Librarians use their background knowledge to help patrons access reference collections, and they provide access to a diversity of users. Advocating for specific audiences to access information is an important skill that librarians should possess. With diverse users, the library should be a wealth of information that can accomodate all levels of learners.  Information literacy needs to be taught to students to make them feel comfortable using the library materials.  Whether it be a digital database or a reference book, students should feel welcome as users of library services.

The Twin Valley High School library has a wealth of resources available to students, and while digital technology is becoming an education norm, it is imperative that a solid Reference section remains in place.  References come in many formats, so the library should have materials that are available in print, e-books, websites, and applications for devices. In LIB 511, I argued why a reference section is valuable and needed in a high school library. The target audience for this proposed reference area were students in grade 9-12 or a high school library. In the world of Google, students are quick to cite inaccurate information because they are led to information that is not credible. By teaching students how to properly research and use reference tools, they can be sure to gather the information that will help them to be successful in their learning.

Students have the opportunity to search a wide varity of resources, and with Gale and Access PA, it makes it super-easy for them to retrieve a variety of diverse sources.  One of the best features of these databases is the filter section where the students can narrow down their search.  Attached is a screenshot of the choices that a student can see when they type in a topic into Student Resources in Context.  Other ways students can evaluate sources is by looking at the Lexile level and the date of publication.  

In LIB526, I reviewd an article about OPAC, and the article states that the open-sourced systems are more innovative, and they provide not only print, video and journal materials, but also access to full text of electronic databases, digital archives, and other library resources.  Before this class, I was unaware of the opportunites for students to find resources in this way. Attached is my review (Chapter 7) of the article from Information Technologies and Libraries. 

The Destiny Catalog helps students retrieve materials from the Twin Valley High School library, and attached is an explanation of how Destiny is a technique used to retieve and evaluate information from print sources. My Chapter 2 response fron LIB526 explains our Destiny catalog and how students use it. 

The Twin Valley Library Media Center is open to all students at any time. Students do not need a pass to be in the library, as long as they have their teacher's permission to be there.  Many students have internship, flex scheduling, or blended learning classes, so they need a safe space to complete school work.  The library has many different options for them- quiet reading space, collaboration areas, an interactive board, cubicles for studying, and the Chromebook center for support.  Attached is a video of how the library looks during our 'flex' period at Twin Valley.  

Another way that I interact with my students is through the library-run clubs.  The student book club meets various times throughout the year, and my avid reads read between 5-10 books a school year.  This club is open to all students and staff, and I have both boys and girls ranging from 9th -12 grade involved.  The Valley Labyrinth is the same, and we accept submisions from all students, whether they are in the clib or not.  This gives all students the opportunity to have their voices heard and have their talents in art or writing published. The picture above is from a past book club team. 

The most important aspects of teaching information literacy can be summed up with the “clear expression of the qualities of well-prepared learners, effective school librarians, and dynamic school libraries” that the AASL standards strive for.  The standards framework integrates what used to be three separate sets of standards for learners, school librarians and school libraries. The new, comprehensive approach demonstrates the connections among those three groups of standards, which share six foundations: Inquire, Include, Collaborate, Curate, Explore and Engage. Within each foundation are four domains: Think, Create, Share and Grow. (New National School Library Standards, 2018). It is important to teach information literacy to prepare students for life after high school. We are preparing students for the future.  “The goal of the standards is to help school librarians establish effective school libraries that prepare students for the next phases of their lives—college, career, life... We want standards of practice to help our students be innovators, creators, problem-solvers and thinkers. And also advance our school libraries so they are in step with the broader world and educational community.” (New National School Library Standards, 2018). The advancements of technology coupled with learning how to use the available resources to become digital citizens is one of the most important aspects of teaching information literacy.

 We heavily examined information literacy in LLT574, and attached is my review of Donham's Enhancing Teaching and Learning chapter.  My review also discusses theBig6, and a review of a sample lesson that teaches informaiton literacy. 

Formative Assessment is an ongoing practice that all educators must utillize.  In the library, we are constantly checking in with students, and for specific lessons, I use formative assessment checklists to help students advance.  Attached is a formative assessment checklist that I use for Destiny Quest and locating library materials.  This was used in LLT574 as well for my sample lesson. 

Advocacy for the library is extremely important in ensuring that patrons not only utilize the library but are aware of what the library has to offer. In order to reach specific audiences, there are certain areas of the library that are geared towards certain individuals. One of the major trends in library science is makerspaces. When planning out my new library sections, I sent out a question to the librarian listserve throgh PASchools, and I asked how makerspaces were enhancing their libraries.  I have attached the sheet of responses that I recieved from other librarians.  

A fun collaboration I did with some of the tech-ed students was to make READ posters for my library.  We hung some of the famous READ posters around the library, and then challenged some students and teachers to make a poster as well.  This was a huge success, and we have READ posters (mixed in with the famous people) hung around the library and hallways.  This poster in itself can be seen as library advoacy as it encourages students to read, but also got them using some of the library technology to create a fun, school-wide project. 

Students are always asking for new materials, technology, and furniture in the library.  To keep up with their requests, I have created a Suggestion/Book Request box.  Students can leave their slips of paper in the box either anonymously or with their name attached. Through grant money and my open purchase order with Barns and Nobel, I am able to make some of these requests happen.  Attached is the library suggestion slips. 

I am fortunate to have library student interns with me occasioanlly.  Depending on the student and their needs, I have them help me with different tasks in the library.  Some students who are iterested in the technoloy help me in my Chromebook center, while others help me with other library needs (circulation, shelving, bulletin boards, etc.).  Some of my students have IEPs and are only able to help with certain tasks.  One of my interns really enjoyed art projects, and she wanted to make the library more inspiring to other students.  She created my BE wall and was very proud of her project. A picture of this is attached.  Another student is very interested in technology and troubleshooting computers, so he helps in my Chromebook center.  He is an amazing help with our Chromebooks, and he can handle the demands of the center. One of my attached artifacts is this student's picture in the Chromebook center.  

The Valley Labyrinth club and Reading Olympics team also have diverse learners involved.  Students of all reading abilities and writing levels are welcomed to join and be a part of these really great extra-curriculuar activities that are run by the librarian. The picture above shows some of my students advocating for our clubs at the Twin Valley Club Fair. 

With the implementation of Google, we are able to assess situations effectively and efficiently with Google Forms. In working in conjuction with our new technology coach, a form was created asking teachers to assess the new technology at Twin Valley.  Teachers were to commment what was working well, what they were struggling with, and any questions or concerns they have with the 1:1 initiative. Attached is the e-mail explaining this form (sent by our technology coach), and the link to the form. 

Also attached is my data analysis for my formal research plan from EDU500.  This research involved the effects on classroom management from the 1:1 rollout.  Collecting data from teachers and students is an essential part of knowing if the iniative is successful and helping the education environment.