MEDIUM

Winter 2011 Volume 35 Number 2

Essential LIT

Information and Technology Literacy

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Developing Tomorrow’s Leaders

Winter 2011

Volume 35

Number 2

Essential LIT: Information and Technology Literacy Using Technology to Improve Learning Comes in Three Easy Pieces

by Joan Enders..............................................................................................................................................................6 Digital Libraries as 21st Century Textbook: A Call to Arms

by Mark Ray..................................................................................................................................................................8 Information and Technology Literacy: A New Approach

by Janet Murray......................................................................................................................................................... 15 Unlocking the Secrets of the Library of Congress: One Teacher’s Experience

by Sara Suiter............................................................................................................................................................. 16 2010 Hans Christian Andersen Award: A Bibliography Compiled and Submitted by Carol Cannon..................................................................................................... 18

Washington Library Media Association Honors Those Who Make a Difference for School Libraries Secondary Level Teacher-Librarian of the Year Carol Mackey............................................................................................................................................................. 12 Elementary Level Teacher-Librarian of the Year Mr. Thomas Garrard.............................................................................................................................................. 12 Elementary Principal of the Year Steve Salisbury.......................................................................................................................................................... 13 High School Principal of the Year Steve Marshall........................................................................................................................................................... 13 Superintendent of the Year Dr. Chip Kimball..................................................................................................................................................... 13 President’s Award Pat McKinley............................................................................................................................................................. 14

Journal of the Washington Library Media Association

Department From the Editor: Alice McNeer Keeping Up in this Dynamic World of Technology and Information........................................................3 President Steve Coker Things to Do.................................................................................................................................................................4 President-elect Craig Seasholes This is LIT!...................................................................................................................................................................5 Beyond the Jacket Cover: Chris Wolfe Richelle Mead............................................................................................................................................................ 10 Teacher-Librarian News 29 Teacher-Librarians Earn National Board Certificate ............................................................................ 14 The Networked Teacher-Librarian: Sean Fullerton What Could Your Students Imagine‑Program‑Share with Scratch?...................................................... 19 Typical Librarians: Sarah Applegate and Marianne Hunter Access and Use: Transforming the School Library Space for Students................................................... 20 Planbook.......................................................................................................................................................................... 24

MEDIUM Journal of the Washington Library Media Association (ISSN 0889-00773) Alice McNeer, Editor Karen Paulson, Advertising Kate Pankiewicz, Business/Subscriptions ADPRO LITHO, Printer, Mukilteo, WA Lacy and Parr, Bulk Mailing, Seattle, WA

Publication Information

As an official publication of the Washington Library Media Association, the MEDIUM is published three times annually (September, January, and May) and is included in the WLMA membership dues. Nonmember subscriptions are available and can be obtained by contacting the WLMA Treasurer at the following address: WLMA, Attn: Kate Pankiewicz, 10924 Mukilteo Speedway PMB 142 Mukilteo, WA 98275.

Copyright

The Washington Library Media Association retains electronic representation and distribution rights to the contents of its publication the MEDIUM. Furthermore, WLMA reserves the right to use text, photos, and artwork from the MEDIUM in subsequent editions, with notification to the submitter if possible. Otherwise all rights revert to the creator author of the work.

The contents of the MEDIUM appear electronically in EBSCO’s LISTA database (beginning Fall 2004 issue).

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Editorial Policy

Washington Library Media Association reserves the right to make the final judgment on all submitted material. Inclusion of an article, photo, graphic, or advertisement does not necessarily express the opinion or constitute an endorsement by WLMA. All responsibility and liability for the content of advertising rests with the individual advertiser. Unless otherwise stated, copyright is retained by each contributor.

Advertising

For basic information about WLMA’s advertising policy for the MEDIUM, please visit the Web site <www. wlma.org>. For additional information or to place an ad, please contact the MEDIUM Advertising Manager Karen Paulson. E-mail: kpaulson@scholasticlibrary.com.

Mail: 26520 NE Anderson St., Duvall, WA 98019.

Phone: 425–788–6431.

Upcoming Issues/Themes

Spring 2011 Powerful LIT: Reading Advocacy Fall 2011 WLMA: This is LIT! Winter 2012 Dynamic LIT: Information Management Services VOL 35 NO. 2

From the Editor: Alice McNeer

Keeping Up in this Dynamic World of Technology and Information “Their WWW doesn’t stand for World Wide Web; it stands for Whatever, Whenever, Wherever.” l Larry D. Rosen, “Teaching the iGeneration” Educational Leadership Vol. 68 No. 5 There is nothing constant in today’s world of technology and information. As soon as you buy the new digital device, another comes along. If it is not the device, then it is the applications, which seem to update every time you turn it on! How about those treasured bookmarks?

You use them repeatedly and then one day boom, they do not work or sometimes even exist. This is life in the new dynamic, constantly connected digital world.

Yet in this dynamic world of digital tools and access, we as teacher-librarians are assigned the role of being leaders and the “go to person.” We are the teachers and keepers of information and access. Some even consider us their personal search engine for all things academic and technical. This is a daunting task in a world where things change faster than we can change our own socks!

How can we do it all? How do we keep track? What can we use or do to stay ahead of the game and remain the information and digital gurus that others see us as?

How can we keep up when so much is changing?

The first and foremost resource that I turn to is one that is available to you. It is readily accessible. It does not require you to invest much, but the more you invest in it, the higher the return. It keeps a finger on the pulse of the digital world without losing its focus of education and teaching. It keeps up with state/national standards and legislation, along with serving as a connection to state and national professional groups.

By now, you have probably figured out that I am referring to your membership in the Washington Library Media Association (WLMA). By doing nothing more than paying your membership, you receive this journal full of articles and columns that offer you help and advice to remain in the forefront of the library information and technology field. However, as mentioned above, the amount you invest determines your return. So, if you want to be a leader in Library Information and Technology (LIT), start investing!

Participate in the Washington Library Media Association listserv. As a moderated list, the information flow remains manageable and the content pertinent. It allows you to stay connected without leaving the comfort of your house or school. Can you think of a safer or better place to ask questions and get advice?

WINTER 2011

Partake in your Washington Library Media Association region. Region meetings offer you a connection to other teacher-librarians in your local area and address subjects pertinent to what is going on in the field. Besides attending the meetings, you can become a region board member as secretary or treasurer. In addition, you can be a region chair, which then connects you to the full board that meets twice a year. As a member of the full board, you gain more connections and information, which results in an even greater return for your time.

Play a part in your Washington Library Media Association Executive Board. Participation helps you keep a finger on the pulse of the library world. The Executive Board address advocacy, legislation, standards, partnerships, educational technology and more at the grass roots level. Participation provides awareness of what is new and effective, allowing for leading rather than following.

This issue addresses “Essential LIT: Information and Technology Literacy.” Between the two covers, fellow members and associates reach out to the members by sharing their knowledge and expertise. It is only one avenue for keeping up in this dynamic world of digital tools and information. Washington Library Media Association, as a professional organization, offers opportunities for members to participate and partake at many levels. The amount you invest determines your return. So please, as you read the pages in this issue, consider increasing your level of participation and be in the forefront as a leader and essential component of library information and technology.

Enjoy this issue and invest in your Washington Library Media Association—the return is invaluable!

Alice McNeer is the Teacher-Librarian at the Eton School, an Independent School in Bellevue. E-mail: mediumeditor@earthlink.net.

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President Steve Coker

Things to Do In any educational endeavor, maintaining momentum and continuity during the winter months can be challenging.

November brings school conferences, Thanksgiving weekend, half‑days, early releases and/or late starts. After that, it is just two short weeks until winter break and then events in January and beyond. Assemblies, community service programs and concerts conspire to distract from our accepted academic standards. Also — better get ready — this is shaping up to be a dreadful La Niña winter! For the more climatically sensitive folks west of the Cascades, that will mean snowstorms, power outages, school delays and cancellations. With all these disruptions, how does anyone get anything accomplished?

Disruption!

Teacher-Librarians know disruption. We are used to having no control over time or the elements. Large and small-scale crisis management is our strength, and this is our season to thrive! Disruption also provides us with yet another opportunity to lead.

I like to think of S.R. Ranganathan’s Fifth Law of Library Science, “the library is a growing organism,” as an acknowledgement of the ongoing, managed disruption that we experience and cultivate in our school libraries — both in terms of physical space and program.

Not only do we need to disrupt, grow and evolve in our individual professional roles, but Washington Library Media Association (WLMA) — as an organization, conference and executive board—must also embrace this ethos and not allow inertia to be the primary driver of our vision or practices.

In the interest of facilitating some healthy disruption, here are six priorities from my “to do” list as Washington Library Media Association President for 2010-11: 1. Redefine advocacy. The WLMA Executive Board will be reevaluating the notion of organizational advocacy and how we can best promote and support our profession and the interests of our membership.

In just three years, our advocacy needs have changed considerably. The largely ad-hoc effort to support the work of three Moms from Spokane and promote the passage of specific legislation has been successful.

Where do we go from here, particularly as state and district budgets recover at a glacial pace? How do we sustain and ensure the equitable implementation of the recent legislative gains we have made?

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2. Focus on programming. Plan on hearing more of the Library Information and Technology (LIT) program terminology, but please do not get hung up on the acronym. It really does not matter what you call your program or space (or your job title, for that matter) — choose the name that works for your school(s). However, we all need to be on the same page regarding information and technology literacy instruction, reading advocacy and information management as the keys to consistent, viable school library programs.

3. No reinventing the wheel. If the work has been done, then do not do it again. Revisit, and retool as necessary. To paraphrase Christopher Harris, embrace the standards that are out there and make them work for you. Mix, match and mash up district, American Association of School Librarians (AASL), National Education Technology Standards (NETS), Big6™ and Office of …our efforts have Superintendent of gone a long way toward Public Instruction improving understanding (OSPI) standards to meet your of our work… program’s needs.

Many districts have already been doing this, and the process is also reflected in the LIT framework—by design the only ‘new’ aspect is the format. Information Power and the aforementioned standards are all there—the well‑established concepts were just repurposed to fit on one, easily digested page to better connect the dots for non-teacher-librarians.

4. Strategic outreach and partnerships. This may end up in the advocacy category, but one of the most effective initiatives WLMA has engaged in over the last few years is ensuring that we are always at the table. This has taken the form of collaborating with other organizations such as Northwest Council for Computer Education (NCCE) and the Washington Library Association (WLA) at our conference, WLMA members presenting and leading at other conferences, leading district committees, volunteering for OSPI committees [ continued on page 22 ] Steve Coker is the Teacher-Librarian and District Technology Coordinator at Rainier High School, Rainier SD. He is a member of the Teacher-Librarian Summit Committee for NCCE. E-mail: cokers@rainier.wednet.edu.

VOL 35 NO. 2

President-elect Craig Seasholes

This is LIT! As President-elect, I have the feeling I have slipped into a “peloton” of Library Information and Technology (LIT) activist-librarians. As I look at the road ahead, there are a number of strong efforts pulling our association forward in ways that benefit every member. Folks are working to spread the word on best practices, designing and delivering top-notch professional development and engaging in a professional community that in turns serves as best advocacy for our profession. Everybody is pulling together and joining the team — a move that I trust will benefit Washington Library Media Association as it also invigorates my own professional journey.

Following the successful 2010 Washington Library Media Association/Washington Association of Library Employees (WLMA/WALE) conference, Kathy Kalich lined up a Spokane‑area team to make our 2011 conference a hit. Early suggestions and discussions about pre-conference workshops, keynote speakers and offerings are underway; and I solicit your suggestions <seasholes@ gmail.com> for speakers and topics that will have significant impact on School Library and Information Technology (LIT) Programs. We have a conference Web site <wlma2011.wordpress.com> and wiki <wlma2011. wikispaces.com/> ready to keep information rolling.

The weekend after our conference, I rolled into Kewlona, British Columbia to join the British Columbia Teacher-Librarians at their annual conference. One full day of librarian-led workshops, aligned to a province‑wide professional development day staged at a local high school was followed by an optional full-day post-conference workshop with Jamie McKenzie’s “Integrating Project Based Learning and Powerful Questions in 21st Century Classroom.” Sound familiar? Check From Now On <fno. org> if you need a refresher on this Bellingham-based dynamo’s newsletter, publications and presentations.

Advocacy

Every Washington Library Media Association member knows the day-to-day challenge of serving students and staff with the best-possible library and information technology program. A key to advocating for our profession is to find ways to share the successes and challenges with the wider community.

Finding ways to show our libraries engaged in reading advocacy, collaborative planning and curriculum support add important data to the more familiar reports on user visits, circulation and collection development. Betty Marcoux mentioned this in remarks at our conference, but let me reiterate our standing invitation to visit and help document the great things happening in your WINTER 2011

library. Photos and video are great tools for sharing your success and every victory-onthe-ground helps everyone advocate for strong school library programs. Drop me a note if you would like help “shining and sharing a light” on your program.

Statewide, joining in the American Library Association (ALA) “Library Snapshot Day” in April 2011 can be an effective way to focus the efforts of variety of Washington State library associations.

Washington State has not participated yet, and it is a simple, grass roots bit of advocacy that we could do to contribute to advocacy efforts. Take a moment to view the program framework <www.ala.org/ala/ issuesadvocacy/advocacy/statelocalefforts/snapshotday/ index.cfm> and follow to view examples from the 30 plus states that have already participated. I have corresponded with leaders among Washington Library Association (WLA), Washington State Library (WSL), Washington Library Media Association (WLMA), Washington Association of Library Employees (WALE), Pacific Northwest Library Association (PNLA) and others who agree: this could be a very effective way to collaborate and survey, share and advocate from each and every school and public library we serve.

Washington Library Media Association is joining Washington Library Association on February 4, 2011 for Library Legislative Day in Olympia. This is what democracy looks like folks. Stand up and be counted!

Keep track via the listserv, WLMA and WLA <wla.org> Web sites or by contacting Roz Thompson, Sarah Applegate or Christie Kaaland. Mark your calendar, sharpen your message, this is LIT! Christie Kaaland and the Act4SL group launched their Ready, Set, Contact card at fall conference and reminded us that their wiki <act4sl.wikispaces.com> holds resources and links to help in crafting your advocacy.

Take advantage of the opportunity a legislative visit to your libraries provides to make your program shine while advocating for school library program support with state and local elected officials. The Act4SL site has specific suggestions available for making legislative visits a successful tool in your efforts: <act4sl.wikispaces.com/ Back2School4Candidates>. [ continued on page 23 ] Craig Seasholes is a Freely Circulating Librarian.

Blog: bookmansbytes.blogspot.com/. E-mail: seasholes@gmail.com.

MEDIUM | 5

Essential LIT: Information and Technology Literacy

Using Technology to Improve Learning Comes in Three Easy Pieces

by Joan Enders

Improving Student Learning Through Peer Coaching

My consultant-coach position as the Teacher-Librarian for our school gives me the opportunity to “grandmother teach” with technology. Just thinking about this is exciting! Not only do I teach students directly, but also I give our instructional leaders tools that energize and streamline facets of their teaching. Each time I coach a teacher in a one-on-one collaborating session, I teach a student through the teacher. A teacher needs only to talk with me so that we can schedule meeting times.

I can also coach them formally to help them feel comfortable in using technology to improve student learning. Offering clock-hour credit workshops facilitates teachers in the district to have time to toy with new applications or online databases or student response remotes, with my consultation as needed. “Tech Time,” offered for ten to fifteen minutes during our professional development time, gives me an opportunity to present quick technology snippets about helpful Web sites, new databases, application tips or new technology. E-mail tips are a quick, easy way to share technology skills. Teachers can use or round-file electronically, based on their need.

I enjoy passing on information about technology Web applications that will assist our instruction staff. Ning offers free, formatted group sites to which the administrator can invite others to participate. Ning could be used for coaches, librarians, principals, book study groups, or student leaders for informal forums using Ning’s blog, events, e-mail and forums. An example below is the Ning of the Lower Columbia Review Group of

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Washington Library Media Association (WLMA) <lcreview.ning.com/> from which I organized our region’s business and book review group.

Many times our staffs just need to be informed of services already available within the school or the district. One that our teachers like is the storage of handouts and assignments on the district server, with teacher write “…use a technology rights, and student read that fits your needs.” rights. Folders on the network for homework delivery are slick and easy to create. If you want to try those, be sure to talk with your district technology staff about setting them up with the proper rights. I save the procedures so that teachers can review the steps needed to use the service with ease.

Have you used Delicious <delicious.com/about> yet?

Look at the YouTube video introduction to Delicious at <www.youtube.com/watch?v=A1pOsYjCvE8> and learn how to save your bookmarks so that you can access them anywhere you roam digitally. The icing on the cake is that you can share your Delicious bookmarks with fellow teachers, grouping bookmarks into folders and tagging each with common topic tags. Do not want to share all of them? No problem, as you can mark ones for private use only. Using Delicious in our peer coaching sessions and sharing with my coachee has helped streamline our communications. I suggested sharing our Delicious bookmarks on the Washington Library Media Association listserv and now share bookmarks with many librarians across the state of Washington.

Even though Web site creation is part of the Web 1.0 world, there is great value in having one as a Web portal for student learning. Creation of the Robert A. Long Library Web site is a portal for purchased online databases, the library schedule, links to other school Web sites, specialized search engines, search directories and portals, senior seminar help and teacher course pages. Teachers have so little time for creating Web pages that any way I can assist them is time well spent. Included on their pages are Web site lists, documents for downloading, lesson syllabi and pathfinders.

VOL 35 NO. 2

This is the Robert A. Long library page from which all databases, course pages, search engines and directories are found:

Having a one-stop learning portal assists our students in finding the pathfinder, hotlist or database that helps them succeed in their schoolwork.

Improving Student Learning Through My Student Instruction

The second piece is instructing my high school students.

Not surprisingly, my roles in teaching them are exactly the same as collaborating with teachers. I work one‑on‑one with students, facilitate them as they work, and formally teach technology skills for access of information and advanced search strategies. I have noticed that despite their “texting land speeds,” students have not had much experience in Web 2.0 usage beyond cruising through Wikipedia for a quick answer, totalling up friends in their MySpace accounts or amassing YouTube videos.

Case in point: After an initial week of frustrating “googling it” for senior project research, our senior seminar teachers scheduled time for their seniors to have a lesson in advanced Web searching with me.

Since the seniors were ready to receive help, they absorbed tips on advanced searching and on usage of the purchased databases that are not filtered.

They listened. They applied the information. They thought I was the “information goddess.”

Teaching with my electronic teaching slate, AirLiner™ <smartersys.com/?page_id=461>, has freed me to wander among students with waning interest in content.

“Student response remotes” increase participation and accountability through some easy record keeping, after the initial class roster setup. Having a demonstration of these two simple, relatively inexpensive and effective technologies would give teachers a chance to see how they might be used in their classrooms.

WINTER 2011

I create a book recommendation blog (pictured below) to promote reading, to provide links to other young adult lit bloggers, book drawings, author blogs, book cover images, and music for a complete experience.

Students are encouraged to read and comment. The blog <whattoreadwhattoread.blogspot.com/> gives them a chance to have more information than the online library catalog provides for book selection.

Improving Student Learning with 24/7 Access Wikis and other Web 2.0 Apps

The third easy piece is to take advantage of wiki sites created for educators to make a “class/course central.”

I have created a wiki for my library science class where I can create assignments, save World Wide Web links, and save any image or file for students to access at school or at home. Students can comment, ask questions, carry on a dialogue about class topics or upload homework; in other words, fully participate in the class via the wiki. All comments are seen by me and members of the wiki/class.

I use PBworks <rallibsci.pbworks.com>. Another one that we can use in our district is Wikispaces for Educators <www.wikispaces.com/site/for/teachers>.

[ continued on page 23 ] Joan Enders is the Teacher-Librarian at Robert A. Long High School in Longview School District. She is also an Educational Consultant and WLMA Lower Columbia Region Chair.

E-mail: jenders@longview.k12.wa.us.

MEDIUM | 7

Essential LIT: Information and Technology Literacy

Digital Libraries as 21st Century Textbook: A Call to Arms

by Mark Ray In thinking about information literacy, we need to think bigger. We get bogged down in discussions about library books, Wikipedia and search strategies. For most teachers and most students, information comes from another source that we take for granted but which serves as the most significant, management intensive and expensive sole source of ideas, information and content aside from the teachers themselves.

of publishers to provide viable options for the K-12 marketplace. Higher education has made forays into electronic textbooks either for purchase, lease or rent.

But solutions for K-12 are years away.

But here is the aha moment. In this digital era, that gulf between the library and textbook is gone. We need to think of electronic resources not in terms of their analog labels and categories of library books, instructional resources and textbooks, but in terms of how information supports teaching and learning. And I would argue that we do not need to wait for textbook publishers to come up Textbooks with an ‘e’ solution. In some subjects, we might not even Imagine a world without textbooks. Sounds like the need textbooks at all. Here is why.

21st century to me. What if teacher-librarians led the Project Library Information and Technology (LIT) charge to move beyond textbooks? Not because we hate calls for students to be effective users and producers of managing them. But because we could offer information and an alternative that was cheaper, easier, ideas. Just like …textbooks are even more medieval more millennial‑friendly and which better they should than a poorly-weeded library collection. be doing in supported 21st century learning?

At the recent National School Boards the library.

Association Technology and Learning (NSBA T+L) Virtually every 21st century learning weltanschauung conference, I attended a presentation that billed expects students to be able to powerfully engage with itself as an exploration of the eTextbook. As it turned out, one of the schools that was presenting did not buy print or electronic textbooks at all. In their place, they used subscription databases, collected electronic resources and the occasional novel set.

More recently, I was chatting with a favorite library sales rep and we got into a good discussion about the future of e-publishing. Since both publishing reps and teacher-librarians feel much like dinosaurs during the waning days of the Cretaceous Era, there was much to talk about. One idea struck me in particular.

In the analog era, there was a literal gulf between the textbook and the library book. Textbooks were invented because you could not have a library in your locker, book bag or desktop. Sure, there was the issue of editorial authority and the blessing of a textbook as ‘approved’ for student use. But fundamentally, the textbook was a means to provide content and information for the learner in lieu of the library. Then and now, compared to the wealth and diversity of resources a library can offer, the textbook is a dry, homogenized and very 19th century way of conveying information.

As a teacher-librarian for whom textbook management is part of my job description, I have long waited for the eTextbook. How do I loathe the textbook? Let me count the ways…. And for years, I have decried the slow pace

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VOL 35 NO. 2

Unfortunately, electronic textbooks are not likely to be much better. Electronic textbooks, even good ones, will be limited by one or more of the following issues: • • • • •

Reader/viewer issues Convergent rather than divergent information Tight licensing and usage limitations Proprietary access Limited copy/paste/save functions due to paranoia over copyright and fair use • Facsimile of print pages rather than built-for-web design • Unrelenting dullness the information age — finding, processing, evaluating, sharing and creating information. As just one example, the Partnership for 21st Century Skills includes the following language for information literacy: Access and Evaluate Information • Access information efficiently (time) and effectively (sources) • Evaluate information critically and competently Use and Manage Information • Use information accurately and creatively for the issue or problem at hand • Manage the flow of information from a wide variety of sources • Apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information Keep in mind, these are not (just) library skills (as they have been in the past). These are basic, core, fundamental and deliverable habits of mind and learning targets that all students should have and which all teachers should be teaching.

In the 20th century mode of content delivery, textbooks were perfect blunt objects for a relatively slow-moving world of information and a convergent curriculum.

But in a divergent, dynamic and far more demanding 21st century classroom, textbooks fall miserably short.

They do a poor job of helping students to be effective users and producers of information and ideas. They are something akin to a Campbell’s Condensed Soup of the American Revolution.

We already know that students bristle at using print for information, intuitively seeking electronic resources for their research and learning. Print textbooks are not native to millennial learners. In many ways, the assignment of print textbooks to students recalls the sadistic brilliance of Spanish inquisitors. In addition to being forced to use something that they loathe and find largely incomprehensible, they are further burdened to carry it around like a ball and chain.

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As teacher-librarians, we are often on the defensive, defending our jobs, our collections or our budgets. I say we go on the offensive and take on textbooks. Students will cheer. Parents will cheer. District budget committees will cheer. And many teachers will cheer. Some will fight as we take away a crutch. But it is a battle that we can win, because compared to libraries, textbooks are even more medieval than a poorly-weeded library collection.

Why fight this fight? For many subjects, an investment in an online database, set of eBooks or other electronic resources could overcome all of the above challenges, not to mention foster a far more entrepreneurial usage of information both for teachers and students. There are a number of other advantages of using electronic resources in lieu of textbooks.

• Cost. Even Cadillac subscription databases and eBooks purchased at rack rates pale in comparison with print textbook costs. Given the competition in the marketplace, systemic site licenses and/or multi‑year commitments would bring list prices down to earth quickly.

• Circulation and management? Unnecessary.

• Loss? Doesn’t exist. Unless you forget the password.

• Weight? Truly ethereal.

• Currency? Databases are reviewed and updated regularly.

• Anywhere/anytime access. Yes, you need a computer with Internet access. Or a jump drive. Or a printer.

So here is the last hurdle: training (or re-training) teachers to use these tools. No problem. Here is where we can ride in on a white horse. We have been promoting this stuff for years (or should be). Again, we are the hero with a great solution, empowering teachers, lightening the backpacks of students and saving money for districts. And for us…we are moving a few less textbooks. Win-win-win-win. o Mark Ray is the Teacher-Librarian and Instructional Technology Facilitator at Skyview High School in the Vancouver School District.

Blog: Librarian Provocateur <librarian-provocateur.wikispaces.com>.

E-mail: mark.ray@vansd.org.

MEDIUM | 9

Beyond the Jacket Cover: Chris Wolfe

“I’m simply telling the story that’s inside of me and not worrying about whether it “fits” under a certain label.”

Richelle Mead Richelle Mead came to Seattle after living in Michigan. A graduate from the University of Michigan with a degree in Liberal Arts, Richelle went on to achieve a Master of Arts in Comparative Religion from Western Michigan University and a Master in Teaching for Middle and High School English from the University of Washington. She attributes her education as preparation for her writing career. Richelle is fascinated with mythology and folklore and in her spare time, she enjoys bad reality television, traveling and shopping for dresses. She describes herself as a life‑long reader, a coffee addict who fights procrastination and someone with a passion for things wacky and humorous.

What books did you read as a child and young adult?

How did these authors influence your writing?

I read everything when I was younger. I was reading “standard” girls classics, like Nancy Drew and Anne of Green Gables, but also read above my age into all sorts of genres. I read Jean Auel’s Clan of the Cave Bear when I was in elementary school, and by high school, I was into my brothers’ science fiction and fantasy novels.

I think the biggest thing I took away from all of this was not to be limited by genre in either my reading or writing. As a result, I’m not thinking about categories when I write my own books. I’m simply telling the story that’s inside of me and not worrying about whether it “fits” under a certain label. It’s very freeing, and I believe it makes for a better book.

How do you think high school librarians can best promote reading with all the other distractions teens have these days?

When I was a teacher, my students were riveted whenever the school librarian came to visit and talk about new books. I think for a lot of my students, the key part was simply hearing someone explain what was in the book and make it relatable. For non-readers, a wall of books is intimidating. When someone makes those books accessible and can really help students understand what’s inside of them, students have an easier time seeing that

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there’s a compelling story there. After our librarian visits, there was always a mad dash to the library to check out the books that had been recommended.

Have you dealt with censorship issues with your Vampire Academy books? Do you think about censorship issues when you are writing?

There has been exactly one school district that banned my books, though it’s unclear how thorough the investigation was since the district banned books of mine that weren’t even out yet!

Regardless, I don’t think much about censorship when I write, though there’s certainly less sex and language in my teen books than my adult ones. Mostly, I try to tell the story that needs to be told. If that involves teens having sex or engaging in other controversial behaviors, then so be it. If it doesn’t, then I’m not going to add content just for the sake of sensationalism. Being true to the story is what matters most.

Washington school libraries are facing drastic cuts in budgets and staffing. How can publishers and authors advocate for libraries in our state?

I think authors, publishers, and everyone else can advocate in the same way: by getting out there and voting when these issues come up and let others know what they’re voting for. Lawmakers and other voters need to see that schools and libraries are on the minds of the communities, and the best way to do that is by not sitting idly by when such topics show up on ballots.

What do you like about living in our state?

Well, the winters are certainly much nicer than the ones I grew up with in the Midwest! What really keeps me here, however, are the attitudes and the culture. People are very open-minded and laidback in the Pacific Northwest.

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There are so many opportunities for the arts, even outside the larger cities, and we have people from all over the world here. It’s just a really amazing environment.

What is your process for research for your novels and what is your favorite non-fiction book?

My research is usually a mix of Internet and “real books.”

Since my novels are about fantastic things, I don’t have to be too precise, though I still like to have my worlds grounded in real myth and folklore. Having so much material online is certainly convenient, so long as the sources check out. I was an academic back when there wasn’t a lot of information available digitally, so I’m not afraid to go to the library either. One of my favorite non‑fiction books is The Joy of Sects

by Peter Occhiogrosso. It packs a lot of solid information into a very readable format.

Many adult writers have turned to Young Adult fiction.

Why do you think there is this trend?

I think it’s simply because the YA market has grown so much in recent years, so it almost needs authors who can do “double duty” to meet demand. When I was growing up, the YA sections at my local library and bookstores looked nothing like the ones we see today. They were a fraction of the size, which was probably why I moved onto adult fiction so quickly. As awareness and demand for YA fiction grows, there’s more room for authors to move into this field. What’s also happening is that a lot of the YA out there is so high quality and deals with such sophisticated issues that it can really be read by any age. Plenty of adults read YA fiction now, and so it’s not surprising that those who write for adults would likewise move over. Sometimes, character age aside, it can be hard to tell the difference between YA and adult fiction.

If you were to write books for teen guys, what would the books be about?

When I write now, I’m actually not doing it with girls in mind. I just write the story that’s in my head, and it collects its own audience. Honestly, I think what’s most important for whatever age or gender you’re writing for is a relatable character (or characters). Once a reader bonds with your protagonist, they will often follow that character through anything. Of course, good writing and a solid plot are important too, but making sure the characters work with whatever audience you’re aiming for is the crucial place to start.

For more about Richelle Mead please visit her Web site: www.richellemead.com/index.htm. o Chris Wolfe, is the NBCT Teacher-Librarian at Griffin School, a K-8 one-school district west of Olympia. E-mail: cwolfe@griffin.k12.wa.us.

WINTER 2011

Richelle Mead’s Books and Stories Vampire Academy Series

Listed as a New York Times and USA Today bestselling series, this series also won honors from the American Library Association and is translated into 30 languages. It follows the war between two races of vampires, living and undead. Rose Hathaway, a 17‑year old half-vampire, is training to be a bodyguard for the living vampires and finds her life complicated by the dangers that involves, as well as an illicit romance with one of her teachers. Titles in the series: Vampire Academy, Frostbite, Shadow Kiss, Blood Promise, Spirit Bound, and Last Sacrifice.

New Vampire Academy Series Spin-off

Bloodline is a new spin-off series set in the Vampire Academy world with a release date planned for August 2011. Countdown for this new series: <www.bloodlinesseries.com>.

Anthologies with Short Stories Kisses from Hell “Sunshine” is set in the Vampire Academy world and tells how Lissa’s parents met and fell in love.

Other authors in the anthology include Kristin Cast, Alyson Noel, Kelley Armstrong, and Francesca Lia Block.

Immortal: Love Stories With Bite “Blue Moon” takes place in a world where vampires rule and humans live as second-class citizens. Lucy, the daughter of the most powerful vampire in Chicago, suddenly finds herself being hunted by her own kind and must rely on the help of a cute human guy who’s spent his whole life hating the vampires who rule his city. Other authors in this anthology include Rachel Caine and P.C. & Kristin Cast.

Order Direct & Save

Peyton Stafford Associates Library-bound juvenile nonfiction and reference Rourke — Child’s World—Black Rabbit — More Free shipping and processing on most orders Discounts from 25–80%

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2010 WLMA Awards

Washington Library Media Association Honors Those Who Make a Difference for School Libraries Secondary Level Teacher-Librarian of the Year Carol Mackey Mountain View High School Evergreen Public Schools Carol is a consummate learner and leader. She models her desire to learn as she leads others to learn with her. She looks at challenges as opportunities and change as a way to grow. Most of all, she believes in the teaching role she has as a teacher-librarian, be it in an informal setting or a formal one. Carol creates an inviting, warm and welcoming school library environment and one that is seen as a place to spend time whether a staff member or student. She is committed to collaborative planning, involvement and teaching. Fellow teachers call her an instructional leader and one who is “tireless” in her zest for improving the quality of student and staff learning opportunities. Her school and community involvement reflect the results of her work—they show involvement and commitment of others to the students and their learning opportunities. Carol Mackey’s principal recognizes the “enormous amount of effort” she puts into her work and the results it brings about. o

Elementary Level Teacher-Librarian of the Year Mr. Thomas Garrard Discovery Elementary School Mukilteo School District Thom is a hard worker. He organized and led efforts in his school to make it more environmentally conscious. He worked on aligning curricular standards at his school with various resources students can use there. He has done some very effective collaborations including Classroom Based Assessments (CBAs), Earth Day, and alternate transportation in addition to “prowling” through various sites to gather information for student work.

He is active outside as well as inside his library work — being a strong networker to his colleagues, he even knows how to bake and manage a male cookie exchange. Students love Thom, as evident in the mass of letters they sent in support of his nomination and his obvious enthusiasm and dedication to their learning and achievements. He models positive behaviors, which his student witness and he advocates for reading anything and everything by offering many reading opportunities that involve students and teachers. Thom even has a $1.00 store where students can develop personal libraries by purchasing some of these gently used, but qualitatively selected books. In addition, it is not just students that he impacts — his staff welcomes his input and the vivacious leadership that he shows them on a daily basis. Everyone considers Thomas Garrard as essential in his work and in his connection to the school and community. o

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2010 WLMA Awards

Elementary Principal of the Year Steve Salisbury Tukwila Elementary Tukwila School District Steve Salisbury is a leader who supports the school climate by building positive rapport with staff and students. When the district library funds fall short, he provides additional funds to the school’s library from the building budget. In addition, Steve arranges the library schedule to allow for optimal collaboration between the teacher-librarian and other staff members. He supports many library and literacy programs.

Steve Salisbury encourages students with his “Read with the Principal” program, which not only creates a connection between the students and the principal, but also provides support and planning for the staff. o

High School Principal of the Year Steve Marshall Camas High School Camas School District Steve Marshall is a strong leader who set the tone to build a cohesive staff at Camas High School. He is a highly visible principal who supports his staff and students and leads by example. Steve understands that a powerful library program increases student achievement. He makes the library a priority in the yearly budget by allocating funds for library materials and staffing. Steve Marshall motivates the students at Camas High School to read and participate in library programs. o

Superintendent of the Year Dr. Chip Kimball Lake Washington School District Kirkland, Washington Dr. Chip Kimball is a leader across the state of Washington. He is an education supporter who views student learning and libraries as inseparable. He advocates that each school must have a deliberate strategy to teach information literacy skills and prioritizes teaching students the ability to access, critically analyze, synthesize, present and create information. In addtion, Dr. Chip Kimball provides financial support for the teacher-librarians in Lake Washington School District. o

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2010 WLMA Awards

President’s Award Pat McKinley Retired, Emeritus Member WLMA Membership and Registration Chair Pat McKinley is a retired teacher‑librarian from Sunset Elementary School in the Cheney School District. When she retired, the students and staff honored her by naming the library at Sunset, “The Pat McKinley Library.” In 2006, the Washington Library Media Association (WLMA) honored Pat with Emeritus membership. During the 2010 Fall Conference in SeaTac, WLMA President, Linda King, honored Pat McKinley with the President’s Award in recognition of her long-standing membership, along with her involvement and dedicated work as Membership and Registration Chair. Pat attends all Executive and Full Board meetings where she updates the Board on

membership status and activity. She also attends all conference committee meetings where she serves as Registration Chair keeping the committee updated on number of attendees and the processing of every part of the registrations. Reflecting back on her work with WLMA, Pat McKinley notes: I have enjoyed every minute of being your Membership Chair and then taking on Registration Chair also—it was fun to match names with faces and some have even come forth and we have found out we grew up in the same area and we know all of each others relatives.

During the year as Membership Chair, Pat processes membership forms, maintains the membership database and once a year she creates, prints and distributes the Washington Library Media Association Membership Directory. Thank you Pat McKinley for all that you do! o

Teacher-Librarian News

29 Teacher-Librarians Earn National Board Certificate The National Board for Professional Teaching Standards announced that 1,272 Washington teachers achieved National Board Certification in 2010. Washington ranks second nationwide in the number of new National Board Certified Teachers (NBCTs) for 2010 and ranks fourth overall amongst states with the total number of NBCTs at 5,232. This year, 29 Teacher-Librarians achieved National Board Certification in the area of Library Media/Early Childhood through Young Adulthood.

Congratulations to the following new NBCT Teacher‑Librarians for their achievement: Janet Ahern, Lake Washington School District Bette Ames, Puyallup School District Kristina Bonds, Olympia School District Travis Campbell, Clover Park School District Susan Dolan, Central Valley School District Kay Ellison, Vancouver School District Amelia Ferrell, Wenatchee School District Connie Fitzgerald, Peninsula School District Alyse Fritz, Eatonville School District Julie Gillies, Central Kitsap School District

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Cheryl Gosselin, Sumner School District Dawn Hansen, Richland School District Jennifer Hillger, Shoreline School District Teresa Litt, Steilacoom Hist. School District James Mahoney, Pasco School District Kari Mathison, Wenatchee School District Mary Mclaughlin, Renton School District Cheryl Newman, White River School District Michelle Peck, South Kitsap School District Susan Rahkonen, Mukilteo School District Karen Rautenberg, Edmonds School District Larry Roberts, Kennewick School District Sher Ross, Mount Baker School District Mary Schroeder, Lake Washington School District Tracy Shaw, Bellingham School District Stacy Stephens, Everett School District Glenn Tuski, Blaine School District Kari Weis, Eastmont School District Donna Wendt, Wenatchee School District For more information on National Board Certification, please visit their Web site <www.nbpts.org>. o VOL 35 NO. 2

Essential LIT: Information and Technology Literacy

Information and Technology Literacy: A New Approach

by Janet Murray In August, 2010, Dr. Michael B. Eisenberg, Dean Emeritus of the iSchool at the University of Washington and co-founder of the Big6™ Skills, declared, “It’s time for a sweeping new approach to information literacy learning!”

Each Webinar includes all four elements — defined, predictable, measured and reported — as they pertain to that month’s topic.

Defined

Almost all school library or technology programs Today’s students need to learn how to ask good offer some form of information literacy instruction. questions, find appropriate, relevant, reliable information, But if we are frank with ourselves, most programs and synthesize that information to create an original can be characterized as irregular, partial, and product. They also need to evaluate the success of their arbitrary. Certainly, some students receive process as well as their excellent information literacy instruction, product. These essential skills “…to be able to apply the but others receive little or none. …one of pertaining to information Big6™ is fundamental.” and technology literacy are the main reasons for incomplete programs is that the information literacy program is not not found exclusively in those viewed as a vital part of the school’s curriculum corresponding standards documents; they are apparent program; information literacy is not treated as in curriculum standards as well. Each Webinar identifies essential for every student in the same way as content standards related to the topic of the month, as well reading, writing, science, math, or social studies.1 as information literacy and technology standards.

For each topic, we also identify specific, attainable Big6™ by the Month grade level objectives. For example, in October’s session Dr. Eisenberg announced a comprehensive information on Task Definition, we focused on methods to identify literacy program designed to reach every student. Big6™ the task, select a topic, select keywords, make a plan, and by the Month is: list types of sources, with further specification by grade level. Younger students strive for simpler goals. As they • Defined in terms of curriculum, information advance, their information literacy strategies and skills literacy and technology standards, with become more complex. corresponding grade level objectives, • Predictable as a consistent, intentional monthly Predictable program linked to classroom activities, The schedule of instructional focus for Big6™ by the • Measured by assessment Month is shown in the list at the bottom of the previous evidence and criteria, and column. Webinars are delivered in the preceding month, • Reported to all stakeholders: students, other to allow educators time to plan and connect ideas to teachers, administrators and parents. the school’s calendar and anticipated classroom studies.

Some months focus on review and reflection, giving both The first Big6™ by the Month Webinar introduced an attendees and presenters time to “catch up” and “catch our overview of the program in mid-September, followed by breath.” Each Webinar provides sample lessons designed monthly Webinars on the following topics: for various grade levels on a variety of academic subjects.

October Task Definition November Information Seeking Strategies; Location and Access December Revisit and Reflect January Use of Information February Synthesis March Revisit and Reflect April Evaluation May Culminating Activities WINTER 2011

Measured

How can we know that the instruction we deliver is effective? It is critically important to design assessment instruments that collect evidence (e.g. worksheets, lab [ continued on page 22 ]

Janet Murray is the Information Specialist, Department of Defense Dependent Schools (retired) and author of Achieving Educational Standards Using the Big6™ (Linworth, 2008).

E-mail: janet@janetsinfo.com.

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Essential LIT: Information and Technology Literacy

Unlocking the Secrets of the Library of Congress: One Teacher’s Experience

by Sara Suiter “So if this is a library, where a week‑long teacher institute hosted by the Education are all the books?” I have Outreach division at the Library of Congress where I been working at the Library of Congress (LOC) for learned how to find ready‑to‑use classroom materials almost three months and I have heard this question asked on the Teachers page and strategies for using primary on more than one occasion. Sometimes it comes from sources in my instruction. local fourth grade students participating in the Library’s The Library of Congress Teachers page provides a new LOC Box school program, but I have also heard it range of resources for teachers that promote teaching murmured by visitors standing in the Great Hall of the with primary sources. Classroom materials available on Thomas Jefferson building. the Teachers page provide easy access to the most relevant A quick peak into the Main Reading Room or a primary sources from the Library’s collections, making stroll through one of the Library’s exhibits suggests research and planning more efficient. The most popular the magnitude of the Library of Congress collections resources available on the Teachers page are the “Primary of nearly 142 million items; books, of course, but also Source Sets.” These sets of selected primary sources focus maps and photographs, sound recordings, manuscripts on specific topics and include background information, and motion pictures, among others. But with the teaching ideas, and tools to guide student analysis. high‑quality, digitized content available at the LOC In addition to providing useful classroom materials, Web site <www.loc.gov>, those who may never come to the Library is committed to facilitating the professional Washington can still gain access to the treasures of the growth of educators through programs at the Library nation’s library. That includes teachers and their students. and online. For teachers new to teaching with primary I began my career in education as a Washington, DC sources or those looking to boost their expertise, the public charter school teacher. Like every first‑year professional development section offers self‑paced teacher, I soon realized that any background research online modules that cover topics such as analyzing to support my instructional planning would need to be conducted in the evenings or on the weekends —there was simply not enough time in the school day.

I knew about the Library of Congress and remembered hearing about their Web site; however, it seemed that every time I tried to search for a photograph or manuscript to use in my classroom I came up empty‑handed. Although I believed the Library of Congress was a valuable resource, the difficulty of navigating the Web site outweighed its usefulness.

It was not until I discovered the Library’s Teachers page and completed the “Finding Primary Sources” online module that I learned the key entry points for researching the Library’s digitized Analyzing Maps :A small group works to assemble their map and add new details to their Primary collections and felt confident navigating the Web site. I attended Source Analysis Tools.

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VOL 35 NO. 2

skills — observing, reflecting, and questioning— each student was given the opportunity to notice details and connect what they saw with their prior knowledge. In a class of mostly English Language Learners, this meant my former students were not constrained by content knowledge and, therefore, felt confident enough to take risks.

As the first primary grades Teacher-in-Residence, I hope to encourage other educators to incorporate primary sources into their teaching by developing innovative curriculum units aimed at a younger audience. The tangible links that primary sources provide to historical content are important for contemporary K–12 students.

We invite you to join us at the Northwest Council for Computer Analyzing Maps: Luis and Gladis look for details in their map pieces and record their observations Education 40th annual educational on the Primary Source Analysis Tool. technology conference in Portland, maps or supporting inquiry with primary sources and a Oregon during March 1-4, 2011 to discover some of the professional development builder that enables teachers treasures of the Library Of Congress. Or visit the Teachers to plan, customize, and deliver professional development page and sign up for e-mail updates to learn about joining programs to fellow educators. us for a teacher institute in Washington, DC. In my current capacity as the Library of Congress Teacher‑in-Residence, I continue to consider the Resources Teachers page a valuable resource. Prior to joining the Education Outreach division, I taught third grade in • Library of Congress Web site a dual‑language immersion public charter school in < w ww.loc.gov> Washington, DC where I integrated Library of Congress • Library of Congress Teachers page primary sources into my teaching. On a recent visit to my <www.loc.gov/teachers > school, I had the opportunity to experience the power of • “Classroom Materials” using primary sources in the classroom. <www.loc.gov/teachers/classroommaterials> While discussing our upcoming Northwest Council • “Primary Source Sets” for Computer Education (NCCE) workshop, “Maps <www.loc.gov/teachers/classroommaterials/ Past and Present: Google Lit Trips Meet Library of primarysourcesets> Congress Maps,” my colleagues and I decided to visit • “Professional Development” my former students to gather video footage. Now fourth <www.loc.gov/teachers/professionaldevelopment> graders studying the explorers, the students were perfect • “Drake’s West Indian Voyage” lesson plan candidates for the lesson we planned to use — “Drake’s <myloc.gov/Education/LessonPlans/ West Indian Voyage.” The students worked individually Pages/lessonplans/drake/index.aspx> and in small groups to analyze maps of four ports-of-call • Northwest Council for Computer Education on Sir Francis Drake’s 1588 West Indian voyage. After <www.ncce.org> o gathering details from the maps, each group wrote a short story describing what was happening in their map.

Sara Suiter is currently serving as the 2010-2011 Library of Congress Although I worked with this group of students last Teacher-in-Residence. She is working with the Education Outreach year, the two days we spent working on the maps lesson team to help teachers incorporate the Library’s digitized primary sources into high-quality instruction. Before coming to the Library, were eye-opening. What impressed me most were the Sara taught third grade at a dual-language immersion public charter connections the students made between the details school in Washington, DC. Drawing on her teaching experience, Sara they noticed in the map and their prior knowledge. is working to develop innovative online educational content that will Each hypothesis they made was supported by evidence enable educators to more readily use primary sources in the elementary classroom. She can be contacted at ssuiter@loc.gov. they observed in the map. By focusing on three WINTER 2011

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Book Awards

2010 Hans Christian Andersen Award: A Bibliography Compiled and Submitted by Carol Cannon Every other year the International Board on Books for Young People (IBBY) presents the Hans Christian Andersen Awards to a living author and illustrator, whose complete works have made a lasting contribution to children’s literature. The National Sections of IBBY make the nominations and a distinguished international jury of children’s literature specialists selects the recipients.

Author Award: David Almond, United Kingdom Skellig (Delacorte Press, 1998) Michael has moved to a new house across town with his parents and sick little sister who is fighting for her life. There is a dilapidated garage out back where he finds Skellig in rubble — man, bird or angel? He shares his find with his new neighbor friend, Mina. They share in Mina’s home schooling, poetry, art, nature and adventures with Skellig. Other Awards: Michael L. Printz Honor Book, New York Times Best Book and ALA Notable Book.

Kit’s Wilderness (Delacorte Press, 1999) Drawing from the author’s memories growing up, the setting is in an old coal-mining town, Stoneygate. Kit Watson’s family returns to care for his recently widowed grandfather who has many stories. Kit discovers the power of those stories and invites John Askew, an artist, to illustrate them. Askew is a bad influence on many of the students in the community— leading dangerous games in the mines, but Kit believes his best side. The “haunting, lyrical prose” style reveals family caring and friends who value their relationships. Awards: Michael L. Printz, ALA Notable Book and Publishers Weekly Best Book.

Kate, the Cat and the Moon, David Almond and Stephen Lambert (Doubleday Book For Young Readers, 2004) Fantasy of dreams with Kate’s family, cats and the moon.

Clay (Delacorte Press, 2005) A new boy, Stephen Rose, comes to Felling to live with his aunt known as ‘Crazy Mary’. The priest, Father O’Mahoney, is to keep watch on him. Davie and his friend Geordie are altar boys and the priest thinks Davie would be a good friend for Stephen who is a gifted sculptor with clay. This gift goes beyond sculpting to breathing life into creations and ‘Clay’. The story weaves around the boys at school with their friends and an art teacher who recognizes Stephen’s talent. One of the boys, who had an alcohol problem, ends up dead at the clay pit where the boys found clay for their creations.

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Counting Stars (Delacorte Press, 2002) The author relates the stories of his family experience — tales with warm images like eating warm buttered toast while gathered around the kitchen table. Father O’Mahoney is included in many stories and the book’s title is from one of the Father’s talks to the elementary school graduates. Jonadab is a special place discovered and family members are remembered in photos and stories of the Felling kids — Loosa Fine and Jack Law. The Fusilier story is perhaps one, which has English roots, with the kids longing to join the band to travel to other towns.

The Boy Who Climbed Into the Moon Illustrated by Polly Dunbar, (Candlewick Press, 2010) Paul lives with his parents in the basement of his apartment building. There are some interesting tenants, including Molly whose brother hides under a paper bag. Paul’s idea of the moon being a hole in the sky is embraced by some of the tenants who help him get a very long ladder ready so he can actually climb to the moon.

The adventure includes meeting some of the inhabitants of the moon and then returning to the apartment where Mabel, the artist twin of Molly, arrives and there is a happy reception complete with sausage sandwiches.

Heaven Eyes (Dell Laurel-Leaf, 2000) Erin Law, and her friends Mouse and January sail away on a raft headed for adventure. They leave Whitegates and many friends who live there, all “damaged” children who are orphans with stories of their past. The adventure leads to meeting Heaven Eyes who is much like them — living near the river and the Black Middens with Grandpa who had rescued her and collects what he digs up in the Middens. Other awards: ALA Notable Book, Publishers Weekly Best Book, Booklist Editors’ Choice.

My Dad’s a Birdman Illustrated by Polly Dunbar, (Candlewick Press, 2007) It is time for the Great Human Bird Competition, and Lizzie and her Dad are signing up with Mr. Poop and practicing flying with homemade wings. Auntie Doreen, with her hard, delicious dumplings, and Headmaster, Mr. Mint, sneak into the house to rescue Lizzie from her daft father. Dad is good at fixing things, appreciating birds and writing poetry. [ continued on page 23 ] Carole Cannon lives in Shoreline. E-mail: catlcannon@yahoo.com

VOL 35 NO. 2

The Networked Teacher-Librarian: Sean Fullerton

What Could Your Students Imagine‑Program‑Share with Scratch?

When my school’s computers were upgraded a couple years ago, the drawing program that our students had been using did not work well on our new PCs. In looking for an affordable alternative, I discovered Scratch. Free is very affordable, and Scratch was so much more than just a drawing program.

Thanks to Scratch, my elementary students are now creating simple computer programs and writing digital scripts to direct actors on a virtual stage. They willingly practice geometry, logic, coordinate graphing, use of variables, and other math skills. Some come to school early to work on Scratch projects or to view and use the projects created by others. A few have even designed their own video games—from Scratch.

One of the avowed goals of Scratch’s creators was to “broaden opportunities for youth from low-income communities to become designers and inventors with new information technologies.” It has been a joy to see this vision bearing fruit among my students.

Mitchel Resnick and his “Lifelong Kindergarten” group at the Massachusetts Institute of Technology’s Media Lab have incubated many innovative ideas over the years—including work that made the Lego Mindstorms robotics kits possible. Resnick’s team released Scratch in 2007. Its ease of use and power for creating engaging projects has made it a worldwide sensation—that phrase may sound like a trite cliché, but students all around the globe really do share their creations on the Scratch Web site. The MIT team reported last year that users were uploading more than 1,500 projects per day, and the group was “amazed by the diversity of projects that appear.” [Resnick et al. 2009, p. 60 & 64] So, what is Scratch? Is it a drawing or animation program? Is it a programming language similar to the Logo and BASIC we used to teach in schools? Is it a

community of creative youth and educators sharing stories and ideas? The answer is yes, all of the above.

The name Scratch “comes from the scratching technique used by hip-hop disc jockeys, who tinker with music by spinning vinyl records back and forth with their hands, mixing music clips together in creative ways. In Scratch programming, the activity is similar, mixing graphics, animations, photos, music, and sound.” [ibid, p. 63] Scratch is available as a free download from scratch. mit.edu. It can run on Mac, Windows, or Linux.

Once installed on a computer, students can use the program to control characters—called sprites—on the screen’s stage. They can select and re-arrange building blocks of computer code (which look far less scary than the BASIC and Logo programs I remember trying to write and de‑bug). More like Lego than Logo, Scratch’s commands can be slid around with a mouse-click and are shaped to fit together intuitively. This makes it easy for kids to create programs that look appealing and which really work after just a few minutes of tinkering.

Students can save their projects on their computer or on a local server. Or, you might opt have your students “publish” their best work on the Scratch Web site. The Web site also has tours, tutorials, printable lesson cards, and the ScratchEd area where teachers share lesson ideas. To learn more or get started today, go to the Scratch Web site: • scratch.mit.edu to download the program or view student projects, • info.scratch.mit.edu/Support/Scratch_Cards for printable lesson cards, or • scratched.media.mit.edu to join the Scratch educator community.

Work cited

Resnick, M., J. Maloney, A. Monroy-Hernández, N. Rusk, E. Eastmond, K. Brennan, A. Millner, E. Rosenbaum, J. Silver, B. Silverman, and Y. Kafai.

“Scratch: Programming for All. “ Association for Computing Machinery. Communications of the ACM 52.11 (2009): 60. web.media.mit.edu/~mres/papers/ Scratch-CACM-final.pdf o

Sean Fullerton is the Teacher-Librarian and Technology Coordinator at Chinook Elementary, Auburn SD. E-mail: fullerones@gmail.com.

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Typical Librarians: Sarah Applegate and Marianne Hunter

Access and Use: Transforming the School Library Space for Students

Sarah says…

It all started at the Washington Library Media Association Conference (WLMA)…doesn’t it always? I attended some inspiring sessions that got me to thinking about ways to re-vamp, re-fresh and re‑organize my library to make it better for students and their information literacy learning. While my library is only 17 years old (only!), it has honestly become stale. Students come in, make a bee‑line toward the computers or the fiction section, and stay there, making an entire half of the space completely unused (yes, the reference section lay fallow and barren for most of the day). After thinking about Christopher Harris’ presentation, and recent blog entries about the need for the Dewey Decimal Classification, as well as reflecting on the current student use of the space, I realized I needed to do something to meet the needs and interests of my students. I even felt like the space was physically off kilter, as if the weight of the students only using one side of the library was a physical truth, not just a visual problem.

The Monday after WLMA conference, my principal came in, asking me to consider moving tables to accommodate staff meetings more effectively. This was a great impetus to get something going. I began to do some critical and specific evaluation of the use of the library space. I watched where students went, I talked to students and teachers about use of the space, and I thought about what students needed to use on a daily basis. I talked to other teacher-librarians, via the listserv and on the phone, and I realized that use was very lopsided and it definitely needed to be addressed.

What really helped me rethink the space was talking to Jessica VonWendel, a graduate of River Ridge High School, and currently an Antioch University School Library Media Endorsement candidate. She was subbing in the building, and hanging around the library prepping for her classes. I asked her, as a former student and a teacher-librarian in training, what she would do if she was going to re-design the space. She suggested totally “flipping the collection,” moving the fiction to the reference side, and moving the reference near the computers, as true “reference” materials. She talked about how the fiction next to the computers always felt “cramped” as a student, and that she didn’t want to squat

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down to look for books for fear of students on computer chairs would run into her. We talked about what reference materials were really being used, and which were not, how to display the fiction to make it more accessible, and find ways to direct traffic flow.

So, here is more or less what we did: 1. Moved fiction to the opposite side of the library.

We integrated science fiction and fantasy into the collection to provide more cohesion to the collection, and for a better use of space.

2. WEEDED…1,300 copies!

3. Moved reference and encyclopedia sets to a few small shelves near the computer stations.

4. Opened up the areas by removing shelving and encouraging more traffic flow, especially around computers and in fiction area.

5. Set up a semi-permanent “LapTop Bar” (thanks to Steve Coker for this name!) with our COWS that were just sitting in the cart.

(We cannot add additional stations due to licensing and access drop availability, but we got around this with our wireless laptops! The great part about the laptops is that they share a shelf and table with the encyclopedias…. the contrast has not been lost on us!)

6. Put casters on a couple of the former stand alone fiction shelves so that they could be more flexible…rolling display cases or set apart collections.

7. Improve and update signage.

So far, so good. It has been amazing to have some students not notice that something big was happening… students would come in, notice the fiction shelves were totally empty… and try to wander out without asking where everything was. Other students though, have noticed and loved it, one even said, “I think we should be on HGTV! It looks so great in here!” We had a “Grand Re-Opening” complete with ribbon cutting, hot chocolate and cookies.

I was lucky to have lots of input and help (though, I will say that I moved A LOT of the 18,000 books in the collection myself). My assistants and my teaching VOL 35 NO. 2

assistants (TAs) were amazing. And I am reinspired to help students find just the right book, just the right information or to find a place to work, read or recharge.

The middle of the move (yes, we moved 18,000 books… some multiple times!)

The ribbon cutting!

Marianne says…

I also attended conference this fall and came away with all kinds of ideas and ambitions. I was particularly impressed with how many sessions centered on the theme of transformation. So, the Monday after conference I came to work with a scheme in mind.

Our school is only three years old; a new building with a beautiful new library. When helping with the design of the library, I wanted a reference section that was clearly defined and would also serve as an area for quiet study. It is a space of approximately 260 square feet, and it has a chest-high bookshelf that serves as one wall.

So, I was pretty excited to have this great space for our reference collection as well as the tables that would invite students for quiet work. Sadly, that area has become just a lonely corner of the library that is gradually devolving into a space for extra storage. We are already stowing our tall ladder, book carts and surplus math textbooks in that area.

WINTER 2011

The reality, as you well know, is that if computers are available, students and teachers are going to use them for research. While I am proud that our library is able to provide computer access to most students on most days, it means that the reference collection and area are seldom used.

Now, I am not as brave as Sarah, so my process is going more slowly, but here is what I am dreaming of: a Senior Lounge. No, not for the wish-they-could-retire old teachers, but for our students who are seniors. In my perfect world, that will attract more students to the library for coffee and hot chocolate. We will have comfy furniture, a student art gallery and maybe even some low-key music. We will be open before and after school, and seniors will be able to check out our wireless laptops for homework or whatever it is they madly do whenever they get their hands on a computer. We will feature some of our magazines and beef up our collection of SAT/ACT prep books and college, armed services and vocational guides.

Limiting the lounge to seniors will make it easier to supervise both in terms of numbers and behaviors (at least, one can hope). I envision it as a space that will be a kind of reward for students who have made it to their senior year. I am a believer that with age and maturity come certain benefits, whether it be a good parking spot in the student lot or a little more freedom in their class schedules.

We do a pretty good job of luring students in with new book promotions and access to technology, but many students never come to the library unless a teacher brings them. I am hopeful our Senior Lounge will be another way to get students to choose the library as a place they want to be.

I have the thumbs up from my principal with some advice about how to proceed. Now, we need a clever name for our lounge. Ideas anyone? o

Sarah Applegate is the NBCT Teacher-Librarian at River Ridge High School, North Thurston SD. E-mail: SApplegate@nthurston.k12.wa.us.

Marianne Hunter is the Teacher-Librarian at Timberline High School, North Thurston SD. E-mail: mhunter@nthurston.k12.wa.us.

MEDIUM | 21

President… [ continued from page 4 ]

or simply showing up at legislative hearings. In each case, our efforts have gone a long way toward improving understanding of our work, ensuring accurate information sharing and communication while establishing teacher-librarians, school library programs and WLMA as leaders in local, state and national education initiatives. Whether it is in your school or at the state level, we are at our most effective when we help others connect the dots.

5. Improve economic efficiency. We are all familiar with this issue, and everything needs to be on the table. Last year, thanks to the leadership of WLMA Treasurer Kate Pankiewicz, the Executive Board was able to streamline operations and significantly reduce our overhead expenses. The outlook is not any better this year, and like most other organizations, we will need to continue the process. The most significant component of this discussion is our largest budget item: the annual conference. Over the course of the next year, the Executive Board will be seeking input from membership related to our annual conference and a vision for priorities and sustainability in terms of economics and programming relevance.

6. Communication. The Washington Library Media Association Web presence is in need of an upgrade. Webmaster Carina Pierce and the rest of the Executive Board have already started the process of researching and demonstrating options for a “one-stop shopping” solution to our need for a more effective and dynamic Web services tool.

Membership services, registration, conference management, news feeds, blogs, wikis, member feedback and multi-media all need to be part of the equation. By the time this article arrives in your mailbox, I am confident that we will be well along in the process and will have started the process of improving our Web based communication services.

As these disruptions, discussions and initiatives move forward, please do not hesitate to e-mail me at any time with questions, concerns or comments <stephenjcoker@ gmail.com>. I and the rest of the Executive Committee will keep you posted.

Thank you for your commitment to ensure that the students of Washington State are effective users and producers of ideas and information, and here is to a happily disruptive winter season! o

Information… [ continued from page 15 ]

reports, and checklists as well as verbal contributions to discussion) to which we can apply specific criteria (such as completeness, accuracy, relevance and credibility). Each lesson plan includes examples and suggestions. Because we want this program to be both practical and achievable, the suggestions are simple and easy to adopt or adapt.

Reported

To whom should we report student achievement?

We need to advise the students themselves, of course, but also other teachers, administrators and parents.

Reporting methods will vary depending on the audience.

A report card grade may be unlikely today, but it would be reasonable to give a monthly or quarterly report to parents, administrators and other teachers.

The Team

Several people are assisting Dr. Eisenberg with material for the Webinars. Colet Bartow is the Library Information Literacy Specialist for the Montana Office of Public Instruction. Laura Robinson is an educator in the Seattle (WA) Public Schools, and a Super3 author and trainer. Janet Murray is a retired teacher-librarian and the author of Achieving Educational Standards Using the Big6™. Sue Wurster is the Project Manager and Executive Director of Big6™ Associates, LLC.

22 | MEDIUM

Feedback

A participant who works with a Masters of Education program reports, “I feel it is critical that these teachers and administrators know how essential this is for themselves and their K-12 students who are indeed bombarded with information and have access to so many digital tools and sources — to be able to apply the Big6™ is fundamental.”

Support

Webinars are recorded for later access. Each Webinar includes a packet of materials. Advanced packets will be available soon.

Big6™ by the Month has a Google site <sites.google. com/site/big6xthemonth> and a Google discussion group to share ideas and ask questions <hgroups.google.com/ group/b6month>. In order to participate in the discussions (open to everyone), create a Google account and then click on “Join this group” in the right hand panel.

More information about the Big6™ by the Month Webinars can be found at <www.big6.com/2010/10/15/ big6-by-the-month-central>. o 1

Michael Eisenberg, “Announcing: Big6 by the Month.” August 31, 2010. <http://www.big6.com/2010/08/31/big6-by-the-month/>.

VOL 35 NO. 2

President-elect… [ continued from page 5 ]

Professional Development

American Association of School Librarians (AASL) Learning 4 Life Standards for 21st Century Learner <www.ala.org/ala/mgrps/divs/aasl/ guidelinesandstandards/learningstandards/standards. cfm> provide vision and detail that should help confirm your libraries as essential resources that inspire and equip students to read well, think critically, create and apply knowledge, and pursue personal and aesthetic growth. Copies of L4L document should be in every library and disseminated widely. As shared at the AASL fall forum, the Empowering 21st Century Learners: P21 Framework and AASL Learning Standards Institute is an attractive professional development opportunity that could be brought in as district or regional professional development. With a Capstone Press grant currently offering to pay half the cost, I encourage you to

look and consider how your district or region might take a leadership role in presenting this professional development opportunity.

Listserv

Our listserv continues to grow as an active and effective communication tool. Each shared message is now reaching 800 readers and providing opportunity for follow up “off list” contact directly to the person posting the message, or sparking additional discussion by sharing with the entire list when using the “reply.” Moderating the list is a blend of oversight, re-direction of messages “off list” as appropriate and sharing occasional commentary. While enjoying the dual-roles I now serve for WLMA, I hope and suspect there might be another member who would consider “joining the peloton,” and sharing the role as listserv moderator in the year ahead. o

Using Technology… [ continued from page 7 ]

Twitter can create succinct 140-character topic sentences or summaries. Facebook or MySpace communities for Math‑letes, Forensics teams or Knowledge Bowl participants can be a fabulous usage of Web 2.0 social networks. Our own Mainstage Theater has a Facebook group.

In conclusion, use a technology that fits your needs.

Use a technology that will be fun for you! You will know “if the glove fits,” and you will wonder why it took so long to try on a technology for student learning in your classroom. Go ahead, it comes in all sizes. o

Hans… [ continued from page 18 ]

Savage Illustrated by Dave McKean, (Candlewick Press, 2008) A very unusual story about Blue Baker – who was from an ordinary family until his Dad died and Hopper, a kid in town, continually bullies him. Blue is writing a story of “The Savage” and it seems they are the same in many ways.

Raven Summer (Delacorte Press, 2008) This story setting is in a small town in England. Liam and his friend Max are lead by a raven to a baby in a field out side of their town. There is a note attached, ‘PLESE LOOK AFTER HER RITE. THIS IS A CHILDE OF GOD.’ There are police involved, TV coverage— and lots of small town kid adventures. Liam meets and becomes very attached to some other orphans—one is a boy from war-torn Liberia.

The Fire- Eaters (Delacorte Press, 2003) In 1962, Robert Burns experiences a new school and teacher abuse. There is the Cuban Missile Crisis across the Atlantic in the U.S.A., but life for the working class families in England goes on. Robert and his friends visit and befriend the fire-eating war veteran who is living on the outskirts of the village. The theme of friends and families working together continues in this novel.

WINTER 2011

Illustrator Award: Jutta Bauer, Germany

Books have delightful simple line drawings with color and watercolor wash.

Schreimutter (Belz & Gelberg, 2000) German only The force of the screaming mother sends young penguin’s body all over the world—for example, his body is in the sea, his beak in the mountains, his wings in the jungle. She is sorry and sews him back together.

Delightful simple line drawings with color and water color wash.

Grandpa’s Angel (Candlewick Press, 2005) Grandfather tells of his life being blessed, protected and good—throughout, as he shares with his grandson about his “angel.”

Selma (2003) Geneva: La Joie de Lire Jeunesse.

Die Königin oder Farben (The Queen of Colors) (1998) Weinheim: Beltz & Gelberg.

Aller Anfang (The Very Beginning) By Juerg Schubiger and Franz Hohler (2006) Weinheim: Beltz & Gelberg. o MEDIUM | 23

Planbook

Conferences

Calendar

WLMA

WLMA

2011

Meetings

2011 Fall Conference Make it LIT!

March

Full Board

October 13– 15 Spokane, WA

02: Read Across America 15: Evergreen Young Adult Book Award ballots due.

March

April

Executive Committee

01 – 04: NCCE Conference Portland, Oregon www.ncce.org 02: NCCE Teacher-Librarian Summit II Portland, Oregon www.ncce.org

May

08 – 11: International Reading Association Orlando, FL www.reading.org

June

23 – 28: ALA Annual Conference New Orleans, LA. www.alaannual.org 26 – 29: ISTE 2011 Conference Philadelpha, PA www.iste.org/conference.aspx

October

27 – 30: AASL National Conference Minneapolis, MN www.aasl11.org/

2012 January

20 – 25: ALA Midwinter Meeting Dallas, TX www.ala.org

24 | MEDIUM

School Library Media Month 01: Washington Children’s Choice Picture Book Award and Sasquatch Reading Award ballots due.

10: National Library Week 15: Young Reader's Choice Award ballots due.

15: WLMA Scholarship Applications due.

July

01: WLMA Administrator/Special Recognition of the Year and Outstanding Teacher‑Librarian Award nominations due.

September

01: WLMA Emeritus Award nominations due.

24: Banned Books Week

October

16: Teen Read Week

2012 January

15: Sasquatch Reading Award book nominations due.

February

01: Young Reader’s Choice Award book nominations due.

04: Washington Children’s Choice Picture Book Award book nominations due.

March 12, 2010 (Ellensburg) October 14, 2011 Spokane at Conference May 14, 2011 (Rainier HS) September 17, 2011 (Rainier HS)

President Steve Coker, Rainier President-Elect Craig Seasholes, Roaming Past President Linda King, Yakima Vice President Gary Simundson, Vancouver Treasurer Kate Pankiewicz, Shoreline Secretary Jean Staley, Yakima Elementary Level Chair Rosemary Saul, Yakima Middle / Jr. High Level Chair Sharyn Merrigan, Olympia Senior Level Chair Terri Litt, Steilacoom Small Dist. / Private Schools Chair Jen Fukataki, Yarrow Point Webmaster Carina Pierce, Bethel Membership Chair Pat McKinley, Cheney Medium Editor Alice McNeer, Bellevue Higher Education Co-Chairs Betty Marcoux, UW-Seattle Lorraine Bruce, UW-Seattle Exhibiting Partner Nancy Sikora Legislative Chair/Adovcacy Roz Thompson, N. Thurston OSPI Liaison Gayle Pauley, Olympia

VOL 35 NO. 2

Comprehen

s iv e

JoIn Us pr ed iCtab le

and commit to the development and

aCC

able ount

implementation of Library Information and Technology programs.

teacher-librarian highlights Teacher-Librarian SummiT • $200* WeDneSDaY • march 2 • 9 am – 4 Pm

Information and technology literacy for all students is too important to be hit-and-miss.

Teacher-librarians must step up and commit to developing and implementing library information and technology programs that are • Accountable (measured and reported) • Comprehensive (reaching all users) • Predictable (consistent over time)

WorkShoPS – WeDneSDaY/ThurSDaY • $95* • Classrooms in the Cloud: Netbook & Google • Creating Collages with Adobe Photoshop • eAudiobooks Orientation • Google Lit Trips Meet Library of Congress Maps • Google Lit Trips? YEAH! Show me HOW! • Library of Congress: Books as Hooks to Primary Sources • Library of Congress: Creating Primary Source • The Classroom Computing Cyber Circus

SeSSionS - ThurSDaY/FriDaY • Access Denied! Blocked Sites or Blocked Opportunities?

• InfoQuest: A New Twist on Info Literacy • Library of Congress: Advanced Searching • Library of Congress: Literacy Tools for the Classroom • Library of Congress: Professional Development Opportunities for Educators • Library of Congress: Teacher Resources • LIT Programs

experience the extraordinary!

Go to www.ncce.org

To see more Teacher-Librarian presentations, visit www.ncce.org for the most up-to-date information. Early bird Summit registration deadline: January 31, 2011. After January 31, fee is $225. *Workshops and Summits are optional and an additional registration cost is required.

PRSRT STD U.S. POSTAGE PAID SEATTLE, WA Permit - 1270 Attn: Kate Pankiewicz 10924 Mukilteo Speedway PMB 142 Mukilteo, WA 98275

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