You are on page 1of 10

District: Garland ISD

Campus: Beaver Math, Science, and Technology Center

Date: September 28, 2015
Interviewees Name: Cheryl Brooks
Approximate Number of Students on Campus: 550
1. Professional Staff and Duties
Does your library media center have the services of a fully full-time licensed school library
media specialist (School Library Media Specialist [SMLS] or librarian)?
Yes there is a fully licensed teacher librarian and aide with a bachelors
degree. Ms. Brooks taught 1st and 2nd grade for 19 years before becoming a librarian.
She has been the librarian for the past 5 years. The aide, Ms. Osborne has a bachelor's
degree and is currently working towards a library certification, but would like to work at a
public library.
Is that person fully engaged in professional duties? Is there a written job description for
all library media personnel: clerical, technical, and professional? [Does the librarian have any
other duties not connected to the library program? What are they?]
Yes Ms. Brooks is fully engaged in professional duties. There is a written
job description for all library media personnel. They are written and provided by the
district, but Ms. Brooks did not know where they are. Other responsibilities: PLCs at the
school level, keeping the kiosk updated (tvs outside the library that display current
student work), Garland ISD Education Foundation (in charge of collecting donation forms
from teachers, keeping records, and attends the campus representative meeting),
Canned Food Drive (works with the counselor to track and count cans), and in charge of
checking in/out all Apple (MacBook and iPad) carts at the beginning and end of the
school year.
Does the SLMS understand the changing roles of the SLMS as described in the
Empowering Learners: Guidelines for School Library Media Programs? [new AASL guidelines that
replace Information Power] [If the librarian has no knowledge of Empowering Learners, please
indicate it.]
Ms. Brooks is not familiar with Empowering Learners, but knows how the
role of a librarian is changing. She has seen a great shift from when she first started her
library certification program. When she began the program at UNT they were in the
process of revamping their curriculum to reflect current trends. At the time that was
incorporating the Internet. Currently, Ms. Brooks is using technology (Web 2.0 tools,
eBooks, SmartBoard, etc), coding, and Makerspaces in the library.
Does the SLMS offer professional development opportunities in information literacy,
information technologies, and integration of these skills into the content area to students and
Ms. Brooks does not provide technology trainings or professional
development. We are a magnet campus so a lot of that is provided for teachers through
the magnet program. The district provides many after school and during the school day
trainings over relevant/new educational technology. There is one teacher at each campus
that plays a part in helping the district with that. I (Mary Katherine) happen to be that
representative at Beaver MST. I will help our principal provide staff development over
integration of technology if it is requested.
Is the SLMS an active member of a professional organization such as TLA, ALA, TECA,

Ms. Brooks is a member of TLA and TECA. She really recommended

that I join TLA which is on my to do list. She went to the TLA conference her first year as
a librarian, but has not been back since due to scheduling/costs.
Is the SLMS considered a full member of the teaching faculty?
Yes, Ms. Brooks is a full time member of the teaching faculty. She is a
certified teacher with a bachelors degree in elementary education and a masters in
library science from UNT.
2. Professional Support
Is sufficient clerical help available to the SLMS so that she/he can perform professional
duties rather than clerical tasks such as checking in and out books and shelving?
Yes there is a full time aide in the library, but there is an issue with
scheduling. During strategic planning time students are with the aide in a separate room
participating in coding. That leaves Ms. Brooks to oversee check in/out and selecting
books. Therefore, it is hard for her to fully support students as they are looking for
materials because there is no one to help with checkout or trouble shoot any issues. Also
the class sizes are a lot larger in the upper grade levels just due to how they are split up
during this time.
Is sufficient technical help available to the SLMS so that she/he can perform professional
duties rather than technical tasks such as cataloging books or troubleshooting technology
Yes, the district handles almost all of the cataloging of books and OPAC
records. We have a campus technology assistant (CTA) who handles and trouble shoots
most technology issues. This year we do have a new CTA who is not as familiar with
Apple products, so some of those questions do get sent to Ms. Brooks, but so far it has
not been a large amount of issues or interrupted any of her other professional
Is there a district media supervisor, district librarian, library supervisor, leadership team,
or department chair who is responsible for planning and leadership?
Yes, Teena Garvin is the library coordinator for Garland ISD. She is in
charge of all the library programs at the elementary, middle school, and high school
levels. In the past she has provided monthly meetings about different relevant topics
(essentially a PLC). Currently, those meetings are more sporadic and only every few
months. Occasionally she will offer a book study. Librarians are provided a professional
development day through Ms. Garvin once per semester that is geared specifically to the
library. It is typically a day during teacher inservice at the beginning of the school year
and then during a school day during second semester.
Does the building principal, site leadership committee, or staff development team
encourage the library media personnel to attend workshops, professional meetings, and
conferences that will update their skills and knowledge?
Yes, in my opinion our principal is very encouraging of all staff members
to attend trainings and will provide resources to do so. Ms. Brooks stated that she has to
beg to attend trainings. She would like to attend the TLA conference this year, but hasnt
made official plans to go. Last school year, she arranged several short visits to school
libraries in the DFW area that were doing innovative things in the library (ex.
Does your SLMS participate in a Professional Learning Community and Personal
Learning Networks?
Yes she follows different people on twitter/blogs. Some of the people she
follows are: Shannon Miller, Tina Berumen, Nancy Jo Lambert

Does the SLMS participate in #txlchat and tlc? If not, why?

She has not participated in either chat. She said she was not sure about
it and that the timing did not always work.

3. Collection Size and Development

Does the library media centers book and audiovisual collection meet the needs of the
curriculum? Has a baseline print collection size been established? Is the collection well weeded?
[When is the last time the entire collection was weeded?]
Yes the librarys book and audio visual collection pretty much meets the
needs of the curriculum. She would like to build to up Spanish/bilingual collection. She
thinks a baseline print collection size is provided by the district. It should be so many
books per student. Ms. Brooks did not know what the baseline was, but felt there were
adequate print resources. The entire collection has not been weeded since Ms. Brooks
has been the librarian. In the past year she has weeded portions of the collection.
Is a variety of media available that will address different learning styles? [What kinds of
media are available?]
The library has access to a variety of media that will address different
learning styles. It has print books, ebooks, videos on Safari Montage (digital streaming
subscription), magazines, and some audiobooks.
Have electronic and on-line resources been added to the collection when appropriate? Is
there sufficient hardware and Internet bandwidth for groups of students to take advantage of
these resources [in the library]?
The library has increased its eBook collection in the past two years. As
well as access to online databases such as Britannica Online, Tumble Books, and
KidsSearch. There is sufficient hardware and Internet bandwidth for students in the library
and all over campus to access these materials with no issue. The only time there are
problems is if something is broken or wrong at the district level.
Has a recent assessment been done that balances print collection size and electronic
resources? Have some print materials been supplanted by on-line subscriptions? Has space
formerly used to house print materials been effectively repurposed? [How long are magazines

No there has not been an official assessment to balance the print

collection size or electronic resources. The library is trying to grow the number of ebooks
and increase the popularity of using them. Online subscriptions have not replaced
anything yet. We do have them and many teachers use them in the classroom for PBL
research. There has not been any space that previously stored print materials that has
been repurposed. There are some shelves Ms. Brooks would like to get rid of because
there are not many books on them. She is afraid if she did and then later needed them
again that it would be difficult or impossible to get them back. would like to get rid of some
shelves. She typically keeps magazines until they fall apart, or approximately five years.
Are new materials chosen from professional selection sources and tied to the curriculum
through collection mapping?
Books are ordered through professional selection sources. Sometimes
books are chosen based on curriculum, like the Max Axiom graphic novel series that is
science based, or books that will support a specific PBL project.
4. Facilities
Is the library media center located so it is readily accessible from all classrooms? Does it
have an outside entrance so it can be used for community functions evenings and weekends?

Can computer labs be reached directly from a hallway instead of through the library media
The library is centrally located and it is readily accessible from all
classrooms. It does have an outside entrance, but it is not used as such for an evening
function. The main doors of the building would be open for that. The library does not offer
functions during the weekend. The computer lab is housed in a separate part of the
building and it is accessible from the hallway.
Does the library media center have an atmosphere conducive to learning with serviceable
furnishings for the age group it serves, instructional displays, and informational posters? Is the
library media center carpeted to reduce noise? Is the library media center climate-controlled so
that materials and equipment will not be damaged by high heat and humidity, and so that it can
be used for activities during the summer?
The furnishings in the library are appropriate for elementary age
students, but they are somewhat outdated. One issue is that the wrong counter was
installed when the library was build with the new wing of the building. It is a counter
height that should be in a middle school library. Therefore, the counter is way too high for
lower elementary and causes issues during independent checkout. The library is
carpeted and independently climate controlled. It could be used during the summer if
there were activities scheduled ahead of time. It is kept cool enough then as not to
damage books, but not cool enough to host students/families. The AC could be lowered if
it was pre scheduled.
Does the library media center contain a computer lab, multi-media workstations, and TV
production facilities as well as general instructional areas, a story area (in elementary schools),
and spaces for individuals to work? [How many student computers are available in the Library?
Does the campus have a 1:1 laptop initiative? If so, for what grades?]
The library does not have a computer lab in it. It does have five
computers for students, and a cart of iPads. We have live streaming video
announcements in the morning, but those are filmed in the green room which is a
separate room near the front office. There is a general instructional areas with plenty of
tables and chairs. They are situated in front of the projector and the SmartBoard.
Students have some space to work independently if they move to a table that is further
away from the projection spaces. There are areas that Ms. Brooks uses to read to
students, but those story areas are not set apart in a specific manner. Our campus has a
1:1 device ratio for each grade level. Each classroom has 3-6 student PCs. Then there is
either a cart of MacBooks or iPads in each room. Some classrooms have both, others
have one type of cart or the other.
Does the library maintain a useful, up-to-date online presence [web page] with resources
for students, staff and families?
The library page is fairly easy to use. Users can easily find the catalog
and other digital resources. It is not updated often and does not give students, staff, or
families a clear understanding of what initiatives, like Makerspaces and coding that are
happening during library time.
5. Curriculum and Integration
Is the SLMS an active member of grade level and/or team planning groups?
Ms. Brooks does not meet to plan with grade levels and does not
typically ask what students are learning about to guide book selection shen she does
read alouds. She does meet with the counselor to determine scheduling during the
strategic planning time for teachers.

Is the SLMS an active member of content curriculum writing committees?

No Ms. Brooks does not help write curriculum. Some librarians in district
do write the library curriculum which is available as another resource, but they are not
required to use it.
Is the SLMS a part of grade-level or content area professional learning communities?
Ms. Brooks is not a part of a grade level professional learning
community. She does participate in some professional learning community activities like
reading blogs, reading on Twitter, and attending EdCamps.
Are library media center resources examined as a part of the content areas curriculum
review cycle?
There has not been anyone from the curriculum department review the
librarys resources. The librarians are encouraged to order books that are a part of the
district curriculum. This is not done much at Beaver because we do not use the majority
of the districts curriculum due to PBL. If possible, Ms. Brooks will order materials to
support PBL.
Are library media and information technology skills taught as part of content areas rather
than in isolation? Are the information literacy skills of evaluating, processing and communicating
information being taught as well as accessing skills?
Ms. Brooks sometimes teaches technology skills in direct
instruction/isolation, but sometimes in content. Some of the information literacy skills are
taught during students time with her.
Is the safe and appropriate use of online resources a part of the information and
technology literacy curriculum? [Internet safety instruction]
The counselor teaches cyber safety. The district is has not made a clear
decision on who should teach cyber safety and keep going back and forth on who should
teach it.
6. Resource-based Teaching
Does the SLMS with assistance from building and district leadership promote teaching
activities that go beyond the textbook?
Yes the principal Mr. Adams is supportive of Makerspaces and Coding. It
was difficult to start the new programming at first. She mentioned it for about 2 years and
Mr. Adams kept asking what it was. Now he is supportive and sees the value in it. The
districts library coordinator, Teena Garvin was hesitant at first. A few parents have
questioned it
Is the SLMS used by teachers as an instructional design and authentic assessment
Not very often. Sometimes teachers will ask Ms. Brooks to pull books.
The library is open for teachers to bring classes in, but it is not often used
Does flexible scheduling in the building permit the SLMS to be a part of teaching teams
with classroom teachers, rather than only covering teacher preparation time?
The librarian does not typically team teach with teachers. There are
some Issues with scheduling and then most teachers do not bring their classes so there
is not much collaboration.

Is a clear set of information literacy and technology benchmarks written for all grade
levels available? Are these benchmarks assessed in a joint effort of the SLMS and classroom
teacher? Are the results of these assessments shared with the student and parents?
Other than the technology TEKS there are is nothing written about
information literacy or technology benchmarks. One of the campus goals is to determine
what technology skills students should master in each grade. Of course results would be
shared with parents and students. Currently, there is no timeline for when this will be
7. Information Technology
Does the library media center give its users access to recent information technologies
such as:
computerized library catalog and circulation system for the collection
Yes the library catalog and circulation system is fully
access to a computerized union catalog of district holdings as well as
access to the catalogs of public, academic and special libraries from which interlibrary
loans can be made
The librarian has access to a catalog of all the district
resources, but that is not available to students. The interlibrary loan system is
only for the librarian or teachers. There are links to the catalogs of the public
libraries in the area.
full on-line access to the Internet
Yes there is full online access to the Internet .
a wide variety of online reference tools like full text periodical indexes,
encyclopedias, atlases, concordances, dictionaries, thesauruses, reader's advisors and
Yes we students and teachers have access to resources
like PebbleGo, Britannica Online, Discovery Education, and Elementary Explora.
a wide variety of computerized productivity programs appropriate to
student ability level such as word processors, multi-media and presentation programs,
spreadsheets, databases, desktop publishing program, graphic creation programs, still
and motion digital image editing software
Garland ISD is a Google Apps for Education district, so
each student has access to Google Drive and Classrooms. Additionally, we have
the Apple suite of word processing, presentation, spreadsheets, iMovie etc on all
Apple devices. We have the same programs on all PCs. On the iPads there are
apps for video editing and green screen filming (DoInk).
access to collaborative learning tools such as wikis, blogs and other
online sharing programs
Students are able to work collaboratively in Google
Drive, Docs, Slides, etc. Through Google Apps for Education, they also have
access to Blogger and Sites if the teacher has them develop one.
production hardware such as multi-media computers, still and video
digital cameras, scanners, and LCD projection devices
We have a digital camera for each grade level, and the
art teacher has a really advanced one. Each computer in the building has either
iMovie or Windows movie maker. All of the iPads have a camera on them and
iMovie. Each classroom has two projectors, one traditional one and one on the

SmartBoard. There is a scanner on the copy machine that will scan an image to a
PDF file and email it to the teacher. Additionally, on the iPads we have
DocScanner that allows for high quality scans to be done from any location.
educational television programming and services
The district subscribes to Safari Montage which is an
educational video streaming service. There is a variety of short clips and full
length videos to support content in the classroom.
access to desktop conferencing equipment and software
The librarian and each teacher has a document camera
in their classroom that enables them to video conference. Since we are a Google
Apps for Education district all teachers have a Google+ which enables Google
Hangouts. Additionally, Skype can be installed on each computer.
educational computer programs including practices, simulations and
tutorials that support the curriculum
There are programs like DimensionU, Study Island, and
iStation that allow students to practice skills and provide tutorials. All of these
programs support the curriculum.
Are the skills needed to use these resources being taught to and with teachers by the


The librarian does not teach about these resources.

[On campus is there access to blogs, wikis, YouTube, or other Web 2.0 tools, or are they
blocked by the district filter?]
Students can access some blogs, wikis, and most Web 2.0 tools.
Youtube and other safe video sharing sites are blocked on student computers. Teacher
accounts can access these resources and if one is blocked on their computer they can
enter their username and password to unblock it.

8. Telecommunications

Is the school linked by a telecommunications network for distance learning opportunities

[video conference, Skype, Google Video Hangouts, etc.] for students? Are there interactive
classrooms in the building?
The librarian and each teacher has a document camera in their
classroom that enables them to video conference. Since we are a Google Apps for
Education district all teachers have a Google+ which enables Google Hangouts.
Additionally, Skype can be installed on each computer. Students cannot access these
applications independently. These applications have been used to talk to authors,
meteorologists, park rangers, teachers in China & South Korea, and other experts. Each
classroom is equipped with a SmartBoard that brings some interactive capabilities to the
Does the library media program coordinate programming that can be aired on the local
public access channel?
No the library does not have any media programming that can be aired
on the local public access channel.
Does the library program coordinate in-house video broadcast programming?
No the librarian is not in charge of the live morning announcements that
are filmed on the green screen. Our principal and assistant principal manage and
coordinate that broadcasting.

9. Reference, Networking & Interlibrary Loan

Does your SLMS have the expertise needed to provide effective and timely reference
services to the building students and staff?
The librarian is capable of providing effective references to students and
staff. She is not often asked to help with research services.
Does the SLMS use interlibrary loan to fill student and staff requests that cannot be met
by building collections?
There is a district interloan library system that is not very formal and only
done through email. Interlibrary loans are only done to meet staff requests.
Does the SLMS participate in cooperative planning opportunities with other schools, both
locally and distant?
Yes, she sometimes works with the librarian at Watson (our sister school
that has the same magnet program) and at Davis Elementary. Both of those schools are
in Garland ISD. They have talked about how they have used coding in the library and
compare notes with how things are going. She also met with librarians in the DFW area
to talk about Makerspaces and visited three different libraries.
10. Planning/Yearly Goals
Does the library media program have a district-wide set of long-range goals?
The district probably does, but they havent been shared with each
Does the SLMS set yearly goals based on the long-term goals that are tied directly to
building and curriculum goals in collaboration with building leadership? Are these goals written?
Are they submitted to a supervisor?
Ms. Brooks set a goal this year that was tied to the campus goal, which is
for each student to show growth on STAAR the NWEA MAP (norm referenced test that all
students take). She then discussed the goal with the principal. Ms. Brooks was not sure
what the goal was, or where she written it down.
Is a portion of the SLMSs evaluation based on the achievement of the yearly goals?
Currently, she is not formally evaluated through PDAS. Her evaluation
not based on goals, or how she is attempting to accomplish them. Mr. Adams will
occasionally do a walk through to see how things are going. Ms. Brooks submits and end
of the year report and will reference how well she thinks she did in meeting those goals.
Is the library media program represented on the building technology planning committee?
The district technology planning committee?
Last year, at Beaver MST we had an app committee that was tasked with
finding and evaluating potential apps to purchase. It was a committee made up of
teachers, the librarian, and administrators. Ms. Brooks helped to find apps that allowed
students to create. She is not part of a district technology planning committee.

11. Budgeting

Is the library media program budget determined by the librarian from an amount allocated
by the district or principal? Is the budget tied to program goals?
The district provides the library with money for books and it is not tied to
specific program goals. Last year and this year they provided about $7000 to Beaver.
Last year Ms. Brooks spent the budget on books and building the ebook collection. She is
also provided $350 for supplies and magazines. Some of that supply money was used on
materials for Makerspaces. Donations from the PTA and funds from the book fair have
also helped provide materials for Makerspaces.
Does the SLMS write clear rationales for the materials, equipment, and supplies
Ms. Brooks does not have to write a formal request or rationale for
materials, equipment, or supplies requested.
Does the budget reflect both a maintenance and growth component for the program?
The district provides the $7000 budget and it is just left to librarian as to
how they will spend it. Ms. Brooks was not sure how to explain how she typically spends
the budget.
Does the SLMS keep clear and accurate records of expenditures?
Ms. Brooks uses Excel to keep records of what she spends. She has the
spreadsheet divided by books, magazines, and supplies. She also uses it to keep track of
the activity fund which is money made through the book fair. She has to submit her
records to the library coordinator Teena Garvin and Jason Adams the principal at Beaver
Does the SLMS write grant applications when available?
Ms. Brooks has used Donors Choose to write a grant for her
Makerspaces. Through that she has got Sphero, legos, and magnatiles. Another teacher
wrote a grant through Donors Choose for a 3-D printer. It was funded and is now kept in
the library.
12. Policies/Communications
Are board policies concerning selection and reconsideration policies current and
enforced? Is the staff aware of the doctrines of intellectual freedom and library user privacy? Do
these policies extend to digital resources?
The staff goes through training at the beginning of the year through
required videos and quizzes. The trainings do cover digital resources. New teachers are
provided extensive training over appropriate and acceptable use for digital resources.
Does the district have a safe and acceptable use policy for Internet and technology use?
The district only has one safe and acceptable use policy for Internet and
technology use. It does not address web 2.0 tools explicitly, but gives blanket rules for
Internet use and social media. It briefly touches on copyright by stating that users are
responsible for following copyright laws found in the library, downloading copyrighted
materials without permission is prohibited, and any Internet postings made on a school
device or during school hours should follow copyright law. The AUP does not address
plagiarism explicitly, but does outline copyright rules.
Does the SLMS serve as an interpreter of copyright laws? Does the SLMS help others
determine the rights they wish to put on their own intellectual property?

If a teacher had a question about copyright or intellectual property, Ms.

Brooks would be more than happy to help them make decisions regarding the material.
Does the SLMS have a formal means of communicating the goals and services of the
program to the students, staff, administration, and community? Is the library's web presence
professional, easy-to-navigate, current and useful?
There is no formal communication of the goals and services of the library
to students, staff, administration, or community. The website for the library is useful for
the library catalog and some digital resources, but it is not kept up to date with current
events or information about Makerspaces and coding.
13. Evaluation

Does the SLMS determine and report ways that show the goals and objectives of the
program are being met and are helping meet the building and district goals? Does the SLMS
create an annual library report for staff and parents that included qualitative and quantitative
She does not report ways that the goals and objects are being met or
supporting building and district goals to parents, community, or students. The report that
she prepares over the library is only turned into Teena Garvin, GISD Library Coordinator,
and the principal Jason Adams.
Do all new initiatives involving the library media and technology program have an
evaluation component? [Even though they are out of date, has the librarys program been
evaluated with the applicable portions of the School Library Programs: Standards and Guidelines
for Texas within the last two years? Is the librarian formally evaluated by a campus administrator
each year?]
Ms. Brooks does not have an evaluation, even with her new Makerspace
program. The program has not been formally evaluated at all since Ms. Brooks has been
there. The program or librarian are not formally evaluated by a campus administrator.
Does the district regularly evaluate the library media program using external teams of
evaluators as part of any accreditation process?
Currently, the district does not evaluate the library media programs. If the
district did use an external team it would be coordinated through Teena Garvin at the
district level.
Do the SLMS and school participate in formal studies conducted by academic
researchers when requested?
Yes, last year we participated in a survey through Bright Bytes to
evaluate technology, resources, tech integration, and 21st century skills in the classroom.
The results are going to be used to guide the district in providing professional
development. <accessed and reformatted 08.14.2009>