University of North Carolina ~ GreensboroSchool of Education

Department of Library and Information Studies

LIS 698 ~ Capstone

Statement of Professional Values

Dee WotringMarch 15, 2013

Table of Contents

PageIntroduction 2

Philosophy, Principles, and Ethics 3

Research 4

Education Principles, Teaching, and Information Literacy 6

Service and Information Needs 7

Professional Development 8

Technology 9

Advocacy and Marketing 10

Collaboration 11

Conclusion 12

Bibliography 13

Indices of Artifacts 14

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Introduction

As each person is a complete individual, so is each person’s idea of the library, the librarian, and librarianship. During my first course in the Library and Information Studies program, LIS 600 ~ Foundations, I was given the opportunity to express a stereotypical view of the librarian (LIS 600 ~ Fun Project). Additionally, I was also given the task of writing a professional values statement (LIS 600 ~ Original Values Statement). Both of these early assignments were reflective of how I viewed the role of the librarian. Today, as I begin to reflect on my path to librarianship, I see how much I have learned and developed, but also how much librarianship itself has changed. For instance, librarians are no longer the whisper ~ volume police and keepers of old and vast volumes of books. Today, librarians are co~teachers in schools, gatekeepers of information, and charged with helping others find and use information effectively and responsibly.

Through any process, refinement is always essential and inevitable. Throughout my course of study, I have moved from my initial perceptions deeper into the core of the essence of librarianship. The University of North Carolina ~ Greensboro has determined that a well-educated Library and Information Studies graduate student will demonstrate the following:

~ Philosophy, principles, and ethics

~ Research

~ Service to meet information needs of all users

~ Information literacy

~ Professional development

~ Technology

~ Advocacy

~ Collaboration

During the process of reflecting upon the courses I have taken within my course of study and preparing this professional values statement, I will address each of these and demonstrate how they have woven together my role in librarianship. While not all of

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the referred resources pertain to school libraries, school libraries have been the main focus of my work.

Philosophy, Principles, and Ethics

Every discipline has its own philosophy. Librarianship has a long history filled with rich philosophy. When I began the trek of studying library and information studies, I soon realized that a librarian is so much more than the keeper of books. According to Information Power: Building Partnerships for Learning, the librarian’s responsibilities fall within three major areas: learning and teaching, information access, and program administration (American Association of School Librarians, 1998, p. ix). Due to the degree in which librarians have a responsibility to provide access to information to all users without bias, the American Library Association was formed to advocate for libraries and librarians. Later, the American Library Association adopted a Library Bill of Rights to guide library service. This Bill endorses library policy without censorship, bias, and discrimination of materials or persons based on personal belief (American LibraryAssociation, 1997-2013). Further, the American Library Association established a Code of Ethics in order to defend having “a special obligation to ensure the free flow of information and ideas to present and future generations” (American Library Association,1997-2013). The principles of this Code include providing high levels of service to all users, upholding intellectual freedom, protecting and respecting user’s rights and confidentiality, treating co~workers with respect, striving for excellence in the profession, and conducting ourselves in a professional manner that puts the library’s users and their information needs at top priority.

Throughout history, peoples and nations have been fighting for their rights. The philosophy of librarianship supports the rights of access to information and intellectual freedom for all persons. In order to provide access to information, information cannot be censored. Likewise, providing access to information assures that all persons despite physical or mental disabilities are not limited from access. During LIS 653 ~ The School Library, we investigated the American’s with Disabilities Act and how it impacted school libraries (U.S. Department of Justice, 2009). I further examined a school library facility to assure the media program was meeting the needs of not only this user group, but was also meeting state guidelines for recommended usage, aesthetics, design, and functionality (North Carolina Department of Public Instruction, 2005, pp. 83-98) . In this report, recommendations were made for improving the current library facility to meet both ADA regulations as well as state guidelines (LIS 653 ~ Facility Plan).

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In addition to the physical access to information, intellectual freedom of individuals initiates access of desired materials. S.R. Ranganathan established five laws of library science in 1931 which include every reader his book and every book its reader (Ranganathan, 1931). In accordance with Ranganathan’s Laws and the American Libarary Association’s Bill of Rights and Code of Ethics, the question of censorship and intellectual freedom is often challenged in school libraries. Essentially, it is the question of content and the age of the reader that are frequently subject to debate. During LIS 618 ~ Materials for Young Adults, we were asked if we would include a certain book in our collection. This exercise demonstrated the principle of intellectual freedom (LIS 618 ~ Intellectual Freedom).

Research

To study or to learn, one must investigate and research. Researching the past provides evidence from which the present is based. Researching the present provides evidence of what the current status truly is. In librarianship, research furthers the knowledge of librarians and enables them to serve with better efficiency and benefit to patrons.

During my studies, I have had the opportunity to conduct, evaluate, and apply research within both public and school libraries as well as conduct reviews of research on topics to further my knowledge and thought in librarianship.

In LIS 600 ~ Foundations, I conducted a research project at the Greensboro Public Library Benjamin Branch (LIS 600 ~ Action Research Project) which had recently reopened after a renovation. The project consisted of observing patrons utilize the new automated check-out system as well as survey patrons on their usage of the system. Evaluating the results revealed that patrons were very pleased with the ease and autonomy of the new check-out system. This information was applied by the Greensboro Public Library through the decision to further its use of automated check~out systems when they later renovated the McGirt ~ Horton Branch. Additionally, noted complaints with the system were addressed by the Benjamin Branch manager to assure high quality service.

Another public library research project I participated in was during LIS 650 ~ Library Management. During this course, as part of a group research team, I interviewed the manager of the Jamestown Public Library and performed a patron satisfaction survey which indicated which services were being utilized and valued most by patrons (LIS 650 ~ Needs Assessment). Again, analysis of the results led to

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providing applicable insight into patron’s values and needs that the library began planning processes to meet.

While in the school libraries, research can model that of public libraries by surveying patrons for insight into usage and service needs. Additionally, school library research can include analysis of the collection. During LIS 653 ~ The School Library, I performed an analysis of the 14,000+ print collection of Southeast Middle School (LIS 653 ~ Collection Analysis). This analysis revealed the strengths and weaknesses of the collection that services over 1,000 students and more than 70 teachers. Furthermore, the analysis provided information that was instrumental in developing the school library’s five ~ year collection development plan.

Another way in which research is applicable within the school library is that of researching within instructional content. During LIS 688 ~ Literacy in the Library, my group was studying vocabulary development. Research on the subject provided much insight and assistance in our final outcome of creating a lesson for a second grade class that assisted in vocabulary development (LIS 688 ~ Vocabulary Development). Research of the like includes a review of research ~ based literature on a specific topic. In LIS 600 ~ Foundations, I conducted a literature review of research on adolescent internet use (LIS 600 ~ Literature Review).

Research within the school library setting may also take on the form of studying authors, illustrators, and/or literary elements. In studying and researching authors, illustrators and literary elements of the age ~ appropriate content users are reading furthers my own knowledge of the subject matter as well as provides a resource to share with others. Such knowledge is also valuable to the collection development process in maintaining a collection that is relevant and useful to its users.

During LIS 617 ~ Materials for Children, I conducted an in~depth study of an illustrator in order to understand his style and audience appeal (LIS 617 ~ Illustrator Study). Also during LIS 617 ~ Materials for Children, I analyzed a picture book entitled Not a Box by Antoinette Portis in order to gain insight into the design elements contained within (LIS 617 ~ Picture Book). Similarly, in LIS 618 ~ Materials for Young Adults, I performed an in~depth study of an author to gain insight into the author’s writing style and audience appeal (LIS 618 ~ Author Study). Additional research in LIS 618 ~ Materials for Young Adults included an analysis of three romance novels spanning several decades in order to ascertain how the genre has developed (LIS 618 ~ Romance Novels Analysis).

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Information literacy

“Information literacy ~ the ability to find and use information ~ is the keystone of lifelong learning” according to the American Association of School Librarians (1998, p.1). With the “information explosion” today’s students are “provided countless opportunities” which have “dramatically altered the knowledge and abilities they will need to live productively in the twenty ~ first century” (American Association of SchoolLibrarians, 1998, p. 2).

In order for students to become “skillful consumers and producers of information in a range of sources and formats to thrive personally and economically in the communication age,” Donham states that “library media specialists must be creative in co~designing with teachers such learning experiences so that they challenge students to construct meaning as they solve problems or make decisions” (American Associationof School Librarians, 1998, p. 2), (Donham, 2008, p. 29).In these creative efforts, Donham postulates that “the process requires teaching the necessary skills to locate, analyze, evaluate, and synthesize information” (2008, p. 29). In order to teach these skills, I must also possess those skills of “locating, analyzing, and evaluating” information. During LIS 620 ~ Information Sources and Services, I used such skills in order to compile an extensive bibliography of resources on the subject of Jane Austen (LIS 620 ~ Bibliography).

As a school librarian striving to meet the information literacy needs of students, I must work diligently with teachers to provide various learning experiences in order to meet the needs of all the users. One such way is to understand research models and how they impact student learning through the students’ engagement with the media program. During LIS 654 ~ The School Library and Curriculum, we explored different research models and how they were used in conjunction with the media program. Understanding instructional methodologies is one way to formulate collaborative exercises with teachers (LIS 654 ~ Instructional Methodologies ).

An example of meeting student information literacy needs is through teaching information skills to students. During LIS 692 ~ School Library Field Experience, I collaborated with a sixth ~ grade language arts teacher and taught her class a lesson on Non ~ Fiction resources that included print and electronic formats (LIS 692 ~ Collaboration Project). This information helped students to not only become familiar with what resources were available, but also what the resources were. In addition, the lesson included instruction on citation, another information literacy skill students need to be successful users of information. Also, while in LIS 692 ~ School Library Field Experience, I taught students how to use a specific component of the school library’s

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online catalog. Destiny’s Quest allows students to personalize the catalog information (LIS 692 ~ Lesson Plan ). This project was presented with video recording and overall assessment (LIS 692 ~ Teaching Video and Assessment) which allowed me to improve on instruction techniques for future opportunities in meeting the same information literacy skill.

Service

The mission of a school librarian is to ensure that students and teachers become effective and responsible users of information (American Association of SchoolLibrarians, 1998, p. 6). In order to do so, librarians must begin with understanding the user communities. During LIS 692 ~ Field Experience and LIS 693 ~ Practicum, I performed demographic analyses in order to determine who the users of the school library were and what may govern their needs (LIS 692 ~ Demographic Analysis, LIS 693 ~ Demographic Analysis) . Additionally, in LIS 650 ~ Library Management, while participating in a group, I performed a needs assessment of the Jamestown Public Library (LIS 650 ~ Needs Analysis). This formalized study cited both patrons’ and staff members’ needs.

The school library is often referred to as the “learning hub” of the school. “The school library is the center of information sources and is the learning laboratory for developing critical thinking and for providing instruction that promotes multiple literacies, including information literacy, media literacy, visual literacy, and technology literacy" (Morris, 2010, p. 47). Students and teachers alike seek information needs from the library and librarian. Providing printable informational resources such as book marks that reinforce and/or support an informational literacy component or a subject ~ specific pathfinder brochure are examples. An example of designing services to meet informational needs of teachers is developing a subject ~ specific curriculum map of collaborative projects that expands the entire year’s content (LIS 654 ~ Curriculum Map).

While printable resources of information are a relatively easy and efficient way of meeting the informational needs of users, there are many ways to provide as well as market services. For example, during LIS 615 ~ Collection Development, I created a resource wiki of multicultural materials (LIS 615 ~ Wiki). Today, other online tools are available to provide this form of service.

Perhaps the ultimate responsibility of a school librarian is to promote reading. According to Tina Hudak in her article “Are Librarians Reading Teachers, too?” Hudak

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(February 2008) cited that one of the three main outputs of a library program is reading advocacy (p. 14). During LIS 688 ~ Literacy in the Library, I was tasked with creating and implementing a school ~ wide literacy event (LIS 688 ~ Literacy Event). Such an event not only promotes student reading and literacy, but also provides families and the community with an opportunity to receive literacy information, as well as families and staff to meet and partner in student learning and academic success.

Another service that promotes reading includes preparing original reviews of books (LIS 617 ~ Book Reviews, LIS 618 ~ Book Reviews). These reviews can be shared with students, teachers, and parents in a variety of ways in order to interest students in reading. Likewise, giving book talks to students that highlight books that are age ~ appropriate and content ~ appealing is another service that promotes reading (LIS 617 ~ Book Talk, LIS 617 ~ Book Talk Video, LIS 618 ~ Book Talk, LIS 618 ~ Book Talk Video).

Professional Development

The School librarian is often alone on school campuses. While there are other school librarians within the school system, school librarians do not have the daily interaction with others in their profession at their site as compared to other teaching professionals within the school. Thus, the reliance on professional development becomes crucial in the school librarian’s ability to remain informed and current in the field.

Professional involvement can take many forms. Joining organizations such as the American Library Association, ALA’s American Association of School Librarians (AASL) and/or local organizations such as North Carolina’s School Library Media Association (NCSLA) provide many opportunities to attend conferences as well as receive support and resources gleaned from peers and mentors within the school library setting.

Quality peer ~ reviewed journals are another valuable professional resource available to school librarians. Within courses such as LIS 617 ~ Materials for Children, LIS 618 ~ Materials for Young Adults, and LIS 653 ~ The School Library, I was assigned to review and evaluate professional journals with high relevancy to the subject matter in order to determine those which would meet my personal and professional needs the best (LIS 618 ~ Journals Analysis, LIS 653 ~ Journals Analysis). These analyses have helped me identify resources that are relevant to my individual needs and provide a source for my professional development as I utilize them. Reading such journals as

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School Library Journal and AASL’s Knowledge Quest help me stay abreast of issues and topics, research, and resources currently significant that I would not have known about otherwise due to my limited exposure to others within the profession.

Another means of engaging in professional development has been to interview librarians about their current position, their professional career tracks, and their current building ~ level program. Several such interviews took place, one during LIS 615 ~ Collection Development in which my group interviewed a middle school librarian as part of a budget and advocacy project, another during LIS 650 ~ Library Management as part of the research project for patron satisfaction, and several during LIS 692 ~ Field Experience and LIS 693 ~ Practicum as means of exploring and comparing differing school libraries as well as gleaning valuable insight from others established within a building ~ level program (LIS 692 ~ Charter School Librarian Interview, LIS 692 ~ High School Librarian Interview, LIS 693 ~ Site Comparison).

Technology

Today’s world is full of technology. “Technology has been defined as ‘any tool or medium that helps people accomplish tasks or produce products more efficiently, and computers are only the latest in a long line of innovations…they have changed the way humans interact with the world and each other” (Morris, 2010, p. 341). In my original values statement, I quoted John Feather as stating that “the use of information technology has changed the library and the task of the librarian” (Feather, 2004, p. 196). Morris confirms Feather’s position in that “technology has brought more change in how information is accessed and utilized in the school community than any previous innovation.” (2010, p. 341).

As a result of the continuous advances in technology, librarians must learn and develop new skills in order to not only meet the user’s technological needs but also to innovate and promote informational instruction. According to the American Association of School Librarians, in order to enhance learning, “the library media specialist is a primary leader in the school’s use of all kinds of technologies ~ both instructional and informational” (American Association of School Librarians, 1998, p. 54).

The best way for school librarians to be the primary leader in the school’s use of technologies of all kinds is to utilize and display a plethora of them. The more the school librarian is familiar with and comfortable using a wide array of technologies in providing access to information and information literacy skills, the more teachers and students will also engage in using technology. According to Donham, “Student

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engagement with technologies has an array of influences on their approaches to learning and their expectations for a learning environment” (2008, p. 35).

Some examples of technology use to display information are:

~ preparing a presentation using Glogster (www.glogster.com) (LIS 654 ~ Glogster)

~ creating an Animoto video to create a book trailer (www.animoto.com) (LIS 654 ~ Animoto #1, LIS 654 ~ Animoto #2)

~ developing a pathfinder as a wiki or Microsoft Word or Publisher document (LIS 615 ~ Wiki, LIS 654 ~ Pathfinder)

~ constructing interactive kiosks for information transposition (LIS 635 ~ Kiosk)

~ producing audio~visual recordings of informational text (LIS 635 ~ video)

~ designing websites for information literacy skills application (LIS 635 ~ website)

Advocacy, Marketing, and Communication

The library is a valuable resource in any school or community. The services a library provides benefits not only the individuals who utilize them, but also beyond the individual to the community in which that individual belongs. While the individual may appreciate the value of the library, others and the community may not even be aware. As a result, the librarian must advocate for the library. According to the American Association of School Librarians, “A well ~ documented, well ~ publicized program affirms its own excellence and demonstrates its value to the entire learning community” (1998, p. 112). Furthermore, the American Association of School Librarians states that “The school library media specialist is the chief advocate for the library media program and documents its effectiveness so that the full learning community recognizes its value and supports its role” (1998, p. 113).

“Library media specialists have responsibility for being both advocates and experts in the area of information ethics” (Donham, 2008, p. 35). During LIS 653 ~ The School Library, I initiated an advocacy plan for the Southeast Guilford Middle School Media Program (LIS 653 ~ Advocacy Plan). This plan identified goals with objectives and activities to reach those goals in order to promote the library and library services. Additionally, in LIS 615 ~ Collection Development, I worked on an advocacy project that

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included interviewing a librarian, preparing a budget, and communicating with administration (LIS 615 ~ Budget and Advocacy, LIS 615 ~ Budget Memo). This project gave practical experience in the process of advocating for the library program.

Another example of advocacy and marketing the library is through literacy events. During LIS 688 ~ Literacy in the Library, I created a school ~ wide literacy event that culminated with a school ~ wide family event that promoted reading and literacy as well as the library and library services (LIS 688 ~ Literacy Event). Programs such as these highlight the work of the media program and the value of reading to the families and community of the school.

In order to advocate for a library program, communicating with others the value, needs, and benefits the program has and provides is essential. Communication can be as simplistic as a flyer announcing materials (LIS 615 ~ Promotion). Communication can also take place in the form of instructional manuals (LIS 693 ~ Student Volunteer Handbook).

Collaboration

Perhaps the greatest service a school librarian can provide to both teachers and students is collaboration. Co~teaching with an emphasis on providing and infusing technology and/or informational instruction into the content area is essential to the success of student learning which follows the Common Core/Essential Standards. By today’s standards, teachers are charged with preparing students to enter their future careers “in which jobs require innovative thinking and problem ~ solving skills, effective communication skills, teamwork, and the ability to manage information effectively” (American Association of School Librarians, 2009, p. 7). To meet these 21st Century Standards, the American Association of School Librarians states that “school librarians and classroom teachers will find that a collaborative approach to teaching is most effective because process skills are best learned in the context of content learning, and content is most effectively learned when the necessary learning skills are taught at the same time” (Standards for the 21st Century Learner in Action, 2009, p. 9).

Throughout my school library courses, I have had several distinct opportunities to work with teachers on collaborative projects. In LIS 692 ~ Field Experience, I worked in collaboration with a sixth ~ grade language arts teacher who was teaching a unit on research writing. My co-teaching included instructing students on available print and online resources as well as proper citation (LIS 692 ~ Collaboration).

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In LIS 654 ~ School Library Media Specialist and the Curriculum, a collaboration project consisted of co~teaching with an eighth grade language arts teacher with a singular gender advanced learner, reluctant reader class to promote literacy (LIS 654~ Collaboration). This project included performing a book talk to interest students in books, various writing activities and instruction on summarizing text, and culminated with instruction on creating a book promotional trailer in Animoto (www.animoto.com).

During LIS 693 ~ Practicum, a collaboration project appealed to today’s children access to a high usage of electronic devices. In order to appeal to the learner, I used Apple I ~ pads to do research and create a visual presentation in a collaborative unit on cultures with a fourth grade teacher. Students worked in groups to research an assigned culture and create a visual presentation to share with their class. An added instruction on citation was included (LIS 693 ~ Collaboration).

Conclusion

The values a person has are personal; yet, these values are based heavily on what that individual has learned. At the end of my first course, LIS 600 ~ Foundations in Library Studies, I was given the task of writing a values statement (LIS 600 ~ Original Values Statement). I chose values, such as scholarship, leadership, service, character, and citizenship, to define my professionalism. These were the values the National Junior Honor Society exemplified and charged its new members to possess as they continued their academic success (National Association of Secondary SchoolPrincipals, 2006, p. 47). While these values are certainly grounded in action and belief, these values are more developed as character traits. Now, as I conclude my final project within the Library and Information Studies program, my professional values are more multi-faceted. As I enter into the realm of the building ~ level program of school librarianship, I reflect back upon the personal mission statement I was asked to write in LIS 650 ~ Library Management, “I will strive to be a positive influence in a school media program to promote the love of learning, the acquisition of knowledge, and the joy of reading” (LIS 650 ~ Treatise). Taking with me all that I have learned and put into practice, it is my utmost hope to do just that and more.

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Bibliography

American Association of School Librarians. (1998). Information Power: Building Partnerships for Learning. Chicago, IL: American Library Association.

American Association of School Librarians. (2009). Empowering Learners: Guidelines for School Library Programs. Chicago, IL: American Library Association.

American Association of School Librarians. (2009). Standards for the 21st Century Learner in Action. Chicago: American Library Association.

American Library Association. (1997-2013). Code of Ethics of the American Library Association. Retrieved March 10, 2013, from ALA.org: http://www.ala.org/advocacy/proethics/codeofethics/codeethics

American Library Association. (1997-2013). Library Bill or Rights. Retrieved March 12, 2013, from www.ala.org: http://www.ala.org/advocacy/intfreedom/librarybill

Donham, J. (2008). Enhancing Teaching and Learning (2nd, Revised ed.). New York, NY: Neal~Schuman.

Feather, J. (2004). The Information Society: A Study of Continuity and Change (4th ed.). London: Facet Publishing.

Hudak, T. (2008, February). Are Librarians Reading Teachers, too? Library Media Connection, 26(5), 10-14.

Morris, B. J. (2010). Administering the School Library Center (5th ed.). Santa Barbara, CA: Libraries Unlimited.

National Association of Secondary School Principals. (2006). The National Junior Honors Society Handbook. Reston, VA: NASSP.

North Carolina Department of Public Instruction. (2005). IMPACT: Guidelines for North Carolina media and Technology Programs. Raleigh: Public Schools of North Carolina.

U.S. Department of Justice. (2009, March 25). Americans with Disabilitities Act of 1990. Retrieved September 25, 2011, from www.ada.gov: http://www.ada.gov/pubs/ada.htm

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Listing of Artifacts (In Order)

IntroductionLIS 600 ~ Fun ProjectLIS 600 ~ Original Values Statement

PhilosophyLIS 653 ~ Facility PlanLIS 618 ~ Intellectual Freedom

ResearchLIS 600 ~ Action Research ProjectLIS 650 ~ Needs AssessmentLIS 653 ~ Collection AnalysisLIS 688 ~ Vocabulary DevelopmentLIS 600 ~ Literature ReviewLIS 617 ~ Illustrator StudyLIS 617 ~ Picture Book AnalysisLIS 618 ~ Author StudyLIS 618 ~ Romance Novels Analysis

Information LiteracyLIS 620 ~ BibliographyLIS 654 ~ Instructional MethodologiesLIS 692 ~ CollaborationLIS 692 ~ Lesson PlanLIS 692 ~ Teaching Video and Assessment

ServiceLIS 692 ~ Demographic AnalysisLIS 693 ~ Demographic AnalysisLIS 650 ~ Needs AssessmentLIS 654 ~ Curriculum MapLIS 615 ~ Multicultural Materials WikiLIS 688 ~ Literacy EventLIS 617 ~ Book ReviewsLIS 618 ~ Book ReviewsLIS 617 ~ Book TalkLIS 617 ~ Book Talk VideoLIS 618 ~ Book TalkLIS 618 ~ Book Talk Video

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Professional DevelopmentLIS 618 ~ Journal AnalysisLIS 653 ~ Journal AnalysisLIS 692 ~ Charter School InterviewLIS 692 ~ High School InterviewLIS 693 ~ Site Comparison

TechnologyLIS 654 ~ GlogsterLIS 654 ~ Animoto #1LIS 654 ~ Animoto #2LIS 615 ~ WikiLIS 654 ~ PathfinderLIS 635 ~ KioskLIS 635 ~ VideoLIS 635 ~ website

AdvocacyLIS 653 ~ Advocacy PlanLIS 688 ~ Literacy EventLIS 615 ~ MarketingLIS 693 ~ Student Volunteer Handbook

CollaborationLIS 692 ~ CollaborationLIS 654 ~ CollaborationLIS 693 ~ Collaboration

ConclusionLIS 600 ~ Original Values StatementLIS 650 ~ Treatise

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Listing of Artifacts (By Course)

LIS 600 ~ FoundationsAction Research ProjectFun ProjectLiterature ReviewOriginal Values Statement

LIS 615 ~ Collection ManagementBudget and Advocacy Project  (includes Librarian Interview)Budget MemoCollection/Wiki Information PromotionWiki

LIS 617 ~ Materials for ChildrenAnnotated Book ReviewsBook~Talk Book~Talk VideoHistorical Fiction EssayIllustrator StudyNon~Fiction Segment BrochurePicture Book Analysis

LIS 618 ~ Materials for Young AdultsAnnotated Book ReviewsAuthor StudyBook~TalkBook~Talk VideoCharacter AnalysisIntellectual FreedomJournal AnalysisNon~Fiction Series Review Part 1Non~Fiction Series Review Part 2Romance Novels Analysis

LIS 620 ~ ReferenceBibliography

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LIS 635 ~ Media Production Best PracticeKioskVideoWebsite

LIS 650 ~ Library ManagementNeeds Assessment (includes Library Manager Interview)Treatise

LIS 653 ~ The School LibraryAdvocacy PlanBudgetCollection AnalysisFacility PlanJournal Analysis

LIS 654 ~ The School Library and CurriculumAnimoto #1Animoto #2CollaborationCurriculum MapGlogsterLesson Plan WritingPathfinderInstructional MethodologiesTeacher ObservationTeaching Video

LIS 688 ~ Literacy in the LibraryLiteracy EventVocabulary Development

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LIS 692 ~ Field Experience in the School LibraryAccess Goal Project Part 1Access Goal Project Part 2Charter School InterviewCollaborationDemographic AnalysisHigh School InterviewLesson PlanTeaching Video and Assessment

LIS 693 ~ PracticumCollaborationCollection AnalysisComparative Site AnalysisDemographic AnalysisLesson Plan for KindergartenLesson Plan for 1st GradeStudent Volunteer HandbookTeaching video

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