Florida Media Quarterly
A Publication of the Florida Association for Media in Education Fall 2003
Florida Media Quarterly
Volume 29, Number 1
FAME Officers President President Elect Vice President Secretary Treasurer
Ginger Klega Sandra McMichael Vic Burke Leslie Miller Debbie Svec
Board of Directors 2002–2005
Lou Greco Bonnie Kelley Carol McWilliams Mel Pace
by Pat Bauer and Carol Hogue
Sandra Dunnavant Jimmy Greene Karen Robinson Karen Zapasnik
A Fifty Cent Tour of the new FAME Website
The Player Librarian
9 Barbara B. Houston
Editorial Staff Nancy Pelser-Borowicz, Editor Pattie Smith, Advertising Manager Laura Symanski, Graphic Design
Production and Publications Committee Karen Zapasnik, Chair Lou Greco Ginger Klega Sandra McMichael Carol McWilliams Marie Seibel
From the President
A Question of Copyright
Publisher Florida Association for Media in Education 407 Wekiva Springs Road Suite 241 Longwood, Florida 32779 407-834-6688
Executive Director Jone R. Sienkiewicz, CMP, CAE email: firstname.lastname@example.org Visit us on the web at www.floridamedia.org ©2003 Florida Association for Media in Education
A Bookless Bookfair: From Disaster to Delight Anne Berkey
Jane Claud Allyson Lutz Miriam Needham Erma Sever
Forging Alliances and Expanding Access: Connecting Florida’s Students with Public Library Collections
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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 www.floridamedia.org for special information on articles and advertising.
October 19–25 Teen Read Week
October 22–26 AASL National Conference Kansas City, MO
October 29–31 FAME Annual Conference Daytona Beach, FL
November 17–23 Children’s Book Week
ALA Midwinter Meeting San Diego, CA
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November 3–5 FAME Annual Conference Tampa, FL
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Ginger Klega FAME President West Orange Ninth Grade Center 12301 Warrior Road Orlando FL 34787 Phone: 407-905-2400, ext. 2682 Email: firstname.lastname@example.org
Dear FAMEous Friends, “Can you hear me now?” “Can you hear me now?” Or maybe it’s “Can you read me now?” Wow! I have the honor of sending in the first President’s Letter to the electronic version of FMQ! And I sure do hope you can read me now…along with the excellent columns and research reports and howI-do-it-good-at-my-place articles we’ve always found in FMQ and now will be able to archive and search electronically. Please let me tell you once again what a privilege and honor it has been to represent you as President
of FAME during this year of challenges and changes within our state, our DOE, and our organization. In my professional past, I have been an elementary, middle school, and high school media specialist, a preschool public librarian, a reference librarian, and an adjunct instructor in a library school; I have been a student and an educator in four states; and in this past year I have witnessed how elegantly Florida’s media professionals have weathered our own “opportunities for growth”. I am so proud of us all. Now for the last challenge I have the “opportunity” to put before you: Go forth and multiply. Help me find more professional media specialists for Florida. Encourage more certified teachers to attend the graduate classes offered by FSU, Nova, UCF, and USF. Encourage your professional friends to get out of those Northern winters and join us here as media specialists in the state where the sun shines every day. And encourage your own students to
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consider a career as a media specialist in Florida. We have the best job in the school! We have documented proof that professional media specialists are making a positive difference in our students’ learning! Let’s let the rest of the educational world in on our secret! Go create an heir and a spare: one professional media specialist to replace yourself as you retire and one to assume that unfilled position in the school next door. Share the joy! Now share the joy with me in October in Daytona Beach, at the FAME Conference, October 2931. Dr. Donna Baumbach will unveil The Florida Study. The Jim Harbin Media Festival will celebrate the best of our students’ productions. Workshops and concurrent sessions will support the theme that “It’s All About the Kids”. Much fun will be had by all. Come add to the party. And keep in touch.
Forging Alliances and Expanding Access: Connecting Florida’s Students with Public Library Collections Note: When Doris Van Kampen asked me to write an article on school/public library cooperation, I did a brief survey of current literature on the subject. Searching, using school and public library relationship as the subject (and English, peer reviewed journal articles, since 1995 to limit the search). I found two dozen excellent articles. School media specialists or public librarians who serve children might wish to do a similar search to gain an understanding of the variety of activities taking place that demonstrate collaboration between school and public librarians. This article addresses two main topics: (1) expanding access for students to public library materials through multi-type library systems and (2) forging alliances to establish cooperative relationships. In the first topic I answer the questions: • How might students gain electronic access to public library collections?
Pat Bauer Assistant Professor USF School of Library and Information Science
Carol Hogue School Library Media Specialist Egypt Lake Elementary School, Tampa, FL
• How might school and public librarians facilitate the delivery of materials to students in our Florida public schools? The second topic, addressed by Carol Hogue, school library media specialist at Egypt Lake Elementary School in Hillsborough County, provides answers to the questions: • How might a school library media specialist encourage administrative and faculty participation in promotion of public library resource sharing? • How might a school media specialist promote and encourage the use of public library resources among parents and students? Pat Bauer
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Expanding Access Select your library. Enter your card number. Start your search. Following these simple instructions, a student sitting at a computer with Internet access can request materials anywhere, anytime from dozens of public and academic libraries that are members of two of the six library consortia in the state of Florida. The AnywhereAnytime Library website (Alleycat) provides electronic access to member library collections of the Tampa Bay Library Consortium (TBLC), serving library jurisdictions in central Florida counties: Citrus, DeSoto, Hardee, Highlands, Hillsborough, Manatee, Okeechobee, Pasco, Pinellas, Polk and Sarasota; and the Southwest Florida Library Network, serving Collier, DeSoto, Glades, Hendry and Lee counties. (For the purposes of this article, Alleycat will be the model described for providing electronic access to collections of libraries that are members of a consortium in the state of Florida. School librarians seeking information regarding electronic access to collections of other Florida multi-type library cooperatives should visit the Florida Department of State’s website http://dlis.dos.state.fl.us/fgils/mlcs.html or call their nearest public library.) Students with a public library card may gain electronic access to the Alleycat website from their home, classroom, school media center, or public library and ask that requested materials be delivered to their nearest public library. This costs the library user nothing, but the service is not free. The services of multi-type library
cooperatives are funded through state and federal grants. For example, the Alleycat website was developed under a Library and Services Technology grant from the Institute of Museum and Library Services, through the Department of State Division of Library and Information Services. The Anywhere-Anytime Library allows users to simultaneously search all member library catalogs and to request books from any participating branch. Patrons may perform the following functions: display information about books, magazines, videos, and the availability of these materials; select the library for delivery of requested materials; and request the title. (See Alleycat at http://alleycat.tblc.org/rpaindex.html to check out the user friendly website.) All that is needed to request items is an Internet connection and a library card. This sounds simple, but there may be barriers for some students. Identifying those barriers and dealing with them is the job of both school media specialists and public librarians. A librarian serving children can only dream about providing anywhere, anytime access to public library materials for all students, but there are basic steps that may be taken in schools that will ensure that the option is open to most. First, students must have a public library card. By establishing formal lines of communication with public librarians, school media specialists can implement programs whereby library cards may be issued to students with a minimum of paperwork. There are exemplary programs throughout the state of Florida, but Orange County Public Library System’s program stands out. One can read about their system of providing cards to students with no proof of residency by visiting the FLA web page and reading about the award-winning program under Betty Davis Miller Awards, 2002. http://www.flalib.org /awards/betty_davis/2002_brkfst.htm This example demonstrates that parents don’t have to come to the library in order for their children to obtain a library card.
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Forging Alliances and Expanding Access continued from 5
Once students have a public center (Baumbach, Wang, and library card, they may Witta 34.) Already many One may assume request materials found in the students are accustomed to that most children holdings of an electronic visiting the SUNLINK in Florida public catalog in their local library schools have access website for materials found in consortium. Of course, this school collections in their to an Internet means that an Internet district, region or state. connection …76% connection is necessary. In a Adding a link to resources in of the schools have recent survey of school public library collections may a school website. technology resources in the be accomplished in a couple state of Florida, published in of clicks. Media specialists the Summer 2003 edition of Florida Media Quarterly, would also encourage students with Internet access to UCF researchers reported that the average public school bookmark the public library consortium’s website on their has about 22 Internet capable computers under media home computer. center supervision and another 217 other computers It becomes immediately obvious to those media connected to the Internet (Baumbach, Wang, and Witta specialists who wish to expand access that students must 31). So one may assume that most children in Florida not only be introduced to the idea of searching for public schools have access to an Internet connection. In materials beyond the school library collection but must be the same report we learn that 76 % of the schools have a encouraged to do so. When their school collection doesn’t school website. Thus, a media specialist could provide have the latest Lemony Snicket book (the Series of access to a consortium’s electronic catalog through an Unfortunate Events books that provide great alternatives active link on the school’s website or on the media for Harry Potter), students can learn which public libraries center’s page in the case of one in four schools that have a have this series. This kind of search can be demonstrated web resources page designed/maintained by the media for classes during media center orientations or for
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Forging Alliances and Expanding Access continued from 6
individual students when the need arises. After a few successful searches for materials in public library collections, both teachers and students will become users that see public library materials as a natural extension of their school collection. Once users find that the public library collection does, indeed, have the desired materials, they must select a library for delivery of requested items. Most students would likely select the public library nearest to their home. Using TBLC as the model for delivery, students may expect to pick up the materials in a couple of days. Remember this service is free of charge to card holders of TBLC member libraries. Expanding access to public and academic collections is vital to enhancing the learning of students in special programs, such as a medical magnet, a technology magnet or an International Baccalaureate program. The rewards of resource sharing become evident immediately to media specialists with budget constraints and special needs populations. Reading programs in place in our public schools often require more copies of titles than are
practical for collection development purposes, so looking beyond the media center is essential to the success of the programs. For example, books on the Sunshine State Young Readersâ€™ Award list are in high demand, thus giving media specialists the perfect opportunity to encourage students to access public library collections. Developing a collection for the Accelerated Reader or Reading Counts programs often strains book budgets, but the public library collection (when developed collaboratively) can help to meet the need for duplicate copies. Cooperative collection development with local public librarians will provide opportunities for school librarians to stretch budget dollars for maximum benefit of their users. Through collaborative activities, such as providing Accelerated Reader lists, school library media specialists will also be establishing formal lines of communication that will serve their students well when the bell rings at the end of the day and the school library is closed.
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Forging Alliances Note: As the school library media specialist at Egypt Lake Elementary School, Carol Hogue has a unique perspective on forging alliances as she serves in a combined school/public library. To read about how this partnership came about see “The Children’s Library: A Joint Venture Reading Program” in the Spring, 1998, Florida Media Quarterly. In order to forge a strong alliance between a public library system and a school media center, the media specialist must inform, promote and facilitate. Informing administrators and faculty of public library resources at Egypt Lake is accomplished through various written communications, such as the media center policy manual, announcements of available public library resources when training or speaking to faculty, and flyers publicizing public library events. The public librarian is also introduced to faculty during fall pre-planning meetings. Promotion of public library resources with students is accomplished by distributing bookmarks with the public library home page URL. Announcements on the school’s in-house TV channel are very effective when the school promotes the public library card sign-up program or family events designed to bring families into the facility. Bookmarking the Alleycat website on the school’s home page is another reminder for students and faculty of the millions of picks available through the public library system. Resource sharing at Egypt Lake is particularly important due to the large number of parents and students who speak English as a second language and need materials in Spanish. Access to public library resources for students who use the partnership library at Egypt Lake is facilitated by Susan Smith, the public librarian who runs the program when the last bell rings. Her close professional relationship with the school media specialist ensures that students’ needs are met. Lines of communication, both formal and informal, are open and frequent, as they share office space and their hours overlap. The courier system for Tampa/Hillsborough Public Library System allows for materials requested by users to be delivered to the combined library, and Susan or her assistant facilitate the distribution of these materials. The electronic card catalog facilitates sharing resources through reserves and holds for students and teachers.
Egypt Lake Partnership Library provides a model that informs all school media specialists interested in providing seamless library service to their faculty and students. An Internet connection and a public library card can provide electronic access, while the courier systems already in place in much of Florida can provide physical access to public library collections. The nearest public library for most students is not located on their school campus, as it is at Egypt Lake, but multi-type library cooperatives in the state of Florida can assist school media specialists who aspire to this seamless model to meet the information needs of students.
A Vision of Library Service for Children Very often students will not have the means to visit the public library nearest to their homes. In the best of all possible worlds, courier systems already in place would deliver public library materials directly to schools. If this dream of seamless service is to come true, school media specialists and public librarians must help forge alliances among multi-type library cooperatives, county library systems and district school systems. A model for this type of cooperation can be found in the service provided by the Pinellas Public Library Cooperative (PPLC). As their courier makes his way to the public libraries that are members of the cooperative, he also stops twice a week at the school district administrative office to return school materials that are mistakenly returned to public libraries. A natural extension of this service would be for the PPLC courier to deliver public or academic library materials requested by students to the district office which would then forward the materials to the designated school through the district’s delivery system. Providing seamless library service to users anywhere, anytime can be as easy as two clicks of a mouse.
References Bauer, Patricia. (1998, Spring.) “The Children’s Library: A Joint Venture Reading Program.” Florida Media Quarterly, 23(3), 6-8. Baumbach, Donna, Morgan Wang, and Lea Witta. (2003, Spring.) “Next Findings: Florida Library Media Survey.” Florida Media Quarterly, 28(3), 30-33.
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A Bookless Bookfair:
From Disaster to Delight “Experience is what you get when you don’t get what you really wanted.” Gamble Rogers
fter 25 years in the classroom, I became a high school media specialist (MLS 2000 FSU) at Bartram Trail High School in northwestern St. Johns County. We opened in the fall of 2000 with about 1500 students; three years later we have more than 2100 students enrolled and we have added 15 portables to the ten we received last year. We are in one of the fastest growing parts of the state and more students are arriving every day. Last spring we went through our first SAC’s accreditation process and we were frantically trying to reach our minimum of 15,000 books before the SAC’s Peer Review Team arrived. During one of the brainstorming sessions I had with the PTO president, we decided to host a book fair to generate community involvement and to increase our book numbers. This book fair would give students and parents a chance to
A Anne Berkey Media Specialist Bartram Trail High School 2050 Roberts Road Jacksonville, FL 32259
purchase books for themselves, purchase books and donate them to the media center, or donate funds to us for future purchases. Since it would happen the week of Valentine’s Day, we decided on the theme “Be A Library Sweetheart,” and one of the PTO parents prepared red and white heart-shaped construction paper cutouts to advertise our “Sweethearts.” It had been my understanding from the other high school media specialists in the county that the traditional book fairs arranged by the book vendors were geared more toward elementary and middle school students. While attending FAME last year, I made contact with a large book store chain who was willing to arrange a book fair for my high school, provide the books on credit, give me a list of the books we chose, and have a representative help me select, arrange, and sell the books during a
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four day “book fair week.” The representative was to be responsible for all the financial aspects of the event. All I had to do was advertise it and collect a check for a percentage of the sales when it was over. So, armed with more enthusiasm than experience, I set the opening date to coincide with the winter Open House. I made arrangements with the PTO for punch and cookies and I contacted the local book store book fair representative for a time to go to the store and select books. I recruited some of my student ‘book hounds’ to come with me to help choose books. My book hounds were originally three 11th grade students who were in the library media center on a daily basis, and who were all voracious readers. (I ended up with the PTO president and only one of the kids who was able to get permission to leave campus. The other two had trouble with transportation
A Bookless Bookfair continued from 9
since I did not have He told me that my book fair representative was “no the book fair. I’d sell enough insurance longer employed” with them, and I would be on my the few extra coverage to take own. PLUS I would have to come pick up the books paperbacks that had been purchased for them in my car). and then bring them back at the end of the event. teachers for student They were to choose resell, and ask for books based on their donations. Using interests, books they the rep to bring the books store rep was rather vague just a few of the tables we knew were popular with to us on the day of the fair about being able to meet had so painstakingly their peers, and books and help set up. The rep us at the store (she didn’t), arranged, and red table from a ‘wish list’ that I was to walk me through but did I pay any attention cloths from the Dollar keep updated on a regular the four days I had to the warning signs? Store, I made a rather basis. After getting scheduled for the event. Noooo... We left our sparse display on the parental approval for a My student interns and I shopping spree with a library floor of the few rather unusual field trip, had completely rearranged great sense of books I had in stock, and we met at the book store the media center floor, accomplishment and nervously awaited the 6:00 one afternoon about three storing chairs out of the anticipation. We were p.m. opening. weeks before the occasion, way and butting tables having our first book fair! and then we selected together in an attractive, A frantic call for help went I had made provisions with several thousand dollars functional display that out, and we had PTO and the book store manager for worth of books. The book would facilitate both student volunteers come in browsing and selling the on very short notice to many books we anticipated help man the tables, take receiving. At 2:00 on the donations, sell the few afternoon of the open paperbacks we had, and house, I started getting write in the Library nervous—the books were Sweetheart names on the supposed to be here by construction paper hearts noon at the latest. I called and tape them to our the store—the manager “Sweetheart Wall of was only half way through Fame.” scanning our books, and The wonderful ladies in did not figure on getting the PTO had prepared a finished until late that donation sheet for those afternoon. Then he told me people who just wanted to that my book fair donate money instead of representative was “no purchasing a book for longer employed” with donation. On the sheet was them, and I would be on a place for the person’s my own. PLUS I would name, address, the type of have to come pick up the book they wanted to books and then bring them donate, or the exact title, back at the end of the and a space was event. Disaster! designated for a book plate to be placed in the book if After a hurried they so desired. On the consultation with my form, people could principal, I decided to indicate “donated by,” cancel the book store “donated in memory of,” books, but go ahead with
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A Bookless Bookfair continued from 10
or “donated in honor of.” Another marvelous PTO lady would print a fancy personalized bookplate for each person who requested one. In desperation, I made extra copies of the donation forms. It was a last minute attempt to salvage my pride. Whoever heard of a book fair without books? Well, our community came through! We had an entire wall of windows covered with red and white “Sweethearts” by the end
Whoever heard of a book fair without books? of the night! I collected more than $2,500 in donations that night and during the following few days. I suspect some of it may have been out of pity for the sorry display of books I had, but most of it was out of the goodness of their hearts. Many parents and teachers donated enough money for multiple books and I got several single donations of $100 or more! I even had
several students come in and request children’s book titles for a departed sister or brother. Delight! I was able to purchase more than 200 books for the media center. Heartfelt thanks from the media center were published in the school publications that went out to parents, students, and staff. In retrospect, I probably should have
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thanked each individual donor, but I was so overwhelmed by the response that I just blanked out. Plus, I was now committed to buying the books, processing them, placing the book plates in the correct books, and getting them on the shelves before the SAC’s team visit in April. So many books, so little time....
A Fifty Cent Tour of the new FAME Website – www.floridamedia.org Home Page—Visit often. Information on the site can change weekly and sometimes even daily. Scan the Home Page to see “What’s New”. Change your username and password to something you can remember. All you have to do is log onto the “members only” side and, once you have access, click on the line that asks if you want to change your username and password. Voila! No more having to remember yet another access! Update your member information. Use the handy electronic form to make changes to your database information all year long! Help us help colleagues keep in touch with you by using this easy system. Post employment opportunities in your school or organization in our new “Employment Opportunities for the Profession” section. It’s quick; it’s easy; and everyone can benefit. Look for employment opportunities. The “Search the Jobs” side of the “Employment Opportunities in the Profession” section is poised to become the best tool for finding new opportunities in Florida and soon, across the country. Watch for new innovations on these pages after the Annual Conference in Daytona. Award and Scholarship opportunities are available for FAME members. Information and applications for the SIRS/FAME Intellectual Freedom Award, the FAME/Sandy Ulm Scholarship, and the Amanda Award can be found on the “members only” side of the new website. Encourage those who qualify in your school or district to apply. Connect to your colleagues. Use the new searchable FAME membership directory on the “members only” side. Just type in a name, school, or region to find other FAME members in your area. The addresses listed on the website are not necessarily those of the school. If your address on the site is your home address and you want it to be your school address, just submit a change by using the handy electronic card in this section of the website.
Link to resources. The DOE site, SSYRA information, Jim Harbin Student Media Festival Entry Forms—they can all be found on the FAME website. And, if the DOE puts out new information for media specialists, you’ll find a link as soon as we find out about it. Connect to the FAME Board. A special email link has been placed on the “Home” page to connect you straight to the current FAME president. No need to remember who it is or to look up anything. Just click on email@example.com and your message will be on its way. Join the Listserv. No need to wait for anyone to sign you up. FIRN has changed their listserv and you can now simply sign yourself up. Access can be found on the “member only” side by choosing “Listserv”. The Bylaws are the foundation of FAME. Maybe poring through organization bylaws isn’t a daily activity but FAME feels strongly that each member should understand the foundation of the organization. Feel free to read—and comment—at any time.
COMING SOON! • Updates to the Employment Opportunities Section • Electronic Voting for FAME Board and Nominating Committee Candidates The FAME Website was designed with you the member in mind. We’ve kept it simple. We’re working hard to keep it timely. We want to know if the site is meeting or exceeding your expectations. FAME’s funds are limited but our enthusiasm is not. Please let us know by emailing firstname.lastname@example.org if there are resources or areas of interest you’d like to see on the website. We’ll do our best to consider your request each quarter when we make updates to the design. All aboard for the web!
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Copyright Is it against copyright/fair use for a school to play a music CD over a closed circuit system within the school as part of a Morning Show? (Inschool TV programming by students)?
It would be permissible to play music over the closed circuit tv system if the following conditions are met. 1) The music is played directly from the original tape or CD and is not copied or edited onto another tape or CD for playback. 2) The music is not recorded. If the morning show is taped, it may be taped with the music solely for critiquing the cast/talent. However, if the desire is to re-air the broadcast or use it in any other way, then prior permission for taping and performing the music would be needed. Basically, the music may be played “live” along with the broadcast, but may not be edited or recorded, without prior permission. There are a few videos such as “SCHINDLER’S LIST” which teachers would like to use in the classroom, but the videos are unacceptable because of language, violence, etc. Teachers keep telling me that there are sources from which edited videos can be purchased. However, I still question whether it is legal to edit videos without the permission of the producer/publisher. Some websites indicate it is permissible to edit, and others indicate it is not. Therefore, I assume that the legality of editing videos is in question. What is the actual situation?
When one purchases a copyrighted work, they do not own the content of the copyrighted work, but rather the media in which it is embedded, i.e. the book, videotape, disk, etc. One doesn’t have automatic rights to modify an author’s work, although there is great tolerance for permitting individuals to copy, modify and use materials, strictly for personal use, not shared with other individuals. There is precedent, for example, in legislation, that permits an individual to make a copy of an already personally owned CD or audio tape and make an MP3 copy to carry with them for convenience. However, it would be illegal to make copies for others or, for that matter, to loan copies to others or to use beyond personal use.
As a result, the editing of works that would be used in an instructional setting or for public performance is out of the realm of personal use and requires permission of the copyright holder. Some materials have been produced in edited versions, for example, Zefferelli’s video, “Romeo and Juliet”, which is available in an uncut and an edited version. However, the copyright holders were the ones who produced both versions. To my knowledge, there is no single source where you can find a listing of approved or legally edited copies of works. The best guidance is to deal with legitimate sources, including jobbers who work directly with the educational market. If in doubt, ask the source to put the permission for use of the edited work in writing.
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Gary H. Becker
“A Question of Copyright” is an ongoing column authored by Gary H. Becker, a national copyright law consultant and technology administrator with the Seminole County Public Schools. If you have a question, pleased send it to email@example.com. You will receive an individual response and your question may appear in a future edition of FMQ. Requests to withhold names will be honored.
Patricia Franklin Media Specialist Timber Creek High School Orlando, FL Email: firstname.lastname@example.org
Claire Gatrell Stephens Media Specialist Walker Middle School Orlando, FL Email: email@example.com
Fredericks, Mariah. The True Meaning of Cleavage. Atheneum Books. 2003. ISBN 0-689-85092-1. Catchy title, isn’t it? The real meaning of the word “cleavage” is “separation” and that’s what Jess feels as she and Sari begin high school. This Junior Literary Guild Selection chronicles the high school freshman year of The True Meaning of Cleavage (Fredericks) these best friends. Sari falls Jacket art©by Atheneum Book madly in love with handsome senior David Cole. Should Jess tell her that he is just using her and ruining her reputation or support her friend as Sari falls head over heels for the wrong guy? If Sari and David become a couple, where does that leave Jess? Follow this year in the life of two girls whose feelings and predicaments seem all too real. Recommended for grades 7-10. ~PF
Waite, Judy. Shopaholic. Atheneum Books. 2003. ISBN 0689-85138-3. Taylor and her two best friends have been close for years. Now Taylor’s family is having financial problems, her mother is ill and she feels her friends drifting away. Taylor is so lonely until she meets Kat while she is out shopping. Kat is a former model and always Shopaholic (Waite) dresses so cool! Taylor is sure Jacket art©2003 by Atheneum Books Kat’s life must be perfect and Taylor wants to be a part of that so she can forget her problems at home and her former friends. She has a great time shopping with Kat and learning about make up and fashion. However, as she gets to know Kat, Taylor finds out that all is not what it seems and that true friends are always there for you. Recommended for grades 6-9. ~PF | Florida Media Quarterly | Fall 2003 | Page 14 |
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Daly, Niki. Once Upon a Time. Farrar, Straus and Giroux. 2003. ISBN 0-374-35633-5. Sara loves her walk through the South African countryside to school every day, but she dreads reading class. She reads haltingly and the other children Once Upon a Time (Daly) Jacket art©2003 by Farrar, Straus make fun of her. She takes and Giroux solace in the arms of Auntie Anna and dream of far away as they sit in her old car with dents, bashes and no wheels. Things begin to change when Sara finds a book that Auntie Anna says belonged to her daughter. As they read the book together over and over, Sara becomes a better reader. Daly’s beautiful illustrations tell this delightful tale of the excitement of sharing a great book with a loving friend. Recommended for grades K-5. ~PF
Myers, Walter Dean. A Time to Love: Stories from the Old Testament. Illustrated by Christopher Myers. Scholastic Press. 2003. ISBN 0-439-22000-9. Did you ever wonder what Isaac was thinking as he and his father Abraham walked up that mountain? Did Isaac know his father was ordered by God to sacrifice his son? Joseph’s A Time to Love: Stories from the Old brother Rueben narrates his tale Testament (Dean Myers). Jacket art©2003 by Christopher of brotherly jealousy and Zillah, Myers. Lot’s youngest daughter, tells of the horror of watching her home of Sodom fall to ruins. Myers tells these stories and others from an adolescent point of view that you may not have considered as he delves into the meaning of love. The stories are beautifully illustrated, each in a different medium, to bring these timeless tales to life for today’s young adults. Also read a Preface by Michael Dean Myers, Walter’s son and a Chaplain in the U.S. Air Force. Recommended for grades 5-10. ~PF
Fredericks, Anthony D. In One Tidepool: Crabs, Snails and Salty Tails. Illustrated by Jennifer DiRubbio. Dawn Publications. 2002. ISBN 1-58469-038-0. When a “curly-haired girl with wondering eyes” looks into a tidepool, we learn about the beautiful tiny creatures that live In One Tidepool (Fredericks) Jacket art©2003 by Jennifer DiRubbio there. This rhyming book is a delightful read, which teaches little ones about the creatures that are so near when you are visiting the beach, but are sometimes overlooked. Older readers will appreciate the factual tidbits in the story as well as the field notes at the end of the book that give in-depth information. The author also includes addresses of organizations where students might write for more information. The illustrations in this book are outstanding, not only because of depth of color, but also because of the detail that brings these small creatures to life. Recommended for grades 2-7. ~PF
Proimos, James. Cowboy Boy. N.Y.: Scholastic Press. 2003. ISBN 0-439-41681-7. Cowboy Boy is told by Ricky V. Smootz, who says his middle initial stands for ‘Very Afraid.” In fact, he is afraid of everything from authority figures to back hair, but Ricky is especially afraid of bullies. A rising sixth Shopaholic (Waite) grader about to enter middle Jacket art © 2003 by Atheneum Books school, Ricky and his best friend Fred Bologna have reason to fear. Stories of the school bully, a mean boy who has been left back seven times, have left them dreading the start of school. Cowboy Boy focuses on how Ricky overcomes his fear and stands up to the school bully. In the spirit of Dav Pilkey’s Captain Underpants series, this fun book will appeal to upper elementary and middle school readers. Cowboy Boy has a fun attitude and simple story with a message cleverly illustrated by the author to resemble adolescent cartoon artwork. It is sure to appeal to reluctant readers who will appreciate the illustrations and clever, easy to read story. ~CS
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Reiss, Mike. Late for School. Illustrated by Michael Austin. Atlanta, Ga.: Peachtree Publishers. 2003. ISBN 1-56145-286-6. Nothing stops Smitty from being on time for school. Not sticky tar, a hungry T-Rex, a flood or even being swallowed by a Late for School (Reiss) Jacket art © 2003 by Michael Austin whale. He is determined not to be late for school. This delightful book features rhyming language and a vivid imagination in both the text by Mike Reiss and the humorous, exaggerated images by illustrator Michael Austin. Students of all ages will enjoy Late for School; teachers will find it to be a great read aloud and the surprise ending will leave everyone wanting more. Recommended readers of all ages. ~CS
Scholastic BookFiles Series. (Various Authors). NY: Scholastic Reference, 2003. Copies submitted for review: Holes by Louis Sachar (BookFile by Monique Vescia) ISBN 0-439-46336-X, The Giver by Lois Lowry (BookFile by Jeanette Sanderson), ISBN 0-439-46356-4, and Island of the Blue Dolphins by Scott O’Dell (BookFile by Patricia McHugh) ISBN 0-439-46369-6. This easy to use series is packed with information that will be helpful to classroom teachers and media specialists in both teaching and promoting great young adult literature. Each book contains first-hand information about how the author writes, provides an author interview or in-depth biographical information about the author, and gives possible topics for discussion or journaling. In addition, teachers will find a glossary, bibliography and more. There is also a clear focus on developing student writing process in a section called You Be the Author! which provides fun and challenging writing projects for student use. This series fills a gap in available literature guides by providing specific information, ideas and activities. In addition to the titles listed above, Scholastic BookFiles currently covers five additional popular YA novels. The series will be expanded in the spring of 2004 to include four more titles including The Watsons Go to Birmingham and Tuck Everlasting. More information is available at http://teacher.scholastic.com/reading/ litconnections/bookfiles/list.htm. The Scholastic BookFiles series is recommended for middle and high school professional collections. ~CS
Tang, Greg. Math-terpieces: The Art of Problem-Solving. Illustrated by Greg Paprocki. N.Y.: Scholastic. 2003. ISBN 0-439-44388-1. The fifth book in his acclaimed series designed to encourage students to think creatively when it comes to problem solving, Greg Tang hits a double with MathMath-terpieces: The Art of Problem-Solving. (Tang) terpieces. This volume combines Jacket art ©2003 by Greg Paprocki math challenges with art works created by such masters as Renoir, Cezanne, Monet and van Gogh among others. The exposure to art masterpieces and mathematical problem solving will enlighten and challenge students at the same time. Solutions and art notes at the end of the book answer questions and provide background information. Useful for upper elementary through high school grades, Tang’s books continue to display excellence in content, design and educational value. Math-terpieces is a “must have” book for all levels.
Uhlberg, Myron. The Printer. Illustrated by Henri Sørensen. Atlanta, Ga.: Peachtree Publishers. 2003. ISBN 1-56145-221-1. The Printer is the deaf father of the story’s narrator. The father works at the printing press of a large city newspaper where he sets the lead-type letters to form the The Printer. (Uhlberg) Jacket art ©2003 by Henri Sørensen plates used by the press. Isolated from his co-workers due to his disability, the father displays determination by carrying out his work each day. When a fire breaks out in the printing press plant, this humble man becomes a hero by saving the hearing workers. He does this by communicating with other deaf employees, all of whom can talk with their hands. Danish artist Henri Sørensen, whose work clearly captures the era and locations, beautifully illustrates this book. His pictures also highlight the danger of the fire and a warm loving relationship between the father and son. The Printer will be a great addition to any school library/media center. The story can be used in character education studies, signlanguage courses, journalism classes and more. A dramatic read aloud, the book also features directions at the end that will allow students to fold a four-cornered newspaper hat like the one featured in the story. This fun activity will be enjoyed by students of all ages. ~CS
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The Player Librarian OK! I’m ready to be a player. I know I’ve got the right stuff to bring to the team…stuff that contributes to student achievement and teacher collaboration and the integration of technology with the curriculum. However, I am accustomed to being ignored, discounted and forgotten. How do I start looking and acting and sounding like a player?
Barbara B. Houston Regional Librarian Education Service Center Region 2 209 North Water Street Corpus Christi, Texas 78401 firstname.lastname@example.org
“Wait a minute,” you say, “not a sports analogy. That is so bourgeois!” Hey! Wait a minute, yourself. Who gets the big bucks? Who gets the media attention? Who has diehard fans that stick around even through a bad season? Sports figures, that’s who! So let’s look as a few sports analogies. They will be familiar to almost everyone old enough to read and besides they are so simple even a … anyone can understand them. Besides, there are lots of parallels (e.g., Some people think a football player only works one day a week... just like the librarian who has nothing to do unless someone is in the library checking out a book. …and you wouldn’t replace the center forward with the team manager because of budget cuts). | Florida Media Quarterly | Fall 2003 | Page 17 |
Put on your game face. (It’s not a whiney face!) According to the traveling photography exhibit launched by the Smithsonian, www.gamefaceonline.org/, a game face is focused and intense. Focused on what? Successful coaches say that every member of the team knows where the goal line or the basket is… whether it is their job to carry the ball or not. It’s called playing “smart.” So, let’s focus on student achievement because that is the goal line for schools. Collaborating and integrating technology have also been shown to contribute to student achievement. That’s why they are smart, too.
Muscle up. Big isn’t enough. Players and coaches work for strength, flexibility and endurance. The days of the fat laden training table are gone. Today’s pros choose a diet of proteins and complex carbohydrates. A lineman may carry some fat but the runners are all muscle. Exercise goes along with the diet. A player’s body is his or her stock in trade. A librarian’s stock in trade is the library collection. The basics of good selection are the
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The players have practiced and practiced those plays. Information literacy skills are scattered all through the curriculum playbook. Do you know which strategies will lead to a quick score?
exercises designed to fight fat in the library. “Mature” libraries especially may need to give attention to: 1) A sound selection and use policy, in writing, approved by the board. A policy that has not been evaluated in several years may require updating. 2) Selection performed by a person or persons with knowledge of the variety of materials available and the curricular and personal needs of the students and the ability to judge materials for accuracy, authority, appropriateness and appeal. 3) An active weeding program. A continuous review of materials designed to remove outdated, worn or poorly chosen media also reveals bare spots in the collection. A collection of materials, including print and non-print and electronic resources built using these strategies, will
have the strength and flexibility to support all the school’s efforts to increase student achievement.
Get up for the game. Cheerleaders are responsible for getting the fans “up for the game.” Those cheerleader activities librarians do, such as contests and games and displays, are designed to stimulate enthusiasm among the fans. The coach helps players get up for the game and the “pep talk” is only part of the plan because enthusiasm is rarely a substitute for hard work. Players run onto the field with confidence because they know the first 10 or 12 plays the team will run. The coach has selected the plays… plays designed to lead to a quick score and to demonstrate the team’s
strength. The players have practiced and practiced those plays. Information literacy skills are scattered all through the curriculum playbook. Do you know which strategies will lead to a quick score? Do you have them down pat or do you wake up in a new world every day? Are you prepared to demonstrate the strength of your program and the contribution you make to the team effort? Where are the game stats? (That includes more than the final score.) When was the last time you danced in the end zone? Put on your high heeled shoes. Yeah, I know you can’t play in high heeled shoes, but you can wear them to the negotiating table and the press interviews. You need to remember that high-heeled shoes were invented by a woman who was tired of
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being kissed on the forehead. You need to put on those high-heels to keep from missing opportunities. (Actually they were invented by Louie the XIV so guybrarians may wear them too.) What do you need to do to prepare for opportunities? Read those professional journals? Gather meaningful data about the operation and services of the library? Listen to colleagues and students and parents or even actively seek their input? Celebrate victories? So, where does a 300 pound fullback sit? Answer: Anywhere he wants to and a librarian who is focused and prepared to help the school reach its goals is welcome at the table.
FAME Initiatives Survive Difficult Budget Year
Bob Cerra FAME Governmental Consultant 206-B S Monroe Street Tallahassee, FL 32301 Phone: (850) 222-4428 Fax: (850) 222-4380 Email: email@example.com
During a long and difficult budget year, FAME worked diligently with legislators, legislative staff, Department of Education representatives and the Governor’s office to insure that our primary budget issues were funded for 2003. Thanks to the hard work of many legislators, funding for school library media materials and SUNLINK were protected for another year even as the Legislature struggled to find the funding for over 42,000 additional students, to provide $468 million for the first year operations costs for class size reduction, to scrape together $600 million in capital outlay funds for the first year of class size reduction, and to take over funding of the county court system by the State. In addition, FAME is excited to report that the Sharpening the Pencil Act was not funded this year. The program is still established in the Law,
but without funding, there will not be any audits this year. The audits reviewed all management functions of a district looking for “savings” that then had to be used in direct instructional expenses. This requirement precluded the use of any of the savings for expanding or updating the school libraries in the district and reflected the primary reason that FAME was opposed to the program. While we would have preferred to amend the program to allow the “savings” found in an audit to be used for any instructional purpose, the temporary or permanent elimination of the program may ultimately be the easier solution to this issue. A major movement was attempted by the House of Representatives during the Regular Session to make all instructional materials funds “flexible” to the districts to use for any purpose. While this effort was not targeting library media materials funding, it would have been an unintended consequence of their attack on the textbook publishers that
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library media materials funding would have also suffered under the effort. Thanks to the work of dozens of House members and especially the leadership of Representative Dennis Baxley (R-Ocala) this effort was defeated after a series of extremely close votes. Keeping instructional materials funding as a true categorical that is not flexible is a top priority for the FAME lobbying effort. I am happy to report that there were not any major efforts this year that represented direct attacks on intellectual freedom before the Legislature. The closest bill that might have raised some small concern in this area was a bill that will allow parents of minor children to see the titles of books from public libraries if the children are being charged late fees. Children will have a right to privacy if they get their books returned on time, but some parents were complaining that public libraries were charging them late fees when the parents did not even know which book to locate and have returned.
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FAME continues to be concerned about the explosion of teachers who are obtaining library media as an add-on certification through examination without having any coursework at all. The Legislature did not address this issue during the 2003 Session, but FAME will be pushing for a further examination over this summer and fall in preparation for at least requiring teachers obtaining a certification through this route to complete the coursework while serving as a media specialist. Some districts have already added some requirements to enroll in courses in order for teachers certified by exam
only to work as a school library media specialist. This was accomplished in these districts by amending the job description for a school library media specialist through negotiations with their teachers unions, which would serve to eliminate the primary problem in those districts of having totally unprepared persons trying to manage a media center.
Sandy Ulm’s Retirement While it seems like we have been preparing ourselves for Sandy’s retirement for a long time now, Sandy’s last day as consultant to the DOE for library media has now
passed us. This is certainly a time to “grieve” our loss while celebrating her accomplishments. Even as we remember her great accomplishments for FAME and library media services in the State over her career, there are two major bits of good news to report on this front. First, Sandy is not leaving FAME, just the Department of Education. She has indicated her commitment to being extremely active with the organization even in retirement … HOORAY! In addition, the Department of Education has filled the position with an energetic and strong leader in Dr. Nancy Teger, who had been extremely
successful as the director of media services in Miami-Dade County Schools. While I am sure that Nancy is counting on the help and support from many of our library media specialists around the State to insure a smooth transition, I also know that she will do a fantastic job in serving the Department, school districts, schools and students in this extremely important job.
Questions: Please contact Bob at firstname.lastname@example.org.
Book-an-Author If you are thinking about an author/illustrator visit — we’d like to help. • We are a literacy initiative that will do all the ground work for you. • Our help is free to schools and libraries. • Because we work so closely with the authors/illustrators we can arrange the lowest honorarium possible for that particular author/illustrator. • We have several authors and illustrators we are working with this year including: Jim Aylesworth, Carol Gorman, Franny Billingsley, Tanya Lee Stone, and Jeni Reeves. Find out more by checking http://www.mcelmeel.com/bookauthor. We can still help arrange visits for 2003-04 and are scheduling into the 2004 – 05 year. We are willing to answer general inquiries about author/illustrator visits and suggest other authors/illustrators as well.
Contact: email@example.com or ph. (319) 393-2562. Sharron McElmeel
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