1. Cole Sproat MEDT 6487 March 2011

2.  Contact Information & Resume  Purpose Statement  Role of the Media Specialist  Projects and AASL/ALA Standards  Policy and Procedures Handbook

3. Cole Sproat M.Ed. School Library Media Email: cnsproat1@hotmail.com Phone: (404) 512-6014 Resume link: Cole Sproat ResumeCole Sproat Resume

4. This portfolio is designed to present a snapshot of learning opportunities I experienced as a school library media master’s student. Each example is selected to demonstrate my level of competency regarding the duties and responsibilities expected of an exemplary media specialist. The evidence is organized to demonstrate fidelity to AASL and ALA standards. Each project is meant to showcase acquired skills and proficiencies that reflect the quality and effort I will apply throughout my career. I intend to refine and further develop these skills to become a media specialist that will have a powerful and positive impact on a school community.

5.  This project is designed to illustrate the responsibilities required of a media specialist who desires to create an exemplary school library media program.  By implementing these responsibilities, the media program will fulfill responsibilities set forth by the ALA and AASL organizations.  Click here for link: Media Specialist RolesMedia Specialist Roles

6.  Standards-based Pathfinders: AASL 1.1 & 1.3  Instructional Design Comparison: AASL 1.1  Newsletter: AASL 1.1, 1.3, & 3.1  Book Talk: AASL 1.2 & 1.4  2 year Media Program Plan: AASL 1.2 & 1.4  Sample Follett Order: AASL 1.2, 4.1 & 4.2  Dewey Training Aid: AASL 2.3 & 4.1  Media Program Justification (Principal’s PowerPoint): AASL 1.4, 3.2, & 3.3  Facility: AASL 1.4 & 4.2

7.  Schoolwide Media Program: AASL 2.1 & 2.2  In-service Modules (1-3): AASL 2.2, 2.3, & 3.2  Tech Tip: AASL 2.3 & 4.1  Equipment Operations Manual: AASL 2.3 & 4.1  Digital Media Center Orientation: AASL 2.3  Dewey Decimal Introduction: AASL 2.3 & 4.1  Internet Filtering Position Paper: AASL 3.3 & 4.1  Qwikstart Automation System Manual: AASL 4.1  Network Diagram: AASL 4.1 & 4.2  Three Year Budget: AASL 4.2

8. Each project slide heading is linked to the corresponding coursework. *CoE Conceptual Framework connections are listed in the notes section.

9.  A pathfinder is a tool born of collaborative planning and designed to guide students to safe and effective multimedia learning resources. It can be created for any subject to address Georgia Performance Standards through activities, research, and projects.  AASL/ALA:  (1.1) The Pathfinder identifies a specific purpose for media center resources in a manner that captures student interest while utilizing current technology.  (1.3) The Pathfinder promotes open access and flexibility by providing 24/7 access and support to instruction and assignments. Pathfinders are accessible from any computer with an internet connection-making powerful media resources available outside of school walls and hours.

10.  The Instructional Design Comparison is an examination and analysis of 3 instructional design models. The purpose of the comparison is to recognize that a research-based plan is necessary to connect the process of instruction to the desired learning outcomes.  AASL/ALA:  (1.1) The Instructional Design Comparison demonstrates interaction with the professional learning community and a willingness to use research-based information to accomplish specific goals related to instruction and student performance.

11.  This newsletter project demonstrates the importance of communicating media program responsibilities with stakeholders while addressing ethical issues and professionalism in the school library media field.  AASL/ALA:  (1.1) This activity recognizes current legal and ethical responsibilities applicable to collection development in library professions.  (1.3) Because this newsletter provides a listing of stakeholder rights for the SLMS to follow, it reassures that barriers will not exist that prevent exploration and access to an unbiased collection of information.  (3.1) A newsletter demonstrates a connection to the stakeholder community because it is an effort to distribute information about a media center’s philosophy and services.

12.  This book talk is an electronic presentation designed for a 4 th -8 th grade audience to build excitement about reading and promote library access and resources.  AASL/ALA: (1.2) This activity required research to recognize popular adolescent literature, and it is presented in an effort to promote and build enthusiasm for leisurely reading. (1.4) This book talk activity is meant to be portable and designed to be presented throughout multiple classrooms in a school. This book talk was delivered (live) in an upbeat and exciting manner.

13.  The 2 Year Media Program was designed to provide a plan consisting of multiple standards-based activities for grades K-5 to engage teachers in collaboration, establish a unifying theme, and build school-wide enthusiasm for learning.  AASL/ALA:  (1.2) Activities comprising the 2 year plan reflect a variety of creative activities that are intended to appeal to the interests of young readers.  (1.4) The 2 year media program seeks to establish a positive learning environment by incorporating parent, student, and teacher  participation into many activities. Relationships are built through these positive activities and outcomes.

14.  This materials order reflects knowledge of selecting and ordering a variety of multimedia resources that address Georgia Performance Standards based upon needs of a specific local school environment.  AASL/ALA:  (1.2) The materials order required selecting high interest materials of different formats (print, electronic, and audio/visual resources).  (4.1) The materials order required evidence of analytical evaluation. A written justification accompanied each mock order to establish a clear purpose for spending.  (4.2) The materials order is based upon established school goals: academic areas in need of improvement and stakeholder feedback in an effort to support the school’s mission

15.  The Dewey Training Aid was developed to assess student understanding of the Dewey Decimal System’s ten main classes using a fun, interactive, and technology based lesson.  AASL/ALA:  (2.3) Through this electronic Jeopardy-style game, students become more information literate as they become fluent in DDC coding. This training aid can be used in the classroom environment and run by students.  (4.1) This activity reflects the organization present in the media center that is necessary for efficient and consistent access to materials.

16.  This is a presentation designed to inform school principal’s and stakeholders of the tremendous impact a quality media program can have on achievement (verified by studies & test scores).  AASL/ALA:  (1.4) This presentation presents studies and statistics that establish a strong connection to the media program and positive school-wide student achievement.  (3.2) This presentation establishes the media specialist’s duty to understand the importance of participating in school, district, and staff committees to garner support for a strong media program.  (3.3) This justification provides specific examples that state the powerful role a media program plays to improve the school environment.

17.  The Facility project demonstrates the importance of physical arrangement, provision of services, and use of space to best address diverse stakeholder facility needs. AASL/ALA: (1.4) This project demonstrates the relationship functionality and aesthetics play in the successful access of media center resources and services the facility and environment (4.2) A floor plan diagram is developed to demonstrate the careful planning and visualization necessary to best manage available floor space, equipment, and furniture in the media center.

18.  The School-wide Media Program features thematic plans for the promotion of resources, activities, and collaborative lessons to enhance both staff development and student learning designed to engage a K-5 program for a 2 week period.  AASL/ALA:  (2.1) This school-wide program is developed with a celebrating Melvil Dewey theme to incorporate information literacy skills. It also addresses students of wide-ranging abilities and needs through core lessons targeting core subject areas/extra curricular activities.  (2.2) This 2 week program requires collaboration to successfully coordinate and implement high interest activities and lessons that incorporate standards in multiple subject areas.

19.  This series of three in-service modules are designed to expose teachers to helpful instructional technology tools in a flexible, guided, self-paced, electronic format.  AASL/ALA:  (2.2) The in-service training provided increases staff technology literacy and exposes teachers to innovative high-interest tools that will capture student interest. Evaluation components are built into the tools and in-service trainings.  (2.3) Each training is technology-based and can be accessible at the trainee’s convenience from any location. All communication opportunities integrated into the training offer equal access to help for all.  (3.2) These trainings offer an opportunity for the media specialist to share information with others in an effort to better serve the learning community.

20.  This tech tip focused on sharing a free web 2.0 survey tool used to gather instant feedback and data. It is created to be presented to staff in a quick and convenient electronic tutorial.  AASL/ALA:  (2.3) This tutorial is designed to be posted online and available at any time to provide increased access to information. It also gives educators a tool that enables them to collect, access, and analyze data.  (4.1) This tech tip is provided to better help educators efficiently use information for refining instruction and gathering data.

21.  This full color manual is created to guide the routine maintenance of 6 types of common classroom equipment. It can be used to refresh memory and train staff.  AASL/ALA  (2.3) Upkeep of equipment is essential to provide reliable access to technology for students and teachers.  (4.1) Maintaining equipment properly (classroom and media center resources) ensures technology operates efficiently so the appropriate tools can meet diverse demands present in the school environment.

22.  This is an electronic orientation intended for whole group instruction. It can also be accessed independently by students to review library resources and procedures at any point during the school year.  AASL/ALA  (2.3) This orientation is accessible to all; users can progress through it independently at their own pace. It includes, audio, images, and text to reach learners of varying abilities and reading levels.

23.  This presentation introduces Dewey’s ten main classes to students in 3 rd through 5 th grades to increase independence in research and information literacy. It addresses Georgia Performance Standards and National Education Technology Standards.  AASL/ALA  (2.3) Georgia and national performance standards are integrated into this presentation of the Dewey Decimal System. Learning the DDC will increase access and information literacy.  (4.1) Training students in DDC leads to the efficient location and use of media center resources. This also reflects the organizational structure of the media center.

24.  This response analyzes views in support of and in opposition to internet filtering in schools. I share my personal opinion regarding internet filtering practices in this document.  AASL/ALA  (3.3) This paper examines current ethical issues related to information access and internet safety. Pros and cons are weighed to develop a position intended to provide higher quality information services.  (4.1) Opinions in favor and against internet filters in schools are analyzed and evaluated with the intention of finding a balance between intellectual freedom and safety.

25.  This guide is developed as a reference for a beginning media specialist or a substitute to perform basic functions of Follett’s Destiny 9.5 automation system.  AASL/ALA  (4.1) This guide allows new users and substitute media specialists to efficiently perform the basic functions of the media center’s automation system.-enabling services and access to be provided in an organized manner in any situation.

26.  The Network Diagram provides a detailed illustration of the hardware and wiring that delivers electronic resource access to a school. This knowledge is useful for troubleshooting, repair, and ordering to ensure high quality information access.  AASL/ALA  (4.1) The quick and reliable functioning of the network provides critical access to electronic resources to the entire school community. Without access, there is no use of these resources.  (4.2) This project is a demonstration of specific knowledge pertaining to the equipment and layout of the local area network. This supports the needs of the school and proper upkeep requires knowledge of the network’s layout.

27.  The Three Year Budget is an exercise requiring research of the expenses associated with the operation of a media center. It demonstrates understanding of the responsibilities associated with managing available resources to best meet stakeholder needs and reoccurring expenses.  AASL/ALA  (4.2) Creating and balancing a budget through the prioritization of available funds demonstrates knowledge of financial obligations and an understanding of procedures necessary for the effective operation of a media program.

28.  This handbook contains detailed policies and procedures necessary for running a successful media program. The handbook ensures that procedural awareness, fairness, consistency, and organization practices are clear to all media center staff.  Policies and procedures are developed with respect to applicable state laws and best practices in the media specialist profession according to the following organizations:  American Library Association  Association for Educational Communications and Technology  American Association of School Library Media Specialists  International Society for Technology in Education

29.  Thank you for taking the time to view my school library media electronic portfolio. I am happy to answer any questions or to elaborate on any assignment. I can be contacted at:  Email: cnsproat1@hotmail.comcnsproat1@hotmail.com  Phone: (404) 512-6014  Address: Cole Sproat 4298 Brighton Way Kennesaw, GA 30144