Major Project Stage 1

Assessing the Needs of a Library to a "Learning Center"

On October 30th, I will become the Information Specialist at Pekin Community High School. My duties and responsibilities are:

• Coordinates the development of a 9-12 information retrieval curriculum and provides instruction
• Provides library media center orientation
• Schedules and jointly plans class visits with teachers
• Works with teachers to jointly plan, teach and evaluate instructional units integrating the use of various non print resources
• Instructs students in production skills
• Assists and instructs staff in equipment operation
• Coordinates all aspects of student access to online resources including Internet licenses
• Selects and maintains a collection of online materials that support and extend the curriculum
• Informs students and staff of newly acquired materials, equipment and services
• Develop and maintain an online catalog of holdings
• Facilitates access to resources outside the school by networking with other information agencies
• Install, upgrade and configure hardware and software in the network environment

During my first year here, I hope to change the library to a "learning center." A place where students can find and utilize information in a positive atmosphere. Before my hiring, the library was a strict place where there were many rules and technology was not encouraged. With this project, I hope to collect data from students and faculty about the library and make positive results happen.

I have composed two forms for the students and faculty to fill out on-line. I hope to e-mail the first form to the faculty on November 1, 2000. I will have the students fill out the form on-line as the visit the labs from November 1 to November 10. I hope to have my results compiled by November 15, with changes and a proposed timeline being published on the 20th of November. It is my hope that these forms will result in the collection of data that will show exactly what the students and faculty want in their learning center at Pekin Community High School.

Here is the faculty survey that I have composed:

http://forms.flashbase.com/forms/Pekin

Here is the student survey that I have composed:

http://forms.flashbase.com/forms/StudentUse

Major Project Stage #2

Assessing the Needs of a Library to a "Learning Center"

On October 30th, I will become the Information Specialist at Pekin Community High School. My duties and responsibilities are:

During my first year here, I hope to change the library to a "learning center." A place where students can find and utilize information in a positive atmosphere. Before my hiring, the library was a strict place where there were many rules and technology was not encouraged. With this project, I hope to collect data from students and faculty about the library and make positive results happen.

I have composed two forms for the students and faculty to fill out on-line. I hope to e-mail the first form to the faculty on November 1, 2000. I will have the students fill out the form on-line as the visit the labs from November 1 to November 10. I hope to have my results compiled by November 15, with changes and a proposed timeline being published on the 20th of November. It is my hope that these forms will result in the collection of data that will show exactly what the students and faculty want in their learning center at Pekin Community High School.

I have edited for forms from above with minor modifications. The questions now relate on the two surveys, allowing both students and teachers to make easy choices and fill out the survey with some ease. After evaluating the information that I have received from the teachers, I will then add the suggestions that the administration has also stated they would like to see. All of this information will then allow me to implement the necessary changes.

The new faculty survey can be found here:

http://forms.flashbase.com/forms/FacultyUse

The new student survey can be found here:

http://forms.flashbase.com/forms/StudentLUse

Major Project Stage #3

Assessing the Needs of a Library to a "Learning Center"

On October 30th, I will become the Information Specialist at Pekin Community High School. My duties and responsibilities are:

During my first year here, I hope to change the library to a "learning center." A place where students can find and utilize information in a positive atmosphere. Before my hiring, the library was a strict place where there were many rules and technology was not encouraged. With this project, I hope to collect data from students and faculty about the library and make positive results happen.

I have composed two forms for the students and faculty to fill out on-line. I hope to e-mail the first form to the faculty on November 1, 2000. I will have the students fill out the form on-line as the visit the labs from November 1 to November 10. I hope to have my results compiled by November 15, with changes and a proposed timeline being published on the 20th of November. It is my hope that these forms will result in the collection of data that will show exactly what the students and faculty want in their learning center at Pekin Community High School.

I have edited for forms from above with minor modifications. The questions now relate on the two surveys, allowing both students and teachers to make easy choices and fill out the survey with some ease. After evaluating the information that I have received from the teachers, I will then add the suggestions that the administration has also stated they would like to see. All of this information will then allow me to implement the necessary changes.

The new faculty survey can be found here:

http://forms.flashbase.com/forms/FacultyUse

The new student survey can be found here:

http://forms.flashbase.com/forms/StudentLUse

RESULTS

The results are as follows for the faculty survey (36 Responses):

How often do you currently take students to the library?

No Answer 14 (38.9%)

1-3 times a month 17 (47.2%)

3-5 times a month 5 (13.9%)

5 or more times a month 0 ( 0.0%)

Which items do you have your class use while in the library? Check-all-that-apply type question.

Non-Fiction Books 13 (36.1%)

Fiction Books 5 (13.9%)

Internet Search Engines 24 (66.7%)

Periodical Reference Guides 9 (25.0%)

SIRS 8 (22.2%)

Electric Library 9 (25.0%)

Microsoft Office Programs 16 (44.4%)

EBSCO Host 3 ( 8.3%)

INetLibrary 8 (22.2%)

Infotrac 4 (11.1%)

CD-Roms 1 ( 2.8%)

On-Line Magazines 13 (36.1%)

On-Line Newspapers 11 (30.6%)

Which items do you need more instruction or information on to benefit your students? Check-all-that-apply type question.

Non-Fiction Books 0 ( 0.0%)

Fiction Books 0 ( 0.0%)

Internet Search Engines 4 (11.1%)

Periodical Reference Guides 3 ( 8.3%)

SIRS 4 (11.1%)

Electric Library 8 (22.2%)

Microsoft Office Programs 3 ( 8.3%)

EBSCO Host 7 (19.4%)

INetLibrary 8 (22.2%)

Infotrac 4 (11.1%)

CD-Roms 7 (19.4%)

On-Line Magazines 9 (25.0%)

On-line Newspapers 4 (11.1%)

Which items do you think no longer need to be included in the library? Check-all-that-apply type question.

Fiction Books 2 ( 5.6%)

CD-Roms 1 ( 2.8%)

** All of the other answers resulted in a 0% answer

Which services would you like to see the Information Specialist provide? Check-all-that-apply type question.

Lessons that correspond with state standards 15 (41.7%)

Web pages provided with resources on them 18 (50.0%)

Print resources to go with on-line resources 18 (50.0%)

Technology help in the lab 24 (66.7%)

Incorporation of presentation platforms (PowerPoint)into lessons 12 (33.3%)

WebQuests 15 (41.7%)

On-line collaboration with other classrooms 15 (41.7%)

Internet scavenger hunts 20 (55.6%)

Under the open-ended comment, Any other suggestions for the role of the Information Specialist, comments were:

Not at this time; Perhaps you could put this survey up again in a couple months.

I know you cannot do everything. The two areas I consider most important are technical support in the lab (because when the darn machines get balky, the lesson is submarined unless quick remedy is available;and library usage. I think the information center should be the hub of the school, not a mausoleum to musty, dusty old books. Some students are reading acceptable fiction and nonfiction that we do not offer on our shelves. I feel very strongly that we should not let actual texts disappear from our library. The Internet is only as valuable a reference tool as the discrimination of the user makes it. Hard copy texts give students resources to use to validate the quality of info they find on the net.

Remember that like the rest of us, you are he to serve the students--the students are not here to provide us with jobs. I appreciate your easy going attitude and working to make the library more open to the students--this will go a long way for you. Keep up the good work.

Some students do not read at grade level;therefore inclusion of elementary materials or high interest/low vocab materials would be nice. I teach Spec.Ed. I would like to use the library and computer lab more but I need help.

I think that the suggestions you have provided are a great place to start...one thing at a time! :)

Under the open-ended comment, Any other comments?

Thank you for giving students access to labs before and after school. You have made some great changes already!

My class does not use the library because in the past, it has not been user friendly the BD class, and we have not been included in any training, i.e. Internet, that goes on there. I would love to begin using the library more, especially for my consumer business (spring) and English classes.

In the past certain individuals in our school have sent out scathing emails to the entire faculty for the transgressions of one or two individuals. I would recommend that you deal w/ violations directly and not through emails sent to everyone.

I do not make use of the library with my students. I do however greatly commend your changing the hours so student have more reasonable access.

Your enthusiasm is inspiring and I hope contagious. Please bring our library to life and defend it as a center of all types of info. Thank you for extending the hours it is available to students. I look forward to working with you.

Here are the results that are available for the student survey (76 Responses)

How often do you currently go to the library in class? Multiple Choice

No Answer 10 (13.9%)

1-3 times a month 33 (45.8%)

3-5 times a month 9 (12.5%)

5 or more times a month 20 (27.8%)

Which items do you use while in the library? Check-all-that-apply type question.

Non-Fiction Books 46 (63.9%)

Fiction Books 13 (18.1%)

Internet Search Engines 65 (90.3%)

Periodical Reference Guides 23 (31.9%)

SIRS 30 (41.7%)

Electric Library 27 (37.5%)

Microsoft Office Programs 14 (19.4%)

EBSCO Host 20 (27.8%)

INetLibrary 23 (31.9%)

Infotrac 3 ( 4.2%)

CD-Roms 5 ( 6.9%)

On-line Magazines 18 (25.0%)

On-line Newspapers 21 (29.2%)

Which items would you like to use more while in the library? Check-all-that-apply type question.

Nonfiction Books 15 (20.8%)

Fiction Books 11 (15.3%)

Internet Search Engines 35 (48.6%)

Periodical Reference Guides 12 (16.7%)

SIRS 20 (27.8%)

Electric Library 19 (26.4%)

Microsoft Office Programs 13 (18.1%)

EBSCO Host 9 (12.5%)

INetLibrary 17 (23.6%)

Infotrac 8 (11.1%)

CD-Roms 24 (33.3%)

On-line Magazines 20 (27.8%)

On-line Newspapers 18 (25.0%)

Which items do NOT need to be in the library anymore? Check-all-that-apply type question.

Nonfiction Books 7 ( 9.7%)

Fiction Books 10 (13.9%)

Internet Search Engines 1 ( 1.4%)

Periodical Reference Guides 11 (15.3%)

SIRS 5 ( 6.9%)

Electric Library 4 ( 5.6%)

Microsoft Office Programs 5 ( 6.9%)

EBSCO Host 6 ( 8.3%)

INetLibrary 5 ( 6.9%)

Infotrac 5 ( 6.9%)

CD-Roms 9 (12.5%)

On-line Magazines 4 ( 5.6%)

On-line Newspapers 5 ( 6.9%)

Which computer applications would you like to use more in your classes? Check-all-that-apply type question.

PowerPoint 38 (52.8%)

Web Page Design 23 (31.9%)

Databases 7 ( 9.7%)

WebQuests 7 ( 9.7%)

E-Mail 42 (58.3%)

Print resources that go along with web resources 17 (23.6%)

What are some services that you would like to see added to the library? (Open-ended question)

Drinking Fountain (2 Responses)

Although the Internet has become more and more accessible, it would be nice to have new and updated books. Through the Internet you can access nearly any magazine you choose, but there are no sites that you can read books on them. Also, the periodicals are a great source for information, but in this school it is pathetic. Is it absolutely necessary for each student to go through the Internet training over and over and over and over and over? About 90% of students have access to the Internet at home. Of those 10% who do NOT have the Internet at home, most are very familiar with the Internet Last year I went through the Internet training session FOUR times! I have had the Internet for 5 years at home, and I am fairly confident that I know how to use it. It would be much more beneficial to keep a list of who has been through it and explain it only to those who do not already know how to use it.

Are there any other computer applications that you would like to use? (Open-ended question)

ICQ

Scanners

Color printers (3 responses)

More research databases (3 responses)

Concerning email, I understand why the school would restrict use. However, there have been many times where it would have been beneficial to use email. Interviews via email are a good source. Also, it is very frustrating when you a site says "email ---@---.com for more information, but we cannot email them.

More books

Being able to come in during study hall (2 responses)

FINDINGS

Students and teachers use the library a majority of one to three times a month. Most of the resources available are being used, with the exception of fiction books. The fiction book section of the library is outdated and it has never been stressed as an 'important' part of the library. CD-ROM's are also not being used, because the library does not have these items available. Most of the research databases are being used, however some students do not know how to use them, resulting in their nonuse. Teachers would like to see the Information Specialist provide the following services:

• Lessons that correspond with state standards
• Web pages provided with resources on them
• Print resources to go with on-line resources
• Technology help in the lab
• Internet scavenger hunts

Student for the most part would like to see PowerPoints incorporated into their lessons and they would also like to have their own e-mail accounts.

ACTION PLAN

Stage four of this project will include a form that will be distributed to every teacher. This will be a "Request for Services" sheet for teachers to request what services they will need from me while visiting the computer labs and library. It will include options for state standards to be addressed with specific lessons, web pages with web sites on them for individual classes, an opportunity to ask for a number of print resources to go with on-line resources, grade-level specifications, and an opportunity for help in teaching a lesson. This form must be completed three days prior to teaching the lessons and it will not be specific to just the library computer labs.

Also included will be an outline for a lesson detailing the library's research services (with an emphasis on the on-line resources). I will make this lesson available. To any teacher who feels that their students need instruction on how to use these (either basics or refresher). This will be a lesson that I can teach in the library labs specifically.

I also plan on continuing to do research on student e-mail accounts during the Spring semester. This will include looking at how other schools monitor and implement student e-mail and also looking at its' practicality.

I will also continue to order up to date fiction and non-fiction books, and monitor the fictions' use.

Major Project Stage 4

Assessing the Needs of a Library to a "Learning Center"

*Changes*

The following changes were made from Stage 3 to Stage 4:

• Sections were labeled to provide easy navigation
• A scope of work was added, describing the climate of the school
• An action plan was added which addressed comments made in the findings, and also a "Request For Services" form was added
• A reflection was also added based on the whole project
• Grammar and spelling errors were changed

On October 30th, I became the Information Specialist at Pekin Community High School. My duties and responsibilities are:

RATIONALE & SCOPE OF WORK

During my first year here, I hope to change the library to a "learning center:" A place where students can find and utilize information in a positive atmosphere. Prior to my hiring, the library was an overly structured environment where there were many rules and technology was not encouraged. It's functions under the old librarian focused on research based on print materials. The value of technology was not understood and in most cases, refused. The former librarian quit a week before school was to start, to move to a library that would require little interaction with computers. The administration felt that the library should be turned into a place where students feel comfortable and also as a clearinghouse for teachers to supplement their curriculums. Thus, creating the position of an "Information Specialist." It is the goal of this project to identify the needs of the faculty and students and to make changes to the library to provide a environment that stimulates learning through the use of print and on-line materials.

To begin this project, I felt that I must feel comfortable with my role in this new school with over 1,400 students and seventy-five faculty members. Once, I was accustomed to the job and established an open rapport with the faculty, I stared to work on collecting data. The library computer lab is used approximately 27 out of 30 hours a week with spaces for 30 students. Another lab is being added in the month of December that will seat another 30 students. The tables in the library are used 28 out of 30 hours a week, with the tables able to seat a total of 60 students. I composed two forms for the students and faculty to fill out on-line. I e-mailed the first form to the faculty on November 1, 2000. I had the students fill out the form on-line as they visited the labs in classes from November 1 to November 10. Results were compiled by November 15, with changes and a proposed timeline being published on the 20th of November. It was my hope that these forms would result in the collection of data that will show exactly what the students and faculty want in their learning center at Pekin Community High School.

The faculty survey can be found here:

http://forms.flashbase.com/forms/FacultyUse

The student survey can be found here:

http://forms.flashbase.com/forms/StudentLUse

These forms did change from the initial ones that were composed. The initial forms were not as concise and would have become repetitive to the user. The results were then used to pinpoint the major interests of both the faculty and students for library use. Several issues were pinpointed and will be addressed in the action plan of this final report.

RESULTS

The results are as follows for the faculty survey (36 Responses):

How often do you currently take students to the library?

No Answer 14 (38.9%)

1-3 times a month 17 (47.2%)

3-5 times a month 5 (13.9%)

5 or more times a month 0 ( 0.0%)

Which items do you have your class use while in the library? Check-all-that-apply type question.

Nonfiction Books 13 (36.1%)

Fiction Books 5 (13.9%)

Internet Search Engines 24 (66.7%)

Periodical Reference Guides 9 (25.0%)

SIRS 8 (22.2%)

Electric Library 9 (25.0%)

Microsoft Office Programs 16 (44.4%)

EBSCO Host 3 ( 8.3%)

INetLibrary 8 (22.2%)

Infotrac 4 (11.1%)

CD-Roms 1 ( 2.8%)

On-line Magazines 13 (36.1%)

On-line Newspapers 11 (30.6%)

Which items do you need more instruction or information on to benefit your students? Check-all-that-apply type question.

Nonfiction Books 0 ( 0.0%)

Fiction Books 0 ( 0.0%)

Internet Search Engines 4 (11.1%)

Periodical Reference Guides 3 ( 8.3%)

SIRS 4 (11.1%)

Electric Library 8 (22.2%)

Microsoft Office Programs 3 ( 8.3%)

EBSCO Host 7 (19.4%)

INetLibrary 8 (22.2%)

Infotrac 4 (11.1%)

CD-Roms 7 (19.4%)

On-line Magazines 9 (25.0%)

On-line Newspapers 4 (11.1%)

Which items do you think no longer need to be included in the library? Check-all-that-apply type question.

Fiction Books 2 ( 5.6%)

CD-Roms 1 ( 2.8%)

** All of the other answers resulted in a 0% answer

Which services would you like to see the Information Specialist provide? Check-all-that-apply type question.

Lessons that correspond with state standards 15 (41.7%)

Web pages provided with resources on them 18 (50.0%)

Print resources to go with on-line resources 18 (50.0%)

Technology help in the lab 24 (66.7%)

Incorporation of presentation platforms (PowerPoint)into lessons 12 (33.3%)

WebQuests 15 (41.7%)

On-line collaboration with other classrooms 15 (41.7%)

Internet scavenger hunts 20 (55.6%)

Under the open-ended comment, Any other suggestions for the role of the Information Specialist, comments were:

Not at this time; Perhaps you could put this survey up again in a couple months.

I know you cannot do everything. The two areas I consider most important are technical support in the lab (because when the darn machines get balky, the lesson is submarined unless quick remedy is available;and library usage. I think the information center should be the hub of the school, not a mausoleum to musty, dusty old books. Some students are reading acceptable fiction and nonfiction that we do not offer on our shelves. I feel very strongly that we should not let actual texts disappear from our library. The Internet is only as valuable a reference tool as the discrimination of the user makes it. Hard copy texts give students resources to use to validate the quality of info they find on the net.

Remember that like the rest of us, you are he to serve the students--the students are not here to provide us with jobs. I appreciate your easy going attitude and working to make the library more open to the students--this will go a long way for you. Keep up the good work.

Some students do not read at grade level;therefore inclusion of elementary materials or high interest/low vocab materials would be nice. I teach Spec.Ed. I would like to use the library and computer lab more but I need help.

I think that the suggestions you have provided are a great place to start...one thing at a time! :)

Under the open-ended comment, Any other comments?

Thank you for giving students access to labs before and after school. You have made some great changes already!

My class does not use the library because in the past, it has not been user friendly to the BD class, and we have not been included in any training, i.e. Internet, that goes on there. I would love to begin using the library more, especially for my consumer business (spring) and English classes.

In the past certain individuals in our school have sent out scathing emails to the entire faculty for the transgressions of one or two individuals. I would recommend that you deal w/ violations directly and not through emails sent to everyone.

I do not make use of the library with my students. I do however greatly commend your changing the hours so student have more reasonable access.

Your enthusiasm is inspiring and I hope contagious. Please bring our library to life and defend it as a center of all types of info. Thank you for extending the hours it is available to students. I look forward to working with you.

Here are the results that are available for the student survey (76 Responses)

How often do you currently go to the library in class? Multiple Choice

No Answer 10 (13.9%)

1-3 times a month 33 (45.8%)

3-5 times a month 9 (12.5%)

5 or more times a month 20 (27.8%)

Which items do you use while in the library? Check-all-that-apply type question.

Nonfiction Books 46 (63.9%)

Fiction Books 13 (18.1%)

Internet Search Engines 65 (90.3%)

Periodical Reference Guides 23 (31.9%)

SIRS 30 (41.7%)

Electric Library 27 (37.5%)

Microsoft Office Programs 14 (19.4%)

EBSCO Host 20 (27.8%)

INetLibrary 23 (31.9%)

Infotrac 3 ( 4.2%)

CD-Roms 5 ( 6.9%)

On-line Magazines 18 (25.0%)

On-line Newspapers 21 (29.2%)

Which items would you like to use more while in the library? Check-all-that-apply type question.

Nonfiction Books 15 (20.8%)

Fiction Books 11 (15.3%)

Internet Search Engines 35 (48.6%)

Periodical Reference Guides 12 (16.7%)

SIRS 20 (27.8%)

Electric Library 19 (26.4%)

Microsoft Office Programs 13 (18.1%)

EBSCO Host 9 (12.5%)

INetLibrary 17 (23.6%)

Infotrac 8 (11.1%)

CD-Roms 24 (33.3%)

On-line Magazines 20 (27.8%)

On-line Newspapers 18 (25.0%)

Which items do NOT need to be in the library anymore? Check-all-that-apply type question.

Nonfiction Books 7 ( 9.7%)

Fiction Books 10 (13.9%)

Internet Search Engines 1 ( 1.4%)

Periodical Reference Guides 11 (15.3%)

SIRS 5 ( 6.9%)

Electric Library 4 ( 5.6%)

Microsoft Office Programs 5 ( 6.9%)

EBSCO Host 6 ( 8.3%)

INetLibrary 5 ( 6.9%)

Infotrac 5 ( 6.9%)

CD-Roms 9 (12.5%)

On-line Magazines 4 ( 5.6%)

On-line Newspapers 5 ( 6.9%)

Which computer applications would you like to use more in your classes? Check-all-that-apply type question.

PowerPoint 38 (52.8%)

Web Page Design 23 (31.9%)

Databases 7 ( 9.7%)

WebQuests 7 ( 9.7%)

E-mail 42 (58.3%)

Print resources that go along with web resources 17 (23.6%)

What are some services that you would like to see added to the library? (Open-ended question)

Drinking Fountain (2 Responses)

Although the Internet has become more and more accessible, it would be nice to have new and updated books. Through the Internet you can access nearly any magazine you choose, but there are no sites that you can read books on them. Also, the periodicals are a great source for information, but in this school it is pathetic. Is it absolutely necessary for each student to go through the Internet training over and over and over and over and over? About 90% of students have access to the Internet at home. Of those 10% who do NOT have the Internet at home, most are very familiar with the Internet Last year I went through the Internet training session FOUR times! I have had the Internet for 5 years at home, and I am fairly confident that I know how to use it. It would be much more beneficial to keep a list of who has been through it and explain it only to those who do not already know how to use it.

Are there any other computer applications that you would like to use? (Open-ended question)

ICQ

Scanners

Color printers (3 responses)

More research databases (3 responses)

Concerning email, I understand why the school would restrict use. However, there have been many times where it would have been beneficial to use email. Interviews via email are a good source. Also, it is very frustrating when you a site says "email ---@---.com for more information, but we cannot email them.

More books

Being able to come in during study hall (2 responses)

FINDINGS

Students and teachers use the library a majority of one to three times a month. Most of the resources available are being used, with the exception of fiction books. The fiction book section of the library is outdated and it has never been stressed as an 'important' part of the library. CD-ROM's are also not being used, because the library does not have these items available. Most of the research databases are being used, however some students do not know how to use them, resulting in their nonuse. Teachers would like to see the Information Specialist provide the following services:

• Lessons that correspond with state standards (i.e. lessons that directly cover a state standard)
• Web pages provided with resources on them
• Print resources to go with on-line resources
• Technology help in the lab
• Internet scavenger hunts

Student for the most part would like to see PowerPoints incorporated into their lessons and they would also like to have their own e-mail accounts.

ACTION PLAN

After examining my findings, I have published a form that will be distributed to every teacher. This will be a "Request for Services" sheet for teachers to request what services they will need from me while visiting the computer labs and library. It will include options for state standards to be addressed with specific lessons, web pages with web sites on them for individual classes, an opportunity to ask for a number of print resources to go with on-line resources, grade-level specifications, and an opportunity for help in teaching a lesson. This form must be completed three days prior to teaching the lessons and it will not be specific to just the library computer labs. I feel that with my library assistants and a lab assistant, I will have plenty of time to honor these requests. If there is a problem, I can extend the request deadline to five days.

The form can be found here:http://lrs.ed.uiuc.edu/students/cclark/490ASA/form.htm

The other following needs (as mentioned in survey responses) are being dealt with:

Technology Help in the Lab - On December 4th, I will be interviewing three candidates for the position as a lab assistant. This person will work in the two labs within the library, providing teachers help with hardware/software/peripheral problems. This assistant will reduce that I spend in the labs dealing with such things as paper jams and AUP verifications, allowing me to focus on the gathering and sharing of on-line resources.

More books - I have ordered over fifty more reference titles to be included in the library. The nonuse of fiction books is discouraging, however in the Spring I will work with the English department to look at ways of encouraging reading. Ideas suggested are silent sustained reading time in class and extra credit book reports. Students will also be asked for input on what kinds of genres and authors they would read for pleasure from the library.

Availability of Library Use for Students- The library is now open from students from 7:00 a.m. to 3:30 p.m. every day. Students also may come in during study hall if their teacher writes them a pass. This allows for the library staff to not have to keep track of students on passes written from us.

Color Printers and Scanners - The printers from the library will only print in black and white. There is a color printer available at an extra cost for the students to use or they may ask the teacher to print for them from the teachers' printer. Currently there are two stationary scanners available for student use, along with the capacity to use five more mobile scanners.

E-mail Accounts -I also plan on continuing to do research on student e-mail accounts during the Spring semester. This will include looking at how other schools monitor and implement student e-mail and also looking at its' practicality.

Databases - I have received outside training on these databases and am providing classes with their functions. Most of the time, the databases that we currently use, weren't being used to the full use.

Long-term actions include:

Continued reflection and improvements made to the "Need for Services" program that allows it to remain manageable and user-friendly.

Continued professional development growth to fully understand and implement new technological changes.

A study of the current AUP policies and making them convenient yet for both teachers and staff.

REFLECTION