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The Scanner SIGMS Newsletter Volume 4, Number 3

Pre-ISTE Conference Issue June 2013


Professional Development

SIGMS provides a support network to school library media specialists and others in leadership positions who are working to promote the use of instructional technologies to enhance student learning. It provides a forum to consider and explore ways in which to best use existing and emerging technologies to improve and enhance teaching and instruction, student learning and management, helping students and teachers become competent, critical and ethical users of information. This newsletter is one way media specialists can share their knowledge with one another and anyone interested in instructional technologies. This issue introduces four tools of the trade used by media specialists.

In this issue: Message from SIGMS President


Message from SIGMS President-Elect


Online Technology PD: Reaching Teachers Where They Are Susie Hall, Beverly Harkness and Rachel Simmons


Teaching with Primary Sources Program of the Library of Congress Lucianne Brown


One Stop Shop: How Databases Serve the Demands of CCSS Amy Huyck


Flipped Professional 13 Development via Google Apps Michelle Colte Michigan Association 19 for Computer Users in Learning’s Special Interest Group for Media Specialists Erik Drake

Message From SIGMS President Maureen Sanders Brunner SIGMS President Welcome to our special ISTE 2013 Conference

attendance. I promise, your conference experience

issue of The Scanner! As you know from previous will be exceptional if you take some advice from issues, your SIGMS leadership team has been

veteran ISTE attendees.

working since last fall to make this conference a great one for you. As I

This is the last issue I will be

write this article, several

writing the introduction as

SIGMS member leaders are

President. The last three

working hard putting

years have been a whirlwind

together a webinar

of learning and networking.

especially for those of you

I thank each of you for

who are attending the

allowing me this time to lead

conference. The webinar

SIGMS and continue the

will be full of tips and

work of the great leaders

tricks, as well as a run down

before me. I look forward to

of the “Must Attend”

continuing to serve SIGMS

sessions for school library

at Past-President for the

media specialists.

2013-2014 year. (continued on next page)

If you were not able to attend the webinar, look for the SIGMS Wiki link at to find this and any of our archived webinars. Also, be sure to continue reading this newsletter as Tiffany’s article us up next and is full of helpful tips to get the most out of your conference

Editor’s Note: Thanks, Maureen for your contributions as head of the SIGMS team. This group would not exist without people like yourself; we appreciate the time you have given us!

(Maureen’s message continued) At the end of ISTE 2013 conference leadership will Shelley Friesen, Newsletter Editor change hands and these folks will make up your

Anthony Doyle, Social Media Director

SIGMS leadership team:

Leslie Farmer, Professional Development Coordinator

Tiffany Whitehead, President

Wendy Stephens, Webinar Coordinator

Donna Sullivan-MacDonald, President-Elect

Peggy George, Webinar Coordinator

Maureen Sanders-Brunner, Past-President Jennifer Hanson, Communications Chair

We still have need for more SIGMS leaders to join

Jenifer Grossman, Professional Development Chair our team. If you are interested, please contact any of the officers for more information. I would also like to welcome, or welcome back, the following people who will server as key leaders on I wish you all a wonderful summer and hope to see several of our committees:

you all at ISTE 2013 in San Antonio!

Message from President-Elect: ISTE 2013 Conference Tips Tiffany Whitehead SIGMS President-Elect

The annual ISTE Conference is always one of the

ference. However, its massive size is reflected in

major professional highlights of my year. I am re-

its awesomeness as well, so if you are attending,

ally looking forward to this year’s conference in

prepare for information overload (but totally in a

San Antonio. This will be my fourth consecutive

good way)!

year attending ISTE, and I would really feel like something major was missing if I didn’t have the

My foremost suggestion for anyone attending

opportunity to attend!

would be to volunteer. I’ve been so happy over the last few years as I’ve had amazing opportunities to

I will admit that my first ISTE experience in 2010

get involved and lead with SIGMS, and it all start-

was a bit overwhelming … it’s such a HUGE con-

ed with volunteering at the conference! There are

tons of opportunities to volunteer with

started by volunteering for the playground back

ISTE and they do a great job of recruiting and

in 2011!! To volunteer for the SIGMS Play-

organizing volunteers. Volunteers even get an

ground, please fill out this form:

awesome ISTE T-shirt for their efforts!


The best volunteer opportunity, in my opinion, is the SIGMS Playground. Volunteers can give an informal 5-10 minute presentation at one of the six computer stations for a one hour or two hour time slot. This gives you a chance to share your favorite tool or resource with many other attendees! It’s such a great way to get involved … and you can tell everyone that you presented at

Joyce Valenza, Nick Provanzano, Tiff Whitehead, Joquetta Johnson at ISTE 2012

an International technology conference!! The best thing for me about the ISTE Conference Interested in getting involved with the SIGMS

is the opportunity to spend time face to face

Playground? Contact me! This year, one of my

with the members of my PLN. I gain so much

duties as SIGMS President-Elect is to coordinate from them throughout the year with the things our SIGMS Playground. And how did I get so in-

they share on Twitter, in their blogs, and through

volved with SIGMS leadership, you ask? Well, it

webinars. ISTE is a chance to have conversations and plan awesome collaborative activities that will have a lasting impact when I return to school in the fall. So I asked some of my dear friends and amaz-

ing members of my PLN to either share three things they are most looking forward to for ISTE 2013 or three tips that they would share with The first time I met my library idols Joyce Valenza and Gwyneth Jones at ISTE 2013

other attendees. You’ll find what they had to say throughout this newsletter if you keep reading!

Online Technology PD – Reaching Teachers Where They Are Susie Hall, Beverly Harkness and Rachel Simmons South Grande Prairie High School Grande Prairie, Texas Professional Development can be a rewarding

projects they were asked to complete could be

experience, but many teachers see it as busy

personal or sample class projects. There were

work and a waste of time. Our approach to

no restrictions on what or how big each

Technology Staff Development here at South

assignment was, just explore and create.

Grand Prairie is to engage the teachers in the same

Teachers were then asked

activities that are assigned

to turn their completed

to their students. We

projects into the

believe the best way to

assignment box in

learn a new skill is to

Edmodo. In the beginning,

practice and do it. We

teachers wanted the

have taken those skills to

Instructional Media

the next level with our

Specialists to tell them

Online Technology

step-by-step how to do it.

Professional Development.

We wanted them to explore and learn new

This past year we did our

skills; but more than that,

Tech PD through Edmodo

we wanted teachers to

and we called it

learn that they could be

“TicTacTech.” It was a takeoff from Tic Tac Toe; successful through trial and error. We wanted the teachers had to get three in a row. Any

to reinforce the idea that technology is fun and

three across or diagonally was worth two hours can be used to synthesize knowledge. of tech credit and any three down was worth one hour of tech credit. Each box was filled

We loved the idea of Online PD for many

with a Web 2.0 application that they could

reasons; we could reach many teachers at

easily integrate into their classrooms. The

once, teachers could do it from anywhere,

and teachers could learn at their own pace.

with our Online PD was so the teachers would

The teacher’s technology literacy level varied

see how easy it was to use and maybe we could

from novice to experienced and in many cases

convince the teachers to start using Edmodo in

the experienced teachers helped the novice

their own classrooms. South Grand Prairie

teachers figure out how to get started or how to students, like students across the country, need turn in the assignment. We had help for the

to be college-ready. Since most colleges use a

projects in the form of online handouts (PDF),

learning management system like Edmodo, we

screencasts, and videos. These were accessible felt many of our teachers needed to be exposed via the Edmodo library or were attached to the

to Edmodo.

assignment box. For us here at South Grand Prairie, it was a

Feedback from the teachers was extremely

huge success and we plan to grow our online

positive; they said they learned new ideas they

PD to other areas beside technology. The

would remember better because they did it

possibilities of online PD are boundless and

themselves. By using Edmodo we were able to

give teachers the freedom to learn and grow

give feedback quickly, which the teachers liked

without being constrained to school.

as well. Our hidden motive for using Edmodo ISTE advice from Tiffany’s PLN: Joyce Valenza ( I LOVE ISTE and this year there is no overlap conflict/sacrifice. I can attend both ISTE and ALA! I am looking forward to learning formally and informally and FACE TO FACE from my generous colleagues. The mix itself is inspiring--the folks who are a part of our fabulous SIGMS, our classroom teacher edtech buddies, the admins, the vendors, the academics, the software developers, the publishers--all of whom have been part of, or will be part of, my PLN for years. I love discovering newbie librarians and introducing them to ISTE! From previous San Antonio conferences I know that it is important to go outside! The food, the music, the dancing, the shopping, and the River Walk rock!

Teaching with Primary Sources Program of the Library of Congress Lucianne Brown Governors State University University Park, IL If you are a K-12 educator looking for professional

Listening to Depression Era recordings

development with a uniquely personal touch that

performed by the original musicians vs.

offers an innovative learning focus, we have just

hearing a lecture describing the music

what you need! Your expertise is our passion!

Experiencing a historical documentary prepared using modern day mobile devices with

The Teaching with Primary Sources Program know

exciting digital storytelling that give

how important it is for you to excel as an educator

students access to original artifacts of

and understand that you want to

history vs. watching a slide show

bring something fresh and new to

or viewing photos of those

your students using exciting and

artifacts texts.

innovative tools. We assist

Media Specialists and

educators to bring to life the rich

Classroom Teachers

reservoir of primary sources

The mission of the Library of

from the Library of Congress

Congress Teaching with Primary

(Library) in their classrooms with innovative media Sources (TPS) Program is to build awareness of the and technology, while simultaneously developing

Library's educational initiatives, provide content

lesson plans focused on achieving Common Core

that promotes the effective educational use of the

State Standards.

Library's resources, and offer access to and promote

Why Use Primary Sources? To Bring LIFE Into Your Classroom!

sustained use of the Library's educational resources. The Library achieves this mission through

Imagine the enlivened learning experience you can

collaborations with K-12 educational communities


across the United States.

Reading the actual letter a soldier wrote home after he survived the Battle of Gettysburg vs. The program contributes to the quality of education reading the text book account of it

by helping educators use the Library's digitized

convenient ways to get involved as a media

primary sources to engage students, develop their specialist in your region. Check out the critical thinking skills and construct knowledge.

professional development activities under TPS

Learn about the Library's TPS program and other

with progress along three program levels.

resources available to teachers at teachers.

Teachers have the option of taking workshops and courses offered by TPS Consortium Members

The Library’s primary sources supply a plethora

under all or some of these levels, depending on

of teaching media that encourage innovative

their interests.

designs to achieve Common Core State Standards. As a TPS Consortium Partner for the past ten

Under the TPS Regional Program, interested

years, Governors State University with Illinois'

organizations can incorporate parts of the TPS

professional development offers library media

curriculum that meet their professional

specialists and teachers examples of using various development goals for teachers with support from types of primary sources from the Library with

Regional Coordinators and online resources for

innovative media and technology.

professional development. Are You Ready to Bring Your Lessons ALIVE

There are eleven TPS partners in Illinois and over

and Stand Out as an Educator?

twenty-seven TPS Partners in other states. TPS

Contact Dr. Lucianne Brown, TPS-GSU Director

partners offer professional development free of

( for more information and

charge, with the exception of for-credit

be directed to the nearest TPS Consortium Partner

undergraduate and graduate courses. Most award

to find out how you, as the Library Media

continuing education credit.

Specialist in your area, can become involved or simply follow this link: TPS Consortium

Introductions to locational Teaching with Primary Members Sources Partners will provide you with

One Stop Shop: How Databases Serve the Demands of CCSS

Amy Huyck Media and Technology Specialist Wayland Union Schools

Common Core State Standards (CCSS) have not

During the 2012-2013 school year, we launched a

only upped the level of learning for our students, but 1:1 iPad initiative, for students seventh through also the rigor in which we teach. ‘Teach smarter, not twelfth grade. Students’ uses of iPads have harder’ is a lament that all teachers hear, but not

transformed the research process with information at

always embrace.

their fingertips.

This is my story of working in a 7-12th grade 1:1

If you aren’t familiar with MeL (Michigan eLibrary

setting using databases provided by

at, it is a 24/7 online library administered

(Michigan eLibrary) to

by the Library of Michigan

illustrate reliable sources

and provides Michigan

and a one-stop-shop of

residents with free access

information. Using

to online databases and

traditional databases,

other valuable research

students are able to find


credible sources that fulfill the demands of

Unfortunately, there were

multimedia research and

several hiccups using the

presentations set by CCSS.

iPads to access The iPads were set up with Mobicip, a filtered Internet browser, which often


blocked the ability to access databases unless

I am a Media and Technology Specialist for a

students logged in with a library card. To get around

middle and high school, in West Michigan. I must

this limitation, we downloaded the Google App

say I absolutely love how the English Language

(ironically, it is not considered a browser like

Arts Common Core State Standards (ELA CCSS)

Google Chrome) which allowed students to access

embed research and information evaluation

the wonderful resources of MeL.

throughout instruction.

Beginnings Our seventh-grade students participate in a

With CCSS 7.W.7 (Conduct short research

Culture Fair every year in which students research projects to answer a question, drawing on several a country's culture from the Eastern Hemisphere.

sources and generating additional related, focused

With guidance, students narrow their research to

questions for further research and investigation)

three subtopics of culture (for instance, religion,

under way, seventh graders then move on to a

holidays and language may be the subtopics when ‘traditional’ database, or what I like to call a oneresearching Spain’s culture). During this unit

stop shop.”

students are introduced to MeL, what it has to offer and the credibility of resources.

One Stop Shop Students may become overwhelmed with locating

Culture Grams, a trusted resource for this project, resources in traditional databases and would was added to MeL a couple of years ago. Say

rather not bother, so several years ago I came up

good bye to the beastly binders full of printed

with an analogy. I explained to students that back

material for each country! Through MeL, students in their grandparents’ day if they wanted milk and access facts, articles, images, videos, songs, and

bread, they went to the grocery store; a goldfish or

additional resources about the culture of the

special cat food, the pet store; a lawn mower, the

country they have chosen, from the Culture

tractor supply; a new bed, the furniture store; gas

Grams website.

for their car, the gas station, and so on.

And what is even better - almost all of the

But nowadays, you get all of those things and

resources on MeL come with citation. This can be more at a Sam’s Club, Costco or Meijer, in other a touchy subject for some people and I may hit a

words a ‘one stop shop.’ That’s basically a

nerve, but I teach students to look for resources

database. I can type in a topic and get reference

within the resource. Why reinvent the wheel when materials, articles, images, websites, and digital it's pumped up and ready to go? Not only are

media like newscasts, podcasts or vodcasts all in

research and information literacy skills prevalent

one spot: a One. Stop. Shop.

in the standards, but students develop efficiency in their work.

Kids understand this idea, especially since the

CCSS W.8 requires students to ‘gather relevant

questions and guidance from the teachers, students

information from multiple print and digital

focus on a field of study of their choice and the

sources…’ Seventh grade students quickly see the

future outlook for that career. We use the database

benefit of databases, and so we move on to ones

Job and Career Accelerator, an easy application

more traditional.

with over 1,000 different occupations and over five million local and national job postings available on

SIRS Discover is full of text articles, books, over

MeL. Later in the year the same groups engage in

3,000 maps, and video and audio on all topics, and

research that looks at a social question, such as

is a great starting database, with an interface

“How does stress affect a teen’s grades?”

appropriate for students. SIRS also includes reading levels and teacher help pages.

Students use databases that offer full-text articles and multimedia resources,

So how does this look in

such as General OneFile,

other grades?

and Info Trac Student Edition, or Health and Wellness Resource Center,

I do a refresher with students about databases in

full of trusted medical reference materials. (CCSS

which eighth graders critique several websites I’ve

9.W.7; 9.W.8)

selected, one of which is a database from MeLwith which they are not familiar: KidsHealth. We then

Upperclassmen use databases such as Academic

have discussions of the different websites/

Onefile, full text articles, and Opposing Viewpoints

databases available on MeL. In one of the mini-

in Context, contextual information and opinions on

research writing pieces, students use the New Y ork

today’s hottest social issues.

Times database found on MeL to access full text articles addressing universal themes in the book The Digging Deeper

Outsiders (CCSS 8.W.7; 8.W.8).

As students progress in their information literacy and research skills, so does the level of rigor set by

Freshmen analyze the question, “What should I do

the CCSS. By using databases for multimedia

with my life?” in a mini-research project.

research, students will rise to the challenge.

Narrowing their research by self-generated

ISTE advice from Tiffany’s PLN: Gwyneth Jones ( 1. Packing a Punch! It's important to pack the right stuff - I blogged about this last year & would add an extra battery pack that's either heavy duty or cute & sleek for all your iDevices & telephony needs! I also try not to take too much home - no paper hording, and not much vendor swag (frankly, it's gotta be something super sweet to lure me to take it home) and bring a lightweight luggage scale if you can - that way you'll know when to ship & when to check! -- It could be a super stress & money saver! 2. Small conversations in big places. I absolutely adore re-connecting with my Peeps, Tweeps, & PLN friends! I love sharing on Twitter but there's nothing better than conversations in person, bright smiles, & warm hugs! I like to hang out at the Blogger's Cafe or the Social Butterfly lounge when not doing board duties or helping out presentations - this is where I find I have the best conversations and am able to meet new kindred spirits! I also like happy hours & small dinners over big parties - but then again, this girl goes to bed by 9:30 so well....there you go! 3. Pace Yourself - The first ISTE or NECC I went to was in Atlanta ‘07 and I was totally overwhelmed, overstimulated, & over achieving! I learned SO much and I've got to say that it inspired me to do even more for my kids & community but it was EXHAUSTING! I actually would go fierce early but fizzle out by 2 or 3pm - the crowds overwhelmed me! I would go back to the hotel, take a wee nap, and then go back out and socialize a bit. So, don't be ashamed if you crash early, take a nap, or don't feel like going to a late night bash. Of course, I know you'll have good company if you do … man, that Joyce Valenza can dance until dawn!


Flipped Professional Development via Google Apps Michelle Colte

A few months ago, my principal asked me to lead

the mandatory training on “Written Opinion” and

Identifying the purpose and tool

to incorporate Web 2.0 tools so that teachers could Ultimately, I knew teachers needed time: to share their learning creatively. She instructed

identify the components of written opinion, to

teachers to watch the Hawaii Department of

create exemplars and to synthesize and share their

Education’s video on Written Opinion prior to the learning using an online tool. We are a Google session and to bring a

Apps for Education

favorite text to the

School (GAFE). We


are in the process of curating our

Her request sounded

curriculum and

simple. Teachers

assessments in shared

would use a familiar

folders for our WASC

text as a basis for an

accreditation. We

argument and back

also plan to roll out

up their stance with

GAFE to students in

evidence from that

grades 3, 4 and 5.

text. However, as I planned the session,

With this in mind, I

questions plagued me. Did the grade levels have

created a Google Presentation (slideshow) to

lessons, rubrics and exemplars for written

provide the collaborative space for our learning,

response? How would they apply their learning

thinking, creating and sharing. I used Google

into their instruction? What familiar, or easy-to-

Forms to gather individual feedback and Google

learn, tool would enable teachers to analyze their

Docs for teachers to share resources and build

text and synthesize their ideas into a creative,

common understanding.

collaborative format within the 90-minute session?

the box “Publish and show a link to the results of Building a common understanding via Google

this form.” As the teachers read each other’s

Forms and Presentations Think:

responses, they naturally looked for validation and

To tap their expertise and understanding of the

asked questions (”Are there responses like

video, I asked them to answer two questions in a

mine?”) and noted differences (”I hadn’t thought

Google Form: “What components would you

of that.”)

expect to find in a written response?” and “What skills would your students need to write a written

Pair: I then asked them to par tner with the


person next to them, read through the form submissions and synthesize their findings into a

As teachers submitted their responses, the form

succinct list of written response components.

invited them to click on a link and “read previous

responses.” This is a great trick I learned from

Share: They listed their findings on one of the

Google Trainer Wendy Gorton at the Hawaii

presentation slides so the entire group could read

GAFE Summit. When you create the form, check each pair’s synthesis of ideas (see slides 6 & 7). the box “Publish and show a link to the results of

To avoid pairs typing over each other’s words, I

this form.” As the teachers read each other’s

assigned each pair a number on the slide (edit

Building a common understanding via Google

mode of presentation). This gave each pair a

Forms and Presentations Think:

workspace but also allowed the rest of us to read

To tap their expertise and understanding of the

each pair’s list. Now, with an understanding of

video, I asked them to answer two questions in a

what went into a written opinion, teachers were

Google Form: “What components would you

ready to critique and then create an exemplar.

expect to find in a written response?” and “What skills would your students need to write a written

Applying our learning


Teachers read a sample written response created by a fifth grade student (slides 8 & 9) and

As teachers submitted their responses, the form

practiced making virtual comments by clicking

invited them to click on a link and “read previous

“Insert > comment.” Then, they created their own

responses.” This is a great trick I learned from

written responses based on the texts they brought

Google Trainer Wendy Gorton at the Hawaii

(slides 11-26 and 42-59). As they finished, they

GAFE Summit. When you create the form, check inserted comments for their colleagues,

familiarizing themselves with the written lesson or unit. I heard teachers ask, “How’d opinion components as a writer and as a peer

you do that?” when somebody else added an


image, changed the slide layout or the background. They were not afraid to try things.

They also gained practice and comfort navigating Google Presentations. One teacher

One teacher discovered the search feature within

acknowledged Google Docs & Presentations

Google Presentation (Insert > image > search)

lend themselves to peer editing. Another

and imported a photograph of an eel to her slide

pointed out that

background, to

students could

sit beneath her

reflect on their

text “Hula Eel”

own writing by

by Shel

highlighting the



(slide 26).

components of

Teachers shed

written opinion in

their “serious”

different colors.

personas and

Highlighting the

had a little fun


too: one

opinion, evidence

teacher praised

and conclusion in different colors could serve as his own work (slide 47) and another used a a self-check for the writer and something

quote as his text and statistics as evidence (slide

tangible for the peer editor. Teachers were


beginning to think about how they would integrate GAFE into their classroom.

Broadening our Audience and Adding Rigor Our students access electronic information and

Spontaneous Learning

use word processing or presentation tools to

Giggles erupted when our instructional media

synthesize their learning, but for many teachers

teacher joined the chat - she was off campus -

other digital integration is unchartered territory.

but it also reminded teachers that they didn’t have to be face-to-face to collaborate on a

The CCSS for Language Arts weave multimedia

into learning, so students use a variety of digital tools to produce and publish writing, including in collaboration with peers"(W.1.6) and “use produce and publish interact and collaborate with others...."(W.4.6) Twitter and Edmodo enable students to publish and collaborate with peers rather easily. Other tools like Toon Doo, Glogster, Go Animate, Voki or Voicethread, push students’ thinking beyond the literal and enable them to share their opinions creatively (slides 33-38). Flipping Professional Development Proponents of “flipped classrooms” frequently identify additional time for students to collaborate, ask individual questions, seek one-to-one instruction and engage in active learning as benefits

of the flipped-classroom model.

ISTE advice from Tiffany’s PLN: Shannon Miller ( The three things that I look most forward to ISTE this year.... 1. Even though we connect with one another almost every day through social media, ISTE is the place that we get to reconnect with our wonderful friends in person. And the place that we can make new friends or meet the ones we have only met on Twitter or Facebook before. I love walking outside or hanging out in the Blogger's Cafe and seeing people I have known from Twitter....It is like you have met "a long lost friend" every time. 2. I love all of the connections that I make at ISTE with publishes, Web 2.0 creators, app developers, professionals, companies, experts and others. By making these connections I can bring so much back to the students, teachers and school community I work with. 3. This year I am most excited about my amazing friend Adam Bellow's closing keynote at ISTE! He recently told me a little bit about it and I just cannot wait. We are all going to be inspired by his message.

As we built our understanding of written opinion via Google Apps, teachers took ownership of their learning, brainstorming tips for the implementation of docs or presentations next year (slide 40). And, most importantly, they experienced how they can

share information in a collaborative, digital environment.

ISTE advice from Tiffany’s PLN: Elizabeth Kahn ( 1. Attending the conference for the state affiliate of ISTE has been a disappointment the last few years. I feel like I am light years ahead of everyone there, and I know that there is so much more for me to learn. So I am looking forward to networking and attending sessions with people who think like I do. Which means they are willing to stretch themselves and are willing to take chances with new ideas and new technologies. 2. I am definitely excited about meeting people F2F who I have "met" through social media. 3. I hope to leave with several new ideas that I can put into practice in my library next year. We are moving to a brand new building in August, and besides a new physical environment, I would like some fresh ideas for the program too.

ISTE advice from Tiffany’s PLN: Nicholas Provanzano ( 1. Take the opportunity to meet people from your digital life in person. It's is a great chance to exchange smiles and hugs face to face. 2. Create your own learning experiences in the hallways. Not all sessions are going to work for you. Find a group of people and talk about what interests you at the moment. 3. Make new connections. It is always great to hang with old friends, but I love meeting new ones. Social events like #EduBros are perfect for meeting new people and growing your PLN.

ISTE advice from Tiffany’s PLN: Matthew Winner (http:// 1. Say Hi - Attending conferences is as much about learning lots in concurrent sessions as it is about networking, making new instructional partnerships, and forging collaborative relationships. Don't be afraid to sit next to someone new, ask about their background, and share about yourself. YOU have something great to offer, even if you don't realize it yet. 2. Have a Back-up for your Back-up - Sometimes sessions are full... or aren't what you expected. Having a back-up plan ahead of time will help you stay on top of the conference schedule rather than fumbling through the program. You can also usually get handouts, etc. from the presenter's session via the session page on the conference website. Oh, and if you have a friend with you, divide and conquer so you can cover even more ground. 3. Party Up - Find your way to the evening parties held recreationally (ie. Edubros) or from one of the vendors. These are great ways to make new friends, score some free products from vendors, and break the "conference focus mode". It's also a fun opportunity to meet many of those people you only know from Twitter.

Michigan Association for Computer Users in Learning’ Special Interest Group for Erik Drake Media Specialists Coordinator, REMC $AVE Bid Project Ingham Intermediate School District Mason, MI

One of ISTE’s Michigan affiliates, the Michigan Association for Computer Users in Learning (MACUL) created its own special interest group (SIG) in 2012. MACUL’s SIGMS is an exciting new opportunity for school librarians and library staff to engage with other educators interested in educational technology.

Collaboration, and Assessment” presented by Andy Mann. We sold out early and are looking forward to hosting more pre-con sessions at next year’s conference.

MACUL’s SIGMS is collaborating with MAME on two upcoming events: Summer Institute in Saginaw on July 23 and the MAME Annual Conference in Kalamazoo, November 20-22. Information about these events is available at MAME’s website: http:// Like all MACUL SIGs, membership is free and is open to any MACUL member in good standing with an interest in information literacy, research, reading and Over the next year, our SIGMS plans to partner with technology. SIGMS is partnering with another ISTE other MACUL SIGs to further support school librarians Michigan affiliate, the Michigan Association for Media and staff, and we hope to develop a relationship with in Education (MAME), to enhance learning ISTE SIGMS. opportunities and professional networking for the school library community. MACUL, SIGMS and MAME welcome out-of-state members. Nearly all events for both MACUL and MAME is Michigan’s professional organization for MAME are held in the southern part of Michigan school librarians. Erik Drake, a member of ISTE, within easy access for neighboring states. Joining MACUL and MAME, is serving a two-year term as SIGMS is free and easy. Simply visit SIGMS’s director. Cynthia Kleinheksel is the Assistant and click on “MACUL Membership.” From there, you Director, and Erica Trowbridge is Communications can renew your MACUL membership and join SIGs of Officer. All three officers are current or former school interest to you at any time during the year. librarians. MACUL SIGMS officers and membership look Our membership drive has been a huge success. In just forward to collaborating with ISTE SIGMS to a few months, we were able to recruit nearly 250 strengthen our service to the school library media members, and our membership numbers continue to community. Please visit our website http:// grow. We held our first event at the MACUL Annual in Detroit in March 2013, a preconference specialists/ for additional information. session entitled “iPad – Research,

ISTE advice from Tiffany’s PLN: Sherry Gick ( As a "first timer", the 3 things I'm most looking forward to are: 1. Meeting y'all, my Twitter rockstar PLN members face-to-face! Twitter has expanded my world, my connections, and the way I run my library. Each of you has been influential in my professional life the past two years because of your contributions to the education field and your willingness to share on Twitter and on other social media platforms. 2. The keynote speaker, Jane McGonigal! I'm so excited to hear her speak about gamification and her work. I'm such a Fangirl! 3. All the awesome sessions! I mean's ISTE! My conference planner is slam packed full of so many cool sessions (several being taught by you guys!) I'm looking forward to learning awesome new ideas to enhance my teaching next school year. 4. Visiting Texas! (Yeah, I know this was only supposed to be a list of 3 things, but I've never been to the great state of Texas. Can't wait!)

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Do you have something to share? Would you like to write an article for the newsletter?

SIGMS Newsletter Committee Shelley Friesen Jane Gorman Katie Kotynski Elaine Lawrence Jacqueline Liesch Larnette Snow Mary Carole Strother Karen Webb

Enter your proposal in the Google form:

Authors of approved proposals will be contacted via email. Submit as many proposals as you wish, but be prepared to write them all! Next Edition:

Winter Issue: December 2013 Enjoy your summer!

Email SIGMS newsletter:

SIGMS Executive Committee Members

Maureen Sanders Brunner President Ball State University Muncie, Indiana

Jenifer Gossman Professional Development Chair eLearning Coach, EVSC Evansville, IN

Tiffany Whitehead President-Elect Central Community Schools Baton Rouge, LA

Lisa Perez Member at Large & Past-Chair Chicago Public Schools Dept of Libraries

Jennifer Hanson Communications Chair Primary Source Watertown, MA

Sigms newsletter 4.3  

ISTE's special interest group for media specialists publishes three newsletter each year.

Sigms newsletter 4.3  

ISTE's special interest group for media specialists publishes three newsletter each year.