Electronic Portfolio Melissa Wheeler Masters of Education in
Media University of West Georgia Summer 2010
Slide 2
Introduction I obtained my undergraduate degree in Philosophy
from Emory University. My professional experience is in corporate
finance, accounting, and data analysis. After staying home to raise
my children, I decided to change careers in order to fulfill my
dream of becoming a librarian. A school librarian is a wonderful
choice for me because I can reach every student in the school,
encouraging reading for knowledge and pleasure as well as building
their skills in information literacy and technology. Furthermore, I
can assist teachers through collaboration in hopes of making their
overwhelming jobs easier. All this, and I still get to be
surrounded by books all day!
Slide 3
Purpose To show my progress as a student in the Masters of
Education in Media program through works and projects To convey my
understanding of the role of the media specialist as specified by
Empowering Learners To connect completed projects to AASL Standards
and the College of Education Conceptual Framework descriptors
Slide 4
Table of Contents Click on the title below to be brought to the
specific work or slide. Resume Role of the School Library Media
Specialist in the School Orientation to the Media Center Projects
with Accompanying Standards
Slide 5
Role of the Media Specialist in the School Return to Table of
Contents View Project This PowerPoint presentation serves to
discuss the roles of the media specialist as outlined by Empowering
Learners: Guidelines for School Library Media Programs and how I
relate my field experiences to those roles and plan to fulfill them
in practice. I developed my presentation for teachers.
Slide 6
Orientation to the Media Center Return to Table of Contents
View Project This PowerPoint presentation is an orientation to an
elementary media center. It is appropriate for teachers and
students and serves to introduce the collection as well as policies
and procedures. The program as a whole is highlighted.
Slide 7
Projects with Accompanying Standards Instructional Design Paper
Book Reviews Pathfinder Facility Floor Plan School Wide Program
Documentation of Work with Students and Teachers Student
Instruction Project Stakeholders Presentation In-Service Module
Policies and Procedures Handbook Qwik Start Guide Network Diagram
Current Topic Research Portfolio Matrix Return to Table of Contents
By clicking on the project name, you will be brought to the slide
with my reflection on the work and matching AASL Standard and CoE
Conceptual Framework descriptor. There will also be a direct link
to the project itself.
Slide 8
Instructional Design Paper Return to Table of Contents As part
of the MEDT 7461 course, I wrote a comparison paper of
instructional models to help me understand better various models of
teaching. Having never taught, I felt this research was crucial for
me in learning how teachers teach concepts to their students. As a
result, I am more confident in my ability to help teachers develop
lessons for student instruction effectively. This research meets
AASL standard 1.1 by allowing me to interact with the learning
community to convey content and concepts. The CoE descriptors met
with this paper include Knowledgeable and Proactive. I am able to
help with transformational systemic change by removing barriers
that impede lifelong learning and demonstrating specific knowledge
in professional education. View Project Return to Projects
Slide 9
Book Reviews Return to Table of Contents As part of the MEDT
6465 course, I wrote a double book review for The Amazing Flight of
Darius Frobisher. The first review is a teacher annotation to
provide staff with a synopsis of the book; the second review is a
student annotation meant to entice the child to read the book,
without giving away the ending, of course! Part of my job is to
encourage reading, and by introducing books in this way, I hope to
advertise the collection and increase circulation. This project
meets AASL standard 1.2 by allowing me promote leisure reading and
help produce lifelong readers. The CoE descriptors met with this
paper are Lifelong Learners and Proactive. I hope to influence
transformational systemic change by removing barriers that impede
lifelong learning and by improving my skills and knowledge. View
Project Return to Projects
Slide 10
Pathfinder Return to Table of Contents As part of the MEDT 6464
course, two classmates and I developed a pathfinder on the
Holocaust through Literature. The pathfinder is a list of resources
meant to help teachers and students have access to high-quality
resources for research and learning. I had never heard of a
pathfinder, and it became one of my favorite projects in the
program because of its ease of use for staff and students and its
practicality. It is a fantastic, simple way to collaborate with
teachers. This project meets AASL standard 1.3 by helping me
facilitate access for all patrons to print, non-print, and
electronic formats. The CoE descriptors met with the pathfinder are
Decision Makers and Knowledgeable. I hope to influence
transformational systemic change by demonstrating knowledge and
skills and by demonstrating advanced knowledge in content areas.
View Project Return to Projects
Slide 11
Facility Floor Plan Return to Table of Contents As part of the
MEDT 6461 course, I reconfigured an existing media center floor
plan in order to improve layout of physical entities in the center
and improve access to materials according to best practices. I
anticipated having trouble with this project, but the media
specialist was very helpful with her suggestions. I came to
understand how important a good layout is to the access of library
services to its patrons. This project meets AASL standard 1.4 by
allowing me to create a positive environment to impact student
learning positively. The CoE descriptors met with this project
include Adaptive, Culturally Sensitive, and Empathetic. I
demonstrated strategic planning in the layout of the media center
by understanding and displaying sensitivities to individual and
group differences and needs for effective transformational systemic
change. View Project Return to Projects
Slide 12
School Wide Program Return to Table of Contents As part of the
MEDT 6466 course, three classmates and I worked together to develop
a media program centered around a theme. We created activities for
each grade level, special needs students, and other programs. The
purpose is to encourage reading in creative ways and provide new
media specialists with a cohesive program to implement in an
elementary school during his or her first two years. This project
meets AASL standard 2.1 by allowing me to create a reading and
learning program that encompasses all groups of students, no matter
what their reading levels and abilities. The CoE descriptors met
with this project include Adaptive, Culturally Sensitive, and
Empathetic. I demonstrated strategic planning in the layout of the
media center by understanding and displaying sensitivities to
individual and group differences and needs for effective
transformational systemic change. View Project Return to
Projects
Slide 13
Documentation of Work with Students and Teachers Return to
Table of Contents Throughout the program, I have been keeping track
of work with students and teachers of which I have been a part. By
doing so, I have determined how much my field experience has taught
me about collaboration with teachers and work with students on
developing information literacy and technology skills. It has been
wonderful to see the impact on students, seeing them learn new
things to help them in school now and in the future. This
documentation meets AASL standard 2.2 by allowing me to collaborate
with teachers to plan and teach students information skills in a
motivational way. The CoE descriptors met with the documentation
include Collaborative, Knowledgeable, and Reflective. I worked with
teachers and demonstrated critical thinking skills and knowledge in
advanced content areas for prescription and implementation of
transformational systemic change. View Project Return to
Projects
Slide 14
Student Instruction Project Return to Table of Contents As part
of the MEDT 7461 course, I reviewed various types of resources for
use by students researching the Vietnam War. I reviewed and wrote a
brief description for each resource and determined how students,
teachers, media and technology specialists could utilize each
source for student instruction. This project helped me to consider
various formats and how they could be applied effectively. This
project meets AASL standard 2.3 by allowing me to find various
types of resources for specific content areas and assist students
using technology to assess, critique, and use information. The CoE
descriptors met with this project are Decision Makers and
Knowledgeable. I hope to influence transformational systemic change
by demonstrating knowledge and skills and by demonstrating advanced
knowledge in content areas. View Project Return to Projects
Slide 15
Stakeholders Presentation Return to Table of Contents As part
of the MEDT 6466 course, three classmates and I created a
presentation for stakeholders. The stakeholders presentation is a
list of tips and strategies for media specialists to communicate
and collaborate with community members, in this case, public
librarians and teachers. I will be able to use this list and expand
on it during my career as a media specialist and provide myself
opportunities to connect with the community. This presentation
meets AASL standard 3.1 by creating opportunities for the media
specialist to network and communicate with members of the school
and community for resources sharing. The CoE descriptors met with
this project are Collaborative and Proactive. I will bring about
transformational systemic change by working with stakeholders in
the educational process and by advocating for the removal of
barriers in order to help produce lifelong learners. View Project
Return to Projects
Slide 16
In-Service Module Return to Table of Contents As part of the
MEDT 7461 course, I created an in-service module to help teachers
increase their skills in technology. The module is self-directed
and easy for teachers to use to learn on their own. This specific
module is geared to high school teachers wanting to learn how to
use Jstor, an electronic database. I enjoy this method of teaching
because it is a flexible way for me to teach teachers desired
skills. This project meets AASL standard 3.2 by allowing me to
direct and lead staff development opportunities. The CoE
descriptors met with this module are Collaborative and
Knowledgeable. I will bring about transformational systemic change
by working with teachers in the educational and professional
development processes and by demonstrating advanced content
knowledge and specific professional knowledge. View Project Return
to Projects
Slide 17
Policies and Procedures Handbook Return to Table of Contents As
part of the MEDT 6461, 6463, and 6465 courses, I developed a
Policies and Procedures Handbook for the school media center
program. The handbook allowed me to review various policies in
Georgia districts and procedures in my local schools. It is crucial
for the handbook to align with the schools mission and outline how
the program will be run in accordance with meeting patrons needs.
The handbook meets AASL standard 3.3 by allowing me to align with
school missions and translate ways in which the media program can
enhance school improvement plans. The CoE descriptors met with this
project are Leaders and Lifelong Learners. I will facilitate and
influence transformational systemic change by demonstrating
leadership skills in the development of policies and procedures and
by continually improving my own knowledge and skills to meet the
needs of the program and school. View Project Return to
Projects
Slide 18
Qwik Start Guide Return to Table of Contents As part of the
MEDT 6468 course, three classmates and I worked on developing a
quick reference guide for the use of the Destiny 9.5 automation
system. The project allowed me to review the contents and
capabilities of the automation system while learning how to
customize it to fit the needs of patrons. The guide meets AASL
standard 4.1 by demonstrating how the media specialist organizes
the media collection according to best practices as well as using
the automation system to meet needs of patrons. The CoE descriptors
met with this project are Decision Makers and Adaptive. I will
influence transformational systemic change by demonstrating
professional skills, flexibility, and strategic planning to meet
needs of diverse patrons through the use and organization of
automation systems. View Project Return to Projects
Slide 19
Network Diagram Return to Table of Contents As part of the MEDT
6467 course, I worked with a technology specialist on creating a
diagram representing the various components of a schools network
system. Although it may be unusual for the SLMS to maintain the
network in a school, the project allowed me to understand how the
components work together and what their functions are. The diagram
meets AASL standard 4.2 by demonstrating how the media specialist
applies accepted practices in the operations of the school. The CoE
descriptors met with this project are Decision Makers and Adaptive.
I will influence transformational systemic change by demonstrating
professional skills, flexibility, and strategic planning to meet
needs of diverse patrons through the design and maintenance of the
schools network. View Project Return to Projects
Slide 20
Current Topic Research Return to Table of Contents As part of
the MEDT 6463 course, I conducted an interview of my mentor media
specialist and LM_NET archival research into the topic of
cataloging and housing professional materials. It is a topic with
which I had little experience and was happy to learn more. It
served to enhance my knowledge about cataloging and sorting these
materials according to best practices. This research meets AASL
standard 4.3 by allowing me to uncover data of best practices in
organizing resources with the schools objectives and goals. The CoE
descriptors met with the research include Collaborative, Proactive,
and Reflective. I collaborated with staff, advocated for the
removal of barriers impeding lifelong learning and demonstrated
critical thinking skills and knowledge in advanced content areas
for prescription and implementation of transformational systemic
change. View Project Return to Projects
Slide 21
Thank you for viewing my portfolio! Image from National Park
Service, www.nps.gov