“We shouldn’t teach great books; we should teach a love of reading.” B.F. Skinner Click Click...

“We shouldn’t teach great books;we should teach a love of reading.”

B.F. Skinner

Click here for my Introduction

Joanne Prettyman’s Exit Portfolio

Mission Statement

Our school’s library media center's vision is to work closely within the district's curriculum, with individual teachers, community members, business, and community leaders to improve learning within our school. We wish to provide services and information to support the academic and artistic needs of the staff, students, and the broader school community; to promote literature appreciation and information skills through partnerships with business leaders and the community at large; and to provide a stimulating environment, to encourage individual growth, personal development, good professional practice, quality, creativeness, and effectiveness in our youth.

Vision Statement The vision of my library media center is to provide information services to students, teachers, and all members of the school community; to promote the love of literature and scholarly writing, and to provide a safe environment for the achievement of these goals.

Goals

To support our media center mission and vision, the media staff will provide any necessary media materials and/or equipment to support the technical and academic instruction and curriculum within our school, and to organize these materials and equipment for ease of use and accessibility. We endeavor to promote a media center conducive to learning, and actively promote learning for all students according to their abilities, needs and interests.

Information retrieval skills are planned and taught jointly by the media specialist and classroom teachers. Lessons are integrated into the curriculum, utilizing the changes in curriculum and developments in technology. Classes receive appropriate instruction before and during research activities. Students’ research skills are continually reinforced during following visits to the media center. These retrieval skills are in conjunction with the Pennsylvania Department of Education Standards and Anchors.

|| Opening Page || Table of Contents || Standard 1 || Standard 2 || Standard 3 || Standard 4 ||

Joanne Prettyman’s Exit PortfolioWelcome to my SLM Portfolio.

This portfolio is designed for the McDaniel School Library Media Program and organized according to the four AASL/NCATE Standards for Professional Preparation Programs for School Library Media Specialists .

American Association of School Librarians’ Information Power identifies the four roles of a SLM. As you go through this portfolio, please look for evidence of my:

role as (a) information specialist, (b) teacher, (c) instructional xxpartner, and (d) program administrator; reflection on practice; integration of standards; personal growth.

To navigate this electronic portfolio, click on the individual links throughout the presentation to navigate to the desired pages.

The best place to begin is the Table of Contents. There you will find links to all of the following elements:

•Overviews of all four of AASL’s certification standards•Reflection statements and artifacts for all thirteen related objectives to the AASL standards•My professional resume.

Feel free to contact me about anything concerning this portfolio:Joanne Prettyman

Click Here to Move to the Table of Contents.

Table of Contents Introduction

Resume Standard One

Efficient and Ethical Information-Seeking Behavior

Literacy and Reading Access to Information Stimulating Learning Environment

Standard Two Knowledge of Learners and Learning Effective and Knowledgeable Teacher Information Literacy Curriculum

Standard Three Connection with the Library Community Instructional Partner Educational Leader

Standard Four Managing Information Resources: Selecting, O

rganizing, Using Managing Program Resources: Human, Financ

ial, Physical Comprehensive and Collaborative Strategic Pla

nning and Assessment

Joanne Prettyman’s Portfolio


Standard One

USE OF INFORMATION & IDEAS


Standard 1 OverviewEfficient and Ethical Information-Seeking Behavior: Candidates adhere to and communicate legal and ethical policies.Access to Information: Candidates facilitate access to information in print, non-print, and

electronic formats.

Related Objectives to Standard 1Click on the links below to navigate to the different objectives with their related

artifacts and reflection statements:• Efficient and Ethical Information-Seeking Behavior• Literacy and Reading• Access to Information• Stimulating Learning Environment


Standard One

LINKS TO ARTIFACT(S)

• YCST Student Handbook• YCST Student Handbook

(on-line)

USE OF INFORMATION & IDEAS • Efficient and Ethical Information-Seeking Behavior



ReflectionsI created this Media Center handbook for SLM505 so I could use it when I am the Media Specialist at York County School of Technology. At present time no formal handbook exists; after reading it, the school’s Director took it before the Joint Operating Committee where it was approved as the official handbook of the YCST Media Center. I have included, in this handbook, information regarding my specific media center as well as all manner of information relevant to YCST students through community public library access, AccessPA database instruction and explanation, issues of plagiarism, bibliographic information, citation information and examples, ethical questions of use in writing and in computer usage, information literacy goals, PA State Standards in English, a detailed explanation of the research process, a web site checklist for clarity and evaluation, and numerous links to research aids. With the Internet in fast use, today’s students find it easier and more accessible to plagiarize and to “accept” any written information as “gospel.” This handbook is designed to keep students from plagiarizing by giving them a guideline to “guilt” free researching and writing, as well as, teaching them to properly question and criticize retrieved information. I feel this handbook clearly models and teaches legal and ethical practices to those students (and colleagues) interested enough to follow the instructions as they unfold and are explained.

York County School of TechnologyLibrary Media Center Handbook

Standard One

USE OF INFORMATION & IDEAS • Access to Information



ReflectionsThe most important role a Library Media Specialist performs is that of a liaison or facilitator of all forms of information – print matter, non-print, and electronic in format. As a Media Specialist I feel it is necessary to develop collaborative relationships with students and with other teachers. One of the most successful ways to accomplish this task is to combine the goals of the classroom teacher with those of the Media Specialist. The classroom teacher knows his/her lesson goal and the Media Specialist knows how to accomplish his/her role in this goal within his/her Media Center. For example, at the beginning stages of a research project (at the middle or high school level) a Media Specialist should contact the teacher reserving space and time and go over the specified instructions of the project with said teacher. The Specialist should then tailor make any and all resources available in the Media Center – print, non-print, and electronic – to aide said teacher in his/her endeavor to push this project forward. Whether this goal can be accomplished in one or two class visits to the center with individual “as needed” visits beyond – the Media Specialist and the teacher will work hand-in-hand to ensure that students have a firm foundation in accessing information at any stage of the research process. I have created two pathfinders as examples of facilitating a Social Studies teacher in research projects for American History and Psychology. For example, in the Psychology pathfinder students are guided to specific Dewey numbers regarding Psychological research (i.e. 362.2 Mental Illnesses and to specific titles in our library to show use of printed materials. They are given non-print resources in the forms of documentary and feature films (i.e. Abnormal Psychology and A Beautiful Mind), as well as, a listing of guest speakers and local social resources to visit (i.e. Bell Socialization Services and The Dorothea Dix Library and Museum). And lastly, students are given a variety of electronic resources, on-line databases and web sites, to peruse for information (i.e. EBSCO Host and NIMH: National Institute of Mental Health).


• Civil Rights Movement Pathfinder

• Mental Illness and Treatment Pathfinder

Standard Two

Teaching and Learning


Standard 2 OverviewKnowledge of Learners and Learning: Candidates design library media instruction that assesses learner

needs, instructional methodologies, and information processes to assure that each is integral to information skills instruction.

Information Literacy Curriculum: Candidates incorporate technology to promote efficient and

equitable access to information beyond print resources.


artifacts and reflection statements:• Knowledge of Learners and Learning• Effective and Knowledgeable Teacher• Information Literacy Curriculum


Standard Two


• Encyclopedia Lesson• Lesson Worksheet

TEACHING & LEARNING • Knowledge of Learners and Learning



ReflectionsResearch, to most students, is a frightening-eight-

letter word – but, it doesn’t need to be! I have designed an elementary library lesson that

integrates the “jumping off point” of research in the library with the sixth grade World Cultures

curriculum at NHW (North Hopewell Winterstown) Elementary School in Red Lion, PA.

In September of 2005, I met with sixth grade teacher, Mr. Beaverson, and asked him what I

could do to help his students succeed in research and problem solving in the media center. I

developed a lesson integrating encyclopedic research and the “Big Six” approach to problem solving using the World Cultures curriculum Mr.

Beaverson teaches his sixth grade students. I incorporated a variety of instructional methods, brainstorming and list making, discussion, and a student activity sheet to assess comprehension of the lesson goal of retrieving information painlessly

and easily from a source. The lesson centers on researching “basic” information about countries in

Europe, Central America, South America, and North America while erasing the fear students

have of “getting started” in the research process; it also allows the students to further develop

problem solving skills such as – comparing and contrasting and stating and supporting an opinion

to assure students that such skills are fundamental to the process of information

retrieval.

Painful Research? Let’s Make It Easy!!

Standard Two

TEACHING & LEARNING • Information Literacy Curriculum



ReflectionsThe attached artifacts show students how to access information from online databases. These artifacts were developed for an information retrieval class and would come in handy to any Library Media Specialist at the middle or high school level. These mini lessons are to be used in the library media center during a library instruction class or a core subject class using them as research “jumping off” tools. By using the library media center the teacher, and media specialist, can be assured that all students – regardless of the lack of technology in the home – will have equal access to retrieving information, as well as, equal access to learning how to retrieve information and discovering how to utilize it. I have submitted mini lessons for the media specialist to use, as an introduction, to teaching online research, problem solving, and records searching. Each lesson has an introduction of the database and or topic being discussed, a section on needed information, an activity, and closes with an assessment tool for understanding. The lessons focus on the EBSCO Host database, on-line encyclopedias, and the Yahoo search engine; while highlighting keyword searches, Boolean searches, narrowing down fields of information, and disseminating information. The artifacts illustrate the incorporation of technology to promote access to information that exists beyond printed resources.


• Database Lesson• Bibliography Lesson

Standard Three

Collaboration and Leadership


Standard 3 OverviewConnection with the Library Community: Candidates employ strategies to ensure connections between the

school community and the larger library world of public, academic, special libraries, and information centers.

Educational Leader: Candidates are able to articulate the relationship of the library

media program with current educational trends and important issues.


artifacts and reflection statements:• Connection with the Library Community• Instructional Partner• Educational Leader


Standard Three


• Personal Web Page• Reference Page

– Power Library (Info only)

TEACHING & LEARNING • Connection with the Library Community



ReflectionsCollaboration between teachers and media

specialists is a key in creating integration within a school community; collaboration between the school media specialist and the public library system is also a key between a school and the larger community where students, and their

families, live. On my web page, within the reference section, I’ve created links to the Pennsylvania

public library system. The PA library system is a member of Power Library; affiliate members –

academic, public, and/or private school systems – have access to over $30,000.00 worth of databases

for a $180.00 annual fee. Most schools in the PA area belong to Access PA Power Library, thus

creating a strong connection between public and school libraries and the school community at large.

I also feel it is important for media specialists to stay abroad and current with topics in their own

field, in the field of public libraries, and in conjunction with other media specialists’ programs. I attended an Access PA public library meeting, last fall, and plan to every fall, in which training on new databases through Power Library was offered. At this meeting I was able to, with my mentor, meet

with fellow school, academic, and public librarians. It was a great experience and one I hope to

continue to enable collaboration at all levels.

Standard Three

TEACHING & LEARNING • Educational Leader



ReflectionsCurrent trends and important issues in education not only affect the classroom teacher but also the school library media specialist. The media specialist must “stay on top” of current trends in education and current important issues facing education as it relates to the media center and as it relates to collaboration with teachers, administration, and the school community. Reflecting on the media center and its needs in correlation with current issues and trends in education is a must when dealing with students and teachers alike. The media specialist carries a two-fold responsibility – s/he must understand the relationship between current trends and how they affect the classroom teacher, as well as, current trends and how they affect the school library media center, the media specialist, and the classroom teacher. I have written a short reflection on a current trend in education – one always at the height and heart of most taxpayers in America – how the public school system spends their tax dollars. This issue was brought to a new head last year by Dr. Patrick Byrne, CEO of Overstock.com. Dr. Byrne has proposed a 65% solution to every taxpayers’ desire to “know” where their tax dollars are going within their public school system. His theory is – 65 cents of every dollar should be spent “inside the classroom.” After researching Dr. Byrnes’ side, his non-profit organizations’ side (“First Class Education” www.firstclasseducation.org), the federal “take” on the issue, and various editorial and library journal articles, I developed a short musing on the issue, adding a few opinions of my own. In short, I feel it is always the responsibility of the school media specialist to be up-to-date and current with issues and trends affecting education, the school community, students, and fellow colleagues; the school media specialist is the heart of the school, the heart of solid, well researched information retrieval, and s/he must show that at all times.


• Reflection on the “65% Solution”

Standard Four

Program Administration


Standard 4 OverviewManaging Information Resources: Selecting, Organizing, Using: Candidates select, analyze, and evaluate print, non-print and electronic

resources using professional selection tools and evaluation criteria to develop a quality collection designed to meet diverse curricular and personal needs.

Managing Program Resources: Human, Financial, Physical: Candidates advocate for ongoing administrative support for library media

program and policies.

Related Objectives to Standard 4 Click on the links below to navigate to the different objectives with their related

artifacts and reflection statements:• Managing Information Resources: Selecting, Organizing, Using• Managing Program Resources: Human, Financial, Physical• Comprehensive and Collaborative Strategic Planning and Assessment


Standard Four

TEACHING & LEARNING • Managing Information Resources: Selecting, Organizing, Using



ReflectionsI teach in a comprehensive technical school – York County School of Technology – and wanted to order books that were relevant to both sides of our “house” – technical and academic. I categorized my selections: Technical Area orders (to facilitate the technical areas in library research), ABC-CLIO and Chelsea House orders (to continue with in house reference series), Fiction/Nonfiction (2005 award winning titles), Professional Development titles, and Software, Power Library Database and United Streaming subscriptions. I wanted to validate my book order with guidelines and reviews. Some books had numerous reviews and others had none. I searched Booklist, Horn Book Guide, School Library Journal, Kirkus, Reference & Research Book News, Amazon, the companies themselves, and in some cases called the companies I was using to get my hands on reviews. I used criteria contained within the review journals and my own criteria of “if it fit in with my students and school curriculum then it was the book I wanted.” I like solid, well-written, novels with good characters, plot lines, and values; but, I’m not averse to ordering a Cosmo Girl Quiz Book for the reluctant reader! I like research and reference tools that have many visuals, good primary source readings, personal stories, humor, and keep the user’s interest – our students tend to be very visual. I was open-minded and did not focus so much on what “I” like but, what “I” like that my students might like, and what “they” like that I might become accustomed to! I also wanted to “take my time” to make my choices – they had to be relevant to me and my students (at YCST), and not something that I pulled off of a list to make life easier for myself


• YCST Book Order

Standard Four

TEACHING & LEARNING • Managing Program Resources: Human, Financial, Physical


Pie Charts, Graphs, and Money


ReflectionsDread Diseases, 1978, Space Weapons, 1984, and The World of Cats, 1967…help this library, please! I chose this artifact because I feel it shows an earnest desire to enhance the collection of any Library Media Center and could be used, in format, for any plea to a principal for the necessity of extra funding. The project was a group project which involved evaluating the technology collection of a middle school library. My partner and I spent a few hours evaluating the average age of the collection, the book-to-student ratio, the professional resource back up of said collection, and then used an Excel formula to average the dollar amount needed to bring the technology collection up-to-date at three different levels. It was an awesome task and very surprising to see the age of the collection, as well as, the basic “neglect” of Library Media Centers, in general – almost treating them as “second class citizens” instead of the “shining stars” they should, and desire to be. Media Centers need funding, rapid funding, to update collections and it is the Media Specialist’s responsibility to plead, prod, and even provoke a principal and school board into realizing that without a strong Media Center test scores, graduation rates, and life-long learners will begin to decline.


• Pie Charts, Graphs, and Money

• Letter to Principal

40-80s61%

1990s39%

40-80s

1990s

“We shouldn’t teach great books; we should teach a love of reading.” B.F. Skinner Click Click...

Documents

Transcript of “We shouldn’t teach great books; we should teach a love of reading.” B.F. Skinner Click Click...