A Publication of the Florida Association for Media in Education Spring 2007
2007 March 3
Region 4 FAME Regional Leadership Meeting
52nd IRA Convention Ontario, Canada
Region 1 East FAME Regional Leadership Meeting
March 17 Region 1 West FAME Regional Leadership Meeting
March 24 Region 5 FAME Regional Leadership Meeting
April 10-13 83rd Annual FLA Conference Orlando, FL
ALA Annual Conference Washington, D.C.
September 6-9 45th Annual FRA Conference Orlando, FL
September 8 Region 2 FAME Regional Leadership Meeting
October 10-12 35th Annual FAME Conference Disneyâ€™s Coronado Springs
April 15-21 National Library Week
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. 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 www.floridamedia.org. Pat Dedicos, Editor Florida Media Quarterly firstname.lastname@example.org
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| Florida Media Quarterly | Spring 2007 |
Volume 32, Number 3 FAME Officers President Vice President President-Elect Secretary Treasurer
Louise Freeman Sandy Mann Janeen Pelser Joanne Seale Pat Dedicos Carol Hogue John Prevosk Jacqueline Rose Rhoda Cribbs Nancy Everhart Albert Pimienta Kathy Wray
It’s Not Easy Being Green Joshua Newhouse
Tips on How to Make the Move to a Secondary Media Specialist and Keep Your Sanity Jodie Player Delgado
Editorial Staff Pat Dedicos, Editor Laura Symanski, Graphic Designer
Elementary Excitement Brian Curry
2006-2007 Production/ Publications Committee Pat Dedicos, Chair Carol McWilliams, Co-chair and Webmaster Belinda Vose Miriam Needham Lynn Johnson Larry Cooperman Albert Pimienta Susan Whittaker Sandy Mann Cayla Armatti Kathy Katz
Hello from Romeo! Can You Hear Us Out in Space? Pat Lakin
Board of Directors 2004-2007
Belinda Vose Sandra Dunnavant Miriam Needham Vange Scivally Sherie Bargar
From the President Belinda Vose
Making the Grade— Evaluating Your School Library Media Program: Information IS Power! Donna Baumbach
Publisher Florida Association for Media in Education 2563 Capital Medical Boulevard Tallahassee, FL 32308 Phone: 850-531-8343
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Question of Copyright Gary Becker
Sunlink John Prevosk
Book Reviews Brooke Spencer
FETC in Review
FAME Regional Leadership Development Meetings
Legislative News Bob Cerra
©2007 Florida Association for Media in Education
| Florida Media Quarterly | Spring 2007 | Page 3 |
Belinda Vose FAME President Media Specialist North Marion Middle School Ocala, Florida 352-671-6041 Belinda.email@example.com
Evaluation is the Key to Improvement One of the hardest things to do when you are as busy as the typical media specialist is to take time to evaluate your program. Iâ€™ll bet you are typically doing several things at once (probably while you are eating your lunch), and often you feel as though you barely escaped a whirlwind when you leave each evening. Sometimes, at the end of the day, I actually look for the truck that I feel has just run me over! But no matter how exhausted you are, keep up the good work. Be sure to evaluate your program on a regular basis to ensure continued success. Evaluation is a powerful tool. No matter how busy you are, you must take time to step back and appraise your program. What progress is being made on both your short term and long term goals? How many teachers have you collaborated with and which activities were the most successful? Are all teachers in your school utilizing technology, and are you modeling technology integration in
your library media center? Do your students possess the necessary information literacy skills to succeed in the 21st century? Are your circulation statistics increasing each month, and are you seeing an increase in student, teacher, and parent traffic? Are your level one and level two students visiting the library, checking out books, and reading them? Do you overhear students and staff talking about books? Is your library an inviting place where students, parents, faculty, staff, and other members of the community feel welcome? Are you communicating effectively with everyone in your learning community? Do you keep your administration informed of your successes and accomplishments? These are just a few of the questions you should be asking yourself on a regular basis. We have many useful tools at our fingertips to help us evaluate our library media programs. The ExC3EL rubric (Expectations for Collaboration, Collections, and Connections to Enhance Learning: A Program Evaluation Rubric), developed under the direction of Dr. Nancy Teger, should be used as your primary tool for evaluating your library media program. You can access the rubric from the Florida Department of Education, Office of School Library Media Services website (http://www.firn.edu/doe/ bii/itlm/libmedia/index.html).
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we have been doing for years! Media specialists are the leaders in information literacy, and we need to show the world “our stuff”. Be sure to read over these new standards, evaluate your present plan for integrating information literacy skills into the curriculum, and pinpoint where your plan can be improved. Formulate a new plan to increase collaboration with your language arts teachers to ensure all students are information literate.
dards/standards.htm). We need to be sure students are computer literate and have the ability to collect, analyze, evaluate, and interpret data. Technology is changing the world and our teaching must morph to meet this needs. Students need 21st century skills to compete in today’s work force, and it is our job as library media specialists to help administrators, teachers, students and parents understand the importance of acquiring these skills.
FAME is currently working on producing an on-line handbook to help Florida library media specialists see examples of outstanding library media programs as outlined in the ExC3EL rubric. We hope to have the handbook published on our website by the beginning of the 2007-2008 school year. This handbook will be much like each media program; both will continue to be revisited and improved over time. We hope it will help everyone create an outstanding media program as outlined in the ExC3El rubric
Collect your awesome ideas for information literacy instruction and sign-up to present your best practices at the FAME Conference at Disney’s Coronado Springs in Orlando October 10 -12, 2007. Our conference theme this year will be “Information Literacy Rocks”. The Call for Presenters application can be downloaded from the FAME website (www.floridamedia.org). Try to entice a language arts teacher, reading coach, or other teacher to accompany you and present collaboratively! Plan on attending a FAME Regional Leadership Development Meeting to learn what others in your part of the state are doing. Consider sharing your successes with others in your county and region.
Information literacy skills are now an integral part of the Language Arts strand of the Sunshine State Standards (http://www.firn.edu/ doe/menu/sss.htm). This is our time to step up and show the world what
Check out the Draft copy of the AASL 21st Century Library Learning Standards and evaluate whether you are teaching your students these important life skills (http://www.ala. org/ala/aasl/aaslproftools/learningstan
Wow! Now I feel like I should get off my soapbox and get back to work, but I just wanted to let you know that our job as leaders in education in our school communities is becoming even more important. We are going to have to step up and continue to adjust our programs to help our students succeed in this ever changing world. So take a break and evaluate! Set short term and long term goals. Be sure to attach a time frame to all goals, and keep everyone informed of your accomplishments and successes. Send e-mails to administration on a regular basis, write articles for your school newsletters, make appearances on the morning news show and send notes home to parents. Use the evaluation tools mentioned in my letter as we all reach toward the same goal. Start small and do what you can. Soon you will find yourself on the cutting edge of instruction!
Read each component carefully, evaluate your program as entering, developing, advancing, or outstanding, and then set goals to move toward outstanding in all areas. Discuss this evaluation tool and your findings with your administration. Get a plan and a time frame for completion. Do not get discouraged if you are in a new school and/or are working in an older school and feel that technology has left you behind. Use this tool to see where you are and then move forward from that spot, one step at a time. This evaluation tool can help you show your school community what is needed and why. Use ExC3El to justify what you need!
| Florida Media Quarterly | Spring 2007 | Page 5 |
! o e r o f m o m R , o l Can You Hear Us Out in Space? l He n Wednesday, January 17, 2007, the students at Romeo Elementary School, in Dunnellon, Florida, made history. On that day, eleven fourth and fifth grade students spoke with Astronaut Sunita Williams, onboard the International Space Station (ISS). Romeo became the 265th school in the WORLD to do so.
How did the Romeo students get this opportunity? It started with a comment. My husband, Larry Phelps, a licensed ham radio operator, said to me, “Wouldn’t it be cool to have your students talk with the astronauts on the International Space Station?”
Pat Lakin Romeo Elementary School Dunnellon, Florida
“Oh, sure,” I said, thinking that this was a great idea, but was probably unattainable. Anything as unusual and exciting as this probably required a great deal of paperwork and was reserved for only the large city schools with many resources. He then told me about the ARISS program, which stands for Amateur Radio on the International Space Station. | Florida Media Quarterly | Spring 2007 | Page 6 |
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Sponsored by NASA, AMSAT, ARRL and ARISS International, the program offers students worldwide the opportunity to speak via amateur radio to the astronauts on the International Space Station. The more that I thought about it, the more tempting the project became. Students were so thoroughly immersed in daily testing and FCAT preparation; they hardly had time for anything exciting. What an uplifting and educational project this would be for the entire school! Among my first considerations was getting permission from the principal at my school. When I mentioned the project to Mrs. Janet Williams, she was overwhelmingly enthusiastic about it. Every step of the way she maintained her excitement and continued her support. With my principal’s support, I was ready to start the process of getting Romeo on the list of schools waiting to speak to the astronauts. First was the application. There were eight LONG pages to complete, and they were ominous. They can be viewed at: http://www.arrl.org/ ARISS/ariss-ap.html. With patience and time, we completed the task. My husband, Larry, handled the technical parts, and I wrote the educational proposal. Our proposal was to have fourth and fifth graders learn about the science of sound and radio. After practicing these basics, they would learn about astronauts living in space. With this general knowledge, the fourth and fifth grade students would then write questions. One student per class would be selected to ask his or her question to the astronaut via amateur ham radio. The Silver Springs Radio Club, our local amateur radio club, quickly signed on to support our project. Also, during that first year, I wrote a grant and received $931 from the Public Education Foundation of Marion County, covering the purchase of books, antennas, and radio equipment. Next, Larry received permission from the Facilities Department at the county office to set up antennas and other equipment at our school site. During that first year, the fourth and fifth grade teachers extended great effort to prepare their students. With their assistance, the students completed hands-on experiments with sound and radio waves, and they had practical experience with sending and receiving radio signals. The students next came to the library to complete experiments
with problem-solving communications, using “pretend” microphones in the library. All of these lessons, entitled “Amateur Radio in Space,” were found on a NASA website: http://virtualastronaut.jsc.nasa.gov/teacherportal/ pdfs/Amateur.Radio.in.Space.pdf. Later during that first year, a fourth grade licensed radio operator visited our school and shared her experiences as a ham radio operator with the students. During her visit, all students practiced for the upcoming contact by speaking to each other via ham radio, using one station in the television studio of the library and one in a library classroom. Later, students had the opportunity to listen to ham operators worldwide. It was quite exciting when students spoke in Spanish “live” to a ham operator in Portugal. During those visits with the local ham operators, students also learned to key their names with Morse code. All of the students at Romeo, Kindergarten through fifth grade, were kept updated about our project. During our morning TV news show, during a segment called “Weird and Wonderful Fact World,” puppets presented space and radio information from books in our library. Also, during the school year, we let all of the students at Romeo know how and when they could view the International Space Station crossing our skies. Many students rushed to tell me that they had witnessed the ISS. You can track spacecrafts at the following NASA web site: http://spaceflight.nasa.gov/realdata/sightings/index.html. In the library, we also had computer software, SatPC32, which showed us exactly where the ISS was at any time of the day. Students of all ages were stopping at the computer, asking for more information about the project. They were fascinated and intrigued, and all of them wanted to learn more. Larry also set up a web page for Romeo’s ARISS project at http://www.phys.ufl.edu/ ~eshop/ariss/ARISS.html. The site included recent school contacts, ISS viewing opportunities, and ARISS news and updates. After getting the adrenaline up for the students and teachers, we were disappointed when we were not scheduled for the radio contact during the first year. Nevertheless, we persevered. For the next school year, I wrote another grant entitled, “Surround Them with Science!” and we were again awarded $996. I made my library a science center where students would actively participate and interact with science displays in our library. Included in the displays were a potato clock,
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a ball-bearing time machine, a Galileo thermometer, an optical mirage, and live ants making themselves at home in a see-through container. Our students became sciencesavvy, and they continued to show curiosity and interest in science and the scientific method. I also purchased more books, along with more radio equipment. During that second year, our fourth and fifth graders again participated in radio and sound experiments. We again set up radio equipment in a library classroom, and members of the radio club demonstrated its use. Students again talked “live” on the radio. This time students spoke with people in the Netherlands and Germany. By using only a hand-held antenna, a group of fifth graders talked with stations from Canada and Mexico through an amateur radio satellite. Just as we began losing hope for the second year, we received notice that we may have our radio contact within a five month period, between May and September. At least it was something! Again, our hearts sped, and we attempted to keep that spark burning in our students. During that second year of preparation, I wondered what might make the experience even more meaningful. What a fantastic experience it COULD be if we invited Astronaut Joe Acaba, a former teacher of a local middle school, Dunnellon Middle School, to be with us during the radio contact. Since only a handful of students would have direct contact with an astronaut, why not give ALL of our students that opportunity? It was definitely a dream. Then that brightest of lights shone on our event and our dream came true. The Public Education Foundation offered to foot the bill for Acaba’s visit!
The five month period of May through September had come and gone, and the third year was finally upon us. Our principal had retired, and now we had a new principal. Fortunately, Mrs. Kathy Hultman was also very supportive of the ARISS project. From coming in on the weekends to helping us solve a potentially devastating technical problem, she was always there for us. During the first months of the school year, teachers and students were up to their necks in FCAT preparations. We knew that the schedule for the ISS was, as Rosalie White of ARISS said, “a moving target because of things such as space walks, re-boosts, technical issues, orbital mechanics, and so on.” We understood that those things would take precedence over a radio contact. But after over two years of waiting, we were becoming disheartened. About two weeks before winter break, I received a call from our ARISS mentor. He told us that we would be scheduled either the week of January 22, 2007, or the week of January 29. Again, he emphasized that these were tentative dates. I quickly got our fourth and fifth grade teachers together, telling them of the impending contact. They had seen what had happened during the last two and a half years. They had been told it would happen and it never did, so they were not as enthused as I had hoped. They had heard the word “tentative” too often. I too doubted that we would actually have our contact; yet the teachers still agreed to have their students write questions for the astronaut. We would later select the one student per class who would be asking one or two questions. Even though I wondered if the project would come to fruition, I knew that I had to prepare. I knew I had about
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two weeks to get things together before the winter break and maybe three weeks after the break. I wanted the entire school to be involved. The students were somewhat prepared for the last two years, but there had not been as much preparation this year. Besides, I wanted intense involvement for ALL students. I sprang into high gear. First, I had to get the fourth and fifth graders sources of information so that they could create good questions. I had many good books on living and working in space, the ISS, and the Shuttle, but this was not enough for 250 fourth and fifth graders in such a short time. So I went to SUNLINK and found several schools in our area that had duplicate copies of these books. The library media specialists not only sent copies of these books, but sent several others that the teachers and the students used. Thank you, SUNLINK and library media specialists! I also went to the web and found some fascinating things.
On the NASA site, I found interactive web sites that let students see video clips of how the astronauts eat in space and how they use the toilet! They loved that last one! You can view it also at: http://www1.edspace.nasa.gov/ livespace/. On one of the computers in the library, I again set up SatPC32, the software program that showed students where the ISS was at any given time. Right before our winter break, on December 10, 2006, the Space Shuttle was launched. How fabulous! Many of our students watched the night launch from outside their houses. On a computer in our school library, everyone watched the NASA channel, as the Shuttle slowly maneuvered to meet the ISS. We watched as Mission Specialists Robert Curbeam, Michael Lopez Alegria, and Suni Williams conducted space walks. The students were fascinated. I had parents telling me how their children were enthralled with learning about space and the ISS. In fact, before this project, not many people (teachers, administrators, students, and parents) knew the difference between the Shuttle and the ISS. Now they did. Everyday during the last two weeks before winter break, facts and pictures were presented on the morning TV news show. (Did you know that astronauts do not eat bread in space because the crumbs would float up their noses? Did you know that astronauts are strapped in their beds to sleep?) Students approached me daily with questions and comments. To add to the excitement in the library, a large bright display presented the history of ARISS and pictures of the ISS astronauts and Astronaut Joe Acaba. Meanwhile the fourth and fifth graders were learning more and more on their own with the reserved books in the library. I read books to each of the Kindergarten, first, second, and third grade classes about astronauts and about living in space. We also discussed the significance of our contact. The students took AR quizzes on the books, and then we went to the computers to see where the ISS was at the moment. With a globe right next to the computer, it was easy to explain where the ISS was located. Sometimes the students caught the live NASA broadcast of space walks or astronaut conversations that were coming live from the ISS. Our library media center was truly abuzz. Students were reading, learning, watching, interacting. Those two weeks were some of the most powerful, busy, and exciting weeks that we have ever experienced in the center.
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The last three years have been hard work: installing antennas, working out technical problems, organizing schedules, and dealing with postponements. Yet the benefits of those years of preparations far outnumbered the difficulties.
The excitement was everywhere at school. All were involved. Our music teacher taught all 800 students at school an original song written by my sister, “Hello, from Romeo. Can you hear us out in space?” The art teacher had students’ pictures of the Shuttle and the ISS displayed in the library media center and the cafeteria. The PE coaches were having their students do exercises as the astronauts do. During the evening of the last school day before winter break, I received an email from our ARISS mentor. Our contact date was now firm. It would be one week EARLIER than they had originally proposed! Yikes! The organizers needed the questions within the next few days. I had received ALL of the questions from ALL of the students in the fourth and fifth grade classes, but we had not made the selections. Also, school was now out for two and a half weeks. How was I to get in touch with the students who were selected? To make a long story short, my husband and I worked most of the winter break. He and his radio buddies installed antennas and set up radio equipment, while I organized questions; communicated with teachers, parents, and students; and arranged for Astronaut Joe Acaba’s visit.
The last three years have been hard work: installing antennas, working out technical problems, organizing schedules, and dealing with postponements. Yet the benefits of those years of preparations far outnumbered the difficulties. Students talked to distant countries via amateur radio. They read books. Students learned letters of the Morse code. Students learned about sound and radio waves. They read more books. Students learned about life in space, watching interactive Internet sites. Students observed the International Space Station pass through the sky above them. They read even more books. Students watched space walks, in real time. They watched as astronauts fixed parts on the ISS. Students read and read, and wanted to learn even more about space and astronauts. The entire process gave our students an opportunity to sense the joys of life-long learning. Then came the day of the event. During the morning of January 17, Joe Acaba wowed all of our students. During three assemblies in the library, he encouraged them to reach for their dreams and to continue working on all possibilities. He gave them more information about astronauts (“There are water-filled tubes in the astronauts’ space suits to keep them cool during spacewalks”) and answered students’ questions at the end of each session.
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As the children were leaving, Joe continued to mingle with the students. They absolutely loved him! Again, bringing ALL students the opportunity to talk with a real, live astronaut was very special. The actual radio contact was scheduled for the afternoon of January 17. The fourth and fifth graders met in the cafeteria. The rest of the school watched the event through closed circuit television. The students were glued to their seats. We were scheduled to contact the International Space Station at 12:53 PM. A few minutes before our time of contact, every student in the school sang our song, saying, “Hello from Romeo. Can you hear us out in space?” We sang loudly and clearly, hoping they could hear us, way up on the ISS. As we waited, we wondered if we would make the contact. In the past, some schools had failed in their attempts to contact the ISS. Would we be one of them? Would there be interference? Would there be technical difficulties? Those last few moments were long and tense. “Romeo Elementary School, I hear you loud and clear!” said Suni Williams at about 12:54. And for 7-1/2 glorious minutes our eleven students were talking directly to the ISS astronaut, with 800 students, many adults, and one astronaut listening, in amazement. Joe Acaba’s first words after the contact were, “How awesome was that?” We did it. We became the 265th school WORLDWIDE to speak with the International Space Station. The following
day our local newspaper, the Star-Banner, ran a front-page article, entitled, “Marion students seize once-in-a-lifetime chance to talk with astronaut.” (http://www.ocala.com/ apps/pbcs.dll/article?AID=/20070118/NEWS/201180417/ 1025) Our contact made national news with a January 30, 2007 ARRL article. (http://www.arrl.org/news/stories/2007/ 01/30/101/?nc=1) According to the archived ARISS January 2007 status report at http://www.rac.ca/ariss/arisstat.txt, “Audio was fed into the EchoLink AMSAT and JK1ZRW servers and received seventeen connections from six countries.” For three years we waited. We learned, we watched, and we listened; and then we waited some more. When that fateful day finally arrived, everyone was ready. Ready for a new adventure and a new experience? Ready to learn more about our world and beyond? All of the teachers and students joined together for a cross-curricular experience. And at the hub was the library media center... where learning begins, where it continues, and where it thrives. What child will become a physicist, what child will walk on Mars, what child will work with communications... all because of something very, very special that happened at Romeo Elementary School on January 17, 2007.
| Florida Media Quarterly | Spring 2007 | Page 11 |
t’s really not easy being green. Apologies to Kermit the Frog, but he doesn’t know what green is! Try being a first-time dad and a second year school media specialist rebuilding a program in an urban school with nearly an hour’s commute each way every day! So why did I add to this the job of being a Sunshine State Young Reader’s Award reader (for more on being an SSYRA reader see the Spring 2006 FMQ article by Christine Page) charged with plowing through and evaluating nearly 300 books in the course of not quite nine months? Some would say “temporary insanity” but I would say love of books!
It’s Not Easy Being Green: Musings of a Second Year Media Specialist and SSYRA Reader I know there are media specialists out there, who only read only young adult and children’s books so they know what to purchase for their students. I’m not going to lie to you, that is not me. I just love these books! They are fun, don’t usually take themselves so seriously, usually contain a moral center, and many of them make you think. In fact one of the lessons I have taken out of this task is that you simply cannot judge a book by its cover despite what our students may have led us to believe. I have looked at generic covers with rote descriptions and found gems lying within those pages, and I have looked at exciting dynamic covers with the best conceptual summary ever, and found myself not making it past page 50!
Joshua Newhouse Media Specialist Dowdell Middle Magnet School Tampa, Florida 813-744-8322 x246 Joshua.firstname.lastname@example.org
As a SSYRA reader, I find that page 50 has to be a cutoff, since the number of books to be read is enormous. It is extremely difficult bordering on impossible to read them all cover to cover. Even immediately eliminating a handful of books based upon obvious ageappropriateness issues, and a few more due to format or author backgrounds, a lot of books still remain. In an ideal world, this might be a full-time job, but in our world of juggling so many tasks and roles, total and comprehensive reading of every page is just not feasible, so we have to think like our students to a small extent.
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When students pick up a book, they are often not ashamed to return it the next class period or day only partially read, if it does not interest them. As a first-time SSYRA reader I found myself initially, reading to the bitter end, even though I had eliminated books after the first few chapters. As I continued, I got a feel for the quality of materials available for selection. A system slowly arose for eliminating books after a 50 page read, and a quick forward browse for questionable books to confirm the decision to eliminate. I would certainly be remiss in nominating a book based on only a skim or partial read, and it’s important to put the reading time and energy towards reading books you feel truly are worthy of consideration. Additionally, always remember that books on CD are a commuter’s friend, and this goes doubly for an SSYRA reader! While it is true that it is a lot of work, it is very rewarding, and the need for readers from different backgrounds is huge! A nice mix of readers, both males and females, representing urban and rural locales, elementary and middle schools, and different ethnic and racial backgrounds is necessary in order to ensure the best selection of books to appeal to every student reader. I have heard comments about the books being too easy, too difficult, and inappropriate for the age level, boring, boy books, or girl books. As a reader it is a necessary to find different genres, different levels of complexities and books that appeal to students from varied backgrounds. This can prove to be a daunting task. While going through these books chosen by Florida library media specialists and their faculty and students, you can discover books that you may never have picked up in the first place to purchase for your media center or your own enjoyment! Certain genres such as historical fiction, that previously held little interest for me, birthed some of my favorite reads. Authors whose books I might never have looked at have fit snugly into new homes in our middle school’s collection! (For some of these titles, check out the sidebar with brief descriptors of 20 books you need to read, culled from the first half of this year’s 300!) In the end, it’s not so bad being green, especially when you are surrounded by other supportive frogs and are given the chance to work with lots of excitable tadpoles, clamoring for their time on the lily pad!
Twenty Terrific Tantalizing Tales for Your Middle School Readers The Lightning Thief by Rick Riordan – This first book in the Percy Jackson trilogy is a twisting tale steeped in adventure and Greek Myth of a contemporary teenager who discovers he may be more than simply human in a strange world.
Uglies by Scott Westerfeld – In a world where at age 16
all people have surgery to bring them physically to society’s ideals of beauty, a dark secret is uncovered that leaves a small band of outcasts as the only potential saviors of freedom. This is Book 1 of a thrilling trilogy of science fiction adventure morality tales. The Anybodies by N. E. Bode (Julianna Baggott) – Discover the magic that lies within books and unhitch the imagination in this unusual, humorous and poignant tale of a group of people who are just a little more than normal and a very odd antagonist known only as The Miser. From the mouth of one of my students:, “I didn’t like those weirdo fantasy books until I read this, and it made me think about what my imagination could show me when I read them!”. Princess Academy by Shannon Hale – Take one cup of Cinderella, mix in two tablespoons of Princess Diaries, shake briskly and add a little Harry Potter and you get this book that walks the thin line between fairy tale and history, garnished with a sprinkling of politics and romance. House on the Gulf by Margaret Peterson Haddix – A strong female protagonist must solve the mystery of the Florida house she is staying in, before she gets in too deep and loses everything she holds dear, including her family. The Big Nothing by Adrian Fogelein – Set in the same universe as the author’s Crossing Jordan. It’s a coming of age tale about growing up, finding romance and dealing with adversity. Caution: there is at least one instance of a swearword. Surviving Antarctica: Reality TV 2083 by Andrea White – Part Antarctic survival tale and part science fiction parable about reality television being used as the opiate for the masses, this book will excite readers with pageturning suspense while it makes them think about our society and its value system.
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Heat by Mike Lupica – A young Cuban boy living alone with his brother and trying to survive in the shadow of Yankee Stadium where he dreams of one day playing is hit with a series of problems that could leave him unable to play ball or perhaps stay in the United States! A touch of romance, a real sports background (author is a sports writer) and a whole lot of drama enhance this stirring tale of overcoming adversity through trust, luck and strong friendships. Code: Orange by Caroline Cooney – This is a very topical page-turner about a teenager who may have been exposed to a deadly virus and whose decisions may just save New York City from another lethal terrorist attack, or kill thousands of people! (For a colleague’s full review check out the Winter 2007 FMQ) Empty Mirror by James Lincoln Collier – Unique is the best way to describe this thriller about a boy being framed by his own escaped reflection. Do You Know the Monkey Man? by Dori Hillstead Butler – Touching, emotional ripped-from-the-headlines story about a dysfunctional family about to come together for the first time in an emotionally-charged and surprising manner. Red Kayak by Priscilla Cummings – It’s all about choices and what makes a hero in this tale of a boy whose dramatic actions hide his role in tragic events; and who struggles to choose between his friends, his image and the truth.
Under the Same Sky by Cynthia DeFelice – Stirring tale of a boy’s personal discovery of the plight of his farm’s migrant workers; and how he learns to think about people, connecting with a new part of himself in the process. The Extraordinary Adventures of Alfred Kropp by Rick Yancy – James Bond’s world of fast cars and spy adventure collides with the legend of King Arthur and Excalibur, in this unusual, fast-paced adventure starring a flawed teenager who may have just doomed the world. Clemency Pogue: Fairy Killer by J. T. Petty – Clemency Pogue knows how to deal with a stinging fairy because she’s heard all the old stories. When she uses a little literal overkill, she ends up killing 6 innocent fairies and with an unlikely companion must travel quickly around the world to undo the damage her recklessness has caused. This tale is sure to thrill Lemony Snickett and fantasy fans with its odd humor, and clever non-sequitors! So B. It by Sarah Weeks – Her mentally-disabled mother may know 23 words, but it’s only one that fools the mystery of this title, sending Sophie on a trip across the country in search of the truth of “soof”. Begging for Change by Sharon Flake – While technically a sequel to the author’s Money Hungry, this book reads well on its own as Strawberry must learn to temper her love of money with her need for family and friends in the urban jungle she lives in. Counting on Grace by Elizabeth Winthrop— An excellent fictional case study of an underage girl working in a mill that serves to emphasize the importance of education and makes you appreciate the opportunities we have today.
Runner by Carl Deuker – Edgy, fast-moving topical tale of our post September 11th world about a kid whose family is on the brink of eviction and who takes a morally questionable job that may cost him his life. Caution: This book contains some minor swear words.
And Five More to Check Out:
Last Shot: A Final Four Mystery by John Feinstein – An old-school mystery mixed with a lot of behind-the-scenes sports description that will keep both sports and mystery fans turning pages until they reach the thrilling conclusion.
Stanford Wong Flunks Big Time by Lisa Yee Hitch by Jeanette Ingold House of Tailors by Patricia Giff The Mob by Clem Martini Crossing the Wire by Will Hobbs
| Florida Media Quarterly | Spring 2007 | Page 14 |
“I never guess. It is a capital mistake to theorize before one has data. Insensibly one begins to twist facts to suit theories, instead of theories to suit facts.”—Sir Arthur Conan Doyle
Making the Grade Evaluating Your School Library Media Program: Information IS Power! e do a great deal of talking about information and the power of information, especially since Information Power: Building Partnerships for Learning (AASL, AECT) was published in 1999. We know that this is the information age, and we understand our role in making information accessible—physically and intellectually—to the school community.
As information professionals we know the value of information to teaching and learning, but do we really have the information we need to evaluate and improve our school library media programs? • Do we have some baseline information to evaluate our efforts to move our programs in a positive direction? • Do we know what information we need to demonstrate that goals have been accomplished and student achievement has been positively impacted? • Do we know what to do with the information we have and the information we can get? • Do we use information about our programs effectively?
Donna Baumbach, Ed.D. Professor Teaching and Learning Principles College of Education University of Central Florida email@example.com Making the Grade is an ongoing column by Dr. Donna Baumbach, Professor of Education at the University of Central Florida and Director of the Florida SUNLINK Project, focusing on SUNLINK, technology, and the status of school library media centers in Florida and how they contribute to student achievement.
Why, you may ask, would we need information about our programs? Who knows them better than we do? Well, that’s at least partly true. We all have a good idea about the strengths and weaknesses of our collections, our facilities, our programs. That is a good place to start. What information do you need to move forward? What information do you need to put some data behind those perceived strengths or to really get a handle on what needs improvement? Some data already exists, and you know where to find it. You can find collection size, age of collection, budget amounts and sources, FCAT scores and more. That is good solid, useful data. If you need to collect information, you can observe or you can ask. Observation is a bit tricky; we are human, and we can sometimes be subjective in our observations. But if you suspect something needs attention, stand back and watch. Do students fail to use quotation marks when searching for a specific phrase? Do they have trouble creating citations for their reports? Do they consistently use the same reference tools when looking for specific information, even though better tools are available? Make a few notes about what you see, how often you see it, and what might be done about it.
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If you need to ask people to get the data you need, you can interview them or you can ask them to complete a written survey or questionnaire. One of the tools for continuous improvement in business is the Deming Cycle. Dr. William Edwards Deming was a statistician known for improving both the production and quality of goods in the United States and Japan. The Deming Cycle for Continuous Improvement uses the PDSA approach and can be applied to surveys. 1) The Cycle begins with PLAN. Without adequate planning, your survey will be ineffective. 2) The next step in the cycle is DO. This encompasses the actual design of the survey, selection of the sample, and collection of the data. 3) The next phase of the Cycle is the STUDY phase. This is the point where you analyze the data you have collected, draw conclusions, and report your findings. 4) The last phase of the Cycle is ACT. Here is where you determine the appropriate action steps to be taken in the light of the data. Once the actions steps are taken, the Cycle leads you back to PLAN another survey to evaluate the changes made.
PLAN Before you begin, identify the purpose for the survey. What is your objective? What kinds of information will you need? Identify the best people to give you the answers you need. You should consider asking students, faculty, administrators, parents and/or community members, depending upon the purpose of the questions and the information and perspective needed. Determine the timeframe for administering the survey and how it will be administered. Also determine how you will get the word out to the appropriate audience that you need their input. Know in advance how you will analyze, report and use the data.
DO Survey construction is not easy, but it helps if you remember some simple tips: • Keep the purpose of the survey in mind. Every question you ask should support the purpose. • Ask the people who will have the information. • Keep the questions — and possible answers — simple. Don’t ask long complex questions or try to ask about two things in one question, for example, speed and accuracy or quality and quantity. Make those separate questions. • Keep it short. • Make it easy to complete. • Do a trial run with a sample of the intended audience to identify problems with wording or instructions. • Group your questions in sections and put them in a logical order. • Avoid words like always, never, invariably, etc.
Figure 1. Deming’s PDSA Cycle
• Begin with a short description of the purpose of the survey and end with a thank you.
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There are a number of free online tools to make data collection easier. If you want to generate a paper survey, you can use any word processing or page layout program. Microsoft Word, for example, has some forms tools to help you format your survey and make it easy to read and complete. There are also some templates available to help you: • Microsoft Templates (survey templates for Windows only) http://office.microsoft.com/enus/templates/CT101436331033.aspx • Microsoft Templates (Quizzes and test templates for Windows) http://office.microsoft.com/enus/templates/CT101435311033.aspx You might ask for input by email. The poll builders below can also be distributed by email (at least the URL for the poll could be emailed): • Outlook: Voting by Email – A tutorial from Kent School District http://www.kent.k12.wa.us/KSD/IT/TSC/prof_dev/ tutorials.html In addition, this site from the Washington State Library has a number of charts, matrices, samples and worksheets that can be downloaded and changed to meet individual library needs. Several might be adapted or used to generate data for library media center use. http://www.k12library.info/toolkit/chartsforms.html Since many library media center users (and non-users) are online these days, you might want to try collecting data using an online survey. This allows participants to enter the data at their own leisure from the classroom, home, the public library, or your library media center. You can direct prospective survey participants to your questionnaire by creating a link to your survey from an existing web site (or sites), by emailing the link to potential survey participants, or by publishing the link in paper fliers, post cards, newspaper
advertisements, etc. Here are some sample tools for you to consider: • Survey Builder, http://chnm.gmu.edu/tools/surveys/index.php, allows you to easily create and manage online surveys. You do not need to know how to build a Web page that has forms, set up a database to store entries, or do any of the other technical tasks that are normally required to produce interactivity on the Internet. Survey Builder does all of that for you. After contributors fill out your questionnaire, you can choose to post their responses on a Web page devoted specifically to your survey. Survey Builder also allows you to view and organize your surveys, and even exports the survey responses into a database worksheet, like Excel, for tabulation and analysis. The survey is hosted at the Center for History and New Media at George Mason University. • Survey Scholar, http://www.surveyscholar.com/index.html, is designed especially for education. It is free for students and not too expensive for educators, about $20 a month for up to 2000 responses and a penny more for each one after that. There are a few templates available, and you can generate email invitations to participate in the survey. • Quia, http://www.quia.com/, offers a free 30-day trial and is $49 for a full year subscription. Quia lets you easily author surveys and a variety of games, activities, quizzes and webpages. It also allows you to use what
Figure 2. Survey Rating Grid Generated in Quia | Florida Media Quarterly | Spring 2007 | Page 17 |
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other people have created, so you might find a useful survey you can modify to meet your needs. • Zoomerang, http://info.zoomerang.com/, is free online survey tool; although a pro version is available that has much more power and reporting capabilities. Zoomerang offers templates, has a “survey coach” to help you construct your survey, offer skip logic (if you answer “yes” to one question, for example, it may automatically skip a follow-up question that you would see if you answered “no”) and lets you generate a URL to send to participants or import email addresses to ask for participation. There are a number of tools offered to help you analyze the data you receive. SurveyMonkey, http://www.surveymonkey.com/, offers a basic subscription for free and more features for $20 a month. Other Features are similar to Zoomerang. You might also be able to modify some quiz generators to gather the data you need: • Discovery Quiz Center http://school.discovery.com/quizcenter/quizcenter.html • QuizStar http://quizstar.4teachers.org/ For short poll-like data collection and instant feedback, try: • PollBuilder, http://chnm.gmu.edu/tools/polls/, lets you create a poll quickly and let participants choose from one of up to five answers. PollBuilder generates the code to imbed the poll on your own webpage.
Figure 3. Form for creating a poll using PollBuilder Figure 4. Poll resulting from input on PollBuilder
• SnapPoll, http://www.snappoll.com/, will host your poll or generate the code to embed it on your webpage. You can choose your own colors and layout and prevent people from voting more than once. The Freesite (www.thefreesite.com) has a number of free poll generators similar to these.
Figure 5. Poll results generated by SnapPoll
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STUDY Deal with the data. Use appropriate statistics: Averages, percentages, ratios, frequencies, totals, and correlations. If you need assistance, ask for it. There are people in every district who know how to deal with data, and analyzing the data and drawing appropriate conclusions are critical to your success. Use Microsoft Excel® or other spreadsheet software to record, compute, analyze and graph your data; that will help you — and others — make sense of it. Create tables to show your data in an easy to understand format. The National Center for Educational Statistics offers a graph generator for kids that have the power to create five different kinds of graphs that might be useful in your analysis and reports at CreateAGraph (http://nces.ed.gov/nceskids/ createagraph/). If you’re looking for other ways to make your data more visual, try the Period Table of Visualization (http://www.visual-literacy.org/periodic_table/ periodic_table.html). Be sure to make your findings available to participants and let them know what actions will be taken so they know their opinions and time are valued. Post the results on a website or bulletin board, give a presentation, or create a brochure. Write articles for the school newspaper or parent newsletter. Then, use the data to
What does this data mean? Students and parents generally feel online resources are adequate; teachers do not. What are the possible causes for this discrepancy? Possible solutions? How can we improve all perceptions? How can we improve our online resources? What follow-up questions should be asked?
Figures 6. Table and graph generated by a spreadsheet (Excel®)
Data is meaningless and the survey process is an exercise in futility if you don’t do something with it. Remember the purpose for the survey in the first place! You had an objective, and you collected data to meet that objective. Collecting data is important, but how you use it is more important. Often you’ll find that the answers to your questions will generate more questions. That’s what makes the cycle go on and on. Meet with people who can help you set and meet goals: your administrators, teachers, parents, students; and share what you have learned. Data can give you a basis for
making better decisions about your program, your collection, your website, your teaching, your services, your public relations, your technology resources, your advocacy efforts. Involving others in data collection, analysis and reporting will help them understand how and why you made your decisions. Data and data analysis can help you reflect, celebrate success, and plan for improvement. Create a plan or rubric and chart your progress. How do you know you’re making progress? Plan, do, study, act! Information is power, indeed!
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“Data is not information; information is not knowledge; knowledge is not wisdom.”—Cliff Stoll and Gary Schubert Recommended Resources: • Achieving Exemplary School Libraries http://ed.sc.gov/agency/offices/tech/ms/lms/ LMCManagement.html Sample survey forms for Administrators, Students and Faculty • Collecting Data: Templates and Resources for the School Library Media Specialist http://www.nobl.k12.in.us/media/NorthMedia/lms/data/ index.htm Sample surveys and templates and some good advice on how to use and share the data and findings. • Expectations for Collaboration, Collections, and Connections to Enhance Learning: A Program Evaluation Rubric (ExC3EL) • ExC3EL Scoring Rubric • ExC3EL Program Improvement Plan Available from the Florida Department of Education, Office of School Library Media Services (http://www.firn.edu/doe/bii/itlm/libmedia/index.html)
• K-12 Annual Report Templates and Examples http://www.k12library.info/toolkit/annualreport.html Templates for developing an annual report for your school library media center and two examples of reports on the web • SWOT: Strengths, Weaknesses, Opportunities, Threats http://en.wikipedia.org/wiki/SWOT_analysis Describes a strategic planning tool frequently used in business but appropriate to the school library media program as well • What Gets Measured Gets Done: A School Library Media and Technology Program Self-Study Workbook http://www.doug-johnson.com/wgm/wgm.pdf Organizing for evaluating your program, gathering and analyzing data, writing the report and sharing the findings.
• Indiana Learns: Data Driven Practices http://www.indianalearns.org/datadriven.asp “Library media specialists and technology specialists are presented with an overall scheme of collecting evidence upon which the program can be measured and used to continuously monitor the impact they are having.”
| Florida Media Quarterly | Spring 2007 | Page 20 |
Tips on How to Make the Move to a Secondary Media Center and Keep Your Sanity! fter being an elementary school library media specialist for ten years (PreK-6 and K-8), I decided to grow up a little and applied for the secondary position that opened at the local high school. I was worried about working with hormonal teenagers, presenting in-depth lessons on information literacy, and getting to know the curriculum and teachers. I was right to be worried about those issues, but in many ways switching to the high school was easier than I thought. It was also more difficult in ways that I never imagined!
A Jodie Player Delgado Library Media Specialist Coral Shores High School Tavernier, FL. Jodie.delgado@keysschools. com
My previous school was a fixed schedule K-8 school. I was extremely excited about moving to a flexible schedule. Collaborating with teachers doing indepth projects, working on collection development and implementing cool reading programs, and making the media center the most important area of the school. Instead, I spent most of the first quarter convincing teachers that I was a) capable of teaching, b) a collaborator and co-instructor, and c) a good resource. My library aide informed me that the previous year the media center was booked solid, and there I was waiting for classes to come in that never scheduled or cancelled when they did. There was lots of outreach involved here. I received the most support from the English department, of which I
was a member. I started doing database and district online resources demonstrations to classes, booktalks, and even lessons on credible resources, citations, and plagiarism. Between Thanksgiving and final exam week the LMC was booked solid. Success! Art, Social Studies, Spanish and Leadership teachers were also beginning to ask about library time or resources. I was lucky in that I already knew some of the students as they had been with me across the street. Many were surprised to see me follow them. Several ninth graders tried to take advantage of our previous history, asking for special privileges because I knew them and they were my favorite students. I did know them, a little too well in some cases!
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Tips for surviving high school, the second time around! • A sense of humor is absolutely paramount. • Read! Read! Read! I was excited that I could actually read adult books again. Teenagers are very dependent upon suggestions from you and especially their peers. • Display books attractively. Lots of books face out, group displays by genre or topic, and make book lists available. There are several things I miss about working in the elementary library. The younger students really get into storytime, where it’s okay to be absolutely silly and have an argument with your puppets! The joy and love of the younger students is infectious and energizing. Illustrated books are works of art that are a feast for the eyes as well as the soul. There tends to be more parent involvement at an elementary school, and the library therefore caters to the entire family.
• Get to know the students as people. Once they realize you will listen and respect them, they will be spending lots of time in the library media center. • The teachers will be your biggest supporters or biggest detractors. Find out what they are studying, what projects they are planning and go to them with ways you can help them. If you wait for them to come to you, the LMC will be an empty place. • Go online. That’s where you’ll find the teenagers. And many teachers. The LMC is no longer just a room with books. • Keep your administration informed of everything you do. And explain why you are doing it. My principal is extremely supportive, but I am the expert in library science. For administrators to adequately evaluate the library media program, they need to fully understand its value. • Join organizations like YALSA. There are many young adult resources out there that are extremely valuable. • It’s still okay to show your silly side. Teenagers are still children in many ways, although they sometimes look and act like adults.
Tips from my student aide • Carry lots of antidepressants • Be strong in sarcasm and irony • Very important — get a student aide! • Be a cynic • Don’t let kids walk all over you (keep a blunt object handy)
In contrast, teenagers are moodier, tired, argumentative (surprise, surprise!), and absolutely wonderful to work with. Instead of watching the wonder of a kindergarten or first grade student read a book by his/her self for the very first time, there is the wonder of seeing a teenager who loudly proclaimed she hated reading not look up from her graphic novel or Alex Flinn book for almost half an hour, and proudly show off how many pages she’d read. Working at the high school has given me a new perspective on teenagers, literature, and myself. Everybody asks how I like working here, and my response is “I love it!” I was lucky enough to take over from a wonderful media specialist and inherit a good collection. There is still much for me to learn over the coming years, and lots to do to fully integrate the LMC into the school’s curriculum, but I feel I’ve made a good start. I’m coming home from work happy and full of plans implementing programs and collaborative projects. And best of all, students are using the LMC, reading, and learning information literacy skills.
| Florida Media Quarterly | Spring 2007 | Page 22 |
Is there a copyright violation if a band director copies CD’s of music that he has purchased to an iPod? Are there any copyright violations when downloading music to an iPod if you have paid for the music?
One must separate his/her role as an employee from that of an individual user of music. If an individual purchases a legitimate copy of music, whether on a tape, CD or downloads from a legitimate web site, that copy may be reproduced by the rightful owner, for placement on an iPod, CD, computer or other audio device, for personal use only. Such right would not extend to bringing such copies into the school setting for use or making copies for others to use. If a school or the district purchases music and wishes to convert the music into another format, prior permission would need to be obtained. Apple does provide download capability from iTunes to iPods for schools, but one would have to visit his/her licensing agreement to determine the degree to which such downloads may be used. This would be true of any other download site that is utilized. License agreements governing those sites determine what is permissible and restricted and the licenses supersede any copyright privileges.
I have recently had an experience that makes me question “how” to purchase a “legal” video for instructional use. When I tried to order a video from a teacher’s on-line store, it was not available. I contacted a representative, who directed me to their on-line site that sells videos licensed for home use only, whereas the teacher’s store sells licensed school versions.
By restricting purchasing options on the consumer site to credit card only, we are not able to issue a purchase order with our normal statements as to instructional use. Is it still legal for me to purchase the home licensed video version for use in school classrooms?
In general, it is permissible to use a video, labeled for “Home Use Only”, in classrooms, for direct, instructional purposes only. However, if the producer markets the materials under a licensing agreement with the end user, then the terms of that license dictates the conditions under which the videos may be used. Some companies set up separate marketing, distribution channels for schools and home use, and even charge a different amount for the same video program. In some instances, the school version, for the added cost, may come with additional support materials and additional video cuts on the same DVD/tape that are not found on the home version. Copyright Law doesn’t differentiate between various sources for obtaining copyrighted materials to use in the classroom, but does require that they be legitimate copies from a legitimate source. Some companies have chosen to further control the marketing of their materials through contract agreements (licenses). Contract law, which governs licensing agreements, supersedes any copyright privileges. The fact that the representative directed you to another site to order their product leads me to believe that they are not restricting the use of the home version, but I would recommend verifying that situation, in writing, with the teacher store or the producer.
| Florida Media Quarterly | Spring 2007 | Page 23 |
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, please send it to firstname.lastname@example.org. You will receive an individual response and your question may appear in a future edition of FMQ. Requests to withhold names will be honored.
SUNLINK: Collaboration Ideas That Dazzle John Prevosk Sunlink Training Coordinator email@example.com
ollaboration can be a beautiful thing. For example, the legendary dancing talents of Fred Astaire and Ginger Rogers certainly add credibility to the saying “it takes two to tango,” and the historic flight of the Wright brothers at Kitty Hawk definitely proves that “ two heads are better than one.” Collaboration has a track record of producing some wonderful things that continue to entertain and benefit many.
Library media specialists are no strangers to collaboration. Some might even say it is second nature.
Collaboration Idea #1 Problem: A teacher wishes to have his students engage in a research project. Where does he begin?
The media specialist has several roles as outlined in Information Power: Building Partnerships for Learning (AASL, 1998).
Solution: The LMS can conduct a student/teacher orientation on the FINDS research model found in SUNLINK.
• As teacher, the library media specialist collaborates with students and other members of the learning community – to analyze learning and information needs, – to locate and use resources that will meet those needs, – to understand and communicate the information the resources provide.”
It must also be remembered that collaboration is a twoway street. We can’t wait simply for a teacher or student to make a request for assistance. We must be proactive in initiating collaboration too. SUNLINK makes collaboration with students and teachers simple, fun, and productive. The collaboration examples featured in this article details common needs and practical solutions that include SUNLINK. By integrating SUNLINK into your media program, you can begin to open the door to a new world of collaboration. So, what are you waiting for? “Let’s collaborate by using SUNLINK!”
• Downloadable research organizers – The Diggity Dog research organizer for upper elementary, and middle school students – The Curious Cat research organizer for secondary students. • Online resources that assist students through the research process Visit the FINDS home page at: http://www.sunlink.ucf.edu/finds/
Collaboration Idea #2 Problem: A teacher wants her students to locate some credible educational web sites for their research project. Solution: The LMS can conduct a student/teacher orientation on SUNLINK’s Curriculum related web site database.
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What else can teachers do with SUNLINK’s curriculum related web sites?
New SUNLINK Enhancement!
• Add to a favorites list or on a shared bookmarks site (Furl, BuddyMarks, Scuttle, del.icio.us etc.) • Put into a SUNLINK bibliography to print out for yourself, or as a student hand- out • Share links via email with other teachers • Create a Web Quest or other web-based activity for students • Use as a supplement to your lesson plan What else can students do with SUNLINK’s curriculum related web sites? • Add to a favorites list • Use as a resource for a class project • Share links with friends or collaborators on group projects SUNLINK’s curriculum related web site database contains: • Over 26,000 web sites • Ability to search by keyword and interest level • Descriptive information (contents, note & summary fields) found in the full record View the “Quick Flix” Flash movie tutorial on how to search the SUNLINK curriculum related web site database: http://www.sunlink.ucf.edu/train/quickflix/
Other Ideas That Inspire Collaboration Speaking of web sites… • The LMS can make teachers and students aware of their respective portal pages accessible from the SUNLINK home page. • The portal pages are a one-stop shopping experience for links of interest. • Collaboration can also include parents & principals, so make them aware of their portal pages as well. • LMS: Don’t forget your media specialist portal page. Share it when collaborating with other library media specialists.
SUNLINK’s redesigned portal pages now feature collapsible menus, which make it easier and quicker to access the links you want. Just click on a topic to open the listing, click again to close.
Collaboration Idea #3 Problem: A teacher wants his students to locate print materials that compliment their research project. These print resources must also be at an appropriate reading level for each student. Solution: Ask your LMS to conduct a student orientation on how to search SUNLINK for print resources that correlate to specific reading and interest levels. New SUNLINK Enhancement! You can now do a “Quick Search” right from the SUNLINK home page, or as usual do more specific searches by clicking on the newly renamed “Begin an Advanced Search” button. SUNLINK’s reading and interest level feature allows you to: • Search by general reading and interest levels • Search by Accelerated Reader reading and interest levels • Search by Reading Counts reading and interest levels • Search by the Lexiles framework View the Quick Flix flash movies on how to search SUNLINK for reading and interest level information: http://www.sunlink.ucf.edu/train/quickflix/
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Other Ideas That Inspire Collaboration •In an effort to promote reading, the LMS can make teachers and students aware of book lists such as – SSYR – Florida Teens Read – … and other award-winning books and recommended reading lists Reading lists are accessible from the SUNLINK home page: http://www.sunlink.ucf.edu
You will be prompted to select the location to borrow the item from. Always select the closest location to your school for quicker service. Click on the ‘Submit” button to continue. • A form will appear which includes the title of the item, as well as the borrower’s and lender’s information. You can enter a need by date, and additional information if you so desire. • Click on the print button, and fax your request form, or refer to the form when requesting over the phone. Note: For those schools that have existing e-ILL (email interlibrary loan) accounts, a few minor changes will be noticed.
Collaboration Idea #4 Problem: Teachers and students often complain that their media center doesn’t have what they are looking for. Solution: The LMS can make students and teachers aware that they have access to resources outside their school via SUNLINK’s interlibrary loan. New SUNLINK Feature! Library media specialists can now print a SUNLINK faxable request form for any item in SUNLINK.
• The “e-ILL” button has been replaced with the “Request This Item (ILL) button • The “select the location to borrow the item from” drop down menu will identify e-ILL schools in the listing with an @ sign preceding the school’s name. • The SUNLINK Interlibrary Loan Request (Email) form now contains the email addresses for both the borrower and lender. • Click on the submit button and your request will be sent just as always.
Here’s how it works:
Collaboration Idea #5
• Click on the” Request This Item (ILL)” button • Enter your name and password (Your name is your school name code as it appears in the SUNLINK location menu. The password is SUNLINK). Click on the “Submit” button. •
Problem: The teachers would like all their students to create bibliographies to accompany their research project Solution: Ask your LMS to give a student/teacher orientation on how to create a bibliography in SUNLINK. SUNLINK’s bibliography builder allows you to: • Preview it! • Sort it! (author, title, or call number) • Name it! • Save it! (text file or html page) • Print it! View the Quick Flix flash movie on how to create a SUNLINK bibliography for reading and interest level information: http://www.sunlink.ucf.edu/train/quickflix/
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Other Ideas That Inspire Collaboration The LMS can create a surprise bibliography for a teacher or student that may open a discussion about how to create SUNLINK bibliographies, as well as how to acquire books via interlibrary loan. The teacher can create a SUNLINK bibliography that compliments their lesson plan. Give it to the LMS to pull and/or order titles via ILL.
Collaboration Idea #6 Problem: An ESE teacher needs some resources for his hearing and visually impaired students. Solution: The LMS can show their ESE teacher how to search SUNLINK for special needs resources. SUNLINK is for everyone! Here are some examples of the types of special needs resources available in SUNLINK: Closed captioned videos for the hearing impaired Large type books for the visually impaired SUNLINK also contains two FDLRS collections (Pinellas & Escambia) View the SUNLINK downloadable Power Point presentation on how to search SUNLINK for special needs resources: http://www.sunlink.ucf.edu/presentations/
Collaboration Idea #7 Problem: A teacher is planning an in-service or classroom presentation and wants to incorporate some streaming video in her presentation.
These videos have been produced to increase teachers’ expertise in their fields and assist in improving teaching methods. Some programs are also intended for students in the classroom and viewers at home. View the Quick Flix flash movies on how to search SUNLINK for streaming video on demand programs: http://www.sunlink.ucf.edu/train/quickflix/
Collaboration Idea #8 Problem: A social studies teacher has instructed his students to create a PowerPoint presentation that deals with some aspect of Florida history. “Where can I find some historical images that students can legally use within their presentations?” Solution: Ask your LMS to show your students the free downloadable Florida historical images in the SUNLINK database (courtesy of The Florida Memory Project). Other uses for downloadable images… Upload to a web page Go live on SUNLINK and project images to the class Print out images for handouts View the Quick Flix flash movie on how to download images from the SUNLINK database: http://www.sunlink.ucf.edu/train/quickflix/
When you collaborate using SUNLINK you are imparting information skills that will go far beyond the lesson plan at hand. Who knows? Perhaps that student or teacher may one day become the next great collaborator, be it in the entertainment field, or the area of science and invention. This is the legacy of the LMS and collaboration.
Solution: Contact your LMS and ask about SUNLINK’s streaming video on demand for professional development of K-12 teachers (courtesy of Annenberg Media).
*This article was based on the FETC 2007 SUNLINK session of the same name. Available for download as a Power Point or PDF file: http://www.sunlink.ucf.edu/presentations/
| Florida Media Quarterly | Spring 2007 | Page 27 |
About Christopher Paolini Christopher Paolini was born on November 17, 1983 in southern California. Aside from a few years in Anchorage, Alaska, he has lived in Paradise Valley, Montana with his parents and younger sister, Angela. They have two pets, Otis, a black and white cat, and Annie, a frisky cocker—Australian shepherd mix. Tall, jagged Beartooth Mountains rise on one side of the Paradise Valley. Snowcapped most of the year, they inspired the fantastic Author of Eragon scenery in Eragon. A few years ago, 2006 Florida Teens Read! Christopher hiked to the top of Emigrant Award Winner Peak and could see the Grand Teton mountain range, 100 miles to the south.
Christopher was home schooled by his parents. He often wrote short stories and poems in an attempt to put his thoughts into words. He made frequent trips to the library and read widely. Some of his favorite books were Bruce Coville’s Jeremy Thatcher, Dragon Hatcher, Frank Herbert’s Dune, Raymond E. Feist’s Magician, and Philip Pullman’s His Dark Materials trilogy, as well as books by Anne McCaffrey, Jane Yolen, Brian Jacques, E. R. Eddison, David Eddings, and Ursula K. LeGuin. Christopher grew up listening to a variety of music, but classical music fired his imagination and helped him write. He often listened to Mahler, Beethoven, and Wagner, while writing Eragon. The final battle of Eragon was written while listening to Carmina Buruana, by Carl Orff. The story of Eragon began as the daydreams of a teen. Christopher’s love for the magic of stories led him to craft a novel that he would enjoy reading. The project began as a hobby; he never intended to be published. He took a month to plot out the entire trilogy, then sat on the sofa and began writing in a notebook. When he reached sixty pages, he gained enough confidence to transfer the work to his computer, where most of Eragon was written, although he sometimes found that the story flowed better when he wrote by
hand. All the characters in Eragon are from Christopher’s imagination except Angela the herbalist, who is loosely based on his sister. It took him a year to write the first draft of Eragon. He took a second year to revise the book and then gave it to his parents to read. The family decided to self-publish the book; and so a third year was spent with another round of edits, designing a cover, typesetting the manuscript, and creating marketing materials. During this time Christopher drew the map for Eragon, as well as the dragon eye that appears inside the hardcover edition. Finally, the manuscript was sent to press, and the first books arrived. The Paolini family spent the next year promoting the book themselves. Beginning with talks at the local library and high schools, they then traveled across the U.S. Christopher gave over 135 presentations at libraries, bookstores, and schools in 2002 and early 2003. He did most of the events dressed in a medieval costume of red shirt, billowy black pants, lace-up boots, and a jaunty black cap. In summer 2002, author Carol Hiaasen, whose stepson bought and read a copy of the selfpublished book while on vacation in Montana, brought Eragon to the attention of his publisher, Alfred A. Knopf, who subsequently acquired the rights to publish Eragon and the rest of the Inheritance Trilogy. When the trilogy is completed, Christopher plans to take a long vacation, where he will ponder which of his many story ideas he will write next. Visit these web sites to find out more: http://alagaeia.com http://shurtugal.com http://eragons.com (Spanish) http://www.eragonmovie.com http://www.eragongame.com
The following 2 pages contain letters from Paolini after receiving the 2006 Florida Teens Read! Award.
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Magician Brian Curry
arion County Elementary Schools Have a New Way to Get Kids Reading That Works Like MAGIC!
Readers Award Program’s books, Attack of the Mutant Underwear. This show had children running, not walking, to the library to check out the books.
Imagine a library full of screaming children. For once, it’s a good thing. Getting kids excited about reading is tough work. In an age of movies, video games, and “The Simpsons”, there is a lot of competition for the attention of our students. Some media specialists in the Ocala elementary schools teamed up and tried an innovative way to motivate their students. They used magic tricks!
Other books highlighted in this show included The Backyard Dragon, Holes, Houdini’s Box, and Cat in the Hat. The show concluded with every teacher’s dreams — a snowstorm to accompany the book Snowflake Bentley.
Books: The Magic is Real! is a wellestablished assembly program company in the northeastern states, but is brand new to Florida. The company’s goal is to bring books to life using the art of magic. For example, after describing a book such as How to Eat Fried Worms, magician Brian Curry performed a magic illusion using two worms, a frying pan, and a volunteer from the audience.
Books: The Magic is Real! www.booksthemagicisreal.com One of the highlights of the show 800-624-4220
included turning one of the students into Harry Potter. That student experienced the thrill of performing magic in front of a cheering school. This year’s show also included one of the Sunshine State Young
The show was over but the memories remained. The media specialists in Ocala were left to cast their own spells. In a “thank you” note written after the performance in her school, media specialist Pat Lakin from Romeo Elementary stated, “For days they were asking for the books that you mentioned in your show. Even the teachers commented on what an awesome show it was. As the promoter of books and reading, I was very happy to see children excited and laughing. Our children need programs like the one you provided us. This is what inspires them to read.” For information about Books: The Magic is Real! see their website www.booksthemagicisreal.com or call them at 800-624-4220.
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Twenty-Six Women Who Changed the World By Cynthia Chin-Lee Illustrated by Megan Halsey and Sean Addy Charlesbridge 2005 ISBN 1 57091 522 9 MS/HS Reading Level 7.0 A is for Abigail An Almanac of Amazing American Women by Lynne Cheney Illustrated by Robin Preiss Glasser Simon & Schuster Books for Young Readers 2003 ISBN 0 689 85819 1 Elem - HS Reading Level 6.3 These are two alphabet picture books you will want to add to your collection. If you still think picture books belong only in elementary, these two will change your mind! Besides the intricate collages gracing each page, Amelia to Zora is packed with text, including a quote from each of the 26 featured women. Many of the ladies you will Brooks Spencer already know, but, there are many others who are not well known, such as Grace Hopper, National Board Certified computer pioneer, Nawal El Sadaawi, champion of Arab women, and Maya Lin, architect Library Media Specialist of the Vietnam War Memorial, who are not well known. These 26 women are famous for Osceola Middle School their achievements in human rights, animal rights and womenâ€™s rights. A book to inspire Marion County firstname.lastname@example.org our girls to great things! Reviews by
A is for Abigail, while not providing much information on each woman, celebrates the accomplishments of over 200 women including first ladies, politicians, inventors, writers, and performers. The book is written at a middle grade level. The lively, sometimes whimsical, illustrations will delight elementary readers as well. The author has included five pages of additional information at the back and cites the biographical dictionary Notable American Woman as a particularly important source for the book. Both of these books will interest your girls and get them to reading nonfiction text.
EL LECTOR by William Durbin. Wendy Lamb Books, c2006. 208 pages. ISBN 978-0385746519. Grades 6-12. The history and rich culture of Ybor City in the 1930s is relatively unknown to a good part of Florida. As many Cubans located to the Tampa area to work in the cigar factories, Ybor City became a Mecca for Cuban food, entertainment, pride in work, and literary knowledge.
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EL LECTOR, or “The Reader”, is a Florida historical fiction gem from William Durbin who takes the student reader inside the cigar factories where it was traditional to have a well-spoken reader. The reader’s job was to read Spanish language newspapers, poetry, and literature, such as b, to the workers as they rolled cigars. The reader’s platform was positioned above the floor where hundreds of workers listened each day. Bella’s goal is to one day be a reader like her grandfather. She is 13 and hopes to be able to go to high school next year. But, being a girl, she may have to end her schooling in order to help support younger siblings.
and the unionized workers. In one protest, Bella’s aunt Lola is jailed. With the eminent possibility of the factories closing, Bella’s dreams and way of life may be a thing of the past. The author not only gives a picture of life in Ybor City in the 1930s, but also makes references to employment in the rest of the country, Babe Ruth, and films and fashions of that period. You and your students will want to use this book as an excuse to sample fresh Cuban bread, flan, and café con leche. A field trip to Ybor City to visit the museums and the Columbia restaurant would be a treat as well!
It is 193l and the author gives an account, through Bella’s eyes, of the conflicts between the cigar factory owners
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FETC 2007 In Review t FETC 2007 January 24-26, 2007, Kat Kemker announced that the new Sunshine State Standards on Reading and Language Arts passed the State on Thursday, January 25, 2007. Information Literacy: Florida’s Library Media / Curriculum Connections with Florida Student Information Literacy Descriptors K-12 and Information Literacy Descriptors Correlation with SSS can be found on the web page of the Office of Library Media (http://www.firn.edu/doe/bii/itlm/libmedia/index.html).
A special meeting was scheduled by Kate Kemker, Bureau Chief of the Bureau of Instruction and Innovation, at FETC 2007 to introduce Ken Kay and the Partnership of 21st Century Skills, a consortium of businesses and organizations focusing on skills needed for high school and college graduates to be successful in the global workforce. The ‘life skills’ identified by the consortium include: • Leadership • Ethics • Accountability • Adaptability • Personal productivity • Personal responsibility • People skills • Self-direction • Social responsibility It is understood that students can no longer master all the core course content with information doubling every 72 days. Instead students need to develop expertise in: • Critical thinking • Creativity • Communication • Collaboration • Contextual learning • Information and media literacy
It is not enough to meet the standard, success is found when the standard is exceeded. Parents used to say, “Eat your dinner, there is someone in China who is starving.” Because of the information explosion, now they must say, “Do your homework. There is someone in China who wants your job!” Today the average person between the ages of 18-38 years old will have 10.2 jobs. Critical thinking across curriculums / across businesses is vital to survival. The Bureau of Instruction and Innovation is exploring possibilities of working with the Partnership for 21st Century Skills. Learn more about the Partnership for 21st Century Skills on their website (www.21stcenturyskills.org). Locate “Today’s School Library Media Specialist Leader” in the January 2007 issue of the Library Media Connection. It is a ‘must read’!
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Regional Leadership Development Meetings The FAME Leadership Development Committee, chaired by Sandra Dunnavant, is completing another round of regional meetings in March, 2007. The focus of these meetings was based on the fall regional meetings where representatives were asked to discuss two questions: 1. How FAME can assist our region? 2. How library media specialists in one region can help other library media specialists in the same region? Each region is deciding on the most appropriate assistance FAME can offer. Additionally, the best format for collegial sharing is being determined by each region.
Updates were given to media specialists attending the regional meetings. 1. FAME’s new management company is Bodkin Management and Consulting. 2. FAME’s web site is a valuable tool and can be accessed on the web www.floridamedia.org. Watch the web site for many new features. 3. Sunshine State Young Readers Award can now be accessed at http://myssyra.org or from the link on the FAME web site. 4. The FAME Board will attend Legislative Days in Tallahassee to make Legislators aware of our FAME Platform. Representative Curtis Richardson is a media advocate, and everyone should contact him expressing appreciation of his support. 5. Partnership for 21st Century Skills can be accessed at www.21stcenturyskills.org. This is “the leading advocacy organization for infusing 21st century skills into education”. 6. Dr. Nancy Teger wants every media center to have a web site. The ExC3EL Rubric and Dr. Baumbach’s study, Making the Grade, set this standard. (http://www.firn.edu/doe/bii/itlm/ libmedia/index.html) 7. The 35th Annual FAME Conference is October 10-12, 2007 at Disney’s Coronado Springs in Orlando, Florida. Make plans to attend!
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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
Legislature Convenes 2007 Regular Session; FAME Moves Agenda Items Forward
demands of the electorate, but many also carry the potential of just shifting the pain from one set of taxpayers to another or destroying the overall tax base in the state.
Tallahassee— As the 2007 Regular Session is set to begin on March 6, major changes in leadership and policy direction are already evident. A new Governor, a more assertive legislative branch, a new Commissioner of Education, and a new crisis concerning property taxes will dominate the early action during the Session. With revenue projections continuing to fall for the next budget at the same time that major tax restructuring is being contemplated, it will certainly fail to prove as generous a year for funding the state’s “needs” as well as total funding for public education.
Governor’s Education Budget
While no one really believes that the property insurance crisis was resolved for the long term during the recent Special Session, the immediate political need to act has been addressed for now. This leaves the huge outcry for property tax relief as the 4000 pound gorilla in the room. Every issue this session will be tied to how tax relief is addressed. The Governor has supported expenditure caps for local governments and a doubling of the homestead exemption. The House of Representatives is exploring the elimination of the property tax system according to its “100 Innovative Ideas for Florida’s Future” (see www.100ideas.org). The Senate has conducted its own series of hearings about the current property tax situation. Each of the ideas to fix the crisis presents opportunities to meet the
A few weeks ago, the Governor released his recommendations for the 2007-2008 budget. Included in the proposal (see http://www.ebudget.state.fl.us/) was an increase for public education funding of $1.3 billion or 7.54%. With nearly half of the increase coming from class size reduction and almost all of the rest being generated from school property taxes dedicated for funding public education by previous state action, there is really very little funding provided in the budget that is not mandated because of Constitutional requirements. Still, given that several important areas of state government are seeing real budget cuts in the proposal, the Governor’s budget will provide for a manageable year for school districts. The budget provides for continuation funding for library media materials and SUNLINK, but it did not enhance these items as FAME had hoped. In addition, the proposal would double the amount of funding allocated for teacher performance pay (STAR) from $147.5 million to $295 million. Because the revenue estimates have already been slashed once in the past two weeks, the current thinking is that it will be difficult for the Legislature to even manage to fully fund all of the items contemplated within the Governor’s proposal.
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DOEâ€™s Work on New Sunshine State Standards (SSS) Movement in one area has begun and the interests of students and library media programs can be seen in the adoption process for the new Sunshine State Standards for Reading and Language Arts. Entire sections from these new standards directly relate to the skills taught through successful library media programs. Recognition in the standards writing was given to how many of the skills introduced and mastered through the use of the library media center are directly linked to the same skills identified as being critical to the success of our education system in the next century by the Partnership for 21st Century Skills (see: http://www. 21stcenturyskills.org/). It is obvious to those who are monitoring education policy in Florida and around the country that this report is going to be hugely influential in directing state and local policy making for the next several years, and given its primary conclusion that basic skills is not nearly enough for the success of our nation in the global economy, the report presents an amazing opportunity to reinvigorate the many roles that a well funded and professionally staffed library media program can provide to meeting these new national goals for our public education system.
Meetings with Legislators I continue to receive reports every day from FAME members who have taken the time to visit with their local legislators about our platform issues (platform can be viewed and downloaded at http://www.floridamedia.org/ legislative/pdfs/LegPlatform.pdf). I appreciate all the efforts our members have undertaken this past year. Contacting legislators in person, by letter and over the phone are making a difference. Because of a meeting Louise Freeman held with Rep. Curtis Richardson, Department of Education representatives were questioned in a House Education committee meeting about why their budget request for next year did not include increases for library media materials, since the presentation itself emphasized the critical importance of library media programs in teaching the â€œnewâ€? skills being stressed in the revised Sunshine State Standards. If you have not taken the time to contact your own local legislators, please call their offices today. Set up a meeting with the legislative assistant to discuss the issues that you believe would help to improve the education system for students. With so many changes in leadership at the state level, this year presents unique opportunities and challenges for protecting and advancing our initiatives. Please do your part to support the profession and help create more learning opportunities for children. We know successful library media programs serve the needs of entire school populations. You are your best advocate. Promote the excellent work you do every day for the children of Florida!
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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 http://www.floridamedia.org
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 Pat Dedicos, FMQ Editor, at firstname.lastname@example.org 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 Pat Dedicos, FMQ Editor, at email@example.com. 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
Emergent Trends in Media Programs
Promoting Your Media Program
Evaluating Your Media Program
Summer Tips for a Successful Media Program
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