Kim Hayward - School Library Media Portfolio Reflection 1:1

1:1 Knowledge of learners and learning

Candidates are knowledgeable of learning styles, stages of human growth and
development, and cultural influences on learning. Candidates assess learner needs
and design instruction that reflects educational best practice. Candidates support
the learning of all students and other members of the learning community, including
those with diverse learning styles, physical and intellectual abilities and needs.
Candidates base twenty-first century skills instruction on student interests.
Artifacts
ISTC 541 Foundations of Instructional Technology
The capstone project in Foundations of Technology was designed as a technology
integrated lesson to address the needs of students in a multicultural classroom. It
was intended to provide motivation, socialization, and relevance to the learning of
key physical geography vocabulary.
ISTC 601 School Library Media Administration
The capstone project for this class was the Facilities Design Project. Using model
libraries, UDL principles, and ADA regulations, the library was designed to meet the
physical and academic needs of all learners.
Relevance
The artifacts included in this reflection represent examples of the varied ways that
school librarians must consider the needs of the learners in their school. Students
learn best when the lessons are relevant, accessible, and meet their learning style.
The students must be motivated to learn before true learning can take place. This
motivation comes from multiple sources. Interest, excitement, an opportunity to
socialize in cooperative groups, and a welcoming space are importance aspects of
learning that must be provided by the school librarian.

The ISTC 541 lesson using technology integration addressed standard 1:1 through a
focus on cooperative learning groups to promote kinesthetic learning, and a
tangible product that addressed social studies standards. It is student-centered but
provides support and scaffolding to ensure successful attainment of the learning
objectives. Students learn content curriculum through the use of multiple
technologies, starting with the more basic and familiar power point and working
toward more complex presentation tools such as Prezi and Glogster. Student
groupings will allow more advanced students to become leaders that support other
students with less experience with technology. The lesson was designed for a sixth

grade ulti0cultural class that likes to move, socialize, and talk about what they are
doing as they learn.

The ISTC 601 Facilities Design Project was also included to demonstrate an
understanding of the diverse needs of learners. The media center was designed to
be a welcoming space with areas designated for a variety of student needs. The
circulation desk has multiple access areas with a lower profile to accommodate
students with disabilities. A media production room was included for students who
have an interest in technology, performing arts, and collaboration. The computer
lab is centrally located and designed for the instructor to be able to be seen by
everyone and to have open visual access to all students. The library provides areas
for whole groups, collaborative tables and chairs, and lounge areas to provide
welcoming and efficient spaces for multiple learning needs.
Analysis
The creation of these artifacts provided me with the opportunity to learn new
technologies and their uses as tools for learning and engagement. The school
library must be a place that provides an environment that includes flexible spaces
that can be used by students, teachers, administration, and the community. The
school librarian functions as a teacher, support, and community liaison and is
responsible for creating the environment and tools necessary to carry out that role.
The creation of the lesson plan in ISTC 541 required the knowledge of the AASL and
CCSC standards and how to address them with students. The lesson required
knowledge of the cultural needs, developmental needs, and learning styles of sixth
graders in my community. The cooperative, hands on learning of the project, as
well as the end product, a map using the key terms, addressed the social,
kinesthetic style of many of the learners. The map is a tie-in to the social studies
standard in which students are introduced to careers in social studies, such as
cartography. This lesson requires access to technology over a period of many days,
which is unavailable in my current position. However, BYOT begins in April in
Harford County and that development with the available technology in a school
library will allow me to pursue this lesson further.
The Facilities Design project in ISTC 601 created an opportunity to understand the
many functions and considerations required when designing or setting up a library.
The designated, yet flexible, spaces required knowledge of the learning
opportunities and styles that must be planned for and accommodated in order to
meet the needs of the learners, staff, and the community. The library where I
eventually teach will be set up to include similar spaces but would also make room
for additional needs such as a Maker Space. I would also distribute a survey to
teachers and students at the beginning of the year to ask how the library could
better meet their needs. This information would also inform my decisions about the
school media center.