1. By Jeanne S. Jones MEDT 8464 Fall 2010

2. 2 The Year in Review 2009-2010

3. Learning Information Technology This past year our library’s online landscape shifted and we explored a variety of new options for communicating the results of student research. On a typical day, you would see our students working in groups or independently, as they write traditional research papers, tell digital stories, explore new search tools, and search scholarly journal databases. 3

4. You would also see students actively reading eBooks, citing document sources with online citation generators, presenting the results of their research, describing their newly installed art work, posting in curricular blogs, participating with experts in online teleconferences, producing media, and collaborating using such online applications as wikis and Google documents. 4

5. Curricular Collaborations I worked closely with nearly all of our students and faculty integrating both the AASL and ISTE standards for learners—introducing our students to a wide array of search tools, databases and resources; coaching students through the research process; and introducing a growing number of options for collaborating and ethically communicating knowledge constructed through research. 5

6. Success stories integrating new technologies in curriculum included our Special Education classes. Ms. Arnold and Mr. Kirby’s students were very engaged in digital storytelling and proud of their professional creations. 6

7. Ms. Peoples-Ruffin and I worked collaboratively to create a U.S. History “Great Depression” project which asked learners to remix the photographs and oral histories of the Library of Congress American Memory. The lesson inspired production of our musical video theme song for the Library of Congress. The unit culminated with live museum exhibits all over our library. 7

8. This past year I spent an ever increasing amount of time making collaborative, instructional “house calls.” To generalize the instructional trends, we are using new tools for research; exploring effective, ethical, and authentic media production; continuing our efforts in PowerPoint reform; exploiting the storage and engaging students in careful writing, scripting, design, effective communication strategies. 8

9. Media Center Circulation Circulation statistics reveal some interesting trends. Total student borrowing is down 994, putting us approximately level with 2008-2009 numbers. The numbers indicate a continued borrowing dip for both 9th and 10th grades. One explanation is the influence of the laptop carts on class visits. Perhaps students are getting their books online, in other libraries, or perhaps they are downloading eBooks to their mobile devices. 9

10. Eleventh grade History students are required to read nonfiction titles connected to the time periods they study. 12th graders make heavy use of books for their numerous projects. Perhaps we should consider the significant number of nonfiction and reference titles students use, or from which they make copies, while they are in the library. While we currently have no metric to assess this type of use, the heavy presence of books on tables and book carts is clear evidence of use. 10

11. Class Visits and Usage Patterns 1291 classes visited our library this school year, 95 classes short of last year’s visit total. The increased use of the school’s laptop carts continues to cut into physical library visits. Nevertheless, the library was again heavily booked this year. It is not unusual for us to serve two-three classes during a single class period. Some trends: This year, I increased the number of visits I made to classrooms. 11

12. Library use and influence is not bounded by physical space. Students in classrooms using laptops continue to use library services through our collaboratively-developed units and pathfinders, through our databases, and the other resources our Virtual Library provides. This year, we increased the number of book/materials we delivered on carts to classrooms. 12

13. 13 A number of clubs call our library home, among them: Animé Art Club, Senior Class Officers, and the Photography Club. Saturday morning usage continued steadily with a total of 254 students taking advantage of Saturday School and the SAT preparation class. We are grateful to Ms. Johnson for staffing the library on Saturdays.

14. Media Center Collection We now offer students and faculty 33,443 items, an increase of 917 items since May 2009. For the second year we made use of “Paperback Swap” which allows us to exchange used and unused books--often gifts or books we find at home--for titles our students really need. The service is free and efficient and allows us to quickly meet student needs. 14

15. Our collection continues to expand in multiple directions. We offer audio-books, databases, pathfinders, and assorted supplies and equipment. Digital cameras, FLiP video cameras, headsets, and boom boxes are available for teacher checkout. Flash drives continually move across the circulation desk, as well as other supplies that students can purchase such as index cards, poster boards, highlighters, and tissues. The library is the go-to place when a student needs almost anything. 15

16. Media Center Circulation Circulation ranged between 54 (May) and 569 (October) books per month. September, October, and March were the months of highest activity. Happily, we circulated 3419 items this year. Heaviest areas of print use are nearly identical to last year, with the highest circulation in the following areas: fiction, history, the arts, and the social sciences. 16

17. With a growing online collection, we can no longer accurately measure use or student reading by circulation statistics alone. Book circulation is down over last year and about steady with our count in 2008. These statistics are indicative of our students increasing use of our online collection and free Web resources. 17

18. Support Staff and Volunteers Our library is fortunate to be staffed by two media specialists last year, but due to budget constraints we have lost this position. We still have a media secretary and student aides who assist with managing our behind-the-desk operations and reshelving of books. We are also grateful for the efforts of our dedicated parent volunteer, Mrs. Williams. Because of their efforts, I am still able to spend time working directly with teachers and learners and to visit classrooms, but not as much as before. 18

19. Goals 2010-2011 To reduce the number of overdue books, our media program will endeavor to use our school’s auto-dialer system to call homes of students with these books. This system seems to get better results than the delivery of overdue notices to classrooms that we used to do. 19

20. I’ll encourage teacher use of online video libraries such as United Streaming. I’ll also investigate other modules and video libraries available for subscription. I’ll help in whatever ways we can to bring our cataloging to the efficiency. Getting books we’ve purchased onto our shelves and into students’ hands is a high priority. I’ll use feedback from our 2010 staff survey to determine our priorities and changes needed for next year. 20

21. Conclusion The media program at Lovejoy High School endeavors to provide students access to all forms of information, whether in print format or via technology, and the materials necessary to complete the curricula goals of the school system. 21

22. As media specialist, it is my goal, in addition to resources, to provide students with expert guidance and instruction in finding requisite materials, utilization of the information they gather, and improving the quality of their lives through instilling the zeal to become life-long learners. 22