School Media Centers as Instructional Resources - Research Paper Example

? School Media Centers as Instructional Resources and number Introduction Information is such akey factor in development of any society. For the longest time possible, different efforts have been engaged in order to capture and preserve the available information for present use and future reference. In order to realize this noble and challenging task, three major hurdles have always been on the way to successfully attain this mission. One, the ability and capacity of capturing information at its ‘rawest’ and at the appropriate time, so that it is not tempered with, for this the more the raw the data the better and more accurate it is, a proven fact. Because the reverse is very true, that when information is left unattended then it is prone to destruction if not getting lost. Secondly designing and developing systems that are able to store the data in the best form. The best form meaning been able to maintain the integrity and accuracy of the data. This includes provision of enough space of storage and the necessary media that is able to contain the huge and expanding volumes (Yetter, 1994). The last and not the least challenge is coming up with a methodology that is convenient and effective in accessing the information with ease. The above highlighted challenges can be collectively be addressed by the idea of an effective library media center. In the recent times, notably the role of library media has exponentially increased and tangible results are now clearly been witnessed. As we speak, one of the recurring matters of concerns especially in institutions is how to fully utilize the precious resource found in the library media to greatly impact student achievement (Crowley, 1995). This paper critically analyses the evolving role of library to improve student achievement for a brighter tomorrow. The Collaborative and the Curriculum Leadership Role of Library Media Specialist The library media specialist fits a very important role in shaping the success of the student. This is because they work with the teaching staff to provide evaluation, instruction and production of the information to the students in the most appropriate manner. It ought to be in connection with other instructional activity and really involves the planning and execution of the teaching work plan. As a matter of fact they can collegiality show improvements, attitude and behavior of the students. Library media specialists are better placed to consider fresh ideas and are able to support one another for the benefit of the student (Gehlken, 1994). Research studies have showed that the integrated library programs positively impact on leadership, collaboration and student achievement when the library staff has the same experience as the classroom teacher, with the same qualification, information and learning resources, and problem solving and strategies in the ongoing job instructional plan. In deed library media specialists can exhibit leadership skills that can improve school forward in tackling some of the complex issues of this age of information (Crowley, 1995). They possess strong vision and values for their schools and area of specialization. They are positive models for the students and even other teachers as they understand the curriculum and the school very well. They own contact and influence with administrators and teachers and can extensively promote communication within and without school for the well being of the student. The preparation and recruitment of qualified and competent library workforce is a critical procedure in the success of the library media. This is because no matter how heavy investment is channel to other resources if human capital is not competent then this means that they will be a major loophole in the process and the required achievement among the students would not be achieved. The library staff shall be responsible for the daily operations of the facility as well as enactment of the various changes that need to be implemented so that the facility remains up to date with technology and development advancement (Yetter, 1994). Investing and engaging in technology is vital in this process as technology shall continue to change learning and teaching and thereby influencing positively information retrieval and accessibility. This will mean developing a standard- conscious approach to the teaching and learning methodologies. The emerging learning paradigm demands for a change of the way teaching as always been perceived, initially teaching was what the teacher was teaching but things have changed and now the core thing is what the student learns rather. A sound and working library media therefore plays a vital role to this effect. The best learning approaches involves problem based, attention to the different ways of learning, a quest to emphasis an active learning procedures, integration of technology, and of course a mode of assessment that is authentic (Gehlken, 1994).. This brings about several concerns, the first one is what is the level of competency that the specialists who are involved in the library operations should posses for realization of complete transformation in the library media and secondly the impact of research especially in revealing the preparation that the schools library media staff will require to be totally functional partners of their communities? Limited or no research has greatly put to test the training and preparing of library media specialists, however the results of various studies have sometimes recommendations and implications for the education of the professional working in the school library. Some of the researches conducted have pointed incompetency to poor services in the library facilities while other have stated personal characteristics to results to poor service delivery; this characteristics include communication and personal skills. In the past position papers, conceptual and reports were published (Evans and Tipton, 1992). Continued Education and Professional Development Every time we think of change and transformation in our library facilities then we ought to also remember the need for continual education and professional development to be a lifelong reflective and learning practice. Such dealings for practicing library specialists range from state to state, quality cost, availability and many more. Several studies have been engaged in various aspects of expanding knowledge for the library staff that include delivery and content preferences, types of informal and formal professional activities for development and factors surrounding professional participation which include giving back to society in various ways (Crowley, 1995). For instance using a random approach sampling library media specialist in the region of southeast made use of questionnaire to gather perceptions of the staff relating to the continued education delivery methods and its effectiveness, the subjects termed as vital before and after been involved in continued education activities, and the factors motivating participation in the continued education activities (Barron, 1990). Most of the findings showed that library media specialists are prompted to participate in continued learning in order to increase their skills and knowledge. Before participation in the education programs, the specialists identified that the most critical subject that needs to be addressed is utilization of computers system for management purposes. Then following participation in such professional activities the people involved said that service provision to clients as the most key topic (Yetter, 1994). Another profound reason for participation in the continued education professional activities and increasing their skills and knowledge was through consulting their colleagues as such activities did not necessarily imply that technical improvements and innovations were possibly to be implemented. Because the goals, objectives and roles of the school library media specialists is evolving and this requires the staff to be equipped with new set of skills and knowledge. It is recommended that schools arrange for workshops and in service programs that mainly focus on those ideas and skills tackled in the traditional programs for preparation; these ideas and skills include; grants-manship, leadership, interpersonal skills, communication and change strategies. Notably the most extensive development initiative in the recent time was a vital component of the National Library Power Program that was funded by DeWitt Wallace of the Reader’s Digest Fund (Evans and Tipton, 1992). This initiative was created to improve the role of libraries especially in public schools, facilities refurbishing, the program geared towards collection development, flexible scheduling, and development of professionalism. Information Power The enactment of The information Power: Guidelines for School Library Media Programs (AASL and AEST 1988), was a great step increasing the impact library facilities have on the development and performance of the students. Basically these guidelines included a list of certification, preparations, and activities for professional development. These guidelines were extensively utilized by the American Association of School Librarians (AASL) and the American Library Association (ALA) as the strong foundation for development of the Curriculum Folio for the NCATE Review Process: School Library Media Specialist Basic Preparation (AASL/ALA 1989,1994). Ever since their inception, over a decade ago these important documents have been instrumental in giving directions for preparation for library media specialist. After the publication and release of Information Power, many more position papers and research studies closely related to library media professionals started appearing various school library literature. Evidently researchers and information experts focusing on roles and competencies of school media specialists have utilized constructs from the publication to design and develop their research content questions (Crowley, 1995). A detailed analysis of the Information Power, implies that the curriculum of school library programs preparation, Royal (1989), indeed called for a firm theoretical foundation that was based on the needs of the students (Evans and Tipton, 1992). In this text, several issues that the professional still go through more than ten years down the line were identified, such as recognition of requirement as the master’s degree for entry into profession, the availability and provision of continued education and further degrees for the working school library specialists by the preparing programs, recruitment and selection of qualified education faculty for preparation activities, and sustenance of enough facilities and resources by preparation activities. A landmark decision was made when the National Council for the Accreditation of Teacher Education (NCATE) passed curriculum guidelines for the school library media preparation activity in the year 1988 and 1993. Developed by the two vital entities in the process and that is AASL and ALA, the guidelines were founded on expert opinion, research results, and agreed best practices in the area, their main intention was to depict the profession nation wide guidelines (1994,4) (Gehlken, 1994).. The above mentioned guidelines were expected to include the curriculum for preparation activity and also the statement of the profession confidence and competence that the students are required to master in their initial preparation for this profession Determining the influence and impact of these guidelines on the curriculum; a survey conducted in 1996 showed that over the fifty schools who gave their response, it is over 80 per cent that the programs had courses that included the nine competencies involved in the guidelines. It was also found that the shifts in the course contents offering twenty five ALA accredited activities for the projected school library media specialists over the five years included a lot of attention to the multimedia, video production, website, user need analysis, information literacy, authentically assessment of learners, curriculum and collaboration development and diverse populations. The most recent guidelines for school library media activity, elucidates the school library media specialists as instructional, curriculum and technology leader who associates with all partners of the learning fraternity to develop student- oriented library media program. It was noted that individual district and state schools are utilizing the 1998 guidelines, Information Power: Building Partnership for Learning, as the source for development for revision and description of job requirements, evaluation instruments, and standards for school library media specialists (Crowley, 1995). Using these guidelines information Power as the framework of concept at the University of Maryland’s College of Information Studies collected information from participants who were present at a one day conference to revisit and review their school media preparation with a will and purpose to restructuring. Participants present pinpointed learning and teaching and administration of programs as area that cause the most serious hurdles to school media specialists and the most vital to tackle in the preparation program (Burks, 1993). Future scenarios for school library media preparations programs The increasing significance of school library specialists direct working with teachers and students is continually becoming a great concern in many institutions. In order to path in information skills into the curriculum then the involvement of the library media specialists shall increase and therefore this will require then to be involved in evaluating of study units as well as plan for study units instructions. Hence, preservation of the library school media specialists will need mentors who will have the ability and capacity to model the planning process collaboratively. As part of internships and field experience, aspiring and prospective specialists in this field should practice alongside supervising school library media specialists engaging in the top most level of curriculum and collaboration development (American Association of School Librarians/American Library Association, 1989). According to Evans and Tipton, 1992, school restructuring reform ought to present opportunities for the library media staff to occupy leadership roles. One of the objectives for programs preparing future school media specialists should be to function as education platform to assist their students in realizing paradigm changes in their own perspective to assume responsibilities as ‘change agents, leaders, and curriculum consultants’ (Crowley, 1995). Conclusion All in all from the above discussion it is vivid that an effective library media center is such a key element in any institutions that is really serious about its development both in infrastructure and also the levels of academic achievement among the student. Noted with concern is also the great contribution that the library media specialists play in the development and success of the library facility. As technology and development is evolving even the role and purpose of the library media specialists also is changing. Like never before they are becoming more and more dependable in any institution possessing a library facility. There is a strong link between the school center and student achievement. For the longest time possible, different efforts have been engaged in order to capture and preserve the available information for present use and future reference. In order to realize this noble and challenging task, three major hurdles have always been on the way to successfully attain this mission. One, is the ability and capacity of capturing information at its ‘rawest’ and at the appropriate time. Secondly designing and developing systems that are able to store the data in the best form. The best form meaning been able to maintain the integrity and accuracy of the data. This includes provision of enough space of storage and the necessary media that is able to contain the huge and expanding volumes (Gehlken, 1994).. The last and not the least challenge is coming up with a methodology that is convenient and effective in accessing the information with ease. The preparation and recruitment of qualified and competent library workforce is a critical procedure in the success of the library media. This is because no matter how heavy investment is channel to other resources if human capital is not competent then this means that they will be a major loophole in the process and the required achievement among the students would not be achieved (Callison, 1995). Investing and engaging in technology is a key in this process as technology shall continue to change learning and teaching and thereby influencing positively information retrieval and accessibility. This will mean developing a standard- conscious approach to the teaching and learning concepts. A sound and working library media therefore plays a vital role to this effect. The best learning approaches involves problem based, attention to the different ways of learning, a quest to emphasis an active learning procedures, integration of technology, and of course a mode of assessment that is authentically sound. Limited or no research has greatly put to test the training and preparing of library media specialists, however the results of various studies have sometimes recommendations and implications for the education of the professional working in the school library. Every time we think of change and transformation in our library facilities then we ought to also remember the need for continual education and professional development to be a lifelong reflective and learning practice. Such dealings for practicing library specialists range from state to state, quality cost, availability and many more (Baldwin, 1995). Research studies have showed that the integrated library programs positively impact on leadership, collaboration and student achievement when the library staff has the same experience as the classroom teacher, with the same qualification, information and learning resources, and problem solving and strategies in the ongoing job instructional plan. Research study carried out strongly supported the need to train and equipped the school library specialists. Most of the findings showed that library media specialists are prompted to participate in continued learning in order to increase their skills and knowledge. Before participation in the education programs, the specialists identified that the most critical subject that needs to be addressed is utilization of computers system for management purposes. Because the goals, objectives and roles of the school library media specialists is evolving and this requires the staff to be equipped with new set of skills and knowledge. It is highly recommended that schools arrange for workshops and in service programs that mainly focus on those ideas and skills tackled in the traditional programs for preparation. The library media specialist fits a very important role in shaping the success of the student. This is because they work with the teaching staff to provide evaluation, instruction and production of the information to the students in the most appropriate manner The enactment of The information Power: Guidelines for School Library Media Programs (AASL and AEST 1988), was a great step increasing the impact library facilities have on the development and performance of the students. Basically these guidelines included a list of certification, preparations, and activities for professional development. These guidelines were extensively utilized by the American Association of School Librarians (AASL) and the American Library Association (ALA) as the strong foundation for development of the Curriculum Folio for the NCATE Review Process: School Library Media Specialist Basic Preparation (AASL/ALA 1989,1994) (Gehlken, 1994).. The most recent guidelines for school library media activity, elucidates the school library media specialists as instructional, curriculum and technology leader who associates with all partners of the learning fraternity to develop student- oriented library media program. In order to path in information skills into the curriculum then the involvement of the library media specialists shall increase and therefore this will require then to be involved in evaluating of study units as well as plan for study units instructions. Hence, preservation of the library school media specialists will need mentors who will have the ability and capacity to model the planning process collaboratively. As part of internships and field experience, aspiring and prospective specialists in this field should practice alongside supervising school library media specialists engaging in the top most level of curriculum and collaboration development. References American Association of School Librarians/American Library Association. (1989). Curriculum folio guidelines for the NCATE review process: School library media specialist basic preparation. Chicago: American Library Association. Baldwin, M. (1995). “The future of information services in K–12 schools in Washington state: A future search conference.” In School library media annual, ed. B. J. Morris, 31–36. Englewood, Colo.: Libraries Unlimited. Barron, D. (1990). Research related to the education of school library media specialists. Castle Rock, Colo.: Hi Willow Research and Pub. Burks, F. (1993). “Nature and extent of school library use in selected high schools in the greater Dallas-Fort Worth, Texas area.” Texas Woman's University. Callison, D. (1995). “Restructuring pre-service education.” In School library media annual, ed. B. J. Morris, 100–112. Englewood, Colo.: Libraries Unlimited. Crowley, J. (1995). “A leadership role for library media specialists.” In School library media annual, ed. B. J. Morris, 60–66. Englewood, Colo.: Libraries Unlimited. Dumas, J. A. (1994). Continuing education and job performance of school library media specialists. Georgia State University. Evans, A. D. and M. H. Tipton. (1992). “Updating or reforming programs for the preparation of school library media specialists: A perspective.” Ohio Media Spectrum 44, no. 1: 5–9. Farwell, S. M. (1998). “Profile of planning: A study of a three-year project on the implementation of collaborative library media programs.” Ed.D. diss., Florida International University. Gehlken, V. S. (1994). “The role of the high school library media program in three nationally recognized South Carolina blue ribbon secondary schools.” Ph.D. diss., University of South Carolina. Yetter, C. (1994). “Resource-based learning in the information age school: The intersection of roles and relationships of the school library media specialist, teachers, and principal.” Ed.D. diss., Seattle University. Read More