photo of Laryy JohnsonWelcome to e-class!
Get acquainted with the Syllabus, Calendar, Requirements and Checklist for this course. The Course Guide will take you step-by-step through the course materials and assignments. As you move through this Course Guide, you'll work your way through five sections of online readings:

Use the navigation on the left side of the screen to locate particular topics. If you think you may have missed class email communications, the email archives are located BELOW. Questions or concerns? Contact Larry Johnson at

Class Email Archives

Nov 14: S671 School Media Update
Howdy folks,
Scores for DP seven have been posted on your gradebook at Canvas.

Last week’s online readings were focused on money - budgets & budgeting. Most school libraries rely on their larger institution (School Corp. / District, State Government) for financial support.

If comparative data on budgets is needed, a few selected reports can be useful:
Characteristics of Public Elementary and Secondary School Library Media Centers in the United States: Results from the 2011-12 Schools and Staffing Survey.

Table 427. Selected Statistics on Public Libraries / Media Centers, By Level of School: 1999-2000, 2003-04, and 2007-08.

AASL’s National Longitudinal Survey of School Library Programs (2012)
Related Article:

Farmer, Lesley (Mar 2012). Brace Yourself: SLJ’s School Library Spending Survey Shows the Hard Times Aren’t Over, And Better Advocacy is Needed. School Library Journal at Internet Archive Wayback Machine.

Everyone did a good job with their analysis and reports, and there were a couple of stand-out jobs. Well done!

The sometimes 'hidden part' of this assignment was the center visits and completed interviews. The 'reveal' was your summary and analysis within your report - - that is the organization and explanations that you provided about your visits. This called on your abilities to organize and convey the rich details that you saw and heard - - not always easy tasks. But if you worked on the structure of the report, shaped it in a manner that did not leave out any of the required elements - - you were well on the way.

Next I checked that you included examples and non-examples that conveyed meanings and a richness of detail. Also looked for as many of your own ideas and insights as possible. Your connections to ideas and information in the literature and course materials often helped to identify similarities and differences and explain meanings.

The most important aspects of this assignment were the visits themselves. The required report was a way of 'forcing' you to organize and communicate your findings from those visits. It was an opportunity to frame your related ideas and opinions about both what you saw and heard. You might question if what you saw matched what was conveyed on paper (policies and program materials) or in the interview results; did the 'walk match the talk' sort of thing? Lastly as SLMS we often need to create reports; so this was an opportunity to practice and demonstrate those needed skills of organizing and communicating your ideas. In our day-to-day work as SLMS, we are often called on to quickly create a document; that could be an end-of-the year summary report, a program proposal, a grant or funding activity . . . any number of such documents. Take care that those truly reflect your best ideas and work efforts.

Lastly, I recognize that the required visit(s) to a school and its library can be inconvenient, hard to schedule and complete. But I also feel that it is very important for you to visit and critically examine school library media programs - - do it as often as possible. No two are exactly alike, but you can learn much in the process. Thank you for following through on what can be a hard task; I hope you enjoyed it!

This weeks readings are:
Chapters 7 & 8 in the Coatney text - Many Faces of School Library Leadership.
And in the Advocacy section of the online course materials:
The Teacher Librarian as Advocate
Promotion: Public Relations, Advertising and Marketing
Special Events

Your second Toolkit Item is due on the Friday before our Thanksgiving holiday break.

Throughout the course, you have been assigned readings on the Web and from the required texts.
That series of readings are nearing an end (8-). Next week the next DP9 will be due.

For the last few years, I have modified a once traditional online quiz activity - - trying to come up with a 'Not-exactly-a-quiz" or "Not-a-traditional-quiz" approach that can serve as a learning tool aimed at insuring that a few important ideas / concepts are understood? This year there are a total of ten multiple-choice items on the exercise; you are to pick the 'one best' answer. There is no time limit. If you can keep connected to Canvas, then you may take as long as you wish. The questions are randomly given; therefore Item 10 on your quiz is not likely to be Item 10 on anyone else's quiz. Because the items are scrambled, your discussion should identify the text / identify the specific question. All items have been used in several previous classes and have been validated.

Get started any time with this two-part Decision Point: log on at Canvas, then proceed to take the online quiz found in the 'Test and Survey' section. This is an open book, open computer opportunity - use as much time as needed. This is NOT A COMPREHENSIVE ASSESSMENT; It does not cover everything in the course. Rather it does touch on materials from throughout the semester. Do the best possible, but your quiz score WILL NOT BE USED TO DETERMINE your DP score. Read that again - - how you do on this quiz will not impact your score for DP9.

Note: The entire DP9 process needs to be completed by midnight Wednesday of next week. Quiz items only cover assigned reading up to this point. The Quiz at Canvas will only be available for the week.

Your DP9 score WILL BE BASED entirely upon your post-quiz analysis and discussion:
* Identification of the question(s) / items that you disliked most; what were the worst quiz items? Discuss the best and the worst items, explain your thinking.
* Identification of the 'root' issue of all questions missed on the quiz (All items where your response choice differed from the answer key).
* Were the items fair? Make suggestions to improve the quiz items that you disliked or that you judged as being unfair.
* Attention to any and all items where your response did not agree with the answer key shown after you submit your quiz.

The not-too-transparent purpose of this DP is for you to again deal with the assigned course content - - and to make the quiz activity a positive learning exercise. You are welcome to also include comments regarding this DP process itself. Make sure that your reply / response to a fellow classmate's posting is more than just agreement or disagreement, more than feedback - - as in other previous DP items, insure that you extend added discussion, information, or examples related to the issues and ideas.

Quick reminder that expectations for your last two toolkits are high . . . that is my expectations are that now with the experiences and feedback from earlier assignments, these last two activities should be high quality work. For those of you selecting one of the options for Toolkit C, closely check all the criteria listed. Moreover carefully look at your work, analyze it carefully. Try to view it from the perspective of someone not in the course. The project should be aimed at a program or activity for a school library media center. It should provide enough detail (Go beyond meeting the basic criteria) so that another school librarian or pre-service library science student could understand and adapt or implement in another program. Prepare this for a larger audience. If it represents the best work that you can develop, it could become part of your professional portfolio.

Enjoyed reading Betsy Cohen’s (Nov 13, 2013) article “Hellgate High Librarian Stays on Top of Technology to Help Students” from The Missoulian (MT).

Read about a tech project (A Plemmons at David C Barrow Elementary School, GA) that sought funding at and was successful in reaching its goal.
Learn more at Mr. Plemmons’ Barrow Media Center blogsite:

The end of this course is in sight, but don’t let up on these last assignments; make them your best!

Have a good week,

Nov 2: S671 School Media Update
Hope you are enjoying a beautiful, sunny fall weekend like we have today in southern Utah. We have already had our first snowfall, but most of it has melted except for on the shaded north-facing mountain slopes and the higher elevations above 7,500 ft. elevation.

The past week's readings were:
Service Management
Professional Development

Also read Many Faces of School Library Leadership (Coatney) - Chapters 7 & 8 and continue working on your Toolkit items.

I will score the recently completed Reality Check assignment next week, after you have had time to post the response(s) to fellow classmate(s) report with your added ideas, information, examples, etc.

As you complete your last Toolkit assignments, some of you may choose to include materials in the form of a PowerPoint presentation? These are a few reminders about developing presentations using the popular MS software.

As many of you know, PowerPoint presentations displaced the use of transparencies with overhead projectors and have been around well over a decade. Their use and misuse has become pervasive. Don McMillan's stand-up routine (May 2007) 'How NOT to use PowerPoint' humorously tries to point out some of the problems (Length 4:25 minutes)

David Airey has asked (at his website) " . . . when was the last time you saw one (PowerPoint) that wasn't cringeworthy?" Computer-generated presentations including PowerPoints are usually NOT thought of as 'stand alone' products; that is, the presenter often tells the main story. Think about it, when you are in the audience - - do you spend most your time looking at the projected images (slide show), watching the speaker . . . both, or something else? In your work, decide if you need to include the verbal component. Is that integral to your PowerPoint presentation?

Making a PowerPoint is the easy part. Rather strive to make them effective, thought provoking, and engaging. For related ideas, watch a slide presentation - - one that is a stand-alone - - by Alexei Kapterev 'Death by PowerPoint (and how to fight it).'

One last quick resource on PowerPoint design and development
Umstattd Jr., Thomas (Jan 2008). 5 Tips to Avoid Boring PowerPoint Presentations
"As soon as a presenter shows their first slide riddled with text we know we are in for a long boring talk."

There are tons of other informational and tutorial sites out there for making PPT presentations. Some provide opposing viewpoints or ideas that are the opposite of others. Use your own ideas and perceptions to develop and use the best presentations possible.

Annette and I have designed and delivered hundreds of presentations and workshops over the years. And we use MS PowerPoint, but today we incorporate fewer words and hardly ever use text lists. On screen we try to provide visuals that are integral to understanding the concepts and ideas being conveyed, information that complements our message. We use audio and video clips where appropriate. We provide a digital handout available at our website in the ‘Activate’ section at eduScapes

Last comments: As you begin to consider or complete the final Toolkit options, make sure that you incorporate some of the basic components found in the previous assigned readings about Planning Lessons and Activities.
Most common general omission by former students is not providing enough detail and explanation for any given activity. These are meant to be stellar, outstanding plans . . . think in terms of providing a detailed plan that would help a novice conduct a similar program.

Have a good weekend and beginning of the next week. Email - communicate if you are having problems and need any help or added explanations.
Dr. J

Oct 25: S671 School Media Update
Hi Gang,
Way past the mid-point for the course. Keep focused and on track. First off, a little feedback on the DP about time.

DP5 touched on a few issues related to time. With regard to the discussion option on fixed versus flexible scheduling, the task asked you to examine the issues, then take a definite stand, and make your case (argument) for what you preferred or thought was best. A few years back, Kristin Fontichiaro posted brief comments about fixed Vs. flexible schedules and learning at the School Library Media blogsite:

". . . it occurs to me that fixed schedule curriculums focus on . . learning about books and not . . . learning through books. It's a pretty interesting pedagogical question, isn't it? Should we be focusing our energies on genres and formats and authors and illustrators and book care (learning ABOUT books)? Or the kinds of critical thinking and problem-solving that come from learning THROUGH books and other resources?"

I don't believe fixed, flexible or blended schedules necessarily dictate one type of curriculum; way of teaching / learning, but I do like her shift of focus to more what is important. It's not all about the books; it is all about the ideas - - and books are not always printed paper or even text.

Due next week - Be sure that you complete all of the assignment for the Reality Check Project (25 points possible).
The criteria list that I follow in scoring the Reality Check is at the bottom of the webpage (The list at Canvas does not cover the entire assignment; it is more of a placeholder for you posting of the completed project document).

Again this week, everything is online:
Human Resources Management
Media Specialist Professional
Library Media Support Personnel
Volunteer in the School Library

This is a topic that comes up throughout the class; it is interwoven into almost every aspect of being a school media specialist. But It can be one of the most difficult concepts for teacher librarians to fully understand and grasp and even more difficult to effectively practice - -to initiate and enact on-the-job. Why is that? For one, the emphasis on this is relatively recent. I know that Information Power has been out since the late Eighties - - that would be in the previous century, right (8-)! But we need to have more examples, more models of good practices. Most of us did not experience school libraries where the professionals interacted in this way. And when we visit or work in schools today, we often do not see successful collaborations.

Also people often use the term 'collaboration' to loosely apply to a variety of relationships. In some cases, I think the situation being described is closer to 'cooperation.' These two terms, cooperation and collaboration, are often interchanged, but are actually very different. For me, the term cooperation involves working side-by-side (Could be virtually side-by-side too) with someone - - a colleague, teacher, administrator, etc.. For example, you might act upon a request for materials or teach a lesson that parallels and supports the classroom teacher... however the lesson may not be planned together. Collaboration infers a greater degree of interdependence and truly working together. For example, the teacher and teacher librarian might together design, develop, and deliver a lesson activity that is based upon joint, mutual learning goals. The activity is aimed at having greater impact than could be achieved individually. The teacher and teacher librarian each have something unique to contribute to a collaborative venture. I believe that we sometimes elevate activities to the level of collaboration (It just sounds better!), when they are largely based upon cooperation. Consider ways that your interactions with teachers can transform learning. For example, rather than simply gathering those books that are requested every year, talk with the teacher about redesigning the assignment to also incorporate electronic databases or emphasize specific information skills. Cooperation is a good thing, and it can often be used as a springboard to moving more toward collaborative efforts.

The following comment came from a student in another online class - - talking about a visit with a SLMS:
"I truly admire this school media specialist. In order for the relationship between school media specialist and teacher to be effective, the school media specialist has to be the initiator. Often times, teachers are too busy running their own programs and don't think to include the library or the expertise of the school media specialist. She said that when she first came to the school, some teachers didn't even include the school media specialist in research report writing. They just wanted to bring the students down to the library to do research, but it wasn't guided by the teacher or the school media specialist. That's why it is so important for the school media specialist to establish him or herself as an open book, ready and willing to help teachers. He or she also has to be the one to initiate ideas, lessons, and feedback from faculty, students, and parents. This helps to create an awareness that the school media specialist is there to work collaboratively with everyone. She now leads the research portion of the unit on research report writing for all the English classes' grade 9-12. She also, teaches the writing of bibliographies. Her lesson plans change according to the students' grade level and were very impressive."

Have another great fall weekend,

Oct 19: S671 School Media Update
Hello Everyone,
The scores for your first Toolkit item and DP4 have been entered online on the Canvas gradebook.

Always interesting to see the different approaches taken with Decision Point 4 and weeding. Many of you noted that the process involves examining the physical condition of materials. Copyright date alone can not tell you the wear and tear to an item. One can learn a lot from examination and analysis of the online records, but sometimes one also needs to flip and scan a few pages or open the box in order to make a final decision as to keeping or removing. Sometimes we focus too much on specific types of books or on books alone. Crammed bookcases are not the goal - - the goal is a dynamic, vibrant collection of materials that match teachers' and students' needs. Materials that are not used take up valuable space. Today's collections include printed, electronic and online books, but also online databases, digital materials, other virtual resources, and much more.

Debriefing on the first set of Toolkits; most of you did very well, with a few small deductions here and there.

Not directly talked about, but indirectly touched on in some discussions: most teacher librarians view their work as more than an 8 a.m. to 4 p.m. responsibility. It's a professional career and in order to keep current and meet the needs of our faculty and students, that means we often work into some evenings, we may show up on Saturday or Sunday and summertime too. We are working at home or wherever we may be. I've found that this is true for several others in the education fields; not just a characteristic of school library media people.

I also believe that we cannot succeed working as an 'isolate;' that is, we do need to interact and connect to others in the field in order to keep abreast of 'what's happening.' For me the time devoted to that time of interaction (conferences, online discussions, reading and research, etc. - - personal / professional development) has seemed to pay off in my own work(s). Key is to quickly zero in on what ideas and things are useful for you (skimming, scanning, refining approaches) and focus on concepts and ideas that can be applied in our work.

Facilities Management
Facilities Planning
Elements of Facilities
Open a New Library
Close an Old Library
Renew the Library Media Center

Next Wednesday, your reply / response to DP5 should be complete, and you also need to complete Decision Point 6 (Complete one of three options)

Be sure that you include all assigned elements, meet the minimum requirements and recognize that outstanding work will extend beyond that criteria in one or two more instances.

Also work on your second Toolkit and the Reality Check activity.

A few years back, AASL launched a building level toolkit: Implementing AASL's Learning Standards and Program Guidelines Implementation Toolkit

This Kit includes presentations you can adapt for use with your staff, stakeholders, and parents; articles you can read; a primer on inquiry; recommended books; links to the writings and implementation ideas of other librarians; a sample job description and evaluation documents; blog posts from folks in the field, and more.

Have a great weekend; back with you soon.

Oct 10: S671 School Media Update
Hello gang,
Coming up on Monday-Tuesday of next week, the third annual University Fall Break.

Hope that you have seen the scores posted for your Decision Point Discussion 3 on the "Tough Issues." In the next few days, I will complete scoring your first Toolkit.

This week you were assigned the first readings in the section for Program Administration:
The Teacher Librarian as Manager
Time Management

The next big assignment (Other than continued Decision Point discussions) is the Reality Check exercise (Due Wed. Oct. 30th). The assignment guidelines and a checklist (criteria) used in grading are at

You are to visit at least two library media centers and interview the teacher librarian. One of the two visits can be the library in the building where you work (as long as you are not the school librarian there) or it can be a virtual visit. This is the major assignment for this course (25 pts).

The Sept / Oct 2010 issue of Knowledge Quest was devoted to topics related to intellectual freedom. Guest edited by Helen Adams, the issue was recently made available as a free online download:
The issue is a great resource and one that fits perfectly with this course.

Last week saw the end of this year's blog guest schedule; hope that you enjoyed the opportunities to interact with school library media experts with varied responsibilities and a wide range of practical experiences. I'm always fascinated with the different concepts and ideas that are explored. I have expressed my gratitude to each of our guests in individual mail exchanges at the end of their sessions. Well done on your end too. I hope that you too were impressed by our guest experts and the candid responses they provided.

The Blogsite has all of the past interactions; that's eight years since 2005. Eight years and eight classes with hundreds of students and 37 individual school librarian guest participants (Classes were larger in 2005), each expert participated from 1 to 3 years (Avg. slightly over 2 times each; 76 total sessions), experts working in 13 different states including 22 stellar teacher librarians in IN, and the blogsite has been viewed more than 28 thousand times by students in the course and other virtual visitors. Contained within the site are 'tons' of shared ideas, experiences and insights - - it's worth digging through. There's evidence of changes of focus in the field - what was being talked about in 2005 is a little different from today. But there also remains a set of useful central core concepts that run throughout the discussions.

Since 2005, UNESCO has declared October 27 as the World Day for AV Heritage in order to raise awareness of the importance of AV documents as integral part of national identities and the world's memory and to draw attention to the urgent need to safeguard and preserve them. This observance occurs every year. Learn more at:

Edutopia offers free downloads of several guides providing tips for teachers, parents and administrators:
Requires that you sign up with a name and email address.

Enjoy the weekend and Fall Break next Monday and Tuesday (I know that for some of us, these days are normal school work days), back with you midweek . . . email with questions or concerns; I will check my email during the break.

Sept 30: S671 School Media Update
Hello everyone,
Another week begins; we are nearing the half-way point in the course.

Just wanted to remind everyone that our last three blog-guests, are scheduled this week. First up is Susan Eley; she has been online and left a message at the blogsite. Hope that all of you don't miss these opportunities to interact. 'Pick their brains' and learn all that you can about what it is like to be the teacher librarian. They can share candid information that is not contained in the course materials.

Reminder to be sure to add your name at the bottom of your comments (If you prefer, use only your first name to identify yourself). Inclusion of your name will give the our Blog guests a way to separate discussions; for example, Susan can then address her response to specific individuals. With numerous student's posting comments, it can sometimes become confusing as to who is saying what.

The initial postings for DP3 are due tonight; I will score those after you have had time to reply.

Online Materials to be read:
Collection Development
Materials Review and Selection
Collection Maintenance & Weeding

Also read Many Faces of School Library Leadership (Coatney) - Chapts 5 and 6.

Work on Toolkit Item(s) and Reality Check; the first Toolkit is due next Monday, Oct. 7th.

Decision Point 4: Fun with Weeding is also due next week.

The California School Library Association (CSLA) recently shared this infographic:
Print out copy at

While visiting the CSLA website, I also noticed the following note and recognized it as a 'sign of the times':
"Please note: This website works best with the Firefox, Safari, or Chrome browsers. We are aware of issues viewing the site with Internet Explorer, and urge you to use another browser."
Prompted me to remind anyone that is using Internet Explorer that MS is falling behind in their update and support of their web browser. Safari is also slipping (No longer being updated); today's top choice is usually Google Chrome. But I keep one or two others handy for times when Chrome does not look right.

Decision Point 4: Fun with Weeding calls for you to visit two libraries - - a school library and a public library. Can be anywhere, but it makes sense to pick one that is nearby. You are to analyze and compare any section within the print collections; pick a starting point and examine the first fifty items from there. Apply the CREW method of collection analysis and report the results of your examinations.

One cannot ascertain the condition of the books without a library visit; therefore, it's important that you physically examine the books. Don't make this a long visit, plan ahead, schedule your time, and quickly make your visits. This is the first instance in the course that requires a 'field trip' but the Reality Check also calls for a visit to school libraries.

The next big assignment (other than continued Decision Point discussions and your first Toolkit due next week) is the Reality Check exercise (Due Oct. 30). The assignment guidelines and a checklist (criteria) used in grading are at

You are to visit at two library media centers and interview the teacher librarian. One of the two visits can be the library in the building where you work (as long as you are not the school librarian there); one can be a virtual / online visit. More about the required criteria at the above webpage.

Each visit calls for you to compare and contrast elements of the centers and their programs. Make the most of the interviews, but also gather data from your observations. Every school library and their program is unique.

Have a great week,

Sept 24: S671 School Media Update
Hello gang,
Blogging with our guest practitioners is in full-swing; two guest teacher librarians, Sherry Gick and Pete Hildebrandt this week, and three people next week. Each is available for three days at the blogsite. They provide candid responses that reach beyond the confines of course content offered in this course. Don't miss these opportunities to gain added insights and ideas.

Read the following web materials online:
Intellectual Freedom
Rights of Library Users
Internet Access & Filtering Issues

Also read in Many Faces of School Library Leadership (Coatney) - Chapt 4

Complete Decision Point 3, due on or before next Monday:
Tough Issues
You are to complete one of two options for this DP analysis & discussion - your choice.

Reminder that your first Toolkit item is due on October 7 (Extended time granted in last week's Update message).

Toolkit A - Professional Connections
Contains three distinct parts:
1) Online interactions
2) Virtual presence - School library websites
3) Blog interactions

Toolkit B - Professional Participation
Contains two parts (One has two options):
Option 1: Professional event
Option 2: Virtual event
2nd Part (Everyone): Defend Your Program

Toolkit C - Professional Practice
Complete one of six options - your choice

The three Toolkit assignments are spread over the next few months and make up a total of 45 points (45%) of the Course. Read all of the guidelines carefully, make sure that you attend to all components to the best of your ability . . . that is, make sure the work represents your best efforts.

For some of you, attending a specific conference or completing the blog interactions may require you to complete Toolkit C first. That's fine, post it in the Canvas Forum setup for the first Toolkit submission.

Toolkit segments may be completed in any order, but should be presented entirely - - that is all segments are to be complete / submitted together (Posted at the Canvas Forum section).

Also begin to schedule required time to visit two school libraries (One of those may be a a virtual visit). I believe that it is important that you visit and examine as many school libraries as possible (No two are exactly alike). You can always find new and interesting ideas if you look for ways to adapt and improve.
This activity represents 25 pts. (25 %) of the Course.

The Reality Check Project is not due until the end of October, but like some of the Toolkit components - - it needs to be planned and scheduled.

If you have questions or concerns, email me. Have a good remainder of the week and weekend.

Sept 22: S671 School Media Update
Hey everyone,
Hope that you are making progress on a Toolkit assignment and are thinking about, completing the visits needed for the Reality Check Project. During this and the previous week, the amount of reading and discussions were reduced in order to allow some needed time to work. Make sure that you look over the schedule for our Blog guests; the three days that each will be available passes quickly. ONCE THOSE DAYS HAVE ENDED, OUR BLOG GUESTS ARE NO LONGER ONLINE.

Next week (Monday Oct 1st), our first guest expert is Susan Eley. She will be followed by four other guest bloggers, school librarians working in the field - - that's it, a total of five people. You have a minimum number of interactions required, but you are welcome to join any or all of the discussions. Each of these persons can provide unique perspectives and professional insights. Enjoy this opportunity and learn as much as possible.

Scheduled sessions
(Don't miss these opportunities - THIS IS IT, no other sessions will be scheduled):
Mon Sept 23 - Wed Sept 25 - Sherry Gick (2013), Rossville Consolidated Schools (IN)
Tues Sept 24 - Wed Sept 26 - Pete Hildebrandt (2012, 2013), Sylvania Northview High School (OH)
Mon Sept 30 - Wed Oct 2 - - Susan Eley (2010, 2012, 2013), Hillside School, Mt. Laurel (NJ)
Tues Oct 1 - Thur Oct 3 - Jennifer Brower (2013), New Haven High School (IN)
Wed Oct 2 - Fri Oct 4 - Jeanna Walker (2012, 2013), Portage Northern High School (MI)

Specific instructions about how to post comments / complete the discussions at the Blogsite:

That's a great lineup. Before posting comments at the blogsite, wait until you see a posting there from the guest participants. You can prepare ahead of time. Select those who you wish to interact with; remember each person will only be with us three days. In the next week, I will be updating each guest's personal information page.

These people have a wealth of experiences and successes in administering strong school library media programs. After looking over their brief introductions, compose your initial questions based upon your professional interests and their interests and backgrounds.

Interaction means more than a one question, more than one blog posting for each discussion interaction. That is, try to engage guest experts with more than a one question - one answer discussion. Avoid long run-on questions; a deluge of multiple / extended questions in one posting. Make your interactions with the expert guests as meaningful as possible. Carefully construct your posted comments and focus them to your and your guest's interest and expertise. Provide enough explanation and concrete information so that a mutual understanding of the concept and issue is gained. Extend your conversations with followup discussion to gain more deep and richer understandings. You have access to "pick these people's brains," so make the best of that opportunity.

They will NOT be online all of the time but will be online one, two or more times a day. They are busy, working people and may not attend to your messages until late in the evening or early the next day. Be patient and plan your use of their time well.

You are to interact, discuss issues and ideas with a minimum of three different guests; but you are not limited to only that number. Make the best use of these opportunities.

In addition, I ask that you be sure to add your name at the bottom of your comments (If you prefer, use only your first name to identify yourself). Inclusion of your name will give the our Blog guests a way to separate discussions; for example, Dennis then can address a response to specific individuals. With numerous student's posting comments, it can sometimes become confusing as to who is saying what. Thanks in advance for attending to that.

The blogsite for these interactions are at

If you have a blogger account at Blogger, you can use that or carefully follow these instructions:
1) At the blogsite, click on the '(number) comments' link (next to the pencil icon) at the bottom of the introductory posting for session.

2) Then keyboard in your message in the "Leave your comment window." You should add your first name (full name if you want) at the end of your message (identify yourself); also can put any information here that you want displayed publicly.

3) When you have a message as you want it, click on the "Anonymous" button under "Choose and Identity." Next, click on the light blue "Login and Publish" Bar.

This schedule for blogging is compact and over entirely in a few weeks. Make sure that you mark it on the calendar. Suggest that you be ready to post your first comment / question to selected blog guest on the first day (After they make their first posting) so that you have all three days to continue the dialogue. Avoid posting your first comment on their third / final day of interactions. All blog interactions will be done after Friday, October 4th.

If any of this is confusing, email me . . .

Sept 18: S671 School Media Update
Hello gang,
Another week and we continue moving along in the course. Nest Monday, Sept. 23rd will bring the start-up of our discussions / interactions with the blog-guest practitioners in-the-field. These people are out there working and will generally tell us like it is! Hope that you enjoy these discussions and take full advantage of the opportunity to pick their brains, gather their varied insights.

The schedule is complete; we have a total of five stellar guests over a few weeks (I will get the schedule online too in the next few days). It will go fast. The schedule page will be updated and bio page information is being collected. A gentle reminder to not pile on multiple messages, rather compose one posting and then wait for the reply before following with another. Establish a natural dialogue and let it evolve. That means that in order to complete a series of interactions, to develop the virtual discussions, you need to start the process on the first day of a session.

And hopefully we can spread out (In previous years this has worked great - no one has been overloaded). That means if you see one person has lots of traffic or another has little - - then adjust so that we have good discussions with everyone. Experience from previous classes, this generally happens but just want you to be aware.

Each of our guests is unique; some have a few decades of work experiences and others are relatively new to the school library profession(s). All of them have varied interests and focus in their work. Together they provide a wealth of information and ideas; hope you agree. Have fun with these discussions.

Scores for your DP2 Evidence-based Decisionmaking have been posted to the Canvas Gradebook.

This weeks readings online in the Information Access & Delivery section of the course materials:
Information Access and Delivery: Introduction
Teacher Librarian as Collection Developer
Policies and Procedures
Intellectual Property & Copyright

Also read online Chapters 6,7 and 8 of the online textbook: School LIbraries: What's Now, What's Next, What's Yet to Come

Continue working on your first Toolkit Item and planning and scheduling of the visits needed to complete the Reality Check assignment.

As an IU system student, you can download (for free) new versions of Microsoft software, the entire Adobe Creative Suite (Includes Dreamweaver, Fireworks, Photoshop, Flash, and more), and other software programs. In some instances you can purchase the software on discs for a very low price. Connect to IUWare and use your login to gain access.

While focused on software; you may not be aware that MS Publisher documents are not able to be viewed by persons using a Mac computer platform (My preferred computer). If you want to create a MS Publisher document for this or other classes, then also provide a PDF file of the same work. The nice thing about a PDF is that your document will retain all formatting including margins and fonts. It will look the same, regardless of the computing platform.

A few comments about making changes at a school from a school library viewpoint:
Occasionally someone touches on the idea that over time and after giving time to settle into their library position, they will be able to gain teacher support and bring faculty on board with their ideas for improving the school library program. if you are new on the job, the program you inherit will have been perceived as (1) outstanding, (2) merely okay, or as (3) lacking or failing to meet expectations. Irregardless of the situation, you do not have years to make changes . . . you start from wherever the program is and take it forward. But faculty, staff and student perceptions about you and your abilities are usually set in the first few months or even weeks. If you come to the SLMS position from a teaching position in the same school or district, those perceptions may be already in place and if you are to change them, you have to do that immediately in the first weeks (My personal experience, I moved to my first teacher librarian position in a building where I had been a shop / industrial arts teacher and a department chair for a few years - - this was at a relatively large, metropolitan school. I surprised many fellow faculty members by my interest and knowledge and willingness to collaborate). It's important to be ready to meet the challenges and quickly become known for your expertise and abilities while taking your spot as a valuable team member that is willing to work with fellow teachers. Develop your people skills. As mentioned in the course materials, there are a number of ways that you can help do that - - such as quickly becoming an expert on the school curriculum and the Common Core, developing and sharing your technology skills, and making work with students and teachers your number one priority while maintaining positive communications with your administrator(s), teachers, and students - find out what they expect, do what you can to meet and exceed those expectations, and convey your goals for your program.

A recent posting by Doug Johnson was titled '7 Tips for Making Your Principal Your Ally.' His list contains some great practical guidelines.

Specific directions for blogging will be sent out before next Monday. Have a great Fall weekend, and I will be back with you in a few days.
Dr. J

Sept 10: S671 School Media Update
Hello gang,
Fall has arrived here in the intermountain West but we are still getting monsoon rains frequently. Three flash floods in the last couple of weeks. Here's a videoclip (Linked below) showing the biggest one - water surged for over an hour but then it began to dry. It's raining tonight and more rain is forecast tomorrow. Unusual here, we average less than six inches of water per year (Including winter snow).

This week's online reading assignments are
Approaches to Data Collection
Collection Mapping
Data Sources

Also read online:
Read School LIbraries: What's Now, What's Next, What's Yet to Come - Chapts 4 & 5

Read Empowering Learners - Appendices B, C, & D + G

If you have not already done so, this week start work on a Toolkit item.

Soon I will read and score your postings for Decision Point 2 - Evidence-based Decisionmaking, but you have several days to get the reply / response postings completed.

Upcoming event, the Library 2.013 Worldwide Virtual Conference is scheduled for October 18-19th. The conference will be held online, in multiple time zones over the course of two days, and will be free to attend. Learn more:

Heads-up about one component of the of Toolkit A - Professional Connections will have you interacting online with expert 'guests' at a blogsite. The scheduled 3-day interaction sessions are scheduled to begin in a few weeks. This year's participant list is being worked on - - that is, I'm waiting to hear from a couple of people. Then I will get the schedule updated and send you all the information.

Each year highly qualified guests give of their time and expertise to interact with you. Before the first scheduled blog guest, I will provide added guidance about the specific process for posting questions and comments and provide a few suggestions. This has always been a fun and rewarding activity in past classes; it's has been a good way to bring in outside guests to our class. You will gain some candid insights from persons out their doing the job of school librarian.

But once the blog guest schedule is completed and begins, the guests will only be available for the 3 days and all will be completed in a span of a few weeks.

Sending this update message out late at night because tomorrow, I have an early visit scheduled at a veterinarian's clinic. We have a feral cat that seems to have adopted our property, borrowed a neighbor's humane trap and she will make the trip for any needed shots and procedures.

Back online sometime in the afternoon,

Sept 4: S671 School Media Update
Hi gang,
We are moving along in the course. I will be scoring and posting points for DP1 in the Gradebook at Canvas soon. Meantime this week has NO activity due until next week - DP2 is due next Monday.

I have already scanned through many of the discussions and responses for Decision Point 1. Generally I try and 'remove' myself from these discussions; as soon as I post a viewpoint as the instructor, my expressions influence the ongoing conversations. The collective information (All the discussions as a whole) are impacted. Often I followup with a few observations and general remarks about the process or issues:

With regard to the scenario in DP1; it is not all that far-fetched. I've known schools and library centers to suffer catastrophic destruction. Most large libraries have disaster plans in place and often different versions for different types of impact. Collectively you came up with some of needed ideas; i.e., taking the program outside the center, utilizing portable computer labs, collaborating with teachers & students, ramping up the virtual aspects of the library. Some mentioned partnering with nearby school & public libraries? I would just point out that in order to be successful, much of your library program and collaboration would need to be started or in-place before the disaster. Administrators, teachers, students, and many parents have a general impression of the library program. That impression needs to match the plan.

Moreover if a facilities disaster situation were to occur, a teacher librarian would need to take a large part of their library program directly into the classrooms; be an integral part of the teaching / learning process. It's got to be more than library orientation sessions and instruction on how to use the library resources. Such instruction needs to be integrated into the classroom curricula and delivered in as real of context as possible; that is, introduced / taught when students need it for their learning. That means being ready with news and information after the earthquake / fire etc., jumping into a collaboration (example: working with a math teacher and using digital cameras with students to examine patterns in nature), and nurturing ongoing relationships with teachers across the curricula. It's sometimes a one-shot opportunity that you don't want to let pass by, or it's a longer ongoing curricular project that involves you directly with teachers and students. It's what makes our jobs exciting and challenging . . . takes a lot of energy. That's why I always discourage someone who is looking to switch careers to school library media when they mention that it will be easier than classroom teaching. I've done both, and if one does the job right, being a school librarian / teacher librarian, school media specialist (whatever the title) is not easier. It's different, but you still are a teacher. You may lose your prep period (you are lucky if you can grab a few minutes for a quiet lunchtime), and you're usually there before and after school. But you can impact many more students and their teachers and their learning.

First the textbook assignments:
Chapt. 2 in Coatney's Many Faces of School Library Leadership
Chapts 3 & 4 and Appendices A & F in Empowering Learners

Online readings:
Chapts 9 & 10 online in School Libraries: Whats, Now, What's Next, What's Yet to Come
The Teacher Librarian
Planning Lessons and Activities
Library Media Program; Introduction (First half this week)
Teacher Librarian as Program Director
Program Planning
Program Analysis
Community Analysis
Evidence-based Decisionmaking

Another reminder, make sure that you are viewing the latest version of the web course materials. Old versions sometimes get held in the computer memory. Refresh / reload the screen while on the page.

Be aware of the grading scale for the course.
Also a good idea to use the Checklist and make sure that you complete all assignments.

If you have not already, then now's the time to look at the requirements for both the Toolkit Item(s) and the Reality Check assignments.

These are big assignments, be sure to read the directions carefully. Ask if you are not certain. Meet and exceed all the requirements.

You should begin work on Toolkit Item(s) soon; first one is due October 7th. In the course, you are to complete three Toolkits and for purposes of your own schedule, they can be completed in any order (Conference schedules, etc. may nudge you to choose option of completing the Toolkit B or C before Toolkit A?). Hopefully the 'lesson planning' material will be helpful in your process for some options (Toolkit C).

Reminder also that when you are submitting an assignment activity (Forum posting, Toolkit) which has choice options (complete A or B, sometimes A and B, this or that), it is very helpful if you identify the option that you have completed. Do not submit a partial assignment; i.e., complete all required segments / parts of each Toolkit and then post it to Canvas. Thanks in advance.

Also review the Reality Check assignment, another large item that is due at the end of October. This time span is intended to give you plenty of time to arrange and complete your visits, then put together your report. Most components can not be slammed together in a few days before it's due; plan for unexpected roadblocks and schedule your visits with enough time to re-schedule if necessary.

One component of the of Toolkit A - Professional Connections will have you interacting online with expert 'guests' at a blogsite. The scheduled 3-day interaction sessions are will begin in a few weeks. This year's participant list is being worked on - - that is, I'm waiting to hear from a couple of people. Then I will get the schedule updated and send you all the information.

Each year highly qualified guests give of their time and expertise to interact with you. Before the first scheduled blog guest, I will provide added guidance about the specific process for posting questions and comments and provide a few suggestions. This has always been a fun and rewarding activity in past classes; it's has been a good way to bring in outside guests to our class. You will gain some candid insights from persons out their doing the job of school librarian.

But once the blog guest schedule is completed and begins, the guests will only be available for the 3 days and all will be completed in a span of a few weeks.

Throughout the school year, most school library media centers hold special observances and events. Later in the course, you will read and explore more about some of these programs.

Coming up is Banned Books Week - Sept. 22 - 28.

As part of Banned Books Week, American Association of School Librarians (AASL) designated Sept. 25th as Banned Websites Awareness Day.

A relatively new term being used with in school library media and school libraries is "free-range media" schools that advocate use of a variety of technology platforms and formats; i.e., online course management system, a library management system, blogs, microblogs, and social networks. Michelle Luhtala posted at the AASL Blog, "Digital citizenship is part of our school culture. We trust teachers and students, and with trust comes responsibility. We refuse to penalize everyone for the potential transgressions of a handful of offenders." More at

September 15 marks the beginning of Hispanic Heritage Month (Sept. 15 to Oct. 15).
The Library of Congress, National Archives and Records Administration, National Endowment for the Humanities, National Gallery of Art, National Park Service, Smithsonian Institution and United States Holocaust Memorial Museum join in paying tribute to the generations of Hispanic Americans who have positively influenced and enriched our nation and society.

These days, most students have experienced other Web classes. The course environment is somewhat familiar, and a few find your own 'shortcuts.' Follow the Course Guide and the Calendar Read the online and print text materials. Those articles and resources in the mainline of the webpage materials that have the 'eye' icon are generally to be read completely, some are designated to be explored or skimmed. Many webpages have a list of supplemental resources at the bottom (these are optional resources provided for people who would like added depth and further understanding; you can decide which ones if any that you wish to pursue). Late in the course, one of the final DP activities will emphasize your command of several concepts presented within the course readings.

Hope that today you are on-track with the course. Remember if you have a question, do not understand something about the course, confused about anything, or just want to communicate - email me.

Until next time.

Aug. 26: S671 School Media Update
Hey everybody,
Here in the first weeks, there is a good deal of assigned reading. This will taper off as we become more involved with completing activities and projects / products later in the course. In the assigned readings, I believe that it is more important to have basic understandings about concepts and ideas. Similarly it is more important that you know where to find needed information rather than hold a vast personal memory databank of specific content ideas. Therefore use your skills in skimming articles and reading for the main ideas. Spend more time with content that is entirely new or information that you is less familiar to you.

I have enjoyed reading the introductions you posted at Canvas, but those were not primarily for me. They were meant to add to the process of establishing a feeling of community among students in this course. I'm serious when I say that it is you, the students that will make this class an outstanding one. By sharing ideas, discussing issues, and explaining your thoughts, the content of this course can far exceed what is at the website or within any textbook or articles.

The first Decision Point assignment is due Wednesday This activity is to be posted in the Canvas Forum section. Remember to focus on the task assigned for these discussions; make sure you cover the topic(s). There is not a certain length for a posting; the guidelines are meant to hint at a minimum. Looking for you to succinctly discuss the given situation, include your ideas, insights, experiences, and examples. But looking for quality rather than quantity, and organization rather than a ramble.

Once you have posted your DP discussion at Canvas, you have several days to skim and scan through others comments and post a reply / response to one or as many as you wish. To gain the added score for a reply, your comments need to expand the conversation with added information, ideas, relevant examples, etc. However that is not meant to limit your postings, just meant to ensure that at least one or more gain you the added point. They need to be more than good, positive feedback; they have to extend added ideas, examples, information to the discussion topic. Post your reply within the week following the initial discussions. I will score your DP1 postings (initial discussion and the followup replies) after both are due.

So with that in mind, a little about the current reading assignments for this week (Listed on the course Calendar, assigned reading last Monday for the week).

Read Chapter 3 of the online text School Libraries: What's Now, What's Next, What's Yet to Come. Available at Smashwords
Also read Chapter 1 of Sharon Coatney's book: Many Faces of School Library Leadership.

Readings on the Web:
The School Library Media Specialist
Your Role as a Professional

Skim / scan these web resources (Comprise a professional pathfinder):
Professional Organizations -
E-Communication -
Professional Journals -
Professional Books -
Professional Websites -
Notable Library Professionals -
Government Resources -
Collection Development Resources -
Become familiar with the informational sites. Are there others that you would add to your own personal collection?

Throughout the course you may hear my tone of concern that school library media specialists must make themselves indispensable in their school media jobs - - for me that means that teacher librarians (slms) should be an integral part of instruction - - directly involved in much of the the teaching and learning that is occurring. And by that, I am not thinking about the standard types of library instruction; orientation, how to use the library, and similar types of endeavors. All too often these type lessons are conducted not when the student needs the information. The instruction is given without practical application at hand and done in sort of a factory training model approach - line'em up and run them through. These sessions can be an interest killer. Rather I'm pushing for the slms to be centrally involved with the curriculum; maintaining a high level of collaboration with teachers, students, administrators, and the community that positively impacts learning. Collaboration is a tough task and many colleagues 'let themselves off the hook' and just give up for the most part.

It's not easy to make the needed changes and things rarely go as planned. But those who keep striving are often more successful than not, and I believe that they sometimes save their centers and positions. Teacher librarians must be seen as more than just the managers of school libraries and media centers. Given ongoing changes in funding and shifts in priorities, it's imperative that teacher librarians build their programs to become integral to the school and be directly involved in learning in the classrooms.

A reminder of the 'Practice Posting' area that is setup in the Canvas Forums; please use that space if needed - - check the look of your postings to help ensure that you have the process down for creating clean information. Most often a problem is caused by hidden, proprietary coding that is built-in to MS Word and other MS software packages. If you copy text from MSWord, you bring along this code to the Canvas Forum and it messes up your messages.

It can be cleaned up by taking your text into a simple text editor such as Notepad on a PC (Usually found in the Accessories folder) or TextEdit on the Mac. There you select all the text and convert to "Plain Text", then format to look as you wish, and copy / paste into Canvas.

For those of you unable to attend a traditional conference / workshop / meeting, there are numerous online conferences that you can 'attend.' One possibility is the 2013 K12 Online Conference. You would need to find sessions / programs that fit school library programs? The conference is taking place Oct 21 - Oct. 25 and Oct 28 to Nov 1. Learn more about the possibilities at
You may also include archived programs from previous conferences (Connect to those via links on the bottom right of the webpage).

Here are a few examples of other suitable online workshops that might be used for the Toolkit component (there are lots of others, some may require fees whiles others are free, find ones that fit your learning needs):
OCLC Webjunction Events (Check the Archives - scroll to bottom of wepage)
Infopeople Archived Webcasts & Webinars

Check out these and similar locations for programs that would serve your needs for school media. And yes, you can pick sessions / combine ones from different locations - - kind of a build your own virtual conference sort of thing.

However I do not accept a report of a conference attended this past summer or a past year; looking for a current experience that takes place during the course term.

The 2013 Library of Congress National Book Festival will be held September 21-22 on the National Mall in Washington, D.C.
Podcasts of author interviews from previous festivals.

Meanwhile, I check my email everyday; do not hesitate to contact me with questions, concerns, or need for clarification. Have a good week and into the weekend (Enjoy the holiday); back with you soon.

Aug. 20: S671 Update - School Media
Hi there,
Don't delay getting started and staying on top of the course. Once you get through the first few weeks of readings, the assignments begin to shift to activities and tasks such as the Professional Toolkit components and Reality Check assignment, plus the Decision Point postings.

Continue reading these update messages carefully. If you are new to a web-based course such as this, it will probably take a little time to get acquainted and comfortable with the course 'environment.'

Assignments are on the Courseguide and listed on the course Calendar but this first week, I will remind everyone:

Download or access School LIbraries: What's Now, What's Next, What's Yet to Come - Forword, Introduction, and Chapts 1, 2 & 9.
Read the Preface of the textbook, Empowering Learners, plus Chapters 1, 2 and Appendix E

Read the following sections online (course website):
Overview: Introduction
Leads to following sections-
The Vision
Learning Community
Collaboration & The Learning Community
Leadership & The Learning Community
Technology & The Learning Community

The online reading about collaboration and technology is relatively extensive. Note that some assigned readings are to 'Explore' (that means skim and scan). Collaboration is an important concept, means a lot of different things to different people, and one that should receive a large chunk of attention here early in the course.

Note: The articles in the "Read More About It" sections at the bottom of the webpages are not assigned reading. They are supplemental articles that may be of interest or that can provide additional insights and understandings. You decide if you want to skim / scan or read.

Even though it is early in the course, you may have examined the requirements for the two Toolkits and the Reality Check assignment. Notice that one of the options in the Professional Connections section of the Toolkit is to attend a professional conference or meeting (Option of attending live conference / meeting or the alternative of a virtual / online meeting). If you have never attended the ILF / IAME conference, I recommend that you attend the Indiana Library Federation (This is also the conference of IAME - Indiana Association for Media Educators). But if that is not possible there is no penalty for anyone who completes the alternative. There are a number of possibilities for this (Some that I am aware of, others that you may know about). But at this stage, I want you to be aware and start planning / scheduling for these tasks.

More information about the ILF Conference (Oct 22-23 at the IN Convention Ctr in Indianapolis) at
One-day participation will meet the course requirement. This requirement can also be covered by attendance at a professional meeting or workshop that you believe would be beneficial to a teacher librarian.

Getting involved in the school library field by participating in a professional organization is a great way to 'jump start' one's career. After attending the conference, the next steps are to submit a presentation proposal and get on the next year's program as a speaker/ presenter or get involved in the governance of the association by volunteering to serve on a committee, task group, or get involved with conference planning and facilitation.

Do not worry If you are not able to attend the ILF meeting this year. Other state and regional, other professional meetings / workshops, etc. are acceptable. Select a workshop, meeting, conference that you have never been involved, with / never attended before. I will accept any professional meeting that is related to the work of a school library media specialist. I just wanted to mention this early in the class so that you can begin to consider and look for various opportunities. For those who cannot get away from work during the week, look for weekend or after-school / work events. An though I recommend attending a professional meeting of some sort for this assignment, I understand completely if someone is unable to arrange that this semester. There is no penalty for completing the alternate activity of attending a virtual conference / meeting. Make the best choice that fits your current needs in the course.

If you are on the SLIS-INDY listserv, there are sometimes announcements of possible meetings posted there. Directions for the listserv are at

Read the directions for the Toolkit and Reality Check activities carefully; revisit them as often as needed:
Professional Toolkit (Connect to 3 separate components - A, B, & C)
Reality Check (Requires visits to school libraries) - Note that one of those visits may be virtual and / or can (for those of you working in a school) be your school's library / media center.

I'll close with my oft-repeated phrase: "If you are having difficulty with the course or need a little extra information, some added help - - don't panic, communicate directly with me.." That's my job! I am happy to do what I can . . . . And if I don't answer your questions or clear up understanding the first time, come back again.
Larry (8-)

Aug. 19: S671 Let's Get Started - School Media
Hello everyone,
Summer is almost over here in the mountains of southern Utah; once we get past the County Fair (And that ended last Saturday) Fall weather begins. We have beautiful days and cool nights and high temperatures above 90 degree weather are almost a memory . . . until next year.

You don't wanna hear about it; not ready for that (8-). But we are ready to rumble; it is time to get started with S671 School Media.

Just a few preliminary directions (I do realize that some of you have already found these starting points, but just want to make it official). Class officially begins on Monday, Aug 20th . . . let's get started.

Read the Introduce Yourself directions at (Scroll down the page)
Open Canvas (Requires IU username and password) and go to Forums section.
Introduce yourself to the class.

If you are new to the Canvas environment or have never done this before - - you should fill out your Profile (Access that on your Canvas entry page). Consider providing a photo (not required) but it is a good startup "techie" task.

There are two:
Empowering Learners: Guidelines for School Library Media Programs (June 2009). Chicago: American Association of School Librarians. ISBN: 978-0838985199 (paperback).
Coatney, Sharon (Ed.). The Many Faces of School Library Leadership (2010). Libraries Unlimited. ISBN: 978-1-59158-893-1 (paperback).

I have listed a few additional books in the syllabus. I will mention just a few I believe every school librarian should be familiar with or perhaps have a copy in their professional library. If you do not, then take time to examine them at a local library or borrow them through Interlibrary loan. Some are required in other IUPUI SLIS courses:
Information Power: Building Partnership for Learning (1998). Chicago: American Library Association. ISBN: 0-8389-3470-6 - This is the predecessor to Empowering Learners and is still very useful, was required in past classes and we concentrated on Part One, Information Literacy Standards for Student Learning.

In recent years, two main authors have published texts on administering school library media programs: Blanche Woolls and Betty Morris. Morris has the latest edition and would be my recommendation for a general text on school library media programs:
Morris, Betty (Fall 2010). Administering the School Library Media Center (5th Edition). Libraries Unlimited. ISBN: 978-1591586890 (paperback). The latest Woolls text is an older edition than the Morris text.

Have also used a textbook in the past that focused on collaboration of librarian and teachers:
Doll, Carol (2005). Collaboration and the School Library Media Specialist. Lanham, MD: The Scarecrow Press. ISBN 0-8108-5117-2 (paperback).

Last I will menton a publication that you should also be aware of and become familiar with:
Standards for the 21st-Century Learner In Action (2009). Chicago: American Association of School Librarians. 978-0-8389-8507-6. The standards list itself, a much shorter document, is available online from ALA and is embedded within your course materials.

We will be relying heavily on the course website for online articles, resources and other course materials.

I hope everyone has or will soon have their copy of the textbooks - - used ones work fine too.

In addition to the textbooks, the online course materials are at
The details on course requirements will be available within the rest of the course materials. Explore the components in the Course Materials. Become familiar with the menu bar (found on the left side of the webpage, blue background). Notice that submenus open and close if you click on some menu headings.

Explore the Course Requirements
Use the Calendar for assignments, due dates
Use the Checklist for tracking your progress
Look at the Course Guide

You can use the Course Guide to begin working through the content and assignments.

You'll notice on the Calendar that your Introduce Yourself assignment is due first thing. Your next assignment isn't due until next week. But during that time, complete the required readings and make sure that you explore the course materials (above links). Look at the assigned tasks and begin to plan for those that require visits to school libraries, attendance at a meeting or conference, and think about choices (Toolkit options) and planning for those tasks.

I have received email from a few of you. But if you have not sent me a message yet, I need for you to 'check in' with a direct email to me - - letting me know if you have a preferred email address (no problem with emailing you at two locations) or preferred name / nickname, etc. Let me know your preferences. Also email me if you do not receive this message (8-). Really?

Note that I respond to email most quickly if it is sent to my main address at I check and read that mail daily.

Throughout the semester, I will mail out direct communications like this to you. These periodic email updates are to keep you informed on details directly related to the class. Ask that you read each of these update messages carefully. I may also include some personal stuff once in a while (where we are, what we are doing, etc.). The Archives section will house this message and other emailed updates

A little background (For those few who have taken a course from me before, please excuse the repetition); this is my 'Introduce Yourself': I have been a classroom teacher, a school library media specialist at both a junior and senior high school, a district-wide media administrator, a media administrator at both a community college and a university, and have taught at a couple of universities. My wife, Annette Lamb, and I maintain a website for educators We also co-author the Info-Tech column in Teacher Librarian.

I enjoy teaching web-based / online courses and exploring and learning new things. I'm a relatively new kind of professor - - I teach classes for IUPUI, but do not live in Indiana. At one time, I did live in southern Indiana. Unusual personal experience - for a decade my wife, Annette Lamb, and I lived, traveled, and worked in our motorhome (RV) - - have traveled throughout the U.S. and parts of Canada. Only state we have not visited is Alaska (some day). You can more about our lives and lifestyle at

We have three children (daughter and two sons) who grew up and completed college in the Midwest. Brooke lives in Chicago and is the web editor for the American Osteopathic Association. Blake teaches English to non-native speakers in Barcelona, Spain. Benjamin taught high school Spanish a few years and also built and sold dulcimers, guitars and is a bluegrass musician. This fall he has returned to school; he has a teaching assistantship at Colorado State University.

A few years back, Annette and I purchased land and built our home on Boulder Mountain in southern Utah. The homesite is a high desert location at 7,500' elevation and adjacent to the Dixie National Forest. Boulder Mountain is an ancient volcanic uplift that climbs to over 11,000 feet above us and has several dozen lakes and lots of open space. We like to hike, camp, fish, travel, and are still exploring the varied landscapes nearby - - think mountain forests (Aspens and Ponderosa pines up above, pinion and juniper dominate at our level) and red rock canyons and deserts at lower elevations. Capitol Reef National Park is within twenty miles and southern UT has a sweeping string of national parks, national monuments, and wilderness areas. We are located near the center of those between Moab and Zion NP. If you saw the movie 127 hours the actual event and location of Aron Ralston's accident, Blue John Canyon is on the eastern side of our County. One glaring error in the movie was the slide / plunge down into a slot canyon with a beautiful blue pool of water; everyone here knows that most water left inside flood-prone slot canyons would be shallow, red-brown and mucky grungy. Otherwise the film was accurate; much of the footage was shot on location here.

You can see a few photos and learn a little more about this country at (another one of our websites).

I recognize that our backgrounds and academic preparation widely vary. Together we can bring different perspectives into the online class discussions and our learning about school libraries, school library programs and the activities of being a school media specialist / school librarian / teacher librarian. I look forward to getting better acquainted and learning more about you during the semester.

Back with you shortly with specific assignments for this week and added information. If you have questions and or concerns, do not hesitate to get back in touch.

Let's have some fun while learning together and from each other,

Aug. 16: Ready, Get Set: Z671 Update - School Media
The official startup date for the course is next Monday, Aug. 19th. You do not have to do anything until that date . . . but I know that a few of you may be interested in starting a little early.

Things you can do:
1) Acquire the course textbooks.
2) Check that you can access the course site at Canvas
3) Create or update your profile at Canvas
4) Explore the first week's readings (Suggest you follow the Course Guide )
4) Complete or be ready to complete the Introduce Yourself activity by end of Monday

Entry point for the online course materials at EduScapes is (Navigation menu expands on the left side of the webpage)

Looking forward to this semester and back with you with more detailed startup instructions on Monday.

I will be around and online this weekend, email if you have a concern or question - - have a great weekend,
Dr. J

S671 Update - School Media
Hello, thanks for making contact.

Looking forward to this fall's edition of S671 School Media; it will not be long before Monday, August 19 (Official startup date).

I am presently working on revising a few sections of the course website, consolidating other items, and putting needed improvements into place. Therefore keep in mind that a few small changes may occur within the course materials.

Some pre-class information: Throughout the semester, I will be sending out periodic 'update' email messages, and it's important that you receive and read those promptly. Other than email, the remainder of the online course will be guided by the course website and Canvas.

The course website entry page is at
Recognize that the course website materials are being edited / revised and will be ready-to-go by the startup date (Few last changes, nothing major). The syllabus and course calendar are current, up-to-date (Reload / refresh webpage to make sure that you are viewing the latest up-to-date page and not pulling up from your browser memory).

The required textbooks for the course:
Empowering Learners: Guidelines for School Library Media Programs (June 2009). Chicago: American Association of School Librarians. ISBN: 978-0838985199 (paperback).

Coatney, Sharon (Ed.). The Many Faces of School Library Leadership (2010). Libraries Unlimited. ISBN: 978-1-59158-893-1 (paperback).

I notice some familiar names on the roster as well as some for the first time. I'm looking forward to getting better acquainted and will include some personal information in the 'startup' message (To be sent out soon).

If this is your first IUPUI course, you do need to have a IUPUI or IU network account to use Canvas.

Dr. J

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