Section I: Description and Analysis of the School Library

Media Program
Piktochart was used to create this section. It is on the web site.

Section II: Media Center Philosophy/Mission Statement

Mission Statement:
The Mission of Pierce County Library Media Program is to ensure that students and staff are
effective users of information. The school program supports and strengthens the curriculum,
bridges the digital divide, and puts state and national standards into action. The school library
media specialist encourages reading for learning, reading for pleasure, and reading for life.
Philosophy:
The philosophy of the Pierce County Media Program is to work collaboratively with the faculty
to provide access to materials necessary in supporting standards based curriculum. Our purpose
is to promote a curriculum broad in scope, thorough in content, and flexible in practice to
promote student achievement.
Analysis:
The Pierce County Library Media Program possesses very well developed mission and
philosophy statements. After reading this Mission Statement, the media centers population (or
audience) is clearly outlined. One important takeaway from the programs mission statement is
its role as a support partner for instruction. Further, the Mission Statement is forward thinking
with regard to the digital divide. There is an emphasis on using technology in partnership with
instruction, and supporting both national and statewide educational standards. The one
disadvantage of the Mission Statement and Philosophy is that it does not include any information
about providing a climate conducive to learning. This could easily be rectified by adding a short
sentence about the library being an open climate conducive to all learners and learning styles
present within the Pierce County School System. There is a connection to the local learning
community and beyond, in that state and national learning standards are referenced.
The Pierce County Library Media Program appears forward thinking with long range goals
and objectives. There are only a few suggestions for improvement. The physical space,
welcoming nature of the library environment can be addressed by tacking a few words onto the
Mission Statement. It is evident that the Pierce County Library Media Program is preparing for
the 21st century through their willingness to embrace technology and assist all patrons with
bridging the digital divide.

Section III: School Library Media Center Services Overview

Circulation Policy
The Pierce County High Schools current circulation policy is accessible to all students.
Grade levels 9 12 follow the same rules and guidelines established by the media center.
Students enter their school ID using a keypad to bring up their account within the Destiny
catalog interface to check out books. Once the book has been checked out to the student, the
student may keep the book for a period of two weeks. Students are allowed to check out three
books at one time. If students wish to keep items longer than two weeks, they will need to return
to the Media Center and renew the item(s). Regardless of whether or not the item is late, fines are
not assessed at this point in time. However, if a book is lost then the student will be responsible
for replacing the book. Reference books and audiovisual materials are a permanent part of the
noncirculating collection, and therefore are not available for students to checkout, but are freely
accessible within the Media Center. The Media Center has a security checkpoint at the
entrance/exit. All printed materials have a security strip that will sound the alarm if the book has
not been checked out and desensitized by Media Center personnel.
In an effort to transform Pierce County High Schools students into 21st century learners,
access to e-books is available and encouraged. Students will access e-books through the online
catalog, Destiny. The online catalog, Destiny, is available via a link on the PCHS website under
the Media Center tab. Students are encouraged to use the media center before school and during
lunch for instructional purposes. Students are required to have a pass to use the media center
during lunch or any other time during the school day. Printing (of school related documents only)
is available for free in the Media Center. Parents are encouraged to monitor their childs usage of
the Media Center, and are provided with an individual login to the Destiny catalog.
Each staff member at PCHS has been assigned a laptop, iPad, desktop computer, printer,
and a promethean board. This technology is checked out to the teacher at the beginning of the
school year and remains checked out to the teacher until termination of their employment at
PCHS. Check out of the equipment assigned to that teacher is then transferred to their
replacement. There are no late fees for teachers. Inventory will be taken at the end of the school
year to make sure the equipment is where it is supposed to be.
Both teachers and students are required to sign Teachers or students who do not abide by
the acceptable use policy that has been put in place by the Pierce County School District may
have internet privileges revoked and disciplinary or legal action may be taken by the school.
Critique of the Circulation Policy
st
21 Century Library

In The Role of School Library Media Center Policies, it states that Monumental
transformations in twenty-first century schools and students require school library media
specialists to be prepared with policies and procedures that include these changes before issues
and problems arise. Currently, the Pierce County High School Media Center Policy is lacking in
several areas. One aspect of a 21st century library is the fact that students should be able to access
the resources at all times. Unfortunately, students are very limited to what they have access to
after hours. They only have access to some resources that have been posted on the web site and
some e-books. Students also have access to the online databases that are linked to the homepage.
Passwords are made available for students when they are not on campus. During the school day,
students have access to computer labs, iPads, and laptops. This is one area where the media
center meets the needs of the 21st century learner. One negative is that there is not a device for
each student to use both in school and at home. According to The Role of School Library Media
Center Policies, existing policies at the campus and/or district level should be carefully studied
as to whether or not they adequately cover the school library media center operations. The
current policy is on the right track, but revisions need to be made to the plan. Students should be
provided with a device they can check out from the Media Center and keep with them during the
course of the school year. Additionally, they should be given clear instruction about accessing
Media Center resources. Students should be properly trained on how to use the technology and
how to access the online card catalog from home, along with other resources such as subscription
databases, and GALILEO.
BYOT/BYOD
PCHS is currently piloting a Bring Your Own Technology (BYOT) program with 11
teachers currently participating. In these classes, students are allowed to bring their personal
technology devices (i.e. smartphones, tablets, laptops, and other internet accessible devices) to
use to assist with instruction and learning. Students and parents are required to sign a form
abiding by the rules of the program. Students are not to have their devices out unless the teacher
has given them permission. Any viewing of inappropriate content during instruction time will
result in the youths device being confiscated for the entire day. While this program is a step in
the right direction, the Pierce County High School Media Center and Board of Education are
ready to advocate for a program in which each child would be able to utilize a device provided
by the Board for instructional purposes. The ultimate goal of this program would be for the youth

to have a device to take home with them for instructional purposes in preparation for the youth to
become 21st century learners.
Web 2.0
Currently, the Pierce County High School Media Center does not have a specific policy
on the usage of Web 2.0 tools. There are multiple links on the schools web page. The PCHS
Media Committee should undertake the creation and adoption of a unified policy to allow
teachers and students to learn more about Web 2.0 tools. Unfortunately, only a relatively small
amount of teachers at PCHS know and understand how to use some of these tools. This policy
should also address cloud computing to effectively teach youth how to store and retrieve created
items at any time or at any place.
E-books
The Pierce County High School Media Center currently lacks a specific written policy on
how to access and check out e-books. E-books are those electronic materials which can be
utilized on a tablet, smartphone, or other device, and can also refer to magazine or scholarly
journal articles. The Pierce County High School Media Committee should establish a policy
outlining checkout procedures, length of checkout, and how to access the e-book from either the
youths device or online. When the Media Specialist trains students and teachers about the
Destiny catalog, s/he must teach students and faculty how to access e-books.
Scheduling
The Pierce County High School Media Center is open during the school year daily from
7:30 a.m. to 3:30 p.m., Monday through Friday excluding scheduled breaks and holidays. The
schedule is flexible with regard to access to given materials. Teachers will schedule their use of
the Media Center using Schedulet, an online calendar, which allows teachers to choose the day
and class period they would like to use the Media center. Teachers desiring to cancel their
reservation need simply to call or email the Media Center staff to cancel. Teachers can also
schedule using the iPad carts, laptop carts, and other computer labs in the building on a first
come first served basis by using Schedulet. Teachers must be highly organized and their classes
must be on time for appointments to the Media Center in order to fully access all technology and
instruction.
Critique of Scheduling Policy
st

21 Century Library
In order for the Pierce County High School Media Center to promote 21st century
learning, a Media/Technology Committee will need to be created to establish all manner of
policies and procedures for the Media Center. Certain areas of the Pierce County High School

Media Center are already in line with 21st century learning styles. Students and teachers
currently are able access the Media Center at any point during the day. The Media Center can
accommodate up to three classes at any given time: two classes can access the computer lab, and
the other class can work at the Media Centers tables for collaboration.
E-books
Through the Destiny catalog, students have access to eBooks, but they are only able to
check out three eBooks at a time. When limiting information, it may limit the interest of the
students. Carol Simpson states in her article, One Question Survey, Why on earth do we limit
reading? It makes no sense to do our best to encourage reading on one hand, and then limit those
that have the greatest joy of reading to one or two books at a time. Books only work if they are in
the hands of readers. (p. 46-47). The Pierce County High School Media Center Committee must
determine if this policy is implemented by Follett or by the Board of Education. If this policy is
open to revision or change, the Committee must advocate for students to be able to access more
information so their personal interests will not be limited.
Other Critiques
As previously stated, one of the main critiques of the Pierce County High School Media
Center is that students do not have the opportunity to check out devices to use for instructional
purposes at home. This severely limits the opportunity for students to access 21st century
learning technology at home. Further, the Media Committee should investigate devices able to
access the internet via either 3G or 4G capabilities so that students who may not have access to
the internet at home will have the capability to access the internet via these devices.
Further, the Pierce County High School Media Committee should attempt to revise the
schedule of the Media Center in order to provide for the needs of the students of Pierce County
High School, rather than accommodating the schedule of the Media Center employees. In
Empowering Learners, Doug Johnson states, all policies, such as circulation policies, privacy
policies, acceptable-use policies, and rules and guidelines for student behavior, are developed
collaboratively with stakeholders. It is important that the Pierce County High School Media
Committee understand exactly who their stakeholders are and develop forward thinking policies
that will ultimately benefit the students, faculty, and staff of Pierce County High School.
Library Services
The PCHS Media Center is committed to delivering excellent service to all patrons. Staff
members are dedicated to aligning library resources and operations toward satisfying and
delighting the community served. The Media Center will subscribe to the following principles

outlined by the Ipswich Public Library, Ipswich, MA, and incorporate them into the Media
Centers patron interaction policy (http://goo.gl/jvjV8K):
The library will offer prompt, high quality service to all regardless of age, race, sex, nationality,
religion, educational background, and physical limitations.
All patrons will be treated with courtesy and respect.
The library's rules and regulations will be administered equitably by staff.
The library supports ongoing staff training so that staff can confidently
guide patrons in the use of current technology.
Library staff will be mindful of complaints, concerns and suggestions
from patrons with an eye towards constantly improving library service.
The library will create a teaching and learning environment.
The library staff will eliminate unnecessary barriers to service.
Teachers and students currently have access to multiple online web resources through the

Pierce County High School Media Center. These web resources include:
USA Test Prep
Scholastic Reading Inventory (SRI) and READ 180
Lightning Grader
GALILEO
Brain Pop
Online Access to Library Catalog
Follett Shelf (eBooks)
Georgia Online Assessment System (OAS)
Many services are provided by the Pierce County High School Media Center. These
services include: study space for individual and group study, free printing for educational use
only (charge if not educational in nature), and instructional sessions for classes on a daily basis.
Critique of Library Services
21st Century Library
Pierce County High School Media Center provides many 21st century items. This
includes access to different websites and access to technology like computers and tablets.
Students can access the websites from home but they cannot get the services of the technology
from home. An improvement would be technology devices that could be checked out outside of
school and individual tablets for students.
BYOT/BYOD
This is a new service the school is trying in a select number of classrooms. Eleven
classrooms currently provide the service of letting students bring their own device. Hopefully
this will lead to the whole school providing the service or students using individual tablets.
Web 2.0

The media center could improve in the area of Web 2.0 by providing training on the tools.
There is currently a list on the school website, but many teachers and students do not know how
to use this service.
E-books
The students have the service of using e-books, but it is limited to 3 at a time. An
expansion of this service, allowing multiple use of e-books at home would improve this service.
Other
Service is provided for students with disabilities such as autism, providing a conducive
learning environment. This is done through collaboration with the teachers.
Ethics and Legal Principles
The Pierce County Board of Educations Acceptable Use and Internet Safety Policies
appear to be a bit dated, but still are adequate in assessing the needs of Pierce Countys 21st
century learners. According to the Mission of the Acceptable Use Policy, the Pierce County BOE
understand the importance of using technology in education. The BOE is also cognizant that
technology can be harmful in the wrong hands, or can be used in potentially dangerous manners.
Classrooms and media centers need to assess the varying needs of 21st century learners in ways
much different and ever evolving from earlier years.
There are many ethical and legal considerations when assessing the needs of the twentyfirst century learner. First, the conflict between intellectual freedom and not allowing a child to
access material defined as pornographic is a major consideration. The Pierce County BOE
addresses this issue through the section covering safety. Essentially, the BOE maintains that
students cannot access the Internet without a staff members direct observation. While this does
not mean standing over the student, it does mean teachers and staff members proactively
monitoring the students to ensure their safe internet usage.
Another major concern is the protection measures included in this document. The
Acceptable Use Policy incorporates the Childrens Internet Protection Act, or CIPA, to govern
the students access to quality educational content. The crux of CIPA is to use blocking software
to censor material which is (a) obscene, (b) child pornography, and/or (c) harmful to minors
(2000). (http://goo.gl/qdseDG). The BOE anticipates that even with these measures in place,
students will still be able to access inappropriate materials or objectionable communications. The
BOE subsequently refers users to the Pierce County School Districts Internet Safety Policy,
which affirms that CIPA will be enforced by using internet filtering software and students will be
supervised by staff when accessing the internet. What are the implications of these policies on
twenty-first century learners? The Pierce County BOE, like all other boards of education, public

libraries, non-profits, and other organizations which serve children, have to balance allowing
access to scholarly materials without access to obscene or harmful materials.
The aforementioned policies do not address the concepts of bring your own technology or
bring your own device to the library or classroom. In the ever evolving world, this is a policy
which should be changed or edited. In the day and age of tablets, smartphones, and other devices,
students should be encouraged to bring their own devices to class in order to learn in a new and
vibrant way. The main legal issue with Bring Your Own Technology/Device Policy would be the
potential for theft of devices. This could easily be remedied by the BOE taking a vigorous stance
on pursuing theft charges, which would just essentially mean reporting any theft to the school
resource officer, or local law enforcement.
Critique of Ethics and Legal Principles
21st Century Library
Learners in the 21st century face challenges that are vastly different from learners who
graduated even just a few years ago. Technology is rapidly changing and there are multiple ways
in which students can be taken advantage of, or victimized. Several applications, or apps, have
been created that teenagers and other can use rather maliciously. Media Specialists and Teachers
must be hyper vigilant in order properly protect students from internet predators. Since
technology rapidly changes, the Media Specialist must be cognizant of technologies, especially
social media and Web 2.0 tools, which can lead to children being taken advantage of more easily.
The Media Specialist needs to have a firm grasp of the Districts Internet and Acceptable
Use Policies and how they apply to student access of online information. Further, the Media
Specialist must be aware of any restrictions the filtering software imposes upon the Media
Center, and potential overrides for educational purposes. For example, a student might have an
essay to complete for Biology class, specifically about sexual reproduction in humans. The
Media Specialist must be willing and able to assist the student with finding information to
complete this assignment, especially if the Districts filtering software might be overly sensitive
to search terms the student might be using. The Media Specialist needs to be able to balance
CIPA, the Districts policies, and providing quality reference materials to patrons. To be honest,
this can be a daunting task, but the Media Specialist is able to interpret and analyze materials
because of his/her training, education, and experience.
There are multiple ethical implications in the process of helping both students become
21st century learners and teachers gain the skills to impart 21st century knowledge. The main

issue Media Specialists have to wrangle with is that students have the intellectual freedom to
learn about any topic they want to learn about. Further, the Media Specialist must be prepared to
assist with the learning process regardless of personal feelings and provide quality reference
assistance to all patrons. In the Library Bill of Rights, the American Library Association outlines
that the librarian, or in this case, Media Specialist, should provide materials about opposing
viewpoints of a given topic, and should not censor an individuals right to use the library based
on their background, intellectual functioning, origin, age, or views (1996). It is crucial that the
Media Specialist impart quality information free from personal biases in order for patrons to
have opposing views on the subject in order to form well developed opinions about a given
subject.
BYOT/BYOD
Many ethical and legal implications are present when students are asked to bring their
own devices for participation in the learning process. First, the Pierce County High School
Media Committee and Board of Education must outline consequences for improper use of
technology during instruction time. Whether the youth is using Facebook or Twitter, is Snap
Chatting with a friend, or utilizing the internet to view sports scores, they are not fully realizing
their educational potential due to distraction while using their devices to learn.
The Media Specialist and Media Committee should also be aware of the procedures for
dealing with potential theft or loss of the students devices. It would be beneficial for the Board
of Education to develop a protocol for dealing with any criminal situations. It is advisable for the
Board of Education to consult with local law enforcement agencies such as the local Juvenile
Court, Department of Juvenile Justice, District Attorney, and Magistrate Court to develop a
protocol for handling both juvenile and adult offenders (students age 17 and older, and adult staff
members).
Web 2.0
Web 2.0 technologies, e-books, and creative commons are not explicitly addressed in either of
the aforementioned policies. However, with a minor revision they could be easily addressed. The
major legal implication of the web 2.0 tools, e-books, and creative commons would be that they
would be covered under the CIPA. As mentioned previously, the Media Specialist would need to
vigilantly monitor and enforce the Pierce County High School Media Centers Internet policy in
order to protect their students from both being victimized and from victimizing other
students/youth.
E-books

The main criticism present with regard to the Pierce County High School Media Centers e-book
policy are the restrictions upon access. The Media Specialist should research Folletts policies
regarding the number of e-books students can check out, the length of borrowing period, and also
the number of renewals students can utilize. It could be that these are standard policies Follett
would not be willing to augment. However, the Media Specialist should be willing to ask, simply
to advocate for the best interests of their students.
Creative Commons
Again, the main critique with regard to Creative Commons is that they are not addressed
by the aforementioned policies of the Pierce County High School Media Center. It would be very
easy to amend the policy to include information about Creative Commons. In order for students,
faculty, and staff to really understand the idea of Creative Commons, the Media Specialist must
be willing to provide instruction sessions on a regular basis to different class groups and
teachers. The Media Specialist should also be willing to create a blog entry, podcast, or vodcast
to attempt to clarify copyright and Creative Commons questions. This can be a very daunting
task, but one that the Media Specialist should be able to handle through their knowledge gained
through a quality education, multiple training opportunities, and experience using copyright and
Creative Commons.

Section IV: School Library Media Center Facilities

Physical and Virtual Environment
Learning climate:
Pierce County High School provides a safe, comfortable, relaxed climate for all students to learn.
The decor of the media center is outdated, but it is a very welcoming and positive atmosphere.
The overall learning climate is to provide an atmosphere that is conducive to learning with the
addition of technology.
They physical environment of the media center has been divided into several different areas
which include two computer labs, reading area, and classroom area. All of these areas are used
for small group, whole group, or individual learning.
Furnishings:
There are 65 computers in the media center.
As you walk into the media center, there is one computer lab directly to the right which has 32
desktop computers.
If you continue on into the library, there is a second computer lab in the back left corner which
has 30 desktop computers and a screen and projector.
In the center of the library, between the booths and book shelves, there are three student desktop
computers that are for individual use during the day.

 Each of these computers is hooked to one printer that is located at the circulation desk.
The media center has an area where students can sit and read. This area has two loveseats, 4
chairs, a bookshelf with magazines and new book releases. This area sits in front of floor to
ceiling windows that give the readers natural light to sit by and enjoy.
Located in the center of the media center is an area for classroom use. There are 10 tables with
four chairs.
Near the table is an area that has four booths. Students use this area to relax before school and
during lunch.
The book area is located in the back of the media center. Along the back wall of the media center
is the fiction books. The different genres included are as follows: 000, General; 100, Philosophy;
200, Religion; 300, Social Sciences; 400, Language; 500, Sciences; 600, Technology; 700, Arts;
800, Poetry, Plays, and Literature; and 900, Geography and History. Located in front of the
fiction area is the non-fiction area. All non-fiction books are located on short shelves.
The circulation desk is located in the front of the media center. This area allows the media clerk
to observe all areas of the library.
Virtual and Technological Elements:
There are wireless access points all throughout the building. Students can login or they can use
the guest network. Students have access to the online card catalog at home, ebooks, and
GALILEO. There are links on the website to many web 2.0 tools that can be used as well as
other resources.
All students have a login and password to gain access to the schools network. The school is not
currently using the cloud. However, this change is coming within the next year. Students do not
have access to the network from home.
Work/production areas not available to students:
The media center has a teacher work room that is not accessible to students. This area has two
copying machines, a laminator, di-cut machine for letters, and a paper cutter. Bulletin board
paper is also located in this area. There is also a small room that stores the iPad carts, and other
devices for teacher use and checkout.
Sounds, light, etc:
The media center has natural light that enters in through large floor to ceiling windows near the
reading area. There are also other windows that go around the top of the library. The ceilings are
very high in the library. The lights in the library are very old and make a constant humming
noise. The temperature in the media center is very comfortable. All heart and air is controlled by
the maintenance department. It will automatically start and shut off at the beginning and ending
of each school day. The media specialist can turn it on three more times in increments of thirty

minutes. It can be controlled by one or two degrees by changing the thermostat. The media
center is not too cold, nor too hot. Even though the building is very old, there is no moisture in
the room. Traffic flow in the media center is a constant. Students and teachers use the media
center at all times during the day. It is not an old-school library that has to be quiet at all times.
Students and teachers are collaborating and learning.
Accessibility:
The media center is accessible to all students. The feel of the library is very open and not
crowded.
All tables in the media center are wheelchair accessible by students. Computer labs and book
areas are also wheelchair accessible.
Walking areas are very open and large enough for all patrons to access by foot or wheelchair.
The ESOL teacher works in small groups with her students at the end of each day at the tables in
the library.
Currently, there are no signs in other languages to help guide students that are non-English
speaking.
The media center has headphones that students can use to meet their accommodations.
The circulation desk is also easily accessible by all students. The desk is short enough for all
students to be able to reach to check out a books.
One area of shelves along the back wall are not as easily accessible to students who may be
bound by a wheelchair. This are hosts the fiction books and are on tall book shelves. The nonfiction area is hosted on short shelves that can be reached by all students.

Virtual Facility
Resources available:
Students, teachers, and parents have access to the School Library Media Website. The website
host the rules and the procedures of the media center. Resources available to teachers include:
schedulet, how-to guides, curation of web sites, Lightning Grader, and the online card catalog.
These resources are also available to everyone. Students can access GALILEO from the web
page, and other reference sources. They must have the password, and it is shared with students
and teachers when it is changed. There are links to web 2.0 tools, curated resources using
symbaloo, and access to teacher web sites.
OPACS:
Destiny is the schools online card catalog. All students and teachers have access to the online
card catalog. They can access the online card catalog from home or school. Within the catalog,
they can search for books, and they have access to ebooks. Other resources that are found in the
online card catalog are teacher professional materials and technology.
Filtering software:

 Current filters that are in place do not allow use of certain tools. Teachers cannot access certain
web sites due to the filters that are in place. However, if the teachers request a site to be
unblocked, the IT team will check it out and do whatever they can to assist in unblocking the
page. Students are restricted to YouTube, any social media, and other related items such as these.

Needed Changes
Elements that work well:
The lighting in the media center is one very positive aspect in the library.
The layout accessible and conducive to all learners.
Currently, the two computer labs provide teachers and students the resources they need in order
to produce new and engaging products. These labs allow for the teachers to teach using
technology. There is also a screen and projector in one lab.
The seating areas are great for students to come in and collaborate with one another.
A reading area has been provided for students to come in and enjoy reading the newspaper,
magazines, and the new book releases.
The virtual facility provides many resources for students, teachers, and parents.
The media center can accommodate up to three classes at one time.
Changes needed:
In order for the library to be more functional, I believe there should be charging stations
throughout the media center for students and staff. There should be an area for collaboration in
small groups. Johnson states, As digital access moves from workstation to mobile devices, the
physical library needs to provide a robust wireless network infrastructure. Electrical outlets
throughout the library to power and recharge mobile device are necessary.
There should also be an area for students to participate in constructive activities. Some of these
activities could include gaming, social networking, and a coffee shop. Johnson states, The
library space may be the only place that provides some students psychological comfort.
The media center also needs to update the decor and furniture. It is old and out of date.
Another area that could be added would be a self-checkout system for books. Students also need
access to check the online card catalog in the media center without logging on to the catalog
system.
The lights in the media center need to be updated. They make a constant humming noise that can
be a distraction to certain people.
Barriers:
Students need to be trained on how to use the resources that are available in the media center.
Socioeconomic status of certain students limit the use of the online Virtual Facility to students
who do not have internet access at home.
Web filtering affects the use of some very engaging web sites.
Environment conducive to learning:
For the most part, the environment is conducive to learning.

 The media center does not discriminate against students. All students have access to the library at
all times during the day. It does not shut down at any time during the day.
One major problem is the traffic that does not use the library for learning, and the lack of class
management by some teachers. It is important to allow students to collaborate, but to watch a
teacher allow students to converse about everyday topics is very discouraging. They ignore the
students and allow them to remain off-task. The lack of respect that can be seen from these
students is in direct correlation to the lack of classroom management of the teachers.
Facility Attractive:
The facility is very old and lacks in the area of decorating. It is very plain. However, it does not
over stimulate anyone who enters the area.
The colors are blue and burgundy. All shelving is a light oak color. Johnson believes, Colors
should be coordinated, architectural design while still having usefulness as the primary goal. Add
warmth through fabric and woods in your seating and shelving.
Education climate:
The education climate is positive.
Students are encouraged to use the library facilities at any time during the school day.
Surveys are given to students to determine what changes need to be made in the media center.
Students have a voice in the library.
Adequate space:
Space is adequate for the media center.
Three classes can be accommodated at one time. Two classes can have access to a computer lab,
while the third class will have access to tables. Johnson states, A rule of thumb is that an
essential library has workspaces and tools for three classes to work researching and producing
projects.

Section V: Budget Sources

The Pierce County High School currently has a budget of $18,882.00 for the media
center. This money is from the Quality Basic Education (QBE) fund that is given to the schools
based on the Full-Time Equivalent (FTE) count. State funding for the operation of instructional
programs are generated from FTE data reported by local school systems (GADOE website). The
current FTE count at Pierce County High School is 1067 students. The dollar amount per student
based on the FTE count for the media budget is $17.70. This amount was determined by taking
the budget for the media center and dividing it by the total number of students according to the
FTE count. The principal also has funding from QBE for teacher supplies that can also be used in

the media center if needed. Toner, imaging drums, bulbs for projectors, and other supplies are
filtered through the media center, but are purchased through the QBE fund for teacher supplies.
The media center budget purchases books throughout the year. The Pierce County High
School has a subscription with Jr. Library Guild which sends the school new books on a monthly
basis. There are eight different genres that are included in each shipment. Bulk quantities of
books are also purchased at different times of the year based on student interest. There are also
Language Arts novels that are purchased to house in the media center. This department has funds
to purchase these books. However, the media center has purchased a classroom set of books for
classes to use at the school. The budget also purchases a yearly subscription to Follett Destiny.
This is the program that the media center uses to inventory all books and equipment. The budget
is also used to purchase any type of equipment or furniture needed to improve the media center
atmosphere.
The funding for the media program is adequate for the current school year. Empowering
Learners states, Alternative funding sources, such as partnerships and grants, can also
supplement the school library programs budget. Pierce County High School was awarded a
Striving Reader Grant two years ago, and the school was able to purchase new technology for the
media center. One computer lab was purchased, as well as, two laptop carts. The media center
had just updated the other computer lab the year before, and purchased 4 iPad carts to be checked
out by the teachers. Other funding options for the future include: Donors Choose and
fundraisers. Donors Choose is an online charity program to help students in need through school
donations. Some fundraising ideas include selling coffee, student supplies, and teacher supplies.
Other funding can be allocated from QBE according to the principal. Finally, Empowering
Learners states, Assessment should focus on how the budget has impacted student learning,
including how it has helped to integrate 21st-century learning standards within the curriculum,
the role of the information technology in the school, the quality of facilities and resources, and
the quality and relevance of policies and procedures. The use of the budget should be studentcentered so that there will be an increase in student achievement.
Budgeted Items for the Current School Year:
Library Services
Follett Subscription Renewal
$634.54
Schedulet
$199.00
Technology
Dual Monitor, printer, power cord
$650.17

Books/EBooks/DVDS
Jr. Library Guild
$1,509.00
Fantasy High
$198
Nonfiction High
$198
Sports High
$198
Young Adults Y level
$183
Young Adults Y+ level
$183
History for High School
$198
High Interest Reading
$183
Follett Library Resources Book Order
$1091.64
Follett School Solutions
$42.35
Media Supplies
For example: papers, pens, cds, dvds, flash drives, rolled paper, book repair, headphones with

case, die cuts, and other miscellaneous items

$2,177.85
Furniture
$1,162.50
Toner Supplies
Canon
$221.85
Grand Total to date:
$7,688.90
Other services will be renewed at the end of the year, so money will have to be saved to
pay for such items. Once again, the technology is sufficient in the media center at this time. The
budget is sufficient for this year, and it should be for the next several years. The decor of the
media center is old and outdated, and that is something that needs to be replaced in the near
future. It will take several years due to the expense of powered furniture, and other charging
areas that would be placed in the media center. One area of technology that would be a great
addition is a Media:Scape. This is an area designed for collaboration with teachers and students.
The cost of this collaboration area is over $20,000, and a plan of action will need to be created to
make such a large investment into the media center.

Section VI: Survey Interpretation

A ten question survey was given to selected students at the Pierce County High School
during the week of October 17, 2014. The function of this survey was to discover what changes
the students believed needed to be implemented in the media center environment, specifically in
terms of technology. A total of fifty-five students responded to this survey.
Question one was an open ended question asking the respondents, What changes would
you like to see in the media center? A majority of the answers were about the Media Center
environment. Many respondents wanted to have food, drink, or other snack items for sale in the

media center. Approximately twenty percent of the respondents mentioned improvements related
to computers and technology. One student stated I would like the media center to become more
technologically friendly. Another student related that they would like bring their own device to
the media center. Currently the Bring Your Own Device project does not allow students to use
their device freely.
Question two asked the respondents, What technology trend would you like to see the
media specialist direct the school towards? Forty-four percent of the students stated they would
like for the media specialist to incorporate social media into promotion and coordination of
library services delivery. Other choices are ranked as follows: web-based learning, twenty-four
percent; cloud computing, fifteen percent; web 2.0 tools, thirteen percent; and other, four
percent. Students wanted the use of YouTube to be unblocked and used as an educational
resource.
Question three was another technological question, asking students, What do you think
is most needed in the media center? Respondents were given the choices of e-books, iPads,
more computer labs, and other. The majority of the responses were divided between more
computer labs, which was thirty-one percent, and iPads with thirty percent of the responses.
Other responses were as follows: e-books, twenty-two percent; software training, nine percent;
and other, seven percent. It is obvious that students are most interested in using some type of
technology device. Twenty-first century learners are clamoring to bring their own devices into
the Media Center environment. They freely embrace technology and are very interested in
having 24/7 access to technology.
Question four asked, Do you know how to access the information the library offers, such
as the online card catalog? Fifty-two percent of the students answered that they did not know
how to access all of the information that the library offers, specifically the online catalog. Thirty
percent the respondents stated that they did know how to access library services. The other nine
percent of the respondents stated that they would like more information about how to use the
online card catalog. The online card catalog, Destiny, not only hosts the database for books on
the shelves, but it also hosts the list of e-books that are provided by the school.
Question five asked the respondents, Which resource in the media center do you use the
most? Eighty-three percent of the media centers users stated that they used the computer lab
the most. Even though the seating area is popular among the students, only eleven percent said
they used it the most. Six percent said that checking out books was what they used the most in

the media center. This question begs the Media Specialist to ask, Would media center users
check out more books if they were better informed of how to access the library services?
Students seem to be taking advantage of the computer labs that are offered by the school. These
services will help students with their homework and other projects that may be required by the
teacher.
Question six was another technological question, in which the students were asked,
Would you be interested in attending training classes on how to use web 2.0 technologies?
Students were given the following answer options: yes, no, maybe, or not interested. An
overwhelming majority indicated positive feelings toward attending training classes. Thirty-one
percent of the students indicated that they were interested, and forty-four percent indicated that
they were maybe interested in attending training classes. Fifteen percent of the respondents
indicated that they did not want to participate in any training classes about web 2.0 tools. The
remaining nine percent of the respondents stated that they were not interested in attending
training classes for web 2.0 tools. Further study in this area would be necessary to determine if
there would be any incentives which could possibly drive the negative respondents to change
their opinions of web 2.0 training classes. Anytime a survey is administered, there will always be
students who negatively respond, or students who just write answers down on the paper. It is
evident that web 2.0 tools are a way of the future and must be incorporated into the curriculum,
regardless of the students desires to learn about web 2.0 tools.
Question seven was an open ended question asking students, What do you believe the
role of the media specialist should be? The common theme was that the media specialist should
help teach users how to access all library resources. It would be very interesting to survey the
respondents again at the end of the school year to determine if their beliefs had changed on the
role of the media specialist. Some of the other responses believed that the media specialist should
just be in charge of assisting with the book services in the media center. In the 21st century, the
media specialist is there to collaborate with students and teachers to help improve student
achievement.
Collaboration was the focus of question eight, specifically between classroom teachers
and the media specialist. The specific question was Do you think it is important for your teacher
and the media specialist to collaborate on lessons? The respondents were given three answer
choices: yes, no, and I dont understand. Sixty-five percent of the respondents stated they
believed their teacher and the media specialist should collaborate on lessons. Conversely, twenty-

two percent of the respondents stated that their teacher and media specialist should not
collaborate; and thirteen percent of the students indicated that they did not understand. The
students who responded no, or I dont understand are students who, more than likely, do not
understand the definition of collaboration. Once again, this is a good example of why teachers
and administrators need to be on board with collaborative efforts.
Question nine asked the respondents about their reading preferences (i.e. physical book
versus e-book). The specific question asked the respondents, Do you check out books to read, or
would you rather read the book on your device? The respondents were given three options:
check out books to read, read on device, or neither, I dont like to read. Forty-four percent of the
students stated that they preferred to read books on their devices; while thirty-three percent
indicated they wanted to read a physical book. Twenty-four percent of the respondents indicated
that they did not like to read.
Question ten asked the students, Do you have a device to use at school? Sixty-seven
percent of the respondents indicated that they have a device, and they have parental permission
to use it at school. Seven percent of the respondents indicated that they do not have a device, and
twenty-five percent of the respondents indicated that they would like to have a device. The main
takeaway is that students want a device to bring with them.
It is important for the school to be prepared to change the rules to accommodate the
Bring Your Own Device project to enhance student learning and collaboration. Most students
are digital natives. They seem to function and work best when they have some type of
technology in their hand. Students want to know how to use and access online resources in and
out of the library. In order for there to be success, teachers, parents, and administrators need to
get on board with using 21st century skills and technologies to benefit todays students.

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