Developing a Standards-driven Library Media Program

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Developing a Standards-driven Library Media
Program

• Aligning Your Resource Collection to Your
  Schools Curriculum

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Building a collection that supports the curriculum
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School Environment
Community Environment
LMC Resources
Administrators' Attitudes
Program Development _at_ Your LMC
Teachers' Attitudes
What factors affect your library media program?
LMSs' Attitudes
Technology
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How do you make informed decisions about your
program?

• Know the standards
• Know the curriculum
• Know your collection

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Curriculum Mapping is

• an on-going process
• typically calendar-based
• collaborative
• dynamic, not a multi-year cycle
• a model for higher-level thinking skills

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A Curriculum Map...

• tells us what is being taught
• provides a framework to evaluate student work
• encourages inquiry-based instruction
• facilitates moving beyond the textbook
• facilitates collegiality focuses discussion on
  curriculum and not people
• provides a framework for curriculum- resource
  alignment

Mapping helps you understand the curriculum and
identify your place instructionally.
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Mapping is a tool for

• Communicating with all stakeholders
• Planning curriculum, assessments, reforms,
  acquisition of instructional resources
• Resource allocation - space, time, materials,
  personnel, and money
• Staff development
• New teachers

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Mapping is a blueprint

• For aligning content, skills, and assessments
• For pacing instruction over time
• For discovering gaps and repetitions in the
  curriculum (school and district)

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Mapping is a blueprint

• For deciding what stays and what gets cut from
  the curriculum
• For identifying areas for integration/
  interdisciplinary units or activities
• For focusing on the measurable competencies
• For teaching the skills students need to be
  successful on PASS, on MAP, SAT/ ACT, and in life

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Curriculum Mapping is...

• An occasion for all educators to learn
• what teachers can do are/should be doing
• what the LMS can do is/should be doing
• how standards are being taught in each classroom
• how standards can be addressed in the LMC and
• the implemented curriculum

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Who Should Write the Curriculum Map?

• Teachers
• Administrators
• Library Media Specialist(s)
• Guidance Counselor(s)
• Technology Integration Specialist
• Curriculum Coordinator

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WHY USE A CURRICULUMMAP?
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• To expand our understanding of our students
  learning experiences
• To give a curriculum timeline
• To give a visual representation of the curriculum

Vertically
Horizontally

• To provide a framework for collection development
  at the school and district level

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Collecting information for the curriculum map
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• Formal collection
• Curriculum mapping worksheet
• LRPs
• Interviews
• Collaborative Planning Forms
• Informal collection
• Student assignments
• Index cards
• Shared folder on LAN
• Reviewing the academic standards

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• Look at your grade level in the Social Studies
  standards and identify key words, terms, phrases,
  topics that you could use to complete your own
  curriculum map.

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Connecting the LMC and the Curriculum
Classroom curriculum
Collection Map
LMC Resources
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Collection Mapping

• Sometimes referred to as resource alignment
• Facilitates creating a collection tailored
  specifically for your school
• Facilitates building the collection in pieces as
  needed
• Divides the collection into a number of small but
  manageable segments matched to various parts of
  the curriculum.

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Collection mapping

• Gives a visual representation of the collection
  in relation to the curriculum
• Provides both a qualitative and quantitative
  picture of the collection
• Facilitates evaluating the collection
• Encourages ownership of LMC resources by all
  faculty members

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Mapping Your Collection

• 1. Use the curriculum map as a guide
• 2. Search the OPAC for each main topic and
  sub-topic included on the curriculum map
• 3. Count the total number of items in the
  collection available in each Dewey Decimal Class
  (Reference, 000, 100, 200, etc.) that will
  support each of the topics and sub-topics

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Mapping Your Collection

• 4 Calculate the average age for each Dewey
  Decimal classification area noted in Step 3.
• 5. Divide the number of items in each broad
  category (i.e. fiction, non-fiction, reference)
  collection by the number of students noted on the
  curriculum map and note the result on the
  collection map.

David Loertscher, Taxonomies of the School
Library Media Program
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Mapping Your Collection

• 6. Finalize your map.
• 7. Publish your map.
• 8. Revise as needed.
• 9. Re-publish as revised.

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Sample Collection Maps
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Month Content Essential Questions Skills/Benchmarks Activities Assessment Media Center Resources
August Inquiry Physical Science What are some properties of a gas? Observe interactions between air and objects. Sort objects according to interaction. Communicate interactions. Ask questions about interactions. Examine properties of air, a gas. FOSS Air and Weather, Investigation 1, Exploring Air Students investigate how air interacts with objects, what happens when air is pushed into a smaller space Teacher Observation of student investigations, teacher-made written assessments, district science kit benchmark 10 Non-fiction 1 General Encyclopedia 1 Science Encyclopedia 1 Science Dictionary 4 Periodicals ITV- Science is Elementary DISCUSKnow-It-All
September Inquiry Earth Science How does weather change from day to day and over the seasons? How can weather be described in measurable quantities? Observe weather daily. Make records of observations. Measure components of weather. Communicate findings. Ask questions about weather and seasons. Define components of weather. Create and use symbols to represent weather conditions. Describe and sequence the seasons. Identify safety precautions to use during severe weather conditions. Investigate and describe changes in wind direction and the motion of due to the wind. Make simple charts and graphs of observed weather data. Identify the importance of measuring and recording weather data. Compare drought and flood conditions. Investigate and describe how weather affects water supply and conservation. FOSS Air and Weather, Investigation 2, Observing Weather Students make and record daily weather observations, including temperature, clouds, rain. FOSS Air and Weather, Investigation 3, Wind Explorations Students make instruments to investigate wind direction and speed. FOSS Air and Weather, Investigation 4, Looking for Change Students graph weather observations and look for changes as related to seasons. Students will use weather-related websites to monitor weather conditions and locate information about weather. Teacher observations of student investigations and recordings Teacher-made assessments District science kit benchmarks 43 Nonfiction 7 Fiction 1 General Encyclopedia 1 Science Encyclopedia 1 Science Dictionary 7 Periodicals ITV Science Is Elementary Backyard Safari VHS Enemy Wind DISCUSKnow-It-All
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Evaluating the collection

• Were diverse formats (books, electronic media,
  others) available?
• Were the materials relevant to the needs of the
  unit of study?
• Were there enough duplicate materials for the
  number of students being taught?
• Were the reading/viewing/listening levels of the
  materials appropriate to all students?

David Loertscher, Taxonomies of the School
Library Media Program
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Using the Collection Map

• Identify target areas
• Identify key words, topics, etc., relevant to
  your curriculum map
• Examine MARC records for key words

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Using the Collection Map

• How many books do you need to weed?
• How many books do you need to add?
• Approximate cost of one book?
• Reference
• General Collection

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Using the Collection Map

• Build a budget to reflect your collection map
• Advocate for your budget request
• LMCAC
• Principal
• Faculty
• Other organizations
• SIC
• PTO
• District
• Community Organizations

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Using the Collection Map

• Acquire resources
• Curriculum map
• Teacher requests
• Student requests
• Professional expertise
• Redo collection map

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• Look at number of resources for a lesson/unit/
  topic
• How many students will be using these resources?
• What is the average number of usable resources
  per student?
• What is the average age of these resources?

How you answer these questions will determine how
well your collection supports your schools
instructional program.
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Using the Collection Map

• Communication
• LMCAC
• Principal
• Teachers
• Parents
• SIC
• PTA
• Collection Development
• Budget

• Accountability
• Collaboration aligning your program with the
  curriculum

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How well does your collection support the
curriculum?

• Collection Map
• Teacher Requests
• Student Requests
• Other Library Statistics

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How does your collection support the curriculum?

• Circulation statistics
• Check-out circulation
• In-house circulation
• Number of curriculum requests met with
• Print resources
• Internet/web-based resources
• Subscription databases

Students 31 books per week Faculty 20 books
per week
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How does your collection support the curriculum?

• Number of teacher requests
• Met as presented
• Met with modification
• Not met
• Number of student requests
• Met as presented
• Met with modification
• Not met

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Building Your Budget
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Budget Request

• Recommend 1 book per student for major curricular
  topics (e.g., World War I, Civil War,
  Reconstruction, Habitats).
• Recommended circulation average is one book per
  student per circulation period.
• Review your curriculum AND collection maps.
• Identify areas that you will target for
  collection development.
• Identify what resources you need to add.
• Build your budget.

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Budget Request

• How do you determine which resources to purchase?
• Professional expertise
• Requests from teachers and students
• Teacher survey
• Peer (LMS) recommendations
• Book selection guides review sources

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Putting It All Together
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"Of all the expenditures that influence a
schools effectiveness...the levels of
expenditures for library and media services have
the highest correlation with student
achievement."

• William Bainbridge, President/CEO of School
  Match June, 1998
• http//www.msjhs.org/libraryplan/fusdlp.html

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Martha Alewine

• Consultant, School Library Media Services
• 864-229-4230
• malewine_at_ed.sc.gov
• http//martha.alewine.googlepages.com