Roan Elementary School's media center serves 450 students and staff in a high-poverty area. The media specialist outlined issues with the current facility and collection, including disorganized magazines, limited seating, and outdated books. Surveys from teachers and students provided recommendations. Proposed solutions included purchasing a magazine rack, beanbag chairs, and new titles. The specialist also suggested reorganizing DVDs by subject and training teachers to check out materials independently. The plan aims to improve the media center's organization, resources, and accessibility to better serve the school community.
This document provides guidance and instructions for students regarding a survey design project. It discusses:
1. Completing the first draft of Journal B tasks by the end of the year.
2. Designing a 3-5 question survey in small groups, testing it on another group, and analyzing the results to learn from the experience.
3. Collecting both quantitative and qualitative data through surveys and interviews to understand the experiences of students regarding "food poverty" from a range of perspectives.
LLED 469 Resource Based Teaching and Learning. What are the challenges and the benefits of collaborative planning and co-teaching inquiry-based units of study?
This document discusses open educational practices and resources to promote more affordable and accessible education. It notes that half of graduates rely on student loans, and that average student debt in Canada is $28,495. Open educational resources (OER) such as open textbooks can help reduce costs while maintaining educational outcomes. Several studies found OER led to equal or better student performance and completion rates, saving over $4.5 million for 33 institutions. The document promotes open pedagogies where students create and share knowledge through projects like writing Wikipedia articles or questions for medical students.
This document discusses the benefits and challenges of open educational resources (OER) for students and teachers. The benefits for students include lower costs, increased access to materials, and course content tailored specifically for their class. Teachers benefit from a large selection of materials and happier students. However, students may find new digital formats intimidating and teachers face challenges in finding high-quality, appropriately licensed materials and dedicating time to develop OER content.
This document provides an overview of a UX design case study for a reading companion tablet app for Scholastic Australia. It summarizes the process over two sprints:
Sprint 1 involved researching user needs through surveys and interviews with students, parents, and teachers. Key personas were developed. Ideation led to proposed features for an app connecting parents, teachers, and students. Testing of prototypes found areas for improvement.
Sprint 2 aimed to create a visual design concept for the app prototype developed in Sprint 1. The design needs to fit Scholastic's brand style and appeal to various users. Research into design trends and conventions was planned, along with user testing of designs.
The case study outlines
OER has the potential to be a powerful new story in education that provides benefits but also faces challenges. Some key benefits are significant cost savings for students and increased creativity and choice of resources for instructors. However, adopting OER requires a major time investment from instructors to prepare materials and stay current. The story of OER is still unfolding and will take many years to fully develop as more instructors and students contribute their experiences to help address challenges like ensuring all students have adequate technology access.
The document provides an overview of the media center services and policies for Creekview High School faculty and students for the 2008-2009 school year. It introduces the media center staff and outlines their goals of integrating information literacy skills, encouraging collaboration between teachers and the media center, and promoting reading. It details the media center's collection, services for faculty including equipment circulation and research assistance, and expectations for collaborative planning between teachers and media specialists. The document also outlines circulation policies, student policies and procedures, and technology support services available.
This document provides guidance and instructions for students regarding a survey design project. It discusses:
1. Completing the first draft of Journal B tasks by the end of the year.
2. Designing a 3-5 question survey in small groups, testing it on another group, and analyzing the results to learn from the experience.
3. Collecting both quantitative and qualitative data through surveys and interviews to understand the experiences of students regarding "food poverty" from a range of perspectives.
LLED 469 Resource Based Teaching and Learning. What are the challenges and the benefits of collaborative planning and co-teaching inquiry-based units of study?
This document discusses open educational practices and resources to promote more affordable and accessible education. It notes that half of graduates rely on student loans, and that average student debt in Canada is $28,495. Open educational resources (OER) such as open textbooks can help reduce costs while maintaining educational outcomes. Several studies found OER led to equal or better student performance and completion rates, saving over $4.5 million for 33 institutions. The document promotes open pedagogies where students create and share knowledge through projects like writing Wikipedia articles or questions for medical students.
This document discusses the benefits and challenges of open educational resources (OER) for students and teachers. The benefits for students include lower costs, increased access to materials, and course content tailored specifically for their class. Teachers benefit from a large selection of materials and happier students. However, students may find new digital formats intimidating and teachers face challenges in finding high-quality, appropriately licensed materials and dedicating time to develop OER content.
This document provides an overview of a UX design case study for a reading companion tablet app for Scholastic Australia. It summarizes the process over two sprints:
Sprint 1 involved researching user needs through surveys and interviews with students, parents, and teachers. Key personas were developed. Ideation led to proposed features for an app connecting parents, teachers, and students. Testing of prototypes found areas for improvement.
Sprint 2 aimed to create a visual design concept for the app prototype developed in Sprint 1. The design needs to fit Scholastic's brand style and appeal to various users. Research into design trends and conventions was planned, along with user testing of designs.
The case study outlines
OER has the potential to be a powerful new story in education that provides benefits but also faces challenges. Some key benefits are significant cost savings for students and increased creativity and choice of resources for instructors. However, adopting OER requires a major time investment from instructors to prepare materials and stay current. The story of OER is still unfolding and will take many years to fully develop as more instructors and students contribute their experiences to help address challenges like ensuring all students have adequate technology access.
The document provides an overview of the media center services and policies for Creekview High School faculty and students for the 2008-2009 school year. It introduces the media center staff and outlines their goals of integrating information literacy skills, encouraging collaboration between teachers and the media center, and promoting reading. It details the media center's collection, services for faculty including equipment circulation and research assistance, and expectations for collaborative planning between teachers and media specialists. The document also outlines circulation policies, student policies and procedures, and technology support services available.
This document summarizes the facilities plan for Sarah Cobb Elementary School's media center. It provides an overview of the media center's history, layout, staffing, and proposed changes. The media center was expanded in 1991 from a small original space. It currently serves around 600 students. The plan identifies needs like improving the disorganized teacher resource room and adding a comfortable reading area for students. It also reviews the media center's operations, including circulation policies and committee involvement, to ensure compliance with district standards. proposed changes are meant to better organize resources and create a more student-friendly learning environment.
The document describes the current media center at Lamar County Primary School in Georgia. It provides details on the school's layout, current media center floor plan and policies. It also summarizes the results of surveys given to students and teachers which aimed to gather feedback on the strengths and weaknesses of the current media center and ideas for improvements.
- Carver Elementary School has 249 students from pre-K to 5th grade, most of whom come from low-income families. The media center has one full-time media specialist and clerk.
- Surveys of faculty, staff, and students found that the media center's atmosphere is welcoming but could use improvements. Resources need better organization and a reading area is desired.
- The proposed revisions include creating a reading area with comfortable seating, brightening the entrance, and replacing some adult furniture with children's sizes. New shelving, displays, and tables are suggested to better organize resources.
This document provides information about Trinity Chapel Academy's media center facilities, policies, and plans for improvement. It includes photos of the media center space and descriptions of the various sections. A survey of students and staff identified positives like friendly staff and check-out abilities, as well as needs like more technology, seating, and resources. The media center policies outline collaboration with teachers, accessibility, organization, and circulation procedures. Suggested changes aim to better support instruction and use of the space.
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.
The document summarizes plans for renovating the media center at J.C. Magill Elementary School. It describes current issues like a lack of computer availability and books being too high for young students. Proposed changes include moving the technology specialist's office to open up space, adding a stool for shorter students, and scheduling sign-up sheets for computer use to improve access. New furnishings like floor pillows will also be added to create a more comfortable environment for students.
This document provides an overview of key concepts from a chapter on students with disabilities. It defines important terms, discusses the pros and cons of labeling students, explains the six principles of IDEA and alternative placements for students with disabilities, and provides strategies for teaching both disabled and gifted students. The reality that there is no "magic special education fairy" to fix students is also noted.
Louisville academy facility plan fall 2008 itec frit 7132chellis22
The document proposes updates to the media center facility at Louisville Academy. It recommends building an additional 12x10 production room to accommodate the 5th grade morning news program. It also suggests brightening the media center with paint, colorful tables and chairs with a fish theme, and sea-themed carpets and rugs. New camera equipment is recommended for the production room. The proposed changes aim to create a warmer, brighter environment for students.
The document summarizes the layout and facilities of the Richmond Hill Elementary School media center. It provides details on the circulation desk, offices, computer lab, story area, book shelves, conference rooms, and teacher resource room. It also discusses the media center budget, staffing, hours and policies. Faculty feedback via a survey expressed what they like most and least about the media center and suggestions for improvements. Suggested changes to better serve students and teachers include adding a card catalog, updating furniture, installing window treatments, and reconfiguring some areas.
The document summarizes the layout and facilities of the Richmond Hill Elementary School media center. It provides details on the circulation desk, offices, computer lab, story area, book shelves, and other spaces. It also discusses the budget, staffing, hours of operation, and programs offered like AR reading incentives. A faculty survey on the media center revealed likes and dislikes, as well as suggestions for improvements like adding a card catalog, more story times, and instruction on research skills. Proposed changes to the layout are presented, such as rearranging furniture for better viewing and flow.
This document summarizes plans for improvements to the J.C. Magill Elementary School media center. It describes the current state of the media center, including feedback from students and teachers. The plans include moving the technology specialist's office to open up more space, relocating teacher resources for better accessibility, adding a stool for shorter students, and moving books down on shelves. New furnishings like floor pillows will be added for student comfort. Policies around computer and equipment scheduling will be updated to allow for more flexible individual student use.
The document summarizes plans to improve the facilities and floor plan of Screven County Elementary School's media center. It includes a review of the current layout, results from student and teacher surveys identifying needs, and proposed changes such as adding a classroom space, reading areas for students, and relocating the book drop box and teacher workstations. The revised floor plan incorporates these changes to better support student learning and teacher needs.
The document summarizes the current facilities, policies, and usage of the T. L. Hanna High School Media Center. It describes the existing layout which includes sections for books, computers, seating areas, and classrooms. It also discusses the staffing, resources, funding, circulation policies, and rules regarding internet usage. Surveys found that lighting and seating could be improved and that students want a more modern and youthful space. Suggested changes include brighter furniture, additional computers, and utilizing the classroom spaces.
This document outlines ways a librarian can help instructors address issues that arise mid-semester in online courses. It provides examples of common problems like students misunderstanding assignments, unengaged discussions, weak citations, and more. For each issue, it suggests solutions the librarian can implement like embedding library tutorials, research guides, citation instructions, and exemplars directly into the course. The goal is quick fixes to get courses back on track by directing students to tailored library resources. The librarian acknowledges limitations but aims to develop reusable solutions and track data to expand support over time.
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 Open Course Library: Disrupting the $200 TextbookBoyoung Chae
The Open Course Library project aims to disrupt the $200 textbook by developing affordable open educational resources for high-enrollment community college courses in Washington State. Faculty teams create open license courses that are peer-reviewed and designed to cost students less than $30 per course. Initial results found that students saved thousands of dollars through lower-cost digital and used textbook options. While some students appreciated the convenience and flexibility of digital materials, others preferred printed textbooks for retaining information. The challenges of adoption include faculty perceptions and the need for continuous improvement of open resources.
Whitehead Road Elementary School's media center is undergoing a redesign to better serve the growing student population. The redesign plans to expand the space by extending the rear wall, adding a flexible classroom, teaching well, and larger meeting area. Other changes include purchasing more books and materials, additional comfortable seating, and improving organization. A new media center policy outlines operating hours, scheduling, selection criteria, and check out policies. The goal is to provide students with high quality resources and learning spaces.
Mossy creek middle school media center facilities planhnhmom
The document provides a facilities improvement plan for the Mossy Creek Middle School media center. It includes a description of the school and current media center layout. A survey of faculty and students found that most were satisfied but wanted more technology. The plan proposes renovating some areas to add comfortable seating, displays, and a media production room. It also connects the media center to an existing computer lab. A list of proposed new furniture, equipment and policies is provided to modernize the space and resources based on the survey results.
The Worth County Primary School media center aims to provide students with materials and experiences to support lifelong learning. Its goals include assisting students in developing independent learning skills. The current layout includes a circulation desk, media specialist office, storage areas, and a storybook corner. However, surveys found a lack of seating and listening stations. Suggested improvements include adding comfortable furniture, five tables and chairs to seat classes, and listening stations to create a more student-centered learning environment.
The plan begins with an overview of the school motto, mission, and vision. It then provides a detailed description and floor plan of the current media center facilities, including the location of the circulation desk, storage areas, teacher workroom, and other spaces.
Feedback from surveys identifies needs such as a lack of seating for classes and listening stations. The plan proposes solutions like adding tables, chairs, and comfortable seating throughout the media center. New listening stations would be placed in the storybook corner. An improved floor plan visualizes how the updated space could be arranged.
In conclusion, the
This very short document consists of two imperative sentences that encourage the reader to interact with and experiment on some unspecified object or concept. The document provides no other context or details.
A survey asked students in the Westfield Washington School District about their experience in a recent lesson. The survey included positive responses like really enjoying the lesson and wanting to do that kind of lesson again, neutral responses like thinking it was okay and doing their best for a good grade, and negative responses ranging from not caring about the lesson to actively disliking it and refusing to do that kind of work. The survey aimed to understand student engagement and experience in the lesson.
This document summarizes the facilities plan for Sarah Cobb Elementary School's media center. It provides an overview of the media center's history, layout, staffing, and proposed changes. The media center was expanded in 1991 from a small original space. It currently serves around 600 students. The plan identifies needs like improving the disorganized teacher resource room and adding a comfortable reading area for students. It also reviews the media center's operations, including circulation policies and committee involvement, to ensure compliance with district standards. proposed changes are meant to better organize resources and create a more student-friendly learning environment.
The document describes the current media center at Lamar County Primary School in Georgia. It provides details on the school's layout, current media center floor plan and policies. It also summarizes the results of surveys given to students and teachers which aimed to gather feedback on the strengths and weaknesses of the current media center and ideas for improvements.
- Carver Elementary School has 249 students from pre-K to 5th grade, most of whom come from low-income families. The media center has one full-time media specialist and clerk.
- Surveys of faculty, staff, and students found that the media center's atmosphere is welcoming but could use improvements. Resources need better organization and a reading area is desired.
- The proposed revisions include creating a reading area with comfortable seating, brightening the entrance, and replacing some adult furniture with children's sizes. New shelving, displays, and tables are suggested to better organize resources.
This document provides information about Trinity Chapel Academy's media center facilities, policies, and plans for improvement. It includes photos of the media center space and descriptions of the various sections. A survey of students and staff identified positives like friendly staff and check-out abilities, as well as needs like more technology, seating, and resources. The media center policies outline collaboration with teachers, accessibility, organization, and circulation procedures. Suggested changes aim to better support instruction and use of the space.
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.
The document summarizes plans for renovating the media center at J.C. Magill Elementary School. It describes current issues like a lack of computer availability and books being too high for young students. Proposed changes include moving the technology specialist's office to open up space, adding a stool for shorter students, and scheduling sign-up sheets for computer use to improve access. New furnishings like floor pillows will also be added to create a more comfortable environment for students.
This document provides an overview of key concepts from a chapter on students with disabilities. It defines important terms, discusses the pros and cons of labeling students, explains the six principles of IDEA and alternative placements for students with disabilities, and provides strategies for teaching both disabled and gifted students. The reality that there is no "magic special education fairy" to fix students is also noted.
Louisville academy facility plan fall 2008 itec frit 7132chellis22
The document proposes updates to the media center facility at Louisville Academy. It recommends building an additional 12x10 production room to accommodate the 5th grade morning news program. It also suggests brightening the media center with paint, colorful tables and chairs with a fish theme, and sea-themed carpets and rugs. New camera equipment is recommended for the production room. The proposed changes aim to create a warmer, brighter environment for students.
The document summarizes the layout and facilities of the Richmond Hill Elementary School media center. It provides details on the circulation desk, offices, computer lab, story area, book shelves, conference rooms, and teacher resource room. It also discusses the media center budget, staffing, hours and policies. Faculty feedback via a survey expressed what they like most and least about the media center and suggestions for improvements. Suggested changes to better serve students and teachers include adding a card catalog, updating furniture, installing window treatments, and reconfiguring some areas.
The document summarizes the layout and facilities of the Richmond Hill Elementary School media center. It provides details on the circulation desk, offices, computer lab, story area, book shelves, and other spaces. It also discusses the budget, staffing, hours of operation, and programs offered like AR reading incentives. A faculty survey on the media center revealed likes and dislikes, as well as suggestions for improvements like adding a card catalog, more story times, and instruction on research skills. Proposed changes to the layout are presented, such as rearranging furniture for better viewing and flow.
This document summarizes plans for improvements to the J.C. Magill Elementary School media center. It describes the current state of the media center, including feedback from students and teachers. The plans include moving the technology specialist's office to open up more space, relocating teacher resources for better accessibility, adding a stool for shorter students, and moving books down on shelves. New furnishings like floor pillows will be added for student comfort. Policies around computer and equipment scheduling will be updated to allow for more flexible individual student use.
The document summarizes plans to improve the facilities and floor plan of Screven County Elementary School's media center. It includes a review of the current layout, results from student and teacher surveys identifying needs, and proposed changes such as adding a classroom space, reading areas for students, and relocating the book drop box and teacher workstations. The revised floor plan incorporates these changes to better support student learning and teacher needs.
The document summarizes the current facilities, policies, and usage of the T. L. Hanna High School Media Center. It describes the existing layout which includes sections for books, computers, seating areas, and classrooms. It also discusses the staffing, resources, funding, circulation policies, and rules regarding internet usage. Surveys found that lighting and seating could be improved and that students want a more modern and youthful space. Suggested changes include brighter furniture, additional computers, and utilizing the classroom spaces.
This document outlines ways a librarian can help instructors address issues that arise mid-semester in online courses. It provides examples of common problems like students misunderstanding assignments, unengaged discussions, weak citations, and more. For each issue, it suggests solutions the librarian can implement like embedding library tutorials, research guides, citation instructions, and exemplars directly into the course. The goal is quick fixes to get courses back on track by directing students to tailored library resources. The librarian acknowledges limitations but aims to develop reusable solutions and track data to expand support over time.
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 Open Course Library: Disrupting the $200 TextbookBoyoung Chae
The Open Course Library project aims to disrupt the $200 textbook by developing affordable open educational resources for high-enrollment community college courses in Washington State. Faculty teams create open license courses that are peer-reviewed and designed to cost students less than $30 per course. Initial results found that students saved thousands of dollars through lower-cost digital and used textbook options. While some students appreciated the convenience and flexibility of digital materials, others preferred printed textbooks for retaining information. The challenges of adoption include faculty perceptions and the need for continuous improvement of open resources.
Whitehead Road Elementary School's media center is undergoing a redesign to better serve the growing student population. The redesign plans to expand the space by extending the rear wall, adding a flexible classroom, teaching well, and larger meeting area. Other changes include purchasing more books and materials, additional comfortable seating, and improving organization. A new media center policy outlines operating hours, scheduling, selection criteria, and check out policies. The goal is to provide students with high quality resources and learning spaces.
Mossy creek middle school media center facilities planhnhmom
The document provides a facilities improvement plan for the Mossy Creek Middle School media center. It includes a description of the school and current media center layout. A survey of faculty and students found that most were satisfied but wanted more technology. The plan proposes renovating some areas to add comfortable seating, displays, and a media production room. It also connects the media center to an existing computer lab. A list of proposed new furniture, equipment and policies is provided to modernize the space and resources based on the survey results.
The Worth County Primary School media center aims to provide students with materials and experiences to support lifelong learning. Its goals include assisting students in developing independent learning skills. The current layout includes a circulation desk, media specialist office, storage areas, and a storybook corner. However, surveys found a lack of seating and listening stations. Suggested improvements include adding comfortable furniture, five tables and chairs to seat classes, and listening stations to create a more student-centered learning environment.
The plan begins with an overview of the school motto, mission, and vision. It then provides a detailed description and floor plan of the current media center facilities, including the location of the circulation desk, storage areas, teacher workroom, and other spaces.
Feedback from surveys identifies needs such as a lack of seating for classes and listening stations. The plan proposes solutions like adding tables, chairs, and comfortable seating throughout the media center. New listening stations would be placed in the storybook corner. An improved floor plan visualizes how the updated space could be arranged.
In conclusion, the
This very short document consists of two imperative sentences that encourage the reader to interact with and experiment on some unspecified object or concept. The document provides no other context or details.
A survey asked students in the Westfield Washington School District about their experience in a recent lesson. The survey included positive responses like really enjoying the lesson and wanting to do that kind of lesson again, neutral responses like thinking it was okay and doing their best for a good grade, and negative responses ranging from not caring about the lesson to actively disliking it and refusing to do that kind of work. The survey aimed to understand student engagement and experience in the lesson.
Based on feedback from a January 4th professional learning day: Most teachers enjoyed the book study and variety of activities, especially the "Pick Up Sticks" game, but many felt the day was too long and they needed more time in their classrooms to prepare. Several also found some of the directions or later activities confusing or not well-connected to the subject matter.
The media center had a busy month of September which included organizing the Fall Scholastic Book Fair, assisting students and teachers with technology issues, and distributing free books to students through Student Treasures kits. The book fair was a financial success, raising around $400 more than the previous year. The media specialist also attended an online conference about ebooks and how they are impacting libraries.
The document summarizes the results of a survey about a wiki training session. Key findings include:
- 8 people completed the survey.
- All respondents were pleased with the training and think they will use a wiki.
- Respondents found the handouts very helpful and the trainer's performance was rated highly.
- Suggestions to improve future trainings included allowing more time and practice using the wiki.
The document provides checklists for students and teachers regarding kidblog posts about books. The student checklist includes items for the student to include in their own post such as the title, author, and a 4-6 sentence summary. It also prompts the student to write about their favorite part or character, include an inference, ask a question, and sign their name. The response checklist then prompts the student to read and comment on two other blogs, asking a question to one blogger and providing their own thoughts if the other blogger is in their reading group, as well as giving a specific compliment and signing their comment.
The document outlines standards from the American Association of School Librarians (AASL) and the Association for Educational Communications and Technology (AECT) for the Roan Elementary Media Center's tour. The standards cover selecting engaging materials in multiple formats to address student interests, using a variety of strategies to promote leisure reading, applying instructional design principles to choose appropriate technological tools, and using various technologies like presentation software, integrated applications, video equipment, and imaging devices to develop effective instructional and professional materials.
This document outlines an information literacy unit plan for a 3rd grade class to develop reading comprehension and writing skills through blogging. The unit is designed to address Georgia Performance Standards in English Language Arts and technology standards. Students will create blogs to respond to and discuss books they read in guided reading groups. They will practice skills like making inferences, identifying main ideas, and writing with proper grammar. The teacher and media specialist will introduce blogging, monitor the blogs, and provide resources and lessons to support comprehension development and responsible online participation throughout the unit. Assessment will include blog content analysis and reading benchmark tests to check progress.
This learner analysis examines 10 third grade Hispanic students at Roan Elementary School in Dalton, Georgia. Most students speak Spanish at home and have low socioeconomic status. Based on assessments, their reading levels range from late 1st grade to 3rd grade. Motivation to read independently is low. The analysis identifies learning characteristics, cultural considerations, and accommodation strategies to increase motivation and engagement with an instructional unit based on literacy standard 5. Accommodations address needs of ELL, special education, and advanced students.
This document provides summaries of different research study designs by briefly describing examples of each design type. The designs included are: experimental, correlational, survey, grounded theory, ethnographic, narrative research, mixed methods, and action research. For each example a few key details are given such as the research topic, methodology used, and findings or purpose of the study to illustrate how it fits the particular design classification.
This annotated bibliography summarizes research on effective strategies for teaching elementary mathematics through technology. The author reviewed articles describing various technology tools that have been successfully used to enhance mathematics learning, such as Graph Club software, student response systems, and hands-on engineering programs. Two articles provided frameworks to help teachers select appropriate technologies based on their pedagogical and content goals. While the bibliography revealed many promising tools and strategies, the author notes that continued research is still needed due to the rapidly evolving nature of educational technology.
This lesson plan outlines a collaboration between a 4th grade teacher and media specialist to teach students about European explorers. The students will watch a video about explorers and take notes using a graphic organizer. They will then conduct additional research to fill in the organizer over multiple library visits. The final product will be an informational writing piece about one explorer using facts from the organizer. The lesson aims to teach note-taking skills but faced technical difficulties. Reflections note challenges with collaboration time and finding appropriate resources, and ways to improve the lesson in the future.
This document lists standards from the American Association of School Librarians (AASL) and the Association for Educational Communications and Technology (AECT) related to promoting reading with poetry videos. The standards address identifying learner interests and motivations, analyzing the role of interest and motivation in instructional design, applying principles of educational psychology and visual literacy, selecting appropriate media and technological tools, and developing instructional materials using multiple media like video.
Shauna Sanders evaluated her elementary school's reference collection and found it to be outdated, with many books from the 1980s or earlier. An analysis of circulation reports showed the average age of reference materials was 19 years old. Sanders identified gaps in the collection related to state standards, such as materials on ancient Greece, Georgia habitats, and biographies of recent famous people. She created a list of recommended new reference titles to update and complete the collection, focusing on topics taught in grades 3 through 5 like the Great Depression, food chains, genetics, and wars. The total cost of materials from recommended sources was $652.08.
This three lesson unit teaches 5th grade students about the Titanic. In the first lesson, the media specialist reads excerpts from books about the Titanic to spark interest. Those books are then loaned to the classroom. The second lesson shows a video about the ship's discovery. The third lesson uses a media specialist created jog with primary sources about the Titanic for students to explore. The goal is for students to read the 25 books required and learn about the famous shipwreck.
Ss gr 4_unit_2_the_age_of_exploration_revisedShauna Sanders
This document contains excerpts from letters and eyewitness accounts from European explorers during the Age of Exploration, including John Cabot, Vasco Nunez de Balboa, Juan Ponce de Leon, Christopher Columbus, Henry Hudson, Jacques Cartier, and Robert Juet. The excerpts describe their voyages of exploration, including Cabot sighting Cuba during his voyage west, Balboa requesting no lawyers be allowed in the New World, Ponce de Leon's plans to settle Florida, Columbus calling for settlers for new lands, Hudson's fateful voyage and the Northwest Passage, and Cartier encountering storms during his voyage.
This document provides information about Roan Elementary School and its student population. It describes the school's demographics, including that 86% of students are Hispanic and all students qualify for free lunch. It also details the reading levels of students in 1st, 3rd, and 5th grades. The document reviews curriculum standards related to electricity and magnetism taught in these grades. It evaluates the school's existing collection on these topics and proposes a budget and new book purchases to improve the collection and assist teachers and students.
The document contains summaries of several children's books from different genres including historical fiction, biography, and informational texts. Strategies are suggested for using each book in an educational setting, such as read alouds, writing prompts, research activities, and connecting to curricular standards.
This document provides summaries of several children's books that could be used in an elementary school setting. It discusses strategies for how each book could be used, including having students compare cultures, write their own versions of stories, discuss bullying, and more. Key details about genre, format, and awards are also provided for each book.
1. Roan Elementary School Media Center Facility Plan
Media Specialist: Shauna Sanders
Media Assistant: Donna Pierce
2. Roan Media Center Profile
• Serves 450 students PK-5th
grades
• Serves 43 certified teachers, 16 classified staff members, and 2
administrators
• All students qualify for FREE lunch due to low socio-economic area
• Student population consists of:
3. Roan Elementary is located in a high poverty, inner city
area and is celebrating its 40th
year of serving the
surrounding community. The school was remodeled about
7 years ago, in which the media center gained major
improvements.
6. We have two display windows into our media center. The
picture on the left shows the window on the main hall and the
picture on the right shows the window next to the front
doors of the school. These windows provide visuals of all we
have to offer to our patrons.
7. The entrance door to the library is located on the main hall next to
the main office. The circulation desk is the first thing patrons see
upon entering our media center, which provides quick, easy access
for returning materials.
8. Upon entering the media center, this is the view directly to the
right. These are all our VHS and DVDs, along with teacher
resources on the top of the shelf. This hallway also leads to
the back room that is used for our broadcasting of morning
announcements.
9. Directly to the left upon entering the media center is our
student reading area, along with our display table under
the window.
10. We have 7 computers next to the circulation desk for students and
teachers to use to help locate a resource. Roan Elementary also has a
computer lab, therefore, not many students actually use these
computers for research. These computers are only used for our Safari
program.
11. This is a view of our Everybody section, which boasts a total of 6, 589
volumes. We have more volumes in this particular group than any other
group, mainly because we were a K-2 school for many years prior to becoming
a full elementary of grades PK-5.
12. This shot is taken from our exit door which
faces the main office. This is the view that
visitors to our school see when looking
through our display window on this side.
We have 3 rectangle tables and 4 circular
tables for lessons, meetings, and leisurely
reading. We even have a knitting club that
uses this area. The seating arrangements
are definitely a plus for our facility.
13. This is a picture of our magazine collection.
This is definitely an area of concern for us.
The magazines are all just piled into a tub and
placed on a rolling cart. We have no racks
suitable for our magazines, and therefore many
students choose not to even look at these.
14. I’m almost ashamed to show these pictures. This is our broadcasting area and resources for
teachers room. There is quite a bit of clutter and our broadcasting area/backdrop needs to be
improved. The bottom right picture shows our books with props bags and how they continually are
falling onto the floor.
15. Another requested improvement has to do with checking items out.
Our students and teachers are dependent upon either the media
specialist or the media assistant to check materials out. If neither
the specialist or the assistant are not present, then the student
has to return to their class and the visiting teacher has to write
down their selections for the media attendants to check them out
later in the Surpass System.
16. The teacher survey was
voluntary and about 22 of our
43 certified staff participated
and 2 of our classified staff
participated.
The student survey was taken
by about 100 students in
grades 3-5. One student is
bound to a wheelchair and
suggested the idea of being
able to sit in the floor with his
friends. Apparently, the
obvious is not so obvious unless
it’s pointed out. Good and
useful information was
received from the surveys.
17. Teacher Surveys: Click here to view the
survey.
Recommendations and/or Requests:
•Open earlier in the AM
•3 requests for providing informational tours of media center materials and how to
locate everything
•Allow for teachers to check themselves out when attendants are not available
•Reorganize VHS/DVD collection according to subjects as opposed to ABC order by
title
•Rearrange books with props or provide better storage area for these materials
•Provide easier access to Health M Powers materials (grant program)
•Order more Holiday related books
•Redo magazines…very hard to look through
•Spend some money fixing up our News Station area
•Order newer books for our fiction section…lots of old copyrights
18. Student Surveys:
Click here to see the student survey questions.
Recommendations and/or Requests:
•Lots of requests for specific titles, mostly additions to our fiction section
•Provide more fun chairs, like beanbags, to sit on while we read
•Allow us to come to the library more than just during our 25 scheduled minutes
•I still don’t understand how to find a nonfiction book
•New decorations…get rid of specific things such as the same things on the walls
•A few requests for more magazines
•One request for a plasma T.V….interesting
19. Media Specialist and Media Assistant’s
Recommendations
• Purchase magazine rack
•Add additional seating to reading area in the
form of beanbags and fun chairs
•Purchase a wedge that special education
students could easily sit on
•Purchase a storage device that will organize the
books with props bags
•Lower glass on wall between media office and
entrance door to allow for patrons to see the
media specialist upon entering
•Work on news station
20. Problem/Solution #1
Problem: Magazines
are very disorganized
and hard to look
through
Solution: Purchase a
magazine rack
Mobile Literature Rack from
Display Rack Store online
http://www.displayrackstore.com
Cost: $178 + $ 40 for shipping
21. Problem/Solution #2
Problem: The student reading
area has few chairs and needs
more fun chairs.
Solution: Add additional fun
chairs, beanbags and a wedge
for special educational needs
6 Reading Cushion Round
Styrene
Demco.com
Cost: $21.84 each
Total: $131.04
5 Back-conforming Bean
Bag Chairs
Demco.com
Cost: $85.49 each
Total: $427.45
2 Reading Wedge Bed Pillow
www.comfortchannel.com
Cost: $289.98 + shipping
22. Problem/Solution #3
Problem: Teachers
need easier access to
Health M Powers
materials.
Solution: Provide
opportunities for
tours of resources’
locations within media
center.
Many teachers are unaware that the back room is full of teacher resources. In years
past, we were never really shown what the back room was for and therefore many
teachers think they are not really supposed to be back there. The back room is where
the Health M Powers materials are located and are easily accessible. Teachers just
need to be shown where resources are.
23. Problem/Solution #4
Problem: It’s difficult to
quickly find out what DVD
and/or VHS is available on
a certain standard.
Solution: Reorganize the
section according to
standards’ topics as
opposed by ABC order by
title.
24. Problem/Solution #5
Problem: The bags that
hold the books with props
are falling into the floor
and are not easy to look
through.
Solution: Purchase an
organizing piece of
furniture to hold these
materials.
Copernicus Hanging Bag Stand
Demco.com
Cost: $159.99 + shipping
25. Problem/Solution #6
Problem: Teachers
want to be able to
check themselves out
if the attendants are
busy, instead of
writing it all down.
Solution: Train
teachers at the
beginning of school
how to check
themselves out if
they choose.
For several years, it’s been common practice for teachers to write down the title of
the resource, the date, their name and the barcode of every item being checked out in
a notebook when the media specialist is not available to check them out.
Unfortunately, many of the teachers do not come to the media center for just one
book…they’re coming for several and writing all of them down could be time consuming.
Therefore, at the beginning of school for next year, I plan to host several “Get to
Know your Media Center” sessions.
26. Problem/Solution #7
Problem: Holiday
books are outdated
and some holidays
have very few titles.
Solution: Purchase
more holiday books
that are more current
and key in on St.
Patrick’s Day, Easter
and replacing some
Christmas titles.
Weeding needs to take place with the Holiday books. Many of the Christmas
selections are very outdated and in bad shape. Money needs to be spent on
updating and increasing this section of the media center. The media
specialist could ask for specific requests before making selections of new
titles.
27. Problem/Solution #8
Problem: Older
students complain
that there are no
good chapter books in
the media center.
Solution: Purchase
titles that students
recommend for the
fiction section.
The media specialist could allow for suggested titles to be added and
more weeding would need to take place in this outdated and under-
stocked section. Many new titles need to be added.
28. Problem/Solution #9
Problem: Our
broadcasting area is
not up to par and
needs to be updated.
Solution: Purchase
wireless microphones
and new camera for
videoing.
2 Lavalier Microphones
for anchors
Amazon.com
Cost $142.66
Canon Vixia HF20
Amazon.com Marketplace
Cost $799.00
30. Dalton Public Schools Media Center Policies
System Media Committee
Based on the Georgia Board of Education’s IFA Policy
•DPS has a system media committee composed of administrators, media specialists, teachers, students and
parents
•The system media committee is charged with considering and making recommendations for the media program
concerning:
1. operational procedures
2. long range program goals
3. budget priorities
4. selection of materials
5. reconsideration of materials
6. copyright adherence processes
7. program evaluation, including expansion and deletion services
8. organization and processing of materials
9. policies for disposition of gifts
10. processes for instructional planning between teachers and
media specialists
11. mechanism for use of information sources outside the school
Changes Needed for this policy:
•Our current system media committee consists of media specialists only-we need to add the
additional people required
31. Dalton Public Schools Media Center Policies
School Media Committee
•The makeup of the school media committee reflects the needs of
each school and should be appointed by the principal and media
specialist.
•The system media committee is charged with considering and making
recommendations for the media program concerning the exact same
points as the system media committee.
Changes Needed for this policy:
•Roan Elementary School technically does not have a school media committee. We have a
Design Team that consists of a range of faculty members, but no parents or students. We need
to create a true school media committee appointed with teachers, a few students and even a
parent or two.
32. Dalton Public Schools Media Center Policies
Equipment
•Instructional equipment includes machines, apparatus, instruments or
sets of articles which meet all of the following criteria:
1. It retains its original shape and appearance with use.
2. It’s non-expendable
3. It does not lose its identity through incorporation into a different
or complex unit or substance.
4. It is transportable from one location to another.
5. It does not function as an integral part of the building or
grounds.
6. It must perform a mechanical or technical function directly
related to instruction.
No Changes Needed for this policy
33. Media Program Policy
•Each school shall have a library media center containing the quality,
quantity and variety of print and non-print materials with the necessary
equipment to support the curricular offerings and to challenge individual
students at their level of development.
•Each school shall comply with Standards for Georgia Public Schools and
standards set forth by Southern Association of Colleges and Schools.
Dalton City Schools
Date Adopted: 3/14/1988
Dalton Public Schools Media Center Policies
Changes Needed for this policy:
•Our district seems to have created a broad definition for the media program policy, therefore
this policy is still quite applicable today.
34. TECHNOLOGY AND INSTRUCTION ELECTRONIC INFORMATION
RESOURCES
The policy of Dalton Public Schools is to:
1. prevent user access over its computer network for transmission of
in appropriate material via Internet, electronic mail, or other forms of direct
electronic communications
2. prevent unauthorized access and other unlawful online activity;
3. prevent unauthorized online disclosure, use, or dissemination of personal
identification information of minors; and,
4. comply with the Children's Internet Protection Act [Pub. L. No. 106-554
and 47 USC 254(h)].
Last update: 10/24/05
Dalton Public Schools Media Center Policies
No Changes Needed for this policy
35. Media Materials
The media centers, under the leadership of media specialists, will play a major role in the instructional process.
Each school media center will provide an up-to-date collection of materials which includes print and non-print
materials such as library books, films, recordings, filmstrips, video and audio tapes, computer disks, newspapers
and magazines. The materials are to be cataloged and made available for use through the media center during
each instructional day of the school year.
The media center program should strive to accomplish the following goals:
1. To provide a comprehensive collection of instructional materials selected in
compliance with basic written selection principles, and to provide maximum
accessibility to these materials;
2. To provide materials that will support a curriculum which takes into consideration
individual needs and the varied interests, abilities, socioeconomic backgrounds
and maturity level of the students served;
3. To provide materials for teachers and students that will encourage growth,
develop literary, cultural and aesthetic appreciation and ethical standards;
4. To provide materials which reflect the ideas and beliefs of ethnic groups and
encourage respect and tolerance of their religious, social, political, economic and
philosophical views.
Dalton Public Schools Media Center Policies
Changes Needed for this policy:
•Some of the terminology of the materials/resources listed above are outdated. Policy needs to
reflect more current types of resources like DVDs, computer software, websites, online
databases, etc.
36.
37. Roan Elementary School’s
Media Center’s Policies
Circulation Policies
•PK students do not check out books
•K students check out one book and have to keep it at school
•1st
grade students only check out Easy fiction books
•2nd
-5th
grade students check out 2 books of their choice, as long as one
book is a chapter book
•All students keep their books for one week
•All students who have option of taking books home are required to get
signed permission to take books home from parents
•Students are not fined for overdue books, but are required to pay for lost
books and damaged books (no set fee, however)
Changes Needed for this policy:
•PK needs to be able to check at least one book out maybe after spring break
•We need to do away with seeking parent permission for bringing books home.
•1st
-5th
grades should be able to choose any book they would like, and possible allow 4th
and 5th
graders the opportunity to check out 3 books when needed
38. Roan Elementary School’s
Media Center’s Policies
Random policies
•Teachers’ loan period allows materials to be kept for entire year. However,
certain limited, popular items need to have a shorter loan period. For example,
there are certain teachers that keep holiday books for weeks upon weeks and
return them after the holiday is completely over. This keeps other teachers from
using them.
•Roan Media Center has NO mission statement. Our school is in the process of
revising our mission statement. Once our school finalizes the school’s mission
statement, then the library needs to create one for the media center.
•There is no policy for including the special teachers (media specialist, art teacher,
pe teacher or music teacher) in collaboration time with teachers. Therefore, we
have no idea what is really going on in the classrooms with instruction. We need to
create some cooperative planning design to include the special teachers at least 2
times a month.
•We function on a fixed media schedule leaving no time for classes to come and
work on extra assignments for research. We need to possibly consider a mix of
fixed/flexible scheduling for the media center.
39. Roan Elementary School
Media Center Facility Plan
Shauna Sanders, Media Specialist
PSC/NCATE Assessment #3
FRIT 7132, Dr. Allen, Spring 2010