SLO 8
The student effectively collaborates for the achievement of individual, organizational, professional, and societal goals.
For my LIS 693 (Practicum School Library Media) professional development assignment, I led three brief, 10 minute workshops for the 3rd, 4th, and 5th grade teachers at Cornelius Elementary highlighting the digital resources available to them and their students through the ONE Access. ONE Access is a collaborative partnership between the Charlotte Mecklenburg Library system (where I’m currently employed) and Charlotte Mecklenburg School system that allows students and teachers to access all public library digital resources and eBooks using their student ID or teacher ID number instead of a physical library card. This collaborative project met both my individual school goal as well as a my professional organizational goal that I have to set each year for myself at work.
Based on the survey monkey evaluations I gave to these teachers after the workshop, I learned they felt the resources and information I shared directly benefited their curriculum teaching goals. This was largely because I took the time to email the lead 3rd, 4th, and 5th grade teachers before the workshop to inquire about any upcoming research projects for their grade and then tried to find public library databases that correlated with these research needs. Several teachers expressed interest in more math and science resources, but unfortunately, our library system does not have many of those to offer. I plan to follow up this professional development for teachers with a couple workshops for parents, focusing more on downloading eBooks and streaming audiobooks.
LIS 693 professional development assignment
Based on the survey monkey evaluations I gave to these teachers after the workshop, I learned they felt the resources and information I shared directly benefited their curriculum teaching goals. This was largely because I took the time to email the lead 3rd, 4th, and 5th grade teachers before the workshop to inquire about any upcoming research projects for their grade and then tried to find public library databases that correlated with these research needs. Several teachers expressed interest in more math and science resources, but unfortunately, our library system does not have many of those to offer. I plan to follow up this professional development for teachers with a couple workshops for parents, focusing more on downloading eBooks and streaming audiobooks.
LIS 693 professional development assignment
northcote_professional_development.docx | |
File Size: | 1070 kb |
File Type: | docx |
LIS 693 needs assessment and goal project
On Tuesday, April 4th, I completed my goal project for LIS 693 (practicum) as originally described: To host a joint literacy and technology family night that showcases the school library’s new technology and recent redesign, that promotes public library digital resources, and that educates parents about literacy practices they can model with their child at home. The event was held in the newly remodeled school media center and featured 6 stem centers, a literacy garden, two self-directed crafts, and a how-to download public library resources table.
This program was a very successful example of community collaboration. One of my co-workers from the public library came to teach people about the public library digital resources and another public library volunteer from Davidson College came to take pictures and award people prizes. Mrs. Lilley, the media specialist, and her son were also there the entire time so it was a great public library and school library initiative. We also had books donated from the youth services department of the public library to give away as raffle prizes. Since there were more raffle bags than student attendees, every student who attended got a bag of books to take home. Although it was a very small turnout (only 11 people from the entire school attended), it was a very diverse representation of families. There was a Russian family (a mom with a 1st and 4th grade daughter), a third grade boy with his mom and two high school siblings, and a kindergarten Mexican girl whose family didn’t want to stay, and then Mrs. Lilley (the media specialist) and her 1st grade son. I think the biggest reason for this lack of attendance was poor advertising.
Even though this event could have been much better attended, it still strongly aligned with library and school goals to effect change. The goal met the AASL standards of “teaching for learning” by allowing for collaboration within the learning community (parents, students, and public librarians) and the goal of “building the learning environment” by “encouraging visits to and use of the library by parents.” The goal still tied in directly with the school’s mission to be a place “where responsibility for teaching and learning is respectfully shared among students, parents, staff and community.” And lastly, the goal did work toward increasing the school’s student reading scores by educating the few parents who attended in the ABCs of active reading to model this for their student at home.
In terms of effecting student achievement, I can only comment on the two evaluations and in-person comments of the two families who provided them. Both families indicated on the survey that they strongly agreed that the event: increased their knowledge of how the school library encourages active learning through STEM centers; taught them ways to model best literacy practices with their child at home; and increased their awareness of and comfort with downloading digital resources from the public library on a device. The two centers they enjoyed most were 3D shapes and spheros, which have been two of the more popular centers in the media center when Mrs. Lilley lets her classes explore the new technology. One participant said they learned to model best literacy practices by playing a guess-that-book character headbands game. For this game, I covered a plastic baby pool with a brown table cloth and glued pictures of book characters or vegetables on popsicle sticks like gardening markers and stuck them in the tablecloth “dirt. Then the kids would pick one of these pieces from the garden and stick it in their headband and the other kids would give them clues to guess which character or vegetable they picked. It would have been a lot more fun with more people, but it still worked out okay.
Another participant said on their survey that they liked learning about digital literacy, but her kids still liked the old-fashioned books much better. That parent wanted to learn more about the sphero and coding and also found my active reading tips very interesting to learn how to read more effectively with their child. I had a literacy garden set up. The baby pool garden (described above) was in the center and around the garden I had colorful flower mats with a tissue paper flower and book of various reading levels at each mat. The idea was that I would talk about the ABCS of active reading (see handout) and model this briefly with a couple picture books I had on hand about gardening (Munch! Muncha! Muncha! By Candace Fleming). Then each parent and child would sit on their flower mat and practice modeling the ABCs of active reading with the book in front of them. That kind of worked with the one family who tried, but again, it would have been better with more people. The other participant said they would have liked to learn more about public library programs and camps, which is definitely something we could talk up more next time. Overall, despite limited attendance, I think the program was as effective as it could have been at meeting my goal and I now have ideas for improving attendance next time.
This program was a very successful example of community collaboration. One of my co-workers from the public library came to teach people about the public library digital resources and another public library volunteer from Davidson College came to take pictures and award people prizes. Mrs. Lilley, the media specialist, and her son were also there the entire time so it was a great public library and school library initiative. We also had books donated from the youth services department of the public library to give away as raffle prizes. Since there were more raffle bags than student attendees, every student who attended got a bag of books to take home. Although it was a very small turnout (only 11 people from the entire school attended), it was a very diverse representation of families. There was a Russian family (a mom with a 1st and 4th grade daughter), a third grade boy with his mom and two high school siblings, and a kindergarten Mexican girl whose family didn’t want to stay, and then Mrs. Lilley (the media specialist) and her 1st grade son. I think the biggest reason for this lack of attendance was poor advertising.
Even though this event could have been much better attended, it still strongly aligned with library and school goals to effect change. The goal met the AASL standards of “teaching for learning” by allowing for collaboration within the learning community (parents, students, and public librarians) and the goal of “building the learning environment” by “encouraging visits to and use of the library by parents.” The goal still tied in directly with the school’s mission to be a place “where responsibility for teaching and learning is respectfully shared among students, parents, staff and community.” And lastly, the goal did work toward increasing the school’s student reading scores by educating the few parents who attended in the ABCs of active reading to model this for their student at home.
In terms of effecting student achievement, I can only comment on the two evaluations and in-person comments of the two families who provided them. Both families indicated on the survey that they strongly agreed that the event: increased their knowledge of how the school library encourages active learning through STEM centers; taught them ways to model best literacy practices with their child at home; and increased their awareness of and comfort with downloading digital resources from the public library on a device. The two centers they enjoyed most were 3D shapes and spheros, which have been two of the more popular centers in the media center when Mrs. Lilley lets her classes explore the new technology. One participant said they learned to model best literacy practices by playing a guess-that-book character headbands game. For this game, I covered a plastic baby pool with a brown table cloth and glued pictures of book characters or vegetables on popsicle sticks like gardening markers and stuck them in the tablecloth “dirt. Then the kids would pick one of these pieces from the garden and stick it in their headband and the other kids would give them clues to guess which character or vegetable they picked. It would have been a lot more fun with more people, but it still worked out okay.
Another participant said on their survey that they liked learning about digital literacy, but her kids still liked the old-fashioned books much better. That parent wanted to learn more about the sphero and coding and also found my active reading tips very interesting to learn how to read more effectively with their child. I had a literacy garden set up. The baby pool garden (described above) was in the center and around the garden I had colorful flower mats with a tissue paper flower and book of various reading levels at each mat. The idea was that I would talk about the ABCS of active reading (see handout) and model this briefly with a couple picture books I had on hand about gardening (Munch! Muncha! Muncha! By Candace Fleming). Then each parent and child would sit on their flower mat and practice modeling the ABCs of active reading with the book in front of them. That kind of worked with the one family who tried, but again, it would have been better with more people. The other participant said they would have liked to learn more about public library programs and camps, which is definitely something we could talk up more next time. Overall, despite limited attendance, I think the program was as effective as it could have been at meeting my goal and I now have ideas for improving attendance next time.
northcote_demographic_report.pdf | |
File Size: | 410 kb |
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northcote_final_goal_reflection.doc | |
File Size: | 774 kb |
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northcote_digital_literacy_stations.docx | |
File Size: | 12 kb |
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northcote_digital_literacy_survey.docx | |
File Size: | 13 kb |
File Type: | docx |