Training Program Facilitator
Program Description
Designed as a component of an (Institute of Museums and Library Service) IMLS federal scholarship grant, this online training program for school administrators will increase background knowledge and understandings of the role a quality school library media program plays in the academic success of students.
Program Goals
Upon completion of the five-week program, participants will:
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Understand the mission and purpose of the school library media program and how a quality, well-supported program can increase student learning.
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Increase the knowledge base about collections, access to resources, and evaluation of the school library media program.
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Learn leadership attitudes and actions that will help reconceptualize a student-centered, information-powered school library media program and strategies to provide continued support for it.
Participant's Responsibilities and Requirements
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Purchase or borrow the four required books. Other resources are electronic or sent to you free of charge. Administrators recruited by scholarship students will receive all materials free.
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Learn to use the course software provided by Blackboard
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Complete both pre and post surveys
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Read online mods and designated required readings or viewings for each mod each week
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Participate in the forum discussions for three mods
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Develop an action plan and budget to improve their local school library
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Develop and submit a final project that will help promote the school library program (only tuition-paying participants, not scholarship administrators)
Grading / Continuing Education Hours
Only tuition-paying participants receive a grade and must complete a final project. Successful completion includes all of the seven requirements listed above. Grades are based on completion of the surveys (for research purposes only), participation in the online discussions, submission of an action plan and a final project.
In addition to earning one graduate credit, a Certificate of Professional Development from Mansfield University representing 15 hours will be issued to all participants. Individuals may be able to use this document to earn continuing education hours in their respective states.
Resources
| Books | |
American Assn. of School Librarians. A Planning Guide for Information Power Building Partnerships for Learning With School Library Media Program Assessment Rubric or the 21 st Century. Chicago : ALA, 1999. |
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American Assn. of School Librarians and Assn. for Educational Communications and Technology. Information Power: Building Partnerships for Learning. Chicago: ALA, 1998. |
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McGhee, Marla W. and Barbara A. Jansen. The Principal’s Guide to a Powerful Library Media Program. Linworth, 2005. |
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Pennsylvania Guidelines for School Library Programs. Harrisburg, PA: PDE, 2005. (Free publication; also available on the Internet) |
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Public Education Network and the American Assn. of School Librarians. The Information-Powered School . Ed. Sandra Hughes-Hassell and Anne Wheelock. Chicago: ALA, 2001. |
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White House Conference on School Libraries: Proceedings, 2 June 2002. Washington, DC: IMLS, [2002]. (Available on the Internet) |
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| Brochures | |
American Assn. of School Librarians. “The Principal’s Manual for Your School Library Media Program.” [brochure] Chicago: ALA, 2000. |
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American Assn. of School Librarians. “Information Power: Building Partnerships for Learning” [brochure] Chicago: ALA, Aug. 2001. |
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Pennsylvania Dept. of Education. Measuring Up to Standards: The Impact of School Library Programs & Information Literacy in Pennsylvania Schools. Harrisburg, PA: PDE, Feb. 2000. (two brochures) |
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School Libraries Work! Scholastic, 2008. (Free publication) |
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Mod Objectives
Mod 1: The School Library and Academic Achievement
Relate recent research studies on strong school library media programs and their impact on student learning.
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List factors of a quality school library program that correlate with increased student achievement.
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Recognize how the mission statement for a school library program provides a focus for carrying out the vision for the school.
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Describe the four roles of a school library media specialist as identified in national guidelines.
Mod 2: Information Literacy & Academic Standards
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Define information literacy and give examples of several of the nine identified standards.
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Relate the basics of an information problem-solving process.
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Identify where information literacy skills fit in state academic standards.
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List several factors or supports necessary to facilitate collaborative planning among teachers and library media specialists.
Mod 3: The Library Collection and Flexible Access
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Understand how a school library collection supports the school’s curriculum
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Recognize the contributions a school library collection can make in helping students establish a reading habit
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List the inputs and some guidelines needed to develop a quality school library collection
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Apply the educational research in scheduling the use of the library and its program of instructional activities
Mod 4: Revitalization & Evaluation of the School Library Program
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Know what constitutes adequate levels of staffing in a school library.
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Use various strategies to recruit, mentor, and retain a school library media specialist.
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Understand how the school librarian's job responsibilities differ from that of the classroom teacher and recognize ways to observe and evaluate the total job performance.
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Be familiar with ways to document instructional activities that happen in the library
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Be familiar with and know how to use the AASL's School Library Media Program Assessment rubric.
