Kim Hollingsworth FRIT 7090: School Library Programming Program #1 – “A World of Difference” Summer 2012

Title of Program: A World of Difference: Celebrating Heritage, Tradition, and Culture Curriculum Areas/Topics Covered: The following are designated topics that are covered:  students, faculty, and staff will have the opportunity to share information with their classmates concerning their family heritage  students, faculty, and staff will have the opportunity to share information with their classmates concerning their family traditions  students, faculty, and staff will have the opportunity to share information with their classmates concerning their culture  Students, faculty, and staff members will be invited to share aspects of their culture, heritage and traditions by using a Web 2.0 tool to create a product that contains information concerning their culture, heritage, and traditions.  Students, faculty, and staff members will be invited to share aspects of their culture, heritage and traditions at “The World Market” event. Time Frame of Program: The length of this program is one month.  Week One – the media specialists will introduce the concept of cultural diversity and the importance of recognizing and respecting differences among the student body and staff members  Week Two - will focus on family heritage  Week Three – will focus on family traditions  Week Four – will focus on differences among cultures Goals and Rationale of Program: The goal of this program is to promote acceptance and tolerance among different cultures. The program will also promote differences among families and traditions. Students will be exposed to authors and books related to the topics addressed in this program. The rational of this program is for students to recognize that we all have similarities and differences. Students will understand that it is important to be respectful of these differences. Students will also understand that they are able to learn from the differences among people. The AASL Standards for 21st Century Learners: 1.1.2 Use prior and background knowledge as context for new learning. 1.2.1 Display initiative and engagement by posing questions and investigating the answers beyond the collection of superfi cial facts. 1.3.4 Contribute to the exchange of ideas within the learning community. 1.3.5 Use information technology responsibly. 1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process. 2.1.2 Organize knowledge so that it is useful. 2.1.4 Use technology and other information tools to analyze and organize information. 2.3.1 Connect understanding to the real world. 2.4.3 Recognize new knowledge and understanding. 3.1.2 Participate and collaborate as members of a social and intellectual network of learners. 3.2.3 Demonstrate teamwork by working productively with others. 3.3.2 Respect the differing interests and experiences of others, and seek a variety of viewpoints.

4.1.1 Read, view, and listen for pleasure and personal growth. 4.1.8 Use creative and artistic formats to express personal learning. 4.3.1 Participate in the social exchange of ideas, both electronically and in person. 4.4.4 Interpret new information based on cultural and social context. Social Studies standards will be addressed in this program. Intended Audience and Demographics: This program will target elementary students from Pre-K to Fifth Grade. Before implementing this program, the media specialist should obtain the school demographics from the registrar. Steps for Implementation:  Current demographics of the school population will need to be acquired.  A schedule of events will need to be developed.  A committee, made up of students and staff members, will be formed to help with the implementation of the program.  The media specialist will pull books and videos that are related to the demographics and cultures of the school. The books will be featured in the media center. Teachers will be encouraged to use the videos in their classroom.  The media specialist and committee members will create displays, posters, and banners to promote the program.  Faculty and staff members will be invited to share their culture, heritage and traditions with the students on the morning news show.  The media specialist will invite members of the community, parents, and the school’s Partners in Education to speak on the different topics.  The committee will be responsible for creating flyers that advertise the program events and guest speakers.  Collaboration with classroom teachers should be initiated by the media specialist.  A two part culminating activity, “A World of Difference,” and “The World Market,” will be planned. For the first part of the activity, students will use the Web 2.0 tool of their choice to share information concerning their family heritage, traditions, and culture. The second part of the activity, “The World Market” event, will take place at night, and students, parents, faculty, staff, and community members will participate. Each participant will set up a booth, displaying information about their culture, heritage, or traditions. Ideas to include: samples of food, artifacts and family heirlooms, cultural music and dances. Funding and Budget Needs: After reviewing the current collection of multicultural resources and art supplies, the media specialist may need to purchase:  books  videos  copy paper  butcher paper  poster board  markers  poster paint  printer ink The money to purchase these items will come from the media center budget.

Number of Staff and Volunteers:  Media Center Event Committee: The Media Specialist, Academic Coach, one teacher from each grade level (6 total), 3 students from fourth grade, and 3 students from fifth grade will make up this committee  The Morning News Crew which consists of 5 fifth grade students  3 members of the faculty and staff and 3 students from any grade level to share their culture, heritage, and family traditions on the morning news  3 parent volunteers, 3 members of the community to share stories and information concerning their culture, heritage, and family traditions with students in the media center  All faculty members will need to be present at the culminating event  All students will be invited to participate in the culminating event with their parents  Members of the community and Partners in Education will be invited to participate in the culminating event Marketing: Information concerning this program will be highlighted in the school newsletter which is sent home at the beginning of each month. Teachers will be asked to include information concerning the program and the focus for the week in their classroom newsletters. The program will be addressed on the morning news show. Banners and signs will be posted throughout the school. Flyers will be sent home each week with information concerning the program, the current topic, and the culminating event. Youth Participation: Students will be involved in the program by:  being on the committee which will help with the implementation of the program  sharing their family culture, heritage, and traditions on the morning news  participating in the culminating activity, “A World of Difference”  participating in the culminating event, “The World Market”  being active participants in classroom discussions concerning culture, heritage, and traditions Evaluation: A survey will be used to assess the effectiveness of the program. All participants will be asked to complete the survey. It will be located on the school website. The results of the survey will be used to improve the program for future use. Resources:  Report with current demographics of the school population  Books will be available in the media center for teachers and students a. I Love My Hair!, by Tarpley, Natasha b. I Lost My Tooth in Africa, by Diakité, Penda c. Uncle Peter's Amazing Chinese Wedding, by Look, Lenore d. My Name Is Maria Isabel, by Ada, Alma Flor e. Boys without Names, by Sheth, Kashmira f. The Composition, by Skarmeta, Antonio. g. Esperanza Rising, by Ryan, Pam Munoz h. Africa Is Not A Country, by Anne Sibley O'Brien i. The Way We Do It in Japan, by Geneva Cobb Iijima

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Videos will be available in the media center for teachers a. Families of the World Video Series (Africa, China, India, Japan, Thailand, Korea, Vietnam, Mexico) Access to free Web 2.0 tools such as Glogster, Wix, Animoto, or Voki

References: Young, B. L., Madsen, J., & Young, M. A. (2010). Implementing diversity plans: Principals perception of their ability to address diversity in their schools. National Association of Secondary School Principals. NASSP Bulletin, 94(2), 135-157. http://search.proquest.com/docview/763194147?accountid=10661 Cohen, L. E. (2009). Exploring cultural heritage in a kindergarten classroom. YC Young Children, 64(3), 72-77. http://search.proquest.com/docview/197635088?accountid=10661 Marcoux, E. (2009). Diversity and the teacher-librarian. Teacher Librarian, 36(3), 6-7, 78. http://search.proquest.com/docview/224873089?accountid=10661 Muschell, L. H., & Roberts, H. M. (2011). Bridging the cultural gap: One teacher education programs response to preparing culturally responsive teachers. Childhood Education, 87(5), 337-340. http://search.proquest.com/docview/875892825?accountid=10661 Trent, S. C., Kea, C. D., & Oh, K. (2008). Preparing preservice educators for cultural diversity: How far have we come? Exceptional Children, 74(3), 328-350. http://search.proquest.com/docview/201218852?accountid=10661

Program #1 Scoring Rubric
0 Originality Not original/ Not workable/ Not submitted/ Not attempted (Counts twice) Some sections of the template have been completed with meaningful entries. It does not paint a complete picture of the program. It does not speak well enough to the focused topic of promoting diversity. Some of the required five references are included. Project shows some planning. Some components do not work together as intended. Some of the components lack depth and detail. References are mostly documented, and APA formatting is attempted. A few errors found in grammar, spelling or usage that distract reader. Each section of the template has been completed with meaningful entries. It paints a complete picture of the program and speaks to the focused topic of promoting diversity. All of the required five references are included. Projects shows a great deal of planning went into it. All components work together as intended. Components demonstrate depth and detail. References are all documented, and APA formatting is used throughout, including intext citations and reference list. No errors found in grammar, spelling or usage that distract reader. Total Scoring Guide: 18-20 14-17 <14 2 4 Program is workable, original, creative, and innovative. It has fresh and exciting ideas. Score Program is workable, but it is not original.

/8

Template was not used. The five references are not included. Does not focus on the topic of promoting diversity./ Not submitted

Completeness

/4

Project shows lack of planning. Components do not work together as intended. Project lacks depth and detail./ Not submitted References are not documented at all, and there is a lack of APA formatting. Numerous errors in grammar, spelling or usage that distract reader.

Quality

/4

Form

/4

/20

Target Acceptable Unacceptable