MY LEARNING BELIEFS

The fast coming of “information age”, or “digital age” made all of the educators of the new century facing opportunities as well as challenges. Just make our citizens can read, write and math reasoning is not enough any more. On top of those basics, students to master 21^st century skills and to be competent in the market places in global scale now are a must. The bottom line is “our educational system must produce technology-capable kids” (NETS-S, section 1)

THE POSITION OF A SCHOOL MEDIA SPECIALIST

School library media specialists are recognized by the National Board for Professional Teaching Standards (NBPTS) as teachers whose teaching can be measured to meet standards for professional teaching excellence and by the National Commission on Libraries and Information Science (NCLIS) as teachers who are critically important for student achievement (http://www.nclis.gov/info/schoollibraryactivities.html ). School library media specialists are teachers who serve as crucial partners in ensuring that states and school districts meet the reading requirements that are part of No Child Left Behind (P.L. 107-110). In Part B, Subpart 1, Section 1208 of No Child Left Behind (P.L. 107-110), Instructional Staff is defined as "principals, teachers, supervisors of instruction, librarians, and school library media specialists".

School library media specialists are an integral part of the total educational team which prepares students to become responsible citizens in a changing global society. In today's information age, an individual's success, even existence, depends largely on the ability to access, evaluate and utilize information. Library media specialists are leaders in carrying out the school's instructional program through their separate but overlapping roles of information specialist, teacher and instructional consultant.

School library media centers are classrooms in which school library media specialists teach and students and teachers learn. In school library media centers, students read, utilize print, non-print, and technology resources, and learn to evaluate and use information for projects and reports efficiently, effectively, and ethically, with the goal of developing lifelong learning and literacy skills and strategies. In school library media programs, classroom teachers and school library media specialists collaborate for instruction and support the development of each other's teaching skills.

School library media specialists assume a leadership role in promoting the principles of intellectual freedom within the school by providing resources and services that create and sustain an atmosphere of free inquiry. School library media specialists work closely with teachers to integrate instructional activities in classroom units designed to equip students to locate, evaluate, and use a broad range of ideas effectively. Through resources, programming, and educational processes, students and teachers experience the free and robust debate characteristic of a democratic society.

School library media specialists cooperate with other individuals in building collections of resources appropriate to the needs and to the developmental and maturity levels of students. These collections provide resources that support the mission of the school district and are consistent with its philosophy, goals, and objectives. Resources in school library media collections are an integral component of the curriculum and represent diverse points of view on both current and historical issues. These resources include materials that support the intellectual growth, personal development, individual interests, and recreational needs of students.

Students and educators served by the school library media program have access to resources and services free of constraints resulting from personal, partisan, or doctrinal disapproval. School library media specialists resist efforts by individuals or groups to define what is appropriate for all students or teachers to read, view, hear, or access via electronic means.

The school library media program is not only integral to and supportive of the school curriculum, but also provides a mechanism for choice and exploration beyond the prescribed course of study. The school library media program provides a wide range of resources and information that satisfy the educational needs and interests of students. Materials are selected to meet the wide range of students’ individual learning styles. The school library media center is a place where students may explore more fully classroom subjects that interest them, expand their imagination, delve into areas of personal interest, and develop the ability to think clearly, critically, and creatively about the resources they have chosen to read, hear, or view.

The school library media center provides a setting where students develop skills they will need as adults to locate, analyze, evaluate, interpret, and communicate information and ideas in an information-rich world. Students are encouraged to realize their potential as informed citizens who think critically and solve problems, to observe rights and responsibilities relating to the generation and flow of information and ideas, and to appreciate the value of literature in an educated society.

The library media specialist has an essential role in curriculum development. Outcomes-based education is a curriculum practice which establishes clearly defined learner outcomes based on the premise that all students can be successful learners. High expectation outcomes, which are essential for success after graduation, require carefully aligned curriculum, instructional strategies and performance-based assessment. In their unique roles as information specialist, teacher, and instructional consultant, library media specialists actively participate in both the planning and implementation of outcomes-based education.

As Information Specialist, the library media specialist working collaboratively with teachers, administrators, and parents:

0. provides knowledge of availability and suitability of information resources to support curriculum initiatives;

0. engages in the developmental process with the planning team, using knowledge of school curriculum and professional resources;

0. facilitates the use of presentation tools in print, technology, and media for dissemination efforts;

0. serves as an expert in organizing, synthesizing, and communicating information.

As Teacher:

0. determines learning outcomes, including those in information literacy, for all students in the school and/or system;

0. plans, implements, and evaluates resource-based learning;

0. integrates information literacy into all curriculum outcomes;

0. develops on-going performance-based assessments for determining the achievement of outcomes.

As Instructional Consultant:

0. facilitates development of teachers understanding and implementation of outcomes-based education;

0. plans for learning environments supportive of curriculum integration;

0. previews and selects resources and technology to accommodate the learning styles and multiple intelligences of students;

0. designs and implements a variety of instructional strategies and experiences that engage each student in successful learning.

As a member of the decision-making team, the library media specialist:

0. shares decision-making with administrators and other teachers as a partner in instruction, budgeting, program planning, and collection development.

0. collaborates with classroom teachers throughout the process of designing, implementing, and evaluating instruction.

0. accesses a broad network of information resources within and outside the school to provide information and relevant research to help guide the school staff in making informed decisions.

In an information age, literacy demands not only the ability to read and write, but also the ability to process information and communicate effectively. Research suggests that reading proficiency increases with the amount of time spent reading voluntarily. Unfortunately, independent reading is often a casualty in our fast paced, media-oriented society. Today's students know how to read but have little or no interest in doing so. They have failed to catch the love of reading; therefore, they choose not to read.

The adoption of Goals 2000 has made literacy an issue of national importance; therefore, a primary goal of the school library media program must be to create life-long readers. It is imperative that school library media specialists work with teachers and parents to find ways to instill in students the joy of reading while helping them build the reading habit.

To become life-long readers, students must have . . .

0. access to current, quality, high interest, and extensive collections of books and other print materials in their library media centers, classrooms, and public libraries;

0. contact with adults who read regularly and widely and who serve as positive reading role models;

0. certified school library media specialists and classroom teachers who demonstrate their enthusiasm for reading by reading aloud and booktalking;

0. time during the school day dedicated to reading for pleasure, information, and exploration;

0. opportunities specifically designed to engage young people in reading;

0. schools that create an environment where independent reading is valued, promoted, and encouraged; and

0. opportunities that involve care givers, parents and other family members in reading.

“The man who does not read good books has no advantage over the man who cannot read them.”

--- Mark Twain

ME, as a MEDIA SPECIALIST AT SCIENCE PARK HIGH SCHOOL

My library media program is to help students to master information literacy, nurture authentic student learning within and beyond the curriculum; and to work closely with teachers, administrators, and parents providing an integrative curriculum that prepares students for success in the twenty-first century.

More specifically, I will:

1. Plan, implement, and evaluate resource-based learning, information literacy, for all students in our school.

2. Provide materials that will implement, enrich, and support the educational programs of the schools.

3. Create an atmosphere that will encourage students to seek knowledge beyond the confines of the curriculum, to provide materials that will inspire and stimulate youthful minds, and to help students develop a lifelong love of learning.

4. Provide knowledge of availability and suitability of information resources to support curriculum initiatives.

5. Engage in the developmental process with the planning team, using knowledge of school curriculum and professional resources.

6. Develop on-going performance-based assessments for determining the achievement of outcomes, therefore find the weak points of our current program, and improve it.

The center value of above missions are helping learners, students and teachers, to understand and achieve information literacy and the authentic learning it supports. Whenever there is a need, our media specialist will analyze it, design a way to meet it, test the design, evaluate and revise it, until achieve our school’s educational goals.

REFERENCES / WORKS CITED

NETS-S (National Educational Technology Standards for Students) posted at ISTE (International Society for Technology in Education) site http://www.iste.org/AM/Template.cfm?Section=NETS retrieved 6/14/2008

Sandholtz, J., Rinstaff, C., & Dwyer, D. (1996) Teaching With Technology: Creating Student-Centered Classrooms New York: TeacherCollege, Columbia University

American Association of School Librarians (2006). Position Statements. Retrieved November 10, 2006, from http://www.ala.org/ala/aasl/aaslproftools/toolkits/aasladvocacy.htm

American Association of School Librarians (1998). Information Power --- Building Partnerships for Learning. Chicago: American Library Association.

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