How confident are you in describing the functions (outputs) of a dynamic and effective LIT program? ...
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Transcript of 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
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?