Jacqueline C. Mancall is professor, College of Information Science and Technology, Drexel University; at the time of this article she was a member of the faculty of the College of Information Studies and editor of "Current Research" in School Library Media Quarterly. At the time of this article, Shirley L. Aaron was a member of the faculty of the School of Library and Information Studies at Florida State University and past president of the American Association of School Librarians; Sue A. Walker was program coordinator for Library Media Services for the School District of Lancaster, Pennsylvania
http://www.ala.org/aasl/aaslpubsandjournals/slmrb/editorschoiceb/infopower/slctmancall
29. What Are Principals' Perceptions of the School Library Media Specialist?
1. Central Missouri State University, Warrensburg, Mo
1. Central Missouri State University, Warrensburg, Mo
30. Abstract
A survey of Missouri principals reveals a separation between their perceptions of the role and expectations of the school librarian and what is advocated by the American Association of School Librarians' Guidelines.
http://bul.sagepub.com/content/79/573/72.abstract
31. http://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=1520&context=reading_horizons
· A Revitalized Role for Library Media Specialists in School Reading ...
Beasley, the elementary school library media specialist, is busy shelving the ....
ing books in and out and managing audio visual equipment. 5) Library media ...
32. The Instructional Role of the Library Media Specialist as Perceived ...
These findings indicate that school library media specialist preparation programs
... collections and to be an effective circulator and manager of library resources.
...... journal articles and other reference material ( eLibrary, SIRS Discoverer, and ...
http://www.ala.org/aasl/aaslpubsandjournals/slmrb/slmrcontents/volume11/church Melissa Worcester
Melissa Worcester is a mom, freelance writer and graphic designer. She has been writing professionally for over 18 years and earning a part-time income writing for various websites since 2007. She writes about technology issues, business and marketing, home improvement, education and family topics and assists in her husband's home remodeling business. Worcester has a Bachelor of Arts in communications and psychology from Syracuse University.
33. By Melissa Worcester, eHow Contributor
http://www.ehow.com/info_8084790_media-specialist-requirements.html
34. Follet Software Company for Librarians
http://www.follettsoftware.com/library-automation-software
35. Trusted Library to Classroom Connection: Books and Magazines
http://www.librarymediaconnection.com/
36. The Gale/Library Media Connection Teams Award
http://www.galeschools.com/TEAMS/
37. Library Media Connection Book Review
http://www.goodreads.com/genres/library-media-connection-book-review
38. LinWorth Publishing Inc.
http:.//sfsdata.com/lmc/Subscribe.aspx
39. Library could purchase books from this website.
http://www.amazon.com/Library-Media-Connection/dp/B00007KGRT
40. Maps Library Media Connection
http://mapslibrarymedia.weebly.com/
41. Librarians could purchase books from this website.
http://magazinebucks.com/library-media-connection-magazine-subscription.html?sl=EN
Chapter 2 Questions 1 and 2
1. Visit a library media center and observe the media specialist for one or more days. Note especially the number of students given individual assistance, the interactions with teachers, and the content of any classes taught in the media center. The library media specialist has different classes every 30 minutes. The number students vary in each class. She has a 30 minute lunch. However, she does not get a break at all. The number of students in a class was about 20 students in the lower grades. The number of students in the higher grades meaning 4th and 5th grades about 29 students. The library media specialist assists the younger students where find books in the library for their appropriate age. In addition, the library media specialist assist the older students how to use the Online Card Catalog to locate books in the library to check out. She teaches the students about how the books in the library are categorized according to the Dewey Decimal System. The library media specialist tries to spend at least 15 minutes to teach library skills such as authors of books and books genres. However, the library media specialist has minimum interaction with teachers. She assists teachers if they request the assistance from her. For example, if the teacher ask the library media specialist what is good to book to read to her class. The library media specialist encourages students to read daily. Furthermore, the only content the library media specialist teaches is about the library.
6. Using the terminology of Frank Smith's critical thinking skills, write a list of objectives for activities in the media center that help develop these skills.
1. Students will be able to locate books in the library after learning a lesson Online Card Catalog.
2. Students will be able to retell a story a read to them.
3. Students will be able to write story elements after learning about characters, setting and plot in story read to them.
4. Students will be able to write about what they learn after learning library skills.
5. Students will be able to organize a set of books in order according to the Dewey Decimal System after learning about it.
6. Students will be able to distinguish between fiction and nonfiction books after learning about these terms.
7. Students will be able to predict what will happen at the end of a story after listening to a number of pages of the story being read to them.
8. Students will be able to anticipate in asking and answering questions about the story after the story is read.
9. Students will be to know how to treat books in the library after learning about this particular skill.
10. Students will be able to comprehend why reading is important after librarian explains the reason.
Part C: URL Addresses for LEM 512 Chapter 1 Assignments
http://www.sites.google.com/site/ctate7618/
http://ctate7618.blogspot.com/
http://www.tatetechnology.wikispaces.com/
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