1. Electronic Portfolio Melissa Wheeler Master’s of Education in Media University of West Georgia Summer 2010

2. Introduction I obtained my undergraduate degree in Philosophy from Emory University. My professional experience is in corporate finance, accounting, and data analysis. After staying home to raise my children, I decided to change careers in order to fulfill my dream of becoming a librarian. A school librarian is a wonderful choice for me because I can reach every student in the school, encouraging reading for knowledge and pleasure as well as building their skills in information literacy and technology. Furthermore, I can assist teachers through collaboration in hopes of making their overwhelming jobs easier. All this, and I still get to be surrounded by books all day!

3. Purpose  To show my progress as a student in the Master’s of Education in Media program through works and projects  To convey my understanding of the role of the media specialist as specified by Empowering Learners  To connect completed projects to AASL Standards and the College of Education Conceptual Framework descriptors

4. Table of Contents Click on the title below to be brought to the specific work or slide. Resume Role of the School Library Media Specialist in the School Orientation to the Media Center Projects with Accompanying Standards

5. Role of the Media Specialist in the School Return to Table of Contents View Project This PowerPoint presentation serves to discuss the roles of the media specialist as outlined by Empowering Learners: Guidelines for School Library Media Programs and how I relate my field experiences to those roles and plan to fulfill them in practice. I developed my presentation for teachers.

6. Orientation to the Media Center Return to Table of Contents View Project This PowerPoint presentation is an orientation to an elementary media center. It is appropriate for teachers and students and serves to introduce the collection as well as policies and procedures. The program as a whole is highlighted.

7. Projects with Accompanying Standards Instructional Design Paper Book Reviews Pathfinder Facility Floor Plan School Wide Program Documentation of Work with Students and Teachers Student Instruction Project Stakeholders Presentation In-Service Module Policies and Procedures Handbook Qwik Start Guide Network Diagram Current Topic Research Portfolio Matrix Return to Table of Contents By clicking on the project name, you will be brought to the slide with my reflection on the work and matching AASL Standard and CoE Conceptual Framework descriptor. There will also be a direct link to the project itself.

8. Instructional Design Paper Return to Table of Contents As part of the MEDT 7461 course, I wrote a comparison paper of instructional models to help me understand better various models of teaching. Having never taught, I felt this research was crucial for me in learning how teachers teach concepts to their students. As a result, I am more confident in my ability to help teachers develop lessons for student instruction effectively. This research meets AASL standard 1.1 by allowing me to interact with the learning community to convey content and concepts. The CoE descriptors met with this paper include Knowledgeable and Proactive. I am able to help with transformational systemic change by removing barriers that impede lifelong learning and demonstrating specific knowledge in professional education. View Project Return to Projects

9. Book Reviews Return to Table of Contents As part of the MEDT 6465 course, I wrote a double book review for The Amazing Flight of Darius Frobisher. The first review is a teacher annotation to provide staff with a synopsis of the book; the second review is a student annotation meant to entice the child to read the book, without giving away the ending, of course! Part of my job is to encourage reading, and by introducing books in this way, I hope to advertise the collection and increase circulation. This project meets AASL standard 1.2 by allowing me promote leisure reading and help produce lifelong readers. The CoE descriptors met with this paper are Lifelong Learners and Proactive. I hope to influence transformational systemic change by removing barriers that impede lifelong learning and by improving my skills and knowledge. View Project Return to Projects

10. Pathfinder Return to Table of Contents As part of the MEDT 6464 course, two classmates and I developed a pathfinder on the Holocaust through Literature. The pathfinder is a list of resources meant to help teachers and students have access to high-quality resources for research and learning. I had never heard of a pathfinder, and it became one of my favorite projects in the program because of its ease of use for staff and students and its practicality. It is a fantastic, simple way to collaborate with teachers. This project meets AASL standard 1.3 by helping me facilitate access for all patrons to print, non-print, and electronic formats. The CoE descriptors met with the pathfinder are Decision Makers and Knowledgeable. I hope to influence transformational systemic change by demonstrating knowledge and skills and by demonstrating advanced knowledge in content areas. View Project Return to Projects

11. Facility Floor Plan Return to Table of Contents As part of the MEDT 6461 course, I reconfigured an existing media center floor plan in order to improve layout of physical entities in the center and improve access to materials according to best practices. I anticipated having trouble with this project, but the media specialist was very helpful with her suggestions. I came to understand how important a good layout is to the access of library services to its patrons. This project meets AASL standard 1.4 by allowing me to create a positive environment to impact student learning positively. The CoE descriptors met with this project include Adaptive, Culturally Sensitive, and Empathetic. I demonstrated strategic planning in the layout of the media center by understanding and displaying sensitivities to individual and group differences and needs for effective transformational systemic change. View Project Return to Projects

12. School Wide Program Return to Table of Contents As part of the MEDT 6466 course, three classmates and I worked together to develop a media program centered around a theme. We created activities for each grade level, special needs students, and other programs. The purpose is to encourage reading in creative ways and provide new media specialists with a cohesive program to implement in an elementary school during his or her first two years. This project meets AASL standard 2.1 by allowing me to create a reading and learning program that encompasses all groups of students, no matter what their reading levels and abilities. The CoE descriptors met with this project include Adaptive, Culturally Sensitive, and Empathetic. I demonstrated strategic planning in the layout of the media center by understanding and displaying sensitivities to individual and group differences and needs for effective transformational systemic change. View Project Return to Projects

13. Documentation of Work with Students and Teachers Return to Table of Contents Throughout the program, I have been keeping track of work with students and teachers of which I have been a part. By doing so, I have determined how much my field experience has taught me about collaboration with teachers and work with students on developing information literacy and technology skills. It has been wonderful to see the impact on students, seeing them learn new things to help them in school now and in the future. This documentation meets AASL standard 2.2 by allowing me to collaborate with teachers to plan and teach students information skills in a motivational way. The CoE descriptors met with the documentation include Collaborative, Knowledgeable, and Reflective. I worked with teachers and demonstrated critical thinking skills and knowledge in advanced content areas for prescription and implementation of transformational systemic change. View Project Return to Projects

14. Student Instruction Project Return to Table of Contents As part of the MEDT 7461 course, I reviewed various types of resources for use by students researching the Vietnam War. I reviewed and wrote a brief description for each resource and determined how students, teachers, media and technology specialists could utilize each source for student instruction. This project helped me to consider various formats and how they could be applied effectively. This project meets AASL standard 2.3 by allowing me to find various types of resources for specific content areas and assist students using technology to assess, critique, and use information. The CoE descriptors met with this project are Decision Makers and Knowledgeable. I hope to influence transformational systemic change by demonstrating knowledge and skills and by demonstrating advanced knowledge in content areas. View Project Return to Projects

15. Stakeholders Presentation Return to Table of Contents As part of the MEDT 6466 course, three classmates and I created a presentation for stakeholders. The stakeholders presentation is a list of tips and strategies for media specialists to communicate and collaborate with community members, in this case, public librarians and teachers. I will be able to use this list and expand on it during my career as a media specialist and provide myself opportunities to connect with the community. This presentation meets AASL standard 3.1 by creating opportunities for the media specialist to network and communicate with members of the school and community for resources sharing. The CoE descriptors met with this project are Collaborative and Proactive. I will bring about transformational systemic change by working with stakeholders in the educational process and by advocating for the removal of barriers in order to help produce lifelong learners. View Project Return to Projects

16. In-Service Module Return to Table of Contents As part of the MEDT 7461 course, I created an in-service module to help teachers increase their skills in technology. The module is self-directed and easy for teachers to use to learn on their own. This specific module is geared to high school teachers wanting to learn how to use Jstor, an electronic database. I enjoy this method of teaching because it is a flexible way for me to teach teachers desired skills. This project meets AASL standard 3.2 by allowing me to direct and lead staff development opportunities. The CoE descriptors met with this module are Collaborative and Knowledgeable. I will bring about transformational systemic change by working with teachers in the educational and professional development processes and by demonstrating advanced content knowledge and specific professional knowledge. View Project Return to Projects

17. Policies and Procedures Handbook Return to Table of Contents As part of the MEDT 6461, 6463, and 6465 courses, I developed a Policies and Procedures Handbook for the school media center program. The handbook allowed me to review various policies in Georgia districts and procedures in my local schools. It is crucial for the handbook to align with the school’s mission and outline how the program will be run in accordance with meeting patrons’ needs. The handbook meets AASL standard 3.3 by allowing me to align with school missions and translate ways in which the media program can enhance school improvement plans. The CoE descriptors met with this project are Leaders and Lifelong Learners. I will facilitate and influence transformational systemic change by demonstrating leadership skills in the development of policies and procedures and by continually improving my own knowledge and skills to meet the needs of the program and school. View Project Return to Projects

18. Qwik Start Guide Return to Table of Contents As part of the MEDT 6468 course, three classmates and I worked on developing a quick reference guide for the use of the Destiny 9.5 automation system. The project allowed me to review the contents and capabilities of the automation system while learning how to customize it to fit the needs of patrons. The guide meets AASL standard 4.1 by demonstrating how the media specialist organizes the media collection according to best practices as well as using the automation system to meet needs of patrons. The CoE descriptors met with this project are Decision Makers and Adaptive. I will influence transformational systemic change by demonstrating professional skills, flexibility, and strategic planning to meet needs of diverse patrons through the use and organization of automation systems. View Project Return to Projects

19. Network Diagram Return to Table of Contents As part of the MEDT 6467 course, I worked with a technology specialist on creating a diagram representing the various components of a school’s network system. Although it may be unusual for the SLMS to maintain the network in a school, the project allowed me to understand how the components work together and what their functions are. The diagram meets AASL standard 4.2 by demonstrating how the media specialist applies accepted practices in the operations of the school. The CoE descriptors met with this project are Decision Makers and Adaptive. I will influence transformational systemic change by demonstrating professional skills, flexibility, and strategic planning to meet needs of diverse patrons through the design and maintenance of the school’s network. View Project Return to Projects

20. Current Topic Research Return to Table of Contents As part of the MEDT 6463 course, I conducted an interview of my mentor media specialist and LM_NET archival research into the topic of cataloging and housing professional materials. It is a topic with which I had little experience and was happy to learn more. It served to enhance my knowledge about cataloging and sorting these materials according to best practices. This research meets AASL standard 4.3 by allowing me to uncover data of best practices in organizing resources with the school’s objectives and goals. The CoE descriptors met with the research include Collaborative, Proactive, and Reflective. I collaborated with staff, advocated for the removal of barriers impeding lifelong learning and demonstrated critical thinking skills and knowledge in advanced content areas for prescription and implementation of transformational systemic change. View Project Return to Projects

21. Thank you for viewing my portfolio! Image from National Park Service, www.nps.gov