My Vision:
My vision as a library media specialist is to be a student-centered information professional who specializes in conscientious facilitation between students and faculty and the knowledge they need to seek, use, and share the knowledge they want.
Example of a LMS Job Description from Eugene School District
This is one of the first items I would have on my online LMC handbook because patrons would easily see and understand how I view my job and what type of services I offer. It would be one of the first steps I make toward establishing a relationship with the patrons who will utilizes my services. I really like this particular description because the LMS establishes what the LMP should ideally look like before breaking down all the different jobs an LMS performs. Defining the ideal situation gives patrons a visual of how the LMP is supposed to work and will keep the LMS accountable for fulfilling the duties described. The duties follow the LMS duties outlined in Information Power. When I make a document like this, I will say much the same except I would change the statement "The librarian is able to 'get the right book in the right hands at the right time'" to encompass non-print, online, and electronic materials as well.
LMC Philosophy Example from Almond Bancroft
A Philosophy Statement would go hand in hand with the Job Description because it would validate, put reasoning behind, and bring life to all of the varies duties and services outlined in it. In addition to providing my own philosophies about why the facilitation between people and information is so vital to student success, I would also connect those philosophies to the school district mission statement and philosophy of education (if they have one) so that the LMP is defined as working within the framework of the district, and with the district and school building, to promote student achievement and positive learning experiences.
In my handbook, I would also include the mission statement of the entire school and/or district. Here is an example from Lincoln High School, in Idaho Falls, ID. In this particular example, certain goals are established by the school such as respect and commitment. I would tie my philosophies into these goals to aide the school and/or school district in promoting the achievement of them.
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Mrs. Redmond's Leadership Philosophy
The most effective leaders are people who understand that the destination they want to lead people toward is greater than themselves. As one of those idealists, I take countless risks, step out of my comfort zone, devote extra time and energy to my cause, and try to connect to as many people as I can in order to spread my vision as far as it can possibly go. I know how to make my mission understood to those that might think they do not need to care and those that are open and able to embrace the effort whole heartedly after being led to discover it. In the realm of education, library media specialists must be that type of leader who steps down into the fray to lead the school community, through committee attendance and ever-present advocacy of the Library Media Program, the faculty and administration, through staff development and collaboration, and the students, through teaching and role modeling, towards being successful information literate participants of the 21st Century. As an information professional, I am a leader who leads from the middle.
Leading from the middle requires that I be well spoken (but never overpowering), assertive and insistent (more indiscreetly than overtly), confident and well-supported (in a non-condescending manner), and always open to suggestion and change. Knowing when to give and take is the key to the success of the library media specialist because people respond the best, and give the most of their time and energies, when they are given the respect, time, and support they believe they deserve. When championing for the overall progression of humanity towards information literacy in the 21st Century, I will fight against ignorance, indifference, helplessness, and confusion every single day to not only reach and teach both adults and children about information literacy, but to forge connections and strengthen networks that continue to maintain and improve the standards in the information literacy field of study.
Wednesday, April 29, 2009
Saturday, April 25, 2009
Scheduling Systems.
Scheduling Class Time/Place
During my student teaching placement, I learned how to use scheduling charts to organize time available for all the resources (including myself) that our patrons had access to. We had a weekly lab chart, a weekly stage chart, a weekly LMC chart, a weekly LMS chart, a weekly LM Student Teacher chart (which was for me), and a weekly mini-lab chart that teachers could access and add their names to anytime they wanted to reserve those resources during particular times for their classes. The system worked out pretty well. For my own future middle school LMP, I would make as many of those schedules online as possible so that everyone could easily access them. I spent a lot of time running back and forth through the building retrieving schedules because I often forgot to take schedules with me when collaborating, so having all of those resources available to everyone on the school website or grading program would have saved some time.
Scheduling Volunteers
Because I student taught in two elementary schools, we did not have student volunteers. In a middle school, I would want to have a few student volunteers, as well as parents and other community members. Therefore, I would have a schedule for all my volunteers in addition to all the other schedules. I think I would have one schedule for my student volunteers and another schedule for my adult volunteers. This way, especially if I did not have an aide, I would be able to organize my time to utilize my volunteers in the most efficient and effective way.
Scheduling the Year
At the beginning of the year, I would look at my goals for the year and split them up so that, as the year progressed, I would be working on certain goals at certain times of the year. An example of this is in The School Library Media Manager, by Blanche Woolls, on page 106. I think this would really help me because I would have a plan for any time when I found myself having nothing immediate to do. This would maximize my effectiveness, raise my credibility, and give me a tool to reflect with at the end of the year.
Curriculum and Unit Schedule - Oshkosh Area School District
As the LMS, it will be essential for me to not only know and understand the curriculum, but also the schedule for when which curricular items will be taught. while this Oshkosh Area School District does not say expressly when teachers should be teaching which concepts, the benchmarks are on this particular page. If I cannot find the schedule on my own, I could use the curriculum benchmarks as a start and then build up relationships with teacher to find out when they will teach certain concepts. This particular method is what I had to do during my student teaching placement, and while it took a lot of my time, it turned out to be most effective and led to positive learning experiences for my students.
During my student teaching placement, I learned how to use scheduling charts to organize time available for all the resources (including myself) that our patrons had access to. We had a weekly lab chart, a weekly stage chart, a weekly LMC chart, a weekly LMS chart, a weekly LM Student Teacher chart (which was for me), and a weekly mini-lab chart that teachers could access and add their names to anytime they wanted to reserve those resources during particular times for their classes. The system worked out pretty well. For my own future middle school LMP, I would make as many of those schedules online as possible so that everyone could easily access them. I spent a lot of time running back and forth through the building retrieving schedules because I often forgot to take schedules with me when collaborating, so having all of those resources available to everyone on the school website or grading program would have saved some time.
Scheduling Volunteers
Because I student taught in two elementary schools, we did not have student volunteers. In a middle school, I would want to have a few student volunteers, as well as parents and other community members. Therefore, I would have a schedule for all my volunteers in addition to all the other schedules. I think I would have one schedule for my student volunteers and another schedule for my adult volunteers. This way, especially if I did not have an aide, I would be able to organize my time to utilize my volunteers in the most efficient and effective way.
Scheduling the Year
At the beginning of the year, I would look at my goals for the year and split them up so that, as the year progressed, I would be working on certain goals at certain times of the year. An example of this is in The School Library Media Manager, by Blanche Woolls, on page 106. I think this would really help me because I would have a plan for any time when I found myself having nothing immediate to do. This would maximize my effectiveness, raise my credibility, and give me a tool to reflect with at the end of the year.
Curriculum and Unit Schedule - Oshkosh Area School District
As the LMS, it will be essential for me to not only know and understand the curriculum, but also the schedule for when which curricular items will be taught. while this Oshkosh Area School District does not say expressly when teachers should be teaching which concepts, the benchmarks are on this particular page. If I cannot find the schedule on my own, I could use the curriculum benchmarks as a start and then build up relationships with teacher to find out when they will teach certain concepts. This particular method is what I had to do during my student teaching placement, and while it took a lot of my time, it turned out to be most effective and led to positive learning experiences for my students.
Wednesday, December 12, 2007
LMP Planning Tools.
Design Considerations for School Library Media Centers - Wisconsin Department of Public Instruction
Perhaps one of the first things I do when I get hired as an LMS will be to take a look at the facility I have been put in charge of and change it up a bit to better suit the expectations I will have for my LMP. To prepare for this, I have this webpage in my handbook that will give me ideas for what my LMC will need and should look like. Because my library science education comes from Wisconsin, I can trust the information on here and know that it will suit the information literacy needs I have been taught to have and recognize.
Information Technology Literacy Plan - Oshkosh Area School District
Every district should have a plan like this, and I will work with the other LMS's in my district, if there are others, to develop and implement the plan. This particular three-year plan spells out what each LMS will do in his or her school(s) to achieve Information Technology Literacy goals developed to align with current research, goals carried over from the last plan, and the district's strategic aims. This well-rounded plan includes the Information Technology Literacy department's history in the district, its current staff members, and some historical background about Oshkosh. From this plan, I can see that everything I do in my LMP will be linked to the philosophies and mission statement of the district and that I will have to collaborate with many administrative figures in the district in order to create a plan that will suit the needs of all the schools in the district. Although I will have my own plan for my own LMC, I will need to follow the larger plan the whole district sets up as well. At the end of this plan, the district budget represents the money that all the LMS's in the district, put together, receive to buy their materials. From my time spent in this district as a student teacher, I have gleaned an understanding of how this money is distributed and used throughout the district.
Annual LMP Review - Lawrence High School, Kansas
Reporting and reviewing how the year went leads to planning, and sharing those details with the community is the only way to get proper feedback from the community. Therefore, I would post something like this in my handbook for everyone to come and see at the end of the year. I would also post something like this to strengthen the library media profession overall because people need to see all that the LMP can do for a school.
Annual LMP Report - Palisades High School Library Media Center, Pennsylvania
This official reports shows specific statistics about how the LMP was utilized during the year. In it, the LMS lists usage statistics and how they varied from the year before, progress on goals that were identified, new goals to work on for the next year, and other important things that happened that year. Writing up a "End of the Year Report" is very worthwhile because it identifies weaknesses in the LMP and give the LMS an opportunity to reassess old goals and create new ones. This report really shows how the LMS's LMP has evolved and I would many of the same reflection techniques that she does. One thing I would add would be any results of surveys I took throughout the year, which would dictate, in part, any changes I make to the LMP for the following year.
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Mrs. Redmond's Short Term Goals as a First Year LMS
Obtain Status of LMP
-Read short and long term goals of previous LMP
-Interview the SLMS I'm replacing and/or assistants
--Special LMC events?
--Find out vision and philosophy of previous LMP
--How was the LMC used?
-Create my own personal vision for the LMP and LMC
Identify Current Overall Attitude toward LMP
-Conduct Student, Parent, and Staff surveys using Survey Monkey
--Obtain community-wide view of previous LMP and SLMS
--Obtain community-wide view of LMC and collection condition
--Obtain community-wide information literacy needs
--Identity previous LMP and SLMS insufficiencies ineffective components
--Gather ideas for building up the program
-Talk to other SLMSs in the district to identify overall climate
-Visit other LMCs in the district
Create/Modify LMP mission and vision
-Align with district and school mission and vision
-Reflect district, school, and my own educational philosophies
-Make it visible to community
Assess Collection
-Use Titlewise to obtain collection age
-Examine district benchmarks
-Get a feel for the school's curriculum and how collection supplements it
-Consider the community's attitude towards collection (from surveys)
-Establish level of global and unbiased cultural-awareness in the collection
-Establish vision for collection
-Set goals to improve collection
Improve LMC
-Move things around to make LMC more suitable for information literacy learning (if not possible right away, make a plan to accomplish it in steps)
--Provide spaces for group work
--Provide spaces for individual work
--Make a read-a-loud space
--Provide adequate computer/catalog space
--Display décor that appeals to students and supports LMP vision and philosophy
-Display Current Event content often in interesting, thought provoking ways
Perhaps one of the first things I do when I get hired as an LMS will be to take a look at the facility I have been put in charge of and change it up a bit to better suit the expectations I will have for my LMP. To prepare for this, I have this webpage in my handbook that will give me ideas for what my LMC will need and should look like. Because my library science education comes from Wisconsin, I can trust the information on here and know that it will suit the information literacy needs I have been taught to have and recognize.
Information Technology Literacy Plan - Oshkosh Area School District
Every district should have a plan like this, and I will work with the other LMS's in my district, if there are others, to develop and implement the plan. This particular three-year plan spells out what each LMS will do in his or her school(s) to achieve Information Technology Literacy goals developed to align with current research, goals carried over from the last plan, and the district's strategic aims. This well-rounded plan includes the Information Technology Literacy department's history in the district, its current staff members, and some historical background about Oshkosh. From this plan, I can see that everything I do in my LMP will be linked to the philosophies and mission statement of the district and that I will have to collaborate with many administrative figures in the district in order to create a plan that will suit the needs of all the schools in the district. Although I will have my own plan for my own LMC, I will need to follow the larger plan the whole district sets up as well. At the end of this plan, the district budget represents the money that all the LMS's in the district, put together, receive to buy their materials. From my time spent in this district as a student teacher, I have gleaned an understanding of how this money is distributed and used throughout the district.
Annual LMP Review - Lawrence High School, Kansas
Reporting and reviewing how the year went leads to planning, and sharing those details with the community is the only way to get proper feedback from the community. Therefore, I would post something like this in my handbook for everyone to come and see at the end of the year. I would also post something like this to strengthen the library media profession overall because people need to see all that the LMP can do for a school.
Annual LMP Report - Palisades High School Library Media Center, Pennsylvania
This official reports shows specific statistics about how the LMP was utilized during the year. In it, the LMS lists usage statistics and how they varied from the year before, progress on goals that were identified, new goals to work on for the next year, and other important things that happened that year. Writing up a "End of the Year Report" is very worthwhile because it identifies weaknesses in the LMP and give the LMS an opportunity to reassess old goals and create new ones. This report really shows how the LMS's LMP has evolved and I would many of the same reflection techniques that she does. One thing I would add would be any results of surveys I took throughout the year, which would dictate, in part, any changes I make to the LMP for the following year.
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Mrs. Redmond's Short Term Goals as a First Year LMS
Obtain Status of LMP
-Read short and long term goals of previous LMP
-Interview the SLMS I'm replacing and/or assistants
--Special LMC events?
--Find out vision and philosophy of previous LMP
--How was the LMC used?
-Create my own personal vision for the LMP and LMC
Identify Current Overall Attitude toward LMP
-Conduct Student, Parent, and Staff surveys using Survey Monkey
--Obtain community-wide view of previous LMP and SLMS
--Obtain community-wide view of LMC and collection condition
--Obtain community-wide information literacy needs
--Identity previous LMP and SLMS insufficiencies ineffective components
--Gather ideas for building up the program
-Talk to other SLMSs in the district to identify overall climate
-Visit other LMCs in the district
Create/Modify LMP mission and vision
-Align with district and school mission and vision
-Reflect district, school, and my own educational philosophies
-Make it visible to community
Assess Collection
-Use Titlewise to obtain collection age
-Examine district benchmarks
-Get a feel for the school's curriculum and how collection supplements it
-Consider the community's attitude towards collection (from surveys)
-Establish level of global and unbiased cultural-awareness in the collection
-Establish vision for collection
-Set goals to improve collection
Improve LMC
-Move things around to make LMC more suitable for information literacy learning (if not possible right away, make a plan to accomplish it in steps)
--Provide spaces for group work
--Provide spaces for individual work
--Make a read-a-loud space
--Provide adequate computer/catalog space
--Display décor that appeals to students and supports LMP vision and philosophy
-Display Current Event content often in interesting, thought provoking ways
Tuesday, December 11, 2007
Surveys.
Mrs. Redmond's Student Satisfaction Survey - Survey Monkey
This survey was made on Survey Monkey, which is a free survey tool I will use to send surveys to faculty, parent, community, and student emails or. Because Survey Monkey gives the survey its own page, I could also post the survey link in school newsletters, bulletin boards, and anywhere else where my clientele will see it. It would a paperless and very convenient way for me to garner opinions without inconveniencing anyone. For community members, I could determine how the community uses libraries, how many libraries the community has access to (so that I can start connecting to those libraries to work together toward fulfilling the community's needs), and how the community uses or would like to use my LMC. For parents, I would ask them how they view their child's use of the library and what I can do to better their child's learning experience in the school. For students, as I demonstrated in the survey linked above, I would ask them to tell me how they use the LMC, when they use it, what services they use or would like to see, and how I could make the collection suit their needs better. For faculty, I would use much the same the format as I used for the students except that I would ask my colleagues to talk about my collaborations with them. Overall, this would be a great tool to use if I needed input from anyone in the school or community.
Faculty User Technology Survey - University of Minnesota
This survey essentially asks for input on what technologies faculty members believe are most important for the LMC to dedicate resources towards, most important for classroom success, and most important in implementing certain teaching techniques. I would use Survey Monkey to adjust this survey to fit the needs of my school before I sent it out to faculty. Because technology is a huge part of my job, I would want to know exactly what my colleagues think and know about technology so that I can know exactly how to help them.
"Guidelines for Performance-Based Library Media Specialist Evaluation" - Missouri Department of Elementary and Secondary Education
This is an incredibly useful document to have in my handbook. This 56 page PDF document provides all the documents an LMS in Missouri would need to be evaluated by his or her self and administration. While my district might already have a document like this in place, I would use the self-reflection on pages 42 and 43 at the end of every school year to reassess myself and take note of how I have changed, although I would definitely add a question about which faculty/staff relationships I have built and still need to build and a question about what kind of leadership activities I was involved in that year and how I would like to improve that effort next year. In this document, there is also an activity reflection sheet I would use, professional and improvement development plans I would utilize, and evaluation reports that my colleagues could use to evaluate my performance.
Volunteer Exit Survey - Norfolk Public Library, VA
Volunteers should definitely have a voice in the LMP as well as all of the patrons who utilize it because they have had the opportunity to see how the LMP runs from an objective viewpoint. The things they have to say could be very fundamental to the identification of changes that should be made to the program. I would offer a survey to them at the end of either their volunteering experience or the end of the school year. In the survey, I would ask them questions about how useful their experience was and I would ask them to evaluate my training and utilization of them. This particular survey does a great job of encouraging the volunteer to think about his or her whole experience. I would use this with both adults and students, although I would tone it down and make it sound more user friendly than critical for the students. In the case of students, and some adults, I would attach a reflection addendum of my own upon their request, supplying my own answers to the questions about them, so that it could be used if the volunteer were looking to get hired or become a volunteer someplace else. Communication is really important in a place where information sharing is the key reason that place exists, so getting input from volunteers would be very important in strengthening the community the place fosters.
This survey was made on Survey Monkey, which is a free survey tool I will use to send surveys to faculty, parent, community, and student emails or. Because Survey Monkey gives the survey its own page, I could also post the survey link in school newsletters, bulletin boards, and anywhere else where my clientele will see it. It would a paperless and very convenient way for me to garner opinions without inconveniencing anyone. For community members, I could determine how the community uses libraries, how many libraries the community has access to (so that I can start connecting to those libraries to work together toward fulfilling the community's needs), and how the community uses or would like to use my LMC. For parents, I would ask them how they view their child's use of the library and what I can do to better their child's learning experience in the school. For students, as I demonstrated in the survey linked above, I would ask them to tell me how they use the LMC, when they use it, what services they use or would like to see, and how I could make the collection suit their needs better. For faculty, I would use much the same the format as I used for the students except that I would ask my colleagues to talk about my collaborations with them. Overall, this would be a great tool to use if I needed input from anyone in the school or community.
Faculty User Technology Survey - University of Minnesota
This survey essentially asks for input on what technologies faculty members believe are most important for the LMC to dedicate resources towards, most important for classroom success, and most important in implementing certain teaching techniques. I would use Survey Monkey to adjust this survey to fit the needs of my school before I sent it out to faculty. Because technology is a huge part of my job, I would want to know exactly what my colleagues think and know about technology so that I can know exactly how to help them.
"Guidelines for Performance-Based Library Media Specialist Evaluation" - Missouri Department of Elementary and Secondary Education
This is an incredibly useful document to have in my handbook. This 56 page PDF document provides all the documents an LMS in Missouri would need to be evaluated by his or her self and administration. While my district might already have a document like this in place, I would use the self-reflection on pages 42 and 43 at the end of every school year to reassess myself and take note of how I have changed, although I would definitely add a question about which faculty/staff relationships I have built and still need to build and a question about what kind of leadership activities I was involved in that year and how I would like to improve that effort next year. In this document, there is also an activity reflection sheet I would use, professional and improvement development plans I would utilize, and evaluation reports that my colleagues could use to evaluate my performance.
Volunteer Exit Survey - Norfolk Public Library, VA
Volunteers should definitely have a voice in the LMP as well as all of the patrons who utilize it because they have had the opportunity to see how the LMP runs from an objective viewpoint. The things they have to say could be very fundamental to the identification of changes that should be made to the program. I would offer a survey to them at the end of either their volunteering experience or the end of the school year. In the survey, I would ask them questions about how useful their experience was and I would ask them to evaluate my training and utilization of them. This particular survey does a great job of encouraging the volunteer to think about his or her whole experience. I would use this with both adults and students, although I would tone it down and make it sound more user friendly than critical for the students. In the case of students, and some adults, I would attach a reflection addendum of my own upon their request, supplying my own answers to the questions about them, so that it could be used if the volunteer were looking to get hired or become a volunteer someplace else. Communication is really important in a place where information sharing is the key reason that place exists, so getting input from volunteers would be very important in strengthening the community the place fosters.
Assorted Forms.
Forms for Parents/Guardians
Permission Slip for Student Work and Photos to be Placed on School Website - Ithaca City School District
I would expand this form to include video formats and other websites, and I would use it often. My personal philosophy is that students should participate and initiate positive learning experiences in the 21st Century by utilizing the global community available via Internet connection. Because parent permission and feedback could lead to cooperation and collaboration, along with an enhanced sense of community that would extend beyond the classroom into students' homes, giving parents information and choice is extremely important. In this document, I would provide rationale as to why global communication is so important and why students should be allowed to participate and hone their 21st century skills. I would also provide my contact information so that parents could address their concerns with me privately.
Internet Use Permission Slip - Murray Bergtraum High School
To ensure that students and guardians know and accept the conditions for computer use as stated in the LMP's the Acceptable Use Policy, a handout stating proper Internet and computer usage must be issued to each student, signed by guardians, and returned by students before computer use is granted. While I like the simple format of this particular permission slip, I would change "parents" to "guardians," I would change "floppies" to "personal information storage devices," and I would list appropriate disciplinary actions that do not include student forfeit of computer use privileges but, rather, restorative justice and love and logic practices instead. Punishing students by taking the largest source of information they have at school away from them will only push them further down the holes they dig for themselves. Supporting them while they fix the problems they created, however, will help students become responsible, successful, and self-aware individuals. Stating how a student will be responsible of his or her misbehavior would tell parents and students a lot about what my core beliefs and philosophies are and it would impact how a student decides to treat the resources provided to him or her.
Forms for Teachers/Faculty
Equipment Checkout Form - John C. Pace Library at University of West Florida
During my student teaching experience, I discovered that I would have absolutely no idea where equipment was because teachers often did not check out or return equipment like they were supposed to. Instead, they often passed equipment on to the next teacher that needed it or would take equipment without going through the action of actually checking it out. For my own LMP, I plan to utilize a standardized form like this one to keep teachers accountable for what they check out and to keep myself updated as to the whereabouts of my inventory of equipment. While I will certainly try to have a nice electronic form like this (that will reduce my paper load dramatically), the questions on it will be pretty much the same whether it is electronic or not. I will want to know who is checking what out, why, when they want it by, and when they will return it. I will also probably have some policy reminders on it like this particular online form does, but I will not ask for the specific contact information that this one does because the middle school will probably be small enough where I can walk over to their room to address an issue if I need to.
Collaboration Planning Form - Indiana Learns (PDF)
Collaboration Evaluation Form - Indiana Learns
I will definitely want a standard form to use when collaborating with teachers and when reflecting with them. These two forms seem to do the trick by covering all the bases that are important to me when I collaborate on lessons with teachers. While the Unit Planning Sheet looks like it should either utilize two pages to allow for more writing room or break down the questions more using a graphic organizer type layout (which would allow equal space to describe the roles of everyone involved), it covers everything a lesson plan would except that it covers more than one perspective. The Unit Evaluation Sheet evaluates the LMS's role in the lesson and, when filled out completely, could be used as proof that the LMS is making a positive impact in the classroom. Documentation is extremely important to have when an LMS is starting out because it is an instant way to build relationships with faculty (since the LMS and collaborating teacher have to work closely together to evaluate the lesson effectively) and to build credibility with other educators and administrative staff. Another thing I like about documenting collaborative work, and especially using these two documents, is that I could pull out pieces of the lesson that the other teacher developed and reflect on what they did, how they did it, and what aspects of their teaching and management techniques I liked or did not like.
Volunteer/Aide Forms
Student Volunteer Form - Pembroke Public Library
In middle school, students will be old enough to volunteer to help me and my aide (if I have one) in the library. For those students interested in such an experience, I will have a standardized form ready for them to fill out. This particular form I have found is fairly simple and would give me insight as to what they are interested in, why they want to help, and when they can help. At first glance, I thought this form pried into a student's life a little too much, but asking the student to explain his or her situation and interest in depth would tell me a lot about the student and give the student some time to think over, and consider, the commitment he or she wishes to make. Since I would be working in the school library, I would not ask for student Schools or Phone Numbers like this form does, but I would still ask about extra curricular activities, since those say a lot about a person. I would also have the guardian sign the form, like this form asks, because I should do everything in my power to encourage communication between students and their parents.
Adult Volunteer Form - Bedford Elementary Schools, MA
In addition to student volunteers, I would certainly appreciate guardian volunteers. I would have a volunteer form ready to offer to guardians during school building open houses, orientations, parent teacher conferences, book fairs, or at any other time when guardians would be in the school and have access to, or interest in, the LMC. Accepting guardian volunteers would not only help me get to know some students, and the community as a whole, better, but it would also bring the community and the school a little closer together. For example, a plethora of parent volunteers could give me a plethora of resources when I am looking for speakers, reading buddies, or people with all sorts of unique skill sets to bring into the library for special activities or special days. Accepting volunteers would allow me to network. While this form would work well with guardians, I would want to extend the volunteer opportunity to any member of the community (like a retired teacher or former student, for instance), so I would change the form a little bit to extend the volunteering opportunity beyond guardians. Instead of having volunteers name a specific child to help, I would give them a few choices of activities they would like to help with, such as shelving or helping out with classes, along with a space for them to designate specific classes or children they would like to work with if they wish. I would have them list their name, number, and email like this form does (and provide my own contact information), and I would definitely hold a few training sessions throughout the year, depending how many volunteers I get.
Aide Evaluation Form - Jean and Alexander Heard Library, TN
Because paraprofessional aides help the LMS with the bulk of the LMC clerical work, they are a very important and vital part of a successful and effective LMP. Because they are so valuable, and do so much, they must be evaluated. While I have never seen what an actual evaluation looks like, I found this form which would, in my opinion, allow me to reflect on the performance of my aides (if I have any) in an effective and appropriate manner. The two aides I worked with in my student teaching placement needed and used all the skill sets listed under the categories section. I like the method of evaluating by commenting while referencing a set list rather than by filling out a rubric because I would get to be more reflective in my evaluations. I like the service recognition portion, goal setting portion, and staff member's comment portion because they round out the evaluation and make it more of a collaborative process between the LMS and the paraprofessional. While I believe that each district has their own standardized paraprofessional evaluation forms, I would use this form as a beginning building block if I had to construct my own evaluation form.
Material Related Forms
ILL Form - East Baton Rouge Parish Library
I have worked in the Oshkosh Public Library and have seen how the Winnefox system works, so I know how important Inter-library Loans are. My LMP will not have all the resources my patrons will need, so I will need to offer them a service to get materials for them from other LMC's in the district and the public library in the area. In order to utilize the service, they will need to fill out a form that will tell me what specific materials they would like. This form is an example of the information I would ask for. I would offer a paper form that patrons could fill out when they are in the LMC so that I could talk to them in person about the specific materials they are searching for.
Material Request Form - Tasmania, Australia
I would use this selection form because it is simple, clear, and would provide me with enough information to find the book being requested. In addition to everything already on the form, I would ask the person requesting the material to identify a reason why they would like to see the material in the LMC. I would include the statement on the bottom of the form that says, "This is a request that will be considered for purchase if it meets the collection development policy and sufficient funds are available," because I believe that the patron should be reminded that the policies need to be followed to ensure that all patrons get the best service possible.
Material Donation Form - Frank E. Gannett Memorial Library, NY
As a manager of the collection, I would like to know who donates things to the library and I would like to have the information necessary to thank them. At the Oshkosh Public Library, we give patrons forms that save them tax money in exchange for their donations. I am not sure if LMCs do this as a normal practice too, but I would like to offer my patrons that service. This form is short and to the point by asking patrons for their contact information, their signature, and whether or not they have read the donation policy. I really like how the form asks patrons if they would like their donations back if the library does not need them because it is that kind of common courtesy that raises a person's credibility. I would not offer the bookplate dedication service (to protect individual privacy of students), but I would offer the tax exemption form as a thank you for donations. I saw a honor book system that one librarian put together for her LMP where students were able to donate book in other students' honors, so I would put together some system like that for students only.
Reconsideration Form - Falk Laboratory School
To uphold the reconsideration policy, a reconsideration form is necessary to give to the patron who is challenging a material. This form should objectively invite the patron to provide all the information necessary in determining which material is being challenged, what the problem with the material was, what the patron's knowledge base of the material is, and what the patron believes should be done with, and who could benefit from, the material. This particular does the job well expect it sounds a little accusatory to me. Therefore, if I were to assimilate this particular document into my LMP Handbook, I would ask "What parts of this material have you read?" instead of "Did you read the entire work? What parts?" because I do not the patron to feel outrightly accused of not being informed enough to have an opinion about the content of the material. I do like the question that asks the patron to list an appropriate substitution for the challenged material because it forces to the patron to think about how the material might be meaningful to the community and it would offer the LMS an opportunity to get to know this patron based on his or her answer.
Permission Slip for Student Work and Photos to be Placed on School Website - Ithaca City School District
I would expand this form to include video formats and other websites, and I would use it often. My personal philosophy is that students should participate and initiate positive learning experiences in the 21st Century by utilizing the global community available via Internet connection. Because parent permission and feedback could lead to cooperation and collaboration, along with an enhanced sense of community that would extend beyond the classroom into students' homes, giving parents information and choice is extremely important. In this document, I would provide rationale as to why global communication is so important and why students should be allowed to participate and hone their 21st century skills. I would also provide my contact information so that parents could address their concerns with me privately.
Internet Use Permission Slip - Murray Bergtraum High School
To ensure that students and guardians know and accept the conditions for computer use as stated in the LMP's the Acceptable Use Policy, a handout stating proper Internet and computer usage must be issued to each student, signed by guardians, and returned by students before computer use is granted. While I like the simple format of this particular permission slip, I would change "parents" to "guardians," I would change "floppies" to "personal information storage devices," and I would list appropriate disciplinary actions that do not include student forfeit of computer use privileges but, rather, restorative justice and love and logic practices instead. Punishing students by taking the largest source of information they have at school away from them will only push them further down the holes they dig for themselves. Supporting them while they fix the problems they created, however, will help students become responsible, successful, and self-aware individuals. Stating how a student will be responsible of his or her misbehavior would tell parents and students a lot about what my core beliefs and philosophies are and it would impact how a student decides to treat the resources provided to him or her.
Forms for Teachers/Faculty
Equipment Checkout Form - John C. Pace Library at University of West Florida
During my student teaching experience, I discovered that I would have absolutely no idea where equipment was because teachers often did not check out or return equipment like they were supposed to. Instead, they often passed equipment on to the next teacher that needed it or would take equipment without going through the action of actually checking it out. For my own LMP, I plan to utilize a standardized form like this one to keep teachers accountable for what they check out and to keep myself updated as to the whereabouts of my inventory of equipment. While I will certainly try to have a nice electronic form like this (that will reduce my paper load dramatically), the questions on it will be pretty much the same whether it is electronic or not. I will want to know who is checking what out, why, when they want it by, and when they will return it. I will also probably have some policy reminders on it like this particular online form does, but I will not ask for the specific contact information that this one does because the middle school will probably be small enough where I can walk over to their room to address an issue if I need to.
Collaboration Planning Form - Indiana Learns (PDF)
Collaboration Evaluation Form - Indiana Learns
I will definitely want a standard form to use when collaborating with teachers and when reflecting with them. These two forms seem to do the trick by covering all the bases that are important to me when I collaborate on lessons with teachers. While the Unit Planning Sheet looks like it should either utilize two pages to allow for more writing room or break down the questions more using a graphic organizer type layout (which would allow equal space to describe the roles of everyone involved), it covers everything a lesson plan would except that it covers more than one perspective. The Unit Evaluation Sheet evaluates the LMS's role in the lesson and, when filled out completely, could be used as proof that the LMS is making a positive impact in the classroom. Documentation is extremely important to have when an LMS is starting out because it is an instant way to build relationships with faculty (since the LMS and collaborating teacher have to work closely together to evaluate the lesson effectively) and to build credibility with other educators and administrative staff. Another thing I like about documenting collaborative work, and especially using these two documents, is that I could pull out pieces of the lesson that the other teacher developed and reflect on what they did, how they did it, and what aspects of their teaching and management techniques I liked or did not like.
Volunteer/Aide Forms
Student Volunteer Form - Pembroke Public Library
In middle school, students will be old enough to volunteer to help me and my aide (if I have one) in the library. For those students interested in such an experience, I will have a standardized form ready for them to fill out. This particular form I have found is fairly simple and would give me insight as to what they are interested in, why they want to help, and when they can help. At first glance, I thought this form pried into a student's life a little too much, but asking the student to explain his or her situation and interest in depth would tell me a lot about the student and give the student some time to think over, and consider, the commitment he or she wishes to make. Since I would be working in the school library, I would not ask for student Schools or Phone Numbers like this form does, but I would still ask about extra curricular activities, since those say a lot about a person. I would also have the guardian sign the form, like this form asks, because I should do everything in my power to encourage communication between students and their parents.
Adult Volunteer Form - Bedford Elementary Schools, MA
In addition to student volunteers, I would certainly appreciate guardian volunteers. I would have a volunteer form ready to offer to guardians during school building open houses, orientations, parent teacher conferences, book fairs, or at any other time when guardians would be in the school and have access to, or interest in, the LMC. Accepting guardian volunteers would not only help me get to know some students, and the community as a whole, better, but it would also bring the community and the school a little closer together. For example, a plethora of parent volunteers could give me a plethora of resources when I am looking for speakers, reading buddies, or people with all sorts of unique skill sets to bring into the library for special activities or special days. Accepting volunteers would allow me to network. While this form would work well with guardians, I would want to extend the volunteer opportunity to any member of the community (like a retired teacher or former student, for instance), so I would change the form a little bit to extend the volunteering opportunity beyond guardians. Instead of having volunteers name a specific child to help, I would give them a few choices of activities they would like to help with, such as shelving or helping out with classes, along with a space for them to designate specific classes or children they would like to work with if they wish. I would have them list their name, number, and email like this form does (and provide my own contact information), and I would definitely hold a few training sessions throughout the year, depending how many volunteers I get.
Aide Evaluation Form - Jean and Alexander Heard Library, TN
Because paraprofessional aides help the LMS with the bulk of the LMC clerical work, they are a very important and vital part of a successful and effective LMP. Because they are so valuable, and do so much, they must be evaluated. While I have never seen what an actual evaluation looks like, I found this form which would, in my opinion, allow me to reflect on the performance of my aides (if I have any) in an effective and appropriate manner. The two aides I worked with in my student teaching placement needed and used all the skill sets listed under the categories section. I like the method of evaluating by commenting while referencing a set list rather than by filling out a rubric because I would get to be more reflective in my evaluations. I like the service recognition portion, goal setting portion, and staff member's comment portion because they round out the evaluation and make it more of a collaborative process between the LMS and the paraprofessional. While I believe that each district has their own standardized paraprofessional evaluation forms, I would use this form as a beginning building block if I had to construct my own evaluation form.
Material Related Forms
ILL Form - East Baton Rouge Parish Library
I have worked in the Oshkosh Public Library and have seen how the Winnefox system works, so I know how important Inter-library Loans are. My LMP will not have all the resources my patrons will need, so I will need to offer them a service to get materials for them from other LMC's in the district and the public library in the area. In order to utilize the service, they will need to fill out a form that will tell me what specific materials they would like. This form is an example of the information I would ask for. I would offer a paper form that patrons could fill out when they are in the LMC so that I could talk to them in person about the specific materials they are searching for.
Material Request Form - Tasmania, Australia
I would use this selection form because it is simple, clear, and would provide me with enough information to find the book being requested. In addition to everything already on the form, I would ask the person requesting the material to identify a reason why they would like to see the material in the LMC. I would include the statement on the bottom of the form that says, "This is a request that will be considered for purchase if it meets the collection development policy and sufficient funds are available," because I believe that the patron should be reminded that the policies need to be followed to ensure that all patrons get the best service possible.
Material Donation Form - Frank E. Gannett Memorial Library, NY
As a manager of the collection, I would like to know who donates things to the library and I would like to have the information necessary to thank them. At the Oshkosh Public Library, we give patrons forms that save them tax money in exchange for their donations. I am not sure if LMCs do this as a normal practice too, but I would like to offer my patrons that service. This form is short and to the point by asking patrons for their contact information, their signature, and whether or not they have read the donation policy. I really like how the form asks patrons if they would like their donations back if the library does not need them because it is that kind of common courtesy that raises a person's credibility. I would not offer the bookplate dedication service (to protect individual privacy of students), but I would offer the tax exemption form as a thank you for donations. I saw a honor book system that one librarian put together for her LMP where students were able to donate book in other students' honors, so I would put together some system like that for students only.
Reconsideration Form - Falk Laboratory School
To uphold the reconsideration policy, a reconsideration form is necessary to give to the patron who is challenging a material. This form should objectively invite the patron to provide all the information necessary in determining which material is being challenged, what the problem with the material was, what the patron's knowledge base of the material is, and what the patron believes should be done with, and who could benefit from, the material. This particular does the job well expect it sounds a little accusatory to me. Therefore, if I were to assimilate this particular document into my LMP Handbook, I would ask "What parts of this material have you read?" instead of "Did you read the entire work? What parts?" because I do not the patron to feel outrightly accused of not being informed enough to have an opinion about the content of the material. I do like the question that asks the patron to list an appropriate substitution for the challenged material because it forces to the patron to think about how the material might be meaningful to the community and it would offer the LMS an opportunity to get to know this patron based on his or her answer.
Management of the Collection.
Library Selection and Donation Policies - School District of Philadelphia
The Selection Policy provides validation and documented reasoning for the presence of each and every print and non-print material in the LMC. If anyone were to ask why a certain material is in the LMC, the LMS should be able to point to specific parts in the Selection Policy to stand up for that material and justify its presence. Therefore, the Selection Policy should be laid out in simple and clear terms so that anyone can else can plainly see how materials are chosen. This Selection Policy does just that, and I especially like how the criteria include choosing diverse materials that represent a variety of views because, in my view, students need to be exposed to unbiased materials that are indicative of diverse global cultures because they can easily access those cultures elsewhere. This particular policy also states that materials be physically attractive, which I also believe is necessary because students will not use materials they are not visually attracted to.
Selection Policy and Request Form - Tasmania, Australia
This selection policy is a bit different from the one used by the School District in Philadelphia because it seems more user friendly to me. The criteria for selecting materials is a mix of guiding questions and short phrases that describe which qualities selected materials should embody. There are more criteria in this one than the other policy, and the criteria covers more bases like "Value for Money" and "Ease of Use." This criteria seems better to use when selecting non-print, electronic, and online materials because it encompasses so many qualitative purchasing factors. I would definitely combine the two policies in both format and content so that my own selection policy would judge a material on all fronts, be clear and to the point, and look like a professional document.
Processing Procedure - District of Philadelphia
I like the idea of having a processing procedure that lists steps of the material assimilating process and will make something like this for my LMP so that I, and my aides (if I have any), can consult it whenever there are materials to process and add to the collection. I am a person who likes to be able to refer back to written directions or documentation to guide my performance, so this would be very useful to me, especially if I was repeatedly taken from my collection maintenance work to tend to classes, teachers, and students. I like the format of this particular document except for the fact that, most likely, the LMC I find myself in control of in the future will not have physical card catalogs. I would revamp this once I knew the capabilities of my LMC and process items for the first time so I can record the process as I go through it.
Collection Management - I would use the free Titlewise service from Follett to manage my collection. I have seen this program in action and have used it to help me weed materials in my student teaching placement. I really like it because it uses MARC records to tell you how old your collection is, where the weaknesses in your collection are, and pairs up with the Follett sales and information site so that you can see what you have and identify what you need all in one place. Because my instruction and professional connection time should take precedent over the amount of time I spend managing my collection, I need to be as efficient as I possibly can when I take time to manage the collection. Utilization of this tool will help ensure that I use my time as efficiently as possible.
Reconsideration Policy from the Oshkosh Area School District
Because libraries are public spaces for use by the entire community, reconsideration policies are necessary to ensure that no one person or group of people infringe on the intellectual freedom of any other persons or groups of people. Having a policy that is well documented is extremely important in maintaining the integrity and credibility of the LMP because patrons need to know that while their concerns are valid and they can make censorship decisions that impact their immediate family, they cannot make censorship decisions that impact the whole community unless an assembled group representative of the community agree. This particular document covers all the bases that I would be concerned about such as the importance of professional behavior regarding the matter, the process the committee would need to take, the number of days the process would take, and the appeal system. This particular reconsideration policy protects the complainant, the material, and the community all at the same time so that everybody's issues get addressed and recognized. Fairness and intellectual freedom are both really important to me, so I would not change this document at all.
Weeding Policy - School District of Philadelphia
Weeding policies are really important when managing the collection because I need to have exact reasons for removing materials just like I need to have exact reasons for adding materials. To be accountable for proper administration of the program and effective management of the collection, I need to have good, documented reasons for removing materials from the collection. I really like weeding and believe it is essential to keeping the collection up-to-date, unbiased, and looking attractive because a well maintained collection is the key to higher circulation of materials and a better image of me, my collection, and my program. I really like this particular weeding policy because it covers all the reasons why I would remove materials from the collection and the criteria I would use. This particular policy also outlines what to do with the materials once they are removed from the system by separating out material that should be discarded from those that should be given to other people or organizations.
The Selection Policy provides validation and documented reasoning for the presence of each and every print and non-print material in the LMC. If anyone were to ask why a certain material is in the LMC, the LMS should be able to point to specific parts in the Selection Policy to stand up for that material and justify its presence. Therefore, the Selection Policy should be laid out in simple and clear terms so that anyone can else can plainly see how materials are chosen. This Selection Policy does just that, and I especially like how the criteria include choosing diverse materials that represent a variety of views because, in my view, students need to be exposed to unbiased materials that are indicative of diverse global cultures because they can easily access those cultures elsewhere. This particular policy also states that materials be physically attractive, which I also believe is necessary because students will not use materials they are not visually attracted to.
Selection Policy and Request Form - Tasmania, Australia
This selection policy is a bit different from the one used by the School District in Philadelphia because it seems more user friendly to me. The criteria for selecting materials is a mix of guiding questions and short phrases that describe which qualities selected materials should embody. There are more criteria in this one than the other policy, and the criteria covers more bases like "Value for Money" and "Ease of Use." This criteria seems better to use when selecting non-print, electronic, and online materials because it encompasses so many qualitative purchasing factors. I would definitely combine the two policies in both format and content so that my own selection policy would judge a material on all fronts, be clear and to the point, and look like a professional document.
Processing Procedure - District of Philadelphia
I like the idea of having a processing procedure that lists steps of the material assimilating process and will make something like this for my LMP so that I, and my aides (if I have any), can consult it whenever there are materials to process and add to the collection. I am a person who likes to be able to refer back to written directions or documentation to guide my performance, so this would be very useful to me, especially if I was repeatedly taken from my collection maintenance work to tend to classes, teachers, and students. I like the format of this particular document except for the fact that, most likely, the LMC I find myself in control of in the future will not have physical card catalogs. I would revamp this once I knew the capabilities of my LMC and process items for the first time so I can record the process as I go through it.
Collection Management - I would use the free Titlewise service from Follett to manage my collection. I have seen this program in action and have used it to help me weed materials in my student teaching placement. I really like it because it uses MARC records to tell you how old your collection is, where the weaknesses in your collection are, and pairs up with the Follett sales and information site so that you can see what you have and identify what you need all in one place. Because my instruction and professional connection time should take precedent over the amount of time I spend managing my collection, I need to be as efficient as I possibly can when I take time to manage the collection. Utilization of this tool will help ensure that I use my time as efficiently as possible.
Reconsideration Policy from the Oshkosh Area School District
Because libraries are public spaces for use by the entire community, reconsideration policies are necessary to ensure that no one person or group of people infringe on the intellectual freedom of any other persons or groups of people. Having a policy that is well documented is extremely important in maintaining the integrity and credibility of the LMP because patrons need to know that while their concerns are valid and they can make censorship decisions that impact their immediate family, they cannot make censorship decisions that impact the whole community unless an assembled group representative of the community agree. This particular document covers all the bases that I would be concerned about such as the importance of professional behavior regarding the matter, the process the committee would need to take, the number of days the process would take, and the appeal system. This particular reconsideration policy protects the complainant, the material, and the community all at the same time so that everybody's issues get addressed and recognized. Fairness and intellectual freedom are both really important to me, so I would not change this document at all.
Weeding Policy - School District of Philadelphia
Weeding policies are really important when managing the collection because I need to have exact reasons for removing materials just like I need to have exact reasons for adding materials. To be accountable for proper administration of the program and effective management of the collection, I need to have good, documented reasons for removing materials from the collection. I really like weeding and believe it is essential to keeping the collection up-to-date, unbiased, and looking attractive because a well maintained collection is the key to higher circulation of materials and a better image of me, my collection, and my program. I really like this particular weeding policy because it covers all the reasons why I would remove materials from the collection and the criteria I would use. This particular policy also outlines what to do with the materials once they are removed from the system by separating out material that should be discarded from those that should be given to other people or organizations.
General Use Policies.
The four policies below are from the Almond Bancroft LMC in Almond, Wisconsin. I really like the full document format the LMS used to post all these policies for the public to access because I was able to easily pick out what I would use and what I would change.
Accecptable Use Policy
This policy outlines proper student use of computer network programs and services. This is essential for an LMP Handbook because online resources and computer program subscriptions are just as essential, if not more so, than the print materials in the LMC. This document would apply to all the LMCs in my district, so I would consult with the other LMS's in the district to make sure the policy fits all needs.
Criteria for Student Use
While I believe that this type of policy would be very useful to post in a handbook so that everybody would be aware of behavioral expectations, I would have to alter this particular document to suit my personal philosophy. I would change it so that the LMC would be more of a collaborative workspace instead of a quiet zone. The LMC is meant to be the hub of the school where information is constantly sought and shared, but this sharing cannot occur if students cannot communicate with one another or freely seek resources. While I understand that this particular document would work well in an elementary school, where students need more direction in learning how to work well with one another and how to be respectful, I would change it up to make the LMC more user friendly for a middle school LMC.
Checkout Procedures
This document would be very useful to put in my LMP Handbook because checking out materials should be a solidified process that does not change and should be available for everyone to consult. While I like this particular document, I would not charge fines for overdue materials because I refuse to alienate and stigmatize those students who do not have access to enough money to pay their fines. Instead, I would work out a system where students spend a certain amount of time out of their study hall or lunch period helping me in the LMC for each day a material is overdue. I would also change the renewal policy so that students can renew materials as many times as they need as long as the materials are not on hold for somebody else and as long as they bring the materials in to the LMC to get them renewed.
Overdue Policy
This is an essential policy to have in the handbook so that both patrons and LMC staff know the penalties associated with overdue materials. To adapt this policy to suit my own philosophies, I would change the fine system to a LMC work time system where students work with me in the LMC for five minutes for every day a material is overdue. If a student loses a material, that student will have the choice of paying money to replace the material, replacing the material with a suitable copy, or spending time with me in the LMC to work off the amount in a suitable time frame. I believe in student choice and fostering responsibility, so students would learn that while they need to be responsible for the materials they are assigned to take care of, there are many ways to atone for the mistakes they make.
General Policy Page - James S. Wilson Middle School Library
I really like the way the information is presented on this page, and will probably created a page like this for my own LMC website. The policies are very clear, well organized, and very easy to understand. While I would link to the longer versions of policies that patrons would be able to look at if they wanted to, I would definitely put this type of information right on my LMC homepage. As for the content of these particular policies, I would never issue detentions because I do not believe they accomplish anything. I would, however, have students who misbehave or mistreat the resources come to the LMC to work with me for a few minutes during lunch, study hall, etc. The LMC is a shared space where everyone must cooperate and collaborate with one another, so while giving a student a detention will not teach them that, working with them to put the life energy back into the LMC that their misbehavior took out will.
Copyright Policy - Oshkosh School District
The copyright policy is one of the most important documents to include in the LMP Handbook because it dictates how patrons use any and all information, print and non-print, they find in the LMC. Like this document from the OASD, my document would restate and cite the federal and state laws regarding copyright, and it would list the penalties that would be issued of those laws were broken. This would be a document that would remain the same for all the LMP's across a school district, so I would consult with the other LMS's in the district to finalize the document.
Emergency Preparation Policy - Bret Harte Middle School
A document like this would be very useful to post in my online LMP Handbook because not only would it provide patrons with knowledge about how to respond to emergencies while in the LMC, but it would also be one way to connect the LMC to the rest of the school and district because everyone would basically have the same policies. I chose this particular document because it shows that the school has an Emergency Preparation Committee where members have to complete specific trainings regarding emergency issues. I would join such a committee because, as a leader in the school, I would want to do all I can to keep everyone in the school safe.
Accecptable Use Policy
This policy outlines proper student use of computer network programs and services. This is essential for an LMP Handbook because online resources and computer program subscriptions are just as essential, if not more so, than the print materials in the LMC. This document would apply to all the LMCs in my district, so I would consult with the other LMS's in the district to make sure the policy fits all needs.
Criteria for Student Use
While I believe that this type of policy would be very useful to post in a handbook so that everybody would be aware of behavioral expectations, I would have to alter this particular document to suit my personal philosophy. I would change it so that the LMC would be more of a collaborative workspace instead of a quiet zone. The LMC is meant to be the hub of the school where information is constantly sought and shared, but this sharing cannot occur if students cannot communicate with one another or freely seek resources. While I understand that this particular document would work well in an elementary school, where students need more direction in learning how to work well with one another and how to be respectful, I would change it up to make the LMC more user friendly for a middle school LMC.
Checkout Procedures
This document would be very useful to put in my LMP Handbook because checking out materials should be a solidified process that does not change and should be available for everyone to consult. While I like this particular document, I would not charge fines for overdue materials because I refuse to alienate and stigmatize those students who do not have access to enough money to pay their fines. Instead, I would work out a system where students spend a certain amount of time out of their study hall or lunch period helping me in the LMC for each day a material is overdue. I would also change the renewal policy so that students can renew materials as many times as they need as long as the materials are not on hold for somebody else and as long as they bring the materials in to the LMC to get them renewed.
Overdue Policy
This is an essential policy to have in the handbook so that both patrons and LMC staff know the penalties associated with overdue materials. To adapt this policy to suit my own philosophies, I would change the fine system to a LMC work time system where students work with me in the LMC for five minutes for every day a material is overdue. If a student loses a material, that student will have the choice of paying money to replace the material, replacing the material with a suitable copy, or spending time with me in the LMC to work off the amount in a suitable time frame. I believe in student choice and fostering responsibility, so students would learn that while they need to be responsible for the materials they are assigned to take care of, there are many ways to atone for the mistakes they make.
General Policy Page - James S. Wilson Middle School Library
I really like the way the information is presented on this page, and will probably created a page like this for my own LMC website. The policies are very clear, well organized, and very easy to understand. While I would link to the longer versions of policies that patrons would be able to look at if they wanted to, I would definitely put this type of information right on my LMC homepage. As for the content of these particular policies, I would never issue detentions because I do not believe they accomplish anything. I would, however, have students who misbehave or mistreat the resources come to the LMC to work with me for a few minutes during lunch, study hall, etc. The LMC is a shared space where everyone must cooperate and collaborate with one another, so while giving a student a detention will not teach them that, working with them to put the life energy back into the LMC that their misbehavior took out will.
Copyright Policy - Oshkosh School District
The copyright policy is one of the most important documents to include in the LMP Handbook because it dictates how patrons use any and all information, print and non-print, they find in the LMC. Like this document from the OASD, my document would restate and cite the federal and state laws regarding copyright, and it would list the penalties that would be issued of those laws were broken. This would be a document that would remain the same for all the LMP's across a school district, so I would consult with the other LMS's in the district to finalize the document.
Emergency Preparation Policy - Bret Harte Middle School
A document like this would be very useful to post in my online LMP Handbook because not only would it provide patrons with knowledge about how to respond to emergencies while in the LMC, but it would also be one way to connect the LMC to the rest of the school and district because everyone would basically have the same policies. I chose this particular document because it shows that the school has an Emergency Preparation Committee where members have to complete specific trainings regarding emergency issues. I would join such a committee because, as a leader in the school, I would want to do all I can to keep everyone in the school safe.
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