• One-minute paper (really 5 minutes - this is not an assessment)
• Brainstorm a list of things SLMSs do 
  
• What is a Media Center (MC) for? (Mission)
• Four roles of the SLMS: quick introduction
  
• Fitzgerald's description of the job [best job; service mentality, but service does not mean subservient; fishbowl; gentle agenda; long-term impact]
• Comments from those who are doing the job ... (if anyone is available!)
  
• We're going to talk about this more next time, after you've had a chance to explore. Today we explored pre-conceptions; next time, we'll discuss actual life in the media center, followed by the ideal roles of the SLMS.
• AASL Prep Standards and Information Power (IP) are foundational documents that govern our discussion (here at UGA) about what media specialists do.
  
• Back to agenda

• Information Power (IP) chapter 1 [required]
  
• IP/Mission and Goals of the SLMP
• Explore a SLMS's blog; see hints on the agenda and below. Highly recommend that you "watch" a good one of these all year.
• R&Dp18: Doing the job without the job doing you in - G.K. Dickinson
• R&Dp171: Technician or technologist? technology and the role of the LMS - M.A. Anderson
  

• Elementary, middle, high: choose one for now, and list some differences in 3 groups
• What's in a name? Media Specialist; Librarian; School Librarian; Teacher-Librarian; Liberry Teacher

• Elements that typically make up a MC program -- we could start a neverending list here:
• Storytelling, puppetry ....
  
• Research instruction, assistance
• Resource provision
• Support for leisure reading: reader's advisory, reading promotion, bookclubs, etc.
• Collaborative planning, integrating information literacy into curriculum
• Technology integration (staff development, etc.)
  
• KSA (Knowledge, Skills, Attitudes): AASL Standards

Joyce Valenza's blog http://joycevalenza.edublogs.org/

Buffy Hamilton's  blog  http://theunquietlibrary.wordpress.com/

• Information Power [IP] chapter 1 [required]
• Role of the School Library Media Program (AASL Position Statement) [required]
• Value of Library Media Programs in Education (AASL Position Statement) [required] not very useful any more - too dated
  
• Loertscher, D. (2006). What flavor is your school library? The teacher-librarian as learning leader. Teacher Librarian 34 (2), 8-12.
  
• R&Dp166: Impacting school improvement - C.A.Harvey (MAF's commentary in ELC/6300/Readings)
• Empowering Learners/Mission of the SLMP p. 7 (MAF's commentary in ELC/6300/Resources/Empowering Learners)
  

• Explore media center web sites on the Internet, and try to find at least one mission statement. Bring to class next time. While you're there, look around at the websites, inventorying the kinds of things that are represented. Bookmark good sites, and especially note website elements that you like. Reflect upon your Internet searching process as you go along. Challenges? Successful strategies? 
• Re-read about the Roles of a Media Specialist in Information Power on pp. 4-5. Using the list of tasks we generated in class, sort them into these roles.  Think about: Which of these tasks best support the mission of the media center?  Are there any tasks in this list that don't seem to support the mission, or that don't fit within the 4 identified roles? Jot notes about your reflection, and bring to class for discussion next time.

• Resource:  IP/Mission and Goals of the SLMP
• Honor readings
  
• What is the purpose of a Media Center? see IP p.48 for reminder
• Related terms: mission, philosophy, vision, goals, slogan (or motto)
  
• Mission statements - share and extract themes
• When you feel overwhelmed or confused about all the things you are asked to do as a MS, revisit mission for clarity
• Feel ready to write a mission statement?  Will be required in the PDEP.

• How do you balance the four roles? How long does it take to achieve this balance? 
• If all roles work together to benefit the student and create an optimum learning environment, why do SLMSs find it often difficult to obtain the support of principals and teachers?
  
• What are some guidelines for communicating SLM roles to administrators?
• The media center has a mission and the SLMS has four roles.  Are these integrated enough? Why do they even need to be stated separately?
  
• Evolution of roles: There's ongoing discussion of what this mission should be, and what the librarian's role(s) should be.  Several current metaphors:
• Information sherpa (Marcia Mardis)
• Info/tech scout
• Library as "kitchen"
  
• Libraries as "clubs," users as "members"
• For more in this vein, see the video embedded on Neverending Search 8-25-08

• There is too much to do in a typical media program.
• Inform yourself about all of the things you're supposed to do.
• With the help of the media committee, write your local Mission Statement.
• Your role is really to carry out this mission.  Sounds simple, but many days it will not feel simple in practice.
  

• YATK Standards section (follow the links)
  
• School curriculum: be ready to consult a standard school curriculum, such as the Georgia Performance Standards
• Information Literacy: our curriculum agenda
• Information Literacy Standards for Student Learning [required]
• IP, chapter 2 [required]
• AASL Standard 1.1 (Efficient and Ethical Information-Seeking Behavior) [required]
• Wasman, chapter 2 and p. 211 [supplemental]
  
• Integrated concept: AASL Standard 2.1 (Knowledge of Learners and Learning) [required]
• AASL Standards for the 21st Century Learner (2007): online version taken down; preview in my copy of Empowering Learners - p. 9, 21st-Century Skills - MAF's audio in ELC/6300/Resources
  
• How all of this forms the basic rationale for Flexible Scheduling
• AASL Position Statement [required]
• Rowe, G.S. (2007). Collaboration: It's a gamble on a fixed schedule. Knowledge Quest, 35 (4), 44-46. [persistent link]
• R&Dp28: Integrating library programs into the curriculum: Student learning is the bottom line - D.Miller
• R&Dp45:It's all about learning: Ensuring that students are effective users of information on standardized tests - M.B.Eisenberg [MAF's commentary available in ELC/6300/Readings]
  
• R&Dp53:Collaborating from the center of the school universe - T.Buzzeo (MAF's audio commentary in WebCT)
• R&Dp9:Tools of the Trade: Library schedule and attendance statistics form by J.Henry (interesting form for discussion)
  
• Diagram: MAF's conception of interelationship between Standards and Flex Scheduling
• R&Dp157: The synergistic attributes of SLMC standards - J.E.P.Misakian
• EL p.11: The 21st-Century Learner. MAF's commentary in ELC/Resources/Empowering Learners.
  

• Accept that no job is ideally balanced.  No job is perfect. There will be problems and challenges, and every year will bring changes.
  
• Focus on what you can do within the existing structure.
• Assume responsibility for and ownership of specific GPS's related to information literacy, especially if the schedule is fixed.
  
• There are years when it's more important to be indispensable to the school than it is to worry about changing things.  Strive to be indispensable in ways that accomplish SLM goals and school goals. After all, you're there to serve, and the SLM goals and the school goals are conflicting with each other, there's a serious problem.
  
• Consider evolving forward. For example, if you have a "specials rotation" situation, propose a fixed but open schedule for next year. Then, try to move to a hybrid schedule.
• Do not use the argument: "I need time to ________" (fill in the blank with "plan with teachers;" "make out my book order," etc.)  No one will sympathize, and you would be asking for something that your colleague teachers don't have. Also: it does little good to clear your schedule for collaborative planning when teachers have no time to do this anyway.  Instead, propose programs and schedules that allow you to teach information literacy integrated into the curriculum, and show how you can support student achievement.  Comment on Morris p. 39.
  
• Value positive interaction with students as your chief reward.
  
• Delegate.  Even if you have no paid paraprofessional, there are ways to delegate.  This strategy connects to the Human Resources management area.

• Assumptions and values: we believe in these things:
  
• Reading
• Inquiry
• Ethics
• Technology
• Access
• Complexity
  
• Info continues to expand, and so process over content
• Social context of learning
• School libraries are essential (notice language here! "school libraries" vs. "media centers")
• Four standards, each with four dimensions:
  
• inquire, think critically, and gain knowledge (get);
  
• draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge (apply);
• share knowledge and participate ethically and productively as members of our democratic society (share);
• pursue personal and aesthetic growth (grow).
• Dimensions (of each)

1. skills
2. dispositions
3. responsibilities
4. reflective strategies

• If MCs are supposed to be open all the time, how do you handle picture days, spelling bees, meetings, book fairs, and other special events held in the MC?

• Fixed vs. Flexible Scheduling - a Collaborative Problem Project by Diane Brackman, Jennifer Buoy, Jenn Pahl, Ellen Patrick, and Allyson Richardson (Cohort 5)
• Keys to Quality - GA DOE.  (I have a synopsis by Pat Pickard that I could share with interested students.)(Note to self: GoogleDocs, "GA DOE Keys to Quality.")
  

• Importance as part of SLMPs
  
• AASL Standard 1.2 (Literacy and Reading) [required]
  
• Integrated concept: AASL Standard 2.1 (Knowledge of Learners and Learning) [required]
• Role of Reading: Empowering Learners, p.21-23; MAF's commentary in ELC/6300/Readings 
• Harvey, C.A. (2009, May/June). We can open the window to the world. Knowledge Quest, 37 (5), 26-29. [v jl til 2011; x:rd; 6300 reading] 
• Krashen, S. (2009, May/June). Anything but reading. Knowledge Quest, 37 (5), 18-25. [v jl til 2011; x:rd; 6300 reading]
• 
  
• Methods
  
• Grimes, S. (2004, May). The search for meaning: How you can boost kids' reading comprehension. School Library Journal, 50 (5), 48-52. (This article is available through GALILEO.)[persistent link] [required]
• R&Dp35: Teaching beginning reading strategies in the SLMC: A "how to" guide - C. Barringer. MAF's commentary (5min audio) available in WebCT/6300/Readings.
  
• Hand, D. (2006). Adolescent literacies: Reading, thinking, writing. Knowledge Quest, 35 (1), 40-43. [persistent link]
• Schatz, A., & Krashen, S. (2006). Attitudes toward reading in grades 1-6. Knowledge Quest, 35 (1), 46-48. [persistent link]
• Vent, C.T., & Ray, J.A. (2007). More tips and tactics. Teacher Librarian, 34 (4), 42-44. [persistent link] (This is about enticing elementary kids to read nonfiction.)
• R&Dp37: A niche for library media specialists: Teaching students how to read informational texts - M.Z. Joyce
• 
  
• Issues
  
• Krashen, S. (2005). AR: Evidence still lacking [Home Run Research Column].  Knowledge Quest, 33 (3), 48-49. [GALILEO]  [persistent link] [supplemental - but you should read this sooner or later]
• R&Dp79: Books, not direct instruction, are the key to vocabulary development - F. Shin
• Programs
  
• Roberts, J. (2006). Building a community of high school readers. Knowledge Quest, 35 (1), 24-29. [persistent link]
• Moyer, M. (2006). Accelerated Reader sparks high school reading excitement. Knowledge Quest, 35 (1), 34-39. [persistent link]
• R&Dp24: Reading advocacy: Creating contagious enthusiasm for books and reading K-12 - M.B. Eisenberg.  MAF's commentary (5 minute audio) available in WebCT/6300/Readings.
• Rubin, E. (2007). Authors in your school: Connecting live authors, students, and the love of reading. Knowledge Quest, 35 (4), 66-69. [persistent link] Keywords: author visits; reading promotion.
• Lin, S., Shin, F., & Krashen, S. (2007). Sophia's choice: Summer reading. Knowledge Quest, 35 (3), 52-.
• Reading Rockets
• R&Dp130: Family literacy programs in school libraries: Helping parents become their child's best teacher - J. Griffis
• Knapp Readers: listen to Dr. Nancy Knapp's guest lecture from last year at WebCT/6300/Resources
• Lexile: for an explanation of this state-adopted reading level designation, see ELC6300/Resources for a long Powerpoint presentation.
  

• Big ideas from the Standard
• reading process
• literature for children and youth, including current trends
  
• multiple formats
• diverse readers
• leisure reading
• modelling
• Why is it important for us to stress reading?
• We could have an entire course on this topic.
  
• Services related to reading and literacy:
  
• reading aloud, storytelling, puppetry
• reader's advisory (resource: NoveList database in GALILEO)
  
• reading instructional support
• current trends
• catching new trends in practice
• SLMSs are not reading teachers (unless certified), just as they are not doctors or lawyers. Still, there are vital roles for SLMSs to play.
• Unfortunately, reading instruction can be ... discouraging and tedious to some learners. SLMSs can shed an attractive and motivational light on reading for reluctant readers. The key is to figure out how.
  
• leisure reading support
• thinking like a reluctant reader (hard for many of us)
• reading technology
• Need to Knows for R&L Draft assignment
• Some resources to get you started:
  
• Resources for Reading and Literacy (compiled by Beth Friese)
• Motivating Students to Read and Reading Promotion Programs (compiled also by Beth)
• Keller, C.A. (2006, September). Using BDA strategies in the library media center. School Library Media Activities Monthly, 22 (1), 55-58.

• Five components, sometimes called the five "pillars" of reading [ref: Trinkle, C. (2006). LMS's word wall and beyond: Integrating the five components of reading instruction. SLMAM 23 (1), 40-43. Can't provide this article due to copyright restrictions.]
  
• Phonemic awareness
• Phonics
• Fluency
• Vocabulary
• Comprehension
• Critical analysis becomes an increasingly important part of comprehension as students mature.  In my opinion, adolescence is the best time to start incorporating criticism within reading instruction, because this is when they start questioning authority anyway.
  
• Adolescents and young adults (ref: Intl Reading Assn pamphlet, "Supporting Young Adolescents' Literacy Learning")
  
• two distinct children's literature genres: adolescent literature (Ga Book Awards and Newbery are representative) and "YA" literature.  The Harry Potter series is a good demonstration of the differences; as Harry grows up, the literature genre progresses "up" the scale.  The Twilight series, because of themes, seems to belong more in the YA division.
  
• literacy, illiteracy, and alliteracy
• opportunities for reading during the school day, such as SSR and DEAR
  
• opportunities to visit MC for circulation often lost in middle school
• cross-disciplinary reading integration
• look for ways to make reading "cool;" requires understanding your kids
• ideas for parents: role models; abundance of reading materials; positive attitude toward reading
• be open to literacy opportunities provided by online texts, magazines, graphic novels, online communities, and short texts
• consider providing hang-out reading space, like coffee shops and/or comfy furniture
  
• Trends in reading instruction from this year: inviting the teachers in the group to contribute news about this.
  
• Diversity
• Groups:
• gender
• age
• ethnic
• learning styles/modalities
• Strategies
• What are some of the reading instructional programs out there in your schools?
  
• Examples of reading programs
  

• a huge topic and debate within Educational Psychology
• it pays to know what works as motivation - solves many problems
• Two helpful theories:
• Keller's ARCS model (for a quick overview, see Eisenberg, p.25, in R&D)
• Dan Pink's MAP model (Mastery, Autonomy, Purpose)
• And this model goes specifically with Reading Motivation: Give Me Five
• Miscellaneous motivation links
  

• Relevant Standards

• IP pp166-170 [required] - MAF's commentary available in ELC (6min)
• EL, Addressing Multiple Literacies section:
  
• "SLMS embeds key concepts of legal, ethical and social responsibilities in accessing, using and creating information..." (p.23).
• "Teaching the ethical use of information is paramount ... As copyright and fair use issues grow more complex, the SLMS must lead the way in navigating this terrain. ... must be well versed in the latest trends regarding fair use, including the expansion of forms of licensing that allow users to reproduce or sample the original content" (p. 24).
  
• Confidentiality of Library Records
• AASL Position Statement [required]
• Copyright:
• Fitzgerald's copyright notes [required]
• Simpson, C. (2006). Copyright do's and don'ts. Library Media Connection, 24 (6), 45. persistent link
  
• Simpson, C. (2005). Copyright for schools: A practical guide (4th ed.) Worthington, OH: Linworth. [supplemental: I highly recommend this book! Previous editions are excellent; the most recent is best.]
• Connie Yearwood's Copyright Powerpoint
• R&Dp10: Tools of the trade: Copyright do's and don'ts - C.Simpson (MAF's audio commentary in ELC/Readings)
• R&Dp67: Tools of the trade: Copyright suggestions for administrators - C.Simpson
• Fitzgerald's Copyright bookmarks [all supplemental]
• See also ELC/6300/Resources/Info Ethics for several copyright resources. [supplemental]
• Case Study of Audiotaping Storybooks: a legal and ethical workaround - from Jennifer Lewis' 2009 field experience; In WebCT6340/Readings (no access through 6300).
  
• Ethical use of information for students: [You will see this topic in more detail in EDIT 6360].  [Required -- one of the following]:
  
• McKenzie, FNO May 1998:The New Plagiarism: Seven Antidotes to Prevent Highway Robbery in an Electronic Age
• Hamalainen, M. (2007). Useful tips on avoiding plagiarism. Library Media Connection, 25 (6), 40-41. persistent link
• R&Dp65: School library ethics--A battle of hats - C.Simpson
• R&Dp68: Plagiarism in an electronic age - J.D. Fisher & A.Hill
• EL p. 11, The 21st-Century Learner. MAF's commentary in ELC/Resources/EL. 
• Lincoln, M. (2009, May/June). Ethical behavior in the information age. Knowledge Quest, 37 (5), 34-37. [v jl til 2011; x:rd; 6300 info-ethics]

• Big ideas:
  
• This area is huge - and vague.
  
• Privacy
• Safety
• Intellectual property (copyright, plagiarism): Copyright infringement is illegal; plagiarism is not (except where it is also a copyright infringement). Both are unethical.
  
• Access
• Responsible stewardship
  
• Discrimination and stereotypes in media
  
• Fiduciary responsibility, in loco parentis
  
• Normal professional ethics: everything from coming to work on time to avoiding sexual harrassment
  
• Confidentiality, information privacy: overdue notices; parental oversight of materials used by their own children; technology threats; Patriot Act and its implications
• ALA Code of Ethics (in EL, Appendix D, p. 54): Principle III
• What might result from loss of information privacy?
  
• Adults have the right of privacy regarding their use of library materials.
• Children also have this right, but their parents may "watch."
• Georgia law, as researched by Dr. Stephanie Jones:
  

  I found the Georgia code that I cited in class. I probably found it originally through one of Helen Adam's articles. Here's the link with the text below. http://law.justia.com/georgia/codes/24/24-9-46.html 24-9-46. (a) Circulation and similar records of a library which identify the user of library materials shall not be public records but shall be confidential and may not be disclosed except: (1) To members of the library staff in the ordinary course of business; (2) Upon written consent of the user of the library materials or the user´s parents or guardian if the user is a minor or ward; or (3) Upon appropriate court order or subpoena. (b) Any disclosure authorized by subsection (a) of this Code section or any unauthorized disclosure of materials made confidential by that subsection (a) shall not in any way destroy the confidential nature of that material, except for the purpose for which an authorized disclosure is made. A person disclosing material as authorized by subsection (a) of this Code section shall not be liable therefor. My layman's interpretation is that if a user's parents can give permission for the records to be viewed, then the parents could get access to those same records too. (Personal communication, Stephanie Jones, October 22, 2009)

  
  
• Library staff will invariably "watch" this activity, but the details are confidential.
• Overdue notices have been the most obvious problem in the past. There must be no publication of the link between a patron and a borrowed title.
  
• Technology, secure vs. open networks, email - all complicates things.
  
• Important: youngsters don't seem to be terribly concerned about privacy.  Should they be? What is our in loco parentis role in light of their disregard?  Students have the right to "share" their protected information, but what might the practical limits of safety be regarding this right?
  
• There have been legal challenges in public libraries.  Patriot Act raises potential challenges.
• One key strategy might be to dump circulation records after a reasonable period.  Defining "reasonable" is an interesting discussion.

• Fair use, four tests:
• purpose (nonprofit)
• generally must be related to teaching objective
• displaying, performing for reward or entertainment forbidden
• nature of the copyrighted work
• portion of item used
• effect of use on market value
• If copying deprives author of a sale, it's not fair use (there seem to be exceptions)
  

• ALA Code of Ethics (in EL, Appendix D, p. 55): Principle IV: "balance between the interests of information users and rights holders"
  
• In the realm of information use and education, what ethical problems have you encountered?
• Some true stories (The Graphical Oboe; The Principal's Disney Chotskies; The Case of the Pilfered Powerpoint Slides; Just One Video; It's All for a Good Cause)
• What stories have you found? (LM_NET? real life?)
• Relationship between ethics and copyright and plagiarism
• We could work on the copyright "monster" over several classes, or even have an entire semester devoted to this.  The big idea: although you won't learn enough to become a copyright lawyer, you need to know your responsibilities regarding intellectual freedom and intellectual property AND ensure that your policies and procedures align with ethics and the law.
• Current concern: stealing of music, with parents being prosecuted. Cost: $Thousands PER SONG. (from 2007)$$$
  
  

• Photocopying is still the most frequent copyright problem
• Highly recommended buying licenses for movies: one legit vendor is http://www.movlic.com/. Also consider United Streaming (very generous rights!) and Library Video Co. - make sure to buy the licensed versions.
  
• He reiterated the aggressiveness of Disney in protecting their copyrights.
• Rented movies? falls under "legally acquired."  Netflix et al?  That's a new one - don't know.
• Performing, copying less than 10%: usually ok,unless it's the heart of the work, or not whole in some sense.
• Fact compilations, like a phonebook, are not copyrightable.
• The more creative a work, the more copyrightable.
• Administrators may not photocopy an article and distribute to entire faculty (not to mention tree destruction).  Your job: provide alternatives, such as circulating the original magazine or referring to online subscription.
• Holiday movies taped off air, brought by students to be shown at school: highly questionable.
• Annotations for cataloging and bibliography: LOC's are ok to copy (because US Govt-produced materials are copyright-free, except stamps.)  You may use/reproduce if originate there.  Not so for some sources - be careful!
• Book jackets may be copied and reproduced digitally, because they are less than 10% and in most cases this activity has positive market effect.
• Watch out for cartoon characters and Barney.
• When you try to get permission, keep copies and try multiple times.
  
• Simpson and Crews are both authoritative.
  

• Fair use may be eroding (Calvert, 2008)
• Licensing belongs in the contract law area, and binds you over and above any copyright requirements; click-through and shrink-wrap agreements are binding (Calvert, 2008)
• Young people are far less worried about privacy than professionals are (Shephard, 2008)
• More than 50% of fair use judgements in a recent decade were made in favor of the producer (Calvert, 2008)
• Parental oversight of minor children's media use is a gray area (Shephard, 2008) - subject to policy? (MAF)
• Older people see danger in cameras, viral videos, Facebook/MySpace "confessions," job eligibility, online health records (Shephard, 2008)
• Evidence that users want control of exposed information - Facebook example (Shephard, 2008)
  

• The Pirate's Dilemma by Matt Mason (video synopsis) - proposes that pirates add value and are good for innovation
  
• Creative Commons growing along with Open Source Movement
  
• CopyLeft movement, including new Code of Best Practices in Fair Use for Media Literacy Education from Temple University's Media Education Lab; read Doug Johnson's overview here.  I think these are liberal, reasonable, and daring - would not want to be the first victim of a legal challenge. Basically, the idea is that creators (especially corporate bodies) have overstepped and over-claimed their copyrights to the detriment of constructive use.
  

1. Know the meaning of copyright, plagiarism, and privacy.
2. Understand the basic 4 principles of fair use.
3. Accept copyright attention as an ethical duty and model ethical behavior.
4. You are not, however, the copyright police.
5. Read a good copyright primer every few years. Keep a copy handy for researching details.
6. Go to copyright sessions at conferences to get the latest news.
7. Pay attention to information ethics in the news media.
8. The rules are often ambiguous; the answer to copyright questions is often "it depends."  When in doubt, follow the ethics. How would you feel if the practice in question were done to your _____ (fill in the blank with any piece of intellectual property that you own).  And: What would be the effect if everyone did the thing you are proposing to do?
   

• My teachers seem unconcerned about copyright. What can I do to raise their awareness?
• How much of this should be written into policy and into the PDEP?
• So often, the only way to obtain an item is illegally.  What are some strategies around this dilemma?
  

• Cooper, J. (2007). Patchwork plagiarism. Knowledge Quest, 35 (4), 62-65. [persistent link]
• Butler, R. (2007). Obtaining permission to copy or perform a work, Part II, 2006. Knowledge Quest, 35 (3), 48-.
• Dickinson, G. (2007). Tough choices. The question: I know that a classroom teacher is violating copyright guidelines. Should I turn him or her in to the principal? Knowledge Quest, 35 (3), 50-.
• Butler, R. (2007). Obtaining permisison to copy or perform a work, Part III, 2006. Knowledge Quest, 35 (5), 62-.
• www.carolsimpson.com
• copyright.gov: great brochures for distribution and other materials
• Adams 07, confidentiality: info article in ELC/Retired (can't use as student readings again/copyright)
• Copyright-Friendly and Copyleft Images and Sound (Mostly!) for Use in Media Projects and Web Pages, Blogs, Wikis, etc.  Huge list of resources; helpful copyright documents. [added 10-5-09]
  

• Make sure you've taken 2-3 days to recover from the RLP project.
  
• Read the article YATK Program Development section
• Read through the PDEP Assignment
  
• Read through the PDEP Draft assignment
• The audiolesson: go to ELC/6300/Resources to access the mp3 file
• If the concept of benchmarking is difficult, there's an audiolesson on benchmarking in ELC Resources.

• This outline (either open in another browser window, or printed out)
• The PDEP Draft assignment (ditto)
• Information Power
  

• Other words for this process are: School Improvement, Long-Range Planning; Strategic Planning. You may be familiar with it from another context.
• Cycle goes something like this:
      1. evaluation and situation appraisal (revisit last year's plan, philosophies, policies)
      2. identify problems
      3. set Goals (5-year/long-term)
      4. identify sub-goals (objectives, short-term goals) with measurable outcomes
      5. identify strategies
      6. work the plan
      7. evaluate and start over
• This cycle should be repeated annually and collaboratively. 
  
• The Media Committee is instrumental in creating and supporting the Plan.
• The Plan itself should be considered as a Five-Year Rolling Plan.
  

• Goals (aka Long Range Goals) are big.
  
• They may be things you are always striving for.
• They may come directly from IP.
• They may sound "pie in the sky."
• They do not have to be measurable.
• However, you should be able to break them down into smaller units.
• They may span several years in your Plan.
• You should plan on a minimum of 4 Goals and a maximum of 8. In real life, this results in a manageable number.
  
• How should you come up with these Goals?
• Based on problems in your Program, identified through Evaluation
• An outgrowth of the School Mission
• Directly from IP
• Perennial examples: "support the curriculum;" "promote leisure reading;" "enhance student achievement in Science (or any other area)" ....and there are other good ones.
  
• Objectives
• For each Goal, there should be two or more objectives.
• Objectives come directly from the Goal.
• Objectives must be measurable.  Identify an evaluation strategy for each objective.
  
• You may have many objectives for a particular goal; you will be asked to identify the objectives to be worked on first.
• Set manageable benchmarks! (There's an audiolesson about Benchmarking in ELC-Resources.)
  
• Strategies
• Each objective may have several strategies.
• Strategies are concrete, behavioral steps that you (and the Program) are almost completely in control of.  These are things you know you can do.
  

• PDEP by Sarah Sapinski, Molly Tyree, Jennifer Gillespie (Cohort 8) - See ELC 6300 Resources.
  
• PDEP by Carrie Diskin, Meghann Farmer, Danielle Brown (Cohort 8) - See ELC 6300 Resources.
  
• Older examples: Cohort 7 PDEP Page

• Morris, Chapter 14: has several rubrics
• Nancy Everhart wrote an entire book on Evaluation of SLMPs.
• The IP Planning Guide is invaluable here. (phasing off this list, 2009)
  
• Georgia's Exemplary Media Center Program (contains excellent, rigorous rubric!)
• IP itself lists many goals with indicators; the Planning Guide builds on these.
• Evaluation of goals and objectives: how you plan to do this. Data collection resources:
• R&Dp97: Easy data mining for school libraries - C. MacDonell
• R&Dp99: Making better decisions by using better data - T.E. Young
• R&Dp160: School libraries and evidence: Seize the day, begin the future - R.J. Todd
• R&Dp168: Why action research? The leadership role of the LMS - J.K. Howard & S.A. Eckhardt

• The big idea is to have benchmarks ("before" measures) and targets ("after" measures to shoot for). (There's an audiolesson on benchmarking in ELC Resources.)
  
• These can be captured in a rubric.  I think a reasonable pattern is presented below.  The whole point of it is to establish reasonable goals with room to expand if it's a very lucky year.
  
• Another big idea is to try to come closer each year, incrementally, to an accepted standard, such as some of those represented above.
• Don't confuse Program Evaluation with your Professional Evaluation (perhaps the GMSEP or the GTOI). However: make them work together in your setting; they should definitely dovetail!
• You don't necessarily have to go this far in the PDEP.
  

• AASL Standard 1.3 (Access to Information) [required]
• AASL Position Statement on Access to Resources and Services in the SLMP [required]
  
• R&Dp92: LMC facilities access: Do you really want your LMC used? T.L. Hart
• ALA Code of Ethics (in EL, Appendix D, p. 54): Principle I
  

• "Honor" both texts
  
• Underlying principle: access to information should be as free and open as possible. There are interpretations ranging from extremely conservative to extremely liberal of the principle of access.
  
• Barriers (to information):
  
• Just as it sounds - these are anything that get in the way between a user and the information needed
• Examples (we do a big project on this in Cataloging)
  
• While several barriers may be protective, it's our job to eliminate unnecessary and overly restrictive barriers.
•  At the same time, we must protect private information by creating barriers ("boundaries")
  
• Meaning of the standards; big ideas and themes
• Ethics and law:  things you can't/shouldn't do with information, and things you and patrons have the rights to do. For now, avoid violations as you become aware of these principles.
  
• Branch to Diversity
• Flexible and/or open access to the media center
• Multiple formats to meet diverse learner needs
• print, nonprint, electronic
• learning styles: sensory and otherwise
• special groups and their needs
• Intellectual freedom (the flipside of censorship) is a significant topic in EDIT 6340. It's a "hot button" issue, to say the least. We will explore it but not solve it. For now, start noticing the difficult pieces of this issue and try to keep an open mind.
• The Access Position Statement expands on the basic ideas from the Standards (although older). Naturally, since AASL is the source of both, the philosophies are closely aligned. We depend heavily on AASL for many professional ideas and principles, but there is always much discussion and disagreement going on about these controversial topics, both inside and outside the organization.
  

• AASL Standard 3.1 (Connection with the Library Community) [required]
  
• Wasman chapter 18 [supplemental]
  
• YATK Services and Resources and Professional Organizations sections [for exploration]
  
• Cohen, S.M. (2004). Eight steps for keeping current. Knowledge Quest, 33 (1), 40-41. [GALILEO] [persistent link] [supplemental]
• R&Dp141: Journaling: Telling your professional "story" - D.Miller
• R&Dp144: Are you ready to go digital? The pros and cons of electronic portfolio development - M. Heath (of course you would do the digital version. Overlook that part, look at what it tells you about prof. portfolios.)
• National Board certification: R&D articles p. 148, 150
  

• "We strive for excellence in the profession by maintaining and enhancing our own knowledge and skills ..." (ALA Code of Ethics, 1998; also in EL, p. 55)
  
• While you're in grad school, you are bombarded with growth opportunities. Once you graduate and have worked for a couple of years, it's easy to stagnate.
• It's crucial that you have ways to keep up with developments in the profession.  It's also crucial that you model Life-long Learning within your school community. (Why?)
• Two key avenues are professional journals and professional organizations ... and now, there are blogs, PLNs, increasing amount on online lecturing, etc.
  
• Professional Evaluation Instrument recommended by GLMA

• How do SLMSs find the time to keep current?
  
• How can I organize all the information I find?
• After graduation, how soon should I worry about "keeping up?"
• With all the developments in technology, children's literature, media overall, education, and the profession, how do I find a focus or know what to pay attention to?

• IP p. 47-57; Appendix A [required]
  
• AASL Standard 3.2 (Instructional Partner) [required]
• R&Dp3: What should a teacher expect a SLMS to be? C. Harvey
• R&Dp61: Collaboration: It really does work! J.L. Youssef
• R&Dp63: Open doors to collaboration with an open house - B.Yoke
• R&Dp189: Information literacy, collaboration, and "Killer Apps": New challenges for MSs - F. Georges [MAF's commentary in WebCT/Readings - 5min.]
  

• What are some strategies to introduce collaboration to teachers and get them on board?

• IP pp. 58-82; pp. 171-181 [required]
• AASL Standard 2.1: Knowledge of Learners and Learning [required]
• AASL Standard 2.2: Effective and Knowledgeable Teacher [required]
• AASL Standard 2.3: Information Literacy Curriculum [required]
• GSTEP Standards, Domain 1
• Making every moment count: Maximizing quality instruction time.  June, 2007 - result of collaboration between many professional organizations. Read overview, section by AASL, and glance at approaches suggested by other organizations.  Implications for teaching in the media center and collaborating with teachers.
• Information Literacy
• R&Dp31:Destination information: A road map for the journey - P.Milam
• R&Dp56: Moving from rote to inquiry: Creating learning that counts - V.H. Harada & J.M. Yoshina
• R&Dp60: Tools of the trade: Comparison of conventional and inquiry-focused schools - V.H. Harada & J.M. Yoshina
  
• Serving differences:
• IP pp. 68-69, 162-165 [required]
• Downing, J.A. (2006). Media centers and special education: Introduction to the special issue. Intervention in School & Clinic (42) 2, 67-77. [GALILEO: persistent link][*read this]
  
• Mendoza & Reese: Examining Multicultural Picture Books for the Early Childhood Classroom: Possibilities and Pitfalls [supplemental]
• York, S. (2007). Twenty-five years later: A librarian looks back ... and ahead. Library Media Connection 25 (6), 18-20.  Available fulltext in GALILEO/EBSCO.  Tags: 6300, diversity
• R&Dp40: Sink or swim? Differentiated instruction in the library - K. Larsen
• R&Dp135: Extending inclusive learning: Library and special education collaboration - J. Hopkins
  
• Assessment:
• ELp27: Assessment in teaching for learning
  
• R&Dp75: Authentic assessment in the classroom ... and the LMC - J. Mueller
• Staff development:
• R&Dp125: Conducting effective staff development workshops - K. Bishop & S. Janczak, and p. 128
• R&Dp129: Tools of the trade: Workshop evaluation form - J.D. Fisher & A. Hill
  

• Jellybean diversity
• What kinds of diversity should we include in our consideration?
• What are the media specialist's responsibilites regarding diversity?
• How can media specialists effectively address diversity?
• Key issue: access and barriers to access
• To be certified, you must take a basic exceptionalities course (like SPED 2000; certified teachers have already satisfied this requirement).  It's frightening to think that you must be prepared to handle all the different kinds of disabilities there are. Let the teachers who work with special children help you; collaborate with them. It's a good strategy in general: any time you have a challenge with a particular child, talk to his/her teacher for help in working with him/her.  You will learn a lot this way.  However, you are not expected to have anywhere near the level of expertise that a special ed teacher has.

• AASL Standard 3.3 (Educational Leader) [required]
• aware of current educational trends, issues - and relates SLM to these
  
• knows about professional associations in relevant disciplines (NCTE, IRA, PAGE, NEA, GAE, NSTA, NCTM, ISTE....)
• is active in bringing about change and improvement (rather than passive "victim")
• knows what other educators do, and works to include everyone (example: AM and her kindergarten/music/p.e./library time)
• keeps school mission and goals as a rationale for most efforts
• reads professional library literature (keeps up) and seeks ways to apply
  
• IP pp. 52-53
• Everhart, N. (2007). Leadership: School library media specialists as effective school leaders. Knowledge Quest, 35 (4), 54-57. [persistent link]
• R&Dp83: Leadership: What makes us tick? M.A. Anderson
• R&Dp168: Why action research? The leadership role of the LMS - J.K. Howard & S.A. Eckhardt

• Management (a science in itself)
• Policies, procedures, principles
  
• Typical policies might include: Selection Policy (or Collection Development Policy); Acceptable Use; etc.
• Procedures include your internal how-to step-by-step lists and system procedures such as Acquisition
• Principles are the overarching themes we talk about a lot:
• Relationship of facility to program needs
• Supporting mission of the school
• Specific guidelines from the field that govern practice (example: ideas about working with the personnel you supervise)
• Resource management: personnel, financial, collection, tech infrastructure (possibly), facility, time
• Adequacy and suitability of resources
• Advocacy (target competency)
  
• Alternative funding (target competency)

• Management is the art of keeping resources in balance with needs.
• Resources include human time and expertise, funds and other in-kind contributions, and physical plant (facility, infrastructure, tools, collection).
• Leadership is a higher competency than management.  Management may be insufficient in keeping a program healthy, and is certainly insufficient in moving it forward. However, management is always necessary - it cannot be neglected.
• Human time, in particular, is often thought of as having $0 value. This is a big mistake.  Calculate your wage per hour as a demonstration of this.  Count as a resource any staff time, student aide time, or volunteer time.  Try to delegate tasks according to their resource costs.
  

• Circulation (a procedure, p. 509), including patron privacy and security (discussed below)
  
• Inventory and weeding (p. 518)
  
• Collection maintenance (p. 524)
• Record-keeping and reporting
• Book fairs

• Morris, B. (2004). Administering the school library media center (4th ed.) Libraries Unlimited.  [chapter 12]
  

• Morris 7
• Simonyi, S. (2007). Time for a change. Knowledge Quest, 35 (3), 24-.
• Harper, M. (2007). How physical design can influence copyright compliance. Knowledge Quest, 35 (3), 30-.
• Subel, S. (2007). Facility design as an agent of learning. Knowledge Quest, 35 (3), 38-. [persistent link]
  
• Ercegovac, Z. (2007). Listening pays off: SALON@marlborough. Knowledge Quest, 35 (3), 42-.
• Landscape Your Library to Attract Students (Braxton) - WebCT (retired: used once)
• Wasman 12 (retired 2009 due to age)
  

• EL, p. 32: Staffing (ideas incorporated as notes below)
  
• YATK: Media Support Personnel; Technology Team
  
• Appropriate Staffing for School Library Media Centers (AASL Position Statement) [required]
• Dickinson, G. (2006). The question ... should I correct those who refer to my library clerk as the librarian? Knowledge Quest 35 (2), 60-61. [persistent link]
• Management of Media Staff - Beth Clark, Dana Turner
  
• R&Dp106: Perks, rewards, and glory: The care and feeding of volunteers - S.K. Fullner
  
• Davis, S.K. (2004). Harnessing the power of parent volunteers. Knowledge Quest 33 (1), 30-31. [persistent link](supplemental)
  
• Schipman, M. (2006). It's cool to work in the library: Student library aides. Library Media Connection 25 (3), 26-27. [persistent link](supplemental)
• Lagesten, C. (2007). Students as library leaders: Student team builds leadership skills while helping to battle budget cuts. Teacher Librarian, 34 (5), 45-47. [persistent link]
  
• MAF's resources tagged human-resources
• Fontichiaro, K. (2008). Staffing has been cut … Now what do you do? School Library Media Activities Monthly 24 (8), 28-30. [supplemental; no online version known] [x rd; listed among rdgs for EL]

• "Staffing is structured to support teaching and learning throughout the school community" (EL, p.32) - not to make the SLMS's job easier
  
• Proper staffing levels: 
• Georgia rule 160-5-1-.22 (p.4, no. 14)
  
• Adequate to keep SLMC open throughout school day (professional on duty - EL; adult supervision - Ga. rules)
  
• Gradual erosion since about 2003
• EL: depends on programming, facilities, size of school; minimum of one full-time certified SLMS per program (p.32)
  
• Supervision of staff
• "mutual respect and collaboration ... all work toard common goal of student learning" (EL, p. 32)
• compose job descriptions, reconsider responsibilities regularly (EL)
  
• Appropriate tasks for paraprofessionals
• Inappropriate tasks for non-certified helpers
  
• Strategies for working with parapros: Clark & Turner, slide 5
• "participates in the careful selection, training, and evaluation of ... support staff" (EL, p.32)
  
• Media Committee -- not under your supervision, but a very important human resource!
  
• Volunteers and student aides
• SLMS responsible for training and support (EL, p.32)
  
• create job descriptions for these helpers as well (EL, p.32)
• most student aides should have specific learning objectives and goals for their time in the MC
  
• Dual Media Specialists - handle with care
  
• Interpersonal issues
  
• How many of your duties can you delegate to paraprofessionals, volunteers, or student aides? (Muddy Point, Cohort 5)

• Fitzgerald, M.A., & Waldrip, A. (2004, August/September). Not enough time in the day: Media specialists, program planning, and time management, Part I. Library Media Connection 23 (1), p. 38. [GALILEO] [supplemental][persistent link][in R&D, 2007]
  
• My favorite resource on TM: Getting Things Done by David Allen

• TM in the LMC is very different from the classroom.
  
• Sources of demand for your time:
• Schedules and the calendar
• Requests and tasks from administrators and staff of varying importance and urgency
  
• Students: assistance and supervision
• Housekeeping routines: shelving, etc.
  
• Projects: recurring and one-time; short-term and long-term
• Likely, many others
  
• Juggling strategies:
  
• Keeping up with inputs: you need "buckets."  Ideas: cards in pocket when you travel down the hall; one task per card.  Don't keep anything in your head that you can write down.  Treat every request as a golden treasure that cannot be lost!  Deal, eventually, with each in some way.  The worst thing you can do is "drop" tasks. It's better to say you can't/won't than to "drop" or ignore.
  
• Every day, check all buckets for new tasks.
• Have a system for prioritizing.  Mine: "fires," top, middle, low priority.  Fires truly must be taken care of immediately - rare.  I try to do all tops, a certain number of middles, and one or two "fun" low priority things.
  
• Every day, keep a running prioritized list.  Obviously, do the most important first. Mine: cards or separate pieces of paper, sorted in a file.  The sorting capability is critical. A long to-do list where things just get added to the end is pretty useless.
  
• You must have enough flexibility to respond to new, urgent requests.  You must also learn how to judge what few tasks fall into this category. Don't fall into the trap of dropping what you're doing every time a new task appears.
  
• Be dependable with the tasks you commit to. Ask for "need-by" dates.
  
• You will NEVER get all your tasks done. Learn to live with this.  It's important to know when you have reached a point in your day where you have done enough to go home.
• Tickle files are a great strategy for off-loading tasks into the future.
  
• To-do lists were frustrating to me in the MC. I never crossed off things and kept adding to them all day.
  
• It's also easy to neglect important projects because urgent things are always coming up. I recommend an incremental, baby-step approach to projects.
• Delegate!   And don't micro-manage your helpers! Give them ownership and feedback, but don't breathe over them.  Accept that some things won't be perfect, and they really don't have to be. (Part of leadership is knowing which things must be perfect/nearly perfectly done.)
  
• Keeping calm saves time.
• When you find yourself doing the same things over and over ... answering the same question over and over ... consider building a tool to avoid.  Examples: templates for emails that you repeat often; job aides next to machines that puzzle users; good signage.
  
• Consider your patterns of daily energy (some say "biorhythms").  Match your tough tasks to your higher-energy times.
• Multi-tasking: good and bad.  It's important to have multiple projects going on because there would be lots of down-time otherwise.  On the other hand, you can literally focus on only one thing at a time.
  
• Do us all a favor and don't join the Cult of Chronic Overworkers.  This is escalating in our culture through a social mechanism.  But - we all need balance.  You will be no good to anyone once you've burned out.  Find a sustainable level of effort.  This will differ between individuals.
• Your management system will become overloaded from time to time. These are opportunities to reassess its effectiveness.
• Learn to judge the difference between things you think you should do and truly optional tasks.  Many times, these later must be delegated to the future - and eventually may lose importance.  These are not usually requests from others, though.  Requests must be handled in one way or other in a reasonably timely manner.
  

• How in the world can a SLMS wear all of his/her hats and still have a life outside of school?
• How do you set priorities?
• Is it realistic to think we will have the time and opportunity to collaborate?

• Wasman chapter 17 [supplemental]
• AASL's Advocacy section of website [exploration required]
• Vanneman, S. (2007). Advocacy: Sparks and threads. Knowledge Quest 35 (4), 36-38. [persistent link]
  
• Baumbach, D. J. (2005). The school library media center web page: An opportunity too good to miss. Knowledge Quest, 33 (3), 8-12. [Jan/Feb; see GALILEO.] [supplemental][persistent link]

• Fullner, S.K. (2007). Is your fish dead? Create your library brand. Library Media Connection 25 (6), 32-33. [persistent link]

• R&Dp21:The principal component: Bringing your administrator on board - M.W. McGhee & B.A. Jansen
• R&Dp88:The power of audience: Effective communication with your principal - G. Hartzell [MAF commentary available in WebCT/Readings - 13min]
  
• R&Dp108: A practical approach to marketing the school library - A. Burkman
• R&Dp110: Come to Capitol Hill! Be a LMC advocate - S. Schuckett
• R&Dp113: Tools of the trade: Political advocacy "Always" list - S. Schuckett
  

• Non-example(s)
  
• Image problems aside...
• What did you learn from reading? from field experiences?
  
• My points:
• Make sure you have cool things to promote.
  
• Push promotional information outward on a regular schedule.  Make it quick and easy to absorb.
  
• Present an attractive, friendly, and evolving "face" to the learning community.
• Promote reading as a cool thing to do.
• The Welcome Mat strategy: for all patrons - smile, acknowledge, respect; enjoy interruptions. If you can't do anything else, DO THIS.
  
• Try to get Administrators in your corner.  Ground all communications, requests, activites in School Mission/Goals and student achievement. Gently remind often.
  
• Just Do It (PR, that is). Not Optional. Do Not Allow your Program to Be Invisible.
  
• Products
• Handbooks (preferably online and public)
  
• Web sites (see below), wikis, blogs, Facebook (not all, but one or more!)
  
• Brochures
• Public speaking and presentations - you at PTA/PTO, etc.
  
• Orientations
• New-student presentations
• Bulletin boards and displays
  
• Past Collaborative Problem Presentations (some links and references may be dated, but the ideas are excellent!)
  
• Public Relations and the School Media Center - by several members of Cohort 1. See WebCT-6300/Resources.

• Warlick, D. (2005). Building web sites that work for your media center. Knowledge Quest, 33 (3), 13-15. [GALILEO] [supplemental]
  
• Renfroe, M. (2005). Products you can use to build your site. Knowledge Quest, 33 (3), 17-18. [GALILEO] [supplemental]
  
• Kaner, C., & Fiedler, R. (2005). Testing library web sites for usability. Knowledge Quest, 33 (3), 29-31. [supplemental]
• Morris chapter 4 (just pp. 118-138)

• An old assignment (might be helpful if you're trying to build one)
• Why should we do this?
• Typical parts of a MC website
• How these things reflect media programs
• Novice webmasters have a big learning curve
• Then there's the maintenance phase (like washing dishes, you're never done): how?
• R&Dp186: Library.com: Adding customers to your library web site - N. Krasnoff
• In 2008, there are many easy ways to build a web presence.  However: you may be bound to use a school-purchased template package and/or restricted from using other tools.  Find out what you can and can't do. Choose avenues with lots of flexibility and longevity potential.
  

• History of cards-and-pockets circulation. Back in the old days...
• Automation means ...  Circulation means ...
  
• What do automation systems do? List some basic functions. Relational database idea.
  
• Basic scenario: a child comes up to desk with a book to check out. What are the steps to follow?
• How might these steps vary slightly between different software titles?
• Big names in library automation software
• Library card mechanics - methods for managing student identities; item barcoding
• Independence: how might a student check out a book when you are tied up elsewhere?
  
• Policy issues
• Privacy
• Responsibility - strategies for managing overdues.  How do you handle lost books?
• Differing levels of patron privilege
• Lisa Delgado's ideas
  

• Wasman,  chapters 4 and 5 [supplemental]
  
• Howard, S. (2004, August/September). Librarians behind the scenes before the year starts. Library Media Connection, 23 (1) p. 44. [supplemental][persistent link]
• R&Dp5: Librarians behind the scenes before the year starts - S.Howard
  

• Teachers focus on ...
• SLMSs must ...
• A few words about Inventory
• Morris discusses weeding as a part of inventory. We tend to consider weeding as the opposite of selection and discuss it thoroughly in EDIT 6340.  Inventory and weeding traditionally work well together, but with the help of technology, this no longer need be the case.
  
• I recommend weeding as a continuous activity, and as a part of collection development. 
• On a daily basis, you will come across materials that are candidates for repair or weeding; don't just re-shelve these.  Create a bin or stack for potential weeds; when a dozen have collected, deal with them at once.  Do the same for repairs -- we called ours the Book Hospital.
  
• When you focus on improving one specific area of the collection, it's quite easy to weed while you're doing this. 
  
• Overall, don't let more than 2-3 years go by without paying attention to each area of the collection. Otherwise, old items will sit and age without use or attention, and one day you will be embarrassed to discover  "the USSR is the world's largest Communist country" in a book.
  
• Inventory is MUCH easier than it used to be!  Instead of 2 weeks, it can be done in 3 days or less for a 10,000 item collection.  However, if you save all your weeding to be done with inventory, the project becomes much larger (in my opinion, overwhelming).
• Annual is still best.  You may, however, have an extraordinary year and need to skip. This is not unpardonable.
• If it's been a long time since inventory was done, it will take more time.
  
• Why do inventory?
• Methods:
• with a hand-held device
• without: the print-out shelflist method
• See Morris' procedure on p. 518.
• Shelf order: if you use a hand-held, perfection is not as important. If you use print-out method, it's worth it, although you can arrange as you go, using the shelf-list as your guide. 
  
• This is the dustiest, dirtiest job of the year.
• Don't get sucked into "I must have the books in perfect order on the shelf to begin next year." Nobody cares; "close-enough" will do.
• It's not a law that inventory be done at the end of the school year.  There may be better times. Nor must you do all the collection at one time.
• Equipment inventory: in some schools, this is a separate process.  Find out how equipment is tracked in your school early in your employment.  If it's your responsibility, incorporate deadlines into your planning -- this is a big job.
  
• Finish the project by marking records in some way. Study the possibilities available in your system: "missing," "lost," "damaged," etc.  When will you delete an item altogether?             [Inventory section expanded 10-3-06]
  
• Issues:
• Year-end reports: vary; find out which ones before now
  
• Closings: end of circulation; end of class visits; end of services. Don't end any of these any sooner than you must.
  
• Getting materials back in
• Security over the summer
• Thinking ahead to the new year
• Take-home projects