Florida Media Quarterly Spring2009

Inside this Issue: p.4 SUNLINK Funding Elimination? p.15 Media Specialists in a Tough Economy

Photo: ©iStockphoto.com/FMNG

A Publication of the Florida Association for Media in Education Spring 2009

|

Volume 34

|

Number 3

Florida Library Association 2009 Annual Conference May 5 - 8, 2009 Orlando, FL

AASL 14th National Conference and Exhibition November 4-8, 2009 Charlotte, NC

ALA Annual Meeting July 10-15,2009 Chicago, IL

37th Annual FAME Conference September 30-October 2, 2009 Marriott World Center Resort Orlando, FL

Florida Media Quarterly is the official publication of the Florida Association for Media in Education, Inc., and is published at least four times annually, Fall, Winter, Spring, and Summer. Interested persons are invited to submit material for publication. Visit our website at www.floridamedia.org for special information on articles and advertising. Text submitted becomes the property of FMQ and is not returned. FMQ is not responsible for the accuracy of text submitted; contributors are responsible for the accuracy of material, including references, tables, etc., and for obtaining necessary releases. The opinions expressed in Florida Media Quarterly are those of the authors and are not necessarily those of FAME. Articles are the property of the authors indicated and any use rights must be sought from the author. All other materials may be quoted or reproduced for noncommercial purposes provided full acknowledgments are given and FAME is notified. All members of FAME have access to FMQ via the homepage of the FAME web site at www.floridamedia.org. Pat Dedicos, Editor Florida Media Quarterly [email protected]

This magazine may be searched for keywords if you are using Adobe Acrobat Reader 5.0 or higher. Web site addresses in this magazine are hyperlinked—simply click on the site and it will send you there.

Insertion Deadlines Issue

Articles and Ads Due

Publication Date

Fall (Sept/Oct Issue)

August 1

September 1

Winter (Dec/Jan Issue)

November 1

December 1

Spring (April/May Issue)

February 1

March 1

Summer (July/Aug Issue)

May 1

June 1

Mackin . . . . . . . . . . . . . . . . . . . . . . . . . .5

| Florida Media Quarterly | Spring 2009 | Page 2 |

Volume 34, Number 3

President President-Elect Immediate Past President Treasurer

FEATURES

11

FAME Officers Deb Svec Cecelia Solomon

9

Miriam Needham JoAnne Seale

10

FAME Membership Bulletin

11

What is the Digital Literacy Hub?

Board of Directors 2006-2009

2007-2010

2008-2011

Rhoda Cribbs Nancy Everhart Albert Pimienta Kathy Wray Melissa Dorsett William Connell Joanne Seale Courtney Zepeda Jill Saracino Mary Smither Brooks Spencer Chris Page

John Long

15

12

FAME Conference

14

AASL Conference

15

How a Media Specialist Can “Buy One, Get One Free” in a Tough Economy

Editorial Staff

Diane Swearingen and Dr. Renee Murray

Pat Dedicos, Editor Laura Symanski, Graphic Designer

18

2008-2009 Production/ Publications Committee Pat Dedicos, FMQ Editor Carol McWilliams, Webmaster Albert Pimienta Rhoda Cribbs Louise Freeman Cecelia Solomon, President-Elect

Publisher Florida Association for Media in Education 2563 Capital Medical Boulevard Tallahassee, FL 32308 Phone: 850-531-8343

Executive Director Bodkin Management and Consulting Larry E. Bodkin Jr., CAE President and CEO 2563 Capital Medical Boulevard Tallahassee, FL 32308 Phone: 850-531-8343 Fax: 850-531-8344 Visit us on the web at www.floridamedia.org

FAME Regional Meetings

Florida Teens Read Voting

COLUMNS 4 22

Message from the President Deb Svec

6 7

Make Your Voice Heard Legislative News Bob Cerra

19

SUNLINK John Prevosk

22

Copyright Gary Becker

23

Book Review Amy Alspach

©2008 Florida Association for Media in Education

| Florida Media Quarterly | Spring 2009 | Page 3 |

As described in the last issue of FMQ, this podcast episode will continue to uncover how I am transforming my media center into the “digital literacy hub” at Palm Beach Gardens High School in Palm Beach Gardens, Florida. Two of my reading groups, which meet during lunch, utilize the iPod Nanos and iPod Touches. The goal for these groups utilizing the iPod platform is to author a podcast by the end of the school year. In addition, I work with three Intensive Reading and two English classes utilizing the web-based reading comprehension program Cranium CoRE. I model the use of these technologies to my fellow educators at the school for them to implement in their classrooms. By collaborating with my fellow educators, we can motivate our students to become learners in this digital age.

Deb Svec FAME President [email protected]

As media specialists, we are facing very difficult times with education budgets being slashed nationwide. During this economic crisis, the situation provides us a unique opportunity for our profession to showcase the value we bring to the school centers through technology, leadership and collaboration. The end result helps to transform your media centers into digital literacy hubs to meet the needs of our 21st century students. Take this opportunity to make a difference and share the exciting things that happen in your media centers. This is the time to be the “Nike” media specialist and “just do it.” Thank you to those of you who have submitted an application to present at the 2009 FAME Conference. This conference theme “Connecting to the Digital Literacy Hub” will be providing important staff development activities for you to engage with your students. This conference is designed to provide a professional and dynamic collaboration opportunity for us as media specialist. As I continue this podcast, please feel free to share your thoughts and comments on the podcast episode page. I want to thank you for your comments through this unique collaboration method. You will find my next podcast episode at http://web.me.com/debsvec.

Deb Svec

| Florida Media Quarterly | Spring 2009 | Page 4 |

Be a Presenter @ The FAME Conference The deadline to submit an application to present at the 2009 FAME conference has been extended to March 31. If you are interested, or if you know someone who is interested, please go to the FAME website at www.floridamedia.org, complete the form and submit it. You will receive an automatic email reply stating your application has been sent. Remember: our theme is digital literacy. As always, though, we’ll be looking for presentations which cover all aspects of the school library media program. If you have any questions, email Vic Burke at [email protected] or Carole Koester at [email protected]. We’ll be looking forward to hearing from you.

| Florida Media Quarterly | Spring 2009 | Page 5 |

MAKE YOUR VOICE HEARD The House continues with a proposal to eliminate all funding for SUNLINK… Dear FAME Members: You need to be aware that the House continues with a proposal to eliminate all funding for SUNLINK while transferring the authority to continue the project to the Department of State as part of the Florida Electronic Library (FEL). Bob Cerra spoke to officials with the Department of State. It was indicated that without any funding, the project which has been servicing Florida’s students for over 20 years will end. While the legislative staff argues that combining SUNLINK and FEL has the potential to save some money, this is extremely dubious. The Department of State does not have any of the mechanisms in place to collect the data for the new holdings from the over 3,000 schools in Florida, obtain the data for all of the lost, damaged or discarded holdings, or any funding to pay for the ultimate data entry. We are left to believe that the only reason for the “transfer” is to kill the program. As such, FAME members who use SUNLINK and believe that it does have value for students and successful library media programs should call their own legislators and the members of the two House Committees linked below immediately through both phone calls and emails. Please carbon copy any email messages you send to Bob Cerra at [email protected] and also forward any responses received from legislators to Bob as well. House Pre K-12 Education Appropriations Committee: http://www.myfloridahouse.gov/Sections/Committees/committeesdetail.aspx?SessionId=61&CommitteeId=2447 House Finance and Taxation Council: http://www.myfloridahouse.gov/Sections/Committees/committeesdetail.aspx?SessionId=61&CommitteeId=2460 The committee heard testimony from the DOE that the program costs about $750,000, but adds over $3.7 million in value to the schools from interlibrary loans and shared licenses alone. The true value of the program is in its contributions to higher education and improving student performance. In the “Making the Grade” Study, Baumbach found that statistically significant correlations exist for higher test scores and improving test scores year after year for schools when the rates of interlibrary loans are higher and when more library computers access SUNLINK as the home page. SUNLINK serves as the only basis for interlibrary loans between districts and most districts are small where interlibrary loans within the district do not add much to the overall collection for an individual school. Many of our members are concerned about local district cuts that are being made to library media programs. The best way to address these plans is also to contact your legislators with the following message: “Find a way to avoid any additional cuts to school district operations.” Members who are parents of students in the public schools should feel free to identify themselves as parents. Bob Cerra has indicated that most if not all of the local cuts being considered right now could be reversed before the start of the 2009-2010 school year if the Florida Legislature provides adequate funding. Stay diligent in your efforts to communicate with your legislators and committee members. Stay strong, positive and make your voice heard clearly. Regards, Deb Svec FAME President

| Florida Media Quarterly | Spring 2009 | Page 6 |

January 2009 The 2009 Session offers opportunities for either major momentum forward or huge steps backward for library media services and public education in general in Florida. In the next 90 days, major decisions will be made about Florida’s public education budget that could free districts to save needed educational services for students or force the largest cuts to services seen in our lifetimes. Several major factors are under tremendous flux right at this very moment that will lend sway toward our success or failure. Some of these include: the federal bailout plan; Speaker Sansom’s “temporary” step down from his duties; recent willingness of Florida elected Republicans to even look at revenue enhancements; and, the ongoing economic crisis in the state and country. FAME will need the help of its leaders and members to navigate these difficult times on behalf of our members.

the impact on the current year budget, but increases the difficulty in maintaining needed services next year. Districts had already been told to prepare for a mid-year cut of 1.93% to their total potential, which represents a 4% cut in state general revenues back in November. The impact of the “final” Legislative decisions from the January Special Session only increased the total to a 2% reduction per student, or .07% more than districts had previously planned. SUNLINK sustained 6% cut during the January Special Session compared to the original 2008-2009 budget. The project will be left with $752,104 to bring its needed services and resources to the students and schools in Florida. The major concern is that if the state’s 2009-2010 shortfall is indeed around 10% that major cuts next year could devastate this program and many others.

January Budget Cutting Special Session

Bob Cerra Chairman/CEO Cerra Consulting Group, Inc. FAME Governmental Consultant 206-B South Monroe Street Tallahassee, FL 32301 (850) 222-4428 office (850) 222-4380 fax Email: [email protected]

In many ways, the results of the January Special Session could not have been possibly better given the parameters of the official call. Once any consideration of major revenue enhancements were taken off the table via the official call proclamation, it would have taken over 2/3rds vote by each house to move any tax increases. As such, the shortfall that was faced was in the order of 8% of general revenue just since the passage of the 20082009 fiscal year budget in May. The Legislature really only cut a fraction of this recurring deficit while pushing nearly half of the shortfall into the next fiscal year through the use of non-recurring trust fund transfers. This dramatically lessened

State Revenue Picture Moving Forward Unfortunately, the revenue estimates for the state’s 2009-2010 budget are simply tragic. The state is projected to be short as much as $4 billion in general revenue for next year. In addition, local property taxes for public education are expected to drop by $600 million. The public education equal share of the projected state shortfall would be about $1.4 billion meaning that the total cuts to public education could be about $2 billion next year or over 11%. No one really believes that the Legislature will decide politically to make cuts of that size; however, most districts cannot

| Florida Media Quarterly | Spring 2009 | Page 7 |

Legislative News continued from 7

possibly survive cuts of even 4% or 5% without making dramatic changes to staffing, programs or salaries prior to contractual “renewal” dates within their various employee contracts. As such, many districts will begin the process for massive layoffs during the next few months reflecting the cuts to programs needed to balance their start up budgets during the next two months even if they hope that actions by the Florida Legislature or the US Congress will ultimately allow for the personnel to be hired back. Yesterday, for the first time, I heard that Sarasota County Schools was moving toward eliminating all library media positions for the district. While I seriously doubt that many districts will target library media positions in this draconian of a fashion, I do expect that almost every district will attack some portion of what would otherwise be considered a critical component of a minimum educational experience even one year ago.

Federal Bailout to the Rescue? The U.S. House just passed this week a federal bailout plan. It includes over $41 billion nationwide in direct aid to school districts for IDEA, Title I, school construction and maintenance, and school technology. In addition, there is $200 billion nationwide for states to maintain critical services including public education, healthcare and public safety. According to this analysis (http://www.fsba.org/userfiles/File/StimulusPkg.NCSLStat eAllocations.pdf), Florida’s share of this funding for budget stabilization of education could be as much as $3.5 billion over two years. Our current shortfall for public education next year is “only” about $2 billion. So, if the bill passes and the language allows the state to fully access its share, it is possible that the Congress will nearly paper over the state’s deficit for the next two years. It is hard to imagine that districts will destroy programs and layoff needed employees if they simply do not have to do this because of inadequate resources. There is some concern about Florida’s ability to access this funding because language exists in the House version that requires each state to maintain at least the same amount of support for education that they provided during the 2006-2007 school year. But, no one really expects that the state will get shut out of its fair share without a fair opportunity to draw down the funds. At this point, the Senate version is expected to be released any day now. President Obama has indicated that he would like a completed bill on his desk by mid-February, so expect things to move and change rapidly in this area.

Remarkably, some of the materials produced by the US House staff to describe the bailout specifically mention the role and need for school libraries and technology for the proper education of students in the 21st Century. The biggest downsides to the federal bailout for public education are that it takes all momentum away from any real consideration by the Legislature of matching long term revenues to the established long term needs of public education and that the funding is only for two years. After the two years run out, if the economy does not grow itself back out of its funk or the Legislature fails to reconsider its “no new taxes” mantra, we will be back in the same mess.

State Legislature Looking Toward the Long Term? I have been in many meetings over the past two weeks with high ranking Republicans who have guaranteed that every possible revenue enhancement will be properly vetted by the Legislature this year. This was far from suggesting that any enhancements would pass but was also a far cry from the political dogma of the past few years. While I do not believe that the Legislature will pass enough revenue enhancements to really meet the long term needs of the state, for the first time in years, both the House and Senate actually have a Finance and Tax Committee. It was a Republican Senate staffer that pointed out to me that it has been over eight years since both houses even had a committee with a similar name to this.

Speaker Sansom Steps Back from His Duties Just today, Florida Speaker, Ray Sansom (R-Destin) announced that he was going to step back from his duties as the Speaker of the House temporarily until investigations into his personal dealings with a local state college are resolved. This amounts to a minireorganization of the House as Rep. Larry Crutel will take over these duties as Speaker Pro Tem. It is possible, but not expected, that some members could be moved around between chairmanships or committee assignments. There are also some committee staff members in the House that are uneasy about their employment. While this transition may be completed quickly and without much change, it may further slow down the organized reaction by the House to other political events during the next few days or weeks. Given the depth of the current economic crisis

| Florida Media Quarterly | Spring 2009 | Page 8 |

Legislative News continued from 8

and the interplay between so many interdependent forces in Congress, the Legislature, the Florida Governor’s Office, etc., new leadership needs to emerge immediately for everyone’s combined opportunity for success.

What Can We Do? Our members should encourage their US Congressional Representatives to pass the stimulus package and to make sure that Florida is able to access its full share of the proceeds. We can tell our Florida Representatives that we expect for their budgets beginning immediately to meet the needs of public education including the full costs of class size reduction as required by the Florida Constitution.

We must tell our school board members, principals and local PTAs about the value of professionally staffed school library media centers.

Conclusion While this is an extremely difficult time in the country, it is far from the worst crisis faced by our nation. Unfortunately, without some assistance, the impacts to public education could be the worst we have seen in Florida since the Great Depression. We need to encourage Congress and the Florida Legislature to show the kind of leadership that will recognize the important contribution of public education upon our unique democracy. Our leaders must step up as others have in the past to lead the country and state back to prominence.

We can spread the word about the value of SUNLINK to our Legislators and the need to keep this award winning program viable for the students and schools in Florida.

Regional Meetings Please mark your calendars for the 2009 FAME Regional Meetings coming to a school library media center very near to you. More information will be sent to you as soon as it is available, but for now please save the dates below: Region 1 Meeting: Saturday, February 7, 2009 - Marianna, Florida - 9:00 a.m -12:00 p.m. (Contact Melissa Dorsett for more information at [email protected]) Region 2 Meeting: Saturday, March 14, 2009 - Ocala, Florida - 9:00 a.m. -12:00 p.m. (Contact Brooks Spencer for more information at [email protected]) Region 3 Meeting: Saturday, March 7, 2009 - Orlando, Florida - 9:00 a.m. -12:00 p.m. (Contact Gail Przeclawski for more information at [email protected]) Region 4 Meeting: Saturday, February 28, 2009 - Lakeland, Florida - 9:00 a.m. -12:00 p.m. (Contact Jacqueline Rose for more information at [email protected]) Region 5 Meeting: Saturday, April 5, 2009 - Location and Time TBA (Contact Joanne Loy for more information at [email protected])

| Florida Media Quarterly | Spring 2009 | Page 9 |

| Florida Media Quarterly | Spring 2009 | Page 10 |

Photo: ©iStockphoto.com/dem10

What is the Digital Literacy Hub? any people scratch their heads when they hear the digital literacy hub, some people think the digital literacy hub is all about technology. Just because the the word digital is in the title does not mean that technology is the solution. Technology for technology sake is not the silver bullet that can solve education’s problems. The digital literacy hub uses technology effectively for instruction and learning through literacy integration. Where do you start?

M John Long Department of Educational Technology School District of Palm Beach County [email protected] [email protected]

First, start with simple technology tools that help media specialists like using visual tools. Using tools like Inspiration/Kidspiration (http://www.inspiration.com) These tools are great for media specialists that focus on reading and information literacy. These tools let you develop character webs, brainstorming, and develop writing skills. Educators like to learn through visual or hands-on. Why then do we expect students to listen to us teach them? Join the conversation at www.inspiredlearning.com. This is a great start for visual literacy.

How many of you remember when tape recorders were big tools, it was not that long ago? One of the new tools is the tape recorder of the 21st century. Many schools ban students from using this tool on their campuses but if media specialists can manage this tool effectively it could help reach new heights in motivating students to develop the love of reading so many media specialists aspire to have as their goal. That tool is the MP3 player or many know it as the iPod. Check out some uses of iPods in the classroom at http://ali.apple.com

| Florida Media Quarterly | Spring 2009 | Page 11 |

| Florida Media Quarterly | Spring 2009 | Page 12 |

| Florida Media Quarterly | Spring 2009 | Page 13 |

Photo: ©iStockphoto.com/FMNG

How a Media Specialist Can, “Buy One, Get One Free,” in a Tough Economy he media specialist job has come a long way from the early librarian days. Walk into any school media center and you will see a wide array of technology and media to support the needs of our students. When a media specialist looks to purchase materials for the future, there are so many factors to consider:

T

• The new technology is multi-purpose.

By Diane Swearingen and Dr. Renee Murray Hawks Rise Elementary School 205 Meadow Ridge Road Tallahassee, Florida [email protected] e.leon.k12.fl.us [email protected]

• The items purchased today need to serve multiple needs to be efficient. Specific items such as projectors need to interface with the computers and the DVD players. The printers are often also copiers and fax machines. • The technology items purchased today need to serve multiple needs now and be adaptable to future needs to be effective. In all of the efforts to stay up to date with the newest “must have”, it is easy to overlook our roots as the heart of the school reading program. Across the

country, media budgets are tight. Education budgets are continually being cut. Given that the media centers within our schools are coming under greater financial stress and being required to provide greater services with fewer resources, it should be the goal of each media specialist to work towards meeting the needs of their students and teachers with innovative and productive methods. These innovative and productive methods include the in-house development of enhanced educational conceptual teaching and learning mechanisms; especially at the fundamental level of encompassing multi-dimensional reading programs.

| Florida Media Quarterly | Spring 2009 | Page 15 |

Tough Economy continued from 15

Promoting Multi-Dimensional Reading Programs This initiative was an effort to meet the goal of providing greater service with fewer resources. It began with an announcement made at our School Advisor Committee meeting. The Florida Comprehensive Assessment Test (FCAT) testing would soon include a science section for the fifth grade. The School Advisor Committee provided funds to purchase new science related library materials. Non-fiction library books would provide additional resources to be used in and outside the classroom to improve science vocabulary and content resource. With these additional funds, some outstanding books were purchased. Books covering the natural sciences, weather, earth and space were added to our collection. Elementary students love to read about the natural sciences and the new books simply flew out the door. Teachers were thrilled to have books that could serve as unit resources in their classrooms and the initial impression showed this to be an extremely positive purchase. My school uses the Accelerated Reading Program from Renaissance Learning as part of the overall school reading comprehension program. Students are provided individual goals and are expected to do a mix of fiction and nonfiction books over the course of a grading period. In addition, the students are provided targeted goals on comprehension that they are continually encouraged to achieve. The additional non-fiction material that was purchased became part of the material students could test on in that Accelerated Reading Program. It was not long before a student came to me in distress after taking a test on one of the new non-fiction books, as he had scored a forty percent. His comprehension average was destroyed along with his self-confidence. He needed help fast. The goal of the new non-fiction resources was to promote and encourage students to read while learning curriculum and building vocabulary. If students were to be encouraged to read non-fiction books, it was imperative that a structured mechanism be found to steer students towards comprehension success.

Enter THIEVES During this same time frame, an in-service training was offered that provided reading comprehension tactics for textbooks. It was designed mainly for middle and high school teachers to make the most of science and social

studies textbooks. The program presented was called “THIEVES” developed by Suzanne Liff Manz (2002). It makes use of Titles, Headings, Indexes, Visuals, Every First Sentence and the Summaries. It is a wonderful strategy for textbook comprehension. As the media specialist, I recorded the program and attended the inservice. As I viewed the presentation, I was impressed with the number of elements that could serve students in comprehending non-fiction library books. The technique had already been demonstrated as an effective strategy for comprehension and it was hoped that it would serve our comprehension needs in a productive manner. A Detective theme seems a natural way to clue in on

THIEVES (insert detective picture here). My school reading committee determined we would use a club approach to reading. The clubs consisted of; Mystery Detectives, Classic Club, Fearless Fantasy, Sports Examiners, Science Sleuths and Social Studies Investigators. Our club members would be detectives ready to discover all of the reading clues. The media program was out to “catch” THIEVES in our non-fiction books. To celebrate our theme, posters were made to represent each club. Faculty members came with props and costumes to join the photo for their favorite club (insert science 1 & social studies 1 pictures here). To be a club member, students were required to read 10 half-point or 5 chapter books. Club members received certificates when they joined the first time and later signed badge shaped

| Florida Media Quarterly | Spring 2009 | Page 16 |

Tough Economy continued from 16

posters with their thumbprints as they rejoined. A dad was kind enough to volunteer posters of fingerprints to support our theme. The morning news served as a way to recognize first club members, students that joined all clubs and classes that joined as a group. The school’s DARE (Drug Abuse Resistance Education) officer donated gold badge stickers for special achievement. Nate the Great and Nancy Drew decorated the library. At the last reading rally, my principal dressed as Sherlock Holmes. The entire school community worked towards our reading success. When classes first came to the media center, they were introduced to the club requirements. Next the students were provided with an explanation and examples of the genre. The THIEVES introduction was the next piece of the implementation puzzle, both for the students and teachers. The THIEVES strategy was taught in the media center but would not have succeeded without the followup and promotion in the classroom. This follow-up and enthusiasm came in numerous forms. Fortunately, our teachers provided their enthusiasm and classroom support that assured success. It was found that using the THIEVES approach highly encouraged students to read. During the course of the school year over two thirds of our 850 students read the 10 books required to join the Science Sleuth Club. Amazingly, many of our students joined the club two or three times. It was found that school-wide, students read 21.5% non-fiction. Our reading gains have allowed the school to maintain it’s A school status.

Putting POWER into Reading The implementation of the THIEVES technique for reading non-fiction library books provided an outstanding experience for our school. However, a significantly modified version was required to meet the elementary school’s needs. The forming intellect and inquiry based middle school/high school textbooks are markedly different from the library offerings. Non-fiction books are self-motivating. They feed the students natural curiosity and excitement about the world of science and history. The elementary students need to be taught a pattern that is easily repeatable while maintaining motivation. In determining the critical aspects needed to reinforce comprehension, I listed the components within the book that I felt students needed to successfully understand the material and to perform well on Accelerated Reader tests. POWER is the acronym formed by the list and the

components are listed below. By utilizing POWER, students can fuel two engines at one time, reading and content understanding. When students come to our media center in groups for reading programs, I begin my discussions with the steps needed to complete a jigsaw puzzle for understanding the book. I ask the students what they do first. I never have any trouble getting a student to say they start by looking at the pieces. That is always my introduction to a POWER lesson. I tell them POWER starts by looking at the pieces and establishing the borders, just like putting together a puzzle.

The POWER components include; P = Pictures (What is the author telling us in the pictures, tables and graphs) Quality non-fiction books offer illustrations, tables, diagrams and graphs that explain and enhance the text. Pictures provide pieces of the puzzle. The visual clues in the pictures expand the student’s understanding of the material. O = Overview (Headings, titles, fast facts and fun facts) When the student utilizes an overview of the page, they are looking at titles, headings and fast facts located in the margins. This scanning of the pages for highlighted text provides important clues to the puzzle. W = Words to Know (Glossary) The vocabulary section always needs to be reviewed by the reader. Students cannot fully understand the text without first understanding the associated vocabulary. E = Every First Sentence (Topic sentences usually contain the main ideas to be explained in the details that follow) The first sentence in each paragraph is usually the topic sentence. By reading the first sentence in each paragraph the student can get a summary of the main ideas being discussed in the text. R = Reading for Content (Use the prior knowledge gained through visual clues, vocabulary and main ideas to understand content and concepts) Students are able to put science and social studies concepts together using the prior knowledge they gained from the visual clues, vocabulary and main ideas utilizing the POWER techniques. The student has taken a look at all of the pieces of the puzzle and reading for content and puts the pieces together.

| Florida Media Quarterly | Spring 2009 | Page 17 |

Tough Economy continued from 17

POWER helps a student to break the information into pieces, then, it aids them to put the pieces into the puzzle. Curriculums are based on a student’s ability to extract information from their reading endeavors; reading is power and the cornerstone to a solid educational future.

The POWER strategy offers an approach to reading that allows the student to learn while earning points towards their Accelerated Reading goals. Meeting the needs of the reading program while enhancing the learning of science and social studies inside and outside of the classroom setting, is a way for an elementary media center to multipurpose their resources.

Photo: ©iStockphoto.com/dem10

The ability to identify and apply a successful teaching program, while continually enhancing the robustness of our reading programs will allow for continued successful and energetically empowered students. Wise use of our book dollars has the potential to free up funding enabling us to buy those must have technology items. As I tell my students, your brain is your reading engine. Give it POWER; you never know how far it can take you (insert Power2 picture).

References Manz, Liff, Suzanne (2002). A Strategy for previewing textbooks: Teaching readers to become THIEVES. The Reading Teacher Volume 55 Number 5, 434-435

High School Media Specialists: Voting for Florida students’ favorite Florida Teens Read titles will open April 1, 2009. A link to the ballot will be posted on the FAME website so you can either direct your students to FAME or you can post the link on your own web page for them to access there. Students who have read or listened to at least 3 of the 15 titles are eligible to vote for their favorite. Will it be 13 Reasons Why, or A Long Time Gone, or Wicked Lovely? Thank you to all of you who have promoted the Florida Teens Read program and reading for pleasure all year long. Your efforts continue to enrich the lives of our young people.

| Florida Media Quarterly | Spring 2009 | Page 18 |

Beating the Budget Blues

with John Prevosk Sunlink Training Coordinator [email protected]

n hard economic times we are all forced to look at our spending patterns. Tough times cause us to change our lifestyle habits (that morning cup of Starbuck’s coffee), as well as take stock in resources that help us to save and spend our dollars wisely. SUNLINK (www.sunlink.ucf.edu) is one such resource. Now is the time to consider re-evaluating your media center’s resources in a whole new light.

I

When assessing the media center’s budget, the duplication of services must be addressed. Is there a cheaper alternative, or better yet a free resource that is comparable to what you are currently using? Keep in mind, SUNLINK is not a free resource in that we as taxpayers have already paid for this Florida treasure (maybe another good reason to take a second look at SUNLINK), yet it is a plus to your budget if current dollars can be redirected elsewhere, when SUNLINK can fulfill a similar need. Case in point: SUNLINK’s Curriculum Related Web Site database The Bottom Line: • The SUNLINK database currently contains over 31,000 curriculum-related web sites. • SUNLINK purchases these web sites on an annual basis from DartClix. • If an individual school were to subscribe to this web site service, the cost to each school would be $495.00, while a district license would be $495.00 for the first site, and $295.00 for each additional site. • Final cost savings to the state if all 67 districts acquired licenses for this web site subscription: Approximately $898.400.

SUNLINK Money Saving Tip: If paying for a similar web site subscription resource (individual school, or district), consider transferring those dollars to other needed resources. SUNLINK Time Saving Tip: Avoid gagging on Google. Save time with SUNLINK’s curriculum related web sites. Students and teachers will appreciate quality over quantity, when it comes to the web sites in SUNLINK, not to mention all the web surfing time that will be saved.

| Florida Media Quarterly | Spring 2009 | Page 19 |

Budget Blues continued from 19

Interlibrary Loan (ILL) Many media specialists embrace ILL, while some question its value and effectiveness. Consider the following: The Bottom Line: • School year 2007-2008 total SUNLINK ILLs reported: 62,225 • 2008 average cost of a book (Source: School Library Journal 3/1/2008): $21.10 • Cost savings: 62,225 X $21.10 = $1,312,947.50 • Mailing cost of books: About 2% are mailed out of district (in-district ILLs go free via district courier mail). Average postage to ship a book (Wt. 1 lb) by media rate is $4.46 round trip. Total mailing cost: $5,552.70 • Final cost savings after postage costs are subtracted: $1,307,394.80 SUNLINK Money Saving Tip: ILL is also useful in helping you spend your existing dollars wisely. For example, if students and teachers are requesting the purchase of books, consider having them preview those items via interlibrary loan. Once the books are acquired, and reviewed, a more informed decision can be made, as to whether or not to purchase them. Remember to use ILL for resources you use infrequently, while purchasing those resources you use frequently. SUNLINK Time Saving Tip: If students and teachers can’t find the resources they are looking for in your media center, don’t let them leave empty handed and frustrated. Make sure they know that as the SUNLINK liaison you can virtually get them whatever they need via ILL. You may lack funds to purchase everything you need for your media center, but with SUNLINK you can boast that you possess a sufficient collection of resources. Requesting items is easy with SUNLINK’s printable fax form, and email interlibrary loan capability. Help your students and teachers save time in locating resources by integrating ILL into your media program. Now, let us turn our attention towards your library automation catalog, more specifically the MARC records that make up your catalog. The quality of your MARC records will have a direct relationship to how resources will be accessed, or not accessed. Full MARC records downloaded from SUNLINK will enhance the individual’s school collection by increasing the access points (subjects, series, proper title etc.) used in retrieving items. By downloading SUNLINK MARC records, once poorly cataloged “invisible” resources are now visible to all from several access points. Lost books found, and lost money found.

SUNLINK’s MARC Record Download The Bottom Line SUNLINK’s database contains over 2,041,029 downloadable records that media specialists can access for cataloging print, non-print resources; curriculum related web sites, video on demand, and downloadable images. Once downloaded these records can be imported into a local automation system. If you don’t have a MARC download username and password, contact SUNLINK (1-800-226-0085, [email protected]) for more information. SUNLINK Money Saving Tip: Average cost of a MARC record if the media specialist was to purchase individually: .55 cents ea. (Source; E.F. Library Services). At .55 cents per record the total worth of the SUNLINK MARC database is $1,122,565.95. | Florida Media Quarterly | Spring 2009 | Page 20 |

Budget Blues continued from 20

SUNLINK Time Saving Tip: Because cataloging books (donated books, book store purchases) can be a tedious chore if done from scratch, the SUNLINK download will reduce the time of processing an item. The time and energy saved by using SUNLINK’s MARC download can be transferred to other media specialist activities involving students and teachers.

What is the true value of your collection? The dollar value of your collection is one thing, but the value to your students is another. If your collection is an aging one with books that offer outdated information, then students and teachers may begin to look elsewhere as you and your media center’s relevancy begin to wane. When was the last time you did a major weed of your collection? Let SUNLINK’s Age of Collection feature (found on the media specialists portal page) assist you in making your collection relevant for years to come.

SUNLINK’s Age of Collection SUNLINK Money Acquiring Tip: If you are looking for additional funding for your media center, consider creating a presentation about the state of your collection to the money people (principal, PTO etc.) in your school. Incorporate the AOC collection report in your presentation. Non-library people will find the colorful pie graphs and figures easy to read and comprehend. Because the AOC figures are static you may want to include some data from your library automation system’s AOC report, especially if you have made any recent purchases. If you have done a major weeding in the past year you can also include those figures and graphs in your presentation to show your collection’s progress. SUNLINK’s AOC allows you to compare several years of previous data. Don’t worry about presenting a poor collection to possible supporters of your media center. You can always turn a negative into a positive by sharing your plans on how you are rectifying the problem with a weeding plan, thus justifying the need for more funding to fill in the holes. If your collection stats look great, then continue on with your present strategy, and toot your own horn. SUNLINK Time Saving Tip: The SUNLINK AOC collection report will give you an overview of your collection. A quick way to identify those titles associated with old publication dates, simply type in a date or range of dates in the publication date field located on the SUNLINK search engine screen. You can then add those titles to a SUNLINK bibliography sorted by call number. Use the completed bibliography to review and weed the actual items. If you need help in how to weed particular topics, visit SUNLINK’s “Weed of the Month Archive” located on the Media Specialist’s portal page.

Conclusion Through re-evaluation and creativity, the sacrificing of media center services can be reduced to a minimum. Anyone who has been in education for a few years knows that we have survived hard economic times before. This is not the first budget crisis, nor will it be the last. Like you, we also have a budget we must live within, but it doesn’t mean we can’t be creative in finding ways to make those dollars stretch, and bring you greater value. Let’s roll with the punches, and value our lessons learned. If you have a story to share on how SUNLINK brings value to your school, contact SUNLINK at 1-800-226-0085 or [email protected].

| Florida Media Quarterly | Spring 2009 | Page 21 |

Q A

Can free podcasts from iTunes be inserted onto my web page for students to listen to? (For example, there are some free stories for kids) In terms of the free podcasts made available via iTunes, unless there is a notice of restriction on redistribution, you would be able to utilize on your web site, giving full credit to both iTunes and the copyright holders as your source for the materials. However, it might be easier, and safer, from a copyright perspective, if you provided a link to the actual file on the iTunes site.

Q

I purchased a video grabber (cable connection for camera to computer) which came with video editing software. I have installed the software on my computer in the classroom and have several students working on video production projects. The software came with a dozen or so “sample animation clips”. The students would like to add some of these to their videos. We intend to submit our finished videos to the Jim Harbin Student Film competition. Would the use of these clips be permissible?

A

I would recommend reviewing the fine print, license information usually found when signing on to the software, or in any accompanying print material that came with the software, to determine what end user rights came with the purchase. If none of that information is available, I would then recommend making contact with the producing company and obtaining, in writing, what end user rights to these clips is provided as part of the purchase. Products sold to individuals for personal use often have a different set of user rights than those sold to education or institutional sites. Since your desired use for these clips falls out of the area of direct instruction and will be used in the public setting (public performance) and since the Jim Harbin

Festival requires adherence to Copyright, with appropriate documentation, I encourage you to make the appropriate contacts to obtain the information, in writing.

Q A

We are interested in finding out whether the use of material from “YouTube” is permissible. We are currently trying to make a decision about its use in our district. “YouTube” has instituted procedures to screen for commercially produced, copyrighted material, which, if discovered, they delete from their site. Gary H. Becker However, as good as their screening software National Copyright Law might be, they don’t catch all items. Consultant [email protected] Whether or not the material posted is commercial in nature, the video clips are all copyright protected, as they meet the A “Question of Copyright” is an definition of a copyright, eligible work. However, in an instructional setting, if you ongoing column authored by follow the quantity and time use limitations Gary H. Becker, national Copyright law consultant and found in the Educational MultiMedia retired public school system Production Guidelines (when producing presentations such as a PowerPoint, KidPIx, technology administrator. If you have a question, pleased send Keynote, etc.) you would be able to use it to [email protected]. clips from YouTube to the extent permitted You will receive an individual in the Guidelines, keeping in mind that the response and your question Guidelines are not absolute and you may be may appear in a future edition able to exceed the limits stated. of FMQ. Requests to withhold If used in distance learning, you would need names will be honored. to follow the quantity, time use limitations and other requirements found in the TEACH Act. YouTube can be treated as a source for materials as would any other site on the web, a book, a DVD, etc., for which limited portions may be used for instructional purposes. Giving full credit to sources is required. Another option would be to provide links to the videos rather than downloading and incorporating the clips, or portions thereof, into works students or faculty are creating.

| Florida Media Quarterly | Spring 2009 | Page 22 |

Lee, Edward. Monster Lake. Ill. Erik Wilson. Pub. Little Devil Chillers. 2005. ISBN: 1-889186-56-2. 209 pp. Ages 8-12. Grades 4-7.

Cover illustration © 2005 by Erik Wilson Cover Design by David G. Barnett

In this fast-paced chapter book, all the elements pile up for a solid, age-appropriate book of suspense and good, clean horror. The writing is strong on imagery and characterization with the added bonuses of scary plot twists spiced with science of the natural world. Since her parents split and her dad moved away, 12year old Terri was grateful for Patricia’s new face in town, summer days filled with badminton, trips to the library, and hanging at each other’s houses. Summer would be perfect for enjoying the back yard lake, too, especially for a champion swimmer like Terri, but for some reason, some hidden reason, her mother and her Uncle Chuck forbid her from the lake.

One summer night, that reason shows up outside Terri’s window. First, the footsteps approach, then the bulky forms materialize in the dark. They look like animals, like… reptiles. Like huge… toads. But they have… teeth! So Monster Lake is just that — a lake full of monstrous creatures! Confused by her mother’s strange behavior and anxious to find the source of the monstrous reptiles before they move further into the neighborhood, Terri and Patricia start a desperate search — a search that results in a mutation not only of the area’s reptiles, but the possible spread to the humans themselves!

Amy S. Alspach Library Media Specialist, M.L.S. Hagen Road Elementary Boynton Beach, Florida [email protected]

The pen-and-ink drawings dotting the book heighten the thrill of the story, superbly drawing focus to the text. Monster Lake is perfect for your scary-story fans, and they’ll love the chiller-plot twists. It’s also a story of family love and family consequences, all wrapped in a creepy mystery that draws on grade-level science of amphibians and reptiles. *Available from Follett Library Resources.

| Florida Media Quarterly | Spring 2009 | Page 23 |

Florida Media Quarterly (FMQ)

is the Florida Association of Media in Education (FAME) electronic magazine published quarterly. Each issue includes articles of interest to all media specialists. Special columns focusing on technology, copyright, and book reviews, as well as feature articles on topical issues are written by colleagues and specialists to keep media specialists on the cutting edge. FMQ is available online in .PDF format from the FAME website at http://www.floridamedia.org

How to Submit Articles

How to Submit Book Reviews

Have you completed a research project you want to share with other media specialists? Have you just returned from a trip where you witnessed exciting innovations for media specialists? Have you learned a new technique, found a new product or service, or just have information that you want to share?

Please follow the steps below to submit book reviews to FMQ. Submissions should be in Word or Word Perfect documents and be clearly written.

Format Submissions should be in Word or Word Perfect documents. Articles should be clearly written and may be accompanied by black and white photographs, charts, or graphs; however, please do not embed your visuals into the text.

1) Read the book. 2) Include the following in your review: • author • title • illustration • publishers • copyright • ISBN • grade level appropriateness

All photographs, charts, and graphs accompanying articles should be submitted as .jpg or .eps files and must be submitted along with the article. You may indicate where you would like them placed, if you have a preference, by simply noting it in BOLD in your text.

3) Email the review to Pat Dedicos, FMQ Editor, at [email protected] including • a .jpg of yourself • the name of your school • address of your school • your position • your email address

Rights

Deadlines and Focus of FMQ

Materials, once submitted, become the property of Florida Media Quarterly (FMQ). The editor reserves the right to publish the article in the most suitable issue. Materials will not be returned. Authors are responsible for the accuracy of the material submitted and for any and all copyright permissions necessary.

The publication dates and focus of each FMQ issue has been provided below to help you plan article submissions; however, you may submit articles at any time of the year. The FMQ editor will select from the articles submitted for placement in the most suitable issue.

Photographs and Graphics

How to Submit Articles Submit articles via email directly to Pat Dedicos, FMQ Editor, at [email protected]. Please include the following information with your article: • a .jpg of yourself • the name of your school • address of your school • your position • your email address

Issue

Focus of Publication Issue

Articles & Ads Due

Publication Date

Fall

Emergent Trends in Media Programs

August 1

September 1

Winter

Promoting Your Media Program

November 1

December 1

Spring

Evaluating Your Media Program

February 1

March 1

May 1

June1

Summer Tips for a Successful Media Program

| Florida Media Quarterly | Spring 2009 | Page 24 |