CRITERIA |
BEGINNER |
INTERMEDIATE |
ADVANCED |
EXPERT |
RELATIONSHIPS OF
LIBRARY MEDIA |
• Out of 10 students (randomly selected, but not from the same classroom or home room) none will say they have enjoyed an experience related to the library media center and interaction with the LMS in the last week. | • Out of 10 students (randomly selected, but not from the same classroom or home room) 1-3 will say they have enjoyed an experience related to the library media center and interaction with the LMS in the last week. | • Out of 10 students (randomly selected, but not from the same classroom or homeroom) 4-6 will say they have enjoyed an experience related to the library media center and interaction with the LMS in the last week. | • Out of 10 students (randomly selected, but not from the same classroom or homeroom) 7-10 will say they have enjoyed an experience related to the library media center and interaction with the LMS in the last week. |
...with staff |
• 10% of the school staff (or less) has experienced on-going positive relationships and experiences with the library media specialist. | • 11-35 % of the school staff has experienced on-going positive relationships and experiences with the library media specialist. | • 36-70% of the school staff has experienced on-going positive relationships and experiences with the library media specialist. | • More than 70% of the school staff has experienced on-going positive relationships and experiences with the library media specialist. |
...with the principal |
• The library media specialist and library media program do not meet the expectations of the principal. | • At least one component of the program established by the library media specialist meets the expectations of the principal, but overall it is not succeeding as the principal would like. | • The principal expresses satisfaction with most of the program implemented by the library media specialist and talks about the library media specialist as an important part of the school team. | • The principal is enthusiastic about the integration of the library media program into the school’s curriculum, and remarks on the involvement of the library media specialist as an important member of the school’s staff. |
...with parents |
• Parents are not involved at any level of operation. There is no parent resource section in the collection. | • 1-3 parents volunteer on a regular basis. There is a small parent resource component of the collection. At least 1 parent involved in SPMT LM Committee. | 4-10 parents volunteer on a regular basis. Parent workshops on: book selection (as well as computers and software), research, writing and reading skills Good parent resource center. At least 2 parents involved in SPMT LM Com. | More than 10 parents volunteer on a regular basis. Workshops as before. At least 3 parents involved in SPMT LM Committee. Parents assist with workshops for students and staff. |
...with SPMT |
• No connection with the SPMT. LMS is not a regular member of the SPMT. | • LMS is a regular member of the SPMT. There is a subcommittee of the SPMT called the Library Media Advisory Committee. The majority of this group is from the SPMT, other teachers , administrators and parents may join. | • The Library Media Advisory Committee meets at least once a month. They chart the course of the library media program and ensure the program is implemented and integrated into the curriculum | • The LM Advisory Committee meets once every two weeks. They ensure quality in the LM Program and a pertinent connection to the school’s curriculum. If Site Based Managed they are directly responsible for increased resources. |
...with curriculum |
• LMS does not attend grade level or curriculum meetings on a regular level. | • LMS attend grade level and/or curriculum meetings on a regular level. Through displays in the LMC there is evidence of resources connected to curriculum. | •LMS creates a curriculum map showing what teachers are teaching each week and has it available for staff and visitors. Resources are purchased to ensure the possibility of resource-based learning. | • At least 6-10 units in the school are taught without textbooks, utilizing resources in the LMC collection. |
ROLES OF |
• The LMS neither thinks of self as a teacher nor is viewed as a teacher. LMS is viewed as a specialist who is in charge of the library. Duties include traditional ones such as: checking out/in materials, ordering & organizing, assistance finding materials. | • Informal and formal student instruction in finding resources related to student interest, thematic units and curriculum needs.Instruction in LMC. | • Informal and formal student and teacher instruction. Some classes done in the classroom. Workshops provided for teachers and students on search strategies, use of instructional television, collaboration, etc. related to theme. | • Actively involved in all grade level, departmental meetings. Viewed as an excellent multi-disciplinary teacher by the entire staff. |
...as Educational
Leader |
• The LMS is not viewed as an educational leader in the school. | • The LMS has a copy of all textbooks used in the school. A monthly LMC newsletter is included in the school paper or as a separate publication. | • LMS has notes from sev- eral SPMT meetings where s/he acted as a catalyst for change in the library media program.LMS has a written plan of improvement for the facility, resources & pro- gram. LMS involved on 1-2 district committees. | • LMS takes a leadership role on district committees, state library media organi- zation(s). and belongs to national organizations. |
...as Manager |
• Facilities and materials are made available for those who need them. Point of access (circulation desk) is not clear or extremely cluttered. Covers of selected books are never regularly displayed. | • Gathering of materials is done in advance of class project upon teacher request. Informal and brief planning with teachers & students. Ordering is done without a written defense for the selection of resources. | • Circulation & clerical duties take less than 20% of the LMSs time. LMS is spokesperson for the school’s library media program & instrumental in securing more resources, including technology, for resource-based learning. | • LMS is flexible and this is evident by the changing patterns of student and teacher use of materials in the facility. There is always a priority order list of resources ready if funds are made available. |
COMMUNICATIONS |
• There is no school library media booklet which includes services, programs, procedures and policies other than the district library media program book. | • A booklet is available which includes current circulation procedures and policies. A list of services provided by the library media center are included. | • Booklet includes a descrip- tion of the LM program in the school. Current & past successful thematic units are included with a list of current & up- coming programs (reading incentive prog., author visits, science research projects, etc.) | • LMC committee approves a final building level services, procedures and policies booklet. All policies, rules and regulations are in accord with district mission, goals and objectives. |
Newsletter |
• Newsletter not produced on a monthly basis. | • LMS understands the importance of public relations. A monthly newsletter produced by the LMS lets staff and parents know the value of the LM program. Students are the focus of the newsletter. | • The newsletter has articles written by teachers, parents and students related to the link with the library media program. | • The school newsletter is produced by students and/or staff in the library media center. The LMC activities are integrated into other school activities in the newsletter. |
| • LMS either does not have access to or does not use e-mail on a daily basis. | • LMS uses e-mail to communicate with other LMSs and district library media coordinator on a daily basis. District library media coordinator communicates with LMS at least 2 times per week on e-mail. | • LMS belongs to several Listserve and communicates with other LMSs and teachers in the state and nation. LMS communicates with district coordinator more than 2 times per week. Forwards interesting e-mail to other LMSs and teachers. | • LMS has students using e-mail and connecting with other students and teachers on the internet. | |
FACILITY |
• A place to get books, does not appear to be student-centered, not conducive or appealing to spending much time in. | • Appropriate shelving and seating. Place to be quiet. Looks very traditional. This is the library as your parents or grandparents would remember it. | • Student-centered. A variety of student work up. Displays related to literature, research, thematic units abound. If not visible, you could still imagine groups of students (or a group) could working on a research project. | • Everyone who sees it wants to spend time. Function and form appear to be married. Materials are orderly and student work is displayed. Many resources are displayed in a curriculum context. |
"Ownership" |
• The LMC is the territory of the LMS and people come and go primarily from a pre- determined schedule. Staff and students do not feel that the LMC is an extension of their classroom. | • The majority of staff and students perceive the library media center as an extension of their classroom. Documented efforts have been made by the LMS to demonstrate this philosophy. | • Teachers and students are comfortable coming to the LMC unscheduled - not to work on projects, but for taking resources out or working on research for classroom projects. | • When the LMS is not in school, a substitute keeps the school library media center open. A system is in place to ensure access, since the LMC contains the school’s resources. |
Circulation Area/Desk |
• Location not obvious to a "newcomer" to the school. | • Teacher’s Desk or counter used as circulation desk. Either it is perfectly clean (no evidence of check-out or check-in procedure) or it is very cluttered and difficult to identify as check-out area. | •Students, staff and the "newcomers" immediately know were the circulation area is. Procedures for check-out and drop-off are posted. | • Excellent lighting and signage with a circulation desk designed for the functions which take place there. A computer is utilized for easy access to patron and resource information. |
Layout (F,NF,R,B...) |
• No apparent consideration given to the layout of key areas and the relationships of each area to the other. (i.e., reference behind a wall, fiction divided and on two different walls; some biographies in the 900s, some in separate biography section.) | • Easy access to the LMC. Book return close to main entry door. Quiet areas separated from group work areas if possible. Good view of LMC from circulation desk. Materials shelved in sequential order and clearly marked. | • A map is posted which shows the layout of materials in key areas. Clear, abundant, and attractive signage. Area for professional collection, parent resource area, technology and other media. | • Redesign of LMC to meet the "21st century.".LMS prepares a booklet with LM Advisory Team which has a function area description for all areas in the LMC. Budget for this transformation is broken into 3-5 phases with priorities est. by adv. team. |
Seating |
• Seating fixed and limited. No flexibility in seating arrangement. No individual carrels or desks. Tables too heavy to move on a regular basis. | • Enough seating for one class. Some flexibility in arrangement of tables and chairs. Some spaces for individual students, small groups and whole class instruction. | • Comfortable seating for at least 1.5 classes (app. 40 students) | • Seating for 10-20% of the student population. (POINT: If the library media center is viewed as a ‘virtual center" then students involved in classroom library media related activities could be considered for this figure.) |
ACCESS |
• Limited unscheduled use of the LMC. (i.e., on an average day here are only 3-10 unscheduled visits to the LMC by individuals, and small groups.) | • Documented efforts are made to encourage individual, and small group access to the library media center on an unscheduled basis. (Whole group unscheduled visits are encouraged where space is not an issue!) | • Students use LMC before and after school. Document- ation exists on the use of the LMC by indiv., small group and whole group. (Done once a week or every other week by a volunteer, if possible.) | • LMC is open evenings and on some Saturdays, during the summer and on school vacations. Adequate staffing is |
Scheduling system |
• Not apparent or not clear to the staff on how it actually operates. | • Sign up sheet. Some fixed periods to ensure young children get "story times" or to ensure circulation. | • Scheduling linked to major units of study. Some teachers come 3-4 times a week during their unit of study. Schedule linked to curric. Staff development provided by LMC on collaborative planning to encourage flex. scheduling. | • System encourages frequent and regular use of the LMC. Classroom teachers use the LMC effectively as a teaching tool and an extension of their classroom. |
CURRICULUM |
• No use of a scope & sequence for library media or information literacy skills. | • LMS uses scope and sequence from a reputable source to ensure scope and sequence of skills taught. | • LMS has adapted one of the library media curriculum provided to her or his library media program. | • The New Haven Public Schools Information and Technology Literacy Curriculum is utilized by all library media specialists. |
PROGRAM |
• Not all students take out one book a week. Circulation and the processing and shelving of returned books demands the attention of the LMS. | • The majority of students take out one book a week. Those that wish can come at any time and take out another. Check-out and the return process are done by the LMS 40- 50% of the time. | • Students can take 1-3 books out at a time & return them when they wish. Book check-out can be done by student, teacher or volunteer, but rarely takes the time of the LMS. Processing & shelving of returns is done by LMS 30-40% of the time. | • Circulation is automated.Copy machine is available for students to copy materials that can not be circulated. A temporary reserve section is created for special reasons. |
Reading |
• No reading incentive program in place. | • Count on Reading or other national program is in place in many classes but not the entire school. | • Count on Reading or another RIP is working extremely well in most classes in the school. [Battle of the Books] | • Several reading incentive programs are run during the year to maintain high motivation. |
Collaborative |
• Collaboration is rare and not successful for any length of time. | • 1-2 thematic units are presently being conducted and are motivating other teachers to ask for work on a thematic unit. | 40-60% of the staff have been involved in a documented thematic unit this year. | • Each grade or curriculum area has at least 2 planned, collaborative thematic units each year. |
Interest |
• No interest centers have been established in the LMC | • 2-3 interest centers have been set up in the library media center. (i.e., puppet center, rock center, internet center, letters to my congressman center, African-American center, etc.) | • 4-6 interest centers have been set up in the library media center. (i.e, inventors center, Goosebumps Center, learning to type center, Movies from Books-Books from Movies center, etc.) Classroom teachers involved in their creation. | • Many students motivated to come to the LMC because of the many (over 6) interest centers. |
Research methods/ |
• No research method in place. Inconsistency in information seeking strategy; no consistent report format. | • Attempt at using Big Six as an information seeking strategy and problem solving approach. Use standard report formats (including T of C, footnotes, and bibliography.) | • Big Six (or another information seeking strategy) utilized on a daily basis. Standards for report, research and project formats have been established and approved by the LM Advisory Committee . | • The majority of teachers use the Big Six (or an equivalent approach) to identify the problem, define the task, identify information seeking strategies, locate and access info, use the info, synthesize and evaluate! |
Other |
• There are no other programs in the library media center. | • LMS gets resources from other sources when needed. | • LMS gets students to use the public library or university libraries. Authors are regularly brought in. Regular staff development is provided by LMS or other teachers. | •Professors from area colleges are utilized by the LMS. |
COLLECTION |
• 1-5 items per pupil; Bibliographies upon request are not available for staff (Schools under 250S should have 6000 volumes; schools over 250 should have 25-30 volumes per student.) |
6-12 items per pupil Some bibliographies of fiction are available for staff linking items to 2-4 areas of the curriculum. |
• 13-25 items per pupil; Bibliography of fiction can be printed out linking specific item to curriculum area. |
• 26-40 items per pupil; Bibliographies can be prepared for staff on all curriculum areas in the school |
Non-Fiction |
• 1-5 items per pupil; Bibliographies upon request are not available for staff. (Schools under 250S should have 6000 volumes; schools over 250 should have 25-30 volumes per student.) |
6-12 items per pupil. Some bibliographies of materials are available for staff in 2-4 areas of the curriculum. |
• 13-25 items per pupil; Bibliographies can be prepared for staff on the major areas of curriculum in the school. |
• 26-40 items per pupil; Bibliographies can be prepared for staff on all curriculum areas in the school |
Reference |
• Science and technical materials not kept current. Not weeded annually. No government documents (Middle and H.S.) | • Restricted primarily to general encyclopedias, dictionaries, atlases, and almanacs | • There is a wide range of up-to-date materials in the reference section with all disciplines represented. New publications are available. Includes specialized encycl.and dict.; handbooks, yearbooks, indexes and periodicals | • A back file of periodicals and newspapers is related to the indexing available.(Micro-or fiche?) |
Periodicals |
• Elementary (K-4/5):<250S =<6P; >250S =
<10P); • Elementary (K-8): <250S=<10P; >250S=<15P • Middle School:<400S= <12P; >400S= <15P; • High School: <500S=<15P; 500-1000S=<20P;>1000S= <25P |
• Elementary(K-4/5):<250S =6-10P; >250S =
10-18P); • Elementary (K-8): <250S =10-15P;>250S=15-25P • Middle School: <400S= 12-25P; >400S=15-30P; • High School:<500S=15- 30P; 500-1000S=20-60P; >1000S=25-75P |
• Elementary(K-4/5):<250S =11-25P; >250S =
19-30P); • Elementary (K-8): <250S =16-40P;>250S=26-50P • Middle School: <400S= 26-60P; >400S=31-85P; • High School:<500S=31- 80P; 500-1000S=61-110P; >1000S=76-120P |
• Elementary(K-4/5):<250S =>25P; >250S =
>30P); • Elementary (K-8): <250S =>40P;>250S=>50P • Middle School: <400S= >60P; >400S=>85P; • High School:<500S=>80P; 500-1000S=>110P; >1000S=>120P |
TECHNOLOGY |
• Very little media linked to the library media program. | • At least one television, VCR, cassette recorder, record player, and filmstrip projector. | • 80% of the following equipment is available to
students and staff at any time. Camcorder, overhead projector, laser disc player, laminator. |
• CD players, laminator, fax machine, several VCRs and TVs, laser disc players, video editing capabilities, video production capabilities (over Whittle), distance-learning. |
Computers |
• There is not one computer available. | • 1-4 computers are available for LMS, staff and student use. One must be hooked to a modem and internet. | 5-10 computers, preferably networked to a CD-ROM file server with "good" information databases, such as: Tom, Jr., SIRS discoverer, SIRS, Newsbank, EPSCO, Encarta, Grolier’s encycl. etc. | 11-20 networked computers which can also function as stand alones. All have internet capabilities, all can access the networked CDs, and all have access to the on-line catalog. |
On-line |
• LMC has access to no on-line services. | • LMS utilizes a dial-up Internet account for access to online services for professional use. Students do not use. | • LMS utilizes the Internet for professional use. Students are inst | • LMS utilizes a dedicated line (not dial-up) for direct access to on-line services. Services are available throughout the school on the network. Students and staff are trained to use these online services. |
Other |
• No "other" technology. | •Satellite, but used very rarely. Distance learning available, but used by less than 10% of the student population. Student video club run by LMS. | • Satellite, used 1-2 times per month and 3-6 evenings per year. Daily video programs made by students and broadcast over CTV or Whittle. | • Satellite used on a regular basis. Citizens Television used on a weekly basis by staff and students - LMS involved. |
