Guidelines for Library Media Programs in Louisiana Schools

Guidelines for Library Media Programs in Louisiana Schools
Louisiana State Department of Education Cecil J. Picard State Superintendent of Education January 2004 In January 2004 the Louisiana Department of Education released new Guidelines for Library Media Programs in Louisiana Schools to replace the 1990 Standards and Guidelines for Library Media Programs in Louisiana Schools (Bulletin 1134). The guidelines are posted on the DOE web site under Publications. One advantage of the new guidelines format is that they can be updated on a regular basis without having to go through a formal approval process, except for major substantive changes.

Library Media Guidelines on the Web
Student Standards and Assessment Division Louisiana Information Literacy Initiative Louisiana Center for Educational Technology – Professional Development The guidelines can be accessed through the La. Department of Education Student Standards & Assessment Division and through the Louisiana Center for Educational Technology (LCET). At LCET, there is a link on the homepage under the Louisiana Information Literacy Initiative (LILI) as well as on the LILI page.

Information Power Building Partnerships for Learning
…Because Student Achievement IS THE BOTTOM LINE Louisiana guidelines are aligned with national guidelines published in Information Power (ALA/AASL/AECT, 1998). “Because student achievement IS the bottom line” is the slogan for the national Information Power implementation plan.

The focus of school library media programs has evolved
from resources (1960, 1969) to physical access & instructional support (1975, 1988) to creating a community of learners (1998) The role of the school library media program has evolved to a focus on student learning and achievement -- creating a foundation for lifelong learning by partnering with teachers, administrators, parents, and the community.

Information Power The Information Power logo shows all the components that are essential to an effective school library media program with Learning and Teaching as the central goal and the Information Literacy Standards for Student Learning as the key tool in reaching the goal.

CONTENTS Section 1: Program Guidelines for Louisiana Library Media Programs Summary: Louisiana Standards for Library Media Programs: Area 1: Learning Environment Area 2: Information Access & Delivery Area 3: Program Administration Area 4: Facilities Louisiana Guidelines for Library Media Programs in Louisiana Schools (2004) updates the old Bulletin 1134 published in 1990. [The information shown on this slide can be found in the Guidelines on pages 3-4.]

UNDERLYING PHILOSOPHY OF GUIDELINES
The hub of a learning-centered school is an effective, standards-based library media program. A quality library media program improves student achievement. The best measure of the effectiveness of a library media program is the extent of its impact on student learning. [The information shown on this slide can be found in the Guidelines on page 9.]

AREA 1: LEARNING ENVIRONMENT
STANDARD 1 The library media program learning environment supports the mission and goals of the school and promotes the development of skills and attitudes that prepare students for lifelong learning in an information-rich society. [The information shown on this slide can be found in the Guidelines on page 10.] There are 6 standards in Area 1: Learning Environment. These standards address the essential components needed in order to provide an optimum learning environment that contributes to student achievement.

STANDARD 2 The library media program learning environment accommodates all students and their need to read, view, listen, and communicate individually and collaboratively, using traditional and technological resources for ideas, information, and personal development. [The information shown on this slide can be found in the Guidelines on page 10.]

STANDARD 3 The library media program learning environment incorporates collaborative planning and collaborative teaching by library media specialist(s) and teachers and integrates information literacy and technology instruction into the curriculum. [The information shown on this slide can be found in the Guidelines on page 10.]

STANDARD 4 The library media program learning environment provides an open setting that encourages the widest possible use of resources and active participation in the learning process as well as providing an essential link to the larger community. [The information shown on this slide can be found in the Guidelines on page 10.]

STANDARD 5 The library media program learning environment fosters individual and collaborative inquiry in preparing students to become critical thinkers, competent problem-solvers, and life-long learners who contribute productively to society. [The information shown on this slide can be found in the Guidelines on page 10.]

STANDARD 6 The library media program learning environment incorporates opportunities for staff development and professional growth for library media staff as well as teachers, administrators and other members of the learning community. [The information shown on this slide can be found in the Guidelines on page 10.]

STANDARD 2: INDICATOR 1 The library media program incorporates a variety of instructional strategies that address the diverse learning needs of students and other members of the learning community, in mastering the concepts of information literacy and the use of information resources and technology. [The information shown on this slide can be found in the Guidelines on page 12.] Accompanying each standard is a list of indicators that describe more specifically what is required to document that this standard is being met. Look at your handout to see standard 2. This is the first indicator for that standard and addresses the need to use a variety of instructional strategies to meet diverse learning needs. The next two slides show indicators 2 & 3 for Standard 2; these address other aspects of Standard 2.

STANDARD 2: INDICATOR 2 Students utilize traditional and electronic resources, such as CD-ROM, DVD and other fixed electronic formats and access online databases and telecommunications systems, in conducting research across the curriculum. [The information shown on this slide can be found in the Guidelines on page 12.]

STANDARD 2: INDICATOR 3 The library media specialist uses a variety of techniques and methods to recommend and promote the use of resources to meet students’ individual needs. [The information shown on this slide can be found in the Guidelines on page 12.]

PHILOSOPHY The primary purpose of the library media program is to foster the development of information literate students who are effective users of ideas and information and become lifelong, independent learners. A statement of philosophy follows the standards and indicators in each of the four areas. The philosophy for Area 1 is found on page 14 in the guidelines. A list of five goals accompanies the philosophy.

FOCUS TOPICS Collaborative Planning and Collaborative Teaching
Open Access and Flexible Scheduling Reading and Literacy [The topics shown on this slide can be found in the Guidelines on pages ] Each of the four program areas include important related topics that are listed in the Table of Contents as a Focus Topic. These focus topics provide background information and ideas for implementation and a list of resources to consult for further information. The three topics shown on this slide are the Focus Topics found in Area One, Learning Environment.

AREA 2: INFORMATION ACCESS
STANDARD 7 The library media program has a board-approved materials selection policy that upholds basic principles of access to information and ideas by students and faculty and includes procedures for reconsideration of materials. [The information shown on this slide can be found in the Guidelines on page 20.] Area 2 is Information Access. This area includes three standards

STANDARD 8 Each library media center provides an appropriate collection of print, non-print, and electronic resources that supports the curriculum and state standards, meets diverse learning needs of students, and promotes independent reading and learning appropriate technologies for accessing, producing, and presenting information. [The information shown on this slide can be found in the Guidelines on page 20.]

Standard 8 Each library media center provides an appropriate collection of print, non-print, and electronic resources that meets diverse learning needs of students, promotes independent reading and learning supports the curriculum and state standards promotes independent reading and learning [The information shown on this slide can be found in the Guidelines on page 20.] appropriate technologies for accessing, producing and presenting information.

STANDARD 9 The library media program provides flexible and equitable access to resources and information for all members of the school learning community. [The information shown on this slide can be found in the Guidelines on page 20.]

Collection development in the electronic age means selecting resources that meet high standards of excellence and making them available through a variety of diverse formats and various technologies suited to the educational environment. [The information in this slide can be found on page 21 in the guidelines.] – This statement is found under Philosophy on page 21.] It paraphrase the section in italics which defines collection development in the 21st century – the electronic age. The operative terms and “diverse formats” and “various technologies.” No longer can we say we are meeting student needs if we have a good print collection but do not provide access to information through digital technologies that are made accessible to students at school and at home.

SELECTION PRINCIPLES research, reading, and life-long learning
support and enrich the curriculum meet diverse needs format- print, non-print, electronic, networks high standards of excellence broadly inclusive, themes of universal and timeless interest [The information shown on this slide can be found in the Guidelines on page ]

SELECTION PRINCIPLES outdated, worn, and inappropriate materials are discarded standard selection tools and review sources; personal examination challenge censorship; responsibility to provide information and intellectual enrichment for students and teachers [The information shown on this slide can be found in the Guidelines on page ]

LIBRARY MATERIALS SELECTION POLICY
state the philosophy and broad goals of library media collections legal responsibility for selection guidance for school personnel and the community procedures to ensure consistency in practice [The information shown on this slide can be found in the Guidelines on page 22.] Each district should have a written policy that address the principles that underlie selection of materials for use in libraries and classrooms. These are just a few of the purposes of a written policy.

STANDARDS & GUIDELINES FOR COLLECTIONS
Three levels: Basic Advanced Exemplary Use as a measurement tool for improvement [The information shown on this slide can be found in the Guidelines on page 23.] The guidelines establish three levels for collections: basic, advanced, and exemplary. They also provide general as well as specific requirements for quality collections that support the three Information Access standards.

GENERAL COLLECTION REQUIREMENTS
BOOKS: A minimum of 10 books per pupil NON-PRINT: Access to a variety of non-print and electronic resources REFERENCE: A collection of print and electronic resources [The information shown on this slide can be found in the Guidelines on page 23.]

ELEMENTARY SCHOOL COLLECTION GUIDELINES
Recommendations for specific areas of the collection: Examples for Elementary Guidelines Encyclopedias – 3 general Special encyclopedias- general science, specialized science area, social studies, world cultures & geography Biographical handbooks – 4 on different groups [The information shown on this slide can be found in the Guidelines on page ] Following the list of requirement for acquisition and maintenance of high quality collections are specific collection guidelines for elementary, middle and high schools.

MIDDLE SCHOOL COLLECTION GUIDELINES
Recommendations for specific areas of the collection: Examples for Middle School Guidelines Encyclopedias – 3 general Special encyclopedias- general science, specialized science area, social studies, world cultures & geography At least one handbook on each major topic in all areas of the curriculum –15 or more handbooks [The information shown on this slide can be found in the Guidelines on page ]

HIGH SCHOOL COLLECTION GUIDELINES
Recommendations for specific areas of the collection: Examples from High School Guidelines Encyclopedias – 4 sets Science, General – general science dictionary & general encyclopedia of science Science, Specific – dictionary, specialized science encyclopedia(s), science handbooks [The information shown on this slide can be found in the Guidelines on page ]

FOCUS TOPIC Resource Alignment
To contribute to student achievement, the collection must match the school curriculum and meet students’ developmental, learning, and social needs

Resource Alignment Curriculum mapping is a tool that shows who is teaching what and when Collection mapping is a tool that shows numbers & ages of resources in all areas Resource alignment compares the collection and curriculum maps and identifies strengths & weaknesses of the collection

FOCUS TOPIC Weeding (De-selection) of Print and Non-Print Materials
CHART: Considerations for Retention or Removal of Non-Fiction Focus Topic: Area 2: Information Access [General guidelines for Weeding (De-Selection) are found on page 41. A chart with recommendations for specific areas of the non-fiction collection is on page 42.] “A small, attractive collection of relevant, up-to-date materials is more important to students and teachers than a large collection of mostly useless materials.” (Page 41]

GUIDELINES FOR TECHNOLOGY AND AUDIO-VISUAL RESOURCES
COMPUTER WORKSTATION REQUIREMENTS OTHER HARDWARE AND EQUIPMENT REQUIREMENTS [The information shown on this slide can be found in the Guidelines on page 43.]

Information Technology
FOCUS TOPIC Information Technology [The information shown on this slide can be found in the Guidelines on page ] This section describes the role of the library media specialist in planning and implementing technology in the school, and includes a list of suggested steps.

AREA 3: PROGRAM ADMINISTRATION
STANDARD 10: The library media center is staffed by one or more certified professional library media specialist(s) and paraprofessional(s) in accordance with state and/or regional guidelines as applicable. [The information shown on this slide can be found in the Guidelines on page 46.] Area 3 in the guidelines is Program Administration. This area includes standards

STAFFING GUIDELINES Staffing guidelines are divided into two categories: 1. Schools that are not members of the Southern Association of Colleges and Schools (SACS) 2. Schools that are members of the Southern Association of Colleges and Schools (SACS) [The information shown on this slide can be found in the Guidelines on page 47.]

STANDARD 11: The library media program has sufficient … funding for the purchase and maintenance of library resources that, at minimum, ensures that the library media center meets the requirements for a Basic Library Media Program as defined in the guidelines. [The information shown on this slide can be found in the Guidelines on page 46.]

STANDARD 12 The library media specialist manages the financial, physical, and human resources of the library media center efficiently and effectively. [The information shown on this slide can be found in the Guidelines on page 46.]

STANDARD 13 The library media specialist, at least bi-annually, leads a program review …utilizing the Library Media Program Rubric and other assessments in developing a strategic plan for improvement. [The information shown on this slide can be found in the Guidelines on page 46.]

FOCUS TOPIC Copyright [The information shown on this slide can be found in the Guidelines on page 48.] Copyright is the focus topic discussed in the Program Administration area with general guidance and a list of resources provided.

AREA 4: FACILITIES STANDARD 14: The library media facility is arranged to accommodate flexible access by classes and individual students; perform basic functions of an effective library media program, provide a climate conducive to learning, and provide access to information and resources within the school and across local and global networks. [The information shown on this slide can be found in the Guidelines on page 51.] Area 4 is an area that is useful whether you are trying to assess and re-arrange your current facility or planning a new or renovated library media center. It is based on the latest recommendations from national associations and library designers.

AREA 4: FACILITIES STANDARD 15
New and renovated library media facilities are of appropriate size and design to provide the physical elements required to support student learning and meet specifications in the Library Media Center Facility Design Principles and Recommendations outlined in these guidelines. [The information shown on this slide can be found in the Guidelines on page 51.]

Facility Design Principles Facility Recommendations
AREA 4: FACILITIES Facility Design Principles Facility Recommendations [The information shown on this slide can be found in the Guidelines on page 52.] Design principles address general requirements and specific related needs such as: lighting, A/C and heating, seating, acoustics. Facility Recommendations give specific space requirements for each area of the library After this slide insert bad and good examples of slmc from the web.

Library Media Program Evaluation Rubric
The library media program evaluation rubric provides a framework for assessing the quality of the library media program and its effectiveness in meeting the needs of the school’s learning community. [The information shown on this slide can be found in the Guidelines on page ] A detailed evaluation rubric for the four program areas is included. Individual schools and/or districts can utilize the rubric as an assessment tool and to aid in long range planning for improvement.

Library Media Program Evaluation Rubric
The evaluation measures describe three levels of performance: Basic, Advanced, and Exemplary. BASIC: Evidence that Basic standards are at least partially met. ADVANCED: Evidence that the program exceeds Basic standards and that Advanced standards are at least partially met. EXEMPLARY: Evidence that the program exceeds Advanced standards and that Exemplary standards are at least partially met. [The information shown on this slide can be found in the Guidelines on page ]

INFORMATION LITERACY GUIDELINES FOR STUDENT LEARNING
SECTION TWO INFORMATION LITERACY GUIDELINES FOR STUDENT LEARNING Section Two of the Guidelines begins on page 68. Section Two provides guidance and direction for teaching information processing and information literacy skills, Pre K-Grade 12. From the Introduction: “The school library media community is uniquely qualified to provide strong partnership and support for these reforms.” [That is, challenging standards and benchmarks, high stakes tests, and integration of technology to improve student learning.] [p. 68] “Recent research studies provide strong evidence that student achievement is significantly higher in schools where a strong library media program exists.” [P. 68 & 69] “Their [school librarians] strongest impact on student achievement comes when they work in partnership with teachers to integrate information literacy skills into the curriculum through well-designed learning activities.” [P. 68]

Information literate people know how to find, evaluate, and use information effectively…. (American Library Association Presidential Committee on Information Literacy, 1989.) [The information shown on this slide can be found in the Guidelines on page ] What is meant by information literacy?

An information literate student knows how to evaluate and select the best resources, and then extract, record, synthesize, and use information in effective, appropriate, and ethical ways. [The information shown on this slide can be found in the Guidelines on page 59.] This is a paraphrase of the second sentence in paragraph 3 on page 69. When you look at this, you should recognize that this aligned with English Language Arts (ELA) Standard 5. From an information literacy perspective, librarians as well as teachers at every grade level MUST recognize the importance of guiding students to learn developmentally and grade-level appropriate research strategies. We must acknowledge that as school librarians we have the primary responsibility for teaching information literacy skills. We must understand that students cannot do what they have not been taught. Utilizing the information literacy guidelines provides us an opportunity to relate our role to the role of the subject teacher.

The section contains Introduction to Media Literacy Louisiana Content Standards Foundation Skills AASL Information Literacy Standards for Student Learning Louisiana Information Literacy Model for Lifelong Learning Elaborated Louisiana Information Literacy Model with key skills added to each of the seven steps in the model [The information shown on this slide can be found in the Guidelines on page ] Media Literacy has been a neglected area of study but is now receiving more attention in many states as essential 21st century skills. The Louisiana Foundation Skills are included since they are skills that underlie many of the areas addressed in not only content areas but also information literacy. The American Association of School Librarians (AASL) nine information literacy standards [P. 72] are endorsed as the framework for understanding the scopy of information literacy education. The Louisiana Information Literacy Model for Lifelong Learning [P ] is the specific framework which provides a seven-step research process model for structuring information literacy instruction across all grade levels. On page 75 is an Elaborated Information Literacy Model for Lifelong Learning that provides more detail on tasks within the seven steps students should learn and be able to do.

Content Standards Alignment
The Grade Level Information Literacy skills are aligned with Louisiana Content Area Standards with special emphasis on: English Language arts standards K-12 Technology Guidelines The role of information literacy is to support student learning in all areas and to create lifelong learners. To be effective, information literacy skills must be aligned with and taught in tandem with content area standards and grade level expectations.

AASL Information Literacy Skills
Formally introduces three categories of information literacy standards: Information Literacy 2. Independent Learning 3. Social Responsibility [The information shown on this slide can be found in the Guidelines on page 72.] In considering information literacy it is important to keep sight of the “big picture.” Individual skills fit within a broad framework of making sure students have the skills necessary to be lifelong learners. The AASL Information Literacy Standards look at this from the perspective of teaching specific skills within a process model; equipping students with the skills to become independent learners; and teaching them to become responsible and ethical in their use of information.

FOCUS TOPIC: Teaching the Information Literacy Process This section contains a chart and guiding questions for teaching information literacy in primary grades, upper elementary, middle school and high school [The information shown on this slide can be found in the Guidelines on page 76.] Charts are provided that identify the primary tasks to be done within the 7-step model. Students will likely understand this information more if it is presented in a question format such as the ones provided for lower elementary, intermediate (upper elementary), middle, and high school.

Information Literacy Tasks for Primary Grades
Task 1: Identify the information need Task 2: Identify and locate an appropriate source of information Task 3: Record relevant information Task 4: Analyze and synthesize information Task 5: Sort, manipulate and logically organize information Task 6: Apply and communicate information and select appropriate presentation format Task 7: Self-evaluation [The information shown on this slide can be found in the Guidelines on page 76.] This example shows the tasks for students in Pre K-Grade 2. Tasks for other grade levels are found following this page. Grades 3-5, page 77; Grades 6-8, page 78; and Grades 9-12, page 79.

Information Literacy Task Questions for Young Students
What do I want to know? Where can I find it? How can I record it? What did I learn? How can I organize what I learned? How can I share what I learned? How did I do? [The information shown on this slide can be found in the Guidelines on page 76.] This page shows how the tasks for students in Pre K-Grade 2 presented on the previous slide can be presented in question format. Questions for other grades are available on following pages. Grades 3-5, page 77; Grades 6-8, page 78; Grades 9-12, page 79.

FOCUS TOPIC Assessment
Assessment is the process of observing and collecting objective data on students’ progress in learning [The information shown on this slide can be found in the Guidelines on page ] Teaching includes planning and delivery of instruction followed by some form of assessment. Although the school library media specialist typically does not assign grades, s/he does have a role in student learning. It is important for the library media specialist to assess process skills taught in the library, utilizing appropriate strategies. Data collected should be used in making decisions about what skills to teach or re-teach. A list of suggested strategies is included on pages 81 & 82.

INFORMATION LITERACY Grade Level Information Literacy Skills, Pre K - Grade 12 Steps of the Information Literacy Model form the framework Aligned with the AASL Information Literacy Standards (Information Power), Louisiana Foundation Skills & Content Standards [General Explanation Slide for the next set of slides] The last section of Section Two of the Guidelines contains the Grade Level Information Literacy Skills. They are formulated by grade level,with progressively demanding steps. The Louisiana Information Literacy Model is used as the framework. Following each of the seven headings (steps) in the framework is a note showing alignment with the Foundation Skills as well as the AASL Information Literacy Standards. The skills are aligned with subject area content standards and Louisiana Technology Guidelines.

INFORMATION LITERACY SKILLS - EXAMPLE
DEFINING/FOCUSING (Information Literacy Standards 1 & 5; Foundation Skills 1, 2, & 5) Pre-K - develops awareness of a topic by recalling previous experiences. ELA-7-E1 K – brainstorms ideas and information about a topic by recalling previous experiences. ELA-7-E1 The overarching purpose of the information literacy model is to teach student how to learn and how to think through the research process, at an appropriate developmental level. It is an inquiry-based process incorporating higher-order thinking skills. The first step in the Information Literacy Model is Defining/Focusing This example shows the format. Note this step addresses Information Literacy Standards 1 & 5 and addresses Foundation Skills 1, 2, & 5. Under each of the seven steps in the Information Literacy Model is a list of skills. Skill statements are followed by one or more content standards or technology guideline. (In some instances, there is no standard listed because, while this is an important library skill, there is no direct correlation with a content standard.) The 2 skills shown are examples of how defining and focusing are addressed in Pre K and Kindergarten.

Grade 3 - brainstorms ideas and information about a topic by recalling previous experiences. ELA-7-E1 - identifies key issues or questions for further exploration. ELA-7-E4 This slide shows the progression of skills in Defining/Focusing. Note that in Grade 3 in addition to brainstorming and recalling previous experiences and learning, students are led to identify key issues or questions they want to explore further.

Grade 5 - defines an information need and develops a preliminary search plan. - identifies essential (guiding) issues or questions for further exploration. ELA-7-E4 This slide shows the progression of skills in Defining/Focusing. Note that in Grade 5 students are expected to be able to define an information need and develop a preliminary plan for searching for information. They also, with guidance, should be able to identify the essential issues or questions that are important to explore in learning about a topic.

Grade 7 - identifies essential (key) questions for exploration, using modeled techniques, and refines questions throughout the research process, as necessary. ELA-7-M4 This slide shows the progression of skills in Defining/Focusing. Note that in Grade 7, after the process is modeled for them, students are expected to be able to identify the essential (key) questions that are important to explore in learning about a topic and then refine these questions, as necessary, as they do their research.

Grade 9 - develops focus questions using modeled techniques and clarifies and refines questions throughout the research process with guidance from school library media specialist and teacher. ELA-7-H4 This slide shows the progression of skills in Defining/Focusing. Note that in Grade 9, after the process is modeled for them, students are expected to be able to identify the essential (key) questions that are important to explore in learning about a topic and then refine these questions, as necessary, as they do their research. By Grade 9 they should be ready to do this more independently.

Grade 12: formulates a central research question, thesis statement, or problem for initial or further investigation. develops focus questions using modeled techniques … throughout the research process…. By Grade 12, students should be ready to formulate a (valid) central research question, thesis statement or problem for investigation. They should be able to develop focus questions related to their investigation and refine those as necessary during the research process.

INFORMATION LITEARCY SKILLS - EXAMPLE
Grade 12, cont. develops a search strategy for a research project with guidance from the library media specialist and teacher. ELA-5-H3 By Grade 12, after students have formulated a (valid) central research question, thesis statement or problem for investigation and developed focus questions related to their investigation, they should be able to develop a search strategy (plan) with guidance from the teacher and library media specialist.

Because Student Achievement
Why Does Louisiana Need Library Program Guidelines and Information Literacy Standards? Because Student Achievement IS THE BOTTOM LINE The Program Guidelines in Section One provide the tools (resources, facility, and staff). The Information Literacy standards, the Louisiana Information Literacy Model and the grade level skills in Section 2 provide the ingredients necessary to improve the learning process for students and lead them to become independent learners. Careful and thoughtful attention to and implementation of this guidelines provides a powerful resource that can lead to increased achievement for all students.

Guidelines for Library Media Programs in Louisiana Schools

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