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School Library Media Portfolio Christy Miller 205 Goodnight Terrace Road Cave City, KY 42127 UK ID #10850726 Submitted Spring 2012 University of Kentucky Library and Information Science School Media Librarian Grades P-12

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Content List
SECTION 1. School Library Media Specialist Personal Philosophy 2. Matrices of Kentucky Teacher Standards (Experienced) and American Association of School Librarians (AASL) Standards Addressed by Artifacts 3. Artifact 1-Technology use in K-12 Schools Research Paper with Rationale Demonstrates: (Experienced) Teaching Standards 1, 6 & AASL Standards 1.4, 2.4 4. Artifact 2-Fiction or Non-Fiction Lesson Plan with Rationale Demonstrates: Teaching Standards 2,4,5,6,7,8,9 and AASL Standards 1.1, 1.2, 1.3, 1.4, 2.2 5. Artifact 3-Community Resource Audit with Rationale Demonstrates: Teaching Standards 1,2,3,6,10. and AASL Standards 3.1, 3.2, 3.3, 3.4, 4.3. 6. Artifact 4-Historical Fiction Book Talk with Rationale Demonstrates: Teaching Standards 1,2, and AASL Standards 2.1, 2.2, 2.3. 7. Artifact 5-Library Media Center Website with Rationale Demonstrates: Teaching Standards 2, 6 and AASL Standards 4.4, 5.1, 5.2, 5.3, 5.4 8. Artifact 6-Professional Development Project Prezi with Rationale Demonstrates: Teaching Standards 6 and AASL Standards 2.2, 4.1, 4.1 9. Artifact 7 Dr. Seuss Book Display with Rationale Demonstrates: Teaching Standards 3 and AASL 2.2, 10. Professional Development Plan 11. Signed Statement and Release Form PAGE 4-10 11-14 15-28

29-43

44-65

66-76 77-91 92-96

97-103 104-106 107-108

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School Library Media Portfolio Christy Miller Section One: Personal Philosophy

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Professional Philosophy
The library media center should be the center of learning in the school. It should be a place that students feel comfortable, curious, and engaged. It should be a place they see as a safe place to learn, without fear of failure. The atmosphere should be one of learning and respect, but not a deadly silence. It should be a place that all students ask to visit and want to be. For too long, has the library been seen as a place that caters to the most intelligent and shushes everyone else. For too long, has the librarian been seen as the strong silent type, who constantly reprimands for any noise. I have never been the kind of teacher who rules with an iron fist, and I dont want to become that, just because I am in a library. I will teach respect for others and rules and routines, but it will be done with a level of rapport that lets students know I genuinely care about their learning. I will strive to make the library media center a place that each one is welcome to read, research, and learn about the world in which we live. I hope that when students leave the library media center, they leave with a love of learning and an inquisitive and open mind. In the text, Empowering Learners (2009), the 5 critical roles of the school library media specialist (librarian) have been identified. The roles are teacher, information specialist, instructional partner, program administrator, and leader. In the next few paragraphs, my personal thoughts on fulfilling each of these individual roles will be examined.

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I will begin by discussing the role of leader. Although each role is as important as the next, this role, I believe, influences the implementation of the other roles. As a library media specialist, I will be a proactive leader, not only in the media center, but also in the school. I will continual educate myself about issues in the Library and Information Sciences field. To do this, I must stay current on research and maintain involvement in professional organizations, such as American Association of School Librarians and American Library Association. Support from other LMS is critical to being successful as a leader. This role also involves collaborating with community leaders and their organizations. For example, I believe the LMS should have a collaborative relationship with the public library and common programs should be the norm. In this day of difficult budget cuts in many schools, my role as a leader in the library media center is to ensure that my program is necessary to the school in the pursuit of its mission. One way to do this is by becoming a leader in curriculum and instruction in my school and the overall mission of the school. Whether administrator, teacher, or LMS, we all have the common mission of student achievement. As LMS, I must be knowledgeable about the curriculum of each grade level and at least have a working knowledge of the standards they are addressing. While I can't be an expert in each subject area, I can be an expert in how I can assist in implementation of the content standards in my school. The last aspect of being a leader is in the area of change. While change just for change's sake is not ever the answer, change is an ever-present part of life, especially in the field of LIS. As, Hughes-Hassell and Harada discuss in the article, Change Agentry, change is something that happens over time and is not instant, sometimes involves

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working through problems, and must first be individual (Hughes-Hassell, Harada, 2007). By first accepting change and not complaining, I can be a part of change, rather than a force against it. It must begin with me. A LMS must also fulfill the role of teacher. As a LMS, I will be a skillful teacher of students. Whether instructing them individually or as a group, it is my job to teach with insight into the needs of all students. A key part of the teaching role is assessment. As a teacher in the library media center, I must be able to assess the learning of students, either formative or summative. I will teach a variety of information including: reading instruction, research skills, reading for learning and for fun, and many others. No matter the content, I will employ a variety of teaching strategies to ensure student success. The role of instructional partner is an interesting role to me, as in my experience with library media centers I have not seen this as much as I would like. My idea of how this role should be implemented is that the LMS is a collaborator with the teacher in the learning process. For example, instead of the LMS having a class to teach research skills, the research skills should be taught in context of an actual project that the students are assigned in a content class. This makes the learning authentic and relevant. There are a variety of ways in which the LMS and the classroom teacher can work together in this pursuit of collaboration. This role is one of the most fascinating to me, as I love the library and its mission, but also love teaching students. As an instructional partner, I can have the best of both worlds. The key is ensuring that teachers understand my role, and how valuable I am in connection to what they are doing in the

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classroom. I cannot assume they know my value, but must reach out to them to secure them as collaborative partners. This can be done by attending their common planning time or meeting with them individually, whichever they prefer (Harvey, 2009). By doing this, I can begin to build a relationship with them, which is the first step in the collaborative process. When they see the library as a resource and a part of what they are teaching, not as an extra thing they have to do, then they will be more likely to collaborate with me and use the resources the library offers. If the teachers are not accustomed to collaboration with the LMS, it may be necessary to start small and be patient. Building relationships with teachers and starting on one project with one teacher is the best place to start. Other teachers will see the positive collaboration and want to get involved. As an information specialist, it is my job to stay current on technological issues, and to ensure that the technology assigned to me is in working order. Many times the LMS is also the STC, thus I must be able to handle various technological issues that can arise when dealing with technology. I must be resourceful and find answers to problems when they are not easily solved. I must be an expert on the technology I use and be able to teach its usefulness to students. There are a variety of technologically tools that I can use to engage students and enhance any collaborative project. Some examples include: book trailers, book reviews, blogs, and other web tools such as prezi, globster, etc. A key part of the Library and Information Sciences degree is the technology component, because in this digital world, I must be confident in my role as information specialist. I will also model and teach ethical use of technology in

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regards to copy written materials and library filters. Students must be taught to browse the web safely and make wise decisions whether a filter is in use or not. In situations where the filter blocks appropriate content, steps will be taken to get permission to access the content. I must be a leader in this area standing against both, piracy and censorship. As a program administrator, it is my job to manage the library media centers resources. I will adequately manage funds to secure books and other materials that will foster growth and development of students. I will not let my personal preferences influence my decisions when buying materials for the library media center. The librarys collection must be developed in the spirit of freedom, while considering the age of students and the overall mission of the school. I will also manage personnel, including paid and volunteer. Being a program administrator means being able to manage the overall functions of the library media center. As the administrator, I am responsible for everything that happens in my library. In conclusion, I believe the library media center and LMS to be a necessary part of helping students reach proficiency and preparing them for life. As a LMS, I am a partner with teacher, principals, curriculum specialists, and paraprofessionals as we strive to provide the best quality education for students. As a LMS, I will serve a vital role in the school by fulfilling the 5 roles and making my library a place of learning and inquiry for all students. References:

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Hughes-Hassell, S., & Harada, V.H. (2007) Librarian as change agent. In School reform and the school library media specialist. S. Hughes-Hassell & V.H. Harada, ed. Westport, CT: Libraries Unlimited. Change Agentry.pdf Harvey, C. (2009). Teacher's Take on the school library media program Part 1. School Library Media Activities Monthly, 26(4). Harvey-Teachers Take 1.pdf AASL (2009). Empowering Learners: Guidelines for School Library Media Programs. Chicago: American Association of School Librarians.

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School Library Media Portfolio Christy Miller Section Two: Standards Matrices

EXPERIENCED TEACHER STANDARDS MATRIX

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STANDARDS ENTRY 1 ENTRY 2

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ENTRY 3 X X X X X X X ENTRY 4 X ENTRY 5

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ENTRY 6 ENTRY 7

Standard I: Demonstrates Applied Content Knowledge Standard II: Designs and Plans Instruction Standard III: Creates and Maintains Learning Climate Standard IV: Implements and Manages Instruction Standard V: Assesses and Communicates Learning Results Standard VI: Demonstrates the Implementation of Technology Standard VII: Reflects/Evaluates Teaching/Learning Standard VIII: Collaborates with Colleagues/Parents/ Others Standard IX: Evaluates Teaching and Implements Professional Development Standard X: Provides Leadership Within the School and Community Profession

X X X X X

X X

AASL STANDARDS MATRIX

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STANDARDS Standard I: ENTRY 1 ENTRY 2

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ENTRY 3 ENTRY 4 ENTRY 5

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ENTRY 6 ENTRY 7

Teaching for Learning

Knowledge of learners and learning Standard 1.2 Effective and knowledgeable teacher Standard 1.3 Instructional partner
Standard 1.1 X

X X X

Integration of twenty-first century skills and learning standards

Standard 1.4 Standard II:

Literacy and Reading

Standard 2.1 Literature Standard 2.2 Reading X X X X X X X

promotion Standard 2.3 Respect for diversity

Standard 2.4 Literacy

strategies
Standard III:

Information and Knowledge

Standard 3.1 Efficient

and ethical informationseeking behavior Standard 3.2 Access to information

Standard 3.3 Information

X X X

technology
Standard 3.4 Research

and knowledge creation

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Standard IV:

Advocacy and Leadership

Networking with the library community Standard 4.2 Professional development Standard 4.3 Leadership
Standard 4.1 Standard 4.4 Advocacy Standard V: X

X X X

Program Management and Administration

Standard 5.1

Collections

X X X

Standard 5.2 Professional

Ethics Personnel, Funding, and Facilities Standard 5.4 Strategic Planning and Assessment
Standard 5.3

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School Library Media Portfolio Christy Miller Section 3: Artifact 1

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Technology Use in K-12 Schools Christy Miller LIS 638 Professor Joseph Miller University of Kentucky

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Overview: Technology is defined as the practical application of knowledge, especially in a particular area (Merriam-Webster, 2012). In most instances, technology is used to refer to computers, Internet, or other electronics. For, the purpose of this study, the term technology refers to the latter definition, but also relates to the former definition in that it involves the practical application of knowledge. Technology and the appropriate use of it in K-12 schools has been the topic of much discussion and debate. According to the article, U.S. Ed-Tech plan urges re-thinking in K-12 schools, the key to increasing individual learning for each student is the use of personal technology (Ash, 2010). The article goes on to explain that although most kids cannot remember life without the Internet, there is a large disconnect between the home and school experience (Ash, 2010). President Obama has often cited technology as the engine that drives innovation and growth in the U.S. economy (Ash, 2010). The plan would use technology to better assess 21st Century skills, including communication, problem-solving, collaboration, and critical-thinking (Ash, 2010). The plan to increase technology in schools will not be successful without educating teachers on the use of new technologies (Ash, 2010). If teachers feel inferior technologically to students, then they will be less willing to use technology in the classroom. Also, some schools see technology as a distraction and ban the use of cell phones, I-Pods, and laptops. This research will show that although some may see it as a distraction and as a challenge to implement, technology is useful in the classroom in the

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following ways: teaching content subjects, academic literacy, and the school library media center. Technology and Teaching Content: Technology use in schools has become common for many. However, some still believe technology to be a frivolity to be used as a reward or in elective classes. As Hughes and Oomes state, students in urban schools are more likely to use the computer for drill and practice or reward time activities than for problem-based activities that engage learners at higher cognitive levels (2004). This section of my research will focus on the use of technology in core content required classes. Two barriers to technology integration into core content classes were noted. The first was the lack of technology resources in schools. In the article by Traubitz, 1998, she notes that students in advance English classes were more likely to have computer access than students in regular English classes. She also noted that the war for access to technology, specifically computer use, was very prevalent in the school (Traubitz, 1998). Technology education teachers and writing teachers felt they had more right to technology than other teachers (Traubitz, 1998). The goal of her research was to give all students access to technology in content classes (Traubitz, 1998). This study, though old by research standards, marks the beginning of the push for technology use in content area classes. The second barrier to technology integration into core content classes was the lack of technological expertise on the part of teachers, which results in their resistance to implement the technology. Hughes and Oomes, in their article studied the reason for the lack of technology use in content teaching, in spite of the fact that technological resources are in fact growing in schools (2004). They found that the key to the integration of

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technology in content areas is the adequate technological preparation of teachers (Hughes and Oomes, 2004). Thus, if teachers are taught practical ways to use technology to teach content, then they are more likely to implement it. In the following articles we see that technology is a tool to be used to enhance student learning. In the first article, Linking the Language Arts and Content Areas through Visual Technology, by Bristor and Drake, (1994), the authors describe a project that incorporated the use of visual technology to teach content and language arts collaboratively. This visual technology included the use of television shows, video clips, news reports, student-produced video projects, etc (Bristor and Drake, 1994). The researchers found that this shift from a textbook dominated teaching style has resulted in more inquiry-based learning for students in many content areas. In the second article, Introduction: Shaped or Shaping? The Role for Radical Teachers in Teaching with Technology, Drabinski, et all discuss the role of technology in teaching content and assert that teachers must treat technology as a text, one which plays a central role in our lives and that of our students (2011). They then look at 6 different educators and their ideas for integrating technology into classroom teaching (Dabinski, et al, 2011). Their point being that technology is to be used and shaped by educators, rather than technology shaping us. Thus we as educators have been given this gift of technology to use in our classrooms to make us better teachers. Why not use it? Technology is an engaging resource for teaching content areas. Although many barriers to the implementation of technology exist, its use is too valuable to ignore. Resources for bridging the digital gap must be found and teachers must be brought up to date on the latest technology in order for students to be successful in the 21st Century.

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For the purpose of this study, the term literacy refers to basic reading and writing skills, rather than information literacy. When reviewing literature on the subject, it become evident that two subsets of population exist, in reference to K-12 schools. These are special education and regular education. Thus, it became necessary to divide my discussion into regular education and special education services. In the area of special education services, it is clear that technology is a valuable resource when teaching literacy. According to the study, by Melching et al, technology can be useful when teaching students with developmental disabilities, sight words (2002). In the study computer video lessons were used to prepare students to recognize words on a grocery list in a grocery situation. This study demonstrates that through the use of computer-based video recordings, effective simulations can be created to teach a multiplestep task (locating 12 items in the grocery store) performed in changing environments containing variable stimuli (Melching, et al, 2002). This study shows the value of technology to preparing developmentally disabled students for real life. The article by MacArthur (1996) describes the importance of technology in developing the writing of developmentally disabled students. The author notes that computer-assisted writing can be helpful to individual students, as well as groups. He describes a school newsletter edited and published by students with learning disabilities, with the use of technology to enhance their writing (MacArthur, 1996). The specific ways in which technology is used to assist students with writing are, word processing, word banks and word prediction, sentence development, speech synthesis, writing planning and webbing, grammar check, and many more (MacArthur, 1996). The article describes the

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specific ways in which each of these types of technology can contribute to the developing the writing of a student who otherwise may not be able to write proficiently. When research the use of technology to teach literacy in the regular education classroom, studies were found that showed the usefulness of it. A study by Savage, et al (2010) looked into the effectiveness of technology (web) based literacy programs as opposed to traditional literacy programs. The authors found a computer-based reading intervention when implemented well can improve students reading skills (Savage, et al 2010). In the article by Hsu (2007), the preparation of teachers to teach literacy was examined. The author notes a problem with teachers and dealing with diversity issues in the classroom (Hsu, 2007). In this study teachers were placed in diverse classroom and had to post a blog about their experiences teaching literacy each week (Hsu, 2007). The author found that, due to the blog, teachers were more open to diversity, showed more creativity in choosing diverse reading text, and also felt more comfortable in expressing themselves (Hsu, 2007). This valuable resource for teachers can transfer into better literacy instruction for students. It is apparent, by the research, that technology has many practical uses in teaching literacy in the classroom. These uses are applicable to both, special education and regular education classes.

Technology and the School Library

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The uses of technology in school libraries are many. The school library is now called the school library media center, thus emphasizing the importance of technology to the success of school libraries. One use of technology in the school library is the digital catalog. No longer are books checked out using the old card catalog system. Books are checked out, checked in, renewed, or held, via an online digital system. This allows for greater convenience for students and teachers. Students now use laptop computers, desktop computers, and I-pods to search the card catalog. This can even be accessed at home prior to going to school. According to Fuller (2006), 83% of librarians surveyed reported being satisfied with the software used to operate the libraries digital card catalog. Thus showing that the digital catalog in the school library is here to stay. Another use of technology in school libraries is in academic collaboration with teachers. The library, the librarian, and technological resources are now readily available to help content teachers as they strive for proficiency. Librarians are knowledgeable about common core academic standards, as well as 21st Century skills and are becoming involved in collaborative projects using technology. For example, Emily Northcutt, librarian at LeGrande Elementary, in rural Kentucky discussed two projects of this type that she implements yearly with students at her school. The first is an economic project collaboration with the middle grade social studies teacher. It involves the use of the lemonade stand app., excel spreadsheets, a business proposal, and tons of student engagements. The second is a reading project collaboration with the middle grade language arts teacher. It involves reading three books, weekly blogs, book reviews, AR tests, and a final project (such as a book trailer). It also kept students intensely engaged. These projects also allowed students to use inquiry-based learning and work independently while

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using technology (which they enjoy). These projects are wonderful examples of what can be accomplished by using technology for collaborative projects. (E. Northcutt, personal communication, April 2012). Another opportunity for technology use in school libraries is the use of e-books in addition to print text. According to Robinson (2003) E-books can be a valuable addition to the school library collection. In a society where many students have their own personal hand-held devices, e-books will give them the opportunity access materials easier (Robinson, 2003). The author also points out that having books on an electronic format will make research and citing sources more convenient for students (Robinson, 2003). She also points out various opportunities for using e-books in the classroom, such as giving students the chance to publish their own short book related to content or allowing the teacher to insert notes directly into the book (Robinson, 2003). These types of opportunities would not be available using print text. These are just a few of the positive effects of adding e-books to the school library. The school library has become very technologically driven. This is evidenced by the use of the digital card catalog, the increase in technologically based collaborative projects, and the addition of e-books into the collection. The use of technology in the school library media center will only continue to grow and develop. As technology changes, so must the school library.

Conclusion: Technology use in school has many benefits for students and teachers. It is beneficial for the teaching of content, for literacy instruction (to both regular and special education students), and for use in the school library. There are many factors that inhibit

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the use of technology in school. Primary reasons for the lack of technology use include poor teacher training, lack of funding, and old-fashioned attitudes on the part of administration. Even though these obstacles exist, technology use is on the rise and continues to increase in school classrooms. Todays students are technologically advanced and centered. Many schools fight technological use and try to limit student access to technology while at school. This is counter-productive. Instead of fighting this losing battle, schools must embrace technology and use it to teach valuable content. Students today are blogging, doing web quests, making power points, creating book trailers, using various I-pod apps, communicating online, just to name a few. Why not make these activities, which come so naturally to students, part of our teaching repertoire? Why not use technology to our advantage? It is a valuable resource that must not be over-looked. The use of technology in the classroom can be the missing link to reaching students and increasing engagement in school assignments and projects. Increased engagement means increased success for students. Increased success means happy teachers and administrators. When we individualize education through technology, everyone wins.

Note: This paper was originally presented in a web page format written entirely using HTML code, with a CSS file for style. The web page can be accessed via the following URL: http://sweb.uky.edu/~cjmi225/final.htm References: Ash, K. (2010). U.S. Ed-Tech plan urges rethinking in K-12 schools. Education Week, 29 (16-17) Retrieved from http://www.edweek.org/info/about/, April 2012 Bristor, V.J., and Drake, S.V. (1994). Linking the language arts and content areas through

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Hughes, J. E. and Oomes, A. (2004). Content-focused technology inquiry groups: Preparing urban teachers to integrate technology to transform student learning. Journal of Research on Technology in Education. 36, 397-411. Drabinski, E., Clark, E. J., and Roberts, S.T. (2011). Shaped or shaping? The role for radical teachers in teaching with technology. Radical Teacher 90, 3-8. Melching, L. C., Gast, D. L., and Langone, J. (2002). Computer-based video instruction to teach persons with moderate intellectual disabilities to read grocery aisle signs and locate items. Journal of Special Education. 35, 224-241 MacArthur, C. A. (1996). Using technology to enhance the writing processes of students with learning disabilities. Journal of Learning Disabilities. 29, 344-354. Savage, R. S. et al. (2010). ABRACADABRA in the hands of teachers: The effectiveness of a web-based literacy intervention in grade one language arts programs. Retrieved from http://dx.doi.org.ezproxy.uky.edu/10.1016/j.compedu.2010.04.002 Hsu, H. (2006). Preparing teachers to teach literacy in responsive ways that capitalize on students' cultural and linguistic backgrounds through weblog technology. Multicultural Education and Technology Journal. 3, 168-181. Retrieved from http://www.emeraldinsight.com/10.1108/17504970910984853 April, 2012. Fuller, D. (2006). The systems are changing, but school libraries arent. School Library Journal. 52, 48-52. Robinson, L. (2003). For the Love of Books: Expanding E-Books and Audio Books in School Libraries. Media and Methods, 40, 6-12.

Artifact 1 Rationale Technology Use in K-12 Schools Context

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This assignment was completed Spring 2012 as a final project for LIS 638. The assignment was to research a technology topic of interest, write a research paper, and then post it in a web page format. The instructions included using HTML code, a CSS script file, a Java script, a working feedback form, an original image, and working hyperlinks. Each part of the paper is presented as a separate link from the original page. The topic of interest chosen was technology use in K-12 schools. I wanted to explore the uses of technology in schools and possible barriers to the use. I divided my research into the following subtopics: technology in teaching content, technology in teaching literacy, and technology in the school library. I decided to use this assignment in my portfolio because it not only demonstrates my understanding of the use of technology in the school library; it also illustrates my skill level in the practical application of technology. The varied knowledge of web technology required to publish this research paper in a web page format is very useful in the school library media center.

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Kentucky Teaching Standard 1: Demonstrates Applied Content Knowledge This artifact illustrates the demonstration of applied content knowledge in the following ways. First, technology is a content area for library media specialist and a discussion of technology use in schools shows a thorough content knowledge of technology and its practical uses in schools. Second, this artifact shows my ability to conduct research in a content area and present it in an organized format. The skill of research can be applied to any content area in my future as a school library media specialist. Kentucky Teaching Standard 6: Demonstrates Implementation of Technology This artifact demonstrates my ability to research technology and apply it practically for use in the school library. It also clearly demonstrates my ability to use technology, as the paper was presented in original web page format. The skills necessary to design a web page for displaying research are of practical relevance to my duties as a future library media specialist. Many library media specialist hold a dual role as a technology specialist, therefore an in-depth knowledge of technology and its practical implementation is necessary. AASL Standard 1.4: Integration of Twenty-first Century Skills and Learning Standards This artifact illustrates my ability to integrate twenty-first century skills both as an administrator of a library media center and also in my role as a teacher librarian. Presenting the research in a web page that I created shows my ability to use twenty-first skills in the management of a school library media center. Also, the discussion of the use

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of technology in teaching content, teaching literacy, and in the school library media center shows my dedication to teaching using twenty-first century skills.

AASL Standard 2.4: Literacy Strategies This artifact demonstrates the use of technology as a strategy to teach literacy. The research shows examples of ways that technology has been useful as a literacy strategy, and this research has been published as a web site for use by other professionals, (specifically library media specialists).

Reflection: The research paper on the use of technology in K-12 schools and its presentation in an originally created web page shows my proficiency in content knowledge, demonstration of technology, and the integration of twenty-first skills. It demonstrates these standards through my ability to research and write a paper on a content area topic and also my demonstration of the technology required to create my own web page. Through this assignment I became more proficient in the uses of technology in teaching students. I was also able to increase my confidence in my ability to implement technology. By using technology in a successful way, I have grown in my knowledge of technology.

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School Library Media Portfolio Christy Miller Section 4: Artifact 2

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Fiction or Non-Fiction Lesson Plan Christy Miller LIS 676 Professor Melissa Johnston University of Kentucky

Lesson Plan

Miller Spring 2012 University of Kentucky Date: 4/18/2012 CREATED BY: CHRISTY MILLER

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SCHOOL/LOCATION: LE GRANDE ELEMENTARY SCHOOL GRADE: 1ST LIBRARY CONTEXT: Fixed Flexible Combination Individualized Instruction

X Stand-alone lesson Lesson in a unit COLLABORATION CONTINUUM: None Limited X Moderate

Multiple lessons in a unit Intensive

CONTENT TOPIC: Indentifying Fiction and Non-fiction books ESTIMATED LESSON TIME: 60 MINUTES STANDARDS FOR THE 21 -CENTURY LEARNER GOALS Standard: 1. Inquire, think critically, and gain knowledge. 2. Draw conclusions, make informed decisions, apply knowledge to new situations, and make new knowledge. 3. Share knowledge and participate ethically and productively as members of our democratic society.
ST

Skills Indicator(s): 1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects and make the real world connection for using this process in own life.

1.1.9 Collaborate with others to broaden and deepen understanding. 2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real world situations, and further investigations. 3.1.2 Participate and collaborate as members of a social and intellectual network of learners. 3.1.3 Use writing and speaking skills to communicate new understandings effectively.

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3.2.2 Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions. 3.2.3 Demonstrate teamwork by working productively with others. Responsibilities Indicator(s): 1.3.4 Contribute to the exchange of ideas within the learning community. 1.3.5 Use information technology responsibly. 2.3.1 Connect understanding to the real world. 3.3.4 Create products that apply to authentic, real-world contexts. 3.3.5 Contribute to the exchange of ideas within and beyond the learning community. Self-Assessment Strategies Indicator(s): 1.4.4 Seek appropriate help when needed. SCENARIO: This lesson was planned with the first grade teacher, Mrs. Megan Jones. She had previously taught the children about fiction and non-fiction text and was interested in this subject being re-taught to ensure all students have mastered it. We decided that the first grade class would come to the library and have a lesson. Following this, we will set up 5 tables with separate activities to reinforce the content. Students will be work at each table and then rotate to the next until everyone has completed each activity. CONNECTION TO LOCAL OR STATE STANDARDS Common Core Standards:
CC.1.L.2.b Conventions of Standard English: Use end punctuation for sentences. CC.1.L.2 Conventions of Standard English: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

OVERVIEW: THIS LESSON WILL BE TAUGHT IN THE LIBRARY TO TEACH THE CONTENT OF DISTIGUISHING BETWEEN FICTION AND NON-FICTION TEXT TO FIRST GRADE STUDENTS .

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IN ORDER TO ACCOMPLISH THIS, I WILL PREPARE A FLIP CHART PRESENTATION ABOUT THE DIFFERENCES BETWEEN FICTION AND NON-FICTION TEXTS. I WILL BOOKS ABOUT PENGUINS AS AN EXAMPLE. ON THE FLIP CHART, I WILL HAVE CHARACTERISITCS OF PRETEND PENGUINS AND
CHARACTERISTICS OF REAL PENGUINS AND ASK STUDENTS TO TELL ME WHICH CHARACTERISTIC GO IN EACH LIST.

I WILL THEN READ THE BOOK, TACKY THE PENGUIN AND WE WILL DISCUSS WHETHER THAT BOOK WAS FICTION OR NON-FICITION AND WAYS THAT WE COULD TELL THE DIFFERENCE . STUDENTS WILL THEN COMPLETE A DIFFERENT ACTIVITY AT EACH TABLE TO REINFORCE THE LESSON BEING TAUGHT. ONCE THEY COMPLETE THE ACTIVITY AT THEIR TABLE THEY WILL BE ROTATED TO ANOTHER TABLE TO COMPLETE THAT ACITVITY. THE FIVE DIFFERENT ACTIVITES ARE DETAILED IN THE INSTRUCTION /ACTIVITIES SECTION OF THIS PLAN.

FINAL PRODUCT: LIBRARY LESSON(S): STUDENTS WILL HAVE A FLIP CHART LESSON ON FICTION AND NON-FICTION TEXT AND WILL DISCUSS WAYS TO TELL THE DIFFRENCE . ASSESSMENT Product Penguin labeling worksheet Counting by 2s worksheet Penguin story worksheet Process I-Pad penguin app. activity Book sorting activity Student self-questioning INSTRUCTIONAL PLAN Resources students will use: Online subscription database(s) X Web sites X Books Reference Nonprint Periodicals/newspapers Other (list):

Instruction/activities o Direct instruction: Flip chart on fiction and non-fiction text Reading book to class o Modeling and guided practice: 5 activity centers Penguin labeling worksheet

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Look at the pictures of penguins and decide whether they would be classified as non-fiction or fiction Book sorting activity Look at the books and sort them according to fiction or nonfiction by placing them in the appropriate hula-hoops I-Pad penguin app Watch the penguins on the I-Pad and then write a sentence describing what you see them doing. Counting by 2s worksheet Follow the penguins path to the polar bear by counting by 2s. Penguin story worksheet Read the penguin story and then draw pictures in the boxes to illustrate what each part of the story is stating.

Name Christy Miller

Date 4-20-2012

Practicum Student Lesson Reflection

Lesson Title Fiction or non-fiction

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Core Content First grade students will be able to distinguish between informational and entertainment text Information Literacy Standard(s) Standards 1, 2, and 3. 1.1.1, 1.1.9, 2.1.3, 3.1.2, 3.1.3, 3.2.2, 3.2.3, 1.3.4, 1.3.5, 2.3.1, 3.3.4, 3.3.5, 1.4.4 Standard I Teacher Designs and Plans Instruction Teacher 3 2 Partially 1 Not Standard/Benchmark Satisfactorily Demonstrated demonstrated Demonstrated I a. includes objectives X that describe student learning congruent with Program of Studies and Core Content and national standards when appropriate. I c. addresses X achievement levels & cultural attributes of all students in the class. I d. connects instruction X to real-life situations and other disciplines. I e. integrates media X and technology into instruction. I f. includes multiple X level and higher-order thinking tasks. Not Applicable

Comments: Due to the limited time at practicum placement, I did not feel confident in my abilities to meet the individual needs of all students. I was not as acquainted with their IEPs as the classroom teacher. In order to deal with multiple learner levels, the classroom teacher, teaching assistant, and my supervising librarian assisted with the activities. However, addressing multiple level learners is an area in which I will be able to improve once I am more familiar with the students and their IEP modifications. This is an area in which I need to grow. It will be a focus area for my professional development plan. I will look for professional development opportunities that address the area of meeting the needs of special needs students in the library. Standard IV Teacher Assesses and Communicates Learning Results Teacher 3 2 Partially 1 Not Not Standard/Benchmark Satisfactorily Demonstrated demonstrated Applicable Demonstrated IV a. aligns assessment X

Miller with the Kentucky Program of Studies and the Core Content for Assessment. IV b. uses multiple assessments and sources of data. IV d. provides assessment that addresses the diverse learning needs of all students. IV e. conducts individual and group analyses of learning. IV f. communicates the analyses of learning results to students and parents. IV g. promotes student self-assessment.

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X X

X X

Comments: Due to the time constraints of the practicum placement and the day in which the lesson took place, there was not an opportunity for communication of learning results to students or parents. This is something that I discussed with the classroom teacher and she agreed to do. In a job as a library media specialist, I would be able to develop a relationship with students and their parents and be more involved in communication of learning results. This is also an identified area for needed growth that will be included in my professional development plan.

Artifact 2 Rationale Fiction or Non-Fiction Context

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Artifact 2 is a lesson plan designed and taught while completing my library media practicum during the spring of 2012. It was created in collaboration with the first grade teacher at LeGrande Elementary School. She had previously introduced this concept to her students but felt it was one that needed to be re-visited to ensure they had fully grasped it. The classroom teacher, my practicum supervisor, and I discussed the lesson and decided that I would teach a lesson and then implement 5 activities to reinforce the lesson and students would rotate tables until everyone completed each activity. I was nervous initially about teaching this lesson, as I have very little professional elementary experience. In order to prepare for teaching this lesson, I observed the first grade teacher teaching a lesson to them. Although, I wasnt sure initially what to expect, I thoroughly enjoyed teaching this lesson. Having experience as a teacher is a strength that contributes to my ability to do my job as a future librarian. I hope I am able to collaborate with teachers on projects and have the opportunity to teach students, as I enjoy teaching and feel it is a strength of mine.

Kentucky Teaching Standard 2: Designs and Plans Instruction This entry illustrates my ability to design and plan instruction of students. Although I have never been an elementary teacher and have little experience with elementary students, I was able to design a lesson based on a valuable common core standard and then teach that lesson to them in a way that each one could grasp. I varied the activities at each table in order to reach different learners. For example, one table activity involved students watching live penguins on an I-Pad and then writing a sentence about what they observed the penguins doing. Another was to identify pictures of penguins as either Fiction or Non-Fiction based on the activities they were illustrated doing or what they were wearing. These activities allow students to connect the concept of Fiction and

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Non-Fiction to a concrete example, such as books about penguins. The skill of designing and planning instruction is critical to being a successful library media specialist, as we are truly partners in educating students.

Kentucky Teaching Standard 4: Implements and Manages Instruction This artifact shows my ability to implement and manage instruction. In the course of the lesson, I was able to manage the groups of students as they completed the activities. When one group had finished the activity, they rotated to another station. In order to make the activities go smoothly, I typed simple instructions to place at each table. With the help of the classroom teacher, I made sure there was a strong reader in each group to read the directions to the groups. Also, I placed pencils and crayons on the tables where appropriate and placed copies of the activities at the designated centers. The ability to implement and manage lessons centered on common core standards is a necessary skill for library media specialist.

Kentucky Teaching Standard 5: Assesses and Communicate Learning Results In this lesson my ability to assess and communicate learning results can be seen. Throughout the lesson I used questioning to determine whether students understood the concepts. I reinforced concepts based on the students answers. I also walked around and monitored the activity stations and assisted students in finding the right answers when needed. At one station students were assigned to sort books according to whether they

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were Fiction or Non-Fiction by placing them in the appropriately labeled hula-hoops. When monitoring this station, I sometimes had to ask students to reconsider their choices and reassign a category for books that were sorted wrongly. Although, no formal assessment or communication took place, I did use informal formative assessment throughout the lesson. Pre-assessment was not needed as the first grade teacher had both previously and recently taught on the same topic.

Kentucky Teaching Standard 6: Demonstrates the Implementation of Technology This lesson shows the implementation of technology in the following ways. First, I used an active board and a flip chart to teach the lesson. Also, I read the book to students using a document camera. Lastly, one of the activities involved the use of an I-pad with an app for students to watch live penguins. These examples of technology are evidence of my ability to use it to teach students. In this increasingly digital age the use of technology is imperative for a library media specialist.

Kentucky Teaching Standard 7: Reflects and Evaluates Teaching and Learning This lesson is an obvious example of reflecting and evaluating teaching. I have included the reflection form, which shows my thoughts about the lesson and the areas in which I need to improve. In reflecting on the learning of students, it appeared that they understood the concept and were able to distinguish the difference between Fiction and Non-Fiction books in a variety of situations. Students consistently knew the difference between Fiction and Non-Fiction books. I consider this area one of my strengths, as I am

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my worst critic. I always reflect on my teaching and identify ways to improve it. This standard is critical to becoming a good library media specialist. When one feels they do not need to improve, then they become stagnant and stop growing.

Kentucky Teaching Standard 8: Collaborate with Colleagues, Parents and Others This lesson is a great example of collaboration between teachers and myself. The first grade teacher and myself planned the lesson, with the assistance of my practicum supervisor. We developed the lesson idea and the activities based on the needs and interest of students and common core standards. The classroom teacher and I worked together to implement the lesson. We walked around during the activity time and assisted students with the activities. The teaching assistant and my practicum supervisor also assisted. The ability to collaborate with teachers is essential to being a successful library media specialist.

Kentucky Teaching Standard 9: Evaluates Teaching and Implements Professional Development The reflection component of this lesson shows my ability to evaluate my own teaching and identify areas for professional development and growth. I have identified meeting the needs of all students (IEP included) and communicating learning results as areas in which professional growth is needed. These are included in my professional growth plan and professional development opportunities are being sought on these subjects.

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I discussed both areas for growth with my practicum supervisors and have also been reading articles on improving in these areas.

AASL Standard: 1.1 Knowledge of Learners and Learning This artifact shows my ability to use my knowledge of the developmental stages of learners to design a lesson. Realizing the age and developmental stages of the students, I designed 5 stations in which the students could rotate every few minutes to keep them engaged in the lesson. I realize that in order for students to grasp the concept, it must be presented in a variety of formats and environments.

AASL Standard: 1.2 Effective and Knowledgeable Teacher In this lesson I was able to show my ability as an effective and knowledgeable teacher. I used inquiry based learning to give students the opportunity to discover knowledge on their own. This was especially noted in the activity station that involved the I-pad penguin app. I also used technology effectively as well as a variety of teaching styles. Students were active and engaged while learning.

AASL Standard: 1.3 Instructional Partner In this lesson I was able to collaborate with the first grade teacher as a partner in instruction. We planned and implemented the lesson together thus showing my ability to partner with teachers in the teaching of common core standards. I also observed the first grade teacher in preparation for this lesson. I was able to share my knowledge with the teacher, as well as learn from her.

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AASL Standard: 1.4 Integration of Twenty First Century Skills and Learning Standards In this lesson, I was able to show my use of twenty first century skills by using technology to present the lesson and also in the activity stations. In the presentation, I used the active board with flip chart. I also used the document camera to show the pictures to students while I read the book. In the activity centers, one included the use of an I-pad penguin app. Twenty first century skills are necessary for library media specialists.

AASL Standard: 2.2 Reading Promotion In the lesson I was able to read the book, Tacky the Penguin to students. By reading the book, I was illustrating the enjoyment of reading to students. They thoroughly enjoyed the book and many of them wanted to check out other Tacky the Penguin books once I was finished. Reading to elementary age students is so vital to a library program. It shows them that you love to read and reading can be fun!

Reflection: This lesson clearly shows my skills in teaching common core standards in collaboration with the classroom teacher. This skill is so vital to a successful library media program. School librarians today must be partners of instruction in their schools. These partnerships will ensure greater student achievement and engagement in all subject areas. This lesson also demonstrates planning a lesson with a variety of assignments in order to meet diverse learner needs. Having a variety of activities in which students can rotate keeps them focused on the content being taught.

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School Library Media Portfolio Christy Miller Section 5: Artifact 3

Community Resource Audit Christy Miller LIS 601 Professor Bradley Bishop University of Kentucky

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Community Resource Audit By Christy Miller LIS 601

Community-Teens

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Table of Contents
Cover Page Table of Contents Literature Review Community Needs Assessment Ethical Considerations Resources Conclusion Appendix 1 2 3-5 6-7 8 9-12 13 14-15

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Sources

16

Literature Review: Adolescence is thought, by most, to be the time in which a young person goes through puberty or the ages of 12-18. Persons in the category are referred to as teenagers, adolescents, or teens. (For the purpose of the audit, the term teens will be used to describe the community, rather than any of the aforementioned terms.) Teens are stuck somewhere between adulthood and childhood. It is an uncertain time and one in which there is a distinct need for accurate information. In a world that abounds with inaccuracies, providing teens with reliable resources for information seeking is necessary. In order to better provide library services to teens, it is important to understand their informationseeking behaviors and tailor our programs to meet those information needs. Thus the

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information seeking behaviors of teens is a great interest and value to both school librarians and youth services librarians. When reviewing the literature related to the information-seeking behaviors of teens, Jones, et al, found that that when seeking information on sensitive topics such as sexuality and contraceptives, teens rely on friends, parents, and/or schools (2011). It also appears that teens are reluctant to consult a doctor or another professional for information on sexuality. According to a study by Zabin and Clark (1981) more than one-third of teens make their first visit for birth control to a clinic because they suspect pregnancy. (1981). This illustrates an obvious delay in seeking information. They are also not likely to seek information from the Internet about contraceptives and sexuality as most are wary of this source (Jones, et al, 2011). On the other hand, a study by Zhao (2009) found that teens are likely to use the Internet to seek information about general health issues. A study by Morimoto and Friedland (2011) found that although young people are more comfortable and confident with technology and online media use than adults, they may not possess adequate critical thinking and research skills to guide their web use. Rosen (2010) found that, teens have learned to Google anything they wanted to know, MapQuest directions, go to Wikipedia for school reports, and use dictionary.com for definitions. Many have never used a card catalog, a "real" encyclopedia, or Webster's Dictionary. However, they still lack education in reliable Internet resources. The conclusion can be made that when needing information, especially about contraceptives and sexuality, teens desire a source that they consider reliable and in which they feel comfortable. Although there is anonymity in the Internet, it is not a good option if teens do not feel it is trusted source and are not competent in the

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their research abilities. Thus librarians need to develop resources for teens that are trustworthy and professional. Programs to teach research skills and critical thinking also need to be developed in order to facilitate the use of the Internet as an information source. Teens need to be taught how to access information on the Internet and also to analyze the information for credibility. The Internet is a much too valuable resource to be ignored or misused. Another source of information for teens is the public library. A study by Agosto (2007) found that the number one reason teens used the public library was for information needs. The library visit categories for this role include library use for information related to unspecified needs, for information related to personal needs, and for information related to schoolwork (Agosto, 2007). The author adds this strong showing of library use for information-related purposes adds strength to the notion of the public library as information provider (Agosto, 2007). However, many teens are using the library to seek information via the Internet. This leads back to the aforementioned importance of the Internet. Thus librarians must make sure that teens feel comfortable using the library and are knowledgeable of both print and on-line information-seeking strategies and resources at the public library. When considering information resources, one wonders if teens use print resources for entertainment information or if they rely on the Internet. According to an article by Webber (2009), print publications offer a level of in-person, tactile interaction that onlineonly magazines can't match. Also, print magazines can be shared with friends in a group setting in a way that an online cannot (Webber, 2009). The author gives a list of 11 magazines recommended for school library use because of their popularity with teens

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today. She assures librarians that although, Internet use is on the rise, print magazines still have plenty to offer teens (Webber, 2009). Based on the literature reviewed, teens rely on parents, friends, schools, libraries, print resources, and the Internet to seek information. However, the theme throughout the research, that has emerged, is the value of the Internet as a resource and teens lack of knowledge regarding using it to find reliable information. The Internet is an important resource because it allows teens privacy when accessing information. This is especially important when dealing with sensitive topics. Also, the Internet is an information source that can be accessed in a variety of places, thus increasing convenience. Some hindrances to using this resource by teens, is their inability to access reliable information and to think critically about information that has been retrieved. Librarians must address this gap in knowledge in order to equip teens with the skills needed to use the Internet effectively.

Needs Assessment:
In order to facilitate my research into the information seeking behaviors of teens, a survey was given to a group of 8th grade students at LeGrande Elementary School (K-8). Fifteen students were asked questions related to information seeking. Each question had the same possible answers, and students were asked to choose the source they would first use when needing information on a variety of subjects. The possible answers were parents, friends, Internet, school librarian, teachers, guidance counselor, print resources, doctor, and other (with a line for a write-in answer). The composite of how many times each answer was used is as follows: parents 30, friends 31, Internet 54, teachers 4, school librarian 21, guidance counselor 5, print

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resources 6, doctor 6, and other 1. The overall first choice of information source was: Internet 9, parents 3, friends 2 and school librarian 1. The source thought to be the most reliable was teachers 4, parents 4, Internet 3, school librarian 3, and friends 1. However, the source thought to be the least reliable was: Internet 6, guidance counselor 4, teachers 2, friends 1, print resources 1, and other 1. When analyzing this information, the data that stands out is that a high majority of students consider the Internet their first choice of an information-seeking source. However, almost half do not consider it a reliable source. Also, the sources thought to be the most reliable were evenly distributed between teachers, parents, school librarian, and Internet. A reason for the high level of confidence being placed in parents, friends, and school personnel could be attributed to the dynamic of the school itself. LeGrande is a very small tight-knit community school. Each teacher knows students personally and demonstrates an interest in their well-being. The librarian also has a personal bond with each student and is trusted by him or her. The age of students could be a contributing factor in parents scoring higher as a reliable source. Students have not yet started high school and therefore are more dependent on their parents. In using this data to make recommendations regarding the community of interest (teens), it is suggested that programs be implemented to teach students how to use the Internet to locate reliable and valid information. Students need to be taught, that although, much miss-information exists online, the Internet is also a very valuable information resource. Once students are educated and given adequate online resources, they will exhibit more confidence in their ability to use the Internet as a valid source to meet their information needs. In this document, resources will be described to teach teens about Internet usage and to assist teens in Internet usage. This information will be presented for

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use in a school library setting. Therefore the resources listed in this audit will focus entirely on Internet sources.

Ethical Considerations: The first ethical consideration is the fact that teens are minors. They are not legally adults and therefore their rights must be protected. When establishing Internet resources it is important to remember that school libraries have Internet filters that are intended to block inappropriate content. These filters must be used in order for the school to be in compliance with the Child Internet Protection Act. However, occasionally, it is necessary to request access around the Internet filter due to appropriate educational content being inadvertently blocked. So the school librarian must walk the line between protecting the safety of teens online while not limiting their rights to information. Another ethical consideration in assisting teens in seeking for information is to remember that for some teens, the school library is their only Internet access point. Although many teens are blessed with unlimited digital resources, a digital divide still

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exists, leaving some teens without access at home. This increases the need for Internet education in the school library. Those without access at home may even need to seek information for their parents online at school. When allowing teens Internet access at school and monitoring the use of it, this needs to be considered. This consideration will vary based on the demographics of the school.

Resources Financial Information

1. NEFE High School Financial Planning Program http://hsfpp.nefe.org/students/index2.cfm?deptid=15 This resource is included because of its practical usefulness to teens. It shows teens how to learn to manage their money and is sponsored by the National Endowment for Financial Education. This gives credibility to the website and reduces the chance of the teens being targeted for advertising or money scams.

Careers
2. Occupational Outlook Handbook http://www.bls.gov/ooh/ This resource gives teens career information that is accurate and reliable. It is a very user-friendly resource that can help teens make plans for the future. It is sponsored by the United States government and is very reliable. 3. The Wall Street Journal Career Page http://online.wsj.com/public/page/news-career-jobs.html This resource offers teens career information in a newspaper format. It includes various articles to read when making plans about future careers. It also includes a

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job search feature and a place to upload resumes. This resource can be useful in adulthood, as well.

College
4. U.S. News and World Report, College Ranking http://www.usnews.com/rankings This resource is included to give teens access to information about colleges and university in order to assist them in making plans for after graduation. It lists best colleges and universities in the United States, based on pre-determined criteria. It also lists colleges and universities based on career major or area of emphasis. This is a very useful resource for teens. 5. American Association of Community Colleges http://www.aacc.nche.edu/Pages/default.aspx This resource details 2-year colleges by state. This is a valuable resource for those teens that desire to attend a 2-year college and earn a degree. In these slow economic times, this is especially important as many students cannot afford college and community college tuition is usually less than university tuition.

Educational
6. Kentucky Virtual Library www.kyvl.org/ The Kentucky virtual library is an excellent resource to use when students are researching for a school assignment or project. It offers credible and reliable information on a variety of topics. It can be useful in college, as well.

7. The Center for Writing Studies http://www.cws.illinois.edu/workshop/ This resource offers teens help with writing and includes information about proper grammar, citation styles, and writing tips. It is a very valuable resource to improve writing of students. 8. Tree of Life Web Project http://tolweb.org/tree/phylogeny.html This resource offers teens a wide variety of scientific information. It presents scientific information in a way that shows the inter-connectedness of all living things. It could be used for educational or personal interest purposes.

Literary
9. Representative Poetry Online http://rpo.library.utoronto.ca/redirect/fromlink.cfm?new=&qs=

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This resource offers students the opportunity to search for poets, poems, and/or poetry by a variety of criteria. Although it could have practical school uses, poetry enthusiast could also use it for entertainment purposes. 10. Young Adult Library Services Association http://www.ala.org/yalsa/ This resource was included because it gives teens information on books of interest to them. It gives details of several book awards, including the Morris and Printz Honor Awards. 11. Lists of Bests http://www.listsofbests.com/lists/home/books/awards This resource gives teens access to book award lists. The books awards listed include awards for young adult literature, as well as adult. This could be used to choose award winning reading materials, as well as for research purposes.

12. Merlyns Pen http://www.merlynspen.org/ This interesting resource contains poems, fiction, and essays by writers under the age of 20. It is organized by genre for easy retrieval of information. This could be a great resource for a teen that is an aspiring writer or just an avid reader. There is even an option for teens to submit original work.

Health Information
13. Healthfinder.gov http://www.healthfinder.gov/ This resource offers teens a reliable resource for a variety of health information. A search box is included, so teens can research any health issue of concern. 14. Mayo Clinic http://www.mayoclinic.com/ This resource contains valuable health information. It also includes an alphabetical listing of various health conditions and a search box option. 15. Start Making Choices: Your plan for a balanced life http://www.startmakingchoices.com/index.jsp This resource contains valuable health and fitness information to enable teens to live healthier lives by making wise food and exercise choices. It includes the option to personalize a plan for increased health and wellness. 16. For Kids and Teens http://www.ncpamd.com/Kids_Pages.htm

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This resource offers teens and younger children information about mental health issues. This can be very beneficial to a teen that experiences mental illness either personally or by a family members illness. It can also be a great resource for a teen with questions about mental illness and therapy. 17. The Vegetarian Resource Group http://www.vrg.org/ This resource offers teens information about making food choices as a vegetarian. Although a minority of the population adheres to a vegetarian diet, this information could be useful to teens that are curious or interested in this dietary option.

Web Evaluation
18. Evaluating Information http://www.lib.unc.edu/instruct/evaluate/index.html?page=websites This resource educates teens on how to evaluate websites for validity, reliable, and bias. It could be a great tool to empower teens to think critically about information presented online.

Environment
19. Your Environment, Your Choice http://www.epa.gov/epawaste/education/teens/index.htm This resource is about protecting the environment and is targeted at teens. It personalizes environmental issues and makes them relevant to teens. It includes games, tips for making better environmental choices, and a section about careers in environmental sciences.

Entertainment
20. National Geographic Kids http://www.vrg.org/ This resource could be beneficial to teens who are interested in any aspect of geography, whether people, places, cultures, animals, etc. It includes a variety of information to assist teens in becoming globally literate. It is a wonderful resource for entertainment or educational purposes. 21. Time Entertainment http://entertainment.time.com/

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This resource provides teens with reliable entertainment information. Teens are concerned with popular culture and this is an avenue to acquire information about movies, television, books, music, and video games.

Conclusion:
This community resource audit has examined the information seeking behavior of teens. By using a review of the literature and a community needs assessment, the Internet was identified as a resource area that required developing in order to be used to its fullest potential. Some ethical considerations were contemplated, and a list of valuable Internet resources was compiled based on their potential usefulness for teens. These resources cover various topics that may interest teens. A brief description of each one was included. It is recommended that school librarians utilize this resource list to demonstrate the valid and credible uses of the Internet to students. A resource for teaching web evaluation was included to assist the librarian in teaching students to think critically about information retrieved from the Internet. This resource list could be distributed to students for their use or used by librarians in a variety of Internet projects with teens. It is a valuable resource to be used by librarians to assist teens in seeking information on the Internet. The goal of this project was to increase a teens ability to acquire credible information by providing a list of credible Internet resources. By using this resource list, teens will see that although much misinformation exists online, valuable resources are available to find credible and reliable information.

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Appendix

Information Seeking Behavior Survey

Please answer the following anonymous survey as honestly as possible. Your answers will only be used for research purposes. Please circle only one answer per question 1. When seeking for information about a school content question, what source do you use first? Parents Internet Librarian Print Resource Doctor Other_____________

FriendsTeachers

Guidance Counselor

2. When seeking entertainment information, what source do you use first? Parents Internet Librarian Print Resource Other___________

FriendsTeachers

Guidance Counselor Doctor

3. When seeking health information, what source do you use first? Parents Internet Librarian Print Resource Doctor Other_____________

FriendsTeachers

Guidance Counselor

4. When seeking information regarding reading materials, what source do you use first? Parents Internet Librarian Print Resource Doctor Other_____________

FriendsTeachers

Guidance Counselor

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5. When seeking information regarding a personal issue, what source do you use first? Parents Internet Librarian Print Resource Doctor Other_____________

FriendsTeachers

Guidance Counselor

6. When seeking any information, which of the following sources do you usually use first? Parents Internet Librarian Print Resource Doctor Other_____________

FriendsTeachers

Guidance Counselor

7. Which of the following sources, do you consider most valuable? Explain. Parents Internet Librarian Print Resource Doctor Other_____________

FriendsTeachers

Guidance Counselor

8. Which of the following sources do you consider most reliable? Explain. Parents Internet Librarian Print Resource Doctor Other_____________

FriendsTeachers

Guidance Counselor

9. Which of the following sources do you consider most professional? Parents Internet Librarian Print Resources Doctor Other_____________

FriendsTeachers

Guidance Counselor

10. Which of the following sources do you feel the most comfortable consulting? Parents Internet Librarian Print Resources Doctor Other_____________

FriendsTeachers

Guidance Counselor

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11. Which of the following sources, do you consider the least reliable? Parents Internet Librarian Print Resources Doctor Other_____________

FriendsTeachers Sources

Guidance Counselor

Morimoto, S.A, and Friedland, L.A. (2011). The lifeworld of youth in the information society. Youth and Society. 43 (549-569). Rosen, L. (2010). Welcome to the Igeneration. Education Digest. 75, (8-12). Argosto, D. (2007). Why do teens use the libraries? Results of a public library use survey. Public Libraries 46 Zabin, L.S. and Clark, S.D. (1981). Why they delay: a study of teenage family planning clinics patients. Family Planning Perspectives. 13, (205-207, 211-217) Jones, R. K. et al (2011). Teens reflect on their sources of contraceptive information. Journal of Adolescent Research 26, (423-446). Zhao, S. (2009). Parental education and children's online health information seeking: beyond the digital divide debate. Social Science and Medicine. 69, (1501-1505). Pathfinders, accessed April 2012 on http://www.ipl.org/div/pf/ Ash, K. (2010). U.S. Ed-Tech plan urges rethinking in K-12 schools. Education Week, 29 (16-17) Retrieved from http://www.edweek.org/info/about/, April 2012

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Artifact 3 Rationale Community Resource Audit Context This assignment was completed as a requirement for LIS 601. The instructions were to research the information seeking behaviors of a community of interest. I chose teens and related the assignment to the school library media center, as this is my area of specialization. Once I researched the information seeking behavior of the community, I identified a need area and recommended resources to assist the community in locating information, based on my findings. My literature review, as well as needs assessment showed the need area to be the Internet. While many students consider it their first source of information, most do not find it to be reliable or credible. I proposed that school librarians take a more active role in teaching students about the value of the Internet as an information source and how to navigate it better to acquire valuable information. I developed a resource list of credible websites that give a variety of information for students. Librarians can use it to help teens find information online.

Kentucky Teacher Standard 1: Demonstrates Applied Content Knowledge This artifact illustrates my ability to address misconceptions of students and develop strategies for teaching the content about which confusion exists. The resource list used in connection to a program of teaching the Internet as an information source, will

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equip teens with the necessary skills for information seeking online, whether for personal, entertainment, or educational purposes.

Kentucky Teaching Standard 2: Designs and Plans Instruction This artifact demonstrates my ability to design and plan an instructional program for students. I identified a need area using data, and developed a plan to meet the need. This included the use of a resource list for navigating the Internet to find desired information.

Kentucky Teaching Standard 3: Creates and Maintains Learning Climate This entry illustrates my ability to create a positive learning environment for student learning. The resource list addresses individual information needs of students and creates a framework for independent inquiry-based learning. It also provides a safe online environment by providing appropriate, credible, and reliable sources for information seeking.

Kentucky Teaching Standard 6: Demonstrates the Implementation of Technology This assignment shows my ability to implement technology in student learning. It also shows my support of technology integration in all areas of library work. In the assignment the resource list is a suggested tool for librarians to use in the integration of technology, specially the Internet, in the information seeking process of students. This tool will greatly enhance the research capabilities of students.

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Kentucky Teaching Standard 10: Leadership within School, Community, and Profession This artifact shows my ability to be a leader in my field. This assignment allowed me to research an area of interest and them make recommendations for other librarians. Part of the assignment was the presentation of this research, my findings, and my resource lists to other librarians, via an Adobe connect session. This demonstrates my ability to be a leader among my peers and share ways for program improvement.

AASL Standard: 3.1-Efficient and Ethical Information Seeking Behavior This assignment illustrates the use of technology (Internet) to make information seeking more efficient for students. The program to educate students about using the Internet for information seeking recommended in my community resource audit would increase the ethical use of the Internet to find information. This assignment focuses specifically on using digital resources to seek information.

AASL Standard: 3.2-Access to Information This assignment focuses on increasing a students access to information via the Internet. Although Internet filters are required in school, it is recommended that whenever they block access to educationally pertinent information, permission for an over-ride be requested. Using the resources in the resource guide will allow a student great access to credible information online.

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AASL Standard: 3.3-Information Technology In this artifact one can see the importance of using information technology to teach students. The resource list developed based on the research will support students as they use digital resources for information seeking.

AASL Standard: 3.4- Research and Knowledge Creation This artifact surrounds using research to obtain data and then analyzing the data and making recommendations to improve school library services. I determined, from the data, that students needed to be educated about the use of the Internet to obtain credible information. I then developed the resource list to use to assist librarian in this endeavor

Reflection: This assignment incorporates research, data compilation, and making recommendation for change based on this data. This is a vital skill for a library media specialist in the 21st Century. Schools today are data-driven and the library media center must also use data to make necessary change. The use of the Internet as an information-seeking tool is necessary for helping students stay current on digital resources. By teaching them how to find credible information on the Internet, they will be able to more efficiently seek information.

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School Library Media Portfolio Christy Miller Section 6: Artifact 4

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Historical Fiction Book Talk Christy Miller LIS 614 Professor Stephanie Reynolds University of Kentucky

Christy Miller

Miller LIS 614 Professor Stephanie Reynolds 5/1/12

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Middle School Book Talk Genre-Historical Fiction Purpose: The purpose of this book talk is to introduce students to the genre of historical fiction by giving them examples of different books in this genre. This genre was chosen based on the recommendation of the Library Media Specialist. She expressed concern that many students seem to avoid this genre and had a stereotypical view of it. I intentionally chose books that were diverse in an attempt at widening students views on historical fiction. This list includes a graphic novel, a verse novel, and several other novels, each chosen for some unique quality. It is my goal that students be able to choose a book that interests them. The books included in this assignment are listed below. 1. The Storm in the Barn 2. 3. 4. 5. 6. The Book Thief T4 : a novel in verse Okay for Now Dead End in Norvelt The Woods Runner

Setting: LeGrande Elementary School (K-8). Middle school students were in the library to work on reading projects. The librarian allowed me to use some of that time.

Procedures:

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I started by discussing the meaning of genre and some different types of genres. I asked them what genres they usually read. They answered mostly science fiction, mystery, and horror. I then asked them what word came to mind when I said historical fiction. The answers were boring, school work, textbook, history. I then asked how many of them liked to read historical fiction. Not surprisingly, the answer was no one. I stated that, while genre is a personal choice and I am not there to change anyones favorite genre, I wanted to introduce him or her to some very interesting and not-at-all boring historical fiction. I gave them the bibliography and author handouts for their own information and for reference during the talk. I showed a brief power point overview of the 6 books discussing the value of each one in turn. I tried to make the point that historical fiction can be similar, in plot, to a realistic fiction novel, science fiction or mystery. The setting (the past) is what makes it historical fiction. Evaluation: The book talk went really well. Students were very engaged and seemed interested. They were not initially excited about historical fiction books, but quickly came around. A male student raised his hand and asked to put The Book Thief on hold in the middle of the presentation. A couple of female students said they wanted to read Dead End in Norvelt. Also, a group of students were interested in The Woods Runner. They have read Gary Pauley books before and are a fan of them. Some of the female students are into verse novels and were interested in T4 : a verse novel. I think, overall, the book talk had the desired effect. I intentionally included a variety of books to appeal to a diverse audience.

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I also made sure all the books were available at the school library, so students could check them out today. This worked very well and Mrs. Northcutt (school library media specialist) seemed very pleased.

Handout Meet the authors

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Matt Phelan www.mattphelan.com Born in Philadelphia, Matt Phelan went to college and studied theatre and film. He says he has had a huge variety of jobs in his life. He has been illustrating books since 2004. Storm in the Barn is his first graphic novel. Before that he wrote and illustrated picture books for children. For more information, check out his website. Gary D. Schmidt http://www.hmhbooks.com/schmidt/ Gary Schmidt teaches English at Calvin College in Michigan. He lives on a 150 acre farm, in Michigan, with his family. His hobbies include gardening, writing, splitting wood, and feeding stray cats. He has received both Newberry and Printz honor awards for his books. For more information, check out his website. Marcus Zusak http://www.gradesaver.com/author/markus-zusak/ Marcus Zusak was born in Australia to German and Austrian parents. His inspiration for The Book Thief came from stories his parents told him. This book has won the Printz Honor Award. For more information, check him out online. Gary Paulsen http://www.randomhouse.com/features/garypaulsen/about.html Gary Paulsen was born in 1939 and has lived a very interesting life. He has traveled with the carnival, raced the Iditarod, and worked as a sailor, ranch hand, and truck driver. However, one day he realized he would become a writer and has been writing ever since. He uses all his life experience in his book and writes with the same intensity he used when racing sled dogs. For more information, check him out online. Anne Claire LeZotte http://pajka.blogspot.com/2008/08/interview-with-deaf-author-ann-clare.html Anne Claire LeZotte is completely deaf. She has written several poems that have been published. However, T4 : a novel in verse, is her first novel. She works full-time at a public library. For more information, check her out online. Jack Gantos http://www.jackgantos.com/bio-photos/ Although, Jack Gantos was born in Mt. Pleasant Pennsylvania, he grew up in Norvelt Pennsylvania. He read his sisters diary in 6th grade and begged his mother for one, as he thought he could write better than she did. His first book was published in 1976 and this was the beginning of a very successful career as a writer. He uses his own life as inspiration for some of the events in Dead End in Norvelt. For more information, check out his website. Bibliography Handout for Book Talk The Storm in the Barn

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Phellan, M. (2009). The storm in the barn. Somerville, Mass: Candlewick.

This book tells the story of eleven-year-old Jack Clark, as he and his family try to endure the Dust Bowl of 1937. This graphic novel is proof that all historical fiction is not the same.

The Book Thief Zusak, M. (2006). The book thief (audio version). New York: Random House.

This title describes the life of Liesel, a German foster child during World War II. It is narrated by Death and includes many aspects of Liesels childhood, including: stealing books, telling stories, playing with Rudy, and hiding Max (the Jewish man in the basement). The audio version gives this book a particularly interesting and creepy appeal.

T4 : a Novel in Verse LeZotte, A. C. (2008). T4 : a novel in verse. Boston: Houghton Mifflin.

This book tells the dramatic story of Paula, a thirteen-year-old German girl who is deaf. She must hide from Hitlers T4 program, which killed mentally ill or disabled people in Germany, during the time of World War II. This is a verse novel, which is very popular with many middle school students.

Okay for Now Schmidt, G. D. (2011). Okay for now. Boston : Clarion Books This compelling novel tells the story of Doug Swieteck, a teen who must deal with being new in town, having no friends, and an abusive father. However, his life begins to improve after meeting Lil Spicer. This is the story of his journey to experience love and survive life.

Dead End in Norvelt Gantos, J. (2011). Dead end in Norvelt. New York : Farrar Straus Giroux. This Newberry Award winner is set in 1962 and involves 12-year-old Jack Gantos. It surrounds one fateful summer that started out with grounding and grew to included many adventures, involving dead people, bloody noses, and possibly murder.

The Woods Runner Paulsen, G. (2012). The woods runner. New York : Wendy Lamb Books.

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Set in the time of the American Revolution, this book tells the story of Samuel, a thirteen-year-old who must rescue his parents from the British soldiers and Native Americans who kidnapped them. Sources: http://nypl.bibliocommons.com/item/show/6191225048_okay_for_now http://www.amazon.com/The-Storm-Barn-Matt-Phelan/dp/0763636185 http://www.amazon.com/The-Book-Thief-Markus-Zusak/dp/0375842209/ref=sr_1_1? s=books&ie=UTF8&qid=1335047805&sr=1-1 http://www.amazon.com/gp/mpd/permalink/mUOAETYM6B5OC/ref=ent_fb_link http://www.freewebs.com/burgerchef/6morepictures.htm http://www.parentingteensonline.com/article/show/title/New_Kid_in_School http://www.huffingtonpost.com/2009/10/19/when-parents-are-too-toxi_n_326517.html http://www.fanpop.com/spots/keep-smiling/images/9396067/title/best-friends-foreverfanart http://worlldinformation.blogspot.com/2011/04/john-james-audubons-birds-ofamerica.html http://www.kidsmomo.com/2012/dead-end-in-norvelt-2012-newbery-medal-winner/ http://www.thegalleryofheroes.com/samuel-woods-runner-heros-journey/ A power point presentation was used to facilitate the teaching of this lesson. It is included as a separate file.

Artifact 4 Rationale Historical Fiction Book Talk Overview

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This book talk was completed in LIS 614, Young Adult Literature class. I chose historical fiction as the genre of choice based on a recommendation of the library media specialist. She stated that most students were interested in genres other than historical fiction and felt that more exposure to historical fiction was needed. She also admitted to being weak in the area of historical fiction, as it is her least favorite genre. I intentionally picked 6 very different books to feature, in order to show that historical fiction is very diverse and holds something for everyone. The book talk was very successful. Several students expressed interest in the books I mentioned by the time the talk was finished.

Kentucky Teaching Standard 1: Demonstrates Applied Content Knowledge This assignment demonstrates my knowledge of young adult literature and genres. In this lesson I discussed historical fiction with students in an effort to expose them to books they may not have considered. In order to do book talks with students, it is necessary to have an in-depth knowledge of literature and genre designations.

Kentucky Teaching Standard 2: Designs and Plans Instruction In this artifact my ability to design a lesson based on an identified need are evident. The library media specialist indicated that the focus of the book talk should be historical fiction and I planned the lesson based on that criterion. I used a power point, discussion, and handouts in the book talk.

AASL Standard: 2.1-Literature In order to do a book talk to students it is necessary to have an in-depth knowledge of literature that is appropriate for the age of the students. It is also necessary to be up to

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date on book award winners and genre designations. This artifact shows my proficiency in this area.

AASL Standard: 2.2-Reading promotion The book talk was designed to encourage reading among students and introduce them to books they have not considered. Being an avid reader of young adult literature and having a passion for reading, this area is not a difficult one for me. One of the many duties of library media specialists is to promote reading among students. The book talk demonstrates this skill.

AASL Standard: 2.3-Respect for diversity Although the book talk was intended to promote an interest in historical fiction, I still expressed the sentiment that whatever genre one chooses to read is his/her own personal choice. I feel it is very important that students connect with and enjoy books they read, regardless of genre or type. I do not have to personally enjoy every book to realize that there is a place and an audience that will enjoy them. In order to meet diverse needs, I chose a variety of books within the chosen genre to highlight.

Reflection: This artifact illustrates my love for reading and my passion for sharing that with students. This is one of my favorite parts of the profession. To see students excited about books and reading is exhilarating. A book talk is a wonderful opportunity for sharing my personal love and passion for reading with students.

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School Library Media Portfolio Christy Miller Section 7: Artifact 5

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School Library Media Website Christy Miller LIS 644 Professor Melissa Johnston University of Kentucky

This artifact is an originally created library media center web site. It was created using Google sites. I will include the table of contents and a brief overview of the web site. The contents included in the web page are all the necessary components of library media program administration. Each one demonstrates a different skill necessary to be a school library media specialist. For your convenience I have included a copy of the text from each of the pages of the web site. The site can be accessed using the following URL. https://sites.google.com/site/njelmc/home

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Table of Contents

Home Budget Rationale Community Analysis Information Ethics Instructional Leader/Curriculum Integration Project Learning Environment Mission Statement Personal Philosophy Personnel and Collaboration Program Evaluation Selection Principles Sitemap

Disclaimer: Please note that although this is a real school and the web page was created as if I am the library media specialist, the site is an assignment only and I am not an employee of North Jackson Elementary School.

Budget Rationale The budget is divided into the categories of materials and technology. Materials include books, magazines, book repair, cataloging supplies, and teaching supplies. Technology includes Destiny Follett software, Titlewave membership, and maintenance of computers, laptops, and IPods. Books are chosen using an auto ship option from Follett resources and Junior Library Guild. These books are chosen by the companies based on intensive research and reflect the best in new literature for students. If a book that is shipped doesn't meet our needs it will be traded for another title. Magazine subscriptions are chosen

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Destiny Follett software is used as the OPAC and can be utilized by students at school, as well as home. Thus it is well worth the investment. Titlewave membership offers the opportunity to research books to be utilized in the library, as well as read reviews on books to determine content and age appropriateness. Computers, laptops, and Ipods must be maintained, which involves repair and replacement. By organizing the budget into these two categories with subcategories, it is evident that money is being well spent on items that will increase the engagement and effectiveness of students in the core subject areas. The library functions as a partner in the education of students and is a necessary component of the school environment. The budget must therefore be managed in a way that is ethical and ensures its success in the school. In order to deal with budget shortfalls, two bookfairs will be scheduled throughout the year. Also, other fundraisers will be planned, as needed. Data will be compiled measuring the check in/check out activity of students and then compared to the student's success in the classroom. Connections between library use and school success and data to support this will be sought. This information will be presented to the school decision-making council, as well as the board of education. This is done in an effort to prove the library's continued need for funding and support.

Community Analysis Our Community

Barren County is located in the Western part of South-Central KY. The county seat is Glasgow. It is a rural county and was voted "Best Place to Live in Rural America" by Progressive Farmer magazine in 2007 (Barren County Clerk, 2012). According to the U.S.Census Bureau, 2010, the demographics are as follows: overall population is 42,173. Of this number, 92.5% are White, 3,9% are Black, 2.6% are Hispanic, .4 are Asian, and .2% are American Indian. When looking at education levels of the population, it is noted that 76.5% of persons ages 25 and above have graduated high school. This is lower than the percentage for the entire state. While 15.4% of persons over the age of 25 have earned a Bachelors degree. A number also lower than state average. Economics show the median household income to be lower than state average at $35, 993, however home ownership rates are comparable to state average at 70.1%. The persons per

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square mile is also lower than state average, helping to illustrating the amount of farmland in the county. There is one public library in Glasgow. It is Mary Wood Weldon Memorial Library. The closest academic library is Western Kentucky University, which is 30 miles away.

Our School
North Jackson Elementary is located on the north side of Barren County. It serves 493 students in preschool through 6th grade. The ethnic breakdown is 96.4% White and 3.6% Asian, Hispanic, Black, and Mixed combined. 40.85% of students qualify for free or reduced lunch (D. Sneed, personal communication, January 20, 2012). There are 30 teachers employed at the school. This includes regular education teachers, special education teachers (for both learning disabled students and functional and mentally disabled students) and speech language pathologists. There is a Family Resource Center in the building to help meet the physical, emotional, and learning needs of students. North Jackson Elementary is the newest elementary school in Barren County and as a result has many children from socioeconomically privileged families. There is a great deal of parent involvement in the school. It has been designated a "Leader in Me" school. This is a designation received based on participation in the implementation of the 7 habits of happy kids. It has also been designated as one of the 10 best schools best based on "working conditions, school safety, and student achievement" (Kentucky Department of Education, 2011). This designation is derived from data received by the TELL survey and a site visit to the school. The TELL (teaching, empowering, leading, learning) survey was given in the spring of 2011 to all teachers and administrators in the state of KY. This data was compiled and a site visit was completed in the fall of 2011 to schools that survey results stood out.

Information Ethics

The North Jackson Elementary Library Media Center upholds the right of all students, teachers, and school personnel to access age appropriate information in an environment that promotes individuality, inquiry and learning. Internet filters are used in compliance with school board mandates to prohibit access to materials deemed obscene or inappropriate to children in compliance with the Child Internet Protection Act. Websites that are inadvertently blocked that have educational value will be allowed. Teachers and students are expected to act ethically in regards to copyright and intellectual property rights of others. The library collection is chosen in cooperation with the library advisory board using professional sources and interest survey results. These measures are taken to ensure a balanced collection that meets the needs of all students and does not discriminate against any viewpoint or population.

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The following resources are recommended for more information on ethical issues. o Copyright-http://www.ala.org/advocacy/copyright o Minors and the internethttp://www.ala.org/advocacy/intfreedom/librarybill/interpretations/minorsinternetin teractivity o ALA Library Bill of Rights-http://www.ala.org/advocacy/intfreedom/librarybill

Instructional Leader Standards/Curriculum Integration

Project

One of the many responsibilities of a Library Media Specialist is the integration of inquiry-based learning standards into lessons that teach Common Core Standards. A great example of inquiry-based learning is the Stripling Model. The steps in this model are as follows: connect, wonder, investigate, construct, express, reflect. Using this model teachers and LMS s can integrate inquiry-based learning into the regular content being addressed. An example of a lesson that I have created is for 1st grade and addresses the common core standards of Reading Standard for Literature K-5-identify words of phrases in stories or poems that appeal to senses and Speaking and Listening Standard K-5-participate in collaborative conversations with divers partners about grade 1 topics and texts with peer and adults in small and larger groups. First I would ask the kids what words they think of when they hear the word box. We would make a list on the board of words that come to mind when I say box. Next I would read the book, Henrys Freedom Box, by Ellen Levine box to the kids as a group. We would discuss what the word box meant to Henry. Next I would use a t-chart to hand out to the kids and we would put the 5 senses on one side and then we would write what the 5 senses do on the other side. We would talk about words that connect to the 5 senses. I would then put them in groups and assign them a sense. In groups, I would let them look through the book (I would need several copies) Henrys Freedom Box and look for words that connect to the assigned sense that are in the book. As a group they would have to decide which words from the book connected to their sense and how they connected. The groups would need to be strategically planned so that kids could learn to work with diverse groups and also that strong readers would be working with weaker readers. I would then let the groups prepare posters and put their sense words on it with a picture that represents how Henry used his senses in the trip. They could then show the posters to the class or we could put them up and let the kids walk around and look at other

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groups. This activity would allow them to connect to prior knowledge, ask questions and investigate, construct an answer on their own and express this to the class. At the end they could write in their journals as a reflection to the activity. I think this would be a very interesting lesson for children and would connect to common core standards, inquiry-based learning as well as Black History month. A weakness to the lesson is the amount of time required to teach it. Because I am not an elementary teacher, I am not sure how long this would actually take to teach, so some parts may need to be condensed. If it took too much time, it would not be beneficial to teachers or fit in the over-all curriculum plan.

Learning Climate and Facilities Assignment

When analyzing the learning climate and facilities, I will first describe the facilities. I will then give positives of the environment and conclude with recommendations for improvement of facilities

Space
The library is arranged so that the everybody books are directly to the right and left of the doorway. The fiction section occupies the wall to the right and part of the front wall. The Dewey books are located on two rows on the back wall. To the left of the front door, behind the everybody section, are computers for students to utilize. To the right, behind the everybody section is a whiteboard and a set of tables to use for classes. The circulation desk is located on the left side of the room and directly behind it are the biography books, chapter books, graphic novels and a few more computers for students. (For clarification on this brief description see the attached floor plan.)

Positives
Several positives of this environment are apparent. First, technologically, although there are not enough computers for each student, students use Ipods to access the online catalog. There are enough Ipods that an individual class can use them and they each have a catalog app. The Ipods are very users friendly, as is evidenced by even the primary age students knowing how to use them to look for books. The students can also access the online catalog from home, with their student user name and id. There is a media cart next to the whiteboard to use for teaching class lessons, as well as, tables and chairs in the class area. There are computers for students to use to work on projects when given permission from their classroom teachers.

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Another positive aspect of this environment is the organization of materials. The various types of books are located in different areas and accessible to the population they serve. Being a K-8 library poses a challenge to offer materials that are appropriate for all age, grade, and maturity levels, without offering inappropriate materials to younger children. Also, the circulation desk is located in an area that gives the librarian a view of most areas of the library, while checking out books. There are several beanbag chairs located throughout the library that are mobile and can be used for silent reading. Due to the overall organization, several activities could take place at the same time, such as silent reading, computer work, check in/check out, and whole class instruction. Recommended Changes There are several changes that could better the overall learning environment. First, the area should be bigger. I am not sure if I (in my floor plan) adequately show the size of the area. It is fairly cramped and more space would be helpful. One area that is particularly crowded is around the Dewey numbered books, beanbags, and tables (in the far corner). When students are up looking for books this area can get very busy, which limits the effectiveness of the silent reading area. Also, an improvement would be the shifting of the circulation desk just a few feet forward. The traffic pattern moves from the entrance to the circulation desk and around it. Students wait till the out-going class leaves to take a seat at the table. This one-way route of traffic eliminates confusion, but would be even more effective if the circulation desk was directly in front of the doors and there was more room to walk around the desk. This would help to eliminate the congestion that sometimes occurs around this area, due to students having to look at biography books and graphic novels while in a high traffic area. As far as space for teacher and administrator meetings, the LMC is not conducive to this end. Teachers could use it for meetings if the students were elsewhere, however, the space is not big enough for co-existence of both groups. Overall, the space works to serve the population. However, with just a few changes the feasibility of the area could be enhanced greatly.

Mission Statement
Making proficient, passionate and lifelong readers of every child"

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Personnel and Collaboration

Christy Miller-Library Media Specialist 270-629-2290 Administration of LMC Assisting students in the selection of materials Collaboration with teachers

Debra Engle-Library Assistant 270-629-2290

Shelf reading Organization of library materials Check in/check out Supervision of students

Volunteers
Kathy Adams
Mondays and Wednesday 12-2

Brady Monterey
Tuesdays 8-10

Safari Jade
Fridays (various times)

Volunteers are involved in managing check in and check out of materials and re-shelving and organizing materials. They also assist students with finding materials using the Destiny Catalog Program. We are so thankful for our volunteers and appreciate all that they do!!

Media Advisory Committee

Christy Miller-LMS Anthony Frazier-Principal Patty Gentry-Family Resource Center Coordinator

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The Media Advisory Committee meets on the first Thursday of each month at Colton's Steakhouse, in the meeting room at 5:00 pm. Members are invited based on a vested interest in the media center and include teachers, parents, school administration, a community member, and a school representative in technology and instruction.

Library Schedule
The library is open from 7:30-2:30 each day. Students are welcome to come and check out materials any time it is convenient for their teachers. The schedule below reflects collaborative projects on-going with teachers and also story time and checkout that have been scheduled in advance. The library staff is available each day to assist students and teachers in any way. 8:359:30 Preschool Story Time (2 classes) 5th Grade research lab/persuasi ve speech Preschool Story Time (2 classes) 5th grade research lab/persuasi ve speech 3rd Grade Library Skills/chec k out (one class) 3rd Grade Library Skills/chec k out (one class) 1st grade American revolution lesson and story 3rd grade Library Skills/chec k out (one class)

9:3510:30

10:3511:30

4th grade 4th grade 2nd grade writing writing checkout assignment assignment (three classes)

11:3512:30

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1:352:15

Program Evaluation
Each year the Library Media Center will be evaluated for its efficiency and effectiveness. A survey will be given to parents, teachers, and students regarding the library and its mission. This survey will cover the technology, books and materials, library staff, and library facilities. This data will be analyzed to identify areas of improvement. Also, data from Follett software will be analyzed to determine student usage and to identify books that need to be weeded and groups that are not being reached with library services. This data will be used to improve the collection and to improve services to gap populations. In accordance with our mission statement "Making proficient, passionate, and life-long readers of every child". In order to evaluate myself, as a librarian, a comprehensive Professional Growth Plan will be completed each year and will be discussed with my administrator after my yearly evaluation.

Selection Principles
Materials for the library are chosen based on the following principles:

Materials are to be age and maturity-level appropriate for students. Materials are chosen based on the current budget Materials are chosen based on interest of students or teachers Materials are chosen based on overall quality Materials are chosen based on positive reviews or recommendations Materials are chosen as a companion to common core standards

Materials are chosen that give students a technological edge. Materials are chosen to increase overall diversity and to broaden the minds of students. In the above selection principles, materials refer to books, audio books, software, etc. All materials do not have to conform to all principles, but all principles are considered in the acquisition of new materials.

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Artifact 5 Rationale Library Media Center Web Page Overview This artifact is a library media center web site created to show the many sides of being a school library media specialist. It includes many aspects of the administration of a library media center, as well as, a collaboration project. This project has allowed me the opportunity to learn about budgeting, collection development, ethics, planning the learning environment, and the management of personnel. These aspects of a libray media center have to be experienced to learn them adequately and this assignment has given me that opportunity.

Kentucky Teaching Standard 2: Designs and Plans Instruction This artifact involves a huge variety of activities related to the library media center. However, one of the aspects of the web site is a collaboration integration project. This project involved designing a lesson based upon common core standards that could be collaboration between a classroom teacher and myself. It shows my ability to take a common core area and develop an idea for a collaborative lesson.

Kentucky Teaching Standard 6: Demonstrates the Implementation of Technology This entry clearly shows the implementation of technology in that all of the content was presented in an original web site format. The web site was developed using Google

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sites, rather than writing it in HTML code. This shows my ability to develop web sites using existing web technology in addition to my earlier entry of a web site in HTML code. Technology is constantly changing and a library media specialist must stay up to date on the uses of it.

AASL Standard: 5.1-Collections This entry demonstrates my ability to develop a collection. One aspect of the web site involved writing a list of selection principles upon which to base my collection. These selection principles took into consideration diversity, budgetary considerations, common core standards, age and interests of students, and quality, and reviews and recommendations. These principles form a basis for developing a well-rounded collection.

AASL Standard: 5.2 Professional Ethics This entry contains a section on information ethics. These ethics guide the library media specialist in behavior regarding censorship and information access and use. In this area I discuss copyright and intellectual property rights, Internet filters, and censorship. This statement communicates my values regarding the ethical considerations of the library profession.

AASL Standard: 5.3 Personnel, Funding, and Facilities On the web site there are three distinct sections covering personnel, funding, and facilities. In the personnel section I discuss the management of the personnel of the library media center. Job descriptions are included for the library media specialist, library media assistant, and volunteers. In the area of funding, budgetary considerations and a rationale

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are included to guide the financial decisions of the library media center. The facilities are described with positive factors and considerations for improvement. Each of these areas of management of the library media center is necessary for the administration of it. This artifact shows my proficiency in each of these areas.

AASL Standard: 5.4-Strategic Planning and Assessment This artifact includes a library media mission statement and also a plan for assessing the effectiveness of the center. When assessing the program, it is important to use data to evaluate whether the mission is being achieved and that the needs of all students are being met using current practice. If weaknesses are found, then changes must be made. Both a mission statement and an evaluation plan are necessary to my success as a future library media specialist. Reflection: The administration of a library media center is a complex task requiring much skill. This artifact offered me the opportunity to learn how to manage a library media center and it stands as proof of my proficiency in this. Once I am employed as a library media specialist, I will have the opportunity to use these necessary skills.

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School Library Media Portfolio Christy Miller Section 8: Artifact 6

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Professional Development Project Prezi Christy Miller LIS 644 Professor Melissa Johnston University of Kentucky

Prezi Professional Development Project This project is a professional development endeavor using a web 2.0 tool called prezi. This project was developed to illustrate the value of the Kentucky Bluegrass Award

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to other librarians. It explains what the KBA is and how it can be used in schools. The prezi can be accessed using the following link. http://prezi.com/7glpkwpsmk3n/kentucky-bluegrass-award/

Artifact 6 Rationale Professional Development Project Prezi Overview

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This prezi was developed as part of LIS 644. It is a professional development tool for librarians to learn more about the Kentucky Bluegrass Award. This award is a local award program in which librarians and students can get involved. Student can help decide which books win this award. This is a wonderful opportunity for school librarians. The prezi is a web 2.0 tool that was utilized to present this information to other future librarians.

Kentucky Teaching Standard 6: Demonstrates the Implementation of Technology This prezi demonstrates my ability to use web 2.0 technologies. This type of technology can be used to conduct professional development for colleagues and also to teach lessons to students. This is just another example of how technology can be used in a school library media program.

AASL Standard 2.2: Reading Promotion This artifact emphasizes the promotion of reading because it educates librarians on the KBA, which encourage students to read KBA master list books. If students read books on the KBA master lists then they can help choose the winners by voting.

AASL Standard 4.2: Professional Development This artifact shows my ability to participate in the implementation of professional development for other librarians. It also demonstrates my ability to learn from other professionals, as one aspect of the assignment required me to view my colleagues professional development projects and learn from them.

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AASL Standard 4.1. Networking with the library community This assignment gave me the opportunity to discuss professional development projects with my peers. It also helped us to establish a community in which we can all learn from one another. Networking with other librarians is an important aspect of the profession. The support and shared knowledge are valuable tools for being successful in the profession.

Conclusion: The opportunity to prepare a professional development project has assisted me in learning how to conduct professional development and also has allowed me to develop professionally by learning from my peers. It has also allowed me to explore and become familiar with some web 2.0 tools. These will be valuable, in my future as a library media specialist.

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School Library Media Portfolio Christy Miller Section 9: Artifact 7

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Dr. Seuss Book Display Christy Miller LIS 676 Professor Melissa Johnston University of Kentucky

Dr. Seuss Book Display As part of my practicum experience, I had the opportunity to create a book display using Dr. Seuss as my theme. This was done in connection with Dr Seusss birthday and Read Across America Day. I have included some pictures to illustrate what I did. Each picture shows a different angle of the same display. This was my first book display and I cannot wait to do more. I used Dr. Seuss decorations and books. A book display is intended to draw attention to books and this display served that purpose. Books had to be constantly replaced as student kept checking out the ones on display.

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Overview This artifact was completed while doing my practicum at Le Grande Elementary. I was a bit nervous, as I had not done a book display before. However, I was pleased with how it looked, as well as how it worked to get students to pay attention to the Dr. Seuss books. It is included in my portfolio to emphasize my ability in creating the library environment.

Kentucky Teaching Standard 3: Creates and Maintains Learning Climate This artifact adheres closely to this standard in that one of the main purposes of the book display is to create a climate of learning in the library. The book display brought attention to Read Across America Day and enhanced the welcoming feeling in the library.

AASL Standard: 2.2-Reading Promotion The other goal of a book display is to promote reading to students. This display brought attention to Dr. Seuss books and student check out of those books increased profoundly. This is an important way to catch students attention in the library.

Reflection:

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The book display was a wonderful learning experience for me. I was able to promote reading and also create a warm learning environment for students. The learning climate is so important to the overall achievement of students. If they feel welcome in the library and that it is a secure place to learn, they will be more willing to accept book recommendations from the librarian.

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School Library Media Portfolio Christy Miller Section 9: Professional Development Plan

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While completing my coursework and my practicum hours, I was able to self-assess my skill level as a future school library media specialist. If one had asked me before this last year of coursework to identify my area of weakness, I would have said technology for sure. However, that is not the case now. I have learned so much about the practical uses of technology and my confidence in this area has grown. I have learned to use web 2.0 tools and to develop original web sites using HTML code. These are great advances in my technological skills. Some other strengths include planning and implementing lessons in collaboration with classroom teachers, leadership, and reference services. However, I have also identified areas in which I desire growth. These are individualization of learning for all students and communication of learning results. In the busy hustle and bustle of a library media center, it is easy to overlook students with different learning needs or modifications. I want to learn to become better acquainted with each child and their IEP, in order to meet their needs while in the library. This will take time and determination but I am convinced it can be done. Some ways to grow in this include: attending professional training on this subject, reading professional articles on this subject, and meeting regularly with classroom teachers to discuss student needs and the teachers expectations for me. I could also request I be given a copy of the students IEPs or given access to them via Infinite Campus. The other area in which I desire growth is in the ability to communicate learning results to students. Since I am not the classroom teacher, my role in this may vary depending on the level of collaboration. However, assessment for learning is a very important factor that drives planning for instruction. This is a step that cannot be skipped. I must know whether students are getting the concepts and communicate that to them. The activities for growth include participation in professional organizations and collegiality.

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The support of other library media specialist is vital in this career. I can also attend professional meetings and read professional literature regarding this subject. Growth as a professional is a never-ending endeavor. To stop getting better is to get worse. To ever think that one is perfect and doesnt need improvement is to stop growing. Only by recognizing that I need to improve and developing strategies for improvement can I become the library media specialist I aspire to be.

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School Library Media Portfolio Christy Miller Section 10: Signed Statement and Release Form

Statement of Originality

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I affirm that this School Library Media Portfolio is my own work. Christy Miller, April 30, 2012 Typed Name, Date

Statement of Release
I give permission to the University of Kentuckys School of Library & Information Science to release this portfolio for review by credentialing/ accrediting agencies. Christy Miller, April 30, 2012 Typed Name, Date