Artifact Reflection

Portfolio Artifact Reflection Template Artifact for LIBS 6991
Student _Amy Irving________________________ 
Course:    6991              Semester:  Spring 2010 _________  
 Instructor:   ___Dr. Dotson___________                     
All students must include:
MLS Objective(s) Addressed in Artifact:
Portfolio Artifact Reflection Template Artifact for LIBS 6991
Student ___Amy Irving______________________ 
Course: 6991                 Semester:  Spring 2010 _________  
 Instructor:   __Dr. Dotson____________                     
All students must include:
MLS Objective(s) Addressed in Artifact:
Objective 9: Develop a Web-based portfolio of evidence of and reflection on projects that reflect best practices in library, informational, and instructional practices.
ALA Core Competences Addressed in Artifact:

A person graduating from an ALA-accredited master’s program in library and

information studies should know and, where appropriate, be able to employ:

1B. The role of library and information professionals in the promotion of democratic principles and intellectual freedom (including freedom of expression, thought, and

conscience).

1I. The techniques used to analyze complex problems and create appropriate

solutions.

1J. Effective communication techniques (verbal and written).

2B. Concepts, issues, and methods related to the acquisition and disposition of

resources, including evaluation, selection, purchasing, processing, storing, and deselection.

2C. Concepts, issues, and methods related to the management of various collections

3A. The principles involved in the organization and representation of recorded

knowledge and information.

4B. The application of information, communication, assistive, and related technology and tools consistent with professional ethics and prevailing service norms and applications.

4D. The principles and techniques necessary to identify and analyze emerging

technologies and innovations in order to recognize and implement relevant

technological improvements.

5A. The concepts, principles, and techniques of reference and user services that

provide access to relevant and accurate recorded knowledge and information to

individuals of all ages and groups.

5B. Techniques used to retrieve, evaluate, and synthesize information from diverse

sources for use by individuals of all ages and groups.

5C. The methods used to interact successfully with individuals of all ages and groups to provide consultation, mediation, and guidance in their use of recorded knowledge and information.

Only school pathway students must include:
DPI Standard(s) Addressed in Artifact:

            4.1 Works with school staff to design and implement strategic short- and long-range plans that ensure balance among all aspects of the school library media coordinator’s role and responsibilities;

            4.2 Bases program decisions on action research and best practices in order to maximize the school library media program’s impact on student achievement;

            4.3 Develops and implements an ongoing collection development and evaluation planning process, in collaboration with the Media and Technology Advisory Committee, that focuses on a variety of formats and resources to meet diverse learning needs;

            4.4 Evaluates and selects resources that build a collection addressing curricular needs and

            learning goals in collaboration with teachers, technology staff, and students;

            4.5 Maintains a collection addressing curricular needs and learning goals;

            4.6 Evaluates the school library media program on a continual basis according to accepted standards of quality;

AASL/NCATE Standard(s) Addressed in Artifact:
Standard 1: Use of Information and Ideas

School library media candidates encourage reading and lifelong learning by stimulating interests and fostering competencies in the effective use of ideas and information. They apply a variety of strategies to ensure access to resources and information in a variety of formats to all members of the learning community. Candidates promote efficient and ethical information-seeking behavior as part of the school library media program and its services.

Standard 2: Teaching and Learning

School library media candidates model and promote collaborative planning with classroom teachers in order to teach concepts and skills of information processes integrated with classroom content. They partner with other education professionals to develop and deliver an integrated information skills curriculum. Candidates design and implement instruction that engages the student’s interests, passions, and needs which drive their learning.

Standard 3: Collaboration and Leadership

School library media candidates provide leadership and establish connections with the

greater library and education community to create school library media programs that focus on students learning and achievement; encourage the personal and professional growth of teachers and other educators, and model the efficient and effective use of information and ideas.

Standard 4: Program Administration

School library media candidates administer the library media program in order to support the mission of the school, and according to the principles of best practice in library science and program administration.

Reflection:
            In LIBS 6991, I completed 110 internship hours at Croatan High School and Newport Middle School in Carteret County. I interned mainly in the high school library. The two main things I did was to create staff development on how to make websites and collaboration with a teacher to team teach lessons to her Occupational Prep class. I also developed and delivered a themed book talking session on books from the school library. Day to day I helped check out books, assisted students and teachers with various needs, and learned more about what a school librarian does. I spent two days at Newport Middle, and there I observed the librarian team teaching with teachers. This observation helped me with my own collaborative efforts at the high school.

                        The librarian at Croatan suggested to me that I could create staff development on Google Sites, so that the teachers would know how to make web pages. The staff had web pages, but those pages were taking up too much space on the school server. I researched Google Sites and step by step created my own website. I then took this knowledge to create a step by step Power Point to present to the teachers so that they could create their own sites. I did not present that staff development, but I left the Power Point for the school to use if needed. This project met MLS objective 9 because I posted my project to my online portfolio of evidence of work done during the internship. It meets ALA competency 4D because I did use principles and techniques necessary to identify and analyze emerging technologies to recognize and implement relevant technological improvements. My research and presentation will help the school to save space on their server and still be able to have teacher websites. It addresses DPI Standard 4.2 Bases program decisions on action research and best practices in order to maximize the school library media program’s impact on student achievement because I researched professional literature to discover that teacher websites are important for student achievement. It addresses AASL Standard 1 use of information and ideas to help teachers provide an online format of information and ideas for students.

        The only thing I would do different for this project is to also create a handout to go along with my presentation. I think a written handout would help the teachers to follow the PowerPoint presentation. I learned how to create staff development from working on this project. I had never been in a role to create teacher training before, and I could see how it is the librarian’s role to help teachers. I will use this process to create staff development when I am a librarian.