AASL Standards for Initial Preparation of School Library Media Specialists:
Standard 5: Program Management and Administration: Candidates plan, develop, implement, and evaluate school library programs, resources,and services in support of the mission of the library program within the school according to the ethics and principles of library science, education, management, and administration.
5.3 Personnel, Funding, and Facilities
Candidates apply best practices related to planning, budgeting, and evaluating human, information, and physical resources. Candidates organize library facilities to enhance the use of information resources and services and to ensure equitable access to all resources for all users. Candidates develop, implement, and evaluate policies and procedures that support teaching and learning in school libraries.
Artifacts:
ISTC 615 Collection Development - Quality Materials for Instruction
ISTC 653 Organization of Knowledge - Spanish Language Materials in the Public Library
Artifacts Descriptions:
ISTC 615 Collection Development - Quality Materials for Instruction. The assignment considers the materials needed to successfully teach and support research about the state of Maryland. The table lists print and nonprint resources that would support a unit on the state.
ISTC 653 Organization of Knowledge - Spanish Language Materials in the Public Library. This paper considers the availability and importance of foreign language materials in the local public library. Second language learners benefit from first language materials, because they have often learned to read in that language and it helps relate and develop language skills for English language learning.
Relevance:
ISTC 615 Collection Development - Quality Materials for Instruction. The list is an example of a resource developed when the LMS evaluates, plans, and budgets for a collection which will support curriculum needs. When the LMS communicates with the administrator and with teachers, she can purchase materials that will support and extend student content learning. The Quality Materials for Instruction resource, a collaborative effort between library media specialist candidates, required the input of social studies teachers and knowledge of standards for the content.
Foreign language materials need to be made available to second language learners and should be shelved so that students can locate them easily. The ISTC 615 Collection Development assignment allows the candidate to become aware of local public library resources while balancing resources available to students in the school library. Research shows that students who read in the first language are developing language skills that are transferable to English language learning. The LMS wants to keep in mind equitable access of resources to all learners.
Analysis/Reflections:
The LMS spends a great deal of time communicating with administrators and teachers to build the library, seeking funding in the budget that will support curriculum while working with teachers to select resources that will support instructional units. The LMS makes resources clearly available to students with special shelving and signage. In addition, the school librarian may work with staff, parents, and local community to sponsor book fairs and to participate in the yearly Black-eyed Susan event, Battle of the Books. When considering input from colleagues, building a collections and learner access, the LMS meets the AASL standard 5.3 Personnel, Funding, and Facilities.
To produce the artifact, Quality Materials for Instruction, another candidate and I collaborated with educators to list and plan to acquire materials that support a unit on Maryland. This research unit also involves guiding students through technology to view the Maryland website, www.maryland.gov. Each student researches a county or Baltimore city to produce a pamphlet about history, tourism, and local government. The LMS not only provides resources, but supports technology instruction and ethical use of information and images where necessary.
Signage is necessary to help students find their way around the library. When researching the short white paper, Spanish Language Material in the Public Library, I talked with a public librarian about location and selection of resources. Children's first readers and picture books were housed on special shelves in the Children's section. There were few books in the browsing collection of the local library; but there are a few libraries in the system that house the majority of foreign language materials. A customer needs to reserve a book and come back to the local branch to pick it up in a few days. My school library may have multiple copies of foreign language materials. Some would be shelved separately in the language section, others would be interfiled. This way a browsing student could locate first language materials in a variety of ways. When I teach a lesson on award books, I try to locate a number of award-winning titles and display them throughout the room. When special collections are displayed in one place (with signage), because teachers are asking students to read books on a certain topic or award book titles, students are likely to find what they are looking for more quickly. As a LMC, where possible I would like to display books in a particular topic to invite higher circulation.
Standard 5: Program Management and Administration: Candidates plan, develop, implement, and evaluate school library programs, resources,and services in support of the mission of the library program within the school according to the ethics and principles of library science, education, management, and administration.
5.3 Personnel, Funding, and Facilities
Candidates apply best practices related to planning, budgeting, and evaluating human, information, and physical resources. Candidates organize library facilities to enhance the use of information resources and services and to ensure equitable access to all resources for all users. Candidates develop, implement, and evaluate policies and procedures that support teaching and learning in school libraries.
Artifacts:
ISTC 615 Collection Development - Quality Materials for Instruction
ISTC 653 Organization of Knowledge - Spanish Language Materials in the Public Library
Artifacts Descriptions:
ISTC 615 Collection Development - Quality Materials for Instruction. The assignment considers the materials needed to successfully teach and support research about the state of Maryland. The table lists print and nonprint resources that would support a unit on the state.
ISTC 653 Organization of Knowledge - Spanish Language Materials in the Public Library. This paper considers the availability and importance of foreign language materials in the local public library. Second language learners benefit from first language materials, because they have often learned to read in that language and it helps relate and develop language skills for English language learning.
Relevance:
ISTC 615 Collection Development - Quality Materials for Instruction. The list is an example of a resource developed when the LMS evaluates, plans, and budgets for a collection which will support curriculum needs. When the LMS communicates with the administrator and with teachers, she can purchase materials that will support and extend student content learning. The Quality Materials for Instruction resource, a collaborative effort between library media specialist candidates, required the input of social studies teachers and knowledge of standards for the content.
Foreign language materials need to be made available to second language learners and should be shelved so that students can locate them easily. The ISTC 615 Collection Development assignment allows the candidate to become aware of local public library resources while balancing resources available to students in the school library. Research shows that students who read in the first language are developing language skills that are transferable to English language learning. The LMS wants to keep in mind equitable access of resources to all learners.
Analysis/Reflections:
The LMS spends a great deal of time communicating with administrators and teachers to build the library, seeking funding in the budget that will support curriculum while working with teachers to select resources that will support instructional units. The LMS makes resources clearly available to students with special shelving and signage. In addition, the school librarian may work with staff, parents, and local community to sponsor book fairs and to participate in the yearly Black-eyed Susan event, Battle of the Books. When considering input from colleagues, building a collections and learner access, the LMS meets the AASL standard 5.3 Personnel, Funding, and Facilities.
To produce the artifact, Quality Materials for Instruction, another candidate and I collaborated with educators to list and plan to acquire materials that support a unit on Maryland. This research unit also involves guiding students through technology to view the Maryland website, www.maryland.gov. Each student researches a county or Baltimore city to produce a pamphlet about history, tourism, and local government. The LMS not only provides resources, but supports technology instruction and ethical use of information and images where necessary.
Signage is necessary to help students find their way around the library. When researching the short white paper, Spanish Language Material in the Public Library, I talked with a public librarian about location and selection of resources. Children's first readers and picture books were housed on special shelves in the Children's section. There were few books in the browsing collection of the local library; but there are a few libraries in the system that house the majority of foreign language materials. A customer needs to reserve a book and come back to the local branch to pick it up in a few days. My school library may have multiple copies of foreign language materials. Some would be shelved separately in the language section, others would be interfiled. This way a browsing student could locate first language materials in a variety of ways. When I teach a lesson on award books, I try to locate a number of award-winning titles and display them throughout the room. When special collections are displayed in one place (with signage), because teachers are asking students to read books on a certain topic or award book titles, students are likely to find what they are looking for more quickly. As a LMC, where possible I would like to display books in a particular topic to invite higher circulation.