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Journal of the Washington Library Media Association

Winter 2012

Volume 36 Number 2

Dynamic LIT: Information Management Services

Teacher-Librarian Round-Up TEACHER-LIBRARIAN SUMMIT Wednesday • March 14 • 9am-4pm

$220* for NCCE Members Join us as we work collaboratively to create solutions and resources to be successful: • Advocates for reading • Teachers of information and technology literacy • Managers of resources and services


Author and nationally recognized speaker Christopher Harris is well known for helping schools and libraries successfully tackle dealing with digital information.

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Over 100 sessions including: Best Web 2.0 for Online Learning • 30 in 60: App Edition – 30 Apps for Tech Savvy Teachers • Big 6 by Month • Got Books? Using Technology to Promote Young Adult Literature • Reading Beyond Print: From EInk to iPads • Do iPads + ELL Students = Reading Improvement? •

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• 3/13 • 5 pm – iPads in Education

*Early bird registration deadline: February 10, 2012.

March 15-16 • $250* for NCCE Members Washington State Convention Center Opening Keynote Presentation by Taylor Mali

• 3/14 • 5 pm – Using LOC Primary Sources and Web 2.0 Tools • 3/15 • 8:30 am - Interactive (Non)Fiction: Writing and Gaming

in the Common Core

Visit for a complete list of workshops and sessions. *Early bird registration deadline: February 10, 2012.

Winter 2012

Volume 36

Number 2

Dynamic LIT: Information Management Services Let’s Get Physical: Physical Access Points to Digital Media in School Libraries.............................................8 by Leah Griffin

Washington Library Media Association Honors Leaders and Advocates of School Libraries.....................10 Special Recognition: Board Director Joy Cook, Bethel SD

Small District/Private School Administrator: Dr. Patricia Feltin, Eton School, Bellevue Supervisor of the Year: Shelby Reynolds, Northshore SD Elementary Principal: Jeff Cravy, Tonasket Elementary School, Tonasket SD Middle School Principal: Jesse Hardt, Horizon Middle School, Central Valley SD Outstanding Teacher-Librarian: L. Paige Battle, Grant High School, Portland SD Outstanding Teacher-Librarian: Sarah Applegate, River Ridge High School, North Thurston SD President’s Award: Dennis Small, Educational Technology Director, OSPI

Conference News........................................................................................................................................................ 13 Teacher-Librarian Mark Ray Named 2011 Washington State Teacher of the Year! Hearty Thank You to 2011 Fall Conference Vendors

Librarians Leading Online Learning...................................................................................................................... 14 by Diana Moore

Department From the Editor: Alice McNeer Library Information Management Services: It's Our Mission, So Do It!.........................................................3 President Craig Seasholes WLMA’s Radar: Connecting, Sharing and Opportunities.................................................................................4 President-elect Leigh Lohrasbi Collaborating Locally and Regionally to Better Serve Students and Build Expertise.....................................5 Typical Librarian: Sarah Applegate Cross Country Skis and Sewing Machines: What We can Learn about Libraries from Finland..................6 The Networked Teacher-Librarian: Sean Fullerton Digital Collections: Go For It!.............................................................................................................................. 15 Beyond the Jacket Cover: Chris Wolfe “My biggest inspiration is that I love telling stories.” Michael Harmon......................................................16 School Library News Kudos to New National Board Certified Teacher-Librarians............................................................................19 Planbook....................................................................................................................................................................... 20 Journal of the Washington Library Media Association

WLMA Regions

Get Involved at Your Region When you become a member of the Washington Library Association, (WLMA) you gain more than just a membership card. You receive a discount on your conference registration, a subscription to the MEDIUM, and an association that works and advocates on behalf of teacher-librarians and school libraries. In addition, you gain membership in a local region group. Your region can be where you work or where you live — the choice is up to you. The regions meet, share professional resources and offer you a way to connect with others close to work and home. For more information on your region, please visit the WLMA Region webpage:

Region Descriptions by County Central (12)— Yakima, Kittitas & Eastern Klickitat Columbia Gorge (9)— Clark, Skamania and Western Klickitat Crossroads (13)— South King County (south of Interstate 90 & Seattle) Lower Columbia (4)— Cowlitz, Wahkiakum & Southern Pacific Mount ‘n Isle (1)— W hatcom, Skagit, San Juan, &  Northern Island Mt. Pilchuk (14)— Snohomish & Southern Island Mt. Rainier (8)— Pierce County

North Central (11)— Chelan, Douglas, Grant, &  Okanogan North Lakes (15)—North King County (north of Seattle) Northeast Seven (7)— Adams, Ferry, Lincoln, Spokane, Pend Oreille, Stevens, Whitman Oz (6)— City of Seattle, Seattle School District Peninsula (2)— K itsap, Jefferson and Clallam Sea to Summit (3)— Grays Harbor, Lewis, Mason, Thurston and northern Pacific Three Rivers (5)— Benton, Franklin, Walla Walla, Columbia, Garfield and Asotin

MEDIUM Journal of the Washington Library Media Association (ISSN 0889-00773) Alice McNeer, Editor Karen Paulson, Advertising Kate Pankiewicz, Business/Subscriptions

Publication Information

As an official publication of the Washington Library Media Association (WLMA), the MEDIUM is published three times annually (September, January, and May) and included in the WLMA membership dues. Nonmember subscriptions are available and obtained by contacting the WLMA Treasurer at the following address: WLMA, Attn: Kate Pankiewicz, 10924 Mukilteo Speedway PMB 142, Mukilteo, WA 98275.


The Washington Library Media Association retains electronic representation and distribution rights to the contents of its publication the MEDIUM. Furthermore, WLMA reserves the right to use text, photos, and artwork from the MEDIUM in subsequent editions with notification to the submitter if possible. Otherwise all rights revert to the creator author of the work. The contents of the MEDIUM appear electronically in EBSCO’s LISTA database (beginning Fall 2004 issue).


Editorial Policy

Washington Library Media Association reserves the right to make the final judgment on all submitted material. Inclusion of an article, photo, graphic, or advertisement does not necessarily express the opinion or constitute an endorsement by WLMA. All responsibility and liability for the content of advertising rests with the individual advertiser. Unless otherwise stated, copyright is retained by each contributor.


For information about WLMA’s advertising policy for the MEDIUM or to place an ad, please contact the MEDIUM Advertising Manager Karen Paulson. E-mail: Mail: 26520 NE Anderson St., Duvall, WA 98019. Phone: 425–788–6431.

Upcoming Issues/Themes Spring 2012 (Digital Edition) Submissions: March 30/Posting: May 2012 Fall 2012 Submissions: June 30/Mailing: September 2012 VOL 36 NO. 2

From the Editor: Alice McNeer

Library Information Management Services: It's Our Mission, So Do It! “Information is a source of learning. But unless it is organized,   processed, and available to the right people in a format for decision   making, it is a burden, not a benefit.” William Pollard When you read about information management services as listed on the Library Information and Technology (LIT) framework, it appears simple and clear. After all, it consists of four bullet points: • Provides open and equitable access to resources, technology and information services for the entire school community • Develops and administers inviting and effective physical and digital library environments • Manages resources to support teaching and learning Administers information management systems to support student learning and school and district programs Yet, these points only describe what teacher-librarians do, not how to do them. So how do we do it?

It is Complex

Start by accepting that there is no one size fits all approach or solution. By our very own mission, we as teacher‑librarians demonstrate the complexity of the issue. We “ensure that students are effective user and producers of information and ideas.” We have this first part down as we work with staff and students locating, accessing and using information as an every day component of our library program. However, it is the second part of the mission statement that makes it complex—“producers of information and ideas.” We teach in a world where information begets information in an endless cycle. The creation of information begets the management of information assisting in the use of information, which results in the creation of information. There is no way to find one simple product or system to handle this cycle. Information management is complex, so look for ways to mange information that meets the unique needs of your school.

role. We understand and deal with the information needs of our students and staff everyday. This provides us with a foundation for building a vision, developing strategies and leading with a clear direction in implementing an information management system. If we do not do it, then either our staff and students flounder in the deluge of information coming at them or someone else steps in and takes it over and we fail to fulfill our own mission!

It needs Use

Information management services are only successful if they are used. How many times have you witnessed the purchase of a new piece of equipment or a program that is too complex to use, so it just sits there. Or what about a policy that requires too many steps to get something, so you end up either just giving up on it or finding another way. As mentioned before, teacher-librarians understand information access and needs. Therefore, we are the ones who can ensure the careful design and implementation of a system that staff and students not only adopt, but they also will use!

It is ours to Do

Information management services are complex with no simple answers or means to accomplish it. It requires strong leadership by someone with strategies and visions based on a foundation of understanding of the information cycle and the needs of those that they work with in order to implement it. If built to meet the needs of its user, then its implementation results in usage. The challenges stand before us and as teacher-librarians, we by design are naturally the ones to step forward and carry it out. This issue offers insights into information management services to help all of us get started. Read, consider, plan and then do! When we do it, we not only fulfill our mission as teacher-librarians, but we create school library and information programs for 21st Century learning.

It needs Leadership

Next, recognize that anyone can collect information, but information management requires someone who can provide a vision, develop strategies for implementation, and lead with clear direction. It is part of our mission, so it is only fitting that we step forward and take on this WINTER 2012

Alice McNeer is the School Librarian at the Eton School, an Independent School in Bellevue. E-mail:


President Craig Seasholes

WLMA’s Radar: Connecting, Sharing and Opportunities

Looking for the big picture of our association?

WLMA’s radar lights up with opportunities to take LIT beyond the library and into advocacy. With all the budget and educational reform proposals flying around these days, advocacy is not an option. It is essential that WLMA members show up and stand up, share stories and provide proof of our central role in the world of ideas and information that is both cost-effective and fundamentally democratic, a central part of the evolving educational landscape. Here’s a number of opportunities WLMA sees and must seize in the days ahead.

Online Learning

(Edited image from

I am struck by Washington Library Media Association’s power and resilience that derive from diverse and shared interests that our members bring to our association. Washington Library Media Association’s Library Information and Technology (LIT) Program Framework is a powerful tool to ensure that we are all effective users and producers of ideas and information, and that school library programs thrive in Washington State for years to come. Embrace and share it, adapt and adopt it. Post it in your library; share it with library allies and district colleagues. As a recent re-writing of Teacher-Librarian job descriptions in the Evergreen School District ( p) demonstrate, the Washington Library Media Association (WLMA) Library Information and Technology (LIT) framework can be easily employed to update and affirm the essential role of teacher-librarians in K-12 education. Recent conference comments and personal discussions I had at WLMA Spokane, American Association of School Librarians (AASL), Library 2.011 Worldwide Virtual Conferences (with the likes of Joyce Valenza, Michelle Luhtala, David Loertscher, Mike Eisenberg, and others) have me convinced: WLMA’s LIT program has the power to carry libraries forward!


WLMA Lobbyist Carolyn Logue’s regular encouragement to “talk all players on both sides of the aisles” led me to a café discussion with Diana Moore in Seattle and an invitation to join in at a meeting in Olympia. It was remarkable when she said that this was her first meeting with a librarian, and it underscores how essential it is that WLMA be “in the house” providing insight and engagement on this steadily increasing element of the educational landscape. (See guest article “Librarians Leading Online Learning” on page 14.)

Open Source Educational Resources

Wayne Osborn and Travis Campbell attended an Open Educational Resources Meeting Facilitated by Karl Nelson, Director, Digital Learning Department, Office of Superintendent of Public Instruction (OSPI) and Conn McQuinn, Assistant Executive Director, Educational Technology Support Center (ETSC), Puget Sound Education Service District. Check out Wayne and Travis’ notes ( and let others know your experiences and perspective on this one.

Common Core

Last summer Steve Coker met with OSPI leadership and stakeholders to begin the discussion of how the National Common Core Standards will roll into Washington State. Greta Bornemann is the OSPI lead [ continued on page 18 ] Craig Seasholes is the Teacher-Librarian at Sanislo Elementary, Seattle SD. Blog: E-mail:

VOL 36 NO. 2

President-elect Leigh Lohrasbi

Collaborating Locally and Regionally to Better Serve Students and Build Expertise

Ensuring that student learning as well as school and district programs are supported by the systems we work with can be a challenging, sometimes complicated job. Yet, information management is one of the most important roles of teacher-librarians. Information systems can either hinder or aid student learning depending on their operation. Meeting this responsibility draws us into a forum filled with teachers, instructional facilitators and district Information Technology (IT) directors. Often, problems arise that have not been dealt with before because of the rapid pace that information systems, as well as their regulation, develop and change. Although addressing these problems can be daunting tasks, teacher‑librarians are uniquely suited to solve them with aptitude and efficiency. Last year while working with one of my 6th grade tech peer coachees, we were discussing technology concerns and challenges for her classroom. She told me that she knew of a way to use the Skyward student access system to scan classroom assignments into a portable document format (PDF) file, and then make it available for individual students using their student access account. She wanted to scan her science textbook assignment page to make it available for those students needing to make up assignments. She told me our district, fearing a copyright law violation, had forbidden this practice. It was the first time our building had heard of this practice. As teacher-librarians, our first thought commonly is to consider the resources to answer the question asked — we know multiple sources should be consulted to find the best answers to a particular situation. I immediately thought of the Yakima Valley Secondary Book Review Council. We had a meeting coming up the very next week. Because of the need to observe copyright law, I would consult with them. Our Book Review Council consists of 15–20 teacher‑librarians all working in either middle, junior high or high school. We rotate school library locations each month. That week, the group met at Selah Junior WINTER 2012

High. In the time set aside for group announcements and discussion before we give our reviews, I shared the situation. I brought the science textbook in question, with copies made of the particular textbook copyright information to share. Reading the copyright statement together and engaging the issue keeping our varied perspectives and combined knowledge in mind brought clarity to the situation. We discerned that, because students were accessing the PDF files through secure, password protected accounts, scanning textbooks into PDF files did not violate copyright laws. We were able to solve the issue, thus satisfying the district’s concerns. Now not just the 6th grade science teacher at my school, but teachers across our entire district are using this tool to help students make up work they have missed. Students are held accountable for their assignments in a very real way — being able to access their grades and their missing assignments from library computers.

Information systems have many advantages for our students. Increasingly, teacher-librarians are being asked to assist with student account maintenance because of the expertise we have dealing with individual account issues. Although as individuals we are in singular building positions, we understand the importance of problem‑solving and sharing solutions. Having a group of teacher-librarians to collaborate with in a local or regional area improves and develops our expertise as well. As we work together to better serve our students, the pride and trust our school districts have in our abilities grows. It’s a win-win situation all around.  Leigh Lohrasbi is the Teacher-Librarian at Lewis and Clark Middle School, Yakima SD. E-mail:


Typical Librarian: Sarah Applegate

Cross Country Skis and Sewing Machines: What We can Learn about Libraries from Finland While Finland does not have many school libraries or school librarians, they do have a robust and lively public library system, and citizens who are very active users. In fact, over 80% of Finns use the public library regularly each year, visiting libraries eleven times per person per year on average according to the Finnish National Ministry of Education. So, how do they go about creating library users without having a school library or professional staffing? I spent January through May 2011 living in Helsinki, Finland with my husband and three year old daughter on a Fulbright Distinguished Awards in Teaching grant. My intent was to figure out how the acclaimed Finnish school system helps create such strong library use among its citizens without having the school library tradition that we have in the United States. While many Finns are envious of the school library systems, staffing and instruction we have in place in many United States schools, they are obviously (at least by their Programme for International Student Assessment (PISA) results) doing something right both in their classroom instruction, as well as how they introduce library skills and to create such strong support for, interest in, and use of libraries across the country. Educators around the world are looking to Finland for ideas for how to improve their education systems. I think it is important that teacher-librarians in the United States see what we can learn from Finland — here are five ideas from Finland that I think will strengthen our own work in the United States. 1. They introduce the public library early in kids’ lives. Students in Finland typically get their first library card in 1st grade (they are seven years old, their first year of official public school), when their class visits the nearest public library branch. I often saw entire preschool and kindergarten classes at libraries as well. Students learn how and where to select books, check out and return materials and basic library tasks during this visit, and are encouraged to do self‑checkout and check-in when they return. Students are often in libraries alone after school as young as seven or eight, waiting for parents, getting help on homework, or playing with the toys and other kid friendly spaces that libraries in Finland have. I saw small stages and places kids could dress up in costumes, big pillows and interesting chairs


for them to sit on, and even ride-on toys for them to scoot around on. Kids like the fun chairs, age appropriate art displays and aesthetically pleasing spaces present in many Finnish public libraries. 2. They have public library branches close to peoples’ homes. Students in Finland have libraries very close to their homes, and it is in the national plan to have every citizen live within 3 kilometers of a public library branch or bookmobile stop. When I asked students about their library use, the majority said they did not use the school library because “the public library is so close to my house,” and “it is open when I need it.” Many students I spoke with live within 1 kilometer of a branch, especially those living in Helsinki. In smaller towns, students might not live as close, but their schools are often close to branches and public transportation easily takes kids to the library. This proximity is a stark contrast to the experiences of many of my students, who live five or more miles from our nearest branch, and have little way of getting there on public transportation. 3. They use the expertise of public librarians within the school context. Most schools in Finland have a school library that is run by a teacher who is paid for working 1-2 hours per week after school, and this teacher typically does not have additional library training. School libraries are either locked during the day and students can come with a classroom teacher, or there are left unlocked, and students can come and go as they need to. The majority of schools do not have electronic catalogs, and checkouts range from filling out a slip of paper and leaving it in a box, to using the honor system of taking and returning books as they need them. Without staffing, class teachers often rely on public librarians to do information literacy instruction with students. Some municipalities have a structured plan in place to utilize the skills of public librarians, including what grade students will visit the public library and what they will do during the visit. Other towns rely on teacher initiative or interest in terms of getting students to the library. The visits are typically just an hour once or twice a year, but in the communities that have a strong relationship between the school and the library, they are strong and well organized learning experiences for kids. VOL 36 NO. 2

Tampere City library, for example, has taken on reorganizing and refreshing the upper secondary school libraries, along with collaborating with teachers to deliver information literacy skill instruction. They are working with the schools to create spaces students want to be in with resources students need and want to use, buying contemporary furniture, interesting decoration and updating materials. They are reaching out to teachers to share with them their skills and knowledge around information seeking, and then working to integrate these skills into school work. In Oulu, the initiative started at the school district level, with a district level library coordinator who has organized, and automated all of the school libraries (over 60 of them!) and created a curriculum plan called “Library Route” that ensures that students at four grade levels have an organized and specific library lesson at the public library, lead by the public librarians but collaboratively prepared by the district library coordinator and the head youth services librarian. 4. They fund their public libraries well. Of course, the public libraries are funded quite well. Finland has high taxes, and they fund many vital public services, such as free health care for all, free education for all (including vocational education and adult education), free lunch for every student, excellent public works (they must get the snow cleared!), and public libraries. The public libraries have extensive collections and are used by every age group imaginable. They are often the central point in the town, and many have a very modern view of what libraries should provide. For example there are branches in Helsinki that check out skis, guitars and sewing machines, other branches that allow dogs, and many branches offer Finnish language help, resumé writing help and even allows patrons to sign up for one hour of one‑on-one librarian help for adults and for kids. At the main branch in Helsinki, parents can reserve the librarian to work with their child (on reading, homework help or book selection) while the parents use the library on their own! In Tampere they have a “Computermobile,” which is a bus with 10 wired stations that citizens can request to come to their neighborhood, or workplace, to provide specific computer training. Senior citizens have taken advantage of this service frequently. In fact, when cell phones became ubiquitous in Finland, public libraries took on the role of training seniors how to use them. The public libraries are able to respond to community needs, requests and innovative ideas because of their strong funding, broad view of services and public expectation. WINTER 2012

5. They have a national vision for both Library Strategy and Research Skill instruction. One of the benefits of having a centralized governmental system is that there is a lot of national coordination of initiatives. There is a National Ministry of Culture that guides libraries through standards and expectations, and a National Board of Education that guides schools with the Core Curriculum. Both schools and libraries are funded by cities, so there is a lot of emphasis on local control, though cities receive funds from the national government to carry out their local responsibilities. Both of the National bodies are able to create policies and goals for schools and libraries, as well as award grants for pilot projects. The Ministry of Culture has produced a “National Library Strategy” that provides guidelines for libraries to follow, setting a standard about access, services and resources, as well as goals for the future. The National Board of Education creates the National Core Curriculum, which provides guidelines for local school districts to follow. There is again an emphasis on local control, with local districts being expected to create their own local curriculum based on the national standards. One of the most praised components of the Finnish education system is the high quality and blessedly brief national standards. The standards books are organized into curricular areas. In addition, at the beginning of the standards, there are chapters that are intended to be covered by all curriculum areas. “Research Skills” is one of these initial chapters. The information contained within this section is powerful and useful for us in the United States to consider in terms of simplicity of skills. However, the challenge for the Finnish system is that no one is actually assigned the responsibility of teaching these skills…it is all the classroom teachers responsibility. Those of us who are teachers know what happens when “all are responsible” for teaching something when we already have full plates of teaching…no one teaches it. Finns are envious of the dedicated professional that we have in the United States whose main responsibility is to teach library skills. In the United States, we are lucky to have a tradition of school library programs, and trained school librarians in our public schools. Finland does not have this tradition [ continued on page 18 ]

Sarah Applegate received the Fulbright Distinguished Awards in Teaching Grant- Finland, 2011. She is the NBCT Teacher-Librarian at River Ridge High School, North Thurston SD. E-mail:


Dynamic LIT: Information Management Services

Let’s Get Physical: Physical Access Points to Digital Media in School Libraries by Leah Griffin As school librarians, we know that library space is inherently important even as the ways in which we use the space is changing. As Freeman contended, “The library is the only centralized location where new and emerging information technologies can be combined with traditional knowledge resources in a user-focused, service-rich environment that supports today’s social and educational patterns of learning, teaching, and research.”1 Library spaces will continue to exist, while the need for physical materials will abate. How then, are we to utilize space so that, as the library ceases to be a repository, it endures as more than merely a wireless hotspot? Somehow we must integrate digital media into the library in a way that makes the physical space integral. We must manifest digital media. Let us consider two ways to create physical access points to digital resources; QR codes, a technology any librarian can apply today, and projected touch screens, a technology all librarians should prepare for. Librarians create displays to promote reading. The inherent problem with a display is that once it succeeds in enticing a reader, the book it extolled is no longer available. This paradox need not exist in the digital world. Now, librarians can create displays that provide physical access points to digital materials by placing QR codes within displays. A QR code is a two-dimensional image containing data (URL, image, phone number, text) that can be scanned and retrieved using a smartphone or tablet.2 Typically, they are two-dimensional squares containing three or four smaller squares, and a seemingly random smattering of black and white pixels. In April, we will all make our poetry month displays. Mine will be a poet-’tree’, where leaves, color printed cover art, and QR codes fall from construction paper bows. While my library’s lone copy of Leaves of Grass will undoubtedly be checked out immediately, every student with a smartphone can scan the designated QR code encrypted with the Project Gutenberg page for Leaves of Grass and have access to both a print and human read audio version of the book. Access to this digital material, albeit Freeman, Geoffrey T. 2005. Library as place: rethinking roles, rethinking space. Washington, D.C.: Council on Library and Information Resources. 2 Educause. “7 Things You Should Know about QR Codes.” ELI 7 Things You Should Know, February 13, 2009. http://net.educause. edu/ir/library/pdf/ELI7046.pdf. 1


dependent on a device, is unlimited and simultaneous, which is beyond the bounds of any single tome. QR code creation and use is free, but for a price, some companies gather statistics. The number of users that scanned your codes, when they scanned them and how long they spent on the URL may be critically important statistics when advocating for a library program. QR codes provide an access point for personal interaction with digital materials. The library can also enable collaborative interaction through the use of ever progressing touch screen technologies.

By incorporating QR codes into library displays, students can access the text online.

Last year, two companies released short throw projectors able to turn any wall into an interactive surface.3 Light Touchtm technology uses holographic laser projection to transform any surface into a touch screen.4 Libraries will soon need ample, blank surface space as patrons [ continued on page 14 ] Stansbury, Meris. “New Projectors Make Any Wall an Interactive Whiteboard.” ESchool News. January 13, 2010. Accessed November 15, 2011. 4 “Light Touch.” Light Blue Optics. 2010. Accessed November 15, 2011. 3

Leah Griffin is the Librarian at University Preparatory Academy in Seattle. E-mail:

VOL 36 NO. 2

WLMA Conference 2011

Saturday Breakfast Speaker, Neal Shusterman. Presidents and Presenter: (l to r) Steve Coker (2010-11), Marianne Hunter (2006-07), Joyce Valenza (Presenter), Sarah Applegate (2005-06), Craig Seasholes (2011-12). Poet Kenn Nesbitt performing poetry magic during his presentation.

Author and Teacher-Librarian, Deb Lund presenting a session.

Craig Seasholes (l) and Steve Coker (r) showing that they’ve “Got LIT.”

Joyce Valenza presenting on “Curation.” The man behind the scenes: Sean Fullerton making sure the webcasts are running.


Friday Night Banquet Speaker, Jess Walter.

Photos courtesy of Jerry Alldredge, Teacher-Librarian Mt. Stuart Elementary School, Ellensburg and Owner of Home Video Studio (


WLMA Awards

Washington Library Media Association Honors Leaders and Advocates of School Libraries Each year, Washington Library Media Association (WLMA) celebrates and honors professionals who provide outstanding service and support of school libraries. The process begins when WLMA members nominate an individual for a specific award category. Next, the WLMA Award Committee meets to review the candidates for each award and select the winner. Then at the fall conference,

WLMA recognizes the value of these individuals during the conference banquet dinner by sharing about their support and contribution to school library programs before presenting them with the award plaque. This year, WLMA had the privilege of celebrating and honoring five individuals who make a difference for school library programs. A big thank you and congratulations to each one!

Special Recognition: Board Director Joy Cook, Bethel SD Joy Cook is a past-president of the Bethel School District Board of Directors and a current Board Member. She has been a strong supporter and an advocate for teacher-librarians her entire tenure of education. Bethel School District is one of the last remaining districts in Washington that not only has one full time teacher-librarian in every school, but also requires the position be filled by a state certified teacher with a Library Media Specialist Endorsement. Joy Cook was instrumental in the development of this policy and supported it time and time again as teacher-librarian positions come up for cuts. Joy’s passion for libraries dates back to her own children’s education. Throughout the years, she has been an enthusiastic supporter of book fairs, reading promotions, library projects and the changing face and definition of the library field. Joy still maintains that each school librarian taught her along with her children. Joy Cook is not a new name to Washington Library Media Association members. She has presented at past conferences with her district teacher-librarians on the topic of advocacy. In addition, she continually puts herself in a place to speak for the value of library programs and teacher-librarians.

Small District/Private School Administrator: Dr. Patricia Feltin, Eton School, Bellevue Dr. Patricia Feltin supports and recognizes the library as an essential component of Eton School. When designing the school, Dr. Feltin purposefully placed the library immediately inside the main entrance. She chose this optimal placement because she considers the library a vital component in the teaching and learning of students. Dr. Feltin recognizes the school librarian as an essential component to her staff. She recently changed the position of school librarian from a full time specialist to a full time faculty position. As a proponent for the library program, Dr. Feltin insists that all classes visit the library for literacy and information lessons. This includes the preschool classes. They visit the library regularly to establish the foundations of literacy and reading. In addition, each preschool student checks out a book to take home and share with a parent. At the lower school, she encourages and promotes collaboration between classroom teachers and the school librarian. At the upper levels, she identifies the library program as the teaching of information technology skills, promoting reading and developing strong research and information management skills. Dr. Patricia Feltin provides financial support for the library. She schedules an annual book fair to support the collection, found funds to update the library circulation system and is currently seeking additional funding to update the Eton School’s nonfiction collection. Furthermore, Dr. Feltin provides funding for a library assistant to free up the school librarian for collaboration, teaching and as a resource for students during non-scheduled time.


VOL 36 NO. 2

WLMA Awards

Supervisor of the Year: Shelby Reynolds, Northshore SD Shelby Reynolds supports teacher-librarians in the Northshore School District in professional development, program advocacy and district policy. She recognizes the need for ongoing professional development. She provides funding for information literacy and technology conferences such as Washington Library Media Association (WLMA), Northwest Center for Computer Education (NCCE) and the International Reading Association (IRA). She also created opportunities for teacher‑librarians to instruct their peers by including teacher-librarians in the design and implementation of information literacy classes in the Northshore School District for classroom teachers. Shelby is a strong advocate for teacher-librarians. She works tirelessly to ensure programs are strong by reviewing and updating district procedures. She advocates for a district‑wide scope and sequence and worked with teacher-librarians to ensure that information literacy is a key curriculum. Shelby works tirelessly to ensure library programs are stronger by reviewing and updating district procedures, communicating needs to the school board, and continually looking for solutions for funding and staffing issues.

Elementary Principal: Jeff Cravy, Tonasket Elementary School, Tonasket SD Jeff Cravy is a strong supporter of Tonasket Elementary’s Library Media Program. As a former reading specialist, he understands the need for teacher-librarians as reading advocates. During the 2010-2011 school year, the teacher-librarian position decreased to half-time despite Mr. Cravy’s best efforts to prevent the cut. He worked tirelessly to have the position reinstated to full time. He made it clear to the superintendent and school board that he believes that Tonasket Elementary must continue to have a highly qualified, library media endorsed, certificated staff member as its teacher-librarian. He maintains that the teacher-librarian is one of the strongest teacher leaders on staff. Mr. Cravy supports teacher-librarians. He encourages professional development in technology and supports attendance at Northwest Council for Computer Education (NCCE) and Washington Library Media Association (WLMA). He has high expectations that the teacher-librarian share new information, knowledge and expertise. In addition, Mr. Cravy supports the library program financially with a budget for books. He encourages book fairs and dedicates the funds for the purchase of new books. During the 2010‑11 school year, he lobbied for levy funds to provide new technology for the library.

Middle School Principal: Jesse Hardt, Horizon Middle School, Central Valley SD Jesse Hardt supports the Library Media Center as an integral part of the curriculum as a teaching and learning center for students. He encourages his staff to stretch themselves by learning additional and new instructional strategies along with research based techniques. Jesse recognizes the work of the teacher-librarian and incorporates the teacher-librarian in both the instructional and leadership teams. Jesse generously allocates a library budget to support the purchase of up-to-date titles to accommodate and appeal to the many levels of readers at Horizon Middle School. Jesse recognizes the importance of technology in 21st Century Learners. He incorporates technology into his building and personal management. He doubled the size of the lab and number of student computer stations available at Horizon Middle School. With his help, students activated a closed circuit cable system to create a newscast within the school and he supported a class that allowed students to create this daily newscast. He coordinates with the teacher-librarian and technology coordinator to create more opportunities for students to integrate technology into the curriculum.  WINTER 2012


WLMA Awards

Outstanding Teacher-Librarian: L. Paige Battle, Grant High School, Portland SD Paige Battle is a most effective model of the best of teacher-librarians and a leader in her field. She submitted a list of what she has been up to this past year: local, state and national presentations, committee work, received honors from Evergreen School District, and full time teacher‑librarian. In a letter, one of her former students explains how Page makes the library a safe haven for learning and exploring. She spends much of her time collaborating with other teachers in the building and works concertedly to foster an appreciation of literature. She has a reputation amongst both students and staff for “always knowing the answer to any question.” Paige’s dedication in making the library a relevant, important place for everyone with quality resources in all forms is evident to all who enter the library. 

Outstanding Teacher-Librarian: Sarah Applegate, River Ridge High School, North Thurston SD

Many Washington Library Media Association (WLMA) members already know Sarah Applegate. In 2006, she served as WLMA’s President and in 2011 one of the keynote speakers at the fall conference. In addition, she writes the “Typical Librarian” for the MEDIUM. Her love for WLMA is evident by her dedication to its value and principles. She is National Board Certified, works full time, and is one of WLMA’s leading advocacy committee members. Sarah represents what is best about teacher-librarianship in all that she does and she does a lot. In addition to a recent Fulbright to Finland for a semester, Sarah is a strong advocate through her work at Office of Superintendent of Public Instruction (OSPI), her teaching at Antioch, University and the many workshops she does across the state. She is a tireless leader, a wonderful collaborator, a giving and creative person. Sarah inspires others to become teacher librarians, and shares her many ideas and talents freely. 

President’s Award: Dennis Small, Educational Technology Director, OSPI

As Washington Library Media Association (WLMA) 2011-2012 President, Stephen Coker took great pleasure in awarding this year’s President’s Award to Dennis Small, Director of Educational Technology at Washington State’s Office of Superintendent of Public Instruction (OSPI). School library information and technology programs in the State of Washington have faced a variety of challenges in recent years and through them all, Dennis has been an indefatigable resource and advocate for teacher‑librarians and robust Library Information and Technology (LIT) programs. Dennis’s contributions include, but are not limited to: ongoing support for and management of the Teacher‑Librarian Technology Peer Coaching program, leading the effort to develop a state-level crosswalk document for instructional technology and information literacy standards, leadership and partnership in writing and ensuring the passage of SB 5392 and consistently helping — in ways both large and small — to increase the visibility of teacher-librarians as crucial partners in the delivery of effective instructional technology programs throughout the state. Dennis’s patience, good counsel and accessibility “behind the scenes” continues to be invaluable to WLMA members as we work together to enhance instruction, enact meaningful reform and develop policy that makes sense. 


VOL 36 NO. 2

Conference News

Teacher-Librarian Mark Ray Named 2011 Washington State Teacher of the Year!

At the Washington Library Media Association (WLMA) 2011 Conference, the air filled with energy and buzzed with excitement at the fantastic news that Mark Ray, a teacher‑librarian from Vancouver was selected as the 2011 Washington State Teacher of the Year! During conference Mark presented the workshop on “LIT Framework: Secondary Level” with Roz Thompson, spoke during the banquet and served as the VJ for the “Stick-Around-Saturday: No Business Social.” On Monday, October 17, Mark flew to Washington D.C. to attend hearings and met with legislative advocates in support of the Strengthening Kids’ Interest in Learning and Libraries Act (SKILLS Act)—a bill to amend the Elementary and Secondary Education Act of 1965 regarding school libraries, and for other purposes ( WLMA raised funds to support his trip through a conference raffle and by selling t-shirts. Mark Ray’s award and advocacy provide an opportunity for WLMA members to talk about the important role of teacher‑librarians and school libraries. According to the press release from the Office of Superintendent of Public Instruction, Mark Ray “will be considered for national Teacher of the Year, which is awarded by the Council of Chief State School Officers” ( 

Hearty Thank You to 2011 Fall Conference Vendors Washington Library Media Association extends a hearty thanks to our vendor partners for supporting the fall conference and for their ongoing efforts on behalf of libraries. Learn more about these partners by checking out their website and please mention your appreciation of their support! Alexandria Library Software ( Bound To Stay Bound Books ( Len Blau Britannica Digital Learning ( EBSCO ( Educational Maps and Globes ( Kirk Fullmer Epson ( Facts on File ( Follett Library Resources ( George Dragich Follett Software ( Stan Winters Gale ( Glogster ( Deena Kelly Holocaust Education Resource Center ( Ilana Cone Kennedy Home Video Systems ( video-services/214/): Jerry Allridge Illumination Arts ( John Thompson Insight Systems ( Insignia Software ( Kilimanjaro Imports: Alice Muiruri Mackin ( Jennifer Maydole WINTER 2012

Permabound ( Proquest ( Kevin Stewart Puget Sound Council ( Paula Wittmann Rainbow Books: Roger & Janie Buckman Readers to Eaters ( Philip Lee Renaissance Learning ( Jim Church Sasquatch Books ( Scholastic Book Fairs ( Cynthia Dixon School Art Materials: Sam McCracken School Employees Credit Union ( Kendra Edlin Seattle Times Newspapers in Education (services. Sarah Johnson Sikora Library Services: Nancy Sikora Singing Shaman ( Stop Falling Productions ( Sarah Hedrick Taylor Educational Media ( Dan Taylor Terry Smith & Associates: Terry Smith Top Copy Books Troxell (Projection) ( TVW ( David Johnson Usborne UW iSchool ( Washington Agriculture in Classrooms ( Washington State Library ( Jennifer Fenton World Book ( 1&Itemid=111): Darrell Thompson  MEDIUM | 13

Let’s Get Physical… [ continued from page 8 ]

physically participate with digital media through projection technology. Classrooms already use interactive whiteboards to increase student participation. Museums already use touch screens to enhance engagement with museum displays. The contemporary library needs this interactivity, so intuitive to classroom and museum environments, to facilitate its new existence as a communal learning center. As infrared and laser technologies advance and become more accessible, libraries should prepare for their arrival by incorporating projection space (clean, flat surfaces) into library design. When choosing a table’s surface texture, a wall’s color, or a shelf ’s contour we should begin to consider that these are all potentially interactive surfaces.

Technology will not doom libraries to obsolescence. Technology requires librarians to be what we have always been; intelligent, creative, dynamic users, teachers, and managers of information and technology. We have to start thinking about our “physical collection” as being more than just books, DVDs and magazines. We must expand our definition so that our “physical collection” consists also of physical access points to digital media. Codes to scan, places to plug in, screens to touch, and surfaces to project on; these are our physical holdings. Yes, our patrons have access to information from any place, but by synthesizing digital material and physical space, we can ensure that the library remains the best place for information consumption and creation. 

Dynamic LIT: Information Management Services

Librarians Leading Online Learning by Diana Moore Online learning takes the customization and convenience we enjoy in business, commerce, entertainment, medicine, and more — and applies it to the sector that fuels it all: education. When fully leveraged, online learning turns every workstation into the door to a world of information. Every student becomes an individual learner with the power to customize his or her education. Whether in the school library or sitting on the couch, students can access content and delivery that is personalized to their learning styles, understanding, and interests. They can take courses otherwise unavailable due to low demand or budget cuts; they can work around family needs, job schedules, or health challenges. With online learning, it is possible to offer access to a world‑class education to every child. Washington State supports a number of excellent online program and course providers, and more are being launched every day. Yet, even with all these opportunities, enrollment in online courses remains low in the Evergreen State. The reason? Opportunities do not take advantage of themselves. Washington’s unique governing structure encourages innovation from the bottom-up. This means each district, school, and classroom has the opportunity and responsibility to create the education of tomorrow today. The tools are there. What we need are leaders who will own the challenge. Librarians can be those leaders.


As the custodians of digital information and expertise, Librarians are uniquely positioned to advance online learning in Washington’s schools and classrooms. They can help teachers access resources and integrate digital content into the classroom; they can work with students taking online courses during the school day, turning the library into as many individual classrooms as there are computer stations; they can instruct students in digital literacy and citizenship; they can unlock for their schools a new world of learning and opportunity.

Washington State should be the leader in deploying cutting-edge education technology. We have the intellectual and technological capital — and we have students who need these opportunities. With the leadership of our Librarians, the future of education is just around the corner.  Diana Moore is the Director of the Freedom Foundation’s iLearn Project (, an effort to identify, defend, and expand Washington’s online learning options.

VOL 36 NO. 2

The Networked Teacher-Librarian: Sean Fullerton

Digital Collections: Go For It! What is in your digital collection? Do your students know how to access it? I am not talking about e-readers or iPads necessarily, though such devices might be one of many ways to open doors to your collection—a catalog that may be bigger than you realize. To help explain, let’s step back about 40 years. In 1971, a young man from Tacoma was given an account on a mainframe computer on the University of Illinois, Urbana-Champaign campus. Some say that it was the 4th of July. Whether or not that was the actually date, there is little doubt that what he did with that computer was the beginning of a revolution. In those pre-internet days, computer time was valuable— very valuable. The friends who created Michael Hart’s account on the Xerox Sigma V also gave him a credit of $100,000,000 for time on the system. Hart paid the world back by building a library. His library now loans books to hundreds of thousands of visitors each day and never charges a dime for over‑dues. Their catalog has more than 36,000 titles, and they are able to supply unlimited numbers of copies of their most popular titles with absolutely no wait time — unless you measure in milliseconds. They deliver books to every continent without charging for shipping. If your high school students have cell phones, they might be able look up the address of Hart’s library and go there —virtually — to pick up free copies of many of the books their English teachers assign. Hart’s library has already provided more than 33,000 copies of Huck Finn, and they have more to give away. Hart was the founder of Project Gutenberg. The very first item in the library’s collection was a copy of the Declaration of Independence that Hart typed himself. Michael Stern Hart passed away on September 6, 2011 but his mission to “break down the bars of ignorance and illiteracy” through open digital access to information lives on. What does this have to do with your library? You also have a digital collection. It may be much larger than you realize. Your digital collection is more than just the electronic databases that your district may subscribe to or any e-books or e-reading devices you might have considered acquiring. Like your physical collection, digital collections require management and organization. Your patrons can’t access uncatalogued books jumbled in boxes, nor can they easily find resources in a digital collection that’s disorganized or buried deep in the school’s website. Sections of your digital collection might include pathfinders for current research projects and interests, links to databases and online reference sources, and/or records in your Online Public Access Catalog (OPAC) with links to relevant online resources. The scope and content of the digital collection will vary from school to school. How best to organize digital resources for student access also remains WINTER 2012

an open question—especially with technologies still evolving. It is not, however, a question that teacher‑librarians can afford to ignore. Look at a website that provides access to information and works fairly intuitively; Wikipedia, Amazon, or the Internet Public Library are among the examples worth considering. What aspects of these sites work well? How can you use some of those features in refining, re-designing, or re-envisioning your library website? What do you want to link to, and how can those links be organized so that students can find resources intuitively? Does your OPAC work well? If so, is it worth considering creating catalog records with links to quality websites or online documents like those in Project Gutenberg. Anything in—from Alice in Wonderland to Zora Neale Hurston’s plays— can be part of your digital collection with little or no expense. However, not all of Gutenberg’s collection will necessarily be relevant to or appropriate for your patrons. Nor is Project Gutenberg the only source from which you could select digital media for your patrons. You will still need to use your collection development training to plan and manage your digital acquisitions. It will not be easy to improve the connections between your library’s physical space and resources, your patrons and community, and your digital collection. It will not happen overnight, and you probably cannot do it alone. Talk with your students and staff about their needs and interests. Discuss these ideas with your library advisory team and/or other trusted colleagues. Build partnerships with your district’s Information Technology (IT) staff. Work together with others to learn what information your community needs and wants, then learn how to meet some of those needs through your digital collection. Find partners or mentors to work with you. Did Michael Hart realize what he had set in motion when he posted the Declaration of Independence on a computer network 40 years ago? Hart’s library became what it is today through persistence and teamwork. It’s still not perfect, but it continues to evolve and grow. It does not have all the latest best sellers or the fanciest formats, but it is an impressive collection of classics. It started with one document and grew through planning, organization, and hard work. What could you add to your digital collection this week? Who could you work with to plan for its future? What’s stopping you? Go for it.  Sean Fullerton is a doctoral student at the University of Washington Information School and a Research Assistant at the National Center on Quality Teaching and Learning. E-mail:


Beyond the Jacket Cover: Chris Wolfe

“My biggest inspiration is that I love telling stories.” 

Michael Harmon

Can you describe some of the writing ideas you use to grab the reluctant reader’s attention? Well, Chris, I take into consideration that the vast majorit y of reluctant readers dislike reading in a traditional sense not because of literacy or intellect issues, but due to lack of interest. First and foremost, I write about reality, because that’s what I’m interested in. Many students don’t read what’s offered because the material isn’t relevant to their lives. I also write in their language, which creates a flow within their thought processes that doesn’t hinder the actual story. I rely heavily upon dialogue in my novels. This puts the reader inside the story more effectively, bringing it close. In addition, I naturally write short chapters. Chapter breaks are like commercials. New chapters create renewed attention spans, and the synapse response in our brains is heightened. When you are speaking to teens and they ask you how you get your ideas, what do you tell them? I tell them to look around. Whether writing  Sci‑Fi fantasy, vampire books or issue related books, an author that utilizes his or her experiences, feelings and personal stories is an author that is bound to find the truth within their craft. My ideas come from life. From seeing, feeling or hearing stories unfold, and melding them into what I do. What were some of the books you read in your car when you were not going to high school? Back then, my interests were all about escapism. Sci-Fi Fantasy and horror was my gig. The Dragonlance series, Terry Brooks, Stephen King, Tolkien, you name it, I read it. I learned more about how the English language is used while reading those books than through any other avenue of learning. What do you say to teens who want to drop out? I say look in the mirror. When I look back at myself as a dropout, I know without a shadow of a doubt I was hurting myself more than I was spiting the system I didn’t fit into. I say I can blame a whole lot of people for my situation, and that some of that blame is justified, but in the end, I screwed


myself over more than anybody else. I believe most dropouts walk out of those doors due to just about everything besides academics, and that’s the trick. Our schools exist for us to use, not for us to blame, so use them. Slide by if you have to, but for the sake of yourself, stick it out. Do you think you would have stayed in school if you had alternative school choices? Not back then. The alternative schools available were basically clearing houses constructed to uplift the ‘regular’ schools, not to really help alternative learners, and I knew it. It’s different now, thank God. I do know that I would have stayed in school if I had teachers that cared enough to know me, and who also had the mentality that everybody does not learn the same way. What are some ideas you have seen in schools today that help teens engage in reading? Freedom. There are so many great programs that stand outside of the traditional learning experience that I can’t begin, but what I see in every one of them is that they allow options for kids to choose. Whether it be reading material or different classes, if we give our young adults the power to learn, they will respond. Are there plans for your books to be turned into graphic novels or have you considered writing for this genre? I have not, but it’s a great idea. What inspires your desire to write books for teens? My biggest inspiration is that I love telling stories. I love writing. Young Adult literature is enjoyable for me to write because my high school years were volatile, full of conflict, failure, and a huge source of low self-esteem for me. Because of that, my emotions run strong. Michael Harmon was born in Los Angeles, California, and now lives in the Pacific Northwest. Visit Michael’s website at Chris Wolfe, is the NBCT Teacher-Librarian at Griffin School, a K-8 one-school district west of Olympia. E-mail:

VOL 36 NO. 2

Books by Michael Harmon Chamber of Five (2011)

In a private-school conspiracy novel, 16-year-old Jason Weatherby knows exactly why he’s at the Lambert School for the Gifted. And it’s not for his brains. His dad is an influential state senator. It’s this same connection that lands him a spot on the secretive Chamber of Five, the elite group of students who run the school with a shadow government, tapping into the same lines of powers as their parents. When he’s asked to physically assault and ruin the reputation of another student as part of his initiation, Jason sees firsthand the depravity of the Chamber—and decides to work from the inside to take it down. But Jason taps into a conspiracy—and school secrets—far more insidious than he could ever have imagined.

A Kid from Southie (2011)

(Collaborated with John ‘Red’ Shea, a former associate of Boston mobster Whitey Bulger). High school senior Aiden O Connor’s life is in turmoil. Bored with school, his growing skill at boxing will not pay the rent when his drunken father leaves, and someone is keeping his mom from finding work in any pub in South Boston. Lured by childhood friend Tommy’s promise of easy money, Aiden reluctantly gets mixed up with the Irish mob. Aiden’s strong sense of honor makes him a bit too good at his job with the King of the Street, who wants to keep Aiden involved for reasons of his own. Conflicted about nearly everything, Aiden has to decode where his loyalties lie and when he has had enough. Exploding with tough choices and the grit of true crime, A Kid from Southie is the story of one teen’s dangerous trip through the temptations of power and the sacrifices that come with it on his way to deciding who he wants to be.

Brutal (2009)

With her martyr-doctor mother gone to save lives in some South American country, Poe Holly suddenly finds herself on the suburban doorstep of the father she never knew, who also happens to be a counselor at her new high school. She misses Los Angeles. She misses the guys in her punk band. Weirdly, she even misses the shouting matches she used to have with her mom. But Poe manages to find a few friends: Theo, the cute guy in the anarchy T-shirt, and Velveeta, her oddly likeable neighbor—and a born victim who’s the butt of every prank at Benders High. But when the pranks turn deadly at the hands of invincible football star Colby Morris, Poe knows she’s got to fix the system and take down the hero.

Last Exit to Normal (2008)

It’s true: After 17-year-old Ben’s father announces he’s gay and the family splits apart, Ben does everything he can to tick him off: skip school, smoke pot, skateboard nonstop, get arrested. But he never thinks he’ll end up yanked out of his city life and plunked down into a small Montana town with his dad and Edward, The Boyfriend. As if it’s not painful enough living in a hick town with spiked hair, a skateboard habit, and two dads, he soon realizes something’s not quite right with Billy, the boy next door. He’s hiding a secret about his family, and Ben is determined to uncover it and set things right.

Skate (2006)

There’s not much keeping Ian McDermott in Spokane, but at least it’s home. He’s been raising Sammy practically on his own ever since their mom disappeared again on one of her binges. They get by, finding just enough to eat and plenty of time to skateboard. But at Morrison High, Ian is getting the distinct, chilling feeling that the administration wants him and his board and his punked hair gone. Simply gone. And when his temper finally blows–he actually takes a swing at Coach Florence and knocks him cold–Ian knows he’s got to grab Sammy and skate. Run. Their search for the one relative they can think of, their only hope, leads Ian and Sammy across the entire state of Washington in the cold and rain–and straight into a shocking discovery. Through it all, Ian knows exactly what he has to do: protect Sammy, and let no one split up this family of two.  WINTER 2012


President… [ continued from page 4 ]

on this major initiative that is headed our way. WLMA needs to be part of the process and members should study up ( Keep it on your radar.

STEM (Science, Technology, Engineering and Mathematics). Four letters that we are hearing more and more. Teacher-Librarian Mark Ray writes, “We need to come out with a white paper or position statement on how school libraries/information literacy/teacher-librarians are integral to STEM. Hitch onto that wagon and we’ll be in good stead.”

WLMA @ NCCE in Seattle, March 13-15

WLMA will be at the Northwest Council for Computer Education (NCCE) conference in Seattle, March 13-15, 2012 in big way. The Teacher-Librarian Summit is an all-day preconference on Wednesday March 14, and there is a WLMA Full Board meeting that evening. WLMA members are on the Northwest Council for Computer Education board and conference organizing teams as well as presenters in several of the 100+ conference workshops that will make this a powerful professional development opportunity (

Document, Assess, Promote and Link

Be strategic in how to promote the library within the school community. Share your success and what works. Member Paula Palmer notes, “If what we do is critical, how do we assess student understanding and show the value of it? Similarly, linking efforts with fellow librarians (including higher education) empowers us all, especially when we can show that what students learn in primary and secondary school strategically transfers to success in higher education.”

Conferences Matter

Our ongoing discussion of the shape and future of conferences relates to WLMA’s mission and finding new ways to serve our members through regional meetings, trainings and conferences.

What else is on the WLMA radar? WLMA Membership Matters

I am preaching to the choir here, but your WLMA membership renewal is essential. Outreach to new or returning members should be something everyone can contribute to the collective good. We are working on it through our regions, and you can help make it happen one colleague at a time. Use our website ( and make our association work for you.

Washington Library Snapshot Day 2012

Washington Library Media Association will again participate as a partner in the American Library Association (ALA) sponsored, Snapshot Day during National Library Week, April 8-14, 2012. It is an opportunity for school, public, academic and special libraries to document “One Day in the Life of Washington’s Libraries” in digital and video snapshots, patron comments and an open-ended invitation to local supporters and media. Check out the Snapshot day project wiki ( and make plans to promote.

Come on and put your library on the radar.

Tweet #wlma whenever you see something great happening in your libraries. Tell others about opportunities to associate in ways big or small. Share a story using Washington Library Media Association’s Facebook ( and listserv ( Stay inspired and well connected. WLMA’s got LIT! o

Typical… [ continued from page 7 ]

and many of their students and teachers wish they did. Their students and teachers are definitely missing out on opportunities that our students take for granted. It does not hurt to think creatively, and following some of Finland’s ideas will not lead to the demise of school librarians in the United States. There is a lot we could learn from Finland about collaboration with public library systems, about using additional library experts to help our students learn, and how


to create lifelong library users. We might not be checking out sewing machines, or Nordic walking poles in our schools, but we can help instill the idea in our students that libraries, public and academic, are a vital, exciting and relevant part of their lives as future adults and citizens. I intend to use the amazing resources, both human and otherwise, from my public library branch, in a more intentional and proactive way during my school year. I hope you do too!  VOL 36 NO. 2

School Library News

Kudos to New National Board Certified Teacher-Librarians On December 7, 2011, the National Board for Professional Teaching Standards announced that 945 teachers in Washington State achieved National Board Certification in 2011. Washington ranks second nationwide in the number of new National Board Certified Teachers (NBCTs) for 2011 and ranks fourth overall amongst states with the total number of NBCTs with 6,174. This year, 18 teacher-librarians achieved National Board Certification in the area of Library Media/Early Childhood through Young Adulthood. Congratulations to the following new NBCT Teacher‑Librarians for their achievement: Jennifer Altena, Shoreline SD, Shoreline Jean Boley, Renton SD, Renton

Sara Glass, Tumwater SD, Tumwater Elizabeth Gunn, Evergreen SD (Clark), Vancouver Kirsten Gunn, Highline SD, Burien Cheryl Holm, Central Valley SD, Greenacres Jennifer Huang, Clover Park SD, Lakewood Karen Kline, Issaquah SD, Issaquah Robin Mohr, Everett SD, Everett Mark Reiger, Central Kitsap SD, Silverdale Margaret Vandyke, Tacoma SD, Tacoma

Beth Budinich, Renton SD, Renton Claire Campbell, Clover Park SD, Lakewood Kari Chwirka, Northshore SD, Woodinville Anne Eckstein, Yakima SD, Yakima Carolyn Essex, Evergreen SD (Clark), Vancouver

Ronald Wagner, Vancouver SD, Vancouver Barbara Weber, Everett SD, Everett View the 2011 National Board Certification ceremony at For more information about National Board Certified Teachers, please visit their website at o

Western Washington University Children’s Literature Conference When: Saturday, February 25, 2012
 Time: 8:00 am to 2:45 pm

Where: Western Washington University

Cost: $75
(Discount for full time college students and retired teachers) Clock Hours: 5 clock hours available. (Sign-up at the conference) Registration and Information: Join us for a day of inspiration as we welcome our outstanding presenters: 
 Gary Schmidt: Lizzie Bright and the Buckminster Boy (Newbery Honor and Printz Honor), Wednesday Wars (Newbery Honor), and Okay for Now (National Book Award Finalist) Patrick Carman: Land of Elyon, Skeleton Creek Series, The 39 Clues, Floors and Thirteen Days to Midnight (YALSA Reluctant Reader Pick) Laura Kvasnosky: Zelda and Ivy: The Runaways (Theodore Geisel Medal), Really Truly Bingo, and See You Later, Alligator WINTER 2012









2012 Fall Conference


Executive Committee Meetings

October 11-13 Empower Student Learning Library, Information & Technology Yakima, WA


25: Children’s Literature Conference WWU, Bellingham, WA


13 – 16: NCCE Conference Seattle, WA

April – May

29 – 02: International Reading Association Chicago, IL


21 – 26: ALA Annual Conference Anaheim, CA. 24 – 27: ISTE 2011 Conference San Diego, CA


27 – 30: AASL Fall Forum Greenville, South Carolina

2013 January

25 – 29: ALA Midwinter Meeting Seattle, WA

01: Young Reader’s Choice Award book nominations due. 04: Washington Children’s Choice Picture Book Award book nominations due.


02: Read Across America 15: Evergreen Young Adult Book Award ballots due.


School Library Month 01: Washington Children’s Choice Picture Book Award and Sasquatch Reading Award ballots due. 8 – 14: National Library Week and Washington Library Snapshot Day 15: Young Reader’s Choice Award ballots due. 15: WLMA Scholarship applications due.


01: WLMA Administrator/Special Recognition of the Year and Outstanding Teacher‑Librarian Award nominations due.


01: WLMA Emeritus Award nominations due. 30: Banned Books Week Begins


14: Teen Read Week Begins

2013 January

15: Sasquatch Reading Award book nominations due.


May 12, 2012 Ellensburg, WA September 8, 2012 Ellensburg, WA

Full Board Meetings

March 17, 2012 Seattle at NCCE October 2012 Yakima, WA

Executive Board Members President Craig Seasholes, Seattle President-Elect Leigh Lohrasbi, Yakima Immediate Past President Steve Coker, North Thurston Vice President Sharyn Merrigan, Olympia Treasurer Kate Pankiewicz, Shoreline Secretary Jean Staley, Yakima Medium Editor Alice McNeer, Bellevue Membership Chair Pat McKinley, Cheney Elementary Level Chair Amy Cook,Kennewick Middle / Jr. High Level Chair Kelli McSheehy, Vancouver Senior Level Chair Ann Bingham, Seattle Higher Education Co-chairs Lorraine Bruce, UW Leaona Lindvig, CWU Small Dist. / Private Schools Co-chairs Jen Fukataki, Yarrow Point Paula Palmer, Seattle Public Relations Venta Silins, UW-Bothell Webmaster Carina Pierce, Bethel OSPI Liaison Gayle Pauley, Olympia

VOL 36 NO. 2

Sometimes, despite the nobility inherent in the call to teach, we need to be reminded why we chose to walk the path in the first place. That’s what poet Taylor Mali does through a mixture of poetry and storytelling. He is the poet laureate of the heartbreaking, hysterical, humbling, and inspirational moments that make up a teaching career.

“I love the Pacific Northwest and visit any chance I get so I am thrilled to be the keynote at this year’s NCCE 2012: SEATTLE. In fact, I’ve been waiting over a year for this moment.”

Washington Library Media Association Fall Conference October 11–13 Yakima, WA


NG 2012

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E-MEDIUM Winter 2012 Vol. 36 No. 2  

WInter 2012 issue of the MEDIUM, a Journal of the Washington Library Media Association (WLMA). Articles address the theme Dynamic LIT: Infor...