Re: [LM_NET] LM_NET Digest - 29 Apr 2009 - Special issue (#2009-702)

[Jane Smith <jkingsmith@GMAIL.COM>]

 I thojught that the new publication of Empowering Learners: Guidelines for
School Library Media
Programs<http://www.alastore.ala.org/detail.aspx?ID=2682> by
AASL was an up date to Information Power from ALA--Please advise.  Thanks

Jane Smith
 Library Media Services
 Tuscaloosa County School System (Alabama)
 
http://www.tcss.net<https://webmail.tcss.net/exchweb/bin/redir.asp?URL=http://www.tcss.net>
   
http://www.brookwoodelementary.net<https://webmail.tcss.net/exchweb/bin/redir.asp?URL=http://www.brookwoodelementary.net>
 jksmith@tcss.net
205-342-2840
FAX: 205-553-3722
Want to raise test scores?  School libraries help.  Make school libraries a
priority.



On Wed, Apr 29, 2009 at 10:25 AM, LM_NET automatic digest system <
LISTSERV@listserv.syr.edu> wrote:

> There are 7 messages totalling 551 lines in this issue.
>
> Topics in this special issue:
>
>  1. Tedd Arnold email: Got it!
>  2. OT: Educational Make and Takes
>  3. GEN: Jobs in PA
>  4. Information Literacy - the most basic of the basics (long post)
>  5. HIT: Koha, not Soho
>  6. OREGON ONLY
>  7. Tar Middle School
>
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> Date:    Wed, 29 Apr 2009 10:53:52 -0400
> From:    Janice Bryant <bryant.janice@GMAIL.COM>
> Subject: Tedd Arnold email: Got it!
>
> Thanks to the folks who sent along Tedd Arnold's contact information.
>
> Janice Bryant
> School Librarian
> Apex Elementary
> Apex, NC
>
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>
> Date:    Wed, 29 Apr 2009 09:56:00 -0500
> From:    Kendra Newton <knewton@EMSD37.ORG>
> Subject: OT: Educational Make and Takes
>
> I had a teacher come to me looking for websites that had directions for
> make and take activities for her 5th grade science classroom. Does
> anyone know of any sites that would fit this bill? I then can add them
> to my library Delicious site.
>
> =20
>
> TIA
>
> =20
>
> Kendra Newton, Librarian
>
> Glenview Middle School
>
> EMSD #37
>
> 3100 7th Street
>
> East Moline, IL  61244
>
> phone: 309-755-1919
>
> fax: 309-752-2564 or 309-752-2551
>
> knewton@emsd37.org
>
> http://www.emsd37.org/gvlib
>
> http://delicious.com/GlenviewLibrary
>
> =20
>
>
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> ------------------------------
>
> Date:    Wed, 29 Apr 2009 10:59:38 -0400
> From:    "Sotherden, Lauren" <lsotherden@WDEPTFORD.K12.NJ.US>
> Subject: GEN: Jobs in PA
>
> Hi!  My job as an elementary school librarian in South Jersey is being =
> eliminated at the conclusion of this school year.  So I am looking for a =
> new position, preferably closer to my home which is in West Chester, =
> Pennsylvania.  If anyone knows of any job openings in that area please =
> contact me off list.  I am a certified School Library Media Specialist =
> in both PA and NJ.  Thanks!!!
> =20
> Lauren M. Sotherden
> School Library Media Specialist
> West Deptford Township, New Jersey
> lsotherden@wdeptford.k12.nj.us
> =20
>
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> ------------------------------
>
> Date:    Wed, 29 Apr 2009 08:14:10 -0700
> From:    "Gustafson, Jean" <JeanGustafson@SELAH.K12.WA.US>
> Subject: Re: Information Literacy - the most basic of the basics (long
> post)
>
> HEAR, HEAR!!!
>
> Exactly what I've been trying to say, we need to be teaching these skills
> i=
> n all we do, it isn't just the formal research and it isn't just when I am
> =
> told I need information.  It is in the every day how I decide what
> informat=
> ion I need or how to use the information coming at me.  Teaching all of
> our=
>  patrons, yes, adults too, how to figure out what they need, look at all
> th=
> eir options, use that information and then make a decision. =20
>
> Aren't they the basic steps you go through when checking out a book?  You
> e=
> ven evaluate the book as you decide to keep reading. =20
> Aren't they the basic steps when somebody comes and asks us to help them?
>  =
> All of that reference interview brouhaha!=20
> Aren't they the basic steps when we make decisions in the management of
> our=
>  programs?  Purchasing?  Library arrangement?  The services we offer?
>
> It is not an "Information Literacy 101" class; these are skills that are
> in=
> tegrated into everything, the application of the steps used in real-life
> in=
>  real time learnings, just as we have been heard to complain that skills
> ta=
> ught outside of real applications are not authentic, so are these! =20
>
> If your patrons "get it" by using a research model, then so be it, but do
> n=
> ot stress this is how you research, stress this is how you live! =20
>
> Jean
> =20
> R. Jean Gustafson
> Teacher-Librarian
> Selah Jr. High
> Selah, WA 98942
> jeangustafson@selah.k12.wa.us
> -----Original Message-----
> From: School Library Media & Network Communications [mailto:
> LM_NET@LISTSERV=
> .SYR.EDU <http://syr.edu/>] On Behalf Of Michael Eisenberg
> Sent: Tuesday, April 28, 2009 11:11 AM
> To: LM_NET@LISTSERV.SYR.EDU
> Subject: GEN: Information Literacy - the most basic of the basics (long
> pos=
> t)
>
> Hello All -=20
>
> This is an edited and expanded recent post to my blog (on the Big6
> website)=
> . I offer it because I am concerned about the school library field losing
> i=
> ts focus and center. Looking at recent discussions and
> standards/guidelines=
> , I see a downplaying of the importance and centrality of information
> liter=
> acy. For example, in the latest AASL publications, the emphasis seems to
> be=
>  on "multiple literacies" including information literacy, but also equally
> =
> focusing digital, technology, visual, media, and other literacies.
>
> I have no quarrel with recognizing the value of other literacies. They are
> =
> certainly important to a child's education and development.  BUT -=20
>
> (1) information literacy is the most basic of the basics.
> (2) information literacy skills are gaining increasing recognition among
> ed=
> ucators and the public.
> (3) information literacy is us - that's what school library program are
> all=
>  about.
> (4) information literacy is not just "one of many" literacies. It's the
> fou=
> ndation; the most basic of the basics.
>
> Teacher-librarians can't be responsible for ALL learning. Different
> educato=
> rs champion and focus on different aspects of student learning. We are
> cham=
> pions of information literacy. In our instructional programs, our focus
> sho=
> uld be on student learning of information literacy skills in the context
> of=
>  classroom curricula and learning. When we state that information literacy
> =
> is just one of many literacies, we do ourselves a disservice and
> marginaliz=
> e the core of what we are about. Ironically, we seem to be watering down
> ou=
> r message and emphasis just when others are recognizing its value.
>
> I acknowledge (and expect) some criticism because of perceived personal
> bia=
> s.  Yes, I am deeply involved with information literacy learning. My own
> wr=
> iting, research, teaching, and presentations are information literacy
> focus=
> ed. But, this isn't about promoting the Big6. It's about the essence of
> sch=
> ool library programs and the needs of students. Forget the Big6 --
> champion=
>  and use any model, approach, or set of information literacy skills.=20
>
> I recently presented a 2 hour session on information literacy via video to
> =
> a group of librarians (academic, school, public, and special) in Belarus.
>  =
> It was a very meaningful and interesting experience.  We had simultaneous
> t=
> ranslation and they had the handouts translated in advance.  The best part
> =
> was the extensive Q&A session.
>
> One of the most insightful questions was about the broad applicability of
> i=
> nformation literacy (Big6) skills. The questioner posed something like,
> "Pr=
> ofessor Eisenberg, you offer a new way of thinking about research and
> libra=
> ry skills. You say that these skills are applicable widely - not just for
> r=
> esearch papers and projects.  But, are there any places where these skills
> =
> are not important, are less applicable?"
>
> I must admit that I was stumped at first.  I hadn't faced this question
> bef=
> ore.  So, I fumbled a bit and started talking about the applicability of
> "l=
> iteracy" itself - reading and writing.  While reading and writing are
> certa=
> inly widely applicable, there are instances where they are less important
> -=
>  when riding a bicycle, for example (or learning how to ride a bicycle) or
> =
> taking a photograph or deciding whether to go to the movies or for a walk.
> =
>  Oh yes, there are certainly instances where reading and writing could
> help=
>  in these situations, but it's not required.
>
> BUT, even in these situations, information literacy skills come into play.
> =
> You still size up the situation (i.e., define the task), gather
> information=
> , process/use information, and sythesize decisions.  You even engage in
> inf=
> ormation evaluation (e.g., do I need more?) and possibly loop back to a
> dif=
> ferent stage in the process.
>
> Then it hit me - hard - that information literacy is the most fundamental,
> =
> the most basic of the literacies.  Reading and writing is essential in our
> =
> society, and media literacy, and digital, technology, visual, financial,
> an=
> d all the rest are certainly important.  But, information literacy -
> inform=
> ation skills - the information problem-solving process underlies all. I
> now=
>  speak about RESEARCH is the 4th R, but it's more than that - is actually
> t=
> he most important of all the R's!=20
>
> There are many interesting developments in technology, media, and new
> appro=
> aches to learning and teaching. There are certainly roles for
> teacher-libra=
> rians and school library programs in all of these.  But, we must remain
> tru=
> e to our core and make sure that our programs fulfill the core
> responsibili=
> ty of ensuring that all students are information literate. Yes, we can
> inte=
> grate other literacies into information literacy as appropriate. For
> exampl=
> e, media literacy fits nicely into the information seeking and
> presentation=
>  stages of information literacy. Doug Johnson and I have written
> extensivel=
> y about full integration of technology skills into an information literacy
> =
> skills curriculum. Also, we can collaborate with classroom teachers,
> techno=
> logy specialists and others to see that instruction takes place in
> meaningf=
> ul contexts.  But first and foremost, we should focus and be assessed on
> th=
> e information literacy learning of each and every student in our schools.
>
> Thanks for listening,
>
>
>
> Mike
>
>
>
>
> ***************************************************************
> Mike Eisenberg
> Dean Emeritus and Professor
> The Information School of the University of Washington
> Box 352840
> Mary Gates Hall, Suite 370
> Seattle, WA 98195-2840
> Phone: (206) 616-1152
> mbe@u.washington.edu
> http://www.ischool.washington.edu/mbe
> Twitter Username: mbeseattle
> Second Life Avatar: MB44 Husky
>
> ***************************************************************
>
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> ------------------------------
>
> Date:    Wed, 29 Apr 2009 10:15:03 -0500
> From:    Carrie Casarez <Carrie.Casarez@WHITEFACESCHOOL.NET>
> Subject: HIT: Koha, not Soho
>
> Koha is an open source on line cataloging program. The program is free,
> but=
>  tech support must be purchased from a separate source and requires a
> yearl=
> y maintenance fee. Below are some responses with information and opinions
> t=
> hat I received (without names),
>
> Since we have only one library, and we had already planned to go with
> Desti=
> ny (the money is already budgeted), we are going to stick with it instead
> o=
> f trying Koha. I just don't have the time to research it now.
>
> Thanks to all who responded (and who corrected me on the name!).
>
>
> you may have received this info already or you may be looking for
> something=
>  else, but if you're looking for a free OPAC, then you want Koha (
> http://ww=
> w.koha.org/). You pay LibLime (http://liblime.com/) for support and
> trainin=
> g.
>
>
> The quote we got was a certain amount per record, and they would do all
> the=
>  work. Destiny did, indeed, include the conversion in their purchase
> price,=
>  but they were SO much more expensive to begin with that we didn't even
> con=
> sider them after we got the price quote.
>
>
>
> ---------------------------------------------------------------------------=
> ------------------------------------------------------------------
>
> All of our elementary schools have now switched to this.  At the secondary
> =
> level we are still holding out for a better program with tech support.  It
> =
> is a very heated, actually divisive topic in our district, to say the
> least=
> .
>
> The software is called Koha - you can see more at koha.org - it is an open
> =
> source Library Automation system.
>
> We migrated in January from Horizon 7.4.  It doesn't run on "ANYTHING" but
> =
> runs mainly on Linux servers.
>
> The desktop is a web based client.
>
> We signed with a support company - LibLime to help us with the migration
> an=
> d other issues.
>
> Our district is on a huge push toward open source software, mostly because
> =
> it is free.  We are having a difficult time convincing them that the
> librar=
> y automation program and the accompanying tech support is integral to our
> j=
> ob.
>
>
>
>
> Carrie Casarez
> Librarian
> Whiteface CISD
> Whiteface, TX 79379
> 806-287-1104 ext. 224
> carrie.casarez@whitefaceschool.net
>
>
> <html>
> <body>
>
> <table border=3D"0" width=3D"100%">
>   <tr>
>        <td>
>
>        ________________________________________
>        <br>
>        <font size=3D2> =
>
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>
>        </font>
>
>        <font size=3D1>
>        This electronic mail transmission may contain confidential
> information, =
> belonging to the sender,        =
>
>
>        which is legally privileged. The information is intended only for
> the us=
> e of the individual or          =
>
>
> entity listed above. If you are not the intended recipient, you are hereb=
> y notified that any             =
>
>
> disclosure, copying, distribution, use, or taking of any action on relian=
> ce of the contents of this              =
>
>
> electronically-mailed confidential information is strictly prohibited and=
>  may violate Board policy               =
>
>
> (legal) and the Family Education Rights and Privacy Act (FERPA). If you h=
> ave received this               =
>
>
> electronic mail in error, please notify us by telephone immediately to ar=
> range for return and            =
>
>
> correction of internal records; in addition, please delete the original m=
> essage.
>        </font>
>   </tr>
>
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> =0D
>
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> ------------------------------
>
> Date:    Wed, 29 Apr 2009 08:23:59 -0700
> From:    Sadie Longood <Sadie.Longood@DALLAS.K12.OR.US>
> Subject: OREGON ONLY
>
> I am wondering if any school districts or individuals are entrenching
> against the proposed SB 441, designed to allow schools "flexibility" in
> requiring counselors, librarians, etc, and in reducing the number of
> days in the school year.
> I think it's time to address this with our local representation in the
> legislature.
> Please respond off-list.
>
> Sadie Longood, Librarian
> Dallas (Oregon) High School
> http://www.dallas.k12.or.us/dhs_library/web
>
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> ------------------------------
>
> Date:    Wed, 29 Apr 2009 08:24:49 -0700
> From:    Nancy <butterflymoon20022002@YAHOO.COM>
> Subject: Tar Middle School
>
> =A0
> Good Morning,
> I am in need of book titles that have a Cinderella Theme, I have Ella
> Encha=
> nted written by Gail Carson Levine looking for other titles with cultural
> d=
> iversity.
> Thank you,
> Nancy Goodrich
> RBMS
> Sterling, Va 20165
> nancy.goodrich@loudoun.k12.va.us=0A=0A=0A
>
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> ------------------------------
>
> End of LM_NET Digest - 29 Apr 2009 - Special issue (#2009-702)
> **************************************************************
>

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