River Mill Academy School SLMC Needs Assessment

TEAM 4: Dawn Bish, Jacey Kepich, Stephanie Sells, Carrie Wack LIS650 Library Administration and Management Dr. Anthony Chow 12/5/2010

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Contents
Contents...........................................................................................................................................2 I. Executive Summary......................................................................................................................3 II. Introduction.................................................................................................................................4 III. Methods......................................................................................................................................6 IV. Results........................................................................................................................................7 Teacher Survey............................................................................................................................7 Board of Directors Survey........................................................................................................10 SurveyMonkey Parent/Student Survey......................................................................................14 Interview with Principal Jeff Dishmon......................................................................................17 V. Conclusion and Recommendations...........................................................................................19 VI. Strengths and Weaknesses of our Needs Assessment Experience..........................................23 VII. Appendices.............................................................................................................................24 Appendix A................................................................................................................................24 Appendix B................................................................................................................................26 Appendix C................................................................................................................................33 Appendix D................................................................................................................................34 Appendix E................................................................................................................................37 Appendix F.................................................................................................................................38 Appendix G................................................................................................................................39 Appendix H...............................................................................................................................45 Appendix I.....................................................................................................................................46

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I. Executive Summary
Group 4, Dawn, Jacey, Stephanie and Carrie, chose River Mill Academy, a K-12, college preparatory charter school in Graham, NC as the Library for our Needs Assessment Assignment. River Mill Academy is in the process of a school expansion which is to include a new School SLMC (SLMC) and increased technology budget. Our Needs Assessment focuses on River Mill Academys ideal vision and planning process for their new SLMC. For our purposes, Group 4 identified three major sets of users for the new Center Students/Parents, Administration/Board of Directors and Teachers. A SurveyMonkey questionnaire was posted on the school website with notification to Student/Parent users of its availability. An e-mail questionnaire was utilized to gather information from the Teacher group as well as the members of the Board of Directors subcommittee serving on the expansion team. We had a face-to-face interview with RMAs Principal, Jeff Dishmon. The teacher survey garnered a compliance rate of 33%, the Board of Directors subcommittee survey 43%. These response rates would seem to support the validity of our survey studies. However, the parent/student survey garnered a very small percentage of the total numbers of available survey participants making the results of this survey very unreliable, representing a weakness in our study. The Board of Directors subcommittee member

participation was also significantly lower than we would have liked. However, the principal was very accessible and open to our questioning during our face-to-face interview with him. Conclusions reached and recommendations made as a result of this Needs Assessment include that RMA should take more time in this planning and implementation stage of building their new SLMC. It is also concluded that the Board of Directors subcommittee has not been

Page |4 appropriately prepared and does not have enough knowledge to make a number of the decisions required of them during this process. To this stage, there has been no documented long-term Information made

plan for technology replacement or future funding of the new SLMC.

available to the teachers and Board of Directors subcommittee members regarding opening a new SLMC has been scant to none. Group 4 has listed recommendations and resources in the Conclusions and Recommendations portion of this report for RMAs information regarding our findings and concerns.

II. Introduction
River Mill Academy seeks to provide a safe and positive environment that gives students the opportunity to become confident, well-rounded individuals prepared for a successful future while providing a safe and positive environment. As a college preparatory school, the goal of River Mill Academy is to assist parents in their mission to develop exemplary young citizens with superior academic preparation, equipped with analytical thinking skills, a passion for learning, and a virtuous character, all built upon a solid foundation of knowledge. (River Mill Academy, 2010) Founded in 1998, River Mill Academy (RMA) is a North Carolina public charter school, currently serving 597 students from kindergarten through twelfth grade. RMA offers a challenging college and university preparatory academic program. In addition, RMA participates in interscholastic athletics in several sports. The elementary school has approximately 48 students per grade level and average class sizes of 24. Special features of the elementary school include physical education, art, music, and Spanish with special teachers, regular field trips, and outstanding high school students serving as teacher cadets.

Page |5 The middle school has approximately 48 students per grade level and average class sizes of 20 24. Special features of the middle school include electives in subjects such as music, band, art, horticulture, career planning, Spanish, and physical education. The high school has approximately 40 students per grade level with average class sizes of 15 24. Special features of the high school include a highly rigorous college preparatory graduation track based on the UNC minimum requirement guidelines, which includes a range of Honors and College Board Advanced Placement courses, North Carolina Virtual Public High School, numerous elective courses, and a 100-hour community service graduation requirement. (River Mill Academy, 2010) Upon opening in 1998 with approximately 200, RMAs vision was to expand to two classrooms per grade level of students never having more than 600 students. The charter stated that RMA would use a college preparatory NC standard course of study curriculum. Clearly, this meant that technology and print materials in abundance would be necessary to ensure that the student body would be prepared for their future academic endeavors. Due to funding and space constraints, RMA opened with no library or media center. A recreational reading room with donated books was opened in 2008 when the school moved into its current location in Graham, NC. The vision for the future included a Computer Lab for use by students taking online Virtual Public High School classes as well as a School SLMC that would serve the entire school community. As time passed, RMA grew to student capacity and the time came for expansion of the campus and movement toward a full SLMC. Expansion of the Graham campus is to include 5 new classroom spaces in one of the current buildings as well as the addition of a new building to house the SLMC, Music Room, Art Room, Weight Room as well additional unallocated space. Each set of users has its own ideal

Page |6 vision for the SLMC. All sets of users have a technology-driven vision. Computers and Smartboards for each classroom utilizing the new SLMC as a technology and server hub are at the top of their lists for purchases to be made. However, during the process of questioning, it quickly became apparent that none of the users had a very clear picture of all the options and opportunities available to them where a professionally staffed, well-equipped SLMC is concerned. During the process of discovering their ideal vision for the new SLMC, no mention was made by any set of users concerning the purchase of licensing for databases. They all mentioned needing reference materials, but no specifics were given. When the

Administration/Board of Director user group was questioned regarding the budgetary process for the new SLMC, $130,000 was budgeted for school-wide technology; however, more specific budgeting for the SLMC has yet to be made. Unfortunately, the ideal vision for RMAs new SLMC is fuzzy at best.

III. Methods
Information for the Needs Assessment was gathered via e-mail surveys, SurveyMonkey and face-to-face interview. The teacher survey was sent to each teacher at RMA as well as the curriculum supervisor. The board member survey was sent to each board member serving on the building subcommittee. Each teacher and each board member was asked to respond to four questions provided through e-mail with an e-mail response requested. The team limited the number of questions to four to increase compliance. Ten (n=10) teachers provided responses to the survey out of 30 surveys sent. This is a compliance percentage of 33%. Three (n=3) board members completed surveys out of seven surveys sent representing a compliance percentage of 43%. Please see Appendix A and Appendix B for survey questions that were presented to the

Page |7 teachers and board members. Appendix C are the questions posted to SurveyMonkey for

completion by the Parent/Student user group.

IV. Results
Teacher Survey
Each teacher survey consisted of four open ended questions. The first question asked was What is your long term vision for your School Library media Center? There were a variety of answers to this question including that the library provide a teachers resource center and a place for students to read. The overall consensus (60%) would like to see the library as an area that is technology driven. One teacher would like to see that all students would have e-readers for pleasure and for research and learning. Figure 1 provides collated data to the first question on the teacher survey. Figure 1:

Page |8 The second question asked on the teacher survey was, How often will you and/or your class use the SLMC? What would be your primary purpose for your visits? The majority of teachers answered that they would use the library at least one time per week, with the remaining respondents stating use of the library as often as class schedule will allow. Figure 2 shows the data collection by percentage. Figure 2

The third question asked in the teacher survey was, What features and materials would you like to have for immediate use in your SLMC? This question was asked to provide information as to what was absolutely necessary to open the library. This question garnered the most variety of responses from the art teacher requesting display cases for student artwork to color printers to print reference materials. Forty percent of the respondents replied that they would require laptops/computers, books and reference material in order to function as a library. Figure 3 provides percentage information for the question.

Page |9 Figure 3

The fourth question asked was, What level of staffing do you consider necessary for the Library? The majority of teachers stated that the library staff must have a Masters degree in Library and Information Science; however, one person felt that due to the nature of the school, the media specialist would need only have a bachelors degree. Most respondents agreed that the Media Specialist would need an assistant, be it a parent volunteer or part-time staff member. One teacher suggested two full time staff with Masters degree in Library and Information Science. Figure 4 incorporates all data collected in response to question 4. Figure 4

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Board of Directors Survey

The RMA Board of Directors (BOD) was given a survey of four open-ended questions via e-mail. The open ended questions provided additional information to determine the needs of the library. The first question of the BOD survey was, What is your long term vision for your Library Media Center? The three board members that answered the survey agreed that computers should play a large part in the vision of the library. One board member wants to see wireless internet in the library.

One board member puts the vision of the library as such: central hub of data from which the students can elicit the information necessary to complete the academic tasks given them. See Figure 5 for detailed information.

P a g e | 11 Figure 5

The second question of the survey was, What level of staffing do you consider necessary for the Library? This question was intended to elicit responses regarding how many staff and what educational experience would be ideal. However, it was not articulated as to elicit this detailed information. Response to this question was somewhat disappointing as only one board member felt that the library should be supervised by a licensed School Library Media Specialist. One board member even stated that a parent volunteer would suffice to serve the students needs. Figure 6 provides the percentages for this question.

Figure 6

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The third question was how large will the library be? How will the space be allocated and furnished? There was no consensus of opinion on this answer. One board member stated that the school should hire a consultant to lay out the spacing of the library. See Figure 7 for information on answers to this question.

P a g e | 13 Figure 7

The fourth question asked of the board was, What types of funding sources do you currently have and what are the future funding plans? Unfortunately, none of the board members could delineate how the library was to be funded in the future except to say that RMA received a bond for the new building and technology for the school. This is very disheartening as it is important to have a long term budget to fund the library including salaries, periodicals, technology replacement and database subscriptions. Figure 8 outlines the percentage for question four. Figure 8

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SurveyMonkey Parent/Student Survey

The first question on survey monkey was What is your long term vision for your SLMC? Please be as specific as you can. For example: computers, technology, reference material, books, recreation reading, etc. A few of the answers were short and comprised of only a few words referring to the types of materials one would like to see available in the SLMC. The majority of the answers were in terms of what type of place they would like the SLMC to be, and what types of activities they would like students to participate in while visiting the SLMC. For the results of question one please refer to figure 9. Figure 9

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The second question which respondents were asked to answer was What features and materials would you like to have for immediate use in your SLMC? These answers very much supported and reflected the answers in question one. However the answers to question two help place a little more emphasis on access to reference materials, including, but not limited to computers and technology. Please refer to figure 10.

Figure 10

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Question three was How do you see the library in the education of your child? How should the library enrich your childs education experience? This question inspired a wide array of answer that were rather qualitative, therefore it would be next to impossible to create a figure to represent the answers. All of the respondents were very positive and are looking forward to the ways in which the school media center would enrich their childs education. Some indicated that they would like their children to be exposed to various resources including print and digital items. Many respondents were also hopeful that their children would be educated on how to evaluate resources while using the school SLMC. In question four respondents were asked Would you be willing to volunteer time and/or other resources to the SLMC specifically? This question was asked because all parents of RMA students are required to volunteer four hours a month to the school. This question was designed to determine if parents would want to spend any or all of those hours in the library. None of the respondents were unwilling to volunteer time or donate resources to the library. It seems as

P a g e | 17 though parents were more than willing to help out. Parents who cannot volunteer during school hours seemed open to spending time there after regular school hours. Refer to figure eleven. Figure 11

The fifth and final question was How many VPHS classes has your student(s) taken so far and how many do you envision them taking in the future? This question was asked to determine what school SLMC resources would need to be allocated to virtual public students. Since this question was posted it was determined that the virtual public classes will not take place in the school SLMC, but rather in the currently established Computer Lab utilizing computers already in the school. This was the only question for which individuals responded N/A or did not answer the question. Figure Twelve reflects the answers that were received.

Interview with Principal Jeff Dishmon

The interview with principal Dishmon lasted approximately 40 minutes. The interviewees had a list of questions, but altered the question as the flow of the interview progressed. Mr.

P a g e | 18 Dishmon was very open, cooperative and communicative. A lot of information was gained from the interview. It was established that there is no formal budget for the SLMC. There is a technology budget of $130,000.00 available through the bond obtained by RMA for school-wide technology needs of the SLMC and is to include a SmartBoard for each classroom (25). RMA currently has 597 students, and is at full capacity. RMA is a college prep school for grades K-12. Therefore, there are a wide variety of reading levels ranging from beginner to very advanced. The idea for the SLMC will be to have books in print for elementary students, and E-Readers for high school students. It was also determined that the current Computer Lab and the computers currently in use there will remain and new computers will be purchased for the SLMC. The Virtual Public High School classes will continue to take place in the current Computer Lab. The plan is to purchase enough desktops for an entire class to use in the media center at any one time as well as a classroom set of laptops with a laptop cart that may be checked out for use within the classrooms. Mr. Dishmons ideal vision for the SLMC is that it will be an open and inviting space in which many different activities can take place simultaneously including research, computer use, solo studying as well as working on group projects. There will be comfortable chairs and furniture to create relaxing places for leisure reading. Students will be able to go to the school SLMC with a class or on their own when they have free time as well as after school hours. In order to make the SLMC functional, several items will be purchased including technology, furniture, E-Readers. Books from the current Recreational Reading Room will be

P a g e | 19 moved into the SLMC. There are currently no databases available; however, there is hope to purchase licensing for a few in the future. Lastly it was established that a School Library Media /specialist will be hired. Their salary will become a base line item in the annual budget.

V. Conclusion and Recommendations

River Mill Academy has the potential to build a great SLMC. Teachers, parents, and administration are in agreement that the new SLMC needs to promote student achievement. However, in order to make this happen, we hope that board members, faculty, and staff will consider the following recommendations. Decide what you want....Know what you need Many teachers share similar vision in terms of what should go in the SLMC (eg. reference materials, technology, etc.). However, it does not appear that the board members share a unified vision in how funding should be used for the building, resources, staffing, and other needs. There is a clear lack of understanding of the processes and necessities to build a successful SLMC space and program by the Board of Directors subcommittee charged with this task in cooperation with the Principal. It appears that little, if any, serious study or long-term planning has taken place in regards to the actual resources to be contained in the SLMC. Consultation with SLMC specialists could focus the planning process. Contact with the NC Department of Public Instruction and the Department of Library and Information Science at UNC-Greensboro would serve to improve the level of understanding of the long term needs for a successful SLMC.

P a g e | 20 Take more time The open date set for RMAs new SLMC is February, 2010. Considering that the new building to house the SLMC is quite far from completion, the winter weather season is upon them, planning and budgeting for the internal space has not yet been completed or documented, a February 2011 opening seems like an unrealistic goal. The opening of a successful SLMC requires significant planning and time for print resources to be ordered, received, catalogued and shelved. Vendors must be chosen, collection planning must be documented and time must be taken to anticipate and resolve potential problems. Lenk (2002) provides an example: In my present school we have been developing our library media program and facilities based on a long-range plan for information services that was drafted nearly ten years ago....Other renovations and construction in which I have been involved took from three to six years to plan. In my experience, this advanced planning has always been beneficial because it allowed time for the necessary fundraising, brainstorming throughout the process, making needed changes, finding the best contractors and vendors, and developing respect and understanding among the members of the planning team. (p.27) Hire a School Library Media Specialist (SLMS) before the planning/building process Group 4 recommends that RMA hire a School Library Media Specialist as soon as possible. Budgeting and planning for hiring began in the 2009/10 school year and, therefore, should be able to be pushed forward with relative ease. According to Lenk (2002), The SLMSs who are responsible for the day-to-day SLMC program should be involved in every phase of planning and implementing a new facility or renovation. There is no substitute for their expertise

P a g e | 21 and familiarity with the ins and outs of the physical space and program.....Their continual participation will help ensure that the design is functional. It will also reduce the likelihood of dissatisfaction after the SLMC is completed. (p.27) Do your homework Generally, teachers agreed that one staff position will not be adequate to meet the needs of students using the SLMC. While some suggested hiring two professionally-trained (ie. MLS) staff, others proposed inviting parents to volunteer to assist with day-to-day needs, such as checking out materials. Returning to the lack of appropriate knowledge collection by the board members involved in the subcommittee, one member even concluded that the SLMC could be entirely volunteer-run. That is, she did not see the need for hiring an individual with an MLS degree. Another suggested that a bachelor degree in technology would be enough qualification. The short-sightedness of these opinions suggests that decision makers and internal customers may not understand the critical role of a School Library Media Specialist in maintaining a successful SLMC. See Appendix G for a detailed job description provided by an experienced SLMS. Document a long-term plan Lenk explains why a written long-term plan is necessary: It establishes a frame of reference by which to measure your progress. It serves as a tool for education and advocacy with administrators, board directors, teachers, parents, donors, and SLMC users. It states concrete objectives to be reached by specific dates. members, financial

P a g e | 22 It gives projected dollar figures to guide financial planning and fundraising. The plan should be flexible enough to absorb technological advances, adapt to curricular and pedagogical changes, and accommodate a growing or changing school population. Most important, the plan should articulate the media center's mission and program so that the new facility may be designed to fulfill its primary functions. (Lenk, 2002)As discussed at length in LIS650 Library Administration and Management, taught by Dr. Anthony Chow, a clearly articulated and written plan including goals and objectives allows focus, attention to detail and mapping of tasks to be completed to ensure success. It is the recommendation of Group 4 that RMA formulate a written document detailing the short-term planning and tasks needed to bring this project to fruition in the form of goals and objectives. Further, a long-range plan should be formulated to map the future budgetary, collection development and technology plans necessary to create RMAs Ideal SLMC. Other suggestions (Lenk, 2002) Visit other schools. Talk to their SLMSs about what they like and don't like about their renovation or new construction. Check out jobs that are new, medium-aged, and old to see how the design and furnishings have held up over time (p.29). Read the professional literature on planning SLMC renovations and new facilities (p. 29). (see references) Learn basic architectural and construction terms and how to read architectural plans. Study these carefully at every phase of the project, and ask lots of questions (p.29). Incorporate more users in the planning process (p.30).

P a g e | 23 Communicate, communicate, communicate. As evidenced by comments received some several teachers and board members throughout the process of this Needs Assessment regarding their own lack of information and input on this project, Administration should take the opportunity to educate the Board of Directors, utilize the knowledge of the teachers and gain input and insights from outside experts and internal customer base prior to finalizing the plans for the SLMC.

VI. Strengths and Weaknesses of our Needs Assessment Experience

The Needs Assessment has certainly provided an overview of the gaps regarding the budgeting process, knowledge level of decision makers and long-term planning for RMAs new SLMC. Group 4 was given excellent cooperation by Principal Dishmon as well as the teachers and staff of RMA. The level of participation by at 33% by the teachers including all of the Lead Teachers for each school level adds to the validity of our Needs Assessment. By that standard, this was a very successful Needs Assessment. However, there were some shortfalls in our process. The low level of participation in the survey by actual Board of Directors subcommittee charged with the planning and building of the new SLMC is not only cause for concern, but also a weakness in our Needs Assessment. It became clear that the subcommittee has very little understanding of the opportunities available to them with the building of a brand new SLMC, but they have been given very little information to guide them. Another shortcoming in our Needs Assessment came in the Parent/Student

SurveyMonkey portion of our study. Upon review of the survey itself once results started to arrive, Group 4 realized that no vehicle for determining parent or student had been built into the survey. The lack of time that the survey was available to the parents and students was too short. Even though the staff linked our survey on the front page of the schools website, it was

P a g e | 24 only available for approximately 8 days. Notification to the parents and students of the

availability of the survey was hit-and-miss at best. A sign was posted on the bulletin board outside the school office and notes were provided to the teachers by Group 4 to send home with all students regarding availability of the survey explaining our role; however, we received only 11 responses from within the 597 students and all of their parents. This small number certainly cannot be considered valid and adds no credibility to our Needs Assessment process. In order to better validate our findings and gain better insight into the ideal vision of the parent/student user group and Board of Directors subcommittee group, more participation would be needed. For the parent/student user group, this could potentially have been achieved utilizing actual school time for students to fill out the surveys, allowing at least three weeks for parents to complete the surveys and providing reminders to the parents to participate in the survey. Where the subcommittee members are concerned, face-to-face interviews would likely have served Group 4 well to increase participation and encourage higher-level, in-depth answers. Aside from our shortcomings, Group 4 certainly hopes that, as the process of creating this new SLMC moves forward, this report will encourage RMA to more investigation with experts in the field and serious consideration of our recommendations.

VII. Appendices
Appendix A
Questions Emailed to Teachers 1. What is your long term vision for your SLMC? 2. How often will you and/or your class use the SLMC? What would be your primary purpose for your visits?

P a g e | 25 3. What features and materials would you like to have for immediate use in your SLMC? 4. What level of staffing do you consider necessary for the Library?

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Appendix B
Answers to Teacher Survey 1. What is your long term vision for your Library Media Center? Please be as specific as you can. For example: computers, technology, reference material, books, recreation reading, etc. My long term vision would definitely be that we will have a full service library in every sense of the phrase full service. It would be equipped with computers to service an entire class of students for weekly visits to the library for technology lessons. A full service library would have a collection of at least 10,000 books on hand including ample reference materials to accommodate and serve our population of 600 students, grades K-12. This would be costly I know but it would make the biggest difference in meeting the needs of our students.

I would like to see a Media Center that is technology driven. For example

nooks for everyone in the middle and high school where students could read novels for class or access textbooks. A class set or more of laptops that could be check out and used for research. I think it would be nice to have a reading area where students could lounge and relax. I would also like to see a lot of reference materials; encyclopedias, dictionaries, atlases, thesauruses, etc.

The media center should be a high tech research facility. There should be areas

for audio visual presentations, as well as quite areas for study. The center should have secured display cases and art display areas to showcase student work or visiting guest works. The library should be available to parents and students after school hours to encourage community literacy. This could become an opportunity to offer some of our families educational opportunities also.

P a g e | 27 8th graders have recently worked on writing a term paper. Bethany Goble took

them to the Graham Library so that they would have access to other reference materials other than computer such as magazines, periodicals, encyclopedias, etc. I think these materials would be good reference materials to start with. I was amazed at the number of students who had never been to a public library. I asked students what their favorite recreational reading genres were and they mentioned Fiction, Biography, and Fiction. kinds! To use it for: book fairs, classroom events like special activities when studying Computers, any other technology, and obviously books, books, books of all

authors or specific subjects; to showcase student authors; activities to bring the parents or the community people in. A smartboard would be fantastic! We are supposed to be getting some-unsure when. All students should be able to use the computers at least every other week. Right now, its only high school and maybe middle school. I'd like to see a wide variety of books available for checkout for all grade levels. I'd like to have a "reader's theater" area, where children can sit in graduated levels around a stage or flat area of floor space for story time or acting out stories. I'd like to see tables with chairs for classroom activites and group activities. Reference materials, including encyclopedias,(both paper and online), access to technology for referencing, locating books and other materials, and a teacher resource area with materials for checkout, current teacher periodicals, and technology access.

I would like to have a separate room to be used as a computer lab with updated

equipment for the elementary grades and it should have a technology teacher to teach our students how to use computers. There should also be computers randomly placed in

P a g e | 28 the book section for referencing and research.

I would love for the library to become the first place kids come to do research

(online databases, encyclopedias, and print reference materials), have space to study quietly, and have group meeting and work spaces with computer access. I also think that recreational reading clubs and book recommendations would be a valuable asset in growing a love of reading.

Become a place where students can use resource materials, prepare research check out a great book, or study quietly.

papers,

2. How often will you and/or your class use the Library Media Center? What would be your primary purpose for your visits?

I could see our class visiting the Library/Media Center at least once a week but

twice would be better. One visit could be devoted to technology and the other for pleasure reading purposes.

In my current position of teaching language arts I would use it weekly in my class

to read and analyze literature. I would also use it for allowing students access to the internet for interactive language arts programs. As a history teacher I would use it for research and for book studies, probably bi-monthly.

I would like to use the media center weekly with art classes to encourage research

of art history and career opportunities in artistic fields. With the correct technology equipment there could be amazing virtual museum tours offered weekly and archeological interactive programs students and staff could utilize.

As a math teacher, I would use the media center as a resource for students to

P a g e | 29 gather data which could be used to do mini projects related to compare, analyze, and display data. I probably would use the facility once a month.

Due to all 13 grades needing to have access/scheduling to it, I would ideally like

to use the computers once a week, and the library at least every other week. Technology is part of the NCSCOS-and were not meeting those goals in elementary. I'd like to use the Media Center at least once a week for checking out books. I

think I'd like to have the Media center available once a month for author focus and study, looking to read bboks by and explore information about children's authors. We would go to the library once a week for checking out books and hopefully the

librarian will be available to do a read aloud or teach a lesson on media and library stuff. I would use the media center regularly with my freshman classes in terms of

having somewhere to study, work quietly and prepare for projects and quizzes. I would also use it several times in a semester for a class research paper. of I would take my class at least once per nine weeks for social studies related areas study.

3. What features and materials would you like to have for immediate use in your Library Media Center?

Pleasure reading choices of classics as well as popular, up-to-date selections

would be great. I think there should be an emphasis on technology since this is something our school has been lacking all along. I would be able to teach my class skills in reference/research use of materials over the internet and children who do not

P a g e | 30 have access to a computer at home (and with parental instruction) would be able to learn a those skills here at school from a trained professional.

I would like to have laptops, nooks, and class sets of novels. Art resource books, good color printers and/or copiers, display cases or areas and well-trained media resource staff are all vital to a good facility.

To get started, some tables and chairs for students to gather several references to

work on simultaneously, a variety of reference and recreational reading and research materials, and some laptops for word processing.

Enough computers so that more than one class can be using the computers at the

same time. For the computers- Wi-Fi that works daily/effectively; and the most reliable server there is. We have over 4,000 Scholastic dollars to buy books, etc. for the library, so thatll get us started. All kinds of books-reference, non-fiction, audio, etc. A teacher resource section would be great where new, and/or used to share among all teachers. First and foremost, there should be enough funds budgeted for appropriate

purchases for a successful library/media center. I hope that the RMA Library will have an adequate selection of books for all grade levels. There should be a large number of fiction books by a variety of popular children's authors. There should also be a wide selection of nonfiction books for all grade levels as well. I'd like for my first graders to be able to check out books that they can read, both fiction and nonfiction. Having enough books for check out is the first priority for the Library. Then, the Library could add Children's periodicals, books on CD, books on DVD, books on computer programs. A good variety of books at many levels for elementary students.

I would also like to see name badges created for the students that they can wear to the

P a g e | 31 library and have the librarian scan the books and then scan their badges to check out a book. These name badges could also have their school lunch number on them and they could wear them to lunch so our cashier doesn't have to ask them their number and then there wouldn't be any mix ups.

I would immediately need computers for research and word processing, media

capabilities for presentations by students or outside speakers (projector, Smartboard, sound system, etc.), and research materials (online or print).

Newspapers, magazines, a DVD/VHS resource collection for teachers to into their curriculum, biographies on historical figures.

incorporate

4. What level of staffing do you consider necessary for the Library? For example, number of staff members and level of education required.

I think the manager of the Media Center should have a Masters in Library

Science and an assistant may be necessary as well, but that staff member could be someone who has a Teacher Assistants degree.

I think for the budget of RMA and the size of our campus one individual with a

bachelors degree would be all that is necessary on a full time basis. The possibility of a part-time assistant or parent volunteers would be ideal. Their degree should be in technology. I am not certain that a traditional Media Specialist degree is necessary at this time for a school our size.

If we are a school aiming for high college enrollment numbers then our center

needs a certified resource staff team. We will need to begin with one certified resource person and maybe 1 or more support staff persons as needs increase.

P a g e | 32 Definitely a person with a Library Science degree to organize and operate the

media center along the same lines as a public or college level library. Some students might be enlisted as assistants.

We definitely must have a licensed, at least some experience, up to date, open to

new ideas, and great personality librarian. The computer whiz needs to be up to date, well experienced, easy to work with/go to for questions, great with kids - kind of person. I dont know what kind of licensure this person would have, but its needed. Most likely, we would not able to pay any more people than that. Wed probably have parent volunteers coming in to help.

I believe a Library Media Center should have a certified Media Specialist with

proper college certification. For a school the size of RMA, there should be a fulltime certified specialist, and at least one teacher assistant(preferably with library/media experience) to properly staff a Media center.

A full time librarian (with an Library Information Systems degree)and possibly

an assistant. A technology teacher (with an elementary teaching certificate as well as computer savvy) for elementary grades. We really need computer as an elective again. I think we would need one trained media center staff member (professional) who

could be available full time to assist students, teach research tutorials, etc. The rest of the duties could be done by parent volunteers.

We would need two librarians with the appropriate degrees in library/media

center specialties so that we had two on hand to assist with classes or check out materials in the library.

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Appendix C
Questions Emailed to the School Board of Directors Members 1. What is your long term vision for your SLMC? 2. What level of staffing do you consider necessary for the Library? 3. How large will the library be? How will the space be allocated and furnished? 4. What types of funding sources do you currently have and what are future funding plans?

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Appendix D
Answers to Board of Directors Survey Questions 1. What is your long term vision for your Library Media Center? Please be as specific as you can. For example: computers, technology, reference material, books, recreation reading, etc. The long term goal of the media center should mirror the mission statement of the school. By this, I mean that the media center must be the central hub of data from which the students can elicit the information necessary to complete the academic tasks given them. All technology should be made available as soon as possible. The professional educators and administrators are the people that the board need to rely on, to direct them in the spending of resources that provide the tools needed to achieve the school's mission K-12. My personal view is one where the media center not only provides the needed materials but excels in the housing of, and dissemination of data quickly and efficiently to the students and faculty. My vision is a Media Center that is 2 large rooms or sections. One room would be like a standard library: rows of books, reference book area, periodicals area, video area, reading or studying area (tables and chairs) and then other room would house the computers & printers. Computer lab area would have 30 computers, every student in a class could have their own computer and a few extra for other students to be working in the room. Computers definitely. It would be nice if there was an area where kids could practice a Power Point Presentation but space and acoustics will probably make that prohibitive. I think real, live books are still important. And an area for periodicals might be nice, even though we will have live, wireless internet (a must!). Can I include here the high need for state-of-the-art

P a g e | 35 access controls that will keep kids from getting on the wrong sites but still allow them to research freely. 2. What level of staffing do you consider necessary for the Library? For example, number of staff members and level of education required? Completely an administration decision, one that should be revealed to the board during annual budgeting, and the board's only task would be to oversee ( without direct micromanagement) the successful operation of the media center.

I feel there should be 2 staff members for the new media area. One staff member will be

the Computer lab teacher & monitor virtual public high school. The other staff member is the Media Coordinator. I do not know what level of education should be required. I looked online and there are various media center degrees available. I do feel these staff members should be highly qualified, enthusiastic and ready to teacher our children. I also believe that we need to organize regular media volunteers, from our parent or grandparent base, to assist the staff. I am a realist. I think any parent volunteer would be fine here. If we had a real librarian,

for free, I am sure that would be helpful but more importantly we need caring folks to help the kids. 3. How large will the library be? How will the space be allocated and furnished? Please

be a specific as you can. For example, computers separate from books, study areas, group areas and shelving/furniture. The area I understood was to be 4,500 Sq. Ft. The arrangement and all other decisions are administrative and consultants need to be used to provide information to administration as to what a modern media/library should contain and look like. I think that trained professionals can

P a g e | 36 see the future trends and allow the school to allocate space to accommodate these future needs. I must honestly admit, I have not looked at the specific plans or been involved in the

discussion of the new media center. I hope that other Board memebers answer this question properly- if not, let me know and I will ask for the plans and find out what the previous Board decided for the media center. Again, I think a presentation room would be cool where kids could go without distrubing others 4. but practice a PPT presentation or even a debate or speech.

What types of funding sources do you currently have and what are future funding

plans? This is the question. The school has never allocated for media $$. The budget outlook for 11/12 is bleak. There may be funds available as we are considered rural public school. The grant $$ for library/ M centers are there but under what rock??

Initial funding for the construction of the media center is being handled by the bond funds

that the school borrowed. Ongoing funding for the media center will have to be budgeted, just as any other position at school. I do believe that we, as a school, need to look for future grants and donations from corporate sponsors. There are also books drives that can be organized and donations from large book stores available. We need to search all areas for support of our media center.

We have bond money for technology but that is it. Anything extra, including special staff

would be a bonus but not in the budget.

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Appendix E
Interview Questions for Jeff Dishmon (Follett Library Resources, 2010) 1. How many students is your school designed to hold? 2. What are your school priorities for your students? 3. What are the readings levels for the students at your school? (EC - exceptional students) 4. What are the special needs of your students? 5. What reading programs will you use? 6. What is your vision for the media center? 7. Will your school be eligible for title 1 funding...what level? 8. E-rate CIPA compliant? 9. Planning for future funding? 10. Do you get directives from your state? 11. What materials will you need to make the library usable? 12. How many students will need to be served at any give time? 13. What materials would you like to see added over time? 14. At what point in time will you be hiring a media specialist? 15. Are you planning on keeping the current computer lab? 16. How often would teachers like to take their class as a whole to a library?

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Appendix F
Survey Questions Posted on Survey Monkey 1. What is your long term vision for your SLMC? Please be as specific as you can. For example: computers, technology, reference material, books, recreation reading, etc 2. What features and materials would you like to have for immediate use in your SLMC? 3. How do you see the library in the education of your child? How should the library enrich your childs education experience? 4. Would you be willing to volunteer time and/or other resources to the SLMC specifically? 5. How many VPHS classes has your student(s) taken so far and how many do you envision them taking in the future.

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Appendix G
SurveyMonkey Responses 1. What is your long term vision for your SLMC? Please be as specific as you can. For example: computers, technology, reference material, books, recreation reading, etc. First and foremost this should be a place where students can conduct research and complete research projects. There should be a Media Specialist that can teach all students how to conduct the types of research that are required in college. computers, audio - video conference capabilities (Skype), green screen capable. Video equipment for making movies. recreation reading, materials for elementary and middle school research papers, perhaps computer access for research(although not necessarily if it duplicates what the computer lab can offer). My long term vision for the SLMC is that it would become a resource center for our students where they would learn to use software applications and how to conduct online and print materials research. I would also hope that the recreational reading materials would spark a love of reading for pleasure. computers, technology, reference material Technology, computers, reference materials, To include a computer lab, also to include special programs - guest speakers to encourage reading, educational sessions for student on research, computer programs, etc. To have the books, computer, and reference materials that the students can get major use of the media center to do projects and term papers, etc.

P a g e | 40 My long term vision would be a SLMC comparable to any one of the local Elementary/Middle/ and High Schools, fully equipped to meet every student's needs. This of course would include reference materials, books for all reading levels and interests, computers, and up to date technology. Currently my high school-er utilizes the library for some of his needs and ultimately I'd like to see that our school would be able to meet all of the students' needs. Computers, plenty of non-fiction resource books for all academic levels, instruction about how to access the resources in a library computers, technology, on-line classes, reference material

2. What features and materials would you like to have for immediate use in your SLMC? Books, it isn't a library if there are not books. Students will also have to learn how to conduct computer research. It is now a requirement in all college classes. computers, web camera, I-Pad. recreational reading I hope that our library/media center will be equipped with computers for student use. We already have a collection of recreational reading materials, especially for the younger students. I would like to see additional reading materials for the middle and high school students. computers, technology, reference material reference materials - computers Access to computers, printer/copier for students for projects, books, dvds Computers, newspapers, and magazines

P a g e | 41 considering that we already have a computer lab I'd like to see our SLMC focus on books first, for all ages. It might be best to begin with elementary school ages because I believe we need to begin with instilling a love of reading at the earliest possible age. Good quality reading materials without bad language or situations. computers, reference material

3. How do you see the library in the education of your child? How should the library enrich your childs education experience? This should enrich each students experience and it should be a learning tool that they are taught to respect and use correctly. Show him/her that their market is worldwide and no longer defined by borders. Using the internet on a daily basis makes you think differently. When you are not sure about something or need something (anything) the answer is on the net. Navigating the net so that it improves your life, is important. I want him to embrace all the information that is out there but understand what is safe and what is not. A child should learn how to use a library and be able to acquire the information needed for a paper/project or even as simple as some place they would like to visit. It is amazing how much we depend on the internet these days for acquiring information. Children need to know what is available in a library and how to find it. I see the library/media center as a supplemental resource for my children's education. As a charter school, I don't expect that RMA will ever be able to compete with the public library in terms of printed resource materials. However, our new media center/library can

P a g e | 42 provide the younger children will supplemental reading materials and provide them instruction in how to conduct research. My children would use for research projects, homework, etc. We use the library often with projects and additional learning. The library will be an on-site resource for children in assisting them w/ the resources they need to complete their assignments - to enrich their learning experience They need to be able to get any type of reference they need for all ages. Children are sponges. The more that can be offered to them the more knowledge and information they will absorb and they become smarter and informed people. The library should offer the opportunity to broaden the scope of learning by offering books in as many genres as possible to meet everyone's personal interests. My child should be able to visit the library at least once a week to check out a book and should be guided as to how to find materials of interest. on-line classes; studying time; to be open after school hours

4. Would you be willing to volunteer time and/or other resources to the SLMC specifically? Response Percent None 1-2 hours a month 3-4 hours a month More than 4 hours a month Other Resources(please specify) 0.0% 45.5% 27.3% 0.0% 27.3% Response Count 0 5 3 0 3

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Donation of books needed to compliment a library. Donate equipment after 5pm; library needs to be open after school so students can access material and resources.

books I could volunteer after 5pm.

5. How many VPHS classes has your student(s) taken so far and how many do you envision them taking in the future. none - I envision them taking a large number of honors courses. None so far but I would think he would take one in the future. 5 classes and will possibly take 1 more. My daughter has taken 3 VPHS classes so far. She plans to take 2 or 3 additional VPHS classes 2 NA None that I know of. One is in middle school and one is in elementary school. My children have taken a combined 5 VPHS classes. I am disappointed in that the choices thus far are extremely limited and would like to see many more choices in the future. They would take more if there were more classes offered that they are interested in. I think we are missing out on a huge opportunity here. A larger

P a g e | 44 choice with more diverse options would open doors for the students to try new things and explore their interests. I am not familiar with what a VPHS class is. My child is in elementary school. 2 and my other children will take them next year

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Appendix H
List of Free databases and education websites that the School SLMC should consider creating links to: NClive.org ERIC via the Institute AGRICOLA via the National Agricultural Library American FactFinder U.S. Census bureau Digital NC Google Books Google Scholar HATHI Trust Digital Library Homeland Security Digital Library Inter-University Consortium for Political and Social Research Learning Express Library Medline via Web of Knowledge North Carolina General Assembly Project MUSE Public health Image Library by the Department of Health CDC PubMed Shoah Foundation Visual History Archive Statistical Warehouse Smithsonian Global Sound United Nations Data Web of Science via Web of Knowledge Journal Citation reports via Web of Knowledge The World Factbook National Institute for Educational Statistics NC Archives

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Appendix I
Why hire a School Library Media Specialist (SLMS)? An interview with Cynthia Vaughan, Media Specialist at High Point Central High School "I believe it is essential for a school library to have at least one trained media specialist. People often perceive the librarian as the person who checks out books, stamps due date cards, and shelves returned items. These responsibilities fit the role of a library assistant, and could be filled by parent volunteers. However, the media specialist's role is much more involved and required specialized training. The role traditionally includes at least three main focuses: collection development, program administration, and information skills.

Collection Development The collection should be useful to students for their academic research as well as for their personal reading enjoyment. Therefore, well-developed fiction and non-fiction sections are essential. The collection may include print resources, online e-books, as well as online databases. However, whether the collection materials are on the shelf or online, someone has to select and purchase these materials. This person needs to be a professional who understands curriculum and collection development standards.

A professional's perspective is needed in analyzing the school's current collection compared to its curriculum, and then in reading reviews, comparing resources, and making selections to build a solid collection. Considering that for 2010, School Library Journal cites the average cost of one hard cover book from $26-$28, a school could easily end up wasting thousands of dollars in poorly planned purchases that replicate current materials, are of poor quality, or that do not actually support the school's curriculum needs.

P a g e | 47 Program Administration Basically, this involves all the activities that promote and support the library, from book clubs, to poetry readings, to book fairs, etc. Program administration is really two-fold. First, it is helping patrons -- and potential patrons -- realize the value of the library and to take advantage of its resources. Secondly, program administration involves raising funds and community support for a school library program. Some examples of my program administration activities include:

Book talks to classes (15-20 minute talks on 5 books where I give a short summary of the book with a plot "teaser" at the end that entices students to read)

One Million Books initiative, where homerooms compete to see who can read the most books each month, both individually, as a class, and as a grade-level. I keep track of all the numbers and post results each month.

Book club - students meet monthly to read and discuss selected titles Book fair - Held each spring at Barnes and Noble, where we raise several hundred dollars to purchase items for our collection. We also have books donated "In Honor Of" a graduating senior or "In Appreciation Of" a favorite teacher.

In addition, I publish student book reviews on our school website and write grants for new materials and technology.

Information Skills

P a g e | 48 I believe this is one of the most crucial but overlooked roles of the librarian. Especially in our Internet age, students need coaching in how to develop a critical eye in evaluating information. First, students generally bypass books when doing research, often because they do not understand how libraries are arranged. A librarian can provide instruction in using an Online Patron Access Catalog (OPAC) and understanding the basic organization of a library, whether it uses Dewey Decimal Classification (DDC) or Library of Congress Classification (LCCN). Secondly, students need guidance when using online resources. A librarian can help students understand the difference between a website and a database, the limitations of a wiki, how to evaluate a website for author expertise and bias, etc. Finally, a librarian can help students understand how to effectively find information within each source, how to take notes, avoid plagiarism, use style guides, etc. In addition to these three traditional roles, today's Media Specialist may also be responsible for the school's technology. This may include evaluating and purchasing hardware, software, and online programs, as well as offering professional development to the faculty. Media Specialists may also inventory and maintain the school's technology resources. This person may also be the school's webmaster as well as the communications liaison responsible for contacting media to promote special school programs or achievements. With the many hats that a media specialist wears, it is frustrating that many people still believe that all we do is stamp due date cards and shelf books. The belief that "since it's all online now" schools no longer need a media specialist is superficial and short-sighted. If anything, with the information explosion of the last decade, schools need media specialists now, more than ever, to help lead students and faculty through the overwhelming mass of resources to

P a g e | 49 choose those that are the most reliable and the most useful in supporting the students' and school's needs." Need a short conclusion emphasizing the importance of taking time to plan in order to ensure that providing the best education possible and upholding River Mill mission statement remains a priority throughout the planning, implementation, and maintenance of the new media center.

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