Lincoln Public Schools

Mission Statement / Essential Element 6

Author:
Doug Dickeson
Posted:
11/13/03; 11:50:27 AM
Topic:
Mission Statement / Essential Element 6
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The Learning Community

The effectiveness of the library media program depends upon collaboration and the interconnectedness of the learning community. It takes students, teachers, library media specialists, administrators, support staff, parents and others, working together, to ensure that program and instructional goals are met.

The following is a listing of quality indicators for members of the learning community member:

THE LIBRARY MEDIA SPECIALIST

I. The library media specialist as an Instructional Partner is committed to the process of collaboration and works closely with teachers to:

  • maximize learning for students of all abilities and learning styles
  • preplan and identify learning connections and apply principles of instructional design to plan learning experiences
  • use GIILS to guide information literacy and research-based instruction
  • identify and integrate information literacy skills within Pre-K-12 curriculum areas
  • locate and use resources outside the classroom in the library media center and the community
  • identify appropriate resources in all formats
  • plan curriculum improvements through committee involvement
  • use assessment tools to evaluate the student process and product
  • evaluate units, instructional strategies and use of collaborative practices
  • know and communicate current research on teaching and learning of information literacy skills
  • develop an appreciation for literature through curricular connections and personal interests
  • promote the infusion of multicultural concepts and resources into instructional design

II. The library media specialist as a Teacher delivers and supports instruction by working with educators to:

  • identify and analyze learning and information needs of students
  • recognize the learning, cultural and motivational styles of students
  • integrate information literacy skills across the curriculum
  • teach students to locate, access and use resources to meet learning and information needs and to establish independent and lifelong learning skills
  • help students communicate what they have learned
  • teach students to evaluate the process used and the products created
  • utilize assessment tools that improve instruction
  • apply current research related to teaching and learning of information literacy skills, including reading and literature appreciation
  • integrate the use of new technologies
  • improve effective instructional collaboration skills

III. The library media specialist as an Information Specialist acquires, utilizes and evaluates information resources in multiple formats. The LMS works closely with persons in the learning community to:

  • communicate availability of varied resources and technology
  • design presentations and demonstrate uses of resources and technology
  • be aware of multiple formats available via the use of technology (e.g. networks, search engines, software, on-line information)
  • remain informed about hardware/equipment options and the maintenance and operation of equipment
  • use strategies for locating, accessing and evaluating information in multiple formats
  • be aware of varying perspectives and equity issues in the acquisition and utilization of information
  • knowledgeable about ethical uses of information
  • advise and assist staff to integrate resources that are multicultural and reflect different perspectives.
  • support the philosophy of intellectual freedom and the student's right to information
  • uphold school and district policies regarding the protection of intellectual property and copyright compliance expectations

IV. The library media specialist as a Program Administrator is skilled in guiding and directing activities related to library media programs. The LMS works with administrators, teachers and others in the learning community to:

  • promote effective, dynamic, and current library media programs and use of library media center facilities as a center for learning
  • communicate library media program goals and objectives
  • promote ethical and responsible use of information
  • involve staff in the selection of materials
  • implement LPS policies and develop procedures that provide equitable access to resources, facilities and information literacy instruction
  • develop plans to purchase & utilize equitable and diverse print and non print resources and technologies that meet the needs of staff and students
  • manage the library media center staff, budget, equipment, and facilities
  • promote a program that facilitates collaborative planning, optimum learning and relevant use of library media resources through flexible scheduling
  • evaluate the library media program and resources
  • promote multicultural education as an active member of the school's multicultural committee

THE STUDENT

As a responsible learner, the student:

  • approaches learning in the LMC with curiosity, willingness and eagerness to learn
  • persists in his/her quest for learning and put forth effort to maximize learning opportunities
  • constructs knowledge and meaning from information gathered
  • works cooperatively with others in the learning community to connect learning and share and utilize resources and ideas
  • locates and uses information in response to personal and curricular goals
  • knows about authors and seeks out literature in many forms
  • communicates what he/she has learned with a product that is informative and interesting
  • evaluates processes used and products produced to further refine information literacy skills
  • initiates search strategies and uses previously learned information literacy skills for independent research
  • works cooperatively with others in connecting to learning
  • transfers information literacy skills across curriculum areas
  • uses information in a framework of social responsibility

THE CLASSROOM TEACHER

The teacher promotes information literacy and the use of libraries for instructional, educational, and personal use. The teacher works closely with the library media specialist to:

  • uses GIILS to guide information literacy and research-based instruction.
  • preplan & design instruction collaboratively to integrate information literacy skills and the use of resources throughout the curriculum
  • implement instructional strategies and utilize resources that will meet the individual needs of learners
  • locate and use resources outside the classroom in the library media center and the community
  • integrate appropriate technological resources within units of study
  • instruct and assist students in acquiring and practicing information literacy
  • help students develop an appreciation for literature
  • motivate students to read for pleasure and information
  • assess student process and product
  • evaluate information literacy instruction
  • take an active part in collection development to support instructional goals
  • encourages preservice teachers to plan collaborative instructional units

THE ADMINISTRATOR

The administrator values and promotes the library media program as central to the educational process. The administrator advocates for the program and provides leadership to:

  • integrate information literacy throughout the curriculum
  • develop instructional partnerships for collaboration
  • staff the Library Media Center with certified professionals and sufficient support staff
  • support efficient and meaningful use of library media center resources through flexible scheduling
  • fund the acquisition of up-to-date equitable resources, equipment and facilities
  • connect staff development plans, School Improvement Plans and information literacy goals
  • develop community partnerships to achieve literacy goals
  • evaluate integrated information literacy instruction
  • foster professional growth in the area of technology and instruction for information access and production.

THE SUPPORT STAFF

The support staff has a crucial and important role in accomplishing tasks that enable the library media specialist to focus on instruction. Such task would include:

  • checking in and checking out of resources
  • keeping records and maintaining databases
  • locating and accessing resources
  • helping to organize the library media center
  • processing of new materials
  • reshelving of resources
  • compiling orders
  • helping to respond to inquiries from teachers, students and library media patrons
  • minor repairing and maintaining of resources
  • taping of off-air educational programming and play back
  • basic trouble shooting with equipment and resources
  • sharing of resources with other schools

THE PRESERVICE TEACHER

As post-secondary students prepare for their profession as educators they need experiences that incorporate and promote the practices inherent to a strong library media program and the teaching and learning of information literacy skills.

During their preservice experience, preservice teachers need:

  • exposure to the philosophy of information literacy and research and how learners learn
  • modeling of collaboration, research path and information literacy instruction, preplanning and assessment
  • observation of unit planning and instruction for integrated information literacy skills
  • authentic application of collaboration/teaming
  • planning experiences with teachers and library media specialists.

THE LIBRARY MEDIA SERVICES DEPARTMENT

The role of the department of library media services is to support the curriculum and promote Lincoln Public Schools Goals for Students by providing access to information and ideas for students and staff. The department provides services and resources, either centrally or through school library media programs. This includes:

  • cataloging and processing of materials for schools and the staff library media center
  • previewing and evaluating print and non print resources
  • managing acquisitions of resources through vendor contacts and purchasing contracts
  • providing on-site and on-line reference resources and services
  • locating and borrowing resources using interlibrary loan procedures
  • maintaining a professional library that contains print and non print resources, films and videos, multicultural materials, periodicals, textbooks, and equipment
  • providing consultation and services in areas such as: video duplication; video/audio/photography production; equipment loan, maintenance, evaluation and selection; and technology
  • providing leadership, consultation, communication, coordination and guidance to school library media programs and district instructional programs, as requested in the areas of staff development, curriculum development, program planning and improvement, facilities, copyright, technology, personnel, collection development and instructional improvement.
  • provides guidance, support and training of new library media specialists and teachers to the district about elements of the library media program.

PARENTS AND FAMILIES

Parents and care givers support a standard, district-wide research process and provide structure conducive to learning by the following:

  • Be informed and familiar with information literacy skills and the research path
  • Help the student determine what exactly the teacher is asking (task definition)
  • Discuss together the possible resources to use and choose which ones to check first (information seeking strategies)
  • Demonstrate how to use various resources and help identify needed information (locations and access)
  • Help with solving problems and answering questions by searching together for solutions, answers & information (location and access,information use.
  • Walk the student through reading and interpreting to make sure content is clear (information use)
  • Help the student use strategies to organize information and put it all together (synthesis)
  • Help the student review what has already been done and what needs to be accomplished (evaluation, then reconsider task definition and synthesis)
  • Provide time to go to the library to get resources and to use the computer.
  • Model the importance of reading by having reading material in the home, talking about what is being read by family members, and reading frequently.

THE COMMUNITY

The community of parents, patrons (people without children in public schools), businesses, public libraries and other supportive groups are involved in the school library media program by:

  • sharing resources and expertise (examples: joint committee work and on-line resource sharing)
  • sharing of visions (examples: combined literacy goals between public libraries, schools and the community)
  • combining collaborative programming (examples: shared national author visits, literacy conferences and training opportunities)
  • building coalitions (example: the Lincoln Literacy Council working with school libraries to serve ESL families )
  • providing financial support (examples: school library book fairs, match monies for grants, private contributions through LPS Foundation)
  • providing volunteer support (examples: library readers and workers, program volunteers)