Standard 3.2 Access to Information
Candidates support flexible, open access for library services. Candidates demonstrate their ability to develop solutions for addressing physical, social and intellectual barriers to equitable access to resources and services. Candidates facilitate access to information in print, non-print, and digital formats. Candidates model and communicate the legal and ethical codes of the profession.
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Reflection
![Picture](/uploads/5/1/0/1/51013159/facilities-design.jpg?241)
School libraries are no longer silent rooms in which students read and research independently. They are dynamic, exciting areas in which students, teachers and community members collaborate, discuss, debate, create, and share knowledge while exploring the library’s resources. During SLM502 Information Sources, I redesigned my school’s current facilities to promote flexible, open access to the multitude of library services we have available.
I based my design on The Standards for School Library Programs in Maryland, which identifies five different essential spaces within school libraries: a study and research area, informal reading area, instructional area, production and group project area, and an administrative area (Standards, 12). In addition to these five spaces, I also added a “safe zone” based on the needs of my school’s population. This calming area features fidgets, pillows and a listening station where students can take a break from their classroom when overstimulated.
I based my design on The Standards for School Library Programs in Maryland, which identifies five different essential spaces within school libraries: a study and research area, informal reading area, instructional area, production and group project area, and an administrative area (Standards, 12). In addition to these five spaces, I also added a “safe zone” based on the needs of my school’s population. This calming area features fidgets, pillows and a listening station where students can take a break from their classroom when overstimulated.
![Picture](/uploads/5/1/0/1/51013159/1480643830.png)
I accounted for physical barriers within my design by adhering to the Americans with Disabilities Act’s regulations for shelf spacing and height requirements. I also created flexible work areas to account for various social and intellectual barriers within the library. This allows for library areas to be used flexibly so that the library can meet the diverse needs of all of its patrons at any given time. There are also signs and resources displayed throughout the library to support students in their endeavors to locate resources.
As a new media specialist, I will need to think about the existing library space creatively and flexibly to ensure that I am promoting equitable access to my library’s resources and services. A very important step in this process will be collaborating with the school’s staff and community members to ensure that I am considering all of the possible barriers that might exist. Then, I will redesign areas of the library as needed and provide an orientation to ensure that all patrons understand the resources available to them.
Works Cited
"Standards for School Library Media Programs in Maryland." Maryland State Department of Education, 2000. Web. 30 Aug. 2015.
As a new media specialist, I will need to think about the existing library space creatively and flexibly to ensure that I am promoting equitable access to my library’s resources and services. A very important step in this process will be collaborating with the school’s staff and community members to ensure that I am considering all of the possible barriers that might exist. Then, I will redesign areas of the library as needed and provide an orientation to ensure that all patrons understand the resources available to them.
Works Cited
"Standards for School Library Media Programs in Maryland." Maryland State Department of Education, 2000. Web. 30 Aug. 2015.