Part 5 Scenarios and Exercises for School Library Media Specialists

In the final unit, I learned about the three primary categories of reference for a LMS (readers'/information service, selection and evaluation of reference materials, user instruction). In addition, it gave me perspective of real-world examples of what happens in the MC. I can definitely see how the first scenario would happen. In essence, a sum of money was left to the MC and the online database, Newsbank, was purchased. The LMS is having a hard time convincing the patrons (students and teachers) to use this new database. Since we are all creatures of habit, I can see how this would happen. The questions presented are all practical ways that Newsbank could be put at the forefront. Again, in the third search, this is something that concerns me. Basically, all the students want to use the Internet for their research, and the LMS wants the students to use a variety of sources. It is up to me to convince these students that there are valuable sources outside of the Internet. I have contemplated this issue a lot recently and was relieved to hear that at Auburn, students are required to have a certain number of references in print. The final scenario that seems to be of great interest to me is about DEAR (Drop Everything and Read). I'm a big believer in DEAR. At my son's school, they have DEAR time every afternoon for each grade. Thusly, during the summer I've instituted DEAR time at home. Granted, my son doesn't want to participate every day (he still has to, though!), but I can tell a difference in his reading and his desire to read the more time he spends on it. If this is effective in kindergarten, I can only imagine how effective it would be during high school! The greatest advantage of DEAR time is it gives students the opportunity to read for pleasure. Of course, for those students that can't read well, this time may not be used effectively. I feel, however, that the advantages definitely outweigh the risks.

LEM and Disability Issues

As with the diversity standards, it is imperative that our Media Centers are accessible by all students. This includes, but isn't limited to, wheelchair access to the library with room between the rows, document/media delivery to mobility and/or visually impaired students, and proxy cards that enable a helper to check out media. It's also important the any disabled students are allowed to use the computers. Alternative keyboards or a helper can be assigned to assist students. Obviously, the Media Center must meet all national standards for accessibility.

LEM and Technology Use

As a former Business Education instructor (mainly Computer Applications), I have been looking forward to the technological aspects of being a Media Specialist. In the approximately 20 years since I graduated from high school, Media Centers have changed dramatically. Now, instead of a card catalog, we have WebPACs (Web-based public-access catalogs). WebPACs are an innovative method for finding information that students can do with and Internet connection and Web browser from virtually anywhere. The sources for this information can be in the form of databases (reference books, dictionaries, etc.). When the Web is used to find information, students must be taught appropriate methods of searching and reliable sources.

LEM Impact on Student Learning

One of my favorite aspects of my LEM classes has been learning about the impact the LMC has on student learning. My goal is to teach my students to become information literate. In addition, through independent learning a student can pursue information related to personal interests, as well as be able to appreciate literature and other creative arts. Most importantly, this student will strive for excellence in seeking information. These students should also be able to recognize the importance of information and make ethical decisions regarding information.

LEM and ASU Conceptual Framework

The ASU Conceptual Framework is a great reference for understanding our beliefs and goals as educators. The Conceptual Framework, as well as Education Courses, will prepare me to make decisions applicable to the classroom by the time I've completed my education here. Through this knowledge, I'll be able to identify and address critical needs.

LEM and Diversity

Prior to this class, I wasn't familiar with the NCATE standards for diversity in the classroom. I've always been an outspoken opponent in the public for diverse (racially and socio-economically) classes. As I enter the Media Center, I expect to continue this outspoken stance. I feel passionately that ALL students have a right to a quality education. I will do everything I can to ensure that all students have an equitable opportunity to learn. In addition, I will constantly stay abreast of policies and practices that support equitable learning outcomes.

Standards addressed in LEM 519

This course, Reference and Reference Services, has three standards:
1. Literature and resource materials available, including community resources.
2. Procedures for planning, conduction, and evaluating in-service programs to meet the needs of media staff and school faculty.
3. Procedures for designing, implementing, and evaluating instructional activities and integrating information skills into the curriculum.

Through this course, I have learned a great deal about reference services. I feel I've learned the most about the different types of reference services. Prior to this course, I did not understand the difference between the various types of resources. Now, I am familiar with all of the major reference services. In addition, I have a complete document (our mid-term) that gives me all the information easily accessible. I also have a working understand of Information Power and the Big6Skills. I feel like I could successfully conduct a reference interview, also. My learning of the various types of catalogs will be a vital component in my success as a LMS. One area that I found I was already competent was my knowledge of electronic resources. My content area, Business Education, precipitated this knowledge. I was fascinated by the various ways to integrate information literacy into the curriculum. This is an interest area of mine, so I was glad to get more information on this area. Familiarizing myself with ALEX is a necessity for success. This is an incredible resource. The best way to determine teachers' needs is to work hand-in-hand in a collaborative effort as they develop ways of teaching their curriculum. It may be necessary at times to conduct an in-service to assist teachers in the development of their curriculum and to let them know what services the LMC has to offer.