Transcript Developing a Standards-driven Library Media Program

Developing a
Standards-driven
Library Media Program
Aligning Your Resource
Collection to Your School’s
Curriculum
Building a collection
that supports the
curriculum
Program
Development
@ Your
LMC
How do you make informed
decisions about your program?
Know the standards
Know
the
curriculum
Know your collection
Curriculum Mapping
is…
• an on-going process
• typically calendar-based
• collaborative
• dynamic, not a multi-year
cycle
• a model for higher-level
thinking skills
A Curriculum Map...
• tells us what is being taught
• provides a framework to evaluate student
work
• encourages inquiry-based instruction
• facilitates moving beyond the textbook
• facilitates collegiality; focuses discussion on
curriculum and not people
• provides a framework for curriculumresource alignment
Mapping helps you understand the curriculum and
identify your place instructionally.
Mapping is a tool for:
• Communicating with all stakeholders
• Planning – curriculum, assessments,
reforms, acquisition of instructional resources
• Resource allocation - space, time,
materials, personnel, and money
• Staff development
• New teachers
Mapping is a blueprint:
• For aligning content, skills, and
assessments
• For pacing instruction over time
• For discovering gaps and
repetitions in the curriculum
(school and district)
Mapping is a blueprint:
• For deciding what stays and what gets
cut from the curriculum
• For identifying areas for integration/
interdisciplinary units or activities
• For focusing on the measurable
competencies
• For teaching the skills students need to
be successful on PASS, on MAP, SAT/
ACT, and in life
Curriculum Mapping
is...
• An occasion for all educators to learn…
– what teachers can do; are/should be
doing;
– what the LMS can do; is/should be
doing;
– how standards are being taught in each
classroom;
– how standards can be addressed in the
LMC; and
– the implemented curriculum
Who Should Write the
Curriculum Map?
•
•
•
•
•
Teachers
Administrators
Library Media Specialist(s)
Guidance Counselor(s)
Technology Integration
Specialist
• Curriculum Coordinator
WHY USE A
CURRICULUM
MAP?
• To expand our understanding of
our students’ learning experiences
• To give a curriculum timeline
• To give a visual representation of
the curriculum
• To provide a framework
for collection development
at the school and district
level
A Pacing
Guide
is an outline of the
intended
curriculum
A Pacing
Guide
A Curriculum
Map
is an outline of the
is an outline of the
intended
implemented
curriculum
curriculum
Collecting information
for the curriculum map
Formal collection
• Curriculum mapping worksheet
• LRPs
• Interviews
• Collaborative Planning Forms
Informal collection
• Student assignments
• Index cards
• Shared folder on LAN
• Reviewing the academic standards
Curriculum Mapping Worksheet
Teacher:
Grade:
Lesson Title:
Standards:
Content:
Information Literacy:
Technology
Date(s) of lesson/unit:
Subject:
Unit Title:
Number of Students:
Length of lesson:
Number of Classes:
Grading period:
Assignment/Final Project:
Assessment:
Required resources:
Text
Library books
Fiction
Non-fiction
Reference
Periodicals
Internet
DISCUS
Human
Other:
Technology:
Tools
Productivity software (i.e., word
processing, presentation,
spreadsheet)
Communication
Email, listserv, interview, video
conferencing
Information
Web, database, electronic resources
Other:
Teacher responsibilities:
Media Specialist responsibilities:
School Library Media Services
Office of Instructional Promising Practices
IMPACT: Teaching and Learning for the 21st Century
Collaborative Planning Guide
Title of lesson:
Grade level:
Subject area:
Course:
Focus questions for the lesson:
Summative assessment for lesson: This is the assessment administered at the end
of the lesson. It should measure the standards-based content and skills in a format
appropriate for the learning required. If the summative assessment is a rubric to
evaluate a final product, attach the rubric to this planning guide.
Final Product: What culminating product will the student be required to submit as
evidence of mastery of the standards addressed in this lesson or unit?
Subject standard(s): Insert the specific academic, information literacy, and
technology standards relating to the content of the lesson.
Specific lesson summary and content:
Specific skills for this
Lesson objectives:
lesson:
Roles and responsibilities:
In this section explain the collaborative component of
the lesson. For each instructor involved in the lesson, list what his or her role and
responsibilities are for implementing the lesson.
Classroom Teacher
Library Media Specialist
Proposed Learning Activities
Include here the proposed teaching and
learning activities for this lesson or unit.
Include the location for the instruction
(e.g., classroom, library, computer lab).
Other Partnering
Teacher
Resources
Include here the list of necessary resources
for this unit or lesson (e.g., Web sites,
library books, software, videotapes,
audiotapes, DVDs, professional books).
Look at your grade level in the
Social Studies standards and
identify key words, terms, phrases,
topics that you could use to
complete your own curriculum map.
Social Studies
Key Terms
South Carolina
DeSoto
Juan Pardo
William Hilton
Cherokee
Yemassee
West Indies
Gullah
Intolerable Acts
Revolutionary War
Andrew Pickens
Battle of Cowpens
SC state government
Antebellum South Carolina
States’ rights
Ft. Sumter
Sherman’s march to the sea
Reconstruction
Race relations
Jim Crow
New Deal
Briggs v. Elliott
World War II
Native Americans of the Eastern
Woodlands
Cherokee
Yemassee
Deer trading
Charlesfort
Albemarle Point
Gullah culture
Regulator movement
Eliza Luca Pinckney
Mercantilism
Tea Act
Sons of Liberty
Arthur Middleton
Thomas Heyward, Jr.
Loyalists
Thomas Sumter
3rd grade
Geography
Jean Ribault
Henry Woodward
Native Americans
Catawba
Lords Proprietors
Slavery
Tea Act
Declaration of Independence
Thomas Sumter
Francis Marion
Battle of Kings Mountain
Cotton gin
Abolition movement
Secession Convention
Blockade of Charleston
William Tecumseh Sherman
Public education
Textile industry
Great Depression
Desegregation
World War I
8th grade
Catawba
Cherokee War
Yemassee War
San Miguel de Gualdape
San Felipe
Slavery
Stono Rebellion
Rice planting
Indigo planting
Stamp Act
Christopher Gadsden
Edward Rutledge
Thomas Lynch, Jr.
Tories
Battle of Camden
Andrew Pickens
Connecting the LMC and the
Curriculum
Collection Mapping
• Sometimes referred to as “resource
alignment”
• Facilitates creating a collection
tailored specifically for your school
• Facilitates building the collection in
pieces as needed
• Divides the collection into a number
of small but manageable segments
matched to various parts of the
curriculum.
Collection mapping
• Gives a visual representation of the
collection in relation to the curriculum
• Provides both a qualitative and
quantitative picture of the
collection
• Facilitates evaluating the collection
• Encourages ownership of LMC
resources by all faculty members
Mapping Your Collection
1. Use the curriculum map as a guide
2. Search the OPAC for each main topic
and sub-topic included on the
curriculum map
3. Count the total number of items in
the collection available in each Dewey
Decimal Class (Reference, 000, 100,
200, etc.) that will support each of the
topics and sub-topics
Mapping Your Collection
4 Calculate the average age for each
Dewey Decimal classification area
noted in Step #3.
5. Divide the number of items in each
broad category (i.e. fiction, nonfiction, reference) collection by the
number of students noted on the
curriculum map and note the result
on the collection map.
David Loertscher, Taxonomies of the School Library
Media Program
Mapping Your Collection
6. Finalize your map.
7. Publish your map.
8. Revise as needed.
9. Re-publish as revised.
Sample Collection Maps
Curriculum Map
8 Grade South Carolina History
th
Date(s) of Unit/Lesson Standards No. of
Unit/Lesson
Title
students
August
Describing
our state
SS..6.1,
6.2.3, 7.1
ELA..7.1,
7.2.4
100
Assessment
Final
Project
Assignment(s)s
Library
Resources
Technology
Resources
Rubrics –
presentation;
brochure
Department
of Travel &
Tourism
brochure
1. Identify and
describe the
major areas of
SC.
2. Identify and
describe the
major
landforms of
SC
3. Draw a map of
SC – label the
mountains,
rivers, major
cities, major
areas
4. Identify the
major tourist
areas and
activities
5. Describe the
climate in SC
6. Using your
research create
a brochure for
prospective
visitors to SC
Non-fiction
books:
Productivity
software: - MS Word/
Publisher
- Inspiration
- Atlas
- Encyclopedia
Reference
books:
Web sites:
DISCUS
www.maps.com
Periodicals:
Other:
Curriculum-Collection Map– U.S. History 1850 to the Present
Timeline
August/
September
Content
Skills/Activities
Slavery, Civil War, and
Reconstruction
- How blacks were treated in the
Union army
- The Missouri Compromise
- Where the slaves came from
- The reasons why slavery
flourished in the South
- The compromise of 1850
- The importance of the Dred Scott
Case
- How the Lincoln/Douglass
Debates helped Lincoln
- What happened at Fort Sumter,
Bull Run, Antietam, Gettysburg,
Appomattox
Projects
- bulletin board,
- tour brochure
- models
Assessment
# of
Students
LMC
Resources
Unit test
Quizzes
Daily assignments
350
“Black Soldiers”
900s: 1
Total: 1
© Date
1982
1982
“Missouri
Compromise”: 0
“Slavery”:
300s: 4
900s: 10
Bio: 1
Fic: 11
Total: 26
1987
1983
1988
1990
1987
“Dred Scott”: 0
“Lincoln/
Douglas
Debate”: 0
“Compromise of
1850”: 0
.34 books per student
Average Copyright Date: 1973
“Battles of the
Civil War”:
900s: 2
Total: 2
1973
1973
“Civil War”:
200s: 2
300s: 8
800s: 2
900s: 43
Bio: 10
SC: 1
Ref: 14
Fic: 37
Total: 120
2001
1971
1944
1964
1973
1957
1959
1948
1973
Month
Content &
Essential
Questions
Skills/Benchmarks Activities
Assessment Media Center
Resources
August
Inquiry
Physical Science
What are some
properties of a gas?
*Observe interactions between
air and objects.
*Sort objects according to
interaction.
*Communicate interactions.
*Ask questions about
interactions.
*Examine properties of air, a
gas.
FOSS Air and
Weather,
Investigation 1,
Exploring Air –
Students
investigate how air
interacts with
objects, what
happens when air
is pushed into a
smaller space
Teacher
Observation of
student
investigations,
teacher-made
written
assessments,
district science kit
benchmark
10 Non-fiction
1 General Encyclopedia
1 Science Encyclopedia
1 Science Dictionary
4 Periodicals
ITV- Science is
Elementary
DISCUS
Know-It-All
September
Inquiry
Earth Science
How does weather
change from day to
day and over the
seasons?
How can weather be
described in
measurable
quantities?
*Observe weather daily.
*Make records of observations.
*Measure components of
weather.
*Communicate findings.
*Ask questions about weather
and seasons.
*Define components of
weather.
*Create and use symbols to
represent weather conditions.
*Describe and sequence the
seasons.
*Identify safety precautions to
use during severe weather
conditions.
*Investigate and describe
changes in wind direction and
the motion of due to the wind.
*Make simple charts and
FOSS Air and
Weather,
Investigation 2,
Observing Weather
– Students make
and record daily
weather
observations,
including
temperature,
clouds, rain.
FOSS Air and
Weather,
Investigation 3,
Wind Explorations
Students make
instruments to
investigate wind
direction and
speed.
Teacher
observations of
student
investigations and
recordings
Teacher-made
assessments
District science kit
benchmarks
43 Nonfiction
7 Fiction
1 General Encyclopedia
1 Science Encyclopedia
1 Science Dictionary
7 Periodicals
ITV Science Is
Elementary
Backyard Safari
VHS Enemy Wind
DISCUS
Know-It-All
School Library Media Services
Office of Instructional Promising Practices
South Carolina Department of Education
Dr. James H. Rex, Superintendent
Collection Map Template
Curriculum Map Template
(To be completed by the library media
center professional staff)
(To be completed collaboratively by the classroom teachers with the library media center professional staff)
Standards
Timeline
Content,
Information
Literacy,
Technology
8-2.1 Explain the
interests and roles of
South Carolinians in
the events leading to
the American
Revolution, including
the state’s reactions
to the Stamp Act and
the Tea Act; the role
of Christopher
Gadsden and the
Sons of Liberty; and
the role of the four
South Carolina
signers of the
Declaration of
Independence –
Edward Rutledge,
Arthur Middleton,
Thomas Lynch, Jr.,
and Thomas
Heyward, Jr.
Essential (Focus)
Questions
Skills
Questions that drive the
instruction and facilitate student
understanding of the unit/lesson
concepts
(Ex: SS – Immigration: Whose
country is this anyway?)
What skills will students
learn and use as a result
of this unit/lesson?
Activities
The instructional and
learning activities
implemented to facilitate
student learning. Include
here any major research
projects.
Assessment
LMC Resources
How will student
learning be assessed?
If using rubrics, attach
a copy to the
completed map.
Number
of
students
Arranged by
unit/lesson topic and
sub-topic in Dewey
order
Rubric: Graphic
Organizer
Rubric: Multimedia
presentation
100
Books:
Test
American Revolution
900s: 45
800s: 12
Christopher Gadsden
920s: 1
Declaration of
Independence:
900s: 4
300s: 1
Edward Rutledge
920s: 2
Arthur Middleton
920s: 2
South Carolina
900s: 20
Books per student:
.87
DVD/VHS
Average Copyright
Date of LMC
Resources
Arranged by unit/lesson
topic and sub-topic in
Dewey order
1979
1980
1972
1990
2000
1998
1998
1983
Evaluating the collection
• Were diverse formats (books, electronic media,
others) available?
• Were the materials relevant to the needs of the
unit of study?
• Were there enough duplicate materials for the
number of students being taught?
• Were the reading/viewing/listening levels of
the materials appropriate to all students?
David Loertscher, Taxonomies of the School Library
Media Program
Using the Collection Map
• Identify target areas
• Identify key words, topics, etc.,
relevant to your curriculum map
• Examine MARC records for
key words
Using the Collection Map
• How many books do you
need to weed?
• How many books do you
need to add?
• Approximate cost of one
book?
– Reference
– General Collection
Using the Collection Map
• Build a budget to reflect your
collection map
• Advocate for your budget
request
– LMCAC
– Principal
– Faculty
– Other organizations
• SIC
• PTO
• District
• Community Organizations
Using the Collection Map
• Acquire resources
–
–
–
–
Curriculum map
Teacher requests
Student requests
Professional expertise
• Redo collection map
• Look at number of resources for a
lesson/unit/ topic
How you answer these
• How many students will be using
questions will determine how
these resources?
well your collection supports
• What is the average number of
your school’s instructional
usable resources per student?
program.
• What is the average age of these
resources?
Using the Collection Map
• Communication
–
–
–
–
–
–
LMCAC
Principal
Teachers
Parents
SIC
PTA
• Collection Development
• Budget
• Accountability
• Collaboration – aligning
your program with the
curriculum
How well does your collection
support the curriculum?
•
•
•
•
Collection Map
Teacher Requests
Student Requests
Other Library Statistics
How does your collection support
the curriculum?
• Circulation statistics
Students: 31 books per week
– Check-out circulation
Faculty: 20 books per week
– In-house circulation
• Number of curriculum requests met with
– Print resources
– Internet/web-based
resources
– Subscription databases
How does your collection support
the curriculum?
• Number of teacher requests
– Met as presented
– Met with modification
– Not met
• Number of student requests
– Met as presented
– Met with modification
– Not met
Building Your Budget
Budget Request
• Recommend 1 book per student for major curricular
topics (e.g., World War I, Civil War, Reconstruction,
Habitats).
• Recommended circulation average is one book per
student per circulation period.
• Review your curriculum AND collection maps.
• Identify areas that you will target for collection
development.
• Identify what resources you need to add.
• Build your budget.
Budget Request
• How do you determine which resources to
purchase?
– Professional expertise
– Requests from teachers and students
– Teacher survey
– Peer (LMS) recommendations
– Book selection guides; review sources
Anywhere Elementary School
Budget Proposal for 20__-20__
Budget Line Item
Purchased Services
Account Number
Requested Budgeted for
Unit Price Extension for 20__-20__
20__-20__
Justification
Follett/Destiny Tech Support
Photocopier Service Contract
Database Subscription
Account Number
Equipment Repair
Professional Development
Account Number
Supplies
Account Number
General Library Supplies
Hardware and equipment suppllies
Equipment and Misc. Hardware
Books
Account Number
Fiction (No. of titles)
Non-fiction (No. of titles broken down by
Dewey Decimal Category, e.g., 300s,
400s, 900s)
Periodicals
Account Number
Grand Total
% of change
"Of all the expenditures that
influence a school’s
effectiveness...the levels of
expenditures for library and
media services have the
highest correlation with
student achievement."
—William Bainbridge, President/CEO of School Match June, 1998
http://www.msjhs.org/libraryplan/fusdlp.html
Martha Alewine
Consultant,
School Library Media Services
864-229-4230
[email protected]
http://martha.alewine.googlepages.com