Kathryn Gomard



Kathryn Gomard

LSC 562 – School Library Media

Mid-Term Exam

Dr. McGinn

March 3, 2006

1) Which changes in the education world today, do you think have had the most impact on the role of today’s school library media centers? Why?

There are three main changes in education today that have dramatically affected the School Library Media Center (SMLC). They are educational legislation, the information explosion due to technology developments, and reading programs.

There were many studies and mandates over the course of the 20th century that changed the SLMC focus. The 1960 Standards for School Library Media Programs (Woolls, p. 13) called for specific role changes to the school librarian, emphasizing a stronger teaching element as well as close collaboration with teachers. Following was a report for the U.S. Office of Education showing that les than 50% of elementary schools had libraries (Woolls, p. 13). Coupled with lobbying efforts of the ALA, generally speaking the institution of SLMC as necessary elements was established. The 1988 publication of Information Power: Guidelines for School Library Media Programs by the American Association of School Librarians (AASL) launched a mission for School Library Media Specialists (SLMS) and their staff as educational leaders in schools.

The Information Power formula, updated in 1998, set further guidelines in response to technology explosion, redefining information in terms of formats that demand expertise for effective access and usage. Goals 2000 implemented by President Bush and updated by President Clinton, further set teaching as a requirement of all SLMS (Information Power, p. 4).

SLMC’s have become “learning communities” (Information Power, p. 2), part of a larger network of local, national and international communities connected by technology. The complexity of available resources has naturally expanded the SLMC as the keystone of the information world.

The whole language movement and commercial reading incentive programs (Woolls, p. 20) have affected the role of the SLMC as proponents of literacy. Providing access to books that promote an interest in reading, builds on fundamental language skills taught in the classroom, adding the literacy responsibility to SLMS. The SLMS must schedule free reading time, both as open access and during teacher’s scheduled class time in the SLMC in order to support the reading initiative (Woolls, p. 21).

2) How many developments in technology and society’s focus on “information literacy” and “technology literacy” changed the work of today’s school library media specialist?

In response to our global dependence on technology, schools have had to respond in order to prepare students for life in an information based world. School programs have been restructures to integrate these demands. Information Power has defined “information literacy” as “the ability to find and use information” as “the keystone of lifelong learning” (Woolls, p. 30). The nine Information Literacy Standards outlined by Information Power set guidelines to support the three major themes for SLMS – collaboration, leadership and technology (Information Power, p. 4). These themes provide the basis for information literacy standards on which the SLMS responsibilities and media program are based.

The SLMS is recognized as an educational leader, providing teaching and instruction (Information Power, p. 60). The teaching element supplies help in using both traditional and electronic media. As an instructional partner, the SLMS offers an understanding of learning theory, information literacy, and information technology (Information Power, p. 60).

“Technology Literacy” requires a comfortable expertise with hardware and software technologies, using them as processes rather than products (Information Power, p. 54). Using these technology tools, the SLMS must present information in a relevant format that achieves desired learning objectives. The design of the delivery must be determined via collaboration with teachers and relevant technical resources. For example, lessons about civil rights could be given via AV format, overhead projector, internet searches, or digital encyclopedias. Information Power outlines standards and indicators of proficiency to help design content and processes that will allow students to master information needs (Information Power, intro X).

3) What is involved in being a “certified” school library media specialist? AND What do you know about certification requirements in your home state?

In order to be employed in any public or private education facility, each state Department of Education requires certifications for SLMS according to specific teaching requirements. It will vary according to level of education, number of library science semester hours; teaching experience, competency tests, and state need to fill positions.

The CT State Department of Education stipulates certification eligibility based upon completion of certain requirements, including, but not limited to: completion of a planned program at an accredited institution, specific coursework for endorsement area sought, competed appropriate experience in a public or approved nonpublic school, certification fee, and present acceptable testing requirements including Praxis I or waiver, Praxis II. Certification can be issued on one of three levels: Initial Educator – first level, valid for 3 years; Provisional Educator – 2nd level, valid for 8 years; and Professional Educator – 3rd level, valid for 5 years. Which level of certificate one applies for is determined by completion of coursework, amount of teaching experience, assessments and continuing education hours.

Processing time can be lengthy depending on time of year of application.

Alternate certification routes are available to individuals already certified to teach. The six course program takes approximately one year to complete and is considered a fast-track route to School Library Media certification without college credit.

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4) How does the school librarian hiring process usually work? AND What factors should you consider (and how) when choosing a school librarian job?

Library jobs are posted through several avenues, including school websites, college placement services, state library associations, professional serials and newsletters, state educational departments, professional association conferences, and school library media networks.

A potential applicant should have up-to-date documentation prepared in advance, such as resume, letters of recommendation, college transcripts, special certifications, and research or job experience. A cover letter to the appropriate department should emphasize interest, experience, and education relating to the opening of interest.

Interview practice can aid in presenting an intelligent and composed demeanor in a face-to-face interaction. It is advisable to compose a list of general job and district specific questions to remain organized and thorough in the interview.

Before accepting a position, several factors should be considered that may affect longevity and job satisfaction. Research the administrative structure of the organization (Woolls, p. 74). Know reporting structures for district, school and department. Determine budget sources and voting patterns relative to school budgets. How is curriculum developed and implemented in the district? What is the relationship of the current SLMS to the teaching staff/administration? Are there paraprofessionals in the library?

Read the job description for the position. Is it realistic? Is there a timetable for goals? Who is in charge of the hardware maintenance/technology education? Is professional development supported?

Review the district and school websites. Educational objectives as well as practical items such as school calendars are usually included. Review existing library websites, including the community library and what resources it offers.

5) When you are hired for a school librarian position, how should you begin? What things should you do first and why?

Beginning a new job requires first learning as much as possible about the existing structure. Before you can implement new ideas, systems, acquisitions, or relationships, you must first determine what is already in place. From this starting point, a plan can then be written to improve, maintain or initiative program standards. Depending upon the breadth of your plan, you should also consider priorities and timetable in order to make achieving goals realistic.

Details to review include: the facility physical setup (furniture, layout, hardware, collection); human factors (support staff, volunteers, peers, students, staff by grade, teacher names, specials staff) ; administration (internal communication avenues, teaching methods, perceptions) ; students (class rotations, checkout rules, after school programs) ; parents (volunteers, PTA) ; collection (bibliographies, PAC, internet access) ; circulation and computer usage (policies, fines, filters, parental permission) ; and behavior policy (existing code of conduct).

It is essential that you establish your authoritative position from the beginning. The above assessment work takes time, but it is critical that staff and students view you as a respected and integral part of the team.

6) Describe specifically how the “business model” for management is applied to managing the school library media program.

The “business model” for management is useful in managing the SLMC program as it is a multi-faceted organization that requires efficient and effective regulation. This entails four conceptual processes of planning, organizing, controlling and directing (Woolls, p. 96).

Planning involves establishing a mission statement, policy objectives and goals. This is a two step process, first requiring a theoretical approach (Woolls, p. 97) to determine basic policy. Ideally, this is done by an advisory committee under the SLMS’s direction. This group would include administrators, teachers, students, parents and staff members, and should be chosen under consultation with the principal. The goal would include establishing the role of the media program, information needs of users, access policies, scheduling changes and/or new ideas to incorporate in the program. Once objectives are set, a need assessment (Woolls, p. 90) is conducted where specific actions and/or resources can be examined as well as feasibility of these solutions in relation to supply, budget, hardware availability, etc. (Woolls, p. 97-98).

Organizing involves work division. The SLMS’s role and potential successes will depend on his/her ability to oversee activity stemming from the planning process. Close collaboration and consulting must be performed with staff to determine who is doing what. Roles can frequently change between that of researcher, teacher and director. Nevertheless, careful review of what is required by SLMC staff must be done to anticipate preparation for the unit.

A plan actually happens in the directing phase. Scheduling is determined and each person involved has prepared their activities accordingly.

Evaluation occurs in the final controlling phase. Review meetings are held to determine if program goals were met. Careful documentation is done to record what worked, including staff assignments, materials, databases, program content, timetable, costs, etc. This step is essential as a building block for future presentations.

7) How does the “leadership role” fit into managing the library media program?

Leadership requires being able to see the big picture. By establishing early on a vision of objectives for the media center, direction and purpose will be defined to provide for successful operation as well as a barometer against which programs and performance can be measured. One must convince teachers what materials and strategies are required to meet learning needs. Based in the SLMC mission statement, creative programming and stepped learning objectives help reinforce the aim of the SLMC. Careful planning based on staff and resource availability as well as available time must be realistic to accomplish “to anticipate success and see that few unexpected problems surface as possible” (Woolls, p. 112).

Referring back to question 5 regarding beginning a new job, a review of the operating status of your media organization will illuminate where it fits into the specific school structure as well as where it falls in the Loertscher Taxonomies (Wools, p. 28) which provides a measure for SLMC function.

Acting as leader establishes a solid place on the school leadership team. The SLMS needs to know what activity is happening in the school as well as in the community. This perspective will allow matching teaching with learning needs (Woolls, p. 109) and where plan objectives and program materials will or will not meet those needs.

Time management is a critical element of the leadership role. Because the educational needs of students as well as demands of the job operate on multiple levels, organization is imperative. Daily and semester calendar planning helps meet classroom needs, curriculum grade level planning, and time for short and long range task/projects.

8) Explain some of the key factors that must be considered when managing the media center facilities; reconfiguring space; or remodeling or building a new space.

Considering that most school library “spaces” are already established, it is essential to review layout in relation to function and user friendliness. The entrance must be inviting to encourage usage (Woolls, p. 117) by both students and faculty. If the library is not centrally located, signage is helpful to direct traffic flow.

Technology requires accommodation in the space with appropriate wiring for power, internet, printer and networking functions. Consulting a district technical adviser may be wise. If additional equipment needs to be added to service the school population, various avenues for funding or recycling should be explored, i.e. PTA, business donations, relocation from classrooms, etc. Secure storage of CD-Rom materials and other AV equipment and collection should be maintained.

Age of the school population affects furniture needs. Chairs and tables must be sized appropriately for elementary students, while study carrels and meeting places must be considered for middle and high schoolers. Shelving height must be age friendly. Collection should be well organized and accessible with adequate signage and few “blind” spots.

Traffic flow in the space needs to allow for easy manipulation of bulky backpacks, security for circulation materials, quiet study places, reference access, teaching area, and “social” reading areas. The size of the student body and their attendance patterns as well as class visitation must be considered when planning layout for multi-purposes (Woolls, p. 118).

During reconfiguration, the media center advisory committee should be consulted for effective meeting of needs and careful planning. The school facilities department can offer specific building services and resources that may help soften budget costs. Blueprints, if available, will help in space planning to scale, as well as showing HVAC and electrical specifications.

Remodeling costs must be weighed against value of improvement. Researching what items are available for recycle with the district can help diminish costs. If possible, direct involvement by the SLMS in planning a new facility or remodel is vital to insure desired function. Consulting established library facility guidelines and visiting other school libraries can help support your ideas. Since most architects consider form or function, one must vigorously present careful planning as potential mistakes that will exist for years to come.

9) What is meant by “personnel” in regard to the library media specialist? What tasks and duties are involved in the school library media specialist’s work as a personnel manager?

With regard to the SLMC, “personnel” includes colleagues both within the center and within the school. The center personnel may include assistants, paraprofessionals, volunteers, parents and students, while school personnel includes principal, administrators, teachers and auxiliary staff. To work effectively with all levels of personnel, it is essential for the SLMS to have a clear set of objectives and guidelines in place based on a larger vision of the center purpose and function (Woolls, p. 139). This will allow an obvious path for job descriptions and standards of performance as well as planning programs to meet educational and curriculum needs, i.e. with administration and teaching staff. These standards also form the basis for accountability for personnel job performance. More importantly, they provide a gauge against which the center and the specialist will report on program success and failures.

Specifically, the SLMS will write job descriptions, recruit and hire, perform evaluations, monitor motivational levels, provide training, present current educational trends to key administrators, present an open-door policy, set behavior guidelines, and provide ongoing communication with all factions.

10) Reflecting on what you learned in reading the first seven chapters in Woolls’ School Library Media Manager, which roles and/or tasks/responsibilities seem the most daunting to you and WHY?

The two most daunting responsibilities of the SLMS position as presented in Woolls are curriculum knowledge and schedule management.

I have no formal background in education. Yet, it is clear that curriculum awareness is a central and crucial part of establishing oneself as an educational leader. One must be recognized by teachers as an integral part of the teaching team to maintain credibility and value. I know that much of this learning will come from additional schooling and on the job training, as well as from grade level mapping and team meetings, but at this stage, I feel quite deficient and insecure in this area.

Secondly, it is evident that a SLMS is pulled in many directions. Time management can be achieved maximally with careful planning and job responsibility awareness. However, it is daunting to me as to how necessary research support, business management tasks, and long range planning projects and issues can adequately get accomplished with such a demanding schedule. I see evidence that flexible scheduling allows some relief to this situation. By rotating classes through for shorter, more frequent visits to accommodate pleasure reading and literacy support as well as information needs does help. Nevertheless, remaining flexible in addition to being organized and informed will be fundamental to overcoming this dilemma and enjoying the job!

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