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//**This page collects my reflections and selected works drawn from my work in the Towson University Instructional Technology - School Library Media Program into a digital portfolio. **//======

//**It consists of three main components: **//

 * ======//**A conceptual map of the SLMS program. **//======
 * ======//**A table showing correlation between the selected program artifacts and the AASL standards. **//======
 * ======//**A series of reflective essays using the AASL Standards as the basis and my reflections and current understanding of the same using class work artifacts. **//======

Overall Reflection
====As I prepared the conceptual map and reflections and pulled together the documents that are part of this portfolio, I realized once again the challenging set of responsibilities facing the school librarian. We must develop and manage a robust learning program, useful across various grades and learning levels, that develops student proficiency in an ever-changing information environment. We must implement this program within the framework of our available resources (money, facility and personnel).==== The conceptual map shows the interrelationships between the librarian and teaching staff and the various ways the librarian opens the window to the information world. We are charged not only with providing the best instruction to our students but also to providing other instructional staff with skills and knowledge to enhance their teaching practice. This “train the trainer” approach is a significant responsibility and one that should not be minimized or ignored. In classes such as ISTC 601, ISTC 667 and ISTC 702 we were given practical examples of how to encourage this learning and collaboration across various areas of expertise. The resource responsibilities of the librarian are the foundation upon which all other efforts are built. In this era of constrained budgets, there is great pressure on the school librarian to divert funds to support for various activities. The librarian must remain a devoted advocate of the program and ensure that scarce funds are spent wisely. Fund raising and judicious allocation of resources has become critical. We must also ensure that our collection management occurs thoughtfully with a deep understanding of the curriculum and resources (both print and digital) available in the marketplace. In classes such as SCED 518, EUD 717 and the instructional technology classes, I learned to look critically at the collection and developed the tools to find resources to fill the gaps. The conceptual map provides an overview and establishes relationships between the four critical areas of the school librarian. It graphically displays how each supports and relies on the others to provide effective instruction to the students. Review of this map both sobers me with thoughts of the significant responsibilities and encourages me with realization of how much positive impact I can have within my community. To accomplish this task we must continue to be life-long learners; the school librarian cannot establish a program and expect it to repeat it year after year. Each year the learners, the learning environment, the information technologies change; our instruction must continue to change as well. Fortunately, the librarian community that I am part of – both schools based and within the public system – is focused on a continuous process of self-examination and improvement. As I work with and meet more librarians, I understand the value of what we bring to our community, both today and future generations. I am proud to be a member of this community.