Cole Sproat
MEDT 6487
March 2011
 Contact
 Purpose
 Role
Information & Resume
Statement
of the Media Specialist
 Projects
 Policy
and AASL/ALA Standards
and Procedures Handbook
Cole Sproat
M.Ed. School Library Media
Email: cnsproat1@hotmail.com
Phone: (404) 512-6014
Resume link: Cole Sproat Resume
This portfolio is designed to present a snapshot of learning
opportunities I experienced as a school library media
master’s student.
Each example is selected to demonstrate my level of
competency regarding the duties and responsibilities
expected of an exemplary media specialist.
The evidence is organized to demonstrate fidelity to AASL
and ALA standards.
Each project is meant to showcase acquired skills and
proficiencies that reflect the quality and effort I will apply
throughout my career. I intend to refine and further develop
these skills to become a media specialist that will have a
powerful and positive impact on a school community.
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This project is designed to illustrate the responsibilities
required of a media specialist who desires to create an
exemplary school library media program.
By implementing these responsibilities, the media
program will fulfill responsibilities set forth by the ALA
and AASL organizations.
 Click
here for link:
Media Specialist Roles
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Standards-based
Pathfinders: AASL 1.1 & 1.3
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1.2, 4.1 & 4.2
Instructional Design
Comparison: AASL 1.1
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Newsletter: AASL 1.1, 1.3, & 3.1
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Book Talk: AASL 1.2 & 1.4
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2 year Media Program
Plan: AASL 1.2 & 1.4
Sample Follett Order: AASL
Dewey Training Aid:
AASL
2.3 & 4.1
Media Program
Justification (Principal’s
PowerPoint): AASL 1.4, 3.2, &
3.3
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Facility: AASL 1.4 & 4.2
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Schoolwide Media
Program: AASL 2.1 & 2.2
In-service Modules (1-3):
AASL 2.2, 2.3, & 3.2
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Tech Tip: AASL 2.3 & 4.1
Equipment Operations
Manual: AASL 2.3 & 4.1
Digital Media Center
Orientation: AASL 2.3
Dewey Decimal
Introduction: AASL 2.3 & 4.1
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Internet Filtering Position
Paper: AASL 3.3 & 4.1
Qwikstart Automation
System Manual: AASL 4.1
Network Diagram: AASL 4.1 &
4.2
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Three Year Budget: AASL 4.2
Each project slide heading is linked to the
corresponding coursework.
*CoE Conceptual Framework connections are listed in the notes section.
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A pathfinder is a tool born of collaborative planning
and designed to guide students to safe and effective
multimedia learning resources. It can be created for
any subject to address Georgia Performance Standards
through activities, research, and projects.
AASL/ALA:
(1.1) The Pathfinder identifies a specific purpose for media center resources
in a manner that captures student interest while utilizing current technology.
(1.3) The Pathfinder promotes open access and flexibility by providing 24/7
access and support to instruction and assignments. Pathfinders are accessible
from any computer with an internet connection-making powerful media
resources available outside of school walls and hours.
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The Instructional Design Comparison is an
examination and analysis of 3 instructional design
models. The purpose of the comparison is to
recognize that a research-based plan is necessary
to connect the process of instruction to the desired
learning outcomes.
AASL/ALA:
(1.1) The Instructional Design Comparison demonstrates interaction
with the professional learning community and a willingness to use
research-based information to accomplish specific goals related to
instruction and student performance.
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This newsletter project demonstrates the importance of
communicating media program responsibilities with
stakeholders while addressing ethical issues and
professionalism in the school library media field.
AASL/ALA:
(1.1) This activity recognizes current legal and ethical responsibilities applicable to
collection development in library professions.
(1.3) Because this newsletter provides a listing of stakeholder rights for the SLMS to
follow, it reassures that barriers will not exist that prevent exploration and access to
an unbiased collection of information.
(3.1) A newsletter demonstrates a connection to the stakeholder community
because it is an effort to distribute information about a media center’s philosophy
and services.
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This book talk is an electronic presentation
designed for a 4th-8th grade audience to build
excitement about reading and promote library
access and resources.
AASL/ALA:
(1.2) This activity required research to recognize popular adolescent
literature, and it is presented in an effort to promote and build enthusiasm
for leisurely reading.
(1.4) This book talk activity is meant to be portable and designed to be
presented throughout multiple classrooms in a school. This book talk
was delivered (live) in an upbeat and exciting manner.
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The 2 Year Media Program was designed to provide
a plan consisting of multiple standards-based
activities for grades K-5 to engage teachers in
collaboration, establish a unifying theme, and build
school-wide enthusiasm for learning.
AASL/ALA:
(1.2) Activities comprising the 2 year plan reflect a variety of creative activities that
are intended to appeal to the interests of young readers.
(1.4) The 2 year media program seeks to establish a positive learning environment
by incorporating parent, student, and teacher
participation into many activities. Relationships are built through these positive
activities and outcomes.
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This materials order reflects knowledge of selecting
and ordering a variety of multimedia resources that
address Georgia Performance Standards based upon
needs of a specific local school environment.
AASL/ALA:
(1.2) The materials order required selecting high interest materials of different formats
(print, electronic, and audio/visual resources).
(4.1) The materials order required evidence of analytical evaluation. A written
justification accompanied each mock order to establish a clear purpose for spending.
(4.2) The materials order is based upon established school goals: academic areas in
need of improvement and stakeholder feedback in an effort to support the school’s
mission
 The
Dewey Training Aid was developed to
assess student understanding of the Dewey
Decimal System’s ten main classes using a
fun, interactive, and technology based
lesson.
 AASL/ALA:
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(2.3) Through this electronic Jeopardy-style game, students become more
information literate as they become fluent in DDC coding. This training
aid can be used in the classroom environment and run by students.
(4.1) This activity reflects the organization present in the media center
that is necessary for efficient and consistent access to materials.
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This is a presentation designed to inform school
principal’s and stakeholders of the tremendous
impact a quality media program can have on
achievement (verified by studies & test scores).
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AASL/ALA:
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(1.4) This presentation presents studies and statistics that establish a strong
connection to the media program and positive school-wide student achievement.
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(3.2) This presentation establishes the media specialist’s duty to understand the
importance of participating in school, district, and staff committees to garner
support for a strong media program.
(3.3) This justification provides specific examples that state the powerful role a
media program plays to improve the school environment.
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The Facility project demonstrates the importance
of physical arrangement, provision of services,
and use of space to best address diverse
stakeholder facility needs.
AASL/ALA:
(1.4) This project demonstrates the relationship functionality and aesthetics play in the
successful access of media center resources and services the facility and
environment
(4.2) A floor plan diagram is developed to demonstrate the careful planning and
visualization necessary to best manage available floor space, equipment, and
furniture in the media center.
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The School-wide Media Program features
thematic plans for the promotion of resources,
activities, and collaborative lessons to enhance
both staff development and student learning
designed to engage a K-5 program for a 2 week
period.
AASL/ALA:
(2.1) This school-wide program is developed with a celebrating Melvil
Dewey theme to incorporate information literacy skills. It also addresses
students of wide-ranging abilities and needs through core lessons
targeting core subject areas/extra curricular activities.
(2.2) This 2 week program requires collaboration to successfully
coordinate and implement high interest activities and lessons that
incorporate standards in multiple subject areas.
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This series of three in-service modules are
designed to expose teachers to helpful
instructional technology tools in a flexible,
guided, self-paced, electronic format.
AASL/ALA:
(2.2) The in-service training provided increases staff technology literacy and
exposes teachers to innovative high-interest tools that will capture student interest.
Evaluation components are built into the tools and in-service trainings.
(2.3) Each training is technology-based and can be accessible at the trainee’s
convenience from any location. All communication opportunities integrated into
the training offer equal access to help for all.
(3.2) These trainings offer an opportunity for the media specialist to share
information with others in an effort to better serve the learning community.
 This
tech tip focused on sharing a free web
2.0 survey tool used to gather instant
feedback and data. It is created to be
presented to staff in a quick and convenient
electronic tutorial.
 AASL/ALA:
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(2.3) This tutorial is designed to be posted online and available at any time to
provide increased access to information. It also gives educators a tool that enables
them to collect, access, and analyze data.
(4.1) This tech tip is provided to better help educators efficiently use information
for refining instruction and gathering data.
 This
full color manual is created to guide the
routine maintenance of 6 types of common
classroom equipment. It can be used to
refresh memory and train staff.
 AASL/ALA
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(2.3) Upkeep of equipment is essential to provide reliable access to
technology for students and teachers.
(4.1) Maintaining equipment properly (classroom and media center
resources) ensures technology operates efficiently so the appropriate
tools can meet diverse demands present in the school environment.
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is an electronic orientation intended
for whole group instruction. It can also be
accessed independently by students to
review library resources and procedures
at any point during the school year.
 AASL/ALA
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(2.3) This orientation is accessible to all; users can progress through it
independently at their own pace. It includes, audio, images, and text to
reach learners of varying abilities and reading levels.
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This presentation introduces Dewey’s ten main classes
to students in 3rd through 5th grades to increase
independence in research and information literacy. It
addresses Georgia Performance Standards and
National Education Technology Standards.
AASL/ALA
(2.3) Georgia and national performance standards are integrated into this
presentation of the Dewey Decimal System. Learning the DDC will increase access
and information literacy.
(4.1) Training students in DDC leads to the efficient location and use of media
center resources. This also reflects the organizational structure of the media center.
 This
response analyzes views in support of
and in opposition to internet filtering in
schools. I share my personal opinion
regarding internet filtering practices in this
document.
 AASL/ALA
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(3.3) This paper examines current ethical issues related to information
access and internet safety. Pros and cons are weighed to develop a
position intended to provide higher quality information services.
(4.1) Opinions in favor and against internet filters in schools are analyzed
and evaluated with the intention of finding a balance between intellectual
freedom and safety.
 This
guide is developed as a reference
for a beginning media specialist or a
substitute to perform basic functions of
Follett’s Destiny 9.5 automation system.
 AASL/ALA
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(4.1) This guide allows new users and substitute media specialists to efficiently
perform the basic functions of the media center’s automation system.-enabling
services and access to be provided in an organized manner in any situation.
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Network Diagram provides a detailed
illustration of the hardware and wiring that
delivers electronic resource access to a school.
This knowledge is useful for troubleshooting,
repair, and ordering to ensure high quality
information access.
 AASL/ALA
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(4.1) The quick and reliable functioning of the network provides critical access to
electronic resources to the entire school community. Without access, there is no
use of these resources.
(4.2) This project is a demonstration of specific knowledge pertaining to the
equipment and layout of the local area network. This supports the needs of the
school and proper upkeep requires knowledge of the network’s layout.
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The Three Year Budget is an exercise requiring
research of the expenses associated with the
operation of a media center. It demonstrates
understanding of the responsibilities associated
with managing available resources to best meet
stakeholder needs and reoccurring expenses.
AASL/ALA
(4.2) Creating and balancing a budget through the prioritization of available funds
demonstrates knowledge of financial obligations and an understanding of procedures
necessary for the effective operation of a media program.
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This handbook contains detailed policies and
procedures necessary for running a successful media
program. The handbook ensures that procedural
awareness, fairness, consistency, and organization
practices are clear to all media center staff.
Policies and procedures are developed with respect to
applicable state laws and best practices in the media
specialist profession according to the following
organizations:
American Library Association
Association for Educational Communications and Technology
American Association of School Library Media Specialists
International Society for Technology in Education
 Thank
you for taking the time to view my
school library media electronic portfolio. I
am happy to answer any questions or to
elaborate on any assignment. I can be
contacted at:
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Email: cnsproat1@hotmail.com
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Phone: (404) 512-6014
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Address: Cole Sproat
4298 Brighton Way
Kennesaw, GA 30144