Jeanie's Blog

Marjorie L. Pappas, Ph. D., is an Associate Professor at the School Library and Information Technology Online Learning, Mansfield University of Pennsylvania. E-mail: mpappas@mansfield.edu

School library media specialists often post messages on LM_NET and other state listservs I monitor, requesting examples of information that I used to maintain in a management manual when I was a school library media specialist. I started my manual when I was a student in the organization and administration course we all take in library science programs and I kept it current with information gleaned from conferences, workshops, and networking with other school library media specialists. Manuals are easier to maintain today because of networking through listservs and the Internet. In thinking about the requests for information related to policies, job descriptions, cataloging, resource acquisition, etc., I decided a virtual version of this traditional paper manual might be an interesting and useful concept.

SETTING UP MY VIRTUAL MANUAL

My concept of virtual is paperless. Virtual manuals can be maintained without the challenge of adding pages and adjusting page numbers. Virtual manuals can include hyperlinks to information located on the Web. Before starting the development of my manual, I thought about who might access the manual besides the school library media specialist. Library assistants, volunteers, and, occasionally, substitutes should all be able to access this manual. Also, the library media specialist should be able to access the manual when working at home. The best way to achieve that flexibility is to post the manual on the library media center's website or on the school's network, assuming the network is Internet accessible. If a library media center website or network is not available, the concept is still feasible, but a little more challenging, because new versions would need to be loaded on separate computers. Once this decision has been made, the next step is to scan and/or key-in the existing information related to the specific library media center. Following are sections and weblinks to include.

POLICIES

Some policies need to be written to fit the unique needs of a specific library media center, for example, circulation policies that establish the time periods books circulate and the cost for replacing lost books. Other policies, like copyright, are based on federal legislation. Links to Web-based copyright information will be useful to supplement local policies.

POLICY WEBLINKS:

· Complete Copyright. Copyright advisory office Columbia university libraries/information services

· Computer Network/Internet Use Agreement. PDF.Hannibal school District computer/internet usage agreement.

· An example of a comprehensive acceptable use policy for computer and Internet use by students and faculty. <http://www.lucascubs.org/FILES/AUP.pdf >

· Copyright Basics and the Internet. University of New Hampshire School of Law IP Basics: copyright on the internet- Prof. Thomas Field, Jr.

< http://www.cusys.edu/ip/copyright/downloads/Quick-Ref-Chart.pdg > chart of copyright guidelines for schools.

· Lost/Overdue Materials Guidelines.

Library circulation guidelines from Library Services Best Practice Guidelines.

· School Libraries Policies and Procedures. Oneida/Herkimer School Library System Procedure Manual

· Lamar County School Library Media Center Policies and Procedures < http://www.alex.state.al.us/librarymedia/Lamar%20County%20Library%20Media%20Policy1.pdf >

PERSONNEL

The school library media specialist's job description should be posted, but it also would be useful to link to job descriptions for student and parent volunteers. The Web provides examples of job descriptions for this section.

EXAMPLES OF JOB DESCRIPTIONS:

· Certified School Librarians: Duties and Responsibilities. Librarian Duties and Responsibilities, Office of Library Information Services: Baltimore Co. Public Schools

· Job Description: Library Clerk. University of Phoenix: E How Money site from Demand Media, Inc. Job Description for Library Clerk by Kelly Taylor

· Job Description: Media Specialist . Norman Public Schools Library Media Program Procedures Manual, job description

· Librarian and Media Staff Job Descriptions. Idaho State Department of Education: School Librarians Information Manual

· Media Assistant Interview Rubric. Human Resources Hrvinet Library Assistant Interview Questions.

COLLECTION DEVELOPMENT AND ACQUISITIONS

The purchase of resources and technology for the library requires access to information about producers and jobbers.

USEFUL WEBSITES:

· Acquisitions, Collection Maintenance and Electronic Access . International Federation of Library Associations and Institutions, by Sharon Johnson

· School Librarians Directory Resources for School Librarians: Publishers and Vendors; by Linda Bertland

· The Librarian's Yellow Pages. Publisher, periodical, jobber, and vendor links.

· School Library Collection Development. School Library Collection Development Policies: Directory of Books and Websites; Follett Library Resources

FORMS

Examples can help school library media specialists develop the forms for use in the library media center. This is a section that can be developed over time.

EXAMPLES OF FORMS:

· Audio Visual Review Committee Report. Charlotte County Public Schools

· Collaborative Planning. Indiana Learns. Educational Broadcasting Corporation: Concept to Classroom

· Elementary Library Services. Hartford County Public Schools, forms, request from teachers…

· Full-length Feature Films to be Used for Classroom Instruction. Policy 3200 Regulation: Dare County Schools Film use.

· Faculty Recommendation for Library Materials. Tucson Unified School District Form for Teacher Material needs

· Library Monthly Update W. Walworth Harrison Public Library Teacher Materials Request form

· Teacher/Librarian Collaborative Unit: Planning. Document Stock collaborative planning units

· Disaster Preparedness Plan American Library Association Disaster Preparedness Policy For Library

DISTRICT PORTAL AS MANUALS

School library media services in larger school districts have developed excellent portal pages. These portals provide school library media specialists with both instructional and management resources and tools.

EXAMPLES OF PORTALS:

· Resource Handbook for School Librarians Maine Association of School Libraries Handbook

· Baltimore Guidelines Library Management Baltimore County Public Schools Offices guidelines for managing a school library media center.

These virtual manuals and portals enable parents, community members, and other school library professionals to view how school library media specialists manage media centers and teach students to gather and use information. Now all we need is a portal page to the portals.

· JANUARY 2005

· SEPTEMBER 2002

Friday, November 2, 2012

Librarian as Teacher and Learner-Regina 11/2/12

Librarian as Teacher and Learner

As Sara Johns says, "It's time to make some noise." (p2) If we as librarians are to succeed in proving that we are more than just the one who dust the books, we are going to have to make that noise. We are teachers and we do know the Common Core skills that our students are to complete and we do know how to collaborate with our teachers to teach these skills. We do know how to help calm their nerves as they worry about meeting all the requirements for the Common Core Standards. We are teachers. We teach skills, technology, research and how to not plagiarize. We teach our students how to work individually and to cooperate with each other in groups. We encourage our students to be creative and to use our technology to prove their ability to do so. We teach. We are needed and we are worth our school districts money. It was a sad thing to read about the teachers in Valenza's article. I do know if I could fight and defend over and over my position and the need for me as they have had to do. Valenza worries that she may not have "made it perfectly clear that we teach and what we teach." I too worry about that in my job, have I done everything I can to insure that my superiors see the need for me? Do they know what I do as their Librarian? I am the only one who can answer that question. I teach. I need that peace of mind that I have done everything within my power to show that I teach. As the librarian I have to make sure that technology, space, and collaboration are all within my library. Staff and students alike have to be informed of what you have available for them and that you are there to guide them and help in all manners. I like the poster that Valenza made that listed what she did. (p4) That is not a bad idea for all librarians.

In our text "Empowering Learners" we read that we must "evolve from a 20th Century industrial model to a dynamic, fluid environment that promotes high-order thinking." As our libraries become the learning commons we will be moving forward as a fluid environment. We will have provided the open concept of working together in a space that is conductive to learning. We will have provided a space that is virtual as well as physical. One of the actions that is listed is for the media specialist to "create an environment of mutual respect and collaboration."(p32) That is what our libraries today are moving toward in a learning commons and that is what has been accomplished in the video that we viewed on you tube. "CHHS Learning Commons Part 2." That librarian was valued by her principal and staff and students alike. She had worked to make the Learning Commons a space for all to create and learn and use the technology that is readily available to students today and she was successful and I am so glad to see that there is hope for us all if we just push ourselves out there and prove that we do teach and that we are as valuable to our school community. As a manager of the library/learning commons we are the one who brings forward the supplies and provides for the needs of our students and staff. We are the collector, the gardener of weeding, the jobber of all instructional materials in our library. We have purchased, begged, and spent our own monies to insure that everything is there for our 21st Century Learner. We are teachers. Woolls teaches us in chapter 8 how to manage our libraries. From records to weeding we learn that the librarian is the teacher, the lawyer, the collector, the gardener, the purchaser and the house keeper. We wear many hats. We learned that from parents to law enforcement agents are among those we must contend with on top of our teaching duties. I have questions concerning our legal jobs from reading this chapter and will post them at the end of my paper. Woolls teaches of our technology decisions that we will make throughout our careers and that we must make "careful explanation" of everything we do. (p130) Just as we have learned to advocate for our libraries within this class; we must do the same to "implement new technology" for our libraries. In chapter 10 we begin the chapter with the "four components of school library media programs," they are "personnel, materials, equipment and facility." Again we learn that the librarian is responsible for it all. It is beyond me how so many people today can stand up and say that the librarian is not needed. We attend classes to better ourselves in our jobs. To ensure that our students are being taught by the best and that we learn about the very newest of everything just to be able to present it to our staff and students. We learn in the Catone article that education is presented to us online as well as in traditional classroom settings and that more and more the online courses are being utilized by many non traditional students as well as our younger students. The article says that test scores seem to be better from a student who takes courses online but the article could not say why. Canton also gives a "framework for online learning" (p2) that from my prospective is no different than classroom attendance learning, we all must learn the same thing, no matter where we sit and the article backs up my opinion on page three. The article states that how we "apply" what we learn is what is most important. We will need to "adapt" (p3) ourselves to use the "new tools and methods" learned but that too is something all teachers already have learned. The point is that online courses will be used to teach the teacher and "online learning is an adequate stand-in" (p4) for the physical professor but not a replacement all together.

Important questions for you to help me with:-thoughts from Woolls chapter 8.

1) If a parent comes into the library and tells you that she/he does not want their child to read this book or that subject or anything from a certain author or two; what do you say? Do you agree and block the child or do you inform the parent that all books in your library are age appropriate for their child or what? This is not clear in the chapter we read.

2) If the law officer comes in and subpoena's your records of a teacher or student; do you quickly hand them over or do you call in your superintendent? Our chapter was confusing to me on this matter.

3) Do you feel that online learning is less of an education than regular classroom learning or more?

4) Do you have a selection policy in your library for all materials?

Sunday, October 7, 2012

Library as a physical space

Library as a Physical Space

Buffy Hamilton's tour of her learning commons proved to me that my library is not the only one in the world that is running over with students; and I am glad. It seems that on some days I could use twice the space I have and watching her video makes me want more space even more. I know that is not going to happen in my school but I can still wish. Her kids were busy in every square inch of her library. I loved the computer lab being closed off from the noise of the remaining areas and the reading area was so nice. Her students were able to use their own ipads and equipment without restrictions, and the teacher was not having to stroll around at all times to make sure everyone was on task. It was good to see her spaces.

Our libraries as a physical space should be like hers. We need a place for everything and everything in its place; to have organization. The Forest Hills School of Michael Whelton's seemed to me to be a large place but I wonder how many helpers he has. He has an upstairs section that production will be going on in and for me that was an area that I could not physically have. I am alone in my library and I would worry about those students up there staying on task and using the equipment correctly. I know that we have to trust them to do what they are assigned, but , I just can't help but wonder. He seemed excited to have the renovations going on and I could tell from the article that he had it together. It was interesting to read about Follett e-shelf web-based literacy product and how it worked. His students could read at what ever level they were comfortable with and other students or adults would not see the outside of the book to judge. I know how important it is for students to be able to read certain books without others teasing them about the level. His article gave a time line of expectations for completion of the Learning Commons and how to develop one and he completed his article with a statement that I liked and want to share with you. "It is time to transform the school library space into a vibrant learning commons- the 21st Century vision of a dynamic environment for the purpose of information literacy and media." That is what our space should be.

I really hate to be mean but I was bored with Sherri Bryan's video. I kept thinking; did she actually take that long to present her plan to her school board? I was taught that power points were to subsidize your speech and should not be read from. I found myself reading her slides and not listening and had to listen to her presentation several times. She was thorough with her research and information she gave and her steps of transitioning with the use of new technology and showing desired outcomes and how they aligned with her school goals was perfect. She explained the importance of flexible spaces and scheduling in order for our students to succeed in learning. I learned that it is important for both individual and collaborative environments within the learning commons as well as efficient wireless access and ability to showcase production of students assignments whether it is a bulletin board or a stage for plays and skits. I learned that both physical and virtual spaces are a must. Sherri included a list of how we can implement a learning commons and gave the most important aspects in the list. We know there are many more but the fact remains that for a library to become a learning commons we need to transfer spaces from one use to a new use and to make sure everything you can gets put on wheels and to showcase work completed and insure technology is wired or wireless in your space and above all "create an environment of learning." She included a statement from her college professor into her presentation and I like it enough to include it in this blog. By Dr. David Loertscher." A place where the entire school is building knowledge, skills, and interests together."

Hansen displayed to us the differences in a library and a learning commons. By using the compare and contrast method of presentation. She started with the components of a 21st Century learner, teaching us her four types of learning. "Experiential, personalized, collaborative, creative" Hansen explained how these four types of learning are explored in the learning commons. She told us that with the different sections or areas of the learning commons each component would be utilized. Through social learning we would have collaborative learning. The learning commons would be the social hub of the school and formal and informal learning would be accomplished. She showed us how the old authority type environment would become a place that students would show a sense of ownership and pride in their work. That limits of walls and boundaries would no longer be a problem because everything would move to suit the learning that was going on at the time. She explained the knowledge building center and how students could use the wiki type space to contribute and personalize their learning. Comparing the old to the new gave us a new light on the learning commons and how much it is needed.

Tom Corbett said that "as the century unfolds, students will probably rely almost exclusively on electronic resources." My first thought (before I finished the article) was I hope not. As we read on he explains how not everyone understands that all information is not free on the web and that it is not going to be an easy thing to have the whole library to "fit into the palm of your hand" and that the transformation of the libraries is already going on. It is already going on in a lot of schools and we are having to adjust our space as best we can until funds are available for us to do a complete transformation from library to learning commons learning environment. He explains goals for Cushing Academy and hopefully us too. Corbett discusses with us the need for the physical space of the library to change to meet the requirements of new technology such as students ipads. He also says that the space will still need to have formal reading "quiet" space and "vibrant space for collaboration" Through is entire article he persists that physical changes will be needed but the digital space is where the serious research will be taking place and that change will have to be accommodated. This will require proper staffing of the learning commons. If everything that we have discussed and read so far are to come about it will require more than one staff member to fulfill the needs of our students. As the Library Media Specialist conducts more collaborative teaching we will need others to help students with the new technology uses. We will have to make sure our teachers are trained with the new technology as well. Making sure our staff members are able to work well together and with those teachers is a must. In our text; Empowering Learners; we are given some guidelines to help us with ensuring our staff and ourselves can meet the needs of our students and teachers. We will have to write job descriptions that give clear instructions of expectations, provide the training, as well as analyze our programs to make our library the learning commons. The learning space guidelines are also in this same text. The actions for the school librarian to accomplish will guide them towards the most useful library space. Things such as designing the learning spaces and providing that space as well as the technology needs are just a few of the several listed to accomplish. Woolls states that "the success of any media program depends on the staff and the collection. Yet, the ambiance of the facility sets the stage." While reading this chapter I was overwhelmed with the responsibility of the librarian through the different opportunities that were discussed. Designing a new library seems to be easier than remodeling or moving a library. With a new building you will decide before construction how you want it to look and the areas of learning to be placed and I know that budget is less restricted in a new construction making it less stressful. With the remodel, the budget will likely be the most stressful part of the work. Most of the time remodels are afterthoughts. The budget is much less and the existing space is limited by the ability to move walls and move out during construction. We want the space to accommodate all the learning styles of our future students yet be pleasant enough for quiet time. Woolls also explains the managing of personnel to us. How volunteers are nice but not reliable and require more training and correcting personnel takes a special personality of the librarian. Woolls explains responsibilities of the librarian and how motivating the staff can be beneficial to all. It takes a lot of work to make the library a smooth running learning environment and the librarian is the center of that work. Managing of the staff includes the administration as well as teachers and students. Planning is the key to being successful at managing them all well.

Through our articles this week and in previous assignments we conclude that transition of our existing space into a learning environment set to accommodate all the levels and styles and abilities is not easy task but one that I am sure everyone would be ready to take on.

1) Of the libraries discussed in Woolls, which one would you rather do? Build from scratch or remodel?

2) In Empowering Learners, we were given a list of guidelines to help with managing staff. Do you have other suggestions for managing staff than what was listed?

3) Presentations are everyone different. Do you think the compare and contrast form gives the best details of constructing a learning commons needs?

Friday, September 21, 2012

Advocacy Blog-due Sept. 24th

Advocacy and Leadership

In reading the articles assigned for this week I learned that I am behind in more ways than one. I do not feel that I have been the leader that I need to be. In "Woolls" chapter 15 and in "Johnson's" article I found that I should belong to at least one national association. Just recently I joined our MSTA ( Missouri State Teachers Assoication) and our local CTA ( Community Teachers Association) and did not see a need to bother with anything else at this time. I did have plans to join MASL before the physical year was over, but I did not think it would be a big deal if I waited. After reading the article and the text; I see a need and wonder why I was never told before that it was important. I will take care of both MASL and AASL as quick as possible. I read that having these associations behind me is a good thing. They advocate for me in our legislation and our libraries need every spoken word available to remain a viable part of the school system. I also learned from "Johnson" that I can't complain about anything if I am not there as a member to help back the Association. "Woolls" mentioned the benifits and down sides if we don't have these associations available. She also explained that it can be expensive, but worth it in the end. Mr. Johnson complained about the cost but paid dues anyway. They both helped me understand the need.

I also learned that marketing my library is a must if I want to keep my library's head above water during budget cuts at the district level. I never thought that there could be a time that the library would be so expendable. "Dowd" explained marketing to me and the importance of not waiting to market myself and my library. She also explained Godin's theory in a manner that I could understand what he was trying to get across to the public. He isn't such a bad man afterall. "Woolls" explained just how to market the library and steps that I could use to complete the process. She said to market yourself and your library before a situation came up that could mean your not needed. She explained that by informing the school community and the outside community of your worth ahead of time will help to forgo a chance of being considered as a cut. I plan to put that information to good use. We have a senior citizen luncheon that goes on here in our town monthly and the people who attend would be one of my best assests. "Woolls" suggested a presentation with slides so that folks could see just what does go on in the library and to show how we are needed. I plan to do that. Another thing I plan to do is copy and post in my library the "50 ways to succeed @ your library," She said that most of these were at little or no cost but could help me "become the professional" that I should be. "Empowering Learning Through Leadership" gave me more guidelines to help me succeed. Actions the library specialist can do, how to build relationships with staff and administration, and how to grow in a global society by making the "move toward a more connected, collaborative form of leadership." The text give characteristics of a good leader and how that leader can plan for the future by "retooling, continuously reflecting on progress and building our learning environment that supports the skills students need." I was glad to read these chapters and articles!

"Hamilton's" article reinforced or backed up what "Dowd" had said in her article. We may be the ones missing the point and not Seth Godin. With both the articles explaining his meaning and reasoning for his opinions it just made it easier to understand that I have to be the one to focus on the "learning process" of our students and not just the keeper of the items. I think by starting with the presentation at the luncheon I can make myself and my library more visible. "Sara Johns" article gave me a visual through reading of a way to make the things that go on in the library visible. Her story of Rebecca and her one single goal for her evaluation was a joy to read. She used what could have been a difficult evaluation and turned it into a positive marketing situation and continued the process quarterly. Way to go Rebecca; you showed everyone why you were needed!

"Kimberly Shearers'" article was short but upbeat! She started with Facebook and flowed into technology and the Common Core Standards. I do not know much about these standards and how they will affect the library, but she explains how the librarian will help the students "connect" technology and creativity. She tells me that our students will have to be a master of technology, evaluate themselves and information, collaborate with others but most of all be readers. Sounds like our 21st Century Standards to me. Ms. Shearer explains that students will not have to worry that the professional will be by their side. The librarian.

" The Daring Librarian", what a wonderful change to just reading an article. Being transparent and visible at the same time and using the fashionista in all of us to present it was fun. "Jones" explains eight social medias that could make your library visible. She suggest that we start with a wiki. She said they were "free to the educator and easy to create." That is good news. Expect for this class I had never heard of a blog, now she adds twitter, flicker and G+. Facebook is something that I have never heard anything good about and have never joined it. Google+ I learned to use within my classes here at UCMO. Linkedin, she calls the "yellow book". Another one that is new to me. She informs me that it is a "funnel" and one that we can all use when we are searching for a specific topic. Youtube and Google Apps are last to be explained and she explains how we can use these in the library as well. Such an easy read, with so much information packed into it and thought provoking questions at the end. This article rocked!

Three Questions:

1) What can we add to the marketing strategies given that may help everyone promote their library?

2) Of the 8 social medias suggested by "Jones" which one would you suggest to NOT be used in the High School Library?

3) Will we have straight forward guidelines from the Common Core Standards for the Library?

Sunday, September 9, 2012

The Library and the Educational Environment

As a current Librarian I am the one who wants everything. I want our students to read all the time and I want them to have everything they need to accomplish their task and I want it now. I will always want for them. Today after reading the articles and the chapter in our text, I wonder just how long it is going to take someone to go before our Department of Secondary and Elementary Education and say -We don't need those Libraries anymore.

I was disturbed by the comments added to Andra Brichacek's article. There seemed to be way too many that didn't think the building/library was really needed. I can't help but believe that no matter what new technology we invent, we will still need our libraries. I WANT that building. I WANT that opportunity for my students to be able to come in and smile when they find the right book, or show me their paper they did well on because they did the research in the library. I am glad that major libraries will have their holdings online-FREE. Benefits go beyond the holding of an actual book in your hand. Our home environment provides access to as much information as one can use and receiving help using the resources is something a Nook can't provide. Having others near by to collaborate with is one of the essentials to learning and knowing that you can come in and sit down for an hour and study with help just around the corner is such a relief for many students who do not have Internet access at home.

I want my students to remember the things from the past so they can excel in the future. I know that the items listed by Stephan Abram in his article are gone or on their way out and it is sad to see some of them leave. He mentioned Standardized test. I can't believe I agree with him, but I do. Such a poor way to check our students understanding. I want our students to see school as a pleasure and not as a "drudgery" as he called it. In Valenzas' manifesto the first note she had was "Some administrators have never seen a vibrant library program." I want all administrators to know that the library is a vital organ to their school system and know the need to finance the changes to come in order for our students to not need that standardized test. I feel we in the library play that big of a role in our students lives.

In her manifesto she speaks of a new librarian who wants to know "what does a school librarian do?" We need to hook her up to our text book that colorfully demonstrates "A day in the life of a High School Media Specialist."(34-35) That section made me so tired. She was called a director and that sure fit her massive job. Libraries of the past were small with no quiet areas, offices or media rooms. The person who cared for the library would have a time keeping up with our "director/Librarian" of today. I want to remember the struggles of those past librarians so that I can welcome the new changes that are in store for me in the future.

There are so many changes in our libraries today that it is hard to keep up with them all. We find Standards moving to Common Core. Expectations of students to go from learning to read to presentation of learned content using more than their paper and pencil. It is coming to the "survival of the fittest" form. If my library is to keep up, I will have to WANT for more. If I am to keep up, I will have to WANT and EARN more knowledge.

Works Cited

Abram, Stephen. "15 educational experiences my granddaughter won't have ." Stephen's Lighthouse,

8 May 2012. Web. 5 June 2012.

http://stephenslighthouse.com/2012/05/08/15.educational.experiences-my-granddaughter-wont-have/

Brichacek, Andra. "READERS RESPOND: Do school still need brick-and-mortar libraries?"

ISTE Community Ning, 17 Aug. 2009.Web.27 May 2011

http://www.iste-community.org/group/land/forum/topics/readers-respond-do-schools.

Hay, Lyn, and Ross J. Todd. School Libraries 21c. Rep. NSW Department of Education and

Training, 2010. Web. 30 May 2012.

http://www.curriculumsupport.education.nsw.gov.au/schoollibraries/assets/pdf/21c_report.pdf.

Valenza, Joyce. "A Revised Manifesto." Never Ending Search 3 Dec. 2010. Web. 27 May 2011.

http://blog.schoollibraryjournal.com/neverendingsearch/2010/12/03/a-revised-manifesto.

Woolls, Blanche. The School Library Media Manager. Westport, CT: Libraries Unlimited, 2008.

Print.

Three Questions:

What do you think will take the place of Standardized testing and the EOC's (End of Course) testing?

How can I incorporate Skype into my library program?

How do I convince my Technology Director of our need for a more open web?

Sunday, September 2, 2012

Standards Presentation

Saturday, August 25, 2012

Getting Started w/ Library Administration

Hello,

     I am Regina Johnson (jeanie).   I am currently the librarian at the East Prairie High School.
Our library is a 7-12 library and we are a small school in Southeast Missouri. I love being in the library !    I began my career as a FACS teacher and was doing that for 13 years.    I was ready for a change and when the job came open in East Prairie I was glad to be given the opportunity to work back in my hometown.   (I have always worked 2-6 hours away from home).   I have been given ample time to get my Library Certification and have tried to get the Certification through the Praxis.   Not a good idea.    I feel I wasted too much of my "ample" time on that very hard test.    I am now going to do the right thing and get my degree in Library Science through classes.   The library and I are the perfect match.   I love a quiet room, to see students actually study, and to be able to help with research.   I currently do not belong to any professional organizations although I do plan to join MASL before this year is out.   I don't have a favorite database, mainly because there is so much blocked in our library by our technician.   EBSCO is used in the library; but I know there is bound to be so much more that would help my kids.   Will have to work on that as I learn more from my fellow classmates and these college classes.

     I am not familiar with the 2.0 world; but there again I believe that I will learn more about it as my years at college go on.

    I set up my first Skype due to requirements of this class and I am glad I did.   My first grandchild just left for college and I will be able to skype with her!   I do not have a Web cam, have never twittered, and I have no idea what a screencast is.

   I am familiar with the 21st Century Learner and the Common Core Standards.

   I do hope that my classmates are patient with me and can help me with the new technology that we will be using in this and future classes.

   I wish the best for all my classmates.     Jeanie

Saturday, December 1, 2012

Regina's Policies and Manual Project Fall 2012 LIS5240