LIS Portfolio. |
Library Information Specialist: TEM Rubric
Standard 1- INSTRUCTION: INQUIRE, THINK CRITICALLY, AND GAIN KNOWLEDGE
Artifact Log
Indicator 1: I have created the following lessons for teachers and myself:
Indicator 2: For each lesson, students begin by completing a KWHL, bubble map, or other graphic organizer/prewriting activity to access their prior knowledge on the topic of the lesson before learning new information.
Indicator 3: During the Big 6 Research Unit and the Conducting Preliminary Research lesson, students are able to choose topics for research. Students are encouraged to choose research topics that they are personally interested in. Additionally, I provide guidance for students in using the library's OPAC to locate books and other resources on topics students are interested in.
Indicator 4: Students have the opportunity to visit the library during open circulation times to checkout books, read, or use other library resources. Students are also encouraged to participate in promotional activities as a way to express an interest in various literary genres. The Library Book Club shows appreciation for literature by selecting, reading, and discussing young adult literature.
Indicator 5: During the Big 6 Research Unit, the Conducting Preliminary Research lesson, and the Evaluating Webpages lesson, students receive instruction on evaluating sources, taking notes from sources, analyzing sources, and synthesizing information presented in sources.
Indicator 6: For each provided lesson, there is meaningful collaboration related to inquiry and critical thinking during lesson discussions and partner/small group activities the lessons.
- The Big 6 Unit Lesson Plan- "The Big 6" is a six-stage inquiry model used to help solve problems or make decisions using information. It includes instruction on using MLA format, copyright guidelines, note taking, website evaluation, and technology usage.
- Conducting Preliminary Research- The preliminary research plan is used when beginning a research unit. The lesson includes instruction on topic exploration, determining the audience, generating research questions and key words and concepts, using the Tennessee Electronic Library, and citing using MLA format.
- Online Intellectual Freedom- In the lesson, students can analyze the general attitude of the United States and other countries regarding the internet, including applicable laws.
- Appropriate Online Behavior
- Cyber Bullying Awareness
- Social Networking and Chat Rooms
- Digital Communication Citizenship
- Online Contacts & Connections
- Digital Security Skills & Practices
- 21st Century Media Literacy
- Online Creativity and Ownership
- ELA Pathfinder
- Science Pathfinder
- Social Studies Pathfinder
- Math Pathfinder
Indicator 2: For each lesson, students begin by completing a KWHL, bubble map, or other graphic organizer/prewriting activity to access their prior knowledge on the topic of the lesson before learning new information.
Indicator 3: During the Big 6 Research Unit and the Conducting Preliminary Research lesson, students are able to choose topics for research. Students are encouraged to choose research topics that they are personally interested in. Additionally, I provide guidance for students in using the library's OPAC to locate books and other resources on topics students are interested in.
Indicator 4: Students have the opportunity to visit the library during open circulation times to checkout books, read, or use other library resources. Students are also encouraged to participate in promotional activities as a way to express an interest in various literary genres. The Library Book Club shows appreciation for literature by selecting, reading, and discussing young adult literature.
Indicator 5: During the Big 6 Research Unit, the Conducting Preliminary Research lesson, and the Evaluating Webpages lesson, students receive instruction on evaluating sources, taking notes from sources, analyzing sources, and synthesizing information presented in sources.
Indicator 6: For each provided lesson, there is meaningful collaboration related to inquiry and critical thinking during lesson discussions and partner/small group activities the lessons.
Standard 1 Artifacts
hs_library_program_and_resource_guide_.pdf | |
File Size: | 1531 kb |
File Type: |
big_6_lesson_plan.docx | |
File Size: | 25 kb |
File Type: | docx |
big_6_handouts.pdf | |
File Size: | 4092 kb |
File Type: |
preliminary_research_lesson_plan_dhs.docx | |
File Size: | 22 kb |
File Type: | docx |
preliminary_research_plan_organizer.docx | |
File Size: | 19 kb |
File Type: | docx |
online_intellectual_freedom_lesson_plan_dhs.docx | |
File Size: | 21 kb |
File Type: | docx |
online_intellectual_freedom_handouts.pdf | |
File Size: | 1217 kb |
File Type: |
pathfinder_ela.docx | |
File Size: | 34 kb |
File Type: | docx |
pathfinder_science.docx | |
File Size: | 34 kb |
File Type: | docx |
pathfinder_math.docx | |
File Size: | 34 kb |
File Type: | docx |
pathfinder_social_studies.docx | |
File Size: | 35 kb |
File Type: | docx |
douglasshslibraryplan20.21.docx | |
File Size: | 34 kb |
File Type: | docx |
library-servicesresources.docx | |
File Size: | 56 kb |
File Type: | docx |
Standard 2- INSTRUCTION: DRAW CONCLUSIONS, MAKE INFORMED DECISIONS, APPLY KNOWLEDGE TO NEW SITUATIONS, AND CREATE NEW KNOWLEDGE
Artifact Log
Indicator 1: I correlate the library program with that of the school curriculum by providing lessons such as the Big 6 Research Unit, the Conducting Preliminary Research lesson, ACT test preparation and others. These lessons require students to apply the critical thinking skills of analysis, synthesis, evaluation, and organization to draw conclusions and create new knowledge.
Indicator 2: To address possible learning difficulties, all lessons include scaffolding to meet the needs of all learners. All lessons also include differentiation. For example, lessons include short media clips, lectures, guided notes, small groups, partners, technology, varied product options, etc. Additionally, when conducting research, students are able to use resources that are different Lexile levels. This includes World Book Encyclopedia and Encyclopedia Britannica articles and other resources from the Tennessee Electronic Library. Subject pathfinders are also made available to provide scaffolding when students are beginning research. Subject pathfinders provide students and teachers with pre-selected resources to begin research.
Indicator 3: Research and other lessons include guidelines and modeling for how to cite sources using MLA format to prevent plagiarism. Students have the opportunity to manually create citations, and they also use Citation Machine and Easybib online programs to create citations. Students learn digital citizenship through iSafe lessons and resources available on the DHS library's website in student resources.
Indicator 4: I provide many opportunities throughout the school year for students to respond to literature using various formats for creative expression. Book trailers and activities for the book of the quarter are available for students. Students are encouraged to keep a book journal.
Indicator 2: To address possible learning difficulties, all lessons include scaffolding to meet the needs of all learners. All lessons also include differentiation. For example, lessons include short media clips, lectures, guided notes, small groups, partners, technology, varied product options, etc. Additionally, when conducting research, students are able to use resources that are different Lexile levels. This includes World Book Encyclopedia and Encyclopedia Britannica articles and other resources from the Tennessee Electronic Library. Subject pathfinders are also made available to provide scaffolding when students are beginning research. Subject pathfinders provide students and teachers with pre-selected resources to begin research.
Indicator 3: Research and other lessons include guidelines and modeling for how to cite sources using MLA format to prevent plagiarism. Students have the opportunity to manually create citations, and they also use Citation Machine and Easybib online programs to create citations. Students learn digital citizenship through iSafe lessons and resources available on the DHS library's website in student resources.
Indicator 4: I provide many opportunities throughout the school year for students to respond to literature using various formats for creative expression. Book trailers and activities for the book of the quarter are available for students. Students are encouraged to keep a book journal.
Standard 2 Artifacts
Please see Standard 1 Big6 handouts, preliminary research organizer, and intellectual freedom handouts.
reading-journal.pdf | |
File Size: | 1690 kb |
File Type: |
Standard 3- ENVIRONMENT: SPACE, RESOURCES, and ROUTINES
Indicator 1: Before submitting the yearly library book and audio visual order, I collaborated with staff to seek the best resources to add to the library collection in order to improve literacy. Library users had the opportunity to submit suggestions via the library website using the suggestion form or in-person. Using the suggestions and other published recommended reading lists, I included a diverse selection of books and other materials in the 2020-2021 library order to support improving literacy. I have also maintained membership for the First Book program that offers free and reduced price books. I have been able to order novels for students in an effort to improve reading and literacy skills.
Indicator 2: I ensure that the library center and resources are available for all with flexibility and creativity within or beyond the school day. I was able to secure 550 licenses to the Open eBook database that gives students access to thousands of ebooks until normal library circulation continues.
Indicator 3: Due to Covid-19 pandemic normal circulation is not possible. Students are able to access the Open eBook library at anytime from a laptop or mobile device. When in-person learning resumes, posted circulation procedures will be established, implemented, and communicated to all patrons. Posters with library usage guidelines are posted in the library. Guidelines are also available on the library's web page. Guidelines and procedures were communicated to the faculty during an in-service presentation, and communicated to students during library orientation conducted through English classes. As procedures are updated or revised, the new information is shared with students and faculty.
Indicator 4: Library usage guidelines and behavior expectation have been established. The written procedures on library posters and on the library's website have been established to prioritize the needs of the school.
Indicator 2: I ensure that the library center and resources are available for all with flexibility and creativity within or beyond the school day. I was able to secure 550 licenses to the Open eBook database that gives students access to thousands of ebooks until normal library circulation continues.
Indicator 3: Due to Covid-19 pandemic normal circulation is not possible. Students are able to access the Open eBook library at anytime from a laptop or mobile device. When in-person learning resumes, posted circulation procedures will be established, implemented, and communicated to all patrons. Posters with library usage guidelines are posted in the library. Guidelines are also available on the library's web page. Guidelines and procedures were communicated to the faculty during an in-service presentation, and communicated to students during library orientation conducted through English classes. As procedures are updated or revised, the new information is shared with students and faculty.
Indicator 4: Library usage guidelines and behavior expectation have been established. The written procedures on library posters and on the library's website have been established to prioritize the needs of the school.
Standard 3 Artifacts
libraryrequest.pdf | |
File Size: | 23 kb |
File Type: |
libraryrequest2.pdf | |
File Size: | 21 kb |
File Type: |
revised_dhs_library_rules.docx | |
File Size: | 241 kb |
File Type: | docx |
Standard 4- PROFESSIONALISM and PROGRAMMATIC GROWTH
Indicator 1: I consistently complete, in an effective manner, all administrative responsibilities related to managing the library media program. I completed and submitted my library media program plan, my library supply order, and the library book and audiovisual order before the deadlines established by the library services department.
Indicator 2: I completed and submitted all records on time and with accuracy. Records include the library media program plan, library supply order, and the library book and audiovisual order.
Indicator 3: I use several formal and informal evaluation techniques on a regular basis in making decisions related to improving the library program. l utilize an online suggestion box that is always available. I also consult other teachers and staff on a regular basis.
Indicator 4: I have incorporated and/or planned more than three promotional activities for the library for the school year to support students' mastery of standards. I have book talk activities to introduce students to Open ebooks that are available and to discuss club selected novels. I regularly change the homepage to feature ALA promotions due to virtual learning.
Indicator 5: For the library book and audio-visual order, many multicultural books were ordered to support the interests and diversity in the student body. Additionally, the order included books from all genres.
Indicator 6: In the library, data is used for making decisions regarding resource selection and collection development. Before creating the library book and audiovisual order for the school year, I completed a collection analysis through Follett School Solutions. Lexile scores and book review data was also used in the selection process.
Indicator 2: I completed and submitted all records on time and with accuracy. Records include the library media program plan, library supply order, and the library book and audiovisual order.
Indicator 3: I use several formal and informal evaluation techniques on a regular basis in making decisions related to improving the library program. l utilize an online suggestion box that is always available. I also consult other teachers and staff on a regular basis.
Indicator 4: I have incorporated and/or planned more than three promotional activities for the library for the school year to support students' mastery of standards. I have book talk activities to introduce students to Open ebooks that are available and to discuss club selected novels. I regularly change the homepage to feature ALA promotions due to virtual learning.
Indicator 5: For the library book and audio-visual order, many multicultural books were ordered to support the interests and diversity in the student body. Additionally, the order included books from all genres.
Indicator 6: In the library, data is used for making decisions regarding resource selection and collection development. Before creating the library book and audiovisual order for the school year, I completed a collection analysis through Follett School Solutions. Lexile scores and book review data was also used in the selection process.
Standard 4 Artifacts
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folletbookorder2020.2021.xls | |
File Size: | 49 kb |
File Type: | xls |
titlewavelibraryorderanalysis.pdf | |
File Size: | 576 kb |
File Type: |