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Library | Call Number | Material Type | Status |
---|---|---|---|
Searching... | 025.19780973 McGhe | 4-Week Loan | Searching... |
Searching... | 025.19780973 McGhe | 4-Week Loan | Searching... |
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Summary
Summary
This book of best practices documents how school administrators and librarians can work together to optimize their library media services.
* Includes a collection of practical tools, such as a library walkabout description and form, a list of administrative enablers and inhibitors, GEAR process documentation and worksheets, administrator self-assessments in each chapter, planning paperwork for budgeting, scheduling, staffing, and feedback forms for the administrator and the library media specialist
* Each chapter concludes with a comprehensive list of additional resources
* Contains 13 helpful appendices sections
Author Notes
Marla W. McGhee, PhD, is associate professor and director of educational leadership licensure programs at Lewis Clark College in Portland, OR. She holds degrees in education from Texas Tech University and from the University of Texas at Austin. Her works appear in such publications as Phi Delta Kappan, Educational Administration Quarterly, the Journal of School Leadership, and Library Media Connection.
Barbara A. Jansen is chair of 1-12 instructional technology and upper school librarian at St. Andrew's Episcopal Upper School in Austin, TX. She holds a BS, MEd, and MLIS from the University of Texas at Austin. Her published works include Linworth's The Big6 in Middle School: Teaching Information and Communications Technology Skills and The Big6 Goes Primary!: Teaching Information and Communications Technology Skills in the K-3 Curriculum. Jansen coauthored Linworth's Teaching Information Technology Skills: The Big6 in Elementary Schools.
Reviews 2
School Library Journal Review
With focused and well-organized topics from understanding the research and standards to supporting and sustaining them through collaborative processes, this revised edition (Linworth, 2005) offers a great deal of concrete information. The first chapter asks, "What is instructional leadership?" Literacy is addressed, and principals empowering their librarians as partners in a leadership role is advocated. This book gives administrators a clear idea of what is required in the media center and the role of the librarian as a specialist and not just a dispenser of information in a routine capacity. The next chapter addresses collaboration at multiple levels and the obstacles that arise in the process. The authors point out that principals foster greater support for media specialists when they understand the professional activities outside the walls of the library, the noninstructional duties required, and the need for 21st-century tools to get the job done. Principals' expectations and evaluation of media specialists are discussed in later chapters. Finally, the issue of continued involvement is addressed. While the book is written with school librarians and principals as the primary readers, it can be adapted for public librarians to create open communication between both entities. Overall, an excellent choice for the professional media specialist's or principal's shelf.-Donna Marie Wagner, George West High School Library, TX (c) Copyright 2011. Library Journals LLC, a wholly owned subsidiary of Media Source, Inc. No redistribution permitted.
Booklist Review
In 5 chapters and 13 appendixes, McGhee and Jansen cover what we would all like our principals to know about school libraries. Each of the chapters begins with guiding questions and an introduction and ends with a summary of essential concepts, steps for getting started, works cited, and additional resources. Chapter 1 focuses on instructional leadership, research, and standards for libraries (e.g., supporting the taught and tested curriculum ). Chapter 2 covers effective practices in integrating the library media program across the school and curriculum. Chapter 3 moves to understanding the roles and responsibilities of the library media specialist. Chapter 4 examines the principal's role in supporting and sustaining the library media program, including staffing and budgeting; and chapter 5 advocates for continuous improvement of the library media program. One hopes this edition, like the widely recommended first edition (2005), will reach administrators at all levels of a school district. Great ideas on how to begin a dialogue with your principal. Many of the documents and forms are on a CD that comes with the book.--Sinofsky, Esther Copyright 2010 Booklist
Table of Contents
Acknowledgments | p. xiii |
About the Authors | p. xv |
Table of Figures | p. xvii |
Contents of CD | p. xix |
Foreword | p. xxi |
Foreword | p. xxiii |
Introduction | p. xxv |
About Language and Levels of Practice | p. xxvi |
What Is Included | p. xxvii |
Works Cited | p. xxviii |
Chapter 1 Instructional Leadership, Research, and Standards for Library Media Programs | p. 1 |
Guiding Questions | p. 1 |
Introduction | p. 1 |
Principals and Assistant Principals as Instructional Leaders | p. 2 |
The Library Media Specialist, the Library Media Center, and Student Performance | p. 5 |
Supporting the Taught and Tested Curriculum | p. 7 |
National Guidelines and State Standards for Library Media Programs | p. 9 |
Essential Concepts for This Chapter | p. 12 |
Planning for Action and Getting Started | p. 12 |
Works Cited | p. 13 |
Additional Resources | p. 13 |
Chapter 2 Effective Practices in Integrating the Library Media Program Across the School and Curriculum | p. 15 |
Guiding Questions | p. 15 |
Introduction | p. 15 |
Learning Standards | p. 16 |
Information Search Process | p. 18 |
Collaboration | p. 18 |
Reasons for Collaboration | p. 19 |
Expertise | p. 19 |
Curriculum | p. 19 |
Benefits to Students | p. 20 |
Levels of Collaboration | p. 20 |
Steps to Effective Collaboration | p. 20 |
Planning | p. 20 |
Direct Instruction | p. 21 |
Assessment of Student Process and Results | p. 22 |
Evaluation | p. 22 |
Obstacles to Collaboration | p. 22 |
Emphasis on Testing | p. 22 |
Scheduling | p. 23 |
Time | p. 23 |
Perceptions | p. 23 |
Outdated Practices | p. 23 |
Selected Examples of Full Integration across the Curriculum | p. 24 |
Primary Grade Science and Social Studies | p. 24 |
Intermediate Grade Science | p. 25 |
Intermediate Social Studies and Language Arts | p. 26 |
Middle School Grade Math | p. 27 |
Middle School Health | p. 27 |
High School Social Studies and Language Arts | p. 28 |
High School Art History | p. 29 |
High School Environmental Science and English Composition | p. 30 |
Promoting Reading, Writing, and Visual Literacy | p. 31 |
Ethical Issues and the Library Media Program | p. 32 |
Promoting Intellectual Freedom through the Library Media Program | p. 32 |
Equal Access to Ideas and Information | p. 33 |
Copyright and Plagiarism | p. 34 |
Essential Concepts for This Chapter | p. 35 |
Planning for Action and Getting Started | p. 35 |
Works Cited | p. 36 |
Additional Resources | p. 36 |
Chapter 3 Understanding the Roles and Responsibilities of the Library Media Specialist | p. 39 |
Guiding Questions | p. 39 |
Introduction | p. 39 |
Instructional Partnership | p. 41 |
Information Specialist | p. 42 |
Automating Access to Materials | p. 44 |
Access to On-Shelf Materials and Subscription Databases | p. 44 |
Bibliographic Instruction | p. 45 |
Professional Productivity | p. 46 |
Noninstructional Technology Duties | p. 47 |
Audio and Photography Equipment | p. 47 |
Literacy Programmer | p. 48 |
Reader Guidance | p. 49 |
Text Leveling | p. 49 |
Collection Developer | p. 50 |
Developing a Culturally Responsive Collection | p. 51 |
Materials Selection Policy | p. 52 |
Addressing Challenges to Books and Materials | p. 52 |
Program Administrator | p. 53 |
Maintaining the Collection | p. 53 |
Providing Access to Materials through the Library's Online Catalog and Circulation System | p. 54 |
Library Volunteer Program | p. 54 |
Communicating with Public Libraries That Serve the School's Attendance Area | p. 56 |
Focusing on Priorities | p. 57 |
Essential Concepts for This Chapter | p. 57 |
Planning for Action and Getting Started | p. 57 |
Works Cited | p. 59 |
Additional Resources | p. 59 |
Chapter 4 The Principal's Role in Supporting and Sustaining the Library Media Program | p. 63 |
Guiding Questions | p. 63 |
Introduction | p. 63 |
Staffing the Library Media Program and Hiring a Library Media Specialist | p. 64 |
Questions for Interviewing a Library Media Specialist | p. 65 |
Hiring a Paraprofessional | p. 66 |
Appraising the Library Media Staff | p. 68 |
Budgeting for the Library Media Program | p. 69 |
Scheduling for an Effective Program | p. 70 |
Disadvantages of a Fixed Schedule | p. 71 |
Advantages of a Fixed schedule | p. 72 |
Advantages of a Flexible Schedule | p. 72 |
How Does Flexible Scheduling Work? | p. 72 |
Moving from Fixed to Flexible Scheduling | p. 74 |
Optimizing a Fixed Schedule | p. 75 |
Library Media Center Facilities | p. 75 |
Lighting and Electrical Outlets | p. 75 |
Wireless Access | p. 76 |
Signage | p. 76 |
Bookshelves | p. 76 |
Seating Area for Pleasure Reading | p. 76 |
Instructional Area | p. 76 |
Story Time and Presentation Area | p. 77 |
Computer Tables | p. 77 |
Circulation Desk | p. 77 |
Décor | p. 77 |
Book Displays | p. 77 |
Library Media Specialist's Office and Work Space | p. 78 |
Work Space for Students | p. 78 |
Storage Room | p. 78 |
Open Space | p. 78 |
Advocacy for the Library Media Program | p. 78 |
Essential Concepts for This Chapter | p. 81 |
Planning for Action and Getting Started | p. 81 |
Works Cited | p. 81 |
Additional Resources | p. 82 |
Chapter 5 Continuous Improvement and the Library Media Program | p. 85 |
Guiding Questions | p. 85 |
Introduction | p. 85 |
Characteristics of Effective Professional Development | p. 86 |
The Principal's Role in Professional Development | p. 87 |
Professional Development for the Library Media Specialist | p. 90 |
Library Media Specialist as a Professional Developer | p. 92 |
Content of Professional Development Conducted by the Library Media Specialist | p. 93 |
Professional Growth for the Paraprofessional | p. 94 |
Providing Support through Supervision | p. 95 |
Crafting and Conducting a Program Evaluation or Self Study | p. 97 |
Action Research as a Tool for Improvement | p. 98 |
GEARing Up for Success: An Action Improvement Model for Library Media Specialists | p. 99 |
Steps of the GEAR Method | p. 99 |
Gather Information | p. 99 |
Establish Goals | p. 99 |
Apply Strategies | p. 99 |
Reflect | p. 100 |
Successfully Applying the GEAR Method | p. 100 |
Scenario | p. 100 |
Gather Data | p. 100 |
Establish Goals | p. 100 |
Apply Strategies | p. 100 |
Reflect | p. 100 |
Essential Concepts for This Chapter | p. 101 |
Planning for Action and Getting Started | p. 101 |
Works Cited | p. 101 |
Additional Resources | p. 102 |
Appendixes | |
Appendix A Administrator Self Assessments for Important Chapter Concepts | p. 103 |
Appendix B Evaluating Collaborative Units of Instruction | p. 108 |
Appendix C Providing Access to Materials through the Library's Catalog (Cataloging and Circulation) | p. 111 |
Appendix D Library Media Specialist Interview Questions | p. 114 |
Appendix E Paraprofessional Interview Questions | p. 116 |
Appendix F Library Media Program Budget Proposal Worksheet | p. 118 |
Appendix G Library Media Program Budget Worksheet | p. 120 |
Appendix H Library Walk-About Checklist | p. 122 |
Appendix I Library Media Specialist Instructional Activities Feedback Form | p. 125 |
Appendix J Administrator's Library Media Program Feedback Form | p. 127 |
Appendix K Guide Sheets for Library Self Study-Budgeting, Scheduling and Usage, and Staffing | p. 129 |
Appendix L Action Research as a Tool for Improvement | p. 133 |
Appendix M GEAR Worksheets for Concepts in Chapters 2 and 3, Including Blank Worksheet | p. 135 |
Index | p. 139 |