Standard+I

 __Standard I__

__**Use of Information and Ideas**__: Candidates adhere to and communicate legal and ethical policies. (1a) Candidates model strategies to locate, evaluate, and use information for specific purposes. (1a) Candidates interact with the learning community to access, communicate, and interpret intellectual content. (1a) Candidates identify and address student interests and motivations. (1a) Candidates select material in multiple formats to address the needs and interests of diverse young readers and learners. (1b) Candidates use a variety of strategies to promote leisure reading. (1b) Candidates are aware of major trends in reading material for children and youth. (1b). Candidates model their personal enjoyment of reading in order to promote the habits of creative expression and lifelong reading. (1b) Candidates support flexible and open access for the library media center and its services. (1c) Candidates comply with and communicate the legal and ethical codes of the profession. (1c) Candidates facilitate access to information in print, nonprint, and electronic formats. (1c) Candidates demonstrate ways to establish and maintain a positive educational climate in the library media center. (1d) Candidates plan and organize library media centers according to their use by the learning community. (1d)

 __Artifact One__

I thoroughly enjoyed completing the facilities plan assignment. This project gave me the opportunity to examine the existing space of my primary site's media center and make suggestions as to how it can be used in a more effective way.

I am happy to report that the media center is now using one side of the second story balcony as a gathering area. My school received a donation of furniture and fixtures, and used them to create an inviting environment that is now used as a small meeting space for faculty, staff, and students.



__Artifact Two

__ This was my first experience surveying and examining learner analysis for adult students. The way in which I conducted the analysis differed from typical student surveys because the process was two fold: participants told me how they preferred to teach and learn information. They also answered a questionnaire that placed them into categories according to Gardner's Multiple Intelligences.

After examining this information, I was able to develop an interactive lesson based upon my learners' preferred learning styles. With this information in mind, I created an interactive lesson that required collaborative groups to design a PSA in their preferred medium. The PSA would deliver information to educators about copyright law.

This assignment provided me the opportunity to enhance my knowledge of copyright law. I always feel more confident in my ability to understand a concept when I prepare myself to teach the information to a group of my peers or students.

__Artifact Three__

It is important for media specialists to understand the policies that they must adhere to, as well as policies that should be in place. By examining my primary site's policies (both school and district) I was able to gain an understanding of expectations and certain limitations that accompany the media specialist position.

I need this understanding in order to serve as a knowledgeable representative of my school's media program. I not only need to know them well enough to carry out directives, but I also need to thoroughly understand this information so that I may serve as a point of reference.

__Artifact Four__







Above are three projects I completed during my young adult literature course. These colorful and informational projects show my enjoyment of reading, and will hopefully promote curiosity and enjoyment for middle school students.

