Dilemma
Ms. Spencer is a school library media professional for a large urban middle school. She has been working with her fellow teachers to align the media center’s programs and services with the needs of the school’s staff and students. During recent staff meetings it has come to her attention that some students are struggling with the district requirement to complete a research-based, topical paper prior to graduation. For some students, it is a lack of knowledge about the library and its media. For other students, their disability prevents them from efficiently accessing the printed materials. In addition, both the teachers and the students are unsure what kind of research materials and media formats are available through the school’s media center. The teachers are available to guide the students in their topic selections and written work, but they do not have time in their schedule to assist the students in topical research.
From Ms. Spencer’s point of view, her job is all about literacy! She wants students and teachers interacting with the media center and wants to provide access and opportunities to various media in order to make that happen.
Her dilemma: How can she provide access and opportunities to informational media for all members of the school community?
Setting
Ms. Spencer’s middle school is in Indianapolis and comprises grades five through eight. It serves 410 students, and approximately 11% of those students have disabilities. Sixty-six percent of the student body receives free or reduced-cost lunch. The student body is nearly equally split between males and females as well as between Caucasians and minority students.
The school’s media center is centrally located and near the administration offices. The school has a website and the media center has its own landing page of information. The physical arrangement of the center consists of 10 computers, each with Internet accessibility with restricted student use according to school policy. There are several round worktables, a check-out area with two computers for catalog access and a small section of resource materials. There are two listening corners, each housed with playback equipment and frequently requested digital texts and literature. Ms. Spencer’s office is located in the back of the center.
Library Standards
As Ms. Spencer plans her approach, she reviews Indiana’s general library media specialist standards to guide her program goal setting, objectives and strategies.* She specifically recognizes the need to collaborate with her fellow colleagues (Standard #3), identify students’ diverse needs (Standard #4), tap into learning behaviors and motivations (Standard #6) and access various outside organizations and agencies for resources (Standard #10).
* Indiana Professional Standards - Teachers of Library and Media
Standard #3: The teacher of library media collaborates with teachers and pre-service teachers to create, plan, implement and evaluate instruction based upon knowledge of information skills, curriculum goals and the educational needs of students, teachers, pre-service teachers and the greater local community.
Standard #4: The teacher of library media understands how learners differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners and cultures.
Standard #6: The teacher of library media uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning and self-motivation.
Standard #10: The teacher of library media fosters relationships with school colleagues, parents and agencies in the larger community to support individual learning and well-being.
For more information on media specialist standards, visit:
ALA.org
NBPTS.org
The Media Center's Curriculum/Program
Goals:
- To provide access to information media and appropriate learning opportunities for all teachers and students of the middle school.
- To enhance awareness and provide information about the various media formats and resources available through the media center.
- To provide multiple forms of access to diverse learners.
Objectives:
- Be resourceful with community agencies and other organizations in order to provide multiple formats of informational media.
- Collaborate with colleagues to meet the needs of those students with disabilities who are unable to effectively access information through the printed media.
- Encourage social interaction, active engagement and self-motivation.
Services to Support Literacy
Media Center Awareness
Ms. Spencer collaborates with the school community to provide access to the media center and its services. She builds awareness and promotes the media center’s services by maintaining a landing page on the school’s website and distributing a monthly e-newsletter to staff. She works through her administrators to make school-wide announcements about new programs or services. The center is always open during parent-teacher conference days and events.
Academic Supports
Ms. Spencer is the faculty sponsor of the school’s book club. Twice a month, students meet to discuss books of various genres. Generally, the students choose the books and facilitate the discussion, but Ms. Spencer is available as a resource.
The school also has an after-school care program. The program allows students to remain at school from 3:30 p.m. until 6:00 p.m. in a safe and supervised environment. The program is a mix of academic and structured play and also provides a snack. Ms. Spencer has an additional contract to assist with this program two days a week. She finds that providing library services during these times ensures that students have access to their needed texts and readings.
Ms. Spencer collaborates with the staff and students to provide any necessary reference materials or access to special topical media. For instance, one of the special education teachers was concerned that her students would not be able to fulfill the research paper requirement. The teacher consulted with Ms. Spencer. They set up a time when the class could meet in the media center with Ms. Spencer and review the many virtual and standard resources available. Click on the links below for a few examples.
Students with Print Disabilities
Ms. Spencer serves as a facilitator for obtaining accessible materials and resources for students with disabilities. Many of the students have difficulty reading printed text, so Ms. Spencer works in collaboration with the general education and special education teachers to order students’ materials in digital format. The general education and special education teachers provide Ms. Spencer with the students’ names and their individual textbook/literature titles. Ms. Spencer then locates the materials through various resources, such as RFB&D, state libraries and other organizations. She also orders, inventories and stores the necessary equipment in her office closet. When the books arrive, she inventories the book titles and places each student’s order into a zip-lock bag with his or her name, along with the necessary equipment and a student contract. (Click here to review a sample contract.) She then meets with the students and their teachers to review the contract and expectations and to conduct a brief equipment training. (Click here to access RFB&D’s training options.)
For the students who remain with their special education teacher throughout the day, the teacher keeps and stores the equipment for the students. In one classroom, the students are using downloadable text on MP3 players. (Note: the school administrator had to approve the MP3 usage as it conflicted with general school policy.)
In addition, Ms. Spencer sends a letter to the students’ parents/guardians to describe the services and any additional options for access that may be available. (Sample letter: Download in PDF format | Download in RTF format) For instance, students working with RFB&D may sign up for a free individual membership so that they may independently order other materials of interest. This individual membership gives them after-school access to audio content that allows them to complete homework assignments, participate in study groups or conduct research.
The Facilitation Process
- General and special education teachers provide Ms. Spencer with the students’ names and their individual textbook/literature titles.
- Ms. Spencer then locates the materials through various resources, such as RFB&D, state libraries and other organizations.
- She also orders, inventories and stores the necessary equipment.
- When the books arrive, she places each student’s order into a zip-lock bag with his or her name, along with the necessary equipment and a student contract.
- She then meets with the students and their teachers to review the contract and expectations and to conduct a brief equipment training.
- Ms. Spencer sends a letter to the students’ parents/guardians to describe the services and any additional options.
For more resources, visit our special section for librarians and media specialists.
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