From the Editor of Learning & Media Volume 39, Issue 4 SPRING 2013
Table of Contents
Learning & Media continues to provide a record of PSLA to not only share with our members PSLA activities, messages, learning opportunities and challenges but also to capture who we are. In the current issue, images of from three decades (specific PSLA Conferences from 1987, 1996 and 2000 highlighted) are seen from images collected at the annual PSLA conferences. These images give us a snapshot in time – a memory, a moment of celebration, a reason for thinking, a cherished friendship and even a record of our loss. The springissue looks to “learn the past, watch the present, and create the future” (Anonymous). Albert Einstein said this same idea in a slightly different way: “Learn from yesterday, live for today, hope for tomorrow. The important thing is not to stop questioning.” This issue combines those images of the past with articles from our members to help each of us renew our commitment to building our professional potential, to using our skills to help students be better users of communication tools, and for advocating to keep school library services available to our students. Each of us needs to think about what we do to serve our students and how we need to never stop learning. Take then my challenge to all: read Learning and Media, seize the opportunity to learn something new in your profession, volunteer your time to a PSLA Committee but most of all advocate for our students in Pennsylvania. Sally Myers, Editor
Ruby is the gemstone
Table of Contents President’s Message Saving School Library Programs for Kids Classic One-Liners on Libraries PSLA and PaLA: Promoting Your Leadership Potential Coaching Students on the Use of Effective Email Usage In Memory: Jackie Mancall Images of Conferences Past
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President's Message Eileen Kern, President, PSLA
Search, Click, Learn and Grow You want to find out about school libraries in Pennsylvania. Chances are you will do what 4 million other people do that day, a Google search. You type in ―PA School Libraries.‖ Your result list appears with Pennsylvania School Librarians Association (PSLA) at the top of the list. You click it on! What appears is extremely important because this is the first point of contact to find out about our association and what is happening in school libraries in Pennsylvania. During the redesign process of our association’s website, this scenario was kept in mind. The site design targets several audiences. Foremost the school librarian but also future librarians, parents, administrators, and other decision makers. Goals for each audience vary. School librarians Learn what is happening in the Association and in the field of school librarianship Join the Association and learn the benefits of having a membership. Several pages of the website require a member login to access the information Access professional development tools and opportunities to expand your professional learning community Find various advocacy tips to use with parents, administrators, legislators, and community members Investigate awards from PSLA or other sponsors Read and share the articles, research, and blog on school libraries and issues affecting education Future librarians Learn about the roles of school librarians Read aboutthe positive impact a school librarian can have on students Investigate how to become a school librarian Parents Learn about the positive impact school libraries can have on their children Find out how to advocate for strong school library programs Administrators and other decision makers Access the research on the impact of school libraries on student achievement Learn about professional development opportunities for school librarians Identify resources for improving school library programs On the front page of the website are four key things every school librarian in Pennsylvania should do: Join PSLA Learn more by expanding your professional learning network Advocate for strong school library programs Read the PSLA blog So hopefully, when you do your search and click on PSLA, you will find that the Pennsylvania School Librarians Association is a powerful professional organization dedicated to ensuring excellence in school library programs within Pennsylvania.
Saving School Library Programs for Kids By Elaine Spencer, Manheim Central (Lancaster County) High School Librarian, and Deb Kachel, Co-Chair, PSLA Legislation Committee Never doubt the power of one and your ability to advocate for school library programs! As Co-Chair of the Legislation Committee, I often get emails asking for help to defend library programs and staff positions. When Elaine Spencer emailed me, I responded as usual and was relieved to hear some good news. Here is Elaine’s story. ―Going the way of other financially troubled districts, my employer made devastating cuts to the Manheim Central School District libraries in the spring of 2012. Prior to the cuts, our three elementary schools were covered by two full time librarians. When the two experienced librarians were cut to half time, our students were left with libraries staffed only two days a week, and a schedule that gave each student only 15 visits with a librarian. Unfortunately, those 15 visits occur in only one semester. The middle school position was eliminated, and, as the librarian in a busy high school media center, I began to cover both schools. Covering grades 5 through 12 in two buildings quickly became a larger challenge than I expected. While trying to maintain a full program at the high school, and attempting to build a program at the middle school, I was challenged by an uneven workload, schedules that did not match and days that never seemed to end. Clearly, the arrangement was hampering the students and staff. With a change in administration, I began to advocate for changes, first with my principals and then with the incoming superintendent. My assistants and I gathered data documenting circulation, instruction time and lost opportunities for collaboration. Our new superintendent advised me to prepare a presentation to the School Board in February. With the help of the entire library staff, we took photos of our busy libraries and started gathering information that focused on exactly what our students were missing with the reduction in services. I turned to the Pennsylvania School Library Project Libguide(http://paschoollibraryproject.org) to gather the latest research. And just in time, PDE posted a model library curriculum on its site. Finally, I sought advice and material from Deb Kachel! During my presentation, I highlighted the main points of the recent research. I then focused on exactly what we as professionals do for our students and staff. Because our district received grants for Keystone to Opportunity and the Literacy Design Collaborative, I was able to demonstrate the importance of fully staffed libraries. I finished with a description of what our students were missing, complete with specific examples and written statements from colleagues and students. The following day, I learned that the district intends to hire a full time librarian to staff the middle school and I will return full time to the high school in the fall of 2013. The staffing levels at the elementary schools will be restored in the following year or two. Although I am dismayed that the elementary students will continue without adequate library instruction, I am looking forward to a change that is in a positive direction.‖ While it may seem a daunting task to advocate and defend our students’ right to a quality school library program with the teaching benefits of a certified school librarian, it is a task that can be done and have positive results. For more help in defending school library programs, visit:
The PA School Library Project http://paschoollibraryproject.org/ ―Advocacy Videos and More‖ LSC5530 LibGuide.Mansfield University School Library & Information Technologies Program.http://libraryschool.libguidescms.com/advocacy. ******************************************************************************************
Classic On-Liners on Libraries Pennsylvania Citizen’s for Better Libraries held an essay contest for school children in PA during 1983. These one liners written by PA children about librariesare still pertinent to how we see school libraries today. Children many times cut to the absolute center of the target with their simple but perceptive statements. Ask yourself this question: As a school librarian, do I successfully promote school libraries and am I providing instruction my students need to be successful 21st Century Learners?
PSLA and PaLA: Promoting Your Leadership Potential By Allison Mackley, Six years ago, when I first became a school librarian, it was difficult to decide in which professional organization I would rest my allegiance. PSLA offers a relevant annual conference, professional development opportunities, informative listservs, online resources, a professional journal, a focus on school librarianship in Pennsylvania, and much, much more. PaLA, on the other hand, provides a more global view into the world of libraries with resources and services not only geared toward school librarians but also for people who work in public, special and academic libraries. This ―big picture‖ approach would satisfy those who crave to understand the diverse components of our profession. At the same time, the detail-oriented part of a person who wants to sharpen her craft might find this approach overwhelming. With guidance from my mentor and a profound interest to learn how to be a successful school librarian, PSLA enticed this member with its warm welcome and an invitation to be on the editorial staff of the Learning and Media journal. For me, it was this leadership opportunity that solidified the choice. Joining a PSLA committee allows school librarians to work in small teams under experienced chairs. Other than becoming active in regional activities, I have found no better opportunity to make an impact on our profession than to join a PSLA committee. In addition, I was able to watch Michael Nailor, past chair of the Learning and Media committee at work during summer Leadership Committee meetings, in email conversations, and at the PSLA conference where he models the type of leadership skills that truly affect change. Most importantly, I have been reminded of the need to evolve and grow. Embrace the moment. Make a difference. Just as I thought I had figured out how I would fit into this close-knit world of librarians, I was nominated for a PaLA/Office of Commonwealth Libraries program called the Pennsylvania Academy of Leadership Studies (PALS). Developed five years ago by PaLA leader, Mary Garm and at the time chaired by Tina Hertel, PALS is meant to encourage and to mentor novice librarians as they develop their leadership potential and provide service to PaLA and the profession. PALS provides a rich experience with workshops that focus on topics such as the following: discovering the leader within, achieving your potential, conflict resolution, time management, best practices and understanding libraries within Pennsylvania. These lessons, if learned at all, are often experienced in isolation on the job. Working side-by-side with PALS mentors and other library leaders allows for a true learning community of professionals who engage in solving the problems of our practice. In addition, opportunities for professional networking are built into the program with collaborative projects that will directly impact each individual’s library as well as ALA committee work. For me, the PALS experience has opened new doors for leadership with the PA Forward initiative, including being a co-chair for the inaugural PA Forward Information Literacy Summit that will take place this summer at Penn State University. In the end, there is great value and opportunity in both organizations. We need PSLA to support our vital work with students. Just take a few minutes to re-read PSLA’s mission and vision statements. We need an organization which provides specialized professional development, fights for school library programs at the state and federal levels, and ensures that we engage in best practices. We also can benefit from experiences, such as PaLA’s PALS program, that take us into the larger world of librarianship and help us understand that without shared experiences, it is easy to forget that we are all connected. For more information: PSLA Committees: http://www.psla.org/about-psla/psla-committees/ PaLA PALS Program: http://palibraries.org/displaycommon.cfm?an=1&subarticlenbr=101 PA Forward: http://www.paforward.org/
Coaching Students on the Use of Effective Email Usage. Submitted by Karen Homberger, Library Media Specialist, Palisades High School, Kintnersville, PA Original Message from Michael Curran: Years ago, I started to save email writing samples from students in my English classes that I used at the start of every year as we embarked on our journey together. Over the last ten years or so, I amassed a collection of emails from students from a variety of grades and academic levels. Of course, I eliminated the names of students and their digital signatures but I kept the colors and font sizes along with the spelling errors of those sent to me. The school district in which I work is a wealthy district whose students utilize their digital tools extensively. In our media center we have a large number of computers that students can access before and after school as well as during lunch. We also have Wi-Fi throughout the building that students can take advantage of with ipads, ipods, laptops and smartphones. Of the emails I have received and archived, some were angry, some were humorous, some were mystifying but when these transmissions were presented on a Smartboard, my high school students, year-after-year, realized very quickly how dreadful an email can look if not properly edited or when taken in an unknown context by the receiver. Having transitioned to the media center after twelve years in the classroom, I continue to be amazed by the emails that students send to teachers and requests that teachers entertain from their students. In this age of twenty-first century media skills, one of things I continue to encourage my students to do is to meet face-to-face with teachers and administrators. As a society, we have come to rely on digital communication more so than face-to-face interactions. Because of the casual nature of social media, students feel they can fire off an email regarding any topic just because they can. As a society, we often email too hastily especially when emotion is involved. More often than not this ends up with feelings hurt or embarrassment that an email was sent to begin with. In the emails I’ve archived, most deal with grades or missed assignments. Most are not thought out and are poorly written, edited and lack a great deal of substance. However, if these same students addressed missed work or ask questions in a face-to-face meeting, I have the ability to offer better direction with one-on-one instruction. Additionally, I can perhaps address other issues and attend to the needs of the student if I’m meeting one-on-one. In an email, I can offer little else other than what may be requested by that student, if I’m able to decipher what is being asked of me. I also encourage my students to respond to the emails they receive, if warranted. As a media specialist, I receive countless emails at all hours of the day and night, requesting all sorts of information. Emails come from students I’ve met or by a student who may have been prompted to contact me by one of his/her teachers. One of the things that I find particularly frustrating is when I take the time to track down an article or to locate information and send it to a student only to hear nothing in response. I realize tracking materials down for students is one facet of the position but poormanners is something I’ve never tolerated in any job in my life while in education or otherwise. For our students, we can provide a list of expectations that we have for communicating with staff. Obviously, this is going to be different with every member of the staff and may or may not need to be aligned with the content provided in the student handbook. However, if you lay out a clear set of expectations at the beginning of the year, students will more often than not meet your request. Where Can We Provide Our Expertise? One-on-One Instruction—Having the ability to meet with students all day and coach them in communicating effectively, is an opportunity I look forward to in my job. As with many of the other hats media specialists wear, offering email etiquette and other ―Netiquette‖ tips assists students in communicating now and hopefully in the future.
School Email—I regularly update our ―Student Center Folder‖ as well as sending emails to different classes, depending on the assignments that are forthcoming. Our school wide email systems provides students with access to folders for classes as well as many other academic areas in the high school where positive reinforcement for electronic communication can take place. Additionally, I place etiquette documents in our ―Library Info‖ folder and direct students there when classes visit the Library Media Centeror during our ninth grade orientation. This folder provides students of all grades access to any documents that I have created in years past. Library Media Center Home Page—I use this page to post information for the community and to advertise the services provided by the media center. If your district doesn’t have another location for files and guides you create, this is another excellent resource to provide information for your students. Moodle/Blackboard/Schoology—Maintaining a presence in the management systems your teachers use with students may be useful for further enhancing student resource access. However, be careful not to place too many resources and/or information in too many locations. Guidelines for Students Here are some of the guidelines I’ve offered my high school students in the past regarding emails sent to staff members. Obviously I don’t read these guidelines to them, nor do I preach. I usually talk about these points while showing some of the emails sent to me in the past in a pointed but lighthearted manner. Have a Subject Line—If your email is important enough to send, please have a subject line that defines the reason for your email. Some folks receive several hundred emails a day and being able to sift through and retrieve an email is much easier when you have a clear subject in the subject line. Salutation—Despite what you might think and what some facets of society may tell you, opening with ―Hey…‖ or ―Yo…‖ is not acceptable unless of course your relationship deems it appropriate. If you are thinking about it, chances are you should address the sender as Mr., Mrs. or Ms. and leave the former salutations to those emails sent to friends. Reasons for Sending an Email—Good Ideas—If you are going to be out of school or you are sick, please email me to let me know when you will be out. I always appreciate the heads up and I’ll get you caught up the day after you return on all work missed while you were gone. We all have emergencies, if you have one please let me know. Reasons for Sending an Email—Ideas You May Wish To Think About—Missing assignments and grades are something I’d like to discuss, face-to-face. Call me old-fashioned, but I like to see that you understand what I’m saying to you when I explain the work you missed while you were away. I can also answer any questions you may have if something is not clear. Grades are another issue I’d like to discuss in meeting with you. While you may think your grade is higher than it is, sitting down and discussing missed assignments, grades and class participation is far easier before school, at lunch or after school to go over the grade you’ve earned to this point. Topic/Brevity—Please get to the point of your email. While I appreciate your concern for my current condition, I know you didn’t email for that purpose. Please identify the reason for the email and stick to the point. Don’t Email in Anger—Take it from someone who has responded in haste and in frustration: This isn’t a useful means of communicating. It is best to create your email and let it sit for a few hours…or days…or weeks. You can make an assessment of the email at a later time and then send it if you deem it worthy to send.
Email Turn Around Time—While I know you have teachers who post assignments at eleven thirty at night and expect you to have them completed first thing tomorrow, I am not one of those teachers. While I appreciate you may have questions on various assignments, please allow me twelve hours to respond to your email. In most cases, it will be prior to that but it will never take me longer than that to respond. If you don’t get a response, please feel free to email me again. It is good practice to check with your teachers about their turn around time on emails. You may have some teachers who have their accounts open all day and some teachers who do not check it but once a month. Remember to Say Thanks. Caps/Emoticons or Smiley Faces—REMEMBER THAT WHEN YOU TYPE IN ALL CAPS YOU ARE PERCEIVED AS YELLING IN YOUR MESSAGE. Whether you mean to or not, that is how a message will be interpreted. Emoticons should only be used with friends, even then, second guess their usage. Spellcheck/Proofread—Please read and re-read your email. Read it out loud. Have someone else read it. See if what you typed is what you meant to say. Then spell check your document. Too Critical? In working with adolescents for sixteen years, one thing that I’ve noticed is that kids will attempt to give you what you ask of them. At first, it will be a struggle in many cases. We set kids up for success if we provide our expectations paired with the expectations they will face in the future. College professors and prospective employers will have their own expectations for our students after they leave us and advance in their lives. In both cases, bosses and professors will not be available twenty-four hours a day nor will a barrage of emails be well received in a collegial environment or a professional one. With the expectations we provide kids in our schools, media specialists can be an additional resource to provide students with guidelines for effective online communication. Additionally, they will continue to visit with us and utilize our skill sets as they complete their high school education and in some cases, contact us even after they’ve moved on to their college prospects. Useful Resources for Email Etiquette ―Email Etiquette for Students.‖The Writing Lab and OWL at Purdue University.Web. 19 February 2013. ―Email Etiquette for Teachers.‖The Writing Lab and OWL at Purdue University.Web.19 Febrary 2013. ―Netiquette.‖Yale University Library. 1 November 2012. Web. 18 February 2012. Shea, Virginia. Netiquette.Albion Books, 1994. Albion.com. Web. 18 February 2012. Articles on Email Etiquette "A Student’S Guide To Strengthening An Online Community." Techtrends: Linking Research & Practice To Improve Learning 54.5 (2010): 69-75. Professional Development Collection.Web. 19 Feb. 2013. Decoker, Gary. "Advice For A Rookie Staff Member." Chronicle Of Higher Education 54.4 (2007): C1-C4. Professional Development Collection.Web. 19 Feb. 2013. Glater, Jonathan D. ―To: Professor@university.edu Subject: Why It’s All About Me.‖ NYTimes.com, 21 Feb. 2006. Web. 17 Feb. 2013. Teicher, Jim. "An Action Plan For Smart Internet Use." Educational Leadership 56.5 (1999): 70. Professional Development Collection.Web. 19 Feb. 2013. "The Fab Ten Of Online Ed." American Libraries 40.12 (2009): 31. Professional Development Collection.Web. 19 Feb. 2013.
Mike Curran, Teacher Media Specialist, Chatham High School, Chatham, NJ
PSLA joins the iSchool Community Mourning the Loss of Emeritus Faculty Member Jacqueline C. Mancall, Ph.D. The iSchool, College of Information Science and Technology and Drexel community are mourning the loss of longtime faculty member and colleague, Dr. Jacqueline ―Jackie‖ C. Mancall, Professor Emeritus, who died Wednesday, February 27, 2013. Colleagues remember Dr. Mancall as a dedicated educator who left an indelible impact on the Drexel community. She began her career at the iSchool in 1976 as a Teaching Assistant, then joining the iSchool faculty in 1979 as Assistant Professor. Dr. Mancall earned her Professorship at the iSchool in 1989, and served at the College until her retirement in 2007. Dr. Mancall was a dedicated member of the Drexel University Faculty Senate where she served as Chair (20012002) and Senator (2003-2007), also serving on the University Advisory Committee on Faculty Life (20022003) and the Charter on Faculty Governance Review Committee (2009). Dr. Mancall’s research interests and expertise included the instructional role of the information specialist; programs and services for children and adolescents; the design of library collections and services for user groups based on studies of their communication behaviors; management of information services; and the application of survey methodology and statistical analysis to collection planning and management. Dr. Mancall was an accomplished author of a number of book chapters, journal articles, conference reports, proceedings, and presentations. She authored four books, most recently the Collection Management for Youth: Responding to the Needs of Learners (2004), which she co-authored with her colleague Dr. Sandra HughesHassell. She was well-known contributor to the literature of library and information science, and was frequently called upon to speak at conferences, often as the keynote speaker. Dr. Mancall was also recognized as a leader in the library community by several honors and awards throughout her career. In 1999, she received the Distinguished Service Award from the American Association of School Librarians. Dr. Mancall is preceded in death by her beloved husband, Dr. Elliott Mancall. In Dr. Mancall's memory, the iSchool has established The Jacqueline C. Mancall Fund to provide financial assistance to students enrolled in the M.S. in Library and Information Science program who demonstrate an interest in working with youth and information services. To contribute to this scholarship, please make checks payable to Drexel University and write ―The Jacqueline C. Mancall Scholarship Fund‖ on the memo line of the check. Checks may be mailed to: Lois G. Gabin-Legato, J.D. Assistant Vice President, Major Gifts The Office of Institutional Advancement Drexel University
More Memories and Images of Conferences Past – PSLA Conference 1987
PSLA Conference 1996 . . . .
PSLA Conference 2000