• Examples of how the LIS might achieve these expectations are by instructing students in a research process to

 

solve problems or make decisions by using information, by instructing students in MLA

 

(Modern Language Association) format, by instructing students in copyright guidelines, or by demonstrating the

 

use of technology such as Internet searching, Atriuum/OPAC and TEL (Tennessee Electronic Library) in order to

 

access information.

 

Examples of how the LIS might build upon students’ prior knowledge are by utilizing KWL charts (what a student

 

already knows, what a student wants to know, and what a student has already learned) and/or opening lessons

 

with guided questions.

 

A minimum of 3---5 pieces of evidence (artifacts) to support each standard, including those that may not be seen

 

during an instructional observation, will be presented in a portfolio at or before the pre---conference.

 

Examples of how the LIS might achieve these expectations are by modeling the steps of the research process,

 

modeling the process of drawing conclusions, instructing students in note taking, creating notecards, or utilizing

 

graphic organizers. Examples of how the LIS might demonstrate how to use technology and other information

 

tools to analyze and organize information, would be conducting a lesson on the use of presentation tools such as

 

PowerPoint, Word or Excel, teaching students how to blog, or using online graphicorganizers.

 

Examples of how the LIS might teach students the ethical and responsible use of technology, are lessons on

 

copyright, Internet safety, netiquette or lessons on intellectual freedom.

 

Examples of how the LIS might provide opportunities for students to respond to literature and creative

 

expressions of ideas in various formats would be through writing, multimedia presentations, or artistic

 

interpretations. Examples of how the LIS provides meaningful lessons and guidance to students to assist them in

 

organizing personal knowledge in a way that can be called upon easily are by instructing students in the use of

 

data storage methods.

 

Examples of how the LIS might differentiate instruction based on student needs may be by providing activities or

 

resources on different Lexile levels, or modifying lesson tasks to accommodate various student learning levels.

 

A minimum of 3---5 pieces of evidence (artifacts) to support each standard, including those that may not be seen

 

during an instructional observation, will be presented in a portfolio at or before the pre---conference.

 

 

 

 

 

 

 

 

 

 

 

Examples of how the LIS could meet these expectations are by displaying literacy based bulletin boards,creating

 

reading corners,posting reading---related posters,creating book displays,using signage in the library, and/or providing

 

a variety of resources, posting rules and consequences, and leaving top and bottom shelving open (when possible) in

 

order to make materials more accessible.

 

The LIS should provide a library orientation session at the beginning of the school year for teachers and students.

 

Examples of how the LIS ensures that the library media center is well maintained, resources are up---to---date, and in

 

good repair, are through evidence of on---going and consistent weeding of the collection following the guidelines in

 

the SCS Library Procedure Manual. Well maintained also means that the library books are shelved in proper shelf---

 

list order and are neat in appearance.

 

A minimum of 3---5 pieces of evidence (artifacts) to support each standard, including those that may not be seen

 

during an instructional observation will be presented in a portfolio at or before the preconference.

 

Examples of promotional activities to promote literacy are sponsoring book clubs, book fairs, Read for the Record

 

events, Read Across America events, Teen Read Week events, Teen Tech Week events, Children’s Book Week events,

 

National Library Week/Month events, or Library Card Sign---Up Month. T he LIS could work closely with the nearest

 

public library branch. The LIS might have a reading corner, book displays, literacy

 

related posters in the library, or reading related bulletin boards. The LIS could promote student essay contests &

 

publish/display examples of student writing. Promotional activities that are already scheduled but have not yet occurred

 

can be used in the portfolio as long as proper evidence of planning can be shown.

 

Examples of how the LIS might achieve the goal of providing a wide variety of genres and multicultural materials are

 

through conducting regular collection analysis, consulting book reviews in professional journals and peer reviews and/or

 

performing surveys of the school community.

 

A minimum of 3---5 pieces of evidence (artifacts) to support each standard, including those that may not be seen during

 

an instructional observation will be presented in a portfolio at or before the pre---conference.

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