1.  How confident are you in describing the functions (outputs) of a dynamic and effective LIT program?  How confident are you in describing the connections of these functions (outputs) to student achievement? Business Items:  Annotated Bibliographies feedback: choices, citations  Quiz review  Scavenger Hunt points  Mike vids links  MyUW  Big6 Research http://youtu.be/JVEiNZuYgjQ

2. 1. Which of the three functions of the LIT program is the most difficult to describe to others? Why? 2. What are some strategies for determining the right balance of these functions for a given building situation? 3. What is the best approach for teaching information literacy and technology skills? 4. How can higher-level thinking skills (e.g. Bloom's Taxonomy) be embedded into information literacy & technology instruction? 5. How do you feel about the ALA position statements on teacher- librarians, LIT programs, and reading? 6. How can advances in IT support all three functions of the LIT program?

3.  Position 1: The Administrator  Position 2: The TL applicant

4. John Marino, Instructor Endorsement Program for the School Library Professional, Summer 2014 Module 3: Inputs

5. I. Staff/Personnel II. Collections III. Budget IV. IT Systems V. Facilities

6.  Collection sharing  Homework help  IL/Tech instruction  Make relationship explicit! Pie-chart planning?  Examine function emphases: LIT program more IL/Tech instruction emphasis, PL more Info Mgmt emphasis? Reading advocacy a mutual emphasis…

7. i. Teacher-Librarian ii. Staff iii. Volunteers

8.  OSPI Endorsement Competencies for Library Media  Professional evaluations: state, district, building levels—must be clearly-defined, predictable, measurable, and reportable!  A closer look at Teacher Professional Evaluation Program (TPEP)  A window of opportunity to be at the table in developing an evaluation for TLs  Still to be determined: evidence of student growth? Contact time with students?

9. http://www.k12.wa.us/certification/profed/competency.asp x

10. Common Core:  1.0 - Instructional Leadership  2.0 - Library Media Program Management  3.0 - Collection Development  4.0 - Information Literacy  5.0 - Instructional Methodology  6.0 – Reading Advocacy  7.0 - Collaboration  8.0 – Information and Communications Technology  9.0 – Assessment and Evaluation

11.  Review the Professional Competencies relevant to the SLP program.  Discuss with your small group how these could be organized into the three functions of the LIT program.  Whole class summary of discussion.

12. 1. Formal job description: expectations and competencies 2. Initial training 3. Ongoing professional development 4. Library Advisory Committee 5. Professional evaluation procedures: periodic reviews, EOY evaluation

13. Students, parents, community members… 1. Formal job description: expectations and competencies 2. Initial training 3. Ongoing professional development

14. i. Policies  selection  deselection  reconsideration ii. Assessment iii. Selection iv. Weeding

15. The ALA defines collection development policies as: “…documents which define the scope of a library's existing collections, plan for the continuing development of resources, identify collection strengths, and outline the relationship between selection philosophy and the institution's goals, general selection criteria, and intellectual freedom…”

18. Resources for School Librarians

19.  Reconsideration policy (book challenges)  Diverse collection meeting diverse needs  Intellectual freedom  Student input  Centralized/decentralized  Organization of the collection  Links to community resources/public libraries  Print/Digital Common Core Mandates: Literary Non-Fiction in the Classroom: Opening New Worlds for Students http://youtu.be/I0uvIAqZbNI The Balance of Informational and Literary Texts in K-5 http://youtu.be/k7yQk6a501s

20.  Create a budget annually (macro/micro)  Allocate funding to support priorities (LAC, LIT Program Assessment, etc.)  Develop rationale based on strategic planning evidence  Support budget with evidence  Meet regularly with key decision-makers  Collect data regarding resource costs and shares findings  Identify additional funding resources through grants and awards:  local, state, private and federal  ALA, AASL, sldirectory.com, NEA, Endowments of Humanities/Arts, grants.gov, Friends of the Library, etc.

21. Revenues  Building  PTA  District  State  Grants  Book Fairs  Donations… Expenditures  Collections  IT  Programs  Facilities  Services… Be accountable…! 1.Proposals 2.Spreadsheets 3.Reports

23.  ALA  AASL  sldirectory.com  NEA  Endowments of Humanities/Arts  grants.gov  Friends of the Library (see your local branch)  Etc.

24. I. Resources II. Personnel: The Tech Team III. Outreach: Peer Coaching Courtesy djibril/Flickr Creative Commons

25.  Circulation system  Example: Follett DestinyFollett Destiny  File management systems  Examples: OneDrive, GoogleDocs  Student file management systems  Example: eBackpack  Communications systems  Example: MS Lync, Skype  Reporting systems  Example: Class Dojo App  Plagiarism tools/Citation tools  Example: Turnitin  Keyboarding software  Examples: All the Right Type, Type to Learn 4  Website  Example-to-avoid: Emily Dickinson Elementary Library Page Courtesy brendahallows/Flickr Creative Commons

26. 1. Log into Follett Destiny from the LWSD web page; username=jmarino, password=dragondestiny 2. Use the Catalog tab to find out if the Dickinson Library collection has a copy of Hunger Games, and if it is checked out. 3. Now find out of it has a copy of Creepy Carrots by Peter Brown. Who has it checked out? 4. Use the Circulation tab to see where you can check in/out books. 5. Use the Reports tab to see where you can generate overdue lists. Bonus! Can you find where you can manage textbooks?

27.  District Technology Dept.  District Field Technicians  Building Technology Committee  Technology Instructional Staff  Peer Coaches  Volunteers  Students

28.  Ongoing Training  District  ESD  NCCE  ISTE  WLMA  Staff Development  Peer Coaching  Examples: Edmonds SD, Lake Washington SD Courtesy RDECOM/Flickr Creative Commons

29.  Conducive environment  Hours  Flexible/inflexible scheduling  Comfortable and well-integrated  Accommodating  Website  Computer lab  *Welcoming staff Library AccessEnvironment*IntegrationAccommodating Physical (library, computer lab, classroom) Virtual (website, Facebook page, database portal)

30.  Library Bill of Rights  Freedom to Read Statement  Code of Ethics of the ALA  Cyberbullying, internet safety, and ethical use http://www.commoncraft.com/video/plagiarism Netsmartz “With great power comes great responsibility…” -Voltaire -Stan Lee. “Amazing Fantasy #15”

31.  Review the ALA documents on intellectual freedom. Do they apply to school library environments?  What are the typical First Amendment issues that arise in school libraries (as cited in the Anderson article)?  What are your thoughts on adapting a policy on intellectual freedom for your LIT program?  How does social network technology fit into this picture?

32. 1. Can the 9 OSPI Endorsement Competencies for Library Media be grouped according the 3 functions described in Module 2? How? 2. What are the advantages to using the LIT program framework for teacher-librarian evaluation? Disadvantages? 3. What are strategies for coordinating the efforts of public and school LIT programs? 4. What are the advantages and disadvantages of a completely virtual school library collection? How would this affect circulation issues (overdues, lost books, etc.)? 5. How does the concept of intellectual freedom promoted in public libraries adapt to school settings? 6. What intellectual freedom issues arise in digital environments? 7. What are strategies for using IT resources to make the LIT program more effective?