Attachment 9 – Action Plan Template

Student name Erica Hartley

Mentor name__Richard Wurtz_

Date March 24 , 2011 _______

The student should self assess and then discuss with their mentor the school librarian competencies using the ALA/AASL Standards. The student will use the following guide to rate their attainment of the standards – High, Medium, and Low. The standards identified as medium to low attainment, are to be added to the chart below with suggested strategies/projects that will address these competencies during Practicum. These strategies/projects are to be mutually agreed upon by the mentor and student and approved by the instructor.

Email the action plan to the instructor (with columns one and two completed) by the end of the second week of the semester.

The final action plan with evidence is to be included in the final Practicum packet.

Standards with level of attainment – “medium

to low”

Strategies/Projects to address identified competencies

Evidence to Support Attainment of the Competency at the “high” level

(to be completed at the end of Practicum)2.2 Reading Promotion Bulletin Boards, Author study,

Revamp reading area in the library

Completed the Roald Dahl author study with activities including: book talks, research and collaboration on stixy.com, read-alouds (see http://hartleylms.weebly.com/lms-practicum-assignments.html)

Also rearranged reading area in library to allow for a more comfortable and inviting independent reading area. Added a star rug (purchased with school funds) and two colorful bean bags.

2.4 Literacy Strategies Collaborate w/ classroom teachers, implement reading

strategies I used as classroom teacher into library lessons,

Create reading strategy bookmarks for students

Started requiring personal responses for any text read in the library, consisting of a 1 sentence prediction, relationship to text, question, or strong feeling. Adapted reading strategy bookmarks for visual assistance and reminders.

Found the value in collaboration through email and “on-the-fly”

conversations with classroom teachers.

Began using 2 week plans created by classroom teachers to identify current focus in content subjects.

3.4 Research and Knowledge Creation

Develop a method for collecting data about the use of the library, calculate specific areas of need

Completed the TLC circulation software tutorials in order to become more fluent in creating and evaluating reports.

4.4 Advocacy Create brochures for teachers, students, and parents that describe library services

Found and adapted a brochure already created by the lead librarian for the county and distributed it to the staff.

5.4 Strategic Planning Collaborate w/ classroom teachers and students to assess information needs; determine

technology needs of teachers and offer PD

Had teachers complete a form on GoogleDocs to identify areas of interest/need for technology PD.

Started teaching weekly technology workshops based on the identified needs.

LSC5565 School Library Practicum Log

Date Time Activity

January 17th 1 Hour Discuss action plan. Identified areas for growth and set up the plan. Discussed future meeting dates and times and practicum assignments.

January 18th 1 Hour Planned with Jackie Chaney for the Information Literacy Lesson. Collaborated about database experience of students, content standards to address, and use of Glogster to present info. Standard 1

January 19, 20, 25, and 26; February 2, 3, and 4

1 Hour per day/

6 Hours

Taught info literacy lesson with Chaney’s 5th grade. Standard 1

January 20 1.5 Hours Tech Thursday Professional Development presentation: Using Stixy.com in the Classroom. Standard 5

January 25, 26, and 27

2 hours per day

6 Hours

Developed enduring understanding: Research allows us to fulfill our information needs. With grades 4 and 5 during an introduction to research project. Standard 1

January 27th 1.5 Hours Tech Thursday Professional Development presentation: Weebly.com Follow-up Standard 5

January 28th 1.5 Hours Met with Richard Wurtz to discuss progress of Info Literacy Lesson. Standard 1

February 2, 3, 4, 8

2 hours per day

8 Hours

Continued developing of enduring understanding with grades 4 and 5 by completing research on a topic of their choice in the science content area. Standard 1

February 3 1.5 hours Tech Thursday Professional Development presentation: Using Stixy.com in the Classroom Follow-up. Standard 5

February 3 1 Hour Met with school counselor to discuss Copyright information to help her prepare a grad class assignment and copyright handouts for the school. Standard 3

February 4 1 Hour Met with Jackie to reflect on the Info. Lit. Lesson and discuss next steps. Standard 1

February 10 2 hours Gaggle.net Professional Development – part 1 presented to 5 elementary librarians. Standard 5

February 11 3 Hours Searched for, reviewed, and edited a brochure outlining the county’s databases. Standard 3

February 15 7.5 Hours Spent the day observing Richard Wurtz, focusing specifically on classroom management, check-out procedures, and basic library management. Standard 1, Standard 5

February 14, 16, 17, 18 and 22

3 hours a day

15 Hours

Taught K, 1, and 2 about searching for books in the library, how the library is organized, and how to care for the library and the books. Adapted a scavenger hunt around the library for each grade level. Standard 1, Standard 3

February 18 2 Hours Gaggle.net Professional Development – Part 2 presented to 5 elementary school librarians. Standard 5

February 23, 24, 25, and 28, and March 1

3 Hours a day

15 Hours

Introduced and practiced personal reading responses to different kinds of text. Standard 2

February 24 2 Hours ITLC Meeting – Using Twitter to create a PLN. Standard 4

March 2, 3, 4, 2 hours a day Implemented Author Study with 5th grade students. Standard 1,

7, 8, 9, 10, 11, 14, 15, 16, 17, 18 26 Hours

Standard 2

March 3 1.5 hours Tech Thursday Professional Development presentation: Email in elementary school Standard 5

March 4 1 Hour Rearranged reading area in library. Standard 2

March 12 (Saturday)

3 Hours Completed the TLC circulation software tutorials in order to become fluent in creating and evaluating reports. Standard 3

March 14, 15, 16, 17, 18

.5 hours a day

2.5 Hours

Facilitated book talks and recordings for morning announcements. Standard 2

March 23 1.5 Hours Met with Richard Wurtz to go over final action plan, discuss practicum assignments, and wrap things up.

TOTAL HOURS 112

This lesson was taught in a 5th grade magnet class consisting of 17 homogenously grouped boys and

girls. The magnet program, designed for gifted students, requires that teachers teach 1 or 2 levels above

current grade level and provide enriching experience in and out of the classroom. The students in this class

are very able and have a high interest in learning, reading, technology, etc. They have been using the county

databases (ie. Nettrekker, SIRS, CultureGrams, etc.) all year, both in their classroom and in media class. They

are very interested in current events, environmental and global issues. They had some background knowledge

prior to the research aspect of this lesson.

The teacher, Ms. Chaney, has a very good rapport with the students, as well as their parents. She has

been teaching in a magnet classroom for 7 years and has a several sets of siblings. She is a very dynamic

teacher who is able to challenge and extend her students and their thinking. She uses a lot of technology in

her classroom, as do her students and she integrates 21st Century Skills into nearly every lesson. We

collaborate together quite often because our teaching styles are very similar and we have shared interests.

The topic for this project was human effect on the environment and the overarching questions were

how do humans affect the environment, both positively and negatively? This lesson covered Standard

5.6.B.2.a-c Recognize and describe that consequences may occur when Earth’s natural resources are used in

Science and Standard 5.4.1.2.a,c,e,f Compose visual presentations that inform for Language Arts. It hit many

other standards along the way but these were the two content standards we focused on. Each year, students

struggle with environmental concepts and understanding their impact on these concepts so this lesson was an

attempt to supplement the learning on the subject that was being done in the classrooms. The project also

incorporated several technology indicators, particularly those under Standard 1 Inquire, think critically, and gain

knowledge.

Most of the lessons in this project were taught in the library, although a few were done in the computer

lab with the classroom teacher. The library is equipped with 22 hard-wired laptop computers and a technology

cart consisting of a laptop, projector, and document camera. Students used the subscription databases to do

most of the research, both at school and at home. The classroom teacher assisted in the research aspect of

this project by allowing students to use computer lab time and providing independent opportunities for students

to work on their projects.

Mansfield University of PA / School Library & Information Technologies ProgramLesson Plan Template

GRADE: 5th ESTIMATED LESSON TIME: 6 – 45-60 minute blocks

LIBRARY CONTEXT:

_X_Fixed___Flexible___Combination___Individualized instruction___Stand-alone lesson___Lesson in a Unit___Multiple lessons in a unit

COLLABORATION CONTINUUM:

___Cooperation___Coordination___ Collaboration___ None

Standards for the 21st Century Learner GoalsStandard: 1 Inquire, Think Critically, and Gain Knowledge

Benchmark(s): 1.1.1, 1.1.2, 1.1.3, 1.1.8

Dispositions Indicator(s): 1.2.1, 1.2.2

Responsibilities Indicator(s): 1.3.5

Self-Assessment Strategies Indicator(s): 1.4.1, 1.4.3

Scenario /overview/content topic:

5th Grade continually struggles with renewable and nonrenewable resources, as well as, human’s effect on the environment year after year. In this lesson, students will use online databases to research one of the mentioned topics. They will then present their information on a Glog using Glogster.com.

Connection to Local or State Standards

5.6.B.2.a-c Recognize and describe that consequences may occur when Earth’s natural resources are used.

5.4.1.2.a,c,e,f – Compose visual presentations that inform

Collaboration (including information from the teacher that addresses student interests):Chaney indicated that her students are interested in nature and the effects human’s have on the environment. She also indicated that, although students are interested, they struggle with questions about these topics on Science MSA. Chaney and I discussed the resources that we have used collectively with her students throughout the year and concluded that between the two of us, her students have used nettrekker, bing.com, Sirs, Kidsclick, etc. and that they are pretty literate in using these tools.

Final Product: Glog poster created using Glogster.com and using facts gathered from research on online databases.

Library Lesson(s): 1. Review Nettrekker and other online databases. (Discuss search limits, search terms, search engine, readability,

credibility, credit for sources)2. Intro Glogster and assignment/Class brainstorm for questions. (Go over rubric, give out usernames and passwords,

begin research)3. Guided research and use of Glogster (conference w/ students and discuss progress, problems, etc) 4. Guided research and use of Glogster (conference w/ students and discuss progress, problems, etc)5. Finish Glogs and add final touches (conference w/ students and discuss progress, problems, etc)6. Share final products w/ classmates

**(LMS will push in to classroom to team teach/facilitate for lessons 3 and 4)**(Class room teacher will visit the library during lesson #6 for the share-out of final Glogs)

Objectives: TLW use electronic resources to locate, process, and evaluate information.

TLW use technology to present science content information.

Assessment: Product: Glog graded w/ rubric

Process: Teacher observation and checklist (Are students able to successfully locate, process, and evaluate information from electronic sources?)

Student Self-questioning:

Instructional Plan:Resources students will use:_X_Online subscription database(s) (Nettrekker, SIRS, WorldBook, Britannica)

_X_Websites (bing.com, kidsclick, google.com)

___Books___Reference___Non-print___Periodical/newspapers___Others/list

Motivation, anticipatory set: How can technology be used to present information?

(Most students will say PPT) Show a few examples of other classes Glogs Briefly discuss science topics

Inclusion, adaptations: Because this is a magnet classroom, the only

adaptations will be for students who need a little bit of motivation. (Teacher proximity, verbal redirections, positive praise for those doing what they should be)

Instructional Activities:_X_Direct Instruction: Intro and teach searching and Glogster _X_Modeling and Guided practice: Model using search engines and databases as well as Glogster_X_Independent practice: Students work independently (in library class and/or at home)_X_Sharing and reflecting: Students will share final products with classmates and answer a few reflection questions

Lesson reflection:

See Lesson Self-Assessment Below

Collaborative Planning Map

Meeting Date: January 18th 2:35

School: Fountaindale Date: January and February 2011

Grade: 5th Number of Sections:

1

Teacher: Chaney Number of Students:

17

Subject: Science Total Teaching Time:

6 – 45-60 minute blocks

Unit: Ongoing Science Unit Marking Period:

3rd

Level of Instruction:

o Introduced Reinforcedo Expanded

Comment:

Students have been using Databases and search engines all year. This activity will pull it all together and provide reinforcement.

Assignments:

o Testso Short written assignmento Report Project/producto Observationo Other

Resources:

o Texto One source Multiple Sources

Type of source:

o Reference Print/Electronico Periodicals WWWo Book (F)o Book (NF)o Human

Technologies:

Tool (word processing, database, presentation, spreadsheet)

o Communication (email, listserv, chat, video conference)

Information (web, database, electronic resources, Q&A)

o Other:

o OtherOrganization of Instruction:

Large groupo Small Group IndividualComment:

Whole group introduction and closures for each session… Individual work on project w/ collaborative discussion encouraged

Relevant State/District Standards

o 5.6.B.2.a-co 5.4.1.2.a,c,e,f

Primary Teaching Method

o Desk worko Lectureo Demonstrationo Video, film, multimedia Labs, hands-on Discussion Independent study Multimedia projecto Report

Other:

Comments:

Glogster Project Graphic Organizer

Fact 1:

Source:

Fact 2:

Source:

Fact 3:

Source:

Fact 4:

Source:

Fact 5:

Source:

Fact 6:

Source:

Videos to Include: Questions I still have: Notes:

Possible Topics:

Positive and Negative Consequences of Human Activity on the Environment

Global Warming Recycling

Fossil Fuels Endangered Species

Any other topic that is on topic and appropriate

Research Tools:

www.nettrekker.com

www.kidsclick.org

www.worldbook.com

www.britannica.com

CATEGORY 4 3 2 1

Facts Your Glog includes at least 6 interesting facts about your topic.

Your Glog includes at least 5 interesting facts about your topic.

Your Glog includes at least 4 interesting facts about your topic.

Your Glog includes less than 4 interesting facts about your topic.

Videos Your Glog includes at least 1 (but not more than 3) relevant videos.

Your Glog includes a video that is slightly relevant to your topic.

You Glog includes a video that is off topic.

Your Glog does not include a video.

Works Cited You have provided a link to the source of information for all of your facts.

- - You have not provided a link to the source of information for any of your facts.

Glogster Poster

Student Work Samples:

http://sgra2y4.edu.glogster.com/false/

http://s5wkhhx.edu.glogster.com/enviormentalglog/

http://s2psydn.edu.glogster.com/false/

Lesson Self-Assessment

Preplanning:

This lesson was planned (and implemented to some degree) collaboratively with a 5 th grade teacher, Ms. Chaney. Our meetings were short and often which was more effective for us than one long drawn out meeting. In fact, since working with Ms. Chaney, I have had several “on-the-fly” conversations with other teachers about things they are doing in the classroom, ways I can enhance what they are doing, and technology and research skills that they feel are most important for their students at this time. We also did a lot of collaboration through email. Because of the short informal sessions with the teacher, this project was able to evolve as we planned and implemented it. I have worked with the students all year so I am aware of their abilities, shortcomings, and needs which made it easier to plan and collaborate with Ms. Chaney.

Implementation:

The students are very capable and were able to pick up on the introduction and instructions quickly. They had background knowledge in using the subscription databases and were very successful in that regard. I did not, however, provide them with enough information before this lesson or in previous lessons about citing their sources. Therefore, most of them did not cite their sources at all and those who did simply copied and pasted a URL without really know what or why. In retrospect, I should have spent another lesson on citations and why they are necessary. I actually provided very little instruction for this lesson as to promote our school wide principle of “student as worker, teacher as coach”. Besides “unpacking” the project and expectations, I provided a little instruction on using Glogster.com but, even that was very minimal. I feel that the lack of instruction required the students to work very rigorously and with a purpose. The problem was in the lack of instruction and guidance in the citation aspect. If I were to teach this lesson again, I would definitely do more pre-teaching and modeling of citations. I would also teach a little bit more content about the topics that fall under human effect on the environment as I feel the students could have branched out their questions and their research a bit further.

Assessment of Student Learning:

Students created their own essential questions or inquiry questions after I introduced the overarching EQ. This allowed students to have a say in what they were researching while still giving limits that were specified by myself and Ms. Chaney. I noticed, through this and other research lessons, that students really do work harder and better when they are researching or doing something that they have ownership in. The students create Glogs that were graded using a rubric. I adapted the rubric after the fact when I realized that they were at an unfair disadvantage in the area of citing sources. Most students were actively engaged in the entire project although some of the boys needed redirection throughout. I was pleased overall with the information that the students were able to uncover and present. I believe that it will help them when it comes to questions on similar topics. The information they learned will also help make them informed citizens.

Assessment of Lesson/Unit:

I am happy with the parts of the lesson that are student driven, such as student-created research questions under my overarching question. I think it could have been more authentic if I would have spent a bit more time pre-teaching and leading discussions about the topics. I also wish I would have made more genuine connections to their real lives and their day to day activities. I would also like to incorporate more prior knowledge and experience from the students. This would allow for them to be a part of a more enriching learning experience.

Author: Roald Dahl Grade Level: 5th

Rationale:o Roald Dahl’s writing never fails to entertain even the most reluctant readers. Because of his humor,

creative writing, and wittiness, I chose him for an author study for 5th grade students. I know 5th grade students well enough to know that they (at least most of them) are into silly, immature but hilarious activities. Roald Dahl’s books are generally silly and fun to read. His books are typically appropriate for children ages 8+ making them suitable for 10 year olds. Our 5th grade students struggle to find books that they enjoy reading so I wanted to have exposure to Dahl and his books in hopes that they would enjoy them and choose to read them independently.

Promotion Strategies (at least 3, With Pictures):

o Student research and facts collectiono Collaborative Stixy.com

http://www.stixy.com/guest/90236 o Read Aloudo Book Talks on Morning Announcements

Self-Reflection:o All in all I was very pleased with the success of this author study. Although there are many things I

would like to do differently and add next time, I feel that the students were really motivated by the activities they participated in and have a better understanding of reading other works by the authors of books they enjoy. For instance, I had a student who read The Giver by Lois Lowry and absolutely loved it. She decided that her next book choice would be another written by Lois Lowry because she valued the fact that an author’s style carries through most (if not all) of his/her titles. I am glad that I chose Roald Dahl because his writing is very appealing to kids and they were very interested in him. Next year, I hope to do this Unit again but to extend it. I came across many valuable resources and ideas online as I was implementing this unit for ways to extend the study of Dahl himself and his work. For instance, I came across a school that did a “Dahl Day” in which students dressed like Dahl characters, ate snozcombers and other crazy food from his books, presented book talks to classmates and parents, and just really celebrated their learning. I would also like to spend more time on the lifelong reading piece and promoting reading for enjoyment as a life habit. I really enjoyed using Stixy and feel that it is a very valuable tool that I will use in other areas in the future. I also like the fact that students collaborated and shared with students in their class as well as other students in the school.

Student research and facts collection:

- I gave students the websites below and had them add facts into a word document as they explored his life through the different resources. They immensely enjoyed his website and wanted to spend all of their time playing the games

Sample:

Roald Dahl – Author Studyhttp://www.roalddahl.com/

http://www.roalddahlfans.com/index.php

http://www.bbc.co.uk/bbcfour/audiointerviews/profilepages/dahlr1.shtml

http://library.thinkquest.org/5113/

http://www.roalddahlmuseum.org/default.aspx

Facts about Dahl:1. HE LIVES ON THE COUNTRY SIDE2. HE LIKED TO GO ON LONG MOUNTAIN WALK3. HE LIKED TO WRITE4. HE LOVED JOKES5. HE LOVED FRUIT TREES6. HE SPENT 9 MONTHS TO WRITE MALTILDA

Collaborative Stixy: http://www.stixy.com/guest/90236

- After the students finished exploring the sites about Dahl and collecting facts about his life, I had them add the facts (as well as pictures) to a Stixy site so that they could see what facts their classmates found. I had 3 5th grade classes participating in the Stixy so they were actually collaborating with nearly 40 other kids. We spent 2 class periods on the Stixy because they had never used it before so we had a fair share of hurdles. Students were given slips of paper with the Stixy address on it so that they could have it to show to their parents/guardians/family. The students really enjoyed the participating in this activity and learned a lot more than they would have if they had not collaborated.

Read Aloud:

- I read a different book with each 5th grade class. (The Witches, The Twits, and The BFG) Each time they would come to the library, I read a few chapters and we discussed our personal reactions to the story. (IE. Predictions, Questions, Things we related to, Strong Feelings) Usually we just discussed the book verbally but, a few times I had them respond on the Stixy http://www.stixy.com/guest/90236.

Book Talks on Morning Announcements:

- We have televised morning announcements run by the students and facilitated by myself. During the author study, I opened up an opportunity for students to be guest announcers by sharing a book talk on a Roald Dahl book. (This has since taken off and students are presenting book talks on all different kinds of books by many different authors!) It was truly amazing to see how students responded to their classmates and the books they were reading. I ordered several Roald Dahl books to add to the collection this year. With the new additions and the books in the existing collection, I have multiple copies of many of Dahl’s titles. I have been unable to keep these books on the shelves since the author study and book talks. This part of the Unit allowed students to personalize and take ownership in the lessons, Dahl’s life and his books, and their reading.

- Book Talk Sample:o http://mrshartley.weebly.com/student-work.html o Password: Sunshine

Hartley – Research and Defend

Topic: The elimination of a school librarian due to budget cuts.

Search Tools: EbscoHost, Google.com

EbscoHost:

Databases:o Academic Search Completeo ERICo Education Research Completeo Teacher Reference Centero Library Information Science and Technology Abstracts

Keyword Searches:o Budget Cuts “School Librarian”o Refined search for articles between 2004 and 2011

Allen, Melissa, and Amy Bradley. "TECHNOLOGY CONNECTION: Portfolios: Justify Your Job as a Library Media Specialist and the Media Budget During Times of Budget Cuts." Library Media Connection 28.3 (2009): 48-50. Library, Information Science & Technology Abstracts. EBSCO. Web. 21 Mar. 2011.

Collins, Cathy. "Survival Tactics for the Warrior Librarian." Library Media Connection 29.3- (2010): 18-19.ERIC. EBSCO. Web. 21 Mar. 2011.

o Student Achievement school libraries Martin, Ann M. "School Libraries Renewed." District Administration 44.11 (2008): 55-

56,. ERIC. EBSCO. Web. 21 Mar. 2011.

Google Search:

Budget Cuts “School librarian” Advanced Search : Date – Within the past week

o Resources found: http://americanlibrariesmagazine.org/news/ala/aasl-president-releases-statement-

school-library-position-cuts Habley, Jennifer. "AASL president releases statement on school library

position cuts." ALA News. American Libraries, 18 Mar. 2011. Web. 21 Mar. 2011. <http://americanlibrariesmagazine.org/news/ala/aasl-president-releases-statement-school-library-position-cuts>.

School librarians student achievement http://www.ala.org/ala/mgrps/divs/aasl/aaslpubsandjournals/knowledgequest/

kqwebarchives/v33/335morris2.cfm Morris, Betty. "The Emerging School Library Media Center: From the Past

into the Future." AASL American Association of School Librarians. N.p., 2005. Web.  21 Mar. 2011. <http://www.ala.org/ala/mgrps/divs/aasl/aaslpubsandjournals/knowledgequest/kqwebarchives/v33/335morris2.cfm>.

http://livebinders.com/play/play_or_edit?id=72612 Kachel, Debra, and Graduate Students of LSC 5530 School Library

Advocacy, Spring 2011. "School Library Research Summarized: A Graduate Class Project."  N.p., 2011. Web. 21 Mar. 2011.      <http://livebinders.com/play/play_or_edit?id=72612>.

http://listbuilder.scholastic.com/content/stores/LibraryStore/pages/images/SLW3.pdf

Scholastic Library Publishing. School Libraries Work! N.p., 2008. Web. 21      Mar. 2011. <http://listbuilder.scholastic.com/content/stores/       LibraryStore/pages/images/SLW3.pdf>.

Presentation: Prezi

http://prezi.com/zjdgw3gbj1iw/research-and-defend-take-2/

Presentation Handout: School Librarians make a difference!

http://prezi.com/zjdgw3gbj1iw/research-and-defend-take-2/

1. School Libraries are more than just booksa. The Place

i. The future for SLMSs is exciting because school library media centers are evolving into virtual centers, or cybraries. (Morris)

b. The Programi. Not only do strong school library programs create an environment where independent

reading is valued, promoted and encouraged, but studies have repeatedly demonstrated that students in schools with strong school library programs learn more, get better grades and score higher on standardized tests. (Habley)

ii. Students must learn to be problem solvers, to create products that meet real needs, to demonstrate leadership in presenting ideas, and to connect learning to community imperatives. School libraries can help meet these challenges for all students. (Martin)

c. The Professionali. By eliminating school librarians, schools are losing a vital collaborator whose educational

specialty is teaching lifelong, independent learning skills. (Habley)ii. “The need for folks on site who are skilled in technology integration has never been

higher.” (Collins) The school librarian IS this person.

2. 21st Century Cybrariana. Collaborator, Innovator, Planner, Organizer, Cooperator, Leader, Facilitator, Technology Expert

b. Instructional Partner, Collaborative Teacher, Information Specialist, Program Administrator (Kachel)

c. “The roles of SLMSs are always in a state of flux.” (Morris)i. As the world around us changes, so does the role of the school librarian.ii. Now, and in the future, librarians must models creative-thinking for students and

teachers.

d. It is recommended that school librarians keep a portfolio of the work they do in order to justify their value. (Allen and Bradley) In viewing any school librarian’s portfolio, it is obvious that their contributions to the school and student achievement are priceless.

3. Statistics Don’t Lie (Statistics from School Libraries Work!)a. Pennsylvania middle schools with the best PSSA reading scores spend twice as much on their

school libraries as the lowest scoring schools.

b. In a Wisconsin study, Well-staffed programs, especially those with full-time professional and support staff, exerted a greater impact on student academic performance.

c. In elementary schools where library programs are staffed 60 hours per week or more, there is a 9% improvement in test scores over those staffed less than 60 hours.

d. Students in Alaska’s secondary schools with full-time teacher-librarians were almost twice as likely as those without teacher-librarians to score average or above-average on California Achievement Tests (CAT5).

Works Cited:

Allen, Melissa, and Amy Bradley. "TECHNOLOGY CONNECTION: Portfolios: Justify Your Job as a Library

Media Specialist and the Media Budget During Times of Budget Cuts." Library Media Connection 28.3

(2009): 48-50. Library, Information Science & Technology Abstracts. EBSCO. Web. 21 Mar. 2011.

Collins, Cathy. "Survival Tactics for the Warrior Librarian." Library Media Connection 29.3- (2010): 18-19.ERIC.

EBSCO. Web. 21 Mar. 2011.

Habley, Jennifer. "AASL president releases statement on school library position cuts." ALA News. American

Libraries, 18 Mar. 2011. Web. 21 Mar. 2011. <http://americanlibrariesmagazine.org/news/ala/aasl-

president-releases-statement-school-library-position-cuts>.

Kachel, Debra, and Graduate Students of LSC 5530 School Library Advocacy, Spring 2011. "School Library

Research Summarized: A Graduate Class Project."  N.p., 2011. Web. 21 Mar. 2011. 

<http://livebinders.com/play/play_or_edit?id=72612>.

Martin, Ann M. "School Libraries Renewed." District Administration 44.11 (2008): 55-56,. ERIC. EBSCO. Web.

21 Mar. 2011.

Morris, Betty. "The Emerging School Library Media Center: From the Past into the Future." AASL American

Association of School Librarians. N.p., 2005. Web.  21 Mar. 2011.

<http://www.ala.org/ala/mgrps/divs/aasl/aaslpubsandjournals/knowledgequest/kqwebarchives/v33/335

morris2.cfm>.

Scholastic Library Publishing. School Libraries Work! N.p., 2008. Web. 21 Mar. 2011.

<http://listbuilder.scholastic.com/content/stores/LibraryStore/pages/images/SLW3.pdf>.