Developing a Standards-driven Library Media Program

1. Developing a Standards-driven Library Media Program Aligning Your Resource Collection to Your School’s Curriculum

2. Building a collection that supports the curriculum

3. School Environment Community Environment LMC Resources Administrators' Attitudes Program Development @ Your LMC Teachers' Attitudes What factors affect your library media program? LMSs' Attitudes Technology

4. How do you make informed decisions about your program? Know the standards Know the curriculum Know your collection

5. Curriculum Mapping is… • an on-going process • typically calendar-based • collaborative • dynamic, not a multi-year cycle • a model for higher-level thinking skills

6. A Curriculum Map... • tells us what is being taught • provides a framework to evaluate student work • encourages inquiry-based instruction • facilitates moving beyond the textbook • facilitates collegiality; focuses discussion on curriculum and not people • provides a framework for curriculum- resource alignment Mapping helps you understand the curriculum and identify your place instructionally.

7. Mapping is a tool for: • Communicating with all stakeholders • Planning – curriculum, assessments, reforms, acquisition of instructional resources • Resource allocation - space, time, materials, personnel, and money • Staff development • New teachers

8. Mapping is a blueprint: • For aligning content, skills, and assessments • For pacing instruction over time • For discovering gaps and repetitions in the curriculum (school and district)

9. Mapping is a blueprint: • For deciding what stays and what gets cut from the curriculum • For identifying areas for integration/ interdisciplinary units or activities • For focusing on the measurable competencies • For teaching the skills students need to be successful on PASS, on MAP, SAT/ ACT, and in life

10. Curriculum Mapping is... • An occasion for all educators to learn… • what teachers can do; are/should be doing; • what the LMS can do; is/should be doing; • how standards are being taught in each classroom; • how standards can be addressed in the LMC; and • the implemented curriculum

11. Who Should Write the Curriculum Map? • Teachers • Administrators • Library Media Specialist(s) • Guidance Counselor(s) • Technology Integration Specialist • Curriculum Coordinator

12. WHY USE A CURRICULUMMAP?

13. To expand our understanding of our students’ learning experiences • To give a curriculum timeline • To give a visual representation of the curriculum Vertically Horizontally • To provide a framework for collection development at the school and district level

16. Collecting information for the curriculum map

17. Formal collection • Curriculum mapping worksheet • LRPs • Interviews • Collaborative Planning Forms Informal collection • Student assignments • Index cards • Shared folder on LAN • Reviewing the academic standards

20. Look at your grade level in the Social Studies standards and identify key words, terms, phrases, topics that you could use to complete your own curriculum map.

22. Connecting the LMC and the Curriculum Classroom curriculum Collection Map LMC Resources

23. Collection Mapping • Sometimes referred to as “resource alignment” • Facilitates creating a collection tailored specifically for your school • Facilitates building the collection in pieces as needed • Divides the collection into a number of small but manageable segments matched to various parts of the curriculum.

24. Collection mapping • Gives a visual representation of the collection in relation to the curriculum • Provides both a qualitative and quantitative picture of the collection • Facilitates evaluating the collection • Encourages ownership of LMC resources by all faculty members

25. Mapping Your Collection 1. Use the curriculum map as a guide 2. Search the OPAC for each main topic and sub-topic included on the curriculum map 3. Count the total number of items in the collection available in each Dewey Decimal Class (Reference, 000, 100, 200, etc.) that will support each of the topics and sub-topics

26. Mapping Your Collection 4 Calculate the average age for each Dewey Decimal classification area noted in Step #3. 5. Divide the number of items in each broad category (i.e. fiction, non-fiction, reference) collection by the number of students noted on the curriculum map and note the result on the collection map. David Loertscher, Taxonomies of the School Library Media Program

27. Mapping Your Collection 6. Finalize your map. 7. Publish your map. 8. Revise as needed. 9. Re-publish as revised.

28. Sample Collection Maps

33. Evaluating the collection • Were diverse formats (books, electronic media, others) available? • Were the materials relevant to the needs of the unit of study? • Were there enough duplicate materials for the number of students being taught? • Were the reading/viewing/listening levels of the materials appropriate to all students? David Loertscher, Taxonomies of the School Library Media Program

34. Using the Collection Map • Identify target areas • Identify key words, topics, etc., relevant to your curriculum map • Examine MARC records for key words

35. Using the Collection Map • How many books do you need to weed? • How many books do you need to add? • Approximate cost of one book? • Reference • General Collection

36. Using the Collection Map • Build a budget to reflect your collection map • Advocate for your budget request • LMCAC • Principal • Faculty • Other organizations • SIC • PTO • District • Community Organizations

37. Using the Collection Map • Acquire resources • Curriculum map • Teacher requests • Student requests • Professional expertise • Redo collection map

38. Look at number of resources for a lesson/unit/ topic • How many students will be using these resources? • What is the average number of usable resources per student? • What is the average age of these resources? How you answer these questions will determine how well your collection supports your school’s instructional program.

39. Communication LMCAC Principal Teachers Parents SIC PTA Collection Development Budget Accountability Collaboration – aligning your program with the curriculum Using the Collection Map

40. How well does your collection support the curriculum? Collection Map Teacher Requests Student Requests Other Library Statistics

41. How does your collection support the curriculum? • Circulation statistics • Check-out circulation • In-house circulation • Number of curriculum requests met with • Print resources • Internet/web-based resources • Subscription databases Students: 31 books per week Faculty: 20 books per week

42. How does your collection support the curriculum? • Number of teacher requests • Met as presented • Met with modification • Not met • Number of student requests • Met as presented • Met with modification • Not met

43. Building Your Budget

44. Budget Request • Recommend 1 book per student for major curricular topics (e.g., World War I, Civil War, Reconstruction, Habitats). • Recommended circulation average is one book per student per circulation period. • Review your curriculum AND collection maps. • Identify areas that you will target for collection development. • Identify what resources you need to add. • Build your budget.

45. Budget Request • How do you determine which resources to purchase? • Professional expertise • Requests from teachers and students • Teacher survey • Peer (LMS) recommendations • Book selection guides; review sources

47. Putting It All Together

48. "Of all the expenditures that influence a school’s effectiveness...the levels of expenditures for library and media services have the highest correlation with student achievement." —William Bainbridge, President/CEO of School Match June, 1998 http://www.msjhs.org/libraryplan/fusdlp.html

49. Martha Alewine Consultant, School Library Media Services 864-229-4230 malewine@ed.sc.gov http://martha.alewine.googlepages.com