Thank you for looking at my portfolio. The best place to begin is the Table of Contents followed by the Introduction. These pages can be accessed by paging

Thank you for looking at my portfolio. The best place to begin is the Table of Contents followed by the Introduction. These pages can be accessed by paging down or you may click on an individual link.

|| Table of Contents || Introduction||

Portfolio

Table of Contents

• Introduction• Resume (slide)

• Resume (Word Doc)

• Standard One• Standard Two• Standard Three• Standard Four

Leslie Giambalvo

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Introduction

This portfolio presents a profile of me as a teacher, a prospective librarian, as a graduate student and as a woman of character. I have shown work from each of these facets of my life. The American Library Association Standards are integrated in my continued learning and the work is organized accordingly.

OVERVIEW of PORTFOLIO

Life Long Learning: Own It!My vision of a library.

Leslie Giambalvo

I have been teaching for twenty years and have recently embarked on a Master’s Degree in Library Science. Children are my passion. As an educator my goal is to empower them to live as whole, intelligent, confident, competent, responsible young men and women.


Standard One

You may have tangible wealth untold:

Caskets of jewels and coffers of gold.

Richer than I you can never be--I had a mother who read to me.

Strickland Gillilan, “The Reading Mother,”Best Loved Poems of the American People

LINKS TO ARTIFACTS• Library Handbook • Access• Web Quest Scroll down to Giambalvo

• Multimedia for Algebra

USE OF INFORMATION & IDEAS • Efficient and Ethical Information-Seeking Behavior• Literacy and Reading• Access to Information• Stimulating Learning Environment

Leslie Giambalvo

REFLECTIONS• On Ethical Information-Seeking Beha

vior

• On Censorship


Standard Two

EducatingAs an educator:

I begin by promoting students’ interests and abilities, expand to fostering the full range of concepts, strategies, and abilities the student must master, and then... we, students and I, work on developing the abilities needed to interact effectively with the information, skills, and concepts they have learned.

Information Power: Building Partnerships for Learning. Chicago: American Library Association,1998.

LINKS TO ARTIFACTS• Sample Lesson• Observation • Evaluation• Curriculum Chart

TEACHING & LEARNING • Knowledge of Learners and Learning• Effective and Knowledgeable Teacher• Information Literacy Curriculum

Leslie Giambalvo

REFLECTION


Standard Three

Collaboration: What it can accomplish.

The AACR2 is a high quality working tool of practical value in all kinds of libraries and in many countries, and it embodies the

essence of the Anglo-American Cataloguing Rules …with all the benefits which that signifies in the wide world of

national standards and international harmonization.

Peter R. Lewis. Director General. Bibliographic Services Division. The British Library.

The world wide library community has become inexorabley linked as this

work has created uniformity in communication of materials held

in a collection.

LINKS TO ARTIFACTS• Current Issues in Library Science• Pathfinder

COLLABORATION & LEADERSHIP • Connection with the Library Community• Instructional Partner• Educational Leader

Leslie Giambalvo

REFLECTION


Standard Four

Be Wise...Give credit to your predecessor:

let procedures stand as they are for a year before making

changes.

LINKS TO ARTIFACTS

• Selection• Program Resources

PROGRAM ADMINISTRATION • Managing Information Resources: Selecting, Organizing, Using• Managing Program Resources: Human, Financial, Physical• Comprehensive and Collaborative Strategic Planning and Assessment

Leslie Giambalvo

REFLECTIONS


Weeding

Both Ann Wasman and Mona Kerby have said do not hold onto the old. I have such a bent for nostalgia that I have trouble with getting rid of the old. I was quite disturbed when my local library moved the “old” books into storage as they had gotten a gift of beautiful new books. I will have to be diligent about ridding myself of this need to hold onto ancient books as I work with youngsters who have little tolerance for “old”. That is okay. New books and materials are often delightful not to mention beautifully crafted.

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Ann M. Wasman says “we must recognize that tomorrow’s balanced collection refers to types of resources as well as subjects and viewpoints. Our tomorrow as library media specialists is being written in our actions today, perhaps more than at any other time in our profession. We can afford neither to live in the past nor to leap off the cliff into the future without checking for a net.”

The same is true as we think of the student. He/she is becoming more media savvy, yet more dependent on the Internet. We cannot assume that strategies that have been successful in the past will be so in the future. We library media specialists must stay five steps ahead of the students as we guide our center, and our students towards tomorrow.

Leslie Giambalvo says as the balance of resources is changing, so is our country’s population and we must be sure to select and collect an extraordinarily diverse group of materials. The collection needs to be multi-cultural, multi-faceted, and of multi-media not to mention balanced in discipline and view.

Wasman, Anne. New Steps to Service. Chicago: ALA, 1998

Resources

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Along with the privilege and right to information, the student is obliged to acquire information in an ethical manner. However, young adults do not necessarily understand why using another’s work is unethical. We as adults do understand this and we try to give our young ones the same value. We can’t give the value though; the student must acquire that value for himself.

So we model that behavior as we search for information. We model as we teach. We invoke that behavior in our lessons. We require that behavior as part of student’s work.

As we teach, we give credit where credit is due, we model siting our work; as we invoke, we create a lesson in which credit is given momentarily to the wrong person to invoke the unfair feeling of not being recognized for the work done; as we require, we consistently value the references sited as part of student work; as we consider ethical behavior, we recognize it has become part of our curriculum. In doing so the student becomes very familiar with the concept of siting work, when to site work, and the student feels intrinsically rewarded when the work has been sited well.

Leslie GiambalvoEthics

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This library exists to ensure the intellectual freedom that is promised to you by the Constitution of the United States. We are here to help you find information that you need for any reason that you need it. We are here to afford you a comfortable place in which to absorb the information.

My hope for my library is that students will feel it is for their use, for their questions, for their assignments, their recreation, and study. This library is to become a place where the students realize that learning can be self-motivated, and that many vehicles for learning are housed within these walls. This library is to become a place where students feel safe in the knowledge that what they choose to read is their business and that their privacy will be guarded.

Vision/Mission Statements

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Being an educator is the most rewarding activity in which I have engaged other than being a mom. They aren’t different roles really. We are given the task of knowing our children so that we can determine where they are in their learning, and how they, as an individual, learn. We are to encourage each student not only to seek learning on their own, but also to brainstorm and collaborate with others. As we teach these youngsters how, we also teach them why. In the process we teach discipline, organization, ethics, and if we are lucky, wisdom.

Teaching

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Leslie Giambalvo SLM 501 March 16, 2003 (3 pages)

Finding That Special Book Outcomes:

Students will use card catalog, or automated card catalog.

Students will understand how the CI P helps determine the content of a book and how the CI P is linked to the card catalog.

Students will locate fi ction books of interest to classmates.

Grade Level: Grades 8 or 9

Teaching/ Learning Strategies: Cooperative eff ort. Hook.

Resources: Automated card catalogs Printed card catalogs Fiction Books to demonstrate CI P’s

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Procedures: LMS poses the question: how well do you know your classmates? Do you think you could fi nd a book they would be interested in

reading? Describe what a card catalog does, and how a card catalog might be

used. Discuss CI P’s and how they are helpful. Have the students fi ll out an I nterest Questionnaire. Have the students trade questionnaires with each other. Let them

discuss the answered questions, fi ne-tuning the communication of interests.

The students then go to the card catalogs, automated or printed, with the results of their partner’s questionnaire. They are to use appropriate topics to search for three to four books they think their partner might enjoy.

The student gives his garnered books to the student whose questionnaire they represent. That student rates the choices with a Yes! an All right! a Well, okay. a Nah! or a No Way! as to how they f eel about the match.

Tally the match score. Yes! is 5 points. All right! is worth 4 points. Well, okay is worth 3 points. Nah! is worth 2 points and No way! is worth 1 point. The student who f ound the highest match wins a paper back book of choice. (From the give away book drawer)

Closure: Ask students to explain how they determined which books to choose f or their partner.

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Intellectual Freedom and Access

Library collections raise a number of intellectual freedom issues, especially regarding minors.The interests of young people, like those of adults, are not limited by subject, theme, or level of sophistication. Librarians have a responsibility to ensure young people have access to materials and services that reflect diversity sufficient to meet their needs.

The American Library Association provides the following guidlines: "A person's right to use a library should not be denied or abridged because of origin, age, background, or views."The "right to use a library" includes free access to, and unrestricted use of, all the services materials, and facilities the library has to offer. Every restriction on access to, and useof, library resources, based solely on the chronological age, educational level, or legal emancipation of user violate Article V. ...[P]arents- and only parents- have the right and the responsibility to restrict the access of their children -to library resources. Parents or legal guardians who do not want their children to have access to certain library sevices, materials or facilities, should so advise their children. Librarians and governing bodies cannot assume the role of parents or the functions of parental authority in the private relationship between parent and child. Librarians and governing bodies have a public and professional obligation to provide equal access to all library resources for all library users.

Access

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Evaluating and selecting materials for school library media centers is one of the most important roles of library media specialists. Evaluation determines the merits of materials. Selection determines whether the materials meet the needs of the patrons. In order to maintain a well-balanced collection, acquisitions should be made systematically and the collection constantly reevaluated. The ALA "Library Bill of Rights" and the applicable statements by the Superintendent of Schools concerning materials in school library collections have been included on the following page.

General Guidelines for Selection of Materials:1. Contribute to the development of concepts, understandings, skills, habits, and attitudes which are evident in the goals of the school system and in the objectives of the various areas of the curriculum.2. Promote understanding among all people.3. Contribute to the development of a sense of personal worth and dignity.4. Present accurate information reflecting divergent points of view particularly when controversial issues are discussed.5. Develop aesthetic, cultural, and literary appreciation.6. Present subjective opinions as such.7. Treat political, economic, and social issues in an authoritative, realistic, and factual manner.9. Accord unbiased treatment to all groups, with regard to race, ethnicity, region, religion, gender, language, socioeconomic status, age, and disabilities.10. Promote an appreciation of and pride, confidence, and trust in the democratic principles upon which our country is founded.11. Contribute to the development of an attitude of inquiry and growth in knowledge and understanding.12. Provide information which will assist students in the making of intelligent judgments and decisions.From Harford County Library Policies

Selection

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The Library Community

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One of the most foolish things to do is to try to “go it alone”. Why re-create the wheel? In fact the wheel you create without input from others will not be as nice a wheel. The American Library Association has done a stellar job in modeling working together for the good of the whole and for the good of the individual. They model self-advocacy, communication, and strength of moral fiber. They do not flinch under pressure, nor criticism. We as librarians are invited into the ranks as fledglings, encouraged to share and grow, and then to become mentors to the new. I myself am not the best new member. I am aware of the invitation, and am gradually coming to terms with the help offered by others. In my math department at school, I am a working cog in the wheel but as I am a neophyte librarian I have been reluctant to let others know what I do not know.

Telephone: 717-741-9129 Email: [email protected] PROFESSION Educator OBJECTIVE My objective is to empower students to live as whole, intelligent,

confident, competent, responsible young men and women. EDUCATION University of Maryland

Bachelor of Arts in Mathematics/Education Post Graduate Work: McDaniel College Working toward Certification in Library Science

PROFESSIONAL EXPERIENCE

Teacher of Mathematics Harford County Public Schools Teacher of Mathematics York Catholic High School Teacher of Mathematics Baltimore County Public Schools Tutor for Students at Risk Red Lion School District Private Tutoring

ADDITIONAL PROFESSIONAL ACTIVITIES

Ninth Grade Transitions Committee School Climate Committee School Improvement Committee Faculty Advisory Committee Geometer’s Sketchpad Instructor (Inservice)

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VOLUNTEER ACTIVITIES

York Literacy Council Bible Club Sponsor Youth Leader, Living Word Community Church Member, Racial Concerns Committee, Holabird Jr. High Member, Board of Directors, York Township Elementary School PTA

PROFESSIONAL MEMBERSHIPS

National Council of Mathematics Teachers Maryland State Teachers Association Harford County Teachers Association

REFERENCES Sarah Morris/Supervisor of Mathematics

Harford County Schools Bel Air, MD 21014 Marlene Molter/Assistant Principle C.M. Wright High School Fountain Green Rd. Bel Air, MD 21015 Gloria Liedlich/Mathematics Department Chair C. M. Wright High School Fountain Green Rd. Bel Air, MD 21015

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GRADE NINE

Location and Utilization

Selection Organization Comprehension in Various Types

of Media Retrieval Appreciation

Creating Media

Locate and use the Reader’s Guide, card catalog, Infotrac, and other indices.

Connect genre with the library arrangement.

Locate three sources on sexual harassment and on the death penalty.

Use the most appropriate biographical sources to identify ways in which an author’s life can affect his work.

Take appropriate notes from a limited number of general sources on sexual harassment and on the death penalty.

Compare and contrast the print and film versions of Romeo and Juliet.

Gather relevant information from an online source.

Identify the parts of an electronic magazine citation.

Use at least three automated indices to retrieve information on sexual harassment and on the death penalty.

Identify the parts of an electronic magazine citation.

Communicate their appreciation of various genres by selecting appropriate books and reviewing them either orally or in writing.

Create a poster, transparency, or other form of visual media to illustrate the arguments for and against the death penalty for juveniles.

Create a slide show or poster to show different genre.

GRADE TEN

Locate sources for an assignment in world literature.

Adjust topics to meet available references regarding a service-learning project.

Find most appropriate information sources to complete an annotated bibliography.

Evaluate sources found and choose the sources that will be most helpful for specific needs.

Arrange information in outline form.

Locate, select, and take notes from microfiche sources.

Independently select, locate, and take notes from a media kit.

Locate and evaluate the appropriateness of information gained from electronic/print sources to complete an annotated bibliography.

Identify the quality of information from electronic print sources.

Investigate a variety of topics in contemporary world history.

Communicate their appreciation of world literature to others by selecting appropriate books and reviewing them either orally or in writing.

Compile a scrapbook that retells the story of a fiction book they would like to share.

Design a brochure that relates the information they have collected regarding a social problem.

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GRADE ELEVEN

Location and Utilization

Selection Organization Comprehension in Various Types

of Media Retrieval Appreciation

Creating Media

Create a working bibliography and properly format literary criticism sources.

Use indices to find sources.

Select the best sources to support their thesis and subtopics.

Adjust their topics based on availability of sources.

Create preliminary outlines to support their thesis.

Take notes to gather information that supports their outlines.

Create a three-tiered final outline for a research paper.

Choose the appropriate medium to accomplish an individual purpose

Locate, select, and take notes from non-print media to support their thesis.

Take appropriate notes from a general electronic system as they complete a research paper.

Take appropriate notes from an electronic literary criticism reference system.

Communicate their appreciation of American literature by critically investigating one American author.

Present an oral review of a work by an American author.

GRADE TWELVE

Locate book reviews.

Locate fiction books of interest to classmates and themselves.

Independently locate five sources pertaining to their literary research assignment.

Narrow or broaden topics to complete content area papers.

Independently find the most appropriate sources to support topics.

Organize gleaned information to complete a written assignment.

Independently develop an outline appropriate to the thesis statement of their literary research assignment.

Recognize the wide variety of materials available in college/community libraries.

Choose the appropriate library to meet their reference needs.

Collect and interpret book reviews.

Collect, organize, and interpret data from a variety of systems to meet an identified purpose.

Write a book review of a book by a British author or about Britain.

Communicate their appreciation of fiction books by choosing appropriate books and completing book talks.

Write a book review of a book by a British author.

Create a book talk and present it to the class.

Compiled by: Leslie Giambalvo SLM 501 McDaniel College March 23, 2003

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Documents

Thank you for looking at my portfolio. The best place to begin is the Table of Contents followed by the Introduction. These pages can be accessed by paging