mccormick elementary media center long range plan...

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Marion County School District

McCormick Elementary Media Center Long Range Plan Draft

School Year(s): 2014-2015

Media Specialist: W. Clay White School: McCormick Elementary School

1) Mission Statement:

The mission of the McCormick Elementary School Library Media Program is to ensure that students and staff have access to relevant information and resources.

This mission is accomplished by:

• Securing and making available relevant technology, books, and other learning resources in various formats.

• Providing relevant instruction based on SC Curriculum & Common Core Standards.

• Working collaboratively with other educators, parents, and the community to plan relevant instructional activities, secure relevant resources, and support to meet the needs of individual students (Information Power:

Guidelines for School Library Media Programs, 1998)

2) Clear Understanding of the School Community:

Description of School Environment (History)-

According to principal Martina Rush, McCormick Elementary School (SC Annual Report Card 2012/2014) is a community school with strong parental, business, community and faith-based partnerships. The school houses approximately 363 students in grades third to fifth grades. According to Mrs. Rush, McCormick Elementary School continues to set high expectations for all students. During the 2013-2014 school year we made progress towards accomplishing our goals of improving student achievement by providing quality learning experiences in an environment conducive to teaching and learning. Our school was named a Palmetto Silver Award School for the 2013-2014 school year by the State Department of Education for general performance on the PASS

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Assessment! The commitment of teachers and staff can be attributed to the achievements made at McCormick Elementary School with the help of home and the community. Teacher collaboration, in addition to instructional changes based on data analysis, helped students achieve at the levels they met. We fully implemented the Common Core State Standards in English Language Arts and Mathematics. This meant that it was a year of teachers learning how to help students succeed with the knowledge and skills that were necessary for them at each grade level. Professional learning communities provided teachers with the opportunity to devise lesson plans and tailor the instruction based on data to help meet the individual needs of all students. Ongoing professional development was provided in Balanced Literacy. This training included model lessons, observations by the consultant, collaboration with district curriculum facilitators, coaching, constructive feedback and progress monitoring. Intensive small-group instruction was provided to students performing significantly below grade level during the regular instructional day, after-school and during Saturday school. The academic success of our students was awarded often through incentives, programs and field trips. Our PBIS committee and PTO recognized students for positive behaviors on a daily, weekly, monthly, and quarterly basis. Third grade students participated in a field trip to Myrtle Beach, South Carolina while our fourth and fifth grade students participated in an overnight trip to Charleston, SC. Twenty-six students were inducted into the National Elementary Honor Society while two of our students were recognized as school winners in the MESA Science Contest. Achievements at McCormick Elementary School were not only the result of a committed faculty and staff, but also an active PTO, the SIC, involved parents, faithful volunteers, and generous business, faith-based and community partners. Community members met with some of our students each week and provided mentoring through our boys club. Churches, businesses and individual donors faithfully donated time, money, and resources for the success of our school. McCormick Elementary School will continue to set high expectations for students while establishing and maintaining partnerships to best support the needs of our students. We look forward to another year of growing as evidenced by our daily commitment to each student. Martina Y. Rush, Principal & Robert Graham SIC Chair (SC Annual Report Card, 2014)

Instructional Program-

McCormick Elementary School houses grades Third through Fifth Grade.

The average class sizes are the following: Gr. 3, 25; and Gr. 3, 25, and Grade 5, 25.

A Half-day media specialist serves as library manager of the McCormick

Elementary Library program, which aims to operate as the heart of the instructional

community. Additionally, the media specialist at McCormick Elementary strives to serve

as an information specialist, technology consultant, teacher, and instructional partner to

teachers at Carver-Lyon Elementary School. The library media program operates on both

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a fixed/flexible library schedule: Flexible library times slots are available mornings

8:00am to 11:00 am and Fixed library classes from 11:30 am to 2:20pm.

Additional Related Arts School Programs-

Library is considered related arts at McCormick Elementary School along with Art, Music, Physical Education, and computer lab.

McCormick Elementary Library Collection Development Weeding

Guidelines/Policy:

A. Criteria for the Weeding of McCormick Elementary School’s Library Media Center

Materials

This listing of criteria for the discarding of McCormick Elementary School’s

library media center materials is given as a practical guide for weeding the McCormick

Elementary school library media center collection.

Number of Books Standard Requirements:

• Ten books per students or 1,500 books, whichever is greater, are required.

• Books on order but no delivered may be included in the count.

• Books on CD-ROM, books on tape, and e-books may also be counted.

• No more than 5 copies of a title may be included in the count.

• Sets of books such as encyclopedias may only be counted as one title.

FOR PRINT ITEMS:

1. Weeding print items based on physical appearance -- Discard items:

a. That are worn out and cannot be repaired.

b. That are mutilated beyond use.

c. That have an antiquated appearance which discourages readers. (Exception: out-of-

print volumes of need or value.)

2. Weeding print items based on out-datedness -- Discard:

a. General guidelines

• Basic information is out-of-date.

• Basic information is incorrect.

• Content has been updated with newer editions.

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• Illustrative material is outdated.

• Inappropriate terminology/Illustrations for elementary students.

b. Weeding specific classes of books (maximum age of materials)-based on current

calendar year

• Encyclopedia sets – five years.

• Almanacs -- five years.

• Directories -- five years.

• Biographical sources -- see "General guidelines" above.

• Dictionaries -- ten years.

• Atlases -- 7 years.

• Fiction titles not listed in standard sources and which have not been checked out

for three years.

• Science (500s to 600s)-7 years

• Geography (900s)-7 years

• Old editions of classics whose antiquated format discourages readers.

3. Weeding based on change -- Reassignment:

a. Course content has changed.

b. Material is no longer required reading.

c. Course is no longer offered.

d. Material is no longer in heavy demand and few copies are necessary.

e. Grade levels have changed.

B. Box the discarded books and label clearly "Library Books for Discard." A work order

stating the number of boxes and their location for pick up should be completed

FOR NON-PRINT ITEMS:

Ask teaching staff to assist in evaluating the condition and continued usefulness of non-

print materials. Note, which are checked out.

1. Discard all filmstrips, kits, phonograph records, study prints, and computer

software, which have not been used in the past year.

2. If only one or two teachers are still using materials in these formats, invite them to

take the materials to their rooms. Discard from the automated system first.

3. Discard all weeded non-print materials from the automated system.

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5. Library Media Center Budget: Based upon prior year collection analysis/assessment, a portion of book

funds will be used to update/acquire relevant new reference resources for our limited reference books areas. Additional book funds will be use to expand the equally small fiction book area (See attached Title Wave Collection Analysis Report/Appendix Section ). Although, various relevant reference sources are available online, students still need instruction on the effective use of relevant print reference resources such as encyclopedias, dictionaries, thesaurus, atlas, biographical dictionary, etc.

Additionally, there is a need to purchase relevant up-to-date high interest print

and e-books to aid in listening comprehension skill development as well as literature appreciation.

6) Media Center Management: Policy & Procedures Handbook

McCormick Elementary Library Media Center

Policy and Procedure Manual

A.

Purpose

B.

Mission

C.

Marion County School

District Mission

D.

Vision

E.

Belief

Statements

F.

Goals

G.

Hours

H.

Student

I.

Staff

J.

Volunteers

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Expectations- Conduct

K.

Circulation

L.

Teacher

Circulation

M.

Overdue/Lost/Damaged

Books

N.

Television

Viewing

Policy

O.

Copyright

P.

Programs/

Services

Q.

Collection

Development

R.

Media Advisory

Committee

S.

United

Streaming

Programming

T.

Classes -

Scheduling

Purpose of the Policy and Procedure Guide

The purpose of the policy and procedures manual is to provide the users

of McCormick Elementary Media Center with a guide for the operation of

the school library media program. The manual will be updated as

changes are made in the library media center.

Mission Statement

The mission of the McCormick Elementary School Library Media Program is to ensure that students and staff have access to relevant information and resources.

This mission is accomplished by:

• Securing and making available relevant technology, books, and other learning resources in various formats.

• Providing relevant instruction based on SC Curriculum & Common Core Standards.

• Working collaboratively with other educators, parents, and the community to plan

relevant instructional activities, secure relevant resources, and support to meet the

needs of individual students (Information Power: Guidelines for School Library

Media Programs, 1998)

Marion County School District’s Mission

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The mission of Marion County School District, in

partnership with its proud community, is to empower all

students to become responsible, productive citizens

through ensuring the highest quality learning experience, a

highly trained and dedicated staff, excellent facilities, and

innovative technologies in a caring and nurturing

environment.

Vision Statement

McCormick Elementary School library media center will strive to become

an interactive resource center for students and staff to support learning

and literacy achievement on local, state, and national levels. Through

collaborative efforts of faculty, staff, parents, and community we will help

students become life-long readers and users of information.

Belief Statements

1. The school library media center is a resource that supplements and

compliments the educational program of the school through the

interaction of professional personnel and other members of the learning community.

2. The library media center provides a wide range of materials on all

levels of difficulty addressing different points of view.

3. The library media center should provide an atmosphere in which all

students can attain necessary skills and information.

4. The library media center should foster an environment of lifelong

learning.

5. The library media center should offer assistance to students to

achieve their highest potential.

6. The library media center supports the core curriculum through the

interaction of personnel, providing a variety of resources, and

offering education on the use of the library media center.

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The overall purpose of the library media center is to ensure that all library

patrons are effective users of information and ideas.

Long Range Goals

1. To provide those services to students, faculty, and staff that will

enhance the instructional program within the school.

2. To provide instructional materials that will stimulate growth in factual

knowledge, literary appreciation, ethical standards, and aesthetic

and moral values.

3. To provide information that will enable students to make intelligent,

informed decisions in their daily lives.

4. To provide technology options for all students to make intelligent,

informed decisions in their daily lives.

5. To provide material on various view points of controversial issues so

students, with guidance may develop skills necessary for critical

reading, thinking, listening, and decision making.

6. To provide materials representative of many religious, ethnic and

cultural groups and their contributions to our mutual heritage. 7. To promote information literacy.

Library Media Center Hours of Operation

The media center is open and a media assistant and/or media specialist is available generally from 7:15am – 3:30pm, Monday through Friday on

Marion CountySchool District One’s academic calendar days.

Library Media Center Overall Conduct Policy

McCormick Media Center has adopted the school-wide PBIS model and

library expectations can be summarize as follows (See PBIS media center

charts/etc in appendix section):

Students are expected to:

• Follow established rules.

• Respect adult authority

• Demonstrate respect for self, others and the property of others

• Use quiet voices when in the media center

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• Follow the established (AUP) Internet Policy

• Not disturb others working in the media center

• Walk at all times.

• Take responsibility for damaged materials when in their possession

Take responsibility for lost materials when in their possession

Staff Information

Full-time Library Media Specialist

Willie Clay White is the current Library Media Specialist at McCormick

Elementary School. Mr. White earned a Master’s Degree in Library and

Information Science at the University of South Carolina in 1997. He served as a classroom teacher for 10 years and has successfully served as an

elementary and middle school media specialist for eleven years in various

school districts in South Carolina.

Parent/Community Volunteer

REQUIREMENTS: One who comes into the school setting and assists the

teachers, staff, faculty, and does not necessarily interact with students

one-on-one. Volunteers are not considered substitutes for staff.

Duties performed by volunteers at Carver-Lyon Elementary School may

vary based upon the interests and abilities of the individual.

In the media center, volunteers may:

• Read books to students

• Circulating library materials

• Laminating materials

• Preparing bulletin board displays

• Preparing interest centers

• Making copies of needed materials

• Collecting library books from classrooms

• Distributing necessary equipment to classrooms

• Shelving materials

• Answering phones

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Circulation Desk Operation

The Media Volunteer or Media Specialist is responsible for circulating

materials.

Circulation Policies

Student Circulation

• Students in grades CD and K are to have a signed permission form

from their parents in order to check out books from the media

center • Students in grades CD-1 can check out one book

• Students in grades 2-5 can check out two books at a time • Books are to be checked out for a two week time period

• If a student has a book out, he/she may check out another book

but the maximum is two check outs • If a student has an overdue book, he/she may not check out a

book until that book is returned or paid for • Students are to submit their student ID number for check outs

• A student may renew a book only two times

• Magazines may not be checked out • Reference materials may be checked out for the period of one day

by staff only.

• Overdue notices will be sent out every Monday

• Fines will not be charged for overdue books

Teacher Circulation

• Teachers and paraprofessionals may check out books for as long as

needed period (unless material is requested by another staff).

• Equipment check out times vary:

Digital cameras are checked out for as long as needed

period (unless material is requested by another staff).

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VCRs may be checked out for one day

Laptop computers may be checked out for as long as

needed period (unless material is requested by another staff).

Overhead projectors (that are not classroom assigned) may

be checked out for 1 day.

Video camera may be checked out for one day

• Teachers may check out periodicals for the period of one week

Overdue/Lost Books/Damaged Books

Overdue notices will be sent out at the end of every quarter. No fines will

be imposed for overdue books.

Lost/Damaged Books

For lost or damaged books, the guidelines are as follows:

Damaged Pages:

Writing on pages…………….$0.10 per page

Torn pages……………………..$0.15 per page Missing page …………………..Price of Book

Crayon/Ink blotted pages..$1.00 per page Food/Drink spills……………….$1.00 per page or price of book (to be

determined by media specialist)

Cover Broken back or cover……….$1.00 up to price of book (to be

determined by media specialist) Cover missing……………………Price of book

Writing on cover ………………$0.25

Damaged barcode…………….$0.50

Water damage ……………………..Price of book

Lost book(s) – Full charge plus $1.00 for processing fees

**At no time will a student be charged more than the cost of

replacing the book.

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***Report cards will not be sent home at the end of the year unless all charges have been paid.

Students withdrawing while owing money for lost or damaged books,

should have the amount owed and the name of the item written on the withdrawal slip. No records will be forwarded or report cards issued

until the account has been settled.

Television Viewing Policy

The policy for utilizing the classroom television to broadcast movies are:

1. The Principal, Curriculum Specialist, and/or Reading Consultant, and

the media specialist must approve the utilization of media center

school-wide television distribution system for classroom instruction.

2. A Video Use Request Form (See appendices) must be approved by

principal/CS/RC/Media Specialist before a non McCormick

Elementary Video is played using the School-wide Distribution

System.

Copyright Policy

The McCormick Elementary Media Center recognizes the importance of

the copyright law of the United States (Title 17, United States code) hereby

notifies all employees that a willful infringement of the law may result in

disciplinary action. In the case of a court action for damages, a finding of

willful infringement would preclude the school board paying any judgment rendered against the employee and paying any attorney’s fees

or costs which the employee would incur in conjunction with a lawsuit and

may render the employee liable to the school board for any damages

which the school board is liable to pay.

Any use or reproduction of copyrighted materials will be done either with

the written permission of the copyright holder or within the bounds of “fair

use” guidelines provided in the copyright act; otherwise, the individual

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responsibility for use or reproduction may be liable for infringing the

copyright under existing laws.

For more information on Copyright and Fair Use Refer to:

Copyright Law and Fair Use –

http://www-sul.stanford.edu/cpyright.html

Crash Course in Copyright -

http://www.utsystem.edu/ogc/intellectualproperty/cprtindx.htm#top

Copyright and Fair Use in the Classroom, on the Internet, and one the

World Wide Web -

http://www.umuc.edu/library/copy.html

Regent's Guide to Understanding Copyright and Fair Use -

http://www.usg.edu/admin/legal/copyright/

Library Media Programs Available:

• 72 Mini Laptop Computer Lab Center- available for classroom

check-out.

• Fixed/Flexible Scheduling: See media center program schedule

in the appendices area at the back of this document.

• Professional Reading Room-houses various professional literature for reading within the media center or for checkout.

• Daily Channel 5 Intra-school news network-broadcast relevant

school news/events throughout the school day.

• Morning Televised News Broadcast- a school based televised

news school operated by selected 3rd to fifth grade students.

Selected fourth grade students serve as stand-by alternates. The

live program starts each morning at 7:45a.m…and runs until

7:55a.m. The morning news show provides the following relevant school information: calendar information, local weather, school

lunch, student & faculty birthdays, word and quote of the day,

significant school news/events, a daily student pledge

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affirmation, and a daily interactive student exercise video to

promote physical fitness.

• Multiple Staff Laptop Computers-available for long-term

checkout for in school/home use. • The following are additional media center programs/services

• Accelerated Reader Computerized Reading Motivation

Program.

7. Collection Development Policy:

Collection Development:

The primary collection development goal for academic year 2014-2015 is to weed the entire collection of outdated materials, restructure, better organize the non-fiction collection, acquire attractive shelf labels for all collection areas, and purchase additional books for the reference, non-fiction (to replace out-dated sources), and fiction areas relevant to identified academic needs as outline by members of the McCormick Elementary Library Book (Unofficial) Advisory Committee (Various staff and students in grades Third to Fifth Grades, Reading Coaches, School Principal, Parent Volunteers, and Media Specialist). Note: Book Selection Information is based on relevant program data needs such as standard test score data, district academic benchmarks, Reading Interest Student Surveys, and SC Curriculum Standards identified deficiencies.

McCormick Elementary Media Center’s Collection Development Weeding

Guidelines/Policy:

A. Criteria for the Weeding of McCormick Elementary Media Center School Library

Media Center Materials

This listing of criteria for the discarding of Carver-Lyon school library media

center materials is given as a practical guide for weeding the Carver-Lyon school library

media center collection.

Number of Books Standard Requirements:

• Ten books per students or 1,500 books, whichever is greater, are required.

• Books on order but no delivered may be included in the count.

• Books on CD-ROM, books on tape, and e-books may also be counted.

• No more than 5 copies of a title may be included in the count.

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• Sets of books such as encyclopedias may only be counted as one title.

FOR PRINT ITEMS:

1. Weeding print items based on physical appearance -- Discard items:

a. That are worn out and cannot be repaired.

b. That are mutilated beyond use.

c. That have an antiquated appearance which discourages readers. (Exception: out-of-

print volumes of need or value.)

2. Weeding print items based on out-datedness -- Discard:

a. General guidelines

• Basic information is out-of-date.

• Basic information is incorrect.

• Content has been updated with newer editions.

• Illustrative material is outdated.

• Inappropriate terminology/Illustrations for elementary students.

b. Weeding specific classes of books (maximum age of materials)-based on current

calendar year

• Encyclopedia sets – five years.

• Almanacs -- five years.

• Directories -- five years.

• Biographical sources -- see "General guidelines" above.

• Dictionaries -- ten years.

• Atlases -- 7 years.

• Fiction titles not listed in standard sources and which have not been checked out

for three years.

• Science (500s to 600s)-7 years

• Geography (900s)-7 years

• Old editions of classics whose antiquated format discourages readers.

3. Weeding based on change -- Reassignment:

a. Course content has changed.

b. Material is no longer required reading.

c. Course is no longer offered.

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d. Material is no longer in heavy demand and few copies are necessary.

e. Grade levels have changed.

B. Box the discarded books and label clearly "Library Books for Discard." A work order

stating the number of boxes and their location for pick up should be completed

FOR NON-PRINT ITEMS:

Ask teaching staff to assist in evaluating the condition and continued usefulness of non-

print materials. Note, which are checked out.

4. Discard all filmstrips, kits, phonograph records, study prints, and computer

software, which have not been used in the past year.

5. If only one or two teachers are still using materials in these formats, invite them to

take the materials to their rooms. Discard from the automated system first.

6. Discard all weeded non-print materials from the automated system.

Media Advisory Committee

Unless, otherwise authorized by the school principal, A media center

advisory committee will be officially formed at the beginning of each year (starting next academic school year) utilizing the current grade level

and/or departmental staff member from each level and department. The

committee also consists of at least 1 parent volunteer. Additionally, the

principal serves on this advisory committee. The committee discusses

materials needed to best support the curriculum. In addition, the committee exists to A Media Center Advisory provide grade-level feedback, support,

and input concerning media center programming services and resource needs relevant to

student and staff users.

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United Streaming Programming:

Classes and Scheduling

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Appendices: (Attachments)

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The over-all long-range goal of Carver-Lyon library media program to prepare

information literate students who can demonstrate that they are:

• Avid readers

• Critical thinkers

• Creative thinkers

• Interested learners

• Organized investigators

• Effective communicators

• Responsible information users

• Skilled users of technology

• Capable evaluators of information

GRADES Pre-K-2

Focus Areas The learners will:

• be exposed to a wide variety of resources (print, non-print, electronic)

• develop personal tastes through guided practice

• contrast and compare authors, illustrators, genres, and styles

• identify similarities and differences as related to their environments and personal experiences

• use simple research models to acquire information

• share information and activities in a variety of formats (print, graphical, audio, video, multimedia) to extend content of resources used

Pre-K/ Kindergarten Objectives:

I. The student will demonstrate competence in recognizing when information is

needed:

A. find books they can read

B. recall content of a story

C. identify the cover and spine of a book

D. listen to stories of various types and lengths

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II. The student will demonstrate competence in recognizing how to retrieve and

evaluate information:

A. locate picture books

B. locate easy to read books

C. locate animal books

D. identify and use children's periodicals

E. alphabetize by the first letter

F. identify the work of the author and the illustrator

III. The student will demonstrate competence in recognizing how to use information

effectively:

A. after listening to or reading a story, identify a sequence of events of at

least three incidents

B. follow verbal instruction for equipment use

IV. The student will demonstrate effective communication of information through

oral, written, and electronic formats:

A. participate in and respond to oral language development experiences

including nursery rhymes, finger plays, wordless picture books, poetry,

and stories that rhyme

B. retell stories or information orally, pictorially or in writing

C. share literary selections with classmates

D. dramatize simple stories

E. develop listening skills through a variety of media

V. The student will exhibit respect and responsibility for information sources and

show consideration for other information users:

A. check out and return materials to the library media center

B. demonstrate proper care of materials including how to turn book pages

and use a bookmark

C. encourage students to obtain a public library borrower's card

VI. The student will identify and select materials from a variety of resources for

personal enjoyment and to foster life-long learning skills:

A. locate the library media center with minimal supervision

B. encourage participation in the public library and summer reading

programs

C. read, listen and view for enjoyment

D. visit area libraries

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Grades 1-2-3 Objectives:

I. The student will demonstrate competency in recognizing when information is

needed:

A. use pictures to gain and present information

II. The student will demonstrate competency in recognizing how to retrieve and


A. locate and identify basic reference materials as sources of information-

dictionary, encyclopedia, atlas, almanac, thesaurus

B. use the card and/or automated catalog to locate materials from which to

find information

C. locate and read a story from a different culture

D. distinguish between fact and fiction in materials either read, viewed, or

listened to

E. recognize main idea in stories that are read, listened to, or viewed

F. recognize sequence of events in stories that are read, listened to, or

viewed

G. recognize characters in stories that are read, listened to, or viewed

H. recognize emotional reactions and motives of story characters

I. draw conclusions from open ended stories

J. identify works of recognized illustrators of picture books

K. use appropriate search strategies to obtain information through

electronic

technology

III. The student will demonstrate competency in recognizing how to use information

effectively:

A. identify and use parts of a book to gather information for classroom

assignments-glossary, copyright, publisher, title page, table of contents,

index

B. use basic reference materials as sources of information-dictionary,

encyclopedia, atlas, almanac, thesaurus



A. present information gathered from Library Media Center resources

orally to a teacher, small group, and class

B. produce visuals such as charts, dioramas, maps, overhead

transparencies

C. interpret visuals such as charts, dioramas, maps, overhead

transparencies

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D. construct a simple map of the library media center

E. read a story to a younger child and parent/adult



A. check out and return all types of materials without assistance

B. demonstrate proper care of materials including electronic formats



A. locate the library media center and make visits independently and with

a class

B. demonstrate enjoyment of the library media center by reading,

listening, and

viewing for personal information

C. understand and read chapter books

D. understand the significance of the Caldecott Award

E. read, listen and view for enjoyment

F. visit area libraries

GRADES 3-5

Focus Areas The learners will:

• be exposed to a wide variety of resources (print, non-print, electronic)

• develop personal tastes through guided practice

• contrast and compare authors, illustrators, genres, and styles

• identify similarities and differences as related to their environments and personal experiences

• use simple research models to acquire information

• share information and activities in a variety of formats (print, graphical, audio, video, multimedia) to extend content of resources used

Grades 4-5 Objectives:

I. The student will demonstrate competence in recognizing when information is

needed:

A. when given a topic from a class assignment, identify different reference

sources and select the most appropriate source of information

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II. The student will demonstrate competence in recognizing how to retrieve and


A. understand and use subject headings/descriptors, authors' names, and

titles guide words and "see" and "see also" cross references when using

the card catalog

B. increase skill is use of subject headings/description especially in using

print an electronic indexes

C. use the call numbers to locate materials on the shelves

D. learn the arrangement of nonfiction materials on the shelves to

demonstrate

a basic understanding of the Dewey decimal classification system

E. define and locate biography books in the library media center

F. identify and discern between folk tales, myths, and tall tales

G. begin classifying materials by literary genre

H. draw implication and conclusions from materials viewed, read, or heard

I. understand the concept of indexing and using the subject index to

children's magazines or another indexing tool

J. use a telephone directory to locate information

III. The student will demonstrate competence in recognizing how to use information

effectively:

A. synthesize information on a given topic from more than one source and

more than one format

B. use dictionary for pronunciation

C. use a junior thesaurus

D. compile a bibliography on a given subject, author, and illustrator

E. identify and use parts of a book including appendix, bibliography,

glossary, copyright data, publisher, title page, table of contents and index



A. recognize the importance of expressing information in student's own

words with emphasis on rewriting that information in written format using

a word processing computer program

B. learn to interpret and present information in graphs, charts, and diagram

form using computer programs where possible

C. state the purposes for reading for information viewing for information,

and

listening for information

D. take notes from multi-media formats

E. read a story about a family whose culture is different from yours; note

the comparisons

F. present information in alternative formats

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A. demonstrate good citizenship habits for a library patron and school

citizen such as returning materials on time, careful use of materials,

respect for rights of others, and assisting younger students when needed

B. exhibit ethical use of information, respecting copyright restrictions, i.e.

plagiarism



A. demonstrate enjoyment of the library media center both as an

independent

patron and member of a class before during, and after school by reading

and

using unassigned materials during leisure time

B. locate and read fiction books on contemporary issues and/or survival

stories

C. understand concept of books in a series, both fiction and nonfiction,

locate and read examples

D. understand the significance of the Newbery Award and William Allen

White Children's Book Award

E. read at least two award winner and/or honor books

F. provide resources for the William Allen White Children's Book Award

program

G. develop an awareness of quality in materials including the classics of

literature and film

H. using the resources of the public library, locate information on items of

personal interest

I. read, listen and view for enjoyment

J. visit area libraries

25

Standard 1: The student who is information literate accesses information

efficiently and effectively.

GGrraaddee LLeevveell PPeerrffoorrmmaannccee IInnddiiccaattoorrss

Grades K By the end of Kindergarten students should:

Identify an author of a given book (Skills & Processes)

Identify an illustrator of a given book (Skills & Processes)

Identify the spine of a book (Skills & Processes)

Identify the spine label on a book (Skills & Processes)

Identify that E on the spine label refers to the Everybody

section and the other three letters are the first letters of

the author’s last name. (Skills & Processes)

Locate the Everybody section in the Library Media Center

(Skills & Processes)

Demonstrate how to read the shelves in the Everybody

section. (Skills & Processes)

Locate circulation desk in the Library Media Center


Information Literacy

Standard 2: The student who is information literate evaluates information

critically and competently.



After listening to a story read aloud from the Everybody

section, identify it as not true. (Skills & Processes)

Make predictions about the content of a text using prior

knowledge and text and graphic features.

Explain whether predictions about the content of a text

were confirmed or disconfirmed and why.

26

Restate main ideas and important facts from a text heard

or read.

Identify familiar forms of traditional literature (Mother

Goose rhymes, fairy tales, lullabies) read aloud.

Identify and predict recurring phrases (Once upon a time)

in traditional literature.


Standard 3: The student who is information literate uses information accurately

and creatively.



Read or skim (picture reading) borrowed books

independently.

Request borrowed books be read aloud to them.

Illustrate or discuss a main event, character, setting from

a story that is read to them

Identify the elements of plot, character, and setting in a

favorite story.

Draw pictures and/or use letters or phonetically spelled

words to tell a story.


words to give others information. For example,

Kindergartners draw pictures showing how they planted

daffodil bulb in the school garden and as a group, put the

pictures into chronological order.

Independent Learning

Standard 4: The student who is an independent learner is information literate and

pursues information related to personal interests.



Select a book from the Everybody section for borrowing.

27


Practice focused browsing and book selection. (Skills &

Processes)

After participating in author/illustrator studies (see

suggested authors below), will make book selections based

on their personal interests.

Borrow books from the Library Media Center as needed,

in addition to weekly book selection. (Skills & Processes)

Relate themes in works of fiction and nonfiction to

personal experience.



appreciates literature and other creative expressions of information.



Demonstrate good listening skills when listening to any

form of literature that is read aloud. (Skills & Processes)

Identify different interpretations of plot, setting and

character in the same work by different illustrators

(Alphabet, Nursery Rhymes, Counting Books, Folktales)

Identify differences among the common forms of

literature: poetry, prose, fiction, nonfiction (informational

and expository), and dramatic literature.

Identify a regular beat and similarities of sounds in words

in responding to rhythm and rhyme in poetry. For

example, students recognize and respond to the rhythm

and rhyme in Mother Goose nursery rhymes and in poems

by David McCord and John Ciardi.

Identify the senses implied in words appealing to the

senses in literature and spoken language. For example,

students respond to a poem read aloud and decide what

senses they use to understand images such as “The sky is

wrinkled.”

28

Create radio scripts, audiotapes, or videotapes for display

or transmission.For example, students make audio

recordings of poems in which each child reads an

alternating verse.



strives for excellence in information seeking and knowledge

generation.



Select books with a purpose. (Skills & Processes)

Social Responsibility

Standard 7: The student who contributes positively to the learning community and

to society is information literate and recognizes the importance of

information to a democratic society.



Select a book from the Library Media Center for

borrowing. (Skills & Processes)

Follow proper check-out procedures

Extend the library habit beyond the school and requests

books from the Public Library. (Skills & Processes)



to society is information literate and practices ethical behavior in

regard to information and information technology.



Care for the print materials borrowed from the Library

Media Center. (Skills & Processes)

29

Demonstrate appropriate use of hardware and software.

Understand due dates. (Skills & Processes)

Store borrowed books in a “special” place at home. (Skills

& Processes)



to society is information literate and participates effectively in groups

to pursue and generate information.



Demonstrate good listening skills during read alouds.


Practice focused browsing and book selection. (Skills &

Processes)

Follow agreed-upon rules for discussion (raising one’s

hand, waiting one’s turn, speaking one at a time).

.




Grade1 By the end of 1st grade students should:

Identify the author illustrator and title, of a book

Identify the spine of a book

Identify the spine label on a book


section and the three letters under the E represent the

author’s first three letters of her/his last name.

Identify that 398.2 on the spine label refers to the Fairytale

section and the three letters under the 398.2 represent the

first three letters of the last name of the person who has

30

retold the fairy tale.

Identify where the “easy readers” are located in the

Library Media Center.

Demonstrate understanding of the various features of

written English: identify the author and title of a book,

and use a table of contents.






Use the Little Three (PLAN, DO, REVIEW) for

information problem solving.

PLAN - What do we need to find out and where do we look?

DO - How will we present the information we find? (Write it,

tape it, draw a picture, and create a multimedia presentation?)

REVIEW - How well did we do and could we do it

better?

Identify familiar forms of traditional literature (Mother

Goose rhymes, fairy tales, lullabies) read aloud.

Identify and predict recurring phrases (Once upon a time)

in traditional literature.



and creatively.



Read or skim (picture reading) borrowed books

independently.

31



words to tell a story.


words to give others information. For example,

Kindergartners draw pictures showing how they planted

daffodil bulb in the school garden and as a group, put the

pictures into chronological order.

For imaginative/literary writing: Write or dictate research

questions.






Select a book from the Everybody section for borrowing.

Recognize alphabetical arrangement of Everybody books.

Locate an information book (nonfiction section).

Recognize numerical arrangement of nonfiction books.

Practice focused browsing and book selection.

Borrow books from the Library Media Center as needed,

in addition to weekly book selection.








32



form of literature that is read aloud.

Identify similarities in plot, setting, and character among

the works of an author or illustrator. For example,

students read (or hear read aloud) several picture books

by one author/illustrator such as Beatrix Potter, Dr. Seuss,

William Steig, Peter Spier, Eric Carle, or Marc Brown.

They make a list of the similarities they notice in the

books. ELA 9.1

Identify different interpretations of plot, setting, and


(alphabet books, nursery rhymes, counting books).





favorite story.



example, students recognize and respond to the rhythm

and rhyme in Mother Goose nursery rhymes and in poems

by David McCord and John Ciardi.





wrinkled.”

Create radio scripts, audiotapes, or videotapes (WPS:

presentation software) for display or transmission. For

example, students make audio recordings of poems in which

each child reads an alternating verse.




generation.

33



Select books with a purpose.

Identify a subject, title or author for book selection.








borrowing.

Extend the library habit beyond the school and request

books from the Public Library.

Contribute knowledge to class discussion in order to

develop a topic for a class project. For example, students

contribute to a list of the people they know about who are

community helpers and decide whom they wish to invite to

class to talk about the work they do.







Respect and appropriately care for the print and non-

print materials borrowed from the Library Media Center.

Understand due dates.

Store borrowed books in a “special” place at home.


34


to society is information literate and participates effectively in groups to pursue and

generate information.








develop a topic for a class project. For example, students

contribute to a list of the people they know about who are

community helpers and decide whom they wish to invite to

class to talk about the work they do.

Brainstorm with class to create an alphabet book or

project.

35





Grade2 By the end of 2nd

grade students should:

Identify an author of a given book.

Identify an illustrator of a given book.

Identify the title page within a book.

Identify the spine of a book.

Identify the spine label on a book.


section and the three letters under the E represent the


Identify that 398.2 on the spine label refers to the Folktales

section and the three letters under the 398.2 represent the

first three letters of the last name of the person who has

retold the Folktale.

Identify that 398.2 on the spine label refers to the Tall

Tales section and the three letters under the 398.2

represent the first three letters of the last name of the

person who has retold the Tall Tale.

Demonstrate understanding of the various features of

written English: dentify the author and title of a book, and

use a table of contents.

Generate questions and gather information from several

sources in a classroom, school, or public library.




36


Grade 2 By the end of 2nd


Maintain focus on the topic. For example, students explain

to the class why an object they bring from home is

important to them.

Recognize Caldecott Award books and explain what the

award signifies.

If reading independently, can identify books to borrow

that are appropriate to her/his reading level.

During a read-aloud identify:

Fiction vs. nonfiction

Maintain focus on the topic. For example,

students explain to the class why an object they

bring from home is important to them.

Maintain focus during subsequent discussion.

For imaginative/literary texts:

Make predictions about what will happen next in a

story, and explain whether they were confirmed or

disconfirmed and why.

Retell a story’s beginning, middle, and end.

Distinguish cause from effect.

For informational/expository texts:

Make predictions about the content of a text using

prior knowledge and text features (headings, table of

contents, key words), and explain whether they were

confirmed or disconfirmed and why.

Restate main ideas. For example, students brainstorm a

list of animals they know. Then they read About

Mammals: A Guide for Children, by Cathryn Sill. With

their teacher, they list different traits of mammals (the

main idea of the book) and decide which animals on

37

their original list are mammals.


literature: poetry, prose, fiction, nonfiction

(informational and expository), and dramatic literature.

Identify and use knowledge of common textual features

(title, headings,captions, key words, table of contents).

Identify and use knowledge of common graphic

features (illustrations, type size).

Make predictions about the content of a text using

prior knowledge and text and graphic features.

Explain whether predictions about the content of a text

were confirmed or disconfirmed and why.

Restate main ideas and important facts from a text

heard or read.

Identify familiar forms of traditional literature

(Mother Goose rhymes, fairy tales, lullabies) read aloud.

Identify and predict recurring phrases (Once upon a

time) in traditional literature.




DO - How will we present the information we find? (Write it,

tape it, draw a picture, create a multimedia presentation?)

REVIEW - How well did we do and could we do it better?

Recognize award-winning books i.e. Caldecott Award

books



and creatively.


38



Read (independently) borrowed books.


After reading for information, present information in

sentences and paragraphs.

After reading for information, present information

graphically.

For imaginative/literary writing: Write or dictate research

questions.

Arrange ideas in a way that makes sense. For example,

students preparing to describe their favorite animal put

ideas about the animal’s appearance in one group of

sentences and ideas about behavior in another group of

sentences.







Select books to read for pleasure.


Apply knowledge of alphabetical arrangement of

Everybody books.


favorite story.

After participating in author/illustrator studies will make

book selections based on their personal interests.




39






Identify similarities in plot, setting, and character among

the works of an author or illustrator. For example,

students read (or hear read aloud) several picture books

by one author/illustrator such as Beatrix Potter, Dr. Seuss,

William Steig, Peter Spier, Eric Carle, or Marc Brown.

They make a list of the similarities they notice in the

books.

Identify different interpretations of plot, setting, and


(alphabet books, nursery rhymes, counting books).




Relate themes in works of fiction and nonfiction to

personal experience. For example, students explore the

theme,“A true friend helps us when we are in trouble” in

poems, pictures, and stories, and compare their own

experiences in original art and stories.



example, students recognize and respond to the rhythm and

rhyme in Mother Goose nursery rhymes and in poems by

David McCord and John Ciardi. ELA 14.1





wrinkled.” ELA 15.1

Create radio scripts, audiotapes, or videotapes for display

or transmission. For example, students make audio

recordings of poems in which each child reads an

alternating verse. ELA 27.1


40



generation.




Explore print and nonprint reference tools, which may

include the following:

Raintree Science Encyclopedia

World Book Encyclopedia (print and electronic

version)

Within the Library Media Center, identify the location of

general encyclopedias and the alphabetical arrangement of

the general encyclopedias.

Within an encyclopedia, identify

Guide words

Beginning and end of articles

Within an electronic encyclopedia, perform a topic search.

Within an encyclopedia article, locate specific facts.

Within a non-print reference source, listen and view to

locate facts.

Formulate questions and responses for E-mail reference

questions.

Generate questions and gather information from several

sources in a classroom, school, or public library.





41





borrowing.










Respect the print and non-print materials borrowed from

the Library Media Center.

Understand due dates.

Store borrowed books in a “special” place at home.












Give oral presentations about personal experiences or

interests, using clear enunciation and adequate volume.

ELA 3.1

42





Grade 3 By the end of 3rd


Identify an author, illustrator, or editor of a given book.

Identify the title page and index within a book.

Identify that Fic on the spine label refers to the Fiction

section and the three letters under the Fic represent the


Identify that B on the spine label refers to the Biography

section and the three letters under the B represent the first

three letters of the last name of the person the book is

about.

Identify that numbers on the spine label refer to the

nonfiction section and the three letters under the numbers

represent the author’s first three letters of her/his last

name.

Recognize that the nonfiction section is organized by

subjects.







In support of reading independently, can identify books to

borrow that are appropriate to her/his reading level by

using the five-finger test.

In support of reading independently and book selection,

uses the book jacket as a way of determining what the

43

book is about.

Find the beginning and end of articles in encyclopedias.

Read to locate information.

Records information in note form.

Listens to and views nonprint sources to locate facts.




DO - How will we present the information we find? (Write it, tape

it, draw a picture, create a multimedia presentation?)

REVIEW - How well did we do and could we do it better?

Locate facts that answer the reader’s questions.

Summarize main ideas and supporting details. For

example, students read Christopher Columbus, by Stephen

Krensky. In pairs they summarize important facts about

Columbus’s voyage, arrival, search for gold, failure to

understand the treasures on the islands, and return to Spain.

Then students revise, edit, rewrite, and illustrate their

reports and display them in the classroom or library.


(paragraphs, topic sentences, concluding sentences,

glossary).

Identify and use knowledge of common graphic features

(charts, maps, diagrams, illustrations)

Identify and use knowledge of common organizational

structures (chronological order). For example, as they

study European colonization of America, students examine

an annotated map that shows the colonies of

Massachusetts, Rhode Island, New York, Pennsylvania,

Maryland, Virginia, and North and South Carolina. As a

class project, they use the information from the map to

construct a timeline showing the names, founding dates,

44

and significant facts about each colony.


Summarize main ideas and supporting details.

Write brief summaries of information gathered through

research. For example, students plan a mini-encyclopedia

on birds. As a group, they generate a set of questions they

want to answer, choose individual birds to research,

gather information, compose individual illustrated

reports, and organize their reports for a classroom

encyclopedia.

Identify and apply steps in conducting and reporting

research:

• Define the need for information and formulate open-ended

research questions. For example, students read Rudyard

Kipling’s account of how the alphabet came to be in the Just So

Stories and ask, “Where did ouralphabet really come from?”

• Initiate a plan for searching for information. The class lists

possible sources of information such as books to read, electronic

media to read and view, or people to interview.

• Locate resources. One group of students goes to the

library/media center for books about the invention of writing;

another group looks up “alphabet” in a primary encyclopedia CD;

and a third group interviews speakers of languages other than

English and upper-grade students who are studying Latin, Greek,

French, Spanish, or German.

• Evaluate the relevance of the information. Having collected

information from three sources, students decide which

information is most relevant, accurate, and interesting.

• Interpret, use, and communicate the information. Students in

one group sort information from library books into categories; the

members of the second group organize information from the CD,

and the members of the third group summarize what they have

learned from students and speakers of other languages. The

students organize and communicate the results of these different

forms of research in a single coherent presentation with

documented sources.

• Evaluate the research project as a whole. Students determine

how accurately and efficiently they answered the question,

45

“Where did our alphabet really come from?”



and creatively.





Read for information

Gather, organize and present information in a variety of

formats


variety of formats.

Make informal presentations that have a recognizable

organization (sequencing, summarizing).

Read grade-appropriate imaginative/literary and

informational/expository text with comprehension (see

General Standard 8).

For informational/expository texts: Locate facts that

answer the reader’s questions.



glossary).


(charts, maps, diagrams, illustrations).








46






Standard 4: The student who is an independent learner is information literate and pursues

information related to personal interests.




After participating in author/illustrator studies (that

include at least three of the following authors or

illustrators from a combination of fiction and everybody

author/illustrators), will make book selections based on

their personal interests.


















47


encyclopedia.


research:

• Define the need for information and formulate open-ended

research questions. For example, students read Rudyard

Kipling’s account of how the alphabet came to be in the Just

So Stories and ask, “Where did our alphabet really come

from?”

• Initiate a plan for searching for information. The class lists

possible sources of information such as books to read,

electronic media to read and view, or people to interview.


library/media center for books about the invention of writing;

another group looks up “alphabet” in a primary encyclopedia

CD; and a third group interviews speakers of languages other

than English and upper-grade students who are studying Latin,

Greek, French, Spanish, or German.

• Evaluate the relevance of the information. Having collected

information from three sources, students decide which

information is most relevant, accurate, and interesting.

• Interpret, use, and communicate the information. Students

in one group sort information from library books into

categories; the members of the second group organize

information from the CD, and the members of the third group

summarize what they have learned from students and speakers

of other languages. The students organize and communicate

the results of these different forms of research in a single

coherent presentation with documented sources.

• Evaluate the research project as a whole. Students

determine how accurately and efficiently they answered the

question, “Where did our alphabet really come from?”

Create presentations using computer technology. For

example, students make energy conservation pamphlets

using elementary-level graphics software and digital

photographs. ELA 27.2


48



generation.




Locates print and nonprint reference tools.

Explore print and nonprint reference tools, which may

include the following:

Raintree Science Encyclopedia

World Book Encyclopedia (print and electronic

version)




Within a print encyclopedia, identify:

Guide words


Within an electronic encyclopedia, perform a topic search.



locate facts.


questions.

Form and explain personal standards or judgments of

quality, display them in the classroom, and present them

to family members. For example, before displaying on the

bulletin board their reports on their visit to the Science

Museum, students propose their own criteria for

distinguishing more effective reports from less effective

ones.

49









borrowing.




develop ideas for a class project and generate interview

questions to be used as part of the project. For example,

students interview community helpers, using questions the

class has generated, and report the results to the class.








Show responsibility for borrowed print and non-print

materials by returning them at appropriate times and

returning them in good condition.

Cite sources of information.





50






Follow agreed-upon rules for class discussion and carry out

assigned roles in self-run small group discussions. For

example, in literature discussion groups, students take on

roles of leader, scribe, and reader as they discuss questions

they have generated in preparation for class.

:

51

Grade Four

Elementary classroom projects, which require that students employ information literacy





Grade 4 By the end of 4th


Identify an author, (or editor), illustrator, and publisher of

a given book.




author’s first three letters of her/his last name and can

locate and specific Fiction book.




about and can locate and specific Biography book.




name and can locate and specific Non-Fiction book..

Identify that the nonfiction section is organized by subjects

and state a least one general subject area and the main

Dewey classification number.

Apply the Big SixTM

information problem solving method

to define the task and the information seeking strategies.

Apply the Big SixTM


to locate and access information.represent the author’s

first three letters of her/his last name and can locate and

52

specific Non-Fiction book..




Apply the Big SixTM



Apply the Big SixTM


to locate and access information.







Recognize award winning books and their characteristics.






book is about.



glossary).







Massachusetts,Rhode Island, New York, Pennsylvania,



53





Find the beginning and end of articles in encyclopedias.



Listens to and views nonprint sources to locate facts.

Apply the Big SixTM


to use the information the information.

Apply the Big SixTM


to and synthesis and evaluate the information.



For informational/expository texts: Summarize main ideas

and supporting details. For example, students read

Christopher Columbus, by Stephen Krensky. In pairs they

summarize important facts about Columbus’s voyage,

arrival, search for gold, failure to understand the treasures

on the islands, and return to Spain. Then students revise,

edit, rewrite, and illustrate their reports and display them in

the classroom or library.







encyclopedia.


research:

Define the need for information and formulate open-

ended research questions. For example, students read

54

Rudyard Kipling’s account of how the alphabet came to be

in the Just So Stories and ask, “Where did our alphabet

really come from?”

• Initiate a plan for searching for information. The class

lists possible sources of information such as books to read,



library/media center for books about the invention of

writing; another group looks up “alphabet” in a primary

encyclopedia CD; and a third group interviews speakers of

languages other than English and upper-grade students

who are studying Latin, Greek, French, Spanish, or

German.

• Evaluate the relevance of the information. Having

collected information from three sources, students decide

which information is most relevant, accurate, and

interesting.

• Interpret, use, and communicate the information.

Students in one group sort information from library books

into categories; the members of the second group organize

information from the CD, and the members of the third

group summarize what they have learned from students

and speakers of other languages. The students organize

and communicate the results of these different forms of

research in a single coherent presentation with

documented sources.



question, “Where did our alphabet really come from?”

55

Standard 3: The student who is information literate uses information accurately and

creatively.






variety of formats.


Read for information

Gather, organize and present information in a variety of

formats


variety of formats.

Make informal presentations that have a recognizable

organization (sequencing, summarizing).

Read grade-appropriate imaginative/literary and

informational/expository text with comprehension (see

General Standard 8).



For informational/expository texts: Summarize main ideas

and supporting details. For example, students read

Christopher Columbus, by Stephen Krensky. In pairs they

summarize important facts about Columbus’s voyage,

arrival, search for gold, failure to understand the treasures

on the islands, and return to Spain. Then students revise,

edit, rewrite, and illustrate their reports and display them in

the classroom or library.



glossary).


56



















encyclopedia.


research:

•Define the need for information and formulate open-

ended research questions. For example, students read

Rudyard Kipling’s account of how the alphabet came to be

in the Just So Stories and ask, “Where did our alphabet

really come from?”

• Initiate a plan for searching for information. The class

lists possible sources of information such as books to read,



library/media center for books about the invention of

writing; another group looks up “alphabet” in a primary

encyclopedia CD; and a third group interviews speakers of

languages other than English and upper-grade students

who are studying Latin, Greek, French, Spanish, or

German.

• Evaluate the relevance of the information. Having

collected information from three sources, students decide

which information is most relevant, accurate, and

57

interesting.

• Interpret, use, and communicate the information.

Students in one group sort information from library books

into categories; the members of the second group organize

information from the CD, and the members of the third

group summarize what they have learned from students

and speakers of other languages. The students organize

and communicate the results of these different forms of

research in a single coherent presentation with

documented sources.



question, “Where did our alphabet really come from?









suggested authors), will make book selections based on

their personal interests.










Distinguish among forms of literature such as poetry,

prose, fiction, nonfiction, and drama and apply this

knowledge as a strategy for reading and writing. For

example, after reading a variety of materials on bats,

students write a class magazine that includes poetry, fiction,

58

and nonfiction articles on the subject.

Create presentations using computer technology. For

example, students make energy conservation pamphlets

using elementary-level graphics software and digital

photographs.




generation.




Read works of fiction to support a class theme.


Explore print and nonprint reference tools:

Atlas

Almanac

Specialized Dictionaries

Encyclopedias





Guide words


Within an electronic encyclopedia, perform a topic and

keyword search.

59



locate facts.

Use Internet Search Engines to locate information:

• Discus

• KidsClick

• Yahooligans

Formulate questions and responses for E-mail

reference questions.


quality, display them in the classroom, and present them to

family members. For example, before displaying on the




ones.









borrowing.




develop ideas for a class project and generate interview

questions to be used as part of the project. For example,

students interview community helpers, using questions the

class has generated, and report the results to the class.


60




















Follow agreed-upon rules for class discussion and carry out

assigned roles in self-run small group discussions. For

example, in literature discussion groups, students take on

roles of leader, scribe, and reader as they discuss questions

they have generated in preparation for class.







Identify an author(s), (editor), illustrator, publisher, place

61

of publication and copyright date of a given book.




author’s first three letters of her/his last name and can

locate and specific Fiction book.




about and can locate and specific Biography book..




name and can locate and specific Non-Fiction book..




Apply the Big SixTM



Apply the Big SixTM


to locate and access information.












book is about. Find the beginning and end of articles in

62

encyclopedias.



Apply the Big SixTM


to use the information the information.

Apply the Big SixTM


to and synthesis and evaluate the information.


Standard 3: The student who is information literate uses information accurately and

creatively.






variety of formats












63






Explore literary genres.




generation.




Read works of fiction to support a class theme.


Explore print and nonprint reference tools:

Atlas

Almanac

Specialized Dictionaries

Encyclopedias

Within the Library Media Center, identify the references

sections and specific resources in the reference section.


Guide words



64

Within an electronic encyclopedia, perform a topic and

keyword search.


locate facts.

Use Internet Search Engines to locate information:

• Discus

• KidsClick

• Yahooligans


questions.


quality, display them in the classroom, and present them

to family members. For example, before displaying on the




ones. ELA 25.2









borrowing.




65




















Apply understanding of agreed-upon rules and individual

roles in order to make decisions. For example, a group

chooses which scene from a play to enact and decides who

will play each character, using agreed-upon rules for

eliciting and considering suggestions from each group

member and for coming to consensus.

66

Connections between the Common Core State Standards (CCSS) and

English Language Arts and the South Carolina Academic Standards for

English Language Arts 2008

http://ed.sc.gov/agency/se/Instructional-Practices-and-

Evaluations/documents/Grade3Connections.pdf


Evaluations/documents/Grade4Connections.pdf


Evaluations/documents/Grade5ConnectionsCJ.pdf

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Rules and Procedures for Managing Student Behavior in the Media Center

Consequences If you choose to break a rule, you will receive the following consequences:

• Verbal warning

• Note to teacher (teacher will pull a “tag” or suspend recess)

• Note home/call parents

• Suspension of checkout privilege for one week

Rewards • Verbal praise

• Inform teacher

• Extra checkout privilege for one week

• Note home

• Certificate

• Extra bookmark

The PBIS rules, consequences, and rewards are posted in the media center

and library website and reviewed at the beginning of the school year with the students. Reviews also take place as needed throughout the school year. Parents receive a copy of these rules, consequences, and rewards at the beginning of the school year during open house in a library newsletter (I typed the letter in single-line format to save space.)

Dear McCormick Elementary School Parents, I am delighted to serve as your child's library media specialist this year. I would like to welcome your child to McCormick Elementary School. We have many exciting and fun plans for the upcoming school year. The media center is an integral and vital part of your child's academic success. Reading helps children by providing a positive role model, new information, pleasure, a rich vocabulary, increased attention span, improved listening skills, and good grammar. Please help you child to develop a love of reading by enjoying the books they bring home. Listed below is a reminder of the rules, rewards, and consequences of the media center. Please review this list with your child.

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(I would list the rules, rewards, and consequences here) Parent volunteers are always welcome. They are needed to help shelve books, work at the book fair, get new books ready for the shelves, and read to classes.

We invite you to stop by the media center. If you have any questions or if we can be of further assistance, please do not hesitate to call us at 843.464.3760. Sincerely,

W.Clay White, Media Specialist

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Non-instructional routines

Entering and leaving the library for classes: Teachers will walk their

classes to the library and wait outside the door until instructed to enter. On the

first day of class, students will be assigned to tables. Students will sit at the same

table for the entire school year (unless a switch is necessary). The students will

enter the media center quietly. The media specialist will conduct various mini-

library lessons based on curriculum collaboration request form the classroom

teacher or scheduled library ELA and Information/Technology curriculum skills.

Students will check out books following library mini-lessons (if time permits).

Students will adhere to all library PBIS expectations/procedures (see appendix

section/website).

AR tests: Students will need a pass or reading log to come to the library

for an AR test. Students are only allowed to take an AR test in the media center

when there is at least one staff member present. Students will not be allowed to

come to the Media Center to take these tests when another class is in the Media

Center for their Specials time. Students will use one of six computers to take the

AR test. When the student is finished testing, he/she will return to the classroom.

Book Fairs: Students will attend the Book Fair during their regularly

scheduled library time. No lessons will be conducted during that week. Students

will be able to peruse and purchase books.

Communicating with parents

Notices will be sent home during the following times:

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At the beginning of the school year Book Fairs Special Library Visitors such as Author visits Behavior problems Outstanding behavior Any other special activities

I have an open door policy to encourage visits by students, faculty, staff, parents, and other members of the community. When new teachers come on board, I plan to personally go to their rooms and introduce myself and offer my services. As new books and other resources arrive, I will invite teachers to a drop-in to socialize, review the materials, recharge their batteries, and unwind. I will make every effort to fulfill the information needs of all students, faculty, and staff by being open, approachable, friendly, professional, and knowledgeable. How do students get access to the library media center?

Classes are on a fixed 45 minutes schedule with morning flexible library visitation time slots. Circulation of materials occurs mostly during class visits, but checkout and book return are available at anytime during the day.

How do teachers access the services of the library media center and of the library media specialist?

• Teachers have a growing professional development and curriculum support print and video library available to them at all times for browsing and checkout. Items are checked out on an “as needed” basis with a negotiated due date to accommodate lesson plan use.

• The library media specialist is available by phone, personal visit, and through e-mail and the library media center website. Requests for materials, bibliographies, circulation reports, and newsletters are usually transmitted online via email or website.

• Students have open access to the library media center and use it appropriately.

• Teachers may request needed resources or curriculum collaboration requests using the curriculum collaboration request form available online at media center website. Teacher email, return in person, or send by students completed curriculum collaboration request forms.

Is the library media specialist involved in cooperative planning with the classroom teachers?

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Yes. Teachers are given a form to complete and submit their curriculum collaboration requests as stated above (See appendix section).

Is the library media specialist involved in curriculum development with the classroom teachers?

Yes, but not as much as I would like. Grade level meeting times are not accessible because I have library classes during the meeting. I have had successful collaboration through individual meetings, and have been able to support new curriculum changes because the teachers have been very supportive of the library media center’s goals to supply updated material.

Describe how technology is integrated into the library media program.

• The library media center Dewey Decimal System and parts of a book are taught to second through fifth grade classes.

• The library media center’s uses ETV Streamline SC to integrate technology into the library media program. Plans for the next years to come are to teach students how to use the Google search engine and online reference materials.

• Videos are shown to enhance library media center and classroom assignments.

• Our catalog is automated and can be accessed at each computer station in the library media center

• When students work with the library media specialist on research projects, they are taught how to use research databases (that pertain to the assignment), how to cite computer sources for a bibliography, how to check websites for authority of the author or organization and currency of the information. Students are also taught how to access the research databases from home

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Library Media Specialist

Job Description

POSITION PURPOSE: To administer an integrated information technology program that provides library, media, and technology resources in support of the instructional program of the school

REPORTS TO: Building Principal SUPERVISES: Library media assistant (paraprofessional), parent and

student volunteers

Areas of Responsibility

As a program administrator, the library media specialist must • develop and implement a mission statement, goals, objectives, policies, and

procedures that reflect the mission, goals, and objectives of the school and the district;

• plan and evaluate information technology services to best meet student needs, district goals, and school objectives;

• develop a survey instrument to provide for continuous program evaluation of the library media center;

• collaborate with educational community members including students, teachers, administrators, and parents to assess regularly and systematically the effectiveness of the library media program;

• plan a budget and maintain appropriate records to accommodate keeping technology, print, and nonprint collections current;

• establish and maintain an inviting and attractive physical environment that encourages creative and independent use of all types of information technology;

• provide facilities and opportunities for individual and group study and production of resources;

• communicate the value and effectiveness of the library media program by using a variety of formats (written, verbal, visual) to keep the school community informed regarding services and resources available in and through the library media center;

• maintain and communicate current knowledge and research findings related to the impact of school library media programs on student learning;

• maintain an environment that meets the information needs of all members of the learning community, regardless of disability or other difference, through appropriate physical adaptations and instructional policies and practices;

• manage the library media center with policies and procedures that facilitate maximum use of services and resources;

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• supervise staff assigned to the information technology center, including student assistants and parent/community volunteers;

• serve on the school’s management team (e.g., school improvement council); • oversee all aspects of the daily operation of the library media program; • actively participate in activities designed to make the entire school a

productive learning environment; • establish partnerships with agencies, businesses, and community groups to

foster support for the library media program; and • Implement a public relations program that promotes literacy and use of the

information technology center’s services and resources. As an information specialist, the library media specialist must • monitor standards, guidelines, emerging practices, and innovations in the

library, media, and information technology and education fields; • develop a collection development policy, in collaboration with teachers and

other members of the educational community, that provides for current and appropriate resources for all members of the learning community;

• coordinate the selection, acquisition, organization, and circulation of a collection of library media information resources to address the informational and recreational needs of all members of the learning community, including those with different abilities and learning styles;

• develop and direct a continuous collection development and evaluation process that focuses on regular and collaborative assessment of teaching and diverse learning needs and the formats and resources to meet them;

• provide consultative services in selection, evaluation, purchase, and use of materials and technology resources;

• promote and model the principles of intellectual freedom and the ethical and legal use of information;

• provide a developmentally appropriate collection of resources that meet the needs of all students;

• provide for appropriate access to external resource materials, such as those available through resource-sharing arrangements with other information agencies and those available on the Internet;

• provide consultative services to all patrons in selection, purchase, evaluation, and use of information technology resources and related equipment to support learning objectives as well as personal information needs;

• maintain a central collection of statistical data, media/technology reviews, publisher/vendor catalogs, and other pertinent information for educators; and

• Maintain centralized systems for bibliographic control and the circulation and distribution of equipment, materials, and information.

As an instructional partner, the library media specialist must • plan and schedule orientation for faculty and students concerning library

media center services;

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• plan collaboratively with teachers to develop curricular content that integrates a variety of instructional media and information literacy skills into classroom instruction;

• develop activities and instructional strategies to address the individual needs of all members of the learning community, including those with different abilities and learning styles;

• teach and assess student achievement of information literacy concepts as determined through collaborative planning with all members of the school community;

• collaborate with teachers to educate students in the process of and criteria for efficient and effective inquiry;

• use available technologies to contribute to students’ development in reading, viewing, listening, evaluation, and communicating;

• design, develop, and implement programs—including reading guidance and motivation— that encourage reading for enjoyment and for information;

• develop and demonstrate a knowledge of the school’s curriculum to assist teachers in the effective utilization of available professional development resources;

• serve as a member of the instructional design team through school curriculum and technology planning committees;

• educate the school community in uses of communication tools that engage students in reading, viewing, and listening for understanding and enjoyment;

• train teachers to use information technology effectively and to develop innovative instructional activities;

• use an open-access model to provide patrons (students and faculty) with full accessibility to the information technology resources;

• Assist patrons in the production of learning materials such as multimedia presentations, videotapes, audiocassette tapes, and photography.

As a technologist, the library media specialist must • organize and circulate information technology materials, services, and related

equipment for easy accessibility according to established district standards; • acquire and maintain expertise in assessing various technology products and

processes for their potential to enhance learning; • model and promote effective uses of technology for learning and teaching; • provide in-service training and information for teachers to promote the

effective utilization of information technology, the development of innovative instructional activities, and the seamless integration of technology into the curriculum;

• manage the information technology center with procedures that facilitate maximum use of services and resources; and

• Provide storage, distribution, and a system of accountability for information technology resources.

With regard to personal professional development, the library media specialist must

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• participate in professional development opportunities provided and/or promoted by district, state, and national organizations;

• continuously update his or her personal competence in information literacy, learning, and teaching; information access and delivery; administration and supervision; and technology utilization, as well as other areas to fulfill the requirements of a professional library media specialist;

• maintain current and in-depth knowledge of research and best practices in all aspects of the librarianship and information management;

• participate in local, state, and national professional organizations; • support and participate in cooperative resource sharing with other information

technology centers and local, state, and national information agencies through loan services and electronic communication formats; and

• Serve as a member of professional committees for the development of activities, training materials, and programs to disseminate information technology.

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Library Media Aide

Job Description

POSITION TITLE: Media Clerk Typist REPORTS TO: Media Specialist JOB ROLE: To perform general and specialized clerical duties in the

school library in conformance with established procedures. PERFORMANCE RESPONSIBILITIES I. Clerical

A. Assuming general secretarial responsibilities: • typing • filing • duplicating materials • assisting with financial records • operating computers

B. Compiling statistics:

• recording circulation and other service information • assisting with annual reports

C. Ordering and processing print and nonprint materials:

• maintaining consideration and order files • following processing procedures established by the media specialist

D. Maintaining inventory of and ordering supplies:

• checking supplies • preparing order lists

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E. Circulating print and nonprint materials: • assisting with circulation process • shelving materials • assisting with interlibrary loan process • compiling overdue records

F. Performing other library media center duties as assigned

II. Technical

A. Assisting student and staff with location and use of materials and equipment: • answering directional questions • demonstrating the proper use of equipment and software • operating audiovisual and production equipment

B. Maintaining library media catalogs:

• adding entries • deleting entries

C. Performing preventive maintenance and minor repairs on equipment:

• changing lamps and other easily replaced parts • cleaning and lubricating equipment parts

D. Producing graphics and display materials:

• assisting in preparing transparencies, posters, charts, graphs, displays, exhibits, and materials for television programs

• gathering necessary materials

E. Scheduling use of and delivering materials and equipment: • Maintaining records of rental materials and equipment • Coordinating use of building materials and equipment

F. Assisting with technical processing of information and materials:

• performing tasks of bibliographic searching and processing of materials

• organizing bibliographic information • preparing information in the appropriate format

G. Maintaining the media collection:

• shelving and filing • withdrawing items as directed by the library media specialist • mending and repairing items • assisting with inventory

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H. Performing other library media center duties as assigned

DESIRED QUALIFICATIONS

High school diploma or equivalent with a general knowledge of office machines and completion of the typing and spelling test administered by Personnel must be on file in the Personnel Office.

EVALUATION Performance of this job will be evaluated in accordance with provisions of the board’s policy on the evaluation of professional personnel.

LENGTH OF EMPLOYMENT: One academic year

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SCHOOL LIBRARY MEDIA CLERK EVALUATION FORM

Library Media Clerk: _________________________ School: _________________________

Date of Evaluation: ________________ Evaluator:_________________________________

COLLECTION Satisfactory Unsatisfactory

Conducts inventory

Shelves materials

Reads and straightens shelves

Mends materials

Updates newspapers and magazines

CIRCULATION

Checks in materials

Checks out materials

Maintains overdues

ORGANIZATION

Keeps media center neat and orderly

Maintains files

Completes requested reports

ACQUISITION

Processes materials

Verifies bibliographic data

Keeps supplies available and ordered

PUBLIC RELATIONS

Helps teachers

Helps students

Produces bulletin boards/displays

Assists with correspondence

TECHNICAL

Helps with data entry/database maintenance

Operates and maintains computer equipment

Assists with AV production

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Student Library Assistant

Job Description

POSITION: Student Library Assistant

REQUIREMENTS: C average or higher for the current grading term. Promptness,

accuracy, and dependability; ability to learn library organization,

ability to follow directions. References from two teachers.

JOB DESCRIPTION

The following duties may be assigned according to the student assistant’s interests and

abilities and usually will be varied:

• shelving books and other materials accurately,

• organizing periodicals display,

• repairing books,

• reading shelves,

• preparing overdue notices,

• caring for plants and animals,

• providing messenger service,

• stamping ownership marks on materials for circulation,

• alphabetizing and putting materials in correct order,

• applying detection stickers and barcodes,

• delivering AV equipment to classrooms,

• setting up and operating AV equipment

• helping students find needed equipment,

• informing teachers of new materials,

• filing media and educational catalogs,

• designing and preparing bulletin boards and library displays,

• participating in Book Week activities,

• participating in storytelling and read-aloud activities,

• assisting in the preparation of instructional materials,

• assisting with the annual inventory, and

• assisting with book fairs and other special activities.

EVALUATION: Students will be evaluated once each grading period, in written

form, by the media specialist.

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Application Form for Student Library Assistants

Student Library Assistant Application Form

Name: ____________________________________ Date: ___________________________

Grade: ____________ Block: ____________

Give three reasons why we should choose you to be a library assistant:

(1) ___________________________________________________________________________

(2) ___________________________________________________________________________

(3) ___________________________________________________________________________

Do you have any experience as a library assistant? yes no

If yes, where? _______________________________________________________________

List your three best qualities: (1)_______________________________________________

(2)_______________________________________________

(3)_______________________________________________

We need students with good attendance. Can we count on you to be here? yes

no

We need to have students who will remain at the circulation desk and help in the library.

Are you willing to do that? yes no

Library assistants must be good students with no discipline problems.

Have you failed any courses? yes no

Do you have a discipline record? yes no

Name two teachers whom we can ask about you. We will inquire about your behavior,

attitude, and work ethic.

(1) _________________________________ (2) _________________________________

I affirm that all the information I have given in this application is accurate and true.

____________________________________ (your signature)

Return this application to your homeroom teacher or the library by

________________________.

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Parent/Community Volunteers

POSITION: Adult Volunteer

REQUIREMENTS: A school volunteer is an adult who is willing to give time and

talent to help the education team better serve the needs of the

students. Volunteers can supplement the library media staff by

offering unique talents and skills. However, volunteers should

not be considered as substitutes for trained, paid clerical and

technical staff.

JOB DESCRIPTION

These duties may be assigned according to a volunteer’s interests and abilities, but

usually will be varied:

• reading books to students;

• ordering free materials, pamphlets, films, filmstrips, college bulletins, and pictures;

• preparing and mounting pictures for the picture file;

• cleaning and mending library materials;

• circulating library materials;

• checking attendance;

• assisting with inventory preparation;

• opening, sorting, and distributing materials;

• sending overdue and fine notices;

• labeling library materials;

• reinforcing magazines and paperbound materials;

• stamping library materials with ownership marks;

• sorting and filing clippings, newspapers, and magazines;

• collecting library books from classrooms and book drops;

• making copes of needed materials;

• processing new magazines;

• adding new pamphlets to the file;

• assisting in the preparation of bibliographies;

• preparing bulletin board displays; and

• helping in the maintenance and use of equipment.

Evaluation: The principal and media specialist should commend, thank,

and publicly recognize volunteers whenever justified and possible.

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Three to Five-Year Plan Goals and Objectives 1. Goal:

Library Media Center facilities will be spacious, visually inviting environments where students can feel safe and supported. The environment will encourage students to independently and collaboratively find and use information and to enjoy literature. The standards of the South Carolina School Library Media Association will be adhered to when new library media center facilities are planned. Objectives: The Library Media Specialist will: A. Provide cutting edge technology to enhance student learning B. Provide sufficient space to house a collection of resources in a variety of

formats that supports the curriculum C. Provide sufficient space to support and promote all learning and teaching

styles. D. Provide a comfortable space where students and teachers feel cared

about, nurtured, and welcomed. Objectives: B. Provide sufficient space to house a collection of resources in a variety of

formats that supports the curriculum Objectives: • Replace shelving to address the safety issues presented by overcrowding

C. Provide sufficient space to support and promote all learning and teaching

styles. • Continue planning for the new library media center by continuing to meet

with the Principal.

2. Goal: Collaboration will be increased between the teaching staff and library media center staff to provide students with meaningful research experiences to attain mastery of information literacy skills. Objectives: The Library Media Specialist will: A. Expand teacher collaboration and resource sharing in order to foster a

program that is dynamic and motivating

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B. Increase collaboration within the school and throughout the community C. Develop a form to be filled out during collaborative meetings between the

library media specialist and the classroom teacher D. Develop an information literacy skills curriculum 3rd to 5th to be used to

teach lessons in context with the curriculum. B. Increase collaboration within the school and throughout the community • Begin attending grade level meetings once a month at the

elementary/middle levels to promote integration of library media centers with the curriculum

C. Develop an information literacy skills curriculum 3rd to 5th to be used to teach lessons in context with the curriculum. • Begin examining models of information literacy skills curricula – 3rd

through grade 5th – so that the skills can be embedded in the Blenheim Elementary/Middle School System’s curriculum

3. Goal: Library Media Specialist will continue as a member of South Carolina Association School Librarians and attend conferences so that effective services can be provided to all students and staff.

Objectives: The Library Media Specialist will: Establish a level of staffing that is consistent with state standards and each school’s size and needs. A. Maintain certification in Library Media B. Attend Regional conferences so that effective services are provided to all

staff and students

4. Goal: The school library media program will seek funds in order to maintain all aspects of the existing program and provide the funds for evolving curriculum initiatives. Objectives: The Library Media Specialist will: A. Collaborate with teachers and administrators to develop a budget that

maintains and improves materials and services

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B. Maintain current information about the costs of library media center materials and services and be aware of school budget changes and/or limitations

C. Investigate and use financial resources within the district and community to meet the library media center materials and services needs.

D. Investigate community, state and federal resources and grants E. Investigate collaborative grant writing opportunities with the Public Library

5. Goal:

The Library Media Center staff will participate in ongoing staff development both to maintain professional knowledge and skills and to provide instruction in information literacy for teachers, administrators, and other members of the learning community. (American Association of School Librarians. Information Power. Chicago:

ALA, p. 109-110.) Objectives: A. Attending DISCUS workshops to keep current on technology and

integration B. Attend ETV Streamline SC workshops C. Attend Ed-Tech Conference to keep current on technology D. Continue attending regional conferences, seminars and workshops to

maintain awareness of new books and trends E. Library media specialists will offer workshops and training to their staff on

1. Print sources 2. Electronic sources including databases 3. Utilizing information literacy skills in content areas 4. Smart board use 5. Automated catalog searching

What is the budget for the school library media center? (Include breakdown by categories).

The library media center’s budget is as follows:.

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Budget (FY 2014-2015) School Department Funds Library Books $? Subscriptions/Periodicals $ ? Technology Supplies $ ? Educational Media Supplies $ ? Scholastic Book Fair Funds Print materials Professional Development (Media Specialist)_____________

mccormick elementary media center long range plan...

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