Journal - Collection Development Shari Wickline EDT-733

AASL Standards met throughout the completion of library field: 1.2 Literacy and Reading - Candidates are aware of major trends in reading material for children and youth. - Candidates select materials in multiple formats to address the needs and interests of diverse young readers and learners. 2.1 Knowledge of Learners and Learning. - Candidates design library media instruction that assesses learner interests, needs, instructional methodologies, and information processes to assure that each is integral to information literacy skills instruction. - Candidates support the learning of all students and other members of the learning community, including those with diverse learning styles, abilities and needs. - Information skills instruction is based on student interests and learning needs and is linked to student achievement. 2.2 Effective and Knowledgeable Teacher - Candidates work with classroom teachers to co-plan, co-teach, and co-assess information skills instruction. - The LMS as teacher of information skills makes use of a variety of instructional strategies and assessment tools. - Student learning experiences are created, implemented and evaluated in partnership with teachers and other educators.

2.3 Information Literacy Curriculum - Candidates employ strategies to integrate the information literacy curriculum with content curriculum. - Candidates incorporate technology to promote efficient and equitable access to information beyond print resources. - Candidates assist students to use technology to access, analyze, and present information. 3.1 Connection with the Library Community - Candidates demonstrate the potential for establishing connections to other libraries and the larger library community for resource sharing, networking and developing common policies and procedures. Overview of Library Name of School: Cline Elementary Centerville Schools Number of Students: approximately 650 Average Age of Collection: 2000 Circulation System used by Library: Follet Dates: April 29, 2011 (9:00-2:00); May 2, 2011 (7:45-2); May 9, 2011 (7:35 2); May 16. 2011 7:302:10); May 23, 2011 (7:45 12) & May 31, 2011 (7:30 11:55) Fifth Grade The fifth grade students began working on a research project that was cross curriculum and co-planned with the music teacher. The students took a survey prior to the class to see what

they knew and did not know about jazz musicians. They were assigned the artist they were to research by the music teacher. The assignment is completed in both classes. In music the students learn the history of jazz and the various styles, while in the library they learn how to complete research about their artist and their songs. The project took multiple weeks to complete and when finished the students created a flyer using the information they gathered. The flyers are then displayed at a jazz summer camp. The librarian began by modeling what she had done to previously complete the same assignment; this was done by using the computer and the projector. She demonstrated how to access the document through their school accounts and how to change the print and set up the template for the flyer. The students then spent several classes listening to music by their musician and gathering information about their musicians life. (2.1, 2.2 & 2.3) Fourth Grade Previously the students had chosen a topic to research related to spring and nature. The librarian was beginning a unit on research and began by introducing the Big 6 model, which is used throughout the district. They discussed each step of the model and how it is related to what they have already done and will do. The students then made illustrations for each step of the model and then discussed what they will do for each step. For the remaining weeks I designed and implemented a mini unit that focused on developing higher level research questions for their topics. The students developed questions and researched using books and EBSCOhost on INFohio in order to find answers to their questions. Throughout each step I modeled what I did to complete the project and modeled how I used the various programs or sites on the computer. The students then created a booklet to demonstrate their new understanding of their topic. I

collaborated regularly with the librarian when creating the lesson and conferenced with her about the students performance, as well as my own, after each class. (2.1, 2.2, 2.3 & 3.1) Third Grade Day 1 The students had a lesson on respecting books. The librarian discussed library policies and etiquette for checking out books and the overdue policy. There was a demonstration on how to properly care for a book. They also discussed how much it cost to replace a lost or damaged book. The students discussed how to request books from the other district libraries or put books on hold. (3.1) Day 2 The students read a comic about a library mouse. This led into a discussion and activity about the library and how to use it to look for information. There was then a discussion about what they noticed people doing in a library. Each student was then to find something they felt was a treasure in the library and share it with the group. (2.1) Day 3- The students completed an activity where they had a minute to share about a book they read. They discussed how when they read a good book it can make them really think about the topic. The librarian related a book she read to events in her real life. The students then completed an interactive activity where they thought of two things they would like to know more about and wrote them down. The slips were then redistributed to different students and they were asked to find a book in the online catalog on the topics. They had to write the call number and title on the slip and locate the book for the student, whose slip they had. (2.1) Day 4 The students reviewed where various places in the library are using teacher made laminated tags. The librarian then asked questions that compared things in their school library to their public library. They then had to complete an interactive activity where they found five

different books and wrote down the call numbers. They then had to rewrite the call numbers in correct order. (2.1 & 3.1) Day 5 The students completed an activity where they played Dewey Bingo. It was a teacher made game and the students had to locate the various spaces by reading call numbers. (2.1) Day 6 The students discussed the summer reading program at their public library and then played a different form of bingo that focused on where various items in the library are located. (3.1) Second Grade Day 1 The students had a lesson on the parts of a book. The librarian began by having the students define what the word part means. They then read the book Parts. The students completed an interactive activity where they defined pictures of parts of the library. (2.1) Day 2 The students read a poem about Henry the Cat. They then completed an activity where they had to find a book related to cats using the online catalog. (2.1) Day 3 I completed a book talk using five new titles that were being added to the collection. I paired each new book up with books they already had that complimented the new titles. I also displayed several other books that were related to each topic. (1.2) Reflection of Experience As I reflect back on my field experience this quarter I can see a growth in my understanding of teaching in a library setting. From day one I had many opportunities to observe teaching and implement teaching. I was able to observe how collaboration occurs with teachers

in many ways; whether it was to co-teach a unit, find books to assist with student learning, or suggest ideas and resources to be used in the classroom. I had various opportunities to work and collaborate with others on student learning and development of lessons. While I was at my placement site I planned for and/or assisted with units related to research. The fifth grade project is completed yearly as a way to end the year. I thought this was a great way to tie in other subjects other than reading and writing to the library. Being able to assist with this unit and observe first had how the students utilize online resources for research was a great learning experience for me. Prior to this placement I had not taught or worked with students on a project like this in a library setting. The second experience I had with a unit was designing and implementing a mini unit on developing questioning skills. Being able to observe the librarian working with students on a project that took multiple classes to complete was very helpful. By completing my lesson I was able to see how limited time is when teaching in the library. It is important to understand the information you are teaching and know how to keep the students learning and engaged during the time they are there. I enjoyed collaborating with the librarian on my lesson plan and having the opportunity to conference with her after each lesson on what went well and what I would do to improve the lesson. Throughout my time at Cline I was able to observe many smaller lessons that were taught within the length of one class period. The lessons ranged from teaching the students about library etiquette to practicing how to read call numbers on books. I enjoyed observing each lesson. I began to see how careful planning and prior preparations must go into each lesson for it to be meaningful for the students. Each lesson or activity had a point that when completed by the students added to their understanding of the library and its functions. Time is always the concern when developing these plans and the librarian demonstrated for me how some of the

most powerful lessons are those that are short and to the point. During this experience I was able to hold a book talk with a second grade class. I had never completed one before and was interested in how to plan, prep and implement one. The books I chose were new to the collection. I thought it would be a better experience for me and more meaningful for the students to pair the new books with one already in the collection. I pre-read each book I was using to get a better understanding of its topic or story line. I then found other books that were related and grouped them in displays on the tables. The students really responded to this and enjoyed learning about the new books, and old titles, in the collection. The overall experience I had was exceptional. I observed so much teaching and learning taking place during each class. The students never had a class where they were not engaged in learning about the library, information literacy or developing a love for books. I was glad I was able to be a part of such a strong and well established program. There were times when students were not in the library and during those times I was able to learn and develop skills in other areas of librarianship. I spent time cataloging new books into the system, completing an inventory on the collection, shelving books, learning how to run the circulation program, assisting students in finding the right book for them, and learning about library policy and administration. I did not feel I had a strong understanding of how to teach and oversee a library prior to this experience. I have been reading and learning from articles and books; but having this type of hands-on experience has given me a background I can now learn from and grow with. I hope that I to will someday see the direct impact my library brings to the lives of the students I teach.