Transcript Sarah Bourgeois - McDaniel College

Sarah Bourgeois
This portfolio was designed to match the AASL Standards
and to meet the four roles of a Media Specialist.
Within this portfolio, you will
find selected s that show my
attainment of the four roles of
the Media Specialist
Table of Contents
Introduction
Resume
(1) use of information and
ideas
(2) teaching and learning
(3) collaboration and
leadership
(4) program administration
Introduction
MISSION
The mission of the media program is to enable
students and staff to effectively evaluate and use
ideas and information to increase student curiosity
and achievement beyond the school walls.
VISION
The vision of the Media Center is to provide equitable
access to resources so that all students can become
skilful producers and consumers of information. The
Media Center will empower students to become
ethical and independent life-long learners in a
competitive, technological world. The Media Center
environment will be student-friendly and encourage
students to read for fun. The Media Center will also
be a support for staff by providing professional
development using best practices in instruction and
collaboration opportunities to support both student
literacy skills and content knowledge, leading to
improved performance.
Sarah Bourgeois’ Portfolio
Standard 1 - Inquire, think critically, and gain knowledge
1.1. Efficient and ethical information-seeking behavior
1.2 Literacy and reading
1.3 Access to information
1.4 Stimulating Learning Environment
Standard 2 - Teaching and Learning
2.1 Knowledge of learners and learning
2.2 Effective and knowledgeable teacher
2.3 Information literacy curriculum
Standard 3 - Collaboration and Leadership
3.1 Connection with library community
3.2 Instructional partner
3.3 Educational leader
Standard 4 - Program Administration
4.1 Managing Info. Resources: Selecting, Organizing, Using
4.2 Managing Program Resources: Human, Financial, Physical
4.3 Comprehensive and collaborative strategic planning
and assessment
Standard 1
Standard 2
Standard 3
Standard 4
Standard One
Use of Information and Ideas: Click on the link to see the
s and reflections that relate to the objectives.
• Efficient and Ethical Information-Seeking Behavior
• Literacy and Reading
• Access to Information
• Stimulating Learning Environment
Efficient and Ethical Information-Seeking
Behavior
• Internet Plagiarism- handout for teachers
• Research Paper Guidelines
• Creation of an online internet checklist
(used surveymonkey)
• Helped create WJ Honor Pledge
Reflection
Back
Reflection
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Reflection pt 2
The artifacts, including the copyright handout for teachers,
online student form for Bibliography reliability and WJ’s Academic
Integrity Code show a commitment to modeling legal and ethical
practices in the student use of information. They not only help
prevent issues by teaching students about citation and what
constitutes cheating, but also inform teachers how to help their
students recognize plagiarism and help the students to cite the
ideas of others.
The key with maintaining academic integrity and teaching
students to cite their sources is to be proactive. This way we are
teaching a skill that accompanies the teaching of content instead of
setting up “gothcha” moments once we catch students plagiarizing
or copying another’s work. To be proactive, I would inform teachers
about plagiarism: what it is, who does it, why they do it, how to
avoid it, how to determine if students have plagiarized, and what to
do when it happens. To my surprise, teachers also didn’t know how
easy it was for students to copy work or the resources they had
available to combat it. This led me to making the handout including
copyright information for teachers titled “Internet Plagiarism”, will
help teachers understand the answers to the questions above as
well as be aware of sites that can help them see how much of the
students’ assignment is in the student’s own voice.
Reflection part 2 of3
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Reflection pt 3
I can envision teachers using the section on the worksheet about
www.turnitin.com. Teachers could request students had in an
ungraded assignment electronically and then run it through the
website. Then, the teacher could print off the sheet that will highlight
the sites the student got the information from. With this information,
the teacher can have the students practice citing those sites. An
added benefit of this assignment is that it would give students and
teachers a sense of how much of their synthesizing is in their own
words.
In order to teach students to cite sources both teachers and
Media Specialists can work collaboratively to scaffold the students’
understanding. Using the Bibliography Reliability Survey, students
can be given an article that relates to content and discuss the
importance of the citation, including credibility, currency, relevancy
and accuracy of sources used. At this point, the teacher can discuss
the Code of Academic Integrity set forth by WJ and discuss why it’s
important to cite sources. At a later time, the Media Specialist can
require students to find their own article that relates to course
content and require students to properly cite it. The last assignment
will make the student find their own article that matches all criteria
including content, credibility, currency, relevancy and accuracy of
sources used and an accurate citation.
Reflection part 3 of3
Back
The teaching of legal and ethical practices begins with
defining ethical use of information. In 2005, I took part in the
Academic Integrity Committee to address an issue that had
become a problem at Walter Johnson; the culture of cheating. We
had to determine what policy we wanted to uphold in our school by
defining what we considered an academic integrity violation. We
also had to work with the administration to determine the
consequences that would be used in such situations. We
researched the policies of other schools including colleges and the
Josephson Institute of Ethics and created the Academic Integrity
Code that is now located in the student booklet of forms which is
distributed on the first day of school. Students and parents must
sign the form stating they are aware of the policy and return it to
school.
When discussing the Code of Academic Integrity with
students, I realized that I overestimated the degree to which they
knew they were copying work in an unethical way. I assumed
students knew what cheating was and chose to do it because it
was easier. With this knowledge, the next step I could see taking in
this endeavor is to have students make a video of things that count
as cheating and ways they can appropriately use copyrighted
information. I could make an informative and funny video that
would use our mascots to show students examples of cheating.
We could play it on the morning announcements and during the
freshman orientation in the Media Center.
Literacy and Reading
• Reading promotion for Rock N Roll
Reflection
Reflection
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Reflection pt 2
The Walter Johnson community has great parent
involvement, mostly highly-motivated students, dynamic teachers,
and forward–thinking administrators. The principal is very
supportive of the media program and is aware of the real roles that
a media specialist has including teacher, instructional partner,
information specialist, and program administrator. With this
knowledge, I plan to promote reading by working with
administration, students, teachers and the community.
The research of Kenney and Barak (2006) showed that nearly
16% of teens never visit their school libraries. This statistic is
maintained even though many students have to visit the library
with a class. I believe that more students use the library at Walter
Johnson than the study finds because our students are often
brought in by their teachers during class. The area that our school
needs to encourage reading the most is amongst boys. Research
shows that boys read less. This was seen in the Walter Johnson
book club where there was one boy and nine girls. The boy
dropped out after the book choices were Twilight and the Jane
Austin books! But, disparity of boy readers can be changed.
The goal of the reading promotion flier is to encourage
young adults to read for pleasure. This is even a challenge in a
school like Walter Johnson because students already have a lot of
mandatory reading, especially in the higher level classes. The
pressure of a tough workload seems to cause students to stop
reading for pleasure.
Reflection part 2 of 2
Back
The other piece of the flier to note is the fact that it is not
just a list of books, but includes websites, movies and computer
software that relate to the topic. This is important because boys
tend to be more kinesthetic in their learning.
The theme of my fliers is Rock N’ Roll. With Guitar Hero
being so popular now, I would post the fliers relating to topics
that boys would be interested in, like music. I would also post the
fliers in places sure to catch a boy’s attention like the boys’
bathroom and not just in the library. Not only do we need to
encourage boys to read, but we need to include what they like to
read into the collection. We aren’t going to change what they like
to read, so they should read what they enjoy (Sullivan, 2004).
I can more opportunities beyond using the fliers which
involve attractive displays and book talking the materials while
working with teachers to weave such resources into their
teaching of the curriculum. Lastly, we will use technology to
promote the resources and use circulation statistics to see if
more boys are reading.
References
Kenney, B. and Barack, L. (2006). Libraries Loosing Teens. School
Library Journal. 1, Retrieved July 1, 2008, from
http://www.schoollibraryjournal.com/article/CA6296513.html.
Sullivan, M. (2004). Why Johnny Won't Read. School Library Journal,
8, Retrieved July 1, 2008, from
http://www.schoollibraryjournal.com/article/CA439816.html?q=hi
gh+school%2C+reading+habits.
Access to Information
• Airing an orientation video that gets
students acquainted with what is in the
Media Center.
Reflection
Reflection
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Reflection pt 2
With Walter Johnson High School being under construction,
it is hard enough to find the library let alone the resources within in.
Because of this, I created a video that shows the location of all
resources that are in the Media Center by having the school
mascots using resources in the Media Center. I also included
pictures of the mascots using features to the library that even upper
classmen aren’t aware of, like where you can access information on
citing sources. The video also lets teachers know that you can
watch the announcements and videos in the library. This way,
teachers don’t feel restricted in bringing a class down during a
period when announcements are run.
When beginning this endeavor, I didn’t take into
consideration the big picture on how to use the video within a
classroom setting. As a Media Specialist, I would work with the
English teachers to create a freshman orientation in which students
would learn how they can access resources not only in the Media
Center but from home. Afterwards, I would have students practice
using a variety of resources including videos, books (non-fiction,
fiction). Students, along with the people in their group, would work
to figure out where the items go back in the library. However,
instead of actually shelving the items, students would place items
on shelves located in front of each sections.
Additionally, the video would provide a method of review for
returning students, and even provide helpful guidance to returning
and new staff members. To access the rest of the students and
staff in the school, I would simply play the video at the end of the
morning announcements so that they could see many of the uses
and locations of things.
Reflection part 2 of 3
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Reflection pt 3
This will be a review for most students because of coming to
the library for class or in their free time. This video is just one
component of encouraging the WJ community to use the library’s
resources. I would also play this video while hosting staff
orientation during the first week of professional days. Tables would
be set up with books that match the topics of each department,
including ESOL and Special Education. This would allow for
conversation with them about new resources they would like for
me to purchase. I can also come armed with a list of suggested
titles and be ready to collaborate. I would play the video on loop
without the sound in the Media Center during this breakfast.
To meet the needs of the greater community, I envision
running orientation sessions during Back to School Night. In
addition to content-support tables I would have a table on graphic
novels and AP review materials as well as computers set up with
different resources on them, including websites labeled based on
classes that tend to use them for projects, for example the AP
Psychology classes tend to use Proquest. If available, I will also
put sample project requirements by those computers displayed in
plastic displays that stand up. Lastly, I would include student
sample final projects to show the product that comes from the use
of the site.
The most important access that I would work on with the
parents is in encouraging active use of edline. I would post books
that are new to the library, including the Black Eyed Susan Books
with a short synopsis per book. I would advertise the Book Club as
well as any projects that are being done in the library.
Reflection part 3 of3
If we get any new resources, I will also showcase them and some ideas on how to
use them by emailing the community.
The multi-layered approach allows for me to access the different members of
our educational community by teaching all students, staff and community members
about what the library has to offer. This fits in with my philosophy to ensure that all
members have equal access to information.
Back
Stimulating Learning Environment
• Media Center Design
Reflection
Reflection
Back
Reflection pt 2
Some aspects of our library at Walter Johnson are already
conducive to maximize use of the library. It is well located in the
building; near to classrooms a computer lab, and a TV studio. One
ideal change would be if there was a teacher workroom nearby.
Since there isn’t, it is important for the Media Specialist to make
use of the meeting rooms so that staff members are encouraged to
use the center and will see resources even if they aren’t there to
seek them out. It is also nice that it is on an outside wall so that
there is an easy delivery system for after-hours materials like the
newspaper. In order to get ideas for the ideal internal set up, I
visited three schools, Churchill, Richard Montgomery and
Northwest, to create my ideal Media Center Design Artifact.
One thing that I learned from this project is that although
exciting to plan an ideal Media Center you are often confined by
other requirements of the builder or by finances. So, many of the
ideas that I pulled from the libraries were things that seemed
feasible with a limited budget. I realized that creating space to
allow for multiple activities to happen simultaneously was
important to Media Specialists and teachers alike. My floor plan
includes sections devoted to quiet and comfortable reading as well
as two classroom areas with one class that can use the computers.
I also included access to a TV studio, a teacher workroom that is
separate and stocked with teacher resources like curriculum
binders, and a game room.
One benefit to discussing the floor plan with current Media
Specialists was that they were able to explain their greatest
challenges with their layout.
Reflection part 2 of 2
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This allowed me to think about how I would handle the same
issues. Some of the challenges included not having great visibility
in all areas of the library. To fix this, large mirrors were affixed to the
ceiling. The other challenged experienced was having bookshelves
that are too high for students to pull resources off of. The way that
this could be fixed is by using those shelves as display areas for
student work and increased signage.
There were many ideas that Media Specialists had that I
would implement in my library because they increase students,
teachers, and community members to use the library recreationally,
while working on projects, to hold meetings and class lessons, as
well as for computer use. I liked the idea of placing some magazines
down on the table instead of having all of the magazines catalogued
and on shelves because this would lead to more students thumbing
through them. One great idea was to promote the library outside of
the library. This was done with Read Posters, recommended reading
lists in the bathrooms, and displays in cases outside the library. In
addition, I liked the curricular connections made at Richard
Montgomery as seen in the vocabulary on the walls. This not only
shows students that the information they learn in class is still
relevant when they leave, but it also shows collaboration between
Media Specialist and teachers from varying departments.
The floor plan meets with my philosophy because it allows
for the library to be an active environment where students and
teachers can come for quiet work as well as work in groups. All
students have access because the facility is open before and after
school as well as at lunch. I would also be available during those
times so that I can help answer their questions so that all students
can succeed.
Standard Two
Teaching and Learning: Click on the link to see the
s and reflections that relate to the objectives.
• Knowledge of Learners and Learning
• Effective and Knowledgeable Teacher
• Information Literacy Curriculum
Knowledge of Learners and Learning
• Use equitable calling strategies like spinners
and grouping strategies like paint swatches in
order to have more and varied participation.
• Interactive components
– Powerpoints on the promethean
• Boys like graphic novels
– Action plan
– Suggested reading
• Reaching Reluctant Learners While Staying Onstandard
Effective and Knowledgeable Teacher
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Co-planning lessons
– New African American history course
• Field trips
– Blacks in Wax Museum and the Reginald F. Lewis Museum
• Authentic Learning- students create their own museum
– NSL Government
• Unit 6 Foreign Policy Project
• Lessons on Iraq and the changing direction of US foreign policy
Use of Edline to communicate with students and parents
– Book club – how to make an avatar
– Library Action Committee updates
– Put up a newsletter of what’s going on in the library, who used the
library, major units going on, new library tip or trend of the week.
Use planning guide
Lessons with Graphic Novels
Authentic Learning: Field Trips
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Information Literacy Curriculum
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Give teachers annotated lists of sites helpful to their
curriculum.
Pathfinders that Used the Big 6
Taught moviemaker to at-risk students- Election project
Judged National History Day
Ran the annual AP Psychology Fair
Share new materials and book lists with staff
Give staff development sessions at department
meetings
Email administration and department chairs when
resources come in so they can pass along to the staff.
Work with students on text features, note taking, and
Graphic Organizers with key words.
I have trained new to NSL teachers on collaborating
with librarians on the unit 6 foreign policy project and
taught them the major literacy skills that need to be
addressed.
Train students and staff on toondoo
Standard Three
Collaboration and Leadership: Click on the link to see the
s and reflections that relate to the objectives.
• Connection with the Library Community
• Instructional Partner
• Educational Leader
Connection with the Library Community
• Link to public library from website
• Use of interlibrary loan to have more access to
diverse resources
– especially for book club and non-curriculum interests
• Attend collection development meetings, vertical
articulation
• Membership to associations- AASL, MCEMSA,
DIGGO, etc.
• Subscribe to journals
Instructional Partner
• A member of instructional council
• Committees
– academic integrity at WJ
• Keep data and keep ideas on ways to present material to share
with other librarians.
• Write articles for journals
• Collaborate with other librarians.
– Laura Brown at Wheaton High School
• In the future train new librarians as I have taken on student
teachers.
• Share at conferences.
– MICCA- 2003, 2009
– NCSS- 2004
• Attend Conferences – MASL 2008
Educational Leader
• Diversity can be seen in the selection of resources.
Example Lesson
• Web 2.0- wikis that only they can access,
voicethread, video, “box and save”.
• Partner with a teacher on action research project on
assessing content and literacy skills.
• Discuss current issues and supports the library can
offer at instructional council.
• New teacher orientation video
Voicethread
Back
Standard Four
Program Administration: Click on the link to see the
s and reflections that relate to the objectives.
• Managing Information Resources: Selecting, Organizing, Using
• Managing Program Resources: Human, Financial, Physical
• Comprehensive and Collaborative Strategic Planning and
Assessment
Managing Information Resources:
Selecting, Organizing, Using
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Use of professional selection tools
Trained on FMS system, iProcurement
Use of award lists
Post in library: 1st amendment rights, copyright laws, charts
with the Dewey decimal system with maps on the shelves, nonprint posters that talk about computer usage and ethics.
Look at statistics to see the balance of the collection.
Survey students and staff on effectiveness
Adhere to selection criteria
Use data about the school and community to make decisions
Collection evaluation
Personality Influences Book Order
Back
Managing Program Resources: Human,
Financial, Physical
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Human
– Hold regular meetings with staff
• Handbook of policies and procedures
– Have staff work within their strengths but
comfortable with all jobs
Financial
– Grant- voicethreads.
– Ask pta for funds for a project.
– Café fundraiser.
– New donated books.
– Keep a notebook for each account, keep track of
allocation through excel.
– Keep copies of receipts/orders and a
consideration file on excel for future purchase
desires.
• High school
• Elementary school
– Advocate by filling out justification report
Managing Program Resources:
Human, Financial, Physical
• Physical
– Weed collection regularly
– Pay attention to curriculum changes & new courses
– Monitor circulation statistics along with statistics about age and
number of books per Dewey section.
– When there is a section lacking, make recommendations.
– Keep a notebook with annual reports, state reports, other
requested data and my own data collected.
– Back area for work in groups, alcove, teaching space,
projection/monitors for group teaching with computers.
Back
Comprehensive and Collaborative Strategic
Planning and Assessment
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Collaborate with teachers on a lesson
Work with department for their needs,
talk with supervising admin when things are needed.
Present the data collected to justify desires.
Create a code with which Info Literacy things are covered by a
lesson for each pathfinder.
• Come up with a long term plan for the media center- what are the
needs.
– Now that I’ve collected the data, what do I need it for?
• Authentic assessment: Psychology Fair
• Use the activotes on the promethean board to assess learning