The document summarizes the media facility plan for East Central Elementary School in Rome, GA. It outlines the school and media center missions, objectives, data, learning environment, facilities, personnel, resources, programs, policies and proposed layout. The media center aims to encourage lifelong learning and be the heart of the school through access to resources, teaching information skills, and supporting the curriculum. It currently serves over 500 students and plans to improve facilities to better achieve its mission.
The document summarizes the media facility plan for East Central Elementary School in Rome, GA. It outlines the school and media center missions, objectives, data, learning environment, facilities, personnel, resources, programs, policies, and proposed layout. The media center aims to encourage lifelong learning and be the heart of the school through access to resources, teaching information skills, and supporting the curriculum. It serves over 500 students and plans to improve its facilities.
The document provides details about the East Central Elementary Media Center including its mission, objectives, facilities, policies, and special programs. It outlines the center's goal of encouraging lifelong learning and being the heart of the school. It also summarizes the center's existing layout, circulation desk, computer area, collections, and teacher resource area. The center aims to provide daily opportunities for students to explore resources and support learning assignments.
The document provides details about the East Central Elementary School Media Center facility plan. It begins with an overview of the school's mission and details the media center's mission and objectives. It then provides data about the school and media center. The remainder of the document outlines the existing facility layout, policies, and survey findings. It proposes several changes to improve the facility including adding colorful stripes, new seating, redesigning the story time area, and installing new technology. The goal is to create a more modern, student-friendly learning environment.
The document provides details about the East Central Elementary Media Center including its mission, objectives, facilities, policies, and special programs. It summarizes the media center's goals of promoting lifelong learning, encouraging knowledge pursuit, and assisting students and teachers. It also outlines the existing facility layout, circulation policies, and special events like book fairs and author visits.
The document was too short to summarize meaningfully in 3 sentences or less. It contained only the word "Fac" which provides no context or essential information to summarize.
The media center at Union Elementary School provides resources like books, periodicals, and technology to approximately 650 students and staff. It is overseen by one full-time media specialist and one part-time clerk. The center aims to develop students' literacy and technology skills but is currently undergoing changes that have limited access. Recommendations include establishing a student visit schedule, providing teacher orientations, and improving technology support response times.
The educational media center (EMC) functions as a vital part of the educational process by enriching teaching and learning. It serves as a source center that houses various media and technologies for easy access. It is also a learning laboratory that provides materials to support the curriculum, a teaching agency that instructs students on finding information, and a service agency that establishes procedures to aid students and teachers. Key elements of an effective EMC include orientation for teachers, selection and organization of print and non-print materials, circulation services, reference assistance, and instructional programs for students.
The document summarizes an evaluation of the RMS Media Center conducted by O. Ingram and J. Holloman using the Georgia DOE 2010 Library Media Program Evaluation Rubric. Most categories were rated proficient or exemplary. To improve further, the evaluators recommend that the media specialist collaborate more with teachers, have assistance from a paraprofessional or volunteers, ensure the media center remains open all day, and have more frequent meetings of the media advisory committee to discuss budget, technology, and improvements. The media staff development category was rated exemplary.
The document summarizes the media facility plan for East Central Elementary School in Rome, GA. It outlines the school and media center missions, objectives, data, learning environment, facilities, personnel, resources, programs, policies, and proposed layout. The media center aims to encourage lifelong learning and be the heart of the school through access to resources, teaching information skills, and supporting the curriculum. It serves over 500 students and plans to improve its facilities.
The document provides details about the East Central Elementary Media Center including its mission, objectives, facilities, policies, and special programs. It outlines the center's goal of encouraging lifelong learning and being the heart of the school. It also summarizes the center's existing layout, circulation desk, computer area, collections, and teacher resource area. The center aims to provide daily opportunities for students to explore resources and support learning assignments.
The document provides details about the East Central Elementary School Media Center facility plan. It begins with an overview of the school's mission and details the media center's mission and objectives. It then provides data about the school and media center. The remainder of the document outlines the existing facility layout, policies, and survey findings. It proposes several changes to improve the facility including adding colorful stripes, new seating, redesigning the story time area, and installing new technology. The goal is to create a more modern, student-friendly learning environment.
The document provides details about the East Central Elementary Media Center including its mission, objectives, facilities, policies, and special programs. It summarizes the media center's goals of promoting lifelong learning, encouraging knowledge pursuit, and assisting students and teachers. It also outlines the existing facility layout, circulation policies, and special events like book fairs and author visits.
The document was too short to summarize meaningfully in 3 sentences or less. It contained only the word "Fac" which provides no context or essential information to summarize.
The media center at Union Elementary School provides resources like books, periodicals, and technology to approximately 650 students and staff. It is overseen by one full-time media specialist and one part-time clerk. The center aims to develop students' literacy and technology skills but is currently undergoing changes that have limited access. Recommendations include establishing a student visit schedule, providing teacher orientations, and improving technology support response times.
The educational media center (EMC) functions as a vital part of the educational process by enriching teaching and learning. It serves as a source center that houses various media and technologies for easy access. It is also a learning laboratory that provides materials to support the curriculum, a teaching agency that instructs students on finding information, and a service agency that establishes procedures to aid students and teachers. Key elements of an effective EMC include orientation for teachers, selection and organization of print and non-print materials, circulation services, reference assistance, and instructional programs for students.
The document summarizes an evaluation of the RMS Media Center conducted by O. Ingram and J. Holloman using the Georgia DOE 2010 Library Media Program Evaluation Rubric. Most categories were rated proficient or exemplary. To improve further, the evaluators recommend that the media specialist collaborate more with teachers, have assistance from a paraprofessional or volunteers, ensure the media center remains open all day, and have more frequent meetings of the media advisory committee to discuss budget, technology, and improvements. The media staff development category was rated exemplary.
This document outlines a rubric for evaluating Georgia K-12 library media programs at basic, proficient, and exemplary levels. It includes indicators related to student achievement and instruction, staffing, collection development, budget and facilities. At the exemplary level, programs actively plan instruction collaboratively, use data to design activities that promote student achievement, and assess students using various tools. Exemplary programs also employ full-time certified library media specialists to provide services and adult supervision throughout the day.
The Midway Elementary media center offers various services to students and teachers. The media specialist coordinates with teachers on lessons and provides story time for younger grades related to classroom topics. Older students can research topics in the media center using available computers and books. The media center is also used for homework, projects, and has technology like TVs, DVD players, and laptops available for classroom use. It is accessible for those with disabilities and has audio books. The media specialist fills roles like teacher, instructional partner, information specialist, leader, and program administrator through story time, collaborating on lessons, technology assistance, and effectively managing the library programs and budget.
The document defines and describes the functions and components of an Educational Media Center (EMC). It states that an EMC is a learning center that provides students and teachers access to various print, audio, and visual media and resources. It then lists the roles of an EMC, which include providing consultancy services, instructional resources, information about innovations, and facilities for viewing/working with media materials. The document proceeds to describe the ideal components and facilities of an EMC according to education standards, which include various rooms and spaces for activities like reading, studying, conferences, and media production/storage. It concludes by outlining how to evaluate an educational media program.
Jenn Cullen's Reasons For A Survey InstrumentJennifer Cullen
The document discusses the reasons for creating a survey instrument for teachers at Whittier Elementary School. The survey aims to assess how teachers are using technology to teach math and reading to a diverse student population with many English language learners and students from low socioeconomic backgrounds. Specifically, the survey wants to find out the technologies used, if they are adequate for English learners, and teachers' opinions on providing students technology for home use. The survey also addresses why specific technology areas like math and reading software were chosen, since test scores at the school rank low. Finally, the document discusses how the survey addresses ISTE standards around facilitating student learning with technology, using technology for assessments, promoting digital citizenship, and engaging teachers in professional growth regarding
An educational media center (EMC) is a facility within a school designed to house and utilize all educational media. It is a basic requirement for providing quality education. The EMC supports the school's educational process, teaching and learning, and reflects the school's philosophy. It serves many roles, including as a resource center, learning laboratory, teaching agency, service agency, coordinating agency, and recreational reading center. The EMC orients students and teachers on its resources and services, selects and acquires print and non-print materials, organizes and lends out materials, provides reference services, and supports media instruction, research, photocopying, and multimedia services.
Hampton L. Daughtry Elementary School is located in Jackson, Georgia and serves students in kindergarten through 5th grade. There are approximately 508 students and 33 teachers. The majority of students are white or African American. The school library aims to support instruction and develop lifelong learners. It contains fiction and nonfiction books, computers, and seating areas. Students and teachers are able to check out materials with permission and are responsible for lost or damaged items. The library is staffed by one full-time media specialist.
The document outlines a rubric for evaluating exemplary library media programs. It covers 6 categories: student achievement and instruction, technology management, technology integration, program administration, professional development, and collaboration and outreach. Each category contains 3-6 indicators of basic, proficient, and exemplary performance levels for library programs to meet. The rubric provides detailed criteria and expectations for library programs to be considered exemplary in supporting student learning.
Lesson 18Roles and functions of education media centeraubrey anne aganan
The document discusses the roles and functions of an educational media center. It begins by quoting Edgar Dale who said modern libraries must include varied media beyond just printed materials. It then lists the vision and mission of an educational media center, which is to support the school's educational process, philosophy, and objectives. Finally, it outlines the many services an educational media center provides, such as orienting teachers and students, selecting and organizing print and non-print materials, circulating resources, and more.
This document provides information about the media center at Savannah High School including:
- The school profile and motto/mission/vision
- Current staffing and scheduling of the media center
- The layout and facilities of the media center
- Results from teacher and student surveys about the media center
- Analysis of the current media center facilities and recommendations for improvements like adding a computer lab, leisure reading area, and study spaces.
Roles and Functions of an Educational Media CenterGeorge Autida
The document defines an Educational Media Center (EMC) as a facility designed to house and utilize all educational media within a school. An EMC incorporates a systematic plan for proper use and delivery of instructional materials. It serves various roles including as a resource center, learning laboratory, teaching agent, service provider, and coordinator. An EMC provides services like orientation, material selection, organization and circulation, reference support, instruction programs, supervised research, newspapers, magazines, photocopying, video/audio production, and multi-media resources.
The document provides a rubric for evaluating library media programs at basic, proficient, and exemplary levels across four categories: student achievement and instruction, staffing, facilities/access/resources, and administrative support. Each category contains multiple target indicators describing the characteristics of programs at each evaluation level, with exemplary programs exceeding expectations for proficient programs.
This document outlines a rubric for evaluating exemplary library media programs. It provides indicators and categories for basic, proficient, and exemplary levels of performance in areas such as student achievement and instruction, technology, staffing, and facilities/resources. For each indicator, it describes what is required to meet the standard at each level. For example, under student achievement, a basic program integrates information literacy skills into curriculum through library orientation, while a proficient program collaboratively teaches these skills. An exemplary program fosters critical thinking using national and state standards.
The document outlines the roles and functions of an educational media center (EMC). The EMC serves as a vital learning resource that enriches the school's educational process. It houses different media and technologies for easy access and use. The EMC provides materials to support the curriculum, encourages self-directed learning, and teaches students how to find information. It offers various services like orienting teachers and students, selecting and organizing print and non-print materials, circulating resources, reference support, and producing multimedia materials to enhance teaching and learning. The overall goal of the EMC is to improve the teaching and learning process by making it more interactive, collaborative, and engaging.
The Antler Trail Elementary School Media Center receives an annual allotment to purchase library materials and support the library program. The largest source of funding is Title 1 funds, which provides $12,000 annually from the principal to ensure students have up-to-date resources. When compared to other elementary library budgets, the ATES budget is adequate due to supportive administration that recognizes the importance of the library. With sufficient funding, the librarian can build a collection that meets 21st century learner needs and create an environment conducive to learning.
A team of Teach for Nepal fellows and a software engineer made a mobile app with information regarding low cost teaching aids which they used during their teaching career.
"Readiness" for an online distance learning communicates with clarity, coherence, completeness, and with consistency the essential requirements to plan-do-check-act the end-result of an agreed learner learning plan.
We share the free to use training presentation on online distance learning "readiness assessment.
We determine and describe the basic "questions of understanding" and "model of capability" that make it simple, easy, and doable to act the learning and teaching tasks with the Internet of education.
The school librarian fulfills 5 roles: instructional partner, information specialist, teacher, leader, and program administrator. As an instructional partner, the librarian collaborates with teachers to guide student learning. As an information specialist, the librarian uses technology to supplement resources and create engaging lessons. As a teacher, the librarian helps students become critical thinkers and skilled researchers. The services offered at Woodstock High School include research assistance, technology instruction, printing, and a daily cafe. Students can check out materials for 14 days with late fees, and teachers can check materials out as needed. The media center is open daily from 7:30-4:15 for students and teachers to use flexibly.
The document proposes the Prakash model for imparting quality primary education using technology and collaboration between various stakeholders. The key aspects of the model include:
1) Developing computer/TV labs in schools equipped with educational technology resources like computers, audio-visual equipment, internet access.
2) Creating educational content and software by NGOs/corporates and making it available through an online portal and YouTube channel.
3) Engaging volunteers from corporates and colleges through an online portal to assist in teaching, content development, and administrative support.
4) Implementing the model in phases involving planning, execution and monitoring by various stakeholders like government, NGOs, corporates and citizens.
This document describes the current state of the Altamaha Elementary School media center and plans for renovations. It details that the media center is too small due to the addition of a computer lab, leaving little space for books, seating or classes. Survey results found needs for more computers, a separate AR testing area, wireless access, and seating. Renovation plans include expanding the space by moving the computer lab and circulation desk, adding furniture and shelving, designating areas for reading, research and AR testing, and installing new flooring and wireless technology to create a more welcoming environment conducive to learning.
Practicum exemplary library media programAlinaOdom
The document provides a self-evaluation of the media program at Statesboro High School. It describes how the media center is the hub of the school and is actively used for research, instruction, and collaboration between teachers and media specialists. Resources and technology available support all subject areas and student needs. Collaboration ensures information literacy skills are taught. Assessment of student achievement and using data to better meet diverse learning needs could be improved. Overall the program demonstrates support for students, teachers, and the community.
An exemplary school library media program supports the curriculum, enhances student learning beyond textbooks, and serves as the information center for the school community. The program fosters critical thinking skills and teaches students to choose reliable information sources. Collaboration between teachers and the library media specialist is essential, with planning of lessons that incorporate literacy, technology, and academic standards. An exemplary program provides print and digital resources, flexible scheduling, and community involvement to support student achievement.
The Tattnall County High School Media Center strives to become a 21st century learning commons. As an information partner, specialist, teacher, program administrator, and leader, the media specialist collaborates with teachers to develop standards-aligned assignments and provides resources, training, and reading materials. Services include assistance for ESL and special needs students. The media center is open daily for students and teachers to access resources, check out materials, and use computers and labs with reservations. While physical access aims to support collaboration and technology use, virtual access is limited and BYOD policies have not been implemented.
This document outlines a rubric for evaluating Georgia K-12 library media programs at basic, proficient, and exemplary levels. It includes indicators related to student achievement and instruction, staffing, collection development, budget and facilities. At the exemplary level, programs actively plan instruction collaboratively, use data to design activities that promote student achievement, and assess students using various tools. Exemplary programs also employ full-time certified library media specialists to provide services and adult supervision throughout the day.
The Midway Elementary media center offers various services to students and teachers. The media specialist coordinates with teachers on lessons and provides story time for younger grades related to classroom topics. Older students can research topics in the media center using available computers and books. The media center is also used for homework, projects, and has technology like TVs, DVD players, and laptops available for classroom use. It is accessible for those with disabilities and has audio books. The media specialist fills roles like teacher, instructional partner, information specialist, leader, and program administrator through story time, collaborating on lessons, technology assistance, and effectively managing the library programs and budget.
The document defines and describes the functions and components of an Educational Media Center (EMC). It states that an EMC is a learning center that provides students and teachers access to various print, audio, and visual media and resources. It then lists the roles of an EMC, which include providing consultancy services, instructional resources, information about innovations, and facilities for viewing/working with media materials. The document proceeds to describe the ideal components and facilities of an EMC according to education standards, which include various rooms and spaces for activities like reading, studying, conferences, and media production/storage. It concludes by outlining how to evaluate an educational media program.
Jenn Cullen's Reasons For A Survey InstrumentJennifer Cullen
The document discusses the reasons for creating a survey instrument for teachers at Whittier Elementary School. The survey aims to assess how teachers are using technology to teach math and reading to a diverse student population with many English language learners and students from low socioeconomic backgrounds. Specifically, the survey wants to find out the technologies used, if they are adequate for English learners, and teachers' opinions on providing students technology for home use. The survey also addresses why specific technology areas like math and reading software were chosen, since test scores at the school rank low. Finally, the document discusses how the survey addresses ISTE standards around facilitating student learning with technology, using technology for assessments, promoting digital citizenship, and engaging teachers in professional growth regarding
An educational media center (EMC) is a facility within a school designed to house and utilize all educational media. It is a basic requirement for providing quality education. The EMC supports the school's educational process, teaching and learning, and reflects the school's philosophy. It serves many roles, including as a resource center, learning laboratory, teaching agency, service agency, coordinating agency, and recreational reading center. The EMC orients students and teachers on its resources and services, selects and acquires print and non-print materials, organizes and lends out materials, provides reference services, and supports media instruction, research, photocopying, and multimedia services.
Hampton L. Daughtry Elementary School is located in Jackson, Georgia and serves students in kindergarten through 5th grade. There are approximately 508 students and 33 teachers. The majority of students are white or African American. The school library aims to support instruction and develop lifelong learners. It contains fiction and nonfiction books, computers, and seating areas. Students and teachers are able to check out materials with permission and are responsible for lost or damaged items. The library is staffed by one full-time media specialist.
The document outlines a rubric for evaluating exemplary library media programs. It covers 6 categories: student achievement and instruction, technology management, technology integration, program administration, professional development, and collaboration and outreach. Each category contains 3-6 indicators of basic, proficient, and exemplary performance levels for library programs to meet. The rubric provides detailed criteria and expectations for library programs to be considered exemplary in supporting student learning.
Lesson 18Roles and functions of education media centeraubrey anne aganan
The document discusses the roles and functions of an educational media center. It begins by quoting Edgar Dale who said modern libraries must include varied media beyond just printed materials. It then lists the vision and mission of an educational media center, which is to support the school's educational process, philosophy, and objectives. Finally, it outlines the many services an educational media center provides, such as orienting teachers and students, selecting and organizing print and non-print materials, circulating resources, and more.
This document provides information about the media center at Savannah High School including:
- The school profile and motto/mission/vision
- Current staffing and scheduling of the media center
- The layout and facilities of the media center
- Results from teacher and student surveys about the media center
- Analysis of the current media center facilities and recommendations for improvements like adding a computer lab, leisure reading area, and study spaces.
Roles and Functions of an Educational Media CenterGeorge Autida
The document defines an Educational Media Center (EMC) as a facility designed to house and utilize all educational media within a school. An EMC incorporates a systematic plan for proper use and delivery of instructional materials. It serves various roles including as a resource center, learning laboratory, teaching agent, service provider, and coordinator. An EMC provides services like orientation, material selection, organization and circulation, reference support, instruction programs, supervised research, newspapers, magazines, photocopying, video/audio production, and multi-media resources.
The document provides a rubric for evaluating library media programs at basic, proficient, and exemplary levels across four categories: student achievement and instruction, staffing, facilities/access/resources, and administrative support. Each category contains multiple target indicators describing the characteristics of programs at each evaluation level, with exemplary programs exceeding expectations for proficient programs.
This document outlines a rubric for evaluating exemplary library media programs. It provides indicators and categories for basic, proficient, and exemplary levels of performance in areas such as student achievement and instruction, technology, staffing, and facilities/resources. For each indicator, it describes what is required to meet the standard at each level. For example, under student achievement, a basic program integrates information literacy skills into curriculum through library orientation, while a proficient program collaboratively teaches these skills. An exemplary program fosters critical thinking using national and state standards.
The document outlines the roles and functions of an educational media center (EMC). The EMC serves as a vital learning resource that enriches the school's educational process. It houses different media and technologies for easy access and use. The EMC provides materials to support the curriculum, encourages self-directed learning, and teaches students how to find information. It offers various services like orienting teachers and students, selecting and organizing print and non-print materials, circulating resources, reference support, and producing multimedia materials to enhance teaching and learning. The overall goal of the EMC is to improve the teaching and learning process by making it more interactive, collaborative, and engaging.
The Antler Trail Elementary School Media Center receives an annual allotment to purchase library materials and support the library program. The largest source of funding is Title 1 funds, which provides $12,000 annually from the principal to ensure students have up-to-date resources. When compared to other elementary library budgets, the ATES budget is adequate due to supportive administration that recognizes the importance of the library. With sufficient funding, the librarian can build a collection that meets 21st century learner needs and create an environment conducive to learning.
A team of Teach for Nepal fellows and a software engineer made a mobile app with information regarding low cost teaching aids which they used during their teaching career.
"Readiness" for an online distance learning communicates with clarity, coherence, completeness, and with consistency the essential requirements to plan-do-check-act the end-result of an agreed learner learning plan.
We share the free to use training presentation on online distance learning "readiness assessment.
We determine and describe the basic "questions of understanding" and "model of capability" that make it simple, easy, and doable to act the learning and teaching tasks with the Internet of education.
The school librarian fulfills 5 roles: instructional partner, information specialist, teacher, leader, and program administrator. As an instructional partner, the librarian collaborates with teachers to guide student learning. As an information specialist, the librarian uses technology to supplement resources and create engaging lessons. As a teacher, the librarian helps students become critical thinkers and skilled researchers. The services offered at Woodstock High School include research assistance, technology instruction, printing, and a daily cafe. Students can check out materials for 14 days with late fees, and teachers can check materials out as needed. The media center is open daily from 7:30-4:15 for students and teachers to use flexibly.
The document proposes the Prakash model for imparting quality primary education using technology and collaboration between various stakeholders. The key aspects of the model include:
1) Developing computer/TV labs in schools equipped with educational technology resources like computers, audio-visual equipment, internet access.
2) Creating educational content and software by NGOs/corporates and making it available through an online portal and YouTube channel.
3) Engaging volunteers from corporates and colleges through an online portal to assist in teaching, content development, and administrative support.
4) Implementing the model in phases involving planning, execution and monitoring by various stakeholders like government, NGOs, corporates and citizens.
This document describes the current state of the Altamaha Elementary School media center and plans for renovations. It details that the media center is too small due to the addition of a computer lab, leaving little space for books, seating or classes. Survey results found needs for more computers, a separate AR testing area, wireless access, and seating. Renovation plans include expanding the space by moving the computer lab and circulation desk, adding furniture and shelving, designating areas for reading, research and AR testing, and installing new flooring and wireless technology to create a more welcoming environment conducive to learning.
Practicum exemplary library media programAlinaOdom
The document provides a self-evaluation of the media program at Statesboro High School. It describes how the media center is the hub of the school and is actively used for research, instruction, and collaboration between teachers and media specialists. Resources and technology available support all subject areas and student needs. Collaboration ensures information literacy skills are taught. Assessment of student achievement and using data to better meet diverse learning needs could be improved. Overall the program demonstrates support for students, teachers, and the community.
An exemplary school library media program supports the curriculum, enhances student learning beyond textbooks, and serves as the information center for the school community. The program fosters critical thinking skills and teaches students to choose reliable information sources. Collaboration between teachers and the library media specialist is essential, with planning of lessons that incorporate literacy, technology, and academic standards. An exemplary program provides print and digital resources, flexible scheduling, and community involvement to support student achievement.
The Tattnall County High School Media Center strives to become a 21st century learning commons. As an information partner, specialist, teacher, program administrator, and leader, the media specialist collaborates with teachers to develop standards-aligned assignments and provides resources, training, and reading materials. Services include assistance for ESL and special needs students. The media center is open daily for students and teachers to access resources, check out materials, and use computers and labs with reservations. While physical access aims to support collaboration and technology use, virtual access is limited and BYOD policies have not been implemented.
The Tattnall County High School Media Center strives to become a 21st century learning commons. As an information partner, specialist, teacher, program administrator, and leader, the media specialist collaborates with teachers to develop standards-aligned assignments and provides resources, training, and reading materials to students. Services include assistance for ESL and special needs students. The media center is open daily for students and teachers to access resources, check out materials, and use computers and other technology. Scheduling of classes in the media center is not allowed to ensure flexibility. Cooperative planning with teachers occurs monthly to integrate information literacy and technology. While physical resources are being updated, virtual access and ebooks/readers need improvement to fully meet 21
roles and function o Educational media centershahanieduardo
The document discusses the roles and functions of an educational media center (EMC). It defines an EMC as a school facility that acquires, maintains, and promotes the effective use of educational media in various formats to make learning more efficient. The EMC houses old and new technologies, facilitates the optimal use of instructional media, and organizes learning activities for students and teachers. It serves as a resource center, learning laboratory, service agency, and stepping stone to community resources. Key functions of the EMC include providing media resources, instruction, classroom facilities, and media programs to support teaching and learning goals.
The Wilkinson County Library Media Center offers a variety of services to students, teachers, staff, parents, and community members. Services include in-facility lessons for students, books and audiobooks for diverse learners, collaborative planning and resource curation for teachers, and limited materials access for parents. The media center functions in the five roles of media specialist: teacher, instructional partner, information specialist, leader, and program administrator. Circulation policies allow students, staff, and parents to check out materials with renewal requirements. Scheduling is semi-fixed with middle school scheduled on certain days and flexibility for other users. Collaboration between teachers and librarians involves lesson planning and resource sharing. Improvements could expand BYOD
The document summarizes the results of a recent evaluation of the library media program at Harlem Middle School using a rubric from the Georgia Library Media Association. Several categories were assessed and most indicators were rated as basic or proficient, with no indicators rated as exemplary. An action plan was developed to improve basic indicators to proficient levels and one proficient indicator to exemplary. The action plan involves the media specialist collaborating more with teachers and offering new activities and events to promote reading and use of resources.
The document outlines the policies and procedures of the Robert E. Cashion Media Center. It details the mission and goals of providing resources to support the school's curriculum and promote literacy. Daily operations like check-out procedures and programming like the South Carolina book award programs are described. The staff, hours of operation, and behavior policy are also summarized.
This document outlines a rubric for evaluating exemplary library media programs. It provides indicators and criteria for evaluation across several categories including student achievement and instruction, technology, staffing, and facilities/resources. For each indicator, it describes the characteristics of basic, proficient, and exemplary library programs. For example, under student achievement, it explains how information literacy standards should be integrated into instruction at the basic, proficient, and exemplary levels.
The document outlines a rubric for evaluating exemplary library media programs. It covers 6 categories: student achievement and instruction, technology management, technology integration, program administration, professional development, and collaboration and outreach. Each category contains 3-6 indicators of basic, proficient, and exemplary performance levels for library programs to meet. The rubric provides detailed criteria and standards for library programs to assess and improve their services, resources, instruction, use of technology, staff development, and partnerships with teachers and the community.
This document outlines a rubric for evaluating exemplary library media programs. It provides indicators and criteria for evaluation across four categories: student achievement and instruction, technology, staffing, and facilities/access/resources. Each indicator lists requirements for basic, proficient and exemplary levels of implementation. For example, in the student achievement category, collaborative planning between teachers and the library media specialist is considered basic if the specialist participates when initiated by teachers, proficient if the specialist encourages collaboration, and exemplary if the specialist actively plans with all teachers.
This document provides a facility plan for proposed renovations to the media center at Largo Tibet Elementary School. It includes the current layout, results from a staff survey identifying needs, and proposed changes such as sectioning off areas for different grade levels and adding reading nooks. The plan shows a new L-shaped layout with designated spaces and updated furnishings. District media center policies on operations, copyright, and circulation are also outlined.
This document provides an overview of the media center facilities plan for Treutlen Middle-High School. It describes the current state of the media center, including floor plans, technology available, and policies. Surveys of teachers and students found that the media center's reference materials and staff are strengths, but the decor and layout could be improved. The document makes recommendations to update policies, promote reading incentives, and improve the handbook to better support student achievement and 21st century learning.
The document summarizes the media facility plan for LaFayette Middle School in LaFayette, Georgia. It serves approximately 700 students in grades 7-8, as well as special education students. The media center is centrally located in the school and has various sections including the circulation desk, computer lab, stacks, professional development area, and periodicals. It is staffed by one full-time media specialist and utilizes programs like Accelerated Reader. Based on surveys, students appreciate the organization and computers while teachers find the check-out process easy but note a lack of informal seating areas.
The media specialist conducted an evaluation of the school's media center using a state rubric. The evaluation covered 5 categories: student achievement and instruction, staffing, facilities/resources, administrative support, and staff development. The media center received ratings of proficient or exemplary in most areas. For the few proficient areas, action plans were provided to improve the ratings to exemplary. The evaluation found the media center to be strong overall with no basic ratings.
The document provides details about the Loganville Middle School media center, including its mission, goals, policies, and floor plan. It aims to provide students and faculty with access to a variety of print and electronic resources to support learning. The media center serves over 1200 students and 150 faculty members. While it has many computers and sections for different materials, some areas for improvement noted are adding comfortable seating, lowering bookshelves, including book displays, and replacing the tall circulation desk. Suggestions are provided for addressing these issues.
The Harlem Middle School Media Center aims to foster lifelong learning by supporting students' educational needs through various services and resources. Its mission is to build a patron-centered library that provides access to information. Key services include book circulation, reference materials for use in the library, online databases, and technology support. The media center hosts classes, meetings, and testing and collaborates with teachers on projects and professional development. It aims to improve access to materials through policies on checkout limits, fees, and the addition of e-readers.
The document provides a summary of a program evaluation rubric for a school media center. It finds that the media center is mostly proficient in the targeted indicators.
Within the student achievement category, collaboration is lacking due to the media specialist's teaching schedule. The second category on staffing is also proficient, though the certified librarian has a split schedule between two schools.
The facilities, access, and resources category is exemplary except for availability, again due to the split schedule. However, students have full access to resources through the support of a paraprofessional.
The fourth category on program administration is also exemplary, with strong support from administrators through funding and encouragement of reading. The evaluation provides
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1. East Central Elementary
1502 Dean Avenue
Rome, GA 30161
____________________
Media Facility Plan
Presented by: Velvet Ferrari
FRIT 7132
2. East Central Elementary Schools Mission
Statement
The mission of East Central Elementary is to provide optimal
learning experiences in a safe environment, empowering students
to acquire the knowledge to reach their full potential as
confident, life-long learners.
3. East Central Media Center
Mission
The mission of the East Central
Elementary Media Center is to create a
foundation of lifelong learning and make
the media center the heart of the school.
It is our goal to encourage students to
actively seek and pursue
knowledge, promote reading as a
worthwhile and enjoyable activity, and
assist students and faculty in becoming
effective users of ideas and information.
4. East Central Media Center
Objectives
To provide daily opportunities for students to
browse, explore, and use all resources in the
media center.
To provide support to students in carrying out
resource based learning assignments and
learning activities.
Teaching and Learning – The media specialist
and teacher will plan activities and projects that
integrate the classroom curriculum with
Information Skills. These activities and projects
will provide students with real-lie learning
experiences that encourage the use of a variety
of formats to address the different learning styles.
5. School/Media Center Data
• East Central Elementary is located on the east
side of Rome,
Georgia.
• The school opened in 1975, renovated in
1985, additions in 1989, additions in 2005, and
renovated in 2007.
• East Central serves grades K through 6th grade
• There are approximately 510 students
• Serves 65+ faculty members
• The majority of the student population come from
average to above-average income homes
• The Media Center has approximately 14,000
• The average monthly circulation is 3,498
6. East Central Media Center
Learning Environment
The Rome City Schools Media program's learning environment:
meets the needs of both teachers and students by collaborative planning
and use of library media services.
provides a Georgia Performance Standards-based, flexible schedule, and
open access learning environment.
incorporates information literacy and technology instruction by the library
media specialist and teachers.
provides technical access and instruction for
students, teachers, administrators, and staff.
structures learning experiences that encourage users to
organize, evaluate, and use information effectively.
provides opportunities for staff development and professional growth for
library media staff, teachers, administrators, and other members of the
learning community.
provides resource materials, equipment, and learning activities to support
and extend the instructional program.
7. East Central Media Center
Facilities and Personnel
The Rome City Schools Media program provides an
atmosphere that is conducive to student learning and is
staffed by a skilled, certified library media specialist.
The arrangement of each media center is conducive to
both small and large groups.
In each media center, the students have access to a
computer lab that allows them to research, produce, and
access information including GALILEO and other data
bases.
The students of RCS have access through the lab and
school computers to Safari, which serves as an OPAC
(On-line Public Access Catalog).
Each school employs at least one media specialist. Larger
schools may provide a second media specialist or a library
teaching assistant.
8. East Central Media Center
Resources and Technology
The Rome City Schools library media program provides a variety of resources to
support the diverse needs of all learners. The library media specialist:
facilitates the use and integration of technology and information systems to
enrich the curricula and enhance learning.
provides current print, non-print, technology and online materials.
organizes using a standard automated classification system.
provides access to resources within the library media center and outside the
school facility.
participates in writing the school and system technology plans.
participates in the assessment and acquisition of technology.
provides and participates in professional development technology instruction.
models ethical conduct and integrity in the use of the Internet and other
electronic resources.
uses existing and emerging technology to access, evaluate, and distribute
information.
attains technology competencies to enhance the educational process.
9. East Central Media Center
Assessment and Evaluation
The Rome City Schools library media program
practices continuous, collaborative assessment of
the changing needs of the curriculum and
individual learners. An annual evaluation, using
an instrument/survey developed at each building
level, provides data for the management and
decision-making policies regarding the complete
media program.
10. Media Center Special
Programs
Scholastic Book Fair
Book Fair
The East Central Media Center sponsors two book fairs a year, one in the
Spring and one in the Fall, with the proceeds going directly to the media
center. Each book fair includes a student preview day, and a teacher
wish list that helps teachers build their classroom libraries. If a teacher
completes the wish list, then the media specialist will give them a $4.99
book for free.
11. Media Center Special Programs
Author and Illustrator Visits
Each year the school receives a visit from a published
author and/or illustrator. Visiting authors are a great
opportunity to get students excited about and
motivated to read. Books for visiting authors to sign
are sold through the media center before the visit.
Previous visiting authors and illustrators include
Michael P. White and Eric Litwin.
12. Media Center Special
Programs
Accelerated Reader
The AR program is used school wide. It is used strictly as an incentive for
reading. After taking the STAR reading test, students are given an
appropriate level for choosing books. Once they have read a book, students
take a computer test on the book and are awarded a word count based on
how well they scored on the test. The media specialist and the principal set
the reading goals for each grade level.
There are several incentives for reaching their goals. There are five goals with
the last one being the end of the year field trip.
30. Facility Use
o Book Check-in / Check-out
o Computers
o Student Project Research
o Streaming Video Equipment
o Live Broadcast /Morning News Program
o Technology Equipment Use
o Class Story Time
o Accelerated Reader Program Testing
o School and Faculty Meetings
o Special Events
31. Media Center Policies
Circulation of materials:
Check out:
Elementary students are encouraged to check out materials during weekly
classes. K can check out one book at a time, grades 1-5 can check out two
books at a time, and grade 6 can check out three books at a
time. Exceptions are made for class project needs and avid readers.
Media Specialists work to encourage students to take responsibility for their
own library materials by discussing strategies for keeping track of library
books, and providing opportunities for materials exchange outside of
scheduled class time.
Loan Periods:
Loan periods vary by school and grade. Generally students may keep items
for between one and three weeks, depending on their school’s procedure. At
East Central, student can keep books for one week.
Materials may be renewed for two loan periods, providing there are no holds
on them.
Students are encouraged to return items to the media center as soon as
possible so they can borrow new materials and to allow access for
classmates.
32. Media Center Policies
Overdue Materials:
Overdue notices are printed out and delivered on a regular basis (minimum
of once per month).
When a student receives a second overdue notice, he or she may lose
checkout privileges until the overdue item is returned.
Lost or Damaged Materials:
Annually, a considerable number of library materials are lost from school
library media centers. These losses deprive users of valuable media
resources and have an inhibiting effect on the school curriculum.
If an item has been lost or damaged, it must be paid for or replaced. Items
two months overdue may be considered lost and the patron will be charged
as such if the item is not returned immediately.
33. Media Center Policies
• If items are declared lost or are damaged, the media specialist will
issue a bill with all replacements costs listed. If no response is received
after two weeks, the media specialist will send a bill to the family
through U.S. Mail or contact them via email or telephone.
• Students who lose or damage materials beyond repair will be charged
the full replacement cost, as determined by the original cost of the
material or the cost to replace it in today’s dollars, depending on the age
of the item. The media specialist may determine an appropriate
substitute title if the original item is out of print. The replacement fine
may be higher than the original price paid under these circumstances.
• Students with more than three missing items may not check out
additional materials without permission from the media specialist.
34. Media Center Policies
• Students who habitually lose materials and do not pay for them may be
limited to using materials only in the media center or classroom.
Regular, appropriate access to media center materials and services may not
be suspended for any students. Only home-based circulation may be
curtailed if necessary.
Refunds:
If materials are found within the same school year, the fine will be
refunded, unless the replacement copy has already been purchased. Fines
for lost materials found during the summer months prior to a new school
year cannot be refunded.
Fines and Lost Materials Funds:
Funds collected from destroyed and lost books are used to purchase
replacement or new materials according to the media center collection
policy.
It is the responsibility of the media specialist to provide receipts to any
students who pay fines, and to keep proper records of all library accounts.
35. Media Center Behavior
What Behavior is Expected in the Media Center?
It is expected that an atmosphere will be maintained in the Media Center that
makes it possible for all students and staff visiting to be productive. You should
come to the Media Center with a purpose in mind.
You are asked to keep quiet talking to a minimum so that you do not disturb others.
No more than four students per table. In some situations, at the discretion of the
library media center staff or teachers, students will be asked to sit no more than
one or two to a table. Each student should have something to do while in the
Media Center. If you are in on a Study Hall pass, it is assumed that you have
properly signed out. Return to Study Hall in a timely manner.
While using computer stations, please remember that in order to use the Internet
you need to have current Internet access forms on file. It is also expected that
you will have an educational purpose for using the internet. All students must
abide by the district's acceptable use policy. Your teachers will assist in
explaining assignments where online resources should be used and directing
you to the sites to be used. If you experience problems or have questions please
ask for help.
36. Positive Survey Findings
Fifth Grade Faculty Responses
Responses • The openness is
• Like the computers great
• Can go check out • Variety of books is
books anytime good
• Like the reading • Lots of computers
center • Large storage room
• Using Safari to • Good class sets
locate a certain book • Area for an entire
• The flat screen is classroom
awesome • Nice selection of
leveled texts
37. Negative Survey Findings
Fifth Grade Responses Teacher Responses
• Do not like the white • Book drop too close to
tables check out area
• Too many books • EnoBoard not hung
need repaired • Need a full-time assistant
• Too small • Too dull in color
• No windows • Window in MS office
• Can’t always get help
needs
– MS busy with a to be lower
class
• Can only check out 2
books at a time
38. Facility Changes
Add 4 different color stripes at the top of the walls
Since our school already has these stripes in the
cafeteria, get paint from maintenance – no cost.
Add more “kid friendly” seating
Purchase large pillows for floor
Purchase 2 child-sized tables and 8 chairs
Redesign Story Time area
Purchase reading terrace
Install EnoBoard
Have maintence install board – no cost
Add new OPAC stations
Purchase new circulation desk
40. Media Center Improvements
Story Time Area
Create a gathering space for children to
participate in story time, puppet shows or any
other show-and-tell setting. The maple hardwood
reading terrace is made up of hinged panels and
multiple levels that are naturally inviting to
children. Floors are cushioned vinyl for
comfort, durability and easy cleaning. Two levels
of ten display shelves are attached to the hinged
panels to keep your favorite children's titles close
at hand and easily accessible for young patrons.
Each shelf measures 13-1/2"H x 19"W x 1/2"D.
Measures 57"H x 65"W x 65"D overall.
$4710.00.
http://www.highsmith.com/search/reading%20terrace/
Gressco-KinderSystem174-Small-Reading-Terrace-10-
Shelves-57quotH-x-65quotW-x-65quotD-c_21709086/
41. Media Center Improvements
Kid Friendly Seating
Give kids a cozy spot for
reading, resting or chatting
with friends! This resilient
floor cushion features a
zippered, multicolored vinyl
cover that removes for easy
cleaning. Filled with
shredded foam for comfort
and support. Meets
California Code 117
standards for flame
resistance. Measures 9"H x
46" in diameter overall.
4 - $123.00.
http://www.highsmith.com/Four-
Color-Vinyl-Floor-Cushion-
c_25270770/
42. Media Center Improvements
Kid Friendly Seating
Affordably priced children's tables are available
in a variety of bold colors to give your library a
vibrant, contemporary look. Constructed for
years of dependable service
36"-diameter tables
¾"-thick, high-pressure laminate tops
Solid-maple aprons
1¾"-square maple legs with non-marring glides
Measures 21"H.
Replace two adult-sized tables with two
child-sized tables.
2 tables at $203.00 a piece - $406.00
http://www.highsmith.com/Colorful-Childrens-Library-Table-
21quotH-x-36quot-dia-Blue-c_21707679/
43. Media Center Improvements
Kid Friendly Seating
Make kids feel right at home with library furnishings that are just their
size! Sturdy maple construction stands up to everyday use in busy
children’s environments
Contoured chairs with waterfall seats measure 22½"H x 13½"W x
15"D overall
8 chairs at $121.00 a piece -
$968.00
http://www.highsmith.com/Community-
Kinder-Table-c_21703921/
Replace eight adult-sized
chairs with eight child-sized
chairs.
44. Media Center Improvements
OPAC Stations
New! Inspiron 17R
Includes McAfee & Accidental
Damage protection.
2 laptops at $649.99 - $1298.00
http://www.dell.com/us/p/inspiron-17r-
n7110/pd?oc=fndoy07&model_id=inspi
ron-17r-n7110
45. Media Center Improvements
Circulation Desk
DEMCO® Liberation™ Circulation Desk
Constructed of 3/4" thick, 7-ply veneer core plywood with
oak veneer facing
Individual captured tops are a multi-ply core construction
with high pressure laminate surface
Solid oak edge banding on all exposed edges
Modular components make up the subtle styling of this
functional circulation furniture. Each individual unit features a
captured top within 29"D end panels allowing ease of
rearrangement with minimal effort. All interior framing material
is 3/4"-thick kiln-dried hardwood to provide structural
soundness. Drawer fronts and boxes on all units are 3/4"-thick
solid oak, and are easily accessed with full extension drawer
slides. Units with shelves feature drilled pin holes to allow
adjustability. Start by choosing either a recessed or level top
desk, and continue by adding a variety of storage units and
ADA components. ADA access units feature front leg room on
the patron side, and a choice of shelving or leg room on the
interior side to accommodate an ADA employee. Corner
connectors in choice of 45° or 90° angles will give you the
desired curve to define your space. Further customize your
desk by selecting surface heights to fit your work needs.
Hanging pedestal files and lateral files along with 2 styles of
CPU holders will keep information close at hand, yet cleanly
tucked away. Complete your arrangement with a pair of end
panels required to finish the entire assembly.
http://www.demco.com/goto?blk00083730&intcmp=BMR_00083730
46. Media Center Improvements
Circulation Desk
3 (A) Liberation Desk Unit w/Twin Drawers 36"W x 29"D WF12158820 EA $1,314.99 $3,944.97
1 (D) Liberation Recessed 30"H Worksurface Desk 42"Wx29"D WF12158950 EA $999.99 $999.99
2 (E) Liberation 90 Degree Round Corner Unit 29"W x 29"D WF12159220 EA $1,164.99 $2,329.98
1 (J) Liberation Book Return Front Slot 36"W x 29"D WF12158990 EA $864.99 $864.99
1 (M) Liberation Storage Unit with 2 Open Shelves 36"W WF12159120 EA $1,074.99 $1,074.99
1 (P) Liberation Storage Unit with Hinged Door, 2 Shelves 32"W WF12171880 EA $1,374.99 $1,374.99
Merchandise Total –
10, 589.91