Bennett, S. The Information or the Learning Commons: Which Will We Have?. The Journal of Academic Librarianship v. 34 no. 3 (May 2008) p. 183-5

This is an article that focuses on academic libraries, not school libraries however it makes a good point about the learning commons. Learning commons is just a another name, and just another configuration of the space if there isn;t collaboration between the instructor and the librarians to make the space a collaborative learning environment. I think that is a truism that goes beyond the type of library.

Submitted by Rose Bright

Wolf, S. (2008, November). Coping with mandated restrictions on intellectual freedom in K-12 schools. Library Media Connection, 27(3), 10-12. Retrieved May 1, 2009, from http://search.ebscohost.com.libaccess.sjlibrary.org/login.aspx?direct=true&db=aph&AN=35445463&loginpage=login.asp&site=ehost-live

This article deals with library policies and Federal laws that affect internet access and filtering in schools While ideally, ALA statements that” all individuals have the right to “free access to information without regard to origin, age, background, or views," this is often not the case in schools. School sites or districts will have their own policies regarding selection of materials. The author states that it generally focuses on print material. Multimedia resources typically will include software, but online resources are rarely included. Acceptable use policies are guidelines for the use of computer resources by students and staff. They will set behavior standards and consequences for misuse. Parents may decline to allow a student access to online resources, fearing objectionable material.  But the student who is not permitted the access is barred from fully participating in the learning experience. The borrowing privileges laid out by the school are called circulation policies. Limits to the amount borrowed or the section of the library used can limit the free access to information. Also, there are federal restrictions on a student’s access to images and information. The Children's Internet Protection Act  (CIPA) ties funding to enforcement of policies monitoring online use. The result is often a heavy, wet blanket of a filter blocking sites. The author proposes the librarian become familiar with the policies and the person who can unblock web sites. Better yet, the librarian can become the site person responsible for disabling the filter. This will show the students and the librarian’s peers that the search for information is allowed and encouraged. 

Submitted by Sylvia Cieply

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Gilani-Williams, F. (2007, December). Say the word again? Eid. School Library Journal, pp. 26,27. Retrieved May 1, 2009, from http://search.ebscohost.com.libaccess.sjlibrary.org/login.aspx?direct=true&db=aph&AN=29360801&loginpage=login.asp&site=ehost-live

Gilani-Williams, an author and educator, points out the lack of fiction titles on Muslim holidays. She points out that when children don’t see any literature that includes their cultures, it makes the feel undervalued and left out. The titles the author was able to find were primarily nonfiction and described the holidays as occasions for prayer, fasting and charity.  These descriptions would leave non-Muslim children with the impression that there is no festivity in any of the Muslim holidays. The author feels that children need stories about everything. Muslims need to see themselves as important and accepted. Non-Muslim children need to learn about cultures other than their own. Fiction books put “a human face on human activity” that a nonfiction book can’t.  I see this in my library too.  There is a rich tradition of African American and Jewish fiction.  More authors are writing about the experiences and cultures of Hispanic Americans. Yet there is still a dearth of literature available to Pacific Islanders some of the other cultures that are coming to our schools. 

Submitted by Sylvia Cieply

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Baxter, V. (2008, October). Ethics and the library media specialist. School Library Media Activities Monthly, 25(2), 27-29. Retrieved May 1, 2009, from http://search.ebscohost.com.libaccess.sjlibrary.org/login.aspx?direct=true&db=aph&AN=34615453&loginpage=login.asp&site=ehost-live

The author reflect on the ways that a library media specialist can be prepared and prepare her students for the ethical decisions that must be made in the workplace. Baxter describes the process of making the best choice between 2 right choices using 4 guiding principles: truth versus loyalty, short-term versus long-term, individual versus community, and justice versus mercy. Also included are the 8 items in a code of ethics from the American Library association regarding providing service, intellectual freedom, privacy and property rights of others, weighing personal convictions against our professional duties, and continuing growth- both personally and for the profession as a whole.

Submitted by Sylvia Cieply

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St. Lifer, E. (2005). Reaching 21st Century Learners. School Library Journal, 51(5), 11. Retrieved April 14, 2009, from the Education Full Text database.

The author of this article states that it is the school library media specialist’s job to make sure school curriculum is taught in such a way that it incorporates technology that today’s students are so familiar with. He argues that today’s students are as comfortable with technology as they are with tying their shoes. Teachers and librarians need to be know how to use this technology and using in their lessons to make learning what is being taught more relevant and interesting.

Posted by Janice Hodge - 4/16/2009 

Information Skills Lesson Plans. (n.d.). Retrieved April 14, 2009, from http://www.sldirectory.com/libsf/resf/libplans.html

This is a great website for library media specialist. This provides links to other website that can help with lesson plans and activities. It is divided up by grade level and kind of activity. There are links to other reference sources that are appropriate for the various grade levels as well as games and activities for different holidays. All of the links that I tried are in working order – I think this is an excellent resource for teacher librarians.

Posted by Janice Hodge - 4/16

Rettig, J. (2009, March). Frame of Reference: School Libraries and the Educational Ecosystem. change: the magazine of higher learning. Retrieved April 14, 2009, from http://www.changemag.org/March-April%202009/full-educational-ecosystem.html

With the lack of government financial support that schools have been getting, it can be difficult to staff schools with the necessary teachers and specialists to improve student achievement and learning. The author argues that since the No Child Left Behind act looks like it is going to be reauthorized, educators need to push their congressmen to help improve schools by requiring all school libraries to have a state-certified library media specialist. The author and other higher education advocates argue that a library media specialist in every school will result in more student exposure to information, materials, research and learning opportunities that they would not otherwise get. It is thought that this will help students be better prepared for college and all of the work it requires. If we want better institutions of higher education, institutions that are competitive on an international level, we must raise the bar for students

Posted by Janice Hodge 4/16

Levitov, D. (2009, January). Cutting Edge?. School Library Media Activities Monthly, 25(5), 4-4. April 1, 2009, from Library, Information Science & Technology Abstracts with Full Text database.

In this editorial Deborah Levitov questions what the role of the LMC specialist is - to make it easy for students by supplying all the tools and information they need in one place, or by developing independent learners and thinkers.  If the information is all packaged for them doesn’t this make then dependent learners?  While including web 2.0 tools in our programs is important it must be done in a way that is instructionally sound.

posted by Jessica Gillis 4/15/09

Young, T. Library “Science:” Make it Work! Library Media Connection (26)1. pgs. 24 – 26.

The National Science Education Standards (NSES) now call for the integration of learning resources, collaborative teaching and curriculum coordination. Science literacy now overlaps with information literacy with the principles of accessing, finding and evaluating information. Both have the same objective: to produce confident, competent and competitive students. Library Media Teachers can be the vehicle that connects school science to the outside world. Digital libraries can make it possible for students to have access to interesting scientific information and data. Podcasting is encouraged as a means to introducing science concepts and connecting them with daily life. Video clips help bring the most current information into the classroom or media center. Digital video content is available and aligned to state standards. Students stay current by participating in real time projects. Library Media Centers have the opportunity to play a critical role in the education of our students by incorporating 21^st century technology into the Media Center and collaborating with teachers as to the use of it.

Susie Huber, 15 April.

TIPS FROM YOUR COLLEAGUES AND OTHER BRIGHT IDEAS. (2008, November). Library Media Connection, Retrieved April 15, 2009,    from Academic Search Premier database.

This is a fun feature in Library Media Connection that lets teacher librarians share simple yet effective tips with eachother.  I'm going to start using one submitted by Libby McGee from Tuloso-Midway Intermediate School in Texas.  When she gets journals, she copies the table of contents and puts them in a binder for easy reference-- she also puts copies in teacher boxes so they can quickly see if there are any articles they are interested in.  The publication pays you 25$ if they decide to publish your tip.  Send your tip to linworth@linworthpublishing.com.  Be sure to include your name, city, state, home mailing address, home phone and e-mail address.

Brian Thomas

Landgraf, Greg. (April 2009). Amazon lets publishers silence kindle audio. American Libraries.

Greg Landgraf discusses the controversial issue of Kindle converting text to audio. Amazon’s new Kindle design of offering text and audio was an attempt to capture some of the billion dollar popularity that audio books have captured. Unfortunately, the 9000 strong Author’s Guild raised its voice in protest. Amazon placated rights holders by disabling the text to speech feature on a title by title basis, but insists it is not illegal. Amazon defended its statement by stressing that they believe the feature is a gateway to introducing customers new to the audio market to persuade them to seek out professionally-narrated books. Considering that Amazon stands to lose some of its audio business if it intended to market Kindle to audio consumers, the Authors Guild’s statements seem exaggerated.

The part of the article I found interesting was the section dealing with how one library purchased Kindles for circulation. Apparently, Sparta, New Jersey is currently circulating two Kindles that were released in 2007. The Kindles’ continued popularity suggests that other libraries would be wise to follow Sparta’s lead. Some users have even decided to purchase their own.

submitted by: Shanin Fox

Goldberg, Beverly. (April 2009). It’s pink-slip season for California school librarians. American Libraries.

The article shares the sad news of the massive California education budget cuts that have      caused major cuts in library staff. The author provides more detail concerning the cuts affecting a literacy program in the Modesto area. The program recently received half a million dollars for materials and staff development only to be cut down at the knees. The funds allowed standards-based lessons to be developed to help increase literacy for students learning English as a second language. The small staff can not be expected to assist five or more schools a week.

Many other districts have suffered similar or worse cuts to their libraries. There have even been discussions concerning shutting down school libraries, despite the state education code requiring districts to provide library services. Unfortunately few people can see the connection between student success and libraries. I believe that this is where Virtual Learning Commons can change that view.

Virtual Learning Commons are technology environments that can showcase the results of integrating technology and education. Library Media Specialists should implement VLCs, not only to capitalize on their immense collaborative learning process, but to display the importance of libraries in education.

submited by: Shanin Fox

Library Grants

http://librarygrants.blogspot.com

This blog gives a list of grants available for different types of libraries. This blog links you to the different agencies offering the specific grants. Deadlines and a brief definition of the grant is provided on this blog.

Submitted by Sudi Napalan, 4/15/09

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This article is almost a perfect summary of what I have taken from LIBR 233 this semester. It touches on everything from the use of Web 2.0 to the assessment of it, and its use in the Learning Commons. It is extremely reassuring to see that these ideas are out in the field and the special attention is being paid to them.

Cooper-Simon, S. Rethinking Collaboration: Transforming Web 2.0 Thinking into Real-Time Behavior. Teacher Librarian v. 36 no. 1 (October 2008) p. 34-8

Maybe new resources involving Web 2.0 can help us to create an equal learning environment for Autistic and mainstream students alike. Article link: http://www.ala.org/ala/newspresscenter/news/pressreleases2009/april2009/asclaklasnod.cfm.

Laci Henning April 15, 2008

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Librarian 2.0 Manifesto

http://www.teachertube.com/view_video.php?viewkey=5ff637e7984152a3531d

This short video is comprised of alternating photographs and text.  Each text page is a statement of intent with regard to this librarian’s vision of a what a librarian should be.  These statements align so closely and completely with what we’ve learned in this class, I wonder if this was one of Dr. Loertscher’s student’s vision projects.  Anyway, if you ever need a 4 minute and 30 second summary of this class, or want to show your goals to a colleague or administrator, this is pretty concise and dramatic.

Contributed by Elizabeth Waterbury on April 14, 2009.

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LISNews, Librarian and Information Science News (2009).  School Librarian Susan Kowalski Basking in the Glow of Victory.

Kowalski, a school librarian at Pine Grove Middle School (East Syracuse, NY), recently took third place in the Smart Poodle Publishing "What I Wish Everyone Knew About Librarians" writing contest.

If you want to be inspired, please read these essays submitted by librarians about their jobs.  They are eloquently written and true beauties!

Retrieved April 13, 2009 from http://smartpoodlepublishing.com/blog/?page_id=687

 Barbara Bulkin 4/13/09

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Gordon, A. (2005, August/September).  Fun in the library media center?  Library Media Connection, 45.

Gordon offers various fun activities that can take place in the library media center.  Some of the activities she suggested include educational jigsaw puzzles, crossword puzzles, checkers and chess, Boggle, Scrabble, Origami books, and bookmarking specific websites.  The activities mentioned above “would fit in with the library media center’s mission of expanding children’s literacy and cultural skills” (p.45).

Kim Leng, 4/12/09

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Motley, L. (2008). Standards to five-star strategies: creating information literacy cards for PDE.  36 (1), 4-5). Retrieved March 29, 2009, from Library Literature & Information Science Full Text.

A workshop promised to teach educators the “information processes, reading comprehension strategies, content area reading goals, reading, assessment anchors, and standards” (p.4).  These standards, indicators, and strategies can now be downloaded at http://www.statelibrary.state.pa.us/libraries/lib/libraries/Info_Literacy_ALA_Standards_cards_complete.pdf.  It is a very valuable resource to have and look over.

Kim Leng, 4/12/09

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Study by Doug Achterman

Achterman, D.  (2008).  California’s School Libraries Make a Difference.  Dissertation:  Haves, Halves, and Have-Nots: School Libraries and Student      Achievement.  University of North Texas. Retrieved April 12^th, 2009.  Achterman study.htm

Achterman outlines the results of this study which show that schools with strong libraries out perform schools without good libraries on the STAR test. This is true no matter what the school community’s parent and poverty levels are.  It is also true for Elementary, Middle School, and High School libraries, so good libraries create better test scores. He says that a good library must have a full-time librarian and a full time paraprofessional. It also has to have an up-to-date print and electronic collection and liberal access to the library’s collection and technology. High School libraries have the highest correlation to test scores. Achterman argues that for equity reasons, all students deserve good libraries so that test scores will improve.  Submitted by Joanne Maher on April 12th, 2009.

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Two videos about libraries:

YouTube video “Public Schools and Public Libraries” Retrieved from YouTube on April 12^th, 2009.  http://www.youtube.com/watch?v=999ZEf2EpHg&eurl=http://doug-johnson.squarespace.com/blue-skunk-blog/2009/2/28/what-do-you-get-when-you-take-free-will-and-solitude-out-of.html

Leonard, R.  Weigle Information Commons Music Video.  Retrieved from the David B. Weigle Information Commons web site on April 12^th, 2009.  http://wic.library.upenn.edu/about/musicvideo.html

The first video is a YouTube video done by a High School student who compares and contrasts the school system to the public library. He argues that the library allows students to read what they want and not to be censored by teachers.  The other video is a humorous music praising the Weigle Information Commons.  The boys sing about all of the services that this library provides.  Both videos provide an interesting juxtaposition of how school libraries are viewed. Submitted by Joanne Maher on April 12th, 2009.

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This is an article about the "Think Tank" classroom

Knodt, Jean.  (2009).  A Think Tank Cultivates kids.  Association for Supervision and Curriculum Development.  Retrieved April 11^th, 2009. 

A think tank cultivates kids-1.pdf

Knodt discusses the environment of the “Think Tank” room that she has set up with her principal at the Kent Gardens Elementary School in McLean Virginia.  It is a room where students can work on hands on projects and be actively engaged. Knodt discusses how she has her students make geodesic domes and other hands on activites. The philosophy of the “Think Tank” draws on Howard Gardiner’s theory of multiple intelligences. Knodt collaborates with other teachers to design projects that address the different intelligences of students.  She also layers the projects so that each intelligence is addressed in the project. That way, students can work on their weaknesses as well as promoting their strengths. The projects done in the “Think Tank” are integrated into the core curriculum. Knodt also generates higher level thinking by creating “essential questions” for students to answer. Knodt believes that teaching students to develop all of their intelligences is very empowering. She believes that this form of hands on learning is the most natural to students and the most beneficial. Submitted by Joanne Maher on April 11th, 2009.

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This is an article from the NCTE written by the President discussing the inequity of schools, especially in writing.

Beers, K.  (2009).  The Genteel Unteaching of America's Poor.  National Council of Teachers of English.  Retrieved April 11th, 2009.

Beers.pdf

This article was written by the President of the NCTE: The National Council for Teachers of English. It discusses how important writing is to achievement and that inner city schools with a high poverty rate have trouble helping students with writing. The article discusses the problems with overcrowding, lack of resources, and the high crime rate in these kinds of schools. Poor teaching also adds to the low achievement rate as teachers don’t give students challenging assignments in writing. Rather, they give them recall and fill-in-the-blank worksheets. The teachers’ low expectations and strict rules negate higher level thinking. This belief that students from such poverty only should get drill and memorization work is the prime reason for the low achievement in writing. The author argues that this is segregation of the intellect. Although some teachers wanted to teach their students higher level skills, they lack administrative support and the training to do so. The article calls for teachers to stand up and demand that all students receive the same high standard of education. Submitted by Joanne Maher April 11th, 2009

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April Gilbert submitted 4/11/09

Ward, D. (April 2009). Grants & funding. eSchool News.

For those working on their grant applications for this class, eSchool news has several you may wish to apply for. Here are some of my favorites. Be sure to check out number 5.

1. Due April 15^th is a $1,200 grant to purchase and install a Calypso ezroom classroom bundle that includes projector, mount, sound amplification, and wiring. www.calypsocontrol.com.
2. Due April 30^th a hybrid school bus. K-12 grade students write a 500 word essay about what makes their school green. The writer of the winning essay will be awarded a $5,000 scholarship and their sponsor could win $3,000 in education materials. www.americasgreenestschool.com
3. Due May 1^st-  $10,000 for outstanding math and science teachers in secondary schools. www.paemst.org/controllers/home.cfc?method=view
4. Due May 1^st a wireless computer lab worth $45,000. Notebook computers, a whiteboard, projector, printer, and document camera. Onsite training will be provided as part of the prize. Discovery media will also award $5,000 to five grand prize winning schools.
5. Due June 15^th $2,500 in cash to encourage teacher-Library media specialist collaboration from Gale. This is the most aligned with this class’ vision so hopefully someone will apply from our group. Applications will be judged on their collaboration, techniques that improve student achievement, and the ability for others to replicate those practices. www.galeschools.com/pdf/TEAMS-form.pdf

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Motley, L. (2008). Standards to five-star strategies: creating information literacy cards for PDE. Library Media. 36 (1), 4-5). Retrieved March 29, 2009, from Library Literature & Information Science Full Text.

A workshop promised to teach educators the “information processes, reading comprehension strategies, content area reading goals, reading, assessment anchors, and standards” (p.4).  These standards, indicators, and strategies can now be downloaded at  http://www.statelibrary.state.pa.us/libraries/lib/libraries/Info_Literacy_ALA_Standards_cards_complete.pdf. It is a very valuable resource to have and look over.

Submitted by Kim Leng 4/8/09

Todd, R. (4/1/2008). The Evidence-Based Manifesto for School Librarians. School Library Journal

The author makes a case for the importance of librarians to show what their services are doing to help student achievement.  This is crucial to their survival in the schools.  The article lists several core beliefs that librarians share in their success of evidence-based practices.  Some are, providing best and most up-to-date tools, shaping the library as information and knowledge centers, encouragement of social, intellectual and cultural development and switching from a “tell me approach” to a “show me” approach.

submitted by Jessica Gillis 4/7/09

American Association for School Librarians. (2003). Toolkit for School Library Media Programs. Retrieved March 13, 2008, from American Library Association.

This document provides important resource for school librarians including messages, ideas and strategies for promoting of school library media programs and library media specialist in the 21st century. This document also provides some list of studies that focuses on the library impact on student achievement.

Submitted by Sudi Napalan, 4/8/09

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Farmer, L. S. J. (2006). Library media program implementation and student achievement. Journal of Librarianship & Information Science, 38(1), 21-32. Retrieved November 11, 2008, from Library, Information Science & Technology Abstracts with Full Text database.

    This article is about a study that examines the school library programs that may contribute to a higher student academic achievement. This study finds that providing a rich library resources and facilities, and teacher-librarian collaboration are several important factors that affects the academic achievement of the students. This article is one of the most recent studies that confirm a correlation of having a well-stocked library and student achievement

Submitted by Sudi Napalan, 4/8/09

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Young Adults Deserve the Best: Competencies for Librarians Serving Youth

www.ala.org/ala/yalsa/profdev/youngadultsdeserve.cfm

This articles focuses on seven specific key areas in skills and knowledge on teen services.

Submitted by Sudi Napalan, 4/8/09

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Suellentrop, Tricia. Letting Go . School Library Journal , v. 52 no. 5 (May 2006): 39.

This article provides tips for librarians on how to give teens more power and control over their library, including how to build an informed army of teen advocates.

Submitted by Sudi Napalan, 4/8/09

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Afterschool Alliance

www.afterschoolalliance.org

This website promotes advocacy for afterschool programs by providing extensive resources such as latest research and guide to organizing youth programs.

Submitted by Sudi Napalan, 4/8/09

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Young Adult Library Service Association (2008). Speaking Up for Library Services to Teens: A Guide to Advocacy by YALSA. American Libraries Association. Accessed January 2009 http://www.ala.org/ala/mgrps/divs/yalsa/advocacy_final.pdf

This is a must have advocacy tool for teen serving teens in todays libraries. It provides many practical ways in promoting teen services to the community, different marketing strategies and even provides more advocacy resources.

Submitted by Sudi Napalan, 4/8/09

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Kenney B. Happy Days. (cover story). School Library Journal [serial online]. January 2009;55(1):28-31. Available from: Library, Information Science & Technology Abstracts with Full Text, Ipswich, MA. Accessed April 7, 2009.

This article looks at the Job Satisfaction Survey conducted by School Library Journal.  Despite the ups and downs, our satisfaction survey shows that most librarians are crazy about their jobs.  Even when listing the job's biggest challenges (funding, terrible administrators, classroom management), librarians often tempered their gripes by emphasizing what makes it all worthwhile: bringing together kids and books. In fact, while the survey revealed some significant differences between school and public librarians-reflecting the distinctive missions of their institutions, as well as their dissimilar work conditions-both shared a similar objective: creating a generation of readers, capable of using information critically.

Submitted By Ryan Napalan

Added 4/7/09

Carla Colburn submitted 4/5/09

Neelameghan, A. (2008). Library and information services: User-centric models.    

     Information Studies, 14(4), 249-256.

Quotations from the works of S.R. Ranganthan are presented for consideration when defining the role of libraries in the new age of information. Librarians should combine their understanding of new technologies with their skills in traditional library science practices. User-centrism will continue to be essential to the purpose of libraries in whatever form they may take.

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April Gilbert submitted April 5, 2009

Beers, K. (March 2009). The genteel unteaching of America’s poor. National Council of Teachers of English.

            This article is about an urban high school where the environment and treatment of students is more like a prison than a school. It states because of some students’ challenges administrators and teachers unwittingly deny them the high quality education they need to brake the cycle of poverty they find themselves in under the guise of creating stability. Negative punitive messages posted on walls, barbed wire fencing and strict standards of discipline send subliminal messages to students which may act out because the method of teaching is so repressive. Higher level thinking skills, addressing multiple intelligences, and dynamic strategies to involve students in their learning could quell behavior problems while raising the academic bar and creating a climate of interest and pride in students. Teaching in the mode of Freedom Writers or the Learning Lab would make an excellent prescription for success for these at risk students. Teachers at school like the one profiled need support and training to have the tools to help students. A site is given to help teachers and parents http://www.ncte.org/action/dayonwriting Disparities within districts abound between affluent schools and inner city schools. In San Diego Unified affluent schools had the opportunity to go to Sacramento to learn about the Gold Rush, not my daughter’s school. It wasn’t offered. Some Junior Highs go to Washington DC others cannot afford it. Affluent schools have foundations which raise thousands of dollars a year for technology and special programs. My small impoverished school was thrilled to earn 140.00 at our last major fundraiser. My school just got laptops for some teachers last year and has none for students. All this for students without computers or internet at home and only donated computers at school while La Jolla Elementary makes 500,000.00 a fundraiser and has several class sets of laptops and rotating carts. Administrators need to be aware of the differences we are giving our students when setting aside budgets and shouldn’t be surprised when the powerless in our communities lash out with behavior problems as they see the inequality of education within their community.

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April Gilbert submitted April 4, 2009

Loertscher, D. ( Spring 2009). Reinvented school libraries. SLIS collocia. Podcast retrieved 4/4/09 from http://slisweb.sjsu.edu/media/mediaURL.htm#collLoertscherSP09&menu_collSP09

            Most of the ideas discussed were from the book The New Learning Commons: Where Learners Win!  Some new ideas worth mentioning are user created tutorials. I liked the tech team or geek squad idea in the book but hadn’t thought of those same kids using production tools to create tutorials for others on the school learning commons website.  Also Kete- an open source virtual museum which is being created to help students. I don’t know if this is the correct link but it’s pretty interesting http://www.katipo.co.nz/solutions/kete/.

Valerie Diggs website and library were given as examples of good practice changing the program even if we teacher librarians can’t change the facilities. Her webcam of the library and computers available icon on the site are great ways for students to see before coming in what’s happening and if the tools they need are available. Digital textbooks and recreational reading where shared as an immediate way to make titles available and encourage reading.

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Check out this link:

www.ala.org/additup

The ALA’s neat new resource full of evidence to back up the fact that libraries are indispensable in the lives of children and teens.

Submitted by Stephanie Larsen 4/2/2009

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Franklin, Pat and Stephens, Claire Gatrell. (November 2008). Gaining skills to write winning grants. School Library Media Activities Monthly. 25(3). Retrieved March 2, 2009 from Library Literature & Information Science Full Text

Franklin and Stephens give the who, what, when, where, why, and how in this article on how to write grants. The article points out that by writing grants for more than the library, the media specialist gains both recognition and materials for others. The authors then explain the importance of following the criteria of the sponsoring groups. Once a winning formula is developed, it can be applied to grants offered throughout the year. Information on grants can be easily found through an internet search. The authors describe how to write a grant by breaking it down into basic elements. The article explains the importance of specifying why receiving the grant is essential to improving education at your school. It also suggests a section describing the plan with goals and objectives the grant will support. This includes the expected outcomes and a budget. Finally, an evaluation method must be illustrated. The article provides the basic steps in getting started on grant writing.

submitted by Shanin Fox

Charlama Chaffee 4/1/2009

Barack, L. (2009, February). Google boost VA schools: Search giant's largesse is also good business. School Library Journal. 12-13

Janice Hodge 4/1/2009

Blog:

http://lifelonglearnerrhonda.wordpress.com/

This is an insightful blog from a Canadian teacher-librarian. The title of her blog is The Exploration of Web 2.0 Technologies for Teaching and Learning, which is right up this course’s alley. Her most recent blog post is about the need for teacher and librarian professional development to include technology training. She has also posted about using social networking sites to teach internet safety and how to create digital identities both as individuals and educators. She sites various websites, articles and books on her blog which could be useful to other teacher librarians.   

Collaborative Site:

http://victlib.ning.com/

This is a Ning for teacher librarians in Australia. I know that the majority of the students in this class reside in the US but our Australian counterparts face many of the same issues. The members of the Ning have discussed articles from www.edutopia.org (which does actually have some very interesting articles about issues in public education) and have had forum discussions about how to get teachers to use technology in their everyday curriculum.

Article:

Blanchard, J. (2007, November 26). Small School Libraries Aim to Make Reading Fun and Easy. Seattle Post-Intelligencer. Retrieved March 31, 2009, from http://www.seattlepi.com/local/341043_reading26.html

I think this is an excellent article that illustrates the need to allow students in elementary school to choose their own books. Schools in the Seattle schools district have created libraries in the lower grade levels that include books with a wide range of difficulty and topic. Allowing students to choose their own books to read has made learning to read a more fun experience. In having the libraries physically in the classroom also allows immediate access to the books as opposed to scheduled visits to the school library. The program has students keep a log of what they are reading, allowing the teacher to review it and determine how student reading abilities are progressing and if there needs to be any kind of intervention. Important to note, is that these small classroom libraries are not intended to replace the school library, but to just make the books more accessible to younger students.

Article:

Mestre, L. (2009). Culturally Responsive Instruction for Teacher-Librarians. Teacher Librarian, 36(3), 8-12. Retrieved March 31, 2009, from the Education Full Text database.

http://vnweb.hwwilsonweb.com/hww/jumpstart.jhtml?recid=0bc05f7a67b1790e4741fae46b91d0b78d8fe64a80a46a0154be66b484257b0b839b9de731695ab1&fmt=H

This article is about the importance of understanding what cultural responsive instruction is and how to use it in the school library setting. No matter the type of background students come from, they need to feel accepted and comfortable in school. If they do feel comfortable, they are more likely to use the resources available to them and ask questions. If teachers and teacher librarians are not culturally sensitive and don’t make efforts to be inclusive of all students, they end up alienating students and miss the opportunity to connect with them. The best way to engage students it to ask them questions. This allows you to learn more about the student and the knowledge that they bring to the table but also the opportunity to push them to further develop their ideas and beliefs.

Michele Gilchrist, March 27, 2009

Thinkfinity- 21st Century Learning

http://www.thinkfinity.org/21stCenturyHome.aspx

My principal sent this out to the staff, since we are focusing this year on incorporating 21st Century Learning into our curriculum for next year. There is a lot to explore and many resources for incorporating these skills into a variety of subjects. See also, the partner links along the bottom of their homepage.

Letters- All Students Are Not Equal. School Library Journal, March, 2009, p. 14.

The March 2009 issue of SJL features two letters in response to Dr. Loertscher’s article Flip This Library. (SLJ, November, 2008, pp. 46-48) The authors disagreed with some of what Dr. Loertscher proposed in his article. I found it interesting to see alternate opinions on the idea of the learning commons.

21st Century Schools

http://www.21stcenturyschools.com/What_is_21st_Century_Education.htm

Per this group’s homepage, 21st Century Schools is an independent company which specializes in professional development and curriculum design to help teachers prepare students for the 21st century. There’s a lot on this site to explore. The link was sent to the staff by my principal as we are exploring various project based learning options for inclusion in next year’s curriculum. As a staff, we have made it a priority for next year to incorporate 21st century skills into our curriculum.

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Submitted to wiki by April Gilbert 3/26/09

Knodt, J.S. (September, 1997). A think tank cultivates kids. Educational Leadership. Association for Supervision and Curriculum Development.

This article talks about a discovery room. A place in the school that is the epicenter for the exciting educational practices which should be happening everywhere in a school. Using research models to teach students, this dynamic setting incorporates multiple intelligences into teaching practice. It also draws on question formulation, hands on learning, problem solving, and collaboration. These practices should be what make up the learning commons. The teacher did a great job of talking about what skills the students were using. A large open space would be required for the variety of activities mentioned. The rolling cart is similar to the rotating library collections which we have read about. This center seems to be the hub of the school and the projects while tied to curriculum are student directed. There appears to be a lot of staff and volunteer support. The administration also had to support the think tank, with materials, staffing, and scheduling considerations. Learning commons can learn from this model to engage various modalities and personal strengths of students, include choice and variety in activities, and creating a challenging environment where it’s safe to take risks and work together.

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Sargeant C. & Nevin R. (2008) Using the library learning commons to reengage disengaged students and making it a student-friedly place for everyone [Electronic version]. Teacher Librarian, 36(1), 43-5.

     This article discusses many ideas on how to make a school library a friendly place for the students and how to get the disengaged students to come to the library. The story is interesting because it comes from a student success teacher whose office happens to be in the library. She serves students who are at-risk due to behavioral issues. She has been noticing how students are feeling comfortable and checking out books at the library when they are “called to the library” to have a talk with her.

     As the author notes, these students would not visit the library on their own and would’ve never known that there are actually materials of their interest at the library. By having these “calls to the library,” they became familiar with the library and began visiting on their own while the library makes sure that it is offering materials that are of interest to these students.

     The author also designed programs that the disengaged students could find engaging in which the students were allowed to “move around for dramatic activities” and work on collaborative-learning activities (p.44). The author also encourages incorporating technologies such as Podcasts, PhotoStory and wikis into curriculum to make students more engaged.

     The author works with the school librarian to make sure that the materials such as Manga, graphic novels and materials that would spark interest to non-visitors are arranged in locations that can be easily noticed and holds pizza lunches with such materials.

Entry made by Jung Ah Lee on March 30th, 2009

World Without Walls: Learning Well with Others

How to teach when learning is everywhere.

www.edutopia.org/collaboration-age-technology-will-richardson#

Our ability to learn whatever we want, whenever we want, from whomever we want is rendering the linear, age-grouped, teacher-guided curriculum less and less relevant. 

Isabel Castro 3/24/09 

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Digital archiving and preservation is an ongoing process of interest to all librarians.  The website www.archive.org is: "The Internet Archive, a 501(c)(3) non-profit, is building a digital library of Internet sites and other cultural artifacts in digital form. Like a paper library, we provide free access to researchers, historians, scholars, and the general public."  You can search texts, the web, moving images, audio recordings, live concerts, software etc. by format, keyword, subject, etc.  For example, when working on a "Thanksgiving pathfinder", I found a downloadable copy of a children's book written in 1851, called, Thanksgiving night, or, Tales told in winter weather.

submitted by Elizabeth Waterbury 3/24/09

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Melton, K. (2009, March 21). Most Portland schools don't have certified librarians. The Oregonian.

Journalist Karen Melton reports on staffing in Portland, Oregon's school libraries in a timely newspaper article. As of March 2009, seven Portland school campuses have no library staff. Assistants or clerks run 42 of the city's school libraries. And only 28 campuses have librarians who can teach classes on research and library skills. Superintendent Carole Smith released a budget last week that requires all "traditional" schools to staff their libraries for at least 20 hours a week." Author Kimberly Melton cites studies that show the academic success of students in schools with certified library staff, as well as the drop in nationwide library expenditures (from about $19 a student in 1999-2000 to about $11 a student in 2007). Oregon's Quality Education Model recommends that each school have a minimum of one certified librarian, an assistant, and $20 to spend on each student. To reach that goal by 2015, the district would have to increase spending on library staff fivefold.

Submitted by Emma Moore 3/23/09

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http://www.schoollibraryjournal.com/article/CA6621531.html?industryid=47063

Whelan, D.L. M.A. School Library Transforms into New Learning Commons.  School Library Journal Extra Helping (December 10th, 2008).

This is an interesting article about how Valerie Diggs transformed her library at the Chelmsford High School in Massachusetts into a Learning Commons. She had a grant which she used to set up more computers, a coffee bar, and a flat screen tv.  She can take 6 classes at once and it has become the center of the school. More students are using the library and it is open more hours. Circulation has also improved 20 per cent.  She has also designed the library to look like a bookstore. It is interesting to see how Teacher Librarians are implementing the ideas that we have talked about in class.Submitted by Joanne Maher on March 23rd, 2009.

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Submitted by Mary Weyant on 3/21/09

Whelan, D. L. Schools Narrowing Their Curriculums. School Library Journal v. 52 no. 5 (May 2006) p. 17

Bush’s No Child Left Behind (NCLB) Act has many implications and one of these is reduced instructional time for subjects other than literacy and math.  Another concern is that students are learning by rote memorization and missing out on a well-rounded education.  The author points out that the library teacher can fill the instructional gaps. The library media specialist can expose all students to a myriad of subjects while supporting the curriculum.  In addition, they can encourage students to make reading and materials selections based on their own individual interests.   

Submitted by Mary Weyant on 3/21/09

Kohn, A. It's Not What We Teach, It's What They Learn. The Education Digest v. 74 no. 4 (December 2008) p. 4-7

The purpose of this article is to present the arguement that teachers should focus more on what students are learning than what they are teaching.  If a teacher presents a lesson and students do not learn what the teacher set out for them to know, then the teacher’s instruction was not successful.  Assessments not only reflect student’s knowledge, but how effective a teacher is.  Another point the author seeks to make is that teachers should be taught how to reflect on the learning process.

http://www.ala.org/gwstemplate.cfm?section=greatwebsites&template=/cfapps/gws/default.cfm

The ALA has provided an excellent list of great web sites for kids. I liked it a lot because it was ordered nicely in clear categories such as “Animals, The Arts, History and Biography, Literature and Languages, Reference Desk, Math, Science, and Social Studies.” When you click on one category, a page of links comes up. I was very impressed by the “literature links”.   It had a wide variety of author web site links such as Chris Van Allsburg and a link to the Children’s literature web guide. The “Reference Desk” links were very useful for cyber safety and reading sites. I also liked that each site was coded by age level. This link has excellent reference tools like online dictionaries and a database of award winning literature. I think this is worth checking out because all the links are on one page and are evaluated. Submitted by Joanne Maher on March 21st, 2009

Lesson Planz website

http://lessonplanz.com/

Teachers can organize and manage their classrooms by using quality lesson plans. Users can search by subject, then by grade. Each lesson plan is well organized with the objectives, materials, plan, and comments.

Marisa Reyes 3/21/09

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Submitted by April Gilbert 3/21/09

Owens, Doddie. ( March 18, 2009). April is a big month for libraries. Are you ready? School Library Journal.

This month is National Libraries Week April 12-18, American Association of School Libraries School Library Month, National Library Worker's Day April 14, and Support Teen Literature Day April 16th. School Library Journal encourages libraries and their web sites to celebrate this month with special activities. The theme for the first two events is Worlds connect @ your library. This is a great starting point for researching other places, and literature from other countries.

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http://www.nytimes.com/2008/07/27/books/27reading.html?pagewanted=1&sq=reading&st=cse&scp=4

New York Times series article on Literacy

Online, R U Really Reading?

Relevant in light of tonight's Elluminate session.

From p. 3

Though he also likes to read books (earlier this year he finished, and loved, “The Fountainhead” by Ayn Rand), Zachary craves interaction with fellow readers on the Internet. “The Web is more about a conversation,” he said. “Books are more one-way.”

Isabel Castro 3/16/09

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Website Link:

www.dynastree.com/maps

A great website where a student can see the distribution of your last name in the US (state by state).

Great link for webquests on genealogy, family trees, family history.

Stephanie Larsen 3/16/09

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Website Link:

www.lookybook.com

This Site is great for Elementary School Librarians.

It is picture books which can be viewed in full page by page.

Lets you link a neat add onto your website or blog, with an entire tiny version of

the book of your choice.

Stephanie Larsen 3/16/09

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Website Link:

http://henrico.k12.va.us/hcpstv/vv_library.html

Great 8 minute video on how todays school libraries look!

(Illustrates learning commons/technology/collaboration).

Stephanie Larsen 03/16/09

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Meyers, E.M., Nathan, L.P. and Saxton, M.L. (2006). "Barriers to information seeking in school libraries: conflicts in perceptions and practice"   Information Research, 12(2) paper 295. Accessed 3/15/09 at http://InformationR.net/ir/12-2/paper295.html.

            This article has a practical orientation which I appreciate. It analyzes the problems in students’ library media center use with regard to failures of communication between teachers and teacher-librarians and the lack of training and awareness behind such shortcomings in service to the school population.

            The authors share various research on what makes a library-media program effective (or not). Specifics include marginalization of the library’s importance and funding by administrators who do not value its role, teachers who don’t send their students down to the library for independent research, or who use it mainly for a “break” in their teaching routine and just show up without even covering subject areas to be researched with the librarian prior to using the library.

            Six libraries in the Pacific Northwest are studied using the techniques of direct observation, and follow-up interviews and surveys with both library staff (5 of 6 of whom have LIS Masters degrees) and teachers who utilize the library. The study highlights many shortcomings in delivery of service to students seeking information, with two representative extremes being a library which is mainly a social hub for meeting the opposite sex and a library which is controlled in an authoritarian manner resulting in scant use by students.

            Anyone working in a high school library media center will recognize some of what is recounted here. Nonetheless this article is valuable in that it is not just anecdotal on the failure of some high school libraries, but is backed up by solid research and suggests what more useful and vital alternatives would be. This piece then is a cautionary tale which is well worth a read for most working professionals.

Mark Schneider

March 15, 2009

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Koechlin, C., Zwaan, S. & Loerstcher, D.V. (2008).  The time is now: Transform your school library into a learning commons.  Teacher Librarian 36(1), 8-14.

The authors begin this article by discussing numerous possible scenarios that could take place in any school where the time and knowledge of school specialists are not being properly utilized.  From here the concept of a learning commons is introduced.  The learning commons is descibed as “a learning laboratory that is the foundation of all learning in the school rather than a warehouse of information and technologies” (p.10).  One purpose of the learning commons is to bring learning into the 21^st century and take advantage of all the technologies that are available to us rather than blocking our students from using them (all the while they are clearly using them outside of school).  The learning commons is intended promote the following program elements: learning literacies, knowledge building, learning with technology and collaboration.  A successful learning commons would better enable educators to do their jobs, and students to learn in an engaging and supportive environment.

Added March 14, 2009 by Katie Gallagher 

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Kaiser, C.E. (2007).  Is Your Early Childhood Literature Collection Disability-Inclusive and Current? Children & Libraries: The Journal of the Association for Library Service to Children 5(3) pp 5-12.  Accession Number: 28046659

Permalink:

http://search.ebscohost.com.libaccess.sjlibrary.org/login.aspx?direct=true&db=lih&AN=28046659&loginpage=Login.asp&site=ehost-live

Special needs children, especially in this age of inclusive classrooms, need to have access to literature that reflects and accepts their disability.  Unfortunately, this literature is very difficult to find, for various reasons.  Kaiser has created a resource for finding good-quality, disability-specific literature for young children.  She provides a list of 400 titles, each under the subheading of the disability covered in the book.  An excellent resource!

submitted by Elizabeth Waterbury

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www.infopeople.org/training/webcasts/webcast_data/285/index.html

I attended this webinar and found it relevant to our discussions.

Isabel Castro 3/13/09

Infopeople Webinar

Creating Learning Spaces in Your Library

This webinar will provide an overview of various types of learning spaces including the best practices from academic learning commons, museums and discovery zones, training rooms, and group and individual learning spaces. Discussion will cover various learning styles for different age groups and how your library can accommodate these. 

Erica Turner 3/9/09

Koechlin, C., Zwaan, S., & Loertscher, D. (2008). The time is now: Transform your school

            library into a learning commons. Teacher Librarian 36(1).  Retrieved March 1, 2009,

            from Library Literature & Information Science Abstracts with Full Text database

            (LISTA).

Teacher librarians make a significant contribution to student achievement yet at the same time there is little evidence of recognition through programs, funding, or staffing.  Schools that employ collaborative teams for the task of school improvement make a difference, and yet isolation of specialists continues.  The article states that by transforming the library into a learning commons with effective use of technologies and persisting with reading capacity improving student performance the gap can be closed between what teacher librarians know and do in schools. 

Ryan Napalan -February 24 ,2009

The 21st-Century Librarian - Video Library - The New York Times

http://video.nytimes.com/video/2009/02/15/arts/1194837851726/the-21st-century-librarian.html

Published: February 19, 2009

School librarians like Stephanie Rosalia have transformed into multi-faceted information specialists who guide students through the flood of digital information that confronts them on a daily basis. This is an interesting video from the New York Times regarding school librarians in the 21st Century.

ALA releases gaming toolkit. (2009, March 2). American Library Association. Retrieved March 4, 2009 from http://www.ala.org/ala/newspresscenter/news/pressreleases2009/march2009/olosgamingtoolkit.cfm

I realize that with everything else we’re expected to coordinate within a library commons that gaming clubs might not be the first thing on our lists, but I thought to include it here on our wiki because I know firsthand how appealing they are to students (especially high school students). This article provides a link to the ALA’s “Librarian’s Guide to Gaming: An Online Toolkit for Building Gaming @ your library,” funded in part by Verizon, and a brief explanation as to how gaming fits in with the mission of libraries and how public libraries are incorporating gaming activities in their schedules. If you actually check out the toolkit, at the bottom of the first page there’s a short section on the connection between literacy and gaming, which I think is absolutely correct.

Erica Dietz

March 4, 2009 

Hargadon, Steve. (2009, February). Microblogging: It’s not just Twitter. School Library Journal, 55(2), 15.

Persistent URL to this article: http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=36426931&loginpage=Login.asp&site=ehost-live

For someone unfamiliar with Twitter and other microblogging services, this article was a short, but helpful introduction to the pros and cons of this social networking tool. As the author explains, microblogs allow you to post short messages to selected friends and view your friends’ posts. After reading this article, I started my own Twitter account to test one out. Yes, the user feels like s/he is constantly kept in touch with friends, but the list of posts can become unmanageable. This article also lists other up and coming services which may surpass Twitter in service capabilities. I was especially interested in the second to last service, Shout’em, which allows users to create their own micoblogging communities, perhaps something useful in a virtual commons.

Erica Dietz

March 4, 2009

Farmer, L. (2006, Spring2006). 21st-Century Learning and School Libraries: An Annotated Bibliography. CSLA.

         Journal, 29(2), 41-42. Retrieved April 10, 2009, from Academic Search Premier database.

Lesley Farmer, (Professor, Library Media, California State University Long Beach and Chair of AASL's Educators of Library Media Specialists Section) annotates fifteen must-read resources on 21st-Century Learning and School Libraries.

Persistent link: http://search.ebscohost.com.libaccess.sjlibrary.org/login.aspx?direct=true&db=aph&AN=22066146&loginpage=Login.asp&site=ehost-live

Brian Thomas