Checklist for Field Experience Documents to be Submitted ...
|Name |Whitney Fletcher |
|Semester Program Completed |Spring 2011 |
|Total # Field Hours Completed |132 |
Table of Contents
Field Experience Documents to be Submitted at the end of MEDT 6487 Practicum
Included Not Required # Field Hours
|Field Experience Time Logs |
|MEDT 6461 Admin of School Media Center | | |15 |
|MEDT 6463 Cataloging | | |15 |
|MEDT 6464 Reference Sources & Services | | |15 |
|MEDT 6465 Selection & Materials | | |15 |
|MEDT 6466 Media Programs | | |15 |
|MEDT 6467 Technology for Media Services | | |15 |
|MEDT 6468 Automating Media Centers | | |15 |
|MEDT 7461 Instructional Design | | |32 |
Included Not required
|Field Experience Reflections |
|MEDT 6461 Administration of School Media Center | | |
|MEDT 6463 Cataloging | | |
|MEDT 6464 Reference Sources & Services | | |
|MEDT 6465 Selection & Materials | | |
|MEDT 6466 Media Programs | | |
|MEDT 6467 Technology for Media Services | | |
|MEDT 6468 Automating Media Centers | | |
|MEDT 7461 Instructional Design | | |
| |
|Full Day Forms School Site Date |
|Day 1 |Futral Road Elem |9-14-10 |
|Day 2 |Futral Road Elem |9-15-10 |
|Day 3 |Griffin Spalding High |11-1-10 |
|Day 4 |Carver Road Middle |11-2-10 |
| | Included | Complete |
|Activities Checklist |Yes or No |Yes or No |
| | Included | Complete |
|Documentation of Work Teachers & Students |Yes or No |Yes or No |
| | Included | Complete |
|Field Experience Summary Reflection |Yes or No |Yes or No |
| |
|Notes |
| |
| |
|ID # 917340978 |Total # of course specific hours completed |15 |
School Library Media Field Experience Time Log
MEDT 6461 Administration of School Library Media Center
Examine specific functions and policies of the School Library Media Program (SLMP) through interviewing a School Library Media Specialist (SLMS). Discuss budget development, funding issues, collaboration techniques, facility planning, basic policies and procedures of administering the SLMP, current trends and issues including professional development and organizations, access to outside resources, cultural diversity and its impact on program development, copyright issues, and future goals. A clear understanding of these issues is essential in developing and administering a media program that will impact student achievement and lead to the development of lifelong readers.
|Student Name: |Semester: Spring 2009 |Instructor: Dr. Snipes |
|Whitney Fletcher | | |
|Mentor Name: Trude Hinson |Mentor e-mail: mildred.hinson@henry.k12.ga.us |Mentor phone: (770) 288-8561 |
|School: |District: Henry County Public Schools |Address: 3535 McDonough Pkwy McDonough, GA |
|Walnut Creek Elementary | |30253 |
|If you completed any General Hours as part of this course indicate the number of hours and enter the specific information |Number of General Hours: 15 |
|on the General Hours Log which you are maintaining throughout the program and will submit during the Practicum course. | |
|If you completed any Full Days as part of this course indicate the number of full days and enter the specific information |Number of Full Days: |
|on the Full Day forms which you are maintaining throughout the program and will submit during the Practicum course. | |
Course Specific Activity Field Experience Site Media Specialist Date Amount of Time
|Consult a SLMS through interviews, |Walnut Creek Elementary |Trude Hinson |2-18-09 |2 hrs. |
|surveys, or questionnaires about issues | | | | |
|in media program administration (as | | | | |
|stated in description of field | | | | |
|assignment). | | | | |
|Make on-site visits to examine policies |Walnut Creek Elementary |Trude Hinson |3-18-09 |2 hrs. |
|and procedures in the day-to-day | | | | |
|operation of the LMC (circulation, | | | | |
|copyright, LMC reservation and use, | | | | |
|etc.) for assistance in planning your | | | | |
|media handbook sections. | | | | |
|Discuss designing a floor plan of the |Walnut Creek Elementary |Trude Hinson |3-25-09 |1.5 hrs. |
|existing LMC and make suggestions for | | | | |
|improvements based on your discussion | | | | |
|with the SLMS and readings on good LMC | | | | |
|design. | | | | |
|Discuss with the SLMS budget preparation|Walnut Creek Elementary |Trude Hinson |3-4-09 |2 hrs. |
|for the SLMC for the media program for | | | | |
|the up-coming year. | | | | |
|Discuss current issues and personal |Walnut Creek Elementary |Trude Hinson |4-22-09 |1.5 hrs. |
|professional development with the SLMS | | | | |
|as you prepare your class debate. | | | | |
|Use LM-NET and Georgia Media Listserv to|Walnut Creek Elementary |Trude Hinson |2-18-09 |2.5 hrs. |
|explore these issues further and see how| | | | |
|other SLMS administer their media | | | | |
|programs. | | | | |
|Activities Checklist Items: |Walnut Creek Elementary |Trude Hinson |3-20-09 |3.5 hrs. |
|- Initiate interlibrary loans | | |2-10-09 | |
|- Reserve a collection | | |3-17-09 | |
|- Prepare gift records | | |3-5-09 | |
|- Attend meetings (PTO, Media Committee,| | | | |
|Faculty, etc.) | | | | |
|Name: Whitney Fletcher |Total # of course specific hours completed |10 |
|ID # 917-34-0978 |Total # of general hours completed |5 |
School Library Media Field Experience Time Log
MEDT 6463 Cataloging
|Student Name: |Semester: |Instructor: |
|Whitney Fletcher |Fall 2009 |Dr. Snipes |
|Mentor Name: |Mentor e-mail: |Mentor phone: |
|Trude Hinson |mhinson@henry.k12.ga.us |770-288-8561 |
|School: |District: |Address: |
|Walnut Creek Elementary |Henry County Public Schools |3535 McDonough Pkwy |
| | |McDonough, GA 30253 |
|If you completed any Full Days as part of this course indicate the number of full days and enter the specific information |Number of Full Days: |
|on the Full Day forms which you are maintaining throughout the program and will submit during the Practicum course. | |
Course Specific Activity Field Experience Site Media Specialist Date Amount of Time
|Locate materials in the media center |Walnut Creek Elementary |Trude Hinson |8/13/09 |2hrs |
|that need to be cataloged. | | | | |
|Catalog the items through original means|Walnut Creek Elementary |Trude Hinson |8/20/09 |3hrs |
|or copy cataloging. | | |10/13/09 | |
| | | |10/15/09 | |
|Process the items so that they are |Walnut Creek Elementary |Trude Hinson |10/20/09 |3hrs |
|shelf-ready. | | |10/22/09 | |
|Assist students in location and access |Walnut Creek Elementary |Trude Hinson |8/27/09 |1hr |
|of materials, including use of social | | | | |
|networking sites. | | | | |
|Present the Dewey PowerPoint to at least|Walnut Creek Elementary |Trude Hinson |11/10/09 |1hr |
|one class. | | | | |
|Activities Checklist and General Hour |Walnut Creek Elementary |Trude Hinson |11/19/09 |5hrs |
|items: | | |11/20/09 | |
|- Assist with catalog & indexes | | |11/30/09 | |
|- Process new materials | | |12/01/09 | |
|- Mark new materials | | | | |
|- Apply bar codes | | | | |
|- Affix spine labels | | | | |
|- Assisting students with locating | | | | |
|information through OPAC and social | | | | |
|networking sites | | | | |
|Name: Whitney Fletcher |Total # of course specific hours completed |21 |
|ID # 917340978 |Total # of full days completed | |
School Library Media Field Experience Time Log
MEDT 6464 Reference Sources & Services
Conduct an in-depth examination of reference materials, print, non-print and online. This will require visits to your school library media center, as well as public, and/or academic libraries. Reference tools must be examined thoroughly and associated with GPS/QCC standards. Instructional strategies and activities utilizing some of the tools should be developed and taught during the semester. A thorough knowledge of reference resources is essential in assisting patrons in the development of information literacy skills and problem solving strategies.
|Student Name: |Semester: Summer 2010 |Instructor: Dr. Cooper |
|Whitney Fletcher | | |
|Mentor Name: |Mentor e-mail: mhinson@henry.k12.ga.us |Mentor phone: 770-288-8561 |
|Trude Hinson | | |
|School: Walnut Creek Elementary |District: Henry County Public Schools |Address: 3535 McDonough Pkwy McDonough, GA |
| | |30253 |
|If you completed any Full Days as part of this course indicate the number of full days and enter the specific information on the Full Day forms which you |
|are maintaining throughout the program and will submit during the Practicum course. |
Course Specific Activity Field Experience Site Media Specialist Date Amount of Time
|Visit school (during Fall or Spring |Walnut Creek Elementary |Trude Hinson |6/9/10 |6 hrs |
|semester), public, and/or academic libraries | | | | |
|(Summer only) to locate and examine specific | | | | |
|types of reference tools. | | | | |
|Record information on tools examined. |Walnut Creek Elementary |Trude Hinson |6/15/10 |6 hrs |
| | | |7/13/10 |5 hrs |
|Develop instructional activities based on |Walnut Creek Elementary |Trude Hinson |7/6/10 |4 hrs |
|GPS/QCC standards that incorporate use of the| | | | |
|tools. | | | | |
|Teach an instructional activity you have | | | | |
|developed. | | | | |
|Activities Checklist and General Hour Items: | | | | |
|- Assist with research needs | | | | |
|- Perform bibliographic searching | | | | |
|- Handle reference questions (for teachers | | | | |
|and students) | | | | |
|Name: Whitney Fletcher |Total # of course specific hours completed |15 |
|ID # 917340978 |Total # of full days completed | |
School Library Media Field Experience Time Log
MEDT 6465 Selection and Materials
Identify and use recognized selection aids for school library media centers. Evaluate basic collections and make recommendations for improvement. Examine censorship issues and stereotyping in literature. Focus on collection analysis and development of print and non-print materials.
|Student Name: Whitney Fletcher |Semester: Summer 2009 |Instructor: Dr. Buddy |
|Mentor Name: |Mentor e-mail: mhinson@henry.k12.ga.us |Mentor phone: 770-288-8561 |
|Trude Hinson | | |
|School: |District: Henry |Address: 3535 McDonough Pkwy. McDonough, GA |
|Walnut Creek Elementary | |30253 |
|If you completed any Full Days as part of this course indicate the number of full days and enter the specific information on the Full Day forms, which you |
|are maintaining throughout the program and will submit during the Practicum course. |
Course Specific Activity Field Experience Site Media Specialist Date Amount of Time
|Discuss selection issues with library |Walnut Creek Elementary |Trude Hinson |6/1/09 |2hr |
|personnel: selection policy, copyright | | | | |
|policy, reconsideration policy, circulation | | | | |
|procedures, etc. | | | | |
|Examine the collection thoroughly, taking |Walnut Creek Elementary |Trude Hinson |6/11/09 |2hr |
|note of weak or incomplete areas. | | | | |
|Review selection policies. |Walnut Creek Elementary |Trude Hinson |6/9/09 |1hr |
|Review selection tools. |Walnut Creek Elementary |Trude Hinson |6/16/09 |1hr |
|Activities Checklist and General Hour Items:|Walnut Creek Elementary |Trude Hinson |6/2/09 |4hrs |
|- Create newsletter / flyer | | |6/18/09 |3hrs |
|- Prepare an order | | |6/23/09 |2hrs |
|- Circulate non-print materials | | | | |
|- Circulate media equip | | | | |
|- Process and circulate serials | | | | |
|- Receive an order | | | | |
|- Repair books/materials | | | | |
School Library Media Field Experience Time Log
MEDT 6466 The Media Program
|Student Name: |Semester: |Instructor: |
|Whitney Fletcher |Spring 2010 |Dr. Goldberg |
|Mentor Name: |Mentor e-mail: |Mentor phone: |
|Trude Hinson |mhinson@henry.k12.ga.us |770-288-8561 |
|School: |District: |Address: |
|Walnut Creek Elementary |Henry County Public Schools |3535 McDonough Pkwy |
| | |McDonough, GA 30253 |
|If you completed any Full Days as part of this course indicate the number of full days and enter the specific information on the Full Day forms which you |
|are maintaining throughout the program and will submit during the Practicum course. |
Course Specific Activity Field Experience Site Media Specialist Date Amount of Time
|Interview SLMS for ideas for school wide |Walnut Creek Elementary |Trude Hinson |3/15/10 |2 hr |
|programs | | | | |
|Interview SLMS for ideas for 2 year plan |Walnut Creek Elementary |Trude Hinson |4/15/10 |2 hr |
|Determine a theme that could lead to the |Walnut Creek Elementary |Trude Hinson |4/1/10 |1 hr |
|involvement of various populations within | | | | |
|the school. | | | | |
|Survey a SLMP in action |Walnut Creek Elementary |Trude Hinson |2/4/10 |1 hr |
|Identify specific groups within the school |Walnut Creek Elementary |Trude Hinson |4/12/10 |1 hr |
|that would be served well by completing | | | | |
|activities based on the theme. | | | | |
|Activity Checklist and General Hour Items: |Walnut Creek Elementary |Trude Hinson |1/14/10 |8 hrs |
|- Designing bulletin board or display | | |1/21/10 | |
|- Assisting in scheduling outside speakers | | |1/28/10 | |
|- Assisting in organizing a book fair | | |2/11/10 | |
|- Designing press release/photographing | | |3/4/10 | |
|events for local or school paper | | |3/11/10 | |
|- Reading promotions (booktalks, reader’s | | |3/25/10 | |
|theater) | | | | |
School Library Media Field Experience Time Log
MEDT 6467 Technology for Media Services
Examine technologies used in the media center to facilitate information access throughout the school through interviews with the media specialist and/or technology specialist. Discuss how the media center computer network is set up and organized, how the video distribution system works, and the basic operations of the automation system.
|Student Name: |Semester: |Instructor: |
|Whitney Fletcher |Fall 2010 |Dr. Cooper |
|Mentor Name: |Mentor e-mail: |Mentor phone: |
|Trude Hinson |mhinson@henry.k12.ga.us |770-288-8561 |
|School: |District: |Address: |
|Walnut Creek Elementary |Henry County Public Schools |3535 McDonough, GA 30253 |
|If you completed any Full Days as part of this course indicate the number of full days and enter the specific information on the Full Day forms which you |
|are maintaining throughout the program and will submit during the Practicum course. |
Course Specific Activity Field Experience Site Media Specialist Date Amount of Time
|Consult a school media specialist and/or |Walnut Creek Elementary |Trude Hinson |9-8-10 |1 hr |
|technology specialist and have them guide | | | | |
|you through the layout of the media center| | | | |
|computer network, identifying the location| | | | |
|of servers, clients, peripherals, | | | | |
|switches, routers, and/or other devices | | | | |
|that are used in the network. Identify | | | | |
|the technology support roles the media | | | | |
|specialist is asked to provide to | | | | |
|students, faculty, and staff. | | | | |
|Consult a school media specialist and/or |Walnut Creek Elementary |Trude Hinson |10-25-10 |1 hr |
|technology specialist and have them | | | | |
|demonstrate the operations of the school’s| | | | |
|video distribution system (closed circuit | | | | |
|broadcast system), and discuss with them | | | | |
|what the distribution system is used for, | | | | |
|problems encountered in the operation of | | | | |
|the distribution system and other issues | | | | |
|related to the video distribution system. | | | | |
|Consult a school media specialist and |Futral Road Elementary |Marilee Tice |9-15-10 |Full day |
|identify how students, teachers, and staff| | |9-16-10 |Full day |
|learn to use the online computer catalog | | | | |
|to locate media center resources, how they| | | | |
|learn to use other technologies available | | | | |
|through the media center, and what the | | | | |
|biggest media-center related training | | | | |
|needs are. | | | | |
|Activities Checklist and General Hour |Spalding High School |Dixie Johnston |11-1-10 |Full day |
|Items: | | | | |
|-Develop media productions | |Kay Barker | | |
|-Assist students with tech needs |Carver Road Middle School | |11-2-10 |Full day |
|-Work with/Troubleshoot computers and | | | | |
|other equipment (printers, scanners, | | | | |
|projectors, etc.) | | | | |
|-Work with/Troubleshoot network | | | | |
|-Work with/Troubleshoot video equipment | | | | |
|-Install software updates | | | | |
School Library Media Field Experience Time Log
MEDT 6468 Automating School Media Centers
Explore the basic operations of the automation system including cataloging, circulation, patron record maintenance, and report generation. Work directly with a school library automation system and input MARC records. A variety of formats should be entered into the system (book, CD, DVD, computer file, etc.). Records should be input through manual entry, download from disk/CD, and download from online source. Basic rules for development of MARC records should be used in entering original cataloging information into the OPAC.
|Student Name: |Semester: Spring 2010 |Instructor: Dr. Snipes |
|Whitney Fletcher | | |
|Mentor Name: |Mentor e-mail: |Mentor phone: |
|Trude Hinson |Mildred.hinson@henry.k12.ga.us |770-288-8561 |
|School: |District: Henry County Public Schools |Address: 3535 McDonough Parkway, McDonough |
|Walnut Creek Elementary | |Georgia, 30253 |
|If you completed any Full Days as part of this course indicate the number of full days and enter the specific information on the Full Day forms which you |
|are maintaining throughout the program and will submit during the Practicum course. |
Course Specific Activity Field Experience Site Media Specialist Date Amount of
Time
|Discuss the basic operations of the media |Walnut Creek Elem. |Trude Hinson |2/24/11 |1 hr |
|center automation system with a school | | | | |
|library media specialist and follow up with a| | | | |
|thorough review of the automation system | | | | |
|manual. | | | | |
|Develop a Qwik Start guide for using major |Walnut Creek Elem |Trude Hinson |2/15/11 |4.5 hrs |
|components of the school’s automation system.| | |3/8/11 | |
| | | |3/21/11 | |
|Participate in an online OPAC tour to examine|Walnut Creek Elem |Trude Hinson |3/1/11 |1 hr |
|MARC records. | | | | |
|Complete a variety of CIP and MARC | | | | |
|activities. | | | | |
|Import MARC records from an online source |Walnut Creek Elementary |Trude Hinson |3/28/11 |1hr |
|into the automation system. | | | | |
|Use MARC Magician to clean up MARC records in| | | | |
|a sample database. | | | | |
|Research a current topic in the area of |Walnut Creek Elem. |Trude Hinson |2/22/11 |1hr |
|automation of school library media centers. | | | | |
|Activities Checklist and General Hour Items: |Walnut Creek Elementary |Trude Hinson |3/31/11 |6.5 hrs |
|- Calculate circulation statistics | | |4/12/11 | |
|- Maintain student records | | |4/14/11 | |
|- Generate other reports from the automated | | |4/19/11 | |
|circulation system (Specify) | | |4/21/11 | |
|- Compile bibliographies | | | | |
|- Download MARC records from Internet | | | | |
|- Input MARC records into OPAC | | | | |
School Library Media Field Experience Time Log
MEDT 7461 Instructional Design
Examine specific instructional roles of the SLMS through interviewing a SLMS. Discuss roles related to planning, implementing and evaluating student instruction; developing in-service materials; collection development related to Georgia Performance Standards, information literacy standards and technology standards.
|Student Name: |Semester: |Instructor: |
|Whitney Fletcher |Spring 2010 |Dr. Putney |
|Mentor Name: |Mentor e-mail: |Mentor phone: |
|Trude Hinson | |770-288-8561 |
|School: |District: |Address: |
|Walnut Creek Elementary |Henry County Public Schools |3535 McDonough Pkwy |
| | |McDonough, GA 30253 |
|If you completed any Full Days as part of this course indicate the number of full days and enter the specific information on the Full Day forms which you |
|are maintaining throughout the program and will submit during the Practicum course. |
Course Specific Activity Field Experience Site Media Specialist Date Amount of Time
|Consult a SLMS through interviews, |Walnut Creek Elementary |Trude Hinson |2/9/10 |2 hrs |
|surveys, or questionnaires about their | | |2/17/10 | |
|responsibilities related to student | | | | |
|instruction and staff development. | | | | |
|Discuss ways to catalog materials adding|Walnut Creek Elementary |Trude Hinson |1/19/10 |1 hr |
|curriculum connection information to | | | | |
|individual catalog (MARC) records. | | | | |
|Examine a collection for materials that |Walnut Creek Elementary |Trude Hinson |1/26/10 |2 hrs |
|could support Georgia Performance | | | | |
|Standards in one curriculum area (math, | | | | |
|science, or social studies) for a grade | | | | |
|level you are not familiar with. A | | | | |
|collection must be examined in person | | | | |
|during the fall or spring semester. | | | | |
|During the summer through a public | | | | |
|school on-line catalog. | | | | |
|Use LM-NET and Georgia Media Listserv to|Walnut Creek Elementary |Trude Hinson |3/30/10 |3hrs |
|explore these issues further and see how| | |4/13/10 | |
|other SLMS collaborate with teachers, | | | | |
|provide staff development, and build | | | | |
|their collection to support Georgia | | | | |
|Performance Standards through their | | | | |
|media programs. | | | | |
|Activities Checklist and General Hour |Walnut Creek Elementary |Trude Hinson |3/2/10 |7 hrs |
|Items: | | |3/9/10 | |
|- Develop staff development / in-service| | |3/16/10 | |
|training | | | | |
|- Examine a collection for materials | | | | |
|that support GPS/QCC | | | | |
School Library Media Field Experience Reflection Form
MEDT 6461 Administration of School Library Media Center
|ID # 91734978 |Advisor: Goldberg | |
|Student Name: |Semester: Spring 2009 |Instructor: Dr. Snipes |
|Whitney Fletcher | | |
|Mentor Name: Trude Hinson |Mentor e-mail: mildred.hinson@henry.k12.ga.us |Mentor phone: (770) 288-8561 |
|School: Walnut Creek Elementary |District: Henry County Public Schools |Address: 3535 McDonough Pkwy McDonough, GA |
| | |30253 |
For each of the Course Specific Field Experience Hours you need to describe each of the following activities for this course. In addition to your description you need to include your reflection on each of the activities.
Activity Description and Reflection
|Consult a SLMS through interviews, surveys, or questionnaires |When interviewing Trude Hinson about issues in the media program she was very helpful and |
|about issues in media program administration (as stated in |she opened my eyes to a wide variety of ways to administer a media center. |
|description of field assignment). | |
|Make on-site visits to examine policies and procedures in the |Trude was very helpful in explaining her day-to-day operations of the LMC. She showed me |
|day-to-day operation of the LMC (circulation, copyright, LMC |how circulation worked and how she schedules the classes into the media center. Grades |
|reservation and use, etc.) for assistance in planning your |K-2 are on a fixed schedule where as the grades 3-5 are on a flexible schedule. |
|media handbook sections. | |
|Discuss designing a floor plan of the existing LMC and make |When designing a floor plan, Trude let me know of all the flaws that were in our schools |
|suggestions for improvements based on your discussion with the |floor plan and why. We discussed everything from the line of sight to where outlets |
|SLMS and readings on good LMC design. |should be placed. My discussion with Trude went right along the readings on good LMC |
| |design. Trude also helped me understand the importance of the traffic flow and furniture |
| |layout. |
|Discuss with the SLMS budget preparation for the SLMC for the |When I sat down with Trude to discuss the budget she showed me all of the ins and outs of |
|media program for the up-coming year. |preparing a budget. She taught me how to read and interpret a book analysis and even how |
| |to prepare the spreadsheet needed to present the budget. |
|Discuss current issues and personal professional development |My class debate is on fixed scheduling. Trude schedule is more of a semi-flexible |
|with the SLMS as you prepare your class debate. |schedule where she sees K-2 grades on a fixed schedule and grades 3-5 on a flexible |
| |schedule and there is always open check out during most of the day. After researching |
| |other ways to run a media center, I believe that being able to have a little of both of |
| |the schedules seems to be most beneficial to the students learning. Trude is able to |
| |collaborate with most of the teachers in the upper grades and is always willing to help |
| |pull books for the certain units for the lower grades. Having the fixed schedule in the |
| |lower grades allows the consistency that the students need. This helps them get the |
| |Information Literacy standards skills they need as the go into the upper grades. |
|Use LM-NET and Georgia Media Listserv to explore these issues |When reading over some of the LM-NET articles it showed me that there are many different |
|further and see how other SLMS administer their media programs.|ways of administering a media center. It reminded me to keep the students needs first on |
| |the priority list when making decisions on how to run a media program. A lot of articles |
| |referred to how the teachers and media center specialist felt and not what was best for |
| |the students. I feel as if we took our job because of the children not because of the way|
| |our daily schedule went or how our scope and sequence was laid out. |
|Activities Checklist Items: |I found using OPAC to find materials needed to initiate an interlibrary loan very simple |
|- Initiate interlibrary loans |and easy to use. I reserved a collection by just sending an email to Trude and she was |
|- Reserve a collection |willing and eager to help however she could. Trude showed me how to prepare gift records,|
|- Prepare gift records |but one was never completed this semester. I attended PTO, Media Committee meetings and |
|- Attend meetings (PTO, Media Committee, Faculty, etc.) |Faculty meetings this semester and found out that there is a lot to do in order to keep a |
| |great media center working well. I found out about all the work that is involved to keep|
| |things running smoothly and keep everyone happy. Trude gives students and teachers lots |
| |of opportunities to voice their opinions about what the media program needs or the what |
| |they would like see added to the collection. |
|Reflective Critique. Based on your field experiences, reflect on each of the following 3 issues in a brief narrative. |
|Issue |Narrative Reflection |
|Based on readings and surveying of listservs, how do other |Based on readings on listservs and looking at other media programs in the county, there is|
|SLMPs differ in administration of the media program (i.e., |a wide variety of ways to run a media program. When researching the media websites in my |
|circulation procedures, budget, issue of cultural diversity, |county I learned that access to different websites were available at different schools. |
|access to information outside the LMC, etc.)? |The level of administration of the media center also varied. Some schools had lots of |
| |support for the media program where others didn’t use their resources to the best of their|
| |abilities. I found where there was lots of support there was a lot of collaboration |
| |between the media specialist and the teachers. |
|Evidence of application of learnings into course assignments |While completing the floor plan assignment I created a new plan where goal was to enhance |
|(floor plan, current issues debate, budget preparation). |the library activities and curriculum and instruction. The new floor plan also helped to |
| |accommodate students learning. When looking at the way Trude uses her time effectively in|
| |the media center it was apparent that she believed in helping the children reach their |
| |highest potential when meeting the Information Literacy Standards. Trude works on a |
| |semi-flexible schedule where grades K-2 are on a fixed schedule and grades 3-5 are on a |
| |flexible schedule. This allows for several classes to going on at the same time while |
| |other classes are checking books out. When preparing the budget Trude taught me how to |
| |make and send out surveys to teachers and how to interpret them in making decisions on |
| |what to spend money on in the coming year and how to change the media program to better |
| |serve the children. |
|The importance of developing a policies and procedures handbook|The importance of developing a policies and procedures handbook that clearly defines |
|that clearly defines aspects of the administration of the media|aspects of the administration of the media program is priceless. Having all of the |
|program. |expectations of the media program in a well developed handbook is imperative in having |
| |consistency across the schools in the county. Making sure that the teachers understand |
| |the expectations of the media center is another way in ensuring that you have the support |
| |of the teachers in the media program. This is one way to open the doors of collaboration |
| |that were once shut. |
|Describe three Significant Learnings from Field Experience |Describe the potential impact of these significant learnings on your future work as a |
|Activities |media specialist. |
| Floor plan |The field experience of building a floor plan will impact my own library one day in that I|
| |will always keep in mind the importance of the traffic flow throughout the library. |
| |Making sure that quiet areas stay quiet to enhance student success is an important step in|
| |having a great media center. Making sure that the library is inviting and exciting will |
| |also help bring the students into the library and help to instill the love of reading. |
| Budget preparation |Learning the importance of staff and student surveys was very beneficial in understanding |
| |the budget preparation process. Giving the staff and students a say on what goes on in |
| |the media program gives the ones involved a since of ownership. When ownership is |
| |established so is support for the program giving more opportunities to collaborate with |
| |teachers and ensure that the students meet all of the Information Literacy Standards. |
|Semi-flexible Scheduling |After given the opportunity to watch how Trude’s media center was ran using a |
| |semi-flexible schedule it helped me realize the importance of paying attention to students|
| |needs. Allowing the students to use the media center and the program the way that they |
| |need is very important in ensuring that they learn the Information Literacy Standards and|
| |apply them to their daily lives. |
School Library Media Field Experience Reflection Form
MEDT 6463 Cataloging
|ID # 917-34-0978 |Advisor: Dr. C. Goldberg | |
|Student Name: |Semester: |Instructor: |
|Whitney Fletcher |Fall 2009 |Dr. P. Snipes |
|Mentor Name: |Mentor e-mail: |Mentor phone: |
|Trude Hinson |mhinson@henry.k12.ga.us |(770)288-8561 |
|School: |District: |Address: |
|Walnut Creek Elementary |Henry County Public Schools |3535 McDonough Pkwy |
| | |McDonough, GA 30253 |
For each of the Course Specific Field Experience Hours you need to describe each of the following activities for this course. In addition to your description you need to include your reaction/reflection on each of the activities.
Activity Description and Reflection
|Locate a variety of materials in the media center that need to be |After speaking with Trude Hinson, we realized that the professional section, which |
|cataloged. |included mentor text for teachers, needed to be cataloged. |
|Catalog the items through original means or copy cataloging. |Several book orders came in over the summer that needed to be cataloged. We used the|
| |Destiny System to copy catalog most of the items in the order. |
|Process the items so that they are shelf-ready. |After we used the Destiny System to copy catalog the books in the order, we then |
| |assigned barcodes to each item and attached appropriate spine labels. |
|Assist students in location and access of materials, including use |I assisted several students in using the OPAC system to find items in the library. |
|of social networking sites. |The students were in the first grade and weren’t sure on how to search for a book. |
| |After assisting the students, it became clear to me the importance of cataloging |
| |materials for your specific patrons so items are easily found. |
|Present the Dewey PPT to at least one class. |My presentation of the Dewey Decimal System was geared to teach teachers about how to|
| |better help their students in the media center. I showed my PPT to my group of |
| |Kindergarten teachers. The presentation had a great response in that I was able to |
| |give them a better insight on how the media center works and where materials can be |
| |found. |
|Activities Checklist items: |See above descriptions and reflections. |
|- Assist with catalog & indexes | |
|- Catalog, process, and mark new materials | |
|- Assisting students with locating information through OPAC and | |
|social networking sites | |
|Reflective Critique. Based on your field experiences, reflect on each of the following 3 issues in a brief narrative. |
|Issue |Narrative Reflection |
|Evidence of cataloged materials in the OPAC database |I found that most of the materials in the media center were cataloged in the OPAC |
| |database. However, the professional section is not included in that database. |
|Response to presentation of the Dewey PowerPoint to students |I found that the response to the Dewey PowerPoint was a positive one. The |
| |Kindergarten teachers all found some new information to help their students find |
| |books in the media center. |
|Success of students in accessing and locating specific materials |After assisting students with the OPAC database, I noticed that the younger students |
|needed through the OPAC and social networking sites for assignments |had a hard time finding the right words to accurately search for a specific type of |
| |material. |
|Describe three significant learnings from Field Experience |Describe the potential impact of these significant learnings on your future work as a|
|Activities |media specialist |
|1. Processing a new order |After going through the long task of processing a large order by hand, I will be |
| |using part of my budget to order my books preprocessed. |
|2. Cataloging the professional Section of the media center |I found that cataloging and organizing the professional section was somewhat |
| |difficult. There were several mentor text books that could have gone in different |
| |sections of the professional sections. After going through all of the mentor text |
| |books we ended up making a mentor text section. This processes made a huge impact on|
| |my future work due to the realization that it is so important to catalog all |
| |materials for your patrons to easily find them. |
|3. Assisting students with navigating through the OPAC database |After realizing that the younger students had a hard time finding the right words to |
| |accurately search for a specific material, I came up with the idea to set up a word |
| |list with suggestions of words that could be used to find different types of |
| |materials. This is something that I will implement in my own media center one day. |
School Library Media Field Experience Reflection Form
MEDT 6464 Reference Sources and Services
|ID # 917340978 |Advisor: Dr. Goldberg | |
|Student Name: |Semester: Summer 2010 |Instructor: Dr. Cooper |
|Whitney Fletcher | | |
|Mentor Name: Trude Hinson |Mentor e-mail: mhinson@henry.k12.ga.us |Mentor phone: 770-288-8561 |
|School: Walnut Creek Elementary |District: Henry County Public Schools |Address: 3535 McDonough Pkwy McDonough, GA |
| | |30253 |
For each of the Course Specific Field Experience Hours you need to describe each of the following activities for this course. In addition to your description you need to include your reaction/reflection on each of the activities.
Activity Description and Reflection
|Visit school (during Fall or Spring semester), public, and/or |After visiting the Henry County Public Library, my eyes have been opened to the reference |
|academic libraries (Summer only) to locate and examine specific |section of the library. When considering materials for the Reference Log assignment, I |
|types of reference tools. |was exposed to all the different types of materials available. |
|Record information on tools examined. |The Reference Log assignment allowed me to look at the reference materials available |
| |deeply and understand their importance to students. |
|Develop instructional activities based on GPS/QCC standards that|The pathfinders that our group created this semester incorporated activities students |
|incorporate use of the tools. |could participate. Each pathfinder was created to help students and teachers meet a |
| |specific standard. |
|Teach an instructional activity you have developed. | |
|Reflective Critique. Based on your field experiences, reflect on each of the following 3 issues in a brief narrative. |
|Issue |Narrative |
|Applicability of a good reference collection to student learning|Based on my field experience I believe that understanding the research process is very |
|and the development of good information literacy skills in |important in the development of students becoming information literate. Students need a |
|patrons. |collection that is rich in different types of references and materials. I believe |
| |students need to have the skills to go beyond Google and find reliable reference |
| |materials. Students also need to be able to tell the difference between a reliable and un|
| |reliable source. |
|The importance of developing and maintaining a relevant, |Based on my field experience I have found that there are several references that need to |
|up-to-date reference collection in the school library media |be weeded from the collection due to the irrelevance of their information. The |
|center. |information found in some of these references is out of date or the same information can |
| |be found in better references. |
|Describe three Significant Learnings from Field Experience |Describe the potential impact of these significant learnings on your future work as a |
|Activities |media specialist. |
| Visiting the Public Library |This activity has impacted my view of the reference collection. The collection has many |
| |uses and can help students achieve many of their standards while teaching them how to be |
| |lifelong learners |
|Record information on the tools gathered |This activity has significantly impacted my view on the different types and uses of |
| |reference materials. I have a better understanding of the information that is found in |
| |the reference section and will be able to assist patrons better with helping them on their|
| |quest for information. |
|Creating an activity using the reference tools. |Creating the Pathfinders for the different Georgia Performance Standards has had a |
| |significant impact on my views of a reference librarian. I understand the impact of the |
| |virtual reference desk has on the newer generations of researchers. |
School Library Media Field Experience Reflection Form
MEDT 6465 Selection and Materials
|ID # 917340978 |Advisor: Dr. Goldberg | |
|Student Name: |Semester: Summer 2009 |Instructor: Dr. Buddy |
|Whitney Fletcher | | |
|Mentor Name: |Mentor e-mail: mhinson@henry.k12.ga.us |Mentor phone: |
|Trude Hinson | |770-288-8561 |
|School: |District: Henry County Public Schools |Address: 3535 McDonough Pkwy |
|Walnut Creek Elementary | | |
For each of the Course Specific Field Experience Hours you need to describe each of the following activities for this course. In addition to your description you need to include your reaction/reflection on each of the activities.
Activity Description and Reflection
|Discuss selection issues with library personnel: selection |When discussing selection issues with Trude Hinson she was helpful in interpreting the |
|policy, copyright policy, reconsideration policy, circulation|importance of the different policies that were created. |
|procedures, etc. | |
|Examine the collection thoroughly, taking note of weak or |After reviewing the collection analysis with Trude I discovered that there was an area of |
|incomplete areas. |weakness in the 700’s section of the collection Trude also mention that the 500’s were going |
| |to be the focus for the upcoming school year. Trude had already made new orders that |
| |included both of these sections. |
|Review selection policies. |After reviewing the selection policy I learned about the importance of having policies in |
| |place to guide media specialist is selecting materials for the collection. Making sure |
| |quality materials are made available to faculty, parent and staff is important while |
| |selection materials. |
|Review selection tools. |After reviewing all of selection tools, I wanted to hear a real media specialist point of |
| |view. Trude’s recommendations on different selection tools and how she uses them when making |
| |material selections for new orders was interesting. |
|Reflective Critique. Based on your field experiences, reflect on each of the following 3 issues in a brief narrative. |
|Issue |Narrative Reflection |
|Based on readings and surveying library media specialists, |When policies are in place the media specialist and all others involved understand the |
|how do selection / reconsideration policies safeguard the |expectations of the media center. These policies keep the media specialist organized in a |
|library media collection? |professional manner when a patron challenges materials. |
|Collection analysis and development – how is it best |I found using Follett Library Resources the best way to develop and analysis a collection. |
|accomplished? |Follett not only gives their point of view on your collection, but it can also correlate your|
| |materials to the Georgia Performance Standards. |
|Censorship in our school library media centers |I believe that students are given rights from the United States Constitution, but it is our |
| |job to protect our students from materials where they can be hurt or hurt others. |
|Stereotyping in our school library media center collections |It is hard to put your own biases aside when selecting materials for a collection, but very |
| |important. Making sure that the collection you represent is balanced in all areas so that |
| |there are not any stereotype materials in your collection. If that means that I have to |
| |physically count the amount of materials in each area to make sure that not one area |
| |overpowers another, I will. I find it very important to have a balanced collection. |
|Describe three Significant Learnings from Field Experience |Describe the potential impact of these significant learnings on your future work as a media |
|Activities |specialist. |
|Preparing for a new order |Understanding the preparation that goes into making an order will make a significant impact. |
| |The process of making an order was more than I could have imagined. The detail of the |
| |curriculum analysis, even though time consuming, gave great insight into collection. Finding|
| |the deficits and areas that needed attention within the collection was the first step in |
| |preparing an order. |
|Receiving a new order |The process of receiving a new order was important to me because it gave me great insight to |
| |the behind the scenes of the media center. I learned that some jobbers give a CD with the |
| |order so that the new books that are received can be uploaded into the system easier than |
| |ever before. I also learned how to input a new order of books into the system by scanning |
| |each book. Technology is defiantly making the media specialist job a lot easier. |
|Processing a new order |Processing a new order has made the most impact on me during my field experience. I am |
| |grateful to my mentor for making me process an order by hand. Though the process was very |
| |time consuming, it made me aware of what really goes into the process. Making my own spine |
| |labels, inputting the information of each book into the OPAC and making barcodes are all |
| |great skills I needed to learn. Trude gave us a break for the last order that came in, it |
| |was already processed for us and though it made things much easier I had a lot more respect |
| |for the whole process. |
School Library Media Field Experience Reflection Form
MEDT 6466 The Media Program
|ID # 917340978 |Advisor: Dr. Goldberg | |
|Student Name: |Semester: |Instructor: |
|Whitney Fletcher |Spring 2010 |Dr. Goldberg |
|Mentor Name: |Mentor e-mail: |Mentor phone: |
|Trude Hinson |mhinson@henry.k12.ga.us |770-288-8561 |
|School: |District: |Address: |
|Walnut Creek Elementary |Henry County Public Schools |3535 McDonough Pkwy |
| | |McDonough, Ga 30253 |
For each of the Course Specific Field Experience Hours you need to describe each of the following activities for this course. In addition to your description you need to include your reaction/reflection on each of the activities.
Activity Description and Reflection
|Interview SLMS for ideas for school wide programs |After interviewing Trude about the school wide program she directed us to the book |
| |Everybody Cooks Rice. This book lead us to create a program that shows the diversity |
| |within our own school. |
|Interview SLMS for ideas for 2 year plan |When interviewing Trude about ideas for the 2 year plan she suggested adding a book fair |
| |and a Rock and Read night. The ideas that were included in our conversation allowed me |
| |to better understand the mission the media center had. |
|Determine a theme that could lead to the involvement of various |When creating a school wide program we also determined a theme that could help in |
|populations within the school. |involving different populations within our school. The assignments related to Everybody |
| |Cooks Rice encouraged the students to learn more about the different cultures represented|
| |in the books as well as their own culture. Bringing meaning to assignments is one of my |
| |biggest goals when assigning students a task to complete. |
|Survey a SLMP in action |The survey given to the different patrons was interesting. It was interesting to see the|
| |similarities and differences in the needs of each of the groups surveyed. This is a task|
| |that I will use in the future when starting my own media center. |
|Identify specific groups within the school that would be served |The assignments that were given to each of the grade levels in the school wide media |
|well by completing activities based on the theme. |program were based off a theme. I believe that all students benefit from completing |
| |activities based on a theme. The activities chosen bring meaning to the theme that is |
| |being taught. |
|Reflective Critique. Based on your field experiences, reflect on each of the following 3 issues in a brief narrative. |
|Issue |Narrative Reflection |
|Evidence of application of learnings into course assignments |Having activities that support the GPS standards is essential to strong media programs. |
|(relating activities to GPS/QCC standards, identification of |The media programs should support the information being taught in the classrooms and vice|
|strong media programs, good PR strategies, etc.) |versa. |
|Awareness of the administration regarding the role of the LMS and|Having the support of the administration is key in establishing the role of the media |
|academic implications of a strong media program |programs in the school. Without the support of the administration the media center would|
| |not be used to its full potential. The media specialist would continue to have a hard |
| |time collaborating with teachers and implementing media programs on a daily basis. |
|The importance of LMS and teacher collaboration and |Without the classroom teacher as a co-instructor it would be very difficult to meet the |
|co-instruction in the development of student information literacy|needs of all the students. The classroom teacher is vital in planning lessons in that |
|skills |the teacher will continue the lessons taught in the media center in their own classroom. |
|Describe three Significant Learnings from Field Experience |Describe the potential impact of these significant learnings on your future work as a |
|Activities |media specialist. |
| Interviewing Trude about School Wide Media Programs |The school wide media program showed me that there is a lot of work involved in getting |
| |all parties to participate at the level of involvement needed to complete the program. |
| |Getting a whole school involved in one program at the same time will be so exciting. |
| Assisting in setting up a book fair. |I now know the intensity and precision it takes to set up a well functioning book fair. |
| |There is a lot of planning that is involved when creating a great book fair environment. |
| |Having the right volunteers to help set up, run and pack up the book fair is vital when |
| |having a great book fair. |
| Book Talk |The book talk assignment helped me to better understand the importance of public |
| |relations in the media center. Public relations begin with the students in the school |
| |and making them excited about the materials in the media center. Book talks will be a |
| |big part of my media program to help build relationships with the students. |
School Library Media Field Experience Reflection Form
MEDT 6467 Technology for Media Services
|ID # 917340978 |Advisor: Dr. Goldberg | |
|Student Name: |Semester: |Instructor: |
|Whitney Fletcher |Fall 2010 |Dr. Cooper |
|Mentor Name: |Mentor e-mail: |Mentor phone: |
|Trude Hinson |mhinson@henry.k12.ga.us |770-288-8561 |
|School: |District: |Address: |
|Walnut Creek Elementary |Henry County Public Schools |3535 McDonough, GA 30253 |
For each of the Course Specific Field Experience Hours you need to describe each of the following activities for this course. In addition to your description you need to include your reaction/reflection on each of the activities.
Activity Description and Reflection
|Consult a school media specialist and/or technology specialist |After spending time in the technology closet I was a little blown away. I never thought the |
|and have them guide you through the layout of the media center |patch panel was going to be so big. I couldn’t believe the amount of cables that were running|
|computer network, identifying the location of servers, clients, |through our building. Seeing where and how everything was organized, stored and taken care of|
|peripherals, switches, routers, and/or other devices that are |was amazing as well. |
|used in the network. Identify the technology support roles the | |
|media specialist is asked to provide to students, faculty, and |After talking to the media specialist about troubleshooting she explained that the teachers |
|staff. |are to submit a work order through a link on the school’s website. The work order is then |
| |emailed to her where she examines the problem. If the problem is easily fixable then she |
| |handles it herself before or after school. If the problem is to big or difficult, she passes |
| |the work order on to the technology office at the county level. Trude mentioned that she |
| |tries to take care of problems immediately, but there are times that teachers have to wait |
| |until later in the day. |
|Consult a school media specialist and/or technology specialist |Trude took the time to show me the room where the video distribution system was held. This |
|and have them demonstrate the operations of the school’s video |system is used to stream videos to each of the classroom televisions. Teachers can request a |
|distribution system (closed circuit broadcast system), and |video up to one week before the video is to be shown. The video must be tied to a Georgia |
|discuss with them what the distribution system is used for, |Performance Standard, previewed by the teacher, included in that weeks lesson plans and |
|problems encountered in the operation of the distribution system|approved by an administrator be for being viewed by the students. However, teachers do not |
|and other issues related to the video distribution system. |have remote access to the video distribution system. Therefore the teachers rely on the media|
| |specialist to start and stop their video on time. |
|Consult a school media specialist and identify how students, |Not only can teachers and students access the OPAC system in the media center, they can also |
|teachers, and staff learn to use the online computer catalog to |access the system through any computer in the building. Students are usually trained to use |
|locate media center resources, how they learn to use other |this program at the beginning of each year. Teachers are also given a refresher course at the|
|technologies available through the media center, and what the |beginning of the year on how to use all the technology equipment including OPAC. The media |
|biggest media-center related training needs are. |specialist includes technology training into our professional development courses. She gives |
| |an overview of what is available and then allows the teachers and staff to choose the |
| |technology that is most appropriate for their students to use. She is finding that more and |
| |more teachers need troubleshooting training on the active carts that are provided to each of |
| |the grade levels. I believe that when I am a media specialist I will give the teachers a |
| |troubleshooting guide to help them fix small problems that they may face. |
|Activities Checklist Items: |I found that when working with students with technology questions or needs they were very |
|-Develop media productions |accepting and patient. Students sometimes were more interested on what I was doing than their|
|-Assist students with tech needs |assignment they were working on. I found when troubleshooting computers or technology |
|-Work with/Troubleshoot computers and other equipment (printers,|problems it is easiest to start simple. |
|scanners, projectors, etc.) | |
|-Work with/Troubleshoot network | |
|-Work with/Troubleshoot video equipment | |
|-Install software updates | |
|Reflective Critique. Based on your field experiences, reflect on each of the following 3 issues in a brief narrative. |
|Issue |Narrative Reflection |
|1. What role does the media specialist play in terms of |The media specialist at my school supports the faculty, students and staff efficiently daily. |
|technology support for faculty, staff, and students? |When a problem arises the faculty puts in a work order that is sent directly to the media |
| |specialist. Depending on the severity of the problem the media specialist will come and fix |
| |the problem or send the work order on to the county for the county’s technicians to fix. |
|2. What role does the automation system play in media center |The automation system is used for closed circuit videos and the morning news. Teachers have |
|operations, and how do school and system media center policies |no remote access to the automation system at our school. The media specialist is in charge of|
|impact how the automation system is configured? |starting and stopping all video. |
|3. What role does the media specialist play in providing |The media specialist plays a huge role when providing instruction of new technology. She |
|instruction to student, faculty and staff in the use of current |creates and presents the staff development instruction that is needed for the new technology. |
|and new technologies? |The media specialist is also very helpful and available for follow up questions about new or |
| |old technology. |
|Describe three Significant Learnings from Field Experience |Describe the potential impact of these significant learnings on your future work as a media |
|Activities |specialist. |
|Troubleshooting with students |When I was volunteering at the high school level, I realized that not only could I help them |
| |better understand the task that they were working on, but they showed me different ways of |
| |navigating through a complicated technology problem. This ah ha moment made me realize that |
| |there can be several different ways to fix a technology problem and even though your way is |
| |right, doesn’t mean that the problem couldn’t have been fixed another way. |
|Understanding the configuration of the network. |Now that I know the configuration of the network at my school, I can better understand and fix|
| |problems that may arise. I can also make suggestions that may improve the performance of the |
| |computers and their availability. We are finding that when one computer is off line in the |
| |computer lab, four other computers are affected as well. Truly understanding the network |
| |design will allow me to set up classrooms to not only meet the needs of the students, but |
| |create the best set up for the network. |
|Understanding the video distribution system |After reviewing the video distribution system available in my school, I find that when I am a |
| |media specialist I will allow my teachers and staff the ability to access the system remotely.|
| |There has been countless times where I have wanted to stop a video to explain, ask question or|
| |discuss an issue, but did not have access to stop the video. A teachable moment was lost |
| |because of the lack of remote access to the video distribution system. |
School Library Media Field Experience Reflection Form
MEDT 6468 Automating School Media Centers
|ID # 917340978 |Advisor: Dr. Goldburg | |
|Student Name: |Semester: Spring 2011 |Instructor: Dr. Snipes |
|Whitney Fletcher | | |
|Mentor Name: |Mentor e-mail: mildred.hinson@henry.k12.ga.us |Mentor phone: 770-288-8561 |
|Trude Hinson | | |
|School: |District: |Address: 3535 McDonough Pkwy, McDonough GA, |
|Walnut Creek Elementary |Henry County Public Schools |30253 |
For each of the Course Specific Field Experience Hours you need to describe each of the following activities for this course. In addition to your description you need to include your reaction/reflection on each of the activities.
Activity Description and Reflection
|Discuss the basic operations of the media center automation |Mrs. Hinson and I had a discussion about the basics of Destiny. She talked about the pros |
|system with a school library media specialist and follow up with |and cons of the system. She let me know that she is the most frustrated when the Destiny |
|a thorough review of the automation system manual. |system is down and the students cannot utilize the media center appropriately. |
|Develop a Qwik Start guide for using major components of the |Mrs. Hinson walked through the different parts of Destiny and showed us how to perform the |
|school’s automation system. |major components needed to manage the collection and patron successfully. This portion of |
| |the field experience was the most eye opening for me. I now understand the automation system|
| |more clearly and feel that if needed I could successfully navigate my way around the system. |
|Participate in an online OPAC tour to examine MARC records. |The OPAC tours to examine the MARC records were very interesting. I now understand how |
| |different OPACs are run and what the different systems find important to include when |
| |searching for materials. |
|Complete a variety of CIP and MARC activities. |After completing the CIP and MARC activities I better understand the tags used to identify |
| |different information about a material. Mrs. Hinson says that the more tags added to a |
| |material makes the search for the material easier for the patron. The material will be |
| |searchable from many different areas when the material has the most specific details added to|
| |the MARC record. |
|Import MARC records from an online source into the automation |Mrs. Hinson showed us how to import MARC records after we had recently received a new order |
|system. |of materials for the media center. She said, the easiest way is to download the MARC records|
| |from Titlewave directly to the desktop. From the desktop she uploaded the MARC records into |
| |the Destiny system. Seeing the MARC records download, made the process all make sense. I am|
| |glad she showed us a quick and easy way to upload the records into the system. |
|Use MARC Magician to clean up MARC records in a sample database. |Mrs. Hinson says she uses MARC Magician to clean up MARC records in the database during the |
| |inventory process and when she feels that records may be incorrectly imputed. I like the |
| |way that Mrs. Hinson focuses on the importance of having information correct when entering |
| |and therefore continues to have clean records year after year. |
|Research a current topic in the area of automation of school |I researched the inventory process. Mrs. Hinson says that she wishes she had more manpower |
|library media centers. |and a wireless scanner to complete the inventory. I feel that the students will begin to |
| |feel and experience the cut backs the county has made because the media center is closing |
| |sooner this year to complete the yearly inventory. |
|Activities checklist items: |After speaking with Mrs. Hinson, I learned that the student records and updated information |
|- Calculate circulation statistics |is uploaded to the Destiny system overnight. This helps in keeping information current and |
|- Maintain student records |accurate. |
|- Generate other reports from the automated circulation system | |
|(Specify) | |
|- Compile bibliographies | |
|- Download MARC records from Internet | |
|- Input MARC records into OPAC | |
|Reflective Critique. Based on your field experiences, reflect on each of the following 3 issues in a brief narrative. |
|Issue |Narrative Reflection |
|1. What role does the automation system play in media center |The Destiny system plays a huge role in the media center operations. When Destiny is down |
|operations, and how do school and system media center policies |the media center operations are down. The school and system policies allow for a committee |
|impact how the automation system is configured? |to come together to make decisions for the good of the whole county. |
|2. Reflect on the Current Issue Discussion and its implication in|Because the media center will be closing earlier this year for inventory, the students and |
|the media center. |teachers will lose out on the ability to check out books for their classroom, content areas |
| |or as resources to support their curriculum. |
|3.Success of students in accessing and locating specific |The student seemed to be successful in locating specific materials when they use the OPAC |
|materials needed for assignments |system. Because the MARC records are so detailed, it makes searching for a specific material|
| |easier. |
|Describe three significant learnings from Field Experience |Describe the potential impact of these significant learnings on your future work as a media |
|Activities from this course |specialist |
| Review of patron information |I now understand how enter in patron information to the Destiny system and feel confident |
| |that I would be able to manage the patron information successfully. |
|Review of MARC records |I now understand what MARC records are and how important they are to ensuring patrons find |
| |the correct materials they need and want. |
|Review of collection management |After reviewing how to manage the collection through Destiny, I now understand the importance|
| |of inventorying the collection once a year. Once inventory is complete the media specialist |
| |knows what is needed to fill in the weak areas of the collection. Filling in the weak areas |
| |at the end of the year ensures that patrons will find a complete and well balanced collection|
| |the next fall. |
School Library Media Field Experience Reflection Form
MEDT 7461 Instructional Design
|ID # 917340978 |Advisor: Dr. Goldberg | |
|Student Name: |Semester: |Instructor: |
|Whitney Fletcher |Spring 2010 |Dr. Putney |
|Mentor Name: |Mentor e-mail: |Mentor phone: |
|Trude Hinson | |770-288-8561 |
|School: |District: |Address: |
|Walnut Creek Elementary |Henry County Public Schools |3535 McDonough Pkwy |
| | |McDonough, Ga 30253 |
For each of the Course Specific Field Experience Hours you need to describe each of the following activities for this course. In addition to your description you need to include your reaction/reflection on each of the activities.
Activity Description and Reflection
|Consult a SLMS through interviews, surveys, or questionnaires |Trude stated that she sends out two questionnaires a year. The first one is a needs |
|about their responsibilities related to student instruction and|assessment and the second is a questionnaire related to how the program can be enhanced to|
|staff development. |better meet the needs of its patrons. I believe that I would send both questionnaires |
| |both times to get the most feedback as possible. |
|Discuss ways to catalog materials adding curriculum connection |When speaking to Trude we both agreed that the Destiny program could have the GPS |
|information to individual catalog (MARC) records. |standards available in the description of the book when searched. |
|Examine a collection for materials that could support Georgia |After reviewing some of the math books available to the second grade students, I found |
|Performance Standards in one curriculum area (math, science, or|that a lot of the books could be used in other disciplines as well as different grades. |
|social studies) for a grade level you are not familiar with. A | |
|collection must be examined in person during the fall or spring| |
|semester. During the summer through a public school on-line | |
|catalog. | |
|Use LM-NET and Georgia Media Listserv to explore these issues |After reviewing some of the post on LM-NET it became apparent those media specialists have|
|further and see how other SLMS collaborate with teachers, |a hard time truly collaborating with teachers. The teachers are reluctant to give up |
|provide staff development, and build their collection to |their planning time to come to the media center and prepare a lesson or it is difficult |
|support Georgia Performance Standards through their media |for media specialist to get to the teachers when they are having grade level planning. |
|programs. |Some of the media specialists have resorted to planning through e-mail. Finding what |
| |works the best for my own media center will be the real challenge. |
|Activities Checklist Items: |Developing the different in-service training was fun, but very time consuming. |
|- Develop staff development/in-service training |Understanding when to fit all the roles of the media specialist in will be a challenge. I|
|- Examine a collection for materials that support GPS/QCC |enjoyed checking out a different grade levels materials and seeing the different ways the |
| |books could be used. The book might be on shapes, but could also be used in a language |
| |arts mini lesson to teach how to illustrate a writing by using common shapes. |
|Reflective Critique. Based on your field experiences, reflect on each of the following 3 issues in a brief narrative. |
|Issue |Narrative Reflection |
|Based on readings, surveying of listservs and on-line catalogs,|I would begin with a needs assessment from the teachers and staff. With the needs |
|and interacting with SLMS, how would you approach collection |assessment results, I would purchase materials that meet the GPS and fill the gaps where |
|and material development to support student instruction? |materials are needed in the media center. I would also look for materials that meet more |
| |than one GPS standard or could be used across the curriculum. |
|Potential positive results of collaboration between teachers |Potential positive results of collaboration would include a new outlook on what is |
|and SLMS. |actually going on in the classrooms. The students would get a lesson taught in a new and |
| |exciting format that would then be extended in the class by their classroom teacher. |
|Value of well developed in-service materials |There is a lot of value in a well developed in-service. The in-service should be |
| |meaningful to the teachers and staff. The in-service should also be simple to understand |
| |and easy to navigate. Having the teachers leave an in-service with a product that they |
| |can use in their classroom is important when deciding on the content of the in-service. |
|Describe three Significant Learnings from Field Experience |Describe the potential impact of these significant learnings on your future work as a |
|Activities |media specialist. |
| In-service training |Understanding the time to develop materials for an in-service training was the most |
| |significant impact to me. The list of media specialist’s role in the school seems to be |
| |getting longer and longer yet more rewarding. I will use this activity to make my own |
| |in-service trainings based off of the needs assessments given to the teachers and staff. |
| Identifying a collection that supports the GPS |When choosing materials for the media center it is clear that they must all meet the GPS. |
| |I will only choose materials that will meet the GPS. I will try to order materials that |
| |meet more than one GPS or could be used with several different grade levels. |
| Finding ways to collaborate with teachers and staff |Finding ways to collaborate with teachers and staff will be on my priority list when I |
| |become a media specialist. I am finding that I will need to use several different methods|
| |to collaborate with all the different teachers and staff in the school. |
Full Day in the Media Center Form
Students must complete at least four full days in public school media centers. These full days must be completed during Fall and Spring semesters. One full day must be spent working with the mentor. The other three full days must be spent at other levels and schools. School library media certification is PreK-12, therefore, students must spend time at all three levels: elementary, middle, and high school. Practicing media specialists must also spend four full days in other sites – two of the four days may be spent at the same level as the worksite. The other two days must be spent at levels other than the worksite. The student’s main mentor is indicated in the General Information table and information about the media specialist at the site where the full day is completed is indicated in the Full Day Site Information table. The Full Day form should be completed for each of the four days and submitted during the Practicum course. The full day hours can be split between several courses and count toward the total 120 field experience hours required. The hours completed during a full day must also be recorded on course specific logs or the general hours log.
General Information (Main Mentor)
|ID # 917340978 |Advisor: Dr. Goldberg | |
|Student Name: |Semester: |Instructor: |
|Whitney Fletcher |Fall 2010 |Dr. Cooper |
|Mentor Name: |Mentor e-mail: |Mentor phone: |
|Trude Hinson |mhinson@henry.k12.ga.us |770-288-8561 |
|School: |District: |Address: |
|Walnut Creek Elementary |Henry County Public Schools |3535 McDonough Pkwy |
| | |McDonough GA, 30253 |
Full Day Site Information (Media Specialist at site where Full Day is completed)
|Media Specialist: |Media Specialist e-mail: |Media Specialist phone: |
|Marilee Tice | |770-229-3735 |
|School: |District: |Address: 180 Futral Road Griffin GA, |
|Futral Road Elementary |Griffin-Spalding County Schools | |
|Date: 9/14/10 |Time of Arrival: 8:00 |Time of Departure: 3:00 |
Activity Description and Reflection
|Weeding |When Fultral Road Elementary was built two schools were combined. Therefore, the media |
| |center inherited two collections. I went through the professional section to weed |
| |materials that were out of date. |
|Observation of a Read aloud |Mrs. Tice did not use a traditional book to use as a read aloud; she used a wordless book |
| |to share with the students the importance of illustrations. I liked the questioning |
| |technique that she used to allow students to understand the concepts she was trying to |
| |convey. |
|Observation of teaching a lesson on the Dewey System |Mrs. Tice used the Dewy system to teach students about decimals and how to read them. |
| |Students then each got a shelf to read and fixed any books that were out of order. |
| | |
|Describe three Significant Learnings from Full Day Field |Describe the potential impact of these significant learnings on your future work as a |
|Experience |media specialist. |
| Weeding |Because I came from a brand new school, I began to realize the importance of weeding |
| |collection. The collection needs to be up-to-date and include relevant material for all |
| |patrons. |
| Read aloud techniques |Mrs. Tice use management skills that I to will include when teaching a class in the media |
| |center. Mrs. Tice had all the students pick a colored mat to put on the floor for them to|
| |sit on. She also used different questioning techniques to assess the student’s |
| |understanding. |
|Collaboration |I began to understand the meaning of collaboration and why it is so important when Mrs. |
| |Tice and the fourth grade math teacher collaborated to find ways to reinforce and assess |
| |the student’s understanding of decimals and decimal order. |
Full Day in the Media Center Form
Students must complete at least four full days in public school media centers. These full days must be completed during Fall and Spring semesters. One full day must be spent working with the mentor. The other three full days must be spent at other levels and schools. School library media certification is PreK-12, therefore, students must spend time at all three levels: elementary, middle, and high school. Practicing media specialists must also spend four full days in other sites – two of the four days may be spent at the same level as the worksite. The other two days must be spent at levels other than the worksite. The student’s main mentor is indicated in the General Information table and information about the media specialist at the site where the full day is completed is indicated in the Full Day Site Information table. The Full Day form should be completed for each of the four days and submitted during the Practicum course. The full day hours can be split between several courses and count toward the total 120 field experience hours required. The hours completed during a full day must also be recorded on course specific logs or the general hours log.
General Information (Main Mentor)
|ID # 917340978 |Advisor: Dr. Goldberg | |
|Student Name: |Semester: |Instructor: |
|Whitney Fletcher |Fall 2010 |Dr. Cooper |
|Mentor Name: |Mentor e-mail: |Mentor phone: |
|Trude Hinson |mhinson@henry.k12.ga.us |770-288-8561 |
|School: |District: |Address: |
|Walnut Creek Elementary |Henry County Public Schools |3535 McDonough Pkwy |
| | |McDonough GA, 30253 |
Full Day Site Information (Media Specialist at site where Full Day is completed)
|Media Specialist: |Media Specialist e-mail: |Media Specialist phone: |
|Marilee Tice | |770-229-3735 |
|School: |District: |Address: 180 Futral Road Griffin GA, |
|Futral Road Elementary |Griffin-Spalding County Schools | |
|Date: 9/15/10 |Time of Arrival: 8:00 |Time of Departure: 3:00 |
Activity Description and Reflection
|Shelving |Mrs. Tice showed me quick ways to organize and shelf books. |
|Troubleshooting |After realizing that some of the new guided reading books were mislabeled, Mrs. Tice |
| |quickly resolved the problem by calling the company. |
|Assisting students with OPAC |I worked directly with the students to suggest materials that would best suit their |
| |interest and reading levels. |
| | |
|Describe three Significant Learnings from Full Day Field |Describe the potential impact of these significant learnings on your future work as a |
|Experience |media specialist. |
| Shelving |I learned that it is important to make sure that all of the collection in out on the |
| |shelves for the students choose from and find. If the collection is not complete, then |
| |students cannot make complete and accurate decision about which material they want to |
| |check out. |
| Troubleshooting |Mrs. Tice called the Scholastic company immediately when she found a problem with labeling|
| |of the guided reading materials. She was able to use her skills and knowledge of the |
| |materials to ensure the problem was corrected in a timely manner. |
|Assisting students with OPAC |I began to understand the importance and the impact I can have on students by spending |
| |time with them and listening to their needs. |
Full Day in the Media Center Form
Students must complete at least four full days in public school media centers. These full days must be completed during Fall and Spring semesters. One full day must be spent working with the mentor. The other three full days must be spent at other levels and schools. School library media certification is PreK-12, therefore, students must spend time at all three levels: elementary, middle, and high school. Practicing media specialists must also spend four full days in other sites – two of the four days may be spent at the same level as the worksite. The other two days must be spent at levels other than the worksite. The student’s main mentor is indicated in the General Information table and information about the media specialist at the site where the full day is completed is indicated in the Full Day Site Information table. The Full Day form should be completed for each of the four days and submitted during the Practicum course. The full day hours can be split between several courses and count toward the total 120 field experience hours required. The hours completed during a full day must also be recorded on course specific logs or the general hours log.
General Information (Main Mentor)
|ID # 917340978 |Advisor: Dr. Goldberg | |
|Student Name: |Semester: |Instructor: |
|Whitney Fletcher |Fall 2010 |Dr. Cooper |
|Mentor Name: |Mentor e-mail: |Mentor phone: |
|Trude Hinson |mhinson@henry.k12.ga.us |770-288-8561 |
|School: |District: |Address: |
|Walnut Creek Elementary |Henry County Public Schools |3535 McDonough Pkwy |
| | |McDonough GA, 30253 |
Full Day Site Information (Media Specialist at site where Full Day is completed)
|Media Specialist: |Media Specialist e-mail: |Media Specialist phone: |
|Kay Baker | | |
|School: |District: |Address: |
|Carver Road Middle School |Griffin-Spalding County Schools | |
|Date: 11-2-10 |Time of Arrival: 8:00 |Time of Departure: 3:00 |
Activity Description and Reflection
|Shelving |I shelved books in the media center and compared the different ways of organizing a media |
| |center collection for patron use. |
|Inventory |I helped tag and record technology in the classrooms throughout the school. |
|Observations of other media roles media specialist undertake |Mrs. Baker is not only the media specialist she also oversees students who are taking an |
| |online class. |
| |Mrs. Baker received and imputed information about patron overdue fees into their |
|Observation of fee collection for overdue books. |automation system. |
|Describe three Significant Learnings from Full Day Field |Describe the potential impact of these significant learnings on your future work as a |
|Experience |media specialist. |
| Shelving |Separating fiction and nonfiction books in defined areas in the media center is important |
| |and allows students to find books quickly without as much assistance. |
|Inventory |Media specialists need to be organized and have clear plan when inventorying materials |
| |throughout the school. |
|Observation of other media specialist roles. |A media specialist needs to be flexible and be a team player within their school. I |
| |learned that there might be times when I to will be asked to perform tasks that are for |
| |the good of the whole and may not be my ideal role for a media specialist. |
Full Day in the Media Center Form
Students must complete at least four full days in public school media centers. These full days must be completed during Fall and Spring semesters. One full day must be spent working with the mentor. The other three full days must be spent at other levels and schools. School library media certification is PreK-12, therefore, students must spend time at all three levels: elementary, middle, and high school. Practicing media specialists must also spend four full days in other sites – two of the four days may be spent at the same level as the worksite. The other two days must be spent at levels other than the worksite. The student’s main mentor is indicated in the General Information table and information about the media specialist at the site where the full day is completed is indicated in the Full Day Site Information table. The Full Day form should be completed for each of the four days and submitted during the Practicum course. The full day hours can be split between several courses and count toward the total 120 field experience hours required. The hours completed during a full day must also be recorded on course specific logs or the general hours log.
General Information (Main Mentor)
|ID # 917340978 |Advisor: Dr. Goldberg | |
|Student Name: |Semester: |Instructor: |
|Whitney Fletcher |Fall 2010 |Dr. Cooper |
|Mentor Name: |Mentor e-mail: |Mentor phone: |
|Trude Hinson |mhinson@henry.k12.ga.us |770-288-8561 |
|School: |District: |Address: |
|Walnut Creek Elementary |Henry County Public Schools |3535 McDonough Pkwy |
| | |McDonough GA, 30253 |
Full Day Site Information (Media Specialist at site where Full Day is completed)
|Media Specialist: |Media Specialist e-mail: |Media Specialist phone: |
|Dixie Johnston | | |
|School: |District: |Address: |
|Spalding High School |Griffin-Spalding County Schools | |
|Date: 11-1-10 |Time of Arrival: 8:00 |Time of Departure: 3:00 |
Activity Description and Reflection
|Shelving |Shelving at the high school level is very different from the elementary level. Shelves |
| |are set up very similarly to a public library. Students are able to access fiction, |
| |nonfiction and periodicals on a daily basis. |
|Troubleshooting |I assisted students who were having problems when creating a presentation using movie |
| |maker. |
|Assisting students |I assisted students researching information on the internet and while making sure they |
| |were using sites that were reputable sites. |
| |Mrs. Johnston worked with a History teacher so the students could use the computers in the|
|Collaboration |media center to complete assignments. |
|Describe three Significant Learnings from Full Day Field |Describe the potential impact of these significant learnings on your future work as a |
|Experience |media specialist. |
| Furniture placement |I learned that an inviting environment could be created by the way the shelves and |
| |furniture were placed in the media center. With a lounge type feel, students enjoyed |
| |visiting the library when choosing materials of interest and when using the media center |
| |for school related assignments. |
| Troubleshooting |Having a good understanding of programs and technology available in the school is |
| |important when teaching or troubleshooting problems. |
|Assisting students |Teaching students to recognize reputable sites for finding information is important when |
| |teaching research skills. |
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Impact of Work with Teachers and Students
One of the many roles of the media specialist is that of instructional partner. In collaboration with teachers, the media specialist is responsible for the selection of appropriate materials and the planning and implementation of instructional activities that lead to information literacy development of students. Throughout this program you will have many opportunities to converse with teachers and your mentor media specialists about collaborative efforts to impact student learning and to even plan and implement activities that lead to information literacy development of students. As you participate in those activities use the form below to enter a brief description of the activity and describe how you know the activity impacted student learning. Continue to add to the form throughout your program. You will submit the form during the MEDT 6487 Practicum course. Background information about the Standards for the 21st Century Learner is provided and then the actual standards for K-12 students are presented in the form.
Standards for the 21st Century Learner – American Association of School Librarians
The definition of information literacy has become more complex as resources and technologies have changed. Information literacy has progressed from the simple definition of using reference resources to find information. Multiple literacies, including digital, visual, textual, and technological, have now joined information literacy as crucial skills for this century.
The continuing expansion of information demands that all individuals acquire the thinking skills that will enable them to learn on their own. The amount of information available to our learners necessitates that each individual acquire the skills to select, evaluate, and use information appropriately and effectively.
Learning has a social context. Learning is enhanced by opportunities to share and learn with others. Students need to develop skills in sharing knowledge and learning with others, both in face-to-face situations and through technology.
School libraries are essential to the development of learning skills. School libraries provide equitable physical and intellectual access to the resources and tools required for learning in a warm, stimulating, and safe environment. School librarians collaborate with others to provide instruction, learning strategies, and practice in using the essential learning skills needed in the 21st century
Reading is a window to the world.
Reading is a foundational skill for learning, personal growth, and enjoyment. The degree to which students can read and understand text in all formats (e.g., picture, video, print) and all contexts is a key indicator of success in school and in life. As a lifelong learning skill, reading goes beyond decoding and comprehension to interpretation and development of new understandings.
Inquiry provides a framework for learning.
To become independent learners, students must gain not only the skills but also the disposition to use those skills, along with an understanding of their own responsibilities and self-assessment strategies. Combined, these four elements build a learner who can thrive in a complex information environment.
Ethical behavior in the use of information must be taught.
In this increasingly global world of information, students must be taught to seek diverse perspectives, gather and use information ethically, and use social tools responsibly and safely.
Technology skills are crucial for future employment needs.
Today’s students need to develop information skills that will enable them to use technology as an important tool for learning, both now and in the future.
Equitable access is a key component for education.
All children deserve equitable access to books and reading, to information, and to information technology in an environment that is safe and conducive to learning.
LEARNERS (K-12 Students) USE SKILLS, RESOURCES, & TOOLS TO:
|1. Inquire, think critically, and gain knowledge. |
|1.1 Skills |Description of Activity and Impact |Location / Date |
|1.1.1 Follow an inquiry-based process in seeking knowledge in |Teachers use the Georgia Performance Standards to guide |Walnut Creek Elementary (WCE)|
|curricular subjects, and make the real- world connection for |their instruction. Teachers also use the essential |Ongoing Spring |
|using this process in own life. |questions provide through the frameworks to help bring |2009-Spring 2011 |
|1.1.2 Use prior and background knowledge as context for new |meaning to their lessons or unit. To meet these standards,| |
|learning. |teachers use some types of graphic organizer to gain | |
|1.1.3 Develop and refine a range of questions to frame the search|information about the student’s background knowledge of a | |
|for new understanding. |specific topic. After using KWL charts or other types of | |
|1.1.4 Find, evaluate, and select appropriate sources to answer |graphic organizers teachers identify and eliminate any | |
|questions. |misconception, as well as, learn where to begin their | |
|1.1.5 Evaluate information found in selected sources on the basis|teaching focus for that skill or unit lesson. Therefore, | |
|of accuracy, validity, appropriateness for needs, importance, and|eliminating any time wasted on reviewing concepts students | |
|social and cultural context. |already understand. | |
|1.1.6 Read, view, and listen for information presented in any |Teaching concepts across the curriculum helps students gain| |
|format (e.g., textual, visual, media, digital) in order to make |meaning using several different presentation formats. | |
|inferences and gather meaning. |Students learn their Science and Social Studies concepts | |
|1.1.7 Make sense of information gathered from diverse sources by |through writing, reading and sometimes math learning | |
|identifying misconceptions, main and supporting ideas, |blocks. Students in my classroom work on different | |
|conflicting information, and point of view or bias. |concepts or skills when learning through their independent | |
|1.1.8 Demonstrate mastery of technology tools for accessing |work stations. Here students are using the computer, | |
|information and pursuing inquiry. |listening center, language master, overhead projector and | |
|1.1.9 Collaborate with others to broaden and deepen |document camera to learn or work on different concepts or | |
|understanding. |skills. | |
| |Each week teachers and staff collaborate to find and share | |
| |ways of teaching a skill or concept that help students | |
| |understand and gain the meaning of the standards being | |
| |taught. Teachers collaborate with the media specialist to | |
| |find ways of integrating the standards through the media | |
| |program and how the media program can be integrated into | |
| |the classroom teaching. | |
| | | |
|1.2 Dispositions in Action |Description of Activity and Impact |Location / Date |
|1.2.1 Display initiative and engagement by posing questions and |Each year students in my classroom learn about the |WCE Fall 2011 |
|investigating the answers beyond the collection of superficial |difference between how the Native Americans lived and how | |
|facts. |the Pilgrims lived during our unit about Thanksgiving. | |
|1.2.2 Demonstrate confidence and self- direction by making |Students learn about both of the different lifestyles and | |
|independent choices in the selection of resources and |what it was like to live in that time period. Students | |
|information. |learned about the different ways of life through books, | |
|1.2.3 Demonstrate creativity by using multiple resources and |computer sources and listening centers. After researching | |
|formats. |about the Native Americans and Pilgrims students were given| |
|1.2.4 Maintain a critical stance by questioning the validity and |the opportunity to present what they learned. Students | |
|accuracy of all information. |then choose the life style they enjoyed the most and | |
|1.2.5 Demonstrate adaptability by changing the inquiry focus, |created a village. The students chose a team to work with | |
|questions, resources, or strategies when necessary to achieve |to build the village. The Native American village included| |
|success. |a river, canoe, drying rack for fish, fire and a Wigwam. | |
|1.2.6 Display emotional resilience by persisting in information |The students dressed as a Native American and would act as | |
|searching despite challenges. |if they were living in the tribe. Students then presented | |
|1.2.7 Display persistence by continuing to pursue information to |their Native American village and what they learned about | |
|gain a broad perspective. |the first Thanksgiving in a play during a PTO meeting. | |
|1.3 Responsibilities |Description of Activity and Impact |Location / Date |
|1.3.1 Respect copyright/ intellectual property rights of creators|Teachers were given a Power Point to follow that taught the|WCE Fall 2010 |
|and producers. |teachers the copyright laws and how to follow them. The | |
|1.3.2 Seek divergent perspectives during information gathering |Power Point was also saved on the T drive for teachers to | |
|and assessment. |go back and review when needed. | |
|1.3.3 Follow ethical and legal guidelines in gathering and using |After talking with my media committee about the Power | |
|information. |Point, I was glad to see the impact it had on them. | |
|1.3.4 Contribute to the exchange of ideas within the learning |Teachers were very surprised to learn about the use of | |
|community. |images and music in presentations. They took these | |
|1.3.5 Use information technology responsibly. |messages back to talk with their students about when | |
| |creating presentations as assignments. | |
|1.4 Self-Assessment Strategies |Description of Activity and Impact |Location / Date |
|1.4.1 Monitor own information-seeking processes for effectiveness|My Kindergarten class has a rubric to follow when |WCE Spring 2009 Ongoing |
|and progress, and adapt as necessary. |completing their writing assignment each day. They created| |
|1.4.2 Use interaction with and feedback from teachers and peers |a “five star” writing rubric that reminds them of the | |
|to guide own inquiry process. |elements they need in their writing assignment each day. | |
|1.4.3 Monitor gathered information, and assess for gaps or |When they conference with me about their writing we go over| |
|weaknesses. |each star and dialog about what stars the accomplished and | |
|1.4.4 Seek appropriate help when it is needed. |which ones they are still working towards. | |
| | | |
| | | |
| | | |
|2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. |
|2.1 Skills |Description of Activity and Impact |Location / Date |
|2.1.1 Continue an inquiry- based research process by applying |During a student’s third grade year they are required to |WCE Spring 2010 |
|critical- thinking skills (analysis, synthesis, evaluation, |learn and understand how to trace historical figure’s | |
|organization) to information and knowledge in order to construct |movements and travels through time. To help the student | |
|new understandings, draw conclusions, and create new knowledge. |visually understand this standard, teachers use the | |
|2.1.2 Organize knowledge so that it is useful. |Timeliner computer program. This program allows students | |
|2.1.3 Use strategies to draw conclusions from information and |to create a visual timeline to help better understand when | |
|apply knowledge to curricular areas, real- world situations, and |events took place and what was going on during a particular| |
|further investigations. |period in time. Student also created a timeline of their | |
|2.1.4 Use technology and other information tools to analyze and |lives and compared them to other students in their class to| |
|organize information. |see similarities and differences in each other’s lives. | |
|2.1.5 Collaborate with others to exchange ideas, develop new | | |
|understandings, make decisions, and solve problems. | | |
|2.1.6 Use the writing process, media and visual literacy, and | | |
|technology skills to create products that express new | | |
|understandings. | | |
|2.2 Dispositions in Action |Description of Activity and Impact |Location / Date |
|2.2.1 Demonstrate flexibility in the use of resources by adapting|During my Kindergarten class’ unit study on animals, the |WCE Spring 2011 |
|information strategies to each specific resource and by seeking |students took a great interest on how the elephants live. | |
|additional resources when clear conclusions cannot be drawn. |They wanted to know how to tell the different kinds of | |
|2.2.2 Use both divergent and convergent thinking to formulate |elephants apart and how they used to their tusks. They | |
|alternative conclusions and test them against the evidence. |also wanted to know more about poaching and ways to protect| |
|2.2.3 Employ a critical stance in drawing conclusions by |the elephants and other animals from poachers. We decided | |
|demonstrating that the pattern of evidence leads to a decision or|to take a trip to our media center to research our | |
|conclusion. |questions about elephants. Students brainstormed different| |
|2.2.4 Demonstrate personal productivity by completing products to|ways of finding information. The first suggestion was to | |
|express learning. |use the internet. Then, someone suggested looking in a | |
| |book. We researched elephants on the internet and found | |
| |several interesting facts. We also read several different | |
| |books about elephants. We found the answers to our | |
| |question, but more importantly students began to understand| |
| |that answers to their questions may be found in several | |
| |different resources. After our research as a class, | |
| |students then wrote about their favorite thing they learned| |
| |about elephants. Their writings were displayed for other | |
| |to read and enjoy. | |
| | | |
|2.3 Responsibilities |Description of Activity and Impact |Location / Date |
|2.3.1 Connect understanding to the real world. |During the holiday season, students in my Kindergarten |WCE Fall 2010 |
|2.3.2 Consider diverse and global perspectives in drawing |class learn about several different cultures and their | |
|conclusions. |celebrations. Students study about Hanukah, Christmas, | |
|2.3.3 Use valid information and reasoned conclusions to make |Kwanza, Los Posadas and St. Lucia’s Day. Students begin to| |
|ethical decisions. |understand that not everyone celebrates the holidays like | |
| |them. Students also begin to understand that differences | |
| |make them special and that just because a student is | |
| |different, it doesn’t make them wrong. Students also begin| |
| |to understand the world around them and begin to discover | |
| |different places on the globe and what it represents. | |
|2.4 Self-Assessment Strategies |Description of Activity and Impact |Location / Date |
|2.4.1 Determine how to act on information (accept, reject, |During my class’ study on the Five Senses, students were |WCE Fall 2010 |
|modify). |given a mind map to fill out to help organize our lessons. | |
|2.4.2 Reflect on systematic process, and assess for completeness |Students then found books in our classroom library that | |
|of investigation. |related to the “sense” of the day. Student’s researched | |
|2.4.3 Recognize new knowledge and understanding. |the “sense” and filled out their mind map each day. | |
|2.4.4 Develop directions for future investigations. |Students learned the scientific method while we conducted | |
| |experiments each day that helped the students understand | |
| |the “sense” of the day and the importance of that sense to | |
| |our everyday life. After the unit was complete, students | |
| |began to conduct their own experiments using the scientific| |
| |method during their independent learning time. Although | |
| |the student’s experiments didn’t always go the way the | |
| |students wanted, they understood the scientific method and | |
| |were able to transfer it to other investigations. | |
|3. Share knowledge and participate ethically and productively as members of our democratic society. |
|3.1 Skills |Description of Activity and Impact |Location / Date |
|3.1.1 Conclude an inquiry- based research process by sharing new |The unit study on animals was turned into an inquiry-based |WCE Spring 2011 |
|understandings and reflecting on the learning. |research process when the students wanted to learn more | |
|3.1.2 Participate and collaborate as members of a social and |about elephants and how they lived. Students worked | |
|intellectual network of learners. |together to write, draw or dictate information they learned| |
|3.1.3 Use writing and speaking skills to communicate new |from the research we did as a class. After the research | |
|understandings effectively. |was complete, the students understood the destruction | |
|3.1.4 Use technology and other information tools to organize and |poachers were having on elephants and brainstormed was to | |
|display knowledge and understanding in ways that others can view,|protect them. We watched a video that showed the students | |
|use, and assess. |how organizations were working to protect animals and how | |
|3.1.5 Connect learning to community issues. |they helped the animals stay healthy. | |
|3.1.6 Use information and technology ethically and responsibly. | | |
|3.2 Dispositions in Action |Description of Activity and Impact |Location / Date |
|3.2.1 Demonstrate leadership and confidence by presenting ideas |One of the students in my class is reading at an |WCE Spring 2011 |
|to others in both formal and informal situations. |exceptionally high reading level and loves to write and | |
|3.2.2 Show social responsibility by participating actively with |illustrate books during her writing time. Several of the | |
|others in learning situations and by contributing questions and |other students in my class want to participate at the same | |
|ideas during group discussions. |level. The higher student peer tutored a average students | |
|3.2.3 Demonstrate teamwork by working productively with others. |and worked together to create and illustrate a book about a| |
| |magic bean. The higher student helped assist the other | |
| |student in spelling, illustrating and brainstorming ideas | |
| |for the content of the story. After the completion of | |
| |their book they were allowed to share their story to the | |
| |class. The students created this story during their | |
| |independent free time and now have sparked others to do the| |
| |same. | |
|3.3 Responsibilities |Description of Activity and Impact |Location / Date |
|3.3.1 Solicit and respect diverse perspectives while searching |We study several different cultures from around the world |WCE Fall 2010 |
|for information, collaborating with others, and participating as |each year, but the Anti-Bulling program that was | |
|a member of the community. |established in our county has been a great diving board for| |
|3.3.2 Respect the differing interests and experiences of others, |teaching students about diversity. Students can relate | |
|and seek a variety of viewpoints. |better to students in their own class or school than they | |
|3.3.3 Use knowledge and information skills and dispositions to |can relate to students on the other side of the world. We | |
|engage in public conversation and debate around issues of common |use our anti-bulling lessons to discuss feelings students | |
|concern. |have when being bullied and why they are being treated that| |
|3.3.4 Create products that apply to authentic, real-world |way. We also discuss the differences and similarities | |
|contexts. |students in our own class have. Students talk about how | |
|3.3.5 Contribute to the exchange of ideas within and beyond the |the differences we all have help make us each special and | |
|learning community. |important to our class and school. We also learn ways of | |
|3.3.6 Use information and knowledge in the service of democratic |handling different situations that may occur outside of | |
|values. |school. | |
|3.3.7 Respect the principles of intellectual freedom. | | |
|3.4 Self-Assessment Strategies |Description of Activity and Impact |Location / Date |
|3.4.1 Assess the processes by which learning was achieved in |Each month students are given the chance to pick a partner |WCE Spring 2010 |
|order to revise strategies and learn more effectively in the |to work with. These partnerships will be used to complete | |
|future. |assignments throughout the month. When the students study | |
|3.4.2 Assess the quality and effectiveness of the learning |about Georgia, students learn the different types of land | |
|product. |forms and special features of Georgia. They also learn | |
|3.4.3 Assess own ability to work with others in a group setting |where they can be located throughout Georgia. At the end | |
|by evaluating varied roles, leadership, and demonstrations of |of the unit study of Georgia, students work together to | |
|respect for other viewpoints. |create a 3-D map of Georgia that includes the mountains, | |
| |swamps, beaches, farms, pine forests and rivers. Here | |
| |students talk about what they are can do best and decide | |
| |who is going to complete each section of the map. After | |
| |displaying the maps students then must decide who gets to | |
| |take the map home. Deciding who takes the map home can be | |
| |the hardest part of the whole assignment. | |
|4. Pursue personal and aesthetic growth. |
|4.1 Skills |Description of Activity and Impact |Location / Date |
|4.1.1 Read, view, and listen for pleasure and personal growth. |I read to the students orally each day. After reading we |WCE Spring 2009 |
|4.1.2 Read widely and fluently to make connections with self, the|have a class discussion about the text and how we can make | |
|world, and previous reading. |connections to the story. Students then use the content of| |
|4.1.3 Respond to literature and creative expressions of ideas in |the text in their writing assignment for the day. Students| |
|various formats and genres. |also have a chance to complete the listening activity for | |
|4.1.4 Seek information for personal learning in a variety of |the week. Each week there is a new book at the listening | |
|formats and genres. |center for the students. Students listen to the story and | |
|4.1.5 Connect ideas to own interests and previous knowledge and |then they are to complete a story reflection assignment. | |
|experience. |Here students tell the most interesting part of the story | |
|4.1.6 Organize personal knowledge in a way that can be called |and let me know if they liked, disliked or if the story was| |
|upon easily. |just ok. Students are allowed to write, draw pictures or | |
|4.1.7 Use social networks and information tools to gather and |dictate the most interesting part of the story. They | |
|share information. |indicate how they feel about the story by circling a smiley| |
|4.1.8 Use creative and artistic formats to express personal |face, sad face or a straight line face. | |
|learning. | | |
|4.2 Dispositions in Action |Description of Activity and Impact |Location / Date |
|4.2.1 Display curiosity by pursuing interests through multiple |Each year our school participates in the Six Flags reading |WCE Spring 2009 |
|resources. |program to promote pleasure reading. Students complete 360| |
|4.2.2 Demonstrate motivation by seeking information to answer |minutes of reading to earn a free six flags entrance | |
|personal questions and interests, trying a variety of formats and|ticket. These minutes must be read outside of class to be | |
|genres, and displaying a willingness to go beyond academic |considered eligible minutes. Students can read any type | |
|requirements. |of reading material they wish. Students can also choose | |
|4.2.3 Maintain openness to new ideas by considering divergent |any genre they like. The student’s participation in this | |
|opinions, changing opinions or conclusions when evidence supports|program excites them about reading and helps rekindle a | |
|the change, and seeking information about new ideas encountered |flame for the love or reading. | |
|through academic or personal experiences. | | |
|4.2.4 Show an appreciation for literature by electing to read for| | |
|pleasure and expressing an interest in various literary genres. | | |
|4.3 Responsibilities |Description of Activity and Impact |Location / Date |
|4.3.1 Participate in the social exchange of ideas, both |Each year the media specialist talks to the older grade |WCE Spring 2011 |
|electronically and in person. |students about the importance of email safety. She shares | |
|4.3.2 Recognize that resources are created for a variety of |the importance of keeping private information private and | |
|purposes. |how to prevent having information stolen. She also shares | |
|4.3.3 Seek opportunities for pursuing personal and aesthetic |the benefits that electronic communication and interaction | |
|growth. |can have on research and learning. | |
|4.3.4 Practice safe and ethical behaviors in personal electronic | | |
|communication and interaction. | | |
|4.4 Self-Assessment Strategies |Description of Activity and Impact |Location / Date |
|4.4.1 Identify own areas of interest. |Each week students get to check out a book from the media |WCE Fall 2009 |
|4.4.2 Recognize the limits of own personal knowledge. |center. The students can check out any book that interests| |
|4.4.3 Recognize how to focus efforts in personal learning. |them because they have been taught the different areas of | |
|4.4.4 Interpret new information based on cultural and social |the library and where different types of materials can be | |
|context. |found. After being taught about all the different types of| |
|4.4.5 Develop personal criteria for gauging how effectively own |materials found in the media center, I have students who | |
|ideas are expressed. |regularly check out non-fiction book, fiction books and | |
|4.4.6 Evaluate own ability to select resources that are engaging |students who gravitate more to the chapter books. The | |
|and appropriate for personal interests and needs. |students have also be taught the five finger rule to help | |
| |them determine if a book is too difficult or too easy for | |
| |them to read independently. | |
Field Experience Summary
Whitney Fletcher
MEDT 6487 Spring 2011
During the last two years I have learned an abundance amount of information about the role of the media specialist and how a successful program is run and managed. I learned that the job of the media specialist goes far beyond reading to a group of students and managing a collection for check out purposes. I learned the different roles of the media specialist including; teacher, instructional partner, informational specialist and program administrator. As the role of the teacher the media specialist needs to know the different standards taught at the different levels throughout the building. The media specialist needs to collaborate with classroom teachers to ensure the 21st Century Literacy Standards is being taught to the students and the students are mastering those standards. As an information specialist, I have learned that the media specialist needs to know the collection backwards and forwards to better assist the patrons when a question arises. As the program administrator, I learned that the media specialists partners with administration to ensure that the mission, vision and school improvement plan are all being implemented in the school wide program set up and designed to help patrons successfully master the content and 21st Century Learner Standards.
To successfully manage a collection and patrons a media specialist needs to be able to understand, navigate and run an automation system. I learned the automation system has three different types of databases that work together to merge information about a patron and a material found in a collection. There is a database for the materials in the collection, a database for patron information and a database that merges this information to form the circulation database.
These last two years have taught me a lot about the roles of the media specialist and how important each of the roles are to the success of the students and patrons that use the media center.
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