| Table of Figures | vii |
| Introduction | ix |
Chapter 1 | Planning a New Library Media Center | 1 |
| Participation in Building Committee Plans | 1 |
| Background Research | 1 |
| School Floor Plan: Library Media Center Checklist | 2 |
| The Library Media Center Space | 2 |
| Main Floor Space: Interior Design | 2 |
| Shelving Plan | 3 |
| Activity Areas | 3 |
| Supervision | 3 |
| Auxiliary Space | 3 |
| The Workroom | 3 |
| The Storage Room | 4 |
| Other Spaces | 4 |
| Conference Room/Area | 4 |
| Professional Reading Room/Area | 4 |
| Closed-Circuit Television Broadcast Room/Area | 4 |
| Computers and Servers | 5 |
| Groundbreaking and Construction Phase | 5 |
| Furnishings | 5 |
| Collection Development | 6 |
| Selection Tools | 8 |
| Special Language Collections | 8 |
| The Professional Collection | 9 |
| Audiovisual Materials | 10 |
| Audiovisual Equipment | 10 |
| Library Supplies | 11 |
| Before and After School Opening | 12 |
| School Opening | 12 |
| Student and Faculty Orientations | 12 |
| Scheduling | 12 |
| Responding to Feedback | 13 |
| Things That Go Wrong and How to Cope | 14 |
Chapter 2 | Starting Over: The Library Media Specialist in a New School District | 15 |
| Finding a Mentor | 15 |
| The Function and Design of the Library Media Center | 16 |
| A Multipurpose Space | 16 |
| Flow of People | 16 |
| The Interior Design | 16 |
| The Office | 17 |
| Weeding | 17 |
| Shelved Materials | 18 |
| Audiovisuals | 18 |
| Evaluating Previous Library Service | 19 |
| Library Advisory Committee | 19 |
| Forming the Committee | 19 |
| The Committee Meeting Process | 20 |
| Inherited Programs from Your Predecessor | 21 |
| Introducing Yourself | 22 |
| To Staff | 22 |
| To Students | 22 |
| To Parents | 24 |
| To the Parent Teacher Association | 24 |
| Becoming Indispensable | 24 |
| "Mistake" Is My Middle Name | 24 |
Chapter 3 | Time Management and the Library Media Center | 27 |
| Symptoms of the Time Management-Challenged | 27 |
| What Is the Problem? | 27 |
| The Reluctant Time Manager | 28 |
| What Is the Solution? | 29 |
Step 1 | Plan | 29 |
Step 2 | Define Your Work Style | 29 |
Step 3 | Clear Out the Minutiae | 29 |
Step 4 | Know the Library Media Center | 30 |
Step 5 | Find Help | 30 |
Step 6 | Publicize the Media Center | 31 |
Step 7 | Avoid Professional and Personal Isolation | 32 |
Chapter 4 | Budget Secrets | 33 |
| Organization of Accounts: Paper and Computer | 34 |
| Paper Copy | 34 |
| Solving the Spreadsheet Mystery | 34 |
| Making Do with Less | 36 |
| Materials: Books and Audiovisuals | 37 |
| Supplies | 39 |
| A Final Note | 39 |
Chapter 5 | Grant My Wish | 41 |
| The Key to Grant Writing Success | 41 |
| Organization Identity | 41 |
| Where to Find Grants | 41 |
| Choosing the Right Grant | 42 |
| Writing a Letter of Inquiry | 43 |
| Writing a Winning Proposal | 43 |
| Basic Tips | 43 |
| The Parts of a Proposal | 44 |
| A Final Checklist | 44 |
| The Waiting | 45 |
Chapter 6 | Programs to Motivate a Student to Read | 47 |
| The Goal | 47 |
| Supervision | 47 |
| Rewards | 48 |
| Reading Motivation Programs | 48 |
| Connecting with the Public Library | 49 |
| Adapting Sports | 49 |
| Using the School Mascot | 53 |
| Programs with Special Interest | 54 |
| One-Night Events | 57 |
Chapter 7 | The Library Media Specialist as Collaborator and Reading Advocate | 59 |
| The Curriculum Collaborator Role | 59 |
| What Is Collaboration? | 60 |
| How to Start the Process | 60 |
| A Sample Collaboration Unit | 61 |
| The Reading Advocate Role | 63 |
Chapter 8 | Encouraging Staff to Use New Technology | 65 |
| What Is Technology? | 66 |
| Why Use Technology? | 67 |
| For the Students | 67 |
| For the National Standards | 67 |
| For Professional and Personal Enrichment | 67 |
| How to Use Technology: Valued Training | 68 |
| The Principal: The First Point of Contact | 68 |
| Training the Staff | 68 |
| When to Use Technology | 69 |
| Making It Real | 69 |
| Conducting a Trial Run | 73 |
| Enticements for Reluctant Faculty | 73 |
| Conclusion 73: Helpful Web Sites for Library Media Specialists | 74 |
Chapter 9 | Guidelines for Positive Student Behavior | 75 |
| Starting Out Right | 75 |
| Verbal Cues | 76 |
| Nonverbal Cues | 76 |
| Defiant Behavior | 77 |
| Instruction Techniques for Large Groups | 77 |
| Keeping Research Skills from Becoming Boring | 78 |
| The "Heart" of the School | 78 |
Chapter 10 | Finding and Keeping Volunteers and Media Clerks | 81 |
| Recruitment | 82 |
| Parents | 82 |
| Grandparents | 84 |
| Other Groups | 84 |
| Advertising | 85 |
| Students to the Rescue | 85 |
| The Library Helper Job | 87 |
| The Training Program | 87 |
| Volunteer Motivation and Retention | 89 |
| Volunteer Center | 90 |
| Safety Concerns | 90 |
| Helping Volunteers Feel Special | 90 |
| Helping Volunteers Feel Important | 90 |
| Having Fun | 90 |
| Rewarding Teachers | 91 |
| Volunteer Evaluation | 91 |
| Working with Difficult People | 91 |
| How to Afford Rewards | 91 |
| The Media Clerk | 93 |
| Job Description | 93 |
| The Interview Process | 93 |
| Interview Questions | 94 |
| After the Interview | 94 |
| The First Day on the Job | 94 |
| To Do and To Go Boxes | 95 |
| General Information | 95 |
| Moments of Joy! | 95 |
| References | 97 |
| Appendixes | |
Appendix A | Periodicals for Library Media Specialists | 99 |
Appendix B | Resources to Build Elementary Library Meida Center Collections | 100 |
Appendix C | Spanish Language, Bilingual, and ESL Publishers | 101 |
Appendix D | Directory of Subscription Service Providers | 102 |
Appendix E | Suggested Periodical Titles for Teachers | 103 |
Appendix F | Information Literacy Standards | 104 |
| Information Literacy | 104 |
| Independent Learning | 104 |
| Social Responsibility | 104 |
Appendix G | Ordering Information for the Colorado Studies | 105 |
Appendix H | Library Volunteer Handbook | 106 |
| Index | 111 |
| About the Author | 113 |