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Assignment1: Word Processing
Copyright © 2018 Ross Ferrara. All Rights Reserved. Page 1 of 6
Assignment 1: Word Processing
Overview
Assignment 1 is designed to have you explore how to use word processing to format a multi-
page document complete with headers and/or footers, page numbers, line spacing, etc.
If you require assistance to do this assignment, be sure to see one of the TA/GAs or the instructor
during their office hours. You may also post questions to the class-wide open discussion forum in
Blackboard–just don’t attach or post any solutions to your problem as any posts made there will be
seen by everyone in the class. Posting to such forums is a good idea for the following reasons:
Very often more than one person has the same or similar question.
Often others in the class will reply/post with additional questions.
Also the instructor, as well as any of the TA/GAs, can respond to those questions.
Finally, it is always best to ask questions than not.
Task
Word Processing Program Requirement
You are to format a word processing document that is created using Microsoft Word (i.e. it will
have a or x extension).
N.B. You must use Microsoft Office – Word for this assignment. You may obtain your free
copy of Microsoft Office by downloading the install program from the Office 365 portal.
The instructions for this assignment are using Microsoft Word 2016 version. However,
other versions of Microsoft Word are similar.
Save your file as: WP Assignment 1 YourFirstName YourLastName (i.e. File tab/Save As)
Overall Requirements
Your document must be set to use a Letter page (8.5″x11″). Although this is the default under
most circumstances, you can verify this by:
MS Word 2016:
o Click the Layout tab at the top of the window.
o Within the Page Setup group, click the Size icon.
o When the pop-up menu appears, ensure that Letter is selected.
Your document must have the following margins set:
The left and right margins must be 1.25 inches.
The top and bottom margins must be 1.25 inches.
Assignment 1: Word Processing
Copyright © 2018 Ross Ferrara. All Rights Reserved. Page 2 of 6
To set margins:
MS Word 2016:
o Click the Layout tab at the top of the window.
o Within the Page Setup group, click the Margins icon.
o Choose Custom Margins… and set margins as required.
NOTE: 1 inch is 2.54 cm –if centimetres appears instead of inches.
N.B. You may see centimetres because your “country settings” in your operating system are
set to Canada and Canada uses the metric system by default. It is possible to override this,
but, it is not necessary for this course.
To set the Line and Paragraph Spacing (i.e. spacing between lines of text), do
the following:
MS Word 2016:
o Click the Home tab at the top of the window.
o Within the Paragraph group, click the paragraph launcher (i.e. angled arrow)
located at the
bottom right corner of the Paragraph group.
o In the dialog box that appears, make sure you are in the Indents and Spacing tab
o In the Spacing section, set Before and After options to 0 pt each and set the Line
spacing to Single.
Unless otherwise stated all text in your document must be in Times New Roman font.
To set the font, do the following:
MS Word 2016:
o Click the Home tab at the top of the window.
o Within the Font group, click the down arrow of the Font icon and choose the
appropriate font.
Page 1: Title Page Requirements
The formatting changes in this section can be found in:
MS Word 2016 | Home tab
Key in the following title page information formatted as centred text:
Assignment 1 – Word Processing
YourFirstName YourLastName
### ### ###
03-60-104-30
Instructor: Prof. Ferrara
Due: Month Day, Year
Now format the title page information text as follows.
“Assignment 1 – Word Processing” must have these settings:
o This text must be 32 point.
o Its paragraph has 3” (inch) of spacing before the paragraph.
Do not hit the Enter key multiple times to create the space –or you will lose marks.
Assignment 1: Word Processing
Copyright © 2018 Ross Ferrara. All Rights Reserved. Page 3 of 6
“YourFirstName YourLastName” must have these settings:
o This text must be 16 point.
o Replace YourFirstName with your first name.
o Replace YourLastName with your last name.
o Set its paragraph to have 1” (inch) of spacing before it.
Do not hit the Enter key multiple times to create the space –or you will
lose
marks.
Replace “### ### ###” with your student number.
o This text must be 16 point.
“03-60-104-30” must have this setting:
o This text must be 16 point.
“Instructor: Prof. Ferrara” must have these settings:
o This text must be 16 point.
o Set its paragraph to have 1” (inch) of spacing before it.
Do not hit the Enter key multiple times to create the space –or you will
lose marks.
“Due: Month Day, Year” must have these settings:
o This text must be 16 point.
o Replace the line with the due date of this assignment as found on the course
outline using the format given.
Do not use abbreviations (e.g. Use January instead of Jan. for the month).
Place the text cursor at the end of the due date line and press the Enter key. Then create a page
break by pressing Ctrl-Enter. This will cause the cursor and the rest of the text to appear starting
on the next page. Now press the Enter key again.
Page 2: Copyright Page Requirements
The copyright page must have the following text aligned at the right margin:
© CurrentYear YourFirstName YourLastName and Prof. Ferrara
where:
The copyright line must be 15 point.
The paragraph with the copyright symbol must have 5” (inches) of spacing before it.
o Do not hit the Enter key multiple times to create the space –or you will lose
marks.
You must have the copyright symbol into your text (Insert tab/Symbols group).
CurrentYear is replaced with the current year.
YourFirstName is replaced with your first name.
YourLastName is replaced with your last name.
Assignment 1: Word Processing
Copyright © 2018 Ross Ferrara. All Rights Reserved. Page 4 of 6
Press the Enter key at the end of the copyright line. Change the spacing before the paragraph
back to 0” (inch) and then use Ctrl-Enter to create a page break. You should now be on page 3.
Make sure the cursor is on the left side of the window (i.e. Backspace twice or click the Left
align icon.)
Header Requirements
Headers can be found in:
MS Word 2016 | Insert tab | Header & Footer group | Header | Edit Header
N.B. Press the Tab key to move the cursor to the centre and right positions in the header.
For Assignment 1, the header will appear on all pages. Assignment 1 has no footers. Your header
must have three parts on a single line all appearing in 11 point Times New Roman text:
Part 1: Left justify with this text:
o While in the header, choose the Insert tab | Header & Footer group | Page
Number icon | Current Position | scroll until you see Page X of Y in the Header
& Footer Tools Design tab and select it.
Part 2: Centre with this text: YourFirstName YourLastName, ### ### ###
o Replace YourFirstName YourLastName with your first and last name respectively.
o Replace ### ### ### with your student number.
Part 3: Right justify with this text: 2018W 03-60-104
N.B. Make sure the header text is NOT in bold.
Click/Double-click in the document area of page 3 to get out of the header.
Filler Text Requirements For Page 3 On
Your document must have some filler text. Open “Assignment 1 – WP Body Data File.rtf” (i.e.
File tab/Open). You will need to copy the data from this file and paste it into your document.
When copying and pasting the text in your document, to avoid bringing in any adverse text
formatting from the data file, you must do the following:
Highlight and copy the entire body data file and then follow the pasting instructions below:
MS Word 2016 | Click on Home tab | Click the down arrow on the Paste icon and choose
Paste Special… | Click on Unformatted Text in the dialog window that appears.
N.B. The footnotes from the data file are not copied to your document. You will be adding a
reference page instead at the end of your document to cite the resources.
Assignment 1: Word Processing
Copyright © 2018 Ross Ferrara. All Rights Reserved. Page 5 of 6
Page 3: The Document Body
The body of the document starting on page 3 with “My reflective practice project” and ending
with “students achieve success.” must now be formatted. The text will be 12 point Times New
Roman font. You are to change the text as follows:
Between each paragraph is/are (an) empty line(s) (i.e. created by hitting Enter). Delete
these extra lines.
Now to add back space between these paragraphs, select all of “My reflective practice
project” paragraphs and go into the paragraph settings dialog box and set the following:
o Set the First line value to be 0.5” (inch) (Indentation section/Special);
This will indent each new paragraph half and inch from the left margin.
o Set the Line spacing to Double.
This will double space the entire body part of the document.
Find the phrase, “the library was not inviting” and bold it (Home tab/Find icon).
Find the sentence, “The teacher librarian should make reading fun and exciting.” bold,
italicize, and underline it.
Now select/highlight only the last paragraph of “My reflective practice project” and justify
the text in that paragraph so the text is aligned evenly at the left and right margins.
Now you need a title for the “My reflective practice project” body text. At the very top of page 3,
hit Enter with the cursor before the word “My”. This will create an empty paragraph. Now do
the following:
Put the cursor in the new empty paragraph at the top of page 3. Make sure the cursor is at
the left margin (you may have to press the Backspace key). Centre the paragraph.
Type the text, “The Library” (without the quotations) and set it at 30 point, Times New Roman.
Bold and underline the title.
Make sure there is one blank line between the title and body text.
Page 9: References
You will now be adding a reference page to your assignment.
The last page of the reflective practice project text should be Page 13. Press the Enter key after
the last line. Press Ctrl-Enter to create a page break. You will create the reference on this page.
You must do the following:
On page 13, set the First line paragraph indentation to zero (0) since you don’t want any
extra indentation here.
Key in the title, “References,” (without the quotations) using 12 point, Times New
Roman font, centre, bold and underline on its own line/paragraph.
o Don’t forget to take the bold and underline off before going onto the next line so
that the body of the reference page is not bolded and underlined.
Assignment 1: Word Processing
Copyright © 2018 Ross Ferrara. All Rights Reserved. Page 6 of 6
Leave 1 blank line (same line spacing as body text – Double). Then at the left margin,
copy the data from Assignment 1 – WP References Data File.rtf into your document.
(N.B. Use the same procedure to copy the references into your document as you did for
the body.)
The entire reference page is in 12 point font size, Times New Roman font.
Make sure the line spacing of the entire reference page is Double.
Each reference must have a hanging indent by doing the following:
o MS Word 2016:
Highlight all the references you copied.
Click the Home tab.
In the Paragraph group, click the paragraph launcher located at the
bottom right corner of the Paragraph group.
Make sure you are in the Indents and Spacing tab.
Click the down arrow key under the Special section and click Hanging.
Make sure the By next to the Special section says 0.5” (or equivalent cm)
and click OK.
Submitting Your Work
Save your word processing file as or x (it should be the default depending on the
version you are using). When you are done, upload your file to the course Web site.
My reflective practice project focused on determining the underutilized areas of the school library program and finding ways on promoting those areas. In addition, I wanted to discover administration’s view of the school library as they are the key to the success of the school library program. Through observation and surveying students, teachers, and administration, I discovered a number of interesting facts regarding each of these stakeholders and the school library and have outlined them below.
After analyzing the results of the surveys and through my own observations at the school library there were three major areas I found that were underutilized by the students regarding the school library. They include: (1) reading for pleasure; (2) asking the teacher librarian for help when searching for information; and (3) going to and using the library in general.
For the most part students are not taking books out of the school library to read for pleasure unless they are forced to by their teachers for independent reading. The question is, “Why?” I believe many students don’t have the time to read because of their heavy course load, they think reading is boring and would rather do something else, and the collection in the library is old and outdated. I strongly believe that the teacher librarian should develop a love for reading in the students, whether fiction or non-fiction. As stated in the Statement of Purpose for Ontario’s School Library Information Centres (Ontario School Library Association, OSLA), “…the School Library Information Centre program continues to promote print literacy and the love of reading as integral parts of information literacy.” Statement of purpose for Ontario’s school library information centres. OSLA, Ontario School Library Association.
http://www.accessola.com/osla/advocacy/statement_policy.htm#statement
In addition, the School Library Guidelines by the IFLA/UNESCO states that, “the librarian should lead reading campaigns and the promotion of child literature, media and culture.” School Library Guidelines. IFLA/UNESCO Released by IFLA in August 2002 as a document to accompany the IFLA/UNESCO School Library Manifesto.
http://www.ifla.org/VII/s11/pubs/sguide02
How can a teacher librarian get students to read for pleasure? First of all, as teacher librarian, I would read in front of the students (modeling). I would also put out lists of what other students and teachers are reading throughout the school. Furthermore, I would use some of the following suggestions from @ your library®, a promotional campaign for school libraries developed by the American Library Association and the American Association of School Libraries (Toolkit for school library media programs. ALA, American Library Association. (2002).
www.ala.org/@yourlibrary/
) Pictures should be taken of staff and students reading with a caption and hung on the walls at the entrance of the library and in the library. The teacher librarian should make reading fun and exciting. Some ideas include holding an after-school book club and periodically have themed book parties, creating monthly or themed book displays (e.g. horror books surrounded by pumpkins, ghosts, etc. in October), and holding contests during morning announcements to identify a line or two in a novel. Correct entries are placed in a box and the winner gets a prize (e.g. cafeteria money). In addition to the above, I would also make sure that students have the opportunity to choose reading material from the library. For this to happen, I, as a future teacher librarian, would make sure that at least once a week the library would be open an hour before and an hour after school, a sort of extra-curricular activity on my part. Finally, the teacher librarian must get the support from administration, namely funding, to buy a variety of books that interest students so they may become motivated to read.
Another area that students tend to shy away from, at least in my school, is asking the teacher librarian for help when researching. When asked to further comment on why they do not ask the teacher librarian at my school, students basically said they were afraid of her and wished she was nicer, more helpful, and less strict. Even if this is not true, the perception is out there. I am disappointed with this fact as I feel that assisting students is one of the main duties of a teacher librarian. As stated in the School Library Guidelines by the IFLA/UNESCO, “The librarian should create an environment for leisure and learning which is attractive, welcoming and accessible for everyone without fear or prejudice. Everyone who works in the school library should have a good rapport with children, young people and adults.” School Library Guidelines. IFLA/UNESCO Released by IFLA in August 2002 as a document to accompany the IFLA/UNESCO School Library Manifesto.
http://www.ifla.org/VII/s11/pubs/sguide02 In addition, my mentor says, the teacher librarian should make themselves “accessible, approachable – the library must be seen as welcoming.” This piece of information made me think about my own personality and characteristics and how my own students perceive me in the classroom? I believe and always try to remember that school is a place of learning where the teacher motivates the students towards excellence but that learning must also be enjoyable and the teacher approachable. As stated in the Content section of Module 4 of the course, “The promotion of the school library starts with the teacher-librarian. Teacher-librarians must be visible, helpful, [and] approachable.” Therefore, as teacher librarian I will always try to be visible, helpful and approachable. To help me remember and do this as teacher librarian, I will create a feedback sheet/survey regarding the school library and the teacher librarian and put it in the library next to a suggestion box. Here students can fill it out anonymously. These feedback sheets will allow me to reflect and make changes if necessary and where possible.
The last major area of concern regarding students and the use of the school library is going to and using the school library in general. I found out in the surveys that many students did not go to the school library unless they went with their classes. Basically, the same students tend to go to the school library. As stated in the Content section of Module 4, “No matter how wonderful the teacher-librarian envisages the school library to be, it will not fulfill its mandate if the students are not aware of its existence, are not drawn to it, and do not want to return.” Many of the students felt the library was not inviting, that the books and the resources needed to be updated, and that the school library should offer activities for the students. I truly believe that in order for students to want to come in to the library it must have an aesthetic appearance and a welcoming feel. To make the library more inviting students suggested adding colour and pictures. I would definitely take these suggestions into consideration, thus providing the students with a sense of ownership. If money is an issue, the teacher librarian could talk to the art and technology teachers and have students’ work placed on the library walls, changing them from year to year to reflect the student body and to provide change. I also feel that putting up colourful signage to help students find and do things in the library provides a welcoming feel for students. Adding flowers and plants, as suggested by the course instructor, would also add colour and life to the library.
In order to update the books and resources, as suggested by the students, the teacher librarian would need the support of administration. I would first have administration fill out a survey concerning the school library program. This survey would determine their degree of support. Then I would write up a budget proposal to the administration at the beginning of the year which would include their thoughts from the survey if it helps in the teacher librarian’s proposal.
In order to get students to come into the library and use its resources fun activities throughout the year should be implemented. Some activities that I found interesting and worthwhile to look into came from @ your library®. (Toolkit for school library media programs. ALA, American Library Association. (2002). www.ala.org/@yourlibrary/) For example, it suggested having the same brand with a new slogan on the activities implemented by the school library. I thought it was an innovative and catchy/hip way to get students on board (e.g. Get the score (slogan) @ your library (brand) would promote a number of workshops to coach students on preparing for tests, cite sources, etc). Thus, every time an @ your library® brand appears, students would know there is a new activity going on in the school library. @ your library® provides numerous suggestions used by other schools. Another idea includes hosting a Multicultural Day in the library where students set up displays from their countries including food, artifacts, and books. I like this idea as the student population at my school is very diverse. I also like the idea of having a Karaoke Day for example before the Christmas break. This allows students to see the teacher librarian in a different way. The school library could also hold contests like poetry or essay writing contests, where the teachers are the judges. It could also take part in various ready-made observances like International or National School Library Day. All activities could be listed on a calendar in the library section of the school web page, on a bulletin board in the library, and on bookmarks, and announced during the morning announcements as they come up. From reading all the suggestions provided by @ your library®, I realized that the possibilities are endless and you’re only limited by your own imagination.
In addition, the survey results showed two major areas that were underutilized by the teachers regarding the school library. They include: (1) the educational resource section for teachers; and (2) teacher collaboration.
After analyzing the surveys, I found out that many teachers did not use the educational resource section for teachers and that a number of teachers did not know that one had existed. The research from @ your library® School Library Campaign found that, “Principals and teachers are most likely to see the value in school libraries and librarians – for students. They tend to turn elsewhere for their own needs.” Toolkit for school library media programs. ALA, American Library Association. (2002).
www.ala.org/@yourlibrary/ I feel that it is important to let the teachers know about these resources and encourage them to use them, especially the new teachers, as there is a wealth of information at their fingertips that may go to waste just because they do not know it is there for their use. As stated in the School Library Guidelines by the IFLA/UNESCO, the teacher librarian should, “assist students and teachers in the use of library resources and information technology.” School Library Guidelines. IFLA/UNESCO Released by IFLA in August 2002 as a document to accompany the IFLA/UNESCO School Library Manifesto.
http://www.ifla.org/VII/s11/pubs/sguide02 To let teachers know the section exists and what is in the section, I would, as the teacher librarian, create an interesting display section with colourful signage that can be clearly seen by teachers as they enter the library. At staff meetings I would remind teachers that the resource section is available to them and what it includes. On a regular basis I would send out e-mail to teachers highlighting new books, resources, and Web sites that could be of help to them. I know in my previous school, the teacher librarian did this and I appreciated the information immensely. I would also hold in-service sessions at lunch or after school for teachers, especially new ones, on how to use and/or take out the resources.
As mentioned above, another area of the school library program that is underutilized by teachers is collaboration with the teacher librarian. Teacher collaboration is so important since, “It has been demonstrated that, when librarians and teachers work together, students achieve higher levels of literacy, reading, problem-solving and information and communication technology skills.” Anonymous. (2001). The school library in teaching and learning for all: The UNESCO school library manifesto. School Libraries in Canada. Retrieved from ELibrary database. In my research, I learned that many teachers felt there was no need for collaboration; some didn’t want to bother the teacher librarian; while others didn’t know it was part of a teacher librarian’s role. I admit that I did not collaborate with the teacher librarian in the past because I didn’t want to bother them and I also did not know the extent of their role until I took this course. I feel that teacher librarians must do a better job in promoting their role. The teacher librarian could promote themselves by providing brochures to teachers outlining their role and by putting out little reminders regarding collaboration on the school intranet conference and at staff meetings. I think that the teacher librarian must be proactive when it comes to collaboration. S/he should approach teachers and ask them if they need help with lesson planning or even offer them suggestions. Thus in the future, teachers would be more incline to collaborate with the teacher librarian. Once the message is out there, other teachers may follow suit.
Finally, I needed to discover administration’s view of the school library as success of the school library program depends on them. I never really thought about it but it’s so obvious, in order to have a successful school library program the teacher librarian must first have the support of administration. Through the surveys I found out that administration, at least on paper, said they supported the school library and felt that it was very important to student success. However, what I concluded was what they said and what they did were two very different things. Now the question is, “How can administration support the school library so that it leads to student success?” The most obvious answer is money, of course. Through the class discussions I was very surprised at the school library budgets at some schools compared to my school and my mentor’s school, namely, the school that the course instructor is teaching at. As she says, “I have had 4 principals in the past 2 1/2 years. When they ask, ‘How can I support the library?’ my answer is, ‘Give me money…Money does make a huge difference…I feel good about having money to make a real impact on student success in this school.’” There is just no comparison when one school has a budget of $50000 plus (instructor’s budget) and another has a budget of $2500 plus (mentor’s budget). How can one achieve student success when the budget is only enough to cover supplies, if that, and not learning materials?
Another way that administration could support the school library is to provide support staff to help the teacher librarian with the clerical tasks so that s/he could have time to teach and collaborate with other teachers. I found out that this type of support was provided in one school but not in another in my board. The positive side to this is that there is money that can be put aside for such help even though it is not done consistently throughout the board.
As documented in Teacher Librarian by Gary Hartzell, in order to obtain student achievement the school library program should have, among other things, “large, varied, and up-to-date collections; one or more full-time qualified librarians; library support staff large enough and skilled enough to free certified librarians from routine clerical duties and to allow them time to teach, to collaborate with teachers and to engage in leadership activities outside of the library; … [and a] budget adequate to support the previous … items.” Hartzell, G. (2003). Why should principals support school libraries? Teacher Librarian. Retrieved from ELibrary database.
Thus, it is up to the teacher librarian to convince administration to “put the money where their mouth is.” The teacher librarian should create a mission statement for the school library that is consistent with the school’s goals. When this is done, the teacher librarian needs to get administration to buy into it. Once they are onboard, I feel it would be easier to get the funding necessary to build a successful library program.
As a teacher taking the Librarianship course and completing this reflective project, I think it is worth my while to put the wheel in motion by informing the current teacher librarian at my school with my findings and research in a tactful way. Hopefully she could put some of this information to use in order to correct the underutilized areas of the school library.
Throughout this process, I have learned that the task of promoting the school library program is a huge undertaking but one that must be done in order for staff and students to take advantage of the teacher librarian’s knowledge and expertise and obtain student achievement. The teacher librarian must recognize that s/he does not have to implement everything all at once and feel overwhelmed but rather slowly and consistently until what s/he has envisioned as the ideal library has come to fruition. As stated in The IFLA/UNESCO School Library Guidelines under Chapter 5: Promotion of the Library and Learning, “The services and facilities provided by the school library must be actively promoted so that the target groups are always aware of its essential role as a partner in learning and as a gateway to all kinds of information resources.” School Library Guidelines. IFLA/UNESCO Released by IFLA in August 2002 as a document to accompany the IFLA/UNESCO School Library Manifesto.
http://www.ifla.org/VII/s11/pubs/sguide02
Furthermore, I have also learned that promoting the school library is an ongoing process that never ends, reflecting the student body and the times. Teacher librarians must continually advocate, communicate, and promote their true role to the various stakeholders (administration, teachers, and students) in order to create and sustain a successful school library program which will lead to the ultimate goal of helping students achieve success.
ALA, American Library Association. (2002). Toolkit for school library media programs. Retrieved from www.ala.org/@yourlibrary/
Anonymous. (2001). The school library in teaching and learning for all: The UNESCO school library manifesto. School Libraries in Canada. Retrieved from ELibrary database.
Hartzell, G. (2003). Why should principals support school libraries? Teacher Librarian. Retrieved from ELibrary database.
IFLA/UNESCO Released by IFLA. (2002, August). School Library Guidelines. Retrieved from http://www.ifla.org/VII/s11/pubs/sguide02
Minkel, W. (2003). We’re not just a building. Library Journal. Retrieved from ELibrary database.
OSLA, Ontario School Library Association. (n.d.). Statement of purpose for Ontario’s school library information centres. Retrieved from http://www.accessola.com/osla/advocacy/statement_policy.htm#statement
