Sarah Dupuis MEDT 6487 Spring 2011

Introduction and Resume Role of the School Library Media Specialist Media Center Orientation Policies and Procedures Handbook Other key Projects and supporting Standards Impact of Work with Students and Teachers

This portfolio is a result of my work as a Master’s level student at the University of West Georgia. It is a compilation of work during field experience, classwork, and personal reflection. All work is linked to my resume which can be found here: Sarah Dupuis resume.Sarah Dupuis resume The American Association of School Librarians (AASL) and the College of Education at State University of West Georgia (CoE) standards are linked throughout the portfolio to projects completed during my time as a student. Return to Table of Contents

 This portfolio was written as a culminating project for my Master’s Degree in School Library Media at the University of West Georgia.  The standards aligned with each project are included, as are links to each project and reflections.  Standards include the American Association of Librarians (AASL) and the University of West Georgia College of Education (CoE).

Written during MEDT 6487, this presentation is a vision of what I consider to be the role of the school media specialist. It covers many aspects of what a media specialist does each day and my vision of the work of the school library media specialist. As I grow and change, this vision will change with me. Return to Table of ContentsRoles of the Media Specialist

Completed during MEDT 6467, Tech for Media Services, this presentation is an example of what I would do for any media center. This slideshow can be shown to many stakeholders; from students to teachers to parents to community members allowing them to experience the heart of the school; the library media center. This presentation was prepared for Keheley Elementary School in the Cobb County School District. Return to the Table of Contents Media Center Orientation

Created over the course of many semesters, the Policies and Procedures Handbook is a work completed during my entire career as a graduate student. My own competence level has increased during the writing of this handbook. Covering almost every aspect of the media center, this handbook is a representation of what I would complete for any media center in which I work. It provides information of every facet of how a media center works. Return to Table of ContentsPolicies and Procedures Handbook

Research Models Instructional Design Paper: AASL 1.1, CoE 8,9 Research Models Instructional Design Paper Media Log: AASL 1.2, CoE 3, 9 Media Log Pathfinder: AASL 1.3, CoE 1, 8 Pathfinder FloorPlan/Facilities: AASL 1.4, CoE 4,6,7 FloorPlan/Facilities SchoolWide Media Plan: AASL 2.1, CoE 4,6,7 SchoolWide Media Plan In-Service Module 1: AASL 2.2, CoE 5,8,10 In-Service Module 1 Dewey Powerpoint Presentation: AASL 2.3, CoE 1,8 Dewey Powerpoint Presentation Policies and Procedures Handbook: AASL 3.1, CoE 5,9 Policies and Procedures Handbook Return to Table of Contents

Selection and Reconsideration Policies: AASL 3.2, CoE 5,8 Selection and Reconsideration Policies Internet Filtering Paper: AASL 3.3, CoE 2,3 Internet Filtering Paper Destiny 9.5 QwikStart Guide: AASL 4.1, CoE 1,4 Destiny 9.5 QwikStart Guide Facilities, Budget and Network Diagram:AASL 4.2, CoE 1,4 Facilities, Budget and Network Diagram Digital Story: AASL 4.3, CoE 5,9,10 Digital Story

This paper was written for MEDT It approaches each of the Instructional Design Models and how they differ. Using each of the Research Models available, we can show students what is most appropriate to their learning, at their level. Using student interests, we can direct a particular research model to make their learning indicative of where they are academically. AASL 1.1: This allowed me to realize how differently we all learn and how we can approach these differences. CoE 8: Showing knowledge of each research model is important, but knowing which is important to the media specialists’ student base is of a greater significance. CoE 9: Removal of barriers is important to student learning, and deciding which is a fitting research model is of equal importance. Students can learn using an appropriate research model which will grow with them and help them to continue to learn, throughout their lives. Return to Table of ContentsResearch Models Instructional Design Paper

The Media Log consists of 50 resources, print and non-print which are available for any media center for purchase. My purpose in creating this log is to provide others an idea of the resources that are available and what standards they cover. AASL 1.2: By keeping a current log of available resources, I am presenting to students current trends in pleasure reading and promoting life-long learning. CoE 3: Modeling pleasure reading is a wonderful way to promote life- long learning. The Media Log included allows students to see the choices available to them CoE 9: Being an agent for change is a vital part of the school library media specialist’s job. Having the resources available to students to enhance this change is to advocate for the student’s best interests. Return to Table of Contents Media Log

The Pathfinder was one of my favorite projects along the way, since it taught me an entirely new way to teach students and teachers alike. The pathfinder was high school based, but can be applied to any subject, covering many Georgia Standards. AASL 1.3: This project portrays well the ideas of free access to anyone since it is available on the internet and can be accessed anywhere, anytime. CoE 1: The demonstrated knowledge here includes use of available resources and resources previously unknown. A pathfinder introduces subjects to resources available at the school media center and online. Pathfinder Return to Table of Contents

CoE 8: While this pathfinder was for student use, they could also be used for professional education. Doing so will allow staff to recognize some resources that are available within the School Library Media Center that may have been unknown to them. This CoE standard is “knowledgeable” which is visible through the use and sharing of resources by the school library media specialist. I plan to use these on a regular basis as I consider them to be quite a valuable teaching tool for students and staff alike.

The purpose of the floorplan and facilities projects was to ensure that we were able to plan an environment conducive to learning and teaching. The project was developed in MEDT 6461.Showing the floorplan of my school library media center, I was able to talk with the media specialist to find out how she had changed it upon her arrival and how she thought it worked well currently. I then took her suggestions and drew a floor plan that I thought would have a positive impact on student education and on how the media center is used. Floor Plan and Facilities Return to Table of Contents

AASL 1.4: Each school media center is set up in a different manner based on their stakeholder community and its highest and best purpose. CoE 4: Through this project, I was able to see the need for furniture of a certain type in an elementary versus high school and how, even though we have no students with major disabilities, a media center that provides equal access is of great importance. Simply having the school media center set up for this possibility makes us all more aware of the need to be prepared for any student or teacher who may arrive. CoE 6: The media center is the heart of the school. Having it arranged for students of any level should be of utmost importance to any school library media center. The media center should always be arranged so that students can learn in the best manner. CoE 7: As a school library media specialist, it will be my mission to ensure that all students have equal access to resources. This standard should make us all aware of our responsibilities to ALL students and staff, and give us the capacity to work with anyone at any time.

The SchoolWide Media Plan was a project designed in MEDT This was a group project that was composed of components that covered all students in the school and completed during National Poetry Month (April). AASL 2.1: This project was important in that it showed us how an entire student population can work together to reach a common goal. CoE 4: By including all of the student population, the school media specialist will show capacity for teaching to any and all populations. CoE 6: Culturally sensitive. Culturally aware. These are items that are present within the School Wide Media Plan since it caters to the entire school. Being culturally aware and sensitive will allow the school population to be more well-rounded and open to new ideas. CoE 7: By covering the entire school population, the school media specialist ensures that more of the population is aware of different cultures and ideas. This, in turn, develops empathy within our own student base and helps them to be aware of varying cultural differences. SchoolWide Media PlanReturn to Table of Contents

These in-service modules are for. It is in Powerpoint format and available to anyone, anywhere. AASL 2.2: This project showcases the school library media specialist as a teacher since it is available to students and teachers. CoE 5: As a knowledgeable teacher, this module portrays the media specialist as a collaborator, with staff and administrators. CoE 8: These modules include various subjects of interest to classroom techers and gives users the option of delving deeper into the subject, which allows the media specialist to showcase knowledge on the subject. CoE 10: Realizing a need and fulfilling it is a strength of a good school library media specialist. In-Service ModulesReturn to Table of Contents

Developed for MEDT 6463, the Dewey Presentation was shown to students in the same semester. This project used technology in several ways; in the creation of the initial Powerpoint, in the presentation to students and in the student use of said presentation. Students can access this at school individually or through the use of a SmartBoard. AASL 2.3: This presentation is available to anyone, anywhere. It incorporates knowledge needed in the media center with classroom curriculum. CoE 1: My demonstration here of knowledge and skills is that of creating and presenting the presentation. Knowledge of the Dewey Decimal System is reinforced through the teaching of this Powerpoint. CoE 8: Teaching is a skill that is developed over time. This project shows general to more specific knowledge by reinforcing basic Dewey knowledge which leads to more detailed information for students. Dewey Powerpoint Presentation Return to Table of Contents

This tech tip was prepared with the staff in mind. It could also be used for upper level high school students. Using the website Evernote, it was my intention to share knowledge of available resources beyond print. Tech tips show unlimited access to information and resources. Evernote AASL2.3: Using this website allows teachers to see other resources available. It promotes sharing among staff and classroom collaboration. Available anytime and anywhere, Evernote is an example of equitable access to resources. CoE 1: My goal is to have tech tips available to staff at all times. Additionally, I plan to have a tech tip of the month which will encourage me, and my stakeholders to learn new information CoE 8: Available information, such as this tech tip, will show staff and students alike that I am well-informed and aware of their needs. Return to Table of ContentsTech Tip

The Policies and Procedures Handbook began in MEDT 6461 and was continued through my entire career as a graduate student. Each semester we added to the handbook, which included changes and more specific information as we continued. AASL 3.1: Through this handbook, I learned that as individuals we set the tone for our own media centers, but we have much to learn from each other. We need to work together to make our communities stronger and our media centers more useful to our stakeholders. This project was completed through many hours of hard work, and in completing it, I learned how important it will be to collaborate with other media specialists. This was, quite possibly, my most important project. Policies and Procedures Handbook Return to Table of Contents

CoE 5: Working with the stakeholders in a media program, this project is one that can be collaborated on by many. All stakeholders can have a voice in how the handbook is set in motion. As the media specialist, I will work with all stakeholders to set forth the most appropriate information possible. Collaborating is one of the most vital ways the media specialist can be part of the entire school setting and helping to guide the curriculum. CoE 9: Proactivity is a vital part of the media specialists’ work. Being positive in our daily work will ensure that students have the capability for life-long learning. The Policies and Procedures Handbook sets in place the regulations and ideals for each media center. Proactivity in writing the handbook will help us by allowing us to foresee difficulties that may occur and remove them before they happen.

The Selection and Reconsideration Policies portion of the Handbook was developed in MEDT Working on this section of the handbook made me realize the importance of having rules in place for selection of materials, along with what to do if materials are challenged. A certain set of rules to follow is set in place whereby stakeholders feel assured that challenged materials are dealt with appropriately and that materials incorporated into the media center are of value and importance to the curriculum. AASL 3.2: As a school leader, I will participate fully on the Technology and Curriculum Committee and give my input on any area where asked. Selection and Reconsideration PoliciesReturn to Table of Contents

CoE 5: Working with other staff, this portion of the handbook is set up to ensure that all materials are appropriate to the curriculum and standards. Collaboration exists here between the media specialist, staff who requests materials and parents who can look at all materials available. CoE 8: It is appropriate here for the media specialist to be highly knowledgeable of all materials available, with a depth of knowledge that is broad in spectrum and specialized in the curriculum.

The internet filtering paper was written in MEDT 6467 and states my position on how we should ensure the internet access is appropriate to students. AASL 3.3: As an educational leader, the media specialist will be approached to state opinions on such matters. It is our responsibility to know the current trends and what is important for our students.Additionally, I plan to talk with other media specialists on this subject and other current trends to better understand more of every issue that arises. CoE 2: As a school leader, it is my duty and privilege to make sure that all information that is available is also appropriate to each level of learning. Stating a position on internet filtering allows me to demonstrate what I feel is the most appropriate use of resources. CoE 3: Promoting life-long learning is one of my most prized skills. Doing so in a method suitable for each level of learning is what I strive to do each day. Having fitting access to the internet gives me the ability to make certain that my students are learning in a way that fits their needs. Internet Filtering PaperReturn to Table of Contents

The Qwik Start Guide was developed in MEDT It is a useful guide in that it shows anyone who walks into the media center how to use Destiny. AASL 4.1: This guide concerns itself with the privacy of its customers as well as making certain that all resources available are of high quality and usefulness. CoE 1: As a decision maker, the media specialist will give input into the proper Automation resource for schools. The ability to demonstrate the knowledge necessary to make this decision is an important part of the media specialists’ understanding. CoE 4: As districts change, so do automation systems. As the school media specialist, it will be my duty to change along with each automation change and to help the staff and students comprehend the changes as quickly as possible. Qwik Start Guide Return to Table of Contents

The Network Diagram was designed in MEDT Although we generally do not design the network, as a media specialist I will need to understand how the network works and what needs to be done when technological help is needed. AASL 4.2: It is important to note that understanding what students and teachers need will be important in the overall design of the network. Having access to a network at all times is important as student technological needs advance. Understanding what the network is capable of and how it work is an essential component of the job of school library media specialist. CoE 1: As a decision maker, it will be my responsibility to ensure that the network provided is one that is useful to the school as a whole. Working with the tech department and school administrators, we will join together to make sure that the provided network is available and appropriate. CoE 4: Adapting to changes and working with others as we go through a network change is always a necessary evil. Flexibility and team work is of vital importance as changes occur. Network Diagram Return to Table of Contents

The Digital Story was a highlight of my career as a graduate student. Completed in MEDT 6467, it is an attention-getting resource as it employs all aspects of the Media program, up to that point. Collaborating with teachers and covering standards, this project was something I would love to take with me to every school. Teachers and studens alike love this project and it has been implemented into the curriculum already. It showcases how collaboration works well, and how students can enjoy creative endeavors while working within a set standard. It is a lesson I will gladly teach again and again. Digital Story Return to Table of Contents

AASL 4.3: In order for this project to work as it should, collaboration and cooperation are a must. Planning for this project is a team effort and one that should be aligned with the state standards, literacy information standards and school curriculum goals. CoE 5: Stated earlier, this project is all about collaboration. Working with classroom teachers to cover certain standards, it employs additional technology lessons and Information Literacy Standards. It simply covers most every standard available. CoE 9: This project is a proactive venture. Students are given a set of standards to work within, a grand list of pictures and other animations to use and they can write their own script. I have never met a student that has not had some sort of excitement about this project. This, to me, is what life-long learning is about. CoE 10: As a critical thinker, this project is wonderful. It readily ensures that critical thinking research skills are used, that students fully understand the standard they are researching and that writing skills are used. It runs the full gamut.

Written over the course of my studies at the University of West Georgia, this form covers much of the work I have completed during my volunteer time and in the classroom. The information included here covers all of the Standards of the 21 st Century Learner as written by the American Association of School Librarians (AASL). Each standard is treated individually and all work with students is documented fully. Impact of Work with Students and Teachers

I hope you have enjoyed this portfolio as much as I have enjoyed learning and creating. Going into the world to be a media specialist has me excited, anticipatory and, ready to be the best I can. For all the time and help given to me along the way, thank you to my professors at the University of West Georgia. I simply cannot thank each and every one of you enough. Sarah Dupuis Contact Information: Sarah Dupuis 4576 North Landing Drive Marietta, GA