how confident are you in describing the functions (outputs) of a dynamic and effective lit program? ...

DEBRIEF: WEDNESDAY, JUNE 25 How confident are you in describing the functions (outputs) of a

dynamic and effective LIT program?

How confident are you in describing the connections of these functions (outputs) to student achievement?

Business Items:

Annotated Bibliographies feedback: choices, citations

Quiz review

Scavenger Hunt points

Mike vids links

MyUW

Big6 Research

http://youtu.be/JVEiNZuYgjQ

DISCUSSION: MODULE 21. Which of the three functions of the LIT program is the most

difficult to describe to others? Why?

2. What are some strategies for determining the right balance of these functions for a given building situation?

3. What is the best approach for teaching information literacy and technology skills?

4. How can higher-level thinking skills (e.g. Bloom's Taxonomy) be embedded into information literacy & technology instruction?

5. How do you feel about the ALA position statements on teacher-librarians, LIT programs, and reading?

6. How can advances in IT support all three functions of the LIT program?

MOCK INTERVIEWS

Position 1: The Administrator

Position 2: The TL applicant

INPUTS

John Marino, Instructor

Endorsement Program for the School Library Professional, Summer 2014

Module 3: Inputs

INPUTSI. Staff/PersonnelII. CollectionsIII. BudgetIV. IT SystemsV. Facilities

PUBLIC LIBRARY AS INPUT…

Collection sharing

Homework help

IL/Tech instruction

Make relationship explicit! Pie-chart planning?

Examine function emphases: LIT program more IL/Tech instruction emphasis, PL more Info Mgmt emphasis? Reading advocacy a mutual emphasis…

I. STAFF/PERSONNEL

i. Teacher-Librarianii. Staffiii. Volunteers

I. TEACHER-LIBRARIAN AS INPUT OSPI Endorsement Competencies for Library Media

Professional evaluations: state, district, building levels—must be clearly-defined, predictable, measurable, and reportable!

A closer look at Teacher Professional Evaluation Program (TPEP)

A window of opportunity to be at the table in developing an evaluation for TLs

Still to be determined: evidence of student growth? Contact time with students?

STATE OF WASHINGTON OSPI

http://www.k12.wa.us/certification/profed/competency.aspx

WA OSPI ENDORSEMENT COMPETENCIES

Common Core:

1.0 - Instructional Leadership

2.0 - Library Media Program Management

3.0 - Collection Development

4.0 - Information Literacy

5.0 - Instructional Methodology

6.0 – Reading Advocacy

7.0 - Collaboration

8.0 – Information and Communications Technology

9.0 – Assessment and Evaluation

DISCUSS: PROFESSIONAL COMPETENCIES Review the Professional Competencies relevant to the

SLP program.

Discuss with your small group how these could be organized into the three functions of the LIT program.

Whole class summary of discussion.

II. STAFF

1. Formal job description: expectations and competencies

2. Initial training

3. Ongoing professional development

4. Library Advisory Committee

5. Professional evaluation procedures: periodic reviews, EOY evaluation

III. VOLUNTEERS

Students, parents, community members…

1. Formal job description: expectations and competencies

2. Initial training

3. Ongoing professional development

II. COLLECTION DEVELOPMENT

i. Policiesselectiondeselectionreconsideration

ii. Assessmentiii. Selectioniv. Weeding

I. POLICYThe ALA defines collection development policies as:

“…documents which define the scope of a library's existing collections, plan for the continuing development of resources, identify collection strengths, and outline the relationship between selection philosophy and the institution's goals, general selection criteria, and intellectual freedom…”

II. ASSESSMENT

III. SELECTION

IV. DESELECTION/WEEDING

Resources for School Librarians

OTHER CONSIDERATIONS… Reconsideration policy (book challenges)

Diverse collection meeting diverse needs

Intellectual freedom

Student input

Centralized/decentralized

Organization of the collection

Links to community resources/public libraries

Print/Digital

Common Core Mandates:Literary Non-Fiction in the Classroom: Opening New Worlds for Studentshttp://youtu.be/I0uvIAqZbNIThe Balance of Informational and Literary Texts in K-5http://youtu.be/k7yQk6a501s

III. BUDGET: BE STRATEGIC… Create a budget annually (macro/micro)

Allocate funding to support priorities (LAC, LIT Program Assessment, etc.)

Develop rationale based on strategic planning evidence

Support budget with evidence

Meet regularly with key decision-makers

Collect data regarding resource costs and shares findings

Identify additional funding resources through grants and awards: local, state, private and federal ALA, AASL, sldirectory.com, NEA, Endowments of Humanities/Arts, grants.gov,

Friends of the Library, etc.

BUDGET: BE DETAILED…Revenues

Building PTA District State Grants Book Fairs Donations…

Expenditures

Collections IT Programs Facilities Services…

Be accountable…!1. Proposals2. Spreadsheets3. Reports

BUDGET: BE ACCOUNTABLE…

SOURCES OF FUNDING… ALA

AASL

sldirectory.com

NEA

Endowments of Humanities/Arts

grants.gov

Friends of the Library (see your local branch)

Etc.

IV. IT SYSTEMS

I. ResourcesII. Personnel: The Tech Team

III.Outreach: Peer Coaching

Courtesy djibril/Flickr Creative Commons

I. RESOURCES Circulation system

Example: Follett Destiny

File management systems Examples: OneDrive, GoogleDocs

Student file management systems Example: eBackpack

Communications systems Example: MS Lync, Skype

Reporting systems Example: Class Dojo App

Plagiarism tools/Citation tools Example: Turnitin

Keyboarding software Examples: All the Right Type, Type to Learn 4

Website Example-to-avoid: Emily Dickinson Elementary Library Page

Courtesy brendahallows/Flickr Creative Commons

FOLLETT DESTINY EXPLORATION1. Log into Follett Destiny from the LWSD web page;

username=jmarino, password=dragondestiny

2. Use the Catalog tab to find out if the Dickinson Library collection has a copy of Hunger Games, and if it is checked out.

3. Now find out of it has a copy of Creepy Carrots by Peter Brown. Who has it checked out?

4. Use the Circulation tab to see where you can check in/out books.

5. Use the Reports tab to see where you can generate overdue lists.

Bonus! Can you find where you can manage textbooks?

II. PERSONNEL

District Technology Dept.

District Field Technicians

Building Technology Committee

Technology Instructional Staff

Peer Coaches

Volunteers

Students

III. OUTREACH

Ongoing Training District ESD NCCE ISTE WLMA

Staff Development

Peer Coaching Examples: Edmonds SD, Lake Washington SD

Courtesy RDECOM/Flickr Creative Commons

V. FACILITIES Conducive environment

Hours

Flexible/inflexible scheduling

Comfortable and well-integrated

Accommodating

Website

Computer lab

*Welcoming staffLibrary

Access Environment* Integration Accommodating

Physical (library, computer

lab, classroom)

Virtual (website, Facebook page, database portal)

ENVIRONMENT*

Library Bill of Rights

Freedom to Read Statement

Code of Ethics of the ALA

Cyberbullying, internet safety, and ethical use

http://www.commoncraft.com/video/plagiarism

Netsmartz

“With great power comes great responsibility…”

-Voltaire-Stan Lee. “Amazing Fantasy #15”

DISCUSS: THE LIBRARY ENVIRONMENT Review the ALA documents on intellectual freedom. Do

they apply to school library environments?

What are the typical First Amendment issues that arise in school libraries (as cited in the Anderson article)?

What are your thoughts on adapting a policy on intellectual freedom for your LIT program?

How does social network technology fit into this picture?

MODULE 3 DISCUSSION

1. Can the 9 OSPI Endorsement Competencies for Library Media be grouped according the 3 functions described in Module 2? How?

2. What are the advantages to using the LIT program framework for teacher-librarian evaluation? Disadvantages?

3. What are strategies for coordinating the efforts of public and school LIT programs?

4. What are the advantages and disadvantages of a completely virtual school library collection? How would this affect circulation issues (overdues, lost books, etc.)?

5. How does the concept of intellectual freedom promoted in public libraries adapt to school settings?

6. What intellectual freedom issues arise in digital environments?

7. What are strategies for using IT resources to make the LIT program more effective?

QUESTIONS? COMMENTS? CONCERNS?