Utilization
This section of the portfolio demonstrates my abilities in the advanced design standard and performance competencies of Utilization. AECT states the individual should demonstrate the knowledge, skills, and dispositions to use processes and resources for learning by applying principles, theories, and research related to media utilization, diffusion, implementations, and policy-making.

The section immediately below provides links to the relevant courses, professional experiences, and supporting exhibits that demonstrate this competency. Listed below these links is an enumeration of the Utilization standard and suggested performance indicators as recommended by AECT.

  • Relevant Courses
    Formal coursework and informal training that dmonstrate application and understanding of the Utilization Competency.
  • Professional Experiences
    Career experiences that demonstrate application and understanding of the Utilization Competency.
  • Supporting Exhibits
    Demonstrable exhibits and products that showcase applicaiton and understanding of the Utilization Competency.




Utilization Explanation:
Utilization is the act of using processes and resources for learning” (Seels & Richey, 1994, p. 46). This domain involves matching learners with specific materials and activities, preparing learners for interacting with those materials, providing guidance during engagement, providing assessment of the results, and incorporating this usage into the continuing procedures of the organization.

Media Utilization
“Media utilization is the systematic use of resources for learning” (Seels & Richey, 1994, p. 46). Utilization is the decision-making process of implementation based on instructional design specifications.

Diffusion of Innovations
“Diffusion of innovations is the process of communicating through planned strategies for the purpose of gaining adoption” (Seels & Richey, 1994, p. 46). With an ultimate goal of bringing about change, the process includes stages such as awareness, interest, trial, and adoption.

Implementation and Institiutionalization
“Implementation is using instructional materials or strategies in real (not simulated) settings. Institutionalization is the continuing, routine use of the instructional innovation in the structure and culture of an organization” (Seels & Richey, 1994, p.47). The purpose of implementation is to facilitate appropriate use of the innovation by individuals in the organization. The goal of institutionalization is to integrate the innovation within the structure and behavior of the organization.

Policies and Regulations
“Policies and regulations are the rules and actions of society (or its surrogates) that affect the diffusion and use of Instructional Technology” (Seels & Richey, 1994, p. 47). This includes such areas as web-based instruction, instructional and community television, copyright law, standards for equipment and programs, use policies, and the creation of a system which supports the effective and ethical utilization of instructional technology products and processes.

Performances Indicative of the Design Standard

The following indicators are examples of performances related to the Utilization standard.

  • Assess, analyze and design a library media facility for optimal use and functionality to support contemporary educational goals of the school library program.
  • Use automated processes and technologies related to school library media center operations.

Media Utilization

  • Identify key factors in selecting and using technologies appropriate for learning situations specified in the instructional design process.
  • Use educational communications and instructional technology (ECIT) resources in a variety of learning contexts.
  • Provide services and resources to all users in all formats that support curriculum needs and recreational reading interests of the students and teachers that are consistent with the mission, goals, and objectives of the local school community.
  • Provide accurate and prompt reference information and exhibit strong communication skills when responding to reference inquiries.
  • Use interlibrary loan and other resources, such as statewide and/or other electronic gateways, to acquire resources for students and teachers through the school library media center.
  • Identify collection development resource tools to establish, maintain and evaluate a high quality collection in a variety of formats that supports standards-based curricula and addresses the information and learning needs of all learners.

Diffusion of Innovations

  • Identify strategies for the diffusion, adoption, and dissemination of innovations in learning communities.
  • Publicize the value of school library media programs within the school, community, and local school district.

Implementation and Institutionalization

  • Use appropriate instructional materials and strategies in various learning contexts.
  • Identify and apply techniques for integrating ECIT innovations in various learning contexts.
  • Identify strategies to maintain use after initial adoption.
  • Understand and apply the principles of management theory to the operations of the school library media center.
  • Use automated processes and technologies related to design, production and implementation of instructional materials and information systems in the operations of the school library media program.

Policies and Regulations

  • Identify and apply standards for the use of instructional technology.
  • Identify and apply policies which incorporate professional ethics within practice.
  • Identify and apply copyright and fair use guidelines within practice.
  • Identify and implement effective policies related to the utilization, application, and integration of instructional technologies.
  • Identify policies and regulations which apply to the utilization, application, and integration of distance delivery technologies.
  • Identify current local, state, and federal policies and procedures and apply them within the library media program and the operation of the school library media center.
  • Identify and apply contemporary laws related to copyright, fair use, and intellectual freedom in the school library media program.
  • Develop acceptable use policies (AUPs) for Internet use in P-12 settings.
  • Develop circulation policies and procedures which ensure students and teachers have access to library media center resources in all formats.
  • Develop and use policies and procedures that include collection development/selection, reconsideration of challenged materials, and weeding criteria that are consistent with the ethics of the information profession and with the mission, goals and objectives of the local school district.