1. Comprehension of the broad spectrum of library media and an awareness of the importance of media to education
2. Knowledge of the theory of learning and communication process
3. Knowledge of curriculum content
4. Broad knowledge of print and non-print materials
5. Knowledge of sources and procedures for acquiring library media
6. Knowledge of application of various types of technology in instruction
7. Skill in determining comprehension levels of students and ability to select materials to meet these levels
8. Desire to stay abreast of emerging technologies as they apply to the education profession
9. Ability to work with principals, teachers, and other educators to develop an approach to instructional planning that includes developing objectives, designing educational experiences, and selecting appropriate library media to meet the objectives
10. Ability to gain and maintain the respect of school staff and students
Excerpt
Information Access
As the information specialist, the school library media specialist makes connections for students and staff with the information they need to support the teaching and learning process. As the information hub of the school, the library media center is the information infrastructure providing connections to information within the school, the school division, the community, and the world.
Program Administration
The school library media specialist is the trained professional responsible for planning and managing the school library media program. Most decisions regarding the circulation, cataloging, and acquisition of materials have been historically established by the school library media specialist in each individual school. Media specialists work cooperatively with the building administrator regarding budgeting and the school bookkeeper regarding purchasing procedures. While the management of the school collections continues to be the responsibility of the building library media specialists, selection guidelines as well as a school board policy and form for the reconsideration of materials have been established. Library media specialists are expected to submit an annual report to the division library media supervisor.
Competency Based Assessment
Competency based assessment is a system for assessing a person's knowledge and skills.
Assessment is based on actual skills and knowledge a person can demonstrate in the workplace or in other relevant contexts. Competency based assessment is also a system for providing portable qualifications against nationally recognised competency standards.
In a competency based assessment system, it is recognised that learning can
come from a variety of sources, both on the job and off the job, formal and informal.
Recognition is given for prior learning and for skills and knowledge which can already be shown.
**Above is Quoted from: http://www.productivesolutions.com.au/Services/jobcomp.htm
Assessment is based on actual skills and knowledge a person can demonstrate in the workplace or in other relevant contexts. Competency based assessment is also a system for providing portable qualifications against nationally recognised competency standards.
In a competency based assessment system, it is recognised that learning can
come from a variety of sources, both on the job and off the job, formal and informal.
Recognition is given for prior learning and for skills and knowledge which can already be shown.
**Above is Quoted from: http://www.productivesolutions.com.au/Services/jobcomp.htm
"Librarian" Job Titles - a Glossary
by Tim Wojcik
(from librarians.about.com)
Note: librarians.about.com has been removed from the About.com resources - but here is the information that was posted at the time the link did work.
There are still traditional librarian jobs such as cataloger or reference librarian. But increasingly, current jobs are including non-traditional components. In the library world with its need to adopt leading edge technologies to sort, charge, and offer content, it is no surprise that whole new job titles have developed at an increasing rate.
This is Part 1 (*note part 2 was never published before site was removed) of a glossary of current library job titles. These descriptions will include core component responsibilities and also functions that often accompany a job of this description.
Access Services - This term is an update of the traditional "circulation" function. Circulation involves the movement of books and materials through the lending cycle of shelf, to patron, to return, and back to the shelf. This would include management of remote storage facilities, and access for persons with physical disabilities. In addition, access services often include these functions: managing reserves, building security, scheduling of student circulation staff, and responsibility for routine machine maintenance. Heads of access services have some responsibility for circulation statistics, and perhaps full reporting to the university or the director.
Acquisitions - Responsibility is the purchasing process. Involves the functions of ordering materials, verifying receipt of items purchased, authorizing payment for the materials, and working with vendors. The acquisitions librarians works closely with the collection development folks, or may actually perform degrees of collection development. Often, serials acquisition is included in acquisitions. Increasingly, acquisitions is the department which handles the business of licensing electronic materials. A knowledge of MARC and Anglo-American Cataloging Rules (AARC2) is often required to perform effectively.
Administration - Depending on the size of the library, these kinds of positions can be as complex as budget advisor, to functions as simple as taking messages for everyone. Many of the responsibilities of the administrative assistant apply, including "excellent oral and written communications skills". Use of word processing software, spreadsheet software, and use of a variety of business machines is expected. Experienced administrators usually handle the human resources jobs of the library. As primary library contact, the library office administrator usually becomes the interface with other university of government departments. Usually, the library office manager is the "telephony" expert. Maintenance of the schedule is a common administrative job. Checking invoices, and performing special projects are other common activities. At times, the administrator will take a turn covering at the reference desk to fill a scheduling gap.
Archivist - Primary functions include appraising, describing, classifying, arranging and preserving materials. The materials may or may not be historic, fragile, or intrinsically valuable. Materials may include books, other printed materials, recorded audio, motion pictures, art, antiques, and other archival content. Other duties include retrieving items from the collection for use by patrons, observing due care in the handling of the materials. Other duties are reference work and bibliographic instruction in the subject area, and the creation of exhibits. Responsibilities may revolve around a specific endowed collection A specific job may be a project which is limited to the establishment/"setting up" of a new collection accepted by the library. Cataloging experience is usually expected. For some extensive or well endowed collections, experience in digital preservation is becoming an expectation. A related job title is curator.
Cataloger - Two broader functions of this job are "Information Organization" and "Knowledge Management". This job usually includes original and complex copy cataloging. The materials may include books and monographs, serials, electronic resources, and foreign language materials. The tools used to establish and maintain "authority control" over the material include AACR2, LCSH, LCRI, and the DDC along with other vendor tools. Experience with OCLC is expected. Knowledge of current practices, new technologies, and trends in bibliographic control is expected. Other duties may include database maintenance, supervision of cataloging assistants, formulating department policies, and reference desk coverage. The cataloger is most often associated with the Technical Services department.
On Being a Systems Librarian
This short essay defines systems librarianship.
http://www.infomotions.com/musings/systems-librarianship.shtml
(from librarians.about.com)
Note: librarians.about.com has been removed from the About.com resources - but here is the information that was posted at the time the link did work.
There are still traditional librarian jobs such as cataloger or reference librarian. But increasingly, current jobs are including non-traditional components. In the library world with its need to adopt leading edge technologies to sort, charge, and offer content, it is no surprise that whole new job titles have developed at an increasing rate.
This is Part 1 (*note part 2 was never published before site was removed) of a glossary of current library job titles. These descriptions will include core component responsibilities and also functions that often accompany a job of this description.
Access Services - This term is an update of the traditional "circulation" function. Circulation involves the movement of books and materials through the lending cycle of shelf, to patron, to return, and back to the shelf. This would include management of remote storage facilities, and access for persons with physical disabilities. In addition, access services often include these functions: managing reserves, building security, scheduling of student circulation staff, and responsibility for routine machine maintenance. Heads of access services have some responsibility for circulation statistics, and perhaps full reporting to the university or the director.
Acquisitions - Responsibility is the purchasing process. Involves the functions of ordering materials, verifying receipt of items purchased, authorizing payment for the materials, and working with vendors. The acquisitions librarians works closely with the collection development folks, or may actually perform degrees of collection development. Often, serials acquisition is included in acquisitions. Increasingly, acquisitions is the department which handles the business of licensing electronic materials. A knowledge of MARC and Anglo-American Cataloging Rules (AARC2) is often required to perform effectively.
Administration - Depending on the size of the library, these kinds of positions can be as complex as budget advisor, to functions as simple as taking messages for everyone. Many of the responsibilities of the administrative assistant apply, including "excellent oral and written communications skills". Use of word processing software, spreadsheet software, and use of a variety of business machines is expected. Experienced administrators usually handle the human resources jobs of the library. As primary library contact, the library office administrator usually becomes the interface with other university of government departments. Usually, the library office manager is the "telephony" expert. Maintenance of the schedule is a common administrative job. Checking invoices, and performing special projects are other common activities. At times, the administrator will take a turn covering at the reference desk to fill a scheduling gap.
Archivist - Primary functions include appraising, describing, classifying, arranging and preserving materials. The materials may or may not be historic, fragile, or intrinsically valuable. Materials may include books, other printed materials, recorded audio, motion pictures, art, antiques, and other archival content. Other duties include retrieving items from the collection for use by patrons, observing due care in the handling of the materials. Other duties are reference work and bibliographic instruction in the subject area, and the creation of exhibits. Responsibilities may revolve around a specific endowed collection A specific job may be a project which is limited to the establishment/"setting up" of a new collection accepted by the library. Cataloging experience is usually expected. For some extensive or well endowed collections, experience in digital preservation is becoming an expectation. A related job title is curator.
Cataloger - Two broader functions of this job are "Information Organization" and "Knowledge Management". This job usually includes original and complex copy cataloging. The materials may include books and monographs, serials, electronic resources, and foreign language materials. The tools used to establish and maintain "authority control" over the material include AACR2, LCSH, LCRI, and the DDC along with other vendor tools. Experience with OCLC is expected. Knowledge of current practices, new technologies, and trends in bibliographic control is expected. Other duties may include database maintenance, supervision of cataloging assistants, formulating department policies, and reference desk coverage. The cataloger is most often associated with the Technical Services department.
On Being a Systems Librarian
This short essay defines systems librarianship.
http://www.infomotions.com/musings/systems-librarianship.shtml
DPI Observation - Reading First Walk-Through
Observation Feedback Rubric
School:
Date:
Classroom #:
Time:
Observer:
Reading First Schedule Posted (Reading Block/Intervention times)
_____ 1 not evident – action requested
_____ 2 evident
_____ 3 evident, prominent
Reading First Routine Posted for Student Access
_____ 1 not evident – action requested
_____ 2 evident
_____ 3 specific, clear and useful for students
Fidelity to Selected Core Program
_____ 1 not evident – materials/activities bear little fidelity to program – action requested
_____ 2 evident – materials/activities derive from core program
_____ 3 strongly evident – materials/activities implement core program as intended
Word Wall Quality
_____ 1 usefulness to students not evident – action requested
_____ 2 usefulness to students evident (key words, phonograms)
_____ 3 usefulness to students strongly evident (key words, phonograms, and vocabulary, used for literacy center or individual work)
Literacy Centers
_____ 1 limited evidence of centers – action requested
_____ 2 evidence of organization, support of reading elements, clear expectations
_____ 3 strong evidence of well-crafted activities appropriate for all student levels
Print Richness
_____ 1 mainly decorative – action requested
_____ 2 usefulness to students evident (current vocabulary and phonics lists)
_____ 3 usefulness to students strongly evident (current lists and student-generated posters, diagrams, and the like)
Classroom Library
_____ 1 some books evident/limited accessibility – action requested
_____ 2 adequate amount of books evident (accessible and organized)
_____ 3 rich, accessible library evident (well organized, often used, variety of genres)
School:
Date:
Classroom #:
Time:
Observer:
Reading First Schedule Posted (Reading Block/Intervention times)
_____ 1 not evident – action requested
_____ 2 evident
_____ 3 evident, prominent
Reading First Routine Posted for Student Access
_____ 1 not evident – action requested
_____ 2 evident
_____ 3 specific, clear and useful for students
Fidelity to Selected Core Program
_____ 1 not evident – materials/activities bear little fidelity to program – action requested
_____ 2 evident – materials/activities derive from core program
_____ 3 strongly evident – materials/activities implement core program as intended
Word Wall Quality
_____ 1 usefulness to students not evident – action requested
_____ 2 usefulness to students evident (key words, phonograms)
_____ 3 usefulness to students strongly evident (key words, phonograms, and vocabulary, used for literacy center or individual work)
Literacy Centers
_____ 1 limited evidence of centers – action requested
_____ 2 evidence of organization, support of reading elements, clear expectations
_____ 3 strong evidence of well-crafted activities appropriate for all student levels
Print Richness
_____ 1 mainly decorative – action requested
_____ 2 usefulness to students evident (current vocabulary and phonics lists)
_____ 3 usefulness to students strongly evident (current lists and student-generated posters, diagrams, and the like)
Classroom Library
_____ 1 some books evident/limited accessibility – action requested
_____ 2 adequate amount of books evident (accessible and organized)
_____ 3 rich, accessible library evident (well organized, often used, variety of genres)
Staff
Library Media Specialists:
Kathy Carlson, Redgranite & Riverview Elementary Schools
Sally Schnese, Parkside Middle School
Michael Reese, Wautoma High School
Library Assistants
Sandy Adamson, Redgranite Elementary
Barb Hotzel, Parkside & Riverview
Terah Johnson, Redgranite Elementary
Helen Souder, Wautoma High School
Kathy Carlson, Redgranite & Riverview Elementary Schools
Sally Schnese, Parkside Middle School
Michael Reese, Wautoma High School
Library Assistants
Sandy Adamson, Redgranite Elementary
Barb Hotzel, Parkside & Riverview
Terah Johnson, Redgranite Elementary
Helen Souder, Wautoma High School
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