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FRIT 7090: Young Adult Program #1 - Keith

Justin Keith FRIT 7090: School Library Programming for Young Adults Young Adult Program #1 Summer 2011

FRIT 7090: Young Adult Program #1 - Keith Title of Program: Diversity Daze Extravaganza Curriculum Areas/Topics Covered: The topics in this area will cover the heritage of the area in which the particular local school is located, designated days for each ethnicity that is part of the school, a designated day for special needs, and a designated days for individualized diversity in which students of different orientations and diverse subgroups will be featured. Due to the nature of this program, the subjects of social studies and history will be the direct ties to the classroom. The world literature classes will be a sub-group. Time Frame of Program: This program is scheduled to run for one full month during the school year. Each group will be recognized for one day during the month. Total time to plan for the program will vary by school and diversity of population. Due to flexible scheduling in the library, not all classes will have the opportunity to meet with the media specialist during this time. The school demographics information will be obtained from the registrar and information concerning this program will be discussed in the History and Social Studies classes. In addition any individual or class that comes into the media center will receive information concerning the program. Because this will be a school-wide event announcements will also be made to the entire school. Goals and Rationale of Program: The goals of this program is to highlight the diversity of students, faculty and staff within a given school setting by focusing on race, color, national origin, sex, disability, age, etc... It is also a goal that students broaden their range of reading to include authors and subjects related to their culture in which they may not have found previous interest. It is also a goal that students will further research their personal heritage by creating a family tree. Books pertaining to each featured area of diversity will be featured in the school media center to coincide with each day of diversity featured in the program. School wide speakers, presenters, or presentations may also be scheduled. AASL Standards Addressed: 1.1.2 Use prior and background knowledge as context for new learning. 1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context. 1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias.

FRIT 7090: Young Adult Program #1 - Keith 1.1.9 Collaborate with others to broaden and deepen understanding. 1.3.4 Contribute to the exchange of ideas within the learning community. 1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process. 1.4.4 Seek appropriate help when it is needed. 2.1.1 Continue an inquiry- based research process by applying critical- thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge. 2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems. 2.3.2 Consider diverse and global perspectives in drawing conclusions. 2.4.3 Recognize new knowledge and understanding. Share knowledge and participate ethically and productively as members of our democratic society. 3.1.2 Participate and collaborate as members of a social and intellectual network of learners. 3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess. 3.1.5 Connect learning to community issues. 3.1.6 Use information and technology ethically and responsibly. 3.2.1 Demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations. 3.2.2 Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions. 3.3.1 Solicit and respect diverse perspectives while searching for information, collaborating with others, and participating as a member of the community. 3.3.2 Respect the differing interests and experiences of others, and seek a variety of viewpoints. 3.3.3 Use knowledge and information skills and dispositions to engage in public conversation and debate around issues of common concern. 3.3.4 Create products that apply to authentic, real-world contexts. 3.3.5 Contribute to the exchange of ideas within and beyond the learning community. 3.3.6 Use information and knowledge in the service of democratic values. 4.1.8 Use creative and artistic formats to express personal learning. 4.2.3 Maintain openness to new ideas by considering divergent opinions, changing opinions or conclusions when evidence supports the change, and seeking information about new ideas encountered through academic or personal experiences. Intended Audience and Demographics: This program will focus on the high school 9-12 grade population. This program is also suitable for the middle school 6-8th grade population. Each school implementing this program should obtain the school demographics information from the registrar and counseling office.

FRIT 7090: Young Adult Program #1 - Keith Steps for Implementation: A schedule of events based on the school population and diversity will need to be developed. Current demographics of the school population should be acquired, books/information for each school demographic should be isolated for display, special food may be planned or coordinated, speakers and presentations by community members may be planned based to show cultural traditions, etc The heritage of the school will need to be researched, put into a presentation and books/information will need to be compiled for display. Speakers, re-enactors, local museums, etc... may also need to be contacted about presenting during the program. Special dress days to highlight diversity may be scheduled for students. Advertisements and announcements will need to be made in advance to students so that they know how to prepare and what to expect from the program. If school wide presentations are to be made, such as the USA Networks Characters Unite Special: Tom Brokaw Presents Bridging the Divide or the Challenge Day program, they should be scheduled with the school administration well in advance. Collaboration with social studies, history, and world literature teachers should be initiated by the media specialist. A culminating Diversity Daze Extravaganza night will be planned for community members to take part in where cultural food will be shared for a small fee, cultural displays, dance, music, and performances will take place.

Funding and Budget Needs: Unless the school decides to host something such as the Challenge Day Program, a minimal budget would be needed. However, the school may decide to have a non-uniform or a cultural dress day for donations to help with the funding. Local organizations dealing with diversity issues may also be contacted to make donations or help sponsor a more expensive program. Number of Staff and Volunteers: If the program is basically offered by the media center within the walls of the media center, the normal library staff may be all that is necessary to host the program. If the program is implemented school wide, teachers may be asked to teach on the featured cultures in some way, lunchroom staff may be asked to help with food preparations/dissemination to highlight specific cultures and administration may be asked to help design appropriate dress for students if they choose to dress to represent a specific group, Special needs teachers may be asked to help with a special day where non-special needs students take part in a day to see what it is like to be disabled/handicapped, and all faculty and staff will be needed to help monitor any school wide functions or presentations. Community volunteers will be sought out to conduct seminars on creating a family tree, perform reenactments, donate food from culturally diverse restaurants, perform cultural activities, etc

FRIT 7090: Young Adult Program #1 - Keith Marketing: Flyers will be posted throughout the school, an announcement will be made in the morning and afternoon through the announcement system, an article will be featured on the school website, informational calls and emails will be disseminated, and news media will be alerted and invited to attend the Diversity Days Extravaganza culminating event at the school. Youth Participation: The book, interact, key, national honor, and beta clubs will be invited to help plan and host the activities for the Diversity Daze Extravaganza. If the school has a broadcast/video production class, they may be called on to produce audio and/or video promotional spots to be shown school-wide. If the school has a graphic arts class they may be called on to produce posters and other advertisements. Evaluation: Surveys will be developed for students, community members, and faculty/staff. The surveys will be posted to the school website and everyone will be asked to rate and comment on the program so that the program can be made better in the future. Resources: Books and other informational material will be made available in the school library. Videos will be made available for teachers Information from the internet such as the USA Networks Characters Unite Special: Tom Brokaw Presents Bridging the Divide or the Challenge Day Program will also be made available to students, teachers, and the community through links on the school website.

References: Agosto, D. E. (2007, February). Building a multicultural school library: issues and challenges. Teacher Librarian, 34(3), 27-31. Eboni S Nelson. (2006). Achieving K-12 School Diversity Without Considering Race. Diverse Issues in Higher Education, 23(21), 44. Retrieved June 12, 2011 Craig, A. (2010, Spring). Focus on diversity YALSA diversity taskforce. Young Adult Library Services, 8(3), 6-7. Hairston, K., & Strickland, M.. (2011). Growing...But Constrained: An Exploration of Teachers' and Researchers' Interactions with Culture and Diversity through Personal Narratives. The Qualitative Report, 16(2), 341-357.

FRIT 7090: Young Adult Program #1 - Keith Ji-Yeon O Jo. (2003). Educating "Good" Citizens: Imagining citizens of the new millennium. The High School Journal, 87(2), 34-43. Kuglin, M. (2009, Winter). Latino outreach: making da a fiesta of family literacy. Children & Libraries: The Journal of the Association for Library Service to Children, 7(3), 42-46. H Richard Milner, Lamont A Flowers, Eddie Moore Jr, James L Moore III, & Tiffany A Flowers. (2003). Preservice teachers' awareness of multiculturalism and diversity. The High School Journal, 87(1), 63-70. Marcoux, E. (2009, February). Diverse yet universal: two men with similar perspectives. Teacher Librarian, 36(3), 22-26. SENKE, L., & SMITH, T. (2011). EMBRACING CULTURE TEACHING CHANGE. Independent School, 70(4), 100-104. Wopperer, E. (2011, January/February). Inclusive literature in the library and the classroom. Knowledge Quest, 39(3), 26-34. http://www.charactersunite.com/video/documentary http://www.challengeday.org/

FRIT 7090: Young Adult Program #1 - Keith Young Adult Program #1 Scoring Rubric 2

0 Originality Not original/ Not workable/ Not submitted/ Not attempted (Counts twice)


Program is workable, but it is not original.

Program is workable, original, creative, and innovative. It has fresh and exciting ideas. Each section of the template has been completed with meaningful entries. It paints a complete picture of the program and speaks to the focused topic of promoting diversity. All of the required five references are included. Projects shows a great deal of planning went into it. All components work together as intended. Components demonstrate depth and detail. References are all documented, and APA formatting is used throughout, including intext citations and reference list. No errors found in grammar, spelling or usage that distract reader. Total


Template was not used. The five references are not included. Does not focus on the topic of promoting diversity./ Not submitted

Project shows lack of planning. Components do not work together as intended. Project lacks depth and detail./ Not submitted References are not documented at all, and there is a lack of APA formatting. Numerous errors in grammar, spelling or usage that distract reader.

Some sections of the template have been completed with meaningful entries. It does not paint a complete picture of the program. It does not speak well enough to the focused topic of promoting diversity. Some of the required five references are included. Project shows some planning. Some components do not work together as intended. Some of the components lack depth and detail. References are mostly documented, and APA formatting is attempted. A few errors found in grammar, spelling or usage that distract reader.








Scoring Guide: 18-20 Target 14-17 Acceptable <14 Unacceptable