From mlgav@yahoo.com Mon Sep 1 22:26:53 2003 From: mlgav@yahoo.com (mlgav) Date: Mon, 1 Sep 2003 14:26:53 -0700 (PDT) Subject: [Tasl] How do you whip kids up into a reading frenzy? Message-ID: <20030901212653.99360.qmail@web40205.mail.yahoo.com> --0-882861112-1062451613=:99084 Content-Type: text/plain; charset=us-ascii Teachers find school library can be best classroom http://www.2theadvocate.com/stories/090103/new_teachers001.shtml By VICKI FERSTEL Suburban writer WATSON -- Blaire Armstrong, a senior at Live Oak High School, searched the Internet for information about American women's rights pioneer Susan B. Anthony. Allison Duke, a 10th-grader, was looking for details about William Shakespeare. Victoria Smart, also a 10th-grader, chose her namesake, Britain's Queen Victoria. The Livingston Parish students in Michelle Morris' world history class were spending class time recently in the school library's extensive computer lab to research and produce brochures about historical subjects. The lesson is a far cry from the days when a teacher at a blackboard would give a dry lecture illustrated with timelines. Morris' class is an example of how school libraries have become an integral part of daily class lesson plans. "Libraries aren't quiet anymore," Librarian Shirley McDonald said as a roomful of Morris' students shared ideas about their research. "You encourage interaction because the students learn so much more that way," she said. McDonald, who has served 15 years as a Live Oak High librarian, is a tireless proponent of school libraries. She points to research from Alaska, Pennsylvania, Colorado, Oregon, Iowa and New Mexico that indicates the size of a school's library, in terms of its staff and its book collection and electronic resources, is a direct predictor of reading scores on standardized tests. In other words, school systems that pour a sizable amount of resources into their school libraries also have students scoring higher on reading. That's true, researchers say, even in schools with high percentages of minority and impoverished students. Newer research also indicates that the more librarians are involved in the teaching process, the higher the school's reading scores. McDonald, who oversaw the installation of Live Oak High's first computer, is also a proponent of technology in education. She's working on a doctorate at LSU and has proposed as her doctoral thesis a study on the impact of technology on the interaction between librarians and teachers. The Live Oak High library last year upgraded its computer lab with 30 new Dell computers equipped with Pentium 4 processors, one presentation station connected to a 32-inch NetTV that teachers can use instead of old-fashioned overhead projectors, one laptop computer and an LCD projector. Morris said her classroom has only four computers. Most classrooms at the school have only two computers. So, the library is a popular destination for teachers and students -- so popular that teachers have to book the library weeks in advance. McDonald said she's had to limit teachers to three days every two weeks. "When you can have an entire class come in at the same time, you can accomplish something in one to two days rather than a week," Morris said. Also, the teachers and students can use the library books to complement the students' Internet research. Librarian Linda Roy said some teachers have their classes prepare PowerPoint presentations on various topics. One class did a history of Watson, complete with interviews of local residents. Other teachers have used the library to have their students research and prepare brochures and presentations on foods of different countries or jobs that require Spanish. One teacher devised an algebra project comparing measurements of various kindergarten students, Roy said. A financial math project required students to research mileage and price reports on used cars, she said. Morris, the teacher, said she like to see even more improvements. "I want more than 30 computers," she said. "Denham Springs High has more than one lab and I would like a separate room" so the computers wouldn't take up so much room in the library. Morris, assisted by McDonald and Roy, recently taught the students about Internet search engines such as Google, AskJeeves, Excite, MSN and Yahoo. They also advised the students that some information is easier to find in the book stacks than on the Internet. Tenth-grader Maney Hammond was having some trouble finding information on his subject: Jesus. Hammond said he chose Jesus as his research topic because he thought it would be easy to find a sufficient amount of material. "It's more difficult to find than I thought," he groaned. Catie Spears, also a 10th-grader, chose Cuban dictator Fidel Castro for her research project. "I don't really know much about him, except I think he's bad." Teachers find school library can be best classroom In other words, school systems that pour a sizable amount of resources into their school libraries also have students scoring higher on reading. That's true, researchers say, even in schools with high percentages of minority and impoverished students. Newer research also indicates that the more librarians are involved in the teaching process, the higher the school's reading scores. McDonald, who oversaw the installation of Live Oak High's first computer, is also a proponent of technology in education. She's working on a doctorate at LSU and has proposed as her doctoral thesis a study on the impact of technology on the interaction between librarians and teachers. The Live Oak High library last year upgraded its computer lab with 30 new Dell computers equipped with Pentium 4 processors, one presentation station connected to a 32-inch NetTV that teachers can use instead of old-fashioned overhead projectors, one laptop computer and an LCD projector. Morris said her classroom has only four computers. Most classrooms at the school have only two computers. So, the library is a popular destination for teachers and students -- so popular that teachers have to book the library weeks in advance. McDonald said she's had to limit teachers to three days every two weeks. "When you can have an entire class come in at the same time, you can accomplish something in one to two days rather than a week," Morris said. Also, the teachers and students can use the library books to complement the students' Internet research. Librarian Linda Roy said some teachers have their classes prepare PowerPoint presentations on various topics. One class did a history of Watson, complete with interviews of local residents. Other teachers have used the library to have their students research and prepare brochures and presentations on foods of different countries or jobs that require Spanish. One teacher devised an algebra project comparing measurements of various kindergarten students, Roy said. A financial math project required students to research mileage and price reports on used cars, she said. Morris, the teacher, said she like to see even more improvements. "I want more than 30 computers," she said. "Denham Springs High has more than one lab and I would like a separate room" so the computers wouldn't take up so much room in the library. Morris, assisted by McDonald and Roy, recently taught the students about Internet search engines such as Google, AskJeeves, Excite, MSN and Yahoo. They also advised the students that some information is easier to find in the book stacks than on the Internet. Tenth-grader Maney Hammond was having some trouble finding information on his subject: Jesus. Hammond said he chose Jesus as his research topic because he thought it would be easy to find a sufficient amount of material. "It's more difficult to find than I thought," he groaned. Catie Spears, also a 10th-grader, chose Cuban dictator Fidel Castro for her research project. "I don't really know much about him, except I think he's bad." Click here to return to story: http://www.2theadvocate.com/stories/090103/new_teachers001.shtml How do you whip kids up into a reading frenzy? By Bob Minzesheimer, USA TODAY http://www.usatoday.com/life/books/reviews/2003-08-27-books-esme_x.htm Her book grew out of a potato, says Esmé Raji Codell, author of How to Get Your Child to Love Reading. Oddly enough, a mere potato was Codell's source for inspiration. Not literally, but there she was in her kitchen in Chicago, staring at an old potato and asking herself: "If I had a potato, nothing but a potato, how could I teach a classroom full of children?" (Related item: Read an except from How to Get Your Child to Love Reading) http://www.usatoday.com/life/books/excerpts/2003-08-11-educating-esme_x.htm Codell, 34, a former teacher and school librarian in Chicago, was full of ideas. She could cut it and teach fractions. She could plant the eyes and grow more potatoes, charting their growth. She could have her students write a story about a potato, or a book of potato recipes or potato poems. She could take them to the library to find The Potato With Big Ideas from Little Old Mrs. Pepperpot by Alf Proysen or Brave Potatoes by Toby Speed. She could talk about the Irish potato famine of 1845 and read from Feed the Children First by Mary E. Lyons or Black Potatoes by Susan Campbell Bartoletti. She could have her students write letters to executives at Frito-Lay about their potato chips or Playskool about their product, Mr. Potato Head. Perhaps "I am a bit potato-headed myself ... plotting the pedagogy of potatoes." But that raises the question: "How do we teach our children, using what is available to us?" And what's as plentiful and available as potatoes? Her answer: "Children's literature is our national potato." But there's a problem. "If you hand someone a potato or if you hand someone a children's book, and he doesn't know how to make it cook ... well, then." So she designed her 532-page paperback (Algonquin, $18.95) to be a "recipe book for children's literature: how to serve it up so it's delicious and varied." In it, she recommends more than 3,000 books — from "frog stories to make you hoppy" to "good books about good kids doing good deeds." Four years ago, Codell published Educating Esmé, the diary of her first year teaching fifth grade, cha-chaing her way through multiplication tables, roller-skating through hallways and battling with school administrators who didn't approve of her students calling her Madame Esmé. It's a name, she says, that comes from J.D. Salinger's short-story collection For Esmé, With Love and Squalor. Her parents, she says, were from the working class but were great readers. It took Codell two years to find a publisher for her diary of teaching. Educating Esmé went on to sell 100,000 copies, according to Algonquin, and made Codell a popular attraction at bookstores, libraries and schools. Her parents' guide, dedicated to her 8-year-old son, is for "ravenous and reluctant readers alike" and reflects her matchmaking approach to reading. The goal is to match author and reader. "If we are careless," she writes, "we will send children on some very boring reading 'dates.' " But she adds, "No child is a lost cause when it comes to reading any more than someone is a lost cause when it comes to falling in love." Codell also runs a children's reading Web site, PlanetEsme.com, and has written a children's novel about a special-education student, Sahara Special. She says she doesn't read many books aimed at adults. She finds children's books more concise. "Maybe I'm immature, but it's important not to be too far removed from the source of your inspiration." setTimeout('showLayer();',200); --------------------------------- “Live as if you were living already for the second time and as if you had acted the first time as wrongly as you are about to act now!” ~ Viktor Frankl --------------------------------- Do you Yahoo!? Yahoo! SiteBuilder - Free, easy-to-use web site design software --0-882861112-1062451613=:99084 Content-Type: text/html; charset=us-ascii
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Teachers find school library can be best classroom http://www.2theadvocate.com/stories/090103/new_teachers001.shtml Suburban writer WATSON -- Blaire Armstrong, a senior at Live Oak High School, searched the Internet for information about American women's rights pioneer Susan B. Anthony. Allison Duke, a 10th-grader, was looking for details about William Shakespeare. Victoria Smart, also a 10th-grader, chose her namesake, Britain's Queen Victoria. The Livingston Parish students in Michelle Morris' world history class were spending class time recently in the school library's extensive computer lab to research and produce brochures about historical subjects. The lesson is a far cry from the days when a teacher at a blackboard would give a dry lecture illustrated with timelines. Morris' class is an example of how school libraries have become an integral part of daily class lesson plans. "Libraries aren't quiet anymore," Librarian Shirley McDonald said as a roomful of Morris' students shared ideas about their research. "You encourage interaction because the students learn so much more that way," she said. McDonald, who has served 15 years as a Live Oak High librarian, is a tireless proponent of school libraries. She points to research from Alaska, Pennsylvania, Colorado, Oregon, Iowa and New Mexico that indicates the size of a school's library, in terms of its staff and its book collection and electronic resources, is a direct predictor of reading scores on standardized tests. In other words, school systems that pour a sizable amount of resources into their school libraries also have students scoring higher on reading. That's true, researchers say, even in schools with high percentages of minority and impoverished students. Newer research also indicates that the more librarians are involved in the teaching process, the higher the school's reading scores. McDonald, who oversaw the installation of Live Oak High's first computer, is also a proponent of technology in education. She's working on a doctorate at LSU and has proposed as her doctoral thesis a study on the impact of technology on the interaction between librarians and teachers. The Live Oak High library last year upgraded its computer lab with 30 new Dell computers equipped with Pentium 4 processors, one presentation station connected to a 32-inch NetTV that teachers can use instead of old-fashioned overhead projectors, one laptop computer and an LCD projector. Morris said her classroom has only four computers. Most classrooms at the school have only two computers. So, the library is a popular destination for teachers and students -- so popular that teachers have to book the library weeks in advance. McDonald said she's had to limit teachers to three days every two weeks. "When you can have an entire class come in at the same time, you can accomplish something in one to two days rather than a week," Morris said. Also, the teachers and students can use the library books to complement the students' Internet research. Librarian Linda Roy said some teachers have their classes prepare PowerPoint presentations on various topics. One class did a history of Watson, complete with interviews of local residents. Other teachers have used the library to have their students research and prepare brochures and presentations on foods of different countries or jobs that require Spanish. One teacher devised an algebra project comparing measurements of various kindergarten students, Roy said. A financial math project required students to research mileage and price reports on used cars, she said. Morris, the teacher, said she like to see even more improvements. "I want more than 30 computers," she said. "Denham Springs High has more than one lab and I would like a separate room" so the computers wouldn't take up so much room in the library. Morris, assisted by McDonald and Roy, recently taught the students about Internet search engines such as Google, AskJeeves, Excite, MSN and Yahoo. They also advised the students that some information is easier to find in the book stacks than on the Internet. Tenth-grader Maney Hammond was having some trouble finding information on his subject: Jesus. Hammond said he chose Jesus as his research topic because he thought it would be easy to find a sufficient amount of material. "It's more difficult to find than I thought," he groaned. Catie Spears, also a 10th-grader, chose Cuban dictator Fidel Castro for her research project. "I don't really know much about him, except I think he's bad." Teachers find school library can be best classroom In other words, school systems that pour a sizable amount of resources into their school libraries also have students scoring higher on reading. That's true, researchers say, even in schools with high percentages of minority and impoverished students. Newer research also indicates that the more librarians are involved in the teaching process, the higher the school's reading scores. McDonald, who oversaw the installation of Live Oak High's first computer, is also a proponent of technology in education. She's working on a doctorate at LSU and has proposed as her doctoral thesis a study on the impact of technology on the interaction between librarians and teachers. The Live Oak High library last year upgraded its computer lab with 30 new Dell computers equipped with Pentium 4 processors, one presentation station connected to a 32-inch NetTV that teachers can use instead of old-fashioned overhead projectors, one laptop computer and an LCD projector. Morris said her classroom has only four computers. Most classrooms at the school have only two computers. So, the library is a popular destination for teachers and students -- so popular that teachers have to book the library weeks in advance. McDonald said she's had to limit teachers to three days every two weeks. "When you can have an entire class come in at the same time, you can accomplish something in one to two days rather than a week," Morris said. Also, the teachers and students can use the library books to complement the students' Internet research. Librarian Linda Roy said some teachers have their classes prepare PowerPoint presentations on various topics. One class did a history of Watson, complete with interviews of local residents. Other teachers have used the library to have their students research and prepare brochures and presentations on foods of different countries or jobs that require Spanish. One teacher devised an algebra project comparing measurements of various kindergarten students, Roy said. A financial math project required students to research mileage and price reports on used cars, she said. Morris, the teacher, said she like to see even more improvements. "I want more than 30 computers," she said. "Denham Springs High has more than one lab and I would like a separate room" so the computers wouldn't take up so much room in the library. Morris, assisted by McDonald and Roy, recently taught the students about Internet search engines such as Google, AskJeeves, Excite, MSN and Yahoo. They also advised the students that some information is easier to find in the book stacks than on the Internet. Tenth-grader Maney Hammond was having some trouble finding information on his subject: Jesus. Hammond said he chose Jesus as his research topic because he thought it would be easy to find a sufficient amount of material. "It's more difficult to find than I thought," he groaned. Catie Spears, also a 10th-grader, chose Cuban dictator Fidel Castro for her research project. "I don't really know much about him, except I think he's bad." |
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“Live as if you were living already for the second time and as if you had acted the first time as wrongly as you are about to act now!”
~ Viktor Frankl
“Live as if you were living already for the second time and as if you had acted the first time as wrongly as you are about to act now!”
~ Viktor Frankl
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Five reasons to invest in school PR--despite current budget deficits No Child Left Behind? To most school leaders, No Budget Left Unscathed would be a more accurate depiction of the impact unfunded federal mandates, revenue caps, and massive state budget shortfalls are having on school finances. Then, just when you think it can't get any worse, it does. According to the San Jose Mercury News, parents in some California districts have started fundraising to pay music teacher and school librarian salaries. And these are public schools. I don't envy superintendents and school board members the impossible choices they now face. There's no doubt the classroom is public education's front line. If you want to keep your foot soldiers fed, however, you need to continue investing in school public relations--including such 21st-century strategies as web site development and eMail database cultivation. Here are five reasons why: 1. Public schools' survival depends on public trust and support, both of which evaporate quickly when relationships aren't attended to and information isn't forthcoming. Clearly, the war on terror is going to be won in the classroom, not on the battlefield. If you have no hope--and if the only formal schooling you have received has been an indoctrination in hatred--then murder and suicide can be twisted into viable options. Education--particularly public education that is free and open to all--is the cornerstone of any democratic society. And make no mistake about it, public education as we know it is under siege in this country. 2. If you don't tell your story, someone else will, and you probably won't like it much. In fact, you might not even recognize your own schools, students, and colleagues once the news media, politicians, voucher advocates, anti-tax zealots, business leaders, and other well-meaning folk are through mangling the issues with half truths, innuendos, hyperbole, and outright fabrications. We know our bad news--employee arrests, student protests, bomb threats, teacher walkouts, and test score fiascos--is going to get extensive coverage. In today's 24-hour, seven-days-a-week media microscope, that's a given. But who's going to let your community know about the teacher who adopted a homeless student, the custodian who greets each kindergartner with a smile, or the principal who tutors struggling teenagers on Saturdays? Who's going to help elected officials and the public understand that today's public schools are educating more students at higher levels than ever before in our nation's history? Why is "the nation's failing public schools" an accepted mantra in the press, when academic success is the norm--and not the exception--in "government-sponsored" classrooms across the country? 3. Do the math. The return on investment for strategically planned and well-executed marketing plans can be striking. For example, a school system would basically recoup the cost of a $50,000 public relations and advertising campaign--modest by most business standards--as soon as eight new students enrolled, based on an average per-pupil expenditure of only $6,000 per year. Assuming these new customers remain satisfied--and enrolled--for another five years, the district's new funding would increase by $240,000, yielding a return on investment of $190,000. 4. For the "what's in it for me crowd" in your community--a growing faction, I'm sad to say--a quick look at property values or the future of Social Security should suffice. Ask any realtor what drives property values, and they'll likely say, "location, location, location." The primary factor in the perceived quality of any given location, however (unless, of course, you live by a toxic waste dump or under the flight path of a major airport), is the quality of the public schools. Moreover, according to Ron Crouch, director of the Kentucky State Data Center, the sheer numbers of aging baby boomers might overwhelm the young taxpayers funding their retirement. Crouch recently presented his findings on newly released census data at a leadership conference sponsored by the Kentucky School Boards Association. "Across the United States, the older baby boomers (born between 1946 and 1955) have a higher educational level at comparable ages than younger boomers (born between 1955 and 1964)," says Crouch, noting that the percentages for persons ages 35 to 44 with undergraduate, graduate, and professional degrees declined from 1990 to 2000. "We're already facing a brain drain in California, New York, and throughout the Southwest," says Crouch. "A challenge for the Southwest will be investing in the education of their rapidly growing Hispanic and other immigrant populations. Will they respond to the challenge or ignore it? Will their key cities be islands of prosperity in a sea of educational and economic decline?" And, since the majority of those boomers will be white--and the majority of young taxpayers will be poor people of color who might or might not have received the government services and education they needed growing up--just how willing are these taxpayers going to be to take care of all these senior citizens? 5. A town is known by the schools it keeps. This venerable slogan is still on target, whether you're talking about a neighborhood, rural community, small town, big city, or the far-flung suburbs. Public schools are the only game in town that takes all comers. Now, as the end of court-ordered desegregation concentrates more poor, minority, immigrant, and disabled students in inner-city schools, I wonder where the next generation is going to learn how to work and communicate with all kinds of people. I'm a firm believer in public school choice. Grouping kids by geography or housing prices doesn't make much sense to me, and I think parents--all parents--need high-quality options to choose from. As the parent of a child with significant disabilities, however, I am keenly aware that even with a state-sponsored voucher in hand, my daughter isn't going to be welcomed at any of the private, parochial, or charter schools that keep trying to recruit my so-called "gifted" child. I'm also not naive as to why my affluent zip code has been targeted by these schools for direct-mail brochures, post cards, open house invitations, and even a video. The Americans with Disabilities Act--the landmark civil rights legislation for people with disabilities--might have been passed 10 years ago, but people with mental retardation still need not apply. Nor should children whose parents can't afford tuition or who can't volunteer at school because they're working three jobs just to put food on the table. Public schools serve a public good. We forget that at our peril. And if we don't keep the vital link between public schools and our free and democratic society on the public's agenda, who will? Nora Carr is senior vice president and director of public relations for Luquire George Andrews Inc., a Charlotte, N.C.-based advertising and public relations firm. A former assistant superintendent for the Charlotte-Mecklenburg Schools, she is nationally recognized for her work in educational communications and marketing.
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“Live as if you were living already for the second time and as if you had acted the first time as wrongly as you are about to act now!”
~ Viktor Frankl
A sure sign that Summer is winding down: The last TENN-SHARE Summer Workshops are next Friday, September 12. Registration numbers are excellent, but there are still places left. Email Sharon Parente, sparente@ulibnet.mtsu.edu, to let her know you’re coming, then put your check in the mail! You’ll find complete details on the TENN-SHARE website at www.tenn-share.org.
In Johnson City at East TN State University, 1:00 – 3:00 EDT: Plagiarism
In this workshop, Jerry Shuttle will discuss several aspects of plagiarism and present research on its prevalence. Jerry will also demonstrate techniques for using technology to detect plagiarism and offer assignment guidelines that minimize the opportunity to plagiarize.
In Murfreesboro at Middle TN State University 9:00 – noon CDT: Assessing the Use and Cost Effectiveness of Electronic Resources
In this Workshop, Mayo Taylor will cover gathering and analyzing usage statistics, assessing the content of full text databases, and evaluating cost effectiveness.
In Jackson at Lambuth University 9:00 – noon Collaborating with Faculty, and 1:00 – 4:00 CDT Web Design
Collaborating: In this Workshop, Mitzi Brown will explore the ways a library can adapt to today’s information marketplace and make faculty aware of what the library, school, academic, public, and special, can do for them.
Web Design: In this Workshop, Sammy Chapman will introduce the basics, discussing organizational effort and important issues to explore before building a web site.
Thanks and have a wonderful fall!
Penny
| Thursday, September 4, 2003
'Librarian' is old school; now it's 'cyberian'
Copyright © 2003 Blethen Maine Newspapers Inc. |
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You can take your stereotypic image of a school librarian and shelve it. Suzan Nelson, the librarian at Falmouth High School, says the job of a school librarian in 2003 is quite different from what it was in the past. "We're not the little bun and glasses, the shushing type any more," said Nelson, who has long, red flowing hair and an outgoing personality. "That image is, like, gone." In fact, in many schools, they're not even called librarians anymore. Terms such as library media specialist or even "cyberian" are used because they better reflect the job description of modern librarians - which includes helping students navigate the vast ocean of information on the Internet and working closely with classroom teachers to enhance learning for students. "In the state of Maine you have to be an educator (to be a librarian)," Nelson said. "I think the new librarian is a person who's comfortable with teaching and uses it as a tool to get to information." Nelson, 52, grew up in Bangor and attended the University of Maine. She started her education career in the late 1970s as a junior high English teacher in Old Town. When asked if schools today are better or worse than in the past, she said: "We're heading toward the better." She said that when she first began teaching, the idea was that "I was the smart one and I was going to give you information. Now, I'm the guide and I help you uncover your knowledge." School libraries are different too, she said. "We used to use them as a study hall, where you come and do homework." Now students are more apt to use them as a place to do in-depth research on topics for their classes, she said. Nelson works with classroom teachers to find out what the students' assignments are, then posts information on the school library page, providing links where they can research such topics as William Faulkner, 19th-century art and the American space program. Nelson traces her interest in being a librarian to "Mrs. Wheeler at the Bangor Public Library . . . She was the best." Nelson remembers climbing the stairs to the second floor where the librarian would read stories to children. "There's just something comforting about being read to," she said. She said she also felt "a need for information," having grown up during the Cold War, where secrecy was the norm. "That's the antithesis of what a librarian is," she said. "It's giving information." She switched to being a librarian after teaching alternative education students at Portland High School in the 1980s. She returned to school to take classes to get her state certification as a librarian, and also earned a master's degree in instructional systems. She spoke to the Press Herald/Maine Sunday Telegram on Wednesday about the job of school librarians today: Q: Do kids still like to read books? A: "They don't have a lot of time. I'm saddened by that. Their lives are so overcrowded with sports and other activities and they work. We have pockets of kids who read a lot but I would say the majority of kids don't." (To encourage student reading, she recommends "thin great books" - books of about 100 pages or so - such as a novel called "Tunes for Bears to Dance To" by Robert Cormier.) Q: How has technology changed school libraries? A: "I think it's changed the whole definition of a librarian . . . The learning curve was tremendous when the computers came in and the kids knowing more than you did . . . I'm not half as good as most of the kids, but I can search better. " She said librarians must help students determine which information is useful and also to determine the source. For instance, she said, if a Web site on Martin Luther King Jr. is authored by a white supremacist group, students need to be aware of that. "It seems so much easier for them to find and locate information. But it's hard to make use of." Q: What hasn't changed about school libraries? A: "What hasn't changed is that it's hard for people to understand how much education and background a librarian has . . . People think anyone can run a library. Yeah, they can, but to what degree?" Q: What's the future of school libraries? A: "Will libraries always look like this? I don't know . . . but I think students will still need guidance in understanding what they find, understanding what they don't know.... ~~~~~~~~~~~~~~~~~~` Librarians throw the book at new shushing action toy http://www.indystar.com/print/articles/0/071825-1540-031.html | ||||||||||||
“Live as if you were living already for the second time and as if you had acted the first time as wrongly as you are about to act now!”
~ Viktor Frankl
AccuNet/AP Multimedia Archive and TENN-SHARE
AccuNet/AP Multimedia Archive, the world’s most extensive online collection of Associated Press news photos, captions, graphics, audio clips, and news articles, is available for free trial on the TENN-SHARE website at www.tenn-share.org/databases.html until October 15, 2003.
Many TENN-SHARE member libraries have taken advantage for years of the reasonable pricing on this extremely useful database. New subscribers are offered an additional 5% off if they subscribe by October 15. The regular discounted pricing is good until December 31. You’ll find all the information you need to sign up on the TENN-SHARE website.
While you’re there, take a look at the Ingram Library Services offer for TENN-SHARE libraries. We’ve just updated the flyer with new phone numbers, so you may want to print out the latest version. A representative from Ingram will be at the TENN-SHARE Fall Conference on Friday, Sept. 19, at Nashville Public Library, giving a demonstration of i-page, Ingram’s online catalog and ordering tool. If you haven’t used it, you won’t believe how easy it is. Come to the Conference to see for yourself!
Thanks,
Penny
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Each week during the Rafferty's Titans Countdown, the Titans Radio broadcast team will salute an outstanding educator from around the region. He/she will receive a $100 savings bond and a plaque from Saturn and Saturn UAW. The teacher and his/her guest will also be our special guest at an upcoming Titans game. At the end of the season, we will select the Teacher Of The Year and he/she will win a $1,000 savings bond from Saturn/Saturn UAW. To nominate a deserving teacher, simply download the Saturn And Saturn UAW Salute To Teachers nomination form, fill it out, and drop it by a participating Saturn dealer across the mid south. You can also stop by your local Saturn dealer and pick up a form there. Thanks for your support of education in the mid south from Saturn and Saturn UAW. |
“Live as if you were living already for the second time and as if you had acted the first time as wrongly as you are about to act now!”
~ Viktor Frankl
The Most Frequently Challenged Books of 2002
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“Live as if you were living already for the second time and as if you had acted the first time as wrongly as you are about to act now!”
~ Viktor Frankl