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Capstone Project

Capstone Project. Karen Connor ISTC 601 Spring 2011. Samples of Programs.

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Capstone Project

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  1. Capstone Project Karen Connor ISTC 601 Spring 2011

  2. Samples of Programs The Towson High School Library was considered in my design, even though I was designing an elementary school library. I made note of the separate instructional areas that the THS library has and wanted to make sure I had separate instructional areas in my library. I also considered the Urbana High School library in Urbana, Maryland. This library is very modern with a lot of natural lighting. I want to include natural lighting in my library as much as possible. I also liked the separate professional library for teachers that UHS library has. I also considered the Perry Hall Public Library children’s section. I like how there are areas for children to sit and enjoy the books throughout the book shelves. I also like how the Everybody books are on the shorter shelves and the chapter books are on the taller shelves. I also thought of the Harford Hills Elementary School Library design. It is a very small space that is used very well. It has a separate instructional area with reference books on tall shelves. It also has displays throughout the library. The circulation desk is located near the entrance, which I also incorporated in my design.

  3. Computer Lab Library Office Tech storage Professional Library Key 48” shelving 36” shelving Doorway Couch Promethean Broad Instructional Area Promethean Board Computers TV Studio Circulation Desk Catalog Computers Display Display Storytelling Area Entrance/Exit

  4. Circulation Desk Includes a book drop, is accessible to students with disabilities, and provides built in display space. There is also plenty of space for a computer and room for checking books in and out. The placement of the circulation desk will allow the librarian to greet students and see the entire library.

  5. Flooring The flooring will be linoleum and include carpeting in the storytelling area.

  6. Couches These child sized couches are perfect for small children to use while reading books.

  7. Computer Workstations These computer workstations are great for the computer area of the library. They are ADA accessible and they will allow students to use the computer and still see the teacher. Electrical outlets will be located on the wall and on the support poles. Wireless connectivity will be utilized to cut down on some of the wires.

  8. Catalog Computers These computer workstations will be used to access the OPAC by students. Electrical outlets will be located on the wall behind the OPAC stations.

  9. Instructional Area The instructional area will include a Promethean white board for instruction and tables with comfortable chairs.

  10. Displays These display centers can display books and other information that the librarian would like to focus on. Because of the dry erase function, they can be changed quickly and easily.

  11. Shelving This shelving will match the tables and circulation desk in stain. There will be two heights- one that is 36” and one that is 48”, allowing access of materials for all children.

  12. Educational Specifications • The librarian’s office is located next to the storage room in the back of the library. Although it might be better located near the circulation desk, it is located in the back of the library because it should only be used during the librarian’s planning time. Its proximity to the circulation desk becomes irrelevant when the LMS is busy interacting with students when not in planning time.

  13. Ed. Specs continued… • The instructional area is separated from the other parts of the library. The promethean board is in front of the tables so students can focus on the instruction. It is opposite of the computer stations, which also has an interactive whiteboard. Students can move easily between the two areas and the LMS will be able to monitor both areas simultaneously. These areas will be used by all grades.

  14. Ed. Specs. Continued… • OPAC computer stations are located behind the circulation desk. Students will be able to ask questions of the LMS if she is at the circulation desk. • Shelves on the periphery of the library will be filled with nonfiction and reference books. Everybody and fiction books will be on the shorter shelves. • There is a professional library located towards the back of the library for teachers to use.

  15. Ed. Specs Continued… • The storytelling area will have a carpet on top of the linoleum flooring. This area is going to be used primarily with younger grade levels. The rest of the library is linoleum flooring to prevent stains and wear on wall to wall carpeting. • The paint that is used will be to BCPS standards (lead, latex free, and low fumes). The paint will be in neutral tones. • The shelving units have adjustable heights for the shelves and are both double and single sided. • The electrical outlets are located on the walls and the support poles that are throughout the library. Most of the internet connections will be wireless.

  16. Ed. Specs. Continued • There is a computer lab located next to the library with access through the library. It will have enough computers to serve an entire class and an interactive white board for instruction. • The TV studio with Flip cameras, props, and lighting will be utilized for a weekly TV report broadcast through Safari Montage. • All areas will be accessible to students with disabilities.

  17. Environmental Specifications • Acoustics- the instructional areas are placed in areas that will prevent distractions. In the elementary school, there is typically only one class in the room at a time. • Heating/ A/C- This is controlled by the school and the county. The library should have A/C even if the school does not so books and computers will not be damaged by humidity. • There will be as much natural lighting used as possible. Windows will have blinds on them to easily adjust the amount of natural light. MSDE states that direct sunlight should be avoided, as it can fade materials. • The light will be fluorescent bulbs per BCPS requirements. They will be sectioned off the lights can be dimmed in one part of the library, while still having lighting in the other parts.

  18. Environmental Specs Continued • Having the appropriate lighting, temperature and ventilation is essential to having a conductive learning environment. The LMS should pay attention to these elements and contact the appropriate personnel if the environment of the library is not good for learning. • The library needs to be organized into different sections (storytelling, instructional, computers, circulation desk, etc.) to develop an environment that is best for student learning. The lighting can be adjusted for the different areas. Ventilation and temperature cannot be controlled for each individual area of the library.

  19. Accommodations for Special Learners • Circulation desk, tables and computers desks (including OPAC stations) are all designed for use by ALL learners. • Tile flooring will be easy to navigate. Areas between shelves will be large enough for wheelchairs to maneuver between. • The signs will be large and easy for students with disabilities to see. • The library layout is designed so ALL students have access to the materials and will be able to improve their information literacy skills.

  20. Relocation and Moving Plans • Books will be boxed and sent to warehouse if needed for storage during moving. • Shelving units, tables, chairs, and couches will be mobile for moving. • The library will be moved in shifts so parts can remain open for student use during the move. • Each area (instructional, storytelling, computers) will be broken down separately and moved separately so other areas can still be used during the move. • School (parents, teachers and students) will be informed about the SLMC moving dates and progress via the LMS website. • If a space is not up to code per MSDE Facility guidelines, it may need to close in order to be renovated to meet MSDE requirements.

  21. Signage and Displays • Signs will be large enough for ALL learners to see (both size and font will be considered). • Signs will be different colors to show different areas of collection. They will allow students to easily navigate the library. • Students with visual impairments may require Braille maps of the library.

  22. Works Cited Brodart. (2011). Brodart. Retrieved from http://www.shopbrodart.com/default.aspx Code of Maryland Regulations (COMAR) . Retrieved from http://www.dsd.state.md.us/comar/ Demco, Inc. (2011). Demco. Retrieved from http://www.demco.com Gaylord. (2011). Gaylord: your trusted source. Retrieved from http://www.gaylord.com Hogue Wojahn, Rebecca . (2006). Ways to make your library more welcoming to children with special needs. Retrieved from http://www.schoollibraryjournal.com/article/CA6302984.html. Sullivan, Margaret. (2011). Divine design: how to create the 21st century school library of your dreams. Retrieved from http://www.schoollibraryjournal.com/slj/home/889642-312/divine_design_how_to_create.html.csp. The Maryland State Department of Education. (1987). Standards for school library media programs in Maryland. Retrieved from http://www.marylandpublicschools.org/NR/rdonlyres/EC67FB12-FE6B-464A-A2AD-D0C6307773E3/13092/SLMStandards.pdf.

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