BBS High School Media Center2012-2013 ReportPrepared byKathleen McKimHigh School Media Specialist
Mission StatementThe High School Media Center strives to be alearning commons with flexible spaces forstudents and staff to access information,create and collaborate in a 21st centuryenvironment.
Audio/Visual Resources• Over 700 titles enhance subject-area teaching (622VHS, 177 DVD). An additional 200 VHS resources werejust received from the English Department.• After a 3 year study, subscription streaming media wasfound to be unfeasible due to budgetary, bandwidth andcopyright limitations within the school and within Kuwait.• Other tech tools include a DVD/video viewing room witha 72-in. flat screen TV, a green screen video recordingstudio*, a portable media trolley, a USB printing station,22 computers with color printing station for student use(*new in 2013-2014).
Print and Digital Resources• 10,205 total print volumes (5,592 Arabic; 4,613English), including 1,350 print references (668Arabic, 682 English)• Digital reference collection– NewsBank– Encyclopedia Britannica Online*– Bloom’s Literary Reference Online*– Facts on File Health Reference Center*– 400 OPAC links to ebooks via Project Gutenberg(*new in 2013-2014)
Media Center Usage• Overall, we were booked 5 out of 6 periodsevery day this year, largely due to thefaithfulness of the Arabic teachers in bringingstudents for free reading selections asmandated by the Ministry of Education.• We were thrilled to host the Buffalo State SUNYGraduate Courses for the first time ever.Participants gave high remarks and made thebest use possible of the media and spaceavailable.
High Interest Nonfiction. Survey Says!• Nonfiction is cool. A 3-year project to develop student interest innonfiction reading paid off this year when Mr. Steve’s Grade 10English classes selected books, read them, and then completedonline surveys and informal interviews with the librarian about thebooks. Here are some student responses:– I liked the story because they clearly explain organized crime and how all thecriminals organized it. It also clearly shows you all the suspects and theirmotives.—Hussain (information fluency, organization of information)– The book is about how the internet affects our brain, but not only the internet, butalso our surroundings and websites like the radio, TV, youtube, twitter. It hasmany medical references which we took in Biology and gave me a lot ofinformation about how my brain is affected by technology.—Bader (criticalthinking, decision making, connection to real life)– What I liked about the book is that she talked about her actual feelings towardsevery hardship she faces in her life, it allows the reader to connect with her. Ichose this book because I wanted to be a surgeon so not only does it help meconnect and learn more about what I’m going to face in my future, but it helps melearn more about the field of medicine.—Farah (pursue personal and aestheticgrowth)
Issues of Concern• BYOD: classroom teachers complain thatstudents lack information literacy skills yet thelibrarian remains an untapped resource.• OPAC Vendor System: increasing frustrationswith AAS regarding response time for customerservice and user interface. Jobs are leftunfinished by vendor.• The vision of the media center as a ―learningcommons‖ has not become part of BBSeducational discourse.
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