Don't be limited by the "instructional materials" label.  Most items found in school libraries are good targets for this Exhibition, because most well-designed materials for children and youth can be put to an instructional use. We hope to see both low-tech and high-tech Exhibits. Examples of instructional material formats include picture books, DVDs, young adult fiction, intermediate fiction, hi-lo materials, ESOL materials, easy nonfiction, nonfiction, biography, story collections, paperbacks, big books, video, sound recordings, maps and globes, electronic fiction on CDs, games, math manipulatives, science equipment, professional books, periodicals for students, teacher’s periodicals, Web resources, instructional computer programs, posters, pictures, and many more.  We will not explore antiquated formats.

While we want a variety of formats represented, do not hesitate to choose a type of print material as your topic. Books come in many different genres, and we need to thoroughly understand these.

Task
Choose an instructional materials format (or type or genre of material).  It should be a type, not a specific item or website.  Register your choice with the Exhibition Manager.  Prepare a poster presentation for our class about this format that covers the points in the rubric below.  Make sure to assess your own presentation in the column provided in the rubric.

On the scheduled day, we will set aside at least two class periods to present the Exhibits. (If we need one more day, or a make-up day, we will discuss this early in the semester.)  In each session, a fraction of the class will set up their Exhibits and demonstrate their format for the rest of the class.  Picture a Conference Exhibit Hall, in which scores of representatives display their materials and speak with interested conference attendees.  Create an exhibit that will be self-explanatory, hands-on if possible, appealing, and present an adequate opportunity for viewers to get a good idea of what this material is like.  Make sure to create a (1-page or less) handout or some other tangible take-home item that covers the major points.

You will have an opportunity to view other Exhibits as well.   A major goal of this assignment has always been for all class members to benefit from a compilation of these exhibits.  If you keep the handouts, you will have a head start when it is your turn to research and order these items.

Keep in mind that the primary motivation for this task is to provide a take-home resource for your classmates to use. Therefore, consider spending more time (or at least as much) on the handout as you do the display - or at least equivalent time. Blog Post 2/20 |  Blog Post followup

Rubric Details
See rubric below for context:

• Definition or description: In some cases obvious, in others not -- make sure to tell us what your format is, and what it's like, as if you are describing it to someone who has never seen one before. 
  
• Selection criteria: the Bishop text presents general criteria along with specific format criteria.  For example, quality of binding is an important criterion for books, while length is an important consideration for videos or DVDs. List specific criteria for your chosen format.
  
• Sources or vendors: provide a starting list of suppliers for your format.
• Useful tips: these are little "tricks" that users need to know.  For example, a simple tip for DVDs is that the optional captioning is helpful for ESOL speakers or audio-impaired learners.
  
• Personal recommendations:  After you have studied this format, you will form some recommendations for the rest of us. For example, you may learn from talking to media specialists that a particular publishing house produces reliably high-quality non-fiction books.  These recommendations can be personal opinions.
  
• Instructional uses:  Any material bought for a media center must somehow tie to instruction (remembering that reading for pleasure is easily supported by many curricular objectives).  Once an item is on hand, how might a teacher use it? For example, YA fiction books or videos and DVDs can be used to start teens talking about important issues within the context of a particular class.
• Make sure to cite your sources, using inline citations.
  

Exhibit
A key part of this instructional experience must be the opportunity for classmates to examine some items through the appropriate senses.  For example, an audiofile must be heard, a book must be handled, and software must be demonstrated via a computer.

Plan an Exhibit anchored around one of our class tables. You can put things on top of it, in front of it, behind it, hang things from it, etc. You may certainly bring technology as part of your exhibit. Our classroom equipment is available on a first-come, first-served basis; reserve with the Exhibition Manager.

• your handout
• a picture of your Exhibit (legible) or copies of posted materials
  
• printout of a companion web page or slides
  

3. Hand in your partially completed rubric along with your printed materials.