My high school library vision
- 1. My High School Library VisionHolly MatthewsThe University of MemphisICL 7730June 24, 2011(Graphic created by Holly Matthews on Wordle.net)
- 2. Two Main GoalsTo raise student learning and achievement
- 3. To motivate students to love reading and to see that reflected in their attitudes and habits. PhilosophyI believe that the school library media center should function as a hub of interactive and ongoing learning, enrichment, and engaging reading experiences. It should be “the students’ library” and should therefore be a place that students wish to frequent. As the library information specialist, I will fulfill this purpose for the SLMC and the library program by collaboratingwith educators, providing equitable access to resources, promoting literacy and the library, and implementing best practices in library services, instruction, and instructional technology. The library information specialist should be an innovative practitioner for the purpose of engaging students and building student interest in reading, learning, and the library. In partnership with teachers, the library information specialist and the SLMC should play an essential, ongoing role in helping students to become lifelong learners and readers, critical consumers of information, responsible digital citizens, and able users of technology.
- 4. Guiding Beliefs1. All students should have access to the LMC and its resources.2. All students can benefit from using the LMC. 3. The LMC should be student-centered and student-friendly.4. The environment of the LMC should be aesthetically pleasing, welcoming, and functional to the needs of students and faculty.5. Students and teachers should feel welcome in the LMC.6. The programs, resources, and collection offered in the LMC should be motivating and engaging to students; student input should be sought, valued, and utilized. 7. The resources, collection, and technology in the LMC should be as current and user-friendly as possible and should honor the needs of diverse learners. 8. The library information specialist should strive to support and enhance curriculum, instruction, and assessment. The library information specialist should also continually promote pleasure reading through library programming and in interactions with students. 9. The library information specialist should embed research and technology skill development into content-based, active learning opportunities planned collaboratively with teachers. 10. LMC programs and instruction should help students to develop transliteracy (information literacy across diverse media) and digital citizenship (the competencies needed to navigate the digital world in a safe, responsible, respectful, and ethical manner.)
- 5. Library Environment Informal, appealing, flexible spaces Ample natural lighting Sustainable and “green” if possibleComfortable seating areasCollaborative work areasCafé type areaAmple use of technology throughout library
- 6. ProgrammingFlexible scheduling for “just in time” learning and teachable momentsCollaboration with teachers through shared planning and GoogleDocsPromotion of free, voluntary pleasure reading as a schoolwide programOutreach through Facebook, Twitter, and school closed-circuit tvAllow students to create book trailers/teasers and share what they are reading through Animoto and GoodReads/Shelfari
- 7. Technology ResourcesMany laptop carts, laptops can be used anywhere in librarySMART Board/IWB, CPS Chalkboard, CPS Clickers, ELMO and digital projector, iPads, iPodsWiki with student academic resources such as TSLA Civil War digital collectionWiki with college and career resourcesTeacher wiki with content resourcesTennessee Electronic Library (GALE databases, EBSCO Points of View Reference Center, online World Book Encyclopedia)ebooks/eReaders and free ebook resourcesOnline platforms such as GoogleDocs, GlogsterEdu, wikispaces, Animoto, Prezi Digital citizenship certification program for students
- 9. Digital suggestions sought and accepted for items
- 10. Survey faculty and keep current with standards
- 11. Weed collection to keep it current
- 12. Label fiction books by genre to increase circulation (and have special sections for new books, graphic novels, and topical books of interest)
- 13. Invest in ebooks and eReadersDiversity in CollectionsSupport English learners through graphic novels, EL supportive strategies in the library, hi-low (high interest, low reading level) books and books in the first language (this improves content knowledge and literacy development in English as well)
- 14. Provide an inclusive environment by including graphic novels for students with hearing impairments, Braille items for students with visual impairments, and assistive technology for students with exceptionalities
- 15. Engage reluctant readers through interactive, engaging displays, readers’ advisory, and graphic novels
- 16. Provide books that feature diverse charactersA dynamic vision=a dynamic library!(that students use and love)“Why I Need My High School Library” video
- 17. ReferencesAdams, H. R. (2010). Welcoming america’s newest immigrants: providing access to resources and services for english language learners. School Library Monthly, 27(1). Retrieved from http://www.schoollibrarymonthly.com/articles/Adams2010-v27n1p50.htmlBeckham, S. (2011). Promoting the joy of reading without killing it. Knowledge Quest, 39(4), 50-54. Cregar, E. (2001). Browsing by numbers and reading for points. Knowledge Quest, 39(4), 40-45.Colvin, M. (2011). Why read digitally? School Library Monthly, 27(8). Retrieved from http://www.schoollibrarymonthly.com/articles/Colvin2011-v27n8p18.htmlFontichiaro, K. (2009, June 17). School libraries as secret spaces [web log]. Retrieved from http://blog.schoollibrarymedia.com/index.php/2009/06/17/school- libraries-as-secret-spaces/Friese, E.E.G. (2008). Popular culture in the school library: enhancing literacies traditional and new. School Libraries Worldwide, 14(2), 68-82Krashen, S. (2006). Pleasure reading. IATEFL young learners special interest group publication. Retrieved from http://www.iatefl.hu/docs/Stephen_Krashen.pdfKrashen, S. (2009). 81 generalizations about free voluntary reading. IATEFL young learner and teenager special interest group publication. Retrieved from http://successfulenglish.com/wp-content/uploads/2010/01/81-Generalizations-about- FVR-2009.pdf
- 18. McGregor, J. (n.d.) Flexible scheduling: implementing an innovation. Retrieved from http://www.ala.org/ala/mgrps/divs/aasl/aaslpubsandjournals/slmrb/slmrcontents/volume9/flexible.cfmRatzer, M. (2010). Student achievement and school libraries: empirical evidence from 20 state studies 1992-2007. Retrieved from http://www.capitalregionboces.org/LibraryServices/slsa/messages/student-achievement- school-libraries.doc Smetana, L, Odelson, D, Burns, H, & Grisham, D. (2009). Using graphic novels in the high school classroom: engaging deaf students with a new genre. Journal of Adolescent &Adult Literacy, 53(3), 228-240. Sullivan, M. (2011, April 1). Divine design: how to create the 21st century school library of your dreams. Retrieved from http://www.libraryjournal.com/slj/home/889642-3 12/divine_design_how_to_create.html.cspWhelan, D. L. (2007, September 1). Going green: eco-friendly schools. Retrieved from http://www.schoollibraryjournal.com/article/CA6472363.html