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Aimee Janusz Master's Portfolio University of Georgia, Fall 2007 Instructional Technology: School Library Media Big 8 Assessments I have completed the Big 8 Assessments to meet the AASL Standards for School Library Media Specialist Preparation. Links, applicable standards, and my reflection of each assessment are noted below. Reading and Literacy Project Link to: PowerPoint | Bibliographies | Personal Reading Philosophy AASL Standards Alignment   Standard 1: Use of Information and Ideas     1.1 Efficient and Ethical Information-Seeking Behavior 1.2 Literacy and Reading (Key Assessment) 1.4 Stimulating Learning Environment   Standard 2: Teaching and Learning   2.1 Knowledge of Learners and Learning   Standard 3: Collaboration and Leadership   3.1 Connection with the Library Community 3.3 Educational Leader Reflection: The Reading and Literacy Project incorporated knowledge about children’s literature, the reading process and instruction, how to encourage leisure reading in students, and its role in lifelong learning. It was also helpful to explore how literature can be used in achieving and enhancing curricular objectives. My group chose to plan a reading promotion project, and it will definitely come in handy as a Media Specialist. In fact, this process did prove useful during my internship, as I helped to design and implement the reading promotion program. If I were to do this project again, I would try to expand the reading choices to not only include the Georgia Children's Book Awards. I would want the students to have more freedom to choose and encourage them to try books of different genres (poetry, biography, folklore, etc.). PDEP (Program Development and Evaluation Plan) Link to: PDEP AASL Standards Alignment   Standard 1: Use of Information and Ideas     1.3 Access to Information (Key Assessment) 1.4 Stimulating Learning Environment (Key Assessment)   Standard 3: Collaboration and Leadership   3.2 Instructional Partner (Key Assessment) 3.3 Educational Leader (Key Assessment)   Standard 4: Program Administration   4.2 Managing Program Resources: Human, Financial, Physical (Key Assessment) 4.3 Comprehensive and Collaborative Strategic Planning and Assessment (Key Assessment) Reflection: The PDEP encompassed many of the effective management policies, procedures, and principles that I learned in EDIT 6300 (Administration of Media Programs). I can see how developing a plan for the library media program helps to define a focus and enhance the program's effectiveness. I learned a great deal about how to formulate goals and objectives based on known problems/needs and best practices, then decide the action and budget plans to accomplish these goals. Just as importantly, we must evaluate the results of our actions and apply them in our future plans. This project and process will definitely help me as a Media Specialist, and I look forward to working on PDEP that addresses the needs of my school. Selection Policy Link to: Selection Policy AASL Standards Alignment   Standard 1: Use of Information and Ideas     1.3 Access to Information   Standard 4: Program Administration   4.1 Managing Information Resources: Selecting, Organizing, Using 4.2 Managing Program Resources: Human, Financial, Physical Reflection: The Selection Policy outlines the procedures and guidelines regarding the selection and management of materials in the media center. I can see how goals from the PDEP will drive selection priorities. This project also made me aware of difficult philosophical issues involved with selection, including intellectual freedom and multicultural sensitivity. As part of my Teaching ESOL Grades P-12 course, I researched multicultural literature and how to provide students with a culturally competent library media center. . If I were to do the Selection Policy again, I would like to include specific guidelines on selecting multicultural materials. Order Link to: Order AASL Standards Alignment   Standard 1: Use of Information and Ideas     1.2 Literacy and Reading 1.3 Access to Information (Key Assessment)   Standard 4: Program Administration   4.1 Managing Information Resources: Selecting, Organizing, Using (Key Assessment) 4.2 Managing Program Resources: Human, Financial, Physical Reflection: The Order project provided a realistic opportunity to apply selection skills towards fulfilling an objective from the Selection Policy. Our group chose the objective of developing the collection to better support and align with the Science curriculum. We used Follett as our vendor for this order. Follett's Titlewave allowed us to easily find books aligned to Georgia's Science curriculum standards. They also provide reviews from a variety of sources that we used to evaluate the material. Speaking to media specialists in the field, I realized that orders are more of an ongoing process and include materials serving multiple objectives and needs. They also make use of a variety of book vendors, online and face-to-face. During my internship, I was able to observe a visit from a book vendor representative. It was great to be able to look through sample books and ask for personal advice on books in their catalog. This would be very useful in selecting non-fiction and more expensive material. I-Search Link to: Learning Log | Personal Universe Web | Topic Web | Pre-Notetaking Sheet -- Draft #1 | Pre-Notetaking Sheet -- Draft #2 | Double-Entry Draft | I-Search Final AASL Standards Alignment   Standard 1: Use of Information and Ideas     1.1 Efficient and Ethical Information-Seeking Behavior (Key Assessment)   Standard 2: Teaching and Learning   2.3 Information Literacy Curriculum (Key Assessment) Reflection: I truly enjoyed the I-Search research project, especially the ability to choose a topic of personal interest. The information literacy skills and strategies used as part of I-Search (web, pre-notetaking sheet, double-entry draft, and learning log) can be applied to a variety of educational situations. I also liked how the I-Search process incorporates critical thinking and reflection, allowing me to generate my own perspective on the topic. This is critical in today's age where information is so readily available, and students can just "copy and paste." As a media specialist, I will use what I have learned through the I-Search process to guide students in their research. Collaborative Unit Link to: Collaborative Unit AASL Standards Alignment   Standard 2: Teaching and Learning     2.1 Knowledge of Learners and Learning 2.2 Effective and Knowledgeable Teacher (Key Assessment) 2.3 Information Literacy Curriculum   Standard 3: Collaboration and Leadership   3.2 Instructional Partner (Key Assessment) Reflection: The Collaborative Unit project offered hands-on practice in integrating information literacy skills and strategies to enhance content learning, simulating the roles of the media specialist and classroom teacher working in collaboration to teach a unit. To offer the personal inquiry aspect of the I-Search within the set curriculum, students were able to choose from a set of Civil War topics based on curriculum standards. We decided to focus on using the double-entry draft to guide students in formulating their own perspective based on their gathered information. I found it very helpful to use a collaborative planning worksheet to define learning objectives, information literacy skills, teaching methods, resources needed, assessment, and responsibilities. In reality though, it may be difficult to find the time to thoroughly plan in this manner. As a media specialist, I would like to promote collaboration and accommodate teachers' needs, to ensure that information literacy skills are integrated into the curriculum. Internship Internship documentation is not available online. AASL Standards Alignment   Standard 2: Teaching and Learning     2.1 Knowledge of Learners and Learning (Key Assessment) 2.2 Effective and Knowledgeable Teacher (Key Assessment)   Standard 3: Collaboration and Leadership   3.1 Connection with the Library Community (Key Assessment) Reflection: The Internship was definitely the most valuable experience of the SLM program. It was a hands-on opportunity to apply what I have learned in this program and face the challenges in practice. I was also able to see where my technology skills can make an impact in how I serve as a media specialist. My internship included 100+ hours of site-based activities, including: planning and implementing a collaborative lesson, teaching and incorporating information literacy skills and literature into the curriculum, and designing and implementing a school-wide reading promotion program. Most of my time was spent at an elementary school, but I also visited a middle school and a high school and attended a professional conference. I am truly grateful to the media specialists that took part in my internship, for sharing their knowledge and advice and contributing to my development. GACE: Media Specialist Test I (101) and Test II (102) passed on 10/27/2007. The content and opinions expressed on this web page do not necessarily reflect the views of nor are they endorsed by the University of Georgia or the University System of Georgia.