Gallberry Farm ElementaryAn informational overview

Laura RansomLIBS 6031 – Assignment 5

July 5, 2014

What is a library?A public school library is and has always been a place where

students come to hear stories and checkout books for enjoyment and information. These facets of the library remain crucial today but these cannot be the sole things that are happening in a library.

Today’s libraries are more than just buildings where books are stored; they are information centers where students can

come to researchthey are technology hubs where students can

come and practice skills learned in the classroomthey are learning commons where students can

work with their peers learning new concepts that are valuable in today’s world.

So the question becomes… is the library a place or a set of services?

At Gallberry Farm we believe that it is a set of services structured for the success of students.

Place vs. ServicesThough challenges exist, teachers and librarians must still

strive to provide students with the services that are crucial for creating twenty-first century learners.

Although these services exist within a structure, the library is much more than simply a place to go. The library is a set of services provided to meet the needs of its patrons.

With the current state of American libraries and all the advancements of technology, a library can no longer exist within its own four walls.

All of the elements of the library long ago are still important now and will not be completely replaced but can definitely be modified and adapted to meet the needs of changing patrons.

Place vs. Services (continued…)Students are using technology in all facets of their

lives and the library is turning from solely a print source warehouse to a technologically savvy instructional tool where students have access to many sources, print and electronic, to aid their learning in the classroom.

In today’s competitive world, in order for students to be successful, they need the knowledge to be able to keep up with the fast paced workforce that exists. Students need to be knowledgeable on computers, able to use the latest software apps and programs and need to have the skills necessary to work with others to create information that can be shared.

Personal Leadership PhilosophyGallberry Farm Elementary has a successful library program because it is based on strong leadership!

Personal Leadership PhilosophyA media coordinator should aspire to lead in their

profession by providing the highest quality service to both students and staff. They should continue to educate

themselves in the latest technology and teaching strategies to best provide students with meaningful and

rigorous instruction that continues to make connections to classroom learning. It is necessary that they lead by

example and continue to transport the library into a 21st century global workspace. A media coordinator should hope to establish a reputation of commitment to their

practice and of honesty and fairness in their interactions with others. They should strive to make the library a

welcoming place where students and staff are excited to be involved.

Point 1: Media Coordinators should aspire to lead in their profession by providing the highest quality service to both students and staff.As a competent leader, one must know the

material that they teach. As a public school librarian, you must be providing students with the best quality education (Riggs, 2001).

One of the most important parts of elementary library leadership is reaching out to teachers and providing services that they may not know you offer.

Quality Service:Providing students with quality service means

providing students the best possible experience when using the Media Center.Example: I have arranged the library to be more

accessible to students with featured sections for easy access.

Example: Teachers are provided with Check-out, Research & Pleasure passes for their students to come at their convenience. Students can also check books in and out during their scheduled Media times.

Example: There are computers, magazines and reference books for use by students researching.

Example: There are displays for students showcasing books each month.

Services for staffProviding services for teachers may include pulling

resources for lessons, providing additional support when researching and keeping teachers in mind when making purchasing decisions.Example: I have provided information for teachers

during staff meetings of what the library can provide to enrich lessons

Example: I have given a lesson on NC Wise Owl so teachers are able to use this in their classrooms

Example: I have provided teachers will a list of resources we have, (i.e. book sets, professional materials) along with the objectives that the materials can help teach.

Point #2: Media coordinators should continue to educate themselves in the latest technology and teaching strategies to best provide students with meaningful and rigorous instruction that continues to make connections to classroom learning. Continued education is one of the most

important elements of quality leadership. A leader must be knowledgeable in the area that they lead and cannot expect others to continuously improve if they themselves have not (Metros, 2005).

Making connections to classroom learning both ensures student success and provides support for teachers.

Continuing EducationContinuing education exist in professional

development, conferences, and reading of published materials.Example: I have taken professional development

as a new media coordinatorExample: I have been to the NC School Library

Media Association Conferences to gain insight and ideas to continue to improve the media center.

Example: I have taken technology professional development to ensure that I am using the most up-to-date technology with students.

Meaningful rigorous instruction that connects to the classroom learningConnecting to classroom learning can be

through project ideas, research topics, selecting books based on common core goals or providing teachers with materials that correlate with media lessons to use in their classrooms.Example: 3rd grade students worked on a Solar

System project in the library because they were learning about the Solar System in the classroom.

Example: I provided 3rd grade teachers with a Solar System Pathfinder to use for future lessons and ideas

Point #3: Media Coordinators should lead by example and continue to transport the library into a 21st century global workspace. Leading by example is an important quality of

a successful leader. It shows those following that you are knowledgeable and experienced in what you are asking others to do (Metros, 2005).

Continuous improvement is vital to a thriving library. Changes must be made to keep up with the globally competitive world that we live in.

Leading by exampleLeading by example is important for all

aspects of the media program; both for students and staff.Example: I model behavior for students so

that they know exactly was is expected of them in the Media Center.

Example: Coming from the classroom, I know the value of teacher’s time and I consistently check with teachers for resources they would like pulled for their classes.

21st Century Global WorkspaceTechnology is constantly changing and students must

have a firm grasp on the expectations of today’s world to be successful (Riggs, 2001). Example: 5th grade students completed research on

iPads using NC WiseOwl. Students then recorded informational videos of their subject that were uploaded to the libraries Edmodo page to be shared with others.

Example: 2nd grade students learned about different book awards and then went on to design their own book awards and created a book talk explaining why a chosen book received their book award for others to view.

Point #4: Media Coordinators should hope to establish a reputation of commitment to their practice and of honesty and fairness in their interactions with others.

Your reputation is what others know and say about you. It is very important to have a good reputation and be a person that others can depend on as a Media Coordinator.

Depending on your school, you have teachers depending on you for information but also trusting that you are treating them fairly and honestly (Riggs, 2001).

Commitment, Honesty & FairnessA commitment to your practice is essential to teachers

being able to rely on you for quality information.Example: Teachers come to me for technology and

research ideas because they know I am always learning and keeping up with my field.

Honest and fairness are desirable and necessary traits of a media coordinatorExample: I treat all staff fairly and assign materials

equally to all staff (not showing favoritism with new materials)

Example: I give all teachers equal time in the Media center and if classes are missed, try to make up the classes or work at a later time.

Point #5: A media coordinator should strive to make the library a welcoming place where students and staff are excited to be involved.The library has transformed over time from a

place solely to use or borrow books to a information center where patrons can browse, read, use computers and even come for pleasure.

A welcoming atmosphere is important because it make students and staff more apt to use the media center and check out and read books more frequently.

Welcoming AtmosphereCreating a welcoming atmosphere can come in the

form of décor, music, layout as well as the attitudes and personalities of the people who work there (Riggs, 2001). Example: I try to be friendly and welcoming to all

patrons who enter the library.Example: We have music playing and fun alerts

when checking in or out books.Example: I have arranged the library in a fashion

that allows users to browse and checkout books, sit and read newspapers and magazines and also use technology to complete assignments or research.

Personal Leadership PhilosophyA media coordinator should aspire to lead in their

profession by providing the highest quality service to both students and staff. They should continue to educate

themselves in the latest technology and teaching strategies to best provide students with meaningful and

rigorous instruction that continues to make connections to classroom learning. It is necessary that they lead by

example and continue to transport the library into a 21st century global workspace. A media coordinator should hope to establish a reputation of commitment to their

practice and of honesty and fairness in their interactions with others. They should strive to make the library a

welcoming place where students and staff are excited to be involved.

Gallberry Farm Elementary

2013 – 2014 BudgetManaging budgets for successful Media Programs

2013-2014Budget

Total Cost

Personnel cost Salaries Benefits(Annual)

Employee 1 31,220.00 4,526.00 39,180.20Employee 2 15,400.00 4,526.00 21,620.00Add/delete rows if neededTotal All 60,800.20

Information Resources cost

Books (print and ebooks) 6,589.00Periodicals 1,084.46Audiovisual resources 127.52Web-based resources 0.00Total All

7,800.98

Equipment/Supplies cost

Item or category 1, other equipment 0.00Item or category 2, furniture 0.00Item or category 3, supplies 396.25Add rows if neededTotal All 396.25 396.25

Staff development cost

Travel 267.89Training 125.00Total All 392.89 392.89

TOTAL COST 69,390.32

2013-2014Budget

Percentage of Cost

Total school media center expenditures 69,390.32

Current student enrollment 862

Library media center expenditure per student 80.50

Federal expenditures 1,312.70

State expenditures 5,051.94

Local expenditures 1,808.33

Total district instructional expenditure per 8,172.97student

0.98%Percentage of district instructional expenditure per student for the media center

Budget SummaryBudget Figures

Total school media center expenditure - $69,390.32 Media center expenditure per student – $80.50 Total district instructional expenditure per student - $8,172.97 Percentage of district instructional expenditure per student

for the media center – 0.98%

Total Information Resources Cost - $7,800.98 This figure is lower than the average but much higher than

the median amount, both when compared to all schools as well as all elementary schools.

Library Measures & Outcomes

Ensuring goals are being met in the Media Program

Student Library MeasurementsEssential Outcomes Library

MeasurementsExpected Outcomes

Students most importantly want to find books that they find interesting or books that make connections to their classroom learning as well as a staff that is ready to assist if needed.

1. Number of items added to the collection

2. Books in collection listed by common core standard.

3. Survey completed by students about assistance in the library.

1. Greater student interest in the library leading to greater checkout numbers.

2. Greater checkout of content specific materials.

3. More students using the library.

Students expect to learn new and exciting information during media classes while also using technology to accomplish tasks.

1. Teacher survey concerning student participation in classroom assignments.

2. Curriculum guides compared to media lesson plans.

3. Checklist of technology used through lessons.

1. More student participation in the classroom.

2. Media lessons reflect skills covered in the classroom.

3. A variety of technology is used in the media center.

Teacher Library MeasurementsEssential Outcomes Library

MeasurementsExpected Outcomes

Teachers want to be successful in their classrooms so they expect the library to provide resources that can help teach lessons and aid student learning as well as make connections to learning happening in the classroom.

1. Teacher survey on library resources.

2. Curriculum guides compared to media lesson plans.

1. Teachers are readily provided with resources and lessons are enhanced by media support.

2. Media lessons reflect skills covered in the classroom.

3. Teachers work more closely with the library.

Teachers are responsible for students end of grade test scores and growth, so they want to see that the library program is working towards helping students do well in the classroom and on assessments, using 21st century research skills and technology.

1. End of Grade Test Scores and Classroom Assessments.

2. Lessons on research and technology.

1. Student achievement and test scores are raised.

2. Students can complete research projects independently.

Administration Library MeasurementsEssential Outcomes Library

MeasurementsExpected Outcomes

Administration’s highest priority is data concerning student achievement; therefore they want to see a connection between library programs and student success.

1. End of Grade and Classroom Assessments

2. Student Growth3. Student participation

in AR.4. AR score reports

1. Increase in end of grade Reading scores as well as student growth.

2. An increase in student interest in reading: AR participation and scores are increased.

Administration is also concerned with teacher success and comfort in the classroom therefore they want to ensure that teachers are provided the highest quality materials possible and have access to help when needed.

1. Teacher’s Working Condition Survey

2. Survey for teachers on their expectations and opinions of the library media program.

3. Teacher retention rate

1. Teachers are happy with the school’s library program and resources that are available to them.

2. Teachers develop a closer working relationship with the library program.

The Gallberry Farm Media Program is successful because of the support that it receives!

Thank you for all you do!

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