 A Spokesperson for the Field…  Course Calendar  Guest speaker: Mike Eisenberg Check-In Questions:  How confident are you in describing the functions (outputs) of a dynamic and effective LIT program?  How confident are you in describing the connections of these functions (outputs) to student achievement?

John Marino, Instructor School Library Media Endorsement Program, Summer 2016

LIT Program Framework—your executive summary Standards/grade level skills for info/tech literacy instruction Scope and sequence Lesson plan ideas: Big6xMonth, AASL Lesson Plan Database, Common Sense Media, Code.org, Kathy Schrock, School Library Directory, etc.AASL Lesson Plan Database Book talks Plan for school-wide reading promotions LIT program plans advocacy tool

K-5:  September—October:  Establish routines (book checkout, quiet reading, readiness for learning)  November–June:  For 3-5, rotate info/tech literacy and reading advocacy (3:1)  Big6 Skills  Tech integration  Digital citizenship  Code.org  Keyboarding  Book talks (3-5)  For K-2, center lessons around WCCPBA nominees 6-12:  Select 1-2 info/tech literacy standards per grade level, consult with departments for implementation/collaboration plan  Topic/theme book talks

1. Which of the three functions of the LIT program is the most difficult to describe to others? Why? 2. How can a standards-based system be used for effective instruction of ICT skills? 3. How can higher-level thinking skills (e.g. Bloom's Taxonomy) be embedded into information literacy & technology instruction? 4. How can the Big6 Skills be used to develop research skills? 5. What is digital citizenship? How can the LIT program support this effort in schools? 6. How does an effective LIT program promote reading? How can advances in IT support Reading Advocacy? 7. How does each component of the Information Management and Services function relate to student achievement?

I. Staff/Personnel II. Collections III. Budgets IV. IT Systems V. Facilities *Public Library

 OSPI Endorsement Competencies for Library Media  Professional evaluations: state, district, building levels—must be clearly-defined, predictable, measurable, and reportable!  A closer look at Teacher Professional Evaluation Program (TPEP)  A window of opportunity to be at the table in developing an evaluation for TLs  Still to be determined: evidence of student growth? Contact time with students?

Common Core:  Instructional Leadership  Library Media Program Management  Collection Development  Information Literacy  Instructional Methodology  6.0 – Reading Advocacy  Collaboration  8.0 – Information and Communications Technology  9.0 – Assessment and Evaluation How can these could be organized into the 3 functions of the LIT program?

Be proactive in your evaluation process as a teacher-librarian! You will create an evaluation plan document that you can present to your principal in your initial evaluation meeting that includes the following: 1. Review the WA OSPI Endorsement Competencies for Library Media P-12, and select two that may serve as goals for the year ; include how progress toward these goals may be measured (10 minutes). 2. Review any student learning standards document from Module 2, and select two that will serve as lessons during your formal observations for the year (10 minutes). 3. Share with a partner, and post to discussion board (5 minutes).

1. Honor training needs 2. Support educational goals 3. Value contribution and give decision-making input 4. Include in planning and policy-making 5. Keep everyone in the loop 6. Supply necessary tools and resources 7. Run interference for them Johnson, Doug. The Indispensable Librarian : Surviving (and Thriving) in School Media Centers. 2nd ed. Worthington, Ohio: Linworth Pub., Print.

1. Policies 2. Assessment 3. Collection development: selection 4. Weeding: deselection 5. Challenges: reconsideration

The ALA defines collection development policies as: “…documents which define the scope of a library's existing collections, plan for the continuing development of resources, identify collection strengths, and outline the relationship between selection philosophy and the institution's goals, general selection criteria, and intellectual freedom…”

Resources for School Librarians

Formal evaluation tools: Titlewave Professional judgment Curricular needs/staff input Circulation statistics/student input

Review journals Award lists Multicultural review sources Junior Library Guild Professional associations: WLMA, ALA, Puget Sound Council, WASHYARG Professional judgment Other?

"Next to emptying the outdoor bookdrop on cold and snowy days, weeding is the most undesirable job in the library. It is also one of the most important. Collections that go unweeded tend to be cluttered, unattractive, and unreliable informational resources." - Will Manley, "The Manley Arts," Booklist, March 1, 1996, p Do this! And rely heavily on your power to exercise "professional judgment“ This is not a committee process! Determine your district's surplus policy and git 'er done (under cover of night if need be)! Resist the temptation to put them up for grabs in the teacher's lounge!

 Reconsideration policy (book challenges)  Diverse collection meeting diverse needs  Intellectual freedom  Student input  Centralized/decentralized  Organization of the collection  Links to community resources/public libraries  Print vs. Digital Common Core Mandates: Literary Non-Fiction in the Classroom: Opening New Worlds for Students The Balance of Informational and Literary Texts in K-5

Revenues  Building  PTA  District  State  Grants  Book Fairs  Donations  ALA  AASL  sldirectory.com  NEA  Endowments of Humanities/Arts  grants.gov  Friends of the Library (see your local branch)  Donorschoose.org Be accountable…! 1.Proposals 2.Spreadsheets 3.Reports Expenditures Collections IT Programs Facilities Services…

Congratulations! You have been given funding for your LIT program! However, this funding is from 5 different sources. You will need to create a tool for managing each of these during the course of the school year that may also be used in your advocacy efforts. 1. Create a spreadsheet document (or equivalent), and configure it to manage all 5 funding sources. You are welcome to use/modify the template on the course page (20 minutes). 2. Enter the data on the next slide into your tool (5 minutes). 3. Share your budgeting tool with a partner, and post to the discussion board (5 minutes).

2. Enter the following data into your budget tool:  Building funding: opening amount = $8000; expenditures = $1235, $545, $1404  PTSA funding: opening amount = $3000; expenditures = $999, $2344, $17  District special funding: opening amount = $750, expenditures = $750, $67  ASB funding: opening amount = $1500, expenditure = $1389  Union funding/Read Across America: opening amount = $200, expenditure = $167

I. Resources II. Personnel: The Tech Team III. Outreach: Peer Coaching Courtesy djibril/Flickr Creative Commons

 Circulation system  Example: Follett DestinyFollett Destiny  File management systems  Examples: OneDrive, GoogleDocs  Student file management systems  Example: eBackpack  Communications systems  Example: MS Lync, Skype  Reporting systems  Example: Class Dojo App  Plagiarism tools/Citation tools  Example: Turnitin  Keyboarding software  Examples: All the Right Type, Type to Learn 4  Website  Example-to-avoid: Emily Dickinson Elementary Library Page  Internet Filter Courtesy brendahallows/Flickr Creative Commons

1. CIPA is specific and broad in what must be filtered in schools. 2. The filtering company decides what is blocked. 3. Some sites must be blocked due to bandwidth limitations (packetshapers). 4. Reconsideration policies only apply to print materials. 5. The tech dept. must decide what is blocked. 6. Internet filters waive the need for adult supervision of students online (Dyknow). 7. Internet filters and intellectual freedom are mutually exclusive. Johnson, Doug. The Indispensable Librarian : Surviving (and Thriving) in School Media Centers. 2nd ed. Worthington, Ohio: Linworth Pub., Print.

 District Technology Dept.  District Field Technicians  Building Technology Committee  Technology Instructional Staff  Peer Coaches  Volunteers  Students Ongoing Training District ESD NCCE ISTE WLMA Staff Development Peer Coaching Examples: Edmonds SD, Lake Washington SD

 Conducive environment  Hours  Flexible/inflexible scheduling  Comfortable and well-integrated  Accommodating  Website  Computer lab  *Welcoming staff Library AccessEnvironment*IntegrationAccommodating Physical (library, computer lab, classroom) Virtual (website, Facebook page, database portal)

 Library Bill of Rights  Freedom to Read Statement  Code of Ethics of the ALA  Cyberbullying, internet safety, and ethical use Netsmartz “With great power comes great responsibility…” -Voltaire -Stan Lee. “Amazing Fantasy #15”

Verifiable Parental Consent: "Any reasonable effort (taking into consideration available technology), including a request for authorization for future collection, use, and disclosure described in the notice, to ensure that a parent of a child receives notice of the operator's personal information collection, use, and disclosure practices, and authorizes the collection, use, and disclosure, as applicable, of personal information and the subsequent use of that information before that information is collected from that child."

 Review the ALA documents on intellectual freedom. Do they apply to school library environments?  What are the typical First Amendment issues that arise in school libraries (as cited in the Anderson article)?  What are your thoughts on adapting a policy on intellectual freedom for your LIT program?  How does social network technology fit into this picture?

Review the ALA statements on the Library Bill of Rights, the Freedom to Read, and the Role of the School Library Program, and consider your own philosophy regarding the intellectual freedom of students in a school library. Then, review the example selection and reconsideration policies and the following situations… 1. Working in a group of 2-3, take turns assuming the role of irate parent/teacher-librarian (15 minutes). 2. Share your wows/wonders with the class (15 minutes).

 Book/Elementary School: And Tango Makes Three, Justin Richardson and Peter Parnell. Reasons: Anti-family, homosexuality, political viewpoint, religious viewpoint, unsuited for age group. Additional reasons: “promotes the homosexual agenda.”  Book/Elementary School: The Hunger Games, by Suzanne Collins. Reasons: Religious viewpoint, violence, unsuited to age group.  Book/Middle School: The Curious Incident of the Dog in the Night-Time, by Mark Haddon Reasons: Offensive language, religious viewpoint, unsuited for age group, and other (“profanity and atheism”).  Book/Middle School: The Absolutely True Diary of a Part-Time Indian, by Sherman Alexie Reasons: anti-family, cultural insensitivity, drugs/alcohol/smoking, gambling, offensive language, sex education, sexually explicit, unsuited for age group, violence. Additional reasons: “depictions of bullying.”  Book/High School: Thirteen Reasons Why, by Jay Asher. Reasons: Drugs/alcohol/smoking, sexually explicit, suicide, unsuited for age group.  Book/High School: The Cannabis Grow Bible: The Definitive Guide to Growing Marijuana for Recreational and Medical Use, by Greg Green. Reasons: drugs, “promotes drug use.”  Website/High School: “The Holocaust was a Hoax!” by TruthBelievers.com. Reasons: inaccurate, promotes hate speech.

1. Can the 9 OSPI Endorsement Competencies for Library Media be grouped according the 3 functions described in Module 2? How? 2. What is a fair and accurate system for evaluating teacher- librarian performance? How can the LIT framework be useful in this process? 3. What are strategies for coordinating the efforts of public and school LIT programs? 4. What are the advantages and disadvantages of digital resources (ebooks, databases, cloud tools, etc.)? 5. Does the reference section still have a place in the school library? Why or why not? 6. How does the concept of intellectual freedom promoted in public libraries adapt to school settings? What intellectual freedom issues arise in digital environments? 7. What are strategies for using IT resources to make the LIT program more effective?