FRIT 7090: Program #2

Debra Scott FRIT 7090: School Library Programming Program #2 Summer 2012

FRIT 7090: Program #2 Program #2 Template

Title of Program: Think Green Curriculum Areas/Topics Covered: Biology: Sustainability: There is an urgent need for society as a whole to adopt a more sustainable lifestyle due to three critical issues negatively impacted by human activities: environmental pollution, global climate change, and mass extinction of species (Meurant, 2011). Ecology Deforestation (loss of habitat for species) Time Frame of Program: Several months (1-3 mos.) of planning will be required for the online librarian (with the support of the student advisory committee) to solicit and establish relationships; clarify goals and objectives with faculty and community organizations. The program will run for an entire academic term in conjunction with a service learning project integrated with an introductory online Biology course. Service learning in curricular activities enables students to participate in an organized activity that meets community needs while also providing a real world component as students gain a more in-depth understanding of course content as well as an enhanced sense of civic responsibility (Molnar, Ritz, Heller, & Solecki, 2011). Based upon interest from faculty and students some elements of the program such as Think Green newsletter articles will be ongoing. Goals and Rationale of Program: The program is based on the following AASL Standards for 21st Century Learners (American Library Association, 2007). 1.1 Skills 1.1.1 Follow an inquiry- based process in seeking knowledge in curricular subjects, and make the real- world connection for using this process in own life. 1.1.9 Collaborate with others to broaden and deepen understanding. 2.1 Skills 2.1.4 Use technology and other information tools to analyze and organize information. 2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems. 2.3 Responsibilities 2.3.1 Connect understanding to the real world. 2.3.2 Consider diverse and global perspectives in drawing conclusions. 2.3.3 Use valid information and reasoned conclusions to make ethical decisions. 3.1 Skills 3.1.2 Participate and collaborate as members of a social and intellectual network of learners. 3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.

FRIT 7090: Program #2 3.1.5 Connect learning to community issues. The objectives of the program include: Aiding in the production of citizens that are good stewards of our limited natural resources. Supporting community outreach efforts by producing multimedia resources to be published online and used as a resource for community organizations and schools to virtually promote principles of sustainability. Addressing real-world issues by identifying alternatives to reduce the impact of careless misuse of limited natural resources. Supporting students as they advocate environmentally responsible choices for themselves, their families, their schools, and their communities. Intended Audience and Demographics: Georgia Perimeter College (GPC) is the largest associate degree-granting college and the third largest institution in the University System of Georgia. GPC has five locations in metro Atlanta. As of Fall 2011, there were [4256 exclusively online students] (52% between the ages of 21-30; 23% between the ages of 31-40; 13% between the ages of 16-20; 72% female; 28% male; 98% from GA; 39% 1st generation college students. The ethnicity represented in the student body includes 52% African Descent, 39% European Descent, 4% Asian, and 5% other (American Indian, Pacific Islanders)) (Fact Sheet, 2010). Steps for Implementation: 1. Initiate collaboration with GPCs new Southeastern Institute for Sustainable Living & Environmental Studies. 2. Coordinate with faculty to establish how online library services can optimally support a service learning class project related to sustainability. 3. Establish internal wiki for faculty, library staff, and student advisory committee to exchange ideas about resources (books, articles, videos, artwork) related to sustainability to be featured on the website and/or social networks. 4. Design end of course survey to evaluate the usefulness of online library services to students participating in the service learning class project. 5. Solicit ideas for a Think Green logo from students through a design competition promoted through the monthly newsletter, the library website, and social media. 6. Design tent cards to advertise the program in the campus libraries and student services locations. 7. Add web content promoting the program. 8. Add online website resources specific to the program. 9. Establish wiki for collaboration by multiple class sections to work on a class project identifying and documenting areas throughout the world where plant and/or animal species are threatened by deforestation. Students will identify reasons for the deforestation, responsible industries, as well as suggest environmentally friendly alternatives. Funding and Budget Needs: Additional funding will need to be allocated for a student assistant to the online librarian working 19 hours per week. No additional hardware or software investment is required. A work station for the student assistant equipped with the necessary hardware and software for website design and desktop publishing are readily available and support from the Office of Technology is readily accessible as well.

FRIT 7090: Program #2 Budget $50 for a gift card to be given to the winner of the Think Green logo design competition. Printing costs will need to be budgeted for the layout and design of tent cards to be displayed in the campus libraries as well as student services offices advertising the Think Green program. Number of Staff and Volunteers: The online librarian will serve as the project coordinator; ensuring tasks are completed as scheduled. The librarian will facilitate collaboration with the Southeastern Institute for Sustainable Living & Environmental Studies to advocate for integrating sustainability principles and practices across the curriculum, campus operations and student activities. The librarian will also be responsible for coordinating a service learning project with Biology faculty as well as establishing a relationship with the Director of Sustainable Living and Environmental studies for future collaboration. To encourage faculty ownership of the program, ideas and or submissions for Think Green newsletter articles will be solicited from the faculty using a monthly email highlighting ongoing library programming. The parttime student assistant will be required to update the online library website pages with content provided from multiple sources, update the book review blog, monitor activity on the collaboration wikis, as well as help to facilitate discussion on the librarys Facebook and Twitter accounts. Discussion will be prompted by questions and comments such as: Tell us what it means to you to Think Green. Are you part of the solution or part of the problem? A student advisory committee will be needed to help facilitate discussion and collaboration around miscellaneous Did you know statements. Marketing: Design Think Green electronic marketing campaign that arouses student curiosity enough to lead them to click on links posted on the online library website & social network sites for more information. Include a Think Green featured article in the monthly eNewsletter to be distributed to the exclusively online student & faculty email list. Display tent cards advertising the Think Green online program in the campus libraries as well as student services offices. Youth Participation: The student advisory committee will be asked to suggest ideas about the kinds of sustainability projects that would appeal to the target demographic(s). The Student volunteers will also play a critical role in facilitating online discussion. They will initially be needed to demonstrate the use of various platforms for presentation and discussion such as the VoiceThread presentation tool which will be incorporated within the featured book review blog. Students participating in the service learning project will complete a group assignment requiring them to first select and identify the demographics of a particular target audience (a school, a church, a community social organization); and second create a presentation to promote the Think Green initiative to the target audience using a web 2.0 presentation tool (i.e. Slideshare, Slideboom, Prezi).

FRIT 7090: Program #2 Evaluation: A student assistant will be responsible for monitoring and reporting the traffic to various online library pages. They will also be responsible for monitoring and tracking the number of people who like our fan page on Facebook and follow us on Twitter. We will use this data to determine what content has more or less appeal for our target audience. An end of course student survey will be requested to be completed by students participating in the service learning project regarding the usefulness of the library resources provided. For over twenty years, it has been documented that the American Library Association (ALA) has played an important role in promoting more environmentally friendly behaviors by presenting environmental programs and providing a platform for community action (Jankowska, 2011). Resources: Resources will include links to references provided on the online library: webpages, Facebook and Twitter accounts. Develop and publish online a comprehensive book list which includes texts that address sustainability from various perspectives: social, environmental, and political impact. Select at least one book from each area to focus on in a book review including a brief summary and image of book cover. In an ongoing effort to encourage dialogue, students will be encouraged to create VoiceThread presentation videos about their favorite book(s) to share their thoughts. Using VoiceThread the discussion about a book can be extended further with viewers leaving recorded comments. References: American Library Association. (2007). AASL Standards For The 21-st Century Learner. Retrieved June 24, 2012, from http://www.ala.org/aasl/guidelinesandstandards/learningstandards/standards Brundiers, K., & Wiek, A. (2011). Educating students in real-world sustainability research: Vision and implementation. Innovative Higher Education, 36(2), 107-124. doi:10.1007/s10755-010-9161-9 Fact Sheet. (2012). Retrieved June 20, 2012, from http://www.gpc.edu/News_and_Information/fact.php3#data Jankowska, M. A. (2011). Going beyond environmental programs and green practices at the American Library Association. Electronic Green Journal, 1(32), 1-17. Liu, L. (2011). Where in the world of sustainability education is US geography? Journal Of Geography In Higher Education, 35(2), 245-263. doi:10.1080/03098265.2010.548086 Meurant, R. C. (2011). Deal with reality: How ICT enables education to go green. International Journal Of U- & E-Service, Science & Technology, 4(2), 27-41. Molnar, C., Ritz, T., Heller, B., & Solecki, W. (2011). Using higher education-community partnerships to promote urban sustainability. Environment, 53(1), 18-28. doi:10.1080/00139157.2011.539944

FRIT 7090: Program #2

Stark, M. R. (2011). Information in place: Integrating sustainability into information literacy instruction. Electronic Green Journal, 1(32), 1-16. Williams, B. (2012). Green teen programming. Young Adult Library Services, 10(2), 29-31. Williams, B. (2011). Embedding your green message through asynchronous learning. Electronic Green Journal, 1(32), 1-6.

FRIT 7090: Program #2 Program #2 Scoring Rubric 2

0 Originality Not original/ Not workable/ Not submitted/ Not attempted (Counts twice)

4 Program is workable, original, creative, and innovative. It has fresh and exciting ideas. Each section of the template has been completed with meaningful entries. It paints a complete picture of the program and speaks to the focused topic of leadership, advocacy and creating community connections. All of the required five references are included. Project shows a great deal of planning went into it. All components work together as intended. Components demonstrate depth and detail. References are all documented, and APA formatting is used throughout, including intext citations and reference list. No errors found in grammar, spelling or usage that distract reader. Total

Score

Program is workable, but it is not original.

/8

Template was not used. At least five references are not included. Does not focus on the topic of leadership, advocacy and creating community connections./ Not submitted

Project shows lack of planning. Components do not work together as intended. Project lacks depth and detail./ Not submitted References are not documented at all, and there is a lack of APA formatting. Numerous errors in grammar, spelling or usage that distract reader.

Some sections of the template have been completed with meaningful entries. It does not paint a complete picture of the program. It does not speak well enough to the focused topic of leadership, advocacy and creating community connections. Some of the required five references are included. Project shows some planning. Some components do not work together as intended. Some of the components lack depth and detail. References are mostly documented, and APA formatting is attempted. A few errors found in grammar, spelling or usage that distract reader.

Completeness

/4

Quality

/4

Form

/4

/20

Scoring Guide: 18-20 Target 14-17 Acceptable <14 Unacceptable