Overall Learning Climate
The Windsor Forest High School media center is divided into five learning sections. Students and teachers are allowed access to the different stations based on their learning needs. The five sections include the following: (1) twelve tables that seat six people each, (2) Makerspace area with two round tables that seat four people each, (3) seating area with sofa, four armless chairs, and power/usb plug-ins so that students can charge their devices, (4) a small room with four square tables that seat four people each, a drop down projector screen, and a projector cart to be used as needed, and (5) a computer station with twenty-four desktop computers. On the Windsor Forest website, the students can access the following online resources under the media center tab:
Wireless internet is available in the media center. Students and teachers may bring their own devices to connect, however connections are not always reliable.
There are two closets in the media center that are not accessible to students. One closet houses all of the technology equipment, including desktop and laptop computers, iPads, Kindles, COW carts, Safari Montage video equipment, CPS devices, and projectors. The other closet is used for the media center supplies, such as pens, paper, and tape, as well as teacher supplies such as the DVDs that can be checked-out and professional development books.
The library is located in the middle of the school and has doors on both sides. Students are only permitted to enter through one door. They are allowed to leave using the other door. This system keeps traffic congestion at a minimum. Noise is typically not an issue, since classes are held at the opposite ends of the building to the left and right of the media center. When students transition, they typically stay on the hallways respective to their grade levels. The library is well lit with electric lights and with natural light from windows in the back of the room. The temperature is regulated by the school to ensure that thereis not a buildup of condensation.
For students who are ESL, there are sections that contain books in other languages, such as Spanish and Vietnamese. The school community receives many students who are from countries with Spanish and Vietnamese as their primary language and that lack fluent English reading skills.
The Windsor Forest High School media center is divided into five learning sections. Students and teachers are allowed access to the different stations based on their learning needs. The five sections include the following: (1) twelve tables that seat six people each, (2) Makerspace area with two round tables that seat four people each, (3) seating area with sofa, four armless chairs, and power/usb plug-ins so that students can charge their devices, (4) a small room with four square tables that seat four people each, a drop down projector screen, and a projector cart to be used as needed, and (5) a computer station with twenty-four desktop computers. On the Windsor Forest website, the students can access the following online resources under the media center tab:
- World Book Online
- Galileo
- Media Center Online Catalog
- Digital Library of Georgia
- Library of Congress
- Teen Reads
- New Georgia Encyclopedia
- Quoteland
- CIA World Factbook
- Merriam Webster Dictionary
- MLA Citation Guide
- Live Oak Public Library
Wireless internet is available in the media center. Students and teachers may bring their own devices to connect, however connections are not always reliable.
There are two closets in the media center that are not accessible to students. One closet houses all of the technology equipment, including desktop and laptop computers, iPads, Kindles, COW carts, Safari Montage video equipment, CPS devices, and projectors. The other closet is used for the media center supplies, such as pens, paper, and tape, as well as teacher supplies such as the DVDs that can be checked-out and professional development books.
The library is located in the middle of the school and has doors on both sides. Students are only permitted to enter through one door. They are allowed to leave using the other door. This system keeps traffic congestion at a minimum. Noise is typically not an issue, since classes are held at the opposite ends of the building to the left and right of the media center. When students transition, they typically stay on the hallways respective to their grade levels. The library is well lit with electric lights and with natural light from windows in the back of the room. The temperature is regulated by the school to ensure that thereis not a buildup of condensation.
For students who are ESL, there are sections that contain books in other languages, such as Spanish and Vietnamese. The school community receives many students who are from countries with Spanish and Vietnamese as their primary language and that lack fluent English reading skills.
Needed Improvements
One element that is works well for the school community is the library’s organization of books. The categories include sections for Spanish and Vietnamese books for our ESL students, as well as a section for graphic novels that all students enjoy. Since many students are not English-proficient, graphic novels help students gain accessibility and confidence as they develop the needed skills to be proficient with the English language.
Major improvements that are needed for the facility include providing more technology access for students and education of the services the library can provide to stakeholders. Student technology is reserved to a single class area with only a class-set of computers available at a time. While there are many different types of technology in the closet for teacher check-out, students have few options in the media center itself. There is also a lack of knowledge on the part of the learners to understand what they are looking for and, once they know what to look for, where to look for it at. It has been demonstrated that students do not have the needed skills to effectively research information. There needs to be more instruction and information provided that aims to make students, faculty, and other stakeholders aware of the services the library can provide for each of them.
The facility could also use some improvement in order to be more attractive to its consumers. The facility’s carpet and walls are a dull, monotone color, and could use a fresh, vibrant color to make the space seem more inviting and modern. There is, however, plenty of space for whole classes in both the computer area and the instructional area. Tables are placed throughout the space that allows small groups to easily collaborate and work together. There is a reading lounge area that is suitable for individuals, however if there are whole classes also in the space it can be too noisy for those individuals to concentrate because of the close proximity to the computer and instructional areas. If no classes are using the space, individuals could also use the tables or computers. An improvement could be made to add a few additional tables and/or computers to allow individuals to easily work at a table or computer even if classes are booked in the two areas.
While the librarians are very helpful in assisting students, teachers, and other visitors, many of the signs are worded in a negative manner, using much more “Don'ts” than “Do’s”. Another improvement could be made here to make the overall climate of the library facility more positive by rewording the signs to use more positive direction and reinforcement. There are, on the other hand, many spaces that are designed to invite students in exploration of different topics and activities, such as makerspaces and games, which can make the educational climate positive and feel inviting to students.
One element that is works well for the school community is the library’s organization of books. The categories include sections for Spanish and Vietnamese books for our ESL students, as well as a section for graphic novels that all students enjoy. Since many students are not English-proficient, graphic novels help students gain accessibility and confidence as they develop the needed skills to be proficient with the English language.
Major improvements that are needed for the facility include providing more technology access for students and education of the services the library can provide to stakeholders. Student technology is reserved to a single class area with only a class-set of computers available at a time. While there are many different types of technology in the closet for teacher check-out, students have few options in the media center itself. There is also a lack of knowledge on the part of the learners to understand what they are looking for and, once they know what to look for, where to look for it at. It has been demonstrated that students do not have the needed skills to effectively research information. There needs to be more instruction and information provided that aims to make students, faculty, and other stakeholders aware of the services the library can provide for each of them.
The facility could also use some improvement in order to be more attractive to its consumers. The facility’s carpet and walls are a dull, monotone color, and could use a fresh, vibrant color to make the space seem more inviting and modern. There is, however, plenty of space for whole classes in both the computer area and the instructional area. Tables are placed throughout the space that allows small groups to easily collaborate and work together. There is a reading lounge area that is suitable for individuals, however if there are whole classes also in the space it can be too noisy for those individuals to concentrate because of the close proximity to the computer and instructional areas. If no classes are using the space, individuals could also use the tables or computers. An improvement could be made to add a few additional tables and/or computers to allow individuals to easily work at a table or computer even if classes are booked in the two areas.
While the librarians are very helpful in assisting students, teachers, and other visitors, many of the signs are worded in a negative manner, using much more “Don'ts” than “Do’s”. Another improvement could be made here to make the overall climate of the library facility more positive by rewording the signs to use more positive direction and reinforcement. There are, on the other hand, many spaces that are designed to invite students in exploration of different topics and activities, such as makerspaces and games, which can make the educational climate positive and feel inviting to students.