Part I: Synthesis of Readings

Educators have long recognized that parental involvement in a child's education greatly improves the child's interest in school and increases his/her potential for academic success. With this in mind, I wanted to look for ways school library media programs could increase school-community interactions and encourage greater parent and community involvement in their children's education. During an assignment for another class, I interviewed a middle school's library media specialist and inquired whether the library's collection was open for public use. I was surprised to discover that, while his was not, other schools' collections are. Unfortunately, I neglected to find out the names of those schools. I asked about public access to the school's collection because the library media specialist mentioned that a Japanese school used the school's library on weekends and that a portion of library housed the Japanese school's resource collection.

It was not until I read Sandra Kugisaki-Ongie's analysis1 of Johnson's Building Digital Libraries for Analog People: Ten Common Design Pitfalls and How to Avoid Them² that I began considering public access to a school media center's resources as a way to invite parents and community members into the school setting. To accomplish this, Johnson suggested keeping school media centers open evenings, over the weekend, and during the summer so parents and community organizations would have access to the media center's resources and equipment. Information Power³ appears to support Johnson's position stating that school library media specialists should promote the school media program as a central resource for the learning community by offering programs and services to parents and families.

Donham did not address whether school library resources should be open to the public; however, she did support extending the hours of school media centers to provide students with greater access to library materials.⁴ In addition, Donham cited the rise in the number of "latchkey" children and the inequity among families in terms of computer ownership as two more reasons why school library hours should be extended to ensure equal access to information.⁵

While Sandra Kugisaki-Ongie supported the idea of extending the school library's hours for student use, she expressed reservations about allowing the community to use the school media center's materials and resources.⁶ When I asked the media specialists at WIS if their library's materials were open to the public, they said that it was not. Still, they could recall one instance when a community group was allowed to use the media center's video recording and editing equipment in the past. The circumstances surrounding the loan were unclear; however, the WIS media specialists explained that student and faculty access to materials were their first priority and that the expense of replacing lost or stolen equipment were the main reasons why they did not allow the public access to the media center's resources.

Before I began working on this case study, I researched combination libraries as part of an assignment for LIS 610. Combination libraries are also called community-school libraries or public-school libraries. It was interesting to see how many of the concerns over equal access to information resources and increased access to library materials represented many of the rationales given for the development of combination libraries. Thanks to my research on combination libraries, I was able to identify many of the advantages combination libraries had over stand-alone school media centers. For example, combination libraries were able to provide a wider range of resources for a variety of reading levels and sensory impairments that may be too costly for school libraries to purchase. Also, combination libraries are already open in the evenings, on weekends, and during the summer. Further, combination libraries can provide students with pathfinders and reference/bibliographic instruction to support the media specialist's goals. Additionally, combination libraries use the same classification schemes for organizing information (i.e., the Dewey Decimal System), their collections are searchable online, and they provide free statewide interlibrary loan.

In their book, The Collection Program in Schools: Concepts, Practices, and Information Sources, Van Orden and Bishop⁷ described the difference between "accessibility" and "availability." They explained that when information can be researched, it is considered accessible. Only when the item is actually at hand, can it be considered available. I wanted to use Van Orden and Bishop's explanation about the difference between availability and accessibility as another reason why school media centers need to create partnerships with public libraries.

For example, although public libraries are able to provide many of the same benefits that school libraries provide, students wanting to use the public library's resources will now have to compete for them with other library patrons. Communication between the school media specialist and the public librarian ensures that public library materials will be available for student use (e.g., putting holds on books, reserving Internet time for students in advance, and informing the public librarian about students' information needs in relation to upcoming class assignments, and so on). Despite the obvious benefits between public and school library partnerships, I do not think it is something many school media specialists consider when developing their school media center's collection. Donham added that while the public library-school connection seems to be a natural partnership, it is not always what it could be.⁸

Part II: The Interview

Information Access

Waipahu Intermediate School's print collection consists of approximately 14,000 books. The circulation policies at WIS are fairly easy to remember and are available online at Waipahu Intermediate School's website.⁹ Waipahu Intermediate's circulation policy is:

1. Students need a school ID to borrow books.
2. Students must take the books they want to borrow to the circulation desk.
3. Students may only borrow two books at a time, for a three-week loan period.
4. Books can be renewed only once.
5. Students are required to present a teacher's note it they need to keep it longer.
6. Replacement charges will be issued for lost or damaged books.
7. Books overdue for more that two weeks are considered lost.
8. Students with books overdue for more than two weeks or have outstanding fines are placed on Chapter 57 and are excluded from co-curricular activities.
9. Financial obligations follow the student to the next school unless they are paid.

The WIS library follows the State of Hawaii's policy on collection development and weeding.¹⁰ The head librarian ultimately decides what will be purchased; however, students and the department heads for each grade level are provided with wish lists, intended to provide them with an opportunity to participate in the collection development process. The head librarian at WIS relies on recommended lists, award winners, catalogs, and book reviews for book selection. The most important criteria for materials selection is whether or not an item supports the school's initiatives and the curriculum.

Fiction was reported to be the print collection's strength, while biographies represented the area they wanted to improve. Although no physical barriers to locating and using information resources were reported, I considered the height of some of the bookshelves and the heavy metal door at the entrance to be possible barriers for students with physical disabilities. I was told that all wheelchair bound students were assigned a student partner to help them access library resources. Nevertheless, I feel that if students are not able to access materials independently, the obstacle should be considered a barrier.

The WIS media center publicizes its library collection through its daily closed-circuit TV broadcasts, book displays, bulletin board displays, and the library link on the school's website. One of the most notable features of the library's web page is the new books section that provides annotations generated by students, teachers, and library media specialists. The library web page also contains links to various search engines and online directories, allowing students remote access to information resources (provided they have Internet access).

Information Technology

Waipahu Intermediate School's library is very fortunate to have an administrator that supports the media center's emphasis on information technology. As a result, the library media center is able to provide students with access to a mini computer lab that consists of approximately ten computers that can be used for Internet searching or word processing. Five iBooks for faculty use are also available through the media center. A closed circuit TV/video production studio is located in the media center, along with an audio mixer, a digital mixer, TV monitors, digital cameras, video editing software and hardware, approximately fifty different CD-ROM programs, and close to 300 videotapes. There are also five OPAC computers available for searching the library's collection. The media specialists at WIS hope to have remote broadcast capability some day.

To keep updated on new technologies, the media specialists attend classes, workshops, and seminars. When I asked about the out-of-pocket cost for maintaining their technological skills, both media specialists explained that the school paid for almost all of the cost for their professional development. In return, the media specialists provided inservice trainings for interested faculty members, to pass on what they had learned.

Intellectual Freedom and Copyright

The two factors described as most impacting student access to information were the DOE's use of Internet filtering software and the limitations established by user agreements. When asked about her feelings regarding the use of Internet filtering software, the head librarian stated that she was in favor of its use, explaining that it would be extremely difficult for teachers and library media specialists to monitor 25-30 students accessing the Internet at the same time (in the school's computer lab).

Waipahu Intermediate School promotes copyright awareness among its faculty by providing teachers with hypertext links to Internet use policies and guidelines for Waipahu Complex Schools on the WIS website. An "intellectual policy" link is also available on the WIS website and it provides readers with State of Hawaii, DOE policies and regulations, as well as definitions, guidelines for use, downloadable forms, and lesson resources. The School Library Services website was also mentioned as resource for teacher copyright awareness.

Part III: Analysis of On-site Investigation

In my opinion, the strength of Waipahu Intermediate School's media center is the emphasis it places on information technology. The school's commitment to increased information access is reflected in the media center's mission statement that states:

"Our goal and Waipahu Intermediate School is to provide all students access to the wealth of information beyond the school library's walls."¹¹

The library's media production studios and digital equipment were impressive. After learning about the disparity among public schools with regard to program funding, I have to admit that WIS's support for their school library is awesome. Many of my LIS classmates often brought up the subject of staff development and training for school library media specialists. I was surprised (and glad) to hear that Waipahu Intermediate School pays for almost all of the media specialists' professional development expenses. Even if this is not the case at every school, at least it gives me hope that it could be.

Waipahu Intermediate School's website was also impressive. What impressed me most about the website was the amount and type of "content" it provided (e.g., the SID action plan, links and intellectual property, and WIS's technology plan). There was even a link to the media center's web page. Although, many families in Waipahu do not own computers or have Internet access, I feel that having a well developed school website lets others see what is going on at the school (e.g., public librarians, feeder schools, Waipahu High School, parents of students new to Hawaii, etc.). In addition, WIS's website may also give other school's ideas for improving their own websites.

Unfortunately, one of the down sides to having a content rich website is the time it takes to keep it updated. Maintaining the currency of website information is important, especially when one is promoting information literacy. As information professionals, library media specialists promote ideals like accuracy, timeliness, currency, authority, and the ethical use of information. Therefore, school staff should exemplify the behaviors they want to instill in their students.

I brought up the subject of website maintenance because I noticed that some of the information presented on the WIS website was outdated and, as a result, inaccurate. I realize that website development is time consuming and requires much planning to keep it informative and appealing, which is why I would consider creating a WIS web team (similar to the LIS web team at the University of Hawaii). The WIS web team would consist of students interested in web design/creation. They would be supervised by the Tech coordinator and the library media specialists. This way, teaching and supervisory responsibilities can be shared. Web team students will learn new techniques for presenting information and are provided with an opportunity to apply those skills in an authentic situation. Further, their efforts will be displayed for the rest of the learning community to see. A school website maintained by its students generates school pride and demonstrates the library media program's impact on student learning.

1. Sandra Kugisaki-Ongie, "LIS 684-Administration of School Library Media Centers," WebCT Online [home page on-line]; available from http://webct.hawaii.edu:8900/SCRIPT/uhmvharada2/scripts/serve_home; Internet; accessed 12 December 2002.
2. Doug Johnson, "Building Digital Libraries for Analog People: Ten Common Design Pitfalls and How to Avoid Them," Knowledge Quest 28(5) (2000): 10-15.
3. American Association of School Librarians, Information Power: Building Partnerships For Learning, (Chicago: American Library Association, 1998).
4. Jean Donham, Enhancing Teaching and Learning: A Leadership Guide For School Library Media Specialists, (New York: Neal-Schuman Publishers, 1998).
5. Ibid., 7.
6. Sandra Kugisaki-Ongie, "LIS 684-Administration of School Library Media Centers," WebCT Online [home page on-line]; available from http://webct.hawaii.edu:8900/SCRIPT/uhmvharada2/scripts/serve_home; Internet; accessed 12 December 2002.
7. Phyllis J. Van Orden and Kay Bishop, The Collection Program in Schools: Concepts, Practices, and Information Sources, (Englewood, CO: Libraries Unlimited, 2001).
8. Jean Donham, Enhancing Teaching and Learning: A Leadership Guide For School Library Media Specialists, (New York: Neal-Schuman Publishers, 1998).
9. Waipahu Intermediate School, "Welcome to the Information Station: Procedures and Staff," Waipahu Intermediate School [home page on-line]; available from http://www.waipahums.k12.hi.us/TLCF/Miura/Library%20Webpages/policies.htm; Internet, accessed 14 December 2002.
10. School Library Services, "Materials Selection Policy For School Library Instructional Technology Centers: Department of Education, State of Hawaii Office of Instructional Services," School Library Services, Hawaii Department of Education [home page on-line]; available from http://sls.k12.hi.us/selection.html; Internet, accessed 14 December 2002.
11. Waipahu Intermediate School, Library Standards Implementation Action Plan (Waipahu, Hawaii: Waipahu Intermediate School, 2001), no pagination.