BlenheimElementary/MiddleSchool

LibraryMediaCenter
LongRangePlans

Long Range Plan 2015-2016

Library Media Specialist: Brenda L. Ladson

School: Blenheim Elementary/Middle School

Mission Statement: The mission of Blenheim Elementary/Middle School Media Center is to provide
quality library and technology materials and services to the students, staff, administration, parents and
community members. Library services and training in technological equipment will be provided by
trained media staff under the direction of the principal, with the help of the director of media services
in accordance with the visions, standards, goals, and objectives of the school, district, and the State
Department of Education. The media specialist will select and purchase materials for the media
center and school which support the South Carolina Curriculum Standards, the district, and state
technology plans and which support the academic deficit areas identified in the population, as well as
those areas of discrepancy addressed in the school wide plan and/or annual school review.

Vision Statement
The Vision of the Blenheim Elementary/Middle Schools Library Media Center is to enable students
to become educated, self-confident, lifelong learners, readers and responsible citizens by:

Creating a welcoming and inviting environment for study, reading, and the pursuit of
knowledge.
Providing resources that support the individual interests of students and staff and Marlboro
County School Curriculum Framework
Teaching Information Literacy Skills to students and staff.
Ensuring equitable access to professional services and facilities.
Partnering with teachers to enhance the curriculum
Providing state of the art facilities and equipment

Budget (FY 2015-2016)

School Department Funds

Library Books $10,000
Subscriptions/Periodicals $700
Technology Supplies $2500
Educational Media Supplies $3000

Scholastic Book Fair Funds

Print materials

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School Community: Blenheim Elementary/Middle School is located at the edge of the town of
Blenheim, South Carolina on Highway 38, in Marlboro County. The school is 9 miles from the
Marlboro County School District Office. The School campus buildings are about 4 years old. The
student attendance rate is 94.9%. We have 0.3% out-of-school suspensions or expulsions.
Approximately 7% of children that attend Blenheim Elementary/Middle School qualify for special
services other than speech. Three students were eligible for Gifted and Talented services, and four
were nominated for the Junior Scholars Program. The teachers returning decreased from 81.2% to
78.6%. All teachers hold valid teaching certificates. All core subject classes have a ratio of 18:1.
Parent involvement was rated as excellent with 100% of parents attending conferences. Our school
consists of School Improvement Council, Parent Teacher Organization, and volunteers provide input
for school improvement plans, assistance with fundraisers and organizing student events, as well as
serving as test monitors, classroom and chaperons for field trips.

The Blenheim Elementary/Middle School Media Center envisions a Library Media Program that
provides students and staff with the information literacy skills needed to be consumers of information
in an expanding global world. This will be accomplished by teaching the effective use of print,
electronic resources, and providing equitable access to information from certified Library Media
Specialist. The Library Media Program enhances and supports curriculum standards as well as
reading for pleasure.

Students in kindergarten have the opportunity to attend a half hour class in which they are
read stories and participate in question and answer time.
They enjoy a variety of literacy and basic library and information skill readings and activities
as well as circulation time.
Students in grades one through five visit the library media center on a weekly basis for an
thirty minutes in which they participate in a four week cycle of literacy and information
research (genre study, Big 6 skills, author study, and non-fiction appreciation), they enjoy a
variety of literacy and basic library and information skill readings and activities as well as
circulation time.
The library media center is in a state of updating its collection to meet the district and state
frameworks. We are a Pre-k through 5th grade and 7th- 8th grade school and on a flexible
schedule. Classes are seen at least once a week depending on the grade level. Students receive
services relating to the frameworks and teacher selected activities. Research and critical
thinking skills are the foundation of all instruction including literacy appreciation and support.
Students have open access to the library media center and use it appropriately.
.
The library media center special programs support literacy, community respect, peer leadership,
and cultural awareness.

Description of students being taught

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 I am the library media specialist at Blenheim Elementary/Middle School in Marlboro County

School District. Blenheim Elementary/Middle School is a PreK 5th and 7th through 8th grade

school. There are one pre-kindergarten classes, one kindergarten class, two-first grade classes, two-

second grade classes, one-third grade classes, two-fourth grade class, two-fifth grade classes, five-

seventh grade classes, and five-eighth classes. We have approximately 500 students in this Title 1

School. The student body is approximately 48% African-American, 48% Caucasian and 2% other. All

classes come to the media center once a week for half an hour. Kindergarten classes can come for 30

minutes for reading time. Pre-Kindergarten classes can come for 15 minutes for basic socialization

skills practice. Approximately 86% of the students are on free and/or reduced lunch.

During the first week of school I will conduct library orientation. I review the rules, rewards,

consequences, and procedures for the media center. I also informally pole my students to determine

their interests.

I collected information on my students from the secretary and PowerSchool Attendance

Personnel at Blenheim Elementary/Middle School, South Carolina Department of Education Website,

School Report, and school-wide report.

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II. Learning and Developmental Goals

The mission/goal of the media center at Blenheim Elementary/Middle School is for all

students to become lifelong learners and self-motivated readers by developing an appreciation for

various types of literature and information presented in a variety of formats. The following are

specific goals for the 2015 - 2016 school year.

A. Students will demonstrate proper listening skills and behavior.

B. Students will demonstrate proper use and care of books and other resources.

C. Students will select appropriate materials for reading enjoyment or completion of

classroom assignments.

D. Students will improve their reading skills.

E. Students will identify a variety of literary forms.

F. Students will develop knowledge of research skills and materials.

G. Students will access information using printed text, video, electronic resources, the

Internet, and other available technology.

H. Students will improve their written and verbal communication skills.

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Instructional Units

GradeLevel Month Unit

Pre-Kindergarten August
through Behavior,listeningskills,&verbalskills
Kindergarten
SepOct
Behavior,listening&verbalskills&EricCarleBooks

NovDec
Behavior,listening&verbalskills&HolidayBooks

JanFeb
Behavior,listening&verbalskills,andCelebrations
ie.PresidentsDay,MLKDay,BlackHistoryMonth

MarApr
Behavior,listening&verbalskills,PoetryandSpring
stories

MayJune
Behavior,listening&verbalskills,andBookCare

First Grade August Careandhandlingofmaterials

through Second MediaCenterCitizenship
Grade Listeningskillsandbehavior

SeptOct Circulationprocedures
Selectionofbooks
LocationofareaswithintheMediaCenter
Listeningskillsandbehavior(ongoing)

NovDec LiteratureAppreciation(Folktales,fiction)
AmericanEducationWeek
HolidayStories(Hanukah,Christmas,Kwanzaa)

JanFeb LiteratureAppreciation(multicultural,nonfiction,
biographies)
Authors,illustrators

MarApr LiteratureAppreciation(Fantasy,Poetry)
Continuedemphasisonbookcare

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MayJune AwardBooks,PictureDictionaries

6
(III.InstructionalUnitscontinued)

ThirdGrade AugSept CirculationProcedures

throughFifth Selectionandcareofmaterials
Grade LocationofareaswithintheMediaCenter
MediaCenterCitizenship
Listeningskillsandbehavior(ongoing)
October Circulationprocedures
Alphabetizing
DictionarySkills
AcceleratedReader
NovDec Partsofabook
Author,Illustrator
Literatureappreciation(fantasy,fiction,nonfiction)
AmericanEducationWeek
JanFeb Referencesources(dictionary,encyclopedia,almanac)
Literatureappreciation(biographies,multicultural)
Holidays(PresidentsDay,MLKDay,BlackHistoryMonth)

MarApr ComputerTechnology
Mediaterminology
Literatureappreciation(poetry,fiction,nonfiction)
MayJune CincodeMayoHoliday,MayDay
Character,setting,plot,theme(Chapterbooks)
Awardbooks

Seventh August Selectionandcareofmaterials

Grade MediaCenterCitizenship
through Circulationprocedures
EighthGrade
SepOct AcceleratedReader
Referencesources(Dictionaries,encyclopedia,almanac)
Authors,Illustrators,partsofabook,copyright,publisher
NovDec DeweyDecimalSystem
LiteratureAppreciation(fiction,nonfiction)
AmericanEducationWeek
Holidays(Thanksgiving,Christmas,Hanukah,Kwanzaa)
JanFeb Mediaterminology
Holidays(MLKDay,PresidentsDay,BlackHistoryMonth)
LiteratureAppreciation(biographies,multicultural)
ComputerTechnology
MarApr Literatureappreciation(poetry,fantasy)
Character,plot,setting,theme(ChapterBooks)
MayJune AwardBooks

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 ReferencesourcesReview
LiteratureappreciationNonprintandreviewofNonfiction

Instructional Materials

The following items will be used in the media center and/or during classroom

visits:

Computer, printer, overhead projector, books, puppets, periodicals, dictionaries,

encyclopedias, almanacs, CD-ROMS, computer discs, software programs, handouts,

bookmarks, quizzes, worksheets, pre-tests, post-tests, globe, maps, screen, websites, ITV

tapes, visitors (authors, business people, storytellers, etc.)

Media Specialist's deskpens, pencils, certificates, scissors, bookmarks, stickers,

highlighters, tape, tape dispenser, markers, stapler, staples, stapler remover, paper clips, white-

out, stamp, stamp pads, calendar, lesson plan book, attendance book, school agenda, copy

paper, notebook paper.

Standards-South Carolina Curriculum Standards, Information Power, ISTE Standards.

Assessing and evaluating student progress

Studentsaren'tgivenaformalgradeformediacenterclasses.However,theywillbegiven

worksheetsandworkingcloselywithteachers,studentswillhaveprojects.Studentswillalso

beaskedquestionsorallyandrespondorally.

Recording of student progress

As mentioned above, students do not receive a formal grade in the media center.

Rules and Procedures for Managing Student Behavior in the Media Center

Rules
RESPECTYOURNEIGHBORKEEPYOURHANDSTOYOURSELF

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 WHISPERQUIETLY

TREATYOURBOOKSLIKEYOURBESTFRIEND

RETURNYOURBOOKSONTIMESOOTHERSMAYENJOYTHEM

Consequences
If you choose to break a rule, you will receive the following consequences:

Verbal warning

Note to teacher (teacher will pull a tag or suspend recess)

Note home/call parents

Suspension of checkout privilege for one week

Rewards
Verbal praise

Inform teacher

Extra checkout privilege for one week

Note home

Certificate

Extra bookmark

The rules, consequences, and rewards are posted in the media center and reviewed at the beginning of
the school year with the students. Reviews also take place as needed throughout the school year.
Parents receive a copy of these rules, consequences, and rewards at the beginning of the school year.
(I typed the letter in single-line format to save space.)

Dear Blenheim Elementary/Middle School Parents,

I am delighted to serve as your child's library media specialist this year. I would like to
welcome your child to Blenheim Elementary/Middle School. We have many exciting and
fun plans for the upcoming school year. The media center is an integral and vital part of
your child's academic success. Reading helps children by providing a positive role model,
new information, pleasure, a rich vocabulary, increased attention span, improved listening

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 skills, and good grammar. Please help you child to develop a love of reading by enjoying
the books they bring home.
Listed below is a reminder of the rules, rewards, and consequences of the media center.
Please review this list with your child.
(I would list the rules, rewards, and consequences here)
Parent volunteers are always welcome. They are needed to help shelve books, work at
the book fair, get new books ready for the shelves, and read to classes.
We invite you to stop by the media center. If you have any questions or if we can be of
further assistance, please do not hesitate to call us at 528-1494.
Sincerely,
Brenda L. Ladson, Media Specialist

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Non-instructional routines

Entering and leaving the library for classes:Teachers will walk their classes to the library

and wait outside the door until instructed to enter. On the first day of class, students will be assigned

to tables. Students will sit at the same table for the entire school year. The students will enter the

media center quietly. The media specialist will conduct a lesson if time permits. Students will check

out books. Students will be lined up at the door when class is over. Students will leave the media

center quietly with their teacher.

AR tests:Students will need a pass or reading log to come to the library for an AR test.

Students are only allowed to take an AR test in the media center when there is at least one staff

member present. Students will not be allowed to come to the Media Center to take these tests another

class is in the Media Center for their Specials time. Students will use one of six computers to take the

AR test. When the student is finished testing, he/she will return to the classroom.

Book Fairs:Students will attend the Book Fair during their regularly scheduled library time.

No lessons will be conducted during that week. Students will be able to peruse and purchase books.

Communicating with parents

Notices will be sent home during the following times:

At the beginning of the school year

Book Fairs
Author visits
Behavior problems
Outstanding behavior
Any other special activities

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Evaluating and adjusting long-range and short-range plans

Short-range plans will be done bi-weekly in pencil. This will allow me to plan lessons and

project the next week's lesson. It will also allow me to make adjustments as necessary. Long-range

plans will be evaluated and adjusted on a monthly basis or as needed. The key to this is flexibility.

XI. Professional growth and responsibilities

I am a member of the American Library Association, and the South Carolina Association of

School Librarians

I plan to work closely with the staff at the Marlboro County library. This collaboration

encourages students to use the public library system throughout Marlboro County.

I am a member of the school's technology committee, assist teachers with PowerSchool, and

the Textbook coordinator. I have attended as many extracurricular activities as possible during the

school year. As necessary I attend any media specialist meetings for my district, the annual South

Carolina Educational Technology Conference, and the annual South Carolina Association of School

Librarians conference.

In addition, I plan to continue my education by pursuing my 30 graduate credits above my

masters degree. I also plan to obtain National Board Certification for Media Specialists.

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I have an open door policy to encourage visits by students, faculty, staff, parents, and other members
of the community. When new teachers come on board, I plan to personally go to their rooms and
introduce myself and offer my services. As new books and other resources arrive, I will invite
teachers to a drop-in to socialize, review the materials, recharge their batteries, and unwind. I will
make every effort to fulfill the information needs of all students, faculty, and staff by being open,
approachable, friendly, professional, and knowledgeable.

How do students get access to the library media center?

Classes are on a flexible schedule with the aforementioned time periods, and individual visits are
available daily in forty-five minute blocks. Circulation of materials occurs mostly during class
visits, but checkout and book return are available at anytime during the day.

How do teachers access the services of the library media center and of the library media
specialist?

Teachers have a large professional development and curriculum support print and video
library available to them at all times for browsing and checkout. Items are checked out on an
as needed basis with a negotiated due date to accommodate lesson plan use.
The library media center flexible class time can be readily scheduled also on an as needed
basis so that the library media center resources and the library media specialist can support
projects and lessons.
All media needs (audio, video, software, and presentational hardware) are provided in each
classroom at the beginning of each school year and serviced during the summer. The library
media specialist is responsible for maintaining these services as part of student project
support.
The library media specialist is available by phone, personal visit, and through e-mail and the
library media center website. Requests for materials, bibliographies, circulation reports, and
newsletters are usually transmitted online.
The library media center is in a state of updating its collection to meet the district and state
frameworks. We are a Pre-k through 5th and 7th through 8th grade school and on a fixed
schedule. Classes are seen at least once a week depending on the grade level. Students receive
services relating to the frameworks and teacher selected activities. Research and critical
thinking skills are the foundation of all instruction including literacy appreciation and support.
Students have open access to the library media center and use it appropriately.
Teachers who are planning research projects in the library media center meet with the library
media specialist to collaborate on the assignment and identify print and non-print resources to
be introduced and information literacy skills to be taught

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Is the library media specialist involved in cooperative planning with the classroom teachers?

Yes. Teachers and I work together in a variety of ways: materials preparation for class
assignments, report writing skills that relate to library media center use (citations, bibliographies,
author study). Teachers are given a form to complete for specialist projects, and audio
supplements for Special Education reading assignments. Library skills writing assignments are
often used for extra grades in Second through Eighth grade classes and assessments.

Is the library media specialist involved in curriculum development with the classroom teachers?

Yes, but not as much as I would like. Grade level meeting times are not accessible because I have
library classes during the meeting. I have had successful collaboration through individual
meetings, and have been able to support new curriculum changes because the teachers have been
very supportive of the library media centers goals to supply updated material.

Describe how technology is integrated into the library media program.

The library media center Dewey Decimal System and parts of a book are taught to second
through fifth grade classes.
The library media centers uses ETV Streamline SC to integrate technology into the library
media program. Plans for the next years to come are to teach students how to use the Google
search engine and online reference materials.
Videos are shown to enhance library media center and classroom assignments.
The Whiteboards will be incorporated into the information skills and Internet search skills
portion of the library media center curriculum.
Our catalog is automated and can be accessed at each computer station in the library media
center
When students work with the library media specialist on research projects, they are taught
how to use research databases (that pertain to the assignment), how to cite computer sources
for a bibliography, how to check websites for authority of the author or organization and
currency of the information. Students are also taught how to access the research databases
from home

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 Library Media Specialist
JobDescription

POSITION PURPOSE: To administer an integrated information technology program that provides

library, media, and technology resources in support of the instructional
program of the school

REPORTS TO: Building Principal

SUPERVISES: Library media assistant (paraprofessional), parent and student volunteers

Areas of Responsibility

As a program administrator, the library media specialist must

develop and implement a mission statement, goals, objectives, policies, and procedures that
reflect the mission, goals, and objectives of the school and the district;
plan and evaluate information technology services to best meet student needs, district goals, and
school objectives;
develop a survey instrument to provide for continuous program evaluation of the library media
center;
collaborate with educational community members including students, teachers, administrators,
and parents to assess regularly and systematically the effectiveness of the library media program;
plan a budget and maintain appropriate records to accommodate keeping technology, print, and
nonprint collections current;
establish and maintain an inviting and attractive physical environment that encourages creative
and independent use of all types of information technology;
provide facilities and opportunities for individual and group study and production of resources;
communicate the value and effectiveness of the library media program by using a variety of
formats (written, verbal, visual) to keep the school community informed regarding services and
resources available in and through the library media center;
maintain and communicate current knowledge and research findings related to the impact of
school library media programs on student learning;
maintain an environment that meets the information needs of all members of the learning
community, regardless of disability or other difference, through appropriate physical adaptations
and instructional policies and practices;
manage the library media center with policies and procedures that facilitate maximum use of
services and resources;
supervise staff assigned to the information technology center, including student assistants and
parent/community volunteers;
serve on the schools management team (e.g., school improvement council);
oversee all aspects of the daily operation of the library media program;
actively participate in activities designed to make the entire school a productive learning
environment;

15
 establish partnerships with agencies, businesses, and community groups to foster support for the
library media program; and
Implement a public relations program that promotes literacy and use of the information
technology centers services and resources.

As an information specialist, the library media specialist must

monitor standards, guidelines, emerging practices, and innovations in the library, media, and
information technology and education fields;
develop a collection development policy, in collaboration with teachers and other members of the
educational community, that provides for current and appropriate resources for all members of the
learning community;
coordinate the selection, acquisition, organization, and circulation of a collection of library media
information resources to address the informational and recreational needs of all members of the
learning community, including those with different abilities and learning styles;
develop and direct a continuous collection development and evaluation process that focuses on
regular and collaborative assessment of teaching and diverse learning needs and the formats and
resources to meet them;
provide consultative services in selection, evaluation, purchase, and use of materials and
technology resources;
promote and model the principles of intellectual freedom and the ethical and legal use of
information;
provide a developmentally appropriate collection of resources that meet the needs of all students;
provide for appropriate access to external resource materials, such as those available through
resource-sharing arrangements with other information agencies and those available on the
Internet;
provide consultative services to all patrons in selection, purchase, evaluation, and use of
information technology resources and related equipment to support learning objectives as well as
personal information needs;
maintain a central collection of statistical data, media/technology reviews, publisher/vendor
catalogs, and other pertinent information for educators; and
Maintain centralized systems for bibliographic control and the circulation and distribution of
equipment, materials, and information.

As an instructional partner, the library media specialist must

plan and schedule orientation for faculty and students concerning library media center services;
plan collaboratively with teachers to develop curricular content that integrates a variety of
instructional media and information literacy skills into classroom instruction;
develop activities and instructional strategies to address the individual needs of all members of the
learning community, including those with different abilities and learning styles;
teach and assess student achievement of information literacy concepts as determined through
collaborative planning with all members of the school community;
collaborate with teachers to educate students in the process of and criteria for efficient and
effective inquiry;
use available technologies to contribute to students development in reading, viewing, listening,
evaluation, and communicating;

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 design, develop, and implement programsincluding reading guidance and motivation that
encourage reading for enjoyment and for information;
develop and demonstrate a knowledge of the schools curriculum to assist teachers in the effective
utilization of available professional development resources;
serve as a member of the instructional design team through school curriculum and technology
planning committees;
educate the school community in uses of communication tools that engage students in reading,
viewing, and listening for understanding and enjoyment;
train teachers to use information technology effectively and to develop innovative instructional
activities;
use an open-access model to provide patrons (students and faculty) with full accessibility to the
information technology resources;
Assist patrons in the production of learning materials such as multimedia presentations,
videotapes, audiocassette tapes, and photography.

As a technologist, the library media specialist must

organize and circulate information technology materials, services, and related equipment for easy
accessibility according to established district standards;
acquire and maintain expertise in assessing various technology products and processes for their
potential to enhance learning;
model and promote effective uses of technology for learning and teaching;
provide in-service training and information for teachers to promote the effective utilization of
information technology, the development of innovative instructional activities, and the seamless
integration of technology into the curriculum;
manage the information technology center with procedures that facilitate maximum use of
services and resources; and
Provide storage, distribution, and a system of accountability for information technology
resources.

With regard to personal professional development, the library media specialist must
participate in professional development opportunities provided and/or promoted by district, state,
and national organizations;
continuously update his or her personal competence in information literacy, learning, and
teaching; information access and delivery; administration and supervision; and technology
utilization, as well as other areas to fulfill the requirements of a professional library media
specialist;
maintain current and in-depth knowledge of research and best practices in all aspects of the
librarianship and information management;
participate in local, state, and national professional organizations;
support and participate in cooperative resource sharing with other information technology centers
and local, state, and national information agencies through loan services and electronic
communication formats; and
Serve as a member of professional committees for the development of activities, training
materials, and programs to disseminate information technology.

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 Library Media Aide
JobDescription

POSITION TITLE: Media Clerk Typist

REPORTS TO: Media Specialist

JOB ROLE: To perform general and specialized clerical duties in the school library in
conformance with established procedures.

PERFORMANCE RESPONSIBILITIES

I. Clerical

A. Assuming general secretarial responsibilities:

typing
filing
duplicating materials
assisting with financial records
operating computers

B. Compiling statistics:
recording circulation and other service information
assisting with annual reports

C. Ordering and processing print and nonprint materials:

maintaining consideration and order files
following processing procedures established by the media specialist

D. Maintaining inventory of and ordering supplies:

checking supplies
preparing order lists

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 E. Circulating print and nonprint materials:
assisting with circulation process
shelving materials
assisting with interlibrary loan process
compiling overdue records

F. Performing other library media center duties as assigned

II. Technical

A. Assisting student and staff with location and use of materials and equipment:
answering directional questions
demonstrating the proper use of equipment and software
operating audiovisual and production equipment

B. Maintaining library media catalogs:

adding entries
deleting entries

C. Performing preventive maintenance and minor repairs on equipment:

changing lamps and other easily replaced parts
cleaning and lubricating equipment parts

D. Producing graphics and display materials:

assisting in preparing transparencies, posters, charts, graphs, displays, exhibits, and
materials for television programs
gathering necessary materials

E. Scheduling use of and delivering materials and equipment:

Maintaining records of rental materials and equipment
Coordinating use of building materials and equipment

F. Assisting with technical processing of information and materials:

performing tasks of bibliographic searching and processing of materials
organizing bibliographic information
preparing information in the appropriate format

G. Maintaining the media collection:

shelving and filing
withdrawing items as directed by the library media specialist
mending and repairing items
assisting with inventory

H. Performing other library media center duties as assigned

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DESIRED QUALIFICATIONS

High school diploma or equivalent with a general knowledge of office machines and completion of
the typing and spelling test administered by Personnel must be on file in the Personnel Office.

EVALUATION

Performance of this job will be evaluated in accordance with provisions of the boards policy on the
evaluation of professional personnel.

LENGTH OF EMPLOYMENT: One academic year

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 SCHOOLLIBRARYMEDIACLERKEVALUATIONFORM

LibraryMediaClerk:___________________________ School:__________________________

DateofEvaluation:_________________ Evaluator:__________________________________

COLLECTION Satisfactory Unsatisfactory

Conductsinventory
Shelvesmaterials
Readsandstraightensshelves
Mendsmaterials
Updatesnewspapersandmagazines
CIRCULATION
Checksinmaterials
Checksoutmaterials
Maintainsoverdues
ORGANIZATION
Keepsmediacenterneatandorderly
Maintainsfiles
Completesrequestedreports
ACQUISITION
Processesmaterials
Verifiesbibliographicdata
Keepssuppliesavailableandordered
PUBLICRELATIONS
Helpsteachers
Helpsstudents
Producesbulletinboards/displays
Assistswithcorrespondence
TECHNICAL
Helpswithdataentry/databasemaintenance
Operatesandmaintainscomputerequipment
AssistswithAVproduction

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 StudentLibraryAssistant
JobDescription

POSITION: StudentLibraryAssistant

REQUIREMENTS: Caverageorhigherforthecurrentgradingterm.Promptness,accuracy,and
dependability;abilitytolearnlibraryorganization,abilitytofollowdirections.
Referencesfromtwoteachers.

JOBDESCRIPTION

Thefollowingdutiesmaybeassignedaccordingtothestudentassistantsinterestsandabilitiesand
usuallywillbevaried:
shelvingbooksandothermaterialsaccurately,
organizingperiodicalsdisplay,
repairingbooks,
readingshelves,
preparingoverduenotices,
caringforplantsandanimals,
providingmessengerservice,
stampingownershipmarksonmaterialsforcirculation,
alphabetizingandputtingmaterialsincorrectorder,
applyingdetectionstickersandbarcodes,
deliveringAVequipmenttoclassrooms,
settingupandoperatingAVequipment
helpingstudentsfindneededequipment,
informingteachersofnewmaterials,
filingmediaandeducationalcatalogs,
designingandpreparingbulletinboardsandlibrarydisplays,
participatinginBookWeekactivities,
participatinginstorytellingandreadaloudactivities,
assistinginthepreparationofinstructionalmaterials,
assistingwiththeannualinventory,and
assistingwithbookfairsandotherspecialactivities.

EVALUATION: Studentswillbeevaluatedonceeachgradingperiod,inwrittenform,bythe
mediaspecialist.

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 Application Form for Student Library Assistants

StudentLibraryAssistantApplicationForm

Name:_____________________________________ Date:____________________________

Grade:_____________ Block:_____________

Givethreereasonswhyweshouldchooseyoutobealibraryassistant:
(1)____________________________________________________________________________
(2)____________________________________________________________________________
(3)____________________________________________________________________________

Doyouhaveanyexperienceasalibraryassistant? yes no

Ifyes,where?________________________________________________________________

Listyourthreebestqualities: (1)________________________________________________
(2)________________________________________________
(3)________________________________________________

Weneedstudentswithgoodattendance.Canwecountonyoutobehere? yes no

Weneedtohavestudentswhowillremainatthecirculationdeskandhelpinthelibrary.Areyou
willingtodothat? yes no

Libraryassistantsmustbegoodstudentswithnodisciplineproblems.
Haveyoufailedanycourses? yes no
Doyouhaveadisciplinerecord? yes no

Nametwoteacherswhomwecanaskaboutyou.Wewillinquireaboutyourbehavior,attitude,and
workethic.

(1)__________________________________ (2)__________________________________

IaffirmthatalltheinformationIhavegiveninthisapplicationisaccurateandtrue.

____________________________________
(yoursignature)

Returnthisapplicationtoyourhomeroomteacherorthelibraryby________________________.

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 Parent/Community Volunteers

POSITION: AdultVolunteer

REQUIREMENTS: Aschoolvolunteerisanadultwhoiswillingtogivetimeandtalenttohelp
theeducation teambetterservetheneeds ofthestudents.Volunteers can
supplement the library media staff by offering unique talents and skills.
However,volunteersshouldnotbeconsideredassubstitutesfortrained,paid
clericalandtechnicalstaff.

JOBDESCRIPTION

Thesedutiesmaybeassignedaccordingtoavolunteersinterestsandabilities,butusuallywillbe
varied:

readingbookstostudents;
orderingfreematerials,pamphlets,films,filmstrips,collegebulletins,andpictures;
preparingandmountingpicturesforthepicturefile;
cleaningandmendinglibrarymaterials;
circulatinglibrarymaterials;
checkingattendance;
assistingwithinventorypreparation;
opening,sorting,anddistributingmaterials;
sendingoverdueandfinenotices;
labelinglibrarymaterials;
reinforcingmagazinesandpaperboundmaterials;
stampinglibrarymaterialswithownershipmarks;
sortingandfilingclippings,newspapers,andmagazines;
collectinglibrarybooksfromclassroomsandbookdrops;
makingcopesofneededmaterials;
processingnewmagazines;
addingnewpamphletstothefile;
assistinginthepreparationofbibliographies;
preparingbulletinboarddisplays;and
helpinginthemaintenanceanduseofequipment.

Evaluation: The principal and media specialist should commend, thank, and
publiclyrecognizevolunteerswheneverjustifiedandpossible.

24
 Three to Five-Year Plan Goals and Objectives
1. Goal:

Library Media Center facilities will be spacious, visually inviting environments where students
can feel safe and supported. The environment will encourage students to independently and
collaboratively find and use information and to enjoy literature. The standards of the South
Carolina School Library Media Association will be adhered to when new library media center
facilities are planned.

Objectives:

The Library Media Specialist will:

A. Provide cutting edge technology to enhance student learning
B. Provide sufficient space to house a collection of resources in a variety of formats that supports
the curriculum
C. Provide sufficient space to support and promote all learning and teaching styles.
D. Provide a comfortable space where students and teachers feel cared about, nurtured, and
welcomed.

Objectives:

B. Provide sufficient space to house a collection of resources in a variety of formats that supports
the curriculum

Objectives:
Replace shelving to address the safety issues presented by overcrowding

C. Provide sufficient space to support and promote all learning and teaching styles.
Continue planning for the new library media center by continuing to meet with the Principal.

2. Goal:

Collaboration will be increased between the teaching staff and library media center staff to
provide students with meaningful research experiences to attain mastery of information literacy
skills.

Objectives:

The Library Media Specialist will:

A. Expand teacher collaboration and resource sharing in order to foster a program that is dynamic
and motivating

25
 B. Increase collaboration within the school and throughout the community
C. Develop a form to be filled out during collaborative meetings between the library media
specialist and the classroom teacher
D. Develop an information literacy skills curriculum K-8 to be used to teach lessons in context
with the curriculum.

B. Increase collaboration within the school and throughout the community

Begin attending grade level meetings once a month at the elementary/middle levels to
promote integration of library media centers with the curriculum

C. Develop an information literacy skills curriculum K-12 to be used to teach lessons in context
with the curriculum.
Begin examining models of information literacy skills curricula pre K through grade 8 so
that the skills can be embedded in the Blenheim Elementary/Middle School Systems
curriculum

3. Goal:

Library Media Specialist will continue as a member of South Carolina Association School
Librarians and attend conferences so that effective services can be provided to all students and
staff.

Objectives:

The Library Media Specialist will:

Establish a level of staffing that is consistent with state standards and each schools size and
needs.
A. Maintain certification in Library Media
B. Attend Regional conferences so that effective services are provided to all staff and students

4. Goal:

The school library media program will seek funds in order to maintain all aspects of the existing
program and provide the funds for evolving curriculum initiatives.

Objectives:

The Library Media Specialist will:

A. Collaborate with teachers and administrators to develop a budget that maintains and improves
materials and services
B. Maintain current information about the costs of library media center materials and services
and be aware of school budget changes and/or limitations
C. Investigate and use financial resources within the district and community to meet the library
media center materials and services needs.

26
 D. Investigate community, state and federal resources and grants
E. Investigate collaborative grant writing opportunities with the Public Library

5. Goal:

The Library Media Center staff will participate in ongoing staff development both to maintain
professional knowledge and skills and to provide instruction in information literacy for teachers,
administrators, and other members of the learning community.

(American Association of School Librarians. Information Power. Chicago: ALA, p. 109-110.)

Objectives:

A.Attending DISCUS workshops to keep current on technology and integration

B.Attend ETV Streamline SC workshops
C.Attend Ed-Tech Conference to keep current on technology
D.Continue attending regional conferences, seminars and workshops to maintain awareness of
new books and trends
E.Library media specialists will offer workshops and training to their staff on
1.Print sources
2.Electronic sources including databases
3.Utilizing information literacy skills in content areas
4.Smart board use
5.Automated catalog searching

Describe library media center involvement with the reading program and literacy development
in the school.

The Blenheim Elementary/Middle School Reading Program maintains its own literacy room in
the TAP room of the building. It contains guided reading materials, audio book group materials,
big books, and other items to support the initiative. The library media center supports and
enhances this collection by organizing its own materials in a genre enriched environment. In
other words, the three sections (non-fiction, fiction, and Easy Readers) are organized by genre
rather than alphabetical order. Accelerated Reading is the reading program that is used. Students
are allowed to take test and become part of a point club. They are recognized during Awards
ceremonies and given incentives.

27
What is the budget for the school library media center? (Include breakdown by categories).

The library media centers budget has had its ups and downs, but it has been generously endowed
by the district in times when other communities have downsized library media center materials.

Budget (FY 2011-2012)

School Department Funds

Library Books $10,000
Subscriptions/Periodicals $700
Technology Supplies $2500
Educational Media Supplies $3000

Scholastic Book Fair Funds

Print materials

28
 Performance Dimension 2
Administering the Library Media Program

Library Media Specialist

JobDescription

POSITION PURPOSE: To administer an integrated information technology program that provides

library, media, and technology resources in support of the instructional
program of the school

REPORTS TO: Building Principal

SUPERVISES: Library media assistant (paraprofessional), parent and student volunteers

Areas of Responsibility

As a program administrator, the library media specialist must

develop and implement a mission statement, goals, objectives, policies, and procedures that
reflect the mission, goals, and objectives of the school and the district;
plan and evaluate information technology services to best meet student needs, district goals, and
school objectives;
develop a survey instrument to provide for continuous program evaluation of the library media
center;
collaborate with educational community members including students, teachers, administrators,
and parents to assess regularly and systematically the effectiveness of the library media program;
plan a budget and maintain appropriate records to accommodate keeping technology, print, and
nonprint collections current;
establish and maintain an inviting and attractive physical environment that encourages creative
and independent use of all types of information technology;
provide facilities and opportunities for individual and group study and production of resources;
communicate the value and effectiveness of the library media program by using a variety of
formats (written, verbal, visual) to keep the school community informed regarding services and
resources available in and through the library media center;
maintain and communicate current knowledge and research findings related to the impact of
school library media programs on student learning;
maintain an environment that meets the information needs of all members of the learning
community, regardless of disability or other difference, through appropriate physical adaptations
and instructional policies and practices;
manage the library media center with policies and procedures that facilitate maximum use of
services and resources;

29
 supervise staff assigned to the information technology center, including student assistants and
parent/community volunteers;
serve on the schools management team (e.g., school improvement council);
oversee all aspects of the daily operation of the library media program;
actively participate in activities designed to make the entire school a productive learning
environment;
establish partnerships with agencies, businesses, and community groups to foster support for the
library media program; and
Implement a public relations program that promotes literacy and use of the information
technology centers services and resources.

As an information specialist, the library media specialist must

monitor standards, guidelines, emerging practices, and innovations in the library, media, and
information technology and education fields;
develop a collection development policy, in collaboration with teachers and other members of the
educational community, that provides for current and appropriate resources for all members of the
learning community;
coordinate the selection, acquisition, organization, and circulation of a collection of library media
information resources to address the informational and recreational needs of all members of the
learning community, including those with different abilities and learning styles;
develop and direct a continuous collection development and evaluation process that focuses on
regular and collaborative assessment of teaching and diverse learning needs and the formats and
resources to meet them;
provide consultative services in selection, evaluation, purchase, and use of materials and
technology resources;
promote and model the principles of intellectual freedom and the ethical and legal use of
information;
provide a developmentally appropriate collection of resources that meet the needs of all students;
provide for appropriate access to external resource materials, such as those available through
resource-sharing arrangements with other information agencies and those available on the
Internet;
provide consultative services to all patrons in selection, purchase, evaluation, and use of
information technology resources and related equipment to support learning objectives as well as
personal information needs;
maintain a central collection of statistical data, media/technology reviews, publisher/vendor
catalogs, and other pertinent information for educators; and
Maintain centralized systems for bibliographic control and the circulation and distribution of
equipment, materials, and information.

As an instructional partner, the library media specialist must

plan and schedule orientation for faculty and students concerning library media center services;
plan collaboratively with teachers to develop curricular content that integrates a variety of
instructional media and information literacy skills into classroom instruction;
develop activities and instructional strategies to address the individual needs of all members of the
learning community, including those with different abilities and learning styles;

30
 teach and assess student achievement of information literacy concepts as determined through
collaborative planning with all members of the school community;
collaborate with teachers to educate students in the process of and criteria for efficient and
effective inquiry;
use available technologies to contribute to students development in reading, viewing, listening,
evaluation, and communicating;
design, develop, and implement programsincluding reading guidance and motivation that
encourage reading for enjoyment and for information;
develop and demonstrate a knowledge of the schools curriculum to assist teachers in the effective
utilization of available professional development resources;
serve as a member of the instructional design team through school curriculum and technology
planning committees;
educate the school community in uses of communication tools that engage students in reading,
viewing, and listening for understanding and enjoyment;
train teachers to use information technology effectively and to develop innovative instructional
activities;
use an open-access model to provide patrons (students and faculty) with full accessibility to the
information technology resources;
Assist patrons in the production of learning materials such as multimedia presentations,
videotapes, audiocassette tapes, and photography.

As a technologist, the library media specialist must

organize and circulate information technology materials, services, and related equipment for easy
accessibility according to established district standards;
acquire and maintain expertise in assessing various technology products and processes for their
potential to enhance learning;
model and promote effective uses of technology for learning and teaching;
provide in-service training and information for teachers to promote the effective utilization of
information technology, the development of innovative instructional activities, and the seamless
integration of technology into the curriculum;
manage the information technology center with procedures that facilitate maximum use of
services and resources; and
Provide storage, distribution, and a system of accountability for information technology
resources.

With regard to personal professional development, the library media specialist must
participate in professional development opportunities provided and/or promoted by district, state,
and national organizations;
continuously update his or her personal competence in information literacy, learning, and
teaching; information access and delivery; administration and supervision; and technology
utilization, as well as other areas to fulfill the requirements of a professional library media
specialist;
maintain current and in-depth knowledge of research and best practices in all aspects of the
librarianship and information management;
participate in local, state, and national professional organizations;

31
 support and participate in cooperative resource sharing with other information technology centers
and local, state, and national information agencies through loan services and electronic
communication formats; and
Serve as a member of professional committees for the development of activities, training
materials, and programs to disseminate information technology.
Library Media Aide
JobDescription

POSITION TITLE: Media Clerk Typist

REPORTS TO: Media Specialist

JOB ROLE: To perform general and specialized clerical duties in the school library in
conformance with established procedures.

PERFORMANCE RESPONSIBILITIES
III. Clerical
G. Assuming general secretarial responsibilities:
typing
filing
duplicating materials
assisting with financial records
operating computers

H. Compiling statistics:
recording circulation and other service information
assisting with annual reports

I. Ordering and processing print and nonprint materials:

maintaining consideration and order files
following processing procedures established by the media specialist

J. Maintaining inventory of and ordering supplies:

checking supplies
preparing order lists

32
 K. Circulating print and nonprint materials:
assisting with circulation process
shelving materials
assisting with interlibrary loan process
compiling overdue records

L. Performing other library media center duties as assigned

IV. Technical

I. Assisting student and staff with location and use of materials and equipment:
answering directional questions
demonstrating the proper use of equipment and software
operating audiovisual and production equipment

J. Maintaining library media catalogs:

adding entries
deleting entries

K. Performing preventive maintenance and minor repairs on equipment:

changing lamps and other easily replaced parts
cleaning and lubricating equipment parts

L. Producing graphics and display materials:

assisting in preparing transparencies, posters, charts, graphs, displays, exhibits, and
materials for television programs
gathering necessary materials

M. Scheduling use of and delivering materials and equipment:

Maintaining records of rental materials and equipment
Coordinating use of building materials and equipment

N. Assisting with technical processing of information and materials:

performing tasks of bibliographic searching and processing of materials
organizing bibliographic information
preparing information in the appropriate format

O. Maintaining the media collection:

shelving and filing
withdrawing items as directed by the library media specialist
mending and repairing items
assisting with inventory

P. Performing other library media center duties as assigned

33
DESIRED QUALIFICATIONS

High school diploma or equivalent with a general knowledge of office machines and completion of
the typing and spelling test administered by Personnel must be on file in the Personnel Office.

EVALUATION

Performance of this job will be evaluated in accordance with provisions of the boards policy on the
evaluation of professional personnel.

LENGTH OF EMPLOYMENT: One academic year

34
 SCHOOLLIBRARYMEDIACLERKEVALUATIONFORM

LibraryMediaClerk:___________________________ School:__________________________

DateofEvaluation:_________________ Evaluator:__________________________________

COLLECTION Satisfactory Unsatisfactory

Conductsinventory
Shelvesmaterials
Readsandstraightensshelves
Mendsmaterials
Updatesnewspapersandmagazines
CIRCULATION
Checksinmaterials
Checksoutmaterials
Maintainsoverdues
ORGANIZATION
Keepsmediacenterneatandorderly
Maintainsfiles
Completesrequestedreports
ACQUISITION
Processesmaterials
Verifiesbibliographicdata
Keepssuppliesavailableandordered
PUBLICRELATIONS
Helpsteachers
Helpsstudents
Producesbulletinboards/displays
Assistswithcorrespondence
TECHNICAL
Helpswithdataentry/databasemaintenance
Operatesandmaintainscomputerequipment
AssistswithAVproduction

35
 StudentLibraryAssistant
JobDescription

POSITION: StudentLibraryAssistant

REQUIREMENTS: Caverageorhigherforthecurrentgradingterm.Promptness,accuracy,and
dependability;abilitytolearnlibraryorganization,abilitytofollowdirections.
Referencesfromtwoteachers.

JOBDESCRIPTION

Thefollowingdutiesmaybeassignedaccordingtothestudentassistantsinterestsandabilitiesand
usuallywillbevaried:
shelvingbooksandothermaterialsaccurately,
organizingperiodicalsdisplay,
repairingbooks,
readingshelves,
preparingoverduenotices,
caringforplantsandanimals,
providingmessengerservice,
stampingownershipmarksonmaterialsforcirculation,
alphabetizingandputtingmaterialsincorrectorder,
applyingdetectionstickersandbarcodes,
deliveringAVequipmenttoclassrooms,
settingupandoperatingAVequipment
helpingstudentsfindneededequipment,
informingteachersofnewmaterials,
filingmediaandeducationalcatalogs,
designingandpreparingbulletinboardsandlibrarydisplays,
participatinginBookWeekactivities,
participatinginstorytellingandreadaloudactivities,
assistinginthepreparationofinstructionalmaterials,
assistingwiththeannualinventory,and
assistingwithbookfairsandotherspecialactivities.

EVALUATION: Studentswillbeevaluatedonceeachgradingperiod,inwrittenform,bythe
mediaspecialist.

36
 Application Form for Student Library Assistants

StudentLibraryAssistantApplicationForm

Name:_____________________________________ Date:____________________________

Grade:_____________ Block:_____________

Givethreereasonswhyweshouldchooseyoutobealibraryassistant:
(1)____________________________________________________________________________
(2)____________________________________________________________________________
(3)____________________________________________________________________________

Doyouhaveanyexperienceasalibraryassistant? yes no

Ifyes,where?________________________________________________________________

Listyourthreebestqualities: (1)________________________________________________
(2)________________________________________________
(3)________________________________________________

Weneedstudentswithgoodattendance.Canwecountonyoutobehere? yes no

Weneedtohavestudentswhowillremainatthecirculationdeskandhelpinthelibrary.Areyou
willingtodothat? yes no

Libraryassistantsmustbegoodstudentswithnodisciplineproblems.
Haveyoufailedanycourses? yes no
Doyouhaveadisciplinerecord? yes no

Nametwoteacherswhomwecanaskaboutyou.Wewillinquireaboutyourbehavior,attitude,and
workethic.

(1)__________________________________ (2)__________________________________

IaffirmthatalltheinformationIhavegiveninthisapplicationisaccurateandtrue.

____________________________________
(yoursignature)

Returnthisapplicationtoyourhomeroomteacherorthelibraryby________________________.

37
 Parent/Community Volunteers
POSITION: AdultVolunteer

REQUIREMENTS: Aschoolvolunteerisanadultwhoiswillingtogivetimeandtalenttohelp
theeducation teambetterservetheneeds ofthestudents.Volunteers can
supplement the library media staff by offering unique talents and skills.
However,volunteersshouldnotbeconsideredassubstitutesfortrained,paid
clericalandtechnicalstaff.

JOBDESCRIPTION

Thesedutiesmaybeassignedaccordingtoavolunteersinterestsandabilities,butusuallywillbe
varied:

readingbookstostudents;
orderingfreematerials,pamphlets,films,filmstrips,collegebulletins,andpictures;
preparingandmountingpicturesforthepicturefile;
cleaningandmendinglibrarymaterials;
circulatinglibrarymaterials;
checkingattendance;
assistingwithinventorypreparation;
opening,sorting,anddistributingmaterials;
sendingoverdueandfinenotices;
labelinglibrarymaterials;
reinforcingmagazinesandpaperboundmaterials;
stampinglibrarymaterialswithownershipmarks;
sortingandfilingclippings,newspapers,andmagazines;
collectinglibrarybooksfromclassroomsandbookdrops;
makingcopesofneededmaterials;
processingnewmagazines;
addingnewpamphletstothefile;
assistinginthepreparationofbibliographies;
preparingbulletinboarddisplays;and
helpinginthemaintenanceanduseofequipment.

Evaluation: The principal and media specialist should commend, thank, and
publiclyrecognizevolunteerswheneverjustifiedandpossible.

38
 Program Development and Collaboration
Goals and Objectives

Goal 1: To broaden the collection to include a variety of formats that support teaching and learning
and reflect the requirements of the Marlboro County School District Curriculum Framework.

Objectives:
1.1: catalog all non-print resources
- create a standardized inventory template
- identify, inventory & catalog ephemeral materials relevant to the curriculum (i.e.: posters, maps,
brochures, etc.)
- catalog URLs

1.2: increase the currency of the print collection

- evaluate collection with regard to the requirements of the curriculum frameworks
- identify areas that need strengthening
- prepare lists for purchase

1.3: train students and staff in the use of online resources

- publish a list of online resources available to the district with instructions on their use.
- Train students and staff in hands-on use of online resources in cooperation with the technology
department and classroom teachers

1.4: obtain approval of updated Library Media Center Policies

- assemble Library Media Center Policies and elicit proper administrative approval

Goal 2: To provide resources that accommodates individual learning goals.

Objectives:

2.1: maintain a broad-based collection of recreational reading materials

- compile a list of approved suggestions from staff and students, and purchase as funds allow.

2.2: provide reliable access to on-line resources

- maintain an up-to-date library web page on the school website to facilitate academic use of Internet
resources

2.3: establish a collection of resources on issues of interest to families

- Work with guidance department and other staff to obtain feedback on appropriate topics
- purchase recommended materials as budget allows
2.4: maintain a current collection of professional resources
- continue to update the professional collection

39
Goal 3: To develop partnerships with community organizations to facilitate resource sharing and
broaden educational experiences.

Objectives:
3.1: keep the public library informed of curriculum changes and research projects
Communication between schools and the public libraries

3.1.1: link the public library web page to the school curriculum web resources

3.2: collaborative summer reading program with the public library

-continue and enhance ongoing cooperation

Goal 4: To integrate Information Literacy Skills into the curriculum.

Objectives:
4.1 use the Information Literacy Standards as a benchmark against which we measure planning
-disseminate information literacy standards to staff
-schedule regular meeting times with individual teams to facilitate implementation

Goal 5: To continue to integrate library and technology resources within the context of the
curriculum.

Objectives:
5.1: identify new areas of the curriculum that lend themselves to integration
-meet with teams on a regular basis to identify new curriculum topics

5.2: Library Teachers and instructional technology specialists collaborate to teach the use of new
online tools.
-continue regular building meetings between library and technology staffs

Goal 6: To provide equitable distribution of professional services.

Objectives:
6.1: Identify staffing needs according to state standards.

6.2: Work with administration during the budget process to facilitate additional staffing where needed

Goal 7: To make the library media centers accessible and available to all students and staff.

Objectives:
7.1: train students and staff in the use of the electronic catalog
7.2: analyze the feasibility of extending library hours
7.3: institute flexible scheduling to allow increased access to the library media center for all students.

40
 Performance Dimension 3
Collaboration for Instruction and Services

A. Collaboration:
To establish recognition as an essential participant and member of the
instructional team, I will work with teachers in planning lessons.
The curriculum role of the media center will be strengthened by
collaborating with the principal, teachers, and staff members in
implementing academic instruction and standards.
I will partner with teachers by planning with teachers to ensure that
students are participating in authentic curriculum related research projects
and activities that promote lifelong learning and develop appropriate
evaluation and problem solving skills as recognized in the SDE Information
Literacy Scope and Sequence and the Grade Level Curriculum Overlays.
I will assist teachers in providing students with a relevant introduction to
online resources, information literacy, software applications, and print
resources in conjunction with a class theme or project by attending
workshops.
I will collaborate with teachers to utilize the Big 6 information problem-
solving model during their planning time.
I plan to work with teachers, computer lab teacher, and curriculum specialist
to ensure that students develop appropriate search strategies that focus
on essential questions, key words, Boolean Logic, and tree searches using
print and electronic media
I plan to provide flexible opportunities for early childhood groups, special
education and other special area groups to integrate library materials into
the curriculum through programming, literature units, etc.
My plan to promote the library media program is to start a newsletter.

B. Literacy (programs and services which encourage and engage students in reading,
viewing and listening)
I plan to coordinate and promote grade level/school wide
activities/programs which focus on reading and literature development and
support the core curriculum
Reading programs that will be my focus and plans for effective participation
and curriculum integration

Learning Force
South Carolina Book Awards: Promote and provide materials.

41
 AR Program: Promote and provide materials for Accelerated
Reading Program
Book It: Pizza Hut Reading Program. Promote the program.
Children's Book Week: Provide activities that focus on reading and
spotlight the media centers role in the integration of literature
within specific curriculum area(s).
Banned Book Week: Plan activities to promote intellectual freedom
Scholastic Book Fair
No Book Left Unread: A Summer Reading Challenge

C. Reading Guidance and Balanced Literacy

Teachers will complete collaboration forms.
Provide guidance for teachers in the selection of literature for curriculum-
related activities and projects by incorporating books into the core
curriculum.
To ensure appropriate curriculum related read-aloud is to read to read to
students.
Continue working with Edison Learning with Learning Force

Teachers and students are the primary patrons and student achievement is the over-
arching goal. The environment in the media center is inviting and promotes student
achievements.

The library media specialist will:

Administer a program that reflects a thorough understanding of academic
standards, information literacy, technology integration, and the importance for
lifelong learners.
Accommodate students interaction in productive learning experiences.
Jointly plan tasks and assignments, and teach with the classroom teacher
Reinforce students optimum progression through each grade.
Make sure students become information-seekers in order to locate, analyze,
access and apply information in a variety of formats gaining proficiency in using
and accessing information.
Present and model strategies for responsible information use and access.
Promote reading and literature appreciation
Serve as a guide for students, faculty, and staff in reading selection
Encourage and promote recreational reading and reading for information among
the staff and faculty.

As new materials and technologies become available, the library media specialist will
keep the staff informed and provide professional staff development opportunities on the
usage of the new resources into the curriculum. Staff, faculty, and the learning
community members will receive assistance with selection, evaluation, purchase, and
use of materials and technology resources. The media specialist will continue providing

42
services to the general school community by working with individual users, small
groups, and entire classes.

At the beginning of the year and throughout the year, orientation (for new staff and
students) is planned to inform users of resources, available services, and policy and
procedures of the library media center. The integration of content learning and
technology education and information literacy within the research process is central in
order for students to become lifelong learners who pursue knowledge within and
beyond the curriculum.

The library media specialists integrate technology and content learning and maintain
professional growth in all available technologies and share that knowledge with patrons.

43
 Performance Dimension 4
Library Media Collection and Resource Management

Collection Development:

Collection Procedures
The certified library media specialist is charged with the day to day operation of the library
media center, including the coordination and collection. The media specialist relies on the
following to determine needs for the collection in addition to that which was mentioned above.
1) A collection analysis with input from staff regarding the results
2) Staff surveys along with district policy regarding staff involvement
3) Student surveys
4) Parent Surveys
5) A Needs assessment

Criteria for Selection

The following criteria are recommended as a guide to selecting the best resources for the
library media center:

Literary and artistic excellence

Lasting importance or significance to a field of knowledge;
Support of the curriculum and the education goals of the school;
Favorable reviews found in standard selection sources;
Favorable recommendations by educational professionals based on preview
and examination of materials;
Reputations and significance of the author, illustrator, or publisher;
Timeliness of the material
Contribution to the diversity of the collection on controversial issues;
Contribution to multicultural awareness
Appeal to the library patrons;
Suitability for intended use; and
Return on investment commensurate with need.

Procedures in Selection

1. The process of evaluating materials for inclusion is continuous and systematic.

It is preferable to examine materials before purchase; however, this is often

44
 impractical if not impossible. In such cases selection is based upon bibliographic
sources, selected lists, and reviews in reputable professional journals and
publications.

Selection Tools

The following resources shall be consulted when materials are being selected for
inclusion in the library media center collection (although the library media
specialist is not limited to these tools in making determination):

American Historical Fiction: An Annotated Guide to Novels for Adults & Young
Adults, by Lyndon Adamson (Westport, CT: Greenwood Publishing Group,
1998), http://www.bookfinder.com;
Senior High School Library Catalog, (Bronx, NY: W.H. Wilson, 1997);
Horn Book Magazine on-line edition at
http://www.hbook.com/guideindxes.shtml
Book Links (on-line edition at http://www.ala.org/BookLinks/)
School Library Journal (on-line edition at http://www.slj.com/index.asp)
Reading Teacher magazine
Specialized bibliographies prepared by various educational groups for
individual curricular areas.

1. First, consideration is given to the needs of the individual school based on

knowledge of the curriculum, of the existing collection, and of the needs of the
children. Requests from users of the collection (administrators, teachers,
parents, students are given high priority. Materials are selected so as to provide
a wide range of levels of difficulty.

2. Materials for purchase are considered on the basis of overall purpose, timelines,
and importance of the subject matter, quality of writing or production, readability,
and popular appeal, reputation of the author, artist, publisher, producer, format,
and cost.

3. Special consideration is given to treatment of the following elements: religion,

ideologies, sex education, sex, profanity, and science.

Religion- Factual unbiased material which represents all major religion is

included in the collection
Ideologies- Factual information on any ideology or philosophy which exerts a
strong force in society is included in the collection.
Sex Education- Factual information appropriate for the age group or related to
the school curriculum is included in the collection

45
 Sex- Pornographic, sensational, or titillating materials are not included, but
the fact of sexual incidents appearing in the material does not automatically
disqualify them.
Profanity- The fact that profanity appears in material does not automatically
disqualify a selection. Care is taken to exclude materials using profanity in a
lewd or detrimental manner.
Science- Factual information about medical and scientific knowledge is
included in the collection without any biased selection of facts.

4. In selecting materials for purchase, school library media specialists evaluate the
existing collection and consult:
Reputable, unbiased, professionally prepared selection aids;
Media staff, curriculum consultants, teachers, students, and community
representatives;
The Media Advisory Committee appointed by the principal to serve in an
advisory capacity in the selection materials.

5. In determining materials to be purchased, library media specialist follows these

procedures:
Multiple items of outstanding and frequently used materials are purchased as
needed.
Worn and missing basic items are replaced periodically.
Out of date or no longer useful materials are withdrawn form the collection
and replaced by new and appropriated materials.
Sets of materials and subscription materials are examined carefully and are
purchased only to fill a definite need.

6. Selecting books:

a. Is the subject matter or story appropriate for the group or individual who
will use it? Is it readable, easily understood?
b. For factual material, is it dependable, accurate, up-to-date?
c. For imaginative material, does it encourage appreciation, attitude,
understanding, or insights that are worthwhile?
d. Is the style appropriate for the type of book? Does it encourage
appreciation of good literature, skillfully told with beauty and feeling? Does
it have a valuable purpose for young readers?
e. Is the format satisfactory?
Is the appearance interesting and appropriate for the type of material
Is the binding durable, attractive?
Is the book well designed?
Are the illustrations appropriate, useful, an asset to the book?
f. If choosing for purchase, is this the best value possible for the cost
considering the content, the format, and the need?

7. Selecting videos, DVD, videodiscs, etc.:

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 a. Is the video designed to teach effectively the information, attitudes, skills,
or understandings pertinent at this point in the teaching-learning situation?
b. Can it be easily understood by the group to be taught?
c. Is it of suitable length for use with this age group or for this purpose in
teaching?
d. Are the photographic and sound qualities good?
e. Is the film convincing in its presentation, clear, and interesting?
f. What will this group of students learn from this video? What might some
individuals in this group learn?
g. Is the video based on dependable information; is it a true representation of
experience? Is it up-to-date, or if dated, still useful?
h. Is this the best video available for this purpose and this group of learners?

8. Selecting books:
a. Is this recordings designed to teach or encourage the desired attitude,
understandings, skills, or appreciations?
b. Is it appropriate for this group of learners in style, content, length?
c. Is the tone quality clear?
d. If the work is a dramatic presentation combining background music or other
sound, narration, or dramatization, is there unity of effect which is skillfully
developed?
e. Is this the best recording available for this purpose?
f. Will it encourage intelligent listening?
g. If choosing a work for purchasing, is it non-breakable, and is it worth the
cost?
h. Can the media center get permission to duplicate the material?

9. Gifts, book fairs, bookmobiles, Internet, classroom sets, textbook materials, etc.
The school media center welcomes gifts of books and other materials provided.

a. They meet the same standards of selection as those applied to purchases.

b. They can be integrated into the general library collection and do not need
special housing.
c. The school library media center staff my dispose of the gift at its discretion if
it is out of date or in poor physical condition, not warranting the cost of
repair.

ALL materials selected must:

support instructional objectives in the curriculum
be appropriate for the age and developmental level of students be
Previewed in their entirety
meet selection criteria in school board policy. Media Selection Practices
meet selection standards in state statutes/laws

Materials includes
Books for classroom or media center
Magazines & Newspapers
Audio cassette tapes

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 Videotapes/DVDs- Purchased, rented, or taped from TV
Software- Disks, CDs, CD-ROMS, laserdiscs, and DVD-R
Internet resources
Selections may be
For purchase (i.e. on purchase order, in store)
On loan (from media center, public library, an individual
As gifts

10. Library Media Center Budget:

Budgeting is the most difficult part of the resource alignment process because finding
the funds needed to update the collection is the hardest task. When the amount of
needed funds is known, the last step divides these funds over the time period of the
plan that was developed.

The success of the collection development plan will depend on a generous budget (usually
much greater than is currently budgeted for media resources) and careful selection of
resources each year according to the plan. Use of standard tools such as, Elementary
School Library Collection and Childrens Catalog and reviews of guide selection of
resources. The more money one is able to apply toward completing the plan, the faster
the collection can be brought up to date.

I would buy a lot of resources that involve students in using their hands to complete an
assignment, because students learn more when they can do the activity and explain what
they did.

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 Performance Dimension 5
Creating and Maintaining an Environment Conducive to Inquiry

The library media specialist makes users feel welcome by providing a warm, inviting, and
friendly atmosphere and open and accessible to all patrons. Policies and procedures are
put into place according to the district standards. Students work is displayed outside of the
library media center. New books are introduced to students as they come to the media
center.

The library media specialist creates a safe, attractive, open, and accessible environment
that is conducive to inquiry and learning.

Checkout Procedures for Teachers

Teachers may check out any materials including equipment and audiovisuals. Teachers may set their
own due dates. However, if the materials are needed, the teachers will be notified to return the needed
materials. No fines are charted to teachers, but overdue notices are sent as reminders of the materials
currently checked out. Students who are sent to check out materials in a teachers name must have a
signed request from that teacher before the materials may be checked out in the teachers name.
Teachers are responsible for checked out materials that are lost or damaged.

Circulation Policy for Teachers

Books
Teachers may take individual books or classroom collections for an indefinite period on the
understanding that the books will be recalled if other patrons request them. When more than one class
needs to use the same materials at the same time, they are placed on reserve in the library media
center. The number of books placed on reserve may be limited. Teachers may prefer to have materials
being used as reference for a class assignment sent to the classroom.

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Audiovisual Materials
Teachers may check out videos for three days. Students who are absent on the day(s) the video is
watched in class may view videos only in the library.

Performance Dimension 6
Assessing the Library Media Program
Assessment of the Library Media Program:
My plan and strategies that will ensure that the media centers program and services are effectively
meeting the instructional and literacy needs of the school population. Titlewave Collection Analysis
and Destiny System is used to generate reports regarding the availability of materials in the media
center (type, age, etc.) I select from suggested titles noted in the report on the Destiny System and
Titlewave Collection Analysis Report to replace outdated materials.

A survey of the Library Media Center will be given to teachers, parents, staff members,
and students.
To address deficiencies, areas of weakness, building on strengths as determined
through formal and informal evaluation.
The focus for this year is to continue working with students, teachers, principal, and
staff members to make the Library Media Program the heart of the school and support
student learning. For the next years to come, I will focus on using surveys to evaluate
the effectiveness of the library media instructional program so that it will meet the
instructional and literacy needs of the school population
I will also use a survey to build the library collection.

Media Center Management: (Destiny Systems and services ensure smooth operation,
effective information access and retrieval and an inviting atmosphere conducive to teaching and
learning)

My Plans include:
Evidence of a policies and procedures handbook that reflects school and
district policies as well a list of strategies for how you plan to share this
information with the school community.
Providing for an open access standards-based media center program
that focuses on information literacy, teacher collaboration and planning,
technology/curriculum integration and reading.
Providing a flexible schedule for maximum use of the media center.

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 Providing for maximum access to the media center resources, including
physical adaptations needed for person with disabilities.
Plans for providing and maintaining an environment that is inviting,
welcoming and conducive to learning.
A Library Media Center Advisory Committee to gather feedback, gain
support, and generate input on programming services and resource
needs.
Maintenance of records and materials through Destiny Online Catalog
systems and Titlewave to ensure effective location and retrieval of
materials.

The library media specialist tailors orientation to the age and grade level of the
schools population. Flexibly scheduled library media centers offer orientation
sessions to all classes at the school. The library media specialist prepares a
student handbook outlining procedures and policies. These handbooks may be
separate from the schools student handbook or incorporated into that
handbook. Handbooks may be issued to older students and to parents of
younger children. The library media specialist may wish to prepare PowerPoint or
other electronic presentation formats to use with classes and for individual
sessions for new students.

Student orientation may include information on the following topics:

circulation procedures;
appropriate conduct in the library media center;
an overview of the use and care of books and other print material, computer
software, audiovisual equipment, and computers and peripherals;
fines;
printing and copying policies;
adherence to copyright law;
media production;
Internet access and the schools acceptable use policy;
special programs sponsored by the library media center; and
fire drill procedures.

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 Performance Dimension 7
Fulfilling Professional Responsibilities
Public Relations:

Library media specialist will communicate with patrons through a newsletter to make the
programs and services of the media known so that patrons will take advantage of the
opportunities and services provided in and through the library media center.
Library media specialist will build positive professional relationships with colleagues,
students, parents, and the community by interaction.
Establishing a better understanding of what an effective media center and library media
specialist can deliver to affect student achievement through work habits contributing to the
well-being of students.
Communicating orally and in writing.

My focus for this year and years to come, I plan to serve as an advocate for teachers and
students beyond the school library media center, such as the public library, businesses, and
community members in order to promote and support the well being of lifelong learners and
readers.

The library media specialist attend staff meetings, trainings, and strategic planning sessions
and actively supports extra-curricular activities that makes a difference in the learning and
development of students.

Staff Development:

I have attended SCASL Conferences, EdTech Conferences, and will attend Discus training
and Streamline SC workshops to ensure the staff at my school has access to professional
development offerings needed for them to acquire skills that will allow them to be successful
in integrating technology and information literacy into the core curriculum.
I will facilitate a system of technology support for the school to ensure effective operation of
computers, equipment and resources.

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 By attending training and workshops, I will facilitate training for teachers and promote
the use of the information literacy software, Web resources, DISCUS, Streamline SC,
and other online resources.
I will work with other staff, such as Technology Integration Specialist, Curriculum
Specialists, to facilitate technology and information literacy training for teachers.
I will maintain a personal technology portfolio, and provide leadership and support to
the faculty in portfolio development and implementation?

Professional Responsibilities:

I plan to continue interacting with students, faculty, staff, parents, and

community members and keep accurate records and current records,
along with contributing to the well being of the students and communicate
effectively orally and in writing. I have attended the SCASL Conference in
order to keep me up to date and find strategies in collaborating more with
teachers. I will continue to attend workshops that will help promote the
media center.

Plans to attend DISCUS training and Streamline SC workshops for

personal growth to update my skills so that I can more effectively
meet the challenges of my job.
I attend district/ building-level staff development training.
I am a member of SCASL.
My focus for this year is to collaborate more with teachers. My focus
for the next years to come is to get more students reading by using
the AR Program and provide training to teachers at Blenheim
Elementary/Middle School relating to the Streamline Video as part of
their academic curriculum and assist with technology needs as
necessary.

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 LIBRARY
MEDIA
SPECIALIST
SAMPLE
SURVEYS &
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 NEEDS
ASSESSMENT
Performance
Dimension 7

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 Fulfilling
Professional
Responsibilities

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