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IRLS 481/581: School Library
Administration and Organization Course Facilitator: Judi Moreillon |
Final Exam: This is an individual assignment, not collaborative work. Link to
Student Answer Sheet This is a 25-point exam. Each question is worth 5 points. I will use a checklist format for the assessment. 1. Opinion Question (Maximum Points 5) For these reasons - and more - the term "school library media specialist" is not universally accepted or used across the country or around the world. Other terms include "library information specialists" and "information specialists." In California, school librarians are called "library media teachers." Canadian school librarians use the term "teacher-librarians." In Arizona, the school librarians who are active in our state association voted to change the name of our division from the "School Library Media Division" to the "Teacher-Librarian Division." This was the result of many conversations related to Shakespeare's provocative question: What's in a name? What do you think is the best name for school librarians? You can choose from among these or invent your own. Use notemaking format to give five different reasons for your answer.
Consider these student teachers' testimonials. List five problems
that you identified from theses testimonials and make notes about
five solutions (actions) you would take so that student teachers and new
teachers will have positive first experiences with classroom-library collaboration
during student teaching and their first year of classroom teaching. (1
point for each problem-solution)
3. Application Question (Maximum Points 5) Choose one of your library services or core programs (not your collaborative lesson plan) and develop an assessment to show its value to the academic learning program in the school. Use the sample framework that follows to plan, design, and evaluate an assessment tool for making decisions about this service or program. The example is from a public library program with which I am associated. Name the service, event, or program component: Project L.I.F.T. (Literacy Involves Families Together) 1. Identify ONE objective of the learning experience:
As the result of an author visit and book signing, young parents will
identify or practice reading to their babies and young children as a critical
aspect of nurturing their children.
4. Analysis Question (Maximum Points 5) List five components of the teacher-librarian worldview that Ann and I believe teacher-librarians share. Phrases or short sentences will do fine.
5. Metaphorical Thinking (Problem Solving) Question (Maximum Points
5) Still, if we were in a physical classroom together, I would tell you a parting story, one about overcoming obstacles. After three podcast recordings that I was unable to upload (Perhaps they were too long at 7 minutes.), I was about to give up on this exam question. Then like a superhero, Google saved me when I searched and found a short version of the story for you on the Web. (Warning: You may want to turn off your sound!) Read the story "Li Chi Slays the Serpent" found at: http://www.lair2000.net/Chinese_Poetry/stories/Li_Chi_Slays_The_Serpent.html Choose one of these obstacles to creating an effective school library program (or make up one of your own): fixed library schedule, unsupportive principal or one who is uneducated with regard to the role of T-Ls and school library programs in student achievement, CRTs that do not want to collaborate, no joint planning time with CRTs, lack of funds to purchase engaging print or electronic resources, insufficient or no support staff to help manage the library so you can function as an instructional partner, and on and on. Use notemaking to fill in the obstacle (of your choice) and then use metaphorical thinking to complete the matrix. In order to overcome this challenge, what would be your rice balls moistened with malt sugar? Your snake-hunting dog? Your sharp sword? The confidence from which your strength will come? Is there a song that has been written that captures your heroism? |