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Sarah Bourgeois

This portfolio was designed to match the AASL Standards This portfolio was designed to match the AASL Standards and to meet the four roles of a Media Specialist.and to meet the four roles of a Media Specialist.

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Resume

Introduction

Within this portfolio, you will find selected s that show my attainment of the four roles of

the Media Specialist

(1) use of information and ideas

(2) teaching and learning(3) collaboration and

leadership(4) program administration

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IntroductionMISSION

The mission of the media program is to enable students and staff to effectively evaluate and use ideas and information to increase student curiosity and achievement beyond the school walls.

VISIONThe vision of the Media Center is to provide equitable access to resources so that all students can become skilful producers and consumers of information. The Media Center will empower students to become ethical and independent life-long learners in a competitive, technological world. The Media Center environment will be student-friendly and encourage students to read for fun. The Media Center will also be a support for staff by providing professional development using best practices in instruction and collaboration opportunities to support both student literacy skills and content knowledge, leading to improved performance.

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Sarah Bourgeois’ PortfolioSarah Bourgeois’ PortfolioStandard 1 - Inquire, think critically, and gain knowledge

1.1. Efficient and ethical information-seeking behavior1.2 Literacy and reading1.3 Access to information1.4 Stimulating Learning Environment

Standard 2 - Teaching and Learning 2.1 Knowledge of learners and learning

2.2 Effective and knowledgeable teacher 2.3 Information literacy curriculumStandard 3 -

Collaboration and Leadership 3.1 Connection with library community 3.2 Instructional partner 3.3 Educational leader

Standard 4 - Program Administration 4.1 Managing Info. Resources: Selecting, Organizing, Using

4.2 Managing Program Resources: Human, Financial, Physical

4.3 Comprehensive and collaborative strategic planning and assessment

Standard 1 Standard 2 Standard 3 Standard 4

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Standard One

• Efficient and Ethical Information-Seeking Behavior

• Literacy and Reading • Access to Information

• Stimulating Learning Environment

Use of Information and IdeasUse of Information and Ideas: : Click on the link to see the Click on the link to see the s and reflections that relate to the objectives.s and reflections that relate to the objectives.

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Efficient and Ethical Information-Seeking Behavior

• Internet Plagiarism- handout for teachers

• Research Paper Guidelines

• Creation of an online internet checklist (used surveymonkey)

• Helped create WJ Honor PledgeReflection

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ReflectionThe artifacts, including the copyright handout for

teachers, online student form for Bibliography reliability and WJ’s Academic Integrity Code show a commitment to modeling legal and ethical practices in the student use of information. They not only help prevent issues by teaching students about citation and what constitutes cheating, but also inform teachers how to help their students recognize plagiarism and help the students to cite the ideas of others.

The key with maintaining academic integrity and teaching students to cite their sources is to be proactive. This way we are teaching a skill that accompanies the teaching of content instead of setting up “gothcha” moments once we catch students plagiarizing or copying another’s work. To be proactive, I would inform teachers about plagiarism: what it is, who does it, why they do it, how to avoid it, how to determine if students have plagiarized, and what to do when it happens. To my surprise, teachers also didn’t know how easy it was for students to copy work or the resources they had available to combat it. This led me to making the handout including copyright information for teachers titled “Internet Plagiarism”, will help teachers understand the answers to the questions above as well as be aware of sites that can help them see how much of the students’ assignment is in the student’s own voice.

Reflection pt 2

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Reflection part 2 of3

I can envision teachers using the section on the worksheet about www.turnitin.com. Teachers could request students had in an ungraded assignment electronically and then run it through the website. Then, the teacher could print off the sheet that will highlight the sites the student got the information from. With this information, the teacher can have the students practice citing those sites. An added benefit of this assignment is that it would give students and teachers a sense of how much of their synthesizing is in their own words.

In order to teach students to cite sources both teachers and Media Specialists can work collaboratively to scaffold the students’ understanding. Using the Bibliography Reliability Survey, students can be given an article that relates to content and discuss the importance of the citation, including credibility, currency, relevancy and accuracy of sources used. At this point, the teacher can discuss the Code of Academic Integrity set forth by WJ and discuss why it’s important to cite sources. At a later time, the Media Specialist can require students to find their own article that relates to course content and require students to properly cite it. The last assignment will make the student find their own article that matches all criteria including content, credibility, currency, relevancy and accuracy of sources used and an accurate citation.

Reflection pt 3

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The teaching of legal and ethical practices begins with defining ethical use of information. In 2005, I took part in the Academic Integrity Committee to address an issue that had become a problem at Walter Johnson; the culture of cheating. We had to determine what policy we wanted to uphold in our school by defining what we considered an academic integrity violation. We also had to work with the administration to determine the consequences that would be used in such situations. We researched the policies of other schools including colleges and the Josephson Institute of Ethics and created the Academic Integrity Code that is now located in the student booklet of forms which is distributed on the first day of school. Students and parents must sign the form stating they are aware of the policy and return it to school.

When discussing the Code of Academic Integrity with students, I realized that I overestimated the degree to which they knew they were copying work in an unethical way. I assumed students knew what cheating was and chose to do it because it was easier. With this knowledge, the next step I could see taking in this endeavor is to have students make a video of things that count as cheating and ways they can appropriately use copyrighted information. I could make an informative and funny video that would use our mascots to show students examples of cheating. We could play it on the morning announcements and during the freshman orientation in the Media Center.

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Literacy and Reading

• Reading promotion for Rock N Roll

Reflection

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ReflectionThe Walter Johnson community has great parent

involvement, mostly highly-motivated students, dynamic teachers, and forward–thinking administrators. The principal is very supportive of the media program and is aware of the real roles that a media specialist has including teacher, instructional partner, information specialist, and program administrator. With this knowledge, I plan to promote reading by working with administration, students, teachers and the community.

The research of Kenney and Barak (2006) showed that nearly 16% of teens never visit their school libraries. This statistic is maintained even though many students have to visit the library with a class. I believe that more students use the library at Walter Johnson than the study finds because our students are often brought in by their teachers during class. The area that our school needs to encourage reading the most is amongst boys. Research shows that boys read less. This was seen in the Walter Johnson book club where there was one boy and nine girls. The boy dropped out after the book choices were Twilight and the Jane Austin books! But, disparity of boy readers can be changed.

The goal of the reading promotion flier is to encourage young adults to read for pleasure. This is even a challenge in a school like Walter Johnson because students already have a lot of mandatory reading, especially in the higher level classes. The pressure of a tough workload seems to cause students to stop reading for pleasure.

Reflection pt 2

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Reflection part 2 of 2

The other piece of the flier to note is the fact that it is not just a list of books, but includes websites, movies and computer software that relate to the topic. This is important because boys tend to be more kinesthetic in their learning.

The theme of my fliers is Rock N’ Roll. With Guitar Hero being so popular now, I would post the fliers relating to topics that boys would be interested in, like music. I would also post the fliers in places sure to catch a boy’s attention like the boys’ bathroom and not just in the library. Not only do we need to encourage boys to read, but we need to include what they like to read into the collection. We aren’t going to change what they like to read, so they should read what they enjoy (Sullivan, 2004).

I can more opportunities beyond using the fliers which involve attractive displays and book talking the materials while working with teachers to weave such resources into their teaching of the curriculum. Lastly, we will use technology to promote the resources and use circulation statistics to see if more boys are reading.

ReferencesKenney, B. and Barack, L. (2006). Libraries Loosing Teens. School

Library Journal. 1, Retrieved July 1, 2008, from http://www.schoollibraryjournal.com/article/CA6296513.html.

Sullivan, M. (2004). Why Johnny Won't Read. School Library Journal, 8, Retrieved July 1, 2008, from http://www.schoollibraryjournal.com/article/CA439816.html?q=high+school%2C+reading+habits.

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Access to Information

• Airing an orientation video that gets students acquainted with what is in the Media Center.

Reflection

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ReflectionWith Walter Johnson High School being under

construction, it is hard enough to find the library let alone the resources within in. Because of this, I created a video that shows the location of all resources that are in the Media Center by having the school mascots using resources in the Media Center. I also included pictures of the mascots using features to the library that even upper classmen aren’t aware of, like where you can access information on citing sources. The video also lets teachers know that you can watch the announcements and videos in the library. This way, teachers don’t feel restricted in bringing a class down during a period when announcements are run.

When beginning this endeavor, I didn’t take into consideration the big picture on how to use the video within a classroom setting. As a Media Specialist, I would work with the English teachers to create a freshman orientation in which students would learn how they can access resources not only in the Media Center but from home. Afterwards, I would have students practice using a variety of resources including videos, books (non-fiction, fiction). Students, along with the people in their group, would work to figure out where the items go back in the library. However, instead of actually shelving the items, students would place items on shelves located in front of each sections.

Additionally, the video would provide a method of review for returning students, and even provide helpful guidance to returning and new staff members. To access the rest of the students and staff in the school, I would simply play the video at the end of the morning announcements so that they could see many of the uses and locations of things.

Reflection pt 2

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Reflection part 2 of 3This will be a review for most students because of

coming to the library for class or in their free time. This video is just one component of encouraging the WJ community to use the library’s resources. I would also play this video while hosting staff orientation during the first week of professional days. Tables would be set up with books that match the topics of each department, including ESOL and Special Education. This would allow for conversation with them about new resources they would like for me to purchase. I can also come armed with a list of suggested titles and be ready to collaborate. I would play the video on loop without the sound in the Media Center during this breakfast.

To meet the needs of the greater community, I envision running orientation sessions during Back to School Night. In addition to content-support tables I would have a table on graphic novels and AP review materials as well as computers set up with different resources on them, including websites labeled based on classes that tend to use them for projects, for example the AP Psychology classes tend to use Proquest. If available, I will also put sample project requirements by those computers displayed in plastic displays that stand up. Lastly, I would include student sample final projects to show the product that comes from the use of the site.

The most important access that I would work on with the parents is in encouraging active use of edline. I would post books that are new to the library, including the Black Eyed Susan Books with a short synopsis per book. I would advertise the Book Club as well as any projects that are being done in the library.

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If we get any new resources, I will also showcase them and some ideas on how to use them by emailing the community.

The multi-layered approach allows for me to access the different members of our educational community by teaching all students, staff and community members about what the library has to offer. This fits in with my philosophy to ensure that all members have equal access to information.

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Stimulating Learning Environment

• Media Center Design

ReflectionReflection

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ReflectionSome aspects of our library at Walter Johnson are already

conducive to maximize use of the library. It is well located in the building; near to classrooms a computer lab, and a TV studio. One ideal change would be if there was a teacher workroom nearby. Since there isn’t, it is important for the Media Specialist to make use of the meeting rooms so that staff members are encouraged to use the center and will see resources even if they aren’t there to seek them out. It is also nice that it is on an outside wall so that there is an easy delivery system for after-hours materials like the newspaper. In order to get ideas for the ideal internal set up, I visited three schools, Churchill, Richard Montgomery and Northwest, to create my ideal Media Center Design Artifact.

One thing that I learned from this project is that although exciting to plan an ideal Media Center you are often confined by other requirements of the builder or by finances. So, many of the ideas that I pulled from the libraries were things that seemed feasible with a limited budget. I realized that creating space to allow for multiple activities to happen simultaneously was important to Media Specialists and teachers alike. My floor plan includes sections devoted to quiet and comfortable reading as well as two classroom areas with one class that can use the computers. I also included access to a TV studio, a teacher workroom that is separate and stocked with teacher resources like curriculum binders, and a game room.

One benefit to discussing the floor plan with current Media Specialists was that they were able to explain their greatest challenges with their layout.

Reflection pt 2Reflection pt 2

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Reflection part 2 of 2This allowed me to think about how I would handle the same

issues. Some of the challenges included not having great visibility in all areas of the library. To fix this, large mirrors were affixed to the ceiling. The other challenged experienced was having bookshelves that are too high for students to pull resources off of. The way that this could be fixed is by using those shelves as display areas for student work and increased signage.

There were many ideas that Media Specialists had that I would implement in my library because they increase students, teachers, and community members to use the library recreationally, while working on projects, to hold meetings and class lessons, as well as for computer use. I liked the idea of placing some magazines down on the table instead of having all of the magazines catalogued and on shelves because this would lead to more students thumbing through them. One great idea was to promote the library outside of the library. This was done with Read Posters, recommended reading lists in the bathrooms, and displays in cases outside the library. In addition, I liked the curricular connections made at Richard Montgomery as seen in the vocabulary on the walls. This not only shows students that the information they learn in class is still relevant when they leave, but it also shows collaboration between Media Specialist and teachers from varying departments.

The floor plan meets with my philosophy because it allows for the library to be an active environment where students and teachers can come for quiet work as well as work in groups. All students have access because the facility is open before and after school as well as at lunch. I would also be available during those times so that I can help answer their questions so that all students can succeed.

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Standard Two

• Knowledge of Learners and Learning • Effective and Knowledgeable Teacher • Information Literacy Curriculum

Teaching and LearningTeaching and Learning: : Click on the link to see the Click on the link to see the s and reflections that relate to the objectives.s and reflections that relate to the objectives.

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Knowledge of Learners and Learning

• Use equitable calling strategies like spinners and grouping strategies like paint swatches in order to have more and varied participation.

• Interactive components– Powerpoints on the promethean

• Boys like graphic novels– Action plan– Suggested reading

• Reaching Reluctant Learners While Staying On-standard

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Effective and Knowledgeable Teacher

• Co-planning lessons– New African American history course

• Field trips – Blacks in Wax Museum and the Reginald F. Le

wis Museum• Authentic Learning- students create their own

museum– NSL Government

• Unit 6 Foreign Policy Project• Lessons on Iraq and the changing direction of

US foreign policy• Use of Edline to communicate with students and parents

– Book club – how to make an avatar – Library Action Committee updates– Put up a newsletter of what’s going on in the library,

who used the library, major units going on, new library tip or trend of the week.

• Use planning guide• Lessons with Graphic Novels

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Authentic Learning: Field Trips

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Information Literacy Curriculum

• Give teachers annotated lists of sites helpful to their curriculum.

• Pathfinders that Used the Big 6• Taught moviemaker to at-risk students- Election project• Judged National History Day• Ran the annual AP Psychology Fair• Share new materials and book lists with staff • Give staff development sessions at department

meetings• Email administration and department chairs when

resources come in so they can pass along to the staff. • Work with students on text features, note taking, and

Graphic Organizers with key words. • I have trained new to NSL teachers on collaborating with

librarians on the unit 6 foreign policy project and taught them the major literacy skills that need to be addressed.

• Train students and staff on toondoo

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Standard Three

• Connection with the Library Community • Instructional Partner • Educational Leader

Collaboration and LeadershipCollaboration and Leadership: : Click on the link to see the Click on the link to see the s and reflections that relate to the objectives.s and reflections that relate to the objectives.

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Connection with the Library Community

• Link to public library from website• Use of interlibrary loan to have more

access to diverse resources – especially for book club and non-

curriculum interests

• Attend collection development meetings, vertical articulation

• Membership to associations- AASL, MCEMSA, DIGGO, etc.

• Subscribe to journals

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Instructional Partner

• A member of instructional council• Committees

– academic integrity at WJ• Keep data and keep ideas on ways to present

material to share with other librarians. • Write articles for journals• Collaborate with other librarians.

– Laura Brown at Wheaton High School• In the future train new librarians as I have taken

on student teachers. • Share at conferences.

– MICCA- 2003, 2009– NCSS- 2004

• Attend Conferences – MASL 2008

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Educational Leader

• Diversity can be seen in the selection of resources. Example Lesson

• Web 2.0- wikis that only they can access, voicethread, video, “box and save”.

• Partner with a teacher on action research project on assessing content and literacy skills.

• Discuss current issues and supports the library can offer at instructional council.

• New teacher orientation video

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Voicethread

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Standard Four

• Managing Information Resources: Selecting, Organizing, Using

• Managing Program Resources: Human, Financial, Physical

• Comprehensive and Collaborative Strategic Planning and Assessment

Program AdministrationProgram Administration: : Click on the link to see the Click on the link to see the s and reflections that relate to the objectives.s and reflections that relate to the objectives.

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Managing Information Resources: Selecting, Organizing, Using• Use of professional selection tools • Trained on FMS system, iProcurement• Use of award lists• Post in library: 1st amendment rights, copyright

laws, charts with the Dewey decimal system with maps on the shelves, non-print posters that talk about computer usage and ethics.

• Look at statistics to see the balance of the collection.

• Survey students and staff on effectiveness • Adhere to selection criteria• Use data about the school and community to

make decisions• Collection evaluation• Personality Influences Book Order

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Managing Program Resources: Human, Financial, Physical• Human

– Hold regular meetings with staff• Handbook of policies and procedures

– Have staff work within their strengths but comfortable with all jobs

• Financial– Grant- voicethreads. – Ask pta for funds for a project. – Café fundraiser. – New donated books. – Keep a notebook for each account, keep track of

allocation through excel. – Keep copies of receipts/orders and a

consideration file on excel for future purchase desires.

• High school• Elementary school

– Advocate by filling out justification report

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• Physical– Weed collection regularly– Pay attention to curriculum changes & new courses – Monitor circulation statistics along with statistics

about age and number of books per Dewey section. – When there is a section lacking, make

recommendations. – Keep a notebook with annual reports, state

reports, other requested data and my own data collected.

– Back area for work in groups, alcove, teaching space, projection/monitors for group teaching with computers.

Managing Program Resources: Human, Financial, Physical

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Comprehensive and Collaborative Strategic Planning and Assessment

• Collaborate with teachers on a lesson• Work with department for their needs, • talk with supervising admin when things are

needed. • Present the data collected to justify desires. • Create a code with which Info Literacy things are

covered by a lesson for each pathfinder. • Come up with a long term plan for the media center-

what are the needs. – Now that I’ve collected the data, what do I need

it for?• Authentic assessment: Psychology Fair• Use the activotes on the promethean board to

assess learning

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