Here, you will find evidence of my mastery of the competencies of a School Librarian. Below is the Program Artifact and Competencies Matrix. Click on the Artifact name to view my reflection and to download a copy of the artifact itself. Click on the competencies to see an explanation of each one.
Also below, is my reflection letter about my time in the program.
Enjoy!
Mallory
Program Artifact and Competencies Matrix
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1: Reflective Practice |
2: Program Analysis and Planning |
3: Design and Development |
4: Evaluation and Assessment |
5: Implementation and Change |
6: Management |
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Program Reflection Letter
Brent G. Wilson, Program Leader
Informational and Learning Technologies
University of Colorado Denver
September 22nd, 2012
Dear Brent G. Wilson,
During my 3 years in the Informational and Learning Technologies School Library and Instructional Leadership program I have learned so much. I have transformed through the program from someone who loved books, libraries, and technology to someone who is able to give that passion of learning through inquiry, reading, and technological innovation to others. I have been trained to impart these skills and ideals to my staff, to my administration, and most importantly, to my students.
One of my hopes for the program when I applied back in 2010, was to connect my patrons to the materials they needed. In the program, I have learned how to direct students to materials they might not have chosen for themselves, how to help the search, how to help them become critical consumers of information. I have learned how to select materials for my library—everything from databases to physical books to technology tools and hardware. I have learned how to gain funding for getting these things—through grants, educating my administration, the community, and my colleagues about the importance of a strong library program, and through being an active member in the profession. “Connecting the user with the materials” turned out to mean so much more than just helping a student pick out a book!
Another of my goals for the program was to learn to promote literacy and technology skills in my school. This goal was met at every turn. I have as a teacher librarian, because of this program, been able to spend 34% of my time in the classroom teaching these skills to students last year (a number I hope to continually improve upon). The librarian before me never did this and the school constantly comments on what a benefit this is to students and faculty! I have created student/faculty book clubs, documentary movie lunches, “based on the book” movie lunches, obtained new databases, introduced a new ebook program, Race to Read literacy program, a READ poster campaign, and a student created digital book talk library. UCD’s program gave me the skills, the creativity, and the spark to put these programs into place—and my school and my students are better for them.
I wanted to learn how to manage an effective library-“how to integrate the library with the whole school”—making it integral to school and student life. While being in this program I was inspired to create a welcoming, quality, well-maintained, and 21st century library. I have had to create a case for some of the things I have done—for example: taking down the ‘No Talking’ sign—but the SLIL program has given me not only the courage to make those changes, but the data and research to back those decisions up and to help create the best possible library space possible. UCD taught me how to make that space run too—different strategies for putting everything together like a well-oiled machine. I’m not sure I realized how many different aspects there are to a teacher-librarian’s job until I was in this program! There is a lot to juggle and a skilled successful librarian will juggle it all without dropping any one piece. UCD has given me the skills to do this and during my observation/practicum hours has given me the opportunity to see this in action.
In April 2010, I wrote,
“I see the Library Media Center as a way to provide all students access to educational resources, technology, and a safe space to explore their opinions and beliefs about academics and the world. I want to be a librarian who makes this happen for students. I want to be a librarian who supports teachers in creating a materials- and technology-rich learning environment. I want to be a librarian who advocates for intellectual freedom and access to a wide and diverse variety of materials within my school and district.”
This program has given me the foundation for all of those professional goals. These are still my hopes for my career as a teacher librarian and I know that I will be able to achieve them because I have been taught not only how to make this happen, but, also, how to be creative, push myself, and think towards the future.
This portfolio illustrates how I have learned how to be a school library professional. It gives a demonstration of how I am prepared, with the six competencies, to meet my professional goals once I go out into the profession without being in classes.
Thank you for this opportunity to show you my growth and proficiency as a teacher librarian.
With excitement,
Mallory A. Goetz
