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A Publication of the Florida Association for Media in Education Winter 2010


Volume 35


Number 2 Photo: Š

Florida Media Quarterly is the official publication of the Florida Association for Media in Education, Inc., and is published at least four times annually, Fall, Winter, Spring, and Summer. Interested persons are invited to submit material for publication. Visit our website at for special information on articles and advertising.

FETC 2010 January 12-15, 2010 Orange County Convention Center Orlando, FL

ALA Midwinter 2010 Jan. 15–20, 2010 Boston, MA

2010 ALA Annual Conference June 24–30, 2010 Washington, DC

Text submitted becomes the property of FMQ and is not returned. FMQ is not responsible for the accuracy of text submitted; contributors are responsible for the accuracy of material, including references, tables, etc., and for obtaining necessary releases. The opinions expressed in Florida Media Quarterly are those of the authors and are not necessarily those of FAME. Articles are the property of the authors indicated and any use rights must be sought from the author. All other materials may be quoted or reproduced for noncommercial purposes provided full acknowledgments are given and FAME is notified. All members of FAME have access to FMQ via the homepage of the FAME web site at Rhoda Cribbs, Editor Florida Media Quarterly

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| Florida Media Quarterly | Winter 2010 | Page 2 |

Volume 35, Number 2

President President-Elect Immediate Past President Treasurer Secretary



FAME Officers Cecelia Solomon Pat Dedicos


Deb Svec JoAnne Seale Debbie Rothfield


The Importance of Intellectual Freedom Intellectual Freedom 2009 Award Winner: Allison Kriz

Board of Directors 2007-2010

William Connell Melissa Dorsett Vange Sciavally Courtney Zepeda



Harriet Moulton Chris Page Jill Saracino Mary Smither

READS Sybil Farwell & Nancy Teger


2009 FAME Award Winners Principal’s Advocate of Excellence Award Winners: Dr. Jon R. Price and Mrs. Denise Robertson



Working for School Libraries: The Palm Center

Jeanette DiRocco Pat Franklin Dawn Gibbs Sharon Henderson

Dr. Nancy Everhart and Dr. Marcia Mardis

Editorial Staff Rhoda Cribbs, Editor Laura Symanski, Graphic Designer


2009-2010 Production/ Publications Committee Pat Dedicos, Chair Rhoda Cribbs, FMQ Editor Carol McWilliams, Webmaster Albert Pimienta Louise Freeman Cecelia Solomon, President-Elect


From the President Cecelia Solomon

19 17 18

Publisher Florida Association for Media in Education 2563 Capital Medical Boulevard Tallahassee, FL 32308 Phone: 850-531-8343

Executive Director Bodkin Management and Consulting Larry E. Bodkin Jr., CAE President and CEO 2563 Capital Medical Boulevard Tallahassee, FL 32308 Phone: 850-531-8343 Fax: 850-531-8344 Visit us on the web at Š2009 Florida Association for Media in Education

| Florida Media Quarterly | Winter 2010 | Page 3 |

A Question of Copyright Gary Becker



Cecelia Solomon FAME President Library Media Specialist West Hernando Middle School 14325 Ken Austin Parkway Brooksville, FL 34613

Thank you to the Conference Committee members for a job well done, and to all of you that attended the conference this year. What fun to meet and hear Margaret Peterson Haddix, Jay Asher (and can he dance!), and all the other fantastic authors this year. As usual, the concurrent sessions were outstanding. I personally think that the FAME Conference is as good if not better than some of the national conferences, but I might be a tad biased! A big thanks to Deb Svec for the vision of having a “Digital Literacy Hub” a reality in the Exhibit Hall. Where do we go from here? We know finances and jobs are tight. That’s why now is the time to make ourselves truly indispensible. • Read and reread the new standards from AASL tandards.cfm • Internalize our role: leader, instructional partner, information specialist, teacher, program administrator. (AASL’s Empowering Learners 2009) • Know the ExC3EL rubric and the next generation of the Reading/Language Arts Sunshine State Standards that directly apply to us, Information and Media Literacy. Get out there and show the world (well, at least your school!) how awesome a school library media specialist can be! The above words “partner” and “leader” mean there must be others involved. This year’s FAME theme is TEAMWORK. I joke that it comes with its own theme song: “We’re all in this together”! Now is the time to amp up the communication, cooperation, and collaboration you have with your faculty and staff. Reach out to non-users at the high school level. Maybe they are waiting for you. Ask an administrator for a time to show the new teachers the Florida Electronic Library or SUNLINK. Middle school math people need us, even if they don’t know it. A great way to introduce a new math concept is with a picture book. Do the math teachers know about these books? They will when you take the books to a department meeting. In elementary school, send an email to grade level chairs asking what the next social studies or science unit will be, then create and share a bibliography on that topic from resources in your collection. Being a team player is not always easy, but the rewards are wonderful. | Florida Media Quarterly | Winter 2010 | Page 4 |

From the President continued from 4

“She can ‘talk the talk’ but can she ‘walk the walk’?”

Changes are coming to FAME – GREEN ones!

We are all about to find out! I have set two goals for this year: more readers/voters than ever before at my school for the Sunshine State Young Readers Award program, and yes folks, I am going through the process to be a Florida Power-Library School. Both lofty goals but doable, and both involve Teamwork. The teachers at my school encourage the students to read, read, and read the list. Many of the teachers read the Sunshine Books each year also. The Florida Power-Library School program has us reflect on and evaluate what we do day in and day out to make sure it the best for improving student achievement. Stay tuned to see how the walk is going!

The 2010 conference registration will be online. Conference handouts will be digital, available on the FAME website for conference attendees. Many of the committees are redesigning applications and moving to electronic forms. Watch the FAME website and your email for these and many more GREEN conversions, and some exciting information about the 2010 conference. Make your home page!

Did you know FAME is on Facebook and Twitter? Come be a fan of FAME. Search for Florida Association for Media in Education. Are you still singing “We’re all in this together”?


| Florida Media Quarterly | Winter 2010 | Page 5 |

READS By Sybil Farwell and Nancy Teger

n the corridors of this year’s FAME Conference, various phrases and acronyms were heard repeatedly: digital hub; iPod; ExC3EL; SSYRA; Florida PowerLibrary Schools; Florida Teens Read; podcasting; FINDS; and FAME Platform. The purpose behind all this talk was the celebration of the work of library media specialists (LMSs) and the opportunity for professional learning. The presentations on the programs, tools, and models of excellence were enriched by the voices of many authors, who often told the stories of their own involvement with school libraries.


Underneath the discussion of techniques, tools, and organizations, the basic requirements of a school library media program remain the same: provide resources and services, promote reading, and teach information literacy skills. Florida’s school librarians are fortunate to have formal documents setting the standards for excellence in these major areas. The ExC3EL Evaluation Rubric details program responsibilities for LMSs. FINDS is a research model for students, patterned after state curriculum standards for language arts and other content areas. READS is a companion work to FINDS and provides a continuum of reading skills for each grade level. Published in 2008, READS is the focus of this article and completes the triad of frameworks which were designed to facilitate the creation of excellent library media programs for Florida’s students. The reasons that libraries were added to schools two centuries ago were to provide learning resources beyond the textbook and to promote reading. Though we continue to observe outstanding examples of students’ involvement in reading activities in our libraries today, the general consensus is that reading scores are still lagging. Various causes for the lack of reading skills improvement have been explored in the professional literature ranging from disengaged students, increasing populations of second language learners, to the “digital generation” theory. Consequently, it is clear that the traditional work of LMSs with reading promotion is more important than ever. However, the challenge is to balance the time spent on reading promotion with the need for teaching | Florida Media Quarterly | Winter 2010 | Page 6 |

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information literacy/inquiry skills. Obviously, the two instructional imperatives frequently overlap, but significant time must be devoted to the essential task of connecting students with books and teaming with teachers to ensure that students develop critical reading comprehension skills.

New AASL Resources In July of this year, in recognition of the current national concern about reading skills, the American Association of School Librarians (AASL) issued a new philosophical statement, Reading4Life @ your library: Position Statement on the Library Media Specialist’s Role in Reading. This statement evolved from the Standards for the 21st-Century Learner published by AASL in 2007, which outlines the skills students need to read and to conduct research using multiple literacies and resources. A wealth of reading resources have been developed by a national AASL committee and posted on the AASL site, linked to the reading role position statement. This School Library Media Specialist’s Role in Reading Toolkit includes four PowerPoint presentations, scenarios for reading involvement in various types of library programs, a bibliography, self-assessment guidelines for LMSs, and online resources. The new national school library standards, Empowering Learners: Guidelines for School Library Media Programs were also issued by AASL this year. A section on nine common beliefs of the profession begins with the two “core approaches” to library media instruction, reading and inquiry: • Reading is a window to the world. Reading is a foundational skill for learning, personal growth, and enjoyment. The degree to which students can read and understand information in all formats and all contexts is a key indicator of success in school and in life. As a lifelong learning skill, reading goes beyond decoding and comprehension to interpretation and development of new understandings. • Inquiry provides a framework for learning. To become independent learners, students must gain not only the skills but also the disposition to use those skills, along with an understanding of their own responsibilities and self-assessment strategies. Combined, these four elements build a learner who can thrive in a complex information environment. (p. 10)

Evolution of READS Guidelines In Florida, we are pleased to add these national resources to our repertoire of instructional, promotional, and training tools. However, the most useful document for designing lessons and activities to encourage and teach literary skills is READS. In tracing the evolution of READS, we can look back to 1984. In that year, the School Library Media Services section of the Florida Department of Education published Information Skills for Florida Schools K-12. This document covered the entire range of content to be taught in a library media program: orientation; organization; selection and utilization; comprehension and application; presentation of information; and appreciation. Both the use of resources and literature appreciation/reading guidance were merged in this model. In the 1990s several districts in Florida developed their own documents to provide structure for the instructional activities of library media specialists. In 2005, FINDS, a research process model, was first posted on the SUNLINK site and the Florida Department of Education (DOE) website. This publication focused on information literacy skills and did not include literature appreciation and reading comprehension skills. As the Sunshine State Reading & Language Arts curriculum was revised, a need emerged for a means to connect the traditional reading promotion role of LMSs to the state language arts standards. This curriculum merged reading process skills with literary analysis and response; writing; listening and speaking; and information and media literacy. With increased pressure for all school personnel to contribute to student achievement and concern over low reading performance, work began on a library media grade-by-grade document to provide an infrastructure for the traditional literature appreciation and reading comprehension skills needed by students. In addition to the Sunshine State Reading and Language Arts Standards, several national documents influenced the development of READS. When AASL’s Standards for the 21st-Century Learner were published, both inquiry/information literacy and literature appreciation were combined. Those standards also integrated multiple literacies, including digital, visual, textual, and technological, and stressed the need for students to learn how to work in groups; these concepts have all been included in READS. The workforce requirements first described in the SCANS report and refined in the 21st Century Skills from the Partnership for 21st Century

| Florida Media Quarterly | Winter 2010 | Page 7 |

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Skills were also imbedded in READS. Finally, the National Education Technology Standards and Performance Indicators for Students from the International Society for Technology in Education were integrated to ensure that the document would reflect the constant changes in information technologies.

• analyzing literature and media to develop understanding;

The Structure of READS

• creating teachable opportunities focused on responsible use of ideas or information (e.g., intellectual property rights and legal use of information); and

READS – Literature and Reading Promotion Guidelines is available online at both the Florida DOE and SUNLINK sites in two formats, grade summaries and K-12 charts. The five components of the document are Read as a Personal Activity; Explore Characteristics, History, and Awards of Creative Works; Analyze Structure and Aesthetic Features of Creative Works; Develop a Literarybased Product; and Score Reading Progress. Each skill has been correlated to the Sunshine State Language Arts Standards and to AASL Standards. At the time of this writing, the draft of the revisions to the Sunshine State Standards had not been released, so in the future READS will be edited to include those changes. Each component of READS begins with “the student will,” paralleling the structure of the Sunshine State Standards. READS formalizes, qualifies, and quantifies the valuable contributions of LMSs to the education of students. The selection of the five components is grounded in both the traditional work and current best practices of the library media profession which includes these activities: • sharing stories with young children to acquaint them with quality and developmentally appropriate literature; • introducing award-winning books and media; • discussing genres and history of literature and media; • using multicultural literature to address the self-esteem needs of children and to introduce all to world cultures; • focusing attention on the various formats of fiction and nonfiction; • exploring the school’s curriculum and students’ interests to give direction to collection development; • providing individual reading guidance;

• providing opportunities for students to react to literature and media as well as to express their creativity; • introducing valuable learning resources in the community (e.g., public libraries, museums, parks)

• coordinating assessment strategies with READS and Sunshine State Standards. To further clarify student skills addressed in this document, a READS Correlation Chart is on page 10. The first column lists the components and gives a brief description of the skills covered in each area. The next column shows the five “pillars of systematic reading instruction” identified in the Report to the Nation: Teaching Children to Read by the National Reading Panel in 2001. The specific areas of systematic reading instruction which apply are linked to various READS components. The third column of the matrix includes reading comprehension strategies identified by Zimmerman and Hutchins (2003) and provides details of the tasks involved in reading comprehension instruction. Again, these tasks are listed horizontally beside the appropriate READS components. The last column in the READS Correlation Chart identifies the area of Florida Comprehensive Assessment Tests which correspond to the activities in each component of READS. The designation of skill correspondence is made based on the analysis of reading test results and implications for instruction in FCAT Reading Lessons Learned: 2001-2005 Data Analyses and Instructional Implications (2007). This publication, distributed to schools in print format and available on the DOE FCAT website, offers detailed descriptions of the skills covered on the FCAT Reading Test and prepares LMSs to take part in school improvement discussions. Understanding current and past FCAT reading performances of students in a school can yield significant dividends to a LMS, facilitating incorporation of the data into library media program goals and objectives.

| Florida Media Quarterly | Winter 2010 | Page 8 |

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Use of READS First, the skills in READS are ideal for use in LMSs’ lesson plans. The skills are written from a student’s point of view and are straight-forward, providing a clear understanding to anyone reading the plans. Though not all LMSs are required to submit lesson plans to administrators, these documents are highly valuable as communication devices for sharing best practices in inservices, mentoring situations with new LMSs, conference sessions, and professional portfolios. The very act of transferring ideas for teaching a lesson to paper helps to clarify and improve teaching; the process necessarily includes reflecting on which procedures work best for student learning. The use of the READS skills can provide an express lane to developing credibility with administrators and staff members. The skills are expressed in familiar language and help to demystify the work of the school LMS. A paramount goal of LMSs is to collaborate with colleagues, so that instruction in the library media center is integrated into classroom units of study. A prerequisite requirement for successful collaboration is demonstrating knowledge of the curriculum, needs of learners, and instructional competence to teachers and administrators; therefore, the use of READS and FINDS, awareness of current trends in professional journals, and understanding of district requirements in the various curricular areas will go a long way to developing the respect LMSs yearn for and deserve. In a sense, the use of defined curriculum documents validates the claims of LMSs that they are valuable teaching partners and that their efforts make significant contributions to the academic preparation of students. A third advantage of using READS and FINDS guidelines is that they provide a common language for the ultimate goal of LMSs: embedding library goals and activities into the culture of the school and the School Improvement Plan (SIP). This accomplishment many times brings increased funding and staffing for libraries; it has been known to improve working conditions for LMSs, which for elementary personnel could mean flexible scheduling or at least a combination of flexible and fixed schedules. Because the use of READS by library media personnel in a school district brings a common understanding of the potential benefits of library media activities, vertical articulation between grades and school levels in a feeder pattern is facilitated. For example, in the past, a LMS at the middle school or high school level might find great

differences among the reading skill sets of incoming students from various schools. When LMSs at all middle schools feeding into a particular high school provide similar yet individualized programs, students will come to high school with a common base of skill levels. It could be productive for library media personnel and other appropriate educators in a feeder pattern or district to discuss the skills in READS and FINDS and, depending on local conditions, agree on a common set of assured learning skills, which all students will experience before leaving certain grade levels. Finally, the use of the READS continuum of skills can also bring balance to the library media program planned and implemented in a school. By observing which skills have been covered in a specific period of time, LMSs may decide to include activities from other components of the curriculum to broaden the range of experiences students receive. Students benefit from a mix of fiction and nonfiction; vocabulary work and discussion of story elements; award-winning books and current online sources; production activities and reflection on reading progress. In addition, by understanding the skills recommended for each grade, LMSs can discern which prerequisite experiences prepare students for the next grade’s work (e.g., if students in 5th grade are required to create bibliographies, students in 3rd and 4th grades need to know the location of the essential bibliographic elements and how to record them in list format). Through involvement in the blend and balance of activities described for each grade level in the READS document, students progress developmentally in the use of library media resources, acquisition of reading skills, and appreciation of literature and creative works.

Sharing READS Activities For decades, FAME members have been sharing reading promotion ideas at annual conferences. However, not all library media professionals in the state are able to attend these sessions; consequently, alternate methods need to be used for sharing these teaching and promotional ideas. At this time, we are requesting that you complete the survey on page 11 so that other LMSs may take advantage of your creative ideas. These ideas will be distributed in a variety of formats so that LMSs can incorporate them into their library media programs. In this way, programs will be strengthened and, consequently, students will receive the benefits of the combined collaborative efforts of library media professionals.

| Florida Media Quarterly | Winter 2010 | Page 9 |

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READS Correlation Chart

READS Components

Reading Instruction Components (NRP)

Read as a personal activity

Phonemic awareness Phonics Select and read fiction and nonfiction. Fluency Select listening and viewing resources. Vocabulary Participate in literacy activities (e.g., story Text comprehension times, read-alouds, author visits, booktalks/podcasts). The student will:

Explore characteristics, history, & awards of creative works

Reading Comprehension Strategies (Zimmerman & Hutchins) Background knowledge Sensory images Questioning Predictions & inferences Importance/main idea Synthesizing Fix-up strategies

Florida Comprehensive Academic Test Reading Cluster 1 Words and phrases in context Reading Cluster 2 Main idea, plot, & purpose Reading Cluster 3 Comparisons & cause/effect Reading Cluster 4 Reference & research Writing


Background knowledge Questioning Predictions & inferences Importance/main idea Synthesizing

Reading Cluster 1 Words and phrases in context Reading Cluster 3 Comparisons & cause/effect Writing

Analyze structure and aesthetic features of Vocabulary creative works The student will: Identify creator's purpose. Identify author's or illustrator's style. Determine main idea/supporting details. Describe story elements.

Background knowledge Sensory images Questioning Predictions & inferences Importance/main idea Synthesizing

Reading Cluster 1 Words and phrases in context Reading Cluster 2 Main idea, plot, & purpose Reading Cluster 3 Comparisons & cause/effect Writing

Develop a literary-based product

Background knowledge Sensory images Questioning Predictions & inferences Importance/main idea Synthesizing

Reading Cluster 1 Words and phrases in context Reading Cluster 2 Main idea, plot, & purpose Reading Cluster 3 Comparisons & cause/effect Reading Cluster 4 Reference & research Writing

Predictions & inferences Synthesizing

Reading Cluster 4 Reference & research Writing

The student will:

Identify literary and media genres. Recognize historical and culturally significant works. Identify award-winning literary creators. Identify concept of intellectual freedom.

The student will:

Select presentation method. Generate ideas for product. Organize ideas and information. Edit product. Complete product.

Score reading progress The student will:

Fluency Vocabulary Text comprehension

Maintain reading logs. Participate in reading-based library programs & activities. Monitor independent reading.

| Florida Media Quarterly | Winter 2010 | Page 10 |

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Library Media Survey 2009 Promoting reading as a foundational skill is a traditional yet crucial aspect of the work of library media specialists. To promote the use of the Florida READS Guidelines, Nancy Teger and Sybil Farwell are looking for lessons and activities you have implemented in the area of reading. The ultimate goal is to share ideas within our state and the broader library community about how library media specialists impact student achievement and reading patterns of students. The READS – Literature and Reading Promotion Guidelines are available at <>. The purpose of this informal survey is to gain contributions from a broad spectrum of library professionals within the state. Your ideas may be recorded in bullet format (e.g., SSYRA sleepover). You may be contacted for further elaboration. Please respond to one or more of the questions below or offer your own activities and interpretation of the READS guidelines. Please send your survey responses and any questions to <>. Name:

Florida County

Address E-mail Address Did you teach reading before becoming a library media specialist? Yes ___ No ___ Are you a National Board Certified Teacher? Yes ___ No ___ Was your school recognized as a Florida Power-Library School? Yes ___ No ___ 1. How have you implemented the state reading promotion programs (e.g., Florida Reading Association’s Children’s Book Award; Sunshine State Young Readers’ Award; Florida Teens Read)? _______________________________________ ______________________________________________________________________________________________ 2. Have you targeted vocabulary development in library activities (e.g., word walls, etc.)? How? ___________________ ______________________________________________________________________________________________ 3. What parent / community activities and events have you created?__________________________________________ ______________________________________________________________________________________________ 4. Have you participated in programs or activities to mentor individuals or groups of students? If so, please describe these activities or provide a website. Was this activity required by your administration? ________________________ ______________________________________________________________________________________________ 5. Have you involved students in technology projects to promote reading? _____________________________________ ______________________________________________________________________________________________ 6. Have district policies limited your ability to involve students with online activities (e.g., podcasting, blogs, wikis)? List online projects you have implemented. _______________________________________________________________ ______________________________________________________________________________________________ 7. How have you taught the concept of intellectual freedom? _______________________________________________ ______________________________________________________________________________________________ 8. How have you addressed the needs of special groups (e.g., English Language Learners) in your library? ______________________________________________________________________________________________ 9. How have you collaborated with other educators to create a literate learning environment in your school? ______________________________________________________________________________________________ 10.How have you included the dispositions identified in AASL’s Standards for the 21st-Century Learner (e.g., resiliency; persistence; social responsibility; critical stance; etc.) in your work with students? ______________________________________________________________________________________________ | Florida Media Quarterly | Winter 2010 | Page 11 |

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Works Cited and Other Useful Resources Alley, K. M. (2008). Teaching Integrated Reading Strategies in the Middle School Library Media Center. Westport, CT: Libraries Unlimited. Anderson, C. (2009). The five pillars of reading. Library Media Connection 28, no. 2, 22-25.

Empowering Learners: Guidelines for School Library Media Programs. (2009). Chicago: ALA. FCAT Reading Lessons Learned: 2001-2005 Data Analyses and Instructional Implications. (2007). Tallahassee, FL: Florida Department of Education. Available online: <> Grimes, S. (2006). Reading Is Our Business: How Libraries Can Foster Reading Comprehension. Chicago: ALA. Harvey, S., and A. Goudvis. (2007). Strategies That Work: Teaching Comprehension for Understanding and Engagement. 2nd ed. Portland, MA: Stenhouse.

Information Skills for Florida Schools K-12. (1984). Tallahassee, FL: Florida Department of Education. Moreillon, J. (2007). Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your Impact. Chicago: ALA.

National Reading Panel. Report to the Nation: Teaching Children to Read. (2001). < f.pdf> (accessed October 6, 2009).

Reading4Life @ your library: Position Statement on the Library Media Specialistâ&#x20AC;&#x2122;s Role in Reading. (2009). AASL. < aasl/aaslissues/positionstatements/roleinreading.cfm> (accessed October 6, 2009).

School Library Media Specialistâ&#x20AC;&#x2122;s Role in Reading Toolkit. (2009). AASL. < oleinreading.cfm> (accessed October 6, 2009). Trinkle, C. (2006). Teaching the use of informational text is information literacy. School Library Media Activities Monthly 3, XXIV, 37-40. Walker, C., and S. Shaw. (2004). Teaching Reading Strategies in the School Library. Westport, CT: Libraries Unlimited. Zimmerman, S., and C. Hutchins. (2003). 7 Keys to Comprehension: How to Help Kids Read It and Get It! New York: Three Rivers.

MARK YOUR CALENDAR 39th Annual ALA Conference Washington, DC June 24-30, 2010

| Florida Media Quarterly | Winter 2010 | Page 14 |

Award Winning Essay

The Importance of Intellectual Freedom by Allison Kriz from Dunnellon High School in Marion County

ntellectual freedom is believed to be a fundamental right of all persons to exchange information and ideas regardless of the opinion or bias of the audience. Several organizations, such as the International Federation of Libraries and Institutions and the American Library Association, have held this belief as a principle to which they adhere. Support of intellectual freedom has been an indication of different societies to embrace positive change, progress and overcome challenges.


History is full of examples of societies that repressed the exchange of ideas. The Dark Ages represented a decline of society. Knowledge was closely held by the clergy and any challenge to the beliefs held by the reigning religious power was often met with torture and death. It was not until the Age of Enlightenment with the ideas of men such as Kant and Voltaire that society allowed and even encouraged the discussion of differing ideas. The expression of ideas such as civil rights and freedom of religion laid the framework for the founding fathers of the United States of America. Many more recent governments suppressed ideas that countered their propaganda including Nazi Germany, the National Party of South Africa, the Khmer Rouge regime of Cambodia and the National Fascist Party of Italy. The controlling parties of these societies utilized the suppression of opposing information and the dissemination of its own agenda to consolidate power. These regimes executed millions of people without fear of retribution or reprisal due to their ability to control the flow of information. The exchange of ideas allows cultures to debate principles and change practices that may inhibit citizens to attain spiritual or financial prosperity. Mahatma Gandhi advocated methods of non-violent civil disobedience to force the British to relinquish rule over India. Although Gandhi was assassinated by a radical Hindu, his ideals and practices had far reaching influence throughout the twentieth century. Dr. Martin Luther King, Jr

followed the principles of non violent civil disobedience to further the conditions of African Americans within the United States. The impact of the teachings of Gandhi can be found in the recent events of the United States with the election of the first African American president. Although Dr. King suffered the same fate of assassination as Gandhi, the message of both men had far reaching effects on the world years after their deaths. The hearts and minds of people are tools with which they refine the world around them. Peopleâ&#x20AC;&#x2122;s natural inclination is to provide a better life and environment for their children. Through the frb3 exchange of information and opinions, people can debate ideas that may improve their community. Only with dialog can people expose fallacies and strengthen philosophies that provide commitment to progress. Organizations that support intellectual freedom often become the targets of persons who are afraid of ideas that may threaten their viewpoint. By allowing debate and exploring possibilities of opposing ideas, many organizations can refine the core principles that comprise their mission. Strong societies can grow and adapt with the changing time. Cultural are often judged or defined by organizations such as libraries, art galleries, theaters or schools. True intellectual freedom provides a cornerstone of growth and progress and while no society is truly perfect, it can make strides towards the enlightenment of its citizens.

| Florida Media Quarterly | Winter 2010 | Page 15 |

Principals Advocate for Excellence in School Library Media Programs Award Congratulations to the following winners for the 2009 school year:

Mrs. Denise Robertson, Principal

Dr. Jon R. Prince, Principal

Twin Lakes Academy Elementary School Jacksonville, Florida Duval school district

Palm Beach Gardens High School Palm Beach Gardens, Florida Palm Beach school district

2009 Principals Advocate Award Winner – Secondary

2009 Principals Advocate Award Winner – Elementary

Nominated by library media specialist Deb Svec

Nominated by library media specialist Pat Dedicos

Dr. Prince “has been an ardent proponent of establishing the media center as the true hub of the campus. During this time he has maintained two media specialists despite budget pressures and other school wide issues. He allows flexible hours so the library media center can service students from 7 a.m. to 4:00 p.m. and understands the LMC is not just about the collection within the building but just as importantly, the collaborative effort across the curriculum.”

Mrs. Robertson “continues to mandate use of the media center and offers suggestions to the faculty through presentations at the Steering Committee Meetings, Faculty Meetings, and individually as she confers with teachers. Her philosophy: A school library should serve the educational, informational, recreational, and cultural needs of the students, parents, staff, faculty, and community provided by a fully staffed media center with a certified media specialist. It should be a setting that encourages and fosters learning. The school library should have flexible access and collaboration between media specialist and teachers.”

If you would like to nominate your principal please visit the FAME website and click on the Scholarships and Awards page. All nominations are due by May 15.

| Florida Media Quarterly | Winter 2010 | Page 16 |

Working for School Libraries: The PALM Center at the Florida State University School of Library and Information Studies Dr. Nancy Everhart

Dr. Marcia Mardis

chool library media specialists have access to a unique service. The PALM Center at the Florida State University, established in 2007, conducts nationally and internationally recognized interdisciplinary research on library media specialist leadership and technology integration and offers an array of services to support school library media specialists and other educators in Florida, throughout the United States, and internationally to improve their districts and schools. A wide range of research and evaluation services is available from large-scale surveys and evaluation of reliability and validity of program implementation, to individualized in-depth case studies of school libraries, technology implementation, and whole school change.


Directed by Drs. Nancy Everhart and Marcia Mardis, the PALM Center is currently involved in a number of projects: • Successfully Teaching Educators about Primary Sources will focus on the design, implementation, and assessment of a collaborative model for professional development that focuses on integrating primary sources into the curriculum. The Florida Education Inquiry Primary Source Team (FEIPST) is a collaborative effort of the University of Central Florida (UCF) College of Education’s (CED) SUNLINK: Florida Association for Media in Education (FAME), Florida Association of Supervisors of Media (FASM), Florida Department of State’s Division of Library and Information Services, Florida State University’s (FSU) School of Library and Information Studies (SLIS) PALM Center (PALM) and school districts throughout Florida. The end goal is to provide professional development resources, reproducible lesson plans, and K-12 teaching materials that further the work of the

Library of Congress Teaching with Primary Sources (TPS) initiative. • Leadership in Action – A three-year study of school library media specialists’ leadership in technology integration funded by the Institute of Museum and Library Services. • Project LEAD is an initiative composed of two projects that resulted leadership curriculum for school library media specialists based on the National Board for Professional Teaching Standards which were implemented with 30 teacher-leaders. Funded by the Institute of Museum and Library Services. • Digital Libraries to School Libraries (DL2SL) – A three-year study of the development, deployment, and implementation of push technology and professional development for the integration of digital learning objects into online catalog software and learning experiences funded by the Institute of Museum and Library Services.

| Florida Media Quarterly | Winter 2010 | Page 17 |

PALM Center continued from 17

“As one of the only faculty members who work across curriculum areas and grade levels, the school library media specialist has unique knowledge of classroom activities throughout the schools and places in which technology would enhance learning.” Dr. Marcia Mardis

• DLConnect focuses on dissemination of National STEM Education Digital Library (NSDL) resources within school settings through workshops for preservice and in-service Science Technology, Engineering, and Mathematics (STEM) teachers and school library media specialists. This service and outreach project was funded by the National Science Foundation. The PALM Center has also been ensuring that the $4.5 billion from stimulus funds intended to spread highspeed Internet connections to more rural communities, underserved urban neighborhoods and other pockets of the country clamoring for better access includes provisions for school library media programs. School library media specialists are uniquely qualified to ensure that the upgraded technology is fully integrated into teaching and learning in schools according to a White Paper, From District to Desktop: Making the Most of Broadband in Florida Schools, recently released by PALM. “In their roles as school leaders, school library media specialists provide tech coordination, support, and leadership necessary to address access issues from desktop to district. As one of the only faculty members who work across curriculum areas and grade levels, the school library media specialist has unique knowledge of classroom activities throughout the schools and places in which technology would enhance learning. Moreover, it is the school library media specialist who often provides desktop-level technology support and liaises with districtlevel technology staff to identify the needs of teachers and students,” maintains Dr. Marcia Mardis, Associate Director of the PALM Center. From District to Desktop

explores the current status and future broadband needs of students, teachers, administrators and parents in Florida, relating them to national research, state reports, and local examples and is being made public on the PALM Center website: “The PALM Center has also established a Facebook site to connect school library professionals to recent relevant research,” says Everhart. “We hope to keep people updated about what we are doing, garner ideas, future clients, and partners. When people in Florida need research or evaluation services related to school libraries, our goal is to have them think of the PALM Center first.”

About the Directors Dr. Nancy Everhart is the Director of the PALM Center and the school library media program at the Florida State University School of Library and Information Studies. Dr. Everhart is author of Evaluating the School Library Media Center, and an expert in school library evaluation and technology. She recently finished a term on the Florida Association for Media in Education (FAME) Board of Directors and is President-Elect of the American Association of School Librarians (AASL). Marcia Mardis, Ed.D., Assistant Professor, College Communication & Information and Associate Director, PALM Center, The Florida State University. Since 1999, Dr. Mardis has led over $3 million in grants from the National Science Foundation, Institute for Museum and Library Services, and other agencies to conduct research into the relationships between science education, broadband, digital libraries, and school libraries. She has authored numerous research and practice articles in the field of school libraries.

| Florida Media Quarterly | Winter 2010 | Page 18 |


We would like to show “Twilight” after school one day? We would not sell tickets; it would be a free movie. My question is that with the public viewing license that we have it does not cover Summit Entertainment. If it is shown after school hours, in a classroom setting, without an admission charge, and having a follow-up activity to cover story elements, would I be allowed to show it?


In the email sent to me, reference was made to the school’s/district’s public, viewing license. I am assuming the school or district has entered into the Movie License USA contract. If that is the case, this specific movie would not be covered under this blanket license, since the producer is not one of the companies represented under the license. The exemption in the law that permits educators to use copyrighted videos, without requiring a public performance license, is when the video is being used for direct instruction, tied directly to the curriculum. Generally, after school clubs/activities don’t fit the definition of direct delivery of instruction. If the teacher was teaching this content during the regular class period during the day and continued the discussion after school and its use was tied back to the regular, classroom instruction taking place, then such use would be permissible. However, if the after school showing includes students who are not part of the daytime class and are not involved in the regular instruction, for which this activity is an extension, then, once again, the use of the video would not fall under the instructional exemption found in Section 110(1) of the Copyright Law.

The fact that the activity is proposed to take place in a classroom and that there is no charge would have to have been the situation in order to utilize the instructional exemption. However, physically being in a classroom doesn’t necessarily mean direct instruction, tied to the curriculum, is taking place. The final decision, as to whether the showing of this video is permissible or not, will depend upon whether your administration feels this is a direct extension of daytime instruction and your curriculum.


I am the media specialist for a 9th grade center. I was recently in a public library and they were selling videos for $1.00 each. Many were appropriate to our curriculum. Would I be breaking copyright to add them to our school’s collection for the purpose of face-to-face instruction?

Gary H. Becker National Copyright Law Consultant

A “Question of Copyright” is an ongoing column authored by Gary H. Becker, national Copyright law consultant and retired public school system technology administrator. If you have a question, pleased send Assuming that none of the videos were purchased by the library under a it to license agreement that restricted their You will receive an individual use to the library or personal use, then the response and your question school could purchase the videos and use may appear in a future edition of FMQ. Requests to withhold them for direct instruction, tied to your names will be honored. curriculum. However, unless your school


has the Movie License USA, public performance license and the videos were from production companies who are represented under the license, the videos couldn’t be used for filler, motivation, reward, after school programs, etc. As part of your collection, they could be charged out to patrons.

| Florida Media Quarterly | Winter 2010 | Page 19 |

Florida Media Quarterly (FMQ)

is the Florida Association of Media in Education (FAME) electronic magazine published quarterly. Each issue includes articles of interest to all media specialists. Special columns focusing on technology, copyright, and book reviews, as well as feature articles on topical issues are written by colleagues and specialists to keep media specialists on the cutting edge. FMQ is available online in PDF format from the FAME website at

How to Submit Articles

How to Submit Book Reviews

Have you completed a research project you want to share with other media specialists? Have you just returned from a trip where you witnessed exciting innovations for media specialists? Have you learned a new technique, found a new product or service, or just have information that you want to share?

Please follow the steps below to submit book reviews to FMQ. Submissions should be in Word or Word Perfect documents and be clearly written.

Format Submissions should be in Word or Word Perfect documents. Articles should be clearly written and may be accompanied by black and white photographs, charts, or graphs; however, please do not embed your visuals into the text.

1) Read the book. 2) Include the following in your review: • author • title • illustration • publishers • copyright • ISBN • grade level appropriateness

All photographs, charts, and graphs accompanying articles should be submitted as .jpg or .eps files and must be submitted along with the article. You may indicate where you would like them placed, if you have a preference, by simply noting it in BOLD in your text.

3) Email the review to Rhoda Cribbs, FMQ Editor, at including • a .jpg of yourself • the name of your school • address of your school • your position • your email address


Deadlines and Focus of FMQ

Materials, once submitted, become the property of Florida Media Quarterly (FMQ). The editor reserves the right to publish the article in the most suitable issue. Materials will not be returned. Authors are responsible for the accuracy of the material submitted and for any and all copyright permissions necessary.

The publication dates and focus of each FMQ issue has been provided below to help you plan article submissions; however, you may submit articles at any time of the year. The FMQ editor will select from the articles submitted for placement in the most suitable issue.

Photographs and Graphics

How to Submit Articles Submit articles via email directly to Rhoda Cribbs, FMQ Editor, at Please include the following information with your article: • a .jpg of yourself • the name of your school • address of your school • your position • your email address


Focus of Publication Issue

Articles & Ads Due

Publication Date


Emergent Trends in Media Programs

August 1

September 1


Promoting Your Media Program

November 1

December 1


Evaluating Your Media Program

February 1

March 1

May 1


Summer Tips for a Successful Media Program

| Florida Media Quarterly | Winter 2010 | Page 20 |

Florida Media Quarterly Winter 2010  

Florida Media Quarterly is the official publication of FAME, the Florida Association for Media in Education. Target audience is K-12 school...

Florida Media Quarterly Winter 2010  

Florida Media Quarterly is the official publication of FAME, the Florida Association for Media in Education. Target audience is K-12 school...