1. Electronic Portfolio MEDT 6487 Spring 2011
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Donna Bradley

2. Table of Contents Click on links to advance to the following Slides
Introduction and Resume
Statement of Purpose
Roles of the Media Specialist
Callaway Middle School Media Center Orientation
Professional Standards and Projects

3. Introduction and Resume
Welcome to my electronic portfolio. I am excited that you are taking the time to check it out.
I am obtaining my Masters Degree in School Library Media and Technology through the Media and Technology program at the University of West Georgia.
Having taught in the Georgia Public School System for 13 years has prepared me for my next step. My goal is to become a…
21st Century Media Specialist.
To learn more about my qualifications, you can link to my resume below.
“A library is not a luxury but one of the necessities of life.”                                --Henry Ward Beecher
Link to Resume
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4. Statement of Purpose
This portfolio is the culminating project for my Master’s degree in School Library Media and Technology.
It includes my current resume, my field experience documentation, my documentation of student work and several projects that I have completed.
Each project that is showcased is aligned to the American Association of School Libraries (AASL) and the College of Education at the State University of West Georgia (CoE) curriculum standards.
Reflections and standards are included for each project represented within this portfolio.
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5. Roles of the Media Specialist
What makes a Great Media Specialist?
Throughout the Media and Technology program I have developed my vision of what it takes to be a great media specialist. I have reflected upon this vision in my presentation of Roles of the Media Specialist. This presentation was developed during MEDT 6487.
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"We cannot have good libraries until we first have good librarians -- properly educated, professionally recognized, and fairly rewarded." Herbert S. White
Roles of A Media Specialist
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6. Callaway Middle School Media Center Orientation
This Media Center Orientation from Callaway Middle School was developed as a guide to show students and teachers the procedures for using the media center. It was developed during MEDT
CMS Media Center Orientation
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7. Professional Standards and Projects (page 1)
Pathfinder Project
Media Log
Two Year Plan
Documentation of Work
School Wide Program
Digital Storytelling Project
Dewey Decimal power point
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Professional Standards and Projects page 2

8. Professional Standards and Projects (page 2)
Current Topic Research paper
Selection Policy
Reviews
Internet Filtering Position Research
OPAC Tutorial
Quick Start Guide
Policy and Procedure Handbook
Professional Standards and Projects page 1
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9. Pathfinder Project Professional Standard Link to Pathfinder
Reflection
ALA/AASL 1.1 Efficient and ethical information seeking behavior
The Pathfinder project directs the student to appropriate reference tools to help develop the given standard. In my pathfinder project, I included student resources as well as teacher resources. I included print resources and online resources. Students and teachers are able to click on a direct link to the online reference materials. Along with the reference materials, I included activities, videos, and images to support the standard.
CoE 8. Knowledgeable
CoE 9
Proactive
We must teach our students to be information gatherers; therefore, we must teach them the appropriate way to gather information. Our goal should be to equip our students to continue to learn and want to learn past the short time that we have them. Part of that development is to train them using the appropriate means to find relevant information.
ALA/AASL 1.3 Access to Information
The Pathfinder project was developed to give students access to print, non print, and electronic resources. Developing the Pathfinder project required me to comply with and communicate the legal and ethical codes of the profession by making sure that my Pathfinder didn’t violate any of these codes.
CoE1
Decision Makers
It is our responsibility, as educators, to equip our students with the tools they need to be able to find the desired information. Students will forget a lot of what they are taught about the content that they learn, however if we can arm them with the knowledge of how to obtain substantial, relevant information, we are giving them skills that will produce transformational change.
Link to Pathfinder
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10. Media Log Professional Standard Reflection ALA/AASL 1.2
Literacy and Reading
This project required me to develop a log of fifty titles. I had to write a brief summary of each book and identify awards that the book had received. The most important aspect of the media log was to indicate why I would include the title into the media center collection and tell the curriculum connection. I used many different selection tools to find the books that I was looking for.
CoE 3
Life long learners
Coe 9
Proactive
When making selections for the media center, I must base the decisions I make on the mission of the school. The library program is developed by taking into consideration the demographics of the school, the curriculum, the financial wellbeing, and the community. By creating the media log, I had to analyze all components of the media program and be assured that the choices I made would help develop and influence life long learning.
Link to Media Log
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11. Two Year Plan Professional Standard ALA/AASL 1.4
Reflection
ALA/AASL 1.4
Stimulating Learning Environment
By developing the Two Year Plan for the media center, I was able to align programs developed within the media center with Georgia Performance Standards and particular groups within the school environment. I took into consideration the population of the school and I developed a positive, educational climate that contributed to an environment that impacts student learning. I organized the two year plan by taking into consideration the learning community that would be affected.
CoE 4
Adaptive
CoE 6
Culturally Sensitive
CoE 7
Empathetic
 The Two Year Plan was based on the population that was being served. I analyzed the diversity of the student population to ensure that the learners needs were being addressed. I incorporated activities over the course of two years that would appeal to many different types of learners. I included activities that would involve family members and members from the community to become actively involved and connected with the media program.
Link to Two Year Plan
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12. Documentation of Work Professional Standard Reflection ALA/AASL 2.1
Knowledge of Learners and Learning
The Documentation of work with students is documentation of how I have met the standards for the 21st Century Learner throughout this program. There are over 80 elements that have been documented. Completing this project required me to reflect on the way that I have met each particular standard and each element within the standard. Not only did I have to tell how I met the standard, I also had to explain how my teaching the standard impacted student learning. Through this project, I have documented how I have supported the learning needs of all students.
CoE 4
Adaptive
CoE 6
Culturally Sensitive
CoE 7
Empathetic
This project opens the window to my classroom. It allows the viewer of this project to get a glimpse of what it is like to be a student under my instruction. This project has required me analyze my own teaching and instruction and determine if what I am doing is causing an impact on student learning. Throughout this program, and my career, I have had to demonstrate “flexibility and strategic planning appropriate to a wide variety of learners for effective, transformational systemic change. I have had to be sensitive to individual, family, and institutional needs, and I have had to understand group differences.” This project reflects my ability to meet the requirements of these standards.
Link to Documentation of Work
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13. School Wide Program Professional Standard Reflection
ALA/AASL 2.2
Effective and knowledgeable teacher
By developing the school wide media program, I have shown that I am an effective and knowledgeable teacher by collaborating with classroom teachers to develop a program that meets the needs of the learners. I had to take into consideration student interest and motivation. I had to be familiar with the curriculum standards required by the state. I had to ensure that the program not only meets the needs of the learner, but does so in a way that is exciting and interesting. Completing this project allowed me to design instruction that would meet the needs of many learners over a period of time.
CoE 5
Collaborative
CoE8
Knowledgeable
Developing the School Wide Media program took collaboration with many stakeholders. I collaborated with teachers, the media specialist, and administrators to develop this plan.
I demonstrated knowledge of the student population, the mission of the school, the state curriculum standards, and the content area by putting together a program that addresses several areas of concern within the school.
Link to School Wide Program
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14. School Wide Program cont.
Professional Standard
Reflection
ALA/AASL 4.3
Comprehensive and collaborative strategic planning and assessment
Before I began to establish the school wide media program, I had to find the weaknesses and the strengths of the population within the school. After collaborating with teachers and the media specialist, I devised a plan that would serve the entire population of the school by using standards set forth by the state. Conducting surveys at the beginning of the program gave me a starting place and some direction. However, as the course continued there were areas that were discovered that needed attention that the surveys did not address. As these areas were discovered, I devised a plan that would address the weak areas. This project allowed me to plan and organize a media program that would meet the needs of the learning community.
CoE 5
Collaborative
CoE 9
Proactive
CoE 10
Reflective
In the school wide media program I developed a plan that meets the needs of a wide variety of learners. I took into consideration the diversity of the school population. I addressed the needs of the upper elementary grades at risk learners. Part of the plan was directed to special education students in the fifth grade. Another part of the plan involved the computer club. A large focus of the plan involved math standards. The plan was strategically laid out to affect all students in some way over time. To develop this program, I had to collaborate with stakeholders, I had to ensure that the mission of the school was represented, and I had to reflect on the decisions I made to ensure the program was addressing the needs of the learners.
Link to School Wide Program
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15. Digital Storytelling Project
Professional Standard
Reflection
ALA/AASL 2.3
Information Literacy Curriculum
The digital storytelling project enabled me to develop a resource kit to assist students in developing their digital stories. The project was based on a fifth grade social studies standard. The focus of the project was “The Great Depression”. The development of this project inspired me to do a digital storytelling project with my own 4th grade students. I used this project as the basis for developing a digital storytelling project for the 4th grade students that I teach. I collaborated with the 4th grade science teacher, and we helped students develop their own digital stories on the Solar System. I was able to assist students in using technology to access, analyze and present information.
CoE 1
Decision Makers
CoE 8
Knowledgeable
Making the decision to develop a digital story telling project with my fourth grade students has helped me to demonstrate my ability to bring forth effective transformational systemic change into the curriculum of the school.
This project helped to deepen my understanding of fourth grade science content and fifth grade social studies content. As the media specialist, I should be able to collaborate with teachers in ways to help them teach their content and incorporate technology into that content. This project allowed me to do that.
Link to DS Attachments
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16. Digital Storytelling Project
The following Links will direct you to the elements of the Digital
Storytelling Project. The Digital Story Telling Resource Kit is on
The Great Depression.
Digital Story: The Great Depression
Lesson Plan
Storyboard
Digital Images
Digital Sound
Bibliography
Link to DS Standard slide
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17. Dewey Decimal Powerpoint
Professional Standards
Reflection
ALA/AASL 2.3
Information Literacy Curriculum
Knowing and applying the Dewey Decimal System is an important skill for students to learn. Communicating how to find resources is a huge part of what a media specialist does. This project allowed me to use technology to promote information literacy.
CoE 1
Decision Makers
CoE 8
Knowledgeable
Knowing the Dewey Decimal Classification system is the basis for how the media center is organized. Through this project it is evident that I have a strong knowledge base of the Dewey Decimal system and I am able to communicate that knowledge with the patrons of the media center. Locating materials and getting them into the patrons’ hands is the main point of the media center. Having consistency in the organization of the materials is crucial to meet the needs of the patrons. I have demonstrated that I have the ability to make decisions to get the knowledge out there for the learning community.
Link to Dewey Decimal Powerpoint
Notes that align with presentation
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18. Current Topic Research
Professional Standard
ALA/AASL 3.1
Connection with Library Community
This project required me to connect with other libraries and the library community. My research project was how are AR/RC books catalogued and shelved. I interviewed two different media specialists, and I read articles posted on Lmnet listserv about my topic. Throughout this program, I have realized the importance of connecting with other professionals in this field and growing professionally from my connections.
CoE 5
Collaborative
CoE 9
Proactive
Staying connected and collaborating with other professionals is crucial for practicing media specialists. Over the course of this program, I have talked to many different media specialists from elementary through high school. I have read many different professional articles, and I have read postings by media specialists from all over the country through the listserv Lmnet. In order for me to continue to remove the barriers that impede lifelong learning, I must and will be proactive in staying informed of all the new ideas and different techniques that other media specialists are using.
Link to Current Topic Research
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19. Selection Policy Professional Standard Reflection ALA/AASL 3.2
Instructional Partner
Developing the selection policy for the policy and procedure handbook , required me to take into consideration all aspects of selecting all types of materials for the media program. The policy addresses ethical and legal principles of education and librarianship by communicating with stakeholders the guidelines for making selection decisions. It promotes the idea that selections will be based on supporting the mission of the school. It states that objectivity will be placed above subjectivity when making selection decisions. The selection policy requires that the school library media specialist will work closely with other professionals in making decisions that will affect the media program.
CoE 5
Collaborative
CoE 8
Knowledgeable
By creating the policy and procedure handbook, which includes the selection policy, I have had to collaborate with media specialists and administrators to develop a policy that addresses legal and ethical principles. I have gained tremendous knowledge and I am able to demonstrate this knowledge not only through the projects that I have created, but also through my professional daily practices.
Link to Selection Policy
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20. Reviews of Literature Professional Standard Reflection ALA/AASL 3.3
Educational Leader
The media specialist must make many decisions for selecting literature for the media program. Being able to analyze reviews and make selections based on reviews is a skill that I have developed through this and other similar projects throughout this course of study. Two types of reviews are included. I conducted a comparative review which required me to analyze two different professional reviews of a piece of literature. The other type of review was a double review in which I wrote my own reviews on a piece of literature. The double review was addressed to students and other media specialists.
CoE 2
Leaders
CoE3
Life Long Learners
Taking the initiative and always reading professional articles and reviews of literature is a huge part of assuring that the selections that are being made are meeting the needs of the learning community. Through the selections I made during this program, I have developed the skills that I need to make decisions that will facilitate transformational systemic change.
Continually seeking to improve my own knowledge through reviews of literature and professional readings demonstrates my ability and desire to always be a life long learner.
Link to Reviews of Literature
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21. Internet Filtering Position Research Paper
Professional Standard
Reflection
ALA/AASL 3.3
Educational Leader
The debate for internet filtering is a hot topic among educators. Researching and writing about this topic demonstrates my desire for staying current and on top of debatable topics that are being discussed in the educational realm. As an educational leader, my intentions are to always be aware and knowledgeable of the “hot topics” that are on the forefront of educational debate. Not only do I want to be knowledgeable of the topics, but I want to be able to discuss my knowledge based on research that I have conducted myself. This project allowed me to demonstrate this ability.
CoE 2
Leaders
CoE3
Life Long Learners
Reading professional journals, articles, and written expression of other professionals within the field and being able to debate the pros and cons of educational issues is a strong skill that an educational leader must have. This project allowed me to read, analyze, and debate in an online discussion the pros and cons of this particular issue.
Keeping up with current issues and trends within the educational field requires me to constantly be reading and contributing to the discussions at hand. This research project is one small demonstration of how I have exhibited the ability to be a leader and a life long learner.
Link to Internet Filtering Paper
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22. OPAC Tutorial Professional Standard Reflection AASL/ALA 2.3
Information Literacy Curriculum
This project was designed to guide students on how to use the OPAC system to locate the resources they are looking for. Through the tutorial students learn how to conduct searches on the OPAC system. I developed this project to be able to be used in two different ways. It can be presented in whole group instruction, or it can be downloaded to local work stations for students to use to guide themselves through the OPAC system. This project exhibits my ability to incorporate technology to promote efficient and equitable access to information.
CoE 1
Decision Makers
CoE 8
Knowledgeable
Developing this project required me to be knowledgeable of the OPAC system. It also reflects my ability to present information with the use of technology on a level that reaches students with different abilities. It brings together the ability for students to find the resources they need by using the tool of technology.
Link to OPAC Tutorial
Link to notes
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23. Quick Start Guide Professional Standard Reflection ALA/AASL 4.1
Managing information resources: Selecting, Organizing, Using
Developing the Quick Start Guide for the Surpass Automation system required me to thoroughly understand the automation program, the organization of the media facility, the collection, the print, the non-print, and electronic resources. The Quick Start Guide is a step by step guide to help the user know how to do the basic operations on the automation system. Undertaking this project, required me to develop a full understanding of the automation system. This project has helped me to develop my skills for managing information resources.
CoE 1
Decision Makers
CoE 4
Adaptive
Creating the Quick Start Guide allowed me make decisions on how to organize a guide that would benefit the user.
Link to Quick Start Guide
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24. Policy and Procedure Handbook
Professional Standard
Reflection
ALA/AASL 4.2
Managing program resources
Developing the Policy and Procedure handbook required me to research policies and procedures for the operation of a media program. I had to develop the handbook based on the mission of the school. I addressed specific needs of the library media program such as collection development and maintenance. I researched other policies and procedures to assure that the policies and procedures developed within my handbook were aligned to other up to date media programs. This project was ongoing throughout the media program. Over the course of the program and through much thought and consideration it evolved into what it is today. It is a working document that will continue to evolve as I continue to grow and develop into a media specialist.
CoE 1
Decision Makers
CoE4
Adaptive
Developing the Policy and Procedure handbook enabled me become informed and make decisions that affected the policies and procedures of my media center. Through this project, I have demonstrated my ability to make decisions and be flexible when developing policies and procedures that will be in place for the media center. This handbook is a work in progress and will change as my environment changes. It will be analyzed and updated to meet the needs of the media program that I am put in charge over.
Link to Policy and Procedure Handbook
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