Inside this Issue: p.6 Social Networking p.12 Intellectual Freedom Award Winner
Photo: Baumbach/Twitter Mosaic
A Publication of the Florida Association for Media in Education Summer 2009
ALA Annual Conference July 10-15,2009 Chicago, IL
37th Annual FAME Conference September 30-October 2, 2009 Marriott World Center Resort Orlando, FL
AASL 14th National Conference and Exhibition November 4-8, 2009 Charlotte, NC
FETC 2010 January 12-15, 2010 Orange County Convention Center Orlando, FL
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.
ALA Midwinter 2010 Jan. 15–20, 2010 Boston, MA
2010 Annual Conference
Pat Dedicos, Editor Florida Media Quarterly firstname.lastname@example.org
June 24–30, 2010 Washington, DC
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| Florida Media Quarterly | Summer 2009 | Page 2 |
Volume 34, Number 4
President President-Elect Immediate Past President Treasurer
FAME Officers Deb Svec Cecelia Solomon
News Release Dr. Nancy Everhart
Miriam Needham JoAnne Seale
Social Networking Donna Baumbach
Board of Directors 2006-2009
Rhoda Cribbs Nancy Everhart Albert Pimienta Kathy Wray Melissa Dorsett William Connell Joanne Seale Courtney Zepeda Jill Saracino Mary Smither Brooks Spencer Chris Page
Intellectual Freedom Award Winner Allison Kriz
FAME By Laws By Law Change
Featured Authors @ Conference
Editorial Staff Pat Dedicos, Editor Laura Symanski, Graphic Designer
President’s Message Deb Svec
2008-2009 Production/ Publications Committee
SUNLINK John Prevosk
Pat Dedicos, FMQ Editor Carol McWilliams, Webmaster Albert Pimienta Rhoda Cribbs Louise Freeman Cecelia Solomon, President-Elect
A Question of Copyright Gary Becker
Publisher Florida Association for Media in Education 2563 Capital Medical Boulevard Tallahassee, FL 32308 Phone: 850-531-8343
Executive Director Bodkin Management and Consulting Larry E. Bodkin Jr., CAE President and CEO 2563 Capital Medical Boulevard Tallahassee, FL 32308 Phone: 850-531-8343 Fax: 850-531-8344 Visit us on the web at www.floridamedia.org ©2009 Florida Association for Media in Education
| Florida Media Quarterly | Summer 2009 | Page 3 |
Legislative News Bob Cerra
FAME President's 3rd Podcast Tuesday, June 2, 2009 This is the third episode of my of presidential podcast. I want to share how I collaborate with my teachers and administrators using technology as a catalyst. You will see examples of how I work... You will find my next podcast episode at http://web.me.com/debsvec.
Deb Svec Deb Svec FAME President email@example.com
| Florida Media Quarterly | Summer 2009 | Page 4 |
From the FAME President
r. Nancy Everhart, an Associate Professor at the Florida State University School of Library and Information Studies and a member of the FAME Board of Directors, was elected president-elect of the American Association of School Librarians (AASL), a division of the American Library Association (ALA), in the 2009 elections. Everhart’s term as president-elect starts in July 2009. She will assume the AASL presidency for the 20102011 term following the 2010 ALA Annual Conference in Washington, DC.
Everhart will be leading the nation’s only association for school library media professionals. Established in 1951, AASL has nearly 10,000 members. Its mission is to advocate excellence, facilitate change and develop leaders in the school library media field. Everhart says, “I could not have succeeded in this election without the support of FAME members. Everyone knows you cannot win an election without winning Florida! I have learned so much during my time on the FAME Board and coming to FAME conferences that will serve me well as President of AASL. I plan to enlist the expertise of FAME members as valuable members of AASL committees.” Running on the platform to support AASL’s goal, “To achieve universal recognition of school library media specialists as indispensable educational leader,” Everhart plans to highlight outstanding leaders in the field. “My objective as AASL President will be to get the nation focused on what 21st-century school libraries staffed with certified school library media specialists leaders look like and what they can do for students. I hope to accomplish this by visiting an outstanding public or private school library media program in each of our 50 states during my presidency and sharing my visits through online social networking both within the AASL community and with the world - hopefully with a major media outlet. I will incorporate my findings into my research agenda and publications that will allow time for these visits. I will appoint an AASL Task Force to assist me in identifying amazing sites and leaders.” As an AASL member since 1981, Everhart has served many roles – Board of Directors, Research Editor of the association’s journal, Knowledge Quest, and chaired the following committees: Research and Statistics, Recruitment to the Profession, Nominating, and the Highsmith Research Grant Award. In addition she has
been a member of the National Board for Professional Teaching Standards committee and School Library Media Research Editorial Board. For the parent organization, ALA, she has served as a mentor to future library leaders on the President’s Task Force on Library Leadership as well as served on the Recruitment committee, Everhart obtained her PhD in 1990 from Florida State University, her M.Ed. from the University of Central Florida in 1981 and her B.S. from Kutztown University in 1975. She had previously been on the faculty of St. John’s University in New York for 10 years and served as a media specialist in Pennsylvania for 14 years. She is the recipient of the numerous awards in the field as well as the author of several books and over 50 journal publications. At Florida State, she developed an online leadership program (Project LEAD) for school library media specialists based on the National Board for Professional Teaching Standards tenets. This grant-funded program seeks to develop 30 future school library media specialist leaders in Florida based on the curriculum. A new grant will follow these potential leaders into their first year on the job to determine the impact of their leadership education. Everhart also directs the PALM Center, an interdisciplinary school library research center in collaboration with College of Education faculty at FSU. Complete AASL Election results are available on the Web site at http://www.ala.org/aasl/elections. The American Association of School Librarians, www.aasl.org, a division of the American Library Association (ALA), promotes the improvement and extension of library media services in elementary and secondary schools as a means of strengthening the total education program.
| Florida Media Quarterly | Summer 2009 | Page 5 |
You Are Not Alone: Social Networks in School Library Media Centers Image: Some of My Social Networking Friends (from Twitter Mosaic)
“We’re all in this alone.”—Lily Tomlin ecause schools generally employ only one or perhaps two professional school library media specialists, many school library media specialists often feel isolated. But it’s a big wide connected world we live in, and many of the new web tools offer possibilities for ending isolation, fostering collaboration, and building relationships with others. One category of these tools that seems particularly appropriate for school library media specialists is that of social networks. Social networks can provide professional contacts, dialogs, collaboration and relationships. They are also great tools for students and teachers.
What is a social network?
Donna Baumbach, Ed.D. Professor Emerita, University of Central Florida
“Online social networks are communities of people who share interests and activities or who are interested in exploring the interests and activities of others. Most services are primarily web-based and provide a collection of various ways for users to interact, such as chat, messaging, email, video, voice chat, file sharing, blogging, discussion groups, and so on. Social networking has revolutionized the way we communicate and share information with one another in today’s society. Various social networking websites are being used by millions of people everyday on a regular basis and it now seems that social networking is a part of everyday life.” (Wikipedia) In her blog post “You Tell Two Friends and I’ll Tell Two Friends and So On and So On...,” JoAnne Gibson adds, “In addition to being able to connect with others who share common interests, family and friends, most social networking sites allow participants to communicate synchronously in live “chats”, and asynchronously sending e-mails, uploading videos, pictures, text files and music. They are a place to join or create new clubs or social forums, post messages on personal bulletin boards, create social calendars and personal blogs, play games, take quizzes and advertise anything you want for free. In fact, there are so many ways to personalize social networking sites that for some people, they have become virtual extensions of their physical selves.” (http://tinyurl.com/68tc8g) Over the past few years, thousands of social networks have appeared on the Internet. There are networks for every occupation, every hobby, every age group, every interest. If you can’t find one that meets your needs and interests, there are free online web tools to help you create one, enabling you to dialogue and share with like-minded others anywhere in the world.
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Social Networking continued from 6
“When so many are lonely as seem to be lonely, it would be inexcusably selfish to be —Tennessee Williams lonely alone.” • Ning (www.ning.com) A site for creating your own social network for personal or professional use—or both! Or you can join one that already exists. Search for topics of interest to you to see Nings that exist. This is a Of the many tools available for use in school library great social networking tool for teachers and students media programs, my 2008 survey revealed social networks because they can easily be created for any topic or to be among the least known and least used category of group, can be customized with your own colors and tools. Nevertheless, some school library media specialists features, and can be private (open to “members” only.) are using these tools, and there is much potential benefit A search on the term “school library” revealed over when used by library media specialists, teachers and 9000 nings ranging from those established for individual students. According to the survey, the five most popular school library media programs to international social networking tools used by school library media professional associations to district- and state-wide specialists are: school library media groups. Here are few Ning groups that may be of interest to you: • MySpace (www.myspace.com) Virtual community site • Literacy Forum: Joining diverse groups of people allows users to network, meet people, browse their to engage in literacy dialogue, collaborate on profiles, and make friends from all around the world. projects and boost literacy levels from coast to There are many groups for librarians and/or school coast to coast and country to country. library media specialists. Many libraries and school • Classroom 2.0: For those interested in Web 2.0 and libraries maintain pages in MySpace because young collaborative technologies in education. people are frequent visitors. Note: There is some concern • eBooks in Education: A place to discuss and learn among educators that young people may not want us in about the potential and the pitfalls of using ebooks their virtual world, but MySpace can be used to connect in education. with other professionals—although there may be better • EdubloggerWorld: Created to facilitate choices. connections and community among educational • Facebook (www.facebook.com) A bloggers worldwide. social utility that connects people with • Great Libraries: For school library media friends and others who work, study supervisors and live around them. People • Libraries 2.0: What’s new and what’s coming in use Facebook to keep up libraryland? See the school libraries group, too. with friends, upload an • Teacher-Librarian Network: For those unlimited of us who connect, teach, share, and number of lead in new information landscapes— photos, share library media specialists! There are also links and videos, and many groups within T-LN, too. learn more about the (http://teacherlibrarian.ning.com/groups) people they • BookVideoNing: Sharing media (in meet. The ISTE any digital format) to promote books, special interest reading, and literacy K-12. group for school • Book Trailers: Just like movie trailers or library media music videos, these trailers allow you to find out specialists has a more about a book in an exciting and entertaining My FaceBook Network (powered by TouchGraph) Facebook page. way! there is a Librarians and Facebook group and a • Treasure Mountain Online: Dialogue and discuss Librarians and Web 2.0 group. Once you register (free), research about school library media centers you can search for people or groups with like interests.
What social networks are being used by school library media specialists?
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Social Networking continued from 7
create, share, rate, and comment on content. Social networks bring those features—and more—together in one application.
How are school library media specialists using social networks? School library media specialists report they are using social networking to: • Learn about social networking and its potential for teaching and learning • Teach students, teachers and parents about social networks and safety issues (http://teacherlibrarian.ning.com/video)
Top of the video page from the Teacher-Librarian Network Library media specialists can share videos they or their students have created.
• Tuesdays with Karen: Encouraging, equipping and empowering teachers with creative technology • 23Thingsters: A Ning group for people who want to learn more about Web 2.0 tools • Ning in Education: For those using the Ning social networking platform in education—includes those new to Ning and experienced Ning users
• Establish a presence on MySpace or Facebook for their school library media center so that students and parents can become aware of and access library media center resources and information • Share information and ideas, request help, and learn from other professionals • Share what they are reading, reviews and ideas about books with colleagues, parents and students
• Twitter (www.twitter.com) A service for friends, family, and colleagues to communicate and stay connected through the exchange of quick, frequent answers to one simple question: What are you doing? Limited to posts or messages of 140 characters or less, Twitter has been in the news lately as “the” popular thing to do. I’ve found some great school library media specialists and educational technology professionals to follow on Twitter, and they’ve led me to some great resources and ideas.
• Host videos, photos and discussions with colleagues, teachers, and/or students
• LibraryThing (www.librarything.com) Enter a title that you’re reading or your whole library—it’s an easy, library-quality catalog. LibraryThing also connects you with people who read the same things. Show your books: on a shelf or as a list. Library Journal says, “LibraryThing is a highly social service: find similar users, join groups, subscribe to watch lists or RSS feeds of your favorite LibraryThing catalogers, discuss books, and comment on others’ collections.” LibraryThing for Libraries (www.librarything.com/forlibraries) ets you integrate many of LibraryThing’s features in your own online catalog, and a widget allows you to share titles and cover images on your blog or webpage.
• Store related things together: videos, photos, articles, RSS feeds, etc. by curriculum area, teacher, or research topic
There are hundreds of other social networking tools available. Other Web 2.0 tools including blogs, wikis, and photo and video sharing sites have social aspects: you can
• Keep in touch with friends, family and library media specialists in other schools and districts • Work collaboratively on professional committees • Provide a collaborative workspace for students’ multimedia projects • Provide a collaborative workspace for teacher/lms work on different topics
• Provide a virtual meeting and sharing place for book clubs • Provide detailed cataloging for new titles • Find new titles for students to read based on their interests • Identify new titles for professional and personal reading and viewing • Collaborate with colleagues who have similar interests worldwide • Offer pre-conference information and activities and/or provide a “digital scrapbook” of conference activities and then extend the discussion and networking beyond the event
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Social Networking continued from 8
Social networking can be used to communicate and collaborate with other school library media specialists, with teachers, with students or with the larger school community or among several or all of those groups. The WebTools4UWiki at http://tinyurl.com/bq2hl provides ideas for using social networking in the school library media center, more social networking tools including a number of social networks that may be of interest to school library media specialists, tutorials, and links to more information about this topic.
What can be posted on a social network? Each social network offers some unique feature, but most—like Nings—have the following things in common: • Customization: Use your logo — or any other image — at the top of your network. Choose your colors and/or template and name your network. The URL will be unique as well. • Text and Widgets: Insert widgets from other websites or create an area for your weekly newsletter, special promotions or announcements. • Member Profiles: Each member of your network has a profile with his or her photo or avatar, basic demographic information and everything they’ve contributed to the network. • Discussion Forum: Get people talking. Start a discussion on any topic and watch your members respond with posts, photos and attachments • Event Listings: Schedule events, invite network members, and keep track of who’s attending. Great for staff development meetings, new title showcases, special events, author visits, etc. • Interest Groups: Create groups inside your social network around hobbies, interests, affinities, geographical locations, subjects taught, assignments, or anything. • Real-time Activity Stream: Keep up with the members of your social network. Find out what your members are saying, how they’re interacting and what they’re sharing. • Video Players: Upload original footage or share videos from popular video services like YouTube, Google Video and Vimeo. • Photos & Slideshows: Post photos and organize them into albums. You and your members can show off your photos in galleries or slideshows.
My Facebook Contacts (generated by Friend Wheel)
How I can use a social to share with colleagues? The Teacher-Librarian Network (http://teacherlibrarian.ning.com/) is a great example of a social network that already exists for colleagues to share ideas and resources. There are discussions, blog postings, videos created by school library media specialists and their students, photos, book reviews, links to professional resources, announcements and news and more. You can add friends, email colleagues, post private messages and more. There are over 2400 members from all over the world willing to share ideas and resources, give you feedback and become your professional colleague. I posted a question on TL-N about social networks for this article and had an answer within minutes. Although I’ve never met some of my “friends” on TL-N, I feel I know each of them quite well due to our interactions in the network. If the thought of 2400 potential friends seems overwhelming or you feel your interests and issues are more local, you could start a similar network through Ning for your colleagues in your district, for your state professional association members or committees, or for the faculty in your school. In her Never Ending Search blog (http://tinyurl.com/5nr64u), Joyce Valenza (who created the Teacher-Librarian Ning, by the way) talks about using a Ning as a video parking lot. You can upload videos of less than 100MB, more than YouTube, Flickr and many other video sharing sites allow. In addition, you’d be sharing the videos with a smaller community of interested
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viewers rather than the entire world. You can share videos, slideshows, and photos you have created with other school library media specialists. Think of providing a place for all media specialists in the district to post a video of their best storytelling or booktalk, share photos of their best bulletin boards and displays, share annual reports, or describe the best idea they’ve implemented during the year. You could post questions and get answers from your colleagues, share favorite resources, book reviews, purchasing information…the possibilities are limitless.
How can social networks be used with students to facilitate learning? A report from the National School Board Association reported that 96% of students with Internet access use social networking tools (Creating & Connecting, 2007). Popular sites like My Space and Facebook were originally geared to students, so young people are frequent visitors to those sites. Their widespread use and abuse have been reported in the media, and those reports may lead to the idea that social networks are not appropriate to education. However, social networks provide opportunities for students to learn the techniques, rights and responsibilities of creating content for the World Wide Web as well as for being consumers of the information others create. Many students aren’t aware of privacy settings and how to limit the information that is available to others, for example. They may not be aware that content they create online may be accessible to others—like parents, future employers, and potential colleges. Learning to be responsible citizens in a digital world is critical—even if the tools are only used for social and recreational purposes. Learning to use these tools, create content, stay safe, provide feedback and communicate in positive ways is a component of information literacy. Many authors, including those who write for children and young adults, have established profiles on social networks so that students can learn more about them and communicate with them. There is a teen author MySpace index, for example at http://tinyurl.com/5rgmwp and FaceBook offers a group for children’s authors and illustrators at http://tinyurl.com/6b454y. Valenza’s “parking lot” idea works for students, too. Students can post and share their research findings and resources or their video book reports, presentations and
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communities. Social networks can be used to gather information and opinions about a topic, to engage students, to create discussions and to reflect. Students can interact with students having diverse backgrounds and experiences. A network can be created for new students, for clubs and committees, for special events, for units of instruction. The possibilities are endless.
Where do I start? If you want to learn more about social networks, go to the WebToolsU2Use wiki (http://webtools4u2use.wikispaces.com) and explore the basic information social networks. Then read some of the recommended articles and work through some of the tutorials through the links at the bottom of the page. You’ll probably want to participate in a social network before you create one or help others to create one. I would start by participating in a Ning and then creating one either for my family, a personal interest of mine, a book I’m reading, an event, and share with your family, friends or a small group of students or teachers. Nings can be private and Imbees require authorization so you can limit those who can participate. The NSBA’s 2007 report, CREATING & CONNECTING//Research and Guidelines on Online Social—and Educational—Networking, provides some recommendations for school board members regarding social networking that will work for school library media specialist, too. As reported in Simply Speaking at http://simply-speaking.blogspot.com: • Explore social networking sites. This is an important recommendation because most often we tend to condemn something without really understanding it. • Consider social networking for staff communication and professional development. This could well help achieve the previous point as well. It will also serve to integrate students and staff in the networking space. With just a little knowledge you can develop and use social networks to bring attention to your services and ideas. Establish one or more for your school library media program. Remember, there is no limit to the number you can participate in and there is no limit to the number you can create.
• Find ways of harnessing the educational value of social networking. This is a seemingly motherhood statement, but it could be worthwhile for teachers to consciously think of projects and assignments to be executed through networking approaches. • Ensure equitable access. Make sure all students and teachers have access to technology and appropriate social networks. • Pay attention to nonconformists. They tend to love the new technologies and feel less warm and fuzzy about traditional tools and techniques in education. They can lead you to the next great thing. • Reexamine social networking policies. Many sites have been blocked, but the may have great educational value. Reexamine your policies in light to today’s technology and resources. Come at social networking as an integral component of the education process, not as a diversion. • Encourage social networking companies to increase educational value. Educational leaders should work with social networking companies to increase services that are explicitly educational in nature, via informal or formal initiatives that highlight educational offerings. • Social networks offer ways to share with colleagues throughout the school, across the district or around the world. They also provide those networking opportunities for our teachers and our students. Not to exploit the potential of this versatile free tool would be inexcusable indeed. Will you join me in a Ning? Twitter me? Let me be your friend on Facebook? Share titles with me on LibraryThing? Chat with me in Second Life? We are not alone anymore!
Thinking of Using Social Networking with Your Students? Recommended Reading: • Teens and Social Networking in School & Public Libraries: A Toolkit for Librarians and Library Workers from ALA/YALSA. 2008. (pdf) http://u.nu/7647 • 30 Positive Uses of Social Networking from YALSA. A compilation of 30 days of posts to the YALSA blog about how social networking can be a positive force in teen lives. October 2006. (pdf) http://u.nu/9847
| Florida Media Quarterly | Summer 2009 | Page 11 |
Award Winning Essay
Allison Kriz 3016 W. Kirkwood Place, Dunnellon, Fl. 34433 Marion County
I am very grateful for the $1,000 scholarship award for my essay on Intellectual Freedom. This award will be instrumental in helping to fund the beginning of my college career. I am not sure exactly what I want to study, but I plan to attend Central Florida Community College for the beginning of my college career so that I can explore the options available to me. This award is a stepping stone for my future and I want to personally thank Ms. Lourenco for telling me about this opportunity and the judges who thought my essay worthy of the award.
ntellectual freedom is believed to be a fundamental right of all persons to exchange information and ideas regardless of the opinion or bias of the audience. Several organizations, such as the International Federation of Libraries and Institutions and the American Library Association, have held this belief as a principle to which they adhere. Support of intellectual freedom has been an indication of different societies to embrace positive change, progress and overcome challenges.
History is full of examples of societies that repressed the exchange of ideas. The Dark Ages represented a decline of society. Knowledge was closely held by the clergy and any challenge to the beliefs held by the reigning religious power was often met with torture and death. It was not until the Age of Enlightenment with the ideas of men such as Kant and Voltaire that society allowed and even encouraged the discussion of differing ideas. The expression of ideas such as civil rights and freedom of religion laid the framework for the founding fathers of the United States of America. Many more recent governments suppressed ideas that countered their propaganda including Nazi Germany, the National Party of South Africa, the Khmer Rouge regime of Cambodia and the National Fascist Party of Italy. The controlling parties of these societies utilized the suppression of opposing information and the dissemination of its own agenda to consolidate power. These regimes executed millions of people without fear of retribution or reprisal due to their ability to control the flow of information. The exchange of ideas allows cultures to debate principles and change practices that may inhibit citizens to attain spiritual or financial prosperity. Mahatma Gandhi advocated methods of nonviolent civil disobedience to force the British to relinquish rule over India. Although Gandhi was assassinated by a radical Hindu, his ideals and practices had far reaching influence throughout the twentieth century. Dr. Martin Luther King, Jr followed the principles of non violent civil disobedience to further the conditions of African Americans within the United States. The impact of the teachings of Gandhi can be found in the recent events of the United States with the election of the first African American president. Although Dr. King suffered the same fate of assassination as Gandhi, the message of both men had far reaching effects on the world years after their deaths. The hearts and minds of people are tools with which they refine the world around them. People's natural inclination is to provide a better life and environment for their children. Through the frb3 exchange of information and opinions, people can debate ideas that may improve their community. Only with dialog can people expose fallacies and strengthen philosophies that provide commitment to progress. Organizations that support intellectual freedom often become the targets of persons who are afraid of ideas that may threaten their viewpoint. By allowing debate and exploring possibilities of opposing ideas, many organizations can refine the core principles that comprise their mission. Strong societies can grow and adapt with the changing time. Cultural are often judged or defined by organizations such as libraries, art galleries, theaters or schools. True intellectual freedom provides a cornerstone of growth and progress and while no society is truly perfect, it can make strides towards the enlightenment of its citizens.
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FAME Bylaws – Proposed Changes he Bylaws Committee for FAME has been working to update the bylaws to reflect needed changes in procedure. Please review the proposed changes to the articles printed below so that you are prepared to vote for or against them. The vote will take place at the closing general session of the 2009 FAME Conference, which runs from 12:30-2:00 pm, October 2nd, 2009 in the Cypress 1 Room. If you have any questions please contact John Prevosk at firstname.lastname@example.org.
ARTICLE XIV – FINANCES
ARTICLE XIII – COMMITTEES Section 13. Committee on Productions and Publications
Section 1. Cash Assets The monies of the Corporation shall be invested in the name of the Corporation to seek the highest return with the safety of the principal being given the highest priority. Section 2. Budget It shall be the duty of the Board of Directors at its first official meeting in the new fiscal year to adopt an annual budget with a contingency line item of 5% of the budget. At the end of the fiscal year if any amount remains in the line item it will be transferred to savings. The Treasurer will provide financial reports to the Board of Directors and Committee Chairman at each Board Meeting. No changes shall be made in the approved budget except by a majority vote of the Board of Directors. Section 3. Annual Conference The Board will approve all FAME annual conference related contracts. Approval of such contracts may be conducted at a Board meeting, or done electronically. Prior to approval of any such contract(s), the FAME management company will provide a copy of the actual conference contract(s), and a summary highlighting the main points of the contract(s) to all Board members for their consideration.
The Committee on Productions and Publications shall consist of the President-Elect, four Directors appointed by the President and approved by the Board of Directors, and the editors of Florida Media Quarterly, and the FAME homepage. The Chairman of the committee shall be the President-Elect. The Chairman of the committee shall be the President-Elect. Members shall serve a two-year rotating term. In any given year only two of the four members shall be new. The President shall appoint the Florida Media Quarterly Editor for a three-year term. The President may appoint a Florida Media Quarterly contributing editor(s) on an annual basis upon the recommendation of the Florida Media Quarterly Editor, with approval from the Board. Approval by the Board for any such position(s) will take place at the Board meeting following the annual conference. Members may be re-appointed for consecutive terms. The Florida Media Quarterly Editor may be re-appointed.
Section 3. 4. Indebtedness Indebtedness incurred pursuant to corporation directive, or as a part of the Corporation’s authorized activities, shall be paid by the Treasurer with signatory approval by the President from such funds as the Corporation may possess. Section 4. 5. Audit The Board of Directors shall receive the audit report from the Finance Committee before approving the annual budget. Section 5. 6. Fiscal Year The fiscal year shall be set from January 1 through December 31 of each year. This does not change the membership year as set forth in Article XV, Section 3 of these Bylaws.
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oin library media specialists from around the state as we connect to the Digital Literacy Hub, September 30-October 2, 2009 at the Marriott World Center in Orlando at the annual FAME Conference.
Connecting to professional development begins on Wednesday with workshops. The morning is devoted to the Florida Power Library initiative, while the afternoon workshops include several BYOL (Bring Your Own Laptops) sessions. All the Wednesday afternoon workshops will help you turn your media center into a digital hub, including Get Connected to Your Administrators. Without administrative support your media center remains the warehouse, not a 21st century learning center! Get connected to awesome literacy keynote speakers and presenters, Jodee Blanco, Tim Green, Neal Shusterman, and Margaret Petersen Haddix; Apple (like in computers!) curriculum evangelist Dr. Mark Benno…don’t know the names…Google them! Opening session remarks from State Senator Jeff Atwater, President of the Florida Senate…just happens to be a neighbor of FAME President Deb Svec…connects FAME to the Florida Legislature. The closing session on Friday takes a different look this year, a luncheon with a keynote speaker. And the promise that all of you will be in your cars and on your way home no later than 2:30pm on Friday afternoon. Curious about what a digital literacy hub might look like in your school…visit the Digital Literacy Hub in the Exhibit Hall and imagine the possibilities. Throughout the day on Thursday and again Friday morning, concurrent sessions will be held in the Digital Literacy Hub, hands-on learning at its best! Getting connected to one another is an important component for any FAME conference. The President’s Reception has been nicknamed “Dessert and Dancing with Deb!” It continues to be a free event. Added this year, to bridge the gap between the end of the Exhibit Hall Opening and the start of the President’s Reception is the Fabulous Authors Meet Everyone (FAME…get it!) dinner reception. Every effort was made to the keep the costs down for this ticketed event. $25 will get you a great meal (Menu: Caesar Salad, Penne Pasta with Roasted Yellow Tomato, Pancetta, Spinach and Puttanesca Sauce, and Beef Slider Station) and an opportunity to get up close and personal with many of the authors! Marriott World Center is an excellent venue, with FREE self-parking for all conference attendees! The room rates remain the same as last year. And, there’s free Internet in all the guest rooms! See you September 30-October 2, 2009 in Orlando at the 37th Annual FAME Conference, Connecting to the Digital Literacy Hub!
| Florida Media Quarterly | Summer 2009 | Page 14 |
2009 FAME Annual Conference
FAME’s Got AUTHORS!! ou wouldn’t be a library media specialist if you didn’t love books. And what can be more rewarding than getting the right book into your students’ hands? Knowing authors and their work is a wonderful asset. Expand that knowledge at the 2009 FAME Conference.
Authors are invited to the conference from many different sources. Picture book authors from the Florida Reading Association list, Sunshine State Young Readers Award authors from both levels, and Florida Teens Read! writers are a beginning point. Our president, Deb Svec, has invited Jodee Blanco to give the keynote speech at the General Session, Thursday, October 1. Neal Schusterman will be the speaker at the second General Session and luncheon on Friday, October 2. Imagine the excitement knowing that Jay Asher, the Florida Teens Read! Winner, and Ridley Pearson and Peg Kehret the Sunshine State Young Readers Award winners will be there! Who will you be able to meet and listen to in the concurrent sessions? There’s Leslie Helaoski from the FRA list, Margaret Haddix, Wendy Mass, Roland
Smith, Stephanie Tolan, and Rick Yancey from the SSYRA lists, and Jay Asher and Cassandra Clare from the FTR list. Wednesday afternoon, September 30, from 4 – 4:50 PM gives you a unique chance to listen to and participate in a panel discussion with many of these authors during our “Author Hour.” They will also be signing books during the Grand Opening of the Exhibit Hall, and other scheduled times. Please try to join us for a ticketed dinner, Fabulous Authors Meal Event. This year’s conference is going to be fantastic. We hope to see you at the Marriott World Resort Hotel in Orlando, September 30 – October 2, 2009.
| Florida Media Quarterly | Summer 2009 | Page 15 |
Weed of the Month Afghanistan Why Weed Afghanistan?
The war in Iraq has certainly overshadowed the war in Afghanistan. Afghanistan is often referred to as â€œthe other war,â€? even though our involvement there pre-dates the Iraqi war. The new U.S. presidential administration promises to focus its attention on new strategies for winning the war in Afghanistan, so expect media coverage to increase, and student interest to be piqued about this fascinating country.
Sunlink Training Coordinator email@example.com
Suggested Dewey Numbers to Check: The history of Afghanistan is found in 958.1, while travel and description will be found in the 915.8 section. Materials that deal with social groups will be found in the 305.891 section. In addition to the general, reference and biography sections, check your AV collection for outdated information in media such as videos/DVDs.
Specific Criteria for Weeding: 9-11 was a seminal event in U.S. history. The country of Afghanistan soon took center stage as it was revealed that the Taliban controlled government was harboring the mastermind (Osama bin Laden) of the 9-11 attacks, as well as allowing al-Qaida terrorist training camps to flourish in its country. Titles published prior to 9-11 will obviously be candidates for review, and possible weeding. Books that focus on historical events, such as the Soviet invasion of Afghanistan (1979-1989) may be valid, or maybe not if the history being told is still open ended, or if the item itself is in poor physical condition. General history books on Afghanistan prior to 9-11 should be weeded and replaced with more up-to-date titles. Does your biography section contain titles on Afghan leaders and personalities? For example, does your biography section include information on the current democratically elected president of Afghanistan, Hamid Karzai? Books chronicling modern day life in Afghanistan published prior to 9-11 will not show or speak of the current cultural and political advances made since the fall of the Taliban. For example, jobs for women, girls going to school, for some the optional wearing of a burka, as well as people participating in a democratic election. Nor will pre-911 books show how the Taliban literally altered the physical landscape of Afghanistan in 2001. The Taliban had dynamited the 6th century Buddhas of Bamyan (statues carved into cliffs) because they were deemed idols. Review your AV resources in a similar light.
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Weed of the Month continued from 16
Afghanistan is still a country at war, a country divided by tribalism and Islamic law, a country in transition. Therefore this topic requires books that are balanced and rooted in reality. It is now approaching 8 years since 9-11 and our involvement in Afghanistan. Check post-911 Afghanistan related titles for physical wear. Perhaps a replacement copy is in order, or a new title with fresh insights is needed.
Consider Weeding Titles Like These: Afghanistan, . LCCN 62-015498 Afghanistan . LCCN 76-154993 Afghanistan, 1980. LCCN 80-018356 Afghanistan, 1995. LCCN 95-002931 Afghanistan, 1996. LCCN 96-005150 Afghanistan: a country study, 1986 LCCN 86-003359 Afghanistan and the Soviet Union, 1985. LCCN 85-015993 Afghanistan in pictures . 74-169197 Caravans to Tartary, 1978. 78-007658 Afghan trucks, 1976. LCCN 84-234895 The land and people of Afghanistan, . LCCN 62-016297 The land and people of Afghanistan, 1973. LCCN 72-013178 Letâ€™s visit Afghanistan, . LCCN 68-019512 Shaer of Afghanistan  LCCN 70-089548 Spies behind the pillars, bandits at the pass . LCCN 74-185128 The Taliban: ascent to power, 2000. LCCN 2001-289342 Do you have a topic you would like to see appear in SUNLINKâ€™s Weed of the Month? Contact SUNLINK at firstname.lastname@example.org. Visit the SUNLINK Weed of the Month Archive at http://www.sunlink.ucf.edu/weed/ to view previous weed topics.
| Florida Media Quarterly | Summer 2009 | Page 17 |
I have a teacher saying that under Fair Use, you can use popular music from CDs that have been purchased or music that has been downloaded from the Internet, for which payment has been made. The music could be used to create PowerPoint presentations or video productions. Is this an accurate statement? I thought that legally, you can only use 30 seconds or 10% of a song whichever is less.
In November of 2008, a document was released and promoted to educational institutions. It was the result of a funded study involving three universities in regard to attempting to establish a code of best practices in Fair Use for those teachers who teach media literacy classes or utilize media literacy techniques in the teaching of their regular classes. The Code doesn’t provide specific quantity limitations in any medium, but rather makes the argument for Fair Use to be applied within certain, teaching situations. It is possible that the teacher who approached you may have read this document. The web address for this information is: http://www.centerforsocialmedia.org/ resources/publications/code_for_media_lit eracy_education/ The code has been well researched, but has not yet met the test of time. It is still an interpretation of the law and not a fact. Some school boards and attorneys may be comfortable applying it, and others may have concerns. In the absence of the Code, the use of copyrighted music in any school production was limited to a very small portion of the original work. The 10% or 30 seconds, whichever is less, was in specific reference to a set of guidelines that were developed when educators and producers got together to determine how much could be taken from various sources
to include in a multimedia presentation. (Multimedia meaning a work such as a PowerPoint presentation) In fact, these became known as the Educational Multimedia Guidelines. However, as with all negotiations, it resulted in “safe harbor” limits, but not the absolute limit on how much could be used from a work. Educators, concerned about interpreting, took the guidelines as literal, knowing if they did, they would not be in violation of the agreement. That is where the concept of 10% or 30 seconds or less, per source, came from. In terms of music downloaded from the Internet, in almost all cases, the source used for the download has the user enter into a user agreement. Contract law supersedes Copyright Law! So, whatever the agreement states can/cannot be done, governs the use. Having said that, a teacher could have purchased their own CD and taken brief excerpts from it to use in a production. The same concept would apply to music purchased and downloaded from a site, such as iTunes, where Apple is acting as a jobber for music publishers and general copyright applies to those works, but works created by Apple, placed on the site, are governed by use rights within the user agreement. Basically, education has very limited rights to use music without prior permission, especially substantial portions of works. I have generally recommended that schools/districts purchase licensed, copyright cleared, background music libraries that could be used in any production, for indefinite periods of time. You can find some of the sources for these libraries by visiting my web site, www.beckercopyright.com, and on the left side of the home page, clicking on “Internet Resources.”
| Florida Media Quarterly | Summer 2009 | Page 18 |
Gary H. Becker National Copyright Law Consultant email@example.com
A “Question of Copyright” is an ongoing column authored by Gary H. Becker, national Copyright law consultant and retired public school system technology administrator. If you have a question, pleased send 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.
Final 2009 Legislative Session Review The 2009 Legislative Session will not be viewed fondly by anyone who had to participate. Members from every side of the political spectrum were battered and bruised by the way the budget needed to be strapped together. Very few bills overall were ultimately passed. Members have very little to take home as victories. With regard to the FAME Platform, we had four main goals: • Limit cuts to public education overall so that local school districts will not be forced to dismantle needed programs and personnel; • Maintain school library media materials funding at the highest level possible; • Protect SUNLINK and the Florida Electronic Library; and, • Oppose any attacks on intellectual freedom.
Bob Cerra Chairman/CEO Cerra Consulting Group, Inc. FAME Governmental Consultant 206-B South Monroe Street Tallahassee, FL 32301 (850) 222-4428 office (850) 222-4380 fax Email: email@example.com
Luckily, the 2009 session did not see any major efforts or bills designed to attack intellectual freedom, but protecting each of our other concerns was a battle from the beginning to the end of the session. Even when some areas seemed calm and settled, surprises at the end of session nearly wiped out some of the programs that FAME strongly supports. But, in the end, we can be pleased with the overall outcome given the range of possibilities that we faced. Overall Funding for Public Schools When the session began, there was a real possibility for districts to face cuts to the 2009-2010 budget in excess of 15%. The passage of the federal stabilization funding in February improved the outlook by at
least 5% directly, and legislators who had previously been unwilling to consider any increased taxes, fees or gambling adopted all three, and they gave a majority of the new or freed up general revenue to public education. While there will still be some local districts that will face some cutting to balance their local budgets in 20092010, on average the final state budget will provide a level amount of money for operations as was provided in 2008-2009 after the January cutting session. In addition, school boards were given the authority to raise a small amount of local property taxes if a supermajority of the board approves the increase. We hope that most of the districts that had previously planned major reductions in their school library staffing and programs will be able to reconsider those plans in light of the final state budget.
School Library Media Materials The final allocation for library media materials was $11.9 million for 20092010. This is a 14.9% reduction from the allocation in 2008-2009, but reflects over $1 million more than the lower offer heading into the budget conference.
SUNLINK and Florida Electronic Library When the session began, the House had a position that SUNLINK should be eliminated altogether. They hid this position with statements that suggested that the functionality could be subsumed by the Florida Electronic Library without any additional funding. The Senate proposed continuation of the program,
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Legislative News continued from 19
although they did cut it by the same percentage as all other DOE projects funded as line items in the K-12 budget. During the middle of session, the House admitted that transferring the program without any funding was not going to work, and they proposed funding the program with a 25% cut compared to 2008-2009. They also proposed a study of ways to combine the administrative costs of multiple databases that are similar to SUNLINK together in one place. In the final version, we obtained the higher Senate level of funding with the House proposed study of the program. I am convinced that the study can only help our efforts to continue the project in the future, but our leaders at the project and within FAME will have to make monitoring and participating in this study a top priority this summer and fall. The language for the study is as follows: From the funds provided in Specific Appropriation 81 for the Sunlink Uniform Library Database, the Department of Education shall collaborate with the Florida Center for Library Automation (FCLA), the College Center for Library Automation (CCLA), and the Florida Electronic Library (FEL) of the Department of State to jointly prepare and provide to the chairs of the House of Representatives Full Appropriations Council on Education & Economic Development, the Senate Policy and Steering Committee on Ways and Means, and the Executive Office of the Governor, a plan that provides options and recommendations for: 1. Establishing an on-line union catalog that is capable of searching the combined library holdings of the public K-12 schools, the public postsecondary education institutions, and the public libraries. The union catalog shall: (a) include holdings that comply with nationally accepted cataloging standards for the representation and communication of bibliographic and related information in machine-readable form; (b) allow users to search for holdings by school district, public postsecondary education institution, public library, region, and statewide; and
(c) include an Internet-based analytic tool that collects and analyzes user and inter-library loan request data. 2. Establishing a process for Sunlink, FCLA, CCLA, and FEL to jointly negotiate the statewide licensing of electronic resources to reduce the overall cost of such resources. 3. Consolidating automated, on-line library services and systems, to include associated infrastructure, when such consolidation can maximize efficiencies, reduce costs, and increase collaboration. 4. Establishing a statewide approach and process for (a) contracting with library cataloging utilities and other providers of library services and products and (b) securing statewide membership in library organizations and regional library affiliates. The plan shall be provided no later than December 1, 2009. I know that the work of many FAME members contributed to the House backing off of its original proposal and agreeing to fund the program. I was copied on hundreds of emails and letters regarding this proposal from our members to legislators and staff and dozens of the responses received from those offices. I thank each of you who participated in this important advocacy. While no one during the entire first eight weeks of session in any way attacked state support for non-school public libraries, a major fight erupted during the final days of the budget conference process where, for about three days, the agreed to budget would not have included any funding for public libraries at all. This would have had the additional impact of causing the state to lose federal grants that support public libraries and library projects such as the Florida Electronic Library. It is extremely rare for a budget item to come to the conference with both houses in agreement to provide the exact same level of funding only to lose the entire amount, but this almost happened. The final agreement is supposed to allow the state to fully draw down its federal funding, which should allow for a continuation of the Florida Electronic Library. But, there were a few scary hours when it really looked as though the entire program might disappear.
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Legislative News continued from 20
Excellent Teacher Program
During the middle of session, the House created a proposal to limit bonus payments in the Excellent Teacher Program to only “classroom teachers” who work in low performing schools. They included this proposal within their education conforming bill to the budget which brought this issue into the full budget negotiations. The inclusion of the term “classroom teachers” would have excluded library media specialists. Thanks to the strong advocacy of FAME and its members, this proposal was abandoned by the House when the budget negotiations finally began.
John and I are extremely proud of our relationship with FAME. The budget constraints faced by the Legislature in 2009 are likely to be even more difficult in 2010 and beyond. We need to continue to work with our members to bind together our abilities to advocate for meaningful library media programs to be available in all public schools. In addition, the ongoing study of the SUNLINK project needs to be attended to by FAME and the managers of the project if that program is to continue after this next fiscal year.
Resources General Appropriations Act: http://www.flsenate.gov/data/session/2009/Senate/bills/amendments/pdf/sb2600e1899894.pdf FEFP Runs: http://www.flsenate.gov/data/session/2009/senate/appbills/FEFPCommittee.pdf Education Budget Conforming Bill: http://www.flsenate.gov/data/session/2009/Senate/bills/amendments/pdf/sb2602AM399700.pdf
MARK YOUR CALENDAR 37th Annual FAME Conference Marriott World Resort Orlando, Florida Sept. 30-Oct. 2, 2009
| Florida Media Quarterly | Summer 2009 | Page 21 |
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
| Florida Media Quarterly | Summer 2009 | Page 22 |
Published on Jun 22, 2009
Florida Media Quarterly is the official publication of FAME, the Florida Association for Media in Education. Target audience is K-12 school...