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Standard 1-4 Reflection

Page history last edited by Stemmy 12 years, 10 months ago

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Standard 1.4 Stimulating Learning Environment
Candidates demonstrate ways to establish and maintain a positive educational climate in the library media center.  Candidates identify relationships among facilities, programs, and environment that impact student learning.  Candidates plan and organize library media centers according to their use by the learning community.

 

Artifacts:

 

            Most of my experience with this standard falls within the artifacts from my ISTC 601 class.  Those artifacts include the Facility Design Project and Research Summary I described in Standard 1.3 as well as two other artifacts and those are the Site Visits, and PR Project.

            The Facility Deign Project explains the environmental aspects, which I feel greatly contribute to the learning environment.  Factors such as the type of lighting, flooring, and the heating, ventilation and air conditioning system, will affect a student’s ability to learn and focus.  The educational specifications describe the layout of the library and the reasoning for that layout, for example the placement of the circulation desk and office space.  We found the circulation area would do best if placed near an entrance so they can easily return a book as they enter and check out a book as they exit.  The staff office will be adjacent to the circulation desk so when staff need attend to administrative duties they will not be too far from the desk if a student needs help.  The floor plan design reflects this and has the circulation desk centered so the staff are able to see all areas of the library.  The floor plan design also reflects specifications such as the placement of the study areas, instructional areas, and computer labs.  Other design specifications seen in the floor plan, such as the shorter shelves, are explained in the Samples of Programs area.  The shorter shelves helps the librarian and teachers keep an eye on students, making sure they stay on task.

            An artifact, which greatly helped in the design of this facility, is the site visits we conducted to Patterson Mill Middle/High and the one I conducted to Hereford Middle.  Patterson Mill is the most well designed school library I have seen to date.  Even though the shelving and computer labs take up a fair amount of space, the library still looks huge.  The low shelving placed in the middle of the library is where we got the idea for our own library.  The low shelves are also moveable, with wheels hiding beneath them, so it will make rearranging easier.  The open air computer labs also inspired us however we made sure to add pocket walls if teachers using the lab wanted privacy from others using the facility.  As for my visit to Hereford Middle, I learned having the circulation desk in the exact middle of the library was not, the best idea as it splits the two work areas.  Splitting the work areas does not help when having large classes or faculty meetings as the teachers are split across the library.  I feel both the facility design project and the site visits meet Standard 1.4 by creating and learning about a environment in facilities that will impact student learning in a positive manner.

            I discussed some of the research summary in Standard 1.3, and while it does meet that standard, it meets the 1.4 Standard as well.  The summary determined environmental factors, which affect student learning, such as more books, computers, non-print materials, and hours the library is open.  As those factors increased, so did student performance, which helps in creating a better learning environment for all students.

            During my practicum, I changed a few environmental factors around in my elementary placement to enhance the learning environment.  In the first few days of my elementary placement, (before the school year began) I helped my mentor re-arrange the story and reading area.  The reading area consisted of a sofa, two chairs, and two end tables and were blocking the A through F sections of Everybody books.  Students who would be accessing the Everybody books would be younger and smaller students so the seating would limit the view of the librarian.  I also feel the younger students may have more trouble navigating the small area between the seating and the Everybody shelves.  That was the reasoning I had and she felt my concerns were valid so we moved the seating so it was in front of the non-fiction section and the story rug in front of the every body books with the rocking chair where stories were read sat beside it.  In moving these two areas, we also had to move the New Books/Seasonal Books display, which was also placed in the non-fiction section but closer to the circulation desk.  I suggested moving the magazines to give even greater room by the Everybody section and story rug and my mentor agreed, and the move did help.  I feel this move did help the learning environment and meets Standard 1.4.

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