Scott and Becky Gerdes

Transcription

1 Untitled Message Page 1 of 1 Scott and Becky Gerdes [gerdes75@lakedalelink.net] Sent: Monday, May 09, :40 PM To: Baures, Lisa Attachments: Library Visit by Minnesota State University.doc (25 KB) Lisa, Attached is the agenda for Thursday, May 12th. Please call me if you have any questions at Please let me know if you received the directions and the packet of information in the mail. Look forward to your visit. Becky Gerdes EE /6/2007

2 Schedule for Library Visits by Minnesota State University, Mankato Consultants Thursday, May 12 th, :45 a.m.-9:00 a.m. Meet with Administration Team in the Howard Lake High School Media Center 9:00 a.m.-l 0:00 a.m. Meet with High School Staff and tour High School Library at Howard Lake 10:00 a.m.-l 0: 15 a.m. Travel to Humphrey Elementary School 10:15 a.m.-ii :15 a.m. Meet with Humphrey Elementary Staff and tour grades K-2 Library and grades 3-5 Library 11:15 a.m.-11:30 a.m. Travel to Howard Lake 11:30 a.m.-12:30 p.m. Lunch with Marlene George, Linda Tassinari, and Sandi Williams at Sunnie's Grille 12:30 p.m.-12:45 p.m. Travel to Winsted Elementary School 12:45 p.m.-l:45 p.m. Meet with Winsted Elementary Staff and tour Winsted Elementary Library 1:45 p.m.-2:00 p.m. Travel back to Howard Lake 2:00 p.m.-3 :00 p.m. Meet with Elementary Principal and Curriculum Director 3:00 p.m.-3 :45 p.m. Meet with Middle School Staff and tour Middle School Library

3 Visit to Howard Lake, Waverly, Winsted Library Media Centers Page 1 of 1 Visit to Howard Lake, Waverly, Winsted Library Media Centers Baures, Lisa Sent: Tuesday, May 17, :43 PM To: Cc: bgerdes@hlww.k12.mn.us; dwessman@hlww.k12.mn.us Underwood, Linda J; Jesseman, Deborah J Becky and Dean: I would like to express my appreciation for extending to me the invitation to visit your school district. The opportunity to participate in discussions with school administrators, faculty, and staff on the subject of library media resources and services was most welcomed and enjoyable. Retrospectively reflecting upon the various discussions, it was clearly self-evident to me the issues emerging did so from a strong desire on the part of all interested parties to identify the materials, technologies, facilities, and personnel required for the acquisition and provision of library resources and services essential to supporting the curriculum. As expressed by the school administration, given financial exigencies the funds available to support the administration and maintenance of school library media centers are limited. Consequently, such fiscal constraints have instilled a desire to explore strategies that would somewhat mitigate the deleterious effects precipitated by the absence of funding for a full time library media specialist position to coordinate, promote, and develop resources and services, in addition to the lack of new library materials being added to the collections, were threads permeating throughout the discussions. These discussion threads were also reflected in the specific concerns voiced and included: The desire to create an inviting and welcoming atmosphere necessary to promote the use of the library, as well as develop a learning environment outside of the To dispel the aurora of library collections as "useless" by addressing the need to deselect (weed) worn and outdated materials, in addition to removing from collections those materials that no longer support the curriculum. As monies for the purchase of materials become available, have in place policies for the selection, replacement, and deselection (weeding) of library materials encompassing various formats (print, electronic, audio, video, realia, etc.) and addressing the needs of the entire curriculum and not just a specific aspect of the curriculum. The availability of a resource person to assist teachers in the identification of instructional materials available through the various library collections within the school district, local public libraries, Electronic Library for Minnesota (ELM), and interlibrary loan/document delivery. The availability of a resource person to assist students in accessing and retrieving resources necessary to complete homework assignments, particularly in the area of language arts. The development and implementation of a library system beyond the restrictive limitations of a card catalog to organize and provide access to materials in the various library collections in the school district. The recognition by faculty as a compelling need to incorporate into the school curriculum information literacy skills. Within the physical spaces designated for library media resource centers, the need to balance the competing demands of computer labs/classrooms and access to library media materials, services, and technologies. Given the limited financial resources, identify the means by which to strategically balance the acquisition of and/or access to print, media, multimedia, and technology resources for the library media center. The above observations will be shared with my colleagues, Linda Underwood and Deb Jesseman, and a list of options for addressing and/or ameliorating these concerns will be provided. If you have any questions, please feel free to contact me. Lisa Baures Education/Reference/Library Instruction Librarian Minnesota State University, Mankato Memorial Library, ML3097 P.O. Box 8419 Mankato, MN /6/2007

4 Recommendations for Library Media Centers Page 1 of 1 Recommendations for Library Media Centers Baures, Lisa Sent: Thursday, July 28, :47 PM To: dwessman@hlww.k12.mn.us Attachments: Imerec.doc (50 KB) Mr. Wessman: As per Becky Gerdes instructions I am forwarding to you my recommendations regarding the library media centers in your school district as an attachment to this message. It was a pleasure to be able to tour the library media centers and to talk with faculty and staff. If you have any questions, please feel free to contact me. Please note I will be away from my office 29 July to 22 August 2005 and therefore will be unable to answer you questions until my return. I hope this will not be an inconvenience to you. In closing, could you please me back to confirm you have received the recommendations? Thank-you. Lisa Baures Education/Reference Librarian Minnesota State University, Mankato Memorial Library, ML3097 P.O. Box 8419 Mankato, MN /6/2007

5 Recommendations for Howard Lake, Waverly, and Winsted Library Media Centers Prepared by Lisa Baures in consultation with Linda Underwood After consulting with a faculty member from the Library Media Education Program here at Minnesota State University, Mankato, the following recommendations are submitted for your consideration. Please note that when preparing the recommendations to address the absence of a library media specialist to coordinate, promote, and develop resources and services for school library media centers within your district, an attempt was made to acknowledge financial exigencies. Recommendations are correlated to the specific concerns expressed by the staff, teachers, and administration during my site visit. Recommendations 1. Develop policies for the selection, replacement, and weeding of library materials applicable to various material type formats and addressing the needs of the general curriculum. the use of the library, as well as develop a learning environment outside the To dispel the aurora of library collections as "useless" by addressing the need to deselect (weed) worn and outdated materials, in addition to removing from collections those materials that no longer support the curriculum. As monies for the purchase of materials become available, have in place policies for the selection, replacement, and deselection (weeding) of library materials encompassing various formats (print, electronic, audio, video, realia, etc.) and addressing the needs ofthe entire curriculum and not just a specific aspect of the curriculum. Given the limited financial resources, identify the means by which to strategically balance the acquisition of and/or access to print, media, multimedia, and technology resources for the library media center. 2. Weed from the collection all outdated and badly worn materials, in addition to removing materials no longer supporting the curriculum. the use of the library, as well as develop a learning environment outside the To dispel the aurora of library collections as "useless" by addressing the need to deselect (weed) worn and outdated materials, in addition to removing from collections those materials that no longer support the curriculum.

6 3. Design separate and/or architecturally divided shared spaces for library resource centers and computer labs to ensure access to library resources when needed, as opposed to when classes are not scheduled. the use of the library, as well as develop a learning environment outside of the Within the physical spaces designated for library media resource centers, the need to balance the competing demands of computer labs/classrooms and access to library media materials, services, and technologies. 4. Within a building, locate the highest end computer hardware and software in the library media center for use by both students and faculty. the use of the library, as well as develop a learning environment outside of the 5. Advocate the city and school district jointly fund a position for a qualified teacher librarian to coordinate, promote, and develop resources and services for both the public library and the school library media centers. The availability of a resource person to assist teachers in the identification of instructional materials available through the various library collections within the school district, local public libraries, Electronic Library for Minnesota (ELM), and interlibrary loan/document delivery. The availability of a resource person to assist students in accessing and retrieving resources n~cessary to complete homework assignments, particularly in the area of language arts. The development and implementation of a library system beyond the restrictive limitations of a card catalog to organize and provide access to materials in the various library collections in the school district. The recognition by faculty as a compelling need to incorporate into the school curriculum information literacy skills. 6. Integrate or embed information literacy skills into the general K-12 curriculum.

7 The recognition by faculty as a compelling need to incorporate into the school curriculum information literacy skills. In conclusion, as funding becomes available it is strongly recommended the school district fund a position for a qualified school library media specialist to insure students are prepared to meet state mandated standards for academic achievement.