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Margaret Gillogly M.Ed. Media Fall 2010


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Title: Margaret Gillogly M.Ed. Media Fall 2010

Margaret Gillogly M.Ed. Media Fall 2010
  • Electronic Portfolio

Table of Contents
  • Introduction
  • Purpose
  • List of Projects
  • Standards and Projects
  • Role of Media Specialist
  • Reflections

  • Welcome to the electronic portfolio for
  • Margaret Gillogly. Please view the
  • Read Me file to learn the specifications
  • for this project.
  • Personal Information
  • I have worked in the Atlanta Public School System
  • system for four years. I was employed for three
    years as a
  • media clerk, and last year I was hired as a media
  • at Sarah Smith Elementary School in Atlanta.

  • View Resume

  • The purpose of this portfolio is to reflect
    upon and demonstrate
  • an understanding of the roles and
    responsibilities of a 21st
  • century media specialists by presenting projects
    that exemplify
  • this objective.
  • I have been guided by the principles set forth
    by the American
  • Library Association and the American Association
    of School
  • Librarians (ALA AASL) and the College of
  • (CoE) frameworks.
  • The artifacts contained in this portfolio will
    demonstrate what I
  • have learned from these
    principles and how they will
  • benefit my current work as a
    media specialist.

Artifacts and Standards
  • ? Famous Faces of the American Revolution
    ALA/AASL 1.1, CoE8 9
  • ? Introduction to Podcasting ALA/AASL 1.2,
    CoE3 9
  • ? Library Bill of Rights Newsletter ALA/AASL
    1.3, CoE1 8
  • ? Media Center Orientation ALA/AASL 1.4, CoE4,
  • ? Two Year Plan ALA/AASL 2.1, CoE4, 6, 7
  • ? Digital Storytelling Project ALA/AASL 2.2,
    CoE5, 8, 10
  • ? Poetry Podcasting In-Service Module
    ALA/AASL 2.3, CoE1. 8
  • ? Stakeholder Tips for Principals ALA/AASL
    3.1, CoE5, 9
  • ? Schema for a Multicultural Media Center
    ALA/AASL 3.2, CoE5, 9
  • ? Internet Filtering Position Paper ALA/AASL
    3.3, CoE2, 3
  • ? Qwik-Start Guide ALA/AASL 4.1, CoE1, 4
  • ? Policies and Procedures Handbook ALA/AASL
    4.2, CoE1, 4
  • ? iMovie for the Total IB Experience
    In-Service Module
  • ALA/AASL 4.3,
    CoE5, 9, 10

ALA/AASL 1.1 CoE8 9
  • Demonstrates efficient and ethical information
    seeking behavior identifies and addresses
    students interests and motivations is
    knowledgeable and proactive in dealing with the
    learning community.

View Pathfinder American Revolution
  • ALA/AASL Standard 1.1 Efficient and ethical
    information seeking behavior
  • Pathfinders promote access to information using a
    variety of formats for information gathering. In
  • Figures of the American Revolution, students are
    provided print and online resources to learn
    about various
  • figures from that historical time period. The
    resources for the pathfinder are aligned to
    Georgia Performance
  • Standards and are designed to help students with
    the research project.
  • CoE8 Knowledgeable
  • In fourth grade students begin the formal study
    of American History. Students are required to
  • explain the causes, events, and results of the
    American Revolution. This pathfinder allows the
    students to use
  • online and print resources to gain an
    understanding of the key players in the American
  • CoE9 Proactive
  • This pathfinder challenges students to be
    proactive in their learning as they investigate
    the many links to
  • video, sound, images, dictionaries,
    bibliographies, newspaper articles, handbooks,
  • biographies, fiction, and nonfiction books to
    further their knowledge of the key figures of the
  • Revolution. The variety of resources included in
    this pathfinder appeals to a broad range of
    learning styles
  • enabling learners to be proactive as they learn
    to gather information from an assortment of
  • Back
    to Table of Contents or Project List

ALA/AASL 1.2 CoE3 9
  • Promotes literacy and reading by being aware of
    major trends in reading materials for youth and
    children models personal enjoyment of reading in
    order to promote the habits of lifelong learning

View Podcast Introduction to Podcasting
  • ALA/AASL Standard 1.2 Literacy and Reading
  • Podcasts are one of the most exciting
    technologies to emerge in recent history.
    Educators are starting to see
  • how podcasting can help strengthen students
    vocabulary, writing, editing, public speaking,
    and presentation
  • skills. The Introduction podcast I created in
    Technology for Media Services was a great
    learning experience
  • and one I plan to use with my students in my
    media center.
  • CoE3 Life Long Learners
  • I believe that podcasting in education is part of
    the future of teaching. Podcasting will be around
    for a very
  • long time, as part of a new trend where the user
    is in control of and creator of it's content.
    Educators can
  • Introduce their students to this new wave
    technology very simply with little added software
  • hardware than an average school already has. As
    lifelong learners, students can use podcasting to
  • interviews, talk about research, interpret news
    stories, read aloud, respond to literature the
    possibilities are
  • only as limited as the students imaginations.
  • CoE9 Proactive
  • Podcasts are excellent
    tools that enable students to be proactive about
    their learning giving
  • them more freedom
    to learn wherever and whenever they want.
  • Back to
    Table of Contents or Project List

ALA/AASL 1.3 CoE1 8
  • Supports flexible and open access to information
    is a knowledgeable decision maker when
    facilitating access to the library media center
    and its services.

View Newsletter Freedom to Read Newsletter
  • ALA/AASL Standard 1.3 Access to Information
  • Students and teachers need open access to
    materials. The school library media program plays
    a unique role
  • in promoting intellectual freedom. The Freedom to
    Read newsletter I created for Administration of
  • Library Media Centers highlights the principles
    laid out in the Library Bill of Rights, which
    states that all
  • students have equitable access to library
    facilities, resources, and instructional
    programs. I also included An
  • Interpretation of the Library Bill of Rights and
    A Fresh Look at the Library Bill of Rights, which
  • information related to free and open access to
    information as it pertains to children and young
  • CoE1 Decision Makers
  • School library media specialists assume a
    leadership role in promoting the principles of
    intellectual freedom
  • within the school by providing resources and
    services that create and sustain an atmosphere of
  • Inquiry. School library media specialists work
    closely with teachers to integrate instructional
    activities and
  • classroom units designed to equip students to
    locate, evaluate, and use a broad range of ideas
  • CoE8 Knowledgeable
  • The media specialist must
    be knowledgeable about the policies that
    guarantee students
  • access to a broad range
    of ideas. These include policies on collection
    development and
  • and procedures for the
    review of resources about which concerns have
    been raised. It is the
  • responsibility of
    school library media specialists to implement
    district policies and procedures
    I in the
    school to ensure equitable access to resources
    and services for all students.

ALA/AASL 1.4 CoE4, 6 7
  • Maintains a positive, stimulating educational
    climate that is culturally sensitive to a wide
    variety of learning styles and reflects empathy
    to family and institutional needs.


View Orientation Media
Center Orientation
  • ALA/AASL Standard 1.4 Stimulating learning
  • The media center orientation project is a glimpse
    into the enriching and stimulating learning
  • at Sarah Smith Elementary School. The
    presentation features many aspects of the media
    center that
  • contribute to the warm and welcoming climate that
    has been designed to reach out to support a
    clientele that
  • is richly diverse.
  • CoE4 Adaptive
  • The PowerPoint presentation has been adapted for
    multiple learning styles and includes
  • images, auditory instructions and graphic
    pointers that will appeal to a variety of
    learners. The orientation may
  • be replayed for maximum effectiveness and
    highlights the many different resources that are
    available to a
  • diverse student population.
  • CoE6 Culturally Sensitive and CoE7 Empathetic
  • Included in the presentation are technology
    resources and media materials that reflect a
    cultural sensitivity
  • and empathy to a diverse student population. As
    an International Baccalaureate (IB) World School,
  • mission of the media
    center is to create a learner-centered
  • that Is
    internationally minded striving for a global
    perspective. The media center orientation
  • project highlights
    areas that are user-friendly and accessible to
    individuals and groups
  • unique
    learning needs.

ALA/AASL 2.1 CoE4, 6 7
  • Designs instruction that assesses learner
    interests and needs to assure that diverse
    learning styles, abilities, and needs are
    represented in instruction that is linked to
    academic achievement.

View Two-Year Two-Year Plan
  • ALA/AASL Standard 2.1 Knowledge of learning and
  • The two-year plan addresses many groups within
    the learning community and encourages reading,
  • technology, art, music, and drama. Activities in
    the plan are differentiated and designed to reach
    out to
  • students in all grades, including ESOL students,
    Challenge students, and students in various clubs
  • art, drama, and poetry clubs.
  • CoE4 Adaptive
  • A broad range of activities has been incorporated
    into this two-year plan including many different
    formats that
  • will appeal to a wide variety of student
    population. Book talks are included that feature
    a diverse selection of
  • books that will appeal to a broad range of
    learning styles. Student backgrounds and
    interests were considered
  • when choosing activities for this project.
  • CoE6 Culturally Sensitive and CoE7 Empathetic
  • Diverse student populations will be celebrated in
    the media center to include observing National
  • Month that emphasizes the IB attitudes of respect
    and tolerance and features many Pura Belpre Award
  • winning books. Students will participate in the
    Georgia Book Award program and focus on the IB
    attitudes and
  • learner profiles found within the selections. The
    language and culture of others will be
    respected. ESOL
  • learners will be
    encouraged to create book talks in their native
  • as well as in English.
    This activity will help build English language
  • fluency and
    demonstrate their culture and language to others.

ALA/AASL 2.2 CoE5, 6
  • Works collaboratively as an instructional
    specialist to co-teach, co-plan, and co-access
    information literacy instruction is
    knowledgeable regarding the role of student
    interest and motivation in instructional design.

Digital Storytelling Digital Storytelling
  • ALA/AASL Standard 2.2 Effective and
    Knowledgeable Teacher
  • Digital Storytelling provides a 21st century
    alternative to traditional research projects. I
    compiled a resource kit
  • consisting of a mixture of computer-based images,
    text, recorded audio narration, video clips and
    music for
  • the students to use to create their own digital
    storytelling projects. The digital storytelling
    project is a great way
  • to help students organize their thoughts and
    ideas as they learn to create stories for an
    audience, and present
  • their ideas and knowledge in a unique and
    meaningful way.
  • CoE5 Collaborative
  • A unique feature of the digital storytelling
    project is their collaborative nature. They are
    designed to be a
  • collaborative tool to be used between media
    specialist and classroom teacher. A partnership
    is formed
  • between the teacher-librarian and the classroom
    teacher as they coordinate their efforts to
  • information fluency in their learners.
  • CoE8 Knowledgeable
  • As a knowledgeable instructional partner, the
    media specialist co-plans, co-teaches, and
    co-assesses to
  • provide the 21st century
    learning skills necessary for the success of the
    digital storytelling
  • project. The complex
    nature of multimedia productions such as digital
    storytelling projects
  • are perfect tools for
    interdisciplinary projects as they incorporate
    art, drama, writing,
  • reading, and
    technology skills.

ALA/AASL 2.3 CoE1, 8
  • Employs strategies to integrate information
    literacy skills with the content curriculum
    incorporates technology to access, analyze, and
    present information.


View Poetry Podcasting Poetry
Podcasting In-Service Module
  • ALA/AASL Standard 2.3 Information Literacy
  • The Poetry Podcasting In-Service module gives
    media specialists and teachers the opportunity to
  • collaborate on a unit involving Georgia
    Performance Standards for 5th grade and AASL
    Standards for the 21st
  • century learner.
  • CoE1 Decision Maker
  • This in-service guides teachers to change the way
    they teach, the way they work, and the way they
    learn in an
  • increasingly global and digital society. The
    Poetry Podcasting In-Service is designed to
    facilitate and inspire
  • student learning and creativity and design
    digital-age learning experiences and assessments.
  • CoE8 Knowledgeable
  • As a knowledgeable instructional partner, the
    media specialist co-plans, co-teaches, and
    co-assesses to
  • provide the 21st century learning skills
    necessary for the success of student and teacher
    as digital citizen. The
  • in-service module allows the teacher to apply
    creativity to develop innovative products and
    processes using
  • technology. As an IB World School, fifth grade
    students are required to integrate technology
    into their
  • culminating IB Exhibition Projects. This
    in-service provides teachers with the tools to
    incorporate podcasting
  • technology into these
    projects. Using National Poetry Month as an
    inspiration, teachers are
  • encouraged to express
    themselves creatively while learning this 21st
    century skill.

ALA/AASL 3.1 CoE5, 9
  • Networks and establishes connections to the
    larger library community for the purpose of
    sharing expounds upon the role of professional
    associations for the betterment of stakeholders.


View Stakeholder Tips Stakeholder
Tips for Principals
  • ALA/AASL Standard 3.1 Connection with the
    Library Community
  • The Stakeholders project provided the
    opportunity to develop a resource to use with
    interested parties
  • outside of the media center and school. My
    stakeholder project provided helpful hints for
    working with
  • principals. It is critical to have the support
    of your school principal as they are a key ally
    for funding and
  • building a successful library program.
  • CoE5 Collaborative
  • This pamphlet created for the stakeholder project
    provides media specialists with suggestions and
  • for advocating for the support of the principal.
    There are many suggestions given for establishing
  • strong collaborative relationship including
    effectively communicating how the library media
    program can
  • positively impact student achievement. Other
    suggestions include volunteering to serve on a
    committee with
  • your principal, helping with a task outside the
    library, suggesting solutions to a problem in
    short, being an
  • effective collaborative partner.
  • CoE8 Knowledgeable
  • School library media specialists are their own
    most powerful advocates. Individual library media
  • play leadership roles at
    every level to make all members of the learning
    community aware of imp
    the importance of library media programs on
    student learning. Connections to stakeholders
  • are important to
    schools and vital to the success of a strong and
    effective media program.

ALA/AASL 3.2 CoE5, 8
  • Networks and develops collaborative relationships
    with a larger library community in order to share
    resources assumes a leadership role
    participating in faculty staff development


View Schema Multicultural
Media Center Schema
  • ALA/AASL Standard 3.2 Instructional Partner
  • The media center should be the heart of the
    school. As an IB World School, the library media
    program must
  • reflect an attitude of openness, accessibility,
    and inclusion that is central to the IB Attitudes
    and Learner
  • Profiles. This schema demonstrates how the media
    center can be the center of the school and how
  • activities and goals for the media center can
    benefit all students in all subject areas.
  • CoE5 Collaborative
  • This schema highlights the need for collaboration
    between the media specialist and the classroom
    teacher in
  • order to provide an effective learning
    environment through strategic learning and
    problem solving strategies,
  • effective assessment, and knowledge construction
    to promote transfer. The topics and activities
    presented in
  • this schema demonstrate the importance of
    developing productive partnerships with
    administrators and
  • teachers.
  • CoE8 Knowledgeable
  • As instructional partner, the school library
    media specialist joins with teachers and others
    to identify links
  • across student information
    needs, curricular content, learning outcomes, and
    a wide variety of
  • print, non-print, and
    electronic resources. The activities in this
    schema are designed to
  • promote transfer of
    knowledge, and suggest learning and problem
    solving strategies to
  • maximize an
    effective learning environment.

ALA/AASL 3.3 CoE2, 3
  • Assumes a leadership role by articulating the
    ways the library media program can positively
    impact school improvement recognizes the
    importance that professional organizations and
    publications can play in improving library


View Internet Filtering Paper Position
Paper on Internet Filtering
  • ALA/AASL Standard 3.3 Educational Leader
  • The library media specialist is a primary leader
    in the schools use of many kinds of technology-
  • including instructional and informational to
    enhance learning. Information Power refers to the
  • specialist as technologist to describe this role.
    As an educational leader, it is the
    responsibility of the
  • media specialist to plan, design, implement, and
    continually refine an effective, student-centered
  • technology plan that focuses on helping students
    and others become independent, lifelong learners
  • who use information and information technology
    responsibly and ethically.
  • CoE2 Leaders
  • As an educational leader, it is my opinion that
    students must have complete and full access to
  • information. Any regulation in the use of filters
    in the media center would mean a shift in the
  • in librarianship one that would move libraries
    out of the realm of open access to information to
  • that permits individual agendas to compromise the
    freedoms and rights of others.
  • CoE3 Lifelong Learners
  • The information age has created an information
    glut and students must be taught strategies for
  • finding, judging, and using
    information- both within and beyond their
    educational setting.
  • By supporting students
    in their quest to become skilled users of
    information, the
  • library media
    specialist helps create a community of
    independent, lifelong learners.
  • It is my position
    that filtering violates the First Amendment and
    that we need to
  • teach
    students to be responsible users of information.

ALA/AASL 4.1 CoE1, 4
  • Uses professional selection tools to select,
    analyze, and evaluate all media resources to
    develop a quality collection that meets the
    diverse curricular and personal needs of the
    school population organizes the media center in
    a way that supports intellectual freedom and
    respects the privacy of all patrons.


View Qwik-Start
Guide Qwik-Start Guide for Automation
  • ALA/AASL Standard 4.1 Managing information
    resources Selecting, Organizing, Using
  • Having access to a schools collection of
    information resources and being able to identify
  • location is critical to the success of an
    exemplary library media program. The Qwik-Start
    guide I
  • created for this project describes a management
    system for The Library Solution (TLC) Learning
  • Solutions. This is a network-based system that
    Atlanta Public School (APS) uses to broaden the
  • of access to the entire APS Union Catalog.
  • CoE1 Decision Makers
  • The Qwik-Start guide project enabled me to decide
    which functions of the automation system were
  • most important in the success of an
    easily-accessible, easy-to-use, well-organized
    catalog. I used a
  • step by-step approach that included many screen
    shots so that anyone using this guide would
  • be able to follow its implementation and be able
    to operate the circulation system as needed.
  • CoE4 Adaptive
  • I wrote the Qwik-Start guide in easy-to-follow
    language without a lot of library jargon so that
    it would
  • be helpful to students,
    volunteers, and substitutes who might want to
    access the
  • the information.
    Specifically, the section on the OPAC was
    designed so that patrons
  • could have access to
    the catalog within the library or outside it from
    any computer
  • with an
    Internet connection.

ALA/AASL 4.2 CoE1, 4
  • Develops policies and procedures that manage
    human, financial, and physical resources which
    support the mission of the school and the
    specific needs of the school library media
    program demonstrates flexibility and
    adaptability when planning for space allocation
    and usage.


View Handbook Policies and
Procedures Handbook
  • ALA/AASL Standard 4.2 Managing program resources
  • Managing program resources that result in a
    well-run, student-centered school library media
  • that is carefully planned, appropriately staffed,
    and efficiently and creatively managed is
    essential for
  • meeting contemporary learning needs. The Policies
    and Procedures Handbook project allowed me to
  • create a tool that will guide me in implementing
    an effective library media program that reaches
    out to
  • the entire learning community.
  • CoE1 Decision Makers
  • I began the Policies and Procedures Handbook as a
    new School Library Media masters candidate and
  • have added to it as my knowledge about
    librarianship and what it takes to run an
    exemplary media
  • program developed. At many points along the way I
    have had to make decisions regarding what
  • information would need to be included in a how-to
    manual. The end product is a comprehensive tool
  • that will enable me to run all aspects of a
    school library media center.
  • CoE4 Adaptive
  • The Policies and Procedures Handbook was written
    for an APS elementary school but could easily b
  • adapted for many different
    school systems and grade levels. The handbook
  • information related to
    technical services, collection management, and
  • resources. It is a
    public relations and marketing document could
    easily be adapted

ALA/AASL 4.3 CoE5, 10
  • Uses data to collaborate with teachers and
    administrators to develop a library media program
    that aligns resources,
  • services, and information literacy standards to
  • schools goals and objectives.

View iMovie iMovie In-Service
  • ALA/AASL Standard 4.3 Collaborative strategic
    planning and assessment
  • Each spring our fifth grade students culminate
    their IB experience by carrying out an extended,
  • collaborative inquiry project, known as the IB
    PYP Exhibition, synthesizing the program's
  • elements and presenting them to the whole student
    body. Students are encouraged to incorporate
  • some form of technology into their exhibition
    projects.  The in-service module provides
  • instruction on how to plan and execute a
    technology-infused project that incorporates the
    GPS and
  • the AASL Standards for the 21st Century Learner.
  • CoE5 Collaborative CoE9 Proactive
  • The goal of this module is for 5th grade
    teachers to learn how to use digital video as an
  • tool for classroom projects. A second goal is to
    enhance teaching that can be used to
  • instruction, add an extra spark to a lesson, or
    serve as an alternative way for students to
  • their knowledge. A third goal is to teach
    students to use a variety of technological and
  • resources to gather and synthesize information
    and to create and communicate knowledge.
  • CoE10 Reflective
  • This in-service requires
    that teachers reflect on Georgia Performance
    Standards, NETS
  • Standards,
    Partnerships for 21st Century Skills, Information
    Literacy Standards, and
  • Earth Science
    Standards for 5th Grade to create their own
    iMovie experience for use in

Roles of a Media Specialist

Roles of a Media Specialist Roles of a Media
  • This project is a reflection of all that I
    have learned about the role of the media
  • specialist as information specialist, teacher,
    instructional partner, and program
  • administrator. I used my field experiences with
    my mentors and the experiences that
  • I have had as a media clerk and media specialist
    to create a snapshot of what it
  • means to be a 21st century media specialist.
  • Todays students are seeking rich,
    multidisciplinary, technology-infused learning
  • that will inspire them as they navigate a world
    that has been vastly transformed by
  • technology, making it necessary to constantly
    learn and adapt. Consequently, my
  • Roles of a Media Specialist project reflects the
    importance of technology as a way to
  • guide students in learning the 21st century
    skills that are imperative for their success
  • as life-long learners.
  • The goal of this project
    is to support efforts to keep media specialists
    in in our schools as certified
    faculty members.

  • Table of Contents or Project List

Final Thoughts

View Field
Experience and Reflections Field Experience
  • How did it get so late so soon?
  • It's night before it's afternoon.
  • December is here before it's June.
  • My goodness how the time has flewn.
  • How did it get so late so soon?"
  • Dr. Seuss
  • This reflects altogether how I feel as I
    leave my formal education in librarianship. I
    began this journey as a media clerk and am ending
    it as a media specialist at my dream school. I
    look forward to synthesizing all that I have
    learned to develop and administer a media program
    that will impact student achievement and lead to
    the development of many lifelong learners.

  • A word of thanks
  • I am extremely grateful to
    the instructors in the Media program
  • who have mentored and
    encouraged me along the way.

  • Table of Contents or Project List

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