Fall 2007 Vol. 59, No. 1 1 Contents

NCLB & The SKILLS ACT ...... 4

NCLB & The No Child Left Inside Act ...... 5

Media Literacy by Frank Baker ...... 6

The Marantz Picture Book Collection Moves to Kent State University ...... 8

The Story Box Project ...... 10 The Big Read: an urban middle school “Big Read” Project illustrates the power of story ...... 13 Bringing science concepts to life with literature ...... 17

Got Rocks? The U.S. Polar Rock Repository does! Read about a unique educa- tional resource...... 21

The International Baccalaureate Programme and the School Librarian ...... 23

Call for Articles ...... 28

School Librarians Rock! Librarians’ powerful impact on literacy develop- ment...... 29

Interactive Whiteboards and Clickers in the Classroom ...... 37

Field Trip Idea: Discover the wild side of education! ...... 39

News & Notes ...... 40

2007 Award Recipients ...... 42

OELMA Annual Conference 2007 Highlights ...... 44

CORRECTION!

There is a correction to the article “The Ohio State University’s Byrd Polar Research Center helps you incorporate International Polar Year (IPY) into your curriculum!” in the Ohio Media Spectrum, Vol 58, No.1, p. 13. The caption under the picture in the left column should read “Sir George Hubert Wilkins” NOT “Admiral Robert Byrd.” Sir Hubert achieved distinction for his work in the Arctic and Antarctic Regions. He is Australia’s greatest polar explorer of the last century,

OHIO MEDIA SPECTRUM MEDIA OHIO a pioneer aviator, cinematographer, and humanitarian 2 Ohio Media Spectrum

The Ohio Media Spectrum is a nationally Ohio Education Library Media Association recognized professional journal in the field of 17 S. High Street educational library/media services. This Suite 200 journal received the American Library Columbus, OH 43215 Association/H.W. Wilson Company Library (Tel: 614-221-1900, Fax: 614-221-1989 Periodical Award in 1989 and the American Email: [email protected]) Association of School Librarians/EMERGENCY Organizational information is available on LIBRARIAN Publication Award in 1990 and 1992. These national awards were presented the OELMA web site: www.oelma.org because, among identified values, the journal promotes excellence, is of consistently high quality, and successfully Officers addresses the professional needs of OELMA members. President Vicky Schmarr Vice-President Kathy Halsey The circulation of the Ohio Media Spectrum Past-President Sue Rahn Secretary Susan Yutzey journal is approximately 800. It has been a Treasurer Sue Subel refereed journal since January 1, 1986. Director of Services Kate Brunswick Manuscripts are judged by at least two reviewers in a “blind review” process. Book Directors review submissions are welcomed. Central Liz Deskins OELMA Publications Central Kelly Silwani Sheila Campbell, Editor East Marie Sabol East Jan Warden Reviewers, Vol. 59, No. 1 Northeast Kristen Roope Sears Kathy Halsey Northeast Dawn Sullivan Brenda O’Brien Northwest Patricia McCauley ______Northwest Susan Dominique South Sarah Thornbery Published once a year in the Fall. A South Anne Schaller subscription is included in the annual membership dues. Entered on Standard U.S. Divisions Postage Permit No. 6816, Columbus, Ohio. Elementary Vacant

High School/Vocational Vacant The Ohio Media Spectrum is indexed in IF/Copyright Vacant Library Literature, Library and Information Jr. High/Middle Vacant Science Abstracts (LISA) and is microfilmed Literacy Vacant by University Microfilms. It is available Retirees Vacant through Faxon, EBSCO, McGregor, Ancorp, Technology Vacant Turner and Fennel periodical jobbers, ISSN 0192-6942. Inquiries about submitting Committees manuscripts should be directed to Sheila Campbell, 4354 Donington Road, Columbus, Advocacy Sheila Benedum OH 43220 (Tel: 614-724-3610; Fax: 614-724- By-laws/policy Dawn Sullivan 3653 or email: [email protected]) Goals & Long-range planning Vacant Inquiries concerning advertising should be Membership Vacant directed to OELMA, Attn: Kate, at the Nominations Vacant OELMA address below. Scholarships & Awards Linda Harrison Archivist Leanne Gilgenbach

Spectrum Editor Sheila Campbell Past issues of the Ohio Media Spectrum, whether single or multiple copies, may be Liaisons obtained by sending $13.50 U.S. per copy to the Ohio Education Library Media Legislative Liaison Sam Whitaker Association . Correspondence relating to Liaison-AASL Region 3 Sue Rahn new subscriptions, change of address, or Liaison-ILILE Michelle Baldini mailed issues of OMS not received should be Liaison-INFOhio Krista Taracuk addressed to: Liason-ODE Vacant Liason-SLO Roger Verny Ohio Education Library Media Association Liason-EBP Chrisine Findlay 17 S. High Street Suite 200 Columbus, OH 43215 Fall 2007 Vol. 59, No. 1 3 OELMA Mentors! Members Helping Members to Be All They Can Be

Would you like to mentor a new OELMA member? Each OELMA region is looking for members to help guide the school library media specialists of the future. As a mentor you can provide information about OELMA – its policies, procedures, scholarships, exciting professional development opportunities and provide guidance on professional questions – collection development, weeding, mission statements, evidence-based practice, strategic planning. In this changing world of school libraries you can be a guiding force in the education of our newest school librarians.

The mentorship program is one of the ways in which OELMA familiarizes its new members with the organization as well as the school library media profession.

If you are interested in participating in the OELMA Mentoring program contact Kate Brunswick at [email protected] and please include the following information in your e-mail: Name, Address, Telephone number, E-mail address, and Region. In the subject line of your e-mail indicate either Yes, I Want to be an OELMA Mentor or Yes, I Want to be Mentored. 4 Ohio Media Spectrum

OELMA NCLB & The UPDATESKILLS ACT

As many of you know, the U.S. House of Representatives Committee on Education and Labor is considering reauthorization of the the No Child Left Behind Act (NCLB). NCLB does not highlight the direct correlation between school library media specialists and increased student academic achievementand library resource budgets are iincreasingly being used to mitigate the effects of budgetary shortfalls.

The Strengthening Kids’ Interest in Learning and Libraries Act (SKILLS) has been introduced to guarantee that students across the country will be served by highly qualified, state-certified school library media specialists and will have the library resources they need to succeed. The SKILLS Act:

•Requires school districts, to the extent feasible, to ensure that every school within the district employs at least one highly qualified school library media specialist in each school library;

•Defines highly qualified school library media specialists as those who have a bachelor’s degree and have obtained full state certification as a school library media specialist or passed the state teacher licensing examination, with state certification in library media in such state;

•Establishes as a state goal that there be at least one highly qualified school library media specialist in every public school no later than the beginning of the 2010-2011 school year;

•Broadens the focus of training, professional development, and recruitment activities to include school library media specialists;

•Ensures that funds will serve elementary, middle, and high school students;

•and Requires books and materials to be appropriate for and engage the interest of students in all grade levels and students with special learning needs, including English language learners. Keep up to date on the status of the NCLB & The Skills Acts on the OELMA website www.oelma.org. Fall 2007 Vol. 59, No. 1 5

OELMANCLB & The UPDATE No Child Left Inside Act

In addition to The Skills Act, H.R. 3036, called the No Child Left Inside Act (NCLI), has also been introduced in Congress because of a growing movement of educators, conservation organizations and recreation industry leaders concerned that the youngest generation of Americans are environmentally illiterate.

NCLI would strengthen and expand environmental education in America’s classrooms and create a $100 million environmental education grant program as well as authorize spending from the Fund for the Improvement of Programs associated with the measure. This bill has strong support from the No Child Left Inside Coalition, a national coalition that includes the Sierra Club, the National Wildlife Federation, Audubon and the Chesapeake Bay Foundation, as well as from the National Education Association.

The No Child Left Inside Act of 2007 amends the NCLB law in the following ways:

•Provides federal funding to states to train teachers in environmental education and to operate model environmental education programs, which include outdoor learning.

•Provides funding to states that create environmental literacy plans to ensure that high school graduates are environmentally literate.

•Provides funding through an environmental education grant program to build state and national capacity.

•Re-establishes the Office of Environmental Education within the U.S. Department of Education.

You can help ensure the success of this initiative by contacting your members of Congress to encourage them to co-sponsor the No Child Left Inside Act, as well as the Skills Act and help get their provisions included in the House and Senate bills that reauthorize the No Child Left Behind law.

For more information about the NCLI Act, visit the Chesapeake Bay Foundation/eeNCLB website at www.cbf.org and to follow progress in the House, visit http://edworkforce.house.gov 6 Ohio Media Spectrum

Mediaby Frank Literacy Baker Reviving your media literacy and key questions and read the vast archive of essays from the now defunct Media & Values collection. Magazine. In late 2006, CML decided to dis- continue its distribution of media literacy ma- If you’ve heard me speak in the past, you terials. know that I lament that many of our school li- But don’t despair! The Alliance for a Me- brary media center collections have little, if any- dia Literate America (AMLA at thing, in the way of resources related to media www.amlainfo.org) was scheduled in early 2007 or media literacy. to resume the task of identifying and market- During the summer of 2006, while working ing these materials. NOTE: AMLA sponsors the with the South Carolina Writing Improvement bi-annual National Media Education Confer- Network at a local middle school’s library, I took ence, held in 2007 in St. Louis Missouri, June 23- the time to scan the shelves. I was excited when 26. I found three books on advertising. A provider of videos is the Boston-based But that excitement soon turned to shock Media Education Foundation. when I opened the first book to find (www.mediaed.org). Their video that its copyright was 1968! Now, this productions are costly, but first rate. is not an indictment of all libraries or There are a number of free libraries in South Carolina. (But, oh my, downloadable materials on their hasn’t advertising changed a lot in site, including transcripts and the last 40 years?) It was not until I teacher guides to many of their pro- got home that it dawned on me: the ductions. local middle school was the same Teachers have gravitated to school I had attended—and that Discovery’s UnitedStreaming video book has been there ever since. Now service for videos-on-demand. I re- that media literacy is in the standards, cently searched their collection for isn’t it past time we considered what materials related to media literacy. students are being taught and what I found quite a few for secondary resources our teachers need to sup- schools, but only one for elemen- port teaching media literacy? Frank’s first book, “Coming tary. This list can be downloaded at Several years ago, I began Distractions: Questioning my website at Movies” scouring used bookstores to locate has just been published by www.frankwbaker.com/ out-of-print texts about teaching criti- Capstone Press. united_ml.htm cal TV viewing skills and media lit- A recent search of eracy. As my collection grew, I be- YouTube.com came up with this 3 gan to post some of the books on my website. minute video: ”Promoting Health Through Me- The list of books fell naturally into several cat- dia Education” (www.youtube.com/ egories: e.g. news/journalism; motion pictures; watch?v=OaWIlTXKWfA) produced by a St. Louis advertising; propaganda; television; etc. (This based group--Youth Empowerment in Action. It list of categories was also helpful as a guide to features an interview with Dr. Michael Rich, who the development of my website, the Media Lit- heads the Harvard Center on Media & Child’s eracy Clearinghouse, where I continue to post Health. newer resources.) My website includes a large list of recom- One of the first places to identify and rec- mended materials for both student and teacher ommend media literacy educational resources collections. I hope you will take the time to re- was the California based Center for Media Lit- view your own collection and to review the eracy (CML at www.medialit.org). Schools can materials that are currently available. In the download documents about core concepts meantime, if you have questions, please don’t Fall 2007 Vol. 59, No. 1 7 hesitate to contact me. My email is [email protected]

Frank Baker is a nationally recognized Media Education Consultant, located in Columbus, South Carolina. In June 2007, Frank’s work was recognized by the National Cable TV Assn. with a “Leaders In Learning” award. He is a contributing author to the new text: “Lesson Plans for Creating Media-Rich Classrooms.” You can contact Frank by phone (803) 254-8987, Fax (803) 254-0508 or via e-mail at [email protected]. Visit his website, Media Literacy Clearninghouse atwww.frankwbaker.com

Capstone Press’s Media Literacy Series

What better way to update your media literacy collection than with Capstone Press’s Fact Finders: Media Literacy Series? This series addresses the need for more media literacy education resources in schools and includes titles by Frank Baker (national speaker, advocate, and member of the National Council for Teachers of English Commission on Media), Neil Anderson (executive member of the Association for Media Literacy and board member of the Media- Awareness Network), Dr. Stergios Botzakis (assistant professor of adolescent literacy in the Theory and Practice in Teaching Education Department at the University of Tennessee) and Dr. Guofang Wan (professor at Ohio University and author of The Media-Savvy Student.)

Published in January 2007 these 6 titles encourage elementary school children to “think about what [they] see and ask questions.” Geared toward grades 4-7, the series includes:

Coming Distractions: questioning movies by Frank W. Baker

At the Controls: questioning video and computer games by Neil Anderson

Music Madness: questioning music and music videos by Neil Anderson

Pretty in Print: questioning magazines by Stergios Botzakis

TV Takeover: questioning television by Guofang Wan

Virtually True: questioning online media by Guofang Wan

These books are correlated to the Information Literacy standards of the American Association for School Libraries. Each title includes five key questions to be asked of media messages. These questions were developed from core concepts of leading education organizations: Who made the message and why?; Who is the message for?; How might others view the message differently?; What is left out of the message?; and How does the message get and keep my attention? Each title is priced at $16.95 and features Try It Out! Scenarios for students to practice creating critical thinking, Reality Check sidebars with cool stories from inside the media, and Behind-the-Scenes photodiagrams.

School Library Journal calls these books “useful and attractive books that encourage children to begin thinking about media with necessary skepticism.” 8 Ohio Media Spectrum The Marantz Picturebook Collection enhances Research and Teaching at Kent State University

by Ruth K. Smith Kent State University School of Library and Information Science

Kent State University’s School of Library and Information Science has acquired the Marantz Collection, a unique compilation of more than 21,000 children’s picture books chronicling the rich artistic and literary tradition of modern storytelling for young people, along with publicity posters, artist correspondence, toys and puppets. Cataloged by artist or illustrator rather than by author, this collection and cataloging style reflect the view that picturebooks can be studied and valued as art objects as well as literary works. “Picturebooks have great design and are very visual,” says Kenneth Marantz. “We don’t see the books just as literary pieces, but more for the medium, design and color used by the illustrator.” Kenneth Marantz, a professor emeritus of art education at Ohio State University, and his wife, Sylvia, a retired school librarian, collected the picturebooks as part of their academic reviewing of more than 10,000 children’s books. Interest in the picturebook — spelled as one word by the Marantzes, to indicate its value as artwork — spawned the “accumulating,” as Sylvia Marantz would rather call it, of this unique collection. The collection expanded for about 50 years, with the Marantzes’ goal being to develop a Center for the Art of the Picturebook. In 2000, the collection moved into the Columbus College of Art and Design. Sylvia and Kenneth Marantz In the interest of ensuring a robust and enduring future for the picturebooks, the college contacted Kent State University to pursue a permanent transfer of the collection. The collection, which includes first-edition works by such authors as Maurice Sendak and Dr. Seuss, now has a new home at Kent State’s School of Library and Information Science as the Marantz Picturebook Collection, located as part of the school’s Reinberger Children’s Library Center. The School of Library and Information Science will renovate an 1800-square-foot space for this collection provided by the Kent State University Libraries as an expansion of the Reinberger Children’s Library Center. Easy access to the books and seminar space for students to study, discuss and peruse the wealth of art and literature inherent in this collection will be incorporated into the overall design plan. “Dr. [Carolyn] Brodie knew the collection should be housed in an environment where the books would be understood as art objects, to be researched by faculty and students, cataloged first by illustrator,” says Sylvia Marantz. “Kent State was interested in using the picturebook collection in the way that it was always meant to be used.” Obtaining the grant to build the Reinberger Children’s Library Center four years ago has opened so many new avenues, says Brodie, professor in the School of Library and Information Science. As the only graduate classroom of its type in the country, the Reinberger Children’s Library Center attracts students and researchers from across the state and the nation. The center trains librarians who specialize in services for children, young adults and school librarianship, and features state-of-the-art technology Fall 2007 Vol. 59, No. 1 9

such as interactive video-conferencing, a computer lab and more than 8,000 literature resources and materials for use by students and guests. It was a coincidence that Brodie was serving on the 2007 Caldecott Award Committee when she received an inquiry about Kent State’s interest in the Marantz Collection, she says. She also participated on the Newbery Committee twice, once as the chair in 2000. Kent State has a history of supporting children’s, young adult and school library programs, and has encouraged Marantz Books in storage growth in these areas, for which it is now nationally recognized, she also says. The School of Library and Information Science’s success is also spurred by the work of Dr. Greg Byerly, associate professor, who, together with Brodie, has obtained more than $6 million in grants over the course of their 18 years of working at Kent State. Many of those grants are connected to educating youth services librarians and providing continuing training for librarians and K-12 educators. The School of Library and Information Science received a new $249,000 gift from the Reinberger Foundation of Cleveland, Ohio this past spring to assist in renovating the 1,800 sq.-ft. space in the library to house the collection. “We are overwhelmed by the generosity of the Reinberger Foundation,” says Richard Rubin, director of the School of Library and Information Science. “This gift allows us to plan, develop and create a space adjacent to the existing Reinberger Children’s Library Center that will showcase the Marantz Collection and provide an outstanding environment for research and teaching.” “The center gives students the opportunity to receive training in the type of environment where they will one day work,” Brodie says. “The Marantz Picturebook Collection will allow our graduate students to pursue new areas of study and research that were never possible before.” Renovation is scheduled to begin this fall. Although a non-lending facility, the Marantz Picturebook Collection will be open to the public for viewing and personal study. Currently housed on library carts in the basement of the university library, the collection has been catalogued by a group of volunteers recruited by Brodie, many of whom were school library media specialists on summer vacation. The volunteers worked steadily during the summer to carefully and thoroughly account for each picturebook. “I sent out a request for help, and our alumni and friends came to answer the call!” says Brodie. “The interest in and support of this one-of-a-kind collection is already overwhelming and is surely an indication of the future interest it will generate for many years to come. Many thanks to all the OELMA members who volunteered summer vacation hours to help with the Marantz Picturebook Collection!” Children in the Reinberger Center ”Art students, literature majors and scholars studying the history of modern illustration and publishing will find a wealth of research material within this collection,” says Rubin. “We view this as a jewel for our own school, and as an outstanding resource for the whole university and a resource for children’s literature scholars from around the world.” Kent State University’s School of Library and Information Science is the largest master’s program at the university and the only program in Ohio accredited by the American Library Association. With over 600 students the school is ranked nationally by a U.S. News and World Report survey as 19th in the country. Classes are offered at the Kent campus, on the Ohio State campus in Columbus, and at varying distance learning sites throughout the state.

Ruth K. Smith is the Public Relations Coordinator at the Kent State University School of Library and Information Science, Kent, Ohio. 10 Ohio Media Spectrum The Story Box Project by Kevin Cordi, Co- Chair of the Youth Storytelling Special Interest Group of the National Storytelling Network

The Story Box Project began as an idea at a 1995 Since I conference when a young woman, Livia from am a profes- Brazil, remarked, “I wish there was a way we ional storyteller could share our stories, but the distance between and also a us keeps that from happening.” As a response, classroom I, along with my high school students, created, teacher, the designed, and sent the first Story Box to Brazil. educators Then, Paula Martin from Argentina found asked me to out about the project and she too requested the lead storytelling Story Box. Then Meg Gilman from Boston wanted workshops as the Story Box to use with her senior patients at a well as help direct and guide a storytelling care facility. As a result of such connections, the celebration where students told stories school- Story Box has journeyed throughout the U. S., wide. In order to prepare, the students and I sharing and collecting stories wherever it has worked for three full days building and re-building traveled. In theory, each “Story Keeper” would our stories. We read folktales, told personal tales, add stories and, in essence, “host” the Story Box and discussed the story process. The students at his or her school or library. were encouraged to create their “best story” Saint Pius Elementary School students in because they knew these stories would be Columbus officially launched their Story Box placed in the Story Box. Project in October 2006. They didn’t realize The excitement at the school was when they shared and wrote their favorite stories contagious. Saint Pius librarian, Elizabeth Yeary, that their words would travel around the world said that “seeing the eager faces of students and they are still journeying their way across the paying such close attention to each amazing globe helping others share in the universal need story was very rewarding. Students were glad we all have to tell and that their stories were share our stories. valued and listened to by Creating the Story others; especially in different Box required alot of parts of our country”. planning. Throughout the Most of all, the fall 2006, St. Pius Librarian, Story Box encouraged Elizabeth Yeary, hinted to reading. “The uniqueness of students that the Story Box the Story Box is that Ohio would be arriving soon Librarians should know how and suggested good it encourages students to books to read to develop read, research, and relate ideas for creating stories to stories to their own lives share. Her library had while connecting with many announcements others. Library circulation ... about the Story Box and expanded in the social was plastered with sciences area in our wonderful messages and storybook collection. It posters about the made the library a more importance of sharing your relevant resource for own story. Elizabeth worked with teachers and discovering new and old stories to read and to the principal to prepare for the kick-off program share with an audience,” Yeary said. to inspire the students to participate in the After the kick-off assembly, the interest in creation of their Story Box. story certainly grew. Soon students were Fall 2007 Vol. 59, No. 1 11 checking out books, creating their own version (This was mirrored at Saint Pius.) It is always the of folktales, researching events and creating goal of educators to promote self-esteem as well characters that would make good stories. as learning experiences. With the Story Box Teachers, too, were writing their own stories for Project—it’s all wrapped together.” the box. Yeary vividly remembered how one of th “Who better than the librarians statewide the 7 grade teachers shared a story she had to jump on the Story box train? With an even written when she was in grade school. She said, greater emphasis in literacy now being “It just seemed like it should be shared.” implemented in Ohio libraries, the Story Box can John Locke, one of the guest professional be a way to have their community be part of this storytellers that were part of the project, said the wonderful project of stories, reading, and fun.” event, “reinforced my belief that storytelling Comer said. should have more exposure and that it should It is important to note this event was more be a subject in the curriculum.” Locke, a British than just the launching of the box; it was a Storyteller, shared both song and stories with celebration that included a pizza party, students and talked about the importance of professional storytellers, and a storytelling concert experiencing stories from many countries and with the students, and so much more. Each cultures. “A little girl, two rows back, sat grade level provided something for the box. The absolutely still with eyes as big as dinner plates kindergarten children worked to write, draw, and while she waited as the box illustrate their own children’s was being opened and then story and older students screamed with delight as the wrote stories in pairs. lid was raised,” he recalled. Students, who did not write St. Pius Elementary is a story, shared their wishes. not the only Ohio school to By the end of the event, create a Story Box. A little every student had over two years ago, a Story contributed something to Box was launched from the box, from written stories Tremont Elementary School to heartfelt wonder at the in Upper Arlington, Ohio. travels. According to Principal Dr. Elizabeth Yeary of Maria Wilkes, “although it St. Pius said, “The launching was stuck in customs in ceremony was a very China and spent a long time Kevin , Elizabeth Yeary and the St. Pius empowering experience. in India, when the Story Box Elementary School gang at the Story Box Our students were able to returned to the school, it was Project Kick Off event. witness professional indeed a treat for staff and storytellers sharing their teachers alike.” stories and talents. These role models motivated The Story Box arrived back at Tremont in even the hard to reach students with their February 2007. After it arrived it was passed from enthusiasm and far out tales. I have witnessed classroom to classroom on a gold rolling cart, how storytelling reaches all students; especially beautifully wrapped in papers from India. The LD students who are willing to share their stories teachers not only added a world globe to record openly with an audience with great success.” its travels, but designed worksheets for students After the celebration, the Story Box left to interact with the box. The Story Box became Saint Pius School and arrived in Florida. Emily a valuable classroom tool and students eagerly Harris, shared that the Story Box was important anticipated its arrival in their classroom. for her students’ “Story Labs.” “With a story…our Beverly Comer, another professional students, storytellers, teachers, and supporters storyteller, who joined in the celebration of the have an opportunity to say, ‘This is who I am, this return of The Story Box, stated, “I can tell you first is what is important for me to tell you.’” hand that the Story Box has had a very, very In a day of technological messaging, positive effect on the children and adults who Harris believes that the Story Box is more personal participated. For instance, at the Story Box send than e-mail. “What treasures await inside this off at Tremont elementary school, never have I exquisite box? We open to find stories— seen children more excited about the thought messages carefully composed to entertain, to of THEIR school being the one to send off the box. 12 Ohio Media Spectrum educate, to enlighten…There is no separation form. Please note, however, that if you do share from the giver and the receiver…E-mail can’t a story, you must permit it to be shared with all touch this.” who read it. As the Story Box is received, people The Story Box, from both Tremont and are encouraged to copy stories in the box or Saint Pius schools contains many surprises for duplicate the DVD, leaving the original since our those who open it. It has stories but also CDs of primary objective is to share the stories. stories, a hardbound book of student storytellers, It is our hope that more and more Ohio DVDs from Professional Storytellers, an OSU libraries will send their stories to the Story Box or pennant, a toy Cardinal and much more. even decide to host the project. The contents continue to grow as does As the Japanese proverb states, “while the interest in the Story Box. Groups in Florida there’s fire in one’s cooking stove, guests will and Oregon have also never cease to arrive.” The created their own Story Boxes Story Box tales spark the and the Story Box that set sail imagination and the flames not from Ohio has already been only keep us warm, but comfort to the National Youth us as well in the knowledge that Storytelling Showcase in we are able to share this Tennessee . warmth across the world. We The Story Box has also hope that the Story Box can traveled to Australia light up your community soon. “National Australia Day” where people were able to share stories for the Box. Kevin Cordi, a nationally known professional storyteller and school Because Lilli Pang from teacher, has taught in over 35 states, Australia knew that the Story England, Japan, and most recently, Box would be heading her way, she had the Scotland. He has a Master’s degree in “Storytelling and opportunity to discuss the project with her Education” and is a Ph.D. candidate studying the students from Cringila Primary School. She says, importance of narrative and dramatic inquiry at The Ohio State University. His story work has been commissioned by “to be able to add their stories to an International The Kennedy Center for the Performing Arts, Highlights for project was fantastic. It helped the children to Children, Newsweek, and the National Youth Storytelling Hall understand the importance of stories that others of Fame. Kevin has also co-authored the book “Raising in the world [also] value... .” Voices: Youth Storytelling Groups and Troupes” with Judy Sima (Libraries Unlimited, 2003) which School Library Journal calls “a unique and reliable blueprint for beginning and As I write this article, the Story Box has just sustaining a successful group...of storytellers from grades 4 arrived at a correctional facility in Colorado, to 12.”Be sure to e-mail him at [email protected] housing 2000 inmates. It is destined to go to a or at his website at www.kevincordi.com youth center on Riker’s Island in New York, as well as many libraries, schools, and retirement homes. Although I do believe that folk and fairytales are powerful, the Story Box contains a different experience. In addition to folk tales, the box is overflowing with stories about place. I vividly remember stories about the life of a student on an island in Washington State where there were only 12 students in the entire school. Likewise, the hand- decorated book from high school students in India is well worth reading. Every place the Story Box travels, it carries with it, a sense of the people that have shared it. Now, librarians, students, teachers, and parents can follow the journey of the Story Box on-line at my website www.kevincordi.com. They can even send a story using the story submission Fall 2007 Vol. 59, No. 1 13 The Big Read An urban middle school “Big Read” Project illustrates the power of story!

by Susan Berg, Ph.D. Wright State University

• “It seemed like the characters went to our school.”

• “The Big Read helped me break out of my fear of reading.”

• “Writing helped me learn about the books even more.”

• “Reading these books makes you think about how you treat others.” This is what some Fairview Middle School students had to say about their school’s Big Read. Every day at the same time for 5 weeks, Fairview Middle School students and staff read a chapter from two Bluford High series books: The Bully and then its sequel The Gun. This standards-based project was highly successful and a highlight of the 2005-2006 school year. It showed how school library programs can make a real difference and demonstrated the power and excitement of reading. Fairview Middle School, Dayton, Ohio Fairview Middle School is an urban middle school in Dayton, Ohio. It serves 630 7th and 8th grade students with more than 60% of the students eligible for free or reduced lunch. Like many middle schools with these demographics, Fairview struggles with discipline issues and low academic achievement. When the language arts department chairperson suggested having a Big Read at school, similar to one that was being done in the community, Fairview’s librarian ran with the idea.

Planning Book selection was very important. Since everyone was going to read the same book, we needed a book that the students would really like, a book that didn’t cost too much and a book that had a theme that could be expanded to give the project a larger impact. Finding a book that met these criteria turned out to be easy. Books in the Bluford High series (Townsend Press) are very popular in Fairview’s library. The series is about students who attend a fictitious urban high school. They are short books with attractive covers written at about a 6-8th grade reading level. The characters face and solve true to life problems; there is no potentially objectionable language; and there are positive adults in each book. All this and the publisher sells the books to schools for only one dollar each! The selected books have a theme of dealing with school violence. In Paul Langdon’s The Bully (Townsend Press, 2002), a smaller than average boy moves to a new school and is immediately victimized by a bully named Tyree. Darryl hates himself for being weak but doesn’t know how to stop the bullying. A sympathetic teacher helps him develop a new attitude and become stronger. At the end of the book, Darryl 14 Ohio Media Spectrum takes down Tyree in the school cafeteria in front of the whole school. The Gun (also by Paul Langdon, Townsend Press, 2002) continues the story but is told from the point of view of Tyree. He becomes convinced that a gun is the only thing that will allow him to gain the respect he enjoyed before Darryl humiliated him. Our students could really relate to what they were reading. Funding for the project was needed. The librarian wrote and received a grant from the Martha Holden Jennings Foundation. The grant paid for 800 copies of the two books (enough for all students and staff including lunchroom staff and security officers) as well as teacher guides, multiple copies of a nonfiction book (also from Townsend Press) on how schools can address the problem of bullying, and some additional fiction and nonfiction books on bullying for the school library. Scheduling was tricky. The librarian met with the language arts teachers. They felt it was important for everyone to read at the same time. The school’s block schedule of 3 periods a day made this difficult. Classes alternate every other day with only the middle block as a common time for core academic classes for both 7th and 8th graders. Of course the middle block was also the time for 3 separate lunch breaks. We finally came up with the twenty-minute time period before lunch started when all students were in core classes. Thus students read either in language arts one day and math the next or in social studies and science depending on their schedule. The books were kept in the classrooms ensuring that the books were available each day. It was important for teachers to understand that The Big Read was not an “extra” that took time from delivering the regular curriculum. Instead the librarian collaborated with Fairview’s external literacy coach, Heidi Sabnani, to help teachers see how it could be used as a motivating way to help students be successful on the Ohio Academic Tests. Townsend Press has a very comprehensive teachers guide for the series with questions and activities for each chapter of each book (and it only costs $7). This was used to develop a very comprehensive standards-based unit. Data from student testing indicated that students particularly needed more “The best thing... practice with extended response questions. The teachers were was that everyone given questions of this type for each chapter. Additional was working together.” activities that supported the Ohio Academic Content Standards were also included. A multimedia contest was developed to involve the expressive arts classes (art, music, phys ed, computer applications). Students could develop a PowerPoint presentation, a marketing campaign with a video, write a poem, a rap, a short story or an essay. Posters advertising the contest and rubrics for evaluating the entries were prepared. Links to websites on bullying were placed on the school library website.

The Project

To kick things off, a teacher who was popular with the students read the first chapter of The Bully over the public address system. On the next day, a school board member came for a visit and wound up reading the second chapter over the PA. Fairview’s principal, Vondia Jackson, kicked off the second book this way. For the other chapters, students read silently, students took turns reading aloud, or teachers read as students followed along. It was fun to go to classrooms to read. The students followed along in their books. The room was silent except when you came to the end of a page and you could hear everyone turn the page. The teachers were surveyed after the first book to see if they wanted to take a break before starting the sequel. Everyone wanted to keep going because the students were so motivated. Some of their comments:

• The Big Read project is an overwhelming success! My students do not want to put the book down each day. Fall 2007 Vol. 59, No. 1 15

• The students love it. They want to take the book home and finish it. • It allowed them to really think about situations where they have been bullied or themselves were bullies.

The expressive arts cluster teachers (computer literacy, physical education, art, music, and home and family life) got involved with sharing the good news about Fairview’s Big Read at the district Reading Jamboree, a popular activity put on by the school district to promote reading. In developing Fairview’s booth, the art teacher worked with a promising student to develop a large poster of the cover of The Bully as the centerpiece of the exhibit. The computer applications teacher had the students make anti-bullying posters using desktop publishing. The physical education teachers made a video with the students demonstrating wrestling moves used by Darryl in The Bully. The most fun connection though was by the home and family life teacher – she raffled off sweet potato pies (Darryl’s favorite pie).

The Result

Teachers and students were surveyed at the end of the project. Teachers were very enthusiastic about The Big Read. One disappointment was that many of them reported just doing the reading with their classes and not doing the standards-based activities. This could be related to the other disappointment: Fairview’s school-wide OAT reading scores did not improve. But test scores alone do not tell the story. Students indicated 10:1 that another Big Read should be planned for next year. They said they found the books to be true to life. Their comments about the books were an absolute joy to read. Several students said they preferred The Bully to The Gun because “it was longer”. That sounds like the comment of a real reader – and that was what we were trying to create. Some commented it was good because “it calmed us down.” “It changed a lot of people’s attitudes.” “I think they are great books because the books teach us right from wrong.” “Yes there should be another Big Read because some people never read anywhere else.” One of the young male teachers said that when reading aloud the last chapter of The Gun, he got all choked up over the impact of the teacher in the story. He said he had never cried when reading a book before. The basketball coach referred to The Bully at half-time of a big game reminding the students of how Darryl, the hero of The Bully, came back in a wrestling match after a difficult beginning (Fairview won the game). More evidence of success came from a special education teacher who had told the librarian the first time she suggested using the library with his students that his students “couldn’t read, didn’t like books and were only interested in violence and killing.” He had such a great response from his students for the Big Read that he came to the library to get another set of Bluford High books to use with his class after the Big Read ended. He wasn’t the only one. Five teachers continued reading other Bluford High books at the end of the project. Having everyone reading the same book (if it is the right one!) can truly unite a school. A Fairview teacher commented that the best thing for him was that everyone was working together. This was of tremendous value in a school year that had been very difficult, characterized by way too much disorder and disrespect. Fairview has some wonderful, highly committed teachers and administrators. Its students deserve the very best. A Big Read is a great way to help develop a learning culture where reading is cool and talking about books is an every day occurrence. It is hard to imagine a better goal than that. 16 Ohio Media Spectrum

NOTE: In spring 2007, Fairview held another Big Read under the leadership of the new librarian, Wava Spring, in collaboration with literacy coach, Heidi Sabnani. They read Search For Safety, a Bluford title new this year.

References: Townsend Press http://www.townsendpress.com Langan, John. (2006). Search for Safety. Townsend Press. Langan, Paul. (2002). The Bully. Townsend Press. Langan, Paul. (2002). The Gun. Townsend Press. Langan, Paul. (2002). Bullying in Schools: What You Need to Know. Townsend Press. Comodromos, Eliza A. (2006). Teachers’s Guide to The Bluford Series, Townsend Press.

Susan Berg earned a MLS from the University of Michigan and Ph.D. from University of Dayton. After spending most of her career as Supervisor of Educational Technology for the Beavercreek Schools, she worked as a middle school librarian at Fairview Middle School in Dayton Public Schools from 2004-2006. She now is Assistant Professor for School Library Media at Wright State University.

Books about Bullying

Barton, Elizabeth. (2006). Bully Prevention: Tips and Strategies for School Leaders and Classroom Teachers. Corwin Press. (Professional reading)

Bauer, Marion. (1993) Face to Face: A Novel. Dell (Fiction)

Bott, C.J. (2004). The Bully in the Book and in the Classroom. Scarecrow. (Professional reading)

Bullying (2001) (Conflict Resolution for Student Series). Schlessinger Media (DVD)

Cormier, Robert. (1986) The Chocolate War. Dell. (Fiction)

Cruel Schools. (2004). Discovery School. (DVD)

Deans, Sis Boolous (2001). Racing the Past. Holt. (Fiction)

Draper, Sharon. (2002). Double Dutch. Aladdin Paperbacks. (Fiction)

Evangelista, Beth. (2005) Gifted. Walker. (Fiction)

Gardner, Graham. (2004). Inventing Elliot. Dial. (Fiction)

Johnston, Tony. (2005). The Spoon in the Bathroom Wall. Harcourt. (Fiction)

McKay, Hilary. (2004). Indigo’s Star. Margaret K. McElderry. (Fiction)

Myers, Walter Dean. (2005). Shooter. Harper Tempest. (Fiction)

Prue, Sally. (2002). Playing with Fire. Scholastic. (Fiction)

Schmidt, Gary. (2007). Wednesday Wars. Scholastic Audiobooks.

Van Dragonen, Wendelin. (2004) Shredderman: Secret Identity. Knopf. (Fiction)

Wilhelm, Doug. (2003) The Revealers. Farrar, Straus & Giroux. (Fiction) I Fall 2007 Vol. 59, No. 1 17

NATUREBringing science concepts IN to lifeSTORY with literature

by Linda Pettit Franklin Soil and Water Conservation District

As an Environmental Education Specialist with the Franklin Soil and Water Conservation District, I provide presentations for youth of all ages for school classes, summer camps, and Scout, 4-H or other youth groups. My goal is always to make science concepts come to life for these students through models, experiments, or activities. Throughout my 16 years in non-formal education, the use of hands-on activities has been very effective in helping students explore soil characteristics, erosion, what lives in the soil, the concept of a watershed, water quality and what animals live in our local streams and rivers. However, recently it was brought to my attention that many teachers no longer have as much flexibility in their schedules as they have had in the past. Teachers have told me that they must concentrate the majority of their time on literacy: reading and writing. This takes time away from other subjects, including science. At first I found this to be very disturbing, but instead of getting upset, I decided to become creative and have found that the “hook” to bringing environmental or science-related programs to the local schools is to do it through literature. Being a strong proponent for integration among the disciplines, it seemed natural to look for children’s literature that had scientific or environmental themes. My research has uncovered many great children’s stories with sound scientific information. I have spent countless enjoyable hours sitting on the floor in the picture book section of the local public library and have been amazed at the variety of stories and the beautiful artwork that strive to explain science concepts. Discussions with teachers and other environmental educators have revealed even more titles for a variety of age levels. Some organizations have paved the way in linking children’s books and environmental education. , Jefferson County Public Schools in Kentucky have developed a great list of environmental books linked with different curriculum areas that they call “Wild About Reading” (www.jcpsky.net/ ee). The Ohio Resource Center (ORC) has recently unveiled their “Science Bookshelf,” correlating children’s literature with the Ohio Science Standards and related activities on their website (www.ohiorc.org). Most of the books listed on the ORC website were discovered from the National Science Teacher’s Association (NSTA) (www.nsta.org/publications/) or Science Books and Films Online (www.sbfonline.com/). There are plenty of fantastic books available, you just have to find them! However, finding the books is only the first step. It is very important to use the book as a teaching tool, and then to reinforce the topic or bring it to life through discussion, experiments or activities. It is important to help children make the connection between fiction and reality and then, very rewarding to watch them connect the concept to their lives! The following are examples of ways to reinforce a book’s concept.

The Lorax, by Dr. Suess (ISBN No. 0-394-82337-0) is a creative way to help first grade students understand that organisms have basic needs for survival (Life Sciences Grade Level Indicator 1.1) and that all organisms cause changes to the environment (Earth and Space Sciences GLI 1.3). Our educators at the Franklin Soil and Water Conservation District created a felt backdrop that we hang on a 10’ x 10’ “pop up” tent, so the students are sitting in the setting of the story of The Lorax. I always tell the children that they are going to experience the story (not just hear it)! We have made paper, fabric and yarn Brown Bar-ba-loots, Swomee Swans, Humming Fish, and Truffula Trees which the children add to, and later take away from, the scenery. There is real competition among them to see who 18 Ohio Media Spectrum gets to be the last truffula tree standing! After the presentation of the book, I ask them if the Oncler ever said “I want to ruin the environment?” Of course, he didn’t! He even said that he was sad when the Brown-bar-ba-loots had to go. This leads into a discussion of what he could have done differently to prevent the negative impacts on his surroundings. We talk about ideas such as planting trees for each one he cut down and having a more environmentally friendly factory. To connect the story to the students’ lives, I ask if there are things that we do today, that could affect our natural environment. The students are quick to mention recycling and not littering. Franklin Soil and Water is very focused on water quality and storm water, so I suggest not dumping items down the storm drain (or storm sewer) and planting trees or flowers and mulching bare areas to keep our soil in place. Often the teachers will follow the presentation with a journaling or drawing activity as an evaluation to see what the students took away from the story.

Dirt by Steve “the Dirtmeister” Tomecek (ISBN No. 0-7922-8204-3) covers the Earth and Space Sciences Grade Level Indicators for 3rd grade through the eyes of a star nosed mole. How soil is made and what it is made from, as well as colors, textures and layers of soil, are described and illustrated in this colorful book. Follow the reading of this book with activities such as grating rocks to create soil, feeling the textures of sand, silt and clay, and drawing a profile of the soil layers helps to bring this text to life and make it real.

Fourth graders study how water exists in different forms and how water changes from one state to another (Earth and Space Sciences 4.2 and 4.3). Scholastic’s Wet All Over (ISBN No. 0-590-50833-4), part of the Magic School Bus Series, explores these topics as Mrs. Frizzle’s class is turned into water molecules. Her students experience the water cycle by turning from water to vapor, into clouds and back to water again. Though we don’t have the ability to change students from one state of matter into another, following the reading of this book with the Project WET (Water Education for Teachers) activity Incredible Journey reinforces this concept very well. Students imitate water molecules in this activity and have the opportunity to travel to different destinations within the water cycle. Stations of clouds, oceans, rivers, lakes, animals, plants, soil, ground water, and glaciers are set up in a large open area. Each station has a die specific to that location with sides corresponding to places a water molecule might go from that spot. The students roll the die to see if they move to a new location or stay where they are. Soon students realize that water molecules stay for a while in the ocean and can travel to many different locations from the clouds, as precipitation. Using these two sources together will help students really picture the water cycle and realize its importance to life as a whole.

In talking with middle school teachers I have found that the idea of Readers’ Theatre is becoming quite popular. The idea behind Reader’s Theatre is to turn a story into a play that the students read from scripts. In some cases the students actually write the scripts. However, with the growing popularity of this program, many books have now been converted to play scripts already. Sometimes the students perform the play just for their class and sometimes they perform it for friends and family, or classes of younger students. We discovered the Murky Water Caper by Deborah Rodney Pex (only available on line at www.worldwatermonitoringday.org/kidsstuff/library) on our office bookshelf recently and found that it lent itself perfectly to a Reader’s Theatre format. Students become the characters, Billy Beaver, Molly the Duck, etc. and plead with Detective Michelle Tuesday to find out how their water is becoming polluted. Through discussions with other animal characters, Detective Tuesday discovers that everyone contributes to water pollution through the items that run off from our property and run Fall 2007 Vol. 59, No. 1 19

down the storm drain. This story correlates to any grade that needs to discuss clean water as an essential part of life, how a change in habitat can be harmful or helpful (Life Sciences 3.6 and 5.4) and human impact on the environment (Life Sciences 5.6, 10.18, 10.19 and Earth Sciences 11.12, and 11.13). It also works well with Earth and Space Systems, investigate ways Earth’s renewable resources can be maintained (5.5, 10.5 and 11.14), Earth’s capacity to absorb materials (7.2) and how water resources can become polluted (7.4). When we developed the Murky Water Caper, we correlated it not only to the science concept standards, but to the Language Arts Standards as well. This can be done with any book that you include in your program. For example, almost every grade level must cover the Reading Process Skills of predicting what will happen next and comparing information in texts with prior knowledge and experiences, which the teacher could easily include while discussing any of these books. Demonstrating comprehension by answering questions is also a universal Reading Process Skill covered through discussion of the books and related activities. Distinguishing fact from opinion and cause and effect are Informational Reading Applications that would apply to these discussions, as well. All in all, the partnership between literature and science is very strong. I am truly encouraged as I continue to discover more and more children’s stories with strong science connections. Nothing happens in a vacuum: life is a series of inter-connected events. In that same vein, education needs to be a series of interconnected events – stories, related activities, journaling about the experiences, etc. Research has shown the benefits of integrated education. One study, for example, discovered an increase in both science and language arts test scores, as well as an increase in standardized test scores when science and literature were integrated in the classroom. (“The Effect of a Literature-Based Program Integrated into Literacy and Science Instruction with Children from Diverse backgrounds”, Lesley Mandel Morrow, Michael Pressley, Jeffrey K. Smith, and Michael Smith. (1997). Reading Research Quarterly, Linda in action! Vol. 32, No. 1., Jan. – Mar., pp.54-76.) These students seemed to think and reason better in general after the integration of subjects. This integration of science and literature turns out more well-rounded students with a broader comprehension of the world around them. This is something we would strive for in all of our students!

More of Linda’s favorite books:

Janke, Katelan. Survival in the Storm: Dust Bowl Diary of Grace Edwards. (ISBN No. 043921599-4). One of Scholastic’s Dear America Series, this book is a diary of a twelve year old girl as she and her family live through the Dust Bowl in the Texas panhandle. It describes the day to day challenges of this period of our history.

Sidman, Joyce. Song of the Water Boatman and Other Pond Poems. (ISBN No. 0-618-13547-2). A collection of poems about aquatic habitats and aquatic life, It includes a factual description of the animals included in the poems.

Cherry, Lynne. How Groundhog’s Garden Grew. (ISBN No. 0-439-32371-1). How plants grow are described as a squirrel teaches a groundhog how to grow a vegetable garden for his food.

Pfeffer, Wendy. A Log’s Life. (ISBN No. 0-689-80636-1). An illustration of the life cycle of a tree and its importance, even after the tree falls and becomes just a log in the woods.

Caldwell Rinehart, Susie. Eliza and the Dragonfly. (ISBN No. 1-58469-060-7). Eliza and her Aunt Doris experience the life cycle of a dragonfly by patiently observing it through the nymph stage and watching it hatch into an adult. 20 Ohio Media Spectrum

Fredericks, Anthony D. Under One Rock, Bugs, Slugs and Other Ughs. (ISBN No. 1-58469-028-3). This repetitious rhyming book describes many small animals living under ground that a young boy discovers when he lifts up a big rock in the field.

Resources about Children and Nature

Fleming, Louise Conn and Linda Webb Billman. (2007) Using Children’s Literature to Enhance Environmental Literacy Environmental Education Council of Ohio. Publications. Available online at www.eeco-online.org/publications/EECOgreenpaper-may8.pdf.

Louv, Richard. (2006) Last Child in the Woods: saving our children from nature-deficit disorder. Algonquin Books. The first book to bring together a new and growing body of research indicating that direct exposure to nature is essential for healthy childhood development and for the physical and emotional health of children and adults. More than just raising an alarm, Louv offers practical solutions and simple ways to heal the broken bond.

Mercogliano, Chris. (2007) In Defense of Childhood: protecting kids’ inner wildness. Beacon Press. The author argues that what he calls “the domestication of childhood” is robbing young people of “that precious, irreplaceable period in their lives that nature has set aside for exploration and innocent discovery and squeezes the adventure out of kids’ lives, threatening to smother the spark that animates each child with talents, dreams, and inclinations.

Nabhan, Gary & Stephen Trimble. (1995) The Geography of Childhood: why children need wild places. Beacon Press. Insight into how exploration of wild places promotes self esteem, confidence and caring. More than half of American children get their environmental information from the media, according to the authors, who find this a disturbing trend. In alternating essays, conservation biologist Nabham and Trimble examine the needs of children to experience nature firsthand.

Parsons, Sue Christian. (2000) Environmental Literature: the power of story. Green Teacher no. 63: p. 5-10. Fall. The author offers advice about using stories in the classroom and provides an annotated list of recommended storybooks.

Sobol, David. (1999) Beyond Ecophobia: Reclaiming the Heart in Nature Education (Nature Literacy Series, Vol. 1). This expanded version of one of Orion Magazine’s most popular articles includes descriptions of developmentally appropriate environmental education activities and a list of related children’s books.

Linda Pettit is an Environmental Education Specialist with the Franklin County Soil & Water District, a local government resource (county subdivision of Ohio Department of Natural Resources, Division of Soil and Water Conservation) focusing on promoting responsible land use and decisions for conservation, protection, and improvement of soil and water resources through partnering, technical guidance and education. . She has been involved with informal programs in environmental education since 1991. Fall 2007 Vol. 59, No. 1 21 Got Rocks? The U.S. Polar Rock Repository Does! A unique resource available to educators

By Anne Grunow, Curator, and Julie Codispotti U.S. Polar Rock Repository, Ohio State University

Conducting geological research in the remote and hostile environments of Antarctica and the Arctic is difficult and expensive. Because of the extensive ice cover (up to 98% in Antarctica) samples from the few terrestrial outcrops are precious. Even though public monies have funded field work, rock samples have traditionally remained with the original collector and have sometimes been discarded, misplaced and/or left uncurated, hence lost to the scientific community. The National Science Found ation and the U. S. polar earth science community recognized the need for, and value of, preserving rock samples from Polar Regions and have created the United States Polar Rock Repository (USPRR). The USPRR opened on the campus of the Ohio State University in October 2003 and is a national facility for the curation of rock sample collections from Antarctica and the Arctic. The presence of the USPRR helps to reduce the costs and amount of environmental impact on Polar Regions and also provides several different sources of educational outreach to the community. The USPRR is located adjacent to the Byrd Polar Research Center and is approximately 4300 sq-ft. The climate-controlled building contains 12’ The U.S. Rock Repository is located next to Scott Hall on high storage shelving racks that can be converted The Ohio State University campus in Columbus. into movable shelving when the first storage units are full. Approximately 70,000 specimens can be stored on the current shelving and double that amount with additional racks. Along with rock samples, the USPRR houses a collection of field notes; photos; maps; paleomagnetic cores; rock and mineral residues; thin sections, microfossil mounts, microslides and residues. Samples may be borrowed or analyzed for research, educational or museum use by filling out an online request form from our website (http://www-bprc.mps.ohio-state.edu/ emuwebusprr). Samples can be examined in a layout area equipped with tables, weighing scales, Ethernet connections, etc. Visitors may use a work area/conference room outfitted with a Leica petrographic microscope and attached digital video camera. A light table, computer, and preparation room is on site to cut specimens. The USPRR will provide the following services as requested by scientists and educators: 1) rock sawing of samples; 2) coring of samples (25mm diameter); 3) bulk magnetic susceptibility measurements; 4) magnetic intensity measurements using a JR5A magnetometer; 5) thin section photomicrographs; 6) scans of field maps and sketches. Sub- sets of samples are available for analysis by qualified investigators from around the world. The USPRR maintains a database about the rock samples, as well as a magnetic property database assembled from published and unpublished paleomagnetic data. The USPRR uses commercial software called EMu (by KE Software) as the in-house and online database for the repository (http:/ /www-bprc.mps.ohio-state.edu/emuwebusprr). The online sample database is one of the most comprehensive geological databases available to researchers, educators and museums worldwide. The database provides a fast way to search the collection using multiple terms. The USPRR also strives to educate the local community about the Polar Regions and geology in general through a variety of educational outreach opportunities. As part of our local community outreach, the USPRR curator and staff conduct tours and give lectures about Antarctic field work to more than 1300 adults and children each year visiting the repository. We have an area where children can try on Antarctic clothing and climb into a Scott tent and imagine what it’s like to be a scientist in 22 Ohio Media Spectrum

Antarctica. The staff is also willing to visit local schools in the Central Ohio area to give talks about geology and use our samples as hands on items to get kids excited about science. Also, teachers can go online and order, free of charge, an Antarctic “Rock Box” which contains representative rock samples from the three main rock types, books about Antarctica, a teacher’s guide and more. The USPRR is a valuable resource to the scientific community because it advances knowledge about polar geology in regions that are often not well known because of logistical and ice-cover constraints. The presence of the USPRR lessens the environmental impact in Polar Regions by encouraging researchers to assess samples in the USPRR collection first. Our online database facilitates field work planning, improving the science, efficiency and safety of field operations. The USPRR provides a way for teachers and children to learn about Antarctica via our website, through school visits, borrowing a “Rock Box” and by visiting the Byrd Polar Research Center. The Rock Box Information about the U.S. Polar Rock Repository’s educational programs and the “Rock Box,” is available on the U.S. Polar Rock Repository website at http://bprc.osu.edu/education/rr/ rock_box

Anne M. Grunow has been curator of the U.S. Rock Repository since 2003. Anne received her BA in Geology from Wellesley College in 1981-- Summa cum Laude, Phi Beta Kappa; she received her Ph D. in Geology from Columbia University in 1989. She has done thesis work in Antarctica; was a University Postdoctoral Fellow at Ohio State University in 1990; a NATO Postdoctoral Fellow at the University of Oxford, England, 199101993; and Research Scientist at Ohio State University 1994-present. Her research projects have been in Antarctica, Chile, Argentina, Brazil, Bolivia and Massachusetts.

Julie E. Codispoti has been Assistant Curator since March 2007. She received her BA in Geological Science from The Ohio State University in 2006 .

Students can try on clothes and climb into a tent like that used by explorer, Robert Falcon Scott in the harsh conditions of Antarctica. The entrance halll to the U.S. Rock Repository. T he figure in the corner is dressed in clothing like that used by Antarctic explorers. Polar rocks are displayed, including a sandstone slab that has a trace fossil called a Beaconite. Fall 2007 Vol. 59, No. 1 23 The International Baccalaureate Programme and the School Librarian

by Susan D. Yutzey and Laura M. Piazza Upper Arlington High School

In 2001, Upper Arlington High School began the application process to offer the International Baccalaureate Programme. In 2003, Upper Arlington High School was approved as an IB World School, eligible to offer the IB Diploma. The purpose of this article is to examine how school librarians can be an integral part of the IB Diploma Programme. To understand how school librarians can be involved, this article will first address what the International Baccalaureate is – its history and goals. Second, it will discuss the role of the school librarian. Third, it will provide a list of resources that extend beyond those provided at IB training. Finally, the article will offer some examples of teacher and school librarian collaborations.

What is the International Baccalaureate Programme?

The International Baccalaureate (IB) “offers high quality programmes of international education to a worldwide community of schools.” Headquartered in Geneva, Switzerland, IB has 2,121 schools in 125 countries. At present over half a million students attend IB schools. Founded in 1968, the original purpose of the International Baccalaureate was to “facilitate the international mobility of students preparing for university by providing schools with a curriculum and a diploma recognized by universities around the world.” Since then its mission has expanded by offering primary and middle years programs. The Diploma Programme is described as a challenging two-year curriculum for students ages 16 to19. It seeks to provide students with an international education – one that encourages understanding and appreciation of other cultures, languages and points of view. It accomplishes this by requiring its Diploma candidates to study six subjects chosen from the six subject groups which are: language; second language; experimental sciences; the arts; mathematical and computer science; and individuals and societies. It also requires Diploma candidates to complete an extended essay; follow a theory of knowledge course (TOK); and participate in creativity, activity, and service (CAS). The extended essays are assessed by IB examiners from around the world. The goals of the Diploma Programme are to provide students with:

· a broad and balanced, yet academically demanding, programme of study · the development of critical-thinking and reflective skills

· the development of research skills

· the development of independent learning skills

· the development of intercultural understanding 24 Ohio Media Spectrum

· a globally recognized university entrance qualification. There are many colleges and universities around the world that recognize the IB Diploma as preparation for university-level education.

What is the role of the school librarian in an IB school?

The role of the school librarian in an IB school is primarily to help the IB student, in conjunction with the subject teacher, to develop and practice research skills. As school librarians who teach information literacy, we know that research is not an intuitive process. As David Loetscher states, “we can make elaborate plans to help the students find and locate their materials and produce their products. But have we made equally elaborate plans to see that students have the time needed, and the encouragement, and the asistance they need as they consume, think, and synthesize what we can provide?” He goes on to state that this area of the research process is often “unpopular with learners because it requires work and time.” Often the project deadline is just around the corner and the student has little choice but to “skip the reading and reflection time.” (Loertscher) The school librarian will become the research coach--helping the student identify the essential question and subsidiary questions; plan the research strategy; locate and use credible and reliable sources; write annotations for the sources as a technique to extract ideas from the text as well as to compare, contrast, and reject misinformation; and verify data in sources. The school librarian and teacher can also create rubrics or assessments so that students know they are being measured on the way they approach the research process, including interacting with the resources and transforming substance into product. In addition to working with the IB student, the school librarian is in the position to work with IB teachers. This role may include: finding and locating instructional resources; teaching the use of subscription databases; and co-teaching research strategies.

What type of resources should the school librarian purchase to support the IB program?

Listed below are reference sources and subscription databases that IB school librarians might consider purchasing. Whenever possible, the school librarian should purchase materials that are 24/ 7. Most students at Upper Arlington High School, for example, search the subscription databases and eBooks between 8:00 p.m. and 2:00 a.m.

Reference Sources

Art

Arts and Humanities through the Ages. Gale. Recommend eBook version Dictionary of Art. Oxford. Recommend Grove Art Online (See below)

History

Civil Wars of the World. ABC-CLIO. Encyclopedia of European Social History. Gale. Recommend eBook version Encyclopedia of the Modern Middle East and North Africa. Gale. Recommend eBook version. Encyclopedia of Russian History. Gale. Recommend eBook version. Encyclopedia of World War II. ABC-CLIO. Governments of the World: a global guide to citizens’ rights and responsibilities. Gale. Recommend eBook version Greenwood Encyclopedia of Women’s Issues Greenwood. Greenwood Encyclopedia of World Popular Culture Greenwood. Recommend eBook version Fall 2007 Vol. 59, No. 1 25

History Behind the Headlines. Gale. Recommend eBook version History in Dispute. Gale. New Dictionary of the History of Ideas. Gale. Recommend eBook version Revolutionary Movements in World History. ABC-CLIO. World Press Encyclopedia Gale. Recommend eBook version

Language Arts Arts and Humanities through the Ages. Gale. Recommend eBook version Greenwood Encyclopedia of World Popular Culture. Greenwood. Recommend eBook version Novels for Students. Gale.

Music Garland Encyclopedia of World Music. Routledge. Greenwood Encyclopedia of World Popular Culture. Greenwood. Recommend eBook version. The New Grove Dictionary of Music and Musicians. Oxford. Recommend Grove Music Online (see below).

Science Gale Encyclopedia of Science. Gale. Suggest eBook version (December 2007) World Environmental History. Routledge.

Subscription databases

Columbia International Affairs Online – A comprehensive source for theory and research in international affairs. Grove Art Online - Grove Art Online provides access to 45,000 plus articles on the visual arts and links to 30,000 plus color images of art and architecture. Grove Music Online - An integrated music resource on the web that includes the full text of The New Grove Dictionary of Music and Musicians 2d, The New Grove Dictionary of Opera, and The New Grove Dictionary of Jazz 2d. This database has nearly 50,000 articles, audio music examples, and extensive links to musical sites on the Internet. NewsBank: Access World News – newspapers from around the world. The interface is easy to use and offers students a more global perspective than is available in most print sources that have a more Western bias. Questia- Over 67,000 books and 1.5 million newspaper and magazine articles available in full-text. Questia also includes research tools such as online note taking, highlighting, quote/citation capability. Each student has his/her own username and password. Science Resource Center – SRC features thousands of topic overviews, experiments, biographies, pictures and illustrations are just a few clicks away and the latest scientific developments are 26 Ohio Media Spectrum covered in articles from over 200 magazines and academic journals and links to quality web sites. The database covers curriculum-related science topics and offers teachers an easy-to-use tool to identify content directly correlated to state and national standards. Examples of IB teacher and school librarian collaborations.

During school year 2006-2007, the school librarians collaborated with an IB history teacher, IB math teacher, and IB music teacher. The IB history teacher assigned debate topics on various aspects of the Cold War and students were required to make an appointment with a school librarian to discuss the research question and process. In addition, students worked with the school librarians to identify credible and reliable sources. The IB math teacher collaborated with the school librarian on developing a notable mathematician’s project. Students could use the Internet or a print source to identify a notable mathematician. After preliminary searching, students developed an essential research question and subsidiary questions. The questions had to focus on the mathematician’s contribution to the field; the events that were happening worldwide as well as the events that were happening in the mathematician’s country and personal events in the life of the mathematician. Each pair of students used Inspiration software to develop a graphic organizer of the essential question and the subsidiary questions and the resources that they would use to answer the research questions. Students were given guidelines for creating annotations on the sources they would use to answer the research questions. Students were also asked to reflect on the research process. The students used their research to create an iMovie that demonstrated their knowledge of the mathematician’s mathematics, personal life, and events of the time. The intent of the research for the Musical Investigation was to compare and contrast music and/or musicians and/or instruments from very diverse geographical regions and historical timeframes. Based on the previous year’s IB assessments, the IB music teacher expressed some frustration with students’ inability to write comprehensive annotations, which is a requirement of the Extended Essay. After some discussion, the school librarian and music teacher decided to instruct the students on the components of a comprehensive annotation. The school librarian and music teacher distributed a handout, and had the students write annotations for two sources. Using a rubric, both the music teacher and the school librarian assessed the annotations and determined that the students had difficulty with most of the criteria. Shown below are the results of the first annotation exercise.

Category Beginning Novice Proficient

Type of source is 6sannotations 2sannotation 9 annotation noted

Central tfheme/scope o 9s.5 annotations 4s.5 annotation 3 annotation work is noted

Author's credibility 7sannotations 7s.5 annotation 2.5 annotation is established

Intended 1s0.5 annotations 5n.5 annotation 1 annotatio audience is noted

Annotation compares/contra- 1s0.5 annotations 6s.5 annotation 0 annotation sts with at least one other source

Annotation contains the information on 1s2.5 annotations 4s.5 annotation 0 annotation how the source builds on previous knowledge Fall 2007 Vol. 59, No. 1 27

Based on the information, the teacher/school librarian team decided to re-teach the criteria. They focused specifically on the two criteria that were the least intuitive: determining the scope of the work, and determining the intended audience. Since cookbooks have multiple intended audiences, the school librarian went to the public library and found eight cookbooks with different foci, e.g. college dorm cooking, diabetic cooking, quick and easy cooking, gourmet cooking, etc. She then selected books in other arenas: cars (including repairs, sound systems, historical, etc.); and crime (white collar, sexual violence, memoirs, etc.). In an informal class setting, the school librarian broke the class into teams and handed each team one set of books. Their mission was to articulate the intended audience for each book, even though the volumes all dealt with the same basic topic. Students were also asked to look at the preface, book jacket, etc. to determine the scope of the work. Upon analyzing the materials with which they were familiar, the students’ confidence grew such that when one student was asked about the intended audience of his cookbook, she was able to say, “This book is not only written for diabetics, but for newly-diagnosed diabetics who are used to eating well.” Upon completion of this class instruction, the students were given an opportunity to rewrite their two original annotations. Once again, both the school librarian and the music teacher evaluated their work.

Category Beginning Novice Proficient

Type of source is 1sannotations 3sannotation 18 annotation noted

Central tfheme/scope o 9s.5 annotations 4s.5 annotation 3 annotation work is noted

Author's credibility 7sannotations 7s.5 annotation 2.5 annotation is established

Intended 1s0.5 annotations 5n.5 annotation 1 annotatio audience is noted

Annotation compares/contra- 1s0.5 annotations 6s.5 annotation 0 annotation sts with at least one other source

Annotation contains the information on 1s2.5 annotations 4s.5 annotation 0 annotation how the source builds on previous knowledge

Student response to their new understandings brought confidence and relief. This collaborative instructional process had far greater implications for the IB students. At the end of the summer, the music teacher informed the school librarians that the scores for this year’s IB students on their Musical Investigation far exceeded last year’s.

Final Comments

The opportunity to collaborate with teachers and students is the highpoint of the International Baccalaureate Programme for the school librarian. To watch students become more cognizant of the research process as they investigate a topic of interest to them reflects Loertscher’s beliefs that: 1) assignments should engage the student in a problem; 2) assignments should give students time to consume, think, and synthesize; 3) assignments should require students to think rather than cut, clip, 28 Ohio Media Spectrum and copy; and finally 4) assignments should require students to compare and contrast information sources, consider alternative ideas, and create several perspectives or points of view. To work collaboratively with teachers in the “designing of assessments or rubrics so that students know they are being measured on the thoughtful way in which they approach the work, interact with the sources, and transform substance into the product” (Loertscher) is exciting and certainly confirms the importance of the school librarian in helping students achieve.

Works Cited “International Baccalaureate: What We Offer.” International Baccalaureate Organization. 2005- 2007. 13 Sept. 2007 .

Loertscher, David. “All the Glitters May Not Be Gold.” Emergency Librarian 24.2 (Nov.-Dec. 1996): 20+. Academic Search Premier. EBSCO. Upper Arlington High School. 17 Sept. 2007 .

Susan D. Yutzey is Director of the Learning Center and School Library Media Specialist at Upper Arlington High School, Columbus, OH. Her MLS is from Kent State University and her PhD is from The Ohio State University.

Laura M. Piazza is the School Library Media Specialist at Upper Arlington High School, Columbus, OH. She received her M.A. in Education from The Ohio State University with a concentration in school library media.

Call for Articles We are currently accepting articles for the Fall 2008 issue of the OELMA Ohio Media Spectrum. Articles should focus on research, philosophy, partnerships and other significan issues relating to excellence in Ohio’s school library/media centers. Spotlight a teaching technique or viewpoint, put a timely issue into perspective, or review a resource that you recommend.

If you are interested in submitting an article ,please contact the Editor to receive the guidelines for submission by sending an email to [email protected] and give a brief description of your proposed article.

The Editor works cooperatively with authors to plan and develop each issue, so early notification of your interest in participating in an issue of the journal will help facilitate the process. All submissions are peer-reviewed and deadlines have been set to insure ample time for discussion of revision and layout issues before final publication. Ohio Media Spectrum is published once a year in the early fall. Deadline for the Fall 2008 issue is September 1, 2008. Fall 2007 Vol. 59, No. 1 29 School Librarians Rock! Librarians’ Powerful Impact on Literacy Development: Reflections of Teacher Candidates

by Jackie Collier Ph.D. Wright State University

Introduction

“I knew that I could count on her (our school librarian) to know just the right book to move me, to make me want to read more. I loved my teachers, they taught me “how” to read, but I thrived on the time with our school librarian, she taught me to “love” to read. I can still hear her today making the books come alive as she told me about each adventure, each character and each dilemma. She was an endless source of [information] about books.” This quote from Nicole (all names are pseudonyms), a pre-service teacher, explains one of her memories of becoming a literate individual. The first time I heard the library media specialist included as an impacting factor in pre- service teachers’ literacy autobiographies I was encouraged to hear of students’ awareness of others, in addition to family members and classroom teachers, who had made a memorable difference in their development as readers. When the library media specialist continued to be included in the various literacy autobiographies, I was pleasantly surprised if not a little amazed. I wasn’t expecting this! Thomas wrote about his experience in middle school, “The library was the place to be in our school…well at least when no one was looking. There were so many books to choose from and I knew no one would tell me which ones I ‘had’ to read. Our librarian was really cool and seemed 30 Ohio Media Spectrum aware of what middle school boys wanted to read.” As a classroom teacher for 28 years I seldom have students return to tell me if what I did in the classroom made a difference in their lives. I have received the occasional note or card and a few personal visits, but I always wished I knew more. So now I have the opportunity to provide that feedback about how they have touched the lives of others in the educational field. I want library media specialists, who have such an important leadership role in the school or community, to know the impact they have on students, to know that their influence is indeed positive and making a difference. I know these particular students may not be “their” students, but they are representative of many students who love the library and depend on the knowledge of librarians to steer them to the best books as they grow up. I want every librarian to see himself or herself as the one person these pre-service teachers are talking about in their stories. The wonderful thing is that these writers will soon become teachers and will remember the impact of the librarian who contributed to their literacy autobiography and their love of reading.

Background

Pre-service teachers come into their undergraduate coursework unaware of the various unconscious beliefs and assumptions about teaching and learning and the impact of those teacher beliefs on future classroom practices (Goodwin, 2002; Martin & Van Gunten, 2002). Helping these future teachers become aware of their unconscious beliefs through narrative inquiry (Sparks-Langer & Colton, 1991) promotes self reflection about the forces in their own background that have positively and negatively influenced their literacy development. Claire stated, “I never realized how my struggle with school and my negative experiences with certain teachers have impacted me. I have promised myself that I will never make a student feel the way I felt about reading and writing.” Claire wrote this as a part of her literacy autobiography course project. Teacher educators have used autobiographies for years to promote reflection and investigate embedded belief systems (Connelly & Clandinin, 1990; Florio-Ruane, 2001; Gomez and Tabachnik, 1992). For me, as the instructor, the literacy autobiography provides a way to develop in-depth understandings of candidates’ personal experiences in order to support academic needs with course reading and writing assignments, but also to model attitudes and processes of reading and writing. It also provides a backdrop for comparison between their prior experiences and the best-practices known today. Pre-service teachers are inundated with current literature on best-practices in literacy instruction in their coursework at the university, but their own history must also be examined to unearth those hidden beliefs that will be positive or negative factors in their decision making (Goodwin, 2002; Lortie, 1975). For the teacher candidates the literacy autobiography promotes an investigation and interpretation of personal experiences and allows them to view these in a new light, to see their experiences as impacting factors of belief systems (Bruner, 1990). This powerful history, if not exposed and analyzed, becomes an invisible force that keeps teachers from being professional decision makers and problem solvers (Collier, 2007). If left unexamined we run the risk of having new teachers replicate their own experiences unknowingly (Grossman, 1990). This means that potentially positive experiences are left to chance replication and poor experiences may be replicated with the cycle repeating itself as another student is negatively impacted. The goal is to have pre-service teachers delve into their understanding of themselves as learners, to better understand their impact as teachers and to make conscious positive decisions for students. This study points out the positive memories of the impact of library media specialists as shared by teacher candidates and the plan to make conscious decisions to continue that impact with their future students.

The Study Participants This study is part of an ongoing investigation of the literacy autobiographies of pre-service teachers. The study takes place over six quarters spanning three years as teacher candidates in this Midwestern midsized university work toward initial licensure in early childhood education. The study involves 137 students including 128 females and 9 males. Candidates at this university are Fall 2007 Vol. 59, No. 1 31 characterized as mostly Caucasian and middle class. There are few minorities in the group and their autobiographies do not seem to be significantly unique in their experiences with schools or learning about reading and writing. This may be due to the fact that they shared a similar socio-economic educational experience with the majority. Almost all students are a typical age (22-24 years old) and from the general surrounding area geographically. Of the 137 students, approximately 12 of the students or less than 10% are either non-traditional in the age category or moved from distant areas. In those cases the candidates usually have spouses who are stationed at the nearby air force base. Participants are members of a course titled Early Childhood Language Arts Methods and Materials focusing on knowledge of the writing process and pedagogy of writing instruction. Candidates are one quarter away from student teaching and graduation and have completed coursework focusing on characteristics of young learners and best practices in early childhood instruction. Groups in this Early Childhood program are organized into cohorts and candidates know each other well as colleagues since this is their fourth consecutive quarter together. This is my second consecutive course with most groups of students. We work together one quarter in a Reading Methods and Materials course and then this course on Language Arts or Writing Methods and Materials. Due to the cohort structure and the fact that we have completed one course together, it is expected that there is a higher than typical level of comfort with peers and with the instructor as candidates begin this writing process. Candidates begin to expose little-known bits of information about themselves. Ron wrote, “I’ve discovered I’m a bit of a rebel and an anti-hero. I now know this is coming from the stories of my grandma and grandpa and our family history as bootleggers and real rule breakers. I don’t know if I could have shared that with the group if I didn’t know them as well as I do. I feel ok sharing because I know everyone so well.”

The Autobiography Project

During the first course on Reading Methods and Materials, candidates write weekly reflections about the experiences of the school field placements where they are working two days a week. These journal reflections focus on their observations and connections to coursework. Candidates are asked to observe the behaviors of their Cooperating Teachers, to listen to the types of questions asked, to interview students about their feelings concerning reading and writing, and to compare these classrooms to their own experiences. The reflections lay the groundwork for the work of the next quarter and the writing of their literacy autobiography and the impacting factors of their education. The major project in the second course, Language Arts Methods and Materials, is the writing of each candidate’s literacy autobiography as a personal narrative. The project begins the first session of class with a listing of memories of favorite teachers and books and modeling by this instructor of brainstorming my own literacy background as a prewriting activity. The narrative is then written and revised for eight weeks through a series of mini-lessons, reflections, and conferences with the instructor and/or self-selected peer support groups. The culminating project for the literacy autobiography is the production of a digital storytelling presentation. The digital stories are viewed at the end of the quarter by the whole group and then each candidate writes a short reflection of the process, “lessons learned” and “impact” on a file card.

Analysis Methods

A qualitative method of analysis is used to examine the stories for themes (Glensne & Peshkin, 1992). The autobiographies are presented in two different formats and both are used for analysis. The first method is the presentation of the digital stories to the whole group as a culminating project. I am a participant observer as the candidates run the class session. In this role I am able to watch and listen to the presentations and note the variety of influences that are the focus of the narratives. I take notes and tally the different influences highlighted in the stories. I then categorize the various influences noted by candidates and organize the information. The second analysis occurs with the reading of the word document submitted as the script 32 Ohio Media Spectrum for the digital story. These are analyzed looking for themes of influence. Student reflections of positive and negative impacting factors are listed and sorted into categories. These categories are compared to the results of the digital storytelling presentations. Since it is the same story in a different format the results should be the same. Any discrepancies are noted and digital stories are revisited (students are required to hand in a digital copy of the presentation) for clarification and/or verification. An additional content analysis of the categories groups them together by commonalities. For the purpose of this writing only two categories, librarians and libraries, are explored.

The Findings

Candidates in every narrative named the predictable impacting forces of family and teachers. Most were positive, but a few were negative experiences. Some candidates explained feelings of isolation or inadequacies as they recalled their memories of struggling to learn to read and write and others told of a series of positive experiences in and out of school. The different stories highlight the vast array of honor students, gifted educational programs, special education placement and reading/writing support programs. The narratives told of a mix of experiences, which is not surprising, although students discussed surprises about their cohort that they thought they knew so well. Natalie wrote, “I’m looking at my fellow classmates differently. I see more of who they are and where they have come from now. Susan’s story about her stroke as a kindergarten student and her struggle to relearn to speak is amazing. This is an important project for all of us to do.” The groups in each of the quarters are moved to silence as they show respect for different experience and sometimes to laughter and tears as they hear the history of their colleagues. My surprise, however, was the continuous inclusion of the library media specialist as a vital force in these candidates’ experiences. Over 50% of the candidates included some mention of the library and/or the librarian in their narrative. For purposes of discussion the topic of library influences has been divided into four categories: school experiences with personnel in the primary or elementary grades, school experiences with personnel in the middle grades or high school, the physical library setting in schools, and public libraries and librarians. Not one single memory shared about the library was negative and in two pre-service teachers’ narratives the librarian and the actual library building is the main theme. Most candidates who include the school librarian/library as an impacting factor in their literacy autobiography talk about its impact during the primary or elementary years. The discussions focus on the caring attitude of the person who knows so much about books and enjoys telling stories. “Mary Ellen writes, “Our librarian was a stitch. She would dress up as book characters and read aloud to us. We all knew that the library was fun where our classroom was work. I know we worked in the library, but it was just more relaxed.” The National Education Association Task Force on Reading 2000 states that it is the person that makes the difference in children learning to read and in Mary Ellen’s case, and many others, the librarian was a connection to good books and the joy of reading. This theme of the library as an escape continued through many of the entries. Clark says, “I found out about choose- your-own-ending books from our librarian. She made the difference in me wanting to read. In our classroom I had a basal and those SRA kits. I hated reading them and was more than willing to give it all up. She made a big difference in my attitude about what reading was REALLY about.” The middle and high school librarian theme entries are not as numerous, but in each of the narratives mentioned the impact was powerful. There seems to be a theme at this age in dealing with personal issues. The divorce of parents is discussed in several of the narratives and the librarian is seen as an ally. Janice said, “I used to hide in the library hoping no one would find me and knowing that they would. Mrs. Clark just smiled one time and handed me a book. I have no idea how she knew what was going on at home, but she handed me a book on surviving conflict. It was the beginning of an almost silent conversation through books.” It is not uncommon for middle school students to feel isolated and alone or to feel that they must comply. Mikki always felt different in school. As an African American she says that she did not see many others like her in the hallways of her school. She also did not see herself in the books read in her classes. She explained that she became upset when the books in the media center also did not reflect her background. She handed several book suggestions into the Suggestion Box, but didn’t expect any response. “Amazingly the Fall 2007 Vol. 59, No. 1 33 books showed up on the shelves in less than two weeks. How could that happen? Miss Sizemore, the librarian, made a point of asking me if I had read any of these books. From that point on we talked about new books in the library. She became a trusted friend and I still go back to see her to this day.” Another emotional theme at this age seems to be the rebellion against forced reading requirements. Most students who write that they had quit reading for pleasure state that the “required reading” of the middle and high school years really turned them off. Again, the impression that the librarian did not have the same agenda as the language arts teacher comes through clearly. Amy writes, “In high school I had quit reading on my own. Reading became a requirement not a pleasant pastime. Until I was in Mr. Schaeffer’s dreaded Advanced English class. Mr. Schaeffer and the librarian, Miss Clark, worked together to do “book sells” where they would just sit and chat with each other about good books with us as the audience. Then we would just sit in the library and just read—no book reports, no journal entries-just read. I found I couldn’t read enough.” The physical setting of the library was not a recurring them, but worth mentioning here. Angela’s entire narrative is written about the impact of not just the people of her small town library, but of the structure itself. She explains why the building is such a symbol to her family as a place for memories of growing up and sharing story hour. In the summer her mother would walk Angela and her brother to the library for story hour and “no more than five books to take home.” Her story recalls the smells and sounds of the building. “It’s an old brick building in the center of town. Once you walk in you are hit with a sort of musty smell that is welcoming and lets you know you are in an old place. The walls are cold because they are so thick and the whole place is quiet. You pass through the front room to enter the children’s section. I have so many pleasant memories of summer mornings sitting and listening to books read aloud. This building is a person to me, a place where books come alive.” Sarah’s parents went through a divorce when she was in elementary school and for a while home was not welcoming to her. She preferred to stay at school, or at least around the school building. She stayed on the playground after school, but when the weather started to change for the late Fall she was cold. “Mrs. Clark, our librarian, could see me on the playground every afternoon after school through those huge windows in the library. One day she came outside and asked if I could help her put some books away. I was thrilled to have something to do and somewhere to go instead of home. We had this ritual of me ‘helping’ after school in the library. I know now that she wanted me safe inside instead of outside, but she never mentioned anything about home or why I was hanging around. The library became a safe haven for me and I still feel that way each time I walk into a library today. A room of books brings back good safe memories.” The memories of these students demonstrate the positive feelings developed toward that unique role of the librarian and that special place of books called the library. Both the people and the place hold a special place in the hearts and minds of soon-to-be-teachers.

Conclusions and Implications

Implications for Classroom Teachers and Library Media Specialists

Both the affective and the cognitive aspects of literacy are important in developing the comprehensive reading program (Baker, Dreher, & Guthrie, 2000; Wigfield, 2000) and everyone is a partner in making it all work for students in schools today. For classroom teachers a comprehensive program can mean making sure that there is a balance between reading and writing, whole group and small group, practice and explicit instruction, narrative and expository text use. However, the comprehensive literacy program can also mean a collaboration of different professionals working together to enhance the balance between the ability to read and the desire to read. A number of participants in this experience noted that they saw different roles played by the classroom teacher and the librarian. The classroom teacher is often seen in the role of instructor of “how” to read while the librarian is seen in the role of exposing students to the materials to “apply” their reading skills and “enjoy” reading. This puts the classroom teacher in the primary role of focusing on efferent reading and the librarian in the role of supporting aesthetic reading (Rosenblatt, 1978). This does not mean that either role is less important or delineated to belong to just one person. The classroom teacher enhances the joy of reading each time s/he does a book sell, reads aloud, tells 34 Ohio Media Spectrum about authors and adventures, and links picture books to the content area. In tandem, the library media specialist provides efferent instruction in how to use reading as a tool in research and inquiry. Both roles are vital, both roles are needed, and as seen through these autobiographical memoirs both roles are valued and literacy enhancing experiences. A study on student learning using libraries (Ross & Kuhlthau, 2004) found that the best libraries were dynamic and supported credentialed librarians who focused on information-centered technologies. I’m sure that this is an important role of the library-media specialist. However, the study did not address at all the role of the librarian as an almost unlimited source of enthusiasm about good books and the joy of reading and learning. We have a problem in this country if our lowest readers don’t read at all and the average 6th grader reads 4.6 minutes a day outside of school. (Willson, 1992). Alliteracy (the state of being able to read but being uninterested in doing so) is a continued concern for anyone currently working with developing readers in schools where skills are often the only focus of instruction. Reading instruction must include a balance of instruction in the strategies and skills of reading and a love of reading in order to be comprehensive. No one in education should or needs to take the task of building a comprehensive program on alone when stories like the ones shared here demonstrate that the work of teachers is stronger when they work together to support the varied needs of students. The candidates in this project who included the library media specialist in their autobiographies all had positive experiences with these adults. Building the role of the library and the library media specialist into an even more central role in literacy development increases the opportunity for even more positive interactions and a strong focus on the love of reading. This love of reading is what will increase the time spent on reading. The ability to read allows students to indulge in a good book, but the love of reading gets the pages of that book turned and the next book eagerly awaited.

Implications for School Administrators and Legislators

There are three areas to focus on in relation to library-media specialists in light of the findings of this project: the impact of budget constraints, the impact on promoting a comprehensive literacy program in schools, the impact of the library-media specialist on achievement in high stakes testing. First, this work and these finding are particularly germane in light of the budget cuts that are such a reality in schools and communities at this time. In Ohio, the budget formula puts the burden of expenses heavily on the local district based on property revenues. Districts’ reliance on decreasing property taxes puts them in a position of possibly reducing staff. Classroom teachers are often cut, but before class sizes are increased school districts will often look at “support” programs that can be minimized or deleted altogether to try and make ends meet. Selecting these victims of reduced services must be a painful process, but in the end administrators must choose what they feel will have a minimum effect on student performance. The school library-media specialist is not the place to look for those cuts. Too much will be lost. According to an Ohio Educational Library Media Association’s Press Release (Winter/Spring, 2005) more than 200 school library positions have been lost in Ohio due to lack of funding. Will this affect student achievement as demonstrated by high stakes testing? The answer is yes. In Ohio, 99.44% of students surveyed said that the school librarian has had a positive impact on their learning (Ross & Kuhlthau, 2004). This agrees with the positive impacts stated by teacher candidates in this project as a result of writing their literacy autobiographies. The autobiographies affirmed that the librarian has helped to develop the love of books and the sense of connectedness that students need in order to “want” to read. This in turn leads to choice reading, vocabulary increase, higher fluency and the ability to demonstrate those skills in a variety of ways. The individuals in the role of librarian have a huge impact on this willingness and interest in reading. Library-media specialists do so much more than order books, organize materials, keep track of the stacks, teach research skills and keep the media in working order for classroom teachers. They are partners with classroom teachers in providing a comprehensive literacy program where the cognitive skills of reading and the affective attitudes toward reading are seen as tandem parts of literacy. Both are needed. If the autobiographies of these pre-service teachers are any indication of Fall 2007 Vol. 59, No. 1 35 the memories of others who have experienced the impact of librarians, the classroom teacher is seen as the one who teaches students “how” to read, but the librarians are seen as a primary force in schools of developing a “love” of books and of reading. Classroom teachers in the elementary grades are inundated with the vast array of content and skills needed for curriculum in language arts, science, health, math, and social studies. Knowing what to teach and how to teach in this broad area is daunting, but they do it and do it well. The library-media specialist is able to focus on literature and see the many ways that narrative and expository text can enrich the lives of individual children and classroom instruction of that content area. The partnership between the two professionals allows each to add a valuable part to every child’s educational experience. But both roles must be filled by experts in their fields. Both have important roles to play. And when the roles are played well by the two professionals, the students win.

Conclusion Many individuals and forces impact the development of our future teachers. These impacting factors play a role in how they see themselves interacting within the educational system. One of the roles at the university is to explore these influences, to analyze the positive and negative impacts, to foster building on the positive and exposing the negative. In the writing of their literacy autobiography the pre-service teachers involved in this project explain that they see the library- media specialist and the library itself in a positive role. The library and the librarian are seen as resources for that “just right book.” The librarian knows the perfect book for each situation and is a person whose love of literature spills over into interest in sharing that love with others and the library is a safe haven where choice is king and comfort is queen. These positive experiences will carry forward into classrooms of the future because schools and communities valued the role of library-media specialists. Take time to think about your own library experiences and then thank a librarian for what they do so well.

References

Baker, L., Dreher, M.J., & Guthrie, J. T. (2000). Engaging young readers: Promoting achievement and motivation. New York: Guilford Press.

Bruner, J. (1990). Acts of meaning. Cambridge, MA: Harvard University Press.

Collier, J.K. (2007). Defining literacy self images: Using digital storytelling to empower future strategic teachers. Yearbook of the American Reading Forum, 2006, XXVI. Retrieved June 12, 2007.

Connelly, F.M., & Clandinin, J. (1990). Stories of experience and narrative inquiry. Educational Researcher, 19, 2-14.

Florio-Ruane, S. (2001). Teacher education and the cultural imagination: autobiography, conversation, and narrative. Mahwah, NF: Lawrence Erlbaum Associates, Inc.

Glensne, C., & Peshkin, A. (1992). Becoming qualitative researchers: An introduction. White Plains, NY: Longman.

Gomez, M.L., & Tabachnik, B. (1992). Telling teaching stories. Teaching Education, 4, 129-138.

Goodwin, A.L. (2002). The case of one child: Making the shift from personal knowledge to professionally informed practice. Teacher Education, 13(2), 137-154. 36 Ohio Media Spectrum

Grossman, P. (1990). The making of a teacher: Teacher knowledge and teacher education. New York: Teachers College Press.

Lortie, D.C. (1975). Schoolteacher: A sociological study. Chicago: University of Chicago Press.

Martin. R. K. & Van Gunten, D.M. (2002). Reflected identities: Applying positionally and multicultural social reconstructionism in teacher education. Journal of Teacher Education, 53(1), 44-54.

Ohio Educational Library Media Association’s Press Release (Winter/Spring, 2005)

Rosenblatt, L. (1978). The Reader, the text, and the poem. Carbondale, IL. Southern Illinois University Press.

Ross, J. T., Kuhlthau, C. C. (2004). Student learning through ohio school libraries. Research study funded by Institute for Library and Information Literacy Education, the Institute for Museum and Library Service. Found on June 16, 2007 at www.oelma.org.

Sparks-Langer, G., & Colton, A. (1991). Synthesis of research on teachers’ reflective thinking. Educational Leadership. 48(6), 37-44.

Wigfield, A. (2000). Facilitating children’s reading motivation. In L. Baker, M. J. Dreher, and J. T. Guthrie (Eds.), Engaging young readers: Promoting achievement and motivation (pp. 140- 158). New York: Guilford Press.

Wilson, P. (1992). Among Nonreaders: Voluntary reading, reading achievement, and the development of reading habits. In Charles Temple and Patrick Collins (Eds.), Stories and Readers: New Perspectives on Literature in the Elementary Classroom, Norwood, MA: Christopher-Gordon, 1992.

Jackie Collier is Assistant Professor in Literacy at Wright State University in Dayton, Ohio. She was a classroom teacher in Centerville City Schools for 28 years and a district administrator for 8 years. In 1994 she was OhioTeacher of the Year and in 2007 was again honored with the College of Education and Human Services’ Ourstanding Teaching Award. She sees the collaborative partnership of classroom teachers and Library Media Specialistsas a unique opportunity to serve the diverse needs of learners’ literacy needs and has been blessed with working with some of the very best LibraryMedia Specialists in the entire state who have helped to shape her career path. Fall 2007 Vol. 59, No. 1 37

TechnologyInteractive whiteboards and clickers in the Classroom

By Rachel Hintz, Graduate Research Assistant, Learning Center, Byrd Polar Research Center

People learn by actively interacting with their world. Interactive whiteboards and clicker systems are two interactive tools that teachers can use to engage their students with their teaching strategies and to participate in student learning. An interactive whiteboard is a touch-sensitive display panel which, when working with a computer and a projector, can function as: an ordinary whiteboard, a projector screen, a touch- sensitive computer screen, or an electronic copy board (Kennewell & Morgan, 2003; SMARTTechnologies, 2006). Interactive whiteboards offer whole class access to projected multimedia and Web-based resources. When students manipulate these resources they are better able to visualize abstract knowledge (Hennessy et al., 2007). Clicker systems include individual response keypads which send information to a receiver where it is organized and recorded (Bergtrom, 2006). They are used for polling attitudes, testing comprehension, quizzing, and competitions. Teachers are the essential agents in integrating software into the aims of the lessons and using interactive whiteboards appropriately in order to foster interactivity and quality interactions (Armstrong et al., 2005). The teacher is the moderator and facilitator of the group interaction, encouraging and directing the learning. According to SMART Technologies, some uses for interactive whiteboards include:

· Manipulating text and images · Making notes in digital ink · Saving notes for later review by using e-mail, the Web or print · Viewing websites as a group · Demonstrating or using software at the front of a room without being tied to a computer · Creating digital lesson activities with templates, images, and multimedia · Writing notes over educational video clips · Using presentation tools that are included with the whiteboard software to enhance learning materials · Showcasing student presentations (SMARTTechnologies, 2006)

Not all teachers use whiteboards interactively; many use them solely as projection screens. If teachers use features of the interactive whiteboard simply to enhance student interest in their presentation, instead of changing their pedagogy to increase student participation and inquiry, they may actually reinforce their teacher-centered delivery styles. This occurs most often when teachers have little or no training in whiteboard use or do not have regular access to a whiteboard (Hennessy et al., 2007). If a teacher uses the appropriate software and designs the lesson to be interactive, the give and take between students and teacher can lead to stimulating interplay, leading to a new and deeper understanding (Armstrong et al., 2005). Interactive whiteboards can be used to tailor lessons to students’ needs: visual, auditory, and tactile-kinesthetic. The extent of student engagement and motivation may be determined by the extent to which each of these modalities are incorporated into the lesson (Beeland, 2006). This offers a good opportunity for action research in the classroom. Teachers should be mindful of matching 38 Ohio Media Spectrum the utility of the software to both the students’ needs and their own objectives for teaching and student learning. When the software matches the learning objectives, students and teachers can engage in multiple discourses around the subject matter (Armstrong et al., 2005). Two reasons teachers do not fully utilize the interactive whiteboard are:

· they lack daily access to a board, and thus are limited in developing their confidence and expertise, or · they lack training in how to use and implement the technology (Armstrong et al., 2005).

Clicker systems, with their individual keypad responders, are another way that teachers can actively integrate even large groups of students. Special response slides can be inserted into PowerPoint presentations. The teacher asks for the students to respond by making a selection with their clicker, and the results are automatically tabulated and can be displayed as a histogram. If the teacher realizes, on the basis of the responses, that the students fail to grasp the concept under discussion, the lesson can be tailored to making sure the concept is comprehended. Often teachers can use the clicker responses as a pretest – post-test indicator (Bergtrom, 2006). Record keeping using the clicker system requires assigning specific clicker units to the students. If desired, the teacher can record clicker assignments during a particular class session. Student responses are recorded in a format of the teacher’s choice, i.e. as a transferable grade book entry, and can be saved after each presentation. Teachers can use the clicker system to probe understanding, give pop quizzes, and to ascertain attitude. Rachel using the SmartBoard Clicker systems and interactive white boards are two means of in the classroom eliciting interactive participation in class. Effective use of these technologies depends on the education and practice of the teachers integrating them into their lessons. The Learning Center at Byrd Polar Research Center was established to enable teachers, scientists, pre-service teachers, and other educators to develop knowledge and skills with a variety of instructional technologies to promote integrating them into their lessons and presentations. The Learning Center offers personalized instruction and access to these and other technologies in order that educators at all levels may learn to use them most effectively.

Bibliography:

Armstrong, V., Barnes, S., Sutherland, R., Curran, S., Mills, S., & Thompson, I. (2005). Collaborative research methodology for investigating teaching and learning: the use of interactive whiteboard technology Educational Review, 57(4), 457-469. Beeland, W. D. J. (2006). Student Engagement, Visual Learning and Technology: Can Interactive Whiteboards Help? [Electronic Version]. Retrieved 2/20/2007 from www.prometheanworld.com/us/upload/pdf/ student_engagement.pdf. Bergtrom, G. (2006). Clicker Sets as Learning Objects. Interdisciplinary Journal of Knowledge and Learning Objects, 2, 105-110. Hennessy, S., Wishart, J., Whitelock, D., Deaney, R., Brawn, R., la Velle, L., et al. (2007). Pedagogical approaches for technology-integrated science teaching. Computers and Education(48), 137-152. Kennewell, S., & Morgan, A. (2003). Student Teacher’s Experiences and Attitudes towards Using Interactive Whiteboards in the Teaching and Learning of Young Children. Paper presented atpresented at the IFIP Working Groups (3.5 Conference: Young Children and Learning Technologies, held at (Parramatta in July, 2003. Australian Computer Society. SMARTTechnologies. (2006). Interactive Whiteboards and Learning: improving student learning outcomes and streamlining lesson planning.

Rachel Hintz is a Ph.D. student in the Math, Science, and Technology program at Ohio State University. She has been the manager of the Learning Center at Byrd Polar Research Center is an outreach program aimed at promoting science and technology in the classroom. The center is open to all educators (present and future), graduate assistants, and scientists who wish to incorporate technology into their presentations. Fall 2007 Vol. 59, No. 1 39

FieldDiscoverDiscover thethe Tripwildwild sidsidee ofofIdea education!education!

Make your next field trip to the Columbus Zoo and Aquarium a powerful learning experience with the Battelle Zoo Science Quest. This program is a self-guided, standards based program for students in grades 3-5. Your classes will be enthralled as they participate in hands-on activities to discover the mysteries of nature!

The Zoo currently offers four Quest topics that address a variety of Ohio Academic Content Standards.

North America Quest - WARNING! A dangerous animal is on the loose in North America and Conservation Science Investigators (CSI) has put out a call for top new recruits to assist with the case. Your student teams will be put through new-recruit training AND help identify this fearsome target!

Shores Quest - The message from an ancient scroll and a tattered map send your student teams scrambling to discover the priceless treasure found in the underwater world—but first they must prove themselves worthy! Student explorers will learn the true meaning of “treasure” and take a reminder of it home with them.

Islands Quest - Researchers have recently stumbled across the ruins of an old settlement and are startled to find the wildlife has reclaimed the once human-dominated area. It is up to your student teams to assess the region before time runs out for this rich ecosystem!

Asia Quest - To solve this Quest you will need to be brave enough to enter the dragon’s lair. There you will receive a message from the dragon that takes you across Asia, revealing the reasons why animals become endangered. What will YOU do to stop extinction?

Program Highlights

· 60 to 90 minutes, self-guided. · $10/class of 36 inside Franklin County, $20/class of 36 outside Franklin County. · Teacher receives packet with pre and post activities to do with the class.

For More Information

· Call 614-724-3626 or email [email protected] · To see how each Quest aligns with the Ohio Academic Content Standards visit http:// www.columbuszoo.org/education/az-battelle.htm 40 Ohio Media Spectrum & Notes

ILILE Content Standards Checklists: The Institute for Library & Information Literacy Education (ILILE) has created both short and detailed checklists for ODE Academic Content Standards for all subjects and grade levels. Share the Library Checklists with your K- 12 library staff...and share the remainder with teachers in your district. (www.ilile.org/instructionalRes/ checklists/index.html)

The Center for the Book in the Library of Congress, in partnership with Target Stores and in cooperation with affiliate state centers for the book (Cleveland Public Library in Ohio), invites readers in grades 4 through 12 to enter Letters About Literature, a national reading-writing contest. To enter, readers write a personal letter to an author, living or dead, from any genre— fiction or nonfiction, contemporary or classic, explaining how that author’s work changed the student’s way of thinking about the world or themselves. There are three competition levels: Level I for children in grades 4 through 6; Level II for grades 7 and 8, and Level III, grades 9 - 12.

News Winners, announced in the spring of each year, receive cash awards at the national and state levels. For information contact the LAL Project Director at lal@epix.net. Deadline is Dec. 14th. Visit the Library of Congress website for more information (www.loc.gov/loc/cfbook/letters.html)

The Copyright Alliance (www.copyrightalliance.org) is a non- profit, non-partisan educational organization dedicated to the value of copyright as an agent for creativity, jobs and growth. Educators recognize the value of incorporating an understanding of copyright into lesson plans, but the resources haven’t always been readily available. The Copyright Alliance, as part of its educational mission, aims to identify valuable curriculum guides and other educational resources and make those resources available to educators. Lesson plans are available and more will be added.

Visual literacy resources on the Web: A look at what is available by Alessia Zanin- Yost. C&RL News, September 2007, Vol. 68, No. 8. is available full-text on the ALA website at www.ala.org/ala/acrl/acrlpubs/crlnews/backissues2007/ september07/Visual_literacy_resources_on_the_Web1.cfm. The sites are are organized by subject areas. Fall 2007 Vol. 59, No. 1 41 News &

Since 1994, The Pew Charitable Trust has supported Quality Counts, an annual report card grading all 50 states on K-12 educational standards and account- Notes ability as well as efforts to improve teacher quality, school climate and resource equity. In 2006, it began to partner with the Pew Center on the States. Quality Counts 2007 features a new “Chance-for-Success Index,” that tracks state efforts to connect education from prekindergarten through postsecondary edu- cation and training. The 13 indicators that make up this new index capture key performance or attainment outcomes at various stages in a person’s lifetime or are correlated with later success.

Quality Counts also includes a new “State Achievement Index” that ranks each state based on its students whose achievement is significantly above or below the national average, and its students who are making progress on 15 indica- tors. Quality Counts is produced by Editorial Projects in Education, a nonprofit news organization, and published in Education Week magazine. Education Week offers limited free access to Quality Counts at www.edweek.org.

Resources for School Librarians -(www.sldirectory.com) is maintained by Linda Bertland, a retired school librarian in Philadelphia, PA. Formerly called “School Libraries on the Web, this site has gathered together a wealth of ideas for promoting your library. Find fundraising & bulletin board ideas, sample letters and much more on this terrific site. Check it out... It contains hundreds of other useful tips for school librarians! Linda also maintains the Virtual Middle School Library site, an online guide for teachers, students and readers. (www.sldirectory.com/virtual.html).

Launched by the National Environmental & Training Foundation (NEEF), Classroom Earth is a collection of environmental education programs and resources for grades K-12 to help educators, after-school providers and homeschooling parents get started or improve their skills in environmental education. Up-to-date information on the most successful, well-tested and effective national environmental education programs available can be found here, divided into 5 major sections: Most popular (for K- 12 classrooms); Rising Stars; After School; Home School; and Earth Day. NEEF, chartered by Congress in 1991, is a private non-profit organization dedicated to advancing environmental literacy. 42 Ohio Media Spectrum

2007OELMA Award Recipients Award of Merit

Dr. Bonnie Mathies has earned three degrees from the University of Toledo, a Bachelor of Science, a Masters in Education and a Ph.D. Bonnie is a member of the ALA, AASL and the Ohio Library Association. She is also a current member and past president of OELMA and has been a champion for school library programs throughout her career.

As the Associate Dean of the College of Education and Human Services and Professor of Educational Leadership for Wright State University, Bonnie has touched and influenced the professional life of hundreds of school library media specialists, teachers, and future administrators in Ohio. She has worked to improve the program, and maintain its status as an ALA accredited program for library media licensure. In a time when many colleges of Education eliminated their library media programs, Bonnie infused Wright State’s program with technology, enabling library media candidates to exit their program with the skills needed in a 21st century school library. In her nomination letter, OELMA Past President Gayle Geitgey wrote, “For those of us in Southwest Ohio, Bonnie Mathies is synonymous with school library leadership. As the Associate Dean, Bonnie is a busy lady, but ask her to talk about school libraries and what can be done to improve the state of school libraries and Bonnie always knows how to help.”

Administrator of the Year

Robert W. Hunt has been the principal of Chagrin Falls High School since 2003. He earned a Bachelor of Arts Degree from Kent State University, and a Masters in Administration from Ursuline College. Robert is currently enrolled in the Doctoral Program at the University of Akron. He is a member of the National Association of Secondary School Principals and the Association for Supervision and Curriculum Development.

At Chagrin Falls High School, Robert is committed to students learning how to properly research as preparation for college. He has placed focus on making sure that students learn to use 21st century skills and is adamant about providing funds to the library budget to purchase resources like EBSCOHost, a resource he regularly uses for his own doctoral research. Another initiative Robert started at Chagrin Falls was to increase awareness of the importance of reading and literacy across the curriculum. He formed a building literacy committee which he then challenged to devise critical reading strategies that all teachers could implement in their classrooms. Chagrin Falls Library Media Specialist Lori Guerrini wrote, “Mr. Hunt is an avid reader, careful researcher, dedicated administrator and consummate professional and is truly deserving of the OELMA Administrator of the Year Award. His connection to the library media center is outstanding, as is his connection to education in general.” Fall 2007 Vol. 59, No. 1 43

OELMA/Follett Library Resources School Librarian of the Year

For the past ten years, Elaine Fultz has served as the IMC Director for Weller Elementary School. Prior to this, she worked for various public libraries. She earned her Master of Library Science degree from the University of Pittsburgh and her Bachelor of Science from Wright State University, where she graduated summa cum laude. Elaine often presents at conferences throughout the state, and her book talks at the OELMA Conference have become an annual favorite. Elaine has served as the West Region Director for OELMA and as the Regional Directors’ representative to the Executive Committee. She is a past president of SOYAMRG, the Southwest Ohio Young Adult Materials Review Group. While working in public libraries, Elaine was an active OLC member. She continues to be active in ALA, AASL and YALSA.

In his letter of support for Elaine, the Centerville Director of Information Technology, Scott Fife, wrote, “In her role as Library/Media specialist at Weller Elementary School, Elaine serves as my personal prototype of a 21st Century Librarian. She has the complete picture of Information Literacy and what that means in the lives of today’s students. To Elaine, the classroom is everywhere, and teaching and learning are always!”

President’s Award: Floyd C. Dickman

There are many who have jobs that involve children’s literature. Then there are those who make it their life’s calling. From an education and library services career spanning 40+ years, the name Floyd Dickman has become synonymous with children’s literature.

Floyd’s experience and expertise in the field are widely recognized. He has been a featured speaker at numerous workshops and conferences — including OELMA’s annual conference. An active member of the Association of Library Serivces for Children (ALSC), Floyd freely gives of his time, serving on many advisory boards and committees, including the Mazza Museum’s National Advisory Board, the Caldecott Committee, the Buckeye Book Award Board, the John Cotton Dana Awards Committee, and the Bechtel Fellowship Committee.

However, it is not his many years of dedication to libraries and children’s literature that earns Floyd the 2007 President’s Award. He receives the award because of his outstanding service to OELMA.

In 2006, someone came up with the grand idea of having an evening at Conference where everyone could see, talk to, and visit with authors – not just the Conference authors, but also children’s authors, YA authors, and illustrators from across Ohio. AuthorPalooza could not have transitioned from dream to reality without Floyd’s guidance, assistance, and diligence. Through his many friends and professional contacts — and with some friendly arm-twisting — he arranged for the appearance of many of the authors that made AuthorPalooza a success in its very first year. Just like last year, Floyd has been instrumental in creating this year’s event.

OELMA is extremely fortunate to have the friendship and support of a dedicated professional like Floyd Dickman. The President’s Award is our feeble attempt to show him how much he is appreciated. 44 Ohio Media Spectrum

OELMA Annual Conference 2007 Inspiration~Innovation~Invention

The 2007 OELMA Conference offered special events, exhibits, nine featured speakers, and over 65 innovative programs to attendees--all designed to inspire us to examine, evaluate, and affirm the essential role that the school library/media librarian plays in Ohio’s schools and to inspire us to take new ideas home to our schools. In addition, 19 authors participated in AuthorPalooza 2007. We hope you were able to network with old friends, make new friends and pick up at least one innovative idea to integrate into new and better ways of doing things back at your library. Enjoy some highlights!

Highlights

Author Louise Borden discussed the creative process behind some of her works of fiction and non-fiction, using slides to illustrate her journeys of research and her process as a writer.

John Green, author of the award-winning Looking for Alaska, talked about how librarians have created a nation where it is possible to publish good books for teens.

Martha Pero presented the program “Is podcasting “Greek” to you? Helping your world language teachers create podcasts.”