David, Chelan. "Working the Web." University Business 10.4 (Apr. 2007): 64-68.
This article mainly discusses changes in the college educational practices, incorporating many of the web 2.0 that we have discussed over the past couple of days. While I am excited about the advances in educational practices in some higher education institutions, I worry that many schools will not join into web 2.0, leaving many students unprepared for a truly connected/interconnected world.
Wendy Stout


Harris, Chris, "Can We Make Peace with Wikipedia? School Library Journal; June2007, Vol. 53 Issue 6, p26-26.

I started as an opponent of Wikipedia until someone commented that the information it presented was probably good because it had so many watchdogs. This article gave some fantastic statistics and facts about the use of Wikipedia.
Another advantage of Wikipedia is its timeliness. It takes years for commonly accepted coinage to be included in OED: “internet,” “on-line,” or “wiki.” The Internet was created in 1992 and I think I heard just last week that the term “internet” has now been recognized by OED. (Sharron Bortz - Iditarod Area School District)

Hartzell, Gary. “Breaking New Ground develop a new context so principals can benefit from your ideas.” School Library Journal. October 2002 Vol. 48: Issue 10 p37, 1p.
So often, we are thinking of ways for the principal to view our needs and wants in the library. The author takes a different position of the teacher-librarian to view the school through the eyes of the principal. One suggestion he makes is to use research found in a principal journal to get the point across instead of library journals. He also suggests teacher-librarians publish in the various administration journals. A new slant to think about.
Leslie Gale


Hauser, Judy. “Media Specialists Can Learn Web 2.0 Tools to Make Schools More Cool.”Computers in Libraries, Feb2007, Vol. 27 Issue 2, p6-48, 5p, 3c
This article discusses the uses Web 2.0 and technology tools which offers the librarian new ways to collaborate with students, staff and colleagues, understand and keep current with the students we serve, sharing information with a variety of audiences and to do our jobs better (when the system is up and running…). Hauser also gives ideas to use wikis, blogs and podcasts.


Isakson, Carol. “Caught On the Web.” Education Digest Jan. 2005: 79-80. A list of seven annotated pathfinders from public libraries, school libraries, departments of education and individual librarians from around the world (one pathfinder is from Australia.) Ironically the one link that doesn’t work as it is published is Joyce Valenza’s. (Sharon HollandAquarian Charter School ASD)

Joseph, Linda C. (2006). “Digital Storytelling.” MultiMedia & Internet@Schools, 13(4), p. 13-16.
The author describes and provides url addresses to 16 websites useful in creating digital stories in educational settings. Specific resources are described for each site. A variety of resources are cited, ranging from movie and audio software to sources for historical images and successful digital storytelling projects. The author also lists applicable NCTE standards.
This is a useful annotated list. A good place to start investigating the possibilities, techniques, and resources one could use to try a digital storytelling project.
Ann Dixon


Krashen, Stephen. (2006). “Free Reading.” School Library Journal, 52(9), p. 42-45.
The author discusses research supporting the value of free voluntary reading as a vital component in literacy development among children. He criticizes schools and government for ignoring these findings to the detriment of children, particularly poor children. He emphasizes that “more access > more reading > better reading.” Libraries and schools must provide that access for all children, especially the poor, if literacy is truly a desired outcome.
After hearing this author’s work discussed today during our lunchtime book talks, I wanted to read this article. How encouraging to hear someone not only speaking up for what seems so obvious, but also providing information about supporting research! The tips on encouraging SSR in schools are useful, as well.
Ann Dixon


Loertscher, David. “What Flavor is Your School Library? The Teacher-Librarian as Learning Leader.” Teacher Librarian. December 2006 Volume 34: Number 2. p8-12 4p.
Teacher-librarians all know the importance of their job in the school but yet we can not agree of what are role is in education. Often these styles are dictated by the school climate. Loertscher describes five different teacher-librarian ice cream flavors/styles, their pros and cons of each flavor/style and how these various styles leaders can work library magic within their school environment.
Leslie Gale

Lesesne, Teri S. “Technology Meets Literature: meeting authors through their blogs.” Teacher

Librarian Jun. 2006: 58-59. Bringing literature and technology together with author blogs, this article gives many children’s and young adult author blog addresses. There are also a few associations listed as ways to blog with authors. (Sharon HollandAquarian Charter School ASD)

Richardson, Will. "Online-Powered School Libraries." District Administration 43.1 (Jan. 2007): 62-63.
This article touches on many of the web2.0 products we discussed in class and how they are being used in school libraries. The author shares an example (including Joyce Valenza’s website and wikis!) or two of blogs, social networking sites, wikis, podcasts/videocasts, and RSS feeds. While I am embracing web2.0 with all my heart, I’m worried that my ‘digital immagrancy’ will hinder me. It’s my goal to convert much of my library webpage into wikis so that teachers can add information and links as they find them.
Wendy Stout

Valenza, Joyce. “The Virtual Library.” Educational Leadership Dec. 2005/Jan. 2006: 54-59.
A discussion of library webpages, what must be included and how to create a user friendly, inviting and timely webpage to serve our patrons. This article goes hand in hand with the presentation that Joyce rushed through on Monday afternoon when we were all in overload. It was very nice to slow down and read the information and reflect on the information that Joyce shared with us. I can’t wait to take this new found knowledge and re-evaluate my library page and improve it to meet the needs of my patrons.
(Wendy Stout)


Valenza, Joyce. “The Virtual Library.” Educational Leadership Dec. 2005/Jan. 2006: 54-59. Much of the same material as Joyce’s presentations but at the speed of reading as opposed to the speed of her talking. Covers Web 2.0 technologies, as well as how librarians can structure their libraries to meet the needs of students regardless of when or where a student is when information is needed. (Sharon HollandAquarian Charter School ASD)

Valenza, Joyce. "The Virtual Library." Educational Leadership; Dec2005/Jan2006, Vol.63 Issus 4, p54-59.

If a librarian is wanting to design a library home page for the 21st century library, this article would be indispensibile. To approach the accessibility of the Springfild Township High School Library home page developed by Joyce Valenza would take concerted effort and intensive gime, but wud medla a worthy goal. (Sharron Bortz)



Valenza, Joyce, “Library Media Specialist and the Future: A Conversation with Ken Haycoc.,” Multimedia % Internet@schools; Jan/Feb 2006, vol 13 Issue 1, p.11-15, 5 p.

Joyce Valenza asked Ken Haycock, who has been involved almost every aspect of education except librarianship, about integrating information skills into the curriculum based on his administrator’s perspective. He felt that there was a communications gap between the administration and the librarians, and between the teacher’s and the librarians. Librarians need to sell research skills to teachers and that requires enthusiasm. (Sharron Bortz)



Abram, Stephen. "What Can MySpace Teach Us in School Libraries?" Multimedia & Internet@Schools. Jul/Aug. 2006, 13:4, p22-24.

Stating that social networking personal Web sites are a “strong, long-term” trend (here to stay) and not a fad, Abram suggests that they are the “next step in group work.” In an overview of MySpace, he states that it had two to three times the daily traffic of Google and had more blog posting than all other blogs combined (July/August 2006). In order to answer what the MySpacers and Facebookers can teach school librarians about providing “excellent service,” the author provides a list of questions we can ask ourselves about services like MySpace and Facebook. I think these questions might also help librarians develop assessment tools for our services and when tweaked and asked of our students, insights into how we might use social networking sites as educational tools. (Faith Johnson)

Brisco, Shonda. "Which wiki is Right for You?" School Library Journal, May2007, Vol. 53 Issue 5, p78-79, 2p, 1c;

Ms. Brisco chose three popular wiki sites for educators and compared them based on features available and ease of use. The three wiki services were pbwiki.com, www.wikispaces.com, and www.wetpaint.com, all of which received a grade of A for being free, flexible and easy to use. A helpful guide mentioned to compare even more option is www.wikimatrix.org. pbwiki offers the smallest storage space and wetpaint has advertisements so wikispaces seems like to most useable for me at this time!
(Mary Hacker, Lake Hood Elementary 8/07)


Brown, John Seely. “Growing Up Digital, How the Web Changes work, Education, and the Way People Learn” Change, Mar/Apr2000, Vol. 32 Issue 2, p10, 11p, 10c; (AN 2962189)
This was a very interesting article in retrospect of how the Web was viewed in 2000. It correctly declared that the web would be using audio and video capabilities as well as a medium in which the entrepreneurs would be the future of the web. In terms of students and learning, the Web has transformed students into multi-taskers who have the tendency toward “action” without fear while learning to navigate the web. Multiple intelligences and how they are used through a variety of digital technology was explored in depth.
(Edie Wichert)


Church, Audrey. "Your Library Goes Virtual: Promoting Reading and Supporting Research." Library Media Connection, 25.3(2006): 10-13. 7 Aug 2007 <http://web.ebscohost.com/ehost/detail?vid=4&hid=103&sid=6128a8f7-fa5e-4bc3-be8f-1fc896344c5e%40sessionmgr109>.

Church provides suggestions and models for using a library Web Site to promote reading and support research. Citing the Pew study from 2004 that 87% of our students are online often, she advocates that the “virtual” library should be the first place students turn, not the last, and suggests creating pathfinders for curriculum, research, and links that help students help themselves.
*I literally can't wait to explore the excellent models provided as well as use some of the ideas for promoting reading and research via a Web Site. I had to stop in the middle of reading and look up some of the school library pages suggested. Though I'd like to use the wiki for the vehicle, I believe these ideas easily transfer.
(Alta Collins, Chester Valley, ASD, 8/07)


Conhaim, Wallys W. “Creative Commons Nurtures the Public Domain”, Information Today; Jul/Aug2002, Vol. 19 Issue 7, p52, 2p
Conhaim explains the technical side of how Creative Commons is working to keep public domain works available for use in Web-based applications. The author also explains the Contributor application and the Search application that allows this currently popular site to link works that can be used without little or no copyright restrictions. (Edie Wichert)


Dearstyne, Bruce . "Blogs, Mashups, & Wikis Oh, My." Information Management Journal, 41.4(2007): 24-33. 7 Aug 2007 <http://web.ebscohost.com/ehost/detail?vid=4&hid=3&sid=6128a8f7-fa5e-4bc3-be8f-1fc896344c5e%40sessionmgr109>.[[http://web.ebscohost.com/ehost/detail?vid=5&hid=105&sid=6128a8f7-fa5e-4bc3-be8f-1fc896344c5e%40sessionmgr109%3E.|]]

Web 2.0, "a perceived second- generation of web-based services” differs from traditional Web usage in that it is collaborative, utilizes versatile tools (often online and free), and connects people and applications in order to stimulate and combine people, ideas, and information. Records and information management professionals (RIMs) face challenges in providing information to the right people at the right time, and in managing the explosion of information while achieving and documenting effective usage and return on investment. RIMs also have many opportunities to utilize Web 2.0 technologies and collaborations for their own programs.
*This article clarified some of my questions on the differences between Blogs and Wikis, and provided an overview of collaboration models and also collaboration guidelines that have been used. It was helpful.
(Alta Collins, Chester Valley, ASD, 8/07

Warlick, David. "Building Web Sites That Work for Your Media Center." Knowledge Quest, 33.3(2005): 13-15. 7 Aug 0000 <http://web.ebscohost.com/ehost/detail?vid=5&hid=105&sid=6128a8f7-fa5e-4bc3-be8f-1fc896344c5e%40sessionmgr109>.

Warlick is blunt in suggesting ways to make a school library Web Site not just useful, but indispensable. Like Church, above, he cites a Pew study for statistics about time on the Web. However, he proposes using the statistics showing what age groups are on the Web together with the goals of the library to create a page that is both appealing and of immediate usefulness.
*After reading this article and the previous article by Audrey Church, I am itching to get to work on overhauling – no, RE-CREATING my Web Site. I’d like to use a combination of my current Web Site, and then expand the site with student recommendations and work, and so many other things. BUT, the lesson of both articles was to plan the site – determine a goal for the site and then begin.


Etches-Johnson, Amanda. "The Brave New World of Social Bookmarking: Everything You Always Wanted to Know but were Afraid to Ask". Feliciter. 52:2, 2006, p56-58.

Erica has talked about them, I have heard others mention them in passing but until yesterday, I never saw a practical reason to take the time to explore social bookmarks in my little world. However, since Joyce Valenza was shooting sites and tools at us faster than speeding bullets, I stopped a few by catching them in my iGoogle bookmarks. It seemed pretty cool and easy and I wanted to know more so I chose this article. I now know, but haven't used for more than a day, what a folksonomy is and why it can be useful. I can also see the limitations of tags but know that LC or Sears subject headings are far from perfect. The article suggests a marriage of the two systems for an even more searchable library. Why not? Access and standardization both have their value. I just need to figure out the best social bookmarking site to use for the library's collection of bookmarks.
(Tiki Levinson contributor)

Everhart, Nancy, and Valenza, Joyce. “Research into Practice: Internet-Savvy Students and Their Schools”. Knowledge Quest. Vol. 32, Num. 4. March/April 2004, p50-55.

Joyce Valenza challenges the capabilities of students who are technologically literate by questioning the quality of information they gather using the web. Students need to question and interact with information, evaluate, understand search tool and select search tools competently. There may be no correlation between technological skills and a student’s ability to find, process and synthesize information. Then again…
(Joy Hewitt, Nome Public Schools)

McCaffrey, Meg. “Want More Influence? Use Research”. School Library Journal. June 2005, p 7-8.

Librarians can prove their worth by presenting evidence that students are learning in school libraries. While test scores have already revealed evidence, librarian’s need to use authentic assessments to show how libraries make a difference.
(Joy Hewitt, Nome Public Schools)


Ishizuka, Kathy. “Come Blog With Me." School Library Journal. Sep. 2006, p 21-22.

Learning 2.0 is an educational program designed to bring librarians ‘on-line’ with Web 2.0. It is a staff development effort that teaches librarians to use blogs, wikis, podcasts, RSS feeds and other technological tools. The class is available on-line and librarians from across the U.S., and other countries have embraced it’s valuable lessons.
(Joy Hewitt, Nome Public Schools)

Lamb, Annette, and Larry Johnson. "An Information Skills Workout: Wikis and Collaborative Writing." Teacher Librarian 34 (2007): 57-59. Digital Pipeline. Ebsco Host. Anchorage School District, Anchorage. 7 Aug. 2007. Keyword: wikis.

This article begins with the fundamentals of wikis, namely, description, and characteristics. The writers present numerous activities and purposes for using wikis to facilitate collaborative writing for all age groups. They offer useful methods and tips for success, stressing the belief that wikis “provide an opportunity to synthesize ideas and create a collaborative project that is broader, deeper, and more interconnected than that created in a traditional writing environment.” These authors had some great ideas and offered suggestions to simplify the use of wikis with younger students. They made the point that our Acceptable Use policy should include language covering the discussion option during peer editing in a wiki environment – food for thought.
(Piper Coulter, Ocean View, Anchorage, 8/07)

This excellent article defines all the attributes of a wiki including that it was named after the Hawaiian word meaning ‘quick’. It gives excellent applications for how to effectively use wikis in the school setting in all age groups beginning with explaining and viewing examples to students creating their own wikis. One student commented that they did much more careful work since they thought it might be read by the world and another commented that it was so much fun to actually put something on the web rather than always downloading from it. (Edie Wichert)

Driscoll, Kelly. “Collaboration in Today's Classrooms: New Web Tools Change the Game.” MultiMedia & Internet@Schools.
Wholemind.jpg
Whole New Mind
May/June2007, Vol. 14 Issue 3, p9-12.

This article reviews several of the tools that we have been working with including blogs, wikis and various types of social networking programs. Driscoll focuses on the power of these tools to education. Books that would support many of the things we have been discussing include Blending Genre, Altering Style : Writing Multigenre Papers Tom Romano (2000) and A Whole New Mind:Why right brainers will rule the future Daniel Pink (2006). (Entered by Ann Morgester August 7, 2007.)Blending.jpg


Hartzell, Gary, N. Building Influence for the School Librarian Linworth Publishing, Inc. 1994.
Teacher-Librarians should be school leaders regarding curriculum, instruction and policy decisions in their buildings but they typically do not hold significant amounts of power or have much influence in schools. It is incumbent upon librarians to change how they are perceived and how they are valued members in their schools. The reasons why librarians should have more influence and the conscious decision to seek it are discussed. (Janie Young Northern Lights ABC 08/07)

Johnson, Doug. "Top Ten Secrets for a Successful Workshop." Library Media Connection. Oct. 2006, Volume 25, Issue 2 p 30-35.

Ten pieces of advice and ten corresponding examples about creating an excellent workshop for participants and presenters is the focus of this piece. Knowing your role, limiting your topic so as no to overpower but empower your participants is important. (Janie Young, Northern Lights ABC 08/07)

Krashen, Stephan, and Schatz, Adrienne. "Attitudes toward Reading in Grades 1-6: Some Decline in Enthusiasm, but most enjoy reading" Knowledge Quest. Sept/Oct 2006, p 46-48.

The direct survey question "Do you like to read?" was asked of 812 students in grades 1-6 from 4 elementary schools in Fort Collins, Colorado. The results showed that there was very little dislike of reading at any grade level, but enthusiasm for reading declined over time and in stages especially in grades one, three and five. (Janie Young, Northern Lights ABC 08/07).

Krashen, Stephan. “Free Reading”. School Library Journal. Sep2006, Vol. 52 Issue 9, p42-45.

Reading makes kids better reading. Why is this such a radical concept? According to Krashen it isn’t. Studies have shown that SSR programs, consistent self choice sustained reading, is as effective and in some cases more effective than traditional strategies for teaching reading. The federal government has ignored the very studies it quotes in the NRP report to claim that SSR programs lack proof of their efficacy. However, as we discussed this morning in group 2, kids who read are better readers and better writers. The article includes 10 tips for making SSR successful. (Entered by Ann Morgester August 7, 2007.)

Lamb, Annette, and Johnson, Larry. "want to be my "friend"? what you need to know about social technologies". Teacher Librarian. Oct. 2006, 34:1, p55-57.

It seems that most of the so-called social networks or technologies are blocked at our school district. However, at this workshop and through my readings, I am beginning to see the potential for an exciting new gadget for the library. This article helped me to understand why adolescents are attracted to these sites like moths to a flame. The sites allow for identity establishment, freedom, socialization, and a sense of belonging. 61% of teens have a personal profile on a social networking site. I encountered a new but brilliant way to describe the mindset of the new "multitasking teens (and adults!)" - continuous partial attention. This seems to be the new mode in the techno-world in which we live. (Tiki Levinson contributor)

Authors Lamb and Johnson discuss social technologies- weblogs, wikis, forums, instant messaging, email- and their popularity with tweens and teens. Using Stowe Boyd’s (2003) three characteristics of social software- interaction, feedback, and connections- and “ABCs of social networks,” Lamb and Johnson explain this popularity because of the needs of tweens and teens to be involved, to share, to have sense of identity, to be embraced by a group, to be part of the action, to be informed, and to be independent. Stating that “social networks are something that educators cannot ignore,” the authors suggest ways the school library might respond- modeling of positive applications, discussing time management and multitasking, promoting information skills, and supervising student activities. I appreciate these suggestions as I don’t think restricting access and policing use are the best way to deal with potentially powerful educational tools; in fact, restriction and policing are not always effective or possible. (Faith Johnson)

Leeper, Lauri. "Social Studies/Technology: Animals: Why Do They Live Where They Do?".School Library Media Activities Monthly; vol.23
number 1/September 2006: 17 -18. The librarian, the technology specialist and the classroom teacher work collaboratively to lead a research unit for 1st and 2nd graders. They use an electronic book called "Where Can Animals Live". They recommend using a SMARTBoard for both the electronic book and the web activity. (Joyce Lund)


Lesesne, Teri. "The Art of Comedy: an Interview with Gordon Korman." Teacher Librarian 31 (2004). Digital Pipeline. Ebsco Host. Anchorage School District, Anchorage. 7 Aug. 2007. Keyword: Lesesne, Teri.

In this interview, Ms. Lesesne presents thought provoking questions to well-known children’s author, Gordon Korman. A published author for more than 25 years, Korman discusses his process of research preceding writing, in particular, adventure/suspense stories (a new venture for this comedic author). Since he doesn’t participate in “extreme” activities such as sailing, mountain climbing or scuba diving, he relies heavily on extensive reading and research in order to accurately and believably describe these sports in his stories. Korman is very popular with middle-grade students, particularly boys. This is a wonderful example to students of why LOTS of research is important – even when writing fiction. A writer needs to have the facts straight.
(Piper Coulter, Ocean View Elementary, Anchorage, 8/07)

Losinski, Robert. “Patrolling Web 2.0”. T H E Journal. Mar2007, Vol. 34 Issue 3, p50-52.

This article talks about the Denver Public School District and their concern about the safety of students in the Web 2.0 environment. Losinski argues that filters are not sufficient to prevent proxy tunneling and other access on school time to sites such as MySpace. The DPS District has instituted software which generates information on individual users. As a Librarian with concerns about confidentiality this is a touchy subject, but I also have real concerns about how much personal information students give out on these social networking sites. The article seems focused primarily on Social Networking sites and does not address blogs, wikis, etc. (Entered by Ann Morgester August 7, 2007.)

Ohler, Jason. “The World of Digital Storytelling.” Educational Leadership, Dec. 2005/Jan. 2006, p. 44-47.
The author defines digital storytelling and gives examples of its use in educational settings. He emphasizes development of written and oral storytelling skills before incorporating digital technology in order to strengthen students’ skills in critical thinking, writing, and media literacy, and suggests ways to avoid technology overpowering (and weakening) story. Story mapping and story boards are discussed as ways of helping students understand story structure, characterization, and theme.

I heartily agree with the author’s “story first” approach, so that students produce a creative, meaningful, and educationally rich story, rather than a “technical event.” His suggestion to include lessons to help students think critically about how media effects our perceptions is also valuable.
Ann Dixon


Stephens, Wendy Steadman. "Digital Frontier: School, Libraries, and Adventure." Knowledge Quest. Mar/Apr. 2007, 35:4, p70-72.

Author Steadman provides a broad overview of some of Web 2.0’s technologies in preparation for this year’s (2007) Reno conference. I experienced ah-ha moments while reading her discussions of the need for new digital use policies and the acceptance of “a culture of radical trust.” (Faith Johnson)


Warlick, David. "Building Web Sites That Work for Your Media Center." Knowledge Quest, Jan/Feb2005, Vol. 33 Issue 3, p13-15, 3p,

Warlick is blunt in suggesting ways to make a school library Web Site not just useful, but indispensable. Like Church, above, he cites a Pew study for statistics about time on the Web. However, he proposes further use of the statistics showing what age groups are on the Web together with the goals of the library to create a page that is both appealing and of immediate usefulness.
*After reading this article and the previous article by Audrey Church, I am itching to get to work on overhauling – no, RE-CREATING my Web Site. I’d like to use a combination of my current Web Site, and then expand the site with student recommendations and work, and so many other things on a wiki format. BUT, the lesson of both articles was to plan – determine a goal for the site and then begin.
(Alta Collins, Chester Valley, ASD, 8/07)

Warlick, David. “Setting the Stage: A Future Fiction” Library Media Connection. March 2004, p 44-49.

Warlick describes a typical day in the life of a student in the future with video-clips, multi-media maps, and communication devices that link all students visually and audibly. David Warlick has a vision for the future where technology becomes enmeshed in the education process. Written in 2004, many of his predictions are already in place.
(Joy Hewitt, Nome Public Schools)

Skiba, Diane J. “Nursing Education 2.0: You Tube,” Nursing Education Perspectives; Mar/Apr 2007, Vol. 28 Issue 2, p100-102.

Diane Skiba examines how Web 2.0, in particular You Tube, is impacting nursing education and education in general. In her examination, Skiba focuses on five major themes, Web 2.0 as a social networking theme, digital natives, Net generation, visual literacy, thinking outside the box, and developing the notion of Nursing Education 2.0, as they relate to how You Tude is transforming the way nursing education is offered. She reasons that You Tube has already infiltrated nursing education and is offering a valuable contribution to the medical field despite the many adult related videos that are available when conducting a search using the word “nurse.”
Using You Tube in a K-12 classroom setting could be very valuable. Imagine if students were able to view videos on frog bisection, the proper technique of a cross-country skier, or an author giving a craft talk. Then imagine if students were allowed to create their own videos that demonstrated their understanding of the lessons educators teach. It is easy to see how You Tube could enhance the educational experience of students. However, Skiba eludes to one of the major challenges that we face as educators when we expose students to the modern applications of Web 2.0 – How do we promote the use of these tools without exposing students to the adult content of the internet? In the Matsu district Google Image is blocked because of the occasional adult image that appears during searches. It isn’t difficult to imagine how parents and educators would react if a student accidentally came across a questionable “nursing” video. Welcome to the real world of Web 2.0.
Diony Tribble

Dickinson, Gail. Knowledge Quest, Jan/Feb2007, Vol. 35 Issue 3, p50-51, 2p

In this article Gail Dickinson discusses the ethical dilemma that many Library media Specialists face when a teacher continually violates copyright rules. She warns that the LMS should guard against “slipping into a quasi-administrative role.” While the LMS has the ethical responsibility to educate their users about copyright guidelines, it is not their responsibility to “punish” teachers for copyright violations. She goes on to offer several suggestions on how to handle a situation with a teacher who is violating copyright guidelines.
I think most LMSs would agree with Dickinson’s notion that LMSs must protect the copyright guidelines while guarding against assuming the role of copyright punisher. Most LMSs I know are willing to overlook a few copyright violations if it is in the name of student learning. However, Dickinson didn’t really address why I believe many LMSs are willing to overlook copyright infringement. I believe that most LMSs are unwilling to confront a teacher or turn a teacher into an administrator for copyright infringement, because they fear the result will cause friction between the teacher and the LMS. As much as we would all like to believe that everyone in the education profession can separate their personal feeling in a professional confrontation, let’s not forget that we are also dealing with human behavior.
Diony Tribble

Keen, Andrew; Laskoff, Michael. Brandweek, 7/23/2007, Vol. 48 Issue 28, p24-24, 2/3p

In this short article, Andrew Keen warns us about becoming overly excited about the Web 2.0 revelution. He makes reference to the overblown Y2K scare of 2000. Everything was suppose to change, but in the end it was nothing more than a whimper. While he acknowledges that Web 2.0 is here, he is skeptical of its significance and value.
I find myself disagreeing with much of what Keen says in his article, but some of his arguments have caused me to reconsider the or at least acknowledge that Web 2.0 isn’t the end all utopia to solve all of our educational technology needs. There is a possibility that we may begin to see blogs, podcasts, videocasts and wikis used to give voice to user generated chaos. So often in our culture the negative voices are louder then the positive ones.
Diony Tribble

Valenza, Joyce, "Virtual Library." Educational Leadership, Dec2005/Jan2006, Vol.63, Iss. 4, p. 54-59.

If a librarian is wanting to design a library home page for the 21st century library, this article would be indespensible. To
Valenza, Joyce Kasman, Library Media Specialist and the Future: A Conversation with Ken Haycock. MultiMedia & Internet @Schools; Jan/Feb2006, Vol 13 Issue 1, p11-15.

This article presents a strong argument for librarians who are committed to collaboration within the whole school, although it was often hard to determine who in the converation was talking. Some paragraphs contained both voices. I felt that designation was important because having heard Joyce speak, we know her attidues, but the purpose of the article was to present someone else's opinion.
(Sharron Bortz - Iditarod Area School District)



Valenza, Joyce, "Virtual Library." Educational Leadership, Dec2005/Jan2006, Vol.63, Iss. 4, p. 54-59.
In the virtual library, librarians design and build multi-page online resources geared to specific learning communities. Resources include search options that give access to rich resources such as database, ebooks, sites on the invisible web, online curriculum, reference services, blogs and pathfinders. Ms. Valenza describes virtual libraries that we all wish we had created and are in the process of doing so during this book camp academy! Virtual libraries and librarians can provide information beyond the constraints of the traditional library and better meets the needs of the connected young learner! (Mary Hacker, Lake Hood Elementary)


Lamb, Annette, Larry Johnson, "An Information Skills Workout: Wiki and Collaborative Writing." Teacher Librarian; Jun2007, Vol. 34 Issue 5, p.57-59.

Provides a very explanatory description of Wiki in which many new application were suggested or inspired. In an attempt to make Battle of the Books a major district activity, I can see making Wikis for the various books as a way for students to become involved in a deeper study and understanding of the text. (Sharron Bortz - Iditarod Area School District)


Harris, Chris, "Can We Make Peace with Wikipedia? School Library JOurnal; June2007, Vol. 53 Issue 6, p26-26. approach the accessibility of the Springfield Township High School Libraryhome page by Joyce Valenza would take concerted effort and extensive time, but this article would model a worthy goal.