think green library program

7/31/2019 Think Green Library Program

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FRIT 7090: Program #2

Debra ScottFRIT 7090: School Library Programming

Program #2Summer 2012


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Program #2 Template

Title of Program:Think Green

Curriculum Areas/Topics Covered:Biology:Sustainability: There is an urgent need for society as a whole to adopt a more sustainablelifestyle due to three critical issues negatively impacted by human activities: environmentalpollution, global climate change, and mass extinction of species (Meurant, 2011).EcologyDeforestation (loss of habitat for species)

Time Frame of Program:Several months (1-3 mos.) of planning will be required for the online librarian (with the

support of the student advisory committee) to solicit and establish relationships; clarify goalsand objectives with faculty and community organizations.The program will run for an entire academic term in conjunction with a service learningproject integrated with an introductory online Biology course. Service learning in curricularactivities enables students to participate in an organized activity that meets community needswhile also providing a real world component as students gain a more in-depth understandingof course content as well as an enhanced sense of civic responsibility (Molnar, Ritz, Heller, &Solecki, 2011).Based upon interest from faculty and students some elements of the program such as ThinkGreen newsletter articles will be ongoing.

Goals and Rationale of Program:The program is based on the following AASL Standards for 21st Century Learners (AmericanLibrary Association, 2007).1.1Skills1.1.1 Follow an inquiry- based process in seeking knowledge in curricular subjects, and makethe real- world connection for using this process in own life.1.1.9 Collaborate with others to broaden and deepen understanding.2.1 Skills2.1.4 Use technology and other information tools to analyze and organize information.2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions,and solve problems.

2.3 Responsibilities2.3.1 Connect understanding to the real world.2.3.2 Consider diverse and global perspectives in drawing conclusions.2.3.3 Use valid information and reasoned conclusions to make ethical decisions.3.1 Skills3.1.2 Participate and collaborate as members of a social and intellectual network of learners.3.1.4 Use technology and other information tools to organize and display knowledge andunderstanding in ways that others can view, use, and assess.


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3.1.5 Connect learning to community issues.The objectives of the program include:Aiding in the production of citizens that are good stewards of our limited natural resources.Supporting community outreach efforts by producing multimedia resources to be publishedonline and used as a resource for community organizations and schools to virtually promote

principles of sustainability.Addressing real-world issues by identifying alternatives to reduce the impact of carelessmisuse of limited natural resources.Supporting students as they advocate environmentally responsible choices for themselves,their families, their schools, and their communities.

Intended Audience and Demographics:Georgia Perimeter College (GPC) is the largest associate degree-granting college and the thirdlargest institution in the University System of Georgia. GPC has five locations in metroAtlanta. As of Fall 2011, there were [4256 exclusively online students] (52% between theages of 21-30; 23% between the ages of 31-40; 13% between the ages of 16-20; 72% female;28% male; 98% from GA; 39% 1st generation college students. The ethnicity represented in

the student body includes 52% African Descent, 39% European Descent, 4% Asian, and 5%other (American Indian, Pacific Islanders)) (Fact Sheet, 2010).

Steps for Implementation:1. Initiate collaboration with GPCs new Southeastern Institute for Sustainable Living &Environmental Studies.2. Coordinate with faculty to establish how online library services can optimally support aservice learning class project related to sustainability.3. Establish internal wiki for faculty, library staff, and student advisory committee toexchange ideas about resources (books, articles, videos, artwork) related to sustainability to befeatured on the website and/or social networks.4. Design end of course survey to evaluate the usefulness of online library services to students

participating in the service learning class project.5. Solicit ideas for a Think Green logo from students through a design competitionpromoted through the monthly newsletter, the library website, and social media.6. Design tent cards to advertise the program in the campus libraries and student serviceslocations.7. Add web content promoting the program.8. Add online website resources specific to the program.9. Establish wiki for collaboration by multiple class sections to work on a class projectidentifying and documenting areas throughout the world where plant and/or animal speciesare threatened by deforestation. Students will identify reasons for the deforestation,responsible industries, as well as suggest environmentally friendly alternatives.

Funding and Budget Needs:Additional funding will need to be allocated for a student assistant to the online librarianworking 19 hours per week.No additional hardware or software investment is required. A work station for the studentassistant equipped with the necessary hardware and software for website design and desktoppublishing are readily available and support from the Office of Technology is readilyaccessible as well.


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Budget $50 for a gift card to be given to the winner of the Think Green logo designcompetition.Printing costs will need to be budgeted for the layout and design of tent cards to bedisplayed in the campus libraries as well as student services offices advertising theThink Green program.

Number of Staff and Volunteers:The online librarian will serve as the project coordinator; ensuring tasks are completed asscheduled. The librarian will facilitate collaboration with the Southeastern Institute forSustainable Living & Environmental Studies to advocate for integrating sustainabilityprinciples and practices across the curriculum, campus operations and student activities.The librarian will also be responsible for coordinating a service learning project with Biologyfaculty as well as establishing a relationship with the Director of Sustainable Living andEnvironmental studies for future collaboration. To encourage faculty ownership of theprogram, ideas and or submissions for Think Green newsletter articles will be solicited from

the faculty using a monthly email highlighting ongoing library programming.The parttime student assistant will be required to update the online library website pages with

content provided from multiple sources, update the book review blog, monitor activity on thecollaboration wikis, as well as help to facilitate discussion on the librarys Facebook andTwitter accounts. Discussion will be prompted by questions and comments such as: Tell uswhat it means to you to Think Green. Are you part of the solution or part of the problem?A student advisory committee will be needed to help facilitate discussion and collaborationaround miscellaneous Did you know statements.

Marketing:Design Think Green electronic marketing campaign that arouses student curiosity enough tolead them to click on links posted on the online library website & social network sites formore information.

Include a Think Green featured article in the monthly eNewsletter to be distributed to theexclusively online student & faculty email list.Display tent cards advertising the Think Green online program in the campus libraries as

well as student services offices.

Youth Participation:The student advisory committee will be asked to suggest ideas about the kinds ofsustainability projects that would appeal to the target demographic(s). TheStudent volunteers will also play a critical role in facilitating online discussion. They willinitially be needed to demonstrate the use of various platforms for presentation and discussionsuch as the VoiceThread presentation tool which will be incorporated within the featured book

review blog.Students participating in the service learning project will complete a group assignmentrequiring them to first select and identify the demographics of a particular target audience (aschool, a church, a community social organization); and second create a presentation topromote the Think Green initiative to the target audience using a web 2.0 presentation tool(i.e. Slideshare, Slideboom, Prezi).


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Evaluation:A student assistant will be responsible for monitoring and reporting the traffic to variousonline library pages. They will also be responsible for monitoring and tracking the number ofpeople who like our fan page on Facebook and follow us on Twitter. We will use this data

to determine what content has more or less appeal for our target audience.

An end of course student survey will be requested to be completed by students participating inthe service learning project regarding the usefulness of the library resources provided. Forover twenty years, it has been documented that the American Library Association (ALA) hasplayed an important role in promoting more environmentally friendly behaviors by presentingenvironmental programs and providing a platform for community action (Jankowska, 2011).

Resources:Resources will include links to references provided on the online library: webpages,Facebook and Twitter accounts.Develop and publish online a comprehensive book list which includes texts that addresssustainability from various perspectives: social, environmental, and political impact.Select at least one book from each area to focus on in a book review including a brief

summary and image of book cover. In an ongoing effort to encourage dialogue, students willbe encouraged to create VoiceThread presentation videos about their favorite book(s) to sharetheir thoughts. Using VoiceThread the discussion about a book can be extended further withviewers leaving recorded comments.

References:

American Library Association. (2007).AASL Standards For The 21-st Century Learner.

Retrieved June 24, 2012, from

http://www.ala.org/aasl/guidelinesandstandards/learningstandards/standards

Brundiers, K., & Wiek, A. (2011). Educating students in real-world sustainability research:

Vision and implementation.Innovative Higher Education, 36(2), 107-124.

doi:10.1007/s10755-010-9161-9

Fact Sheet. (2012). Retrieved June 20, 2012, from

http://www.gpc.edu/News_and_Information/fact.php3#data

Jankowska, M. A. (2011). Going beyond environmental programs and green practices at the

American Library Association.Electronic Green Journal, 1(32), 1-17.

Liu, L. (2011). Where in the world of sustainability education is US geography?Journal Of

Geography In Higher Education, 35(2), 245-263. doi:10.1080/03098265.2010.548086Meurant, R. C. (2011). Deal with reality: How ICT enables education to go green.

International Journal Of U- & E-Service, Science & Technology, 4(2), 27-41.

Molnar, C., Ritz, T., Heller, B., & Solecki, W. (2011). Using higher education-community

partnerships to promote urban sustainability.Environment, 53(1), 18-28.

doi:10.1080/00139157.2011.539944
http://www.gpc.edu/News_and_Information/fact.php3#datahttp://www.gpc.edu/News_and_Information/fact.php3#data


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Stark, M. R. (2011). Information in place: Integrating sustainability into information literacy

instruction.Electronic Green Journal, 1(32), 1-16.Williams, B. (2012). Green teen programming. Young Adult Library Services, 10(2), 29-31.

Williams, B. (2011). Embedding your green message through asynchronous learning.Electronic Green Journal, 1(32), 1-6.


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Program #2Scoring Rubric

0 2 4 Score

Originality

Not original/Not workable/

Not submitted/Not attempted

(Counts twice)

Program is workable, but itis not original.

Program is workable,

original, creative, andinnovative. It has fresh andexciting ideas.

/8

Completeness

Template was not used. Atleast five references are notincluded. Does not focus onthe topic of leadership,advocacy and creatingcommunity connections./Not submitted

Some sections of thetemplate have beencompleted with meaningfulentries. It does not paint acomplete picture of theprogram. It does not speakwell enough to the focused

topic of leadership,advocacy and creatingcommunity connections.Some of the required fivereferences are included.

Each section of thetemplate has beencompleted withmeaningful entries. Itpaints a complete pictureof the program and speaksto the focused topic of

leadership, advocacy andcreating communityconnections. All of therequired five referencesare included.

/4

Quality

Project shows lack ofplanning. Components donot work together asintended. Project lacksdepth and detail./Not submitted

Project shows someplanning. Some componentsdo not work together asintended. Some of thecomponents lack depth anddetail.

Project shows a great dealof planning went into it.All components worktogether as intended.Components demonstratedepth and detail.

/4

Form

References are notdocumented at all, and thereis a lack of APA formatting.Numerous errors ingrammar, spelling or usagethat distract reader.

References are mostlydocumented, and APAformatting is attempted. Afew errors found ingrammar, spelling or usagethat distract reader.

References are alldocumented, and APAformatting is usedthroughout, including in-text citations and referencelist. No errors found ingrammar, spelling or usagethat distract reader.

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Total /20

Scoring Guide:

18-20 Target

14-17 Acceptable

think green library program

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