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Aasl   2011 vema presentation Aasl 2011 vema presentation Presentation Transcript

  • Using the AASL Planning Guide with “School Libraries Count!”: Personalized Results to Advocate for your School Library ProgramSabrina CarnesiCrittenden Middle SchoolNewport News, Virginia 23606
  • • Draw connections between  Planning Guide module’s data results  Personalized reports from “School Libraries Count!” survey Discuss Sharing Information from Program Assessment with Stakeholders A Planning Guide for Empowering Learners
  • • Drawing connections between  Planning Guide module’s data results  Personalized reports from “School Libraries Count!” survey A Planning Guide for Empowering Learners
  •  Aligned with the national guidelines presented in Empowering Learners: Guidelines for School Library Programs A Planning Guide for Empowering Learners
  • • Aligned with the national guidelines presented in Empowering Learners: Guidelines for School Library Programs• Assesses the program using 16 sets of criteria• 1. Developing Visions for  9. The Learning Space Learning  10. Budgeting 2. Teaching for Learning  11. Policies 3. Reading  12. Collection and Information 4. Multiple Literacies Access 5. Inquiries  13. Outreach 6. Assessment for Learning  14. Professional Development 7. Building the Learning  15. Empowering Learning Environment  16. Leadership 8. Staffing
  • A Closer Look: Staffing Raw Data and the Assessment Rubric Hours per Week meeting Hours per Week Delivering Instructionw/Teachers to Plan Instructional Units
  • Teaching for Learning Sectionpages 2&3The raw data from “School Libraries Count” as well as additionalpersonalized data from Hines MS is used to develop a profile for theschool’s library program.
  • Teaching for Learning Sectionpages 2&3 The raw data shows that Hines MS spends an average of 3 hours per week planning instruction with teachers in comparison to the rest of the state’s 3.5 hours and nation’s 3.01 hours. Exemplary - Proficient - Basic
  • Teaching for Learning Sectionpages 2&3 Exemplary - Proficient - Basic
  • Teaching for Learning Sectionpages 2&3 Exemplary - Proficient - Basic
  • A Closer Look:Library Expendituresand the Assessment Rubric Average Spend on Information Resources: print, nonprint, licensed databases, and other electronic access to information
  • Building the Learning Environment:Budget-pages 10 & 11Library budget for Hines MS isslightly higher than the nationaland state averages.
  • Building the Learning Environment:Budget-pages 10 & 11The raw datashows that HinesMS spends $15,000on informationresources incomparison to theaverage for rest ofthe state at $8,000and the nation’s$14,000. Exemplary - Proficient - Basic
  •  Snapshot of library program as it now exists.  Bold and Clear Areas  Fuzzy Areas Clarifying the picture  Move from what is to what should be  Identify activities or steps needed to develop picture  Brainstorm suggestions  Responsibilities carried out by various stakeholders A Planning Guide for Empowering Learners
  • Basic 8Exemplary 50 Proficient 42 A Planning -Guide for - Basic Exemplary Proficient Empowering Learners
  •  School Libraries Count! 2010 Report  http://www.ala.org/ala/mgrps/divs/aasl/researchands tatistics/slcsurvey/slcsurvey.cfm 2011 School Libraries Count survey will be available in January 2011. A Planning Guide for Empowering Learners
  • Objective 2:Use Your Data to Advocate for Your Program! Share Your Plan with the Stakeholders in Your School Community! A Planning Guide for Empowering Learners
  • Common BeliefsLay a strong foundationGive us language to reach out andconnect to colleaguesStart the conversation on commonground
  •  Reading is a window to the world. Inquiry provides a framework for learning. Ethical behavior in the use of information must be taught. Technology skills are crucial for future employment needs. Equitable access is a key component for education. The definition of information literacy has become more complex as resources and technologies have changed. The continuing expansion of information demands that all individuals acquire the thinking skills to learn on their own. Learning has a social context. School libraries are essential to the development of learning skills.
  •  Who can we Dance with? Our Stakeholders  Classroom Teachers  Parents  Other School Librarians  Administrators
  • What are Elevator Speeches?Definition•30 to 40 second speech created byadvertisement executives to promote apromote a particular product.•50 – 100 words in length
  • What to Consider ……when creating an elevator speech•Who you’re addressing•What library event you’re promoting•An invitation to attend event or visit library media center
  • SampleSTANDARD 4 ~ AUDIENCE: PARENTS Based on Common Belief #1 – Reading is a window to the world. I know you want your child to have a successful life. And so do I. We both believe that reading is the key to learning for life and developing new understandings. I invite your support for our afterschool book club by allowing your child to participate. (46 words) N. Silcox – Arlington City Schools November 2009
  • As (school) librarians, it is important for us tocollaborate with the classroom teacher in teachingour students the ethical use of information. It is ourjob to show students how to seek diverseperspectives gather and use information ethicallyand to safely and responsibly use social tools. Willyou allow me to schedule your classes in our computerlab to go over proper Internet safety skills? After thesession, I can register them on my Internet Safety blogand they will be able to ask me to help them with anyquestions that may arise when they start their researchproject. (47 changed to 101 words)An. McLean – Roanoke City SchoolsK. Harris – Petersburg School District
  • SampleSTANDARD 2 ~ AUDIENCE: CLASSROOM TEACHERS Based on Common Belief #3 – Ethical behavior in the use of information must betaught. know we both want our students to be I independent learners and to take responsibility to generate and answer their own questions. I would love to work with you in your next unit to engage students in their own learning experience by sharing skills to help them gain critical thinking knowledge using the library’s many resources. I can also teach them several tools of self-assessment to ensure that they can thrive in a complex information environment. (76 words) H. Overstreet – Brunswick County Schools K. Lively – Brunswick County Schools
  • 1. Please generate your own personal elevator speech to advocate an activity or program in your library that you think would need broader support.2. Write a rough draft on the loose-leaf paper at your table with your name and email address to turn in.3. Recopy your elevator speech on poster paper and display on wall in elementary, middle, or high school section.
  • Please feel free to walk around and view various elevator speeches when time allows
  • http://www.ala.org/ala/mgrps/divs/aasl/guidelinesandstandards/planningguide/planningguideresources.cfm
  • Sabrina CarnesiVirginia Learning4Life State Coordinator Crittenden Middle School 6158 Jefferson Avenue Newport News, VA 23606 sabrina.carnesi@nn.k12.va.us