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  My High School Library Vision<br />Holly Matthews<br />The University of Memphis<br />ICL 7730<br />June 24, 2011<br />(...
Two Main Goals<br /><ul><li>To raise student learning and achievement
To motivate students to love reading and to see that reflected in their attitudes and habits. </li></li></ul><li> Philosop...
Guiding Beliefs<br />1. All students should have access to the LMC and its resources.2. All students can benefit from usin...
Library Environment <br />Informal, appealing, flexible spaces <br />Ample natural lighting <br />Sustainable and “green” ...
Programming<br />Flexible scheduling for “just in time” learning and teachable moments<br />Collaboration with teachers th...
 Technology Resources<br />Many laptop carts, laptops can be used anywhere in library<br />SMART Board/IWB, CPS Chalkboard...
              Collection Development <br /><ul><li>Purchase items based on student interest
Digital suggestions sought and accepted for items
Survey faculty and keep current with standards
Weed collection to keep it current
Label fiction books by genre to increase circulation (and have special sections for new books, graphic novels, and topical...
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My high school library vision

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Transcript of "My high school library vision"

  1. 1. My High School Library Vision<br />Holly Matthews<br />The University of Memphis<br />ICL 7730<br />June 24, 2011<br />(Graphic created by Holly Matthews on Wordle.net)<br />
  2. 2. Two Main Goals<br /><ul><li>To raise student learning and achievement
  3. 3. To motivate students to love reading and to see that reflected in their attitudes and habits. </li></li></ul><li> Philosophy<br />I believe that the school library media center should function as a hub of interactive and ongoing learning, enrichment, and engaging reading experiences. It should be “the students’ library” and should therefore be a place that students wish to frequent. As the library information specialist, I will fulfill this purpose for the SLMC and the library program by collaboratingwith educators, providing equitable access to resources, promoting literacy and the library, and implementing best practices in library services, instruction, and instructional technology. The library information specialist should be an innovative practitioner for the purpose of engaging students and building student interest in reading, learning, and the library. In partnership with teachers, the library information specialist and the SLMC should play an essential, ongoing role in helping students to become lifelong learners and readers, critical consumers of information, responsible digital citizens, and able users of technology.<br />
  4. 4. Guiding Beliefs<br />1. All students should have access to the LMC and its resources.2. All students can benefit from using the LMC. 3. The LMC should be student-centered and student-friendly.4. The environment of the LMC should be aesthetically pleasing, welcoming, and functional to the needs of students and faculty.5. Students and teachers should feel welcome in the LMC.6. The programs, resources, and collection offered in the LMC should be motivating and engaging to students; student input should be sought, valued, and utilized. 7. The resources, collection, and technology in the LMC should be as current and user-friendly as possible and should honor the needs of diverse learners. 8. The library information specialist should strive to support and enhance curriculum, instruction, and assessment. The library information specialist should also continually promote pleasure reading through library programming and in interactions with students. 9. The library information specialist should embed research and technology skill development into content-based, active learning opportunities planned collaboratively with teachers. 10. LMC programs and instruction should help students to develop transliteracy (information literacy across diverse media) and digital citizenship (the competencies needed to navigate the digital world in a safe, responsible, respectful, and ethical manner.)<br />
  5. 5. Library Environment <br />Informal, appealing, flexible spaces <br />Ample natural lighting <br />Sustainable and “green” if possible<br />Comfortable seating areas<br />Collaborative work areas<br />Café type area<br />Ample use of technology throughout library<br />
  6. 6. Programming<br />Flexible scheduling for “just in time” learning and teachable moments<br />Collaboration with teachers through shared planning and GoogleDocs<br />Promotion of free, voluntary pleasure reading as a schoolwide program<br />Outreach through Facebook, Twitter, and school closed-circuit tv<br />Allow students to create book trailers/teasers and share what they are reading through Animoto and GoodReads/Shelfari<br />
  7. 7. Technology Resources<br />Many laptop carts, laptops can be used anywhere in library<br />SMART Board/IWB, CPS Chalkboard, CPS Clickers, ELMO and digital projector, iPads, iPods<br />Wiki with student academic resources such as TSLA Civil War digital collection<br />Wiki with college and career resources<br />Teacher wiki with content resources<br />Tennessee Electronic Library (GALE databases, EBSCO Points of View Reference Center, online World Book Encyclopedia)<br />ebooks/eReaders and free ebook resources<br />Online platforms such as GoogleDocs, GlogsterEdu, <br />wikispaces, Animoto, Prezi<br /> Digital citizenship certification program for students<br />
  8. 8. Collection Development <br /><ul><li>Purchase items based on student interest
  9. 9. Digital suggestions sought and accepted for items
  10. 10. Survey faculty and keep current with standards
  11. 11. Weed collection to keep it current
  12. 12. Label fiction books by genre to increase circulation (and have special sections for new books, graphic novels, and topical books of interest)
  13. 13. Invest in ebooks and eReaders</li></li></ul><li>Diversity in <br />Collections<br /><ul><li>Support English learners through graphic novels, EL supportive strategies in the library, hi-low (high interest, low reading level) books and books in the first language (this improves content knowledge and literacy development in English as well)
  14. 14. Provide an inclusive environment by including graphic novels for students with hearing impairments, Braille items for students with visual impairments, and assistive technology for students with exceptionalities
  15. 15. Engage reluctant readers through interactive, engaging displays, readers’ advisory, and graphic novels
  16. 16. Provide books that feature diverse characters</li></li></ul><li>A dynamic vision=a dynamic library!<br />(that students use and love)<br />“Why I Need My High School Library” video<br />
  17. 17. References<br />Adams, H. R. (2010). Welcoming america’s newest immigrants: providing access to resources <br /> and services for english language learners. School Library Monthly, 27(1). Retrieved from <br />http://www.schoollibrarymonthly.com/articles/Adams2010-v27n1p50.html<br />Beckham, S. (2011). Promoting the joy of reading without killing it. Knowledge Quest, 39(4), <br /> 50-54. <br />Cregar, E. (2001). Browsing by numbers and reading for points. Knowledge Quest, 39(4), 40-45.<br />Colvin, M. (2011). Why read digitally? School Library Monthly, 27(8). Retrieved from <br /> http://www.schoollibrarymonthly.com/articles/Colvin2011-v27n8p18.html<br />Fontichiaro, K. (2009, June 17). School libraries as secret spaces [web log]. <br /> Retrieved from http://blog.schoollibrarymedia.com/index.php/2009/06/17/school-<br /> libraries-as-secret-spaces/<br />Friese, E.E.G. (2008). Popular culture in the school library: enhancing literacies traditional<br /> and new. School Libraries Worldwide, 14(2), 68-82<br />Krashen, S. (2006). Pleasure reading. IATEFL young learners special interest group publication. <br /> Retrieved from http://www.iatefl.hu/docs/Stephen_Krashen.pdf<br />Krashen, S. (2009). 81 generalizations about free voluntary reading. IATEFL young learner and <br /> teenager special interest group publication. Retrieved from <br />http://successfulenglish.com/wp-content/uploads/2010/01/81-Generalizations-about- <br /> FVR-2009.pdf<br />
  18. 18. McGregor, J. (n.d.) Flexible scheduling: implementing an innovation. Retrieved<br /> from <br /> http://www.ala.org/ala/mgrps/divs/aasl/aaslpubsandjournals/slmrb/<br />slmrcontents/volume9/flexible.cfm<br />Ratzer, M. (2010). Student achievement and school libraries: empirical evidence from 20 state <br /> studies 1992-2007. Retrieved from <br /> http://www.capitalregionboces.org/LibraryServices/slsa/messages/student-achievement-<br /> school-libraries.doc <br />Smetana, L, Odelson, D, Burns, H, & Grisham, D. (2009). Using graphic novels in<br /> the high school classroom: engaging deaf students with a new genre. <br />Journal of Adolescent &Adult Literacy, 53(3), 228-240. <br />Sullivan, M. (2011, April 1). Divine design: how to create the 21st century <br /> school library of your dreams. Retrieved from <br />http://www.libraryjournal.com/slj/home/889642-3<br /> 12/divine_design_how_to_create.html.csp<br />Whelan, D. L. (2007, September 1). Going green: eco-friendly schools. <br /> Retrieved from <br /> http://www.schoollibraryjournal.com/article/CA6472363.html<br />
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