Libraries and Instructional Media Services
Coordinator: Ms. Maria Lewis
(434) 245-2673
(434) 245-2606 - Fax
Maria.Lewis@ccs.k12.va.us
Beckie Martin, Secretary
Central Office #2
1400 Melbourne Road
Charlottesville, VA 22901
"I have always imagined that paradise will be a kind of library." - Jorge Luis Borges
On this page:
Mission
The mission of the library/media program is to help students become lifelong learners and users of information both within the walls of the library and beyond through electronic means. The library is central of the instructional program in the elementary school. It strengthens teaching and learning by providing the resources and services to satisfy both the personal and instructional learning needs of students and teachers. Print and non print holdings support the state Standards of learning (SOL).
A variety of activities are planned and implemented jointly by the librarian and teachers. These activities are intended to motivate students to read, to promote the enjoyment of children’s literature, to develop research and critical thinking skills, to enhance cultural awareness, to help students be effective users of ideas and information, and to ensure computer literacy. Library programs include Ready to Learn, Accelerated Reader, VA Young Readers, VA Festival of the Book, State Student Media Festival, Newspapers in Education (NIE), building level reading programs and a close affiliation with the public library programs.
One mission of the Charlottesville City Schools is to graduate students who can find and use information. This statement serves as a baseline for learning and achievement. The use of technology in the school environment both through direct instruction and student application can facilitate this mission.
Schools mobilized for the 21st century would ideally graduate students competent not only in functional technology skills but also in the critical thinking abilities necessary in the adaptation of technology to life. The infusion of both results in a life pattern receptive to future technological advances, elements of change in lifestyles and career paths and a sense of equilibrium, control and comfort amidst increasing complexities. The achievement of this would empower a future work force with confidence and energy and provide individuals with the collective tools to secure their well being and happiness.
This would primarily be accomplished through the collaboration of a well trained "teacher" with the student and his increasing knowledge base. The "teacher" could be the community, an academic institution, a selfstudy program, or the global environment. Walls and desks are incidental as technology becomes a seamless part of instruction and the focus becomes quality of instruction rather than process. According to Dale Niederhauser in "Using Computers in an Information Age Classroom," most teacher training programs have emphasized didactic instruction.
These teachers need professional development experiences that address new pedagogies as well as training in the use of technology. If teachers are to develop an integrated curriculum they must have a knowledge base of the relevant content areas and know the appropriate instructional methods and how to use these methods within and across content areas...so that they can guide students in profitable learning directions, provide information when appropriate and assess student learning on an ongoing basis."
Such would be the ideal instructional model. As further support of these ideals, the Virginia Department of Education has envisioned schools, through technology, that will "provide all K-12 students opportunities to learn skills essential to be productive, creative citizens of the 21st century. Students and educators will have access to a variety of information sources to utilize national and international networks. Students will be empowered to use technology for continued learning." Not only will students utilize technology but they will also develop a respect for it and see the magnitude of its importance into the 21st century. This is the hope for future generations who will have the advantage of resources beyond the imagination.
School Libraries
- Charlottesville High School
- Genevieve Gallagher, Librarian Genevieve.Gallagher@ccs.k12.va.us
Charlie Spradlin, Librarian Charles.Spradlin@ccs.k12.va.us
Debra Fields, Secretary Debra.Fields@ccs.k12.va.us
434.245.2714 - Buford Middle School
- Lisa Dreyer, Librarian Lisa.Dreyer@ccs.k12.va.us
434.245.2465 - Walker Upper Middle School
- Rebecca Flowers, Librarian Rebecca.Flowers@ccs.k12.va.us
Catherine Harris, Media Assistant Catherine.Harris@ccs.k12.va.us
434.245.2900 - Burnley-Moran Elementary School
- Edie Richards, Librarian Edie.Richards@ccs.k12.va.us
434.345.2488 - Clark Elementary School
- Karen Grove, Librarian Karen.Grove@ccs.k12.va.us
434.245.2524 - Greenbrier Elementary School
- Sara Murray, Librarian Sara.Murray@ccs.k12.va.us
Hank Zeman, Media Assistant Eric.Zeman@ccs.k12.va.us
343.245.2571 - Jackson-Via Elementary School
- Amanda Sherriff, Librarian Amanda.Sherriff@ccs.k12.va.us
434.245.2571 - Johnson Elementary School
- Susan Fowler, Librarian Susan.Fowler@ccs.k12.va.us
434.245.2854 - Venable Elementary School
- Elizabeth Schrank , Librarian Elizabeth.Schrank@ccs.k12.va.us
434.255.2880
Information Skills
The Charlottesville City School library media specialists have developed an information skills curriculum which is based on nine standards identified in Information Power, the sourcebook for information literacy written by the American Association of School Librarians and the Association for Educational Communications and Technology.
The current CCS curriculum attempts to target basic skills related to finding and using information at each grade. Emphasis is on collaboration with teachers on SOL content and the integration of technology. Under the guidance of the Department of Education’s Director of Library/Media, a statewide committee has been convened to develop a comprehensive information skills curriculum K.-12 to be implemented in the 2004-2005 school year.
Reading Promotion
The following programs or activities are promoted by the libraries in conjunction with classroom teachers to encourage the development of a love of reading and writing in students:
- Accelerated Reader
- www.renlearn.com/ar/default.htm
- Ready to Learn
- www.pbs.org/readytolearn/
- Newspapers in Education
- nieonline.com/
- All America Reads National Library Week
- www.ala.org/pio/nlw/
- Children’s Book Week
- www.cbcbooks.org/
- Read Aloud to a Child Week
- www.parentcenter.com/expert/learning/ buildingskills/11058.html
- Turn Off TV Week
- www.tvturnoff.org/
- Virginia Festival of the Book
- www.vabook.org/
- Book Baskets
- www.bookbaskets4u.com/
VA Festival of the Book
The Virginia Festival of the Book is a community celebration of authors and reading held each year in March in Charlottesville, VA. It is sponsored by The Virginia Foundation for the Humanities. Charlottesville City has had 100% participation by all schools in the Festival since its inception in 1995. Schools invite the visiting authors/participants to do a range of activities including writing or publishing workshops, performances, storytelling, student led discussions, multimedia programs, dramatic interpretations, illustration demonstrations and personal testimonies.
This year's Festival will be held March 16-20, 2011. Organizers are actively working on the 2011 calendar of events. For more informaiton is available at the website: www.vabook.org
Resource Selection
Selection of Library Materials
- Responsibility of Selection
While the recommendation and selection of materials involve many people, including library-media specialists, teachers, students, coordinators, administrators, and community members, the Board delegates the final responsibility for coordinating and recommending the selection and purchase of library materials to the professional library-media personnel. - Criteria for Selection
In evaluating library/supplemental materials for purchase, the professional staff will consider the existing collection and the needs of the curriculum, consult authoritative review sources and examine the actual resource whenever possible.
Materials shall be evaluated according to the following criteria:- Suitability of subject and style for intended audience
- Suitability of format (physical form)
- Timeliness and relevance to curriculum
- Accuracy of content
- Favorable reviews
- Quality or work
- Overall instructional purpose
- Readability and popular appeal
- Need in specific subject area
- Value commensurate with cost and /or need
- Authoritativeness and reputation of author/publisher
- Diversity of points of view
- Attention of differences in student learning styles
- Gifts and memorials contributed from community organizations and citizens must meet the same criteria as those applied to the selection of other materials. Materials contributed shall be integrated into the library media center collection at the discretion of the library media specialist with proper recognition of the donor.
- The selection process will also include the evaluation of materials prior to the discarding of them, referred to as weeding. The weeding of print and nonprint materials will be an ongoing process. Criteria for weeding include currency, physical condition, relevance to curriculum or reading interests, record of use and duplication.
- Selection will also include the replacement of lost, missing and worn materials still of educational value and as seen to be financially reasonable.
Public Complaints About Learning Resources
Professional Organizations
- American Library Association (ALA)
- www.ala.org/
- Virginia Educational Media Association (VEMA)
- www.vema.gen.va.us/
- Virginia Library Association (VLA)
- www.vla.org/
- American Association of School Libraries (AASL)
- www.ala.org/aasl/