Reading & Literacy - EDIT 6300
As a language arts teacher, I already have some knowledge of the reading process, as well as both coursework and practical experience with learners and learning, but I’ve enjoyed researching current literature for this task. It’s been too long since I’ve done much professional reading, and it’s invigorating to dip your toes into the educational eddies created by learned men and women. This project has given me a new perspective on reading and literacy. My tendency has always been to look at things from a teacher’s point of view, and I still do, but I’m beginning to understand how important a media center can and should be within a school.
PDEP - EDIT 6300
This project gave me the opportunity to think about the big picture – all the aspects of running a library media program. Of course, I knew that being a media specialist involved more than ordering books and checking them out, but it was helpful to go through the steps of developing a plan: tying goals to the school mission, putting evaluations in place to gauge success, thinking about budgets.
One thing that this assignment made clear to me is that a media specialist is not an island unto herself. I mean the media specialist doesn’t operate on the "my way or the highway" principle; he or she doesn’t develop the library media program in a vacuum. Rather, the media specialist has to accept and even solicit involvement from administrators, teachers, students, and parents. This assignment made me very aware of the importance of working with all stakeholders, and of always being mindful of the expressed goals and mission of the school.
Selection Policy - EDIT 6340
Even though it has been described as a dry activity due to its lack of creative opportunities, I have found the selection policy assignment to be, well, comforting. I've been worrying a bit about managing a collection. Why, when, and what should I weed? How do I ensure that the materials I order are relevant to our school's mission and represent diverse formats and perspectives? What is the best way to keep myself out of trouble due to book challenges by well-meaning but potentially antagonistic community members? This task has given me some answers to all of these questions.
It really is reassuring to know that having a policy in place can provide a great deal of support. Think body armor, or maybe an invisible shield that will repel the sticks and stones thrown by those who think that words can, indeed, hurt them. I realize that following a well-defined selection policy won't prevent all problems, but I am convinced that utilizing such a policy can prevent me from erring in many ways. It will help me to focus on targeted acquisitions rather than buying things willy nilly, and following procedures will help to control bias, the ugly beast. I feel much less apprehensive now, although I'm still plenty awestruck. It's just good to know that I can rely on something written to guide me.
Order - EDIT 6340
I really enjoyed this project. It's always fun to spend money, even pretend money, and this reminded me of when I was a little girl playing store. Not a bad feeling to evoke. The thing that surprised me was how quickly our target amount was spent. In looking at the order list, though, I think we got a lot for our imaginary money. The only regrettable thing is that I won't actually get to unpack boxes and shelve the materials we selected.
This activity taught me a great deal about both the reasoning behind an order and the actual procedures to complete one. I had already established a Follett Titlewave account the year before, in an effort to find a source for class sets of novels, but this project really let me learn my way around that vendor's site. I think that our creation of a simulated order gave me a very good feel for what the real thing will be like. Consequently, I won't be as nervous next year when I actually place one.
Isearch - EDIT 6360
Even though this project drove me crazy, I ended up seeing the value of the approach. It was just such a departure from the way I had always done research, and it was especially hard for me to "find" the topic that "chose" me. Although I don't think the "anything goes" perspective will translate easily to a classroom setting where specific content standards have to be addressed, I did like the idea of reading without note taking and then reflecting on what you've read. Most students skim-read material, gleaning facts to restate in a boring report that has no relevance to the person writing it.
Collaborative Unit - EDIT 6360
This activity gave me the opportunity to visualize collaboration with content area teachers. I'm not becoming a media specialist to escape working with students; that's my favorite part of being a teacher. Collaboration is the way I'll still have face time with groups of learners. Creating this unit helped me to understand the process of working with a content area teacher to design and implement instruction.
Internship - EDIT 7460
My internship has been a bit unorthodox, since I was lucky enough to get a job as a media specialist for the 2009-2010 school year. Instead of spending time with an experienced MS in his or her school, I'm spending each day in my own library. That doesn't mean I'm not being offered supervision, though. In fact, I've ended up with three mentors - the media specialist who is my mentor of record at UGA, another whom my county supervisor assigned to me, and a third who got the job by default since I took over "her" media center when she moved to open a new school in the county. I talk to each of these knowledgeable ladies often.
GACE I & II - passed October 2008
