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Creekview High School Media
Center Annual Report May 2011
Buffy Hamilton and Roxanne Johnson, School Library Media Specialists




   1550 OWENS STORE ROAD, CANTON, GA 30115 || 770-720-7600
          HTTP://THEUNQUIETLIBRARY.LIBGUIDES.COM
Creekview High School Media Center
                                                                       Annual Report May 2011
                                                            Part I: Roles and Responsibilities as Leader s

                                                            The Unquiet Library has demonstrated leadership through its focus on helping teachers and
                                                            students take an inquiry, participatory stance on learning and by collaborating with teachers
                                                            and students to integrate digital, new media, and information literacy skills seamlessly into
                                                            content area studies in 2010-11. This leadership is evident in the collaboratively planned
                                                            instructional units between the library and classroom teachers (which will be outlined in more
                                                            detail in the Teacher and Instructional Partner sections of this report) as well as professional
                                                            learning activities and resources designed by library staff.

                                                            In November 2010, the library and faculty members worked together to present a workshop on
                                                            integrating blogs and wikis into the classroom for engaged learning. What led to this learning
                                                            event? In August 2010, Buffy Hamilton reflected on her “ Unquiet Librarian” blog how
                                                            the Media 21 learning initiative has not only impacted student learning but has also sparked
                                                            additional collaborative partnerships with faculty members that emphasize information, digital,
                                                            and new media literacies while providing students the opportunity to think critically and create
                                                            content to reflect their key insights and learning. Hamilton’s focus in 2010-11 has been on
                                                            brainstorming with teachers to help them find new ways of redesigning projects, learning
Creekview High School Media Center Annual Report May 2011




                                                            activities, and assessment tools to emphasize inquiry, collaborative knowledge building, critical
                                                            thought, and alternate ways of representing knowledge; consequently, more teachers in
                                                            multiple content areas have been exploring how technology tools for learning like blogs, wikis,
                                                            and multimedia web 2.0 applications can support these kinds of learning experiences. Not only
                                                            did Hamilton create research pathfinders on the library’s LibGuides platform and provide
                                                            technical assistance to support these projects, but she has also provided hands on instruction
                                                            to teachers and students in learning how to utilize these tools. Even more exciting, teachers
                                                            have gained confidence not only in these tools introduced to them by Hamilton, but they are
                                                            exploring other resources for learning on their own and sharing how they are integrating those
                                                            applications with the library as well as fellow department faculty.

                                                            Dr. Bob Eddy asked the library to develop an hour-long workshop for the November 2
                                                            professional development day. Hamilton decided to focus on blogs and wikis for the workshop
                                                            since those have been the most popular platforms this fall; in addition, she decided it would be
                                                            more powerful for the faculty to hear from their fellow teachers, my new experts in residence,
                                                            than just her.


                      1
About a quarter of our faculty arrived at 10AM (some had other commitments to additional
         meetings), including principal, Dr. Bob Eddy! Hamilton kicked off the workshop with a fifteen
                                                              minute conversation about the principles
                                                              of learning and today’s information
                                                              landscape that are shaping today’s
                                                              classrooms; rather than reinventing the
                                                              wheel, Hamilton used Kim Cofino’s
                                                              fantastic 21st Century
                                                              Classroom slidedeck to facilitate that
                                                              conversation with faculty .

                                                                The focus was on how learning goals and
                                                                benchmarks drive the instructional design
                                                                in the collaboration process; rather than
                                                                focusing on the “shiny” of technology,
                                                                Hamilton emphasized that curriculum and
                                                                standards for learning drive technology
                                                                integration. The other focal point
                                                                Hamilton’s talk emphasized how
                                                                traditional and emerging literacies speak
F IGURE 1: P ARTICIPATORY PROFESSIONAL DEVELOPMENT
                                                                to each other under the larger umbrella of
         transliteracy and how integrating these literacies into all content areas is a shared responsibility
         we all must take on to close the participation gap.




                                                                                                                Creekview High School Media Center Annual Report May 2011 |
         For the next forty-five minutes, the spotlight was on five teachers [Lisa Kennedy, English; Mary
         Panik, Science; Jason Hubbard, Career Tech;
         Meagan Biello, Social Studies; Susan Lester,
         English] who agreed to help lead the
         workshop as they shared their collaborative
         learning projects facilitated by the library, the
         positive outcomes, and the challenges they
         encountered. Each teacher was passionate,
         honest, and eloquent as he/she shared the
         impact on student learning, tips for replicating
         or adapting their projects, ideas for future      F IGURE 2: PD W IKI
         collaborative learning experiences supported
         by the library, and how they worked with me to implement new strategies for teaching and
         learning. The workshop generated discussion and questions that led our session to last about
         an additional twenty minutes beyond the planned hour, but not a single attendee left early.

                                                                                                                     2
These teachers articulating and sharing their processes is the ultimate hallmark of learning as
                                                            they are now budding experts who can support other teachers who want to design innovative
                                                            learning experiences for students that meld together project based learning, inquiry, collective
                                                            knowledge building, and multiple literacies. Hamilton reflected, “I have no doubt that the
                                                            teacher perspective they brought to the table today was the most powerful testimonial I could
                                                            provide other faculty members; in addition, I included student videos sharing their perspectives
                                                            on our presentation wiki (today was a student holiday and they were not on campus to
                                                            participate). It was truly a pleasure to solicit the participation of my teachers and to share
                                                            ownership of the workshop with these faculty members as their instructional leadership will
                                                            help us, the library, scale out these conversations for learning.” As the workshop ended, several
                                                            teachers met with Hamilton and Roxanne Johnson to schedule planning time to get started on
                                                            new projects to integrate the learning principles and tools explored in the session; the
                                                            workshop resulted in new partnerships for student learning during the second semester of the
                                                            2010-11 academic year.

                                                            Hamilton also initiated and coordinated a professional learning opportunity for teachers
                                                            interested in creating a hybrid classroom for 2010-11 by inviting Dan Gagnon, Cherokee High
                                                            Social Studies teacher and CCSD Moodle instructor, to provide a 2 hour workshop on Moodle
                                                            basics. Hamilton and Johnson, along with teachers Susan Lester, Lisa Kennedy, Deborah Frost,
                                                            John Bradford, Meagan Biello, and Brenda Guyer, attended the May 2011 sessions and will be
                                                            working with Hamilton and Johnson to
                                                            grow their Moodle virtual classrooms to
Creekview High School Media Center Annual Report May 2011




                                                            support the day to day learning
                                                            experiences in the face to face learning
                                                            environment; in addition, Hamilton and
                                                            Johnson hope to utilize the Moodle
                                                            classrooms as a new means to embed
                                                            themselves in the learning spaces of
                                                            classroom teachers and students to
                                                            provide richer support for instructional        F IGURE 3: M OODLE T RAINING , M AY 2011
                                                            design as well as formative and summative
                                                            assessment of student learning. Hamilton is also working with Kennedy and Lester to
                                                            spearhead a 1:1 computing project that will put either a netbook or tablet device in the hands
                                                            of selected class sections to pilot a learning environment that will support their work of the last
                                                            two years to create a “networked learner” environment in which students are actively engaging
                                                            in inquiry, ongoing research, and content creation as part of a participatory learning
                                                            environment in which students are sharing greater ownership of learning goals and content.



                      3
The library was recognized in August 2010 as one of two “exemplary” high school media
      programs in the state of Georgia (please see
      http://www.theunquietlibrary.libguides.com/exemplary for more information). Library Media
                                           Specialists and GaDOE staff select the recipients based on
                                           the school’s written application, the
                                           principal’s narrative, a possible telephone
                                           interview, and a probable on-site visit. This
                                           program is an opportunity to describe how
                                           the Library Media Program is meeting school
                                           improvement goals and improving
                                           student achievement. Use a free QR code
                                           scanner to read the QR code to the right to      F IGURE 4: A WARD
  F IGURE 5: E XEMPLARY PROGRAM
                                           see a video of Hamilton and Johnson              V IDEO
  AWARD
     accepting the Exemplary Media Program 2010 award.

     Hamilton and Johnson also demonstrate leadership through by continually growing their
     professional growth through traditional and emerging learning spaces. Johnson utilizes
     professional journals like Booklist and professional list servs, including the Georgia Library
     Media list serv, to stay current; in addition, she has attended district media specialist meetings
     this past year; she was also recognized as Teacher of the Month in December 2010.

       Hamilton, whose instructional leadership was reflected in her being one of six finalists for CVHS




                                                                                                           Creekview High School Media Center Annual Report May 2011 |
                              Teacher of the Year 2010, uses professional journals as well as
                              Twitter, Facebook, Skype, and RSS feeds in her Google Reader and
                              iGoogle learning spaces to connect with educators and librarians
                              around the world to grow her professional knowledge and practice;
                              she also speaks nationally and internationally as a keynote speaker
                              and workshop presenter at library conferences. Hamilton was
                              recognized in March 2011 by Library Journal for her work as a “change
F IGURE 6: M OVER AND S HAKER agent” in the profession in the 2011 edition of Movers and Shakers. In
                              addition, Hamilton received additional professional recognition as:

     2011 American Library Association (ALA) Office for Information Technology Policy (OITP) Cutting
     Edge Library Service Award
     2010-11 GLMA/GAIT Georgia Library Media Association/Georgia Association for Instructional
     Technology School Library Media Specialist of the Year
     National School Boards Association Technology Leadership Network "20 to Watch" 2010
     Tech and Learning's 100@30: Future Leader


                                                                                                                4
“I never dreamed I would try some of the most cutting-edge
                                                                                                                  technological advances in communication and education that I
                                                                                                                  have this year. If it were not for our media center the “Unquiet
                                                            Part 2: Instructional Partner                         Library” and the techno maven, Buffy Hamilton, I wouldn’t even
                                                                                                                  attempt it! With her expertise, patience and constant
                                                                                                                  encouragement I have learned more this year through our media
                                                            During 2010-11, The Unquiet Library has been          center than I have since my Teach 21 days! Ms. Hamilton’s
                                                            guided by three essential sets of questions as we     excitement incorporating modern media into the classroom is
                                                                                                                  positively infectious. She had me completely captivated when we
                                                            have contemplated the work in our collaborative       began Environmental Science first semester with our Wiki Project
                                                            partnerships with teachers and students?              of the Gulf Oil Spill tragedy. The students were so excited to
                                                                                                                  begin the year with such a nonconformist learning experience.
                                                                                                                  We all learned new things from each other every single day.
                                                            1. What did they (your patrons or those you           The next adventure was aboard the Joides Resolution off the
                                                            serve) learn through your library program and the     coast of New Zealand. Yes! You heard me right!

                                                            conversations for learning you facilitated? What
                                                            do you hope they will learn in 2011?
                                                            2. How do we know what they learned? What
                                                            tools did you use for assessment? Did the patrons
                                                            engage in metacognition and self-reflection on
                                                            what they learned?
                                                            3. How are you privileging and honoring what
                                                            they learned? Where are their stories of learning
                                                            shared in your physical and virtual library spaces?
                                                                                                                  F IGURE 7: L IB G UIDE P AGE FOR S KYPE V ISIT

                                                            We use tools like Google Forms, video, blogging
                                                                                                                  My Earth Systems classes and I arranged a Skype session with the
                                                            at WordPress, Poll Everywhere, information            loving guidance of Ms. Hamilton. Many of us had never tried this
                                                            dashboards created with Netvibes, multigenre          before and were so eager to be a part of this new exploration.
                                                                                                                  The scientists aboard the JR were drilling over Hot Spot areas for
Creekview High School Media Center Annual Report May 2011




                                                            elements, wikis, Google Docs, and digital             core samples of volcanic material. We were treated to a real time
                                                            portfolios as formative and summative                 tour of the ship including the research areas, labs, and the core
                                                                                                                  drill itself. For approximately an hour the students were able to
                                                            assessment tools. We share stories of learning        ask questions and interact with these scientists while they were
                                                            through our library YouTube Channel, our student      on the job doing actual scientific investigation. What a thrill!

                                                            work SlideShare account, our library blog, class      With Ms. Buffy’s support I wrapped up the year with another
                                                                                                                  Wiki Project for my Earth Systems classes on Natural Disasters.
                                                            Wikispaces pages that we facilitated for teachers     Because of my previous experience, I was able to be more
                                                            and students, and our mulitmedia monthly              prepared, organized and helpful to my students. I also believe
                                                                                                                  their performance was much better this time and they learned
                                                            reports hosted at LibGuides to showcase student       much more than I would have imagined. They thoroughly enjoyed
                                                            work and to share videos of students telling their    this project and were begging me to allow them to continue on
                                                                                                                  with another topic!
                                                            stories of learning; in our physical space,
                                                            students’ work was shared throughout the library      Of course none of these wonderful activities would have been
                                                                                                                  conceivable had it not been for the brilliance and creativity of our
                                                            through assorted displays and “walls” of hanging      Media Specialist. As teachers and students we are blessed with a
                                                            student work to showcase their learning artifacts.    county that treats education as a top priority. They allow
                                                                                                                  education entrepreneurs like Buffy Hamilton to purchase the
                                                            By focusing on what students are learning, we         equipment and software which supports the art of technology in
                                                            learn from their insights—what is working and         and out of the classroom. In my 13 years of teaching I have never
                                                                                                                  encountered a more helpful or knowledgeable colleague than
                                                            not working with my teaching methods, emerging        Ms. Buffy Hamilton. What I have learned from her will stay with
                                                                                                                  me throughout my entire career. “
                                                                                                                  Mary Panik, Science Department
                      5
patterns of gaps in understanding, student strengths, and new topics for exploration.

 By paying more attention to what students are learning, we have a clearer insight into how we
 are applying the ideas and principles of learning, multiple literacies, and information fluency
 we’re reading about in journals, blogs, Tweets, and professional books as well as concepts
 we’re dwelling in more deeply like participatory librarianship-learning and transliteracy. In
 2011-12, student work, learning artifacts, and stories of learning will take an even more
 prominent place not only in our monthly multimedia
 reports but also in each research guide we create in
 collaboration with teachers and students.
                                                                “As a teacher who is somewhat
                                                           challenged with the recent explosion of
 So what are some of the key learnings of                      technology, Buffy’s help has been
 Creekview High School students in 2010?                         invaluable to me as I integrate
 Here is a sampler:                                           technology into my classroom in an
 How to effectively use social media tools,                 attempt to prepare students for the
    such as blogs, wikis, and social                       world that awaits them. Buffy goes out
    bookmarking to reflect, share, and                      of her way to prepare student- friendly
    collaboratively construct knowledge.                    pathways of research and to assist the
 How to use cloud computing and social                             teachers along the way.”
    media tools to organize information
    resources, to collaborate with classmates,                 Katy McManus, Foreign Language
    and to share their learning process within and                        Department




                                                                                                      Creekview High School Media Center Annual Report May 2011 |
    outside of our school community.
 How to create their own subject guides or “research
    pathfinders.”
 How to represent key learnings through traditional texts and new media.
 How to more thoughtfully and purposefully evaluate traditional and emerging authoritative
    information sources
 How to use writing as a tool for reflection and metacognition through individual learning
    blogs.
 How to demonstrate digital citizenship through the ethical use of information and through
    the use of tools like Creative Commons licensed media.
 How to engage in inquiry based learning as a community of learners.
 How to create an individualized personal learning environment or information dashboard for
    curating resources on a topic of interest or research using Symbaloo and Netvibes.
 How to use eReaders and eBooks to support a love for reading.
 How to discover an expert on a topic, evaluate that person’s credentials, and conduct a
    professional interview with that expert.


                                                                                                           6
   How to create visually interesting presentations (presentation zen) that are content rich and
                                                                how to deliver those insights effectively to their peers.

                                                            What does this picture of learning look like in terms of the AASL Standards for 21st Century
                                                            Learners?
                                                             1.1.2: Use prior and background knowledge as a
                                                               context for new learning
                                                             1.1.4: Find, evaluate, and select appropriate sources
                                                               to answer questions
                                                             1.1.6: Read, view, and listen for information in any
                                                               format in order to make inferences and gather
                                                               meaning
                                                             1.1.8: Demonstrate mastery of technology tools for
                                                               accessing information and pursuing inquiry.
                                                             1.1.9: Collaborate with others to broaden and deepen understanding
                                                             2.1.1: Continue an inquiry based research process by applying critical thinking skills to
                                                               information and knowledge in order to construct new understandings, draw conclusions,
                                                               and create new knowledge.
                                                             2.1.2: Organize information so that it is useful
                                                             2.1.4: Use technology and other information tools to analyze and organize information
                                                             2.1.5: Collaborate with others to exchange ideas, develop new understandings, make
                                                               decisions, and solve problems
Creekview High School Media Center Annual Report May 2011




                                                             2.1.6: Use the writing process, media and visual literacy, and technology skills to create
                                                               products that express new understandings
                                                             3.1.1: Conclude an inquiry-based research process by sharing new understandings and
                                                               reflecting on the learning
                                                             3.1.2: Participate and collaborate as a member of a social and intellectual network of
                                                               learners
                                                             3.1.5: Connect learning to community issues
                                                             3.1.6: Use information and technology ethically and responsibly
                                                             4..1.2: Read widely and fluently to make connections with self, the world, and previous
                                                               reading
                                                             4.1.3: Respond to literature and creative expressions of ideas in various formats and genres.
                                                             4.1.6: Organize personal knowledge in a way that can be called upon easily.
                                                             4.1.7: Use social networks and network tools to gather and share information.
                                                             4.1.8: Use creative and artistic formats to express personal learning.




                      7
In the last academic year, The Unquiet Library has continued to help our students create a
        learning environment larger than just our library; several students reflected, “…my
        learning environment is the world.” Students learned ways of connecting and transacting with
        information through many modes and points of access as well as strategies for organizing those
        resources and creating content. Students learn that the library is a place where questions and
        risk-taking are valued and that their contributions to conversations for learning are respected
        and valued.




                                                                                                               Creekview High School Media Center Annual Report May 2011 |
        This focus on student learning is reflected in our mindmap of program goals and themes for
        2010-11 created in Mindomo (available at http://bit.ly/lJRn8q). Although we fell short of
                           incorporating gaming into instructional partnerships for learning and hope to
                           revisit that goal in 2011-12, we succeeded in our efforts to implement
                           ereaders with our Kindle program (see
                           http://www.theunquietlibrary.libguides.com/kindles for full text and
                           multimedia documentation), our focus on student content creation, greater
                           student reflection and evaluation on the use of specific information sources,
                           an increased emphasis on students creating alternate genres of learning
F IGURE 8: M OBILE L EARNING @   artifacts, mobile resources for learning, and the increased presence of the
T HE U NQUIET L IBRARY           librarian as an embedded co-teacher in the classrooms of with our




                                                                                                                    8
“The school library
                                                                                                         collaborating teachers. The library cultivated richer
                                                                 media program is                        partnerships with a pool of faculty that built on the
                                                                 guided by regular                       pedagogical principles of the Media 21
                                                                                                         http://theunquietlibrary.libguides.com/media21 ]from 2009-10.
                                                            assessment of student
                                                                                                         We also met our goal of taking a more active role in the
                                                            learning to ensure the                       assessment of student work. While we
                                                                                                         continued our previous work in helping
                                                            program is meeting its
                                                                                                         teachers develop rubrics and evaluating
                                                                           goals.”                       student work, the library placed a greater
                                                                                                         emphasis on formative assessments in
                                                            Empowering Learners, Guidelines for School
                                                                            Library Media Programs,
                                                                                                             2010-11. The use of tools like the shared F IGURE 9: NOODLETOOLS
                                                                                                                                                          FOR ASSESSMENT
                                                                                                             assignment dropbox in NoodleTools,
                                                             American Association of School Librarians, 2009
                                                                                                             presearch graphic organizers, peer review of digital research
                                                                                                             projects, discussion and commenting tools in
                                                                                                             Google Docs, and more specific video and
                                                                                                             written reflections (with more specific
                                                             scaffolding by the classroom teacher and librarian) by students were new
                                                             strategies we incorporated into the learning process.

                                                             We also introduced Flubaroo to English teacher Lisa Kennedy, who incorporated          F IGURE 10: V IDEO
                                                             the grading script into a Google Form she created for her final exams, a               I NTERVIEW ON G RAPHIC
                                                             summative assessment, in May 2011. Not only could Ms. Kennedy get the results OSSESSMENT FOR
                                                                                                                                                    A
                                                                                                                                                       RGANIZERS
Creekview High School Media Center Annual Report May 2011




                                                             of her exams quickly, but we discovered we could easily generate an analysis of
                                                             each test item and use the data not only to reflect on student learning for this past semester,
                                                                                                                but we realized we had collected data we
                                                                                                                could share with the students’ upcoming
                                                                                                                senior English teachers in July to help the
                                                                                                                department pinpoint student strengths and
                                                                                                                weaknesses.

                                                                                                                       In addition, the increased number of student
                                                                                                                       projects shared openly and transparently via
                                                                                                                       Wikispaces and Google Docs has increased
                                                                                                                       dramatically this past academic year;
                                                                                                                       consequently, the opportunity for peer
                                                                                                                       review and for other teachers to see student
                                                             work is a powerful one.




                      9
Part 3: Information Specialist

Technology integration/inclusion in instruction

Technology continues to play a major role in library instruction at Creekview High School and
transparency of our practice at The Unquiet Library. In addition, we continued to tap into the
powers of Wikispaces, YouTube, Flickr, LibGuides, WordPress, Facebook, and Twitter to
                                          communicate with our patrons and to facilitate
                                          instruction. Our media center blog, “The Unquiet
                                          Library Blog”, continues to be popular. We use our
     “The library’s staff and             blog, Facebook, and Twitter accounts for posting
     resources support my                 announcements, favorite resources, podcasts, videos,
     world literature class               and RSS feeds to our favorite resources. Our
     with expert instruction              LibGuides portal,
                                          http://theunquietlibrary.libguides.com, is our primary
     in the use of digital and
                                          platform for creating research guides/pathfinders for
     print materials. The
                                          every collaborative project we create with teachers
     only reason we can                   and students; LibGuides is the cornerstone for
     infuse our classes with              housing our instructional resources and information
     web 2.0 tools is                     sources for each collaborative project.
    because of our library.               Use of electronic resources
    Our students are
                                          Our databases are valuable information sources for




                                                                                                   Creekview High School Media Center Annual Report May 2011 |
    beginning to                          our students providing organized information portals
    understand how they                   to reference articles, periodicals, videos, podcasts,
    will be expected to                   primary sources, images, and statistics. Our Gale
    learn and to                          databases are accessible 24/7 through a regular
    demonstrate what they                 computer or through a mobile device with the free
                                          Gale AccessMyLibrary mobile app. We now feature
    have learned all
                                          over 300 titles in our Gale Virtual Reference Library;
    because of the
                                          additional library purchased databases include Gale
    teamwork between the                  Global Issues in Context and Gale Literature Resource
    classroom and the                     Center; the Cherokee County School District provides
    library.”                             our students access to Gale Discovering Collection
    Susan Lester, English                 and Opposing Viewpoints in Context.
    Department




                                                                                                   10
Gale Database Usage,                                               August, 2758

                                                            2010-11                                                                        September, 1464
                                                                                                                                                       October, 2533

                                                                                                                                                       November,
                                                                                                                                                         2554
                                                                        Total, 25610
                                                                                                                                                           December,
                                                                                                                                                             1015
                                                                                                                                          January , 3090


                                                                                                                                     February , 3818


                                                                                                                       March, 4447




                                                                                           May, 1425   April , 2506


                                                            Although our GALE databases continue to be very popular for student research, usage dropped
                                                            by approximately 10,000 sessions in 2009-10. In 2007-08, our total GALE was 37, 752; our total
                                                            GALE usage was 35,948 for 2008-09. Our total GALE database usage for 2009-10 was 36, 950;
                                                            this year’s usage is 25, 610. Reasons for this drop in usage may include but are not limited to:

                                                                   The introduction of the Sweet Search Engine for Students across multiple subject areas,
                                                                   which has been popular with many students
Creekview High School Media Center Annual Report May 2011




                                                                   The introduction of the district provided Facts on File streaming video database
                                                                   Continued usage of Google News
                                                                   A shift in some research assignments from teachers that traditionally relied more
                                                                   heavily upon Gale Virtual Reference Library
                                                                   A decrease in the number of science and social studies teachers utilizing library
                                                                   resources in 2010-11
                                                                   An increase in research assignments in which the library and classes utilized EBSCOhost
                                                                   databases from GALILEO, Georgia’s state virtual library
                                                                   The increased utilization of print resources in research assignments
                                                                   A decrease in the number literary criticism research assignments
                                                            Usage by database sessions included:

                                                                   Gale Opposing Viewpoints: 5,563
                                                                   Gale Global Issues in Context: 3,979
                                                                   Gale Virtual Reference Library: 10, 443
                                                                   Gale Literature Resource Center: 3303
                                                                   Gale Discovering Collection: 1,605

11
We will share this 2010-11 Gale database usage data with faculty to determine which resources
         we may need to update or discontinue to in order to meet the information and curricular needs
         of our school. Although we are somewhat surprised by the drop in the Gale resource usage, we
         also recognize that we are incorporating a broader range of traditional information sources and
         emerging authoritative sources into research assignments.

         Circulation Data

         Our circulation trends for 2010-11 are somewhat consistent with the circulation data for the
         last two years. Our ninth grade patrons continue to show the greatest number of checkouts;
         however, for the first time since we opened, senior circulation is comparable to that of
                                                                       sophomores and juniors. Please
                                             2010-11                   note this data does not take into
                          12th Grade,        Circulation               account the number of books
                             1560            Data                      read on the Kindle eReaders.

 10th Grade,            11th                                                     We saw another slight drop in
    1502               Grade,
                                                                                 circulation in 2010-11 to 8311
                        1712
                                                                                 from 8595 in 2009-10; we believe
                                                            Total circulations   this decrease is related to the
                                         Total              9th Grade            continued waning popularity of
                                     circulations,                               anime, manga, and graphic novels
          9th Grade,                                        10th Grade
             3848                        8311
                                                                                 with the students. We will
                                                            11th Grade           continue to actively solicit input




                                                                                                                        Creekview High School Media Center Annual Report May 2011 |
                                                            12th Grade           from our students and teachers as
                                                                                 we strive to grow a print and
                                                                                 digital collection that reflects the
                                                                                 needs and interests of our
                                                                                 patrons.

         Ethical use of information in all formats (Teachers and Students)

                                          We continue to use our mini-lessons and individualized citation
                                          assistance with NoodleTools as a springboard for conversations about
                                          ethical use of information and intellectual property. The use of the
                                          assignment dropbox feature this year has provided another medium
                                          for the library to provide individualized virtual feedback to supplement
                                          the face to face assistance we offer teachers and students. In addition,
                                          these mini-lessons are a medium for discussing forms of plagiarism and
                                          academic honesty.

F IGURE 11: N OODLE T OOLS FOR E THICAL
U SE OF I NFORMATION
                                                                                                                        12
Our mini-lessons on presentation zen style PowerPoints and Web 2.0
                                                            tools such as Wikispaces, Glogster, Animoto, and VoiceThread have
                                                            been authentic vehicles for discussing copyright rules related to
                                                            digital images, music, sound, and other creative works. We have
                                                            continued our instruction on Creative Commons licensed multimedia
                                                            in 2010-11 across subject areas in the context of research
                                                            assignments and content creation mini-lessons.


                                                                                                                                 F IGURE 12: P RESENTATION Z EN R ESOURCE
                                                                                                                                 P AGE




                                                                               “I am very excited that my students’ zen presentations
                                                                             were thoughtful, organized and demonstrated mastery of
                                                                               the content of their research paper. The use of images
                                                                             reflected their knowledge and forced them to delve into a
                                                                               complete understanding of the research. When polled
Creekview High School Media Center Annual Report May 2011




                                                                             about whether they found the experience helpful to their
                                                                              learning, they were all in agreement that this was much
                                                                                better than a PowerPoint/poster or any other type of
                                                                                              extension of the project.”

                                                                                        Deborah Frost, English Department




13
Part 4: Teacher

  Collaboration and Research Projects (Teachers and Students)

                                                                                      December,
Class Sessions, 2010-11                                           September, 156
                                                                                         60
                                                                       October, 173
                                                                                            August
                                      August,                               November,
                                       221                                     184          September
                                                                                            October

     Total, 1577                                                               January ,    November
                                                                                 111        December
                                                                                            January
                                                              March, 221                    February
                                                April , 181                                 March
                                                                             February ,
                                                                                169         April
                                                                                            May
                                                                                            Total
                                     May, 101




                                                                                                        Creekview High School Media Center Annual Report May 2011 |
  We served 1,577 class sessions between August 1, 2010 and May 20, 2011 in our media center;
  this number represents a new high for the library program. While our peak usage had been in
  October for the last two years, August and March were our busiest months with 221 class
  sessions each.

  In spite of the loss of our full time clerk due to district budget cuts, we continued operated on a
  flexible schedule during 2010-11 with library hours of 8:00—4:00 daily. The addition of a
  teacher duty during the second half of lunch and a rotating schedule of clerical help from our
  school secretaries, along with a student helper two periods of the day, helped us to maintain a
  flexible schedule although full time help from a clerk designated solely for the media center was
  missed as we saw an increase in the number of class periods in which scheduled three to four
  classes at a time. Although students were able to visit without a lunch pass during all three
  lunch periods first semester, continued behavior issues, primarily with freshmen, caused us to
  require students to complete a pass before coming to use the library at lunch during the second
  semester. August, September, October, and March were our busiest months for student
  visitors during lunch or class sessions.



                                                                                                        14
“The Unquiet Library
                                                            We have continued to create research guides with LibGuides for             played a major role in
                                                            every collaborative partnership with teachers and students.                helping my Honors
                                                            Research guides may include:                                               World History students
                                                                                                                                       this year. As a Creekview
                                                                   Teacher and/or librarian handouts in PDF format                     teacher, I was able to
                                                                                                                                       collaborate on a few
                                                                   Rubrics or assessment tools
                                                                                                                                       projects throughout the
                                                                   Widgets that serve as gateways to research databases or             school year. Before
                                                                   other district information sources, including the Facts on File     administering these
                                                                   video database                                                      projects, Ms. Hamilton
                                                                   Recommended web resources                                           and Ms. Johnson set up
                                                                                                                                       LibGuides pathways that
                                                                   Examples of student work                                            played a vital role in the
                                                                   Video tutorials                                                     success of my students!
                                                                   Featured books from the print collection or virtual collection      These pathways
                                                                   Content area and information literacy standards                     included TONS of
                                                                                                                                       recourses (Fiction &
                                                                   Photo galleries from the learning experience
                                                                                                                                       Non-Fiction books,
                                                                   Video interviews with teachers and/or students                      Databases, Internet
                                                                   A widget for our library blog to point students to the latest       links, etc), final product
                                                                   library news                                                        examples, how-to
                                                                                                                                       guides, project
                                                            Our LibGuides pathfinders have received over 63,000 hits in the first      guidelines, and rubrics.
                                                            six months of 2011 alone; this platform is popular with students and        Ms. Hamilton and Ms.
                                                                                                                                       Johnson were always
                                                            teachers. LibGuides is an important resource in the library’s
                                                                                                                                       there to help answer
                                                            collaborative efforts to facilitate teaching and learning with the         questions and lend a
Creekview High School Media Center Annual Report May 2011




                                                            Creekview community.                                                       hand! As a result, many
                                                                                                                                       of my students WAY
                                                            We have openly documented our collaboration with teachers and              exceeded my
                                                            students once again this year through the use of multimedia                expectations.”
                                                            monthly reports generated with LibGuides; all monthly reports for
                                                                                                                                       Brenda Guyer, Social
                                                            2010-11 may be accessed at http://bit.ly/bggFoS . Each monthly             Studies Department
                                                            report includes:

                                                                   A traditional text report with monthly library program highlights, visitation data,
                                                                   circulation data, database usage, and a list of all collaborative projects with teachers
                                                                   Student video interviews
                                                                   Teacher video interviews
                                                                   Links to every collaborative research pathfinder for the month
                                                                   A photo slideshow of the month’s activities in the library
                                                                   Special videos that may have been created for that month’s report or a special library
                                                                   event
                                                                   Links to the posts for the month from the library blog as well as Ms. Hamilton’s
                                                                   professional blog

15
Although we have collaborated with slightly fewer teachers in
“Working with you and
                             2010-11, we have once again seen an increase in the quantity and
the media center is
                             depth of our collaborative research projects with teachers. This
always a wonderful
experience. I always walk    year’s collaborative partnerships have been more intense and
away with some new           sustained. We have worked with a core group of faculty who have
knowledge in some new        worked with the library to take incorporate more of an inquiry
media style used for our     stance on learning and to cultivate more of a participatory
presentations and            learning environment as the boundaries between classroom and
projects. I love how it      library have begun to dissolve in these extended partnerships for
takes the students, and      learning. Topics and skills included but were not limited to:
myself, out of our usual
comfort zone by getting              Cloud computing tools such as Prezi, Dropbox, and
away from using the old      VoiceThread
tried and true methods of            Google Sites, Gmail, Google Docs, Google News, Google
putting projects together    Alerts, Google Books; a heavy emphasis has been placed on
that tend to become          Google Docs in many content area classrooms
boring and mundane. We               Weebly for website creation
may run into glitches here           RSS feeds
and there but there has              Symbaloo for information management/information
                             dashboards
never been anything you
                                     Multigenre instruction
guys couldn’t fix and keep
                                     Evaluating forms of social media
moving smoothly. You
                                     Database instruction
and your staff always
                                     Creative Commons License---what it is and how to evaluate




                                                                                                   Creekview High School Media Center Annual Report May 2011 |
provide EVERYTHING
                             a license for using a work licensed under this agreement
need for my classes to
                                     Presentation Zen design and presentations
use and organize their
                                     Citation creation and management with NoodleTools
work with these new
                                     Social bookmarking: Evernote
programs and delivery
                                     Collaborative knowledge building and learning portfolios
media. That keeps the
                             with Wikispaces
stress off of the teacher
                                     Blogging skills (etiquette, appropriate commenting, privacy
and the fear of trying       settings) in Wordpress and Tumblr
something new minimal.               Skyping with authors and content area experts
I would encourage every              How to locate, correspond with, and interview an expert
teacher, no matter the       on a topic for primary research and how to vet an expert with
subject are, to work in a    Google searching and LinkedIn.
project in the media                 Video skills with Moviemaker and Animoto
center. We can all benefit           Using Flip cameras
from it. “
                             For a complete list of subject specific topics, visit each monthly
Jason Hubbard, Career Tech   report at http://bit.ly/d0oeMJ .
Department


                                                                                                   16
Professional Development Trainings and Conferences Attended
                                                                      Buffy Hamilton and Roxanne Johnson Cherokee County School District Media Specialist
                                                                      /CHAMPS 2010-11 meetings
                                                                      Buffy Hamilton, American Library Association Annual Conference, Washington, DC; presenter
                                                                      Buffy Hamilton, Internet@Schools West and Internet Librarian, Monterey, CA; presenter
                                                                      Buffy Hamilton, ALA Midwinter, San Diego, CA; presenter
                                                                      Buffy Hamilton, keynote speaker and featured speaker at four state school library conferences
                                                                      and the Quebec Library Association, Montreal, Canada

                                                            Publications
                                                                      “What Kind of Teacher Are You?”, May/June 2011 issue of Knowledge Quest, Buffy J. Hamilton
                                                                      A sidebar companion mini-article on the social media streams and Learning Commons for AASL
                                                                      2011 in Alice Yucht’s “Conference-Going Strategies, Redux” in Knowledge Quest, Buffy J.
                                                                      Hamilton
                                                                      “Creating Conversations for Learning: School Libraries as Sites of Participatory Culture”,
                                                                      May/June 2011 issue of School Library Monthly , Buffy J. Hamilton
                                                                      Hamilton, B. J. (2011). School. In R. D. Lankes, The atlas of new librarianship (pp. 368- 70).
                                                                      Cambridge, MA: The MIT Press.

                                                            Press
                                                                      “Are librarians missing the point on libraries”, ALA Direct, May 18, 2011
                                                                      "In age of digital, she keeps library relevant", April 30, 2011 issue of The Atlanta Journal-
                                                                      Constitution
                                                                      The Kindles Are Coming: Ereaders and tablets are springing up in schools—and librarians are
                                                                      leading the way, School Library Journal, March 2011
                                                                      Cutting-Edge Library Award Goes to Buffy Hamilton's Media Center, School Library Journal,
Creekview High School Media Center Annual Report May 2011




                                                                      January 26, 2011
                                                                      ALA recognizes four library programs as top cutting-edge services in second annual
                                                                      contest, American Libraries, January 5, 2011
                                                                      “Digital and Media Literacy Action Plan” featured in the November 17, 2010 issue of American
                                                                      Libraries Direct
                                                                      “Kindles Arrive at The Unquiet Library” featured in the November 10, 2010 issue of American
                                                                      Libraries Direct
                                                                      "Unquiet Library Has High Schoolers Geeked" , June/July 2010; "Next Steps" column by Brian
                                                                      Mathews, American Libraries

                                                            Service
                                                                      Roxanne Johnson, Challenged Materials Committee, Cherokee County School District
                                                                      Buffy Hamilton, GLMA Communications Chair
                                                                      Buffy Hamilton, Social Media Chair, 2011 AASL National Planning Committee; Interdivisional
                                                                      Committee on Information Literacy (AASL/ACRL); ALA/OITP Digital Literacy Task Force; ALA
                                                                      Learning blogger
                                                                      Buffy Hamilton, School Library Monthly Advisory Board and Library Media Connection Advisory
                                                                      Board



17
Part 5: Program Administrator

Management of media staff, program budget, equipment and facility

Program Budget
Our total budget for the 2010-11 year was approximately
$23,000; this amount does not include our local school account
that is set up for monies collected through fines and donations.
Our purchases included:

       Additional fiction and nonfiction titles requested by
       students and faculty (approximately 1000 + new titles)
       Junior Library Guild subscription
       Additional titles added to the Gale Virtual Reference
       Library
       Renewal of Gale Global Issues in Context
       2010-11 Print periodical subscriptions based upon student
       and teacher requests
       Renewal of database access fees for GALE Literature
       Resource Center and GALE Virtual Reference Library
                                             Bookmarks and posters from ALA
                                             Two new displays pieces of furniture




                                                                                                  Creekview High School Media Center Annual Report May 2011 |
                                             Ten Kindles , ten Kindle covers, and 130+ student
                                    requested Kindle eBooks
                                             Book display materials
                                             Additional steel book trucks/carts
                                             Two iPads for administrative and teacher field
                                    testing




Media Center Staff

Our media center is staffed by two fully certified media specialists, Buffy Hamilton, Ed.S. and
Roxanne Johnson, M.Ed. Ms. Hamilton and Ms. Johnson share the responsibilities of teaching
while Hamilton primarily handles the lesson plan design. Johnson maintains the integrity of the
card catalog and coordinates all contests and special displays while Hamilton maintains the
social media presence for the library and the administrative tasks.



                                                                                                  18
Media Center Program Activities

                                                                Our media center patrons have enjoyed many exciting and fun
                                                                activities this past year. Highlights include:

                                                                         National Teen Read Week festivities and Teens’ Top Ten
                                                                         Voting
                                                                         New displays featuring Peach Book Award and Teens’ Top

                                                                         Ten nominees/winners/honor books                                 F IGURE 13: S PRING A RT S HOW V IDEO
                                                                         Poetry Month celebrations
                                                                         Skype visits with author Allan Stratton as well as Skype visits with research scientists off
                                                                         the coast of New Zealand and an emergency room physician
                                                                         Presentation Zen in the library
                                                                         Promotional contests
                                                                         Kindle eReader program
                                                                         Hosting of the Harlem Renaissance Museums for Ms.
                                                                                                    Carden and Mr. Lawson
                                                                                                            Hosting of the
                                                                                                    Annual Spring Art Show
                                                                                                    with Ms. Linda Nicholson
                                                                                                    and her students
                                                                                                            Exemplary media program open house
Creekview High School Media Center Annual Report May 2011




                                                                                                            Continuation of the Media 21 program with a second
                                                                                                    cohort of sophomores
                                                                                                            Introduction of alternative research tools, including
                                                                                                    the search engine SweetSearch for Students

                                                            F IGURE 14: H ARLEM R ENAISSANCE M USEUM
                                                            V IDEO



                                                                2010-11 Inventory

                                                                We have completed inventory of our collection as of Friday, May 27; the inventory will be
                                                                finalized on Wednesday, June 1, 2011. This year’s inventory reflects a minimal number of
                                                                missing or unaccounted for materials. We also used inventory as an opportunity to complete
                                                                the first official weeding of the collection since the nonfiction and reference collection
                                                                contained materials that were aged or no longer timely; most materials weeded were related to
                                                                outdated career information, science/medicine, and current events.



19
Part 6: Program Goals/Future Directions for 2011 -12

We will need June and July to fully process the strengths and weaknesses of the program, so we will not
formally articulate or outline program goals/themes and action steps until late July 2011. However,
here are initial ideas that are informing our thinking and practice:

                                            Increasing our presence as embedded librarians in our
                                   educational partnerships with teachers and students through face to
                                   face means as well as virtual learning spaces.
                                              Developing a systematic set of information literacy
                                    benchmarks all students should be able to demonstrate at the end
                                     of each grade level.
                                                Utilizing new tools for curating information and
                                      intensifying our efforts to help students cultivate their own
                                       curation skills as they cultivate a personal learning environment.
                                                 Taking a larger role in helping teachers explore
                                        strategies that will support students’ ability to generate ideas
                                         and take more ownership of developing research projects and
                                          learning plans based on Jim Burke’s book, What’s the Big Idea?
                                                    Taking a larger role in helping teachers in all content
                                           areas develop digital writing projects through a variety of
                                      mediums and exploring the concept of the library as a digital
               writing workshop.
       Continuing our efforts to participate more in formative and summative assessment of student




                                                                                                              Creekview High School Media Center Annual Report May 2011 |
       work as part of the learning experience.
       Developing workshops for teachers to help them tap into the power of social media and cloud
       computing for professional development.
       Expanding our eReader program by adding additional Kindles and color Nooks to our collection
       as we hope to pilot a subscription to Overdrive, a subscription eBook service that will allow
       students and teachers to check out books digitally and read them on their own devices or on a
       library circulated device (such as a Kindle or Nook).
       Facilitating more independent and student selected reading through collaborative classroom
       partnerships as well as library supported initiatives.
       Increasing our participation of student bloggers who will write regularly for The Unquiet Library
       blog.
       Incorporating gaming as a tool for formal and informal learning; we hope to pilot a gaming
       project aligned to the AASL Standards for 21st Century Learners.
       Utilize ethnographic research to analyze trends and challenges in the library program.
       A continued emphasis on student meaning making and content creation.




                                                                                                              20

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Creekview High School Media Center Annual Report 2010-11

  • 1. Creekview High School Media Center Annual Report May 2011 Buffy Hamilton and Roxanne Johnson, School Library Media Specialists 1550 OWENS STORE ROAD, CANTON, GA 30115 || 770-720-7600 HTTP://THEUNQUIETLIBRARY.LIBGUIDES.COM
  • 2. Creekview High School Media Center Annual Report May 2011 Part I: Roles and Responsibilities as Leader s The Unquiet Library has demonstrated leadership through its focus on helping teachers and students take an inquiry, participatory stance on learning and by collaborating with teachers and students to integrate digital, new media, and information literacy skills seamlessly into content area studies in 2010-11. This leadership is evident in the collaboratively planned instructional units between the library and classroom teachers (which will be outlined in more detail in the Teacher and Instructional Partner sections of this report) as well as professional learning activities and resources designed by library staff. In November 2010, the library and faculty members worked together to present a workshop on integrating blogs and wikis into the classroom for engaged learning. What led to this learning event? In August 2010, Buffy Hamilton reflected on her “ Unquiet Librarian” blog how the Media 21 learning initiative has not only impacted student learning but has also sparked additional collaborative partnerships with faculty members that emphasize information, digital, and new media literacies while providing students the opportunity to think critically and create content to reflect their key insights and learning. Hamilton’s focus in 2010-11 has been on brainstorming with teachers to help them find new ways of redesigning projects, learning Creekview High School Media Center Annual Report May 2011 activities, and assessment tools to emphasize inquiry, collaborative knowledge building, critical thought, and alternate ways of representing knowledge; consequently, more teachers in multiple content areas have been exploring how technology tools for learning like blogs, wikis, and multimedia web 2.0 applications can support these kinds of learning experiences. Not only did Hamilton create research pathfinders on the library’s LibGuides platform and provide technical assistance to support these projects, but she has also provided hands on instruction to teachers and students in learning how to utilize these tools. Even more exciting, teachers have gained confidence not only in these tools introduced to them by Hamilton, but they are exploring other resources for learning on their own and sharing how they are integrating those applications with the library as well as fellow department faculty. Dr. Bob Eddy asked the library to develop an hour-long workshop for the November 2 professional development day. Hamilton decided to focus on blogs and wikis for the workshop since those have been the most popular platforms this fall; in addition, she decided it would be more powerful for the faculty to hear from their fellow teachers, my new experts in residence, than just her. 1
  • 3. About a quarter of our faculty arrived at 10AM (some had other commitments to additional meetings), including principal, Dr. Bob Eddy! Hamilton kicked off the workshop with a fifteen minute conversation about the principles of learning and today’s information landscape that are shaping today’s classrooms; rather than reinventing the wheel, Hamilton used Kim Cofino’s fantastic 21st Century Classroom slidedeck to facilitate that conversation with faculty . The focus was on how learning goals and benchmarks drive the instructional design in the collaboration process; rather than focusing on the “shiny” of technology, Hamilton emphasized that curriculum and standards for learning drive technology integration. The other focal point Hamilton’s talk emphasized how traditional and emerging literacies speak F IGURE 1: P ARTICIPATORY PROFESSIONAL DEVELOPMENT to each other under the larger umbrella of transliteracy and how integrating these literacies into all content areas is a shared responsibility we all must take on to close the participation gap. Creekview High School Media Center Annual Report May 2011 | For the next forty-five minutes, the spotlight was on five teachers [Lisa Kennedy, English; Mary Panik, Science; Jason Hubbard, Career Tech; Meagan Biello, Social Studies; Susan Lester, English] who agreed to help lead the workshop as they shared their collaborative learning projects facilitated by the library, the positive outcomes, and the challenges they encountered. Each teacher was passionate, honest, and eloquent as he/she shared the impact on student learning, tips for replicating or adapting their projects, ideas for future F IGURE 2: PD W IKI collaborative learning experiences supported by the library, and how they worked with me to implement new strategies for teaching and learning. The workshop generated discussion and questions that led our session to last about an additional twenty minutes beyond the planned hour, but not a single attendee left early. 2
  • 4. These teachers articulating and sharing their processes is the ultimate hallmark of learning as they are now budding experts who can support other teachers who want to design innovative learning experiences for students that meld together project based learning, inquiry, collective knowledge building, and multiple literacies. Hamilton reflected, “I have no doubt that the teacher perspective they brought to the table today was the most powerful testimonial I could provide other faculty members; in addition, I included student videos sharing their perspectives on our presentation wiki (today was a student holiday and they were not on campus to participate). It was truly a pleasure to solicit the participation of my teachers and to share ownership of the workshop with these faculty members as their instructional leadership will help us, the library, scale out these conversations for learning.” As the workshop ended, several teachers met with Hamilton and Roxanne Johnson to schedule planning time to get started on new projects to integrate the learning principles and tools explored in the session; the workshop resulted in new partnerships for student learning during the second semester of the 2010-11 academic year. Hamilton also initiated and coordinated a professional learning opportunity for teachers interested in creating a hybrid classroom for 2010-11 by inviting Dan Gagnon, Cherokee High Social Studies teacher and CCSD Moodle instructor, to provide a 2 hour workshop on Moodle basics. Hamilton and Johnson, along with teachers Susan Lester, Lisa Kennedy, Deborah Frost, John Bradford, Meagan Biello, and Brenda Guyer, attended the May 2011 sessions and will be working with Hamilton and Johnson to grow their Moodle virtual classrooms to Creekview High School Media Center Annual Report May 2011 support the day to day learning experiences in the face to face learning environment; in addition, Hamilton and Johnson hope to utilize the Moodle classrooms as a new means to embed themselves in the learning spaces of classroom teachers and students to provide richer support for instructional F IGURE 3: M OODLE T RAINING , M AY 2011 design as well as formative and summative assessment of student learning. Hamilton is also working with Kennedy and Lester to spearhead a 1:1 computing project that will put either a netbook or tablet device in the hands of selected class sections to pilot a learning environment that will support their work of the last two years to create a “networked learner” environment in which students are actively engaging in inquiry, ongoing research, and content creation as part of a participatory learning environment in which students are sharing greater ownership of learning goals and content. 3
  • 5. The library was recognized in August 2010 as one of two “exemplary” high school media programs in the state of Georgia (please see http://www.theunquietlibrary.libguides.com/exemplary for more information). Library Media Specialists and GaDOE staff select the recipients based on the school’s written application, the principal’s narrative, a possible telephone interview, and a probable on-site visit. This program is an opportunity to describe how the Library Media Program is meeting school improvement goals and improving student achievement. Use a free QR code scanner to read the QR code to the right to F IGURE 4: A WARD F IGURE 5: E XEMPLARY PROGRAM see a video of Hamilton and Johnson V IDEO AWARD accepting the Exemplary Media Program 2010 award. Hamilton and Johnson also demonstrate leadership through by continually growing their professional growth through traditional and emerging learning spaces. Johnson utilizes professional journals like Booklist and professional list servs, including the Georgia Library Media list serv, to stay current; in addition, she has attended district media specialist meetings this past year; she was also recognized as Teacher of the Month in December 2010. Hamilton, whose instructional leadership was reflected in her being one of six finalists for CVHS Creekview High School Media Center Annual Report May 2011 | Teacher of the Year 2010, uses professional journals as well as Twitter, Facebook, Skype, and RSS feeds in her Google Reader and iGoogle learning spaces to connect with educators and librarians around the world to grow her professional knowledge and practice; she also speaks nationally and internationally as a keynote speaker and workshop presenter at library conferences. Hamilton was recognized in March 2011 by Library Journal for her work as a “change F IGURE 6: M OVER AND S HAKER agent” in the profession in the 2011 edition of Movers and Shakers. In addition, Hamilton received additional professional recognition as: 2011 American Library Association (ALA) Office for Information Technology Policy (OITP) Cutting Edge Library Service Award 2010-11 GLMA/GAIT Georgia Library Media Association/Georgia Association for Instructional Technology School Library Media Specialist of the Year National School Boards Association Technology Leadership Network "20 to Watch" 2010 Tech and Learning's 100@30: Future Leader 4
  • 6. “I never dreamed I would try some of the most cutting-edge technological advances in communication and education that I have this year. If it were not for our media center the “Unquiet Part 2: Instructional Partner Library” and the techno maven, Buffy Hamilton, I wouldn’t even attempt it! With her expertise, patience and constant encouragement I have learned more this year through our media During 2010-11, The Unquiet Library has been center than I have since my Teach 21 days! Ms. Hamilton’s guided by three essential sets of questions as we excitement incorporating modern media into the classroom is positively infectious. She had me completely captivated when we have contemplated the work in our collaborative began Environmental Science first semester with our Wiki Project partnerships with teachers and students? of the Gulf Oil Spill tragedy. The students were so excited to begin the year with such a nonconformist learning experience. We all learned new things from each other every single day. 1. What did they (your patrons or those you The next adventure was aboard the Joides Resolution off the serve) learn through your library program and the coast of New Zealand. Yes! You heard me right! conversations for learning you facilitated? What do you hope they will learn in 2011? 2. How do we know what they learned? What tools did you use for assessment? Did the patrons engage in metacognition and self-reflection on what they learned? 3. How are you privileging and honoring what they learned? Where are their stories of learning shared in your physical and virtual library spaces? F IGURE 7: L IB G UIDE P AGE FOR S KYPE V ISIT We use tools like Google Forms, video, blogging My Earth Systems classes and I arranged a Skype session with the at WordPress, Poll Everywhere, information loving guidance of Ms. Hamilton. Many of us had never tried this dashboards created with Netvibes, multigenre before and were so eager to be a part of this new exploration. The scientists aboard the JR were drilling over Hot Spot areas for Creekview High School Media Center Annual Report May 2011 elements, wikis, Google Docs, and digital core samples of volcanic material. We were treated to a real time portfolios as formative and summative tour of the ship including the research areas, labs, and the core drill itself. For approximately an hour the students were able to assessment tools. We share stories of learning ask questions and interact with these scientists while they were through our library YouTube Channel, our student on the job doing actual scientific investigation. What a thrill! work SlideShare account, our library blog, class With Ms. Buffy’s support I wrapped up the year with another Wiki Project for my Earth Systems classes on Natural Disasters. Wikispaces pages that we facilitated for teachers Because of my previous experience, I was able to be more and students, and our mulitmedia monthly prepared, organized and helpful to my students. I also believe their performance was much better this time and they learned reports hosted at LibGuides to showcase student much more than I would have imagined. They thoroughly enjoyed work and to share videos of students telling their this project and were begging me to allow them to continue on with another topic! stories of learning; in our physical space, students’ work was shared throughout the library Of course none of these wonderful activities would have been conceivable had it not been for the brilliance and creativity of our through assorted displays and “walls” of hanging Media Specialist. As teachers and students we are blessed with a student work to showcase their learning artifacts. county that treats education as a top priority. They allow education entrepreneurs like Buffy Hamilton to purchase the By focusing on what students are learning, we equipment and software which supports the art of technology in learn from their insights—what is working and and out of the classroom. In my 13 years of teaching I have never encountered a more helpful or knowledgeable colleague than not working with my teaching methods, emerging Ms. Buffy Hamilton. What I have learned from her will stay with me throughout my entire career. “ Mary Panik, Science Department 5
  • 7. patterns of gaps in understanding, student strengths, and new topics for exploration. By paying more attention to what students are learning, we have a clearer insight into how we are applying the ideas and principles of learning, multiple literacies, and information fluency we’re reading about in journals, blogs, Tweets, and professional books as well as concepts we’re dwelling in more deeply like participatory librarianship-learning and transliteracy. In 2011-12, student work, learning artifacts, and stories of learning will take an even more prominent place not only in our monthly multimedia reports but also in each research guide we create in collaboration with teachers and students. “As a teacher who is somewhat challenged with the recent explosion of So what are some of the key learnings of technology, Buffy’s help has been Creekview High School students in 2010? invaluable to me as I integrate Here is a sampler: technology into my classroom in an  How to effectively use social media tools, attempt to prepare students for the such as blogs, wikis, and social world that awaits them. Buffy goes out bookmarking to reflect, share, and of her way to prepare student- friendly collaboratively construct knowledge. pathways of research and to assist the  How to use cloud computing and social teachers along the way.” media tools to organize information resources, to collaborate with classmates, Katy McManus, Foreign Language and to share their learning process within and Department Creekview High School Media Center Annual Report May 2011 | outside of our school community.  How to create their own subject guides or “research pathfinders.”  How to represent key learnings through traditional texts and new media.  How to more thoughtfully and purposefully evaluate traditional and emerging authoritative information sources  How to use writing as a tool for reflection and metacognition through individual learning blogs.  How to demonstrate digital citizenship through the ethical use of information and through the use of tools like Creative Commons licensed media.  How to engage in inquiry based learning as a community of learners.  How to create an individualized personal learning environment or information dashboard for curating resources on a topic of interest or research using Symbaloo and Netvibes.  How to use eReaders and eBooks to support a love for reading.  How to discover an expert on a topic, evaluate that person’s credentials, and conduct a professional interview with that expert. 6
  • 8. How to create visually interesting presentations (presentation zen) that are content rich and how to deliver those insights effectively to their peers. What does this picture of learning look like in terms of the AASL Standards for 21st Century Learners?  1.1.2: Use prior and background knowledge as a context for new learning  1.1.4: Find, evaluate, and select appropriate sources to answer questions  1.1.6: Read, view, and listen for information in any format in order to make inferences and gather meaning  1.1.8: Demonstrate mastery of technology tools for accessing information and pursuing inquiry.  1.1.9: Collaborate with others to broaden and deepen understanding  2.1.1: Continue an inquiry based research process by applying critical thinking skills to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.  2.1.2: Organize information so that it is useful  2.1.4: Use technology and other information tools to analyze and organize information  2.1.5: Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems Creekview High School Media Center Annual Report May 2011  2.1.6: Use the writing process, media and visual literacy, and technology skills to create products that express new understandings  3.1.1: Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning  3.1.2: Participate and collaborate as a member of a social and intellectual network of learners  3.1.5: Connect learning to community issues  3.1.6: Use information and technology ethically and responsibly  4..1.2: Read widely and fluently to make connections with self, the world, and previous reading  4.1.3: Respond to literature and creative expressions of ideas in various formats and genres.  4.1.6: Organize personal knowledge in a way that can be called upon easily.  4.1.7: Use social networks and network tools to gather and share information.  4.1.8: Use creative and artistic formats to express personal learning. 7
  • 9. In the last academic year, The Unquiet Library has continued to help our students create a learning environment larger than just our library; several students reflected, “…my learning environment is the world.” Students learned ways of connecting and transacting with information through many modes and points of access as well as strategies for organizing those resources and creating content. Students learn that the library is a place where questions and risk-taking are valued and that their contributions to conversations for learning are respected and valued. Creekview High School Media Center Annual Report May 2011 | This focus on student learning is reflected in our mindmap of program goals and themes for 2010-11 created in Mindomo (available at http://bit.ly/lJRn8q). Although we fell short of incorporating gaming into instructional partnerships for learning and hope to revisit that goal in 2011-12, we succeeded in our efforts to implement ereaders with our Kindle program (see http://www.theunquietlibrary.libguides.com/kindles for full text and multimedia documentation), our focus on student content creation, greater student reflection and evaluation on the use of specific information sources, an increased emphasis on students creating alternate genres of learning F IGURE 8: M OBILE L EARNING @ artifacts, mobile resources for learning, and the increased presence of the T HE U NQUIET L IBRARY librarian as an embedded co-teacher in the classrooms of with our 8
  • 10. “The school library collaborating teachers. The library cultivated richer media program is partnerships with a pool of faculty that built on the guided by regular pedagogical principles of the Media 21 http://theunquietlibrary.libguides.com/media21 ]from 2009-10. assessment of student We also met our goal of taking a more active role in the learning to ensure the assessment of student work. While we continued our previous work in helping program is meeting its teachers develop rubrics and evaluating goals.” student work, the library placed a greater emphasis on formative assessments in Empowering Learners, Guidelines for School Library Media Programs, 2010-11. The use of tools like the shared F IGURE 9: NOODLETOOLS FOR ASSESSMENT assignment dropbox in NoodleTools, American Association of School Librarians, 2009 presearch graphic organizers, peer review of digital research projects, discussion and commenting tools in Google Docs, and more specific video and written reflections (with more specific scaffolding by the classroom teacher and librarian) by students were new strategies we incorporated into the learning process. We also introduced Flubaroo to English teacher Lisa Kennedy, who incorporated F IGURE 10: V IDEO the grading script into a Google Form she created for her final exams, a I NTERVIEW ON G RAPHIC summative assessment, in May 2011. Not only could Ms. Kennedy get the results OSSESSMENT FOR A RGANIZERS Creekview High School Media Center Annual Report May 2011 of her exams quickly, but we discovered we could easily generate an analysis of each test item and use the data not only to reflect on student learning for this past semester, but we realized we had collected data we could share with the students’ upcoming senior English teachers in July to help the department pinpoint student strengths and weaknesses. In addition, the increased number of student projects shared openly and transparently via Wikispaces and Google Docs has increased dramatically this past academic year; consequently, the opportunity for peer review and for other teachers to see student work is a powerful one. 9
  • 11. Part 3: Information Specialist Technology integration/inclusion in instruction Technology continues to play a major role in library instruction at Creekview High School and transparency of our practice at The Unquiet Library. In addition, we continued to tap into the powers of Wikispaces, YouTube, Flickr, LibGuides, WordPress, Facebook, and Twitter to communicate with our patrons and to facilitate instruction. Our media center blog, “The Unquiet Library Blog”, continues to be popular. We use our “The library’s staff and blog, Facebook, and Twitter accounts for posting resources support my announcements, favorite resources, podcasts, videos, world literature class and RSS feeds to our favorite resources. Our with expert instruction LibGuides portal, http://theunquietlibrary.libguides.com, is our primary in the use of digital and platform for creating research guides/pathfinders for print materials. The every collaborative project we create with teachers only reason we can and students; LibGuides is the cornerstone for infuse our classes with housing our instructional resources and information web 2.0 tools is sources for each collaborative project. because of our library. Use of electronic resources Our students are Our databases are valuable information sources for Creekview High School Media Center Annual Report May 2011 | beginning to our students providing organized information portals understand how they to reference articles, periodicals, videos, podcasts, will be expected to primary sources, images, and statistics. Our Gale learn and to databases are accessible 24/7 through a regular demonstrate what they computer or through a mobile device with the free Gale AccessMyLibrary mobile app. We now feature have learned all over 300 titles in our Gale Virtual Reference Library; because of the additional library purchased databases include Gale teamwork between the Global Issues in Context and Gale Literature Resource classroom and the Center; the Cherokee County School District provides library.” our students access to Gale Discovering Collection Susan Lester, English and Opposing Viewpoints in Context. Department 10
  • 12. Gale Database Usage, August, 2758 2010-11 September, 1464 October, 2533 November, 2554 Total, 25610 December, 1015 January , 3090 February , 3818 March, 4447 May, 1425 April , 2506 Although our GALE databases continue to be very popular for student research, usage dropped by approximately 10,000 sessions in 2009-10. In 2007-08, our total GALE was 37, 752; our total GALE usage was 35,948 for 2008-09. Our total GALE database usage for 2009-10 was 36, 950; this year’s usage is 25, 610. Reasons for this drop in usage may include but are not limited to: The introduction of the Sweet Search Engine for Students across multiple subject areas, which has been popular with many students Creekview High School Media Center Annual Report May 2011 The introduction of the district provided Facts on File streaming video database Continued usage of Google News A shift in some research assignments from teachers that traditionally relied more heavily upon Gale Virtual Reference Library A decrease in the number of science and social studies teachers utilizing library resources in 2010-11 An increase in research assignments in which the library and classes utilized EBSCOhost databases from GALILEO, Georgia’s state virtual library The increased utilization of print resources in research assignments A decrease in the number literary criticism research assignments Usage by database sessions included: Gale Opposing Viewpoints: 5,563 Gale Global Issues in Context: 3,979 Gale Virtual Reference Library: 10, 443 Gale Literature Resource Center: 3303 Gale Discovering Collection: 1,605 11
  • 13. We will share this 2010-11 Gale database usage data with faculty to determine which resources we may need to update or discontinue to in order to meet the information and curricular needs of our school. Although we are somewhat surprised by the drop in the Gale resource usage, we also recognize that we are incorporating a broader range of traditional information sources and emerging authoritative sources into research assignments. Circulation Data Our circulation trends for 2010-11 are somewhat consistent with the circulation data for the last two years. Our ninth grade patrons continue to show the greatest number of checkouts; however, for the first time since we opened, senior circulation is comparable to that of sophomores and juniors. Please 2010-11 note this data does not take into 12th Grade, Circulation account the number of books 1560 Data read on the Kindle eReaders. 10th Grade, 11th We saw another slight drop in 1502 Grade, circulation in 2010-11 to 8311 1712 from 8595 in 2009-10; we believe Total circulations this decrease is related to the Total 9th Grade continued waning popularity of circulations, anime, manga, and graphic novels 9th Grade, 10th Grade 3848 8311 with the students. We will 11th Grade continue to actively solicit input Creekview High School Media Center Annual Report May 2011 | 12th Grade from our students and teachers as we strive to grow a print and digital collection that reflects the needs and interests of our patrons. Ethical use of information in all formats (Teachers and Students) We continue to use our mini-lessons and individualized citation assistance with NoodleTools as a springboard for conversations about ethical use of information and intellectual property. The use of the assignment dropbox feature this year has provided another medium for the library to provide individualized virtual feedback to supplement the face to face assistance we offer teachers and students. In addition, these mini-lessons are a medium for discussing forms of plagiarism and academic honesty. F IGURE 11: N OODLE T OOLS FOR E THICAL U SE OF I NFORMATION 12
  • 14. Our mini-lessons on presentation zen style PowerPoints and Web 2.0 tools such as Wikispaces, Glogster, Animoto, and VoiceThread have been authentic vehicles for discussing copyright rules related to digital images, music, sound, and other creative works. We have continued our instruction on Creative Commons licensed multimedia in 2010-11 across subject areas in the context of research assignments and content creation mini-lessons. F IGURE 12: P RESENTATION Z EN R ESOURCE P AGE “I am very excited that my students’ zen presentations were thoughtful, organized and demonstrated mastery of the content of their research paper. The use of images reflected their knowledge and forced them to delve into a complete understanding of the research. When polled Creekview High School Media Center Annual Report May 2011 about whether they found the experience helpful to their learning, they were all in agreement that this was much better than a PowerPoint/poster or any other type of extension of the project.” Deborah Frost, English Department 13
  • 15. Part 4: Teacher Collaboration and Research Projects (Teachers and Students) December, Class Sessions, 2010-11 September, 156 60 October, 173 August August, November, 221 184 September October Total, 1577 January , November 111 December January March, 221 February April , 181 March February , 169 April May Total May, 101 Creekview High School Media Center Annual Report May 2011 | We served 1,577 class sessions between August 1, 2010 and May 20, 2011 in our media center; this number represents a new high for the library program. While our peak usage had been in October for the last two years, August and March were our busiest months with 221 class sessions each. In spite of the loss of our full time clerk due to district budget cuts, we continued operated on a flexible schedule during 2010-11 with library hours of 8:00—4:00 daily. The addition of a teacher duty during the second half of lunch and a rotating schedule of clerical help from our school secretaries, along with a student helper two periods of the day, helped us to maintain a flexible schedule although full time help from a clerk designated solely for the media center was missed as we saw an increase in the number of class periods in which scheduled three to four classes at a time. Although students were able to visit without a lunch pass during all three lunch periods first semester, continued behavior issues, primarily with freshmen, caused us to require students to complete a pass before coming to use the library at lunch during the second semester. August, September, October, and March were our busiest months for student visitors during lunch or class sessions. 14
  • 16. “The Unquiet Library We have continued to create research guides with LibGuides for played a major role in every collaborative partnership with teachers and students. helping my Honors Research guides may include: World History students this year. As a Creekview Teacher and/or librarian handouts in PDF format teacher, I was able to collaborate on a few Rubrics or assessment tools projects throughout the Widgets that serve as gateways to research databases or school year. Before other district information sources, including the Facts on File administering these video database projects, Ms. Hamilton Recommended web resources and Ms. Johnson set up LibGuides pathways that Examples of student work played a vital role in the Video tutorials success of my students! Featured books from the print collection or virtual collection These pathways Content area and information literacy standards included TONS of recourses (Fiction & Photo galleries from the learning experience Non-Fiction books, Video interviews with teachers and/or students Databases, Internet A widget for our library blog to point students to the latest links, etc), final product library news examples, how-to guides, project Our LibGuides pathfinders have received over 63,000 hits in the first guidelines, and rubrics. six months of 2011 alone; this platform is popular with students and Ms. Hamilton and Ms. Johnson were always teachers. LibGuides is an important resource in the library’s there to help answer collaborative efforts to facilitate teaching and learning with the questions and lend a Creekview High School Media Center Annual Report May 2011 Creekview community. hand! As a result, many of my students WAY We have openly documented our collaboration with teachers and exceeded my students once again this year through the use of multimedia expectations.” monthly reports generated with LibGuides; all monthly reports for Brenda Guyer, Social 2010-11 may be accessed at http://bit.ly/bggFoS . Each monthly Studies Department report includes: A traditional text report with monthly library program highlights, visitation data, circulation data, database usage, and a list of all collaborative projects with teachers Student video interviews Teacher video interviews Links to every collaborative research pathfinder for the month A photo slideshow of the month’s activities in the library Special videos that may have been created for that month’s report or a special library event Links to the posts for the month from the library blog as well as Ms. Hamilton’s professional blog 15
  • 17. Although we have collaborated with slightly fewer teachers in “Working with you and 2010-11, we have once again seen an increase in the quantity and the media center is depth of our collaborative research projects with teachers. This always a wonderful experience. I always walk year’s collaborative partnerships have been more intense and away with some new sustained. We have worked with a core group of faculty who have knowledge in some new worked with the library to take incorporate more of an inquiry media style used for our stance on learning and to cultivate more of a participatory presentations and learning environment as the boundaries between classroom and projects. I love how it library have begun to dissolve in these extended partnerships for takes the students, and learning. Topics and skills included but were not limited to: myself, out of our usual comfort zone by getting Cloud computing tools such as Prezi, Dropbox, and away from using the old VoiceThread tried and true methods of Google Sites, Gmail, Google Docs, Google News, Google putting projects together Alerts, Google Books; a heavy emphasis has been placed on that tend to become Google Docs in many content area classrooms boring and mundane. We Weebly for website creation may run into glitches here RSS feeds and there but there has Symbaloo for information management/information dashboards never been anything you Multigenre instruction guys couldn’t fix and keep Evaluating forms of social media moving smoothly. You Database instruction and your staff always Creative Commons License---what it is and how to evaluate Creekview High School Media Center Annual Report May 2011 | provide EVERYTHING a license for using a work licensed under this agreement need for my classes to Presentation Zen design and presentations use and organize their Citation creation and management with NoodleTools work with these new Social bookmarking: Evernote programs and delivery Collaborative knowledge building and learning portfolios media. That keeps the with Wikispaces stress off of the teacher Blogging skills (etiquette, appropriate commenting, privacy and the fear of trying settings) in Wordpress and Tumblr something new minimal. Skyping with authors and content area experts I would encourage every How to locate, correspond with, and interview an expert teacher, no matter the on a topic for primary research and how to vet an expert with subject are, to work in a Google searching and LinkedIn. project in the media Video skills with Moviemaker and Animoto center. We can all benefit Using Flip cameras from it. “ For a complete list of subject specific topics, visit each monthly Jason Hubbard, Career Tech report at http://bit.ly/d0oeMJ . Department 16
  • 18. Professional Development Trainings and Conferences Attended Buffy Hamilton and Roxanne Johnson Cherokee County School District Media Specialist /CHAMPS 2010-11 meetings Buffy Hamilton, American Library Association Annual Conference, Washington, DC; presenter Buffy Hamilton, Internet@Schools West and Internet Librarian, Monterey, CA; presenter Buffy Hamilton, ALA Midwinter, San Diego, CA; presenter Buffy Hamilton, keynote speaker and featured speaker at four state school library conferences and the Quebec Library Association, Montreal, Canada Publications “What Kind of Teacher Are You?”, May/June 2011 issue of Knowledge Quest, Buffy J. Hamilton A sidebar companion mini-article on the social media streams and Learning Commons for AASL 2011 in Alice Yucht’s “Conference-Going Strategies, Redux” in Knowledge Quest, Buffy J. Hamilton “Creating Conversations for Learning: School Libraries as Sites of Participatory Culture”, May/June 2011 issue of School Library Monthly , Buffy J. Hamilton Hamilton, B. J. (2011). School. In R. D. Lankes, The atlas of new librarianship (pp. 368- 70). Cambridge, MA: The MIT Press. Press “Are librarians missing the point on libraries”, ALA Direct, May 18, 2011 "In age of digital, she keeps library relevant", April 30, 2011 issue of The Atlanta Journal- Constitution The Kindles Are Coming: Ereaders and tablets are springing up in schools—and librarians are leading the way, School Library Journal, March 2011 Cutting-Edge Library Award Goes to Buffy Hamilton's Media Center, School Library Journal, Creekview High School Media Center Annual Report May 2011 January 26, 2011 ALA recognizes four library programs as top cutting-edge services in second annual contest, American Libraries, January 5, 2011 “Digital and Media Literacy Action Plan” featured in the November 17, 2010 issue of American Libraries Direct “Kindles Arrive at The Unquiet Library” featured in the November 10, 2010 issue of American Libraries Direct "Unquiet Library Has High Schoolers Geeked" , June/July 2010; "Next Steps" column by Brian Mathews, American Libraries Service Roxanne Johnson, Challenged Materials Committee, Cherokee County School District Buffy Hamilton, GLMA Communications Chair Buffy Hamilton, Social Media Chair, 2011 AASL National Planning Committee; Interdivisional Committee on Information Literacy (AASL/ACRL); ALA/OITP Digital Literacy Task Force; ALA Learning blogger Buffy Hamilton, School Library Monthly Advisory Board and Library Media Connection Advisory Board 17
  • 19. Part 5: Program Administrator Management of media staff, program budget, equipment and facility Program Budget Our total budget for the 2010-11 year was approximately $23,000; this amount does not include our local school account that is set up for monies collected through fines and donations. Our purchases included: Additional fiction and nonfiction titles requested by students and faculty (approximately 1000 + new titles) Junior Library Guild subscription Additional titles added to the Gale Virtual Reference Library Renewal of Gale Global Issues in Context 2010-11 Print periodical subscriptions based upon student and teacher requests Renewal of database access fees for GALE Literature Resource Center and GALE Virtual Reference Library Bookmarks and posters from ALA Two new displays pieces of furniture Creekview High School Media Center Annual Report May 2011 | Ten Kindles , ten Kindle covers, and 130+ student requested Kindle eBooks Book display materials Additional steel book trucks/carts Two iPads for administrative and teacher field testing Media Center Staff Our media center is staffed by two fully certified media specialists, Buffy Hamilton, Ed.S. and Roxanne Johnson, M.Ed. Ms. Hamilton and Ms. Johnson share the responsibilities of teaching while Hamilton primarily handles the lesson plan design. Johnson maintains the integrity of the card catalog and coordinates all contests and special displays while Hamilton maintains the social media presence for the library and the administrative tasks. 18
  • 20. Media Center Program Activities Our media center patrons have enjoyed many exciting and fun activities this past year. Highlights include: National Teen Read Week festivities and Teens’ Top Ten Voting New displays featuring Peach Book Award and Teens’ Top Ten nominees/winners/honor books F IGURE 13: S PRING A RT S HOW V IDEO Poetry Month celebrations Skype visits with author Allan Stratton as well as Skype visits with research scientists off the coast of New Zealand and an emergency room physician Presentation Zen in the library Promotional contests Kindle eReader program Hosting of the Harlem Renaissance Museums for Ms. Carden and Mr. Lawson Hosting of the Annual Spring Art Show with Ms. Linda Nicholson and her students Exemplary media program open house Creekview High School Media Center Annual Report May 2011 Continuation of the Media 21 program with a second cohort of sophomores Introduction of alternative research tools, including the search engine SweetSearch for Students F IGURE 14: H ARLEM R ENAISSANCE M USEUM V IDEO 2010-11 Inventory We have completed inventory of our collection as of Friday, May 27; the inventory will be finalized on Wednesday, June 1, 2011. This year’s inventory reflects a minimal number of missing or unaccounted for materials. We also used inventory as an opportunity to complete the first official weeding of the collection since the nonfiction and reference collection contained materials that were aged or no longer timely; most materials weeded were related to outdated career information, science/medicine, and current events. 19
  • 21. Part 6: Program Goals/Future Directions for 2011 -12 We will need June and July to fully process the strengths and weaknesses of the program, so we will not formally articulate or outline program goals/themes and action steps until late July 2011. However, here are initial ideas that are informing our thinking and practice: Increasing our presence as embedded librarians in our educational partnerships with teachers and students through face to face means as well as virtual learning spaces. Developing a systematic set of information literacy benchmarks all students should be able to demonstrate at the end of each grade level. Utilizing new tools for curating information and intensifying our efforts to help students cultivate their own curation skills as they cultivate a personal learning environment. Taking a larger role in helping teachers explore strategies that will support students’ ability to generate ideas and take more ownership of developing research projects and learning plans based on Jim Burke’s book, What’s the Big Idea? Taking a larger role in helping teachers in all content areas develop digital writing projects through a variety of mediums and exploring the concept of the library as a digital writing workshop. Continuing our efforts to participate more in formative and summative assessment of student Creekview High School Media Center Annual Report May 2011 | work as part of the learning experience. Developing workshops for teachers to help them tap into the power of social media and cloud computing for professional development. Expanding our eReader program by adding additional Kindles and color Nooks to our collection as we hope to pilot a subscription to Overdrive, a subscription eBook service that will allow students and teachers to check out books digitally and read them on their own devices or on a library circulated device (such as a Kindle or Nook). Facilitating more independent and student selected reading through collaborative classroom partnerships as well as library supported initiatives. Increasing our participation of student bloggers who will write regularly for The Unquiet Library blog. Incorporating gaming as a tool for formal and informal learning; we hope to pilot a gaming project aligned to the AASL Standards for 21st Century Learners. Utilize ethnographic research to analyze trends and challenges in the library program. A continued emphasis on student meaning making and content creation. 20