MacGregor, S.K. & Lou, Y. (2005). Web-Based Learning How Task Scaffolding and Web Site Design Support Knowledge Acquisition. Journal of Research on Tecbnology in Education, 37, 2, 161-175
This is a very valuable article on the need to carefully design and implement the use of web quests in teaching. Researchers have found that children often need a lot of help in order to reap the benefits of using web-based resources. “resource based learning such as a webquest…requires? learners…to quickly and critically evaluate both the credibility and content relevance of a web site for a given task.” Many learners, who are used to textbooks and directed learning, “often feel insecure and uncomfortable and are unable to learn effectively” in the open ended resource based learning environment. The article goes on to discuss the kinds of web sites that are most useful for learning, and also suggests using, in addition to the standard web quest guide, a concept mapping template that helps the learner to make connections between the information they retrieve online to the major concepts they need to understand. This scaffolding tool helps students use web quests effectively.
Clare Watsky, May 20, 2007
Scieszka, John. Guys Write for Guys Read. New York:Viking Juvenile, 2005.
(Aimed at Gr. 4-9). Over 80 guys including (the late) Lloyd Alexander, Dav Pilkey (Capt. Underpants, Dogzilla), Bruce Hale (Chet Gecko mysteries) contribute very short recollections of boyhood. . I’ve read a number of them aloud to classes who were mightily moved or amused. The related website http://www.guysread.com/ is cool and graphically intensive but not very user friendly (maybe cuz I’m a girl?) and co-sponsored by amazon.com (hint, hint). But check it out.
--Nancy Olexo, 20 May 2007
Anderson, Mary Alice. Finding Time. Multimedia Schools, Ja/F 1999.
This article stresses the importance of focusing limited LMS time and energy on things that really matter. Offers tips for deciding what you should give up, pass on to a para or parent volunteer or share with teachers, e.g. collaborations on reading and even information literacy. – Nancy Olexo, 20 May 2007
Bradbury, Judy. Children’s Book Corner: A Read Aloud Resource with Tips, Techniques, and Plans for Teachers, Librarians and Parents, Grades 1 and 2. Westport, CT: Libraries Unlimited.2004.
The Book Corner “how-to” series includes 4 chronologic titles from pre-school through elementary school, each offering a wide variety of read-aloud plans, booklists and selection suggestions, and pre-reading and thematic activities. A series of “Raising Readers: Tips and Techniques for Parents” will also be a good addition to your teacher-parent shelf (and/or serve you well).—Nancy Olexo 20 May, 2007
Stop-Leaving-Children-Behind by Dr. Philip Kovacs. Published Retrieved from http://www.ednews.org/articles/8642/1/Commentaries and Reports/Page1.html on 03/6/2007.
This is a brief, articulate, rather cynical view of the Aspen Institute’s interpretation of the success of NCLB, providing more ‘ammunition’ for countering proponents. Kovacs is a regular columnist for the online journal, EdNews.org. – Nancy Olexo, 20 May, 2007
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Loertscher, D. (1996). Collection mapping in the lmc: Building access in a world of technology. San Jose, CA: Hi Willow Research and Publishing.
I used Dr. Loertscher’s book to help me do a collection analysis of my school’s library media center. It helped frame my thinking about the library as a central place of information access for the entire school community, which also incorporates, as much as possible, other community resources, such as public and university libraries. The topics covered include:
- About Collections
- Overview of Collection Mapping
- Collecting Data about the Collection
- Drawing the Collection Map
- Creating the Proposed Collection Map
- The Budget
- The Acquisition System
- Policy and Maintenance Considerations
- Evaluating the Collection
Sandra Gutierrez, May 15, 2007
Horning, K. (1997). From cover to cover: Evaluating and reviewing children’s books. New York, NY: Harper Collins Publishers
This is a good resource to have when developing the collection for the reading program. It covers the following areas:
A Critical Approach to Children’s Books
- Books on Information
- Traditional Literature
- Poetry, Verse, Rhyme, and Songs
- Picture Books
- Easy Readers and Transitional Books
- Fiction
- Writing Reviews
Sandra Gutierrez, May 15, 2007
Cambourne, B. (1988). The whole story: Natural learning and the acquisition of literacy in the classroom. New York, NY: Scholastic
This is a dated work, and what it has to say about reading and language acquisition is out of fashion in today’s “skill, drill and kill” reading programs. What I like about the book is that it looks at reading and writing from the learner’s perspective and needs. Its main point:
Koechlin, C. & Zwaan S. (2003). Build your own information literate school. Salt Lake City, UT: Hi Willow Research and Publishing.
A wonderful resource with many practical ideas and examples on how to integrate information literacy with content instruction.
Sandra Gutierrez, May 15, 2007
Loertscher, D., Koechlin, C., & Zwaan S. (2005). Ban those bird units: 15 models for teaching and learning in information-rich environments. Salt Lake City, UT: Hi Willow Research and Publishing.
The graphic organizers, models and practical ideas, and lessons, are great. I especially like the sample model lessons included, addresses both content and information literacy skills.
Topic area: Information Literacy
Sandra Gutierrez, May 15, 2007
Herald, Diana Tixier. (2003). Teen Genreflecting: A Guide to Reading Interests. Westport, CN: Libraries Unlimited.
Herald presents a compilation of genre fiction dedicated to young adults. In her introduction, she states that librarians are in the position to encourage and support teen readers by supplying and recommending books that teens enjoy. By giving teens the opportunity to read materials that they are comfortable with, Herald believes that they will become lifelong readers. The author gives several tips about approaching teens and creating effective programming that will encourage them. The rest of the book is divided into chapters dedicated to specific genres and associated themes; for example, in the Science Fiction chapter, themes include Genetic Engineering, Aliens, Utopia/Dystopia, and Time Travel. Each of these chapters opens with an introduction to the genre, as well as advice for finding further information on the subject. The individual book titles feature publication information, a summary, and awards received. While Herald's Genreflecting is not a "best of" or exhaustive list, it is a solid resource for librarians that explores practical methods of encouraging reading habits in teens.
- Bonnie Svitavsky, 5/15/2007
Hughes-Hassell, Sandra, and Jacqueline C. Mancall. (2005). Collection Management for Youth. Chicago: American Library Association.
The authors clearly outline approaching collection management from a learner-centered stance. The book follows a constructivist approach to learning and developing a collection around the needs of the learning, rather than the needs of the teacher. Library media teachers can follow the steps to create a collection development policy manual, but I found this book to be more useful as a way of changing my approach to selecting materials and approaching the library collection. Collaboration between the librarian, teachers, and learners (students) is heavily emphasized throughout the book. There are several charts and tools in the back of the book, which the LMT can copy and use to her own benefit. Overall, this is a useful resource and may change the way you think about your collection.
- Bonnie Svitavsky. 5/15/2007
Jones, Patrick, Michele Gorman, and Tricia Suellentrop. (2004). Connecting Young Adults and Libraries: 3rd edition. New York: Neal-Schuman Publishers, Inc.
Though this book is focused on public library programs and policies, I found its advice to be very relevant to developing a school library media center. The sections on technology, collection development, promoting the library, and getting teens involved translate well into policies and ideas that the LMT can implement. Jones, Gorman, and Suellentrop suggest several books, websites, and articles to review, as well as recommended booklists and materials to add to the collection. This book is an excellent stand-alone addition to the LMT's resources, as you receive professional advice, recommendations, and program ideas, all in one text.
- Bonnie Svitavsky, 5/15/2007
Woolls, Blanche and David V. Loertscher. (2005). The Whole School Library Handbook. Chicago: American Library Association.
This comprehensive handbook offers information on a variety of aspects of the school library media center. Rather than having to hunt down recently written articles from professionals on subjects such as funding, professionalism, technology, or evaluation, Woolls and Loertscher have gathered together numerous articles on these subjects and more. Readers can also find different organizations to join and support (or for support), as well as recommended reading outside of this book. With so many contributing writers, you will find a variety of opinions and approaches to common problems and issues. This is definitely a useful tool for the LMT and relatively easy reading.
- Bonnie Svitavsky, 5/15/2007
Young Adult Library Services, Volume 5 #3 Spring 2007
2007 Awards issue.
This issue of Young Adult Library Services journal not only has comprehensive lists of 2007 award winners and nominees, it has valuable articles written on intellectual freedom, and censorship.
Akin, L., et. al., (2004) Autism, literacy, and libraries: The 3 Rs = routine, repetition,
and redundancy. Children &Libraries. 2(2)35-43
This article gives an overview of what to expect when running a program for the special day class and Autistic students. It gives tips, techniques and also mentions the downfall of the school library. Most teachers with Autistic students do not feel that they and thier students are welcomed in their school library media center.
In my experience this year the special day classes never came into the library for any kind of activities. This is a segment of student population that we need to try and reach!
Bloomquist, S. (2005) Autism resources for public libraries: Issues, challenges, and
recommended resources. Indiana Libraries. 24(3). 23-31
This article lists collection development tips for a comprehensive, accurate, and respectful collection of materials by, for and about Autistic students.
Smalley, T (2004) College success: High school librarians make a difference: The journal
of Academic Librarianship
30(3) 193-198
Article highlights the benefits of high school librarians have for students when they reach college. Good information for promoting what the LMT does for student achievement.
Shannon Paladini (White) 5/15/07
Tovani, Chris.(2004). Do I really have to teach reading?: Content Comprehension 6-12. Portland, Maine: Stenhouse Publishers.
Being a former Language Arts teacher, I researched into reading comprehension and wanting additional strategies, got involved in our school's literacy cadre, and attended many professional development in reading strategies. This book was GOD sent to me. I enjoyed the different reading strategies and the differentiation this book offered. It is a very useful tool to those teachers that are willing to take the extra time and implement reading strategies in their content classes, besides languagage arts! I continue to use some of the strategies this book has to offer to the classes I collaborate with in the Library Media Center.
Sandra Beltran-Mata May 14, 2007
Cunningham, Anne E. and Keith E. Stanovich. “What Reading Does For the Mind.” American Educator (Spring/Summer 1998): 1(8).
Basically, reading volume matters. While the authors acknowledge that it is difficult to pinpoint exactly the effects that reading volume has, the authors (and other theorists) believe that reading volume is the primary factor accounting for vocabulary differences in children. Evidence also indicates that reading volume contributes to verbal cognitive growth. The authors found (in their own 10-year study) that the speed of early reading acquisition predicted later reading volume, but that early intelligence tests did not predict later reading volume in the same way. Because reading volume enhances verbal intelligence, the authors conclude that “reading will make children? smarter.”
--Stacie Galli, May 15, 2007
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McKenzie, Jamie. (2002) Just in Time Technology: Doing Better with Fewer. Bellingham, Washington: FNO Press.
This book is dedicated to those who possess the courage to point out when the emperor has no clothes or the technology program has no clear sense of purpose! McKenzie's common sense approach is a breath of fresh air in these jargon-laden times. He points out practical realities of maintaining a quality technology program including the "true cost of ownership", the importance of training staff members so they will truly "buy in" to new forms of technology, and the main premise (Why Not Share?) that sharing computers that can be much more practical than having too many that stand idly by - one chapter is "Learning not included in boxes!" He postulates that thoughtful planning with new technology can lead to cost savings along with optimal uses of new tools. An easy-to-read thoughtfully written but humorous first-person dialogue about the issues in technology that need to be thought through! Recommended.
Nancy Douglas, May 15, 2007
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Library Media Connection (LMC) The Magazine for School Library Media and Technology Specialists.
This magazine is an excellent resource for all those LMT/LMS's that are interested in incorporating/collaborating with teachers! It includes a section called "Tips from your collegues" and it also labels featured articles by grade levels for the reader to know if the information in the article is relevant for their Library Media Center. I feel that every LMT/LMC should subscribe to this magazine.
Sandra Beltran-Mata May 14, 2007
McElmeel, S. L. (2007). Best teen reads 2007. Salt Lake City, Utah: Hi Willow Research and Publishing.
A slim, easy-to-read, jam-packed-full-great-ideas book, Best Teen Reads 2007, is a great resource for anyone involved in selecting and promoting reading material for teens, most notably teachers and librarians, but also to include parents and teens as well. The lists of the best titles are extensive and cover the full range of genres. Whole sections are devoted to graphic novels, poetry/verse, illustrated short stories, audio material, award winners, and themes. Submitted by Anne Snyder 5-14-07
Schrock, K. (1995, June 1). Kathy Schrock's Guide for Educators.
Retrieved May 14, 2007, from http://discoveryschool.com/schrockguide/
Fantastic, useful site! This is a great resource for the LMT creating their first web page or the LMT wanting to add new resources to their web page. Awesome resource for resources!
Kelly Roth (May 12, 2007)
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Bodart, Joni Richards. Radical Reads: 101 YA Novels on the Edge. Lanham, MD: The Scarecrow Press, 2002.
Although this book doesn’t have the very newest novels, the books that it lists will appeal to teenagers, and are especially good to use with reluctant readers. As the title indicates, the books are edgy and deal with serious and controversial themes, which the author has done a good job of highlighting. The book is arranged in alphabetical order by book title and includes a list of characters, points to talk up in a booktalk, the controversial themes and ideas for book reports. This is a great list with which to become familiar in order to give recommendations to students.
--Stacie Galli, May 14, 2007
Valenza, Joyce Kasman. Power Research Tools: Learning Activities & Posters. Chicago: American Library Association, 2003.
This is a great collection of handouts and practical ideas for learning activities involving research and technology.
--Stacie Galli, May 14, 2007
Loertscher, David V. and Blanche Woolls. Building a School Library Collection Plan: A Beginning Handbook with Internet Assist. Spring, TX: Hi Willow Research and Publishing, 1998.
This is a very helpful, step-by-step procedure for building a school library collection. The book is divided into four basic parts: creating a collection development plan, implementing the plan, making it work for the curriculum, and evaluating the success of the plan. The authors list questions that a librarian should ask during the development of the plan and practical suggestions are included throughout.
--Stacie Galli, May 14, 2007
Simkins, M., Cole, K., Tavalin, F., & Means, B. (2002). Increasing student learning through multimedia projects. Alexandria, VA: Association for Supervision and Curriculum Development.
The authors present details on how teachers (and librarians) can plan for multimedia class projects. In project-based-learning classrooms, students design, plan, and produce multimedia projects that have a foundation in the core curriculum, have a real-world connection, and in which students are involved as decision makers and the teacher as a project manager and facilitator. The book includes details on how teachers (and librarians) can plan for such projects, including tips on involving students in the decision-making process and how to gather the support you need to pull it off! This is an essential guide for teachers and librarians involved in collaborative planning for substantial projects.
Kira Robertson
May 14, 2007
York, S (2006). Tips And Other Bright Ideas for Elementary School Libraries. Linworth Publishing.
These practical tips and advice - offered by school library media specialist - address the real-life issues school librarians face on a daily basis. From suggestions on how to work with students, to promoting library materials to teachers, to searching the Internet, you will be sure to find these TIPS useful and timely for your library.
Keeling, J (2002). Lesson Plans for the Busy Librarian: A Standards-Based Approach for the Elementary Library Media Center. Libraries Unlimited.
This workbook for busy librarians is divided into sections by grade level, from K to 5. Each chapter begins with a list of that grade's standards and includes 15-20 lessons. Each one includes a reproducible worksheet, the standards, objectives, directions, the teaching team involved, the learning styles used, and suggested resources.
Salmon, S., Goldfish E., Greenblatt M., & Strauss A. P. (1996). Power Up Your Library: Creating the New Elementary School Library Program. Libraries Unlimited.
This superbly practical and thorough handbook is relevant to elementary school libraries nationwide. Subjects such as library administration, collection development, programming, technology, budgeting, teaching, and scheduling are discussed in the context of a flexible, collaboratively planned library program.
Wilson, P.R., & Leslie R. (2001). Premiere Events: Library Programs That Inspire Elementary School Patrons. Libraries Unlimited.
The authors discuss effective methods of designing and implementing many types of programs, including those that are individually planned or those that are done in cooperation with the public library or community. They explain how to approach possible types of programs from exhibits to featured speakers and examine how these activities can support and enhance school curricula.
Kristen VanMaanen
May 12, 2007
From this article we know that the role of school librarians have to transform themselves to cope with new information world as a school library media specialists. The school library media specialists must provide leadership to collaborate with teachers to help students with information literacy skills. The have to build partnerships with the school in order to help students become information literate.
Bik Lam ( May 13, 2007)
Hughes-Hassell, S., & Wheelock, A. (2001). The information-power school/ Public Education Network, American Association of School Librarians. Chicago and London: American Library Association.
This book helps us to implement the new practise to ensure that all the learners become information literate for success in the twenty-first century. It provides us the variety of tools, including:
Library Power Lessons- suggestion for planning and implementing Information Power: Building Partnerships for Learning principles and prractices, based on what Library Power schools and communities learned.
Library Power Tools - checklists, surveys, and planning forms to help assess the status of current practice and plan for new practice.
Featured resources, including Web resources, to help us learn more about information power and these resources help us to deepen our knowledge in order to prepare our school for new practice.
Bik Lam (May12,2007)
This book is a toolkit that will help simplify our profession when there is no time to create. It presents ready-to-use forms that will
help us to manage, promote, and assess our program
increase the effectiveness of our program while reducing our workload
help students develop information skills
Bik Lam (May12, 2007)
Harada, Violet. H.(2005). Working smarter: being strategic about assessment and accountability. Teacher Librarian, 33(1) pp8-15.
Reinforces the need for the LMT to be accountable in contributing to student acheivement; and to provide evidence through measurable assessment our ability to enhance the students learning. This type documentation is vital especially when decisions are being made concerning what must be funded vs. what needs to be funded.
Kelly Roth, May 12, 2007
This is a general monitoring software that allows the teacher to:
· Monitor each student workstation
· Display his/her screen on the students’ desktops
· Communicate with one student, a small group of students, or the whole class
· Control the applications used and websites visited (for those students who have a tendency to “wander”)
· Lock a student’s computer if an inappropriate site is accessed (N.B. Kids are so transparent that as soon as this happens, their hand shoots up and they say, “My computer just locked up!” It’s great! ^_^)
· Collect and distribute files, which makes collecting “work” at the end of the period much easier AND it saves trees.
Marjorie Barks, 5/12/07
Guillot, Ladonna. (2006). Intellectual freedom issues in school libraries and media centers. Louisiana Libraries, 68(3). Retrieved May 9, 2007 from the Library Literature Information Science Full Text database.
Guillot provide a valuable tips for handling intellectual freedom issues. One of the most important is to create a current collection development policy that defines how the collection is chosen and how materials can be challenged. She goes on to look at recent Internet legislation and lists a few key Web sites to help librarians stay current on intellectual freedom issues.
Submitted by Mandy Ballenger May 11, 2007
Reading
Bodart, J. R. 2002. Radical reads: 101 YA novels on the edge. Lanham, MD and London: Scarecrow.
Bodart provides an annotated bibliography to “edgy, raw, and relevant” YA fiction. The titles were selected for their ability to challenge and show respect to the reader. Books are suggested for MS (6th-8th grades), YHS (9th-10th grades), and OHS(11th-12th grades). Guidance is given on how to prepare booktalks and book reports. An excellent resource for LMTs seeking to energize their collections with fiction students want to read.
Cook, S., Corcoran, F., & Fonnesbeck, B. 2001. Battle of the books and more: Reading activities for middle school students. Fort Atkinson, WI: Alleyside.
A how-to manual for conducting a Battle of the Books competition at either the school or community level.
Students prepare for the Battle by reading books from a reading list and forming a team. A Battle of the Books competition is like a quiz show, where students competing as teams answer questions about the books.
Battle of the Books can help librarians spark interest in reading. The book tells organizers how to enlist cooperation, prepare for contests, write questions, and use Web resources in the Battle.
Enhancement of Learning through Technology
CTAP: California Technology Assistance Project. http://ctap.k12.ca.us/ Retrieved May 11, 2007.
CTAP is a “statewide educational technology leadership initiative, providing assistance to schools and school? districts in integrating technology into teaching and learning.” Teachers (library media teachers, too) can sign up for workshops in one of 11 regions. Workshops are offered in the categories of technology certification, multimedia and instructional technology, principal training, and technical applications. A look at the offerings as of this date shows classes in levels 1 and 2 technology certification, SMART board instruction, use of iMovies, digital storytelling, creating web sites, Adobe Photoshop, Dreamweaver, closing the digital divide, and many more. An excellent resource for professional development.
DeepFreeze. Retrieved May 110, 2007, from http://www.faronics.com/html/deepfreeze.asp
This software protects and preserves computer configurations. It insures that computers will be usable for every user. A computer will return to its original state upon restarting. This is a time-and equipment-saving product. The LMT and/or computer tech will not have to spend time fixing computers that have been tampered with, either accidentally or intentionally, by users. This product is ideal for multi-use computer environments, as it eliminates the harm done, intentional or otherwise, by multiple users of computer work stations.
Collaborative Construction of Learning Experiences
Montiel-Overall, P. (2005). Toward a theory of collaboration for teachers and librarians. School Library Media Research, 8. Retrieved May 11, 2007, from http://www.ala.org/ala/aasl/aaslpubsandjournals/slmrb/slmrcontents/volume82005/vol8.htm
Collaborative planning among LMTs and teachers is best defined as “two or more equal partners who set out to create a unit of study based on content standards in one or more content areas plus information literacy standards, a unit that will be team-designed, team-taught, and team-evaluated.”
Obstacles to true collaboration include teacher ignorance of the value of collaboration to student achievement, teacher ignorance of the information literacy standards, a teacher viewpoint of the SLMS as a non-teacher, lack of time for planning, and lack of support for collaboration from the principal.
Professional development in information literacy standards and the value of collaboration could do away with the first two obstacles: teacher ignorance of the standards and teacher ignorance of the academic value of collaboration, but the principal is the one who could remove the obstacles of insufficient planning time, help change the viewpoint of the teachers toward the LMT, and non-support of collaboration in general.
Information Literacy Instruction
Abilock, D. (2006). Choose the best search for your information need. NoodleTools. Retrieved May 11, 2007, from http://www.noodletools.com/
This helpful Web page presents strategy suggestions for defining a topic, finding quality results, finding sources in a specific discipline, finding up-to-date information, factual information, finding opinions, finding a particular media, and finding sources tailored to your demographic (child, adult new to the Internet, or Internet “wizard.”
Abilock, D. (2006). NoodleBib. NoodleTools. Retrieved May 11, 2007, from http://www.noodletools.com/
A reasonably priced subscription site which aids users in compiling MLA or APA citations. Users have folders in which to put their work, which is automatically saved by NoodleBib and is easily retrievable and can easily be put in a word document.
Branch, J. L. ((2003). Instructional intervention is the key: Supporting adolescent information seeking. School Libraries Worldwide, 9, 47-61. Retrieved May 11, 2007, from Wilson Web.
The skills needed to access electronic information are different from the skills used when accessing conventional print resources. Without intervention from a teacher or librarian, students fall victim to “disorientation, navigation inefficiency, and cognitive overload.” In addition to needing help in navigating electronic sources, students need help in narrowing their research focus. The researchers used strategies of “Think Alouds,” Think Togethers,” and Think Afters” to help students. Think Aloud was used while the study participant was completing a task, Think Together was used when a group of participants was discussing their experience, and Think After was used after the participant completed a task.
Students need teaching to become better searchers. Also, librarians need to be aware of the emotions (frustration, confusion, doubt, confidence, and excitement, etc.) that accompany the inquiry process. Demonstrate and allow students to practice the skills of skimming and scanning, use of highlighted search terms, article outlines, indexes, headings, subheadings. Explain differences between databases, indexing and abstracting services, electronic encyclopedias, the Internet, and provide opportunities for students to use these.
Melinda Buterbaugh
May 11, 2007
Information literacy instruction
Reading Advocacy
Provide Access to Materials
The teacher librarian has three important roles that must be carried out in the school environment. Information literacy instruction, reading advocacy, providing access to materials must implemented in all library programs in the 21st century. These concepts are extremely important to ensure that students graduate with the skills necessary.
Kelly Atherton May 10, 2007
While this book is directed at classroom teachers, it is still an excellent resource for Library Media Teachers as well. The book looks at the ways to be an effective teacher. It discusses positive expectations, classroom management, lesson mastery and professional development. It is especially helpful to new teachers but also has some lessons for veterans.
May 10, 2007
Wendy Cunningham
Knowles, Elizabeth and Smith, Martha. (2005). Boys and Literacy: Practical Strategies for Librarians, Teachers, and Parents. Westport: CT, Libraries Unlimited.
This book looks at ways to get boys interested in reading. The authors suggest hooking boys by getting them to read books in genres that interest them such as adventure, science fiction and sports. There is not a lot of meat to this book but it has a great bibliography and information about authors that write books that would be of interest to boys.
May 10, 2007
Wendy Cunningham
Allen, J. (1995). It's never too late: Leading adolescents to lilfelong
literacy. Portsmouth, NH: Heinemann.
Janet Allen, a high school English and Reading teacher, writes about her experiences a constructivist teacher. While her focus could be described as the cultivation of life long learning, she like to call it life long literacy. She describes her experience down to the details of her classroom-- her bulletin boards, the posters on the wall (which all come her students), the location of her computers, and her classroom library. Her approach as a reading teacher is to give students choice in their reading selections and to provide books from a wide range of reading levels (so that students can read at their own level or zone). For Ms. Allen this means cultivating a current and relevant classroom library that surrounds her students: one of her students comments, "There's no place to hide from reading in here. Even if I lean back in my seat to stare at the ceiling, I'm surrounded by words." In regards to the library, I feel that this book provides insight into developing a culture of reading a school; from her philosophy of "choice" of reading materials to her commitment to an expansive classroom library, Ms. Allen believes in ultimately giving up the control that most classroom teachers steadfastly cling to while at the same time exposing students to meaningful reading and writing.
-Daniel Kiely, 4/10/07
Appleman, D. (2006). Reading for themselves: How to transform adolescents into
lifeling readers through out-of-class book clubs. Portsmouth, NH:
Heinemann.
Deborah Appleman begins her book by describing the current state of high school graduates with respect to reading-- they hate it. Students spend four years of high school being forced to read books that demand understanding of specific cultural literacy, which they are often required to memorize, Ms. Appleman believes that students are often thrust into high school English classrooms without the skills necessary to have a discussion about literature; thus, the pervasive static, teacher-centered models have flourished. She contends that student-centered book clubs (that are held outside of the school day) can be catalysts for giving students "adult" or "real-world" reading skills. By giving students the time and space to meet, discuss, and take their experience back to the English classroom, Appleman believes that students will be able to negotiate the literature class as well as walk away from school with a love of reading.
-Daniel Kiely, 4/10/07
Evans, G & Saponaro, M. (2005). Developing library and information center collections. Westport, Connecticut: Libraries Unlimited.
This is a comprehensive textbook for the collections process. It stresses making a collections policy and has thorough information on weeding and acquisitions. It has thorough bibliographies in every chapter, including websites and listservs and a CD with supplemental materials. --May 10 2007, Valerie Krein
Santa Clara County Office of Education, Library Services. (2001). Where Do I Start? : A School Library Handbook. Worthington: OH, Linworth Publishing, Inc.
This book is a great resource for any new Library Media Teacher. It gives you a little information about all of the aspects of the Library Media Center from setting up policies to marketing, collection management to library procedures. Most of the focus is on organization but there is a little bit in there on teaching. It is a fairly short book so it does not go into too much depth but it is a good starting point and lists a number of other resources you can use to find out more on each of the topics covered.
May 10, 2007
Wendy Cunningham
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Bolan K & Cullin, R. (2006). Technology made simple: An improvement guide for small and medium libraries. Chicago, IL: American Library Association.
Technology Made Simple offers answers to overcoming libraries’ tech challenges. Implementing and maintaining effective technology services is a constant challenge for libraries; for small to medium sized libraries, it can be overwhelming. Often without a technology expert, and with limited resources, they must address customers’ growing need for electronic information in the midst of constant technological changes. A librarian and technical expert collaborate to create this thorough and easy-to-understand book. The book it offers practical and detailed how-tos, nine reproducible forms, and inspiring stories from libraries that have successfully implemented technology.
Jill Russell 5-8-07
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Wright, C.M. (1998). Hot links: Literature links for the middle school curriculum. Colorado: Libraries Unlimited
Wright, C.M. (2002). More hot links: Linking literature with the middle school curriculum. Colorado: Libraries Unlimited
These books are excellent resources for LMT who want to support curriculum through both fiction and non-fiction. The 2002 date could use some updating, but the books listed are a solid foundation.
Submitted by Sara Oremland on 05.08.07
Wallis, C. and Steptoe, S. (2006). How to bring our schools out of the 20th century. Time, 168 (25), 50-56.
This is the perfect article to share with stakeholders such as parents and other community members, as well as grant-givers, to help justify the need for technology and real-world. The article argues that 20th century teaching styles such as drill-based learning and fact-memorizing will put the 21st century student at a distinct disadvantage over his global peers. The article lists and explains the 21st century skills truly needed to be developed in schools: knowledge about the world and its cultures; thinking outside the box; information literacy; people skills; collaboration.
Submitted by Sara Oremland on 05.08.07
Anderson, M. (1999). Finding time. Multimedia Schools, 6(1), 26. Retrieved Saturday, January 27, 2007 from the Academic Search Premier database.
Anderson summarizes the conclusions reached at a Midwest state's conference for media specialists about what LMT activities are time-wasters and should therefore be given less of a priority by the LMT. The list is very practical and a good reminder for LMTs to focus on higher levels of the LMC taxonomies.
Submitted by Sara Oremland on 05.07.07.
Gustafson, Chris (2007). What librarians can do when kids don't pass the state reading tests. Library Media Connection, February, 2007, 22-23.
Gustafson, an LMT, emphasizes that school librarians can make a positive impact on standardized reading scores by working with teachers to increase students' interest, motivation, and range of reading. The article gives concrete examples of strategies used by Gustafson, along with assessment measures taken to demonstrate the effectiveness of these strategies.
Submitted by Sara Oremland on 05.07.07
Grisham, Dana L. (2001) Making technology meaningful for literacy teaching: A web quest. Reading Online, 4 (7). Retrieved February 26, 2007 from http://www.readingonline.org/editorial/february2001/index.html.
Working on the premise that literate individuals are those that are proficient in all forms of communication, the article looks at compelling reasons to teach information literacy and to use WebQuests as a vehicle for doing so. She used surveys and treasure hunt type activities to gather information and assess her students.
Submitted by Mandy Ballenger 5/7/07
Loertscher, David L. (2002) Reinventing your school’s library in the age of technology.(Second Edition). Utah: Hi Willow Research and Publishing.
Loertscher provides usable activities and forms to help teachers and school library media teachers utilize the impact of the school library media center. The activies range from the foundations of reading, technology, and information literacy to collaborating with teachers and building an information infrastructure. There is a little bit of theory and support and a lot of planning and instructional support.
Submitted by Mandy Ballenger 5/7/07
Cavanaugh, T. (2006). Literature Circles through Technology. Worthington, Ohio: Linworth Publishing, Inc. (Available through Linworth Books for $39.95 at http://www.linworth.com/linworth_books/)
This book is great for any school that uses literature circles. Both teachers and library media teachers will like the easy to use templates, in addition to the great step by step guides to using blogs and wikis. There are some very cool ideas for how to use create a digital socratic seminar. This is a wonderful resource to share with English teachers and others who want to engage their students in reading and writing. One other very nice little feature is that the author puts the information literacy standards at the beginning of each chapter, which makes it that much more simple when planning a unit with the classroom teacher.
Submitted by Lisa McLeod 5/6/07
Woolls, B. (2004). The School Library Media Manager (3rd ed.). Westport, Connecticut: Libraries Unlimited. (Available at Amazon.com used for $34.20. ISBN-13: 978-1591581444)
This is a great overall guide for any new school library media teacher. It provides a look at how the school library is run, the daily functions that school librarians perform, how to manage staff, work with teachers, and deal with the managing the media center in terms of budgeting, planning, organizing and much more. As a new LMT, I keep this book on my desk at work and consult it often.
Submitted by Lisa McLeod 5/6/07
Loertscher, D. V., & Achterman, D. (2003). Increasing Academic Achievement Through the Library Media Center: A Guide for Teachers (2nd ed.). Salt Lake City, Utah: Hi Willow Research and Publishing. (Available through LMC Source for $20.00 http://www.lmcsource.com/isell/product.php?id=118)
This book is an incredibly good resource for school library media teachers. Just about everything you could want is covered in the book. There are lots of very handy templates for developing your own graphic organizers, collaboration logs, website evaluation lessons, and much more. Very practical and useful!
Submitted by Lisa McLeod 5/6/07
Hubert, J. (2007). Reading Rants. Retrieved May 6, 2007, from http://members.tln.lib.mi.us/~amutch/jen/
Reading Rants is my students favorite book review site. Students love the categories that Hubert uses to classify the books (things like "Stoned" and "Virgin Run"). It gets the students into the idea that reading can be cool and that there are books out there about the things that they care about. I highly recommend this site, but only for high school and maybe middle school.
Submitted by Lisa McLeod 5/6/07
Krashen, S. (2004). The Power of Reading, 2nd ed. Libraries Unlimited. (used on Amazon.com $21.00) ISBN-13: 978-1591581697
This is a great book to look at when needing to discuss how free voluntary reading raises test scores. Krashen is a leader in the field of reading research and he presents his ideas in an easy to understand way. If you are looking for a book that can lend credibility to your proposition to initiate an SSR program at your school, this is the place to go.
Submitted by Lisa McLeod 5/6/07
Biggers, Deborah. (2001). The Argument Against Accelerated Reader. Journal of Adolescent and Adult Literacy, 45(1), 72.
The AR program focuses on external motivational factors to draw students into reading.
There is no evidence that these motivational factors truly do benefit students. It has been proven that teacher praise and constructive feedback is a motivational tool to increase student success.
AR presented as a way to differentiate instruction yet, AR is not an instructional program.
Computerized reading tools are not important factors involved when it comes to determining the performance of high achieving students and schools.
Submitted by Kelly Atherton 2-19-2007
Walker, Christine and Sarah Show, Teaching Reading Strategies in the School Library, Libraries Unlimited, 2004 (used on Amazon $37.14) ISBN: 1591581206
This book gives reading strategies to Librarians to teach while sharing literature with K-3 students. It covers four techniques prediction, retelling, comparing/contrasting and comprehension. The book has how-to instruction in easy steps using recently published picture books. A good resource for teacher-librarians who are required to support the lang. arts curriculum and don't have much time with the students.
Jane Gulliver 5/6/07
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Fry, Dr. Edward, How To Teach Reading (For Teachers, parents, and tutors), Teacher Created Resources, 2004. $8.50 used on Amazon.com. ISBN1576907600
Dr. Fry gives us a practical guide for teaching reading. It breaks down the process into simple steps. The book is based on practical experience. Great resource for teachers.
Jane Gulliver 5/6/07
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Keane, Nancy J. The Big Book of Teen Reading Lists: 100 Great, Ready-to-Use Book Lists for Educators, Librarians, Parents, and Teens. Libraries Unlimited. 2006. $35. ISBN 1-59158-333-0.
Nancy Keane, booktalker extraordinaire, gives one-page reproducible lists of teen titles that can be used to create themed displays, booktalks, or reading lists. It's a good resource for YA librarians, but will need to be added to as new titles are available.
Sharlene Paxton 5/06/07
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California School Library Association, (2004). Standards and guidelines for strong school libraries. CSLA, Sacramento, CA.
If you only have one reference book for your library media center this is the one. It provides content standards for the information literacy program as well as standards for operation including staffing, square footage, job descriptions, size of collection etc. A great guide for organizing the library media center
Submitted by Ellen Reed 5/6/07
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Loertscher, D., Koechlin, C. and Awaan, S. (2005). Ban those bird units. 15 models for teaching and learning in information-rich and technology-rich environments. Salt Lake City, Utah: Hi Willow Research and Publishing.
Technology rich environments alone don’t result in success. LMT’s must combine technology with best educational practices to create authentic learning experiences for students. This book provides real examples of how this can be done.
Submitted by Ellen Reed 5/6/07
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Keene, Ellin and Zimmermann, S. (1997) Mosaic of thought: Teaching comprehension in a reader’s workshop. Portsmouth, New Hampshire: Heinemann.
The library reading program should influence the way that reading is taught in the classroom. Mosaic of Thought describes a successful reading comprehension program based on connecting the reader to the text, the use of questioning, and how to approach ‘considerate and inconsiderate text.”
Submitted by Ellen Reed 5/6/07
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Tuccillo, D. (2007). STANDING ROOM ONLY. School Library Journal, 53(3), 46-48. Retrieved Monday, March 26, 2007 from the Academic Search Premier database.
Tuccillo suggests that the way to get students interested in the library is by giving them some control over what happens there and what is available there. This article gives several great options for ways librarians can involve kids in the LMC, giving them a stake in the action and enticing them to use the resource more often.
Submitted by Carolyn White, May 5, 2007
T4 - Jordan School District: Transforming Teaching Through Technology http://t4.jordandistrict.org/ - Pay Attention (video). http://t4.jordandistrict.org/payattention, Retrieved May 5, 2007.
or through YouTube at http://www.youtube.com/watch?v=aEFKfXiCbLw
This seven and one half minute video makes a very effective argument for why we need to use technology in education. It would be a compelling introduction to a presentation soliciting funds for technology goals. The school website is loaded with other tools to help with using technology in education.
Submitted by Carolyn White, May 5, 2007
Herz, S.K. & Gallo, D.R. (2005). From Hinton to Hamlet: building bridges between young adult literature and the classics
(second edition, revised and expanded). Westport, CT: Greenwood Press.
Updated with more current titles since the original was published in 1996, Herz and Gallow’s book helps librarians and teachers find ways to connect kids with the classics by using contemporary young adult literature. For twelve of the regularly assigned classics, the authors have identified major themes from the works and created an annotated bibliography of YA titles that connect to those themes, also indicating how they connect. The authors also look at several common archetypes in literature and give an annotated bibliography of YA titles fitting the archetype as well as classic titles fitting the archetype. The book also organized the YA titles into annotated lists supporting other disciplines. This is a great reference to use during collaboration between the LMT and teachers.
Submitted by Carolyn White, May 5, 2007
Nelson, J., Lott, L. & Glenn S. (2006). Positive Discipline in the Classroom, Revised 3rd Edition: Developing Mutual Respect, Cooperation, and Responsibility in Your Classroom. Rocklin, CA: Prima Publishing.
Our school has adopted this book as our discipline model. We want to create a school climate in which everyone is treated with dignity and respect and in which students can learn the skills they need for success. The implementation of class meetings has been most helpful to me, as I see every class for one hour each week and have been able to make meaningful interventions with class problems during Media Center visits. Other main points of the book include:
·How to create a classroom climate that enhances academic learning
·Using encouragement rather than praise and rewards
·Instilling valuable social skills and positive behavior through the use of class meetings
·Understanding the motivation behind students' behavior instead of looking for causes
Submitted by Jill Russell 5-4-07
Dillingofski, M. (1993). Turning teachers into readers. School Library Journal, 39(1), 31.
Classroom teachers must take the lead to become lifelong readers if this is what is expected of their students.
If the teacher models this behavior in the class, it will allow students to see the importance of reading. The author argues that the librarian can take lead role in getting their entire school community to read. By creating a reading program for all to join in, the promotion of reading and the love for books will follow. Administrative support is key to seeing this through.
Submitted by Kelly Atherton 3-12-07
Pavonetti, Linda M. ; Brimmer, Kathryn M. ; Cipielewski, James F. (2002). Accelerated Reader: What are the Lasting Effects on the Reading Habits of Middle School Students Exposed to Accelerated Reader in Elementary Grades? Journal of Adolescent and Adult Literacy, 46(4), 300.
The authors study the Accelerated Reading program to see if it does indeed help improve the reading habits of students who use the program in elementary and continue using it in the middle school grades. Renaissance Learning promotes this program's use to help improve reading comprehension, vocabulary, and also increase the joy of independent reading.
Some negatives about the AR program according to the authors:
Book discussion decreases due to fear of students taking an AR quiz without reading first.
Students only choose books to read that are on their school library's AR reading list. Books that are not on this list are not selected for recreational reading.
Limited to what quizzes are available.
Through their studies, the authors do not see any correlation to AR exposure in elementary school to middle school students reading more.
A reading program cannot motivate a child to read. It is parents, teachers, and librarians who can instill a love for reading in children.
Submitted by Kelly Atherton, 2-19-2007
Clausen, J.M (2007). Beginning teachers' technology use: first-year teacher development and the institutional context's affect on new teachers' instructional technology use with students. Journal of Research on Technology in Education, 39(3), 245-261.
The article begins by mentioning that it is now a common strategy to expose new teachers to instructional technology use. While it is now the goal to have new teachers integrate tehcnology into their instructional practice, however, first year teachers face many encounter schools that contradict or support these reforms. This article intends, therefore, to examine first year teachers and how, "their school contexts affected their instructional technology use," (Clausen, 2007). The study found that class room organization, curriculum planning and classroom management were all issues faced by teachers. Likewise the study found that existing institutional contexts affected first year teachers technology use with students. The study found that for all of the training new teachers receive, they are hardly prepared to face the many challenges and difficulties of their first year. As a result of the difficulties, first year teachers have found it difficult to implement innovative technology uses into their teaching. The study found that it was highly important that teachers receive support from the institutional context in order to facilitate teachers' technology use with students.
-Heather Feinstein 4/30/2007
Harlan, M.A., Loertscher, D.V. & McElmeel, S.L. (2006). Young Adult Literature and Multimedia: A Quick Guide. Salt Lake City, UT: Hi Willow Research & Publishing.
ISBN-10: 1933170107; ISBN-13: 978-1933170107
This quick reference title is great for the middle school and high school LMT who wants to update their reading lists and knowledge on the different medias that teens are now using. All aspects on young adult literature are concisely touched on from teen psychology to YA programs to collection development and selection. Different genres that are especially popular with teens are outlined and popular and classic works within each genre are listed. Award winners, websites and core titles are helpful to have as a ready-reference list for teachers, students and parents in all categories. Reference lists for additional literature in each topic area are given for further reading for the LMT.
Carolyn Canaday 04/30/07
Lynch-Brown, C & Tomlinson, C.M. (2004). Essentials of Children's Literature (5th Edition). Pearson Education: Allyn and Bacon.
ISBN-10: 020542015X ; ISBN-13: 978-0205420155.
For any Library Media Teacher in the elementary school system, this is a great resource to have to help build, identify and learn a large list of literature for children in grades K-6. Chapters are broken down into different genres of children's literature, describing the history of the genre and the major players. Suggestions on how to teach and introduce different genres are given and every chapter is ended with a reference guide and a list of notable titles and authors within each genre. Colored illustrations on differenct artistic styles are included on the inside of the covers. The how-to's to evaluating quality literature for children are highlighted and different strategies for teaching reading through multiple levels are touched upon. For anyone who will be dealing with the child patron in any type of library, this is a great reference.
Carolyn Canaday 04/30/07
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Daniels, Harvey. (2002) Literature Circles: Voice and Choice in Book Clubs and Reading Groups. Stenhouse: Portland, Maine.
I found that this work by Daniels shed much light on ideas for encouraging reading activities in the LMC. He begins by emphasizing the importance of free reading in the development of a balanced reading program. If it is to become a lifelong habit and deeply owned skill, it must be voluntary, anchored in feelings of pleasure and power.
Like Krashen and Trelease, he stresses the importance of structures like SSR, sustained silent reading and reading workshop; he also advocates strongly for independent reading in groups, where kids select, read and discuss books together in a book-club format. Students are encouraged to pick their own books, choose their own discussion topics and share and express their view of the book to fellow-readers. These do not have to be overly analytical but rather the sharing of responses to the book with a spirit of playfulness and fun.
Daniels provides many ideas and suggestions for each student level and creative ways to encourage variety in book choices, fiction and non-fiction, as well as in discussions. There are applications for primary, junior, middle level and high school.
He stresses that adults need to be role models as readers and has a list of Top Twelve Ways to Get into Teachers’ Ridiculously Busy Lives!
An excellent resource to assist the librarian in finding another portal to encourage student reading activitie
s.
Nancy Douglas March 23/07
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Morris, B. J. (2004) Administering the School Library Media Center (4th Edition Revised and Expanded). Westport, CT: Libraries Unlimited.
· ISBN-10: 1591581834
· ISBN-13: 978-1591581833
· 704 pages
· List price $55.00
In this updated version, Morris covers just about everything a LMT needs to know to run a strong LMC. The basic philosophies reflected in her book are "1) the school library media center is central to the instructional program of the school; 2) the main purpose of the center is to provide service to faculty, students, and administrators in accessing, utilizing and evaluating information, developing research strategies, and utilizing technology; 3) the media center program strengthens and improves instruction in the school by developing in students lifelong learning, knowledge of information literacy skills, and a love of reading." She begins by giving a historical perspective on the library and discusses how it evolved into a Media Center. She discusses the need for the media specialist to become a leader in site-based management; she also discusses the need for the media specialist to forge a variety of partnerships that will develop communication links that will improve instruction. The updated version focuses heavily on the importance of the role of technology in the LMC and of the LMT's role in teaching information literacy. Morris includes many templates, rubrics, and checklists that are useful for analyzing the state of your current LMC, collaborative planning with teachers, or to use for other planning and organizational purposes. Morris covers budgeting, staffing, facilities, policies and procedures, criteria and selection aides for AV materials, acquisitions and organization, and program administration and evaluation. The text is quite comprehensive--it covers every aspect of managing an effective LMC.
Sharlene Paxton 4/30/07
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· Johnson, Doug. (2001). What Gets Measured Gets Done: The Importance of Evaluating Your Library Media Program. Book Report, 20(2), 14-15.
A successful library media program must be evaluated periodically to ensure that it is still on the road of success. Important factors in the assessment of a library program are:
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Agreeing on goals based on recognized standards.
Establishing yearly objectives that help to meet the mentioned goals.
Developing a method to report on the progress of goals.
Assessment as a part of the library media specialists assessment.
Submitted by Kelly Atherton 2-19-07
"Online Resources (Information Technology Links)." California School Library Association. Retrieved April 27, 2007 from http://schoolibrary.org/res/info_tech.htm.
This page is a list of helpful links related to information technology. It is divided up into five categories: searching the internet; bibliographic citing of the internet; internet training; professional reading on the web; and, selection resources. The links contained all seem to be very helpful for librarians looking for technology information. The most helpful section is professional reading on the web which contains links to places like the library web manager's reference center (a site that has an on-going discussion about librarians on the web).
-Heather Feinstein 4/27/2007
Loertscher, D.V., Misakian, J.E.P. (2004) California Power! A Parent’s Guide to School Libraries. Hi Willow Research & Publishing.
Buy the CD version of this guide (only $15.00 from www.lmcsource.com), which contains many valuable reproducible pages that you can distribute to parents in order to market the Library Media Center and help them help their children become lifelong readers. Sample pages include book lists, advice about reading, how to advocate for the school library, keeping your child safe on the internet, and more.
Jessica Rothberg
White, B.H. (2004) School Library Media Programs: A Quick Guide to Success. Hi Willow Research & Publishing.
ISBN-10: 0-931510-99-6
Paperback | 44 pages | List price: $XX.00
This guide touches very briefly on multiple aspects of what it takes to operate a library media center. Sections are: Introduction to the Profession; Theory of the Field; Operational Resources; Major Bibliographies; and Assessment of Impact and Advocacy. Each section includes numerous sub-topics, each described in a brief paragraph then followed by a comprehensive bibliography of print and internet resources on the sub-topic. This guide does not make for light reading, but is a great resource of resources. It would be better placed on the web so that the numerous links could be quickly clicked to.
Jessica Rothberg
Farmer, L.S.J. (2003) Student Success and Library Media Programs: A Systems Approach to Research and Best Practice. Westport, Conn. : Libraries Unlimited
ISBN-10: 1-59158-058-7
Paperback | 192 pages | List price: $50.00
This book looks at student achievement and how the library media center can influence it. This book is great for LMCs that have quality programs (or are in the process of implementing them) and need to justify to stakeholders the power that the LMC has in improving student achievement.
Jessica Rothberg
Wasman, A. (1998). New Steps to Service: Common-sense advice for the school library media specialist. Chicago: American Library Association.
ISBN-10: 0-8389-3483-8
Paperback | 228 pages | List price: $28.00
While not a recent publication, this guide still provides practical, relevant advice for the new school library media specialist. This book is particularly useful to the new LMT who has not begun or not completed the school library media credential program. With sections on collection development, cataloging, budgeting, and management, it's like getting a whirlwind introduction to all that is offered in an LMT credential program. While the book mentions collaboration, it does not go into details. The book does not discuss technology (which helps keep it from being immediately obsolete), but it does have a good sections on public relations (marketing the LMC) and people relations.
Jessica Rothberg, 4/25/07
Highfield, K., Raphael, T. & Au, K. (2006). QAR Now: A Powerful and Practical Framework that develops comprehension and higher-level thinking in all students. New York: Scholastic.
ISBN-10: 0439745837 ISBN-13: 9780439745833
Paperback | 176 Pages | List Price: $21.99 (USD)
QAR, Question Answer Relationships, Now is research-based approach for improving reading comprehension and higher-level thinking skills that have been helping students become better readers for more than 20 years. QAR’s creator, Taffy Raphael and coauthors Kathy Au and Kathy Highfield, have written a complete guide that reflects on two decades of classroom application and expands on the original thinking behind QAR. In this book they show how QAR provides a framework for organizing questioning activities and comprehension instruction, how it aligns with state standards and assessments, and how to easily integrate it across all the content areas. For use with Grades K-8.
Note: We are going to be implementing this program schoolwide next year at our K-5 school.
Jill Russell 4/21/07
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Wallace, R.M. (2004). A framework for understanding teaching with the internet. American Educational Research Journal, 41(2), 447-489.
Although students use the internet in their daily life, teachers have yet to employ the internet in their teaching methods. Teachers who do use the internet in the classroom use it sparingly. This article follows three high school science teachers who are working to develop a way to teach with the internet and it examines the ways in which internet use is shaped by classroom practices and vice versa.
To better understand this question, the author closely examines three teachers who already employ the internet in their daily teaching methods and who are successful. Through these teachers, the author considers the problems of incorporating the internet into teaching, while offering creative solutions. While teachers may approach the internet differently, the author argues that evidence exists that proves the internet can be used effectively.
-Heather Feinstein 4/5/2007
Cuban, L., et.al. (2001). High access and low use of technologies in high school classrooms: Explaining an apparent paradox. American Educational Research Journal, 28(4), 813-834.
This article examines the assumption that technology use in high schools will increase simply by making the technology available. The writers of the article found, however, that access did not always lead to widespread use. When teachers did employ technology in the classroom, researchers found that it only aided teaching patterns, rather than altering them.
The researchers came to their conclusion by examining current and past computer use in the classroom. They found two problems teachers face when using technology in the classroom. The first is that they do not have the time to find and evaluate software. The second is that training on technology often took place an inconvenient times. Other problems schools face with technology are the expenses associated with maintaining up-to-date equipment and software. This causes a problem for administrators who are already weary of technological use in the classroom.
The researchers are hopeful, however, that although teaching methods may remain the same, that technology use will increase and teachers will find new ways to integrate technology into their teaching.
- Heather Feinstein 4/5/2007
A spoonful of sugar (2008). Library Journal, 132, 13-13.
This article chronicles Julie Masterson-Smith, an award winning media specialist, on her journey to educate students and teachers on using technology. One method Masterson-Smith employs is helping kids star in and produce library instructional videos. This serves to teach children how to use the filming and editing equipment involved as well as to learn the ins and outs of the media center. Parents are also compelled to watch the videos of their children, which facilitates parental understanding of the media center.
-Heather Feinstein 4/1/07
· Goodstein, A. (2007). Totally wired: What teens and tweens are really doing online. New York: St. Martin's Griffin.
Anastasia Goodstein, the award winning blogger of Ypulse.com, writes about the life of the “totally wired” teen. She described a day-in-the-life, explains blogs and social networking sites, discusses online bullying and parental controls, technology integration in education, and finishes with a “so what” chapter on teens and tweens today. While the book is being marketed for parents, it is an important read for educators—especially those that don’t understand how kids can do homework while listening to music, can’t be separated from their cell phone, or spend hours online every night. While the book was recently published, I give it a few months before it is obsolete.
-Daniel Kiely 3/4/2007
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Taft. (2006). The Big Book of Library Grant Money, 2006: Profiles of Private and Corporate Foundations and Direct Corporate Givers Receptive to Library Grant Proposals. Chicago: Thomson Gale.
The Big Book is the largest directory of library grant foundations and their institutions in the U.S. One can find awards of every kind. This book provides information of past and present donors who give or have given to libraries of all shapes and sizes. I'd recommend this compilation to any struggling school media specialist.
Marita Dimond 4/03/07
Hamm, B. R. (2004). Media center discovery :180 ready-to-use activities for language arts, grades 5-8 (1st ed.). San Francisco: Jossey-Bass.
This is a great practical guide for LMC specialists with elementary and middle school students. It provides fun projects and worksheets that incorporate teaching media center skills. Hamm introduces media center, resources, common reference materials, geographical reference materials, biographies and quotations, various references to current information available to students, Dewey Decimal System, world of electronic media, and finally, how using all of these library skills can help with writing and publishing. The lessons presented in this easy-to-use book can be used in any sequence, and each activity is followed with an assessment or evaluation. One can use the techniques such as games and activities in this book to reinforce the lessons.
Fen Liu 3/30/07
Richardson, W. (2006). Blogs, wikis, podcasts, and other powerful web tools for
classrooms. Thousand Oaks, CA: Corwin Press.
Will Richardson explains the expanding landscape of web 2.0 in education. He covers blogs, wikis, RSS, social bookmarking, online photo-sharing services, podcasting and screencasting. For each section he explains the new technology and then writes about how it can be used in the classroom. For example, in the section on RSS, Richardson explains how teachers no longer need to collect assignments; a teacher only needs to subscribe to his students RSS feeds (from their blogs, photo streams, etc.). As soon as work is posted, it shows up in the teacher's reader (or aggregator). Richardson ends the book with the chapter, "What It All Means." Here he describes the "big shifts" that are slowly starting to occur in education-- collaborative users becoming writers and editors of text, images, podcasts, and movies, lectures becoming conversations, users needing to be taught how to find and vet information, and finally, the beginning of the end of competitive environments in schools. Because of the rapidly changing environment of web 2.0, Richardson is releasing a second edition later this year. Richardson covers a lot of ground while carefully stopping to explain the technology and its potential impact on education.
Daniel Kiely – 3/25/07
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Ward, Ruth (2006) Blogs and Wikis: A Personal Journey. Business Information Review, http:// bir.sagepub.com/cgi/content/abstract/23/4/235
This article describes the use of social software and social media, incorporating blogs and wikis, to develop websites to support internal communicatioin and collaboration in a law firm. Although not in a library setting, this excellent article gave a great explanation of the unique features of using blogs and wikis and how they foster regular and timely personal communication and dialogue for a defined group. She explains how wikis can be used to create knowledge resources or as a collaborative tool. Provides advice on effective ways to set up an initial blog or wiki project.
Nancy Douglas - 5/15/07
Baumbach, D. J., & Miller, L. L. (2006). Less is more: A practical guide to weeding school library collections. Chicago: American Library Association.
Baumbach starts by explaining what is weeding in collection development and why we should do it. Then Baumbach discusses the general guideline, weeding methods and criteria, including criteria for weeding in 71 areas arranged by Dewey number. The author finishes the book by telling the final task of handling the items weeded and how to update record. Weeding is a procedure that school librarians often neglect and feel reluctant to do. However weeding is important and should be done with guidance. This book is a valuable tool that brings about this unglamorous issue with quick and easy guidelines. It offers simple and practical advice along with specific criteria, thus answering an indispensable part of my research question of how to make a quality school library collection.
Fen Liu, 03/22/07
Canfield, J. & Hendricks, G. (2006). You’ve got to read this book!: 55 people tell the story of the book that changed their life. New York: HarperCollins Publishers.
Chicken Soup for the Soul co-creator Canfield and psychologist/author Hendricks gathered the stories of 55 successful individuals, some famous and some unknown, who attest to the transformative power of reading in their lives. Coming from many fields including politics, music and entertainment, athletics, and business, each individual tells his or her own story of how one book indelibly changed the course of their life by providing emotional, spiritual, and practical guidance. These inspirational stories detail that moment in time when a book and a reader come together, perfectly matched.
Anne Snyder 3/11/07
Krashen, S. (2006). Free Reading. School Library Journal, 52(9), 42-45
Krashen argues that free voluntary reading is of the highest importance in any reading program. Pleasure reading not only helps to improve literacy, it creates lifelong readers. Although this is the most effective tool at building literacy skills, this is not followed in schools by educators. Krashen believes schools should implement silent sustained reading programs into their daily curriculum, in which students choose the books they read, and do so for at least a half of an hour each day.
Submitted by Kelly Atherton 3-12-07
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Trelease, J. (2006). The read-aloud handbook (6th ed.). New York: Penguin Books.
In its sixth edition, The Read-Aloud Handbook is a treasure trove of information in support of reading aloud to children. Trelease presents both statistics and anecdotal evidence as he explains why and how (and how not) to read aloud. He devotes a whole chapter on Silent Sustained Reading (SSR), describing it as the natural partner to reading aloud. Trelease includes an extensive annotated list of read-aloud recommendations covering a wide variety of books in categories such as predictable books, reference books, picture books, novels, poetry, and anthologies.
Anne Snyder 3/11/07
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Van Orden, P. (2000). Selecting books for the elementary school library media center: A complete guide. New York: Neal-Schuman Publishers.
Van Orden provides guidelines for the selection of books in the elementary school library media center collection. The book starts by an overview of the selection process. Then he discusses the application of selection criteria and how to use selection tool. Van Orden then details the selection criteria, references and professional resources into 9 categories, from picture books to fiction to professional books. This book is a powerful source for school-library collection development with its comprehensive scope. The special criteria for 9 categories help to deepen the understanding of collection selection. Although addressing the issues in elementary school library media center, it can help any librarians who choose books for children to hone selection skills.
Fen Liu, 03/09/07
Kan, K. L. (2006). Sizzling summer reading programs for young adults (2nd ed.). Chicago: American Library Association.
Although Sizzling Summer Reading Programs for Young Adults is targeted specifically for public library summer programs, the school librarian can glean from the ideas offered to enhance reading and learning among young adults. According to Kan summer becomes a set back for teens (2006, p. 2). Teachers have to re-teach the cognitive skills all over at the beginning of the school year. If, however, teens read over the summer, they will be far more advanced and more prepared for that first day of class. This book provides the title and descriptions of numerous inventive summer programs and the initiating libraries. A common incentive among almost all of the programs is to reward the young adults with prizes for a certain amount of reading that is predetermined by their libraries. I recommend this book for high school librarians who wish to start their own summer reading program. Find what works for you and your students.
Marita Dimond 3/07/07
Graves, M. F., Juel, C., & Graves, B. B. (2007). Teaching reading in the 21st century (4th ed.). Boston: Pearson Education.
The text presents a comprehensive and balanced view of reading, incorporating the best research on how students learn to read and detailing best practices in how teachers teach reading in the elementary grades. The book is intended for classroom teachers, but it is comprehensive enough to be valuable to school library media teachers. The authors present a cognitive-constructivist perspective on reading—readers read for meaning and scaffold new knowledge onto prior knowledge. Good readers have mastered both reading skills and comprehension, and effective reading teachers use a similar blend of skills instruction and holistic activities to promote reading. This approach to reading instruction is presented clearly and persuasively. The best reading instruction method is one in which students learn how to read, learn from what they read, have fun with what they read, and have many, many opportunities to read.
Within this single text, school librarians can thoroughly understand the reading process, best reading instruction practices, and—perhaps most importantly—can effectively collaborate with classroom teachers to construct comprehensive and successful reading programs for their students.
March 5, 2007
Kira Robertson
· Blair, Timothy R., William H. Rupley & William Nichols. (2007). The Effective Teacher of Reading: Considering the "what" and "how" of Instruction. Reading Teacher, 60(5), 432.
In order for a teacher to be successful in the art of teaching reading, it is extremely important to get the right training. This article highlights instructional practices of assessing students strengths and weaknesses, the structuring of reading programs around the instructional model, and providing students with the opportunity to READ! The teacher needs to believe in their abilities to teach students to become successful readers, and model the behaviors of a lifelong reader.
Kelly Atherton 5-7-07
From Professonal Books and Periodical Articles:
Hipple, Ted. (Spring, 1992). "Young adult literature and the test of time." Publishing Research Quarterly, 8:1, pp. 5 - 13
from literacy support to literacy leadership Esther Rosenfeld. Teacher Librarian. Seattle: Feb 2007.Vol.34, Iss. 3; pg. 6, 2 pg
The New York Life Foundation's Revitalizing High School Libraries Initiative (2005) was a pilot project conducted between 2003 and 2005 to provide an infusion of funds to four high schools in three states to "create library media centers that are true centers of teaching and learning and foster a school culture that values and promotes high levels of adolescent literacy" (p. 1). Funds were earmarked to have teacher-librarians work in collaboration with other teaching staff, public library staff, and students to update school library collections to provide students access to a range of high-interest and developmentally appropriate reading materials.
Daniel Slota
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Professional reading for the literacy leader David Loertscher. Teacher Librarian. Seattle: Feb 2007.Vol.34, Iss. 3; pg. 45, 6 pgs
The United States Board of Books for Young People attempts to provide a global perspective by promoting international understanding and goodwill through books for children and teenagers. The first book in the series, Children's Books From Other Countries (1998), is an annotated compendium of international children's literature published between 1950 and 1996, whereas the second volume, The World Through Children's Books (2002), includes books published between 1997 and 2000. The bulk of this book consists of a superb annotated bibliography of about 700 children's books published in over 70 countries, ranging from picture books for very young children to challenging young adult fiction suitable for older teenagers. An interesting introduction consists of several essays from a recent board conference, and a concluding section of resources identifies publishers, sources for bilingual and international language books, and lists international children's book awards.
Daniel Slota
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Effective access: teachers' use of digital resources (research in progress) Bethany Carlson, Sharon Reidy. OCLC Systems and Services. Bradford: 2004. Vol. 20, Iss. 2; pg 65
In this paper, the authors describe the need for a better understanding of the cognitive frameworks used by high school science, technology, engineering, and mathematics (STEM) educators as they search for digital resources and conceptualize the integration of digital resources into their teaching. We outline our research methodologies, summarize preliminary results, and discuss how our outcomes will influence how digital resources are developed for educators across all disciplines in the future.
--Daniel Slota
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Lauren Barack. School Library Journal. New York: Apr 2007. Vol.53, Iss. 4; pg. 22
YALSA spent nearly a year putting the plans together for the inaugural event, moved, in part, by the growing number of kids under 18 that use libraries--up from 33 million in 1993 to 54 million in 2004, according to the group. YALSA supported local library branches nationwide with downloadable logos for flyers, activity ideas, and even contests for the best displays and events.
--Daniel Slota
Valenza, J. (n.d.). Web 2.0 Meets Information Literacy. In Information Fluency Wiki. Retrieved April 22, 2007, from Wikispaces Web site: http://informationfluency.wikispaces.com/
Joyce Valenza writes about the new Information Fluency - what it means to be fluent today with the Web 2.0. She begins by separating the two and describing Info. Lit. as a “sturdy fiber” compared with the “dynamic” Web 2.0. Information literacy needs to be taught more than ever; she breaks down the important parts: information access, evaluating information sources, digital citizenship and information ethics, synthesis and organization and creating and communicating new knowledge.
- Daniel Kiely on 4/22/2007
Ryan, J. & Capra, S. (2001). Information literacy toolkit. Chicago, Illinois: American Library Association.
The books’ primary goal is having library media teachers (LMTs) use information literacy as a teaching tool and prepare students for the information age. The six stages of the information literacy process is identified, discussed, and modeled. Planning organizers are given so that library media teachers can plan for the school year. Teaching tools are provided and explained. Integrating information literacy with state standards, curriculum, and subject matter are thoroughly addressed. Reproducible worksheets on planning, graphic organizers, and information literacy are given to better enhance LMT instruction and student learning.
Weisman, S. (2002). Windows into instructional collaboration. San Jose, California: Hi Willow Research and Publishing.
This book is a response to Information Power: Building Partnerships for Learning. The book focuses on demonstrating how library media teachers and class teachers, working together, improve student achievement; demonstrating that teaching is a risk-taking endeavor that involves learning and growth on the part of the library media teacher; and demonstrating that knowledgeable dedicated library media and classroom teachers make good things happen no matter what the physical setting or socioeconomic circumstances may be. Real life examples on successful collaboration and possible ideas are placed throughout the book. Instructional strategies like identifying desired results or assessing learning can be learned from this book.
Nu Phan 5/14/07
Wong, Harry K. and Wong, Rosemary T. (1998). The First Days of School. Mountain View: CA, Harry K. Wong Publications, Inc.Eisenberg, Michael B. (2006). Three Roles for the 21st-Century Teacher-Librarian. CSLA Journal, Vol. 29 Issue 2, p21-23, 3p; (AN 22066140)
Cited References (5)
Johnson, Steve. NetSupport School, Version 8. www.schoolzone.co.ukHarada, Violet H. (2005) Working smarter: being strategic about assessment and accountability. Teacher Librarian, 33(1).Valenza, J. K. (1998). Power Toos 100+ Essential Forms and Presentations for Your School Library Information Program. Chicago and London: American Library Association.Locertcher, D. (3004) Extreme Makeover. School Library Journal, 50(11), 56-57, Retrived Sunday, January 28,2007 from the Academic Search Premier Database.Simkins, M., Cole, K., Tavalin, F., & Means, B. (2002). Increasing student learning through multimedia projects. Alexandria, VA: Association for Supervision and Curriculum Development. Enter here the best readings and resources you have encountered in each of the four topical areas.
Include the citation, availability or web address, and a very brief note of its value.
Teen Tech Week. Retrieved April 3, 2007 from http://www.ala.org/ala/yalsa/teentechweek/ttw.htm
For the first time ever Teen Tech Week was celebrated by YALSA, a division of ALA. On the week of March 4-10, 2007 libraries celebrated the technology that are available for teens to use in the library. Moreover, this website provides resources on how to start wikis and blogs as part of the library program.
Consuelo Collantes (5/15/07)
School Libraries Work! Retrieved March 20, 2007 from http://www.scholastic.com/librarians/printables/downloads/slw_2006.pdf
This document gathers data which shows the importance of the school library. It points out the importance of professional library media teachers and their role as instructional partners. It highlights 16 state studies that draws a correlation between the school library and achievement in standardized tests.
Consuelo Collantes (5/15/07)
Loertscher, D. V. (2000). Taxonomies of the School Library Media Program. Salt Lake City: HI Willow Research & Publishing.
This book identifies the elements of a successful library media program. It identifies the four central elements of the LMC program: collaborative planning, successful reading program, learning through technology, and information literacy. Moreover, it describes practices that LMTs can implement in their program.
Consuelo Collantes (5/15/07)
Mind What You Do Online. Retrieved May 8, 2007 from http://www.bytecrime.org/PDF/McG_booklet_screen.pdf
A simple Internet safety booklet appropriate for elementary and middle school grades (and adults). It identifies and explains current Internet scams and crimes. It also provides safety measures one can take when using the Internet.
Consuelo Collantes (5/15/07)
Mc Lester, S. (2007, March). Technology Literacy and the MySpace Generation: They're not asking permission. Technology and Learning. 16-22
This article discusses the new draft ISTE/NET to be published in June 2007. The author points out that these standards identify cultural understanding and global awareness as crucial skills. It highlights the importance of listening to students when setting these standards. In this year's Sun Worldwide Education and Research, in a Q&A forum with students, three clear messages emerged: 1) students want free and open access to information, 2) social networking hubs are here to stay and should not to be constrained by school, and 3) the face of education and the idea of the "campus" are changing.
Consuelo Collantes (5/15/07)
NCEF Resource List: LIBRARY AND MEDIA CENTER FACILITIES DESIGN--K-12. Retrieved May 15, 2007 from http://www.edfacilities.org/rl/libraries.cfm
National Clearing House for Educational Facilities list of links, books, journals on the design and planning of K-12 libraries, including city and state guidelines, resources on technology requirement.
Consuelo Collantes (5/15/07)
Michael Stephens, The Read/Write School Library. School Library Journal. 52 no.12 24 D 2006
This is an interesting commentary on some of the Web 2,0 developments like the 23 Things You need to do web2.0 course which came originally from Helene Blowers, in North Carolina. Now widely used, Stephens suggests that concepts could be adapted for our students, ie. wikis, blogs, etc. or staff and principal. He suggests that staff have to understand the concepts themselves before there can be some sort of buy-in. To him, the concept of Library 2.0 requires that we actively seek to break down barriers: barriers of place and time and barriers inherent in old school methods. In this user-centered paradigm, libraries must get information, entertainment, and knowledge into the hands of our users, wherever they are, by whatever means work best. This applies to School Library 2.0, as well. What barriers exist in your library media center?
Nancy Douglas
May 15, 2007
Cunningham, Anne E. and Keith E. Stanovich. “What Reading Does For the Mind.” American Educator (Spring/Summer 1998): 1(8).
Basically, reading volume matters. While the authors acknowledge that it is difficult to pinpoint exactly the effects that reading volume has, the authors (and other theorists) believe that reading volume is the primary factor accounting for vocabulary differences in children. Evidence also indicates that reading volume contributes to verbal cognitive growth. The authors found (in their own 10-year study) that the speed of early reading acquisition predicted later reading volume, but that early intelligence tests did not predict later reading volume in the same way. Because reading volume enhances verbal intelligence, the authors conclude that “reading will make children? smarter.”
--Stacie Galli, May 15, 2007
Walter, Virgina (2001). Children & libraries: Getting it right. Chicago: American Library Association.
Walter was Director of Children's Services at LA Public Library, and is now an Information Science professor at UCLA. Though her book focuses on public library programs, it has a wholistic approach, examining many aspects of children's lives, including education, that I think make it valuable for school librarians. Reading this book, occurred to me that many of the tenets of public librarianship for children, like free reading choice and fostering lifelong learning, are now being embraced by school librarians as digital connectivity breaks down many barriers.
Clare Watsky, May 15, 2007
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Church, Audrey. (2006). Catch Them (Preservice Teachers) While You Can! Teacher Librarian, 33(5), 20-23. This short article addresses the importance of librarian and teacher collaboration in a school library media center. The article focuses on teaching the benefits of the library media center to preservice teachers.
MacDonald, Randall. (1997). The Internet and the School Library Media Specialist: Transforming Traditional Services. Connecticut: Greenwood Press. The book stresses the importance of the Internet in educating students and for the future of the library media center.
Mendrinos, Roxanne. (1994.) Building Information Literacy Using High Technology: A Guide for Schools and Libraries. Colorado: Libraries Unlimited. The book covers the importance of utilizing technology in the library media center and the basics for implementing new technology.
Miller, Marilyn. (1992). Collection Development in School Library Media Centers: National Recommendation and Reality. In Betty-Carol Sellen and Arthur Curley (Eds.) The Collection Building Reader (pp. 21-36). New York: Neal-Schuman Publishers. The chapter looks at the need for library media teacher expertise when developing a school library collection.
Wright, Kieth. (1993). The Challenge of Technology: Action Strategies for the School Library Media Specialist. Chicago: American Library Associations. The book covers challenges library media specialists face with new technology and offers suggestions on how to incorporate new applications into the library media center.
--Submitted by Sienna Sydlaske
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