According to the Standards for School Library Media Programs in Maryland (2001), “A well-designed school library media center is conveniently located and barrier-free, providing library media services that promote and support student learning.” (Standard 6.0 – Facilities) My floor plan for an elementary school media center reflects planning and organization that addresses the needs of my school’s learning community.
The study and research area has computers for Mrs. Richmond to access the catalog to find that title that complements her math lesson, as well as a research hub strategically positioned in close proximity to the reference materials. Mrs. Hunter’s students use this area to research information about Native American tribes.
In the informal reading area, there is a spot for me to share the latest Black-Eyed Susan books with Mrs. Basuino’s first graders, but they can also go to the quiet reading area and relax in the comfortable bean bags to browse and read books of their choice. Note the section where current and back issues of magazines such as American Girl are labeled in individual baskets.
The tables are positioned in the center of the library and serve as the instructional area. This arrangement can accommodate Mr. Chase’s entire class when we are co-teaching a lesson on citing sources. One of Ms. McMunn’s literature circle groups can also come in to use this area. Display projectors and televisions can easily be utilized to show the parents the PowerPoint presentation about spring MSA testing at the PTA meeting. Mrs. Malek’s class can also see the DVD about the circulatory system. The shelves for books are mainly located around the perimeter of the library. This configuration allows Abena and Kyle to search for a book without interrupting Mr. Clarke’s class doing a research project on the presidents.
In the television studio, student crews produce the weekly Friday morning news. Ms. Nelson, the media assistant, checks books in and out at the circulation desk. She later processes a new shipment of media materials in the back office. The professional book that Mrs. Fleming needs for that course she is taking and the new fifth grade science curriculum guide are stored in the room with the classroom listening center equipment.
The library media center is always bustling with activity. Whether it’s Joel listening to the informative narration of a streaming video, or Ms. McMunn’s literature group having a lively discussion, these are all welcome sounds that make wearing the hats of teacher, instructional partner, information specialist, and program administrator more easily managed in a physical environment that has been intentionally organized to address a variety of learning scenarios.
OBJECTIVE: Stimulating Learning Environment
