Library Media

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902 with Stipulations Portfolio

The 902 with stipulations pre-practicum portolio will be based on work done in courses.

Organization

The pre-practicum (course) portfolio for the 902 with stipulations license in library media will be organized by groupings of program competencies related to the program courses. Many of these competencies will fit with specific courses, but some competencies will be found in multiple courses. You can create any type of webpages to link your course assignments and other artifacts to the competencies for the program and add your reflection.

Course Competencies
Finding and Using Information Competencies: LIBMEDIA 350/550
Digital Tools Competencies: LIBMEDIA 434/634
Organizing Information Competencies: LIBMEDIA 451/651
Information Literacy Competencies: LIBMEDIA 440/640
Library Media Administration Competencies: LIBMEDIA 454/654
Children's Literature Competencies: ELEMMID 362/562
Young Adult Literature Competencies: ENGLISH 310/510 (OR LIBMEDIA 543)
Practicum See all course competencies and practicum requirements

The practicum portfolio will be arranged in the following categories, reflecting competencies in one or more classes:

Competencies by Courses

Assessment Categories

Program competencies

WI DPI standards for 902 licensure

AASL Standards

ISTE

Possible artifacts

Digital Tools (LIBMEDIA 434/634)

(DPI: Technology)


Design or adapt relevant learning experiences that engage students in authentic learning, addressing students' diverse learning styles, working strategies and abilities and incorporating digital tools and resources to promote student learning and creativity. 8a, 8b, 10d, 10h, 10i


 AASL 1.2, 1.4, 3.3

ISTE 1,2

  • Instruction on educational use of a new web 2.0 technology
  • Unit of lesson using technology to promote student learning and creativity with evidence of impact


Create a quality product in print, video, and digital environments demonstrating the ability to:
a. Organize, create, and communicate information
b. Use media literacy, message and screen design principles
c. Be targeted for a defined audience (students and/or teachers)
d. Evaluate the quality and efficacy of the product
8b

3.3

  • Instruction on educational use of a new web 2.0 technology
  • Quality print prodcut
  • Digital environment (website, web2.0 applicaton)
  • Podcast
  • Portfolio
  • Video
  • GoogleMap


Identify issues and problems and develop strategies for solving these problems




 
  • Description of problem and solution


Understand, observe, and able to address intellectual freedom, intellectual property rights, privacy, licensing, and security of students and resources. 6f, 6g, 6h

 AASL 3.1

ISTE 4

  • Copyright brochure
  • Description of elements in portfolio that address attention to copyright, privacy, licensing, and security
Demonstrate the ability to keep current with professional issues through assessng and monitoring existing and emerging technologies for possible application to teachni gna dlearning 10i

ISTE 3,5

  • Describe methods for keeping current and devoloping professional knowledge and connections
  • Example of new technologies used in teaching and learning


Demonstreate the ability to be an effective communication 8a, 8b


 
  • Print or digital docuemnt that demonstrates communication skills


Functions as an effective contributor to a group.

5b


 
  • Example of collaborative project
  • Supporting letter from collaborator

Finding and Using Information (LIBMEDIA 350/550)

(DPI: Access)


Understands the research and innovation process and models the question development and problem solving principles and procedures that enhance the information seeking process 6a

3.1, 3.2

Problems



Responds to and sustains spontaneous and curricular information needs, using listening, open questioning and other techniques to respond to information requests in a manner that encourages further inquiry

6a

3.1, 3.2

Problems

LibGuide / Bibliography

Role play

Knows types of information; understands the difference among information sources and formats, their quality, and their utility for particular purposes and audiences

1, 6d

2.1, 3.1,3.2, 5.1

Problems

LibGuide / Bibliography



Develops and models the proficient use of a repertoire of information problem solving skills, tools and strategies, including a wide range of search strategies and information tools and formats

1

3.1, 3.2, 3.3

Problems

LibGuide / Bibliography

Digital projects



Identifies the structure of expertise and information in a discipline or area of study and outlines the shape, resources, tools and strategies of its information community

6d 3.1,3.2, 3.3

Problems

LibGuide / Bibliography



Understands and applies the informal and formal indexing strategies and structures used to organize and maintain bibliographic records, reference tools, databases, and a personal knowledge base

6b, 7c

3.1, 3.2, 3.3

Problems

Bibliography



Monitors, assesses and employs existing and emerging technologies for information access, organization, processing, use, and dissemination, and makes appropriate use of interrelationships among all types of libraries and information agencies

10i, 7d, 6b

3.2, 3.3

Digital projects

Problems

LibGuide / Bibliography



Develops custom information environments to support specific user needs and purposes, recognizing and addressing contributions from multiple cultures, as well as potential sources of bias, and obstacles to access

6b, 6d, 6e,7b

3.1, 3.2, 3.3

Lesson plan

LibGuide / Bibliography



Understands and sustains the role of libraries in a democratic society by ensuring free and equitable access to information for all community members, regardless of ability level or background, respecting intellectual property and maintaining confidentiality and information security as legal rights

6f, 6g, 6h

3.2, 3.3

Problems

Role play



As you engage in this course, your charge is to:

  • Explore and develop competence in reference service to individuals and groups
  • Provide reference and bibliographic service to a specific individual
  • Develop the skills to evaluate the quality of reference service and the resources, policies and procedures that underlie it
  • Demonstrate skill in associated information search, knowledge management and communication technologies
In so doing:

  • Acquire skill in communicating with users, interviewing them, analyzing their questions, determining precisely what they seek, and working to ensure their success
  • Become familiar with a systematic range of basic tools for reference and knowledge management and skilled in their use
  • Acquire skill in developing and implementing strategies for problem definition, problem solving and information seeking and handling to meet users' information needs
  • Develop criteria for selecting and evaluating reference tools
  • Develop and critique methods for evaluating reference service to ensure it is effective in meeting users' information needs
  • Gain familiarity with, and be prepared to select among, networks of libraries and traditional and digital collections and services

 

3.1, 3.2, 3.3

Problems

LibGuide / Bibliography

Library Administration (LIBMEDIA 454/654)

(DPI: Administration)


Legal and Ethical Aspects Practice, Policies, and Procedures

  • Articulates the importance of libraries to a democratic society and demonstrate an understanding of the role of the school library media program within the school environment.
  • Understands and practices the ethical principles of the profession, advocates for intellectual freedom free inquiry, privacy, and access to information and promotes and modesl digital citizenship and responsibility and can apply them in policy development and decision making.
  • Establishes and follows policies and procedures, (e.g., selection, copyright and internet use, circulation and access policies and procedures) for the building level library media program to support the Library Bill of Rights; the principle of intellectual freedom; intellectual property rights, laws and guidelines; and equitable and flexible access to information, ideas, resources, and service both within and beyond the school in support of the school's philosophy, goals, and objectives.
  • Maintains confidentiality and ensures information security as one of the rights of users through circulation, reference, technology / Internet, and record keeping policies and procedures.
  • Demonstrates awareness of legislated requirements, resources, and restrictions that affect school library media programs, e.g., accounting codes, state funding, and Internet filtering.
 

3

5b, 5c

6c, 6e, 6f, 6g, 6h

9b

WTS 9, 10


1: 4.3

2: 3.2, 5.2

3: 3.2, 5.4

4: 5.2

1: Letter on roles

2: Letter on roles, automation activity

3: School observation

4: Automation activity

 

 



Planning, Communication and Evaluation

  • Describes how the library media specialist initiates relationships with administrators, teachers, staff, students, and other stakeholders within and outside the school community to develop and advocate for resources, services, and programs to meet information, learning and teaching needs.
  • Engages in short-term and long-range planning and implements existing instructional and information technology plans.
  • Communicates persuasively the mission, goals, objectives, functions, resources, services, and impact of the library media program.
  • Applies appropriate research findings to improve teaching and learning throughout the school and specifically within the library media program
  • Locates and uses assessment tools to evaluate aspects of the library media program.

5b, 5c

9c, 9h

WTS 6, 10



6: 4.1, 4.4

7: 5.3

8: 5.4

9: 4.3, 5.4

10: 4.3

7: School observation, long range plan

8: Letter on roles, advocacy activity, marketing plan

9: School observation, advocacy activity

10: Advocacy activity



Management
  • Applies a working knowledge of management principles and theories in developing, monitoring, implementing and revising procedures.
  • Understands the culture of the school and develops strategies for integrating the library media program in a vital way and bringing about change
  • Creates a welcoming environment that is conducive to self-initiated and formal learning through facilities, policies and procedures, programs, and staff activities.
  • Designs a facility that creates an environment conducive to learning and equal access that anticipates curricular functions, user needs, and technological and resource requirements.
  • Describes how the library media specialist performs as a contributing member of key committees, such as staff development, curriculum, technology, etc.
  • Describes how the library media specialist recruits, hires, trains, develops, evaluates and provides leadership for volunteer, paraprofessional and student staff in the library media program.
  • Plans, develops, justifies and administers a budget that supports learning and teaching.
  • Establishes and follows an acquisitions process for materials, equipment and supplies that assures appropriate resources will be available when needed.
  • Describes the value of establishing connections with other libraries and examines electronic resources licensing and resource sharing systems and agreements that expand access to information.
  • Monitors, assesses, and employs existing and emerging technologies for media center management.
  • Implements and evaluates circulation policies, procedures, and systems based on the needs of users.

2

3

5a, 5b, 5e

6c, 6e, 6h

7a, 7d

9a, 9d, 9f, 9g

WTS 1, 5, 6, 10


 






11: 5.3, 5.4

12: 4.3

13: 3.2

14: 5.3

15: 4.3

16: 5.3

17: 5.3

18: 5.1

19: 4.1

20: 3.3

21: 5.3

11: School observation, long range plan

12: School observation, long range plan, facilities plan

13: School observation, facilities plan

14: School observation, facilities plan

15: Automation activity

16: Staffing activity, interview questions

17: Budget

18: CD steps

20: School observation, tech environment



Reflective Practice

  • Engages in continuous self-evaluation and self-directed learning for personal and professional growth.
  • Maintains an active interest in and contributes to appropriate local, state, regional and national professional associations and publications

4

WTS 9



22: 4.2

23: 4.2

Class participation

Portfolio

Information Literacy (LIBMEDIA 440/640)

(DPI:Instructional Leadership)
Teaching and Learning

  • Collaborate with teachers to design experiences that engage students in active learning and higher level thinking, authentic learning experiences, and creation of knowledge, support student interests and learning needs, and encourage creativity, innovation, and critical thinking. 
  • Design, develop and implement relevant, inquiry-based authentic learning experiences and assessments based on
    • knowledge of motivation, human development, individual differences, student cultures to meet the needs of all learners;
    • knowledge of learning theory, teaching and learning strategies, curriculum, information problem solving models, and assessment; and
    • appropriate digital tools and resources
  • Demonstrate personal mastery of and teach students information problem solving and technology literacy skills such as:  
    • Determining information needs, developing information seeking strategies, and locating, acquiring and critically analyzing information relative to needs
    • Using information and ideas effectively by gathering, evaluating and analyzing evidence, constructing arguments, and communicating ideas in appropriate formats
    • Organizing, processing, and acting on the information, producing new knowledge individually and collaboratively, communicating the conclusions, and evaluating the process, the product, and its impact
    • Directing their own learning by voluntarily establishing clear information goals and monitoring progress, using and managing information in a variety of formats and considering alternative perspectives, exploring topics of personal interest, and identify and applying performance guidelines to their own activity
    • Functioning as an effective contributor to a group
    • Using information and technology responsibly and ethically
  • Facilitate, inspire and  support students' independent and collaborative efforts in inquiry and knowledge construction, both within the curriculum and for their own interests and needs.
 

1

2

3

5d

8c

10a, 10b, 10c, 10e, 10h,10j

WTS 1, 2, 3, 4, 5, 6, 7, 9

1.1, 1.2, 3,1, 3.3
  • Case study
  • Research project
  • Blog entries
  • Reflection on inquiry
  • Discussion
  • Higher level thinking activity
  • Assessment activity
  • Unit and lesson plan
  • Workshop


Information and Technology Literacy Curriculum

  • Network with teachers, administrators, staff, students, and other members of the learning community,  engage in curriculum development and school improvement efforts to promote and facilitate a collaborative teaching and learning environment that supports student curiosity, inquiry, and knowledge construction
  • Advocate for and collaborate with teachers to develop a coordinated, integrated approach to 21st century literacy skills in support of the curriculum and student learning that incorporates multiple literacies and emerging technologies to support conceptual understanding, critical thinking and the creative process.

3

5b, 5c

10a, 10c, 10j

WTS 1, 6, 10

1.3, 1.4, 4.3

  • Case study
  • Scope and sequence
  • Discussion
  • Higher level thinking activity
  • Unit and lesson plan


Professional Development

  • Plan and implement staff development activities to increase educators' competence in locating, evaluating, selecting, using, and producing resources and technologies, participating in information communities, and integrating these tools and information into the teaching and learning experience.
  • Plan for ongoing professional growth, develop a personal learning network, and participate in professional growth opportunities. 

4

8c

WTS 1, 4, 9, 10

1.3, 4.2

  • Staff development
  • Portfolio

Children's Literature (ELEMMID 362/562)

(DPI: Instructional Leadership)


Identify the reading interests of children

6a

10d, 10f

2.1

  • Interest survey
  • focus group summary
  • circulation statistics with explanation
  • identification of hot topics in literacy
Read widely and critically books intended for an/or or of interest to children.

10g 2.1
  • Extensive reading journal with summaries / reviews representing a variety of titles read / listened to (e.g., various genre, nonfiction, graphic novels, ebooks, fan fiction, audiobooks, multicultural/diversity) for a range of students (K-6)


Provide reading, viewing, and listening guidance for children founded on knowledge of a wide range of children's literature in all formats, and an understanding of the diversity of student cultures and development.

10d, 10f

2.1

  • Book Talk
  • Buddy Journal
  • Display Case
  • Lit Circle
  • ReaderResponses
  • Recommended resources for a specific students with attention to his/her needs and interests; selection of titles accurately representing a culture or under-represented group


Model enthusiastic and effective use of books and other media for education, recreation,  and information.

10f, 10e,  10h, 10d

2.2, 2.4

  • Book Talk
  • Reading promotion activities
  • book displays
  • read aloud
  • documentation and analysis of 1:1 and group work with students on literacy and literature


Work individually and collaboratively with teachers, parents and students to promote the love of reading and develop critical literacy skills.

10d, 10e, 10f, 10h 2.1, 2.2, 2.3, 2.4

  • Reading promotion activities
  • Library lesson supporting literacy


Understands the principles and supports the practice of intellectual freedom, free inquiry and access to information that is requisite for effective and responsible citizenship in a democracy.

6g

5.2

  • Analysis of collection develompent and recondieration policy in response to a challenge
  • Example of an issue and how to deal with it


Monitor, assess, and employ existing and emerging technologies in the field of chldren's literature and resources.

6d, 10i

 2.1, 2.3

  • Example of selection and use of audiobooks, ebooks, etc, with students


Show familiarity with the different genres of children's literature and how each might be integrated into the school curriculum

5d, 10b, 10d, 10g, 10h 2.1, 2.4, 1.4

  • Genre study with lesson
  • Online genre guide with suggested activties
Demonstrate the ability to keep current with professional issues
  • Identification of resources/ people to keep current on the topic (PLN)


Identify resources that review, evaluate, analyze, categorize and/or recommend resources for children.  7a, 7b 5.1

  • Analysis of selection tools
  • comprehensive bibliography of resources for either leisure reading with a specific focus or a curricular unit

Young Adult Literature (LIBMEDIA 343/543 or ENGLISH 310/510)

(DPI:Instructional Leadership)


Identify notable young adult authors and their works. 

 10g 2.1 Teen reader interview

Read widely and critically books intended for and/or of interst to young adults

10g 2.1


Understand student reading interests and provide reading, viewing, and listening guidance for children and adolescents founded on knowledge of a wide range of YA and children's literature and an understanding of student culture and development.  10f 2.1 Teen reader interview

Series presentation

Bibliography



Explore and develop effective promotional and programming techniques such as book talking to promote reading with adolescents

 10f 2.2 Book talk


Explore issues and trends related to young adult literature, such as intellectual freedom and access to information for young adults, diversity, gender and disabilities

 6g

10g

5.2, 2.1, 2.3 Intellectual freedom and censorship


Monitor, assess and employ existing and emerging technologies in the field.

 10i  2.1, 2.3  


Become familiar with selection and evaluation tools for YA materials including awards, best lists, associations and websites.  Be familiar with evaluation criteria for YA books. 7a, 7b

5.1

 Bibliography

Organizing Information (LIBMEDIA 451/651)

(DPI:Access, Collection Management and Use)


1. Develop an understanding of basic concepts and principles of bibliographic control. 7c  1c CDiscussions
CMARC



2. recognize different approaches to catalogin / classification, and selected tools / resources

7c

1c

CMARC



3. Utilize selected key tools properly for catalogin and classifying items (including RDA, ISBD, MARC, DDC, Search/LCSH)

2

7c

1c

CMARC



4. Demonstrate an understanding of the descriptive / subject cataloging and classification of items, and appreciate their roles and importance in organzing and retrieving information .

7c 1c, 4a CMARC