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DOCUHENT RESUAE BD 129 251 IR 004 027 AUTHOR Spannaus, Linda Taby; Spannaus, Tisothy W. TITLE School Sedia Programs Handbook for St. Croix, U.S. Virgin Islands. INSTITUTION Saint Croix Library Association, Christiansted, Virgin Islands. PUB DATE 76 WOTE 33p.; Studies in Virgin Islands Librarianship No. 11 ; Not available in hard copy due to print quality of original EDES PRICE HFP-$0.83 Plus Postage. HC Wot Available from ED&S. DESCRIPTORS *Instructional Materials Centers; Librarians; Library KRdministration; Library Instruction; Library Material Selection; *Library Programs; Library Science; Library Technical Processes; Manuals; Hedia Specialists: *>chool Libraries IDENTIFIERS *Virgin Islands (Saint Croiz) APSTRACT Guidelines are provided for applying standard library procedures, policies, and practices to the unique conditions in St. Croix, United States Virgin Islands, school libraries and medi« centers. The following policy areas are considered: (1) staff job descriptions; (2) administration; (3) msaterials selection; (4) organization, circulation, and cataloging; (5) media center instruction; (6) self-produced materials; (7) in-serwice training; (8) public relations; and (9) maintenance. (EMH) SLES CKREREH ERE HH SHEET EKER REAR ERS REESE KA ESSE KKERE SEEKERS EE ED * Documents acquired by ERIC include many inforsgal unpublished * gaterials not available from other sources. ERIC sakes every effort * to obtain the best copy available. Nevertheless, items of sarginal * reproducibility are often encountered and this affects the quality * of the microfiche and hardcopy reproductions ERIC sakes available * via the ERIC Document Reproduction Service (EDRS). EDRS is not * responsible for the quality of the original document. Reproductions « s supplied by EDRS are the best that can be made from the original. SOSCESSSS F8SS $44E SF OEEEEEEEEEEEEEEEEESES8EEEEEEEES SS EE94ES89EEEEEEEEEED ae & * * * we # ae « & ED129251 LK00O¥O27 SCHOOL MFDIA PROGRAMS HANDBOOK POR ST. CROIX, U.S. VIRGIN ISLANDS by Linda Taby Spannaus Timothy V. Spannaus Studies in Virgin Islands Librarianship, No. 11 St. Croix Library Association Christi» sted, St. Croix U.S. Virgin Islands 1976 eprrouce THIS corr TC PERMISSION TU AS BEEN GRANTED BY MGHTED MATERIAL gt. Cro ‘Kr Library sriTuTeE OF EQUCATION. F OucTION QuTSt QuiPes PERMISSION OWNER Copyright, St. Croix Library Association, 1976 US DEPARTMENT OF HEALTH, EDUCATION 6 WELFARE NATIONAL INSTITUTE OF EOUCATION THIS DOCUMENT HAS BEEN REPRO- OUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGIN- ATING IT POINTS OF VIEW OR OPINIONS STATEO OO NOT MECESSARILY REPRE- SENT OF FICIAL NATIONAL INSTITUTE OF EDUCATION POSITION OR POL'CY TABLE OF CONTENTS Preface cUEUeOe 66 bEOD Oe eh abba dedeekbn Sade debs tbeen seek MEDIA CENTER PROGRAM GOL:S 5 daw bce sdse be sehins 2 bis cee JOB DESCRIPTIONS: MEDIA CENTER oy ee ee ry | a pro’ on%>*onal; Clerk-*ypist; Media center de MEDIA CENTER OPERATION: ADMINISTRATION ....cccccccceeedD Media center policy; Rep>::*s; Interlibrary loan; Media center programs; Standards SELECTION ces DAR eb dé be heb bnné bes onescnsntcesnakeae Sources of Ccribbean materials; Spanish mater- ials; Equinment selection; Weeding; Budget MEDIA CENTER ORGANIZATION Mi deeb eeketeneeehee ene Organiz:;tion of the collection; Record keep- .mg; Inventory; Circulation records; Fines; Lost Looks and materials; Cataloging; Ver- tical file : MEDIA CENTER INSTRUCTION Se weoéeds wb bebidsbibe deans Faculty and staff; Ctudents; Media center assistants IZALAL PRODUCTION--NOT HOW, BUT WHY Stdkbkén dee bode sea Copyright IN-SERVICZ EDUCATION pkk bea wh ood Ch eed eects iebesnanene PUBLIC RELATIONS AND PUBLICITY ......ceccccccccecccseead CONES ps dc ck ddccwercdiececdecdescecs avs caveéecesaneceme Bibliography ...cccccccccccccccccccccccces covssseseveed PREPACE The preparation of this Media Programs Handbook was urged by several librarians and wedcia specialists, who were unsure of applicable procedures, policies, and rractices for schools in St. Croix. Since we assume that librarians and mecia speci- lists have the necessary background for their »ositions, we have not attempted to incluce standard necia center practices, but have concentrated on applying these to St. Croix. Those desiring a review of standard professional skills are refer- rei to the sources listed in the bibliography. Princivals, headmasters, and other administrators using this handbook may wish to consult, besices normal sources, ‘ledia Hee: District and School, published ty the American rary Association an? the Association for Educational Com- munications anid Technology. This publication provides useful a on recormended staff, physical plant, and col- ections. The nurpose of this handbook is to fill the gap left by ore general publications aimed at typical” school media centers on the mainlanc. It is intenJed tu be a very voractical guide for those concerned with St. Croix school media centers, whether in private or public schools. Throughout this handbook, library and mecia center are used interchangea»ly. ‘ie recognize that the former tern means “books” to some, anc the latter includes non-ori.nt material.. However, the usage of ‘library” in this handbook includes non- print. Similarly, media specialist’ is a general ter that includes professionals specializing in rrint as well as non- print media. The authors wish to thank those media svecialists who have revieweu the draft anu whose sucyestions anc couments have been thought orovokincg. ‘e are particularly incebted to Mg. Edith Gordon, !is. Anna Rainey, an? “4s. Sylvia Trout who worked with the authors in editiny and refining this handbook to make it as useful as possible. Their ideas have been in- valuable in rewriting anc ejiting. - Linda Taby Spannaus Timothy W. Spannaus 1976 St. Croix, U.S. Virgin Islands MEDIA CENTER PROC. ’.1 GOALS School media centers function as an integral part of the total educational program. The goal of the school media center pro- gram is to facilitate and expedite the realization and attain- ment of a quality, optimum education by each student. To reach this goal the following objectives give purpose and direction to the media progra»: 1. “To provide an educationally functional and effect- ive library program which will meet adequately the developmental needs of the curriculum and the per- sonal needs, interests, goals, abilities, and cre- ative potential of the students. To provide informed and concerned guidani# in the use of library services and resources which will personalize teaching and individualize learning. To provide a planned, purposeful and educationally significant picgram which will be integrated ap- propriatel;y with the classroom teaching and learn- ing program. To provide library resources which will stimulate and promote interest in self-directed knowledge building." JOB DESCA2IPTIONS: THE MEDIA CENTER STAFF Media Specialist The school media specialist should hold a focal position in the school. In recent years the direct involvement of the media pro- gram in the instructional process has changed the status of the media specialist from that of passive spectator (the “tradition- al” librarian) to active participant in the drama of teaching and learning. The media specialist directly influences and affects the quality of the educational program. The entire instructional process is permeated by the services of the media program and the media specialist. A media specialist is a competent, highly trained, and effective member of the teaching staff, who holds membership in the teach- ing, library and A-V professions. This individual brings to the position: -"Xnowledge of teaching theories, methods, and practiges. - Knowledge of subject content and curriculum design and implementation. Knowledge of how to select, organize, administer, and utilize instructional media and equipment. Knowledge in depth of types and kinds of instructional media and media content. Knowledge of the science and art of communication. Knowledge of how to integrate the resources and ser- vices of the library media program with the ongoing instructional pruyram. Knowledge of how to make instructional technology a viable art."2 The following is a functional job description for the media spec- ialist. Note that no distinction is made between those functions of print apecialists and non-print specialists. In some cases the implications of the stated function are not the same for each specialist, but the functior- are essentially similar. -~Sets goals and policies of the media center (with other professional staff at the building and district level) -Plans media center operation -Plans and directs programs and projects in coordination with teachers and principal -Assists teachers (individually or in a group) in media selection, evaluation, and usage -Recruits students and/or volunteers for the media center -Trains student assistants and/or volunteers on media center procedures -Purchases books, software, supplies, and equipment with- in budgetary limits -Involves teachers, principals, and supervisors in the selection process -Conducts a yearly inventory of all media center holdings in the spring -Reports to principal or headmaster and Director of LSIM regarding media center programs, needs, problems, and projections -Maintains records of book, software, and equipment usage to determine effectiveness and needs -Produces media center bulletin -Produces print and non-print Caribbean materials -Catalogs and classifies materials (print and non-print) not available preprocessed -Adapts preprocessed materials to individual media center procedures -Prepares subject bibliographies of existing books and software. -Offers guidance to teachers and staff in selection of books and software to meet specific instructional nends -Prepares a written media center policy, in conjunction witb the principal or headmaster -Conducts workshops on media center services and equipment operation for teachers and principals or headmasters -Utilizes the District Instructional Meterials Center -Serves as liason between the school and the District IMC -Follows guidelines for federal programs -Tuentifies equipment needing repair and makes arrange- vents for repair -Maintains profesiional status by joining professional as- sociations (SCLA, AETC, ALA, AFT) -Reads professional books and journals “Attends conferences, meetings, and conventions regularly -Maintains up-to-date vendor catalog files - Helps students identify learning interests and selects objectives -Gives services to the community where possible -Cooperates in interlibrary loan -Maintains an up-to-date file of community resources? Media Center Supportive Staff: Clerk-Typist Clerk-typists in a media center perform the following tasks, under the supervision of the media center professional staff: -Types correspondence, requisitions, orders, overdue lists, new book lists, memoranda, and such other typing as required for the functioning of the media center -Types catalog cards in standard format, from such pre- liminary cards as the media specialists may provide -Files completed cards, after approval by the media spec- idalist, in the card catalog, above the rod -Files correspondence, requisitions, orders, memvuranda, etc., in the manner prescribed by the media specialists -Performs clerical tasks associated with accessioning new materials, with the media center aide (s) -Performs such other clerical tasks as the media specialists may require from time to time Media Center Supportive Staff: Media Center Aide Media Center Aides perform the following tasks, und«r the super- vision of the media center professional staff: ~Checks out books, audio-visual software, equipment, and other materials to media center patrons -Cards books and other materials returned to the media center by patrons “Shelves books and other materials -Reads shelves to be certain all materials aj:e in the pro- p2xr location ~Assists patrons in locating desired materials in ready reference or in card catalog. Refers more difficult in- guiries to professional media center staff ~Performs clerical iacks assuciated with accessioning new materials, with the media center clerk-typist(s) -Performs such other clerical tasks as the media specialists may require from time to time -Operates audio-visual equipment and assists media center patrons in operation of the audio-visual equipment LIBRARY OPERATION ADMINISTRATION In schools where there are two or more media specialists working together, one media specialist should be appointed by the princi- pal or headmaster as senior media specialist. The senior media specialist coordinates all ordering and is responsible for follow- through activities with Property and Procurement or the business manager and vendors. This also facilitates cooperative ordering among faculty and media specialists at the school. Media Cente- Volicy One of the major duties of the media specialist or senior media specialist is the establishment of a written policy of procedures for the media center. Such a policy should involve the entire media center staff and carry the approval of the principal or head- master. This policy will assist in the day-to-day activities and operation of the media center; and can also serve in some awkward situations. A written media center policy shows forethought in the adminis- tration of the media center and provides consistency in that one does not have to make case by case decisions. A teacher or parent for instance, may complain about a library policy. Having the policy in writtcn form and carrying the approval of the school administration, gives the media specialist more weight when deal- ing with a complaint. Another exauple of the value of a written policy is in dealing with gifts to the library. Donors frequent- ly want special treatment for their gifts and letters of evaluation for tax purposes. Knowing how to deal with this in advance is a great help. additional items to include in the policy are: media center sup- poi‘tive staff duties and regulations, fine procedures, media cen- tex circulation system, gift policies, inventory procedures, re- serve procedures, goals of the media center, duties and regulation® for student assistants, procedures for handling challenged or con- troversial materials, ctc. Reports Brief monthly reports should be propared and sent to the school principal or headmaster. Public school media specialists should also forward a copy to the Bureau of LSIM. All media specialists in a school shall provide input for the re- port, but the task of writing the report will rest with the senior media specialist. Items to include in the report are: accomplishments, projections, problems, and descriptions of the status of the media center. An annual report shall be filed with the principal or headmaster (and the Bureau of LSIM for public school personnel) at the end of the school year. This report differs from the monthly re- ports in length, the time span covered, and it includes the re- sults of the media center inventory. Principals, headmasters, supervisors, and directors do read these reports. They in turn use the information to project budgetary needs, determine staffing needs, and to aid in consultations with media personnel. Interlibrary Loan Interlibrary loan is an informal procedure among media specialists. No media specialist is obligated to serve a patron from another school. A patron should request materials from his media specialist first. If unable to fulfill this request, the media specialist may then contact another media specialist for the material. Media Center Programs The school media center should serve as an active experimental and innovative force in the school. There must be constant re- vision of existing programs and innova’ ion of new programs. In addition to the day-to-day routine, several suggested activi- ties of an innovative media center are: Book Fairs Speakers Film Festivals Displays Book Talks Storytelling Library Instruction Multi-Media Activity Centers Independent Study Areas Minicourzses Inservice Workshops for Students and Staff It is the duty of the media specialist or senior media specialist to plan, implement, and direct programs such as these. Standards Every school library should have a copy of Media Programs: District and School, jointly published by the American rary Association Association for Educational Communications and Technolcgy. In notable contrast to previous Standards, especially the 1969 edition, this publication establishes ~easonable o-als for hold- ings, equipment, staff, and physical plant for school media pro- grams. An important adiition is a i ceakdown of responsibilities of school and district .evel staff, in line with the philosophy that programs are more important than materials in evaluating a media center. The recommendations are made for equipment, staff, physical plant, and holdings are based on what is needed to car- ry out an effective program. It is an important responsibility of media center professionals to bring Media Programs and its =shilosophy to the attention of administrators. SELECTION Selection, both of print and non-print materials, is an ongoing process. The media specialist myst constantly "keep an eye open for new suggestions for purchase. It is helpful to maintain a consideration file to whici. suggestions may be added as one re- views books, previews non-vorint materials, reads reviews, and enlists the aid and ideas of teachers, fellow media specialists, supervisors, and principals or headmasters in the selection process. This practice prevents the last minute frantic attempt to throw together an order that is due in the office at the end of the day. Guidelines for selection of library books, equipment and other materials can be found in any professional book on library procedures. Consult the bibliography for titles. It has been standard practice —— school media personnel to ria order books and audio-visual mate ls from large jobbers such as Baker and Taylor, Bro-Dart, and pemco. They represent hun- dreds of publishers and producers. ‘agazines may be ordered from Faxon, EBSCO, or the Instructor Subscription Agency. Sources of Caribbean Materials Caribbean publications can be obtained from a number of sources. Several of these sources are on St. Croix. 12 Jeltrup's Books 30 King Cross Street Christiansted, St. Croix 773-1018 no catalog available College of the Virgin Islands-- LiF croix Canons kstore state en Grove Kingshill, St. Croix 776-1620 Bureau of Fish & Wildlife .O. “1876 Lagoon Street Prede;-iksted, St. Croix 772-1955 newsletter available St. Croix Landmarks Society im Greathouse Estate Whim Frederiksted, St. Croix 772-0598 no catalog available Department of Commerce--- Visitors Bureau Kings Wharf Christiansted, St. Croix 773-0495 Paperbook Gallery Bats Passage St. Thomas 774-2626 current list available Carribean Research Institute ege o rgin Islands St. Thomas Campus St. Thomas Caribe Things Y x Christiansted, St. Croix Distributor for DuKane Press price list available St. Croix Library Asscciation ©.0. Box 6760 Sunny Isle St. Croix publication list available West Indies Laborato Fairleigh Dickinson University Estate Teague Bay Christiansted, St. Croix 773-3339 publication list available National Park Service Fort Christianvern Christiansted, St. Croix 773-1460 V.I. Department of Health Orange Grove Apartments Christiansted, St. Croix 773-1059 Ms. Dea Murray Box 4297 St. Thomas 774-8103 distributor for DuKane Press & others--price list available Eroject SSE oe roo Depart- ucation St. Thomas Mrs. Ruth Moolenaar, Coordinator 774-0807 app ene Book Department Mr. George Seaman ~ rederic treet 2. .s.:)hUC: Box 497 Christiansted, St. Croix Port of Spain, Trinidad or catalog available Vindward Side Saba Netherlands Antilles Spanish Materials The large number of Spanish speaking students in our schools makes selection of appropriate Spansih materials a problem. Spanish teachers and Spanish speaking teachers can suggest publishers cf Spanish materials. The Spanish Book Corpora’ tion of America (division of the French and European Publish- ers, Inc., Rockefeller Promenade, 610 Fifth Avenue, New York, New York 10020) publishes an annual catalog. Major producers of audio-visual materials (Society for Visual Education and Eye Gate) include Spanish materials in their catalogs. Equipment Selection The Bureau of Library Services and Instructional Materials of the Department of Education issues a list of recommended equipment for schools. As of this writing the list is being revised and will be published shortly. The list contains the major types of equipment needed by school media programs, such as record players, filmstrip projectors, screens, 16mm film projectors, copy machines, etc. The list contains recommended and tested equipment, for which the Department of Education pro- vides standardized parts and repair services for public schools. Private schools may obtain this list from theDirector of LSIH, since it represents tested and reliable equipment. The equipment list Irom the Bureau of LSIM, however, is not all inclusive. There are other pieces of equipment that a school may need. If that is the case, the following criteria should serve as guidelines to equipment selection: 1. Availability of repair--an up-to-date parts and price list are necessary, plus schematic ani — mechanical diagrams. It is also important tht there are repairmen on the island that are familiar with the equipment. 14 Durability Intended use--for example, can the record player speaker project for an entire classroom or is ‘:t intended for small group use? Resistance to theft and vandalism-~-large bulky size prevents theft. The fewer separable parts, such as microvhones or power cords, the better. To obtain maximum usefulness from the media center collection (both print and non-print), it muct be periodically and system- atically reviewed and re-examined. Items to take into account are: physical ccndition of the material; appropriateness to the curriculum; perpetuation of stereotypes (both ethnic and sex) ; current and correct information; the circulation record of the material; contents are within grasp of prospective users; and the physical attractivenecs and yuality of the material. Text- books are generally not included in the collection. After materials have been earmarked for discard, the book card or circulation record for non-print materials is removed. The shelf list card is marked "discard and date” If you are dealing with the last copy of a material, remove both the shelf list card and all catalog cards from the card catalog. The shelf list card may be retained, however, for reordering purposes. Follow established library procedures when dealing with the dis- carded material. Some media specialists are allowed to give the materials to patrons (after removing all marks of ownership), others must destroy the materials. Department of Education equipment to be discarded must be removed from school inventories and sent Property and Procurement to be removed from their official records and discarded. Send a list of the discarded equipment to LSIM also. Budget Budgeting for the school media center varies from school to school. Some media specialists are given a lump sum of money at the beginning of the school year to set their own priorities and budget accordingly. Others receive no budget and must check with the principal or headmaster for each purchase. For the public schools, education funds are released quarterly. The District Superintendent of Education for St. Croix informs the principals that funds are available for the purchase of equipment or materials and supplies. Procedures for informing the faculty of available funds vary from principal to principal. The principal should be aware of the ongoing needs of the media center, and also of equipment and materials needed for new programs and innovations. Keep checking with your principal to see when funds are available. (This is where a consideration file of pur- chases comes in handy. When funds become available, you already know what you want to order.) MEDIA CENTER ORGANIZATION Organizacion of the Coi:section In general, library collections should be integrated, with print and non-print materials handled in the same fashion. Audio-visualg should be catalogued and classified, and the card~ integrated in- to the card catalog. While it may not be possible to intershelve all print and non-print materials because of limitations in shelf space and hard-to-shelve sizes, this is a desirable practice. Circulation boxes are available for all media, including most media combinations. Cassettes and filmstrip-cassette combinations can be easily shelved. Records in 10° or 12” size can be handled as oversize books. /iiulti-media kits (three or more media) may have to be stored separately. Cataloging audio-visual software along with print means that media centers do not have to publish lists of software, which by their nature are always out of date and time consuming to prepare. Non-print materials can be retrieved in the same manner as books. Record Keeping If your media center is keeping an accession record, by all means maintai:. it. It is the best way of keeping track of the collec- tion and is invaluable at inventory time. If you do not have an accession record, it is impossible to reconstruct one; and you 16 will have to get along without it. The shelf list will serve as a record of the collection. Inventory Good library practice requires at least an annual inventory of ali holdings, equipment, books, and audio-visual software. Equipment inventories can best be maintained continuously, by keeping a record of discards and acquisitions as they occur. Most equipment has a serial number which should be included in the inventory record, along with the VI government property numbers in public schools. The inventory included as part of the media center's annual report should also include a note on the condition (new, OK, inoperable, etc.) of the audio-visual hardware. Most media centers will find ‘t necessary to close before the end of the school year to complete an inventory. This practice is clearly undesirable, but given the limited budgets to pay for summer work or clerical staff, early closings are necessary. Two weeks is a recommended period of time. Circulation Records Circulation records are desirable for all items circulated, in- cluding equipment, audio-visual software, and books. Such rec- ords may be useful in pin-pointing weaknesses in the media cen- ter program and collection. At budget time, circulation records can be use to support requests for additional personnel, equip- ment, and materials. Pines There is no standard practice on fines. Some schools find fines useful; and others do not. Each media center will have to make its own policy, based on the economic condition of the student body, ease of enforcement, etc. As in so many other areas, con- sistency is impor‘ant. All staff members must enforce fine reg- ulations in the sasse manner, with no favoritism among students. be guided by an Urgent Policy "emorandum issues by former Commissioner of Education Harold C. Haizlip, diated June 7, 1972. The nemorandum restates to ~arents an. guardians the resronsi- bilities states in the VI Coie, Title 17, Chapter 5, Section 42. In stmm-ary, varents or guer@ians must pay for lost or danarced hooks hefore stucents can 1. Receive report carcs, certificates or diplomas 2. Participate in corr:encement or gradualtion ex- ercises 3. %3e pronote” to another grace 4, be re-acnitted the folloving year Parents or guarcians must nay the invoice price of a new lost book. If the book is used, they ust pay one-half of the pur- chase orice. Some schools, especially »rivate schools, may find this »olicy difficult or undesirahle to enforce. In such cases, a nolicy must be formulated and consistently enforced. In @giting such a policy, it is immortant to consicer that lost anc camaged books, audio-visual hardware an‘! softvare are not just a finan- cial loss, but re»resent a loss to the educational »progran. Paculty merbers anu staff who have lost and/or danaged books and materials should be financially responsible foc them. The media specials st needs the supsort of the princi»xal or head- master in thi3 matter, ani it must be consistently enforced. Cataloging The cataloging and classification of both print and non-print media is a very time conswiuing task. Add to that the recles- sification an! recataloging that must be done froin time to tine and the media specialist has little tine for other cuties. Fortunately the majority of book anc audio-visual material job- bers anc- publishers offer cataloc carc kits for their materials. The price of »reprocessing ranges fror: no charge for catalog cards only to 3.79 for catalog card kit, cover, book card and pocket glued in place, and s»vine label. Pre~rocessec }oo's an’ ‘aterinzls are ell worth the »rice. The tire savinys :ore than justifies the exnrense. “re “ureeu of L7I”’ recormengs that nre~rocessei materials }e purchased whenever »os- sille. Caribbean materials, purchased locally, hovever, are rarely rpro- cessed. In this case the materials must Le catalogued ana clas- sified by the media specialist. Several good guides to catalog- ing anc classification are available from the Title II Profession-~ os Library, the school's professional collection, or the »ublic library. Vertical File The vertical file is a source of information about toprics that are too recent to he included in print or non-print media. Pic- tures, pamohlets, ani clippings are the major components of the vertical file. The following steps should be tak«un in preparing materiale for the vertical file. Scan materials and check that which is to he clivped Underline subject and/or write subject head-- ing in uprer right hand corner Indicate source and date of material (in- cluce price for parmmhlets) Laminate ani mount items if possible File all materials alphabetically by sub- ject. Pictures may be filed separately Accepted subject headings should be used in the vertical file. “hese headinys should be recorded on cards and interfiled in the card catalog for ontiimun use of the vertical file materials. IMEDIA Crivicr IVvStTRUCTION Paculty anc Staff It's unfortunate, but true, trat faculty members generally do not know how to take full advantage of the resources of the media center. They ray knov what's available, but not how to -16- use it. Ideally, when a teacher is formulating the plans for a new Class project, the media specialist is the first verson that he or she should contact. This is the time to discuss not only what's available, but how to find what's available, and how to use the materials once you find them. lIven teachers need an occasional review of the card catalog, Neaders' Guide, mecia indices, audio-visual hardware and soft ware, etc. This review is conducted informally. and one advantage is that the teacher can now assist his/her stuients and reinforce what the media specialist has taught, thus releasing the media spec- ialist for other duties. Students -ecia specialist and professional librarians, primcipals, heac- masters, and teachers all agree that students should be taught about the media center, i.e. library skills, equipment opera- . tion, use of non-print materials, etc. However, there is not such a unanimous consensus on how to teach this information. On one hand there are those who say that there should be for- mal instruction in the resources and use of the media center. The media srecialist teaches isolatec lessons on srecific top- ics to class groups. Eovefully, these specific lessons will carry over and function when snecific assicnments are .u*4e. On the other hand there are several valid advantages to infor- mal teachinc. The media specialist teaches students the skill to be used on a svecific assignment. “lost often this is done individually or in small groups. Ideally, the specific infor- mation taught will be retaine’ and recalled when needed in the future. ‘This method reaches only the students who are really interested in learning the skills. There is a way, however, to combine the advantages of both methods when teaching about the media center. A general sur- vey of the media center is prosented in a group situation. This introductory survey is then supplemented with specific lessons and more detailed instruction when the need arises through classroon assignnents or individual interests. The media specialist must constantly promote the media center 20 in his/her dealings with the administration, faculty, staff and students. ‘Just as the texthook is not self-motivating anc requires guidance an* inspiration from the teacher, so the carc catalog and other library keys lack motivational im- pact. The library media svecialist is the force that person- alizes the services of the mne’ia center and helps the student not only to see purpose in what he is doinc hut also to know how to proceed with the learning task at hanc.” 4 "iedia Center Assistants It is essential that students become involved in the day-to- Cay overation of the media center. There are several ways to organize student media center assistants. They may be indiv- idual students who have exnressed an interest in working in the nedia center there ray be an organized media center as- sistants club, or working in the media center may be an alter- native to study hall or a one crejlit class. Duties that the media center assistants are o perform vary f::.-; school to school. Huwever, a few princi»rles apply to all: -Students are given an overall introduction to the media center an: how it functions -There must be an organizec list of duties to be performed by the media center assistants. The duties are rotated ani each student performs each one, at sone tine ~Students will work with both professional and paraprofessional staff -There is a written evaluation of each student as- sistant LOCAL PRODUCTIOI" NOT HO'!, BUT “HY With dozens of competent (and hundreds of not so competent) mecia software supnliers clogging mailboxes and files with catalogs anc brochures, why is it necessary that schools he able to produce their own software? The following are sone valid considerations: -iany kinds of materials are not available fron commercial houses. ‘The rarket for ~aterials specifically jirected to the Virgin Islands is far too sivall to interest cousercial produ- cers. Project Introsyection, the Department of Cormerce anc others have producec sore local waterials. Fut in general, the obligation to produce local materials rests on each school teJia specialist. Since teaching is more art than science, many teachers will want materials differing in for- mat, technique, or semience from consuercially available materials. ‘“orking with the redia specialist, each teacher can produce materials exactly suites to his or her teaching prefer- ences. -When a teacher neecs materials for next period, next week, or even next semester, it may be in- voesible to obtain the desired items by or“er- ing or inter-library loan. ‘‘any kinds of na-~ terials (transparencies, for instance) can be cone in minutes. “ost others (bibliographies, slide and tare sets) can be conpleted in a matter of days or weeks (if the media center has the proper ecyjuinnent an’ ~rersonne.). -ftutents should leern to cornunicate via nanyv me@ia. Sistorically, eavhasis has been on teach- ing communication skills related to written and oral corwunication. but it is becoming increas- ingly isportant to understan) non-crint co:mrun- ications. To the greatest extend rossible, stu- dents shoulc rake their owm aucio-visual or print inaterials to use in reports, class projects and the like. It is not the purpose of this :uanual to »rovide instruction in techniques of local rroluction. ‘These instructions are avail- able in ‘ozens of stanJarc texts. WUowever, it should be help- ful to list certain very basic equipment recuirements for nini- mum local production. (parenthesis indicate examle, iJOT re- quired branc). 22 Thermal conier (3° Secretary Conier) Dry :nxount press (Seal) Camera (Instaaatic or 351i), leoending on budget and level of sonhistication Tape recorcer (cassette is acceptable) Paper cutter Spirit duplicetor (A._B. vick) Drafting/drawing equinnent At a higher level of budget anc sonhistication, motion picture (Super 8) and video tane shouli be incluced. ‘any schools find that a Polaroid Land camera is useful for some instructional ~ro- grams. The ability to see a picture within a minute way help a student correct errors, or the nicture may be used as a rewarc. With any local production ecquinrent purchases, it is very impor- tant to think in terms of systems and vorogran. Systers: Almost all production hardware requires some kind of correspon“ing hardware to use the software oroduced. Use of a camera assumes use of some ki~* of projector for most classroom purposes. That much is obvious. Lut to cet the most value from a camera, the school should also have a copy stand, so that the many resources in print form can be usec. A school purchasing a camers, copystand, projector anc other accessories must also »ro- vice for the purchase of film and processing. In some cases it is »ossible to purchase a system. The Lktagraphic Visualnmaker from “Xodak includes an Instanatic carera an’ two cory stands in « convenient package. These considerations seem obvious, but they are nentioned here because schools frequently, without thinking, order one appara~ tus without orcering the other itens to complete the system. Programs: It is also too easy to assume that possession of a a 5 piece of equirment weans that a sovhisticated in~ structional procram in employed. Far too often, schools produce expensive filns cr vicdectanes to meet objectives that couli as well be taught with a slice-anc-tare set. Indeed, the slide- and-tape set may co a better job, because it is considerably easier to make a really slick oroduction with the relatively easier demands of the slide-and-tape fornat. Suver 8 and viceo tane have such high support costs (supplies, space, repairs) that schools must be reasonably certain that their instructional vorogram justifies the cost. Coryricht Schools co =ct have the right to copy or reproduce audio- visual or drint materials, if the materials are co>syrightecd. The leyal doctrine of Pair Use does provide that non-profit institutions may, for their orm use, make a few copies of por- tions of books and audio-visual risterials. In general, if copy- ine will reduce sales of the product, it is illegal. ‘lany pro- @ucers will grant vermission to make a limitec number of cories, 4f schools sinpl:y request such permission. A letter, stating how many conics, in what medium, the purpvose and distribution, will usually suffice. Specifically, it is usually illegal to make tapes of records, transmit films or filnstrinvs via closei-circuit or open-circuit television, or make ditto masters from workbooks. Some materials >urchasec for school use may be copied. A few distributors grant reproduction rights with purchase; and sone materials, because of their age, are in the ‘public domain” ana. may be copicd. For more uetaile’ discussion, refer to stancarc mecia texts. Audio-Visual Instruction nayazine keeps abreast of changes in copyrignt la’ and practice. IN-SERVICE FOUCATION The mecia center professional staff has competencies that should be shared with o*:her nenbers of the school professional staff. These competencies can he shared ]*y individual conferences or by in-service education with yroups of teachers and adwinistrators. Generally, it is easiest t. teach onreration of snecific iters of equipn-nt to incivicuals, since such instruction requires hancs- on practice. Eut, teaching techniques using such ecuipment are good topics for large grou» instruction. Many teachers are not aware of the many uses of cverhead projectors, cassette recorders and filn loop wrojcctors for example. In-service education is the best time for media specialists to tell large grours of new tities in the vcrofessional collection or the general collection, new’ library »vrogramns, materials for hol- idays and coasons, and the like. ‘ewcia specialists should work with teachers to develop methods of incivicualizing instruction or systemizing instruction. 24 PULLIC RELATIONS AND PUBLICITY Public relations is not a sevarate activity, but is art of everything that is .wone in the media center. The consider- ation of ocublic relations early in the planniny stages of nedia center activities or progra s avoids the defensive back-;edal- ling that isay occur when new programs are announced without prorer consideration of possible w~utlic reaction. the school library or media center has several possible aud- iences for its public relations efforts. The patrons, tiie gen- eral public anc the adminis<ration are the three :ost iportant. It is essential that ratrons be kent informed of the services, materials, and rrogrens offere’ »y the necia center. fome have founc that a newsletter issuec at regular intervals is useful in trying to kee». patrons informec. Othars may be able to use bul- co boards, daily bulletins, anc brief presentations at faculty neetincs. ihe nass w.edia may be used to reach the general public, since it suouilt he interested in what is happening in the schools. Book fairs, ‘no tine days, and cther events that affect the general public are lil-ely candidates for releases to news»apers, radio and TV stations. Srecial actention should be pai:’ to mass media releases duriny Mational Library '’eek, National ChilJren's took “eek, and at the time the Caldecott and i’ewberry Awards are an- nouncec. Keep the administration informed of your activities, plans and problems with regular conferences ith school adninistrators ani with reoular reports to cistrict administration, boards of trustees, or ‘shatever is an»oro>crinte for your school. Monthly anc Annual reports, discusse1 earlier in this manual, are also part of this asvect of the media center's public relations ef- fort. PREVENTIVE MAINTENANCE Audio-visual equipment will last longer anc spenc less tine in repair if certain simple oreventive rraintenance procedures are fo 1 lowed e Essentially, all equi;ment nust be keptclean and lubricated. Oiling instructions can be found in instruction books that come with new equivment. In general, bearings (beneath turntables, 25 =9%= on motors, below ta-e drive canstans, anc the like) must be lubricated with one or two drovs of light 1:achine oil (‘three- in-one, sewing machine, or tynrewriter oil). vo not get any ©11 on rubber oarts, such a5 turntalle Grive wheels, tave idlers, take-u} reel slin drives, etc.). Fre ,aently, clean all equipnent vith a soft, lint-free cloth, such as < cotton T shirt that has | -2n washed many tines. ‘ive off cust, bits of tape ani fil-. Carefully remove accwwlations of film eoulsion in projectors with a slightly Jampened cloth. Tane emulsion shoull be remceved with alcohol (tape head cleaner) on a cotton swab. Tape esnulsion accumulates on tape recorder heads, idler wheels, tave cuices, an! any part that contacts tape. Periocically ‘temagncetize tape heads with the s»ecial electro- magnet sold for this purpose. After taking off your wrist watch, turn on the demagnetizer hile still sore distance from the heads. lHlolc the demagnetizer nzar(1/1G' or 1-7? mn) the heads, then withdraw the Cenagnetizer, turning it off when it is at least three feet fier: the heads. Dust lenses vith a camel heir bru-h. If lenses are very dirty, use lens cleaning tissuc an’ fluid. Dust, which nay be visibe on a projection lens, does not degra“e the projectec image un- less it is very sever. A gmail camel hair brush is useful for removing dust from phono- grzph needles. io not use fingers, as it is too easy to push neecles out of position and the presence of oils anc moisture from fingers accelerates further accumulation of dust. Dirty phono records can be washed vith warm water and mild dish washing detergent. Pat them cry vith a lint free cloth and al- low than to air dry while stancing on edse. Phono needles (styli) must be replaced frequently, especially on those record players that are in ‘laily use. For most record play- ers vcurchased in the last five years or so replacement is a pluc- in ogeration taking no more than a ninute and requiring no exper- tise. The cost of replacing styli once or twice a year must be consi- Cered inexrensive insurance for your xs2cord collection. Most schools have scveral hundred dollars worth of recoras. 26 . aintenance on a iitto or spirit cunlicator consists mostly of Cleaning paper lint and shreds out. of the works and frequent oil- ings. Peroval of the side cover away froi. the operating controls exposes several gears anc bearinas requiring oiling. the felt wick below the alcohol »ottle requires replacement a few times curing the year, but certainly not every two weeks as rec- onmen.ed by the manufacturer. The wick ‘iay be turned around in orcer to extend its life. ‘lost problens encountered in use can be cured by proper loading an. pressure acjustments. Consult the instruction ‘ianual for svecific directions. FOOTMOTES IPernsvilv ri) enis Derart ent of Public Iretruction ntcoopart of fernol Libraries » yuvice2 for School Librarians arrisburg, 19629 ». 19. (*dmecere-he’). ?guth Ann Davies The Sch Force for "ducational Excellence rit Yee aeae at 3 ps A Commetency and Task List for Specialist: and "echnicians in "‘elia “‘anagement “‘edia Product aenlconiant and Instructional P COMO eT) oe oo ene, Audhonwisuel Instrzction “r% . Davies, “ectia Center, r. 39. This document was processed for the ERIC Document Reproduction Service by the ERIC Clearinghouse at Stanford. We are aware that some pages probably will not be readable in microfiche or in Hardcopy form. However, this is the best © available copy, and we feel that the document should not be withheld from interested readers on the basis of these unreadable pages alone. SELZCTED PIALIOGRAP!Y (NOTZ. * Sources locatec at CVI Library, St. Croix + Sources locatec in Title II Professional Library) + Akers, Susan Gray. Simple Library Cataloging. '‘ieutchen, New Jersey: Scarecrow Press, 19695. # *%llen, Virginie “. ‘Trelis as a Secor. Lar'jvaye A Co »rehen- * ‘caerican -menre,7an + .s.erican Anerican Arerican + *:erican + srericen sive Libliora ‘iy. "e7 York “‘eachers Colle e Press, Ve~-0 scociation of Schocl Li>rarians. Certification !oJel for Professional Scnool :iccia rersonnel. Chicavo *“erlican 4 th i¢ Association of “Sciool Librarians. Folicies an Proceu- ures for Selection of Instructicnal ‘iaterials. “werican Library + » LuwWinter Cone ference, 1°7%. Association cf Sci.ool Lilrarians. ‘tanuarcs for LUchool Mecia Projravs. Chicaco ‘rerican Library Associétion, » i eh *ssochiation of Schocl Lil rarians. “he “2ac.ers' Libr or to Organize It an. ‘rat to Incluae. ° Library ~sscciation. ort ‘merican ‘e::t. sociation, 197. Li! rary Assoctetion. ‘ie“ia Preyra.3: istrict an. feno00l. Chricaco *% ericar Library Association, 1975. Litrary ?ssociation. P?eriouicals Lists Subcommittee. Freriodicals for Sciool Litreries: A Guice to ‘aca- zines, nevrsoavere an ‘eriocical Inexes. Cralcaco. “ary /.3scciation, lL: association for -jucational Couiwnications anu Tecimology. Sjuivelines for Certification of ‘'e.ia S:ecialists. -xtencer.. Vers Yor *cucaticnal Co.aunications anc vechnolocy, 1972. Eowers, ?ivyn:. Easy fulletin ‘oars luher ?. ‘lMeytchen, "er Jersey Scarecrov Press, 1274. Lil rary Instruction in the Cle entary School. “carecro'; Press, > Srown, Lleanor Trances. ULilrary Service to the Disacuvantacec. eutchen, New Jersey ccarecrow /ress, } eutc:i. trom, Ja‘es '.. Lewis, “icharis.. ani Larcleroau, Fre. fF. A-V Instruction: Mechnolo-; ‘gcia, Methods, 4th “er Work Tr otee: ATT ee G. Rokert. looks an. the Teen-)ge seaer: i “udice for Teachers, Livrarians arc Parents. ev YOrR parner, Lod. 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Library Jvisnlays; ‘eir Purvose, Construction anc Use. “ew work: !..:.. "iisea, i557. Gillesnie, John anc Svirt, diana L. Creatinys a Scnool ilecdia PEOGTA:.. ‘ew York rovker, 1°73. + -lovau, EB§llian. VLvevelo-in; a Successful -lc-entary School Mecia Center. est yack, ew York Farxer Purlish- ans Corvany, 1°72. tercman, iargaret. Classification tn Introductory ‘anual. Chicayo Arrericar. Lisrary “ssociation, 1°77. Hicks, Warren, ar’ Tillin, Alva “M. Develocinyg liulti-feaia Libraries. ‘ev York Bowror. 1279. Jac™son, \"“iles . Jr.,e°2. Culture for Younc “ca-ers. of Plttsruarg pres3, 15°... Jesse, Willia: ::. Snelf tork. Chicaco. American Library association, Ll”. Vatz, Williar Arustrory. Magazines for Livreries. For the Ceneral icaler, an: Senool, Junior Colleze, Collece, an. Dad Lic Libraries. 1.07 Yore. ‘over, ‘126 Leorol’, Carolyn Clugston. Scnool Libraries ‘orth “heir “ce... ‘eutehen, ev Jersey. Scarecrow Press, 1972. + licstone, John. Chil<:r2nr as Film *‘2kers. . a’ York Van o3tranu Ttejrnhold, 17". + Lowrie, Jear _lizalethn. tle.entary Sc.100l Libraries. etucicr. ‘ary Jorsey Scarecrow Press, 1979. ager, obert .. imalyzin. Perforcance Pro’:lews Or, ‘You Really Ovorta Manna -alo “ito, California: -earon. 197". - Prepariny Instructional Cljectives. Palo Alto, California. Yearon, 1642. ‘'anheir:, "heo'ore. Sources in ” ‘ucatioral Research. Letroit, ‘lichiga: ayne £tate University Press, arn /-e “ational *ssociation of Inienen ent Scricols. Eool.s for Seconiary Scnool Liiraries. . ev York 'owher, v7. Nickel, dlfre. L. Gteos to Service. Chicago Arerican , Library Asscclation, 1°72. Palrer, Julia Teed. ‘ea’i or Your Life. 2tachen, - av Jersev Scarecrow Press, 1L?7/-. Pennsylvania 2e>partcent of Pul).ic Instruction. Division of School Libraries. ‘A “Suiue vor School Librarians, sarrisburg. 139¢°. (ii:.eographeu). Peterson, Carolyn Sue. “eference (ooks for tlenentery an. Janior Ligh School Li>rar ; Scarecro’: Press, 1)/). Pittsburva Carnegie Library. Stories to tell to Chilaren. Pittsburgh University oF Pittsburcon Press, Lo?’. Polette, “angy. Levelo:in; ‘ethos of Inquiry. Megechen. ~ ew Jersey. Scarecrow Press, 1.73. Rossoff, ertin. The Library in :igh School Teachiny. ev York. H.W. "ldlson, 1971. - Using Your "ics School Library. ew York “dlson, 1°67, Rufsvolc, lierzaret I.. Gui.es te Suveational ielia: Fils, Fil:istrios, Kinesco-es, Phonocises. Plonotaes, ©ro- crai Instructior atorials, Sliues, franscarencies, Viveotapes. Chicaco. N-erfcan titrary Association, 4 Saunuers, Heler L. "he wWodern School Libr - Metuchen, “ew Jersey: Scarecrow Press, Toes. Savyyer, Ruth. The ‘’eay of the Storyteller. iew York: Viking Press, 1562. School Library ‘ianpower Froject. Occupational Definitions for School Libr Media Personnel. Chicago. Arerican Library Kaccetation- 1571. .Bcott, Marion, ed. Periodicals for School Libraries: A Guide to Macazines, tiewspapers, ano Periodical indexes. Chicago. ‘American Library Association, 1969. Seely, Pauline €., ed. ALA Rules for Filing cater Cards. Chicago: ‘American Library Association, l Silberman, Charles E. Crisis in the Classroom: The Remakin of Xnerican mducation. ew York: andom Louse, 1570. University of Texas at Austin. Instructional Medi: Center. Local Production Techniques. Austin: University of Texas, Looe. Weihs, Jean Riddle; Lewis, Shirley. an‘ Macdonald, Janet. Nonbook Materials: The Orcanization of Integrated Col- Tections. Ottawa: Canadian Library Association, 1°73. Yestby, Larbars M., ed. Sears List of Subject Headings. Wew York: Vilson, 1972. “inchell, Constance ‘1. Cuide to eference Books. Chicago: Anerican Library Association, 1967. + Yofford, Azile. bok Selection for School Libraries. ‘!ew York: Wilson, 1962. + - the School Library At “ork. iiew York: ‘‘ilson, 1959.