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This is copy and paste from my notes. ALA 2022

ALA Cooperative Programs

Contents

Assignment Alert Programs

Public

Homepage

Lets them know student project, so they are prepared.

For secondary/elementary level (Multnomah County)

Form to fill

Request

Bibliographies

Weibliographies

Path Finders

Middle School Teacher Resource Center (Portland Public Schools)

Connects Teachers with Librarians to Multnomah (Website) and specialists for the curriculum, specifically

Lesson Plan Database

Curriculum Assistance

It will take too long to go through everything and I just need to know what to look for

Book Collections/Kits

Bucket of Books (The opportunity for Bookit was sorely overlooked…)

Pal Pak

PArtner in Education…

Deb Czarnik…

Title

School/Library Name

Mailing

Phone

Age level

Accidental mistake with description and contact…

Actual (other) contact info

Youth Outreach

Book Discussions

Guys and Books

Like Deb

Lunch Time Book Club

Northridge Middle School Book Club

Reading Connections…

“Word of the Week””

Community Reading Projects

…

Delivery to Schools

…

Large, statewide initiatives

Library Card Campaigns

Library cards for educators/schools

Public library visits

Publicity (newsletters…)

Special Events

Summer Reading

Tutoring/Student success programs

Cautionary tales

Successful school/public library partnership

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Latest blog April 11, 22.

As you can see, it is in New Zealand.

Different tabs:
- "Home"
* School Libraries

What can you do with social media?

Platforms for different purposes

Strategy for social media use

Guidelines for social media use

Examples of school libraries using social media

Find out more

* Other tabs under "Home"

Reading engagement

Digital literacy

Lending service

Teaching and learning resources

Topic Explorer

Our work

Professional learning and support

Tuia Mātauranga

- visit
- collections
- Services
- Events
- About

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Different social media platforms offer options for connecting with your community. It can be difficult to decide which one to begin with. Some platforms are better suited than others to creating and sharing different types of content. Think about your purpose for using social media to help you decide which platform to use.

Building relationships

Connect with members of your community on a personal level. Using a platform such as Facebook, you can create a stream of content on your network profile. This might include your own news updates, events, photos and polls, as well as shared content from other sites. You could use instant messaging apps (for example, Facebook Messenger or WhatsApp) to provide online reference help and support for your users.

Media sharing

These sites make it easy for users to create, edit and share media such as photos and video. Posts on these sites begin with the media and let you add more information, such as captions, later. You can embed content from media sharing sites such as YouTube or Instagram into your virtual school library website.

Social publishing

These sites are predominantly used for text publishing. Blogging platforms such as Wordpress or Blogger provide for longer posts. Microblogging platforms such as Twitter or Tumblr are good for sharing small pieces of content. Users might share images this way, or links to longer posts or interesting articles online. Some of these platforms include features such as direct messaging between users.

Curating digital content

These sites allow you to put together collections of quality information from around the internet. You can give context and add value to content you've curated. Include your comments, questions or reflections and allow ways for your followers to do the same. You can embed content from sites such as LiveBinders or Scoop.it! into other platforms, for example your school's learning management system.

Curating content

Interest-based networks

Social media makes it easy for people who have similar interests to find each other. You could use these networks to share your knowledge and enthusiasm for reading.

For example, Goodreads is a site where readers can find book recommendations, see what others are reading and keep track of their own reading.

SLANZA Bookclub on Goodreads - join this group to connect with other New Zealand school librarians.

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Social media and the school library | Your school library online | Library services for teaching and learning | School libraries | Services to Schools | National Library of New Zealand

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Different social media platforms offer options for connecting with your community. It can be difficult to decide which one to begin with. Some platforms are better suited than others to creating and sharing different types of content. Think about your purpose for using social media to help you decide which platform to use.

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June 10, 2017

Connect

NIKKI D. ROBERTSON BLOG (5 things for new librarian)

Twitter

#TLChat

#FutureReadyLibs

ISTELib

PARTICIPATE “social learning”

“Communities”

“Collaboration”

This looks like making an interactive website?

Or blackboard?-- will have to look more into it.

EDUCATION CHATS ON TWITTER SPREADSHEET

These are also from all around the world

Very well organized, by day, repetitiveness, time, synopsis, #

Facebook (groups)

3 of them listed here

Professional development resources for school librarians

Cafe webinars

3 others

Share

(About hight of Covid) Dr. Brandon Hyndman Twitter Article

April 11, 2018

professional development

mental health/wellness info

280 characters in Twitter

wide range

easy-access

research

755 survey

personal and quick response reason Twitter used

324 from 22 countries surveyed

build relationships

self-direct pro development

select own resources

learn

the latest and best teaching practices

lesson plans

web resources

innovative ideas for the classroom

GRANTS

INVITE TO CONFERENCES

2,215 interactions

"encourage a community of practice to support changes to teaching over time."

Help with tech

160 U.S.

90% use next half year (from survey)

70% development increase next school year.

game-based teaching running convo

implication

Twitter provides a modern platform for teachers to

share

network

gain emotional support,

build professional learning communities

make a contribution to their profession

recognized as recommended ProD form

connect others outside confine class

and Australia Ed Services online resources

not found

learn and create

students, not just you, duh, just as or more important

(connecting to authors) Lucas Maxwell 5 ways article

Jan 15, 2018

Bookstagramming

daily return (#bookdrop)

authors

tag, so interact directly

Twitter

direct questions

Skype (nowadays, it would be Zoom, though, probably)

flipgrid

90-second vids

discussion w/ authors

blogging (perhaps on Librarything or a different media?

34 twitter things article...won't go through it, just want it to be here.

Teen/social media toolkit. Like above, won't read, but here for future.

Promote (finally last one here)

5 reasons libs should use sm scholastic art.

Tamiko Brown Nov. 14, 2017

promote programs

Encourage Student Voice and Innovation

Network

provide limitless access

build a brand

FINALLY DONE WITH THIS ONE! NOW ON TO OTHER SECTIONS

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Social media channels offer exciting new possibilities for school librarians. There are so many ways you can use these free tools for connecting with colleagues and professional networks, promoting your library space and services, as well as learning and teaching.

Here are some ideas for how to start using social media as part of your school library toolkit.

1. Connect

The obvious advantage of social media is how easily it allows us to connect with others. Many school librarians work alone or with only a few colleagues and would benefit from more opportunities to interact with others in similar roles.

Whether you're just starting out or you're already a seasoned professional, there's plenty to be gained from building relationships with your peers. In her blog post 5 Tips for New School Librarians, facilitator and educator Nikki D. Robertson recommends following popular industry hashtags and joining Twitter chats as great ways to expand your network. Nikki also recommends joining Facebook groups and shares a few of her own favourites, together with links to some education-focused chat rooms.

Library Media Specialist, author, and Future-Ready Librarians thought partner Laura Fleming details how having your own school library hashtag can help you create a community within and around your school library and expand your library's reach beyond the school.

2. Share

Much of the real value of connecting with peers comes from the ability to share conversations, content and advice.

As one respondent to the 2020 Softlink COVID-19 survey shared:
'Facebook groups for librarians have been supportive and fantastic. I have learned much and gathered much - seek advice and resources from there.'
In his article, Why teachers are turning to Twitter, Dr Brendan Hyndman shares research which shows how educators are using Twitter to take part in global professional networks that allow them to find, share, and apply professional learning while combating isolation and supporting each other emotionally.

If you'd like to explore further, Education Services Australia provides a list of online courses and communities for educators.

3. Learn & Create

As well as facilitating your own professional learning, social media can be a valuable tool to promote student learning and engagement. These channels have intrinsic appeal for today's students and, thanks to their immediacy and global reach, they offer exciting new learning and real-world connection opportunities. Lucas Maxwell outlines a few of them in 5 ways social media can connect students with authors they love.

See also this collection of 34 interesting ways to use Twitter in the classroom.

Noticing how popular Snapchat had become among teenagers, educator Tara M. Martin came up with the idea of #BookSnaps - Snapping for Learning as a way of engaging students and encouraging them to read via a tool they were already using in daily life.

The Teens and Social media for Libraries Toolkit has plenty more suggestions and examples of ways for educators to use social media for hands-on, creative learning projects.

4. Promote

Social media provides another powerful channel for promoting your library and demonstrating its ongoing relevance within the school.

In 5 Reasons School Librarians Should Use Social Media on the Scholastic Education blog, Tamiko Brown suggests using social media to tell your library's story by sharing key moments, such as the arrival of new books or setting up a new book display, action shots from makerspace activities, author visits or other happenings.

For examples of school library accounts that tell a fun and exciting story, see St Aidan's Anglican Girls' School and Carshalton High School for Girls on Twitter, and Hobsonville Point School libraries on Facebook.

To find out more:

Kathy Schrock's Twitter for Teachers guide includes some great infographics on social media use in education and even a Dr Seuss-inspired guide to Twitter.

Christian Lauersen's collection of library-related Twitter hashtags will help you find topical posts and threads to follow.

The United States Institute of Museum and Library Services have produced an infographic using research data that busts some of the most common myths about teenagers and social media.

The National Library of New Zealand has produced an excellent guide, Social media and the school library, which covers many aspects of social media for school libraries, including examples of successful social media campaigns, links to further resources and guidelines for creating a school social media policy.Is your school library already using social media? Which tools are you using and what has been their impact on your library? Connect with us @SoftlinkEdu on Twitter and share your story!

Is your school library using social media? Which tools are you using and what has been their impact on your library? Connect with us @SoftlinkEdu on Twitter and share your story!
Editor's note: This post was originally published April 2018 and has been updated for freshness, relevance, and accuracy in June 2020.

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Social media ideas for your school library

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Social media channels offer exciting new possibilities for school librarians. There are so many ways you can use these free tools for connecting with colleagues and professional networks, promoting your library space and services, as well as learning and teaching. The obvious advantage of social media is how easily it allows us to connect with others.

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School Library Health and Wellness Toolkit

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School Library Health and Wellness Toolkit

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ALA 2022

INCLUDES STEP BY STEP PLAN TO HELP

Crisis toolkit:
if library about to run out of funding.
-crisis planning
-State and National Support
- resources

planning
- define situation
- mission
key concept after that
- communication structure
-id stakeholders
-craft messages

Know vision of institute
quantitative data
qualitative anecdotal info and evidence
collect and share relevant State Study findings and local data
prepare talking points

Share message
- website
- speak at meetings
- coordinate or encourage letters to the editor and board
-attend board meetings
-local paper
-law makers
-encourage others to visit

Getting People Involved
- be clear about what people need to do
-provide clear message info
- provide support

State and National Support (Contacting organziations)
- letters of support
* (I will include these parts) Contact person and info
* nature of change/cuts
* reasons
* Number students impacted and how...I could just copy/paste the rest:

meeting dates

when cuts are to be made

other relevant information about the

program

community

people to be contacted:

names, positions and other helpful information

contact information

name, position and role

preferred contact method

email

fax

snail mail

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ALA 2022

beside, in the menu:

Events

Banned Web Awareness Day (Next one Sept 21, 2022)

Background

complimentary webinars

resources and activities

logo use

Promotional Partners

Intellectual Freedom

Legislation

Research & Statistics

Resources

School Librarianship

Tools

What Is Advocacy?

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2021

This is another community site for ISTE, although this is for Australia, there should be a version for the U.S.

YALSA interview with Director-At-Large candidate Melanie Wachsmann

LIBFIVE: 5 key foundations for building inclusive libraries

I am pretty sure this one is above, but I will put it here again: Blue Ribbon (The proper one, not the…ahem…18+ one.

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Completing the CAPTCHA proves you are a human and gives you temporary access to the web property.

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Joyce Moory April 14 (2022)

Webinars. Also made by Steve Hargedon.

Dr. Steve Albrecht:
1. Library Safety and Security
2. Interacting with the Homeless
3. Sexual Harassment
4. Security for Rural Librarians
5. How to handle challenging patrons
6. Stress Management
7. Coaching Skills
8. Responding to an active shooter in the library  (just like what we went through in our discussion board.)

Okay, there is a lot more here, but I Just don't think I will have time to go through it all. If I do on Sunday night, I will add.

Dr. Sue Alman: ADVOCACY

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Share your cutting edge practice!
OITP, LITA seek nominations for cutting-edge technology practices
Washington, D.C. - The American Library Association (ALA) Office for Information Technology Policy (OITP) and the Library & Information Technology Association (LITA) are soliciting nominations for best library practices using cutting-edge technology.
"Cutting edge" refers to tested and successful implementations of technological advancements used in services such as:

Improvements in traditional services and processes by inventing/re-inventing/twisting technology

Introduction of new, innovative services that are flexible and responsive to community needs

Methods for connecting libraries to their communities

Funding initiatives or organizational models that ensure library information technology will remain current

Nominations may be may for work in any of the following sample areas:

Application development (apps)

Architecture and design

Circulation (sorting, remote distribution, materials handling, delivery mechanisms)

Collections

Community services (to include equity, outreach, programming and assessment of services)

Curation

E-resources management services

Instruction/information literacy

Knowledge creation

Open source

Pathfinders

Patron services (to include self-services and privacy protection)

Participatory services (e.g., student-created content, community polling, wikis)

Professional development

Readers' advisory

Reference services

Staff management (use of self-scheduling, recruitment and evaluation)

Unique missions

User interface

Web services

Other

Nominations should include the following:

A description of the project/service

An explanation of how the service/procedure is cutting-edge

Information about the evolution of the project (identification of need, why it is novel, funding sources/options, challenges, how success was measured, and recommendations)

Applicants may also submit supporting materials in a variety of media, such as Flickr, YouTube, video, audio, blogs, etc.).

Nominations:

Must involve the use of technology

Must be a novel idea or implementation of a service

Must be able to be documented for replication

Must be for a library that has been involved in the development of the service or product (can't just buy something off the shelf) or has enhanced the product for added value

A joint committee of members from the Subcommittee on America's Libraries for the 21st Century and LITA will review all nominations and may conduct selected interviews or site visits to identify those libraries that are truly offering a best practice or most innovative service. Libraries or library service areas will be publicized via the OITP and LITA websites, as well as highlighted through ALA publications and programs at the ALA Annual Conference in 2012.

The nomination form (.docx) is available online and may be emailed or faxed to Larra Clark at lclark@alawash.org or fax 202-628-8419.

Learn more about the program and past winners on the OITP website.

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Share your cutting edge practice! OITP, LITA seek nominations for cutting-edge technology practices Washington, D.C. - The American Library Association (ALA) Office for Information Technology Policy (OITP) and the Library & Information Technology Association (LITA) are soliciting nominations for best library practices using cutting-edge technology.

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This has a lot going on. It isn't necessarily the most visibly appealing, but it is well organized. It was created by Steve Hargadon March of 2007, and last updated 2022

Right away, the tabs at the top lead you to quite a few places:
1. Main (obviously the first one you get to.)
- Members (pictures)
- Welcome
*They have to go through the members individually to authorize them.
*free
*events
*"for those interested in Web 2.0, Social Media, and Participatory Technologies in Classroom"
-Report
- Learning Revolution Project
- Forum
*How to Write a College Paper in a Stressless Way
*Learning PHP for Beginners
*"Feel-bad education"
*T ypes of Resumes Formats to Consider Based on Audience
*Powerpointless
*The Benefits of Free Writing
-Win at School
-Commercial Policy
- "Badge" (but needs Adobe)
-Site search (via Google)
- Finding Interesting Discussions
* You can search by tag/topic, but I will not go though them. There are far too many.
-Twitter
- Special-Interest Group (join or create one)
-Awards
-Latest Activity...was January 20th...
-Blog posts
-Videos

2. My Page (need sign in/account)

3. Learning Revolution (opens in a new tab)
-Welcome
- donate
- 19,000 members
-SURVIVE & THRIVE! WEBINARS, WORKSHOPS, COURSES, SUMMITS, AND COACHING
-MICROSCHOOL SUMMIT MAY 19TH
-PARENTING FOR ACADEMIC SUCCESS
- THE EMERGENCY HOME LEARNING LIBRARY
- LEARNING REVOLUTION SHOWS - LOG IN TO SEE LINKS
- POSTPONED: EDUCATION FOR HOPE AND HEALING - #YOUMATTEREDU
-ORGANIZE
-Groups, again

4. Forum
- exactly what it says

5. Members
-Hosts: Steve Hargadon and Ann Mirtschin
-list of members
-when you hover over it, you can go to Blogs, Videos, and Photos
-Groups (all of them)

6. RECORDINGS (brought you back to the main page when you clicked it0
-CR 2.0 Live
-Social Learning Summit
- Future of Education

7. More (also just goes to main when you click it)
- Chat
- Event
- subscribe
- wiki
- Workshops

8. About just has when it was made, and then social connections, like Facebook, Twitter, and how to share.

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Welcome to Classroom20.com, the social network for those interested in Web 2.0, Social Media, and Participative Technologies in the classroom. We encourage you to sign up to participate in the great discussions here, to receive event notifications, and to find and connect with colleagues. We have over 85,000 members from 200 countries!

Classroom 2.0 is a free, community-supported network. We especially hope that those who are "beginners" will find this a supportive comfortable place to start being part of the digital dialog. Because of spammers, we have to approve all memberships here. While your membership is pending you are still welcome to peruse the site or attend any events!

Once your membership is approved, the best way to find or become part of a conversation is to us the search box at the upper right or the topic list to the lower left. You can also introduce yourself to the whole network by going to the introductory forum message. Please also feel free to explore! Here are some starting tips and a "Tour of Classroom 2.0" Elluminate recording, or you can ask help of a "host." Thanks so much for being here!

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The community for educators using Web 2.0 and collaborative technologies!

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2022

From the home page, you can check out any of these:

1. discover, which gives examples of what some people found because they said what else they read/liked, so it is like a recommendation portal.
2. News and Interviews: This one is different because the other places didn't have anything about interviews, even though they did have some news, but not really. There are other lists to check out right below it.
3. You can search either specifically or by genre
4. then there are quotes
5. below that is a list of the Goodreads Choice Awards. It doesn't seem as interactive, though, so that is a bit of a bummer.

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Find and read more books you'll love, and keep track of the books you want to read. Be part of the world's largest community of book lovers on Goodreads.

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Last post 2 days ago, apparently. (April 22, 2022)

Synopsis from the website:
"Litsy is a place to share and discover your favorite books with your favorite people.

The Litsy community is a groundswell of passionate readers. Share bookish moments with Quotes, Reviews, and Blurbs. Measure Litfluence to discover your “bookprint” in the world. Explore recommendations from readers, not algorithms. Want to organize your reading list? Litsy has stacks for that, too.

It’s fun. It’s simple. It’s all about the book. Sign up and get a little Litsy."

There is a privacy notice that states "To respect member's privacy and keep things awesome, most of Litsy is hidden from Google. We let humans see and share pages, but not machines. Find out more." Which is pretty neat

There are trending hashtags, trending books, then there are a lot of fresh posts that you can go through right away.

Okay, as I was looking, I found out that there is a light novel/manga mix of Pride and Prejudice.

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Litsy is a place to share and discover your favorite books with your favorite people.

The Litsy community is a groundswell of passionate readers. Share bookish moments with Quotes, Reviews, and Blurbs. Measure Litfluence to discover your "bookprint" in the world. Explore recommendations from readers, not algorithms. Want to organize your reading list? Litsy has stacks for that, too.

It's fun.  It's simple.  It's all about the book. Sign up and get a little Litsy.

Litsy is available on the web , for iOS , and Android .

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Litsy is a place to share and discover your favorite books with your favorite people. The Litsy community is a groundswell of passionate readers. Share bookish moments with Quotes, Reviews, and Blurbs. Measure Litfluence to discover your "bookprint" in the world. Explore recommendations from readers, not algorithms. Want to organize your reading list?

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Updated every day.

I don't know who or when it is made/run by...

This is like a social media for readers. You can make your own catalog and connect with people who read the same things you do.

I was curious, so I checked out the Zeitgeist tab, since I didn't know what that was and thought that may help me with the who and when, but what I found was a bunch of statistics:

- Most cataloged (Harry Potter books have the top 7, with a total rounded to 652, 000: miscalculated in my head. the Author Gallery also has the number of books on the website. The actual number was 775, 738)
- Members (2.7 mill)
- books cataloged (170 mill)
- Reviews written (4.5 mill)
- tags (183 mill)
"Ratings: 23,108,294

Works: 27,560,044

Series: 187,615

Covers Uploaded: 7,962,238

Author Pictures: 159,429

Venue Pictures: 18,844

Groups: 12,396

Topics: 245,942

Messages: 7,777,683

Touchstones: 6,016,002"

There are also recommendations, other languages, and "On This Day" on the sides.

The "OTD" section is who was born and who died on this day (April 22nd) throughout history (authors, of course)

Author Gallery: photos...duh... and as mentioned above, the number of books on the site. It goes in order of how many books are in the catalog of them. The very least is Walter Farley at 18,566.

There is also a tag cloud. It is a list of most searched things with different Bold or sizes showing how popular they are in alphabetical order. When you click on it, it brings you to a list of the books with that tag connected to them.

At the bottom, it says an Ngram table.

The top also has tabs for Groups, Talk, and Explore. This seems pretty cool.

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LibraryThing is a free, library-quality catalog to track reading progress or your whole library.

LibraryThing is completely free.

Add books, movies and music from Amazon, the Library of Congress and 4,941 other libraries.

Track your reading progress, rate and review.

See detailed charts and stats about your library and reading life.

Find your new favorite book with personalized recommendations.

A warm and welcoming community of nearly three million book lovers.

Join groups and talk with other book lovers.

Our Early Reviewers program offers over 3,000 free, early-release books every month.

Apps for iPhone and Android.

"If you love books, and love people who love books, LibraryThing is for you."

"Creating a catalog on the website is easy."

"There are also suggestions of related books to read; it's a virtual feast of information."

"Not surprisingly, librarians love LibraryThing."

"And it's all free, with no membership fees, download limits, or ads-how awesome is that?"

"LibraryThing has evolved into more than just a handy tool; it has become a thriving community."

This site uses cookies to deliver our services, improve performance, for analytics, and (if not signed in) for advertising. By using LibraryThing you acknowledge that you have read and understand our Terms of Service and Privacy Policy. Your use of the site and services is subject to these policies and terms.

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LibraryThing | Catalog your books online | LibraryThing

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LibraryThing catalogs yours books online, easily, quickly and for free.

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Edge Staff 12/15/16

IDEA

Identify/Interpret/Infer

Define/Dissect

Explore/Explain

Analyze/Apply, Advocate

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In an online classroom, the purpose of the discussion forum is to simulate a real-world classroom discussion. It is an opportunity to further explore the concepts you're studying in the class, rather than being a substitute for a writing assignment.

Although formal writing is more relaxed in the online discussion forum, critical thinking and application of the concepts you learn is not casual. Your full participation and the comments from your instructor and other students bring the classroom material to life.

Use Critical Writing to Create Substantive Forum Posts

A substantive post about the topic under discussion should provide a reason for your beliefs. In other words, why do you feel the way you feel? Your opinion is acceptable, but you must have a solid rationale for it.

You will need to write critically and persuasively. In an online discussion, you will apply the theory of what you have learned, relate that information to facts and state a conclusion you've reached. Your post may also resolve a problem.

The faculty member teaching the class will consider your critical writing skills in judging your responses in online forums. For example, your answer in a forum should rationalize a position or explain a theory. Your answer should be supported by data from professional sources, peer-reviewed journals and reputable professional websites, including government sites.

Remember The Acronym "IDEA" When You Write A Forum Post

As you are writing a substantive post for your forum, remember the acronym "IDEA." IDEA consists of four concepts:

Identify, Interpret or Infer the principle being learned.

Define and Dissect the principle being studied.

Explore and Explain the principle being studied and how you think it applies to the discussion forum.

Analyze the concept being discussed, Apply it to a fact pattern and Advocate a position or recommendation.

Identifying, Interpreting or Inferring Principles for A Forum Post

Many times, the discussion prompt in the online forum identifies the topic to be discussed and then asks you to explore this concept. A topic is the person, place, event or idea mentioned or referenced in a section of your class material. For discussions, it is often the principle you and your fellow students are learning.

Start your forum post with a topic sentence that summarizes the main idea of a paragraph or even your entire post. The topic sentence, often the first sentence in your forum post, should convey your main idea, central thought, meaning or point. You will then develop that idea in more specific detail with the use of supporting sentences.

Defining and Dissecting Principles for Your Forum Post

In your answer to a forum post, you can define and dissect the principle being studied. One possible approach is to use a definition of that principle to explain its core concept. Another approach is to dissect the varying elements that make up the principle.

Exploring and Explaining Principles in Your Forum Post

As you are creating your forum post, explore and explain the principle under study. Avoid general statements and make specific, well-researched statements.

If your instructor uses a vague discussion prompt, he or she will often use that type of prompt intentionally to permit you and other students to explore concepts related to the class. In this situation, you may take certain liberties. Where appropriate, infer facts and conclusions to establish that you know the similarities and differences of related concepts.

Analyzing, Applying and Advocating In A Forum Post

In your forum post, create your answer to the discussion prompt by analyzing the concept being discussed, applying it to a pattern of facts and advocating a position or recommendation. Not only does this practice show your instructor that you are using a higher level of thinking, but it also demonstrates that you're applying your critical thinking and problem-solving abilities.

By advocating a position, you are free to infer certain facts and state a conclusion. Your opinion is accepted and welcomed in a forum, but you must substantiate that opinion with supporting information. Be sure to double-check your spelling and grammar in your answer, too.

A simple "I agree" or "I disagree" posting does not contribute to anyone's learning in the online classroom; I often see this type of response in forum reply posts. Provide examples and explanations to support your position.

Likewise, complimenting fellow students on a good main post is equivalent to an "I agree" post. If you wish to pay a compliment to another student for a job well done, you're free to do so.

However, be prepared to explain how you feel another student's post enhances the concept being discussed. Otherwise, you are not using the "IDEA" concept. Remember, the online forum is not a blog, but an academic exercise.

One way to respond to fellow students' posts is to compare and contrast statements from other students. Explore similarities and differences and how they enhance the online discussion. Take a position and advocate for your point of view, but do so respectfully.

By referring to a third-party resource, such as a textbook or a library reference, you support your position and lend credibility to your advocated position. Also, credible supporting resources make it difficult for other students or your instructor to disagree with you. By referring to the textbook, you send a strong signal to your instructor that you read the material.

Remember to Obey Netiquette in the Online Forum

During your online discussion in the forum, do not take comments personally. Commonly, we interpret written messages based on our experiences. We infer what we think is being said, which may differ from what the original author intended to say.

Because you have no cues other than the written word, you might make assumptions that were not intended by another student. When you respond to forum posts, do not use all capital letters, which is interpreted by other readers as yelling.

In addition, make your points by using exclamation points or question marks. If you perceive what you say might be taken the wrong way, soften it with an emoji.

Remember, the discussion board is just that...a discussion. It is not intended to be a debate, an argument or an "I got you"! What it is intended to be is an exchange of ideas used to promote critical thought and an exploration of the concepts being learned. Therefore, please feel free to bring your life experiences to the classroom. For example, I learn from each and every post that is made to the discussion board in every class I teach.

Acceptable and Unacceptable Forum Posts

Below is an example of a typical online forum discussion prompt, as well as some acceptable and unacceptable forum posts.

Discussion Prompt
Explain the value of market segmentation, and give an example in which you are the target market (see especially Chapter 12). Respond to at least two of your classmates' postings.
Acceptable Posts

Market segmentation is a theory where the differing characteristics of the customer are identified to align with the market processes of the producer. Characteristics such as age, demographics, education and income can be identified (Pope, 2012). Pope (2012) explains, market segmentation as "... consisting of identifying specific groups based on their needs, attitudes, and interests" (p. 85). (This post is a definition of the principle being studied and the writer references specific sources.)

Identifying a specific target market is vital to marketing and to sales. Defining the customer, marketing companies can focus on a specific group of people and adjust their marketing campaigns. If a marketing company were to create an ad that targeted everyone, it would be too general and would probably end up reaching the attention of (targeting) nobody. (In this post, the writer uses exploration and analysis.)

What is the target market for Mattel when it advertises for its "Barbie" doll? Obviously, the appeal is to younger girls age 6-12, however, is this the customer? The other target market is the parents and grandparents. These are the customers who will purchase "Barbie". Many times "Barbie" is purchased as a gift for the ultimate customer, the young girl, but the product must appeal to the parents and grandparents using price and promotion. (The writer of this post is using specific examples to describe the target markets.)

Unacceptable Posts

My target market is everybody? (The writer made this post too general. Also, this answer does not explore or analyze the concept of target marketing.)

Companys shoud say what there target market is so they can focus on that group and make there marketing campaigns fit that group. Companys should appeal to everyone, that way they can sell the most and make the most profit. (This post contains several misspellings and does not define the concept under discussion.)

The text says - "this process, known as market segmentation, consists of identifying specific groups based on their needs, attitudes, and interests" (The writer does not use a proper citation and does not analyze the concept being discussed.)

This is a big country. There are so many people out there who want to buy and own a Barbie. My sister still has hers and she is 20 now. She says it is one of her prized possessions. She intends to buy her daughter one if she were to ever have children. That is a strong market segment that should be the focus of the maker of Barbie. Besides, you know you cannot have a Barbie without a Ken, now you have sold to products for the $ of 1. (The writer cites a personal opinion, rather than a credible source, and the post has misspellings.)

About the Author
Anthony Patete is a faculty member in the business department. He has been teaching law and business for more than twelve years online and on campus at various schools and has been an administrator in post-secondary education. "Dr. P", as his students affectionately call him, provides his students with seasoned instruction and career guidance.

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Writing A Substantive Discussion Post for An Online Class Forum

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In an online classroom, the purpose of the discussion forum is to simulate a real-world classroom discussion. It is an opportunity to further explore the concepts you're studying in the class, rather than being a substitute for a writing assignment.

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Does not say date other than 2012, but that is when the original rubric was made.

"North Dakota State
SCHOOL LIBRARY MEDIA PROGRAM STANDARDS
for Internal School Review"

Blackboard link does not work...at least here. This is just all copy/pasted again.

Level of effectiveness

Highly Effective

Effective

Progressing Towards Effective

Ineffective

Examples

Place for comments beneath each section (and Evidence, but should be in separate box, like the actual one from New York)

Teaching for Learning

Essential Element

Instructional Design

Collaborative Planning

Info Literacy

Reading

Assessment for Learning

Teaching for Diverse Learners Needs

Inquiry Learning

Intellectual Freedom

Social Learning

-  Building the Learning Environment

- Staffing

- PRo development

- Resources and Materials

- Resource Sharing

- Equitable Access

- Ed. Tech

- Climate Conducive to Learning

- Budget

- Facility

Empowering Learning Through Leadership

Instructional Leadership

Administrative Support

Program Planning and Evaluation

Communication

Reporting

Program Advocacy

DANIELSON FRAMEWORK

4 domains

Planning and Preparation

Environment

Delivery of Service

Professional Responsibilities

Each domain has 5 or 6 items

Color-coded

Again, four levels of efficiency

No part to put comments/evidence

No examples.

Pg. 196-8 of Textbook

All from different rubrics, which just makes things more complicated.

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ALA 2022

Copy pasted from notes:

10 things you didn’t know

Apps

Audiobooks

coaches/experts

Devices

Homework help

maker/tinker space

Movies

Music

Practice tests

Special collections

Training

60+ activities (not starred)

Communicate (10)

Discuss (4)

Educate (19)

Share expertise (5)

Build relationships (16)

Be visible (10)

Others (to check out later)

Teen programming guidelines

“Teens first” basic guide

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Hwa Jin (Ginny) Lee on Nov. 28, 2020

Just copy pasted from my doc (for now)

Copyright policy helper sites/what wasn’t mentioned in the textbook

Reliable v. unreliable sources. 5 things that make a site/source reliable.

Texas 4 ways to distinguish…

Purdue Owl for citations, APA poster

When actually citing something, though, I used the VCSU one, which works very well.

I also looked at Pittsburgh University’s libguide and Brown University’s libguide, as well.

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How to Distinguish between Reliable and Unreliable Sources Online - INKspire

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Unreliable Sources - If you're a student, you've probably heard or read this term every time you write an academic paper, especially for research papers since credible sources must be used as evidence. With the Presidential Election right around the corner, both reliable and unreliable websites have been primary sources of information for voters.

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3/7/19

Dr. William Oliver Hedgpeth

Open-Ended

Answers should be professional
- Fact Checking
- News Item research/web searches
- defs from text

tax brains
ongoing convo

USE CREATIVITY

positive tension
-"provacative content"
- anecdotes
-video (ha! not happening, at least not outside of my music class)

BEST TIME

week 4 start creative
poem/other form of writing.

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By Dr. William Oliver Hedgepeth
Faculty Member, Transportation and Logistics Management, American Public University

Weekly discussion forums are a standard part of online college classes. Usually, the professor provides the class with one or more discussion questions that relate to the topic being studied that week and the students compose individual answers.

In my classes, for example, the discussion questions might be:

What are the current issues with inventory management?

How will the current tariffs affect farmers exporting crops?

How do you solve complex problems at your work?

These forum discussions run the eight weeks of a standard online college course. To earn a grade of 100, each student must post at least four comments. For instance, a student has to post a 250-word comment on the forum question, provide 150-word answers on two other students' posts, and respond to any comments from the instructor or other students on their own post. Some students even write additional comments beyond the basic requirements.

Forum Posts Grow More Professional as the Class Progresses

The first week is usually very exciting for students; they are often asked to provide a short biography or life story during the first week. After that introductory post, the rest of the discussion posts take on a more professional and formal structure, involving fact checking, online searches for news items, and standard procedures or definitions from the text.

Professors might also throw out a few questions that students had not previously considered, which is what professors do best. They already know the issues and problems related to the forum discussions and will dangle a few questions to tax students' brains and to encourage some educational amusement along the way.

If you notice how the professor phrases a question in a reply to a forum post, it is often a one-directional idea designed to elicit an insightful answer from you. Ever notice that after you provide an answer, your professor then follows up with a second question that you really thought would be part of that first question? Professors are tricky that way.

As a professor, I usually offer advice on how the coming eight-week course will unfold. I give a few hints on problems to identify and solve. I also provide my students with a short video to introduce myself so that they know I am not a robot and have expertise in my field.

Using Creativity in Your Weekly Forum Posts

As a student, you might find that forum discussions, papers, tons of reading and nonstop Internet searches tend to wear thin after a while and become mentally exhausting. If this ever happens to you, stop and think about what you can do to spice things up in those discussions.

One method is to create some positive "tension" in your forum post. For instance, consider writing your normal forum post with some provocative content or entertaining anecdotes in it.

Another option is to create a video to answer the forum question. You could make a short, simple video of one to two minutes to answer the forum question. Your video might even include a demonstration of some activity related to the discussion topic.

When other students follow your lead and make their own videos, the class has a much livelier discussion forum.

For inspiration, find some short, comical commercial videos on the Internet. These videos explain a lot about a topic but are not obvious at first. FedEx, for instance, has a comic video that showcases the company's lightning speed in its movement of goods, an element of logistics management.

Use examples from your own experience to make your video. You can also create an interesting background by going outside; just be creative.

The Best Time for Creative Forum Posts

When is the best time to create this type of creative forum post? Week 4 is an appropriate time as you'll be in the middle of the course.

Pour on your creative juices - make up song lyrics or give your answer as a poem. Stretch your brain, use your creativity and critical thinking skills.

After all, going to college is all about seeing something ordinary in a new light. With creative forum posts, you may be surprised at the number of replies you receive - it often goes off the charts.

About the Author
Dr. Oliver Hedgepeth is a full-time professor at American Public University (APU). He was the program director of three academic programs: Reverse Logistics Management, Transportation and Logistics Management and Government Contracting. He was Chair of the Logistics Department at the University of Alaska Anchorage. Dr. Hedgepeth was the founding Director of the Army's Artificial Intelligence Center for Logistics.
Dr. William Oliver Hedgepeth

Dr. Oliver Hedgepeth is a full-time professor at American Public University (APU). He was program director of three academic programs: Reverse Logistics Management, Transportation and Logistics Management and Government Contracting. He was Chair of the Logistics Department at the University of Alaska Anchorage. Dr. Hedgepeth was the founding Director of the Army's Artificial Intelligence Center for Logistics from 1985 to 1990, Fort Lee, Virginia.

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Writing More Creative Forum Posts for Your Online Class

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By Dr. William Oliver Hedgepeth Faculty Member, Transportation and Logistics Management, American Public University Weekly discussion forums are a standard part of online college classes. Usually, the professor provides the class with one or more discussion questions that relate to the topic being studied that week and the students compose individual answers.

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From Knowledge Quest: AASL Digital Tools

Bites Media does not work

Britannica costs money

Checkology

News Literacy lessons

Dropbox doc for “controversial topic” idea

Google search

Curation tools

Top 14 article

Yeah, I read a few of them and they were not correct for this project…They were like, for businesses?

Cool Tools for School

Okay, this is what I was looking for, since it is specifically for librarians and teachers

Types of tools section in article

Diigo

This one has become another one, like Padlet that I may use for this project and even afterwards.

Can annotate webpages and pdfs

Can share, which is what needs to happen with this

Apparently archives even if web not available?

Number 7/October 2014

OOhhh…so this is where the other chapters came from

4: Curation in School Libraries

8: Curation Platforms

Both of which, you need to download the PDF of the chapter to read

BYOT curation for Digital Learning

Activities

Selecting content at multiple levels and from diverse sources

Evaluating content for quality, including relevance and authenticity

Creating essential content that cannot be located externally

Annotating content to provide meaning and context

Organizing content to facilitate searching and productivity

Storing content to ensure safe, reliable, and equitable access

Archiving content that may no longer be relevant

Deleting content that is no longer necessary

Communicating about content to the expected users

Sustaining the content with a thorough plan of action

Reasons

Preserving instructional time

Utilizing resources more effectively

Providing greater access to content

Promoting equity among users

Protecting digital rights

Supporting online safety

Encouraging innovation

Saving money and resources

Ensuring quality in content

Nurturing a sense of community

Curlie

92,151 editors

1 million+ categories

Checked Kids and Teens

Arts

Poetry

Teen Ink

I would actually like to use this for a contest so that there can be a collection of poems by students.

3 million+ sites

92 languages

Curator or Dumper Gonzalez BLog/podcast

I JUST FOUND THIS ON SPOTIFY!

Sutori

Separated by kind of teacher

Social Studies

English/Language/Art

STEM

Has templates, lesson plans, etc.

I just don’t know if it would work for this project, although I am technically continuing to do just that. I just need the tool and then to try to figure out what links to add…

Padlet (The Bookchook/ for teachers)

Education Tech resources for Teachers

Very small text…but helpful

I think this is a top contender!

Livebinders

More for when I am a teacher-librarian and can connect with the students.

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March 6, 2016: Jennifer Gonzalez
Podcast. Makerspaces.

Big Walnut Middle School in Sunbury, Ohio,

* big Lego tables
*coding and computing tools like Raspberry Pi kits
*3-D printers where students can see their creations come to life.

Interview is with Penny Sturtevant who is the principal, and Ed Kitchen.

Goes through difference between Learning Center and Makerspaces

Learning Center tech

Funding

Logistics

Introducing staff and students

Managing student behavior

Planning ahead with teachers

Other schools getting started

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How a School Library Increased Student Use by 1,000 Percent | Cult of Pedagogy

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Some school libraries are reinventing themselves as makerspaces, but this Ohio library took a slightly different approach and has seen incredible results.

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Karen M. Christensen. February 2nd, 2022

Relevancy

(These lead to another page to look at)

Focus Questions, search terms, keywords, phrases

Appropriateness

Stop, look, listen

Detail

Table

Currency

Pay attention to the updated part of the page, too

Authority

accuracy/credibility

Bias

Look for

the domain name

the domain suffix (.com, .edu, .gov, etc.)

the advertising

the mission statement

the authorship or organization behind the information

the tone of voice or language used

My thing

Pies:

Persuade

Inform

Entertain

Sell

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Who is the author of the information? What are his or her qualifications?

RADCAB Elementary & High School Posters

RADCAB Rubric: Information Evaluation Assessment Tool

A critical thinking assessment tool for online information

is a mnemonic acronym for information evaluation created by Karen M. Christensson, MS Library Media Education

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HOME | Your Vehicle for Information Evaluation | RADCAB

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RADCAB (TM) is a mnemonic acronym for information evaluation. RADCAB (TM) is your vehicle for information evaluation. Find more about each of the RADCAB concepts - Relevancy, Appropriateness, Currency, Authority and Bias. Visit radcab.com.

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Sept. 18, 2011 Presentation Made/Uploaded

DIALOGUE

Define

Initiate

Assess

Locate

Organize

Guide

Use

Evaluate

I-Search

Select Topic

Find info

using info

developing final product

Pathways to Knowledge

Appreciation and Enjoyment

presearch

Search

Interpretation

Communication

Evaluation

Ws of Information Inquiry

Watching (exploring)

Wondering (questioning)

Webbing (searching)

Wiggling (evaluating)

Weaving (synthesizing)

Wrapping (creating)

Waving (Communicating)

Wishing (assessing)

(Annette Lamb 1990s)

Research Cycle

Question

Plan

Gather

Sort/Shift

Synthesize

Evaluate

Report (after several cycles)

Stripling and Pitts

Choose broad topic

get overview

narrow

thesis statement

form questions

plan research

find, analyze, eval

eval evidence

establish conclusions

Create and present

Kuhlthau's ISP

Info search process (full slide 13)

Table on slide 14

Task, Thoughts, Feelings, Actions, Strategies

Stages are

Task Initiation

Topic Selection

Focus Formulation

Info Collect

Stage Closure

Guided inquiry

modified Kuhlthau

Maniotes

Caspari

Libraries Unlimited

2007

slide 15

Inventory of Expertise (16)

Big6 (mentioned already)

Adaptation (Handy 5 slide 20)

Assignment

Plan of Action

Doing the Job

Product Eval

Process Eval

Super 3 (already mentioned, as well)

Savvy 7

What's the Question?

Resources should I use?

How do I find Info?

What Info do I use?

How do I share?

How do I eval?

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LIB 601 Libraries and Learning Fall 2011Models of Information Searching

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Indigenous and World Language Content Standards

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Indigenous and World Language Content Standards

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Page 28 is where the Middle School starts.

North Dakota Department of Public Instruction: December 2021

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AASL 2022

Inquire
Include
Collab
Curate
Explore
Engage

All 6 go through the same 4 sections:
1. Think
2. create
3. share
4. grow

They also all have a section in the bottom right about how School Librarians Lead

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Home - National School Library Standards

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The new National School Library Standards reflect an evolution of AASL learning standards and program guidelines, now referred to as "Standards" and framed within a single text.

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Shannon Maughan |

Aug 18, 2017

“In his writings and on his website, digitalcitizenship.org, educator Mike Ribble identifies nine themes to guide teachers and parents in teaching students how to use technology responsibly.”

Access

Commerse

communication

literacy

(n)etiquette

Law

Rights and Responsibilities

Health and Wellness

security

PODCAST

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As technology and social media play an increasingly big role in the classroom, educators are faced with challenges of teaching students how to use technologies in appropriate ways, and how to be safe and responsible online-the basic tenets of what is known as digital citizenship, a close relative of digital literacy. Fortunately, classroom teachers often have an expert ally to assist them in getting the job done: their school librarian or media specialist. "Digital citizenship and digital literacy-and, in the bigger picture, information literacy-whether it's print or digital, that is our curriculum," says Gwenn Marchesano, a middle school librarian in Plymouth, Mich. "That's what school librarians teach."

When educator Mike Ribble first started writing about digital citizenship in the early 2000s, the term was unfamiliar to many people. The core definition he uses on his website (digitalcitizenship.org) states that digital citizenship is "the norms of appropriate, responsible behavior with regard to technology use." By 2008, Ribble's book on the topic with coauthor Gerald Bailey, Digital Citizenship in Schools, which outlines nine major themes for digital citizenship (see sidebar, page 39), helped make him one of the founding fathers of a movement to incorporate this concept into K-12 curricula. Today it's a buzzword in educator circles around the world.

Though our nation has been riding a wave of technological advances for several decades, educational standards incorporating technology education have not always kept pace. The idea of using technology to help students learn found solid footing in 1979 when David Moursund, a professor, mathematician, and computer scientist, founded the International Council for Computers in Education, now known as the International Society for Technology in Education (ISTE). The first National Educational Technology Plan (NETP) appeared in a 1996 report from the Department of Education, proposing strategies for meeting the Technology Literacy Challenge issued by President Bill Clinton, which strongly advocated that U.S. students be technologically literate by early in the 21st century.

In 2015, ISTE petitioned the Senate Health, Education, Labor and Pensions committee, asking that a dedicated digital learning program be included in the replacement of the No Child Left Behind Act (NCLB), which was enacted in 2002. In December 2015, President Obama signed into law the Every Student Succeeds Act (ESSA), legislation that replaced NCLB and reauthorized the Elementary and Secondary Education Act (ESEA) of 1965. ESSA includes education technology in its Title IV flexible block grant funding. The NETP was updated in January 2017, offering educators and stakeholders recommendations and real-world success stories of "the transformation enabled by the effective use of technology." Today, individual states and school districts devise their own plans and standards for advancing education through technology, and those standards are often informed by the ISTE standards and other sources, which may include the American Association of School Librarians' (AASL) Standards for the 21st-Century Learner.

"Digital citizenship is the art of knowing how to conduct yourself professionally and respectfully while in a digital setting," says April Wathen, teacher librarian at George W. Carver Elementary School in Lexington Park, Md. "This is a key piece of digital literacy. If one does not understand how to behave in a polite manner online, then navigating the waters of the internet will most likely prove challenging."

Kathy Lester, school library media specialist and technology coach at East Middle School in Michigan's Plymouth-Canton district and a colleague of Marchesano's, notes: "I teach students to be safe online, and to make ethical decisions." Like many of her colleagues, Lester believes that digital citizenship includes "that information literacy piece about students being smart and critical thinkers when they evaluate resources and knowing about copyright and intellectual property. Digital citizenship encompasses all of those things."

Marchesano describes digital citizenship as "trying to make sure our students are responsible, safe, and ethical users and creators of information. They are members of a big digital community, and they need to know how to behave appropriately in that world, just like they need to know how to behave appropriately in their face-to-face culture."

Most educators agree that digital citizenship skills can't really be taught in a single class, or even a series of classes. The best practice is to incorporate age-appropriate lessons in a manner that's relevant to students. As Marchesano puts it, "The majority of this is taught in context, in conjunction with what's being taught in the classroom." She says that, when classes are conducting research, she teams up with colleagues. "I will partner with the history teacher or the language arts teacher, and we will find ways to integrate digital literacy concepts at the same time [students are] learning classroom content," she says.

At the middle school level, Marchesano says, "It's important that students are starting to be aware that they need to evaluate the validity of what they are reading." She has students in health class do research on illegal drugs, learning about what cocaine does to your body, including the long- and short-term effects. "If they're going to somebody's blog, they don't know if this is accurate information they are getting," Marchesano notes. "It's my job to come in and do a mini lesson about the things you want to look for when it comes to a source: Do we really know something about who the author is? Are they an expert on this drug, or are they just someone who has a bias [and will do anything] to make sure that this drug becomes legal?"

Lester and Marchesano, along with the three other middle school media specialists in their district, have worked together to create a plan for teaching students (and other teachers) about technology. Plymouth-Canton is a 1:1 district; all middle school students in grades 6-8 have a Chromebook [a laptop running Google's Chrome operating system] they can take home. "We've developed a Chromebook boot camp," says Lester. "We work with teachers to teach these lessons to students, and we've created lessons that we specifically bring into the classroom and teach."

Lester is proactive at the start of the school year. She teaches a course on digital citizenship for entering sixth graders before they even receive their Chromebooks. According to Lester, the lesson includes "digital footprint, cyberbullying, and a game they can play that shows how fast information can spread on the internet. I try to pull out different pieces, using video, games, or photos they have to respond to. I try to mix it up."

Throughout the school year, Lester, like Marchesano, collaborates with classroom teachers offering research lessons about finding and evaluating resources. "I teach a lesson on plagiarism and also creating citations and using their information responsibly," Lester says. "Those lessons are baked in throughout the process. We support the teacher and teach those information literacy pieces."

As part of the district's educational technology plan, Plymouth-Canton middle school students are introduced to Ignition, a digital literacy and responsibility course from Everfi, a provider of online digital resources for teachers. In Michigan, access to Everfi is provided free to all schools in the state via a partnership with the National Hockey League and its local franchise, the Detroit Red Wings. (The partnership extends to all 30 NHL team markets in the U.S. and Canada, as well as to additional communities, and includes the Future Goals initiative for STEM education.) Lessons and quizzes address topics including storing data in the cloud and various technology terms. "Already in middle school, all my students have phones," says Lester. "So the Ignition course is not just about being responsible online, but being responsible on your cell phone as well. It's got a lot of pieces."

Steven Yates, AASL president and library educator, says that, in his former position as a high school librarian, pieces of digital citizenship were woven into the K-12 technology curriculum for his school district. "The instruction began as soon as students were interacting with technology and needing passwords and creating profiles," Yates says. "We were instilling early the whole idea that this is your private personal space, and if you're going to have a password-protected environment you want to make sure you protect your passwords. That may seem like a small piece, but I would argue [it's] a piece all of our society still struggles with: keeping our own information safe."

Librarians and teachers in Yates's former district then adapted lessons as warranted by student experience. "As the environment became more 1:1 [in terms of device-to-student ratio]," Yates says, "it became more important to have that online reputation management piece and help students understand the lasting impact that your digital activity has. That memory does not go away." In Yates's view, digital citizenship is part of the larger idea of maintaining a responsible digital footprint as a student moves through elementary, middle, and high school. During that progression, he says, "you become a more savvy user of technology and your ability to think critically improves." He notes that pieces of digital citizenship are woven throughout the current version of the AASL's Standards for 21st-Century Learners and says, "I can only expect that to be even more robust with the rollout of our new standards this fall." The updated document will be unveiled in November at the AASL National Convention in Phoenix.

Wathen led a small group-the state's director of IT; a county supervisor; a local businesswoman; and a group of high school, middle school, and elementary school teacher librarians-to Annapolis last summer for the Maryland Teacher Leadership Summit. The goal was "to bring awareness to all stakeholders in the state that they play a critical role in actively promoting strong digital citizenship," Wathen says. Since then, her group has been offering presentations on the need for digital citizenship to be written into local education agencies' expected teachings and speaking to various conferences and groups; they will soon speak with assistant superintendents from across the state and bring their presentation to the AASL convention.

The topic of digital citizenship got its own dedicated month-October-last year in Wathen's library/learning commons. Echoing the strategy of others in the field, Wathen says she likes to scaffold her teaching when it comes to digital literacy. "In pre-K, we work on mouse skills, since students are accustomed to their parents' handheld devices or the touch screens at the local public library," she says. Next, kindergarteners and first graders work on "passwords being secret" and address cyber safety lessons like YAPPY (which stands for "don't share your name, addresses, phone number, passwords, your plans") with the Professor Garfield site featuring Garfield the cartoon cat. "The students love this," Wathen says.

The National Center for Missing & Exploited Children's program Netsmartz is the go-to choice for grades 2-3. "We hold engaging conversations based on some video clips and thoughtful questions," Wathen notes. And, in grades 4 and 5, Wathen uses Common Sense Media digital citizenship lessons via the Nearpod mobile platform, which allows teachers to display presentations on students' devices and see in real time who is participating. "It never fails that we get really deep, rich conversations about things that are not traditionally addressed in the classroom," she says. "Students know the library is a safe place to share things they have learned and experienced, without consequence. We hit real-world issues, and without a doubt the students teach me something each year."

In the 2017-2018 school year, Wathen says she will be looking for ways to embed Google's Be Internet Awesome curriculum, launched in June, into her lessons. She has partnered with her local library for a project in which her students will use digital tools to create educational components for a "story walk" display at the library.

In addition to their individual lesson plans and collaborations, all the librarians interviewed for this article cited the K-12 digital citizenship program on the Common Sense Media website as a valuable resource. "Many of my [library school] students and colleagues as well as AASL members rely on Common Sense Media," says Yates. "Their digital citizenship program covers information literacy, relationships and communication, and a lot of other topics using solid information and high-quality graphics."

Identifying Fake News

"The current political climate has brought two different conversations to the forefront," Yates says. "For one, communities are maybe seeing the impact that school librarians have when being able to determine source bias. And the second discussion is cyberbullying. Those are two critical aspects of digital citizenship."

When providing instruction on effective searching, educators address how to determine bias. Yates lists some sample questions that could be included. "Is there an 'about' page?" he asks. "Have they received funding from certain groups? How do you determine bias of funding groups? What does it mean if a site is supported by Greenpeace? What does it mean if something is supported by the NRA?" Using this approach, says Yates, helps instructors tease out critical issues.

But in the wake of the 2016 presidential election, according to Yates, there have been a number of discussions among administrators and in communities stressing the need to "make sure our students are discerning." Librarians are quick to answer that call by saying, "Let's make more time for our librarians to provide that instruction. It's piqued people's interest again, or maybe for the first time, about better understanding what source bias looks like, and how teachers and students can better understand where their news is coming from."

A number of organizations, including AASL and the Association for Library Service to Children (ALSC), moved quickly after the election to respond with resources to help librarians. ALSC created a Google document titled "ALSC Supporting Librarians in a Post-Election Environment," and the organization partnered with AASL in March for a community forum for members called "Digital Literacy and Digital Citizenship for Children in Libraries," which focused on the topic of fake news.

"Kids have heard the term 'fake news' and they laugh about it," says Lester. "But I can use that and go in and show them examples to emphasize the point that it is something they need to pay attention to." She notes that using current examples with kids makes the topic more meaningful to them. "Studies show a lot of kids are getting their news from social media," Lester says. "Being more aware of that and being able to talk to kids about it helps us make sure they are learning to be critical thinkers about what they're reading before passing it on."

In Marchesano's view, "There's a blurring now of what's news and what's gossip. They're so intertwined we have to make sure that students are thinking beyond the knee-jerk, 'Hey, here's an interesting piece of information, I'm going to share this.' " There is great concern that things get spread so quickly online. "Kids need to be smart consumers of what they're reading," Marchesano adds.

Teaming Up to Prevent Cyberbullying

School librarians often lead the discussion at parents' night or open houses to help them understand different types of cyberbullying. "That leads to not only instruction not happening at school, but a community conversation and a familywide conversation outside of school," Yates notes. "When I was growing up, it was, 'This is how you act in public.' Now it extends conversation to 'This is how you act online.' " Approaches vary, and they may include elements of broader character education, but, Yates says, "our members are talking a lot more about how they can contribute to that conversation."

Marchesano says of cyberbullying, "I see it happening younger and younger, as devices are in the hands of younger kids who don't necessarily have the same impulse control as more mature students or adults would have." In her seventh grade lesson on the topic, Marchesano uses recent news articles about cyberbullying from around the world. "I want them to be aware that this doesn't just happen in the United States, or Michigan," she says. Students read the articles and work together to create informational web pages to put on their school's site. "It helps the parents understand cyberbullying," she says. "What it is, how you can prevent it, some statistics, and what to do if it happens to you."

Her goal is to have her students be leaders in their own community to prevent cyberbullying. "I encourage students to initiate those conversations with their parents and their friends to prevent it from happening," Marchesano says. A key component, she adds, is that students and parents have a common understanding so that parents will not just take away devices and punish kids who tell them about cyberbullying, but that they will work through the situation together.

Lester's strategy to combat cyberbullying is to remind her students to use positive messages. She picked up some tips on executing that approach during summer gatherings including Nerd Camp in Parma, Mich., and the ISTE conference in San Antonio. "This year, my plan is that I'm going to pull together a crew of kids who are going to help me," Lester says. I'm going to get the kids to be the ones putting out positive messages. I definitely think that's a good way to get kids involved with it."

Social Media and Beyond

The use of social media by students is a topic that overlaps with almost every tenet of digital citizenship. And, due to the earlier adoption of devices and digital behaviors, Marchesano says she's had to start teaching some lessons earlier. "It used to be that protecting your identity because you are worried about identity theft was something I taught older students as they were getting ready to head into high school or go on to college," she says. "Now I'm having to share that information with younger students - that there are people out there trying to get their information. They're so happy to share things about themselves online."

Like Wathen, Lester plans to use some aspects of the new Google Be Internet Awesome program with her students this school year. She also cited the new book Social LEADia: Moving Students from Digital Citizenship to Digital Leadership by Jennifer Casa-Todd. "There is a whole movement about how we are not going to be able to tell kids 'don't' all the time, but we can teach them to how to use social media in positive ways," Lester says.

Wathen says the bottom line is that "our students need to be taught, and we need to model positive interactions online." She cites the oft-mentioned link between kids' emotional health and online behavior. "As anxiety in children skyrockets and suicides abound, we need students to know that their self-worth is not based on the number of likes they get," she says. "We need to teach students to respect themselves, steer clear of sexting and other such pressures, and advocate for themselves, and encourage them to lead others in a positive way with their digital choices."

As a general guideline, Wathen adds, "If you would not show your digital interactions to your grandma or stand on a stage to share them, then you should probably make a different choice." She says she no longer thinks in terms of digital footprint so much as "digital tattoo. It never leaves someone's cloud. Whatever you post or share will be there and can be recalled at any point in time."

Teaching digital citizenship and digital literacy is critical because "they're basically lifelong skills," says Lester. "Students need to be able to locate quality, reliable sources of information that they can use in life, career, college-all the things that they'll be facing."

Just because students are digital natives who have grown up with devices, Marchesano says, we can't assume that they know now to use them properly, safely, or efficiently. "We need to show them; we need to model and intentionally teach the skills and disposition so that they will be good digital citizens," she adds. "We're trying to teach our students skills that will serve them throughout their lives. It's not just about being college- and career-ready, but for their own personal growth for lifelong learning. They need to be able to navigate this digital world to meet their information needs."

Nine Themes of Digital Citizenship

In his writings and on his website, digitalcitizenship.org, educator Mike Ribble identifies nine themes to guide teachers and parents in teaching students how to use technology responsibly.

1. Support for equal digital access: Users need to be aware that not everyone in society has the same access to electronic and online resources, and work to end this inequity.

2. A savvy approach to digital commerce: Users must learn how to distinguish legitimate online commerce from that which is in conflict with laws or morals.

3. Good judgment about digital communication: Users need to develop the ability to make appropriate choices when exchanging information electronically (e.g., when to make a phone call instead of sending a text message, and how to properly compose an email).

4. The ability to leverage digital literacy: Users need to develop the ability to learn via new information dissemination, sharing, and teaching technologies.

5. Good digital etiquette: Users need to practice appropriate conduct when using electronic methods of communication (e.g., being respectful of others and not posting hurtful things on social media).

6. Adherence to digital law: Users must abide by the laws of society that prohibit causing damage to others' work, identity, or property online, including by hacking, plagiarism, pirating e-books or audiobooks, identity theft, or sending spam.

7. Comprehension of digital rights and responsibilities: Users must understand and help refine the rights and responsibilities of digital citizens.

8. Protection of digital health and wellness: Users need to learn how to protect their physical and psychological well-being from such things as repetitive stress syndrome, internet addiction, and eyestrain.

9. Good habits for digital security: Users must learn how to protect their safety online (e.g. virus protection, backups of data, and so on).

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School Librarians Are Teaching Digital Citizenship

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As technology and social media play an increasingly big role in the classroom, educators are faced with challenges of teaching students how to use technologies in appropriate ways, and how to be safe and responsible online-the basic tenets of what is known as digital citizenship, a close relative of digital literacy.

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The Big Org/Squarespace/2018 apparently? According to the Permissions section.

(copy and pasted)
1. Task Definition

1.1 Define the information problem

1.2 Identify information needed

2. Information Seeking Strategies

2.1 Determine all possible sources

2.2 Select the best sources

3. Location and Access

3.1 Locate sources (intellectually and physically)

3.2 Find information within sources

4. Use of Information

4.1 Engage (e.g., read, hear, view, touch)

4.2 Extract relevant information

5. Synthesis

5.1 Organize from multiple sources

5.2 Present the information

6. Evaluation

6.1 Judge the product (effectiveness)

6.2 Judge the process (efficiency)

WHAT IS THE SUPER3?

The Super3 contains the same basic elements as the Big6 but is written for younger students to understand.

1. PLAN (BEGINNING)

When students get an assignment or a task, BEFORE they start doing anything, they should think:

What am I supposed to do?

What will it look like if I do a really good job?

What do I need to find out to do the job?

Big6 Steps:

Task Definition

Information Seeking Strategies

2. DO (MIDDLE)

In the Middle the students DO the activity. This is where they read, view, tell, make a picture, etc.

Big6 Steps:

Location and Access

Use of Information

Synthesis

3. REVIEW (END)

Before finishing the product and turning it in, students should stop and think— Is this done?

Did I do what I was supposed to do?

Do I feel ok about this?

Should I do something else before I turn it in?

Big6 Step:

Evaluation

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The Big6 is a process model of how people of all ages solve an information problem. From practice and study, we found that successful information problem-solving encompasses six stages with two sub-stages under each...
1. Task Definition
1.1 Define the information problem

1.2 Identify information needed
2. Information Seeking Strategies
2.1 Determine all possible sources

2.2 Select the best sources
3. Location and Access
3.1 Locate sources (intellectually and physically)

3.2 Find information within sources
4. Use of Information
4.1 Engage (e.g., read, hear, view, touch)

4.2 Extract relevant information
5. Synthesis
5.1 Organize from multiple sources

5.2 Present the information
6. Evaluation
6.1 Judge the product (effectiveness)

6.2 Judge the process (efficiency)

WHAT IS THE SUPER3?

The Super3 contains the same basic elements as the Big6 but is written for younger students to understand.

1. PLAN (BEGINNING)

When students get an assignment or a task, BEFORE they start doing anything, they should think:

What am I supposed to do?

What will it look like if I do a really good job?

What do I need to find out to do the job?

Big6 Steps:
2. DO (MIDDLE)

In the Middle the students DO the activity. This is where they read, view, tell, make a picture, etc.
Big6 Steps:
3. REVIEW (END)

Before finishing the product and turning it in, students should stop and think- Is this done?
Big6 Step:

# data[].attributes.attachment_link.description
The Big6 is a process model of how people of all ages solve an information problem. From practice and study, we found that successful information problem-solving encompasses six stages with two sub-stages under each... 1. Task Definition 1.1 Define the information problem 1.2 Identify information needed 2.

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2022. Also has Audiobooks/eBooks.

African American Infobase

I looked at maps and the scientists, specifically the two women scientists

They have access to the NYT

Databases
- Issues and Controversies (infobase)
- Destiny Catalog
- Infobasebooks
- Gale (Cengage Company) "Databases and Primary Source Content"
- Infobase "Reference content that covers a wide variety of core subject areas."
- mentioned NYT
- Teaching Books "Thousands of book resources to enrich student's reading experiences."
- World Book "Encyclopedias and resources designed for users of all ages"

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M-DCPS Databases and Resources

If these resources don't use Single-Sign-On and ask for a username and password, please contact your Media Specialist for access credentials.

Databases and primary source content.

Reference content that covers a wide variety of core subject areas.

Get full access from school sites to The NYTimes & International NYTimes for secondary users.

Thousands of book resources to enrich student's reading experiences.

Encyclopedias and resources designed for users of all ages.

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Monday, April 18th, 2022

I looked through "Librarian and Library Specialists"
- Summary Table:

Quick Facts: Librarians and Library Media Specialists
2021 Median Pay | $61,190 per year
$29.42 per hour
Typical Entry-Level Education | Master's degree
Work Experience in a Related Occupation | None
On-the-job Training | None
Number of Jobs, 2020 | 143,500
Job Outlook, 2020-30 | 9% (As fast as average)
Employment Change, 2020-30 | 13,000

What they do

Work Environment

How to become...

pay

job outlook

state and area data

similar occupations

more info (O*Net?)

INCOME STATS from National Center for Statistics

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Summary

Video transcript available at https://www.youtube.com/watch?v=MyOpL1Q8N-Y.

Quick Facts: Librarians and Library Media Specialists
2022 Median Pay

$61,660 per year
$29.65 per hour

Librarians and library media specialists help people find information and conduct research for personal and professional use.

Librarians and library media specialists work for local governments, schools, and other organizations. Most work full time, although part-time work is common.

Librarians typically need a master's degree in library science (MLS). School librarians and library media specialists typically need a bachelor's or master's degree in a related field, along with a teaching certificate; requirements vary by state.

The median annual wage for librarians and library media specialists was $61,660 in May 2022.

Employment of librarians and library media specialists is projected to grow 3 percent from 2022 to 2032, about as fast as the average for all occupations.

About 13,700 openings for librarians and library media specialists are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire.

Explore resources for employment and wages by state and area for librarians and library media specialists.

Compare the job duties, education, job growth, and pay of librarians and library media specialists with similar occupations.

Learn more about librarians and library media specialists by visiting additional resources, including O*NET, a source on key characteristics of workers and occupations.

What Librarians and Library Media Specialists Do About this section

Librarians and library media specialists help people find information and conduct research for personal and professional use. Their job duties may change based on the type of setting they work in, such as public, school, or medical libraries.

Duties

Librarians and library media specialists typically do the following:

Create and use databases of library materials

Organize library materials so they are easy to find

Help library patrons to conduct research to evaluate search results and reference materials

Research new books and materials by reading book reviews, publishers' announcements, and catalogs

Maintain existing collections and choose new books, videos, and other materials for purchase

Plan programs for different audiences, such as story time for children

Teach classes about information resources

Research computers and other equipment for purchase, as needed

Train and supervise library technicians, assistants, other support staff, and volunteers

Prepare library budgets

In small libraries, these workers are often responsible for many or all aspects of library operations. In large libraries, they usually focus on one aspect of the library, such as user services, technical services, or administrative services.

The following are examples of types of librarians and library media specialists:

Academic librarians assist students, faculty, and staff in postsecondary institutions. They help students research topics related to their coursework and teach students how to access information. They also assist faculty and staff in locating resources related to their research projects or studies. Some campuses have multiple libraries, and librarians may specialize in a particular subject.

Administrative services librarians manage libraries, prepare budgets, and negotiate contracts for library materials and equipment. Some conduct public relations or fundraising activities for the library.

Public librarians work in their communities to serve all members of the public. They help patrons find books to read for pleasure; conduct research for schoolwork, business, or personal interest; and learn how to access the library's resources. Many public librarians plan programs for patrons, such as story time for children, book clubs, or educational activities.

School librarians, sometimes called school library media specialists, typically work in elementary, middle, and high school libraries. They teach students how to use library resources, including technology. They also help teachers develop lesson plans and find materials for classroom instruction.

Special librarians work in settings other than school or public libraries. They are sometimes called information professionals. Businesses, museums, government agencies, and many other groups have their own libraries that use special librarians. The main purpose of these libraries and information centers is to serve the information needs of the organization that houses the library. Therefore, special librarians collect and organize materials focused on those subjects. Special librarians may need an additional degree in the subject that they specialize in. The following are examples of special librarians:

Corporate librarians assist employees of private businesses in conducting research and finding information. They work for a wide range of organizations, including insurance companies, consulting firms, and publishers.

Law librarians conduct research or help lawyers, judges, law clerks, and law students locate and analyze legal resources. They often work in law firms and law school libraries.

Medical librarians, also called health science librarians, help health professionals, patients, and researchers find health and science information. They may provide information about new clinical trials and medical treatments and procedures, teach medical students how to locate medical information, or answer consumers' health questions.

Technical services librarians obtain, prepare, and organize print and electronic library materials. They arrange materials for patrons' ease in finding information. They are also responsible for ordering new library materials and archiving to preserve older items.

User services librarians help patrons conduct research using both electronic and print resources. They teach patrons how to use library resources to find information on their own. This may include familiarizing patrons with catalogs of print materials, helping them access and search digital libraries, or educating them on Internet search techniques. Some user services librarians work with a particular audience, such as children or young adults.

Librarians and library media specialists held about 141,200 jobs in 2022. The largest employers of librarians and library media specialists were as follows:

Elementary and secondary schools; state, local, and private

35%

Local government, excluding education and hospitals

31

Colleges, universities, and professional schools; state, local, and private

18

Information

6

Most librarians and library media specialists typically work on the floor with patrons, behind the circulation desk, or in offices. Some have private offices, but those in small libraries usually share work space with others.

Work Schedules

Most librarians and library media specialists work full time, although part-time work is common. Public and academic librarians often work on weekends and evenings and may work holidays. School librarians and library media specialists usually have the same work and vacation schedules as teachers, including summers off. Special librarians, such as corporate librarians, typically work normal business hours but may need to work more than 40 hours per week to help meet deadlines.

How to Become a Librarian or Library Media Specialist About this section

Librarians typically need a master's degree in library science (MLS). School librarians and library media specialists typically need a bachelor's or master's degree in a related field, along with a teaching certificate; requirements vary by state.

Education

Librarians typically need a master's degree in library science. Some colleges and universities have other names for their library science programs, such as Master of Information Studies or Master of Library and Information Studies. Students need a bachelor's degree in any major to enter MLS or similar programs.

MLS programs usually take 1 to 2 years to complete. Coursework typically covers information such as learning different research methods and strategies, online reference systems, and Internet search techniques. The American Library Association accredits master's degree programs in library and information studies.

Requirements for public school librarians and library media specialists vary by state. Most states require an MLS or a bachelor's or master's degree in education, often with a specialization related to library media.

Special librarians, such as those in a corporate, law, or medical library, usually supplement a master's degree in library science with knowledge of their specialized field. Some employers require special librarians to have a master's degree, a professional degree, or a Ph.D. in that subject. For example, a law librarian may be required to have a law degree.

Licenses, Certifications, and Registrations

Public school librarians and library media specialists typically need a teacher's certification. Some states require school librarians to pass a standardized test, such as the PRAXIS II Library Media Specialist test. Contact your state department of education for details about requirements in your state.

Some states also require certification for librarians in public libraries. Contact your state's licensing board for specific requirements.

Important Qualities

Communication skills. Librarians and library media specialists need to be able to explain ideas and information in ways that patrons understand.

Initiative. New information, technology, and resources constantly change librarians' and library media specialists' duties. Workers must be able and willing to continually update their knowledge of these changes to be effective at their jobs.

Interpersonal skills. Librarians and library media specialists must be able to work both as part of a team and with the public or with researchers.

Organizational skills. Librarians and library media specialists help patrons research topics efficiently. They should be able to direct the logical use of resources, databases, and other materials.

Problem-solving skills. These workers need to be able to identify a problem, figure out where to find information to solve the problem, and draw conclusions based on the information found.

Reading skills. Librarians and library media specialists must be excellent readers. Those working in special libraries are expected to read the latest literature in their field of specialization.

Median annual wages, May 2022

The median annual wage for librarians and library media specialists was $61,660 in May 2022. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $36,260, and the highest 10 percent earned more than $98,650.

In May 2022, the median annual wages for librarians and library media specialists in the top industries in which they worked were as follows:

Colleges, universities, and professional schools; state, local, and private

$63,970

Elementary and secondary schools; state, local, and private

62,910

Local government, excluding education and hospitals

58,330

Information

57,480

Most librarians and library media specialists work full time, although part-time work is common. Public and academic librarians often work on weekends and evenings, and may work holidays. School librarians and library media specialists usually have the same work and vacation schedules as teachers, including summers off. Special librarians, such as corporate librarians, typically work normal business hours but may need to work more than 40 hours per week to help meet deadlines.

Employment of librarians and library media specialists is projected to grow 3 percent from 2022 to 2032, about as fast as the average for all occupations.

About 13,700 openings for librarians and library media specialists are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire.

Employment

Despite a decline by the public in traditional borrowing of materials, libraries still need librarians to host a variety of services and activities. Therefore, there will be a need for librarians to manage libraries and to help patrons find information. Parents value the learning opportunities that libraries present for children because libraries have information and learning materials that children often cannot access from home. Library patrons are expected to continue attending events and using other library services, such as child-focused activities and employment assistance.

Occupational Title

SOC Code

Employment, 2022

Projected Employment, 2032

Change, 2022-32

Employment by Industry

Percent

Numeric

Librarians and media collections specialists

25-4022

141,200

145,500

3

4,300
Get data

Occupational Employment and Wage Statistics (OEWS)

The Occupational Employment and Wage Statistics (OEWS) program produces employment and wage estimates annually for over 800 occupations. These estimates are available for the nation as a whole, for individual states, and for metropolitan and nonmetropolitan areas. The link(s) below go to OEWS data maps for employment and wages by state and area.

Projections Central

Occupational employment projections are developed for all states by Labor Market Information (LMI) or individual state Employment Projections offices. All state projections data are available at www.projectionscentral.org. Information on this site allows projected employment growth for an occupation to be compared among states or to be compared within one state. In addition, states may produce projections for areas; there are links to each state's websites where these data may be retrieved.

CareerOneStop

CareerOneStop includes hundreds of occupational profiles with data available by state and metro area. There are links in the left-hand side menu to compare occupational employment by state and occupational wages by local area or metro area. There is also a salary info tool to search for wages by zip code.

For more information about librarians and library media specialists, including accredited library education programs, visit
American Library Association
For more information about becoming a school librarian or library media specialist, contact your state board of education.

For information about medical librarians, visit
Medical Library Association
For information about law librarians, visit
American Association of Law Libraries
For information about many different types of special librarians, visit
Special Libraries Association
Occupational Requirements Survey

For a profile highlighting selected BLS data on occupational requirements, see

Librarians and media collections specialists (PDF)

O*NET
Librarians and Media Collections Specialists

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Librarians and Library Media Specialists

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Librarians and library media specialists help people find information and conduct research for personal and professional use.

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Joyce Valenza on Dec. 3, 2010

“Rant”

Dr. Bernstein doesn’t believe in school libraries, so she did a response blog.

Vimeo

1. Five Laws of Library Science

2. VOYA article not found

Reading

Ebook pathfinder

Information landscape

A lot about websites and all of the different ways that you can connect and be digitally involved in the school and with students

Collection Development

Access, Equity, Advocacy

Audience and Collaboration

Skype an Author

Copyright, Copyleft, Information Ethics

Creative Commons

NOTHING BEFORE THIS ONE WORKED!

Code of Best Practices…

The Cost of Copyright Confusion…

Tool for Reasoning Fair Use

New Technology Tools

Professional Development and Professionalism

Delicious? Diigo?

Social Networks

Classroom 2.0

Teacher LibrarianNing

English Companion

NCTE Confernence Ning

ISTE Ning

Future of Education

Teaching and Learning Reference

Into Future

“If you do not develop strong vision, your vision will be usurped by the visions of others. You will not be able to lead from the center.”

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Thank you all for the kind feedback you offered for my rant a few days back. As I wrote that response, in the back of my mind I considered a few realities:

1. Some administrators have never seen a vibrant library program.

2. In tough times moving forward is more challenging. Not moving forward is not an option.

3. Some of us may have opted out of retooling.

4. Some of us are confused. Though we have relatively new standards and documents that address what school library should look like now, we are looking at a moving target. And many of us-and our administrators and professors-need a clear(er) picture at which to aim. For nearly every profession, the Web has created power and focus shifts. Ours has been affected profoundly. We have no textbook for reinterpreting practice in this brave new information/communication world. And, perhaps, it really should look more like a shared family cookbook than a textbook.

5. All of this resonates with my personal favorite, and, in my mind, the most relevant of Ranganathan's laws of library science: 5: The library is a growing organism.

It is critical that we demonstrate and share. For many of us the vision is crystal clear. We may interpret contemporary service differently for different populations, but certain essential themes are common across the practice of any of us who are seriously scanning the environment.

Back in October, I revised the little Manifesto I worked on a couple of years ago for my VOYA column. It described my own personal perspective regarding what school library practice should look like.

Please share, add, or pull it apart in your comments.
Manifesto for 21st Century School Librarians
A couple of summers back a young school librarian, fresh out of library school, asked a very honest question at one of our state retreats:

We're all doing different stuff. The other school librarians I know are not doing what I am doing. Some maintain Web sites and blogs; others do not. Some have seriously retooled; others have not. In the 21st century, what does a school librarian do?

Well into the 21st century, it is clear that the concept of modern teacher librarian practice is not clear. There is no textbook for what effective practice looks like in continually morphing information and communication landscapes.

What I know for sure is that if the Joyce who graduated from library school in 1976 (and again with a school specialty in 1988), heck, if the Joyce from the 2007/2008 school year, were to visit my library today, she would be stunned by the differences in my/our practice.

In the past few years many of us have re-imagined school library for learners using the array of new tools and abilities in front of us today.

And in my humble opinion some aspects of emerging practice are nonnegotiable.
Reading
● You explore new ways to promote and celebrate reading. You are piloting/equipping learners with both traditional, new, and emerging book formats-downloadable audio books, Playaways, Kindles, iPads, Nooks.

● You share ebook apps with students for their iPhones, droids, and iPads and other mobile devices (Check out Gale's AccessMyLibrary, School Edition)

● You market, and your students share, books using social networking tools like Shelfari, Good Reads, or LibraryThing.

● Your students blog or tweet or network in some way communicate and reflect about what they are reading

● Your desktop screensavers promote great reads, not Dell or Apple or HP.

● You link to available free ebook collections using such tools as Google Books, International Children's Digital Library (See our own ebook pathfinder.)

● You review and promote books in your own blogs and wikis and other websites.

● You embed ebooks on your websites to encourage reading and support learning.

● You work together with learners to create and share digital booktalks or book trailers.

Information Landscape
● You know that searching various areas of the Web requires a variety of search tools. You are the information expert in your building. You are the search expert in your building. You share an every growing and shifting array of search tools that reach into blogs and wikis and Twitter and images and media and scholarly content.

● You open your students to evolving strategies for collecting and evaluating information. You teach about tags, and hashtags, and feeds, and real-time searches and sources, as well as the traditional database approaches you learned way back in library school.

● You organize the Web for learners. You have the skills to create a blog or website or wiki or portal of some other type to pull together resources to meet the specific information needs of your learning community.

● You make sure your learners and teachers can (physically & intellectually) access developmentally and curricularly databases, portals, websites, blogs, videos, and other media.

● Your Web presence reflects your personal and professional voice. It includes your advice and your instruction. You make learning an engaging and colorful hybrid experience.

● You think of your web presence as a knowledge management tool for your entire school. It includes student-produced instruction and archived (celebrated) student work, handouts, policies, and collaboratively built pathfinders to support learning and research in all learning arenas. (Checkout Pathfinder Swap for examples.)

● You help learners put together their own personal information portals and Knowledge Building Centers to support their research and learning, using widgets, embedded media, and personal information portals like iGoogle and NetVibes and wikis and Google Sites.

● You intervene transparently in the research process online while respecting young people's need for privacy.

● You work with learners to exploit push information technologies like RSS feeds and tags and saved database and search engine searches relevant to their information needs.

● Your own feeds are rich with learning content, evidence of your networking. You embed dynamic widgets (including your own database widgets) wherever students live, work, and play.

● You integrate dynamic interactive features in your library's website-Google calendars, RSS feeds, delicious bookmarks, photo galleries, online presentations, blogs, surveys, polls, as ways to interact with and teach students.
Communication and publishing and storytelling

● You know that communication is the end-product of research and you teach learners how to communicate and participate creatively and engagingly. You consider new interactive and engaging communication tools for student projects.

● Include and collaborate with your learners. You let them in. You fill your physical and virtual space with student work, student contributions-their video productions, their original music, their art.

● Know and celebrate that students can now publish their written work digitally. (See these pathfinders: DigitalStorytellingTools and DigitalPublishingTools)

Collection Development
● You expand your notion of collection.

● Though you want to offer learners choice, you no longer strive for the standard catalog, long-tail, just-in-case approach. In tight times, with shared catalogs and easy online purchasing, a just-in-time approach may be more effective. You build your own collection collaboratively, with an understanding of the strengths and weaknesses of the available collections around you.

● Your collection includes: ebooks, audiobooks, open source software, streaming media, flash drives, digital video cameras, laptops, tripods, RSS feeds, and much more! And we should seek effective, federated approaches to ensure these diverse formats and platforms are equally and seamlessly accessible.

● You involve your community in collection building using interactive polls and web-based suggestion forms.

● You understand that library is not just a place to get stuff, it is a place to make stuff, collaborate on and share stuff. Not a grocery store, but a kitchen!

● Your collection-on- and offline-includes student work. You use digital publishing tools to help students share and celebrate their written and artistic work.
Facilities, your physical space

● You know your physical space is about books and way more than books. Your space is a libratory. You welcome, and create space for, media production-podcasting, video production, storytelling-producing and presenting.

● You welcome and host telecommunications events and group gathering for planning and research and social networking.

● You cope with ubiquity. No, you learn to love it. Ubiquity changes everything. In one-to-one schools, students may visit the library less frequently. In such environments, in all modern, truly relevant environments, library must also be ubiquitous. Library MUST be everywhere. Librarians must teach everywhere, in and outside of the library.

● You realize you will often have to partner and teach in classroom teachers' classrooms. One-to-one classrooms change your teaching logistics. You teach virtually. You are available across the school via email and chat.

● You know that laptops can actually walk back to the library for its space and additional resources in all formats.

Access , Equity, Advocacy
● You are concerned about a new digital divide: those who can effectively find quality information in all media formats, and those who cannot.

● You are concerned about a new digital divide: those who have access to the new tools for creation and publishing and those who do not.

● You consider just-in-time, just-for-me learning as your responsibility and are proud that you own real estate your students' desktops and mobile devices 24/7.

● You grapple with issues of equity. You provide open source alternatives to students and teachers who need them. You lend flash sticks and laptops and cameras and . . . You ensure your students can easily get to the stuff they most need by using kid-friendly terms and by creating pathfinders.

● You ensure that all students have access to readings appropriate for their differentiated needs and offer books in a variety of formats.

● You know that one-to-one classrooms will change your teaching logistics. You realize you will often have to partner and teach in classroom teachers' classrooms. You will teach virtually. You will be available across and outside the school via email and chat.

● You don't stop at "no." You fight for the rights of students to have and use the tools they need. This is an equity issue. Access to the new tools is an intellectual freedom issue.

Audience and collaboratio n

● You recognize that the work your students create has audience and that they may share newly constructed knowledge globally on powerful networks,. You help them see that they have the potential to make social, cultural, and political impact.

● You recognize that learners may share their ideas and participate in dialogs beyond the walls of the library or classroom.

● You exploit the cloud as a strategy for student collaboration, sharing and publishing.

● You share with students their responsibilities for participating in social networks.

● You see teleconferencing tools like Skype as ways to open your library to authors, experts, book discussion, debates, and more. Consider starting by examining Skype an Author Network.

● You use new tools for collaboration. Your students create together, They synthesize information, enhance their writing through peer review and negotiate content in blogs and wikis and using tools like GoogleDocs, Flickr, Voicethread, Animoto and a variety of other writing or mind mapping and storytelling tools.

● You help students create their own networks for learning and extracurricular activities.
Copyright, Copyleft and Information Ethics
● You teach students to care about their own digital footprints-and monitor them using people search tools.

● You encourage students to develop academic-NOT invisible-digital footprints.

● You teach students about norms for appropriate behavior in wikis and blogs.

● You model respect for intellectual property in a world of shift and change. You encourage and guide documentation for media in all formats.

● You lead students to Web-based citation generators and note-taking tools to guide them in these efforts.

● You recognize and lead students and teachers to the growing number of copyright-friendly or copyleft portals.

● You understand Creative Commons licensing and you are spreading its gospel.

● You encourage learners to apply Creative Commons licenses to their own creations.

● You are revising and expanding your notion of Fair Use in line with the Code of Best Practices in Fair Use for Media Literacy Education. You say "yes" a lot more. You know that in their creative remixes and mash-ups, students may use the copyrighted works of others in their own work without asking permission under certain conditions. You are discussing transformativeness with students and faculty. (See my post, The Cost of Copyright Confusion for Media Literacy and Fair use and transformativeness: It may shake your world)

● You use a tool for reasoning whether a proposed use is Fair Use. ( Tool for reasoning Fair Use.pdf)

You ask students to ask these two questions when they are using the copyrighted work of others in their own media:

1. Did the unlicensed use transform the material taken from the copyrighted work by using it for a different purpose than that of the original, or did it just repeat the work for the same intent and value as the original?

2. Was the material taken appropriate in kind and amount, considering the nature of the copyrighted work and of the use?

(From the Code of Best Practices in Fair Use for Media Literacy Education)

New Technology Tools
● You consider iPods and iPhones and iPads learning tools as storage devices and reference sources. You know that when you interrupt a student she might be (or may soon be) in the middle of a chapter, recording a podcast, transferring data, taking audio notes. You establish classroom or library academic guidelines and norms for use of personal mobile devices during the school day.

● You know this is only the beginning of social networking. Students will get to their Facebook accounts through proxy servers and their mobile devices despite any efforts to block them. You plan educationally meaningful ways to incorporate student excitement (and your own) for social networking. You establish classroom or library academic guidelines and norms for their use during the school day.

● You consider your role as info-technology scout. You look to make "learning sense" of the authentic new information and communication tools used in business and academics. You figure out how to use them thoughtfully and you help classroom teachers use them with their classes.
Professional Development and Professionalism
● You seek professional development that will help you grow even if it is not offered by your school district. Even if you don't get PD credit. You can't "clock" these hours.

● You build your own personal/professional learning network using social networking tools

● You guide your teacher colleagues in setting up their own professional learning networks.

● You read both edtech journals and edtech blogs, not just the print literature of our own profession.

● You follow selected educators, experts, authors, etc. with microblogging apps like Twitter

● You use Twitter to mine realtime chat about your professional interests. You use hashtags like #tlchat and #edchat

● You learn by visiting the webcast archives of conferences you cannot attend.

● You share your new knowledge with others using social bookmarking tools like Delicious and Diigo.

● You set up feed readers to push the blog of experts and educators you respect to you on a regular basis.

● You join a social network for instance:

● You are contributing to the development of a new brand for our profession. When your students move on to the next library, they are going to expect visionary service and instruction and caring, helpful relationships.
Teaching and Learning and Reference
● You are figuring out how to be present for your learners and teachers 24/7, at the point of the instructional, research, or communication need. Ubiquity changes everything. With computers in every classroom and every home, heck with computers in every pocket, how are you going to share your wisdom and collaborate?

● You understand that learning can (and should) be playful.

● You understand that learning should be authentic.

● You understand that learning can be multi-modal, media-rich, customized to the needs of individual learners.

● You know the potential new technologies offer for interaction-learners as both information consumers and producers. You understand that in this world learners have the power to create and share knowledge.

● You are concerned that, when it matters, your students move beyond information satisficing.

● You are concerned that students learn to evaluate, to triangulate information in all media formats. In an increasingly complex world, it is essential that they learn to make information decisions, to evaluate all their information choices, including books, blogs, wikis, streamed media, whatever comes next.

● You continually share new understandings of searching, and evaluation, and analysis and synthesis, and digital citizenship, and communication, integrating and modeling our new standards, dispositions and common beliefs.

● You understand that exploration and freedom are key to engaging students in a virtual environment to promote independent learning.

● You know the potential new technologies offer for interaction-learners as both information consumers and creative information producers.

● You ensure that the library provides an independent learning environment that connects students and teachers in a social, digital, community.
Into the Future (acknowledging the best of the past)
● You unpack the good stuff you carried from your 20th century trunk. Rigor, and inquiry, and high expectations, and information and media fluency matter no matter what the medium. So do excitement, engagement, and enthusiasm.

● You lead. And you look ahead for what is coming down the road. You continually scan the landscape. As the information and communication landscapes continue to shift, you plan. You plan for change. Not for yourself, not just for the library, but for the building and for your learners.

● You see the big picture and let others see you seeing it. It's about learning and teaching. It's about engagement. If you are seen only as the one who closes up for inventory, as the book chaser, and NOT as the CIO, the inventor, the creative force, the change agent you won't be seen as a big picture person.

● You continue to retool and learn.

● You represent our brand (who the teacher-librarian is) as a 21st century information professional. What does the information professional look like today? Ten years from today? If you do not develop strong vision, your vision will be usurped by the visions of others. You will not be able to lead from the center.

● You enjoy what you do and let others know it. It's always better when you do what you love. (And, if you don't love this new library world, find something else to do.)

● You continue to consider and revise your vision and feed it with imagination. Think outside the box. Heck, there is no box!

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Thank you all for the kind feedback you offered for my rant a few days back. As I wrote that response, in the back of my mind I considered a few realities: 1. Some administrators have never seen a vibrant library program. 2. In tough times moving forward is more challenging.

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This goes through the basics of the librarian.

What the Qualifications are

Who I/the librarian would report to

Who the lIbrarian supervises

Main responsibilities

Terms of Employment

Evaluation

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ALA 2022

Start Your Journey/ LibraryCareers.Org

Me a librarian tab

Oh, the places

Types of Libraries (I read this in another class)

Types of jobs

What you need to know

Do I need an Associate’s Degree

Master’s?

Choosing school

Directory of accredited libraries

Getting a little help

Community

(links are just to lower in the page)

Current students websites (go if need to find different student chapters and such.)

CULTURAL ETHNIC AND SPECIAL INTEREST LINKS HERE LOOK NEAT.

LGBT roundtable

Rainbow book list 2021

Okay, so every link looks pretty cool and helpful

Scholarships, etc.

Conference calender

Finding jobs

So you want to be a librarian after the start your journey option

Top ten -oh. Not found

https://www.liscareer.com/ works, but looks REALLY WEIRD. Everything is just right on top of each other.

Smithsonian this is the only one that works!

Example of item: Indigenous songbook

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What does a school librarian do? Today’s school librarian works with both students and teachers to facilitate access to information in a wide variety of formats, instruct students and teachers how to acquire, evaluate and use information and the technology needed in this process, and introduces chil…

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The Blue Ribbons that the above article was trying to include, instead of the other one. Secondary and middle school

When they listen/ Student 6: "Using Student Voices
to Design Culturally
Responsive and
Just Schools
Volume 45, No. 3 | January/February 2017 39"

LGBTQ Youth in California’s Public School: Very interesting statistics!

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Written by Julie Stivers

Is there anyone more equipped to meaningfully speak on the concept of inclusive libraries than our students or patrons? Of course not. Of course not. To leverage students' experience, perspective, and wisdom-and to create student-driven PD-I worked with three of our amazing 8th grade students at Mount Vernon Middle School to develop student-led training for librarians.

In April of this year, Jaida Morris, Cesar Falcon, Jose Gomez and I unveiled our #LibFive concept-Five Key Foundations for Building Inclusive Libraries-at our district conference, WCPSS Convergence. Several weeks ago, I was lucky to share our ideas at ALA's National Conference during the YALSA Presidential Program, a Panel on Youth Activism.

My students and I continue to work on crafting this professional development, but we'd like to share the work that we've already completed in this forum.

Our project was based on an initiative from the Chapel Hill Blue Ribbon Mentors called the Student Six, which is a student led professional development for teachers centering on six culturally sustaining strategies for educators to use to better connect with their students of color. I had seen the wonderful teens and educator Teresa Bunner presenting on the Student Six and each time, a question came up from the audience of mostly librarians. [You can probably guess what it was.] What was your experience with school libraries? Well, the answers were lukewarm at best and none of the teens in attendance had meaningful, positive stories or experiences with their school libraries or librarians. Which was, and is, heartbreaking.

Sitting there, I thought: we need an equivalent for libraries. I want to hear teens talk about these ideas-with the specific lens of LIBRARIES. Someone needs to do this.

Then, I thought, well, why not us? Our wonderful students have experiences with multiple schools-schools where they were not finding success, and they are able to come to Mount Vernon and rewrite their school stories. Part of that rewriting naturally happens in the library.

To prepare for building this library professional development, Jaida, Cesar, and Jose eagerly learned about research that directly related to our topic. We began with Dr. Kafi Kumasi's research (2012) which found that many students of color felt like outsiders in their libraries and that it often seemed like a place that was 'owned' by the librarian.

As a foundation for thinking about libraries and students of color, we also looked at the powerful Hanley and Noblit study (2009) which found that for youth of color, positive racial identity leads to academic success. From there, we moved to unpacking the state of representation in books today and discussed #ownvoices, counterstories, and the necessity of building reflective collections.

Jaida, Cesar, and Jose then learned more about the Student Six. We dove into the six strategies and watched videos of the student trainers Erika Franco-Quiroz and Jotham White talking about their experiences.

The students then embarked on their own action-based research. They conducted library walks. They thought about the libraries at their former schools and their experiences there. We brainstormed about what makes a library feel welcoming. We spoke to other students about their library experiences. We initially came up with eleven ideas for what libraries and librarians can do to be truly welcoming to all of their students. We spent months on this, eventually shaping our list into our five biggest ways that libraries can build inclusive programs:

See me! Listen to me.

Show me on the shelves and walls. Read those books yourself.

Graphic Novels and Manga are not Extra.

Show the joy in our stories.

Make the library a sorting free zone.

These ideas might seem obvious or too simple, but I would implore those thinking along those lines to think again. They are powerful due to their simplicity and when done well, can result in empowering library programs.

Jose: See me! Listen to me. Greet us. Be excited to see us. At my last school, no one ever smiled at me when I came in the library. Learn our names. Say them correctly. Find out what we're interested in. We have things to say and in the classroom, there may not be time. Please let us tell you things! This quote shows this foundation, too.

For voice to be meaningful, there must be those willing to listen.
- Pedro Noguera

Jaida: Show me on the shelves and walls. Read those books yourself. I need to feel wanted, welcomed, and seen. That is NOT possible if I don't see myself in library displays and on the shelves. I want to talk to you about books that have characters that share my experiences and interests.

I don't want you to only have diverse books. I want to TALK with you about them. I can see myself ALL OVER the books in my Mount Vernon library. I love these covers. They are so beautiful!

Ce sar: Please understand how much I love these books. They are NOT less important than other books. Reading equals reading and we want shelves and shelves of these books in our school libraries.

They are MORE than gateway books, they are BOOKS. Period. Please get them in the classroom, too, so they are used during lessons like they are here at Mount Vernon.

Jaida: Black People Look Good! We did this exercise in the beginning of the year and I was writing down things about my Mount Vernon Library that I liked. This was the first t hing I wrote. I wrote it because I could look around and see covers that didn't just show black people dealing with slavery or civil rights, but just beautiful covers with black people living happy or interesting lives.

Collect books with youth of color just having adventures in the present day and in the future. Do NOT only include books that are focused on struggle. When you show the joy, happiness, and normal lives of youth of color in books, you are showing the joy and happiness of me.

Cesar: We get sorted in school all day by grades, how smart our teachers think we are, even by how we dress and look. Don't sort me in the library! Please think about sorting at your book fairs. Let's hear what some of my classmates have to say.

I always felt like the librarian at my old school gave me and my friends this look when we walked in. Like this evil kind of stare. Like she had already decided something about us.

This one year, my teacher stopped at the book fair for us to buy books on the way back from lunch. If you had money with you, you got to shop at the fair. If you didn't you sat on the floor in the entrance to the library. Our classmates came back with bags of books and we just sat there on the floor, waiting.

I never had money to buy anything at the book fair so I couldn't get anything. It didn't feel right to be in the library and not be able to get books.

Jose: These reasons help explain why we love our library so much. We want every library to also do these five things really well. Thank you!

See? I wasn't overselling my students when I called them amazing.

We're continuing to work on our #LibFive and will be presenting at our state conference- NCLSMA-this fall. We're currently working on creating an infographic of the #LibFive that can be easily distributed. You can follow our progress with the #LibFive hashtag on Twitter. If you're interested in seeing a video of our presentation, Project READY [they are wonderful, check them out!] filmed us in our own library as part of their upcoming Project READY online curriculum. [We are definitely exhibiting a casual/comfortable vibe in the video with no formal audience!]

One final note on sorting and book fairs. If you are a librarian who holds books fairs for profit, please take the wisdom and experiences of our students to heart. I understand that book fairs, for some, are the only way funding and new materials come into the library. [Which is utterly ridiculous, but that's a whole other blog post.] In my library, I have two books fairs a year, and no student brings any money and all students leave with new, high-interest, reflective books. Reach out to me if you want to chat about our TRUE Book Fairs. [A student meaningfully explained to school administration that book fairs for money are Book UNFairs, so we named ours #TrueBookFairs.]

I'm on Twitter at @BespokeLib. Thanks for listening!

______________________________________
Julie Stivers is the librarian at Mount Vernon Middle School, an alternative public school in Raleigh, NC.
References:
Bunner, T. (2017). When we listen: Using student voices to design culturally responsive and just schools. Knowledge Quest, 45(3), 39-45.

Hanley, M., Noblit, G. W. (2009). Cultural responsiveness, racial identity and academic success: a review of literature. Prepared for The Heinz Endowments.

Kumasi, K. (2012). Roses in the concrete: A critical race perspective on urban youth and school libraries. Knowledge Quest, 40(5), 32-37.

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#LibFive: Five Key Foundations for Building Inclusive Libraries

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Written by Julie Stivers Is there anyone more equipped to meaningfully speak on the concept of inclusive libraries than our students or patrons? Of course not. Of course not. To leverage students' experience, perspective, and wisdom-and to create student-driven PD-I worked with three of our amazing 8th grade students at Mount Vernon Middle School to develop student-led training for librarians.

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Bulletin Board design ideas:

Links last updated 6/3/17.

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Two educators who searched for bulletin board ideas on the Web and found little have solved the problem for the rest of us! Today, Education World talks about bulletin boards with teachers Kimberly Steele and Kathy Schrock -- both of whom created a useful bulletin board resource on the Net! Included: Links to ten bulletin board resources for educators across the grades!
Some teachers seem to have an unending supply of inspired ideas for classroom bulletin boards. Others struggle for ideas.

Some teachers turn over to students the responsibility for creating classroom bulletin boards. Other teachers use the same bulletin boards all year long.

Some teachers integrate bulletin boards into teaching themes. Others don't know where to begin.

Wherever your skills lie in the bulletin board creativity spectrum -- whether you're a fountain of original ideas or a desert -- take a little time to check out the Internet resources that Education World has gathered. You'll find dozens of great bulletin board ideas on a handful of Web sites created just for you!

Why Bother With Bulletin Boards?

"A room without bulletin boards is barren," teacher Kimberly Steele told Education World. "Students need to have something to look at besides bare walls. Bulletin boards teach, inform, inspire, and add a feeling of hominess to the classroom."

Steele, a teacher at Abe Hubert Middle School in Garden City, Kansas, created one of the best online bulletin board resources for educators, Ideas for Bulletin Boards. That resource is part of Steele's Kim's Korner for Teacher Talk Web site. "I originally created my Web site to share my ideas for teaching writing," said Steele. Soon, ideas for expanding the site came to Steele's mind. A bulletin board resource page was one of the results.

Educator Kathy Schrock created another excellent bulletin board resource, Bulletin Board Ideas for the School, Classroom, and Media Center. "I think bulletin boards and display areas are an important element of the classroom atmosphere," Schrock told Education World.

"The purpose of a bulletin board is two-fold," added Schrock. "First, it creates an area to showcase student work, which leads to greater self-esteem as students see their work displayed. Second, it provides an additional place for the classroom teacher to introduce a unit, stimulate interest, or just plain have fun with a topic!"

Schrock, district technology coordinator for the Dennis-Yarmouth (Massachusetts) Regional School District, created her bulletin board page as part of her popular Kathy Schrock's Guide for Educators Web site. "I receive lots of mail from teachers each day, and I was getting many requests for bulletin board ideas," Schrock explained. "I decided to compile a list of some of the good sites. I also decided to offer to showcase boards that teachers would like to share."

The Experts' Favorites!

Education World asked Steele and Schrock to share their all-time favorite bulletin board ideas.

Steele's favorite bulletin board is a simple one that she uses every year. "It is titled For Your Information, and it contains all the information students need to know," Steele said. Students find information such as the date, the school year calendar, monthly activities, lunch menus, daily bulletins, schedules, and other information. It's Steele's favorite because "it is the bulletin board my students refer to the most."

"I use a newspaper border and a black background for the bulletin board," Steele said, adding, "This bulletin board is a real time-saver because the students know to look there first for important information about our schedule. It is located in the spot that is easiest for them to access."

One of Schrock's favorite bulletin boards is one that's easy to adapt across the curriculum. That's why she likes it so much! "I created a board called Brush Up on the Internet, which featured paint brushes with Internet acronyms, such as FTP, URL, and so on, and paint cans with the meaning of the acronym spelled out," Shrock told Education World. "A board like this can be used for any subject area -- Brush Up on Your Times Tables, Brush Up on the Stages of Mitosis, Brush Up on Your Mystery Authors ... ."

More Bulletin Board Resources on the Net

Classroom Displays and Bulletin Boards Barbara Colvin has gathered dozens of ideas for bulletin boards, including patriotic, motivational, end-of-year, holiday, and reading bulletin boards.

The Bulletin Boards Lady After vainly searching the web for bulletin board ideas for her K-12 music classroom, teacher Tracy King created this resource, which includes music-awareness bulletin boards, seasonal bulletin boards, and "bulletin boards that brag on your students."

Bulletin Board Ideas Ideas for monthly bulletin boards, subject bulletin boards, and theme boards (including good work and motivating bulletin boards) are part of this Web page from the Web site The Teacher's Corner.

More about the Sites in Today's Story

Ideas for Bulletin Boards Part of Kimberly Steele's Kim's Korner for Teacher Talk Web site, this resource includes tons of ideas for bulletin board backgrounds and borders as well as ideas for puzzle and riddle bulletin boards and suggestions for interactive bulletin boards that involve students in trivia contests and questions of the week. And that's just the beginning!

Bulletin Board Ideas for the School, Classroom, and Media Center Educator Kathy Schrock created this bulletin board resource that includes sample bulletin boards for all grade levels. Send Schrock your bulletin board photos and GIFs. She welcomes contributions from educators across the grades!

Links last updated 06/23/2017

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Bulletin Boards: Free Materials for Teachers | Education World

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Two educators who searched for bulletin board ideas on the Web and found little have solved the problem for the rest of us! Today, Education World talks about bulletin boards with teachers Kimberly Steele and Kathy Schrock -- both of whom created a useful bulletin board resource on the Net!

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These game designs are really pretty and awesome!( they have a whole bunch to choose from)

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Top tips for installing your mural

Wall murals are a great way to transform your room, quickly and easily. For ease, we recommend 2 people install the mural onto your wall.

All wall murals are supplied in even panels to ensure installation is as simple as can be.
Installation Diagram

Your wall mural is supplied in panels.
Classic & Premium 'Paste the Wall' Wallpaper Mural Peel & Stick (Self-Adhesive Fabric Wall Mural) All panels are hung edge to edge without overlapping.
Trim excess at top, bottom, far left and right panels.
We recommend that you add 5cm or 2" extra to the total width and height.
As walls tend to not be even, we suggest you add 5cm (2inches) onto your dimensions. Excess can be trimmed from around the edge once your mural has been installed.

It's important that you prepare your wall as per the installation instructions.

If you're considering a paste-the-wall wallpaper, we will supply your mural with the relevant adhesive. This adhesive has been rigorously tested to ensure you gain the best results.

If you're considering the peel-and-stick wallpaper, installation is as simple as peeling off the backing gradually, as you're applying it to the prepared wall.

All murals will be supplied with full instructions which can also be downloaded below.

For more information on preparing for your mural and installing it, please head to ' how it works '.

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Tree Book Shelf Wallpaper Mural | Wallsauce US

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Wall murals are a great way to transform your room, quickly and easily. For ease, we recommend 2 people install the mural onto your wall. All wall murals are supplied in even panels to ensure installation is as simple as can be. Installation Diagram Your wall mural is supplied in panels.

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MiEN 2022

Above is MiEN, which was one of the references I used when designing my library. It is a lot of furniture specifically made for libraries/classrooms.

DVA fabrics  Is like MiEN in the sense that there is furniture for classes, libraries (specifically primary/elementary for this link) offices, etc.

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Award-winning furniture designs that work for education, student engagement, creative thinking and 21st century active learning environments.

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Library Store 2022

This has way more than just furniture!

Book Easels

Bookmarks

Protective Book Covers

Book Repair

Circulation Supplies

Book Labels & Label Protectors

Laminators & Laminating Film

Library Security Supplies

Pencils

Posters

Shelf Organization

Tape

Incentives & Rewards

Bulletin Board Decor

CD & DVD Storage

1. Found. The. BOOKMARKS! https://www.thelibrarystore.com/category/bookmarks

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Curved Library Shelving - Russwood® Curved Wood Library Shelving

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Create half circles, horseshoes or snakes shapesEnd panels are constructed of 1 in. sliced red oak veneer coreToe kicks and cornice boards are constructed of curved plywood1 in. thick solid red oak shelves support up to 150 lbs.10 in. D shelves adjust in 1-1/4 in. increments1/4 in. solid red oak ban…

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4/11/22

upper link shows PODCAST

5 tips:

1. Central meeting area (stadium seating: elementary)

2. Display panels for presentations in media center

3. Makerspace (extension STEM class, 3d printer, wobble stools, functional furniture

4. “Selection of desks and chairs”

5. Vary shelving

Fostering Creativity and Collaboration

Takes place at Puxi campus (Shanghai American School)

Two stories

“The project was a collaboration between global architecture and design firm Perkins and Will and administrators and educators at the Shanghai American School.”

37,500 ft^2!

“Nature was brought inside with a green wall of hanging plants abutting a water feature integrated into a bleacher-style staircase. These features enhance feelings of serenity, mitigating stress and improving wellness.”

THIS PLACE SOUNDS SO COOL!

Cafe and a “genius bar”

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Schools In Focus Podcast

Schools In Focus is a podcast dedicated to the design, planning and management of educational facilities and campuses. Listen in as we chat with industry experts, facility managers, architects, security and safety professionals, and other thought leaders. Catch up on previous episodes below.

Jonathan Matta, National Education Leader with KI Furniture, takes us through a bird's-eye view of lessons learned from the pandemic. We address topics like learning vs. education, why the term "learning loss" is a bit of a misnomer, re-imagining learning culture, the importance of flexible learning spaces, and how to give students agency in their own educational process. We also talk about how reflections of the shift in learning culture over the last decade can be found in everything from Star Wars to The Office. Sponsored by KI Furniture

Duration: 43 min

Sponsored by KI Furniture

Interior design plays a fundamental role in not only making education spaces functional, but also in creating a calm, soothing environment for students and faculty alike. Aesthetics-from color selection to layout-are crucial in helping schools re-emerge from the pandemic as safe spaces that promote emotional and psychological well-being.

Here to shed further light on the topic are David Dembowitz and Royce Epstein from the Mohawk Group, and Rebekah Matheny from the Ohio State University. Today's episode is sponsored by Mohawk Group.

Duration: 49 min

Sponsored by Mohawk Group

Maintaining indoor air quality has gained renewed importance as K-12 students around the country prepare to return to in-person learning full time. It's one of the timeliest, most important methods of keeping learning environments safe as the COVID pandemic winds down. And the more we learn, the more we refine and revise what we thought we knew. Our guest is Scott Huffmaster, the commercial HVAC leader for indoor air quality for North America for Trane Technologies, Inc. This episode is sponsored by Trane.

Duration: 32 min

Sponsored by Trane Technologies, Inc.

In this special episode of Schools in Focus, Security Today and Campus Security & Life Safety Editor Ralph Jensen discusses securing a campus with President of M2 Consulting Mitch McKinley. Listen along as Ralph and Mitch talk about security from the outside in

Duration: 20 min

As schools across the country figure out how to safely reopen schools, we wonder: how will COVID-19 impact school design? Senior editor Yvonne Marquez discusses with Sylvia Kowalk and Robin Randall from Legat Architects on what changes we might see as schools reopen. They discuss design options available to schools now that can help with social distancing in facilities, what we can learn from other countries who have already reopened, and the long-term impacts of COVID-19 to educational environments.

Music by Joseph McDade

Duration: 29 min

Sponsored by School Specialty, LLC

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Schools In Focus Podcast -- Spaces4Learning

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Schools In Focus is a podcast dedicated to the design, planning and management of educational facilities and campuses. Listen in as we chat with industry experts, facility managers, architects, security and safety professionals, and other thought leaders. Catch up on previous episodes below.

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file:///home/chronos/u-88049cb222c0f1d45db3d11b301743a071667d95/MyFiles/Downloads/Week%205%20Facilities%20Paper_%20Activities%203%20and%204.pdf

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activities/events: https://www.webjunction.org/events/webjunction/Signature_Events_for_Small_Libraries.html

Beyond Book SAles

https://www.webjunction.org/events/webjunction/beyond-book-sales.html

Free Book kits about acceptance and antidescrimination:

https://www.webjunction.org/news/webjunction/conscious-child-family-book-discussion-kits.html

Eliminating library fees

www.urbanlibraries.org/blog/how-eliminating-library-fees-advances-racial-equity

Sustaining Rural Libraries

https://www.webjunction.org/documents/webjunction/Sustaining_Rural_Libraries.html

Driving Social Media Success

https://www.webjunction.org/news/webjunction/drive-social-media-success.html

Funding Brainstorming

https://www.webjunction.org/documents/webjunction/Funding_Brainstorm.html

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Shows list of articles about Budgeting and funding, opportunities, information.

Individually read:

"Common Myths"
This one is helpful for when you need to ask your community for some funds, if necessary. Focused on public rather than school libraries, though.

Didn’t read this, but still looks helpful (over 200 page report)

This doesn’t seem to focus on school libraries, either.

This one is better because it is about developing the budget and that can be either public or private or school or anything. It is the same for any library, on the basic level.  Big possibility to use this one. This one considers trustees and boards, even though in the school system, it would be you and the principal or administrators.  Includes not previously mentioned “characteristics” : Clarity, Accuracy, Consistency, and Comprehensiveness. New terms not in text: Operating and Capital cost. In Wisconsin, so has good and poor points.

Grantseeking for libraries.  Online course to learn about the process. I WILL DO THIS ONE, TOO.

Grant elements.

PRESENTATION TEMPLATE FOR WHEN I NEED TO DO A BUDGET PRESENTATION

Connecting the community/leaders/media. Focuses on public, again, but can be modified for schools.

“Sample Social Media Posts to Raise Awareness for Your Library”: Geek the Library

Intro to Sue Hall webinar, why a small community is an advantage when it comes to fundraising for a library.

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JavaScript is currently not supported or is disabled by this browser.
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If you work or volunteer in a library, you may have heard about the report, From Awareness to Funding: Voter Perceptions and Support of Public Libraries in 2018. If you haven't read it, here's the good news: compared to 2008, more voters thi...

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All grants say the date that they were update. The most recent is April 24, 2022.

This is pretty much anything you could possibly need to know about grants and what to file for and who to file with.

Home Page
- Apply as a team (leads to chart and video)
- Chatbot
- Announcement/events (Maintenance).
- Tips, examples, principles
- Intro vid
- Unique Entity Identifier (Apparently planned update? Whatever that means...)
- Learning Center
- blog series
- Upcoming user impacts

GRANTS LEARNING CENTER

Grants 101

Grant Policies

Grant Eligibility

Grant Terminology

Grant-Making Agencies

Grant Systems

Grant Programs

Grant Careers

Grant Reporting

Grant Fraud

Search grants for a specific one/narrow it down with keywords. Example.

GRANT APPLICATIONS

How to Apply for Grants

Track My Application

APPLICANT RESOURCES

Workspace Overview

Applicant Eligibility

Organization Registration

Applicant Registration

Applicant Training

Applicant FAQs

Adobe Software Compatibility

Submitting UTF-8 Special Characters

Encountering Error Messages

GRANTOR RESOURCES

Grantor Registration

Grantor Tools & Tips

Grantor FAQs

Grantor Standard Language

Submitting UTF-8 Special Characters

Grantor Help

APPLICANT SYSTEM-TO-SYSTEM

Versions & WSDLs

Web Services

Schemas

Hashing

Certificates

Testing

Reference Implementation

Listserv

Troubleshooting

GRANTOR SYSTEM-TO-SYSTEM

Versions & WSDLs

Web Services

Schemas

Certificates

Testing

Reference Implementation

Listserv

Troubleshooting

RESTful APIs

FORMS REPOSITORY

R&R Family

SF-424 Family

SF-424 Individual Family

SF-424 Mandatory Family

SF-424 Short Organization Family

Post-Award Reporting Forms

Retired Forms

FORMS DEVELOPMENT

Forms Status Report

Forms Process

Forms Request

Country and State Lists Updates

Planned UEI Updates

MANAGE SUBSCRIPTIONS

Newsletter Archive

SOCIAL MEDIA

SUPPORT RESOURCES

About Grants.gov

Program Management Office

Grants.gov Notices

Grants.gov Maintenance Calendar

Grants.gov Releases

Grants.gov Logo Usage

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Applying for a funding opportunity is easier and more efficient when your team collaborates. Grants.gov Workspace makes it possible.

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Education World 2022.

Lego Mindstorms EV3
-robot with "real computing power"

Audible
-audiobooks. This and Spodify has podcasts. Spotify, actually, would be better because you can make your own podcast...and Apple, too, I suppose

Robot Turtles
-Board game teaches pre-k to 2nd grade programming

Strotter Across Case
-portable desk

Rollar Coaster Tycoon 3
-design roller coasters w/ physics

Brookstone Virtual Keyboard
-projects virtual keyboard

Google Chromebook (GF already 1:1)
-the laptop that is assigned to everyone here (Grand Forks) in 5th grade, apparently...

6-word memoir (read full book with these, they are neat and a good idea for a small project)
- exactly what it sounds like. You say as much as possible with 6 words. I think it was Hemingway that did the first one that was something like: Baby shoes for sale. Never worn.

educreations
- iPad. Teachers and students make vids.

The others all have the synopsis with the list in this link. It would take too long to get all of them.

plotogon
pressreader
remind 101
Asus Dual-Brand router
EleMount
gripcase
no cyrus
Able 2 Extract
UniFi
IRIS id cam
VIRTmac
AppCrayon
Interactive Dell
Dell Ophelia
Aver TabCam
YouTube Edu
Raspbery Pi
Logitech ultrathin keyboard mini
leappad2
plagtracker
earbud yoyo
My passport edge
echoage
SOM (recording tool)
BookBook
iVideo
ProfPros Quiz Maker
Sparkfun Minibot
Animoto
Livescribe pen
penveu
cronozoom
learning spot
studysync
presentationtube
rosetta stone
Space Chem
Apple TV
Opal calc
mobile hotspot
VisiTimer
Digital Dead sea scrolls
Google Maps
LANSchool
RenWeb
GradeKeeper
Discover, Learn, Play
Color it by numbers
Otterbox Tablet cases
Adobe Creative suite
Tech4learning
Classroom Jeopardy
Blogtalkradio.com
eBeam Engage
Online Books Page
Kindle

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Tech in the Classroom is a recurring feature that examines widely available technology, software and gadgets and how they might be used in a school setting. What favorite gadget or tool are you using in the classroom? As this new content area grows, let us know what products you'd like to read about.

Tech in the Classroom: GoogleMaps
Google Maps is an online mapping service that provides street maps; a route planner for traveling by foot, car, bike or public transport and an urban business locator for numerous countries around the world.

Tech in the Classroom: RenWeb
RenWeb is a school management system that can be used to organize and store important school information including contact info, grading, progress reports and parent communications.

Tech in the Classroom: GradeKeeper
GradeKeeper is a school management system that allows users to keep track of grades, seating charts, progress reports and more

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Tech in the Classroom is a recurring feature that examines widely available technology, software and gadgets and how they might be used in a school setting. What favorite gadget or tool are you using in the classroom? As this new content area grows, let us know what products you'd like to read about.

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goes from online banking to actual literacy (def, example, what to do), etc.
education world 2022 again.

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It wasn't so long ago that people could verify the amount of money in their savings accounts by checking the entries the banker made in their passbook.

Thanks to technology, savings passbooks are (nearly) a relic of the past. Automated teller machines permits us access our money without any human interaction and online banking allows us to move money between accounts - our own and our creditors.

Remember online banking - how futuristic it sounded, a mere 26 years ago? It was only an option, back then. Sometimes, the banks charged a fee for online account access. These days, the service is ubiquitous and, usually, free.

Financial institutions were, in a sense, the canary in the coal mine insofar as converting civic functions from analogue to digital. Other services were slow to offer online access. Even now, it's impossible to curate certain aspects of our civil lives via the 'net.

That doesn't mean we're exempt from digital citizenship, nor does it suggest that we needn't teach our students acceptable and responsible digital civic participation.

Digital citizenship refers to how people conduct themselves online.

Just as we wouldn't advertise our vulnerabilities in public, our students must learn to keep themselves safe online. It's not acceptable to walk around hurling insults at passersby; neither should bullying and offensive behaviour be tolerated online.

But there's so much more to digital literacy and citizenship.

In our classrooms, we help our youngest citizens learn how to function in society - how to share and get along with each other. With older students, we talk about finding one's place in the world. Now, we must also help them learn how to navigate the digital world by teaching about specific aspects of digital culture.

Digital Literacy and Access

Digital literacy is defined as the ability to find, assess and disseminate information on digital platforms through text, images and audio files. These competencies are measured much the same way as other literacies, namely through composition, grammar, execution skills and so on.

Digital access represents users' ability and willingness to participate in digital citizenship, and to what degree they choose to do so. For instance, a digital citizen may avail themselves of online banking but not social media.

Digital Law, Rights and Responsibilities

Strangely enough, this might be the aspect of digital citizenship that students are most familiar with. After all, only the most foolhardy of students would copy someone else's work and pass it off as their own.

Copyright infringement and plagiarism are the two most renowned aspects of this category of digital citizenship. Others include access control technologies, such as whether a utility is open-source or accessible only for limited use, licensing agreements that allow usage of existing media for specific purposes, and encryption that limits the reproduction of published materials.

As for the rights and responsibilities of digital citizenship, we might consider learning about and upholding digital laws, not engaging in targeted harassment and other matters of etiquette standard in society as falling under this banner.

Digital Health and Wellness

Every so often, we read stories about internet-addicted youths and how they're weaned off of their favourite platforms in digital detox camps. We're no strangers to crazy stunts that lead straight to the emergency room, either. Tik Tok challenge, anyone?

And then, there's the darker side of social media. More than one student has been bullied to death; even now, an unknown number silently suffer online abuse.

Of course, there are less ominous aspects of digital health and wellness to consider, such as limiting one's time online, turning off devices 30 minutes before bedtime and leaving phones and tablets in another room when it's time to sleep.

Another major component of digital wellness is security. Not just keeping devices secure but also securing personal information and passwords, and not falling prey to scammers and bad actors.

These should not be individual efforts. As the term digital citizenship implies, every user has the responsibility to protect not just themselves but every other netizen. That could entail anything from reporting scams and perpetrators to proactively defending oneself and others from them.

Our students engaged in digital activity even before their first day of school. They did so without any knowledge of the concepts that define digital literacy, or any clue that they were making their first forays into digital citizenship. They learned quite a bit through trial and error.

By the time they enter our classrooms, most of those digital natives can operate a phone or tablet and have distinctive preferences that guide their interactions online. However, they know virtually nothing of their obligations and privileges as digital citizens, nor are they aware of the potential dangers.

Barring some cataclysmic event that regresses society to a time when technology was limited to analogue electronic devices, digital citizenship is society's way forward. Every aspect of civic life, from job applications and interviews to government and financial services will transact in the digital realm.

Much of it already does.

Even education is increasingly trending toward remote learning; that was made obvious during the pandemic.

As students are exposed to more digital learning resources, we must teach them how to be digitally literate and what responsible digital citizenship is. That could be anything from lessons on the right time to use emojis and digital slang to staging debates over privacy laws.

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What You Need to Know About Digital Literacy and Citizenship Application in Class

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It wasn't so long ago that people could verify the amount of money in their savings accounts by checking the entries the banker made in their passbook. Thanks to technology, savings passbooks are (nearly) a relic of the past.

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December 2012 (but I think that they are being reviewed right now, so will be updated soon)

Strands and Clusters (pg 10) Middle School pg. 15, but actually 28

1. Information and Inquiry (IAI)
• Inquire
• Access
• Evaluate
• Develop and Share

2. Media and Technology Literacy (MTL)
Technology Operations and Concepts
• Creative and Innovative Processes and Products
• Communication and Collaboration

3. Personal Learning and Growth (PLG)
Learning Communities
• Reading, Listening, and Viewing for Life-long Learning

4. Responsible Use and Information Technology (RU)
• Intellectual Property and Ethics
• Digital Citizenship and Safety

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Bites Media (doesn't work)

Britannica ($)
-online encyclopedia

Checkology (mentioned in other page)
-online classes to help with Media Literacy

Copyright and Creativity
-like Checkology, but with copyright.
-videos
-students and teachers

Diverse Bookfinder
- "2021 best digital tool": AASL
-BIPOC children's books
-graphs of disparity
-more data

New American History
-Different posts
-Educational Resources
-different ways to explore

News Literacy Project
- like Checkology, about News Literacy.
- info for Educators, Everyone, and Global Education
-Now with info with the Ukraine war.
-Also has an essay contest

Pixton ($) With free option
- Info for Parents, Students, Educators, and Businesses
OOOOHHHHH THIIISSSS IISSS AAA CCOOOMMMIIICCCC BBBBOOOOKKKK CCCRREEAAATTTTOOORRR!!!!!!!!!!!!

Scratch (The code maker site where I made the "video game")
-Have to request a teacher account
- Monthly team worldwide share
- Guides
- Craetive computing
*Students resources
*Connecting with other educators resources
* other "get started"
*News/Updates/Socials

SORA ($)
- Need to have a school login
-option for guest
-eBooks and Audiobooks

Typing.com
- CC and ISTE standard typing practice all levels
-WAAY MORE than just typing!
*Comprehensive keyboard
*Computer basics and tech literacy
*Online behavior and safety
*Coding Fundamentals
*Career Prep and Professionalism
-Educators
*Lessons, tests, games
*"robust" reporting
*Admin tools
*Syncing
*customizable lessons
*Standardized test prep

Untold (Check out while working at library/when finished with homework)
- VIDEOS (History! Cool!)
AAAAAHHHHHH!!!! TTTHHHEEEYYY HHHAAAVVVEEE OOONNNEEEE OOONNNN VVVIIIRRRRGGGIIINNNIIIAAAA HHHAAAALLLL!!!! SHE IS SO COOL!
-----"Untold is a project of the Driving Force Institute for Public Engagement. It is produced and distributed by Makematic with support from DoGoodery" I cannot find a date, though...You can go to the YouTube video, though, and see the dates the videos were uploaded. I just found one about Women of the Civil War, which was just uploaded on April 13th of 2022. Apparently, there is a new video every Wednesday, which is cool!

Wakelet
- "Save, organize and present multimedia content with your students, teachers and learning communities."

Wild Classroom (link does not work)

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American Association of School Librarians (AASL)

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Deadline: February 1

Submission Forms:

Overview

AASL's Best Digital Tools are recognized for fostering qualities of:

Innovation/Creativity

Active Participation

Collaboration

User-Friendly

Encourages Exploration

Information/Reference

Eligibility

Nominations may be submitted by developers, school librarians, or the general public. For a tool to qualify as "digital," it must be accessible remotely (website, app, etc.).

NEW - Tools that have been recognized previously may be submitted for repeat recognition. For tools that were recognized within three years or less (2020, 2021, or 2022) the committee will consider tools that demonstrate progress, improvements, or changes since the previous recognition. Progress is considered both in terms of new features or tools, but also for improvements in usability and accessibility.

Tools recognized prior to 2020 may be submitted for consideration without the need to demonstrate progress over time.

Preparation for Application

Incomplete applications will not reviewed. Please prepare the following information prior to submitting:

If your tool has received the Best Digital Tools recognition in the past three years (see lists below) you must submit any improvements, changes, or progress to the tool for consideration.

Committee members must receive full access to your tool including any features that are behind paywalls. Access must remain available through April 1.

If your tool has a pricing structure that is not available for public viewing an example of pricing must be included.

Questions

Allison Cline
Deputy Executive Director

2023

ChessKid.com is the scholastic extension of Chess.com, the #1 online chess site, and serves more than 3 million kids around the globe with lessons offered in English, Spanish, French, Korean and other languages. ChessKid is working to introduce chess education to as many students as possible worldwide and we pride ourselves as being the safest place for kids to learn and play chess in and out of the school. Media Specialists use ChessKid.com in their centers to help students enhance their creativity, improve their power of concentration, develop and expand critical thinking skills, boost memory and retention, and achieve superior academic performance. Find out if your school is eligible for FREE ChessKid accounts through our annual grant program at ChessKid.com. Privacy Policy Grades: K-12

2021

Diverse BookFinder is a catalog of trade picture books published or distributed in the U.S. since 2002 that includes Grades: K-3 (target) but picture books can be used widely:

1. A Unique Circulating Collection: Diverse BookFinder collects all depictions of Black and Indigenous people and People of Color (BIPOC) in picture books. Anyone with a library card can check these books out through Interlibrary Loan.

2. A Search Tool: Diverse BookFinder is first-of-its-kind online, searchable database making it easier for educators to locate and explore picture books featuring BIPOC characters.

3. A Source of Critical Data: Diverse BookFinder provides real-time data on WHO (which BIPOC characters) is depicted and -- using unique book categories -- HOW they are depicted in diverse picture books.

4. A Collection Analysis Tool (CAT): Diverse BookFinder offers a free, online tool designed to help libraries diversify their picture book collections.

Grades: 1-10 (Scratch Jr. K-2)

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Best Digital Tools for Teaching & Learning

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Sponsored by AASL Deadline: February 1 Submission Forms: Developer/Vendor Submission Form School Librarian Nomination Form Overview AASL's Best Digital Tools are recognized for fostering qualities of: Innovation/Creativity Active Participation Collaboration User-Friendly Encourages Exploration Information/Reference Eligibility Nominations may be submitted by developers, school librarians, or the general public.

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Updated 2021

INFORMAL
COMPLAINTS AND EXPRESSIONS OF CONCERN

Step by step on what to do if anything ever arises.

Short version:

1. Acknowledge right to question resources
2. Help find substitute
3. Explain decision process, if removal requested. "All library users have the First Amendment right to borrow, read, view, and listen to library resources."
4. Each family has right to concern child, but not everyone's child.
5. If convo ended, thank, take notes to file, inform library director or principal
6. If not ended, explain official process and timeline. Say policy of accessibility of item during process.
7. Provide copy of collection development policy and reconsideration form.
8. notes, date, file.
9. Keep Principal informed.

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LIBRARIES ARE A cornerstone of the community dedicated to serving the information needs of everyone. As such, they collect and make available a wide variety of information resources representing the range of human thought and experience. With such a broad spectrum of ideas and information available, it is inevitable that people will occasionally encounter resources they believe to be inappropriate or offensive. They may complain and request that such resources be removed.

Below are step-by step suggestions about how to respond. These suggestions are not enough, however. Every library should have a collection development policy with a resource reconsideration process approved by its governing body. In addition to outlining the process and criteria for selecting resources, the policy should describe the procedure the library workers will follow when a user requests that a resource be reconsidered. Having a policy and procedure in place will help library staff deal confidently and fairly with users who express concerns.

Throughout the process, it is critically important that library workers remain calm, respectful, and courteous. There is no reason to become defensive when a complaint is made. Not only is this counterproductive, but it negates the library's efforts to encourage user involvement.

If the library has no collection development policy with a review process, affirm the principles of intellectual freedom found in the Library Bill of Rights as you respond to the challenge. Two relevant ALA documents to read are " Challenged Resources: An Interpretation of the Library Bill of Rights" and " Access to Library Resources and Services for Minors: An Interpretation of the Library Bill of Rights".

All challenges, regardless of the source, should be handled in the same way and in accordance with policy. Do not make exceptions in the reconsideration process based on whether the challenge is submitted by a member of the public, an administrator, a library staff member, or a volunteer.

INFORMAL COMPLAINTS AND EXPRESSIONS OF CONCERN

Informal complaints can occur at any time, and every library should have a process for handling verbal concerns. Library workers and educators who receive expressions of concern should courteously refer them to the person responsible for responding to concerns, who should take the following steps:

1. Acknowledge that every person has the right to question library resources. A library user with a complaint should feel confident that their concerns will be taken seriously. Listen thoughtfully and respectfully. Try to elicit the specific reason for their concern, whether they have read the entire work or only parts, and the specific action they would like the library to take.

2. Do not promise to act or appear to agree with the individual. Instead, offer assistance in finding something else that would better meet the person's needs.

3. If the person requests the item be removed from the library's collection, explain that although the individual may be offended by the library resource, others may not have the same perspective. Describe how library materials are selected. Libraries have diverse collections with resources from many points of view, and a library's mission is to provide access to information for all users. All library users have the First Amendment right to borrow, read, view, and listen to library resources.

4. If the individual is concerned about a children's or young adult resource, explain that parents and guardians play a major role in guiding their child's reading and library use. Often a person's concern about a children's or young adult book involves a desire to "protect all children" by removing that item from the collection or restricting access to it. Explain that each family has the right to determine which library resources are acceptable for its children and must accord the same right to other parents.

5. Many expressions of concern end after the individual has had an opportunity to express personal feelings about a library resource. The person only wanted to be heard and have his opinions acknowledged. No further action is needed. If this is the case, thank the person for their interest, make notes about the conversation, and file them for future reference. Additionally, report the conversation to the library director or principal.

6. If the concerned individual is not satisfied during the discussion and wants the item removed, explain the formal reconsideration process and its timeline. Often people who have a concern would like immediate action and are not aware of the length of time this procedure takes. State what your policy says about the availability of the material during the reconsideration process. Best practice is that the resource under reconsideration will not be removed from use or have access restricted pending completion of the process.

7. Provide a copy of the library's collection development policy and resource reconsideration form. Stress that no action is taken unless the form is fully completed by the concerned individual. Explain that the submission of a completed form will trigger the formal reconsideration process, and that the document will become part of the public record.

8. After the conversation, make notes, date them, and retain the information to provide background in the event that a request for formal reconsideration form is filed. Remember that all such notes become part of the record of the reconsideration process and may become public records.

9. Keep your director or principal informed of any concerns expressed, whether you feel they have been successfully resolved or not. Knowing that a concern was expressed helps that individual respond knowledgeably if the concerned person contacts them.

FOR ADDITIONAL GUIDANCE on handling informal complaints, refer to the "Guiding Principles for All Types of Libraries" in the " Selection & Reconsideration Policy Toolkit for Public, School, & Academic Libraries."

Garnar, Martin, and Trina Magi. Intellectual Freedom Manual. Tenth Edition. Chicago: ALA Editions. 2021
Purchase the Intellectual Freedom Manual, Tenth Edition at the ALA store.

Updated 2021

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How to Respond to Challenges and Concerns about Library Resources

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LIBRARIES ARE A cornerstone of the community dedicated to serving the information needs of everyone. As such, they collect and make available a wide variety of information resources representing the range of human thought and experience. With such a broad spectrum of ideas and information available, it is inevitable that people will occasionally encounter resources they believe to be inappropriate or offensive.

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Has a form to fill out/example

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The ALA (American Library Association and its units) and the ALA-APA (Allied Professional Association) (collectively “ALA”) use the personal data you provide to the ALA to process membership, inform you of products, services, conferences, education opportunities, events and for other purposes which are within the Association’s mission.  To accomplish these actions, ALA contracts with third-parties who gather and process personal data to complete interactions such as online purchases, conference registration, and fulfillment. The personal data as provided is processed and stored as a legitimate Interest to the ALA in order to fulfill your requests for information and services from ALA.

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Updated January 2018

Home | Introduction
Why Do I Need a Policy? | Politics and Timing of Policy Creation | Selection Policies for Non-Public Institutions

Basic Components of a Selection Policy
Library Mission | Support for Intellectual Freedom | Objectives | Responsibility for Selection | Selection Criteria | Acquisitions Procedures | Special Collections | Selecting Controversial Materials | Gifts and Donations | Collection Maintenance and Weeding | Policy Revision | Reconsideration

Reconsideration Procedure
Guiding Principles | Statement of Policy | Informal Complaints | Request for Formal Reconsideration | Sample Reconsideration Form | Sample Letter to Complainant | Reconsideration Committees

Appendix
Intellectual Freedom Core Documents | Challenge Support and Reporting Censorship | Bibliography of Additional Selection and Reconsideration Policy Resources

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Position Statement on Labeling Practices

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Position Statement on Labeling Practices

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Talks about:

Classification and Shelving Practices
("Prejudicial Labels" as opposed to "Viewpoint-neutral, directional Labels")

Reading Level Labels (and why it is a no no)

which leads to

Protecting Privacy

Appendix has guide questions

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So, this one has a LOT more, so I don't think I will put every one, so I will just put the sections:

Policy Manuals and Other Management Tools
- This one will be important for the next project!

How to set up a school library for people without a library degree

Handbooks and Guidelines for Students and Faculty

Volunteers

Ideas for new Media Specialists

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Resources for School Librarians - Index
Up to Top

Policies and Expectations - Grand View Elementary School library, Manhattan Beach, CA.

Library and Overdue Policies - Schuylerville Elementary School, Schuylerville, NY.

Library Rules and Procedures - Emmaus High School, PA

Library Rules - Schuylkill Elementary School, Phoenixville, PA

Te Totara Primary School Policies - Hamilton, NZ

Policies and Procedures - University High School Library, Urbana, IL.

Rethinking School Library Fines - an article by Mica Johnson in Knowledge Quest, Dec. 12, 2018.

More Support for Ending School Library Fines - an article by Mica Johnson in Knowledge Quest, March 21, 2019.

Library Policy for Overdue or Lost or Damaged library books - From Shaull Elementary School. No library fines for late books.

Ridley High School. No library fines for late books.

Internet Use Policies - Students should be informed about the rules for use of library computers. Note that clicking this will take you to another page.

Up to Top

This site is maintained by Linda Bertland, retired school librarian, Philadelphia, PA. Please address any comments, additions, or corrections to info@sldirectory.com.

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School library procedure manuals, student and faculty handbooks, guides for volunteers, and ideas for new school librarians

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Like the other vids, ISTE uploaded these November 2020.
vid 5-8

Digital Footprint

Online Behavior

Intellectual Property

Digital Privacy

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The ISTE Standards are the definitive education technology standards, which provide schools, districts, educators and students with a framework for rethinkin...

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AASL National School Library Standards. ALA 2022.

Role-playing

I read through the instructions and saw all of the different cards that you can cut out, and it seems very complicated and something you would definitely have to do with others. Or they are flashcards...

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To help explore the AASL Standards and facilitate professional conversation, AASL has created a deck of cards that can be used by school librarians as a professional development tool. This game was designed to aid in conceptualizing the standards, developing implementation strategies, considering differing approaches with stakeholders, and promoting conversation among practitioners.

The deck is split into five sections. Basic game play instructions are provided, with ideas for alternate playing rules. As you get familiar with the game and with the AASL Standards, feel free to get creative and create new rules and new learner or stakeholder personas to meet the needs of your community.

Possible ways to use the game include but are not limited to:

1. Affiliate state workshops

2. District In-Service Days

3. Educator-Team Brainstorming

4. Library Science Courses

5. Personal Self Reflection

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National School Library Standards Card Game - National School Library Standards

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To help explore the AASL Standards and facilitate professional conversation, AASL has created a deck of cards that can be used by school librarians as a professional development tool. This game was designed to aid in conceptualizing the standards, developing implementation strategies, considering differing approaches with stakeholders, and promoting conversation among practitioners.

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Maintained by Linda Bertland, retired school librarian, Philadelphia, PA.

* Journals
- AAAS Science Books and Films
- Americal Libraries Online
- Booklist
- Children and Libraries
- Computers in Libraries
- The Horn Book, Inc.
- YALSA journal
- Knowledge Quest
- Library Journal
- School Libraries Worldwide
- School Library Journal Online
- School Library Research
- Teacher Librarian (checked out earlier)
- Video Librarian Online
- VOYA

* Collections/Databases
- LISTA Database
- InformationR.Net

*Sites for Library Researchers
- The Researching Librarian
- Search Credible
- Google Scholar
- Library Philosophy and Practice

ePrints in Library and Information Science (Latest addition is April 19th, 2022.)

Online Dictionary for Library and Information Science (ABC CLIO: Joan M. Reitz...oh. January 10th, 2013)

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Resources for School Librarians - Index

Journals

Links to Collections of Journals and Databases

LISTA Database - Library, information science, and technology database provided free by EBSCO

InformationR.Net - Digital information in the Information Research Field. This is a list of serials on information management, books, web searching and other topics of interest to librarians and researchers. All include a sample of papers or news item that are freely accessible.

Sites for Library Researchers
Up to Top

This site is maintained by Linda Bertland, retired school librarian, Philadelphia, PA. Please address any comments, additions, or corrections to info@sldirectory.com.

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Resources for School Librarians - Index LISTA Database - Library, information science, and technology database provided free by EBSCO InformationR.Net - Digital information in the Information Research Field. This is a list of serials on information management, books, web searching and other topics of interest to librarians and researchers.

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University of British Columbia Indigenous Librarianship

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University of British Columbia Indigenous Librarianship

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International. Last Updated: March 29, 2022
A LOT OF INFO HERE!
Canada, U.S. and International links

Literary associations:
- (Kwahiatonhk) "Promotes and disseminates Aboriginal literature; develops First Nations literary infrastructure. French language."
- Indigenous Literary Studies Association
- The People and the Text: Indigenous Writing in Northern North America to 1992

tabs on side (other than a homepage)
* Books and Media
* articles and databases
* Theses
* Indigenous Libraries
- Canada
- U.S.
- Australia
- "Building Libraries"
* Resources for Aboriginal Institutions
* Indigenous Digital Collection
- Archives
- Open Collections
- Video(s)
- Canada and U.S., but this also has info with New Zealand
*Indigenous Knowledge Organization
* Brian Deer Classification System
* Indigenous Cultural and Intellectual Property
* Collections Management
*Reconciliation
* Education
* Associations
* Other GLAM institutions
* Citing

This is really interesting because I am always wanting to learn more about indigenous peoples

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Skip to Main Content

It looks like you're using Internet Explorer 11 or older. This website works best with modern browsers such as the latest versions of Chrome, Firefox, Safari, and Edge. If you continue with this browser, you may see unexpected results.

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Research Guides: Indigenous Librarianship : Associations

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Skip to Main Content It looks like you're using Internet Explorer 11 or older. This website works best with modern browsers such as the latest versions of Chrome, Firefox, Safari, and Edge. If you continue with this browser, you may see unexpected results.

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National. ALA, updated 2022.

Like ALSC, a section of ALA

This has a lot of references and resource packets/booklets

I kind of like the organization, since it has all of the important/helpful things right up front and center.

info for Parents and Educators

and vendors

Teen Summer Learning Programs

"Monthly Thursday Webinar"

Environmental Toolkit

Calendar with upcoming events

blog

Action and Issue

Act 4 Teens

Advocacy and Activism

Issues and Current Projects

Awards and Grants

Member ""

Book and Media awards

Book and Media Lists

Conferences (annual)

LibLearnX

Teen Read Week

Teen Tech Week

TeenTober

YAS symposium

More with continuing education, like ALSC and NDLA

Membership center, Resources and Tools

List of OTHER resources

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Young Adult Library Services Association (YALSA)

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Young Adult Library Services Association (YALSA)

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National. Constant update, so 2022, as well.

Also awards

Batchelder

Belpre

Caldecott

Children's Literature Legacy Award

Excellence in Early Learning Digital Media

Geisal

Newbery Medal

Odyssey

Sibert Medal

"Awards by Other Organizations"

Includes other media than just books

Both this and the other have continuing education

Has many resources

Focus on inclusion, which is very interesting. There is a specific section for BIPOC (Black, Indigenous, Person/People of Color)

There is a mentoring program between library personnel and a kid

This one is more intense because of the national aspect

Children't Notable Lists

Partnership Grants

Professional Awards

Scholarships and Fellowships

Conferences and Continuing Education: Has online courses, tutorials, webinars, virtual events, etc.

Everyday Advocacy: ENTIRE OTHER WEBSITE (everyday advocacy: AN INITIATIVE OF ALSC, A DIVISION OF ALA) Updated 2022.

Member Center

Publications and Resources

PARAPROFESSIONAL RESOURCES: ALCS 2022

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Association for Library Service to Children (ALSC)

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Welcome to the ALSC Awards hub! Please use the links below or on the left-hand navigation menu to learn more about our awards program. ALSC fosters values of respect and equality, and therefore accepts media award submissions from all. However, before you submit works for consideration for ALSC awar…

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Statewide. No date, so checked Wild Apricot link at bottom: Personify, looked at "board" and a long list of the people, but again, can't find the date...Latest blog was April 15th of this year (2022).

Affiliations with:
- Mountain Plains Library Association
- ALA
- National Network of Libraries of Medicine and the North Dakota-Manitoba ACRL chapter

About Us has info on:
- NDLA Business
- Sections
- Committees
- Legislative info
- Org. Affiliates

you can Join, and there's also info on membership, such as Benefits and Details

Grants and Professionalism- 3 grants and job listings

8 awards info, including Flicker Tale and Librarian of the Year

The Good Stuff newsletter

NDLA Annual Conference planning and sites, along with other conferences.

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NLP Strategic Framework updated August 2021.

This is a website with virtual classes to help teach about News and Media Literacy. You can go through this either as a teacher, student, or guest/other.

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Checkology is a free e-learning platform with engaging, authoritative lessons on subjects like news media bias, misinformation, conspiratorial thinking and more. Learners develop the ability to identify credible information, seek out reliable sources and apply critical thinking skills to separate fact-based content from falsehoods.

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This is from January 30th of this year (2020). There is a lot of issues with "Fake News", so learning about media and news literacy is very important. This episode has a guest, Common Sense Education's Kelly Mendoza. This includes lesson plans (on blog)

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184: Lessons that Build Students' Media and News Literacy

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Listen to this episode from The Cult of Pedagogy Podcast on Spotify. Our students can access information on any topic in seconds, so we need to build their media and news literacy.

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November 28th, 2020 by ISTE
This is on the ISTE's official YouTube channel
33 vids
1 Empowered Learner

- Learning Goals
- Customized Learning Environments
- Feedback to Improve Practice
- Technology Operations

(2 with News and Media Literacy)

3 Knowledge Constructor
- Effective Research Strategies
- Evaluate Information
- Curate Information
- Explore real-world issues

4 Innovative Designer
- Design Process
- Design Constraints
- Prototypes
- Open-ended Questions

5 Computational Thinker
- Problem Definitions
- Data Sets
- Extract Key Information
- Algorithmic Thinking

6 Creative Communicator
- Customizing Platforms and Tools
- Original and Remixed Works
- Models and Visualizations
- Customize the Message

7 Global Collaborator
- Global Connections
- Multiple Viewpoints
- Project Teams
- Local and Global Issues

The New Digital Citizenship | Empower Proactive Digital Learner

7 Ways: THIS IS A SONG/RAP! ISN'T THAT NEATO?!?

Introducing ISTE Standards for Students

Welcome Vid

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The ISTE Standards are the definitive education technology standards, which provide schools, districts, educators and students with a framework for rethinkin...