1. Edie Crook
Assignment 3
6144 Spring 2010
Dr. Dotson
Web 2.0 tools are personally and professionally changing the way individuals interact with
others and the school community must support and endorse the use of technology in learning by 21 st
century learners. The school library media specialist must be able to convey the benefits of utilizing
Web 2.0 tools that will engage students and allow them to “think critically and communicate effectively
in the library 2.0 age” (Fredrick, 2010). Berger (2010) emphasizes the need for school librarians to
teach, use, and learn about Web 2.0 tools to use with student learning. Web 2.0 tools allow the school
community to collaborate and actively participate through user participation, the sharing of information
and ideas, and through collaboration. In addition, Web 2.0 tools also are beneficial throughout the
research process to “support the appropriate thinking skills” (Berger, 2010).
Ultimately, it is the obligation of the school community to prepare students for the future that
they will live and work in. Through observation, it is evident that students approach assignments with
increased vigor and interest when technology is incorporated. Therefore, it is my aspiration to educate
the teachers about the benefits of technology integration for the entire school community, and in the
process of doing so, ensure that we are successfully preparing the students for the 21st century.
Gardner Park Elementary School has prioritized in the School Improvement Plan the directive to
integrate the use of technology and Web 2.0 tools in the curriculum. Unfortunately, due to budget
shortfalls, the school no longer has an employee assigned with the responsibility to teach technology
applications and the county instructional technology facilitator assigned to our school also serves five
others. This lack of resources leaves the staff without the personnel needed to inspire, encourage,
educate, and inform the teachers of the ever-changing Web 2.0 tools and the applications and benefits
that the tools have in the classroom. It is important to remember that this should be accomplished
without forgetting that the importance should be on learning, not just about the tools (Fredrick, 2010).
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2. During the process of preparing for my in-service initiative, I consulted with our county
instructional technology facilitator regarding guidance and to benefit from her expertise regarding the
initiative. She also emphasized that technology must be beneficial to the lesson and be embedded in the
curriculum and not merely used for the sake of using technology, as Frederick noted. To be successful,
the school community needs to utilize the Web 2.0 tools to foster “interactive, inquiry based,
technology-rich learning” (Berger, 2010). Berger also highlights the importance of increasing both the
effectiveness of the learning experience and the use of technology.
While attending the Gadgets and Tools and Apps, Oh My! Webinar, I became aware of
Glogster, a virtual online poster Web 2.0 tool when it was mentioned in a comment by a participant of
the webinar. Initially, the format for my service initiative presentation was a PowerPoint presentation;
however the utilization of my glog and wiki for the presentation allowed me not only to showcase the
Web 2.0 tools, but to illustrate the benefits and how they could be used by students, and incorporated in
the curriculum and daily instruction.
My glog incorporated some my favorite Web 2.0 tools,
http://ecu2010.edu.glogster.com/ecu2010/, and my wiki supported the glog with links to pertinent
information on the tools. I demonstrated embedding pictures, podcasts and videos; showed my use of
Shelfari, Jing and Screencast, Prezi, Wordle, and Storybird; and highlighted blogs of interest and the
AASL Best Web sites that emphasized integrating Web 2.0 tools and teaching and learning,
respectively.
By utilizing my own use of the Web 2.0 tools, the school community was able to understand the
immediate benefits and applications that the tools would have in their current classroom lessons, the
ease at which Web 2.0 tools may be utilized, and provided them an avenue to revisit the information by
accessing my glog and wiki. Teachers were able to visualize implementing the Web 2.0 tools into the
standard course of study and past assignments to “extend student learning and create compelling
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3. interactive learning” (Fredrick, 2010). Students who use technology collaboratively with peers and not
passively as individuals are able to establish online interaction with communities and groups to locate,
share, and evaluate information. One of the tools that generated the most interest was the Jing
Screencast capture that demonstrated the features and benefits of Shelfari, via my account.
Web 2.0 tools demonstrated were:
• Wordle clouds to introduce the rock cycle and my assessment of the transportation modes the
Kindergarten classes knew.
• Shelfari can be used to introduce material on lessons and to share with others what you are
reading, have read, and plan to read, as well as provide reviews and recommendations.
• A Prezi presentation created by another user about the rock cycle was shown. Prezi is helpful in
understanding the relationships of information.
• Glogs can be an alternative assignment to the familiar poster for biographies, host information
about topics that a teacher wants students to access, or serve as a student portfolio.
• A Jing Screencast can be used to record the actions taking place on the screen to show others
how to navigate websites, etc.
• The creation of Storybird stories can be edited by multiple users, including text and pictures.
Storybird is different from Voicethread in that audio cannot be added and your own pictures
cannot be used.
The highlight of the presentation for me was being informed thirty minutes before the
presentation that the school superintendent had decided to attend the staff meeting and would be there
for my presentation.
For the majority of our school community, this was the first time they had been exposed to the
Web 2.0 tools I presented. Without a technology teacher at the school, a focus on championing
technology integration and use by students and staff has been lacking. The presentation demonstrated
to the school community that they will benefit from the knowledge and joint support from the county
instructional technology facilitator and the school library media specialist regarding technology and
Web 2.0 tools. After the presentation, teachers expressed an interest in using technology to introduce
subjects and lessons, as well as allowing the students to use technology to submit assignments. As a
school library media specialist, it is my desire to infuse the AASL’s Standards for the 21st-Century
Learner in Action into collaborative, technology-rich lessons.
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4. Presentation Survey Notes:
A survey was taken at the end of the presentation. There were only two surveys with
unfavorable comments and scores. One survey noted that I needed to talk louder and one noted that the
information was not relevant to the responder, however interestingly, they made a point to request that
an email be sent to the school community with the appropriate links to access the information
presented.
A Jing shot of my Shelfari.
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5. A Jing shot of my glog.
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6. A Jing shot of my Rock Cycle Wordle created to introduce the 4th grade classes to the rock cycle lesson.
References:
American Association of School Librarians. Best Web sites for Teaching and Learning.
http://www.ala.org/ala/mgrps/divs/aasl/guidelinesandstandards/bestlist/bestwebsitestop25 .cfm
Berger, P. (2010). Student Inquiry and Web 2.0. School Library Monthly, 26(5), 14-17. Retrieved from
Academic Search Premier database.
Fredrick, K. (2010). In the Driver's Seat: Learning and Library 2.0 Tools. School Library Monthly,
26(6), 34-35. Retrieved from Academic Search Premier database.
Gadgets and Tools and Apps, Oh My! Polaris Library Systems and Library Journal. February 9, 2010.
http://event.on24.com/event/18/44/31/rt/1/documents/slidepdf/gadgetstoolsappsrev.pdf
Tools:
Glogster
Jing
Prezi
Screencast
Shelfari
Storybird
Wordle
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7. 4117.05
Prepared for LIBS 6991 Internship – Assignment 3
Media Coordinator Performance Appraisal Instrument
Edie Crook Gardner Park Elementary School
Media Coordinator's Name School Name/School Number
SSN (Required): N/A Career Status: Intern Year: Spring 2010
INSTRUCTIONS
• Based on the evidence from observation, documentation, and discussion, the evaluator will rate
the media coordinator's performance on the 3 major functions listed below.
• The evaluator must add pertinent comments at the end of each major function.
• The media coordinator must be provided an opportunity to react to the evaluator's ratings and
comments.
• The evaluator and media coordinator must review and discuss the results of the appraisal and
any recommended actions pertinent to it.
• The evaluator and media coordinator must sign the instrument in the assigned spaces.
• The instrument must be filed in the media coordinator's personnel folder.
• The rating scale's four Levels of Performance are described below.
RATING SCALE
Above Standard
Performance is consistently above defined job expectations. The media coordinator
demonstrates outstanding teaching practice and program management skills. The media
coordinator seeks to provide leadership; take initiative; expand scope of competencies; and
undertakes additional, appropriate responsibilities.
At Standard
Performance is consistently adequate/acceptable. Teaching practices fully meet all performance
expectations at an acceptable level. The media coordinator maintains an adequate scope of
competencies and performs additional responsibilities as assigned.
Below Standard
Performance within this function is sometimes inadequate/unacceptable and needs
improvement. The media coordinator requires supervision and assistance to maintain an
adequate scope of competencies and sometimes fails to perform additional responsibilities as
assigned.
Unsatisfactory
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8. Performance is consistently inadequate/unacceptable and most practices require considerable
improvement to meet minimum performance expectations. The media coordinator requires
close and frequent supervision in the performance of all responsibilities.
MAJOR FUNCTION: Planning and Facilitating Above At Below Unsatisfactory
Standard Standard Standard
Teaching and Learning x
1.
1.1 Assesses learning and information needs of students and staff
1.2 Plans and works collaboratively with teachers to use appropriate resources that
address curricular needs and learning goals
1.3 Works with the principal and school leadership team to provide flexible access to the
instructional services of the school library media coordinator
1.4 Instructs students and staff in the effective use of the media center and its resources
1.5 Incorporates information literacy into day-to-day instruction
1.6 Advocates and promotes reading and life-long learning through motivational
activities
1.7 Collaborates with the Instructional Technology Facilitator to provide leadership in
the school’s use of instructional technology resources to enhance learning
1.8 Follows a plan for personal professional development and actively seeks out
opportunities to grow professionally
Comments: Edie’s use and integration of technology and Web 2.0 tools demonstrate
her commitment to grow professionally and provide the staff and students enhanced
learning opportunities.
Demonstrated by 1.1, 1.2, 1.4, 1.6, 1.7, and 1.8. Above standard on 1.1 and 1.6.
MAJOR FUNCTION: Planning and Facilitating Information Above At Below Unsatisfactory
Standard Standard Standard
Access and Delivery, Evaluation, and Use
x
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2.1 Creates and maintains an environment conducive to learning
2.2 Works with the principal and school leadership team to provide flexible access to school library
media center resources to accommodate individuals and groups simultaneously
2.3 Organizes school library media facilities and resources in a manner that supports the mission, goals,
and objectives of the school and maximizes intellectual and physical access to resources
2.4 Encourages the widest possible use of print and electronic resources and services--within the school
library media center, throughout the school, and through remote access
2.5 Works cooperatively with other libraries and agencies to share resources that enhance teaching and
learning
2.6 Adheres to and communicates copyright as well as other laws and guidelines
pertaining to the distribution and ethical use of all resources
2.7 Advocates the principles of intellectual freedom
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9. Comments: Edie use of Web 2.0 tools is providing the students an avenue to use and
learn the skills and tools of the 21st century for project assignments. Computers in
the media center will be used by students to complete assignments.
Demonstrated by 2.1, 2.2, 2.3, and 2.4. Above standard at 2.1, 2.2, and 2.4.
MAJOR FUNCTION: Planning and Facilitating Program Above At Below Unsatisfactory
Standard Standard Standard
Administration
x
3.
3.1 Works with school staff to design and implement short- and long-range plans that
ensure balance among all aspects of the school library media coordinator’s role
and responsibilities
3.2 Develops and implements an ongoing collection development and evaluation
planning process, in collaboration with the Media and Technology Advisory
Committee, that focuses on a variety of formats and resources to meet diverse
learning needs
3.3 Evaluate and select resources that build a collection addressing curricular needs
and learning goals in collaboration with teachers, technology staff, and students
3.4 Maintains a collection addressing curricular needs and learning goals
3.5 Evaluates the school library media program on a continual basis according to
accepted standards of quality
3.6 Plays a leading role in the school’s budgetary process to ensure funding for the
school library media program to support school-wide goals
3.7 Leads, in partnership with the Instructional Technology Facilitator, the Media and
Technology Advisory Committee in effective decision making to promote the
media and technology program
3.8 Interacts effectively with students, staff, administration, parents, and the
community to promote and expand the school library media program
3.9 Prepares and submits accurate reports as required
3.10 Adheres to established laws, policies, rules, and regulations
3.11 Carries out non-instructional duties as assigned and/or as need is perceived
Comments: Edie sought input from the SIT plan and the instructional technology
facilitator in the development of her technology and Web 2.0 presentation to
demonstrate a variety of tools for student and teacher use.
Demonstrated by 3.3, 3.4, 3.7, and 3.8. Above standard at 3.4, 3.7, and 3.8.
Principal's Summary Comments - Media Coordinator’s Comments: Kathy A.
D’Aurelio
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10. Edie is well informed of the latest technology available and is able to express it in easy to
understand terms. Edie’s lessons lead the teachers to a greater understanding of the media
center and information resources using a variety of technology.
Media Coordinator's Reaction to Evaluation: N/A
Employment Recommendation for Non-Career Employees ONLY (Please check one box)
 I recommend continuing the employment for the _______________________ school year.
N/A OR
 I recommend that this employee’s contract not be renewed for the _________________________
school year.
If recommending non-renewal of the employee’s contract, provide a summary of the reasons why on
the back of this page.
___________N/A________________________ ___________________N/
A_______________
Principal’s Signature/Date Media Coordinator’s Signature/Date
Intern
(Signature indicates
evaluation has
been seen and discussed)
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