KHollingsworth_P1

7/31/2019 KHollingsworth_P1

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Kim Hollingsworth

FRIT 7090: School Library Programming

Program #1 A World of Difference

Summer 2012


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Title of Program:

A World of Difference: Celebrating Heritage, Tradition, and Culture

Curriculum Areas/Topics Covered:

The following are designated topics that are covered:

students, faculty, and staff will have the opportunity to share information with theirclassmates concerning their family heritage

students, faculty, and staff will have the opportunity to share information with theirclassmates concerning their family traditions

students, faculty, and staff will have the opportunity to share information with theirclassmates concerning their culture

Students, faculty, and staff members will be invited to share aspects of their culture,heritage and traditions by using a Web 2.0 tool to create a product that contains

information concerning their culture, heritage, and traditions.

Students, faculty, and staff members will be invited to share aspects of their culture,heritage and traditions at The World Market event.

Time Frame of Program:The length of this program is one month.

Week One the media specialists will introduce the concept of cultural diversity and theimportance of recognizing and respecting differences among the student body and staff

members

Week Two - will focus on family heritage Week Three will focus on family traditions Week Four will focus on differences among cultures

Goals and Rationale of Program:

The goal of this program is to promote acceptance and tolerance among different cultures. The

program will also promote differences among families and traditions. Students will be exposed

to authors and books related to the topics addressed in this program.

The rational of this program is for students to recognize that we all have similarities anddifferences. Students will understand that it is important to be respectful of these differences.

Students will also understand that they are able to learn from the differences among people.

The AASL Standards for 21stCentury Learners:

1.1.2 Use prior and background knowledge as context for new learning.1.2.1 Display initiative and engagement by posing questions and investigating the answers

beyond the collection of superfi cial facts.1.3.4 Contribute to the exchange of ideas within the learning community.

1.3.5 Use information technology responsibly.

1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process.2.1.2 Organize knowledge so that it is useful.2.1.4 Use technology and other information tools to analyze and organize information.2.3.1 Connect understanding to the real world.2.4.3 Recognize new knowledge and understanding.

3.1.2 Participate and collaborate as members of a social and intellectual network of learners.3.2.3 Demonstrate teamwork by working productively with others.

3.3.2 Respect the differing interests and experiences of others, and seek a variety of viewpoints.


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4.1.1 Read, view, and listen for pleasure and personal growth.

4.1.8 Use creative and artistic formats to express personal learning.4.3.1 Participate in the social exchange of ideas, both electronically and in person.

4.4.4 Interpret new information based on cultural and social context.

Social Studies standards will be addressed in this program.

Intended Audience and Demographics:

This program will target elementary students from Pre-K to Fifth Grade. Before implementing

this program, the media specialist should obtain the school demographics from the registrar.

Steps for Implementation:

Current demographics of the school population will need to be acquired. A schedule of events will need to be developed. A committee, made up of students and staff members, will be formed to help with the

implementation of the program.

The media specialist will pull books and videos that are related to the demographics andcultures of the school. The books will be featured in the media center. Teachers will beencouraged to use the videos in their classroom.

The media specialist and committee members will create displays, posters, and bannersto promote the program.

Faculty and staff members will be invited to share their culture, heritage and traditionswith the students on the morning news show.

The media specialist will invite members of the community, parents, and the schoolsPartners in Education to speak on the different topics.

The committee will be responsible for creating flyers that advertise the program eventsand guest speakers.

Collaboration with classroom teachers should be initiated by the media specialist. A two part culminating activity, A World of Difference, and The World Market, will be

planned. For the first part of the activity, students will use the Web 2.0 tool of theirchoice to share information concerning their family heritage, traditions, and culture. The

second part of the activity, The World Market event, will take place at night, and

students, parents, faculty, staff, and community members will participate. Each

participant will set up a booth, displaying information about their culture, heritage, or

traditions. Ideas to include: samples of food, artifacts and family heirlooms, cultural

music and dances.

Funding and Budget Needs:

After reviewing the current collection of multicultural resources and art supplies, the media

specialist may need to purchase:

books videos copy paper butcher paper poster board markers poster paint printer ink

The money to purchase these items will come from the media center budget.


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Number of Staff and Volunteers:

Media Center Event Committee: The Media Specialist, Academic Coach, one teacher fromeach grade level (6 total), 3 students from fourth grade, and 3 students from fifth grade

will make up this committee

The Morning News Crew which consists of 5 fifth grade students 3 members of the faculty and staff and 3 students from any grade level to share their

culture, heritage, and family traditions on the morning news

3 parent volunteers, 3 members of the community to share stories and informationconcerning their culture, heritage, and family traditions with students in the media

center

All faculty members will need to be present at the culminating event All students will be invited to participate in the culminating event with their parents Members of the community and Partners in Education will be invited to participate in the

culminating event

Marketing:

Information concerning this program will be highlighted in the school newsletter which is sent

home at the beginning of each month. Teachers will be asked to include information concerningthe program and the focus for the week in their classroom newsletters. The program will be

addressed on the morning news show. Banners and signs will be posted throughout the school.Flyers will be sent home each week with information concerning the program, the current topic,

and the culminating event.

Youth Participation:

Students will be involved in the program by:

being on the committee which will help with the implementation of the program sharing their family culture, heritage, and traditions on the morning news participating in the culminating activity, A World of Difference participating in the culminating event, The World Market being active participants in classroom discussions concerning culture, heritage, and

traditions

Evaluation:

A survey will be used to assess the effectiveness of the program. All participants will be asked to

complete the survey. It will be located on the school website. The results of the survey will be

used to improve the program for future use.

Resources:

Report with current demographics of the school population Books will be available in the media center for teachers and students

a.

I Love My Hair!, by Tarpley, Natashab. I Lost My Tooth in Africa, by Diakit, Pendac. Uncle Peter's Amazing Chinese Wedding, by Look, Lenored. My Name Is Maria Isabel, by Ada, Alma Flore. Boys without Names, by Sheth, Kashmiraf. The Composition, by Skarmeta, Antonio.g. Esperanza Rising, by Ryan, Pam Munozh. Africa Is Not A Country, by Anne Sibley O'Brieni. The Way We Do It in Japan, by Geneva Cobb Iijima
http://www.education.wisc.edu/ccbc/books/detailBook.asp?idBooks=1905http://www.education.wisc.edu/ccbc/books/detailBook.asp?idBooks=1891http://www.education.wisc.edu/ccbc/books/detailBook.asp?idBooks=89http://www.education.wisc.edu/ccbc/books/detailBook.asp?idBooks=3704http://www.education.wisc.edu/ccbc/books/detailBook.asp?idBooks=921http://www.education.wisc.edu/ccbc/books/detailBook.asp?idBooks=129http://www.education.wisc.edu/ccbc/books/detailBook.asp?idBooks=129http://www.education.wisc.edu/ccbc/books/detailBook.asp?idBooks=921http://www.education.wisc.edu/ccbc/books/detailBook.asp?idBooks=3704http://www.education.wisc.edu/ccbc/books/detailBook.asp?idBooks=89http://www.education.wisc.edu/ccbc/books/detailBook.asp?idBooks=1891http://www.education.wisc.edu/ccbc/books/detailBook.asp?idBooks=1905


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Videos will be available in the media center for teachersa. Families of the World Video Series (Africa, China, India, Japan, Thailand, Korea,

Vietnam, Mexico)

Access to free Web 2.0 tools such as Glogster, Wix, Animoto, or VokiReferences:

Young, B. L., Madsen, J., & Young, M. A. (2010). Implementing diversity plans: Principals

perception of their ability to address diversity in their schools. National Association of

Secondary School Principals. NASSP Bulletin, 94(2), 135-157.

http://search.proquest.com/docview/763194147?accountid=10661

Cohen, L. E. (2009). Exploring cultural heritage in a kindergarten classroom. YC Young

Children, 64(3), 72-77.


Marcoux, E. (2009). Diversity and the teacher-librarian. Teacher Librarian, 36(3), 6-7, 78.


Muschell, L. H., & Roberts, H. M. (2011). Bridging the cultural gap: One teacher education

programs response to preparing culturally responsive teachers. Childhood Education,

87(5), 337-340.http://search.proquest.com/docview/875892825?accountid=10661

Trent, S. C., Kea, C. D., & Oh, K. (2008). Preparing preservice educators for cultural

diversity: How far have we come? Exceptional Children, 74(3), 328-350.

http://search.proquest.com/docview/763194147?accountid=10661http://search.proquest.com/docview/763194147?accountid=10661http://search.proquest.com/docview/197635088?accountid=10661http://search.proquest.com/docview/197635088?accountid=10661http://search.proquest.com/docview/224873089?accountid=10661http://search.proquest.com/docview/224873089?accountid=10661http://search.proquest.com/docview/875892825?accountid=10661http://search.proquest.com/docview/875892825?accountid=10661http://search.proquest.com/docview/875892825?accountid=10661http://search.proquest.com/docview/201218852?accountid=10661http://search.proquest.com/docview/201218852?accountid=10661http://search.proquest.com/docview/201218852?accountid=10661http://search.proquest.com/docview/875892825?accountid=10661http://search.proquest.com/docview/224873089?accountid=10661http://search.proquest.com/docview/197635088?accountid=10661http://search.proquest.com/docview/763194147?accountid=10661


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Program #1

Scoring Rubric0 2 4 Score

Originality

Not original/

Not workable/

Not submitted/

Not attempted

(Counts twice)

Program is workable, but it

is not original.

Program is workable,

original, creative, and

innovative. It has fresh and

exciting ideas.

/8

Com

pleteness Template was not used. The

five references are notincluded. Does not focus on

the topic of promoting

diversity./Not submitted

Some sections of the

template have been

completed with meaningful

entries. It does not paint acomplete picture of the

program. It does not speak

well enough to the focusedtopic of promoting diversity.

Some of the required fivereferences are included.

Each section of thetemplate has been

completed with meaningful

entries. It paints a complete

picture of the program and

speaks to the focused topic

of promoting diversity. All

of the required five

references are included.

/4

Quality

Project shows lack of

planning. Components donot work together as

intended. Project lacks depth

and detail./

Not submitted

Project shows some

planning. Some componentsdo not work together as

intended. Some of the

components lack depth and

detail.

Projects shows a great deal

of planning went into it. Allcomponents work together

as intended. Components

demonstrate depth and

detail.

/4

Form

References are not

documented at all, and thereis a lack of APA formatting.

Numerous errors ingrammar, spelling or usage

that distract reader.

References are mostly

documented, and APAformatting is attempted. A

few errors found ingrammar, spelling or usage

that distract reader.

References are all

documented, and APA

formatting is usedthroughout, including in-

text citations and referencelist. No errors found in

grammar, spelling or usagethat distract reader.

/4

Total /20

Scoring Guide:

18-20 Target14-17 Acceptable

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