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Short Vita
Currently:Student working on Masters Degree in Library and Information Science
U.S. Air Force veteran, 20+ years
Communications Officer (6 years, 11 months)
Aircraft Commander and Instructor Pilot
Aircraft Flew: C-17A, C-21, T-1A, T-38, and T-37
Masters Degrees: M.S. in Administration and a M.S. in Military History
Undergraduate Degree: B.S. Electrical Engineering
U.S. Air Force veteran, 20+ years
Communications Officer (6 years, 11 months)
Aircraft Commander and Instructor Pilot
Aircraft Flew: C-17A, C-21, T-1A, T-38, and T-37
Masters Degrees: M.S. in Administration and a M.S. in Military History
Undergraduate Degree: B.S. Electrical Engineering
Education Philosophy
As a school librarian I support classroom teachers, the school curriculum, and students. My responsibilities include collaboration on instruction, assembly of a collection that supports educational goals, and teaching literacy to include information, media, visual, digital, technology, and reading. A school librarian supports the learning and teaching of entire school community. I support the American Association of School Librarians (AASL) Standards for the 21st-Century Learning. Values espoused by this standard include collaborating with members of the learning community; developing independent lifelong users and producers of ideas and information; promoting reading for learning, growth, and enjoyment; teaching multiple literacies; modeling inquiry-based learning and information-search processes; and conducting regular student assessments.
I believe the school library should be a student-centered environment where students learn to be effective users of ideas and information. Students need to learn research skills and be able to critically analyze information and determine its credibility and usefulness (United States National Commission on Libraries and Information Science, 2008). Librarians must teach critical-thinking, problem-solving, and literacy skills with the aim that students become independent, lifelong learners (AASL, 2007). I also promote lifelong learning by helping students want to read and learn to read.
I believe learning is an active process. In my library, students are encouraged to ask questions and seek their own answers. The library collection includes resources that represent a diversity of ideas, cultures, societies, and viewpoints; students are encouraged to explore these ideas and develop their own way of thinking.
Learning in the library is a social activity. Lessons are interactive and build on prior knowledge. Lessons include hands-on, technology based, cooperative learning groups, individual research, and group discussion. The focus is on understanding concepts rather than mastery of facts. Students are encouraged to learn new ideas by making connections to what they already know. Students and teachers learn from each other; everyone can and should contribute to the learning process. Additionally, social interaction with teachers is important for cross-curricular connections and to optimize resources.
Access is a library core value (American Library Association, 2004). The library is a place where everyone is welcome. I encourage universal design to include the physical and educational environment. Book shelves and circulation desk are designed and placed to accommodate disabled patrons and younger students. Collection items are purchased after considering demographics and individual interests. Variety and diversity is valued. Students are taught using a variety of teaching methods; I favor differentiated instruction and collectively plan with students, teachers, administrators, and parents to ensure unique learning needs are accommodated.
Learning in the library is technology based. The librarian should be a leader and role model in using and understanding technology (Everhart, Johnston, & Mardis, 2011). I share my expertise with students and teachers so they learn how to acquire, evaluate, understand, and use information and technology. I encourage students and teachers to experiment and connect with new technology.
Assessments are important for learning (Johnson, Musial, Hall, & Gollnick, 2011, p. 311). Learning requires teachers and students to be aware of what they already know (North Central Regional Educational Laboratory, n.d.). Additionally, assessments provide feedback on new knowledge and understanding. Assessment tools used in the library include open-ended questions, one-on-one dialogue, hands-on activities (to include authentic assessments), and student sharing.
Libraries must be a safe place for students to explore their own interests and to share ideas with others; an open classroom climate helps provide an environment conducive to learning. Rules, congruent with school policies, are clearly posted. It is my expectation that the library remain a calm space where individuals and property are respected and valued.
As a lifelong learner, I am committed to professional and personal development. Workshops, professional organizations, peer mentorship, scholarly literature, and community involvement are some of the activities that keep me up-to date with technology and improve my skills.
References
American Association of School Librarians. (2007). Outline of guidelines. Retrieved from http://www.ala.org/aasl/guidelinesandstandards/learningstandards/gdoutline
American Library Association. (2004). Core values of librarianship. Retrieved from http://www.ala.org/offices/oif/statementspols/corevaluesstatement/corevalues
Everhart, M., Johnson, M., & Mardis, M. National board certified school librarians' leadership and technology integration: Results of a national survey. School Library Research, 14(1), 1-20. Retrieved from http://www.ala.org/aasl/sites/ala.org.aasl/files/content/aaslpubsandjournals/slr/vol14/SLR_NationalBoardCertified_V14.pdf
Johnson, J. A., Musial, D., Hall, G. E., & Gollnick, D. M. (2011). Foundations of American education: Perspectives of education in a changing world (15th ed.). Upper Saddle River, NJ: Pearson.
North Central Regional Educational Laboratory. (n.d.). Assessment in a constructivist classroom. Retrieved from http://www.ncrel.org/sdrs/areas/issues/methods/assment/as7const.htm
United States National Commission on Libraries and Information Science. (2008). Research foundation paper: School libraries work. Retrieved from http://listbuilder.scholastic.com/content/stores/LibraryStore/pages/images/SLW3.pdf
I believe the school library should be a student-centered environment where students learn to be effective users of ideas and information. Students need to learn research skills and be able to critically analyze information and determine its credibility and usefulness (United States National Commission on Libraries and Information Science, 2008). Librarians must teach critical-thinking, problem-solving, and literacy skills with the aim that students become independent, lifelong learners (AASL, 2007). I also promote lifelong learning by helping students want to read and learn to read.
I believe learning is an active process. In my library, students are encouraged to ask questions and seek their own answers. The library collection includes resources that represent a diversity of ideas, cultures, societies, and viewpoints; students are encouraged to explore these ideas and develop their own way of thinking.
Learning in the library is a social activity. Lessons are interactive and build on prior knowledge. Lessons include hands-on, technology based, cooperative learning groups, individual research, and group discussion. The focus is on understanding concepts rather than mastery of facts. Students are encouraged to learn new ideas by making connections to what they already know. Students and teachers learn from each other; everyone can and should contribute to the learning process. Additionally, social interaction with teachers is important for cross-curricular connections and to optimize resources.
Access is a library core value (American Library Association, 2004). The library is a place where everyone is welcome. I encourage universal design to include the physical and educational environment. Book shelves and circulation desk are designed and placed to accommodate disabled patrons and younger students. Collection items are purchased after considering demographics and individual interests. Variety and diversity is valued. Students are taught using a variety of teaching methods; I favor differentiated instruction and collectively plan with students, teachers, administrators, and parents to ensure unique learning needs are accommodated.
Learning in the library is technology based. The librarian should be a leader and role model in using and understanding technology (Everhart, Johnston, & Mardis, 2011). I share my expertise with students and teachers so they learn how to acquire, evaluate, understand, and use information and technology. I encourage students and teachers to experiment and connect with new technology.
Assessments are important for learning (Johnson, Musial, Hall, & Gollnick, 2011, p. 311). Learning requires teachers and students to be aware of what they already know (North Central Regional Educational Laboratory, n.d.). Additionally, assessments provide feedback on new knowledge and understanding. Assessment tools used in the library include open-ended questions, one-on-one dialogue, hands-on activities (to include authentic assessments), and student sharing.
Libraries must be a safe place for students to explore their own interests and to share ideas with others; an open classroom climate helps provide an environment conducive to learning. Rules, congruent with school policies, are clearly posted. It is my expectation that the library remain a calm space where individuals and property are respected and valued.
As a lifelong learner, I am committed to professional and personal development. Workshops, professional organizations, peer mentorship, scholarly literature, and community involvement are some of the activities that keep me up-to date with technology and improve my skills.
References
American Association of School Librarians. (2007). Outline of guidelines. Retrieved from http://www.ala.org/aasl/guidelinesandstandards/learningstandards/gdoutline
American Library Association. (2004). Core values of librarianship. Retrieved from http://www.ala.org/offices/oif/statementspols/corevaluesstatement/corevalues
Everhart, M., Johnson, M., & Mardis, M. National board certified school librarians' leadership and technology integration: Results of a national survey. School Library Research, 14(1), 1-20. Retrieved from http://www.ala.org/aasl/sites/ala.org.aasl/files/content/aaslpubsandjournals/slr/vol14/SLR_NationalBoardCertified_V14.pdf
Johnson, J. A., Musial, D., Hall, G. E., & Gollnick, D. M. (2011). Foundations of American education: Perspectives of education in a changing world (15th ed.). Upper Saddle River, NJ: Pearson.
North Central Regional Educational Laboratory. (n.d.). Assessment in a constructivist classroom. Retrieved from http://www.ncrel.org/sdrs/areas/issues/methods/assment/as7const.htm
United States National Commission on Libraries and Information Science. (2008). Research foundation paper: School libraries work. Retrieved from http://listbuilder.scholastic.com/content/stores/LibraryStore/pages/images/SLW3.pdf
What is a Quality Library Program
A Quality School Library Program has the following characteristics:
•has a qualified teacher-librarian
•supports the school mission and the curriculum
•supports and collaborates with school staff and the community
•provides 24-7 access to information resources
•provides information literacy instruction to students and teachers
•supports academic and pleasure reading
For More Information see the following presentation
•has a qualified teacher-librarian
•supports the school mission and the curriculum
•supports and collaborates with school staff and the community
•provides 24-7 access to information resources
•provides information literacy instruction to students and teachers
•supports academic and pleasure reading
For More Information see the following presentation
Happy Valley Middle School Library and Happy Valley Middle School are fictional.
This website was created as part of a school project.
See About Us (internal link) for more details.
This website was created as part of a school project.
See About Us (internal link) for more details.