The document discusses developing an effective school library media center program. It emphasizes that library media specialists should collaborate with teachers to plan instruction that helps students master key information literacy skills. They should provide both formal and informal instruction, as well as group computer instruction. The goal is to satisfy curriculum needs through collaborative teaching between the library media specialist and classroom teachers.

1. Developing a School Library
Media Center Program
1

2. 2
Curriculum and Instruction
 Research shows that school library media
programs of instruction are fundamental in
modern, successful schools where student
learning takes place.
 Trend for state departments of education to
adopt standards of information literacy skills
based on the standards set forth in Information
Power.

3. 3
Curriculum and Instruction
 Within the Curriculum of the school the
library media specialist must help students
master the three basic and very
necessary information skills:
 Access information
 Evaluate information
 Use information

4. 4
Collaborative Teaching
 When the library media specialist works in
conjunction with the classroom teacher to
plan instruction the student is more likely
to learn and retain the skills to access,
evaluate and use information.
 Careful planning is fundamental to the
success of a program where individual
learning takes place.

5. 5
Instructional Program of LMS
 Informal Instruction
 Formal Instruction
 Group Computer Instruction
 Distance Learning
 Collaborative Instruction
 Scheduling

6. 6
Informal Instruction
 Teachingtakes place spontaneously
when answering an individual student’s
request.
 Examples?
 Advantages?
 Disadvantages?

7. 7
Formal Instruction
 Preplanned lessons before a group of
students.
 Formal Lesson Plans:
 Learner objectives and goals
 Introduction, hook, set
 Presentation of material
 Evaluation and feedback
 Usuallyscheduled in classroom or media center
where materials are available.
 Many lessons are available on the Internet but
judgment is necessary to determine if they meet
the needs of the teacher and LMS.

8. 8
Group Computer Instruction
 Because technology is evolving so rapidly, it is
imperative that students receive instruction
allowing them to learn to use, access, and
evaluate information on the Internet as quickly
and as early as possible. Hands-on instruction is
crucial.
 Where take place?
 Given by whom?
 E-Learning/Distance Instruction?

9. 9
Collaborative Instruction
 Teacher and LMS plan and teach content area skills
in conjunction with information literacy skills to
enhance student learning.
 Develop partnerships with faculty
 Both contribute to the planning process if the
collaborative lesson is to be successful.

10. 10
2+2=1 Satisfy both Curriculum
Needs with Collaboration
 Library
Media  Content Area
Specialist Teacher
 Information literacy  Subject/content
skills standards and
objectives

11. 11
Information Literacy Skills
 Information Power: Building Partnerships for
Learning
 Colorado State Information Literacy Standards
 Each information literacy standard is aligned with the
structure of Colorado's K-12 Academic Standards.
This creates opportunities for incorporating
information literacy instruction with other subject
matter being taught in the classroom.
 http://www.cde.state.co.us/litstandards/litstandards.htm

12. 12
Developing Instructional Objectives
 Ask 4 questions:
1. What do I want the student to do?
2. Under what conditions?
3. How will the student do it?
4. Under what conditions?
 General Guidelines
 Use an active verb
 Describe a visible activity or one that can be
measured or tested in some way

13. 13
ABCD Method of
Writing Instructional Objectives
A Audience
 Identify who will receive instruction
 Mrs. Jones 8th grade math class will be able
to…

14. 14
ABCD Method of
Writing Instructional Objectives
B Behavior
 Identifythe behavior you expect as evidence the
student has achieved the objective. What will the
student be able to do at the end of the instruction
that he/she can’t do now?
 The student will use the World Almanac to find
information about city populations and put the cities
in order from the least to the most populous.

15. 15
ABCD Method of
Writing Instructional Objectives
C Condition
 Define the desired behavior by also
describing the conditions under which the
behavior will occur
 …within one 45 minute class period
 …given three web sites to choose….
 …using the World Book encyclopedia

16. 16
ABCD Method of Writing
Instructional Objectives
D Degree
 Specify the criteria of acceptable
behavior by stating or describing how well
the student must perform. What measure
will you use to judge whether the student
has succeeded or failed at the
task/objective.
 …by identifying at least three cities on a map
of the country….
 …keeping a daily reading log of pages read…

17. Getting the Word Out!
Publicity and the Media Center
 Library
Promotions
 Student Handbooks
 Media Center Web Sties
 http://www.jcschools.org/itms/LMC%20web%20page
 http://www.k12k.com/db/academics/library/library.
 School Newspapers
 Orientation
 In-Service, p121

18. 18
Public Relations and
Environment
 Atmosphere
 Displays
 Visibility
of the Center
 Teachers
 Administrators
 Community

19. 19
Hours, Attendance & Use
 Hours
 Scheduling
 Fixed
 Flexible

20. 20
Information Power
and LMC Scheduling
 Accommodates individual students throughout
the day.
 Includes time for classes and/or small group visits
 Indicates time for collaborative planning
 Varies lunch and administrative time
 Includes opportunities to visit before and after
school

21. 21
Benefits of Flexible Access
 Teachers can take advantage of “aha” moments
and send students to the media center when
interest is high.
 Teachers can collaborate with the media specialist
for lesson development and integrating the
Information Literacy Standards into the classroom
curriculum
 Students become independent users of resources
 Students interact with other students and teachers
 Students develop a sense of responsibility for their
own learning