Shn lmt e portfolio


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in progress ePortfolio for Librarianship Program at CSU Long Beach

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Shn lmt e portfolio

  1. 1. Shannon Houlihan Ng Library Media Teacher Services Credential California State University, Long Beach
  2. 2. Directions <ul><li>Use this template to organize your work throughout your program (see the objectives and standards noted in each syllabus). This product will be submitted as part of your field experience work. However, you should work on this every semester. </li></ul><ul><li>For each standard, state the basis for your selection of evidence, hyperlink/list your evidence (student work) and synthesize what you learned; the easiest method is to link to your documents and create a CD of your entire portfolio. </li></ul><ul><li>You may use this template or adapt it as a Web page to capture your work and competence. Be professional and creative in your presentation (e.g., fonts, images, linking buttons, etc.). The following page lists representative assignments that meet the state LMT standards. </li></ul><ul><li>When you have finalized your e-portfolio, delete this and the following page. </li></ul>
  3. 3. Program Grid   Info specialist, Instructional leader, Teacher, Communicate, Relations, Literature/literacy EDCI 625 Curriculum Analysis Critiques of articles, periodicals, research; action research Admin leadership, Mgt/org, Communicate, Relations, Professionalism 697 Directed Research Self-assessment, lesson, information project, admin. project, portfolio Info Specialist, Teacher, Mgt/Org, Communicate, Diversity, Relations, Literature/Literacy, Professionalism 580 Field Experience Assessments, technology plan, lesson, Web product, blog, video, PowerPoint, online projects Info Specialist, Instructional leader, Admin. Leader, Mgt/Org, Communicate, Diversity, Relations, Literature/Literacy, Access 570 Library Media Technologies Library assessment & plan, staff development, PR, Critical events, Online activities, Policy grid Info Specialist, Instructional leader, Admin. Leader, Mgt/Org, Communicate, Relations, Diversity, Access, Professionalism 550 Library Media Ctr. Management Technical assessment, cataloging, compare automation systems, research report, lesson Mgt/Org, Diversity, Access 540 Organization of Information Book & Web critiques, author PPT, non-book bibliography, lesson, interview, YA devt. study Literature/Literacy, Instructional leader, Mgt/Org, Communicate, Diversity, Relations, Access 530B MS/ HS Materials Author web, book critiques, booktalks, lesson, reading promo, child devt. analysis Literature/Literacy, Instructional leader, Mgt/Org, Diversity, Relations 530A Elem. Grade Materials Ref. assessment, Ref. Questions, lesson, Webliography/ portal, online Web Comparisons, 24/7 ref. analysis Info specialist, Instructional leader, Mgt/Org, Communicate, Diversity, Relations, Access 520 Info Literacy& Reference Service Collection development plan, selection tool critique compare selection policies, digital collection plan, bookstore visit, trace marketing Info specialist, Admin. Leader, Communicate, Diversity, Relations, Literature/Literacy, Access 510 Selection Information analysis, observation, case study, lesson, literature presentation, online interview Info specialist, Mgt/Org, Communicate, Diversity, Relations, Literature/Literacy, Access 500 Foundations of Information
  4. 4. Contents <ul><li>Professional statement and experience </li></ul><ul><li>Personal information </li></ul><ul><li>Standards </li></ul><ul><li>Field Experience </li></ul>
  5. 5. Professional Statement and Experience <ul><li>My philosophy as a Teacher Librarian </li></ul><ul><ul><li>My personal mission is first, to be a lifelong learner through observation, appreciation, experimentation and expression and then, to inspire and encourage others, especially children, to do the same. </li></ul></ul><ul><ul><li>The most effective and efficient strategy to accomplish my personal mission is to adopt the complex role of the Teacher Librarian. </li></ul></ul><ul><ul><li>I believe in the need for information literacy and in the importance of a process approach to teaching it across the curriculum. </li></ul></ul><ul><ul><li>I accept the responsibility to create a library institution that meets the resource needs of its patrons, to guard the rights of all people to access the ever-expanding resources for information, and to collaborate with others to promote scholarly, reflective, and research-based inquiry by teaching the skills necessary to locate, use, and evaluate information effectively. </li></ul></ul><ul><ul><li>I understand the importance of advocacy in each of these responsibilities. </li></ul></ul><ul><li>My resume </li></ul>
  6. 6. Personal Information My Library Story My Inspiration My Success Coach
  7. 7. Library Media Teacher Standards <ul><ul><ul><ul><ul><li>Information Specialist </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Instructional Leader </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Teacher </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Administrative Leader </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Management and Organization </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Communication </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Diversity </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Human Relationships </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Literature and Literacy </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Access to Information </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Professionalism </li></ul></ul></ul></ul></ul>
  8. 8. Information Specialist: policy development, resource management <ul><li>Choice of evidence – a teacher tool with teacher & student passwords for teachers to use in evaluating a free trial subscription to the ABC-CLIO Social Studies databases </li></ul><ul><li>ABC-CLIO Social Studies Database Teacher Tool </li></ul><ul><li>Learning reflection </li></ul><ul><ul><li>After signing up for a free trial subscription, I emailed each teachers in the Social Studies department, posted an announcement on the library’s teacher webpage and created the teacher tool to announce it. I made visits to individual teachers and the department chair to talk about upcoming assignments and how the trial could be used. The library mini-lab was opened to students who wanted to explore the databases. </li></ul></ul><ul><ul><li>After the trial period, I spoke with the teachers again and asked for their evaluation of the database. Although they all had explored it, no one had used it in their classrooms. I recommended it several times to specific teachers for units I knew they were currently covering. Only one teacher took the information gathered for him and presented it as supplemental to his lesson plans. </li></ul></ul><ul><ul><li>Although the tool presented was well organized, comprehensive and obviously useful, I had difficulty in convincing teachers to participate in the trial subscription. My effort to Involve school community in selecting, using and evaluating this specific database was not successful. I should have put more considerating into the timing of the trial. The seventh grade classes do an extensive research project in the Spring when it might have been more useful to them. </li></ul></ul><ul><ul><li>The experience did encourage a teacher from the Science department to contact me about collaborating on an upcoming unit plan. </li></ul></ul>
  9. 9. Instructional Leader: lead in systematic design, implementation and assessment of curriculum instruction and learning <ul><li>Choice of evidence </li></ul><ul><li>Evidence </li></ul><ul><li>Learning reflection </li></ul>
  10. 10. Teacher: help ensure that students use resources systematically to meet learning and curriculum objectives <ul><li>Choice of evidence </li></ul><ul><li>Evidence </li></ul><ul><li>Learning reflection </li></ul>
  11. 11. Administrative Leader: lead in planning, budgeting, promoting, implementing and evaluating school library media programs to meet established educational goals <ul><li>Choice of evidence </li></ul><ul><li>Evidence </li></ul><ul><li>Learning reflection </li></ul>
  12. 12. Management and Organization: implement goals, policies and procedures for the library media program <ul><li>Choice of evidence </li></ul><ul><li>Evidence </li></ul><ul><li>Learning reflection </li></ul>
  13. 13. Communication: communicate effectively with the school and larger community <ul><li>Choice of evidence – A survey created to communicate with students and encourage a collaboration with the Chair of the English Department and the Assistant Principal responsible for FLEX Enrichment classes to create a Guys Read book group. If the class is a success it will become an after school enrichment club. </li></ul><ul><li>Flex Reading Group Survey </li></ul><ul><li>Results of the SurveyMonkey Flex Reading Group Survey </li></ul><ul><li>Learning reflection </li></ul><ul><ul><li>To respond to the needs of boys - often reluctant readers in middle school - when encouraging them to participate in a Guys Read Book Club, it is essential to allow them to choose what they want to read . They especially need to participate in the process of creating “their” book group. The faculty and administration are focusing on increasing the less than proficient standardized test scores in Language Arts. It is a well-researched fact active reading increases language arts proficiencies. </li></ul></ul><ul><ul><li>Creating this survey and sharing the results helped me to form a team that successfully addressed the goals of the project. With well over one hundred responses online and forty hard copy responses, we are able to choose titles that interested the readers and to design literature circle lessons and enrichments. This time the teachers evaluated the results but I think, next time, I will include students in the results discussion. </li></ul></ul><ul><ul><li>This type of collaboration and, ultimately, communication is at the heart of every school community. I appreciated the opportunity to draw students and faculty into the Media Center again. The library is continuing to be natural center for communication. </li></ul></ul>
  14. 14. Diversity: plan/use instructional strategies, activities and resources appropriate to diverse needs/interests/learning styles of all students <ul><li>Choice of evidence – compile a database of assistive technologies and resources for Special Ed, Resource and SDC faculty use </li></ul><ul><li>Assistive Technologies Database </li></ul><ul><li>Learning reflection </li></ul><ul><ul><li>It was interesting when I presented this database to the Special Education department chair for suggestions to note her surprise that I would consider keeping such a database. It is her opinion that her students are often treated as if they were a separate school on most campuses. I explained that every student on the campus has access to the benefits of the library media center and a to growing library media and information literacy program. The diversity represented by her students was another population in an already diverse academic population. </li></ul></ul><ul><ul><li>Although, I am always looking for new resources and strategies to make the library accessible to all the students on campus, I was surprised at how little I knew about assistive technology. Creating this database has focused my attention on the need to compile an active list of these technologies. I know of a directory for available services but not one of the technological tools available. I’ll need to explore further what is available within the district. </li></ul></ul><ul><ul><li>It is my intention to maintain this resource indefinitely. I will also be expanding it to include strategies for teaching diverse populations and help to maximize their ability to learn. I anticipate including contact information for teachers within the district that have used these strategies and possibly, some rating of their success. </li></ul></ul>
  15. 15. Human Relationships: promote compatibility among students/ staff, work effectively with school community <ul><li>Choice of evidence </li></ul><ul><li>Evidence </li></ul><ul><li>Learning reflection </li></ul>
  16. 16. Literature and Literacy: know traditional/contemporary literature for youth; promote literacy and enjoyment of literature <ul><li>Choice of evidence </li></ul><ul><li>Evidence </li></ul><ul><li>Learning reflection </li></ul>
  17. 17. Access to Information: provide school community open and equitable physical/intellectual access to information/ideas <ul><li>Choice of evidence – poster for Banned Books Week on the Freedom to Read </li></ul><ul><li>Freedom to Read Poster </li></ul><ul><li>Learning reflection </li></ul><ul><ul><li>I used the students’ desire to make decisions and be independent to focus on Standard 21 to “articulate and promote concepts presented in basic access documents including, but not limited to, the Library Bill of Rights, Access to Resources and Services in the School Library Media Program (AASL), and the Student's Right to Read.” </li></ul></ul><ul><ul><li>By asking questions of the poster reader such as “Would you read them?” and asking them to “Think about it!” students are encouraged to make personal evaluations of the ten most challenged books in 2007. </li></ul></ul><ul><ul><li>This poster will be updated annually and used on the introduction page on the library media center website. </li></ul></ul><ul><ul><li>In case they don’t understand the subtle message, I’ve included a quote and the text of the 1st Amendment to encourage them to celebrate their own right to read. </li></ul></ul>
  18. 18. Professionalism: show personal responsibility to profession and its role in society <ul><li>Choice of evidence </li></ul><ul><li>Evidence </li></ul><ul><li>Learning reflection </li></ul>
  19. 19. Field Experience <ul><li>Self-Assessment </li></ul><ul><li>Log </li></ul><ul><li>Teaching and Learning Project </li></ul><ul><li>Information Access and Delivery Project </li></ul><ul><li>Program Administration Project </li></ul><ul><li>Final Reflection </li></ul>