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Descriptors:
Studio Art; Art Activities; Art History; Grade 5; Elementary School Students; Art Expression; Theater Arts; Exhibits; Librarian Teacher Cooperation

Abstract:
In this article, the author discusses how to publicize the art program while integrating art history, technology, art concepts, painting, drawing, and performance opportunities into one project. She suggests that hosting a living artist exhibition might be the answer. Each year, the author and the school librarian conduct a collaborative study of impressionism with fifth-grade classes. Students select an American or French impressionist from a predetermined list, which becomes their primary focus over the next several weeks. Under the guidance of the librarian, students keep a folder of essential facts, which is used to complete a fact book about the artist. Students also love to personalize their fact book and often use printed scrapbook papers, stamping, and drawings as embellishments. A checklist of research topics created by the librarian is used to aid students in their investigation. Students are encouraged to pay particular attention to the clothing style of the period, relationships among the artists, favorite subject matter, and any fun and unusual facts about the artist or time period. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Thinking Skills; Academic Libraries; Information Literacy; Management Systems; Organizational Change; Adult Students; Instructional Design; Video Technology; Web Sites; Electronic Publishing; Critical Thinking; Diaries; Shared Resources and Services; Library Services; Marketing; Social Networks; Library Materials; Electronic Libraries; College Libraries; Educational Technology; Technology Uses in Education; Search Strategies; Orientation; Library Instruction; College Students; Nontraditional Education; Reference Materials; Energy Conservation; Teacher Education; Librarian Teacher Cooperation; Online Searching

Abstract:
Twenty scholarly papers and fifteen abstracts comprise the content of the twelfth annual Brick and Click Libraries Symposium, held at Northwest Missouri State University in Maryville, Missouri. The peer-reviewed proceedings, authored by academic librarians and presented at the symposium, portray the contemporary and future face of librarianship. The 2012 paper and abstract titles include: (1) Brave New World (Laura Heinz and Carrye Syma); (2) Using Blogs to Develop Critical Thinking Skills (Ericka Arvidson Raber); (3) From Overloaded to Opportunity: The Search for a Low-Cost Interlibrary Loan Management System (Ellie Kohler and Danielle Theiss); (4) Thriving in the E-Resource Amusement Park: Using the ADDIE Instructional Design Model as a Management Framework (Galadriel Chilton and Chenwei Zhao); (5) Exposure = Impact: Library Marketing, Promotion and Branding (Rene Erlandson and Teonne Wright); (6) Using Gimlet to Improve Service at the Library (Jessica Tipton, Barry Bailey, and Mark Swails); (7) Tweet Tweet: Using Twitter for Library Marketing and Outreach (Jaleh Fazelian); (8) Library (R)Evolution: Organizational Change and Library Effectiveness (Colleen S. Harris); (9) Caught in the Act (Anne Deutsch and Brooks Doherty); (10) Giving the Users What They Want: Is Patron-Driven Acquisitions the Answer? (Buddy Pennington and Steve Alleman); (11) Streaming Video Acquisitions: Vendors, Models and Workflows (Stephanie Viola); (12) Rediscovering Relevance for the Science & Engineering Library (Patrick "Tod" Colegrove); (13) A Tale of Two Libraries: How Two Universities Prepared for the Future with Ex Libris Alma (John Ross, Heath Bogart, Rebecca Fernandez, and Daniel Winslow); (14) Information in a Dash: Painless & Penniless Statistical Reports (Joyce Neujahr and Emily Kesten); (15) 10 Ways to Google-It BETTER (Kristy Steigerwalt); (16) You've got a Friend: Attracting, Welcoming and Supporting the Adult Learner through Tailored Orientations (MaryAlice Wade and Maggie Denning); (17) Library Outreach through One Book One Community (Melissa Dennis); (18) The Zombie's Guide to Information Literacy: Reaching College Students in Non-traditional Ways (Cynthia Dudenhoffer); (19) A Reference Services Voyage: How a Small Academic Library Doubled its Reference Statistics in One Year (Danielle Theiss); (20) E-book Metadata in ILS and Discovery Tools (Lixia Zhao, Linda Wen, Donna K. Rose, and Maureen James); (21) Streamlined Workflow + McNaughton = Success! (Cheryl L. Blevens); (22) Chasing Green: An Academic Library's In-House Solution to Save Resources and Change Policy about Energy Conservation (Jeff Simpson); (23) Supporting Mobiles: It's More Than a Link and a Click (Robert Hallis); (24) User Side Open Access: The High Stakes of Open Access at Teaching Colleges (Mark Swails); (25) Auto-Populating an ILL form using OpenURL and JavaScript (Sarah G. Park); (26) Librarian-Faculty Collaboration for Student Learning (Carolyn Johnson); (27) Comparative Preferences for eBooks and Paper/Printed Books (Leila June Rod-Welch, Barbara E. Weeg, Jerry V. Caswell, and Thomas L. Kessler); (28) Managing Information: Lessons for the 21st Century (Robert Hallis); (29) Making Your Library (Pin)teresting! Using the Online Pinboard to Promote Library Resources (Marty Miller); (30) Give Them the Gift That Keeps On Giving--Providing Meaningful Tools for Student Employee Success (Joyce Meldrem); (31) We Built It, Why Didn't They Come? (Joelle Pitts, Laura Bonella, and Jason Coleman); (32) Give your Instruction a Boost of Creativity! (Benjamin Oberdick); (33) Size Doesn't Matter: Use Responsive Design to Fit On Any Screen (Roy Degler); (34) If You Build It, They Will Come: A First-Year Assessment of a Newly-Built Academic Library (Megan Donald and Stewart Brower), and (35) Copyright and Intellectual Property: Teaching Creatively (Mason Yang and Gail Flatness). An author/title index is also included. (Individual papers contain references). [Abstract modified to meet ERIC guidelines. For the 2011 proceedings, see ED526899.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Lifelong Learning; Teaching Methods; Curriculum Development; Learning Experience; Librarians; Librarian Teacher Cooperation; Academic Standards; Instructional Development; Instructional Design; Guidelines; Educational Practices; Instructional Effectiveness

Abstract:
Planning is the less visible part of the teaching and learning process; however, it serves as the blueprint for student learning. To conceptualize the unit or project as a holistic learning experience, the authors created the C.L.E.A.R. G.O.A.L.S. guidelines that address the major elements of unit planning. An essential step is identifying the specific standards that should be addressed. It's critical for librarians to be familiar not only with AASL's "Standards for the 21st-Century Learner" (2007), but also the standards that teachers must meet, e.g., the Common Core Standards, and to make the critical match between them. By working as a collaborative team of professionals, developing units based on C.L.E.A.R. G.O.A.L.S. and creating engaging lessons focused on the essential skills of critical thinking and inquiry, librarians can leverage their sources and talents to help students acquire enduring knowledge and the skills of lifelong learning. (Contains 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Reading Instruction; Teaching Methods; Library Services; Reading Comprehension; Academic Standards; Team Teaching; Librarian Teacher Cooperation; Best Practices; Reading Strategies; Library Role; Content Area Reading

Abstract:
Just as the mission of the library program evolves from the school's mission, the goals of school librarians' curriculum and teaching evolves from the needs of administrators and classroom teachers. In the 21st-century, these needs are framed by standards such as Common Core State Standards (CCSS). School librarians also have the American Association of School Librarians (AASL) "Standards for the 21st-Century Learner" that serves as a guide for information literacy standards that correlate easily to the CCSS. The task of aligning the library program with standards initiatives is essential work for 21st-century school librarians. Using this context, how can school librarians best position their work at the core of the academic program? Reading and writing across the curriculum and collaborative literacy teams are central themes of the CCSS. However, most content-area teachers are not taught how to teach reading comprehension during their preservice teacher preparation programs. Many do not think teaching reading (or writing) is or should be their job. This creates a perfect opportunity for a school librarian to practice job-embedded professional development, in which educators learn together in site-based, authentic professional learning opportunities that position school librarians in a leadership role (Yukawa and Harada 2011). Just as athletes "play to their strengths," school librarians can play to their strengths as well. Research shows that the impact of school libraries on student achievement is most evident in the area of reading. Also, library stakeholders, government officials, and the general public already associate libraries with reading. If the question is how school librarians can propel the profession into prominence in the current educational climate, the answer is coteaching reading comprehension strategies. In a collaborative climate focused on literacy improvement, school librarians can serve as teacher leaders as states transition to the CCSS and other literacy initiatives. (Contains 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Student Evaluation; Teaching Methods; Mentors; Library Instruction; Collegiality; Library Role; Self Evaluation (Individuals); Improvement Programs; Program Descriptions; Educational Practices; Librarian Teacher Cooperation

Abstract:
As the school librarian at Aliamanu Elementary School, Patty (Patricia Louis) has focused on assessment with her teachers and students as a means to improve teaching and learning. Over the years, Patty and Vi (Violet Harada) have formed a collegial mentoring relationship, and this article provides a glimpse of what both discovered about building assessment into teaching practices through Patty's experiences. Patty and Vi are discovering that although self-assessment is not an easily mastered skill, it is a learnable one. It requires cooperation among all school professionals working with young learners. Librarians are strategically positioned to reinforce students' assessment skills. They not only support assessment work that is ongoing in classrooms, but they can also take the lead in introducing self-assessment strategies during library instruction. (Contains 6 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
School Libraries; Librarians; Role; Library Associations; Guidelines; Conferences (Gatherings); Professional Development; Content Analysis; Student Empowerment; Leadership; Librarian Teacher Cooperation

Abstract:
The American Association of School Librarians (AASL) released new guidelines for school library programs in the summer of 2009. Empowering Learners: Guidelines for School Library Programs (AASL 2009a), hereafter referred to as EL, spells out the five roles that school librarians must practice to empower library users. The purpose of this content-analysis study was to investigate the professional-development offerings available to school librarians through state-level conferences and determine the degree to which these sessions promote the five roles for school librarians as identified in EL. Using a stratified random sample, the researchers selected conferences held in the 2010-2011 academic year and sponsored or cosponsored by state-level school-library associations. The researchers developed and tested a domain matrix based on four of the five roles described in EL as topic domains (the leader role is embedded in the other four roles), and developed subcategories in each domain using the descriptors in EL. Using the matrix, they analyzed the titles and descriptions of twelve conference-program offerings. The results of the study show unbalanced conference-sponsored professional development in terms of the EL-defined roles for school librarians. (Contains 6 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
School Libraries; Librarians; Library Personnel; Technical Support; Information Literacy; Information Technology; Librarian Teacher Cooperation; Library Instruction; Professional Development; Academic Achievement; Library Role; State Surveys

Abstract:
This paper presents selected key findings of the first phase of a multiphase research study commissioned by the New Jersey Association of School Librarians (NJASL) in 2009 and undertaken by the Center for International Scholarship in School Libraries (CISSL) at Rutgers, The State University of New Jersey. The overall research agenda seeks: (a) to construct a picture of the status of New Jersey's school libraries and the work of school librarians in the educational landscape of New Jersey, (b) to understand the contribution of quality school libraries to education in New Jersey, (c) to understand the contextual and professional dynamics that inhibit and enable school libraries to contribute significantly to educational agendas, and (d) to make recommendations to key stakeholders to develop a sustained and long-term program of capacity-building and evidence-based continuous improvement of school libraries in New Jersey. (Contains 4 figures and 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
School Libraries; Librarians; Elementary School Teachers; Grade 3; Grade 4; Librarian Teacher Cooperation; Faculty Development; Workshops; Intervention; Librarian Attitudes; Teacher Attitudes; Attitude Change; Pretests Posttests

Abstract:
This study describes preliminary results of a study with elementary school teachers and librarians. Professional-development intervention workshops were conducted to improve teacher and school librarian collaboration to integrate library and subject content. A revised 24-item teacher and school librarian collaboration instrument (TLC-III) was used as a pre- and post-workshop measure to evaluate teachers' and librarians' perceptions of their collaborative endeavors. The instrument was used with intervention and control teachers and school librarians to assess their perceptions about how frequently they collaborated and how important their collaboration was to student learning. Participants included librarians from six elementary schools, and third-grade and fourth-grade teachers attending intervention workshops, and a control group who did not attend the workshops. Findings indicate that professional-development workshops can significantly change teachers' perceptions about collaborating with school librarians. Of particular interest are changed perceptions in the intervention group regarding high-end collaborative endeavors involving integrated jointly planned and taught lessons. (Contains 9 tables, 2 figures and 2 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
School Libraries; Elementary Secondary Education; Librarians; Interaction; Disabilities; Special Needs Students; Library Services; Student Diversity; Library Role; Online Surveys; School Districts; Knowledge Level; Best Practices; Accessibility (for Disabled); Librarian Teacher Cooperation

Abstract:
The programs and services offered at school libraries will be accessed by K-12 students with a range of physical and cognitive abilities. School librarians must be equipped to address the information-seeking needs of all patrons, including those with special needs. An electronic survey was conducted to collect data from school librarians working in central New York State school districts; the purpose of the survey was to identify the strengths this group of school library professionals brought to the task of providing services to students with special needs. This paper shares the answers to five research questions and presents opportunities for improvement. Study results indicate that the respondents showed strength in several of the examined areas. Results also reveal practices that school librarians might implement to increase and improve library services for students with special needs. (Contains 2 tables, 3 figures and 3 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Caring; Ethics; Professional Associations; Social Organizations; School Libraries; Librarians; Collegiality; Social Psychology; Librarian Teacher Cooperation; Communities of Practice; Work Environment

Abstract:
Librarianship places an ethical demand on practitioners to put patrons or library users' interests before self-interest, and indeed, this is the hallmark of any service profession. But what obligation do school librarians have to their peer librarians and educators? The Code of Ethics of the American Library Association offers this principle, "We treat coworkers and other colleagues with respect, fairness, and good faith, and advocate conditions of employment that safeguard the rights and welfare of all employees of our institutions." Beyond the ethical duty, enormous benefits result from caring for their coworkers--benefits that are not only highly practical, but rewarding at the oldest and deepest level of social organization: the tribe. School librarians speak and write frequently about the importance of the school library as a "safe and welcoming" environment for students, but librarians have the same potential to establish themselves as safe contacts for teachers and other school personnel, and to extend the school library proper to others for whom relatedness is a motivator and reward. The author points out that, for their own survival, school librarians need to create the largest library tribes they can. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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