Education Libraries - Special Libraries Association

Education Libraries
21 st Century Literacies
Information ~ Digital ~ Media ~ Visual
Volume 31, No. 2, Winter 2008
The Winter 2008 issue focuses on Twenty-First Century Literacies, including
Information, Digital, Media, and Visual. We organized the articles to give you a view
from the broad to the narrow, and identified each one to point out the areas on which
it focuses. We also received a number of submissions on our secondary theme:
archiving, which we’re looking at from the frame of information literacy as a whole.
Editorial: Librarians in Disneyland — By Jacqueline Snider, Book Review Editor &
Author Liaison ....................................................................................................................... 3
A Letter from our Business & Circulation Manager Debbie Bogenschutz .................... 5
Editorial (An Overall Approach): Information Literacy in Real Life and in Second Life
— By Cybele Elaine Werts, Article & Layout Editor ................................................... 6
A general approach to Information Literacy in education (21st Century Literacies):
Information Literacy for Teaching and Learning: A Course for Teacher Practitioners
— By Sara Bushong and Colleen Buff .......................................................................... 12
How this is implemented in one library (Information & Media Literacy):
Transforming a Curriculum Center for the 21st Century at Eastern Washington
University Libraries — By Julie Miller and Nadean Meyer.......................................... 19
How one particular media are managed and archived (Info & Media Literacy):
Photo Identity Crisis: Creating a Classification and Organization Method for
Unidentified Photographic Archives — By Heidi Blackburn, Pam Bower, and Alysia
Starkey ........................................................................................................................... 31
One specific method of inquiry and education (Visual & Media Literacy):
Interview with Tamara Moats, Speaker on Visual Thinking and Use of Art Data
— By Cybele Elaine Werts, Article & Layout Editor ................................................... 39
Application Review: A specific type of database application (Digital Literacy):
Review of the Cuadra Star Application for Library Automation - Managing both
Traditional and Electronic Library Collections — By Elizabeth J. Bollinger.............. 42
A peer-reviewed journal published by the Education Division of the Special Libraries Association (SLA)
Education Libraries, Volume 31, No. 2, Winter 2008 1

Book Reviews
Teaching Children 3 to 11: A Student’s Guide — Reviewed by Sheila Kirven........................46
Information Literacy Instruction Handbook — Reviewed by Barbie E. Keiser...................... 47
Teen Girls and Technology: What’s the Problem? What’s the Solution? — Reviewed by
Michelle Price.......................................................................................................................... 48
The Computer as an Educational Tool: Productivity and Problem Solving — Reviewed by
Michelle Price.......................................................................................................................... 49
Teaching Information Literacy: A Conceptual Approach — Reviewed by Barbie E. Keiser 50
Curriculum Leadership: Development and Implementation
— Reviewed by Gail K. Dickinson........................................................................................ 51
More than 100 Tools for Developing Literacy—Reviewed by Barbie E. Keiser.................... 52
No Challenge Left Behind: Transforming American Education Through Heart and Soul —
Reviewed by Rachel Wadham................................................................................................. 53
Deeper Learning: 7 Powerful Strategies for In-Depth and Longer Lasting Learning —
Reviewed by Julie Shen........................................................................................................... 54
Copyright Policies, Clip Note #39 — Reviewed by Jacqueline Snider................................... 55
Why Do English Language Learners Struggle with Reading?: Distinguishing Language
Acquisition from Learning Disabilities — Reviewed by Rachel L. Wadham......................... 56
A History of the World Cup: 1930-2006 — Reviewed by Warren Jacobs.............................. 57
A to Z of the Olympic Movement — Reviewed by Warren Jacobs.......................................... 58
Gamers…in the Library?! The Why, What, and How of Videogame Tournaments for All Ages
— reviewed by Elizabeth J. Bollinger..................................................................................... 59
Assess for Success, 2 nd ed. — Reviewed by Celeste Moore.................................................... 60
Keys to Curriculum Mapping: A Multimedia Kit for Professional Development —
Reviewed by Gail K. Dickinson.............................................................................................. 61
Librarians as Learning Specialists: Meeting the Learning Imperative for the 21 st Century —
Reviewed by Erin Fields ......................................................................................................... 62
New and Forthcoming - By Lori Maestre.................................................................................... 64
Resources on the Net - Compiled By Chris Bober....................................................................... 69
The Education Libraries Review Board .................................................................................... 73
Submissions .................................................................................................................................. 77
Education Libraries, Volume 31, No. 2, Winter 2008 2

Librarians in Disneyland
By Jacqueline Snider
Book Review Editor &
Author Liaison
Water infiltrated the
Midwest this summer. An
unusually snowy and icy
winter and a rainy spring
produced flooding in
Cedar Falls and Waterloo, then Cedar Rapids, and
finally reached Iowa City in June. The University of
Iowa was hit hard as Hancher Auditorium, the Art
Museum, Music Building, Main Library, and many
other buildings were in the “line of water.”
Thousands left their homes. Cedar Rapids Public
Library is a total ruin as are many municipal
buildings and historic houses downtown.
I am not relating these sad facts to elicit sympathy,
although the communities affected could certainly
use it, but because I found references to the floods
everywhere I did and did not go this summer.
Initially, I planned to attend SLA in another
waterlogged city, Seattle, but could not travel the
twenty miles to the airport since the interstates were
closed. Once the
roads opened, I
managed to book a
flight to dry Los
Angeles, and
attended ALA in
Anaheim.
ALA sure knows
how to put on a
show. The
conference was full
of celebrities, Jamie
Lee Curtis, Ron
Reagan, Dr. Terry
Brazelton; book
signings featured
Editorial
the most recent Caldecott and Newbery winners.
The vendors were out in force, marketing their
wares, and talking to customers. And the sessions
included food, food for thought, and references to
food and the flood.
The first flood comment I encountered occurred
when I attended a session titled, Making the Switch
from Print to Online: Why, When and How? One of
the presenters showed a photograph of the
devastated public library in Parkersburg, Iowa, and
said that if the collection had been online, the
library would not have lost as much. I didn’t realize
that servers were waterproof. What about
electricity; will it last forever?
Another flood reference came during the session of
contributed research papers. The presenter, Dr. Lisl
Zach from Drexel, examined how librarians behave
in a crisis. Her research focused on whether
librarians use their information skills to assist the
community after a disaster strikes. Her preliminary
findings show that librarians, themselves, were too
overwhelmed to offer basic services. Instead, their
volunteer efforts centered on helping the
community with food, clothing, and shelter, rather
than utilizing their superior skills to locate
information for the
greater good.
While the sessions I
dipped into covered a
wide range, I will
touch on some
highlights for brevity’s
sake. “Reviews
Outside the
Mainstream” looked at
alternative sources for
book reviews.
References were made
to websites such as
bookslut and
booksense. There were
Education Libraries, Volume 31, No. 2, Winter 2008 3

stories about authors who added positive reviews
about their own books on amazon.com, and posted
negative reviews about their competitors.
The presenters covered comic books, graphic
novels, and gaming interests in the library. I learned
that some music is composed only for the game, and
is not released anywhere else.
In the session, Knowledge Wants to be Known:
Open Access Issues for the Behavioral and Social
Sciences, I discovered that open access has a friend
in John Willinsky, professor of Education at
Stanford. Dr. Willinsky single handedly promoted
the concept, and established the Public Knowledge
Project that produces software allowing other
university libraries to host journals. Currently,
thirty-four universities have an open access
mandate. Benefits include immediate access to
material, author control, and an increase in the
number of times an author is cited. There were
questions regarding what happens when faculty
move from one institution to another. The session
also included views from publishing (Alison
Mudditt from Sage), and a college library (Ray
English from Oberlin).
Judy Luther, the moderator of the program Making
the Switch from Print to Online: Why, When and
How, co-authored the ARL report, The E-only
Tipping Point for Journals: What’s Ahead in the
Print-to-Electronic Transition Zone
(http://www.arl.org/bm~doc/Electronic_Transition.pdf),
a report everyone should read. One of the panelists,
Elizabeth Rasmussen Martin from the University of
Texas at Austin, described the difficulty of
justifying the acquisition and maintenance of serials
in dual formats; print and electronic. Tim Bucknell
from the University of North Carolina at
Greensboro indicated that online journals were less
expensive, and patrons prefer them. On the
publishers’ side, Noella Owen from Springer
emphasized the financial benefits since online
serials eliminate binding costs, storage, and
shipping, and facilitate concurrent usage. Springer
is exploring on-demand printing for e-books. By
describing her experiences, Kim Steinle presented a
slightly different picture regarding Duke University
Press’ move to online material. For the most part,
the Press spent more on offering online serials
because of increases in and training of staff, and the
need to work with new vendors. She found that
there were new demands for keywords, definition of
terms, and a higher level of customer service
required.
To explore information literacy, or IL, from a
slightly different angle, I attended the session, Is
there a Right to Information Literacy? Academic
Responsibility in the Information Age. The session
focused on policy. Patricia Stanley, Deputy
Assistant Secretary, U.S. Department of Education,
Office of Vocational and Adult Education talked
about the responsibility of K-12 educators to make
sure that high school graduates are ready for work
and college. She touched on early government
legislation (Perkins), and programs (Pathways), and
of course mentioned No Child Left Behind. She
stressed the three A’s, accessibility, accountability,
and affordability, and said that IL is critical to
students’ successes.
Penny Beile presented the view from the frontlines
as a librarian at the University of Central Florida.
She talked about university policy, the course of
action, and that UNESCO assigns the responsibility
of IL to librarians. To illustrate how IL can become
policy in a state university system, Lorie Roth,
Assistant Vice-Chancellor, Academic
Affairs, and Stephanie Sterling Brasley, Manager,
Information Literacy Initiatives described in detail
their experiences and success in instituting IL in the
California State University system.
In addition to making attendees feel warm and
fuzzy at breakfasts, lunches, and breaks, vendors
talk about their products. A case in point was the
breakfast sponsored by the American Psychological
Association (APA). Over steel-cut porridge, Eggs
Benedict, and scones, we learned that in 2009 APA
will launch a new database of educational and
psychological tests available from non-commercial
sources. APA representatives also talked about
copyright issues regarding their well-known APA
Manual, and methods to promote “green” in their
workplace such as instituting flex time for their
employees.
I did allow myself one guilty pleasure; I attended a
book talk that Jamie Lee Curtis gave to a group of
Education Libraries, Volume 31, No. 2, Winter 2008 4

children. I love Jamie Lee, and she did not
disappoint. What a smart, funny, and sharp lady.
During the question and answer session, the most
pressing query came from a little boy who asked
how Jamie Lee bumped into her co-star, Lindsay
Lohan, in order to transform herself from mother to
daughter in the film, Freaky Friday. Apparently,
both actresses wore padding; lots of it.
Even though ALA took place in Anaheim, home of
Disneyland, I did not pay a return visit to the park
which I first visited when I was five years old, oh
several decades ago. I didn’t want to challenge my
fond memories of Frontierland, and Tomorrowland.
Besides, ALA provided an amusement park of its
own, complete with food, intellectual stimulation,
and a simulated roller coaster ride in the exhibit
hall. I had all the excitement I could take plus
endless sunshine.
Education Libraries (ISSN 0148-1061) is a
publication of the Education Division, Special
Libraries Association. It is published two times a
year (Summer/Winter). Starting in 2009, current
issues of Education Libraries will be available in
full-text on the SLA Education Division’s website at
http://www.sla.org/division/ded/edlibs.html.
Education Libraries is indexed in Library Literature
and the Current Index to Journals in Education.
Permission to reprint articles must be obtained in
writing from the Editors (or the original sources
where noted). Opinions expressed in articles and
book reviews are those of the authors and do not
necessarily represent the views of the editors,
Editorial Committee, or the members of the SLA
Education Division.
Officers of the Education Division, SLA for
2008-2009: Chair: Lesley Farmer; Past Chairs:
Sharon Weiner, Susan Couch; Secretary-Treasurer:
Debbie Bogenschutz
© 2008 – Special Libraries Association,
Education Division
A Letter from our
Business &
Circulation Manager
Thank you for your
continued support of
Education Libraries, the
peer-reviewed journal of
SLA's Education
Division. Originally,
Education Libraries was sent only to members of
the Education Division.
When we began offering paid subscriptions, our
circulation increased to libraries and scholars in
over 40 countries on three continents. During this
period of increasing costs and stagnant budgets, we
have seen a drop in subscriptions. After much
deliberation, we have decided to take steps to make
Education Libraries available to a much wider
global audience. Our members and subscribers will
receive the Winter 2008 issue, Volume 31 (2) by
email, as has been our recent practice. After that, we
have decided that Education Libraries will be a free
publication available to all through the Education
Division's website:
http://units.sla.org/division/ded/index.html.
Our editors will continue to seek, review, and
publish the same great content, but the result will
now be available to researchers everywhere.
Volume 31 will be available at the website after a
one-year embargo, as has been our policy. When
Volume 32 is published, we will open the journal to
all. Back issues for those volumes published
electronically are now available at the website, and
we will be working to bring more of the backlist
online.
Again, thanks for your support through the years.
We have appreciated having you as subscribers, and
we hope you'll enjoy our new availability.
Debbie Bogenschutz, MSLS, MA
Coordinator of Information Services
Johnnie Mae Berry Library
debbie.bogenschutz@cincinnatistate.edu
513-569-1611 tel 513-559-0040 fax
Education Libraries, Volume 31, No. 2, Winter 2008 5

Information Literacy in
Real Life and in
Second Life
By Cybèle Elaine Werts
Back in the years of yore
when I was a student at
Temple University, I took
a batch of communications
classes in pursuit of my
degree in video
production. In one of the more esoteric ones, we
often debated the meaning of media literacy as it
related to the media of the time, circa early 1980’s.
Did such a concept even exist? If so, what was it,
and was it even relevant to our work? At the time,
the consensus was no.
Today, the debate on that existence and relevance
has been made moot by thirty years and a
proliferation of information so vast, it’s nearly
immeasurable. I was typing those youthful term
papers on a portable electric typewriter which was
pretty nifty at the time because it had an automatic
correction function, and it is to my PC today that
same vast, nearly immeasurable distance. Today,
we all see the results of what we call information, or
perhaps technological literacy (broadly speaking).
You may not know exactly what these phrases mean
yet, but they affect your ability to get a job, buy a
house, pay your bills, and so much more.
What is Information Literacy then? What about
Media Literacy, Visual Literacy and the rest? Are
they the same, part of a continuum or just some Big
Amorphous Blob?
Let’s look at some definitions before we move on.
Just so you know, there are as many definitions for
these phrases as there are students with esoteric
communications degrees, so I selected the ones that
are short, concise, and have an excellent
provenance.
Editorial
Visual Literacy
Based on the idea that visual images are a language,
visual literacy can be defined as the ability to
understand and produce visual messages. This skill
is becoming increasingly important with the everexpanding
proliferation of mass media in society. As
more and more information and entertainment is
acquired through non-print media (such as
television, movies and the Internet), the ability to
think critically and visually about the images
presented becomes a significant skill. Visual literacy
is something learned, just as reading and writing are
learned. It is very important to have the ability to
process visual images efficiently and understand the
impact they have on viewers.
~ AT&T/UCLA Initiatives for 21st Century Literacies 1
Information Literacy
Information Literacy is defined as the ability to
know when there is a need for information, to be
able to identify, locate, evaluate, and effectively use
that information for the issue or problem at hand.
~ National Forum on Information Literacy 2
Digital Literacy
Digital literacy is more than just the technical ability
to operate digital devices properly; it comprises a
variety of cognitive skills that are utilized in
executing tasks in digital environments, such as
surfing the web, deciphering user interfaces,
working with databases, and chatting in chat rooms.
~ Eshet-Alkali & Amichai-Hamburger 3
Media Literacy
Media Literacy is a twenty-first century approach to
education. It provides a framework to access,
analyze, evaluate and create messages in a variety of
forms — from print to video to the Internet. Media
literacy builds an understanding of the role of media
in society as well as essential skills of inquiry and
self-expression necessary for citizens of a
democracy.
~ Center for Media Literacy 4
Education Libraries, Volume 31, No. 2, Winter 2008 6

Now just as a side note,
and perhaps an appetizer
to encourage you to read
my interview with
Tamara Moats on the
Visual Thinking Process
(VTP) which she uses in
her work as a museum
curator in teaching
students how to see art in
a new and different way. I
asked her how she saw
visual thinking as part of
the larger scope of Information and Visual
Literacies that we’re exploring here. Tamara gave
me not the pedagogical definition, but one more
from the heart. She said:
“I see it as something that pervades all aspects
of the contemplative life. Art is a reflection of
society, of a people, of an individual. It is a
pathway to the soul. It stimulates us to think,
even for just a few minutes, in a new way, and
in that sense, open new pathways in the mind….
It is about the experience, either sensual or
rational, and whatever message we might gain
from it. The idea of visual literacy has become
important currently because we are so
bombarded with imagery every waking moment.
It is important to become visually literate, or
visually discerning, in order to survive.”
I include her perspective here because it’s easy to
get lost in the practical applications of all this
literacy stuff, and forget that it is also entirely
engaged in the way that we move through the
world.
With this in mind, allow me to invite you to step
back a little and see if we can get a grasp on how all
these concepts, definitions, and spirals of fancy
come together in a real life way. One place they all
come into play is in Second Life (SL) where I have
recently begun my explorations
through my Avatar named
SuperTechnoGirl. SL is a fine
example of the confluence of all
these types of literacies, although
perhaps not “real life” as you may
define it. On the one hand, it uses a
conceptual framework that
allows us to look at the
world of SL in a visual
and spatial way as we are
used to doing in real life
such as walking around.
For example, when you go
shopping in SL, you may
teleport to the store, but
you’ll actually “walk”
through each room of the
store, just as you would in
real life. This is important
because we all need building blocks of the familiar
before we can move on to the unfamiliar. On the
other hand, SL also requires us to move through
space, conduct business, and interact with other
people (Avatars) in a way that is completely novel.
Second Life is not simply a game where you go to
play and win or lose. In fact, it’s not a game at all,
and there’s nothing in particular to win or lose. Of
course I’m sure that there are some people who do
go there just to goof around, flirt, or maybe to spend
hours designing clothing or some such. And I’m
sure there are some games there as well if you were
to seek them out. But let’s face it, most of us don’t
have the time, interest, or motivation to spend our
life that way.
Think of Second Life instead as a place to do what
you do in real life, but through your computer. Take
me as an example, being as I’m the only one here.
Aside from my interest in cool boots, I like to hang
out with other writers, information professionals,
and people into emerging technologies. On the one
hand, just exploring SL is a shot at my goal of
learning new technologies, and where better to meet
those info pros than say at the Special Libraries
Association SL space? SL describes it as allowing
organizations to create space for communication,
collaboration and community engagement. You can
hold virtual meetings and classes, construct product
simulations, provide employee
training and more.
There is also real business being
transacted (I’ve spent about $20 US
so far, which actually buys quite a lot
there), visited a number of stores that
Education Libraries, Volume 31, No. 2, Winter 2008 7

most definitely do not exist in
Vermont, and sat on a
beautiful beach and watched
the waves crash against my
wicker chair as I listened to
the sounds of the surf. Is it all
imaginary? Well, it depends
on how philosophical you
want to get. Ideas and information aren’t “real” in
the sense of being concrete, but they are certainly
authentic enough. Second Life is another place –
although not a traditional “place” as we generally
define it – to explore, live, learn, and play. It is
another reality that is as existent as ideas and
creativity, and of course if you have the right skills
– as with all things – there’s money to be made.
Let’s talk a little about how Information and the
other literacies come into play here because I’ll tell
you, SL actually is rather a challenge to learn, and if
I didn’t have all of my literary ducks in a row, I
would have long since given up. (I still sometimes
consider it.)
Visual Literacy in SL
SL is almost completely a visual medium, although
of course if you’re a wee bit tech-savvy, friends can
chat with you by voice (microphone and speaker),
or through digital transformations of their typed
words. The downside of this intensely visual side of
things is that often as in life, how we look is
unfortunately almost more important than who we
are. In my first few discussions with various SL
participants, I heard more comments about my lack
of taste in hair and clothing than I ever heard about
who I was, what I did for a living, or anything else
that actually means anything. The interesting thing
is that in the real world, I’m sure these same people
would never have the nerve to criticize
me out loud. I’m almost thinking I’d
rather live in real life and not hear it
when it comes to this, but whatever.
I was annoyed as you can imagine,
although I had a vague feeling it had
something to do with that “you’re in or
you’re out” group mentality. I was
clearly “new” so I also was clearly “out”
with some groups where that was
important (not groups where I was likely
What is Information Literacy then?
What about Media Literacy, Visual
Literacy and the rest? Are they the
same, part of a continuum or just
some Big Amorphous Blob?
to return). Although I gave
it back to the Nasty Parkers
with a few choice remarks, I
nevertheless felt a bit
embarrassed that I’d entered
a universe where the clothes
available were considered
Goodwill leavings. I trotted
off to do some shopping and picked up some
groovy duds, which fortunately are pretty darn
cheap in a virtual world. And yes, you do pay real
money even for virtual clothing unless you have the
skills to design them, which I do not. Of course you
can also earn money in SL which are called Linden
Bucks, but that’s a whole other discussion.
Aside from my petty grumbling, the broader
implications of this are actually quite interesting.
My Avatar – SuperTechnoGirl – looks like a more
hard-bodied version of me, except with red hair
which I always wished I had. I wasn’t aiming for
anything exotic. In SuperTechnoGirl is a lot of me
(Cybèle), and some of who I want to be: a tough gal
with rippled abs. (Try not to laugh!). In truth, nearly
everyone online is not only fabulously gorgeous,
has spectacular clothing, sports killer hair, and is –
of course - thin. Look around you now – how many
people are like that? No, I mean really! The ones
who aren’t those things usually have Avatars who
are exotic animals from Mars or something of the
sort. SL allows us to be anyone we want, which is
fun, but also means that there are none of the limits
of real life. When I look at the people I’m meeting
and speaking with, I can’t help but wonder how
much of their Avatar is really them (as I am Cybele)
and how much is who they want to be (the abs).
And also, is your fantasy self (Say if I wanted to be
Tank Girl for a day) any less real than my little
fantasy about being more buff? Try to
figure out that little philosophical
conundrum. Of course, when you think
about it, we all kind of got stuck with the
looks and bodies we were born with, and
how we look may well have zip to do
with who we are anyway. The result is
that we can’t really trust anything we see
or hear from another person in SL,
relative to how many of us see “truth” in
everyday life. It’s all a little squirrelly
don’t you think?
Education Libraries, Volume 31, No. 2, Winter 2008 8

Visual Literacy extorts us to think critically about
what we see, and attend to learning about the
environment in which we are moving through. It
asks us to process visual images efficiently and
understand the impact they have, because in places
like SL, not doing so nets you a whole lotta nothing.
Come to think of it, not doing so in real life nets
you a whole lotta nothing as well.
Information Literacy in SL
Information Literacy asks us to identify, locate,
evaluate, and effectively use the information we
need. In the world of SL, this is a pretty big
stipulation, because it’s not just about getting a
better “Do” or a really terrific pair of boots. In
navigating around, there is, for example, the simple
act of moving your Avatar from one place to
another, either by walking, flying, and even
teleporting – my favorite method because it’s pretty
much Captain Kirk’s Transporter. How do you learn
to walk, fly, or teleport? Where is that information?
I ask because in SL there is the website
(http://secondlife.com/ ) which has all kinds of
information and help, but then there’s also the
actual software Second Life which is a completely
separate application which you install and run when
you want to travel in. Yup, it took me a while to get
this one straight, and both of them offer help and
advice in completely different ways.
Locating the right information and translating that
to the situation at hand has not always been an easy
task. Walking, flying and
teleporting I got. Buying a
snazzy outfit I even got,
although it took a fair bit
longer than browsing the
real life Silhouettes online
catalogue. But I still
haven’t figured out why the
hair I bought in SL has a
big bald spot in the back,
and how to fix that. The
reason I can’t fix that is
because the seller sent me a
document on correcting the
problem, but I can’t figure
out how to download the
document, presuming that I
even have the capacity to undertake the operation –
whatever it is. Oh, and then there’s the problem that
I can’t reply directly to e-mails from the seller via
SL. It’s so frustrating that I’ve given up until I can
suck up enough caffeine one morning to cope with
it. Translation: my Information Literacy for Second
Life is on an exceedingly slow learning curve. I
know I have the need; I have more or less identified
and located the information required (about the
hair), but I can’t effectively use it. As to evaluating,
well that’s a place to teleport to another day
entirely.
Digital Literacy in SL
Here’s the good part: I’m pretty down with Digital
Literacy; which is a blessing from the CyberGods
after that soap opera with the hair. If there is
anything I can do, it’s “executing tasks in digital
environments, such as surfing the web, deciphering
user interfaces, working with databases, and
chatting in chat rooms.” On the chat room side I had
a few interesting experiences, mostly in that people
were about as interested in me as they were in real
life; meaning that they pretty much could care less.
Ongoing “chats” in the various places I visited was
pretty much the same as any chat room you might
visit in ten thousand places on the Internet: silly,
flirtatious conversation that overlaps and generally
makes little sense. Lots of “insider” comments
which also make no sense. The only real difference
is that I could see everyone standing around in cool
outfits, leaning against brick walls with a James
Dean attitude. Some even smoked. I wonder if they
get cyber lung cancer?
And as I mentioned, one
hundred percent of the
people in the rooms I
visited were visually
stunning in one way or
another. If that isn’t the
key to know how much is
imaginary, I don’t know
what is. I will say that a
few (a very few) friendly
souls chatted with me and
sent me a variety of items,
including skins (I think
that’s hair or clothing or
something), landscapes
(places to visit) and of
Education Libraries, Volume 31, No. 2, Winter 2008 9

course lots of recommendations for clothing and
hair stores.
I’ve always been proud of my ability to learn new
applications fairly quickly, and I think I’m doing
pretty well with SL in general. What I am reminded
to do is to use my skills, not so much to struggle
through the morass myself, but rather to research
the Internet for some training in Second Life. Note
to Self: Contact the SLA group in SL for advice.
After all, if my sister librarians can’t help me, who
can?
Media Literacy in SL
If Media Literacy is not a stale conversation from
the 1980’s, what is it? On the other hand, the
definition of Media Literacy does specify “twentyfirst
century approach,” and my days at Temple
were definitely in the old 20 th century. Perhaps then
it translates, for example, into the recent two-part
free training sessions that the Special Libraries
Association (SLA) and Click University hosted
using WebEx (webcasts) and then a live session in
Second Life. That’s the new millennium part of
Media Literacy we can get down with. The “media”
part of this literacy is the variety of ways that we
have to learn now, whether it be those webcasts or
live SL sessions, podcasts, video clips, online
training modules, or even – gasp – old fashioned
printed documents like I’m hand editing in bleeding
red ink right now. How tres passé! The most
important part of every tool however, is how it is
matched to the need. Yes, I like to edit my own
stuff on paper with red ink
– just like editors did in the
good old days. But no, that
sure doesn’t work when
you’re editing a journal
with a co-editor. When I
send things to my co-editor
Jacqueline, it is of course
always electronic.
Then as now I see
resistance to these changes
even in my own workplace.
Colleagues want their work
methods to stay the same, to
stay as it was when we were
typing on that nifty portable
electric typewriter. They sigh when I remind them
to use the Adobe Connect webcast application
because “a conference call and a PowerPoint
presentation would have done.” It may have done
indeed – for now. But they are not seeing the big
picture, which is that moving ahead with media and
technological literacy is a mandate in our work (not
to mention a big money saver). If we loll in the
ways of conference calls and PowerPoint
presentations that grew from templates we’ve all
seen a thousand times – as comfy a place as that is –
our competition will soar above us as in Second
Life, and we will watch as our American dollars
transform into Second Life Linden Bucks in the
blink of an accountant’s eye. Linden Bucks may be
great in SL, but they aren’t going to pay my
mortgage.
Continuum or just big Amorphous Blob
So what is it all then, a Continuum or just one big
Amorphous Blob? Considering how much these
literacy concepts are changing, not to mention that
each is defined in enough ways to confuse even the
best of information professionals, I vote for
Amorphous Blob. Even with that, there remains a
mandate for all of us to hop on the Information
Highway, or rather teleport out to Second Life – if
you’d like to join me – and leave the conference call
PowerPoint presentations and my portable
typewriter in the closet for a rainy day. After all you
never know when they might come handy (even my
computer has crabby days).
I’ve been thinking lately of
teleporting via Second Life
back to my communications
class at Temple University
and chatting up that young
girl who was me about all
the fun stuff that’s
happening these days in
Media Literacy, but she
probably wouldn’t believe
me. After all, even the 1984
dawn of the Macintosh was
still a year away. But then
even SL doesn’t allow for
time travel as far as I know.
Still, teleporting around as
Education Libraries, Volume 31, No. 2, Winter 2008 10

in “Beam Me Up Scottie” has always been a dream
of mine, so if I can’t do it here in Vermont, at least
SuperTechnoGirl can do it on the Isle of
Tranquility. One of my favorite experiences was
when I flew over the island and spotted a water
fountain with two glistening unicorns. I spent about
half an hour figuring out how to hop up on one and
sit down – kind of sidesaddle was the best I could
do. But once I got there I have to admit, it was a
beautiful place. It’s that kind of view that brings me
back to Second Life. Fortunately, SuperTechnoGirl
has more Information Literacy in her little finger
than I ever had in my whole arm; although I’m not
so sure about the hair.
References
1. "Media Literacy Definition Matrix." Leadership
Summit Toolkit 2007 30 Sep 2008
.
2. Ibid
3. Ibid
4. "Visual Literacy." AT&T/UCLA Initiatives for 21st
Century Literacies 06/20/2002 20 Sep 2008
http://www.kn.pacbell.com/wired/21stcent/visual.html
Other Resources
Second Life
Second Life ® is a 3-D virtual world created by its
Residents. Since opening to the public in 2003, it has
grown explosively and today is inhabited by millions of
Residents from around the globe. From the moment you
enter the World you'll discover a vast digital continent,
teeming with people, entertainment, experiences and
opportunity. Once you've explored a bit, perhaps you'll
find a perfect parcel of land to build your house or
business. You'll also be surrounded by the Creations of
your fellow Residents. Because Residents retain
intellectual property rights in their digital creations, they
can buy, sell and trade with other Residents. The
Marketplace currently supports millions of US dollars in
monthly transactions. This commerce is handled with the
inworld unit of trade, the Linden dollar, which can be
converted to US dollars at several thriving online Linden
dollar exchanges.
http://secondlife.com/
SLA in Second Life Blog
Sharing learnings and initiatives around SLA in Second
Life.
http://sla-divisions.typepad.com/sla_in_second_life/
Tank Girl – the Film
http://en.wikipedia.org/wiki/Tank_Girl_(film
Information Literacy Competency Standards for
Higher Education
These standards were reviewed by the ACRL Standards
Committee and approved by the Board of Directors of
the Association of College and Research Libraries
(ACRL) on January 18, 2000, at the Midwinter Meeting
of the American Library Association in San Antonio,
Texas. These standards were also endorsed by the
American Association for Higher Education (October
1999) and the Council of Independent Colleges
(February 2004)
Read a full version of the standards
http://www.ala.org/ala/mgrps/divs/acrl/standards/standards.pdf
The Standards Are:
1. The information literate student determines the
nature and extent of the information needed.
2. The information literate student accesses needed
information effectively and efficiently. Standard
Three
3. The information literate student evaluates
information and its sources critically and
incorporates selected
4. information into his or her knowledge base and
value system.
5. The information literate student, individually or
as a member of a group, uses information
effectively to accomplish a specific purpose.
6. The information literate student understands
many of the economic, legal, and social issues
surrounding the use of information and accesses
and uses information ethically and legally.
Reference:
http://www.ala.org/ala/mgrps/divs/acrl/standards/inform
ationliteracycompetency.cfm
Education Libraries, Volume 31, No. 2, Winter 2008 11

Information Literacy for Teaching and Learning: A Course for Teacher Practitioners
By Sara Bushong and Colleen Buff
21 st Abstract
Teachers are faced not only with standards-based instructional design daily, but with
Century
the shortage of certified school library media specialists within their districts.
Literacies
Information Literacy for Teaching and Learning, a graduate level course, was created, in
part, to empower teachers with the knowledge, skills and abilities to embed information literacy within
classroom learning experiences. In addition, the skills mastered and activities explored in this course
logically transfer to research projects assigned in future graduate courses.
Introduction
Most children in today’s PreK-12 learning
environment have grown up with the Internet and
a mind-boggling amount of information available
to them via their computers. Even so, this does not
make them computer or information literate.
These are skills that students need time to learn,
practice, and develop throughout all levels of their
education. Unfortunately, teachers are in the
position of having to learn these skills as well,
since many of them did not grow up in a dynamic,
electronic information age. Because being
information literate does not reside in any one
discipline, there is often no one particular person
in the school setting to whom this responsibility
should fall. Rather, these are skills that cross
boundaries and therefore whether or not these
competencies are part of the standards-based
education system should be a concern to all
educators.
This is a case study that explains one attempt to
provide graduate-level instruction to teacher
practitioners interested in working independently
or in collaboration with their school library media
specialist to integrate the instruction of
information literacy into their PreK-12 teaching.
Review of the Literature
A review of the literature
reflects that at many
institutions in the United
States and Canada, library
and information literacy
Articles
instruction is embedded in the pre-service teacher
preparation programs at the undergraduate level
(Battle, 2007; Johnson & O’English, 2003;
Naslund, Asselin, & Filipenko, 2005; O’Hanlon,
1988; Witt & Dickinson, 2003). A study of one
such undergraduate approach concludes that preservice
teachers are not effectively learning about
school library programs and information literacy
pedagogy (Asselin & Doiron, 2003). Although
stand-alone courses on information literacy
competencies likely exist at the graduate level, the
authors were not able to identify any documented
analysis of this approach in the professional
literature.
Rationale for Starting the Course
The pre-service teacher education curriculum at
Bowling Green State University (BGSU) is
rigorous in an attempt to satisfy the National
Council for Accreditation of Teacher Education
(NCATE) 2008 accreditation demands and in
order to prepare future teachers to incorporate a
variety of academic content standards at the state
and national levels into student learning
experiences (Ohio, 2008). In short, there is no
room in the pre-service undergraduate curriculum
to offer a stand-alone course on information
literacy. This is not to say that there is not a place
for information literacy concepts in the
undergraduate education
curriculum. In fact,
information literacy
experiences are strategically
and systematically integrated
Education Libraries, Volume 31, No. 2, Winter 2008 12

throughout the undergraduate teacher preparation
program at BGSU. After closely examining the
undergraduate and graduate level curriculum, it
was evident that there was more flexibility in the
graduate curriculum to absorb a new course
offering and ultimately take information literacy
skills development to the next level.
Since BGSU offers a Masters in Education, it
seemed the perfect place to suggest an elective,
stand-alone course devoted to information literacy.
The rationale was that teacher practitioners would
already possess relevant classroom experience,
established teaching practices and be interested in
creating new research activities to enhance their
teaching as well as their students’ learning
experiences. Additionally, with the shortage of
certified school library media specialists in many
school districts around the state, there was a need
to empower classroom teachers with the
knowledge, skills, and abilities to teach
information seeking behaviors. Three to four
sections of the course are offered over six weeks
during the summer session. Instructors are
librarians within the BGSU University Libraries
system and are uniquely qualified to design and
deliver course material. Instructor experience
includes undergraduate degrees in education,
graduate degrees in education, and successful
PreK-16 teaching experience. Given the complex
nature of the cooperative library system in the
state of Ohio, it is critical that academic librarians
with a solid understanding of each of the three
systems maintain the responsibility for teaching
this course. It is a full-time job keeping abreast of
the changes in these cooperatives, a responsibility
that would be overwhelming for an education
faculty member to handle.
The course description
builds upon the definition
of information literacy as
the ability to locate,
evaluate and effectively use
information resources as
fundamental for student
success in grades PreK-12
and beyond. The course
focuses on examining and
promoting lifelong
information literacy skills and instructional
models useful when crafting effective research
assignments. Students explore online, print and
non-print information resources available in
public, school and academic settings. Emphasis is
placed on critical thinking, resource analysis,
standards research (local, state and national in
scope) and the ethical use of information.
Readings, skills mastered and activities explored
in this course logically transfer to research
projects in subsequent graduate courses and
extend to real-life applications in the PreK-12
classroom.
Student learning outcomes for the course
include the following components:
• Students will gain an understanding of the
organizational structure of print, non-print
and electronic information resources.
• Students will be able to determine the
scope of an information tool during the
selection process.
• Students will explore and master the
intricacies of search strategies for
application in any research environment.
• Students will be able to create effective
learning experiences for PreK-12 students
that integrate the research process into the
curriculum.
About the Course
Ohio has a complex system of multiple library
cooperatives that consist of three divisions: public,
PreK-12, and higher education. The public library
cooperative is called the Ohio Public Library
Information Network (OPLIN, 2007). The PreK-
12 system is known as The Information Network
for Ohio Schools, INFOhio
(2008) and the system for
higher education is known as
the Ohio Library and
Information Network
(OhioLINK, 2008). Although
there is some cooperation and
resource sharing among these
three entities, the mission of
each is specifically geared
towards the needs of their
respective populations.
Education Libraries, Volume 31, No. 2, Winter 2008 13

The structure of the course touches upon the
resources provided by each of the three statewide
cooperatives, with an emphasis on resources
specific to teaching students PreK-12, but the
skills teachers need to be information literate as
graduate students are also addressed.
From the onset, the course was designed to be
practical. Each project was strategically designed
in such a way that the teachers would be able to
incorporate the end products in their classrooms
with their students. Mechanisms have been created
to share the reviewed work of the teachers with
other educators throughout the state of Ohio.
Feedback received over the years indicated that
this sharing creates added value among the
teachers because much of their graduate studies
have taken a more theoretical approach.
The course begins with an indepth
overview of the structure
of the information
environment, an examination
of the multiple definitions of
information literacy, and the
concept of transferable research
skills from one online
environment to the next. For
most students it is the first time
they have been asked to
consider information retrieval in the context of the
teaching and learning environment. In addition to
understanding how information is organized on a
large scale, students are introduced to general
research concepts that are utilized in most online
environments such as how to conduct keyword
searches, when to use Boolean operators, and what
truncation searches accomplish. Students practice
the use of these search skills at length and are
asked to intentionally use the skills throughout the
course.
The second module in the course includes an
examination of the various information literacy
models and the different standards expected to be
incorporated into the projects throughout the
course. In the first part of this module, the Big6 TM
research model, created by Robert Berkowitz and
Mike Eisenberg, is explored. According to their
website, “Big6 is the most widely known and
widely-used approach to teaching information and
technology skills in the world.” (Big6 overview,
2008) This research model is demonstrated in the
course by using the example of purchasing a new
automobile and includes research terminology
familiar to educators. Students participate in an
activity to compare and contrast additional
research and information literacy models, and are
challenged to consider adopting a particular model
for students to use in their own classroom, thus
seamlessly integrating information literacy
principles into instruction. As each teacher’s
school environment and access to library support
differs dramatically, the benefits of having an
entire grade, school or even school district adopt a
particular model is discussed.
For the second part of this module, students work
intensively with the Ohio Academic Content
Standards (Ohio, 2008). Through
a hands-on, small group activity,
students look for the presence of
information literacy competencies
in the academic content areas,
technology standards and library
guidelines, and then sort them
strategically within the Big6 TM
categories. Areas of overlap as
well as deficiencies are identified
and students examine approaches
to addressing information literacy in
interdisciplinary ways. Students are also
introduced to the American Association of School
Librarian’s Standards for the 21 st Century Learner
(AASL, 2008), the Nine Information Literacy
Standards for Student Learning (AASL, 1998) and
the Information Literacy Competency Standards
for Higher Education from the Association of
College and Research Libraries (ACRL, 2008).
By the third module, the final project is unveiled.
At the end of the course, students are expected to
build a WebQuest, which is an inquiry-based
lesson in which most of the content utilizes online
resources (Dodge, 2007.) This approach was
popularized by Bernie Dodge at San Diego State
University, and is utilized because of the model’s
close alignment with information literacy
competencies and research seeking behaviors. The
rationale for using this model as a final project is
Education Libraries, Volume 31, No. 2, Winter 2008 14

that it is an excellent mechanism for students to
synthesize all of the resources they are exposed to
in the course and to apply them to a real world
learning experience for their students. Students in
the course have significant latitude in how to
construct their WebQuest. Because most of the
students have little, if any, experience with web
authoring tools such as Dreamweaver or Microsoft
FrontPage, Microsoft PowerPoint was chosen as
the application of choice because it is familiar to
most students as well as usually supported by most
school systems. A template was constructed in
Microsoft PowerPoint which includes the primary
components and framework for their WebQuest:
Introduction, Task, Resources, Process,
Evaluation, and Conclusion. In addition, the
typical structure of a WebQuest has been slightly
modified to include the components of Standards,
Citations, and Teacher Notes to the framework.
In the next module, students are oriented to the
INFOhio resources which include approximately a
dozen different databases, most of which are
available in each school district within the state of
Ohio as well as remotely. Resources are available
for a variety of content areas and all grade levels.
Although all teachers theoretically have access to
the network in the state of Ohio via their school
districts, for many of them, this is the first time
they have either been exposed to these resources
or have devoted time to exploring the contents and
classroom applicability of the resources. A tenminute
learning activity is assigned at this point.
In this exercise students create a mini-tutorial that
will train their students and/or colleagues in one of
the INFOhio databases to answer a specific
research question. All tutorials are expected to
include the following elements: the database
name, grade level, topic/subject area, essential
question, applicable academic content standards,
search steps, additional comments or helpful hints
about how the database works. Students are
required to develop the essential research question
in this tutorial assignment in such a way that it fits
in with the final WebQuest project. Examples of
the learning activities are housed on the Educator
page from the INFOhio website (INFOhio teacher,
2008).
Because not all PreK-12 students have computer
access at home, and because schools are not open
during evening hours, instructors are intentional
about including the statewide public library
consortium, the Ohio Public Library Information
Network (2007.) Any resident of Ohio may obtain
a library card that enables users to access many of
the online sources available through this
consortium from remote locations. While there is
some overlap in the online offerings between
OPLIN and INFOhio, there are unique offerings as
well. Students in the course are given activities
and time to explore the wealth of resources in
OPLIN, and they are encouraged to incorporate
these findings into their final WebQuests.
The module on Effective Internet Searching
changes frequently due to the volatile nature of the
Internet. Students learn about search engine math
and logic as well as the different types of
searching tools such as search engines, directories,
and meta search engines. In addition to exploring
the advanced search features of Google, students
are provided the opportunity to learn about, utilize
and compare functionalities between other search
engines such as Ask.com and Dogpile.com.
In aligning the course structure with the tenants of
information literacy competencies, a module is
included on the ethical and responsible use of
information and explores the topics of plagiarism
and copyright infringement. This is an
increasingly popular topic because instances of
plagiarism have been and continue to be on the
rise (McCabe, 1999). Teachers struggle with
methods to detect and prevent acts of academic
dishonesty. This class provides concrete strategies
with the added benefit of meeting regularly with a
group of professionals with whom they can
exchange ideas and strategies to combat this
problem. The notion that teaching ethical use of
information is the responsibility of the English
composition teacher at the high school level is
dispelled. Everyone is encouraged to embrace this
problem as well as model ethical use of
information and multimedia in their teaching
practices.
Education Libraries, Volume 31, No. 2, Winter 2008 15

As graduate students, teacher practitioners
struggle with utilizing academic resources to
search for research-based articles and monographs
required for courses taken prior to this one and for
upcoming classes. An academic resources module
was created to address these concerns as students
had repeatedly commented that this course was
needed earlier in their program
of study. Subject, keyword and
title searching of books and
multimedia resources are
introduced through the BGSU
(2008) online catalog and the
central OhioLINK (OhioLINK
library, 2008) catalog during
Part One of this module. Part
Two introduces students to the
wealth of resources available
through research databases
purchased locally and
cooperatively within
OhioLINK. Students are
unfamiliar with the notion of fee-based and free
resources available through Internet browsers, and
this becomes another opportunity to draw attention
to the differences between the two and the benefits
of the breadth of scholarship available through the
fee-based databases. ERIC and Education
Research Complete are demonstrated and students
participate in activities designed to increase their
content knowledge and search strategies. During
the final part of this module, students practice
citing resources (print, electronic and Internet)
using the APA citation style. This is particularly
useful within this course for the citation section of
the WebQuest as well as in future classes that
require research papers.
Final projects are presented to the entire class
during the last day of the course. The teachers
enjoy sharing their work with their colleagues, and
the instructors have an opportunity to view the
overall functionality, design and subject content of
the WebQuest as they are projected for all to
review. Students are encouraged to use the
projects with students in the fall, and the most
accomplished WebQuests are posted on the
Information Literacy WebQuests website
(WebQuests, 2008).
Recently, the course was adapted to include
practical uses of Internet 2.0 technologies as a
mechanism to foster student-to-student and
student-to-teacher collaboration by utilizing social
networking tools for educational purposes. This
module provides an overview of the different
types of Internet 2.0 technologies while offering
hands-on practice with contributing
to a class wiki and class blog.
Students were asked to read a series
of articles on social networking and
the instructional design effects of
Internet 2.0 technologies. The next
step was to respond to the readings
via a discussion board prompt
within Blackboard, the campus
course management system.
Responses indicated that in-service
teachers recognize the need to stay
abreast of the new technologies and
to engage their students in learning
activities to prepare them for the
challenges and opportunities presented in online
environments.
Results and Further Research
The work products generated by the graduate
students in this course are far reaching. They have
the opportunity to improve their personal
information literacy skills while building grade
and content appropriate materials to improve the
information literacy skills of their students.
Additionally, students are helping to connect
resources with teaching and learning. A teacher’s
work day is hectic and all-consuming with little
time left at the end of the day to explore
information resources. The course Information
Literacy for Teaching and Learning affords
teachers the opportunity to discover new resources
to enhance the classroom experience.
To view the work products of students enrolled in
sections of this course, visit the following links.
• Information Literacy WebQuests -
http://www.bgsu.edu/colleges/library/crc/page38734.html
(WebQuests, n.d.)
• 10 Minute Learning Activities -
http://infohio.org/Educator/LearningActivities.html
(INFOhio teacher, 2008.)
Education Libraries, Volume 31, No. 2, Winter 2008 16

Exit surveys and informal conversations with
students indicate that at the conclusion of the
course there is a much greater awareness of online
resources available through INFOhio, OPLIN and
OhioLINK; they have begun to master the idea of
transferable research strategies; and they were able
to create an inquiry-based activity using a familiar
software application.
Over the six years the class has been offered,
patterns have emerged worth noting. While
teachers’ comfort level with the technology seems
to have improved, many continue to be unaware of
all of the educational information resources
available to them through the library cooperative
systems. The students consistently respond that
the course allows them the space in their busy
professional lives to be reflective about
information and technology use in the classroom.
Evaluative comments include:
• Activities were beneficial for use in my
classroom
• Assignments and lessons related to
classroom—very helpful!
• Very applicable to my teaching.
• Course content was meaningful and useful.
Assignments were practical and
reasonable.
• Very practical. We were able to adapt the
projects to something we could use in the
classroom.
• This course was the most effective class I
have taken so far in my full year in this
cohort.
• This course should be the first class. All
the information would have been useful at
the beginning of the program.
• This course should be taken by ALL M.Ed
(Masters of Education) students.
Future research plans include a follow-up
assessment with teachers who have been through
the class to determine the skills most utilized from
the course and how it has changed the way they
teach. Multiple sections of the course have been
offered since 2003, reaching over 400 teacher
practitioners in the northern region of Ohio. With
this data, the co-authors will be better prepared to
showcase the merits of this course to other
Masters of Education programs around the state of
Ohio. If universities in other regions of Ohio were
to offer a similarly structured course, the potential
to effect meaningful change in informationseeking
skills for teachers and students could be
realized.
References
AASL standards for the 21 st century learner. (2008).
Retrieved June 29, 2008, from the American
Association of School Librarians website:
http://www.ala.org/ala/aasl/aaslproftools/learningst
andards/standards.cfm
ACRL. Information literacy competency standards for
higher education. (2008). Retrieved from the
Association of College and Research Libraries
website:
http://www.ala.org/ala/acrl/acrlstandards/informatio
nliteracycompetency.cfm
American Association of School Librarians (AASL).
(1998). Information power: Building partnerships
for Learning. Chicago: Illinois.
Asselin, M., & Doiron, R. (2003, October). Whither
they go: An analysis of the inclusion of school
library programs and services in the preparation of
pre-service teachers in Canadian Universities.
Behavioral & Social Sciences Librarian, 22(1), 19-
32.
Battle, J. (2007, Fall). Information literacy instruction
for educators and the role of school and academic
libraries. Texas Library Journal, 83(3), 124-125.
The Big 6. (2008). Retrieved June 29, 2008, from the
Big 6 website: http://www.big6.com/
The Big 6 - overview. (2008). Retrieved September 8,
2008, from the Big 6 website:
http://www.big6.com/category/overview-of-big6-skills/
BGSU libraries catalog. (2008). Retrieved from the
BGSU University Libraries website:
http://maurice.bgsu.edu/search/X
Dodge, B. WebQuest.Org: home. (2007). Retrieved
June 29, 2008 from the WebQuest.Org website:
http://webquest.org/index.php
INFOhio teacher tools – learning activities. (2008).
Retrieved June 29, 2008, from the INFOhio
website:
http://infohio.org/Educator/LearningActivities.html
INFOhio: the information network for Ohio schools.
(2008, May 5). Retrieved June 29, 2008, from the
INFOhio website: http://www.infohio.org/
Johnson, C., & O'English, L. (2003, October).
Information Literacy in Pre-Service Teacher
Education: An Annotated Bibliography. Behavioral
& Social Sciences Librarian, 22(1), 129-139.
Retrieved June 20, 2008,
doi:10.1300/J103v22n01_09
McCabe, D. (1999, Winter). Academic dishonesty
among high school students. Adolescence, 34(136),
Education Libraries, Volume 31, No. 2, Winter 2008 17

681. Retrieved September 7, 2008, from Academic
Search Complete database.
Naslund, J., Asselin, M., & Filipenko, M. (2005,
Spring). Blueprint for collaboration: An
information literacy project at the University of
British Columbia. PNLA Quarterly, 69(3), 10-32.
NCATE: National Council for Accreditation of Teacher
Education. (1997-2008). Retrieved June 29, 2008,
from the NCATE website: http://www.ncate.org/
O'Hanlon, N. (1988, Summer). Up the down staircase:
Establishing library instruction programs for
teachers. RQ 27: 528-34.
Ohio Academic content standards. (2008). Retrieved
June 29, 2008, from the Ohio Department of
Education website:
http://www.ode.state.oh.us/GD/Templates/Pages/O
DE/ODEPrimary.aspx?page=2&TopicRelationID=
305
The Ohio public library information network (OPLIN).
(2007). Retrieved June 29, 2008, from the OPLIN
website: http://www.oplin.org/
OhioLINK: the Ohio library and information network.
(2008). Retrieved June 29, 2008, from the
OhioLINK website: http://www.ohiolink.edu/
OhioLINK library catalog. (2008). Retrieved June 29,
2008, from the OhioLINK website:
http://olc1.ohiolink.edu/search/
WebQuests: Information literacy. (2008). Retrieved
June 29, 2008 from the Curriculum Resource
Center website:
http://www.bgsu.edu/colleges/library/crc/page38734.html
Witt, S., & Dickinson, J. (2003, October). Teaching
teachers to teach: Collaborating with a university
education department to teach skills in information
literacy pedagogy. Behavioral & Social Sciences
Librarian, 22(1), 75-95.
Sara Bushong is Head
Librarian for the Curriculum
Resource Center, and Chair,
Archival Collections and
Branches at Bowling Green
State University (BGSU),
Bowling Green, Ohio where
she has worked since 2000.
She was the District
Elementary Librarian and
Technology Curriculum
Coordinator for Perrysburg Exempted Village
Schools and formerly a choral music teacher in
Whigham, Georgia. BGSU has a large College of
Education and the SLA’s publication Education
Libraries is particularly relevant to undergraduate,
graduate students and faculty research projects as
well as to the university librarian’s servicing the
College. Sara’s research interests include
information literacy for pre-service teachers and
the integration of technology into the PreK-12
curriculum. She has worked extensively with
BGSU undergraduate and graduate students on
independent studies and courses designed to
utilize the WebQuest model to promote
information literacy. Sara is involved with projects
designed to “bring books to life” in area PreK-12
schools; students are actively involved in aesthetic
activities designed to enhance creativity through
book reviewing activities.
Sara Bushong, Associate Professor
Head Librarian, Curriculum Resource Center
Chair, Archival Collections and Branches
Bowling Green State University
Bowling Green, Ohio 43403
419.372.7909
sbushon@bgsu.edu
Colleen Boff is the First
Year Experience
Librarian at Bowling
Green State University
in Bowling Green, Ohio
where she has worked
since 1999. Prior to that,
she worked briefly as a
law librarian. Colleen is
committed to creating a
seamless transition for
students as they leave the high school research
environment and enter the higher education
system. For the past several years, she has worked
with pre-service teachers at the undergraduate
level as well as teachers enrolled in the graduate
program as described in this article. Colleen’s
professional interests include application of web
2.0 technologies in library instruction, the
Millennial generation, and information literacy.
Colleen also runs the Common Reading
ExperienceProgram for entering first year
students.
Colleen Boff, Associate Professor
First Year Experience Librarian
Bowling Green State University
Bowling Green, Ohio 43403
cboff@bgsu.edu
Education Libraries, Volume 31, No. 2, Winter 2008 18

.Transforming a Curriculum Center for the 21 st Century at Eastern Washington University Libraries
By Julie Miller and Nadean Meyer
Abstract:
Teacher education is a vital component of Eastern Washington University’s (EWU)
mission and history. In 2006, after several years of decline in collections and usage of
its curriculum center, EWU Libraries made a commitment to transform it into a center
for twenty-first century educators. The center has changed greatly in a short time with five
Information &
Media Literacy
conditions facilitating the center’s rapid transformation from an outdated, infrequently used corner of the
library to a vibrant and busy hub. These conditions for change include: a librarian who acts as catalyst; a
visioning process; essential structures upon which to build; the ability to reallocate resources, and the
underlying element in this transformation: organizational leadership. Next steps in the transformation will
include systematic assessment of resources and services, increased access to instructional technologies, and
development of collaboration spaces.
Introduction
At Eastern Washington University (EWU), teacher
education has always been a discipline of
distinction. A regional comprehensive university
with approximately 10,000 students, EWU began
as a traditional school in 1882 for educating young
women to become teachers in the rural
communities of the inland Northwest. Through
institutional name changes and shifts in
administrative policy, teacher preparation has
remained an important part of the university’s
mission. Resource allocation has not always kept
pace with institutional goals however, and for
several years, EWU Libraries did not have a
library faculty position dedicated to support the
library’s curriculum center. Other library faculty
did their best to select current materials for the
curriculum center, particularly in the children’s
literature collection. But without a subject
specialist to maintain contact with faculty in the
Education program, the center’s relevance to the
curriculum, and therefore its quality, was eroding.
Meanwhile, Washington State
public schools had been
undergoing significant reform with
the Improvement of Student
Achievement Act passed by the
Washington State Legislature in
1993, which provided the authority
to implement an accountability
system dedicated to addressing the needs of all
students by developing curriculum
standards, grade-level expectations, and
assessment tests (i.e., the Washington Assessment
of Student Learning, or WASL). The
state standardized learning outcomes for students
in all primary and secondary grades and provided
measurable benchmarks for Washington public
education. The emphasis on successful mastery of
learning outcomes by all students represented a
major shift in the state's school reform.
On the national level, the federal government and
professional organizations were also setting
policies based on student learning outcomes. The
No Child Left Behind Act (NCLB) was signed into
law in 2002 to reauthorize and revise the
Elementary and Secondary Education Act (ESEA)
of 1965. According to the U.S. Department of
Education, NCLB was built on four principles:
accountability based on student achievement,
more choices for parents, greater local control and
flexibility, and research-based evidence for
education reform (2008). More recently, the
National Council for Accreditation of
Teacher Education (NCATE), the professional
teacher preparation accrediting
body, revised its standards to
emphasize knowledge and ability to
select and use best teaching
strategies; to assess student
learning; and to adapt teaching
strategies based on individual
learning differences (2008).
In the context of these changes in the educational
environment, EWU Dean of Libraries Patricia
Kelley made it a priority in 2006 to start the
Education Libraries, Volume 31, No. 2, Winter 2008 19

process to develop a curriculum center for the 21 st
century. Since then, EWU Libraries have made
great strides in transforming the Curriculum
Center to meet the needs of current and future
educators. Five conditions have made rapid
change possible: the presence of a catalyst
librarian, the use of a visioning process, the
existence of fundamental structures, the ability to
reallocate resources, and organizational
leadership.
A Catalyst Librarian
The first condition for successfully transforming
the Curriculum Center
at EWU was to hire a
librarian who would be
a catalyst in the
transformation. In Fall,
2006, EWU Libraries
hired Nadean Meyer as
learning resources
librarian. In A Guide to
the Management of
Curriculum Centers for
the 21st Century, Scott
Walter identifies six
core competencies for
directing a curriculum
center, and Meyer
demonstrates these core
competencies:
1. Knowledge of the education environment
2. Ability to apply principles of librarianship
to handling education information
resources
3. Ability to meet the instructional needs of
user groups
4. Expertise in managing collections of
curricular resources
5. Expertise with relevant systems
and instructional technologies
6. Participant in scholarly and professional
communication. (2001, pp. 13-15)
Meyer is very familiar with the education
environment in Washington state, as well as active
in regional library and media center associations,
including serving as webmaster for the
Washington Library Media Association (WLMA).
She worked for many years in the K-12 public
school systems in both elementary and secondary
schools in the region, managing collections in
three difference school districts. Her extensive
experience in school libraries has enabled Meyer
to apply principles of librarianship to the broader
range of educational resources available in the
academic environment. In this time of education
reform, Meyer saw joining the faculty of EWU
Libraries as an opportunity to have an impact on
education in the region through interaction with
faculty and students in the EWU education
program.
Meyer’s effectiveness as a
catalyst has been enhanced
by her experience as a parttime
instructor in EWU’s
Education Department.
Meyer has existing
relationships with several of
the faculty, and has
leveraged these
relationships through her
participation in Education
Department meetings.
Through these meetings, she
has strengthened
connections with faculty
and observed their
instructional needs. The
meetings have also provided
an opportunity for Meyer to present focused (10
minute or less) demonstrations of library
resources. Meyer has also maximized access to
education students through access to “gateway”
courses, such as the beginning education course
and the course prerequisite for student teaching. In
these presentations, she has promoted student
success by matching key library resources to the
department’s student learning outcomes.
Through experimentation (such as the use of
student response systems to find out what students
need), observation of student projects, and
increased familiarity with faculty expectations,
Meyer has been able to tailor library instruction to
meet student needs. Consequently, the number of
requests for library instruction by education
faculty has increased dramatically, from one in the
Education Libraries, Volume 31, No. 2, Winter 2008 20

year prior to Meyer's
arrival to sixteen requests
during her first year at EWU
Libraries.
Outreach is a significant part
of Meyer’s responsibility as
learning resource librarian.
As liaison to the education program and related
endorsement programs, Meyer spends
considerable time outside the library, visiting
faculty in their offices. This method has been
productive for learning about new programs and
classes, for sharing common concerns, and for
changing perceptions of the Curriculum Center
and its services. As one faculty said in an
introduction to another member of her department,
"This is Nadean Meyer, a librarian who comes to
my office."
A Visioning Process
Prior to 2006, the Curriculum Center at EWU
Libraries did not have a mission statement or
defined goals. A critical step in transforming the
Curriculum Center was to articulate a vision,
values, mission, and guiding principles for the
center, in the context of the both the university’s
mission and the curricular changes for K-12 public
schools in Washington.
As context for the visioning process, Meyer
conducted an environmental scan for the
Curriculum Center, including a review of the
library literature. A key document in the
transformation process has been The Guidelines
for Curriculum Materials Centers, published by
the Association of College and Research Libraries
(2003). The guidelines recommend best practices
for the administration, services, and collections of
curriculum material centers. Meyer joined the
electronic discussion list (EBSS-
L@listserv.ncce.edu) of the association’s
Education and Behavioral Sciences Section
(EBSS) as a source of current information about
curriculum centers. Meyer also visited nine area
curriculum centers and education libraries, and she
took a virtual tour of at least ten more curriculum
centers.
As one faculty said in an
introduction to another member
of her department,
"This is Nadean Meyer,
a librarian who comes to my office."
In Fall 2006, Meyer met
individually with key
stakeholders (including
EWU faculty and students
in the Department of
Education, faculty who
support education across the
disciplines, library faculty
and administrators, and staff of the EWU
Teaching and Learning Center) to identify
essential elements for the vision and mission
statements. She learned that Dean Patricia Kelley
envisioned the center as a resource not only for
education majors, but also for EWU faculty across
the curriculum and for practicing educators.
Meyer also learned that EWU had recently begun
interdisciplinary programs in early childhood
education. These factors suggested a broader
scope for the center to provide learning resources
and services to support education from prekindergarten
through graduate programs (not K-
12, but P-20).
Throughout Fall 2006, Meyer met with Associate
Dean of Libraries Julie Miller to draft the vision,
mission, and values statement for the Curriculum
Center. Recognizing the importance of this
foundational document, Meyer and Miller used an
iterative process that took several months and at
least eight drafts. The resulting vision and values
statements capture a long-range view of the
curriculum center; they state where the center is
going and suggest how it will get there:
Vision: The Curriculum Center is a
physical and virtual library where the
EWU community explores quality teaching
resources. The center supports creative and
knowledgeable teacher preparation. The
center is an active learning place where
users easily find resources. The center
promotes multiple approaches of teaching
diverse learning styles and abilities.
Values: The services and resources of the
center demonstrate the value of
collaboration, diversity, and accessibility.
The center promotes methods based on
learners’ needs and technologies that
enhance learning. (See Appendix A)
Education Libraries, Volume 31, No. 2, Winter 2008 21

These statements address areas of growth and
change critical to developing a curriculum center
for the twenty-first century. The Curriculum
Center had a traditional, print-based collection
built primarily with donated materials and
organized using multiple classification systems
(some of which were developed in-house). The
challenge was to implement the vision promoting
a dynamic, evolving center accessible to a diverse
community of users.
Articulating a clear, concise, and memorable
statement of purpose is more difficult than it
sounds. Using Libraries, Mission & Marketing:
Writing Mission Statements That Work as a guide
(Wallace, 2004), Meyer and Miller worked on
several versions of a mission statement for the
Curriculum Center. Early drafts of the statement
reflect the recurring questions or themes in
redefining the Curriculum Center: the primary
stakeholders, the scope of its collections and
services, the need to be dynamic and proactive,
and an emphasis on high quality resources. After
several drafts, Miller and Meyer arrived at this
statement:
The Curriculum Center promotes excellence in
teaching through the use of quality resources.
The final mission statement is broad, in that it
does not specify stakeholders or scope of
collections and services, as some of the earlier
drafts do, but it meets the criteria of being clear,
concise, and memorable. (See Appendix B for a
discussion of the
process of refining the
mission statement.)
A breakthrough in the
visioning process was
the articulation of
guiding
principles. The
guiding principles
articulate the library’s
fundamental
assumptions about a
curriculum center for
the twenty-first
century. These
principles evolved through discussions with
stakeholders and then were refined in the context
of the vision, values, and mission statements. In
January, 2007, Meyer and Miller presented the
Curriculum Center’s foundational document
(including vision, values, and mission statements
and guiding principles) to the EWU Libraries’
Dean’s Council for approval, where it was
adopted. (See Appendix A for the full text of the
document.) This foundation document has guided
the decisions that have followed in transforming
the Curriculum Center.
Existence of Essential Structures
The third condition for transformation of EWU
Libraries’ Curriculum Center has been the
existence of “good bones,” those essential
structures upon which to build. The center’s
physical facility is one essential structure. When
the JFK Library was remodeled in 1998, the
renovation provided an attractive and adequate
space for the Curriculum Center (4344 square feet
on the ground floor of the library). The center
included two study rooms separated by an
accordion-like room divider that could be pushed
back to make a larger room. An open area with
study tables was located next to large, north-facing
windows; fabric-covered bulletin boards along one
wall were designed for displays. Many of these
features, however, were hidden behind tall
shelving. The center lacked technology; wireless
connections were accessible, but electrical outlets
and network ports were limited to two areas.
Blank walls, empty shelves, and old materials
contributed to a
feeling of neglect.
The library has made
several improvements
to make the
Curriculum Center
more inviting. A new
display area lines the
path from the Lower
Level Service Desk to
the entrance of the
Curriculum
Center. Staff removed
four sections of empty
shelving, creating an
Education Libraries, Volume 31, No. 2, Winter 2008 22

open seating area center with comfortable chairs at
the entrance of the center. These changes have
increased student use of the area.
Collections are another essential structure.
According to the new mission statement, the
center “promotes excellence in teaching through
the use of quality resources.” In terms of
curricular materials, “quality resources” implies
materials that are currently used in K-12 schools
in the state (where most of EWU’s education
graduates are employed). “Quality” in a
curriculum center’s collection of children’s
literature includes: a range of titles reflecting
current trends (e.g., contemporary subjects and
genres as well as best-selling titles); award
winners; and innovative titles that challenge
thinking about children’s literature. In EWU
Libraries’ Curriculum Center, Meyer found some
quality core materials from which to build the
collection.
Meyer performed a
collection analysis that took
advantage of her experience
in various schools, making
special use of the book:
Collection Management for
Youth: Responding to the
Needs of Learners a valuable
resource for developing a
learner-based collection
(Hughes-Hassell & Mancall,
2005). She found a collection that has evolved
over the years, with a median materials’
publication date of approximately 1980. Several
characteristics made the collection seem outdated
and therefore not quality teaching resources:
• The materials looked unappealing, even
the new children's literature books, because
of the practice removing book covers and
replacing colorful packaging with archival
opaque boxes.
• The majority (60%) of the collection were
donations, most of which had been used in
classrooms twenty years ago.
• Classics like Where the Wild Things Are,
Cat in the Hat, and Where the Sidewalk
In general, curriculum centers need
a collection that changes more
rapidly than other areas of an
academic library and thus should
have processes for routine collection
analysis and management
processes in place
Ends were in shabby condition. Other
classics were missing.
The “good bones” of the center’s collection was in
children's literature since funds had been expended
specifically on children’s literature for several
years.
Meyer began an intensive weeding project almost
immediately. She retained the quality resources
and deselected the others, sending historically
interesting children's literature to the regional
collection at the University of Washington. She
began to order pre-bound books to bring the
collection up to date and to fill in gaps; all book
covers were saved until a new policy of retaining
children's literature book covers was adopted. In
general, curriculum centers need a collection that
changes more rapidly than other areas of an
academic library and thus should have processes
for routine collection analysis and management
processes in place (Osa, 2003).
EWU Libraries have always
had complete cataloging of
Curriculum Center materials,
an essential structure for
access. The library has been
able to build on this asset by
enhancing catalog records.
For example, classification
tags that indicate age levels
and genre are now routinely
added to records. This enhancement has also
improved access to the collections by providing
links between databases and the library catalog.
These links now appear in Children's Literature
Comprehensive Database, Novelist, and Novelist
K-8, so students can click through to find the
location and availability of the resources in EWU
Libraries’ collections and also to search the virtual
catalog of the Orbis Cascade Alliance, the
consortium of academic libraries in Washington
and Oregon.
Resource (Re)Allocation
The ability to allocate resources in alignment with
the Curriculum Center’s purpose and user needs
has been vital in the center’s transformation.
Resource allocation now depends upon the
Education Libraries, Volume 31, No. 2, Winter 2008 23

Curriculum Center’s vision, mission, values, and
guiding principles. Library faculty and
administrators have reprioritized existing budgets,
and they are developing strategies to obtain the
resources that will have the greatest impact on
EWU Libraries, including the center’s
transformation.
As part of the Information Services division of
EWU Libraries, the Curriculum Center has not
had a separate budget for operations. Under the
library acquisition budget, the center has been
allocated approximately $5,000 annually for
collection development. In the past, this amount
was supplemented by library funds for
acquisitions by Education Department faculty.
Most of these funds were used to maintain
currency of the children’s fiction collection. The
library relied on donations for the rest of the
collection. As learning resources librarian, Meyer
has prioritized use of these funds based on gaps in
the collection, such as a lack of early reading
materials to support EWU’s growing
interdisciplinary program in early childhood
development.
Meyer has also targeted supplemental internal
funding sources, such as the dean’s fund for
collection development. She received a one-time
allocation of $21,000 from this fund in Spring,
2007 to update standard textbooks and
supplemental materials with particular emphasis
on mathematics and reading. Additional smaller
amounts have been received from the general
library budget for replacements and end-of-year
requests. A mini-grant from the EWU Foundation
was received in Fall, 2006 to purchase
multicultural children’s literature loaded on iPod
Shuffle mp3 players.
Although the Curriculum Center’s collection
development budget does not meet its goals, the
changes in resource allocation and the addition of
supplemental funding have been essential in
demonstrating the library is committed to
obtaining the resources that students and faculty
need. Tangible changes in the Curriculum
Center’s collections have encouraged three faculty
groups (math, special education, and children’s
literature) to open their closets and give the
Curriculum Center materials that are current and
useful.
Meyer and other library faculty are developing
strategies to provide quality teaching resources
that use technology. For example, they are
replacing some print resources with electronic
resources where appropriate. The center had
painstakingly acquired print curriculum guides
from local, state, and national schools covering
most subject areas. Because the guides were dated
and inaccurate in the context of school reform,
Meyer has withdrawn the print collection. Instead,
the database Kraus Curriculum Development
Library provides students with current, full-text
curriculum guides. The library is currently seeking
supplemental funding for instructional equipment
through a proposal to the EWU Student
Technology Fee Committee, which funds
technology projects that deliver services directly
to students.
Organizational Leadership
The final condition vital for transformation is
organizational leadership. This condition underlies
the other four conditions and enables them to be
effective. The phrase “organizational leadership”
refers not just to library administrators or
managers, but also to staff at all levels of the
organization. In The Power of Personal
Persuasion: Advancing the Academic Library
Agenda from the Front Lines, Julie Todaro
discusses the decentralized nature of leadership in
academic libraries (2006). To transform the
Curriculum Center at EWU, organizational
leadership has meant setting high expectations,
removing barriers to communication, and
encouraging flexibility across the organization.
The 2006 position description for the learning
resources librarian was explicit about the library’s
high expectations for this position. This excerpt
from the description details the expectations:
Responsibilities: Transform a traditional
materials collection into a K-20 teaching and
learning resources center that emphasizes
effective use of technology. The center will
support the College of Education and Human
Development’s K-12 teacher preparation
Education Libraries, Volume 31, No. 2, Winter 2008 24

program and the Teaching and Learning
Center’s faculty development programs and
will serve as a regional education resource. It
will provide “collections,” services to students
and faculty, and programs appropriate to
identified goals.
Key words and phrases from this description (such
as “transform,” “K-20,” “teaching and learning,”
and “effective use of technology”) and the
emphasis on partnership clarified expectations.
The new job title, “learning resources librarian,”
indicated responsibilities beyond maintaining a
collection. The search committee and library
administrators who interviewed candidates
reinforced these expectations during the interview
process, and each finalist was asked to present her
ideal model of the twenty-first century curriculum
center to library staff.
The responsibilities detailed
in Meyer’s faculty activity
plan and annual letter of
assignment also differed
from those of the other
reference and instruction
librarians. Time on the
reference desk was greatly
reduced (4% of her time),
while liaison and outreach responsibilities were
increased (18%). She also was assigned greater
responsibility in collection development than most
of the other EWU reference and instruction
librarians. This shift in emphasis set the
expectation to try new ideas, such as moving
“beyond the reference desk” to meet library staff
and others (Stoddart, Bryant, Baker, Lee, &
Spencer, 2006). She discovered allies for
particular types of change, and she learned longstanding
concerns about the Curriculum Center.
Learning about the history of the center helped to
strengthen Meyer’s eventual proposals for change
and moved them more quickly towards approval.
Frequent communication with library leadership
helped Meyer to refine and focus her ideas for
transforming the center. In her first quarter at
EWU, Meyer met weekly with Julie Miller, the
associate dean and acting division head to whom
Meyer reported, at a campus coffee shop. They
To transform the Curriculum Center
at EWU, organizational leadership
has meant setting high expectations,
removing barriers to communication,
and encouraging flexibility across
the organization.
discussed and drafted the mission and vision
statements during these meetings. Miller’s
experience with strategic planning helped with the
visioning process. They also had open
conversation about education, the library, and
future plans that prompted ideas. These
discussions helped Meyer to define her role within
EWU libraries; they also helped Miller to
understand and explain changes in the Curriculum
Center to others in the organization.
Meyer also had frequent communication with
Carolynne Myall, head of Collection Services and
current faculty chair. Myall has a personal interest
in children’s literature, and she has been the
primary selector for children’s literature for the
Curriculum Center for several years. Myall’s
knowledge of the center’s collection and its
history was invaluable to Meyer. Meyer
understood that many of her proposals would
require changes in policy,
procedures, and workload.
Through a shared
commitment to service for
students, Meyer and Myall
worked through these thorny
issues. Their open
communication facilitated
many of the rapid changes in
the center’s materials collections. Within the first
academic year, Collections Services staff provided
support for weeding the Curriculum Center’s
collection by one third, implemented a new
process for retaining juvenile book covers, began a
reclassification of all items, and consolidated and
reorganized the physical space. It was a busy time!
This level of change, particularly in an academic
setting, requires flexibility, something which can
be difficult in a standards-based environment such
as a library. The guiding principles from the vision
document helped library faculty and staff become
more flexible during this time of change. The
principles gave direction and focus. Meyer and
Miller did not heedlessly throw out standards or
make change for the sake of change. Rather, they
made recommendations for change based on the
guiding principles. The reclassification project
implemented in 2007 demonstrates how the
guiding principles facilitated flexibility.
Education Libraries, Volume 31, No. 2, Winter 2008 25

Meyer developed a reclassification proposal in
cooperation with the head of Collection Services.
This proposal was supported by the guiding
principles, especially the following principle:
Information and ideas are readily accessible
and freely exchanged. Research ideas, national
standards, state guidelines, the best of
practitioners’ skills, and the changing
educational environment are valued. (See
Appendix B)
At the time, the center’s collections used multiple
classifications, some developed locally. Library
users often had difficulty finding the materials
they needed. Meyer researched the library
literature and found Acquiring and Organizing
Curriculum Materials : A Guide and Directory of
Resources (Lare, 2004) particularly helpful in
developing a standards-based plan to make the
center’s materials more accessible. She also
researched practices among consortial partners in
the region. With input from Carolynne Myall, the
head of Collection Services, Meyer proposed to
adopt a modified Dewey Decimal System for
juvenile materials and to use the Library of
Congress (LC) classification for the remaining
instructional materials and textbooks. The
proposal was approved by the Dean’s Council, the
library’s management team comprised of the dean,
associate dean, division heads, and collection
management librarian.
Though approved by library administrators, it was
cataloging staff who had to implement the
proposal. The staff were asked to develop new
processes to undo the work they had done over
years. The proposal included dividing the center’s
fiction collection into three age-related categories:
EZ for picture books, JUV for children's, and YA
for young adult or adolescent literature, with all
three areas then shelved by the author's last name.
Non-fiction children’s literature was also
converted to Dewey Decimal. Instructional
materials and textbooks were assigned LC
numbers based on subject content (i.e., Q for
sciences) in all formats.
During the reclassification process, everyone
compromised to some extent in adjusting
workflow, priorities, and policies. Cataloging staff
adapted to the changes in processing materials for
the Curriculum Center, and the project was
completed in one year. In addition to thanking
staff during the reclassification project, Meyer
honored them with a celebratory lunch near the
end of the project. Flexibility is a skill that should
be recognized, and expressing gratitude for a job
well done is an important characteristic of
leadership.
Next Steps in the Transformation
The transformation of the Curriculum Center is
not complete; the center will continue to evolve.
In the context of EWU Libraries’ strategic plan,
Meyer has identified three priorities in making the
vision of a center for the twenty-first century a
reality: developing and implementing an
assessment plan for the center’s resources and
services, incorporating more educational
technologies, and developing collaboration spaces.
An assessment plan will include systematic
evaluation of the center’s resources and services.
Anecdotally, Meyer has identified several impacts
from the transformation. Students now use the
center as a place to meet and to study, and use of
education databases has increased. Faculty
requests for library instruction have increased, and
faculty members seem more open to share
resources and to collaborate. Library staff take
pride in the new environment. However, the
change is very new, and Meyer does not have
enough qualitative or quantitative data to
demonstrate the full impact of the transformation.
Informal discussion about the role of the
Curriculum Center needs to be more formalized
through focus groups and online surveys. A key
performance indicator will be evidence of
integration of the center’s resources into the
Education Department’s curriculum. She is
gathering usage statistics of the center’s materials
and databases for regular analysis.
The incorporation of educational technology is a
major shift that has occurred in K-12 schools, and
students need to be skilled in evaluating and
incorporating technological resources. The
Curriculum Center is one of several places for
students to develop these skills. The learning
Education Libraries, Volume 31, No. 2, Winter 2008 26

esources librarian is forming partnerships with
other technology centers on campus, including:
the Education Department’s computer lab; the
campus-wide student technology labs, including
the Multimedia Activities Resource Service
(MARS) lab; and the Teaching & Learning
Center. Departmental resources, such as the
software acquired by the Mathematics Department
for math education and software used by the art
education program, are two areas to explore.
Open-source web resources that support the goals
of the Education Department are being added to
the library catalog, but students also need access
to the proprietary resources used in area schools.
As a start the library has recently added a video
and image database, unitedstreaming by
Discovery Schools, that is used by educators in the
Spokane Public School system.
While the Curriculum Center at EWU Libraries
has never had a strong production unit, resources
for collaboration and group work is vital to teacher
education. One priority for the Curriculum Center
is to develop spaces that offer technology for
collaborative presentations, writing, and other
group interaction. Easy access to learning
materials from the center, digital library resources,
and instructional technologies, in an environment
designed for collaboration, will make the
Curriculum Center a natural place for group
activity.
Conditions for Success at Your Institution
Academic libraries have experienced many
changes in the last twenty years, some driven by
institutional policy and others by technology.
Concurrently, education reform at the national,
state, and local levels has made sweeping change
in teacher preparation programs. If curriculum
centers do not keep pace with the needs of future
educators, they will become irrelevant to
education students and practitioners alike. The
ideal curriculum center for the twenty-first century
varies by institution based on organizational
mission and vision. At EWU Libraries five
conditions have made it possible to transform an
outmoded curriculum center into a curriculum
center for the twenty-first century. These
conditions probably exist to some degree at your
institution.
To determine whether the time is right for
successful change, ask the following questions:
1. Who is the catalyst with the qualities to
make change happen?
2. By what process will we envision the
curriculum center of the future?
3. What are the essential structures, the “good
bones,” upon which we will build the
center?
4. How will we (re)allocate resources to
support the transformation?
5. Do we have the organizational leadership
to create a curriculum center for the
twenty-first century?
The answers to these questions will identify the
gaps that must be addressed and the conditions
strengthened to develop successfully a vital
resource for educators today and in the future.
. If curriculum centers do not keep
pace with the needs of future
educators, they will become
irrelevant to education students and
practitioners alike.
Appendix A
Vision, Mission, Values, and Guiding Principles
for the Curriculum Center at EWU Libraries
Vision Statement: The Curriculum Center is a
physical and virtual library where the EWU
community explores quality teaching resources.
The Center supports creative and knowledgeable
teacher preparation. The Center is an active
learning place where users easily find resources.
The Center promotes multiple approaches of
teaching diverse learning styles and abilities.
Mission Statement: The Curriculum Center
promotes excellence in teaching through the use of
quality resources.
Education Libraries, Volume 31, No. 2, Winter 2008 27

Values: The services and resources of the Center
demonstrate the value of collaboration, diversity,
and accessibility. The Center promotes methods
based on learners’ needs and technologies that
enhance learning.
Guiding Principles:
• Developing the Curriculum Center requires
new ideas and methods to achieve the
mission.
• Information and ideas are readily
accessible and freely exchanged. Research
ideas, national standards, state guidelines,
the best of practitioners’ skills, and the
changing educational environment are
valued.
• Collaboration with faculty and other users
is fundamental for developing critical
thinking and information literacy skills in
future teachers.
• The Center’s services enable users to
access and use information and technology
effectively for practical teaching strategies.
• The Center’s collections reflect diverse
teaching resources, including diversity in
accessibility, culture, and learning styles
and abilities.
• The EWU community’s understanding
about teaching and learning from
preschool through graduate school is
enhanced by strategic partnerships.
• Teaching methods and resources (primarily
electronic) that expand post-secondary
learning are developed collaboratively
within the EWU community.
• While providing specific practical
materials for teachers and prospective
teachers in the EWU community, the
Center is an integral part of EWU
Libraries’ services and collections.
• As a special collection, the Curriculum
Center includes resources that are used for
teaching while EWU Libraries’ main
collections contain a range of materials
about teaching and education.
Appendix B
Evolution of the Mission Statement for the
Curriculum Center
The following draft mission statements illustrate
its evolution to a clear and concise statement of
purpose for the EWU Libraries’ Curriculum
Center. Each draft was reviewed by several
stakeholders and revised in the context of their
feedback.
Early drafts:
The Learning Center, preK through 20, offers the
best teaching and learning resources as they
evolve. The EWU community is the partner of the
center.
The Center library is a collection of materials and
services that support the teaching and learning of
K20 students at EWU, particularly in the field of
education. It is a learner-centered area responding
to changes in teaching-learning methods through
research and technology. The children’s and
young adult literature collection provides access to
teaching and learning topics and styles with a
current, age-spanning collection.
Middle drafts:
The Instructional Resources Center provides the
EWU community the best in preK-20 teaching and
learning resources as they evolve.
The Instruction Resources Center promotes
quality teaching resources for teacher preparation
and growth.
The Curriculum Center promotes quality teaching
resources for teacher preparation and
development.
Final draft:
The Curriculum Center promotes excellence in
teaching through the use of quality resources.
Education Libraries, Volume 31, No. 2, Winter 2008 28

Internet References
This mega-list has been lots of assistance and I am
still using it for ideas
http://www2.lib.virginia.edu/education/contribute/
educationlibraries.html
American University: Has a live Webcam of one
area of the center
http://www.library.american.edu/about/cmc/index.html
References
Association of College & Research Libraries. (2003).
Guidelines for Curriculum Materials Centers.
College & Research Libraries News, 64, 469-474.
Hughes-Hassell, S., & Mancall, J. C. (2005). Collection
Management for Youth : Responding to the Needs
of Learners. Chicago: American Library
Association.
Lare, G. A. (2004). Acquiring and Organizing
Curriculum Materials : A Guide and Directory of
Resources. Lantham, MD: Scarecrow Press.
National Council for Accreditation of Teacher
Education. (2008) Standards Retrieved July 1, 2008
from
http://www.ncate.org/institutions/standards.asp
Osa, J. O. (2003). Curriculum Development:
Curriculum Materials Center. In Mack, D.C., (Ed.),
Collection Development Policies: New Directions
for Changing Collections (pp. 131-153).
Binghamton, NY: Haworth Information Press.
Stoddart, R.A., Bryant, T. W., Baker, A. L., Lee, A. &
Spencer, B. (2006). Perspectives on ...going boldly
beyond the reference desk: Practical advice and
learning plans for the new reference librarian
performing liaison work. The Journal of Academic
Librarianship. 32(4) 419-427.
Todaro, J. (2006). Power of persuasion: advancing the
academic library agenda from the front lines.
Chicago: Association of College & Research
Libraries. Retrieved July 1, 2008 from
http://www.ala.org/ala/acrl/acrlissues/marketingyou
rlib/advocacy_toolkit.pdf
U. S. Dept. of Education. (2002). No Child Left Behind
Act. Retrieved July 1, 2008 from
http://www.ed.gov/nclb/overview/intro/edpicks.jhtml?src=ln
Wallace, L. K. (2004). Libraries, Mission & Marketing:
Writing Mission Statements That Work. Chicago:
American Library Association.
Walter, S. (2001). Professional education. In Carr, J. A.,
(Ed.), A Guide to the Management of Curriculum
Materials Centers for the twenty-first Century : The
Promise and the Challenge (pp. 1-24). Chicago:
Association of College and Research Libraries.
Nadean Meyer is
the Learning
Resources
Librarian at Eastern
Washington
University
Libraries in
Cheney,
Washington,
overseeing the
Curriculum Center
and providing instruction and liaison work with
several departments. This is her third academic
year in the position after being a teacher librarian
for twenty years in elementary schools and a high
school. Nadean has taught part-time at the
university level in the areas of children and
adolescent literature, censorship, storytelling,
puppetry, and librarianship for school librarians.
She has been involved in youth librarianship most
of her career for over thirty years. Her special
interests are intellectual freedom, multimedia
technology, fantasy literature, and multicultural
books and teaching techniques.
Her professional
activities have been
in Washington
Library Media
Association as
webmaster, officer,
regional chair, and
currently as co-chair
of a task force on
Social Studies Classroom Based Assessments
using the research process. She led a group of high
school readers in the first YA Galley project by
YALSA of ALA. The SLA Ed division provides a
specialized view of the field and information for a
youth librarian moving in the academic setting as
a special liaison to faculty and students in
education.
She enjoys the Northwest with her family,
particularly whitewater rafting, lake time, and
seeing the sights in nature.
Education Libraries, Volume 31, No. 2, Winter 2008 29

Nadean Meyer
Learning Resources Librarian at Eastern
Washington University
9002 Sherman Rd. Spokane, WA
509-443-8866-home, 509-359-4262-work
billandnadean@earthlink.net nmeyer@ewu.edu
Julie Miller is
Associate Dean of Libraries at Eastern
Washington University in Cheney, Washington.
She has a Ph.D. in English Language and
Literature and taught college English for several
years. Since completing her library science degree
at Kent State University in 1994, she has worked
in public, special, and academic libraries. She
currently serves on the Standards and
Accreditation Committee of the Association of
College and Research Libraries. Her professional
interests include leadership and student
engagement. Her passions include contemporary
poetry and the American West. She is a member
of Women Writing the West and has served as a
judge in the annual WILLA award for literary
works by women about the West.
Julie Miller, PhD, Associate Dean of EWU
Libraries at Eastern Washington University.
Julie.miller@ewu.edu
Information Literacy Resources
National Forum on Information Literacy
The National Forum on Information Literacy was
created in 1989 as a response to the
recommendations of the American Library
Association's Presidential Committee on
Information Literacy. These education, library,
and business leaders stated that no other change in
American society has offered greater challenges
than the emergence of the Information Age.
http://www.infolit.org/
Information Literacy meets Library 2.0
This is the extensive and well organized blog of
Peter Godwin and Jo Parker, authors of the book
Information Literacy meets Library 2.0. They also
have a location in Second Life.
http://infolitlib20.blogspot.com/
Pageflakes on Information Literacy
This page has feeds from blogs on information
literacy and related subjects, plus feeds from a few
journals and discussion lists. It is maintained by
Sheila Webber, University of Sheffield,
s.webber@sheffield.ac.uk
http://www.pageflakes.com/informationliteracy/
University of Idaho Information Literacy
Online Course
Information literacy is critically important because
we are surrounded by a growing ocean of
information in all formats. Not all information is
created equal: some is authoritative, current,
reliable, but some is biased, out of date,
misleading, false. The amount of information
available is going to keep increasing.
http://www.webs.uidaho.edu/info_literacy/
Texas Interactive Library Tutorial:
Information Literacy
Information is available from many sources and in
many formats, such as printed text, television,
videos, library databases, web sites, and more. To
be "information literate" you need to know why,
when, and how to use all of these tools and think
critically about the information they provide.
Visitors can take this tutorial as a Guest.
http://tilt.lib.utsystem.edu/
Education Libraries, Volume 31, No. 2, Winter 2008 30

Photo Identity Crisis: Creating a Classification and Organization Method
for Unidentified Photographic Archives
By Heidi Blackburn, Pam Bower, and Alysia Starkey
Abstract
Institutional archives have always provided a sense of history and unity for most
universities. This is especially emphasized for the Kansas State University at Salina
photographic collection. The school has gone through four different name changes in
the last fifty years and the library has amassed an overwhelming assortment of
photographs documenting various events on campus, from groundbreaking ceremonies to
Information &
Media Literacy
student social occasions. With an estimated total of over 11,000 unlabeled photographs, the K-State at Salina
librarians have worked hard to begin the process of providing the university community with a useful
resource for historical research in the future.
Introduction
The focus of this paper is the pictorial collection
of nearly 11,000 items in the Kansas State
University (K-State) at Salina archives. Candid
photographs make up the greater part of the
collection and document momentous historical
events throughout the life of the college. However,
the majority of the collection was never labeled
with names, dates, and location information,
which has rendered the collection virtually
impossible to catalog or use. The collection plays
a central role in preserving the diverse history of
K-State at Salina. It should also be noted the
materials contained in this collection do not
include activities which took place on the main
campus of Kansas State University. The Hale
Library Special Collections department, located in
Manhattan, Kansas, is in charge of preserving
those artifacts in the University Archives and
Manuscripts collection. K-State Salina library staff
have recently begun taking comprehensive
measures to maintain the integrity of this unique
collection.
The storage of photographs,
documents and other
historical material is not a
new concept. It could be
considered an innate human
need to leave a legacy; to
prove “I was here and this is
what I accomplished.”
Archival documents are the
tapestry that provides future
generations meaning into
how things came to be.
Would the telling of history be as powerful
without photographs of Anne Frank’s attic or
those of Martin Luther King Jr.’s March on
Washington in which to associate these events?
The K-State at Salina Library’s photographic
archival collection serves as the medium for which
future students, faculty and administrators will
connect with the past. Literature was reviewed
prior to the project inception to ensure best
practices were applied during the selection and
organization of materials. This section provides a
brief overview of these findings.
Archival collections in libraries and museums
exist to fill a need in the society for which they
serve. An archival collection is an important
component to an institution. It provides a
comprehensive record and measure of the
institution’s “importance to the public and their
influence on society” (Ostby, 2006). More
specifically, photographs play a critical role in
documenting a library or
museum’s value and bearing
on society.
The Impact of Photographic
Archival Collections
Most photographic archival
collections are acquired
through in-house production.
Berinstein (1998) states, “Inhouse
personnel may generate
the pictures the library
collects, either by creating
them, donating them, or both.”
Education Libraries, Volume 31, No. 2, Winter 2008 31

Photograph collections tend to be expansive, due
in part to the fact that “photographs are prized in
our culture because they are inexpensive, easy to
acquire, and serve as accurate, detailed records of
our environment and activities” (Schmidle, 1996).
In fact, Ritzenthaler et al. [n.d.] argue that
photojournalism has had “more influence on
public thinking and opinion than any other today.”
They continue to suggest that the function of
photographs is to “provide evidence that
something existed or that a particular event
happened” (in Baxter, 2003). Baxter (2003) also
points out the more interpersonal
aspects of photography: “a
photograph can provide a strong
emotional reaction, it can capture a
moment, it can convey a truth,
maybe even ‘paint a thousand
words’.” However, the context and
purpose of a photograph does not
often translate to individuals who
were not present at the time of the
event being captured. Thus,
without an accurate record of the
names, dates and events depicted, a
photograph holds little historical
value. “Stripped of its original
context, an old photograph is
reduced to mere curiosity”
(Schmidle, 1996).
Berinstein (1998) suggests libraries faced with
organizing a photograph collection must start by
first considering “the use to which your collection
will be put.” Berinstein continues to state the use
should “fit in with the mission of the organization”
(1998). “Intelligent analysis” should be employed
to ensure items are not incorporated into the
collection simply because they exist, but rather
because they add value to the collection (Baxter,
2003). Schmidle (1996) acknowledges limited
resources coupled with competing interests often
create difficulty with assessing the value of any
particular photograph. He states, “Librarians,
archivists, and conservators must weigh economic,
societal, cultural, and technological values to
determine what is to be preserved, displayed or
consigned to the depths of the vault” (1996).
Components to Collection Management
The Library of Congress states there are four basic
components in the collection management of
archive collections: inventory, appraisal,
cataloging, and proper housing and storage (2002).
Inventory and appraisal have been defined above
as the determination of which objects are retained
in the collection as evidenced by the institution’s
mission. While there is no standardized approach
to cataloging photographs, experts recommend
providing the acquisition source, date (of
acquisition and event depicted), subject and an
accession number (Berinstein, 1998; Library of
Congress, 2002). Baggett (2004)
suggests the proper housing and
storage of photographs involves
storing “the files or envelopes
vertically in an archival box or
metal filing cabinet” as well as
packing “the files or envelopes
tightly so they are supported and
stand upright.” Significant damage
can be caused to photographs from
improper handling. The Library of
Congress states, “When handling
photographs and negatives, be sure
that hands are freshly washed, wear
clean lint-free cotton gloves…and
avoid touching the photograph
surface” (2002).
The technological revolution has
also had many libraries scrambling to digitize their
photographic collections. Schmidle (1996)
recommends libraries adequately reflect on their
motives for digitization. Digitizing photographs is
beneficial in capturing an image before
deterioration occurs. It also increases access to
resources. However, “digitizing for preservation
does not result automatically in increased access”
(Schmidle, 1996). Digitization should only be
considered when an institution is firmly
committed to provide the resources (time,
equipment and funding) required to maintain a
digital collection.
Education Libraries, Volume 31, No. 2, Winter 2008 32

What’s in a Name? K-State University at
Salina
To understand
the importance
of committing
so much effort
to the preservation of this collection, It’s important
to be aware of the transformations the campus has
seen in the last forty years. Since its inception, the
institution now known as Kansas State University
at Salina has been committed to advancing
technological innovation within the state of
Kansas. In 1965, the Kansas Legislature
transformed the Schilling Air Force Base into the
Schilling Institute. The change was brought about
with the distinct goal of capitalizing on the
technical education movement which swept the
nation during the early 1960s. The Schilling
Institute offered two-year degree programs in
science and engineering technology. In 1969, the
institution became Kansas Technical Institute as a
way to further align the institution with serving
this distinct student population. In an attempt to
establish itself as a superior institution of higher
education, the institution’s name was once again
changed in April 1988 to the Kansas College of
Technology. On May 2, 1991, a legislative bill
merged the Kansas College of Technology with
Kansas State University, creating the only remote
campus for the University and establishing the
ninth college in the K-State System: the College of
Technology and Aviation. K-State at Salina
currently offers associate and bachelor degrees in
engineering technology, aviation, and business.
The North Central Association, the Accreditation
Board for Engineering and Technology, the
Council on Aviation Accreditation, and the
Federal Aviation Administration have
all accredited the K-State at Salina
programs.
The K-State at Salina Library services
a diverse population of users, including
1,000 students and 200 faculty and
staff members of the college itself, as
well as a steady stream of institutional
alumni and a variety of community
patrons. Exceeding expectations from a
diverse population drives the library’s
mission:
The mission of the K-State at Salina
Library is to support the college in its
mission of teaching, scholarship, and
service, and to support resource sharing in
the community and state. In striving to
fulfill these goals, the philosophy of the
library is changing. The Library is no
longer a warehouse of materials; it is a
facilitator of information exchange.
Successful implementation of these goals is
influenced by a tradition of providing print
and non-print resource materials, the
promise of new technologies, and welltrained
library staff who facilitate
information access.
Development of an infrastructure to support the
organization of historical documents would
enhance the K-State at Salina Library’s capability
to improve seamless information exchange to its
neighboring population, as well as citizens of the
entire state of Kansas.
A Mountain of Dusty Boxes
In 2007, the archives were handed down from the
retiring library director to the new library director.
The archives had been patiently waiting for a
librarian or two brave enough to tackle the
mountain of dusty boxes that seemed to multiply
on their own. Various disbanded student
organizations, retiring faculty, and the college’s
Dean’s office had donated a great percentage of
the photo materials over the years, which had
piled up in a back room from a lack of other
storage options. The photographers for both the
Kansas College of Technology and Shilling
Institute yearbooks also donated a sizeable amount
of the proofs
previously used in
yearbook layouts,
making the entire
collection rather
eclectic. As in other
countless libraries,
the staff had to get
by with what little
space they had and
converted an old
storage room into an
adequate location for
Education Libraries, Volume 31, No. 2, Winter 2008 33

the archives as they began to pile up. The present
location for the K-State at Salina Library Archives
collection consists of a room behind the library
offices measuring approximately 19 ft by 16 ft.
The collection room is walled off by one office
filled with filing cabinets, with a 6 ft wide hallway
which leads out into a library staff lounge. It
consists of nine green photo boxes containing
about 11,000 photos and forty-one photocopy
boxes full of various scrapbooks and college
memorabilia.
Getting Started
Before re-organizing the
archives, the librarians
conducted research on
possible options for
preserving the photos, with
a specific emphasis on best-practice methods
regarding the handling and displaying of the
artifacts. They soon realized that the Internet and a
few books would not provide sufficient
information, and sent one librarian to attend the
2008 Kansas Library Conference for further
guidance on preservation. She also visited the
Salina Public Library to discuss preservation
techniques with the resident archivist. Since
education is a continuous process, she will also be
attending the 2008 Midwest Archives Conference
Fall Symposium to learn about digital
preservation.
After attending the
conferences and
brainstorming with
other librarians, the
archive librarian was
confident in the
staff’s ability to
organize the archives
into a useable
collection and a
portion of the
library’s general
budget was set aside
for archival supplies
by the director.
Fireproof file cabinets
and acid-free boxes
were deemed crucial
Stripped of its original context,
an old photograph is reduced
to mere curiosity
to save and store the collection and will be ordered
at regular intervals over several consecutive years.
In addition to the photographs, the filing cabinets
will be home to university paperwork, course
descriptions, faculty files, information about
college mergers and name changes, college
handbooks, flight records, and other miscellaneous
papers. A sizeable collection of yearbooks was
also discovered in some older filing cabinets in the
archives. Extra copies were sent to the local public
library and the Smoky Hills Genealogical Museum
to fill holes in each collection. Should a natural
disaster or fire occur and damage the collection on
campus, there will be copies
located in different facilities
around the county so the
history of the college would
not be completely lost.
Gathering supplies
Having secured new homes for the photos in acidfree
boxes and fire-proof file cabinets, the next
step was to purchase supplies for handling the
collection. The first box revealed the presence of
multiple sizes of photos in the inventory. Print
sleeves were purchased in two different sizes, 3x5
inches (100) and 8x10 inches (25), to prevent
fingerprints from damaging the photographs.
Next, acid-free marking pens were used so names,
dates, places, and topics can be written on the
back of the photo as the photo’s subjects are
identified. For
example, if the picture
contained a lecturer
and an audience, the
speaker’s name, the
occasion he or she was
speaking at, the place
and the date would be
recorded. Multiple
pairs of white cotton
gloves were ordered as
well to protect the
integrity of the
materials during the
sorting until they
found a permanent
home in the cabinets,
as well as for handling
the materials while
Education Libraries, Volume 31, No. 2, Winter 2008 34

displays are being created. Finally, a flash drive
was purchased so photos could be digitized as they
are scanned.
In addition to supplies for handling the artifacts,
reading materials were sought to learn about
specific preservation techniques for photographs.
The library applied for and was awarded a book
grant, Connecting to Collections Bookshelf, by the
Institute of Museum and Library Services.
Twenty-three books, which cover a range of
preservation topics, will serve as reference tools
and manuals on how to build and preserve the
collection. In addition, the archival budget has
become a permanent subdivision of the library’s
general budget because the library hopes to
maintain the organization of this collection in the
coming years. The K-State at Salina Library feels
the archival budget is an expense that must be
preserved to provide this service to alumni,
students, and staff.
Off and running
Although several boxes were opened to determine
the supplies that might be required, the first box of
photos was not “officially” opened until late June,
2008. As box after box of photos were opened and
sifted through, it became overwhelming apparent
how difficult sorting, much less inventorying, the
entire group of boxes would be for the staff. Not a
single box had a date or department name on it
and a good number of the photos had been shoved
in the boxes upsidedown,
backwards and
in other ways in
appropriate for
storage.
Sorting through the
photos and finding
identifying marks was
the first step to
organizing the
collection. These
identifiers turned up
in various forms, such
as hand-written
names, dates and/or
locations, typed labels
adhered to the back
and sometimes, through a stroke of luck, even the
film development date stamped across the Kodak
paper. Eras and locations were also estimated by
studying the subjects of the photos and focusing
on hairstyles, cars and clothing worn in the
picture. Now and then even the background was
recognized as “before the renovations” to a certain
building so a year could be estimated as well.
Bundles of photographs of the same event were
labeled, tied and placed back into photo boxes.
Developing a Protocol
The second step in the process was to have student
workers compare photos in the boxes to photos in
the yearbook collection. Because of storage space
restrictions, it was decided that if a photo could be
matched to photos printed in the yearbook, it
would not be kept. Multiple copies of photos that
do not appear in the yearbooks were also
discarded, and the best copy kept on file. The
library simply does not have the space to
accommodate the extra photos and with the
advances in technology, high-quality reproduction
photos can now be created by scanning the photos
printed in the yearbook.
As looking through yearbooks to label photos
proved an immensely time-consuming project, the
librarians developed a new policy to avoid these
dilemmas with future incoming donations. All
new items that are donated to the archives by
outside contributors must include names for the
subjects in the photo,
as well as the date,
location, and event
type documented. The
accepted materials
must be associated
with K-State at Salina
campus activities
and/or previous
activities occurring on
the campus under the
aforementioned K-
State identities.
Education Libraries, Volume 31, No. 2, Winter 2008 35

Utilizing Technology and “Who Dat?” to
Identify Photographs
Following the task of sorting photos by era and
activity, the library staff agreed their collective
knowledge of campus history had been tapped.
The staff have been working on campus less than
a decade, and therefore have limited experience
with activities occurring before the campus
merger. At this point, the librarians decided to
seek outside help for this endeavor. Utilizing 21 st
century technology to reach back to earlier times,
staff selected and scanned five pictures, and
posted them onto the library’s blog, with the hopes
that faculty, staff, or students would recognize
someone or something in the photos and could
give the library information for the photo. Under
the category “Who dat?” pictures are posted along
with a short description, if applicable. Six pictures
will be posted every month to garner new interest
and to keep expanding the online collection. The
photos will stay up for a twelve-month period
before being taken down to allow room for new
photos. The physical copies of photos being
posted to the blog will be put in a separate filing
system so when a person comes forward to
identify a photo, it can easily be pulled out and
labeled with the new information. The photos that
are selected for this process are predominantly
“solo” photos that do not belong to a larger group
of photos documenting a certain occasion, making
them harder to identify. As of August, 2008, three
of the fifteen photos that have been posted have
been identified and the library staff hopes that this
trend will persist as a
new school year
begins and blog
activity increases.
An Online Digital
Database of
Photographs
By scanning in the
photos, the library has
attacked three projects
at once; labeling,
digitizing, and
generating publicity.
First, attempts have
been increased to
identify and label the
photos by putting the photos on the Internet. With
countless past and present university faculty using
the Internet, the odds increase someone out there
can provide the library with valuable information
on the subjects in the pictures. Next, digitizing a
few photos at a time has paved the way to
someday digitizing every photo in the collection to
create an online searchable database for patron
use. This digital collection would be extremely
useful to the alumni and students who live across
the country and would not have easy access to the
physical copies stored in the archives room.
However, the library does not want to focus too
heavily on digitizing the collection until the
photos have been labeled as there would be no
way to identify the electronic files.
In further efforts to have different parts of the
collection identified, the library will contact with
school alumni through the Alumni Relations
Office in an attempt to find former students who
will be willing to donate some time to look
through old photos. On that same note, e-mails
will be sent to retired faculty living in the area
who could also help to identify certain events.
Alumni and retired faculty will also receive
information about the collection through the
campus newsletter, where selected pictures will be
printed for identification, as well as the blog
website address so the pictures posted on Who
Dat? can also be browsed and identified. Finally,
displaying the photos on the blog helps the college
body recognize these resources are available for
their use. Presently,
few people on campus
are even aware the
library possesses this
superb collection, and
it could prove to be
extremely helpful for
historians doing
research about Kansas
State University at
Salina, the
surrounding
community, or the
state of Kansas.
Education Libraries, Volume 31, No. 2, Winter 2008 36

Immediate and Long Term
Goals
As the library plans for the
future, it must also focus on
the smaller projects it can
complete in the next three to
five years. The prevalent goal
for the library is to have the
photos sorted and labeled, as
soon as possible. Although
the library had an original
goal of completing one box
per year, this has since
changed to a more realistic
timeline of four boxes a year
in order to complete the project in under ten years.
Single pictures will go into smaller photograph
boxes and larger topic boxes will contain photos
as well as souvenirs that have been collected from
the occasion, such as posters, invitations, and
schedules. A finding aid will be created using
Microsoft Excel software which includes the
person’s name and will cross-reference with the
year and topic. This finding aid will be available
in hardcopy form in a binder so it can easily be
used by patrons working in the archives.
Once the overall task of inventorying the
collection has been completed, the library will
take the next step in displaying the photos in
various locations. Although the collection may
never be fully cataloged and labeled, the library
feels it has a duty to share these artifacts with the
community. The first location will be in the
library’s large display case near the entryway so
that during the library’s Open House visitors can
view a sampling of the collection as they walk
through the doors. Genealogists and local patrons
will also have the option of learning about the
collection while they use the Campbell Room for
local archival records by viewing the display case
located directly in front of the collection at the
Salina Public Library. The Smoky Hills Museum
would provide a similar opportunity if the library
chose to display a sample of the collection so
visitors could learn about the metamorphosis the
school has gone through in the last fifty years and
how it has influenced the region.
Conclusion
Kansas State University at
Salina has made a
commendable attempt to start
their archives project, despite
budget and storage restraints.
Starting from scratch, they
have jumped in with both feet
to protect these important
historical campus documents
and to provide a significant
service to prospective
historians and university
community members. In a
time when budgets are
tightening and the latest online resources are
touted at conferences across the country, it is
heartening to see librarians sacrificing time and
money to meet the archival needs of their library
and its patrons in a truly selfless fashion.
Visit the Blog at K-State at Salina’s Library
http://ksuslib.typepad.com/blog/
References
Baggett, J. (2004). Handle with care: Photos.
Alabama Librarian, 54(1).
Baxter, G. (2003). The historical photograph:
Record, information source, object,
resource. Art Libraries Journal, 28(2), 4-
12.
Berinstein, P. (1998). Visual information: How
to manage an image collection. Searcher,
6(2), 45 -49.
International Federation of Library
Associations and Institutions Core
Programme
Preservation and Conservation. (2002). Care,
handling, and storage of photographs.
Retrieved July 9, 2008, from
http://www.loc.gov/preserv/care/photolea.html
Ostby, J. (2006). Cross-sectorial challenges for
archives, libraries and museums. IFLA
Journal, 32(3), 232-236.
Schmidle, R. (1996). The smile and promise of
digital imaging: Preserving photographs in
a digital world. Library Hi Tech News,
(130), 14-16.
Education Libraries, Volume 31, No. 2, Winter 2008 37

Heidi Blackburn is the
Reference and
Instruction Librarian for
Kansas State University
at Salina in Salina,
Kansas. She has been
working in libraries for
approximately five
years but this is her first
year teaching information literacy and reference
skills at K-State at Salina. Jumping into the
academic library world at a young age, she
worked for three years at the Circulation Desk at
Truman State University before choosing
librarianship as a career. She recently finished her
Master’s of Library Science at Emporia State
University in Emporia, Kansas, where she worked
for two years in the Emporia High School library.
SLA and the Education Division help combine
two of her favorite topics; libraries and teaching
people information literacy skills. Reading
Education Libraries is critical for informing her of
the challenges that other librarians in the field are
facing and how they are overcoming these
obstacles. Each issue brings to her attention
emerging concerns for the overall profession and
helps her become conscious of what is happening
in the field across the country and around the
world. Special areas of professional interest for
Heidi include advocating for patron rights
concerning freedom from library censorship and
implementing new technology to meet patron
needs. She also carries a hidden passion for
reading fiction thrillers centering on church
conspiracies.
Heidi Blackburn
Reference and Instruction Librarian
K-State at Salina Library
2310 Centennial Road
Salina, Kansas 67401
785-826-2637
hblackbu@k-state.edu
http://www.salina.k-state.edu/library/
Pam Bower is a library
assistant at the Kansas State University at Salina
Library in Salina Kansas. She joined the staff in
January 2008 bringing with her 10 years of library
experience, including two years at the rival
university – Kansas University's Spahr
Engineering Library in Lawrence, Kansas. Her
work currently includes archives, mainly in the
form of creating finding aids for the archive items
stored at the Salina campus library. SLA has
resources that will help her find information about
working with an archival collection. A special
interest to her is developing creative ways to
distribute copies of photos and artifacts to solicit
help with identifying the items. Outside of work,
she enjoys suspenseful mystery novels and
spending time cooking with her family – her
husband, three children, and a collie.
Alysia Starkey is the
Director of Libraries at K-State at Salina in Salina,
Kansas. Prior to this appointment, she served as
the Technical Services/Automation Coordinator
for the K-State at Salina campus. Ms. Starkey
received her Master’s of Library Science degree
from the University of North Texas in 2002 and is
currently working on a Ph.D. in Educational
Computing, Design, and Online Learning at
Kansas State University. Alysia’s professional
interest lies in the areas of information literacy and
online learning. Ms. Starkey actively collaborates
with school librarians and 6 – 12 English
instructors on designing and incorporating
information literacy instruction into curricula.
Education Libraries, Volume 31, No. 2, Winter 2008 38

Interview with Tamara Moats, Speaker on Visual Thinking and Use of Art Data
By Cybèle Elaine Werts, Article Editor of Education Libraries
NOTE: I met Tamara Moats when she was on a panel at the Special Libraries Conference
in Seattle, WA this June. Her lecture/demonstration was entitled Visual Thinking and
Use of Art Data. As I knew of our upcoming issue on digital, information, and visual
literacy, I contacted her right away for an interview as a special addition to this issue.
Visual & Media
Literacy
Tamara Moats was curator of education at the University of Washington's Henry Art Gallery for nineteen
years where she organized programs for all ages, developed the museum’s teaching methods, and wrote
extensive curricula. She now teaches art history at the Bush School Upper School and the Cornish College of
the Arts, and visual thinking at the University of Washington Medical School. Moats holds a BA degree in
art history from the University of Puget Sound and an MA in Asian Studies from the Claremont Graduate
School.
To help explain Tamara’s work, I’ve included
this explanation of Visual Thinking:
Visual Thinking is an inquiry-based method of
teaching with original art works. It empowers
viewers to trust their own observations,
interpretations, and ideas about works of art.
Facilitators ask students to articulate their
responses and to find evidence to support opinions
and reasoning. Student response drives all
observations; the facilitator does not direct the
discussion.
Visual Thinking focuses on viewer response and
interest. Using dialogue posed by the teacher or
exhibition guide, Visual Thinking
allows the viewer to guide the inquiry.
In this sense it is not informationbased,
but information is woven into
the discussion as it is asked for. The
process progresses from narrative
artwork to more complex ones,
exploring images that relate to but play
off of each other. Questioning begins
very simply by asking students “What
is going in this artwork?” and allowing
the discussion to follow a logical but
creative progression. The idea is to
reveal information about the work
throughout the discussion, and guide
the questioning to places that
illuminate the artwork. This includes
exploring composition, subject matter,
medium, and artist, but the stress is
placed on discovering meaning and
deeper ideas. Visual Thinking builds critical and
creative thinking skills that enhance the whole of
the aesthetic experience.
One of the things that strikes me first about
your unusual vocation is that most viewers
probably say that they don’t know anything
about art, and therefore their thoughts and
observations about it cannot possibly have
value. How do you counter this widespread idea
that only experts can understand art?
My belief is that if under open and welcoming
circumstances, most people cannot help but give
their responses to an artwork, and if the works are
well chosen, find something to
talk about. The adult audience is
a little more tricky, since older
people usually do want to get
some background before
responding, but I have found that
with the right, very brief,
introduction, I can ask a question
that the audience wants to
answer. As for children, it is the
reverse: all kids want to tell you
what they see before getting any
information on an artwork. They
need little encouragement.
Education Libraries, Volume 31, No. 2, Winter 2008 39

The traditional view of teaching art is through
lecturing, but clearly that is no longer
considered effective. Why do you think this
change in approach has occurred? What is the
thinking behind waiting until students “ask”
for information – like when the artwork was
painted - before offering it?
Lecturing only reaches a small group of learners,
and is especially unhelpful in the museum setting,
where a group is visiting for the average of an
hour. From almost the beginning of my museum
career, I could see that talking too much put
people off, and really hampered the aesthetic
experience. The Visual Thinking process (VTS) is
dynamic and interesting, and builds off of people’s
responses. All of this is a more pleasurable
process of looking and learning,
and one where information is
retained. When you wait for a
student/visitor to ask for
information, you have found the
teachable moment, and the
information makes sense to
them.
One aspect of the Visual
Thinking Process is that it is
“inquiry-based” which is a
concept that is used in other
teaching areas such as science.
For example, students often
find personal explorations of
nature far more useful than
reading science books. How important is the
inquiry-based aspect to this approach and how
did it come to be used?
Inquiry, or dialogue, is critical to this process. You
can’t do it without asking questions or allowing
your viewers to guide the process, and being able
to respond to the answers. It is a type of Socratic
Dialogue.
In the Henry Art Gallery Education
Department’s Visual Thinking Curriculum,
students are taught to trust their own
observations and ideas about works of art. How
do you work with students to help them trust
their intuition about what they see? How do
you teach them to “see?”
This is difficult to put into words, but basically,
you allow them to do what they can do. You
choose works that are stimulating to talk about,
and that progress in challenge. You ask for as
much detail as possible, and make them look, and
then look again. As they have success in
unlocking the mysteries of an artwork, they want
to know more, and look more. They begin to trust
themselves.
Can you give me some examples of the
questions you might ask me to guide me to an
understanding of an artwork? Suppose you
used Homer’s The Lifeline, as you did in your
SLA presentation.
The first VTS question is “What do
you see here?” or “What is going on
in this image?” Subsequent questions
build off of the answers, but remain
very simple. Perhaps: what colors,
what lines, what shapes? Then you
build off of the answers.
My understanding is that you ask
the students to articulate their
responses and to find evidence to
support opinions and reasoning.
What might be an example of
evidence to support an opinion
about art?
Students need to describe what they
see and be articulate about the details. They need
to explain their observations based on what is
there, but they may also be creative about
interpretation. VTS does not discourage responses,
or guide the process to a given goal. There is no
goal.
I imagine that you also need to explore
composition, subject matter, medium, and
artist. How do you teach these traditional
aspects of art while you are also doing this
more esoteric type of exploration? And really,
how much does a teacher or librarian need to
know to share art using this method with
others? Do they need all the degrees and
experience that you have?
Education Libraries, Volume 31, No. 2, Winter 2008 40

Actually, in the pure form
of VTS we do not explore
composition, medium or
artist. Traditional aspects
(formal elements) are not
taught, and indeed, if
students left an exhibition
not knowing a single
artist’s name, it is okay in
VTS. Thus, teachers and
librarians do not need a lot of background
information to use this method.
At the workshop I attended, you spoke of how
students advance from being novice to more
sophisticated viewers of art. What do you see
and hear from them as they progress in their
understanding of what they see? Can you give
some examples?
As students progress they use more sophisticated
vocabulary, more creative terms to describe things
like color, and start to come up with unusual and
complex interpretations. One student I had in the
museum described a sky as pumpkin colored
instead of just orange, and another made up a story
that was happening off the edge of the painting—
the approach of a bear to the figure in the center.
Also when students become more sophisticated
they begin to ask deeper questions about the work.
Considering how open-ended the inquiry
method seems to be, is it possible that viewers
can have a “wrong” interpretation? Can any
understanding of an artwork be truly
“wrong?”
It’s not true that there are
no “wrong” answers—the
tree is green or the sky is
orange—but in general,
VTS accepts all answers if
the viewer can ground it in
the evidence of the
painting. If the observation
is still off-base, I ask the
group if they see what the
other viewer sees. I let
them work it out. But in
. The idea of visual literacy has
become important currently because
we are so bombarded with imagery
every waking moment.
It is important to become visually
literate, or visually discerning, in
order to survive.
general, the understanding of
an artwork as right or wrong
is something that gets hung up
in art historical discussions,
not in VTS discussions.
To some extent I suppose
that focus on art and visual
thinking is often secondary
to students who are out to
get a degree to get a job. How would you say
the skills of visual thinking enhance the
learning process as well as our ability to move
through the world?
VTS develops both critical and creative thinking
skills which are essential to the learning process
and applicable in all situations that involve
ambiguous material. I also teach this to medical
students to help them develop their diagnostic
skills. I hope what I teach allows my students to
see the artwork differently both visually and
intellectually, and that they take this new ability
out to see the world differently as well.
Most of my questions to you have focused on
art, but I believe what we’re talking about here
is part of the broader scope of information and
digital literacy. Where do you see the study of
art in that continuum? How important is visual
literacy really?
Given that I love art; looking at and thinking about
it, I see it as something that pervades all aspects of
the contemplative life. Art is a reflection of
society, of a people, of an
individual. It is a pathway
to the soul. It stimulates us
to think, even for just a
few minutes, in a new
way, and in that sense,
open new pathways in the
mind. There is an
information aspect to it,
which is interesting, but
that is not central. It is
about the experience,
either sensual or rational,
and whatever message we might gain from it. The
idea of visual literacy has become important
Education Libraries, Volume 31, No. 2, Winter 2008 41

currently because we are so bombarded with
imagery every waking moment. It is important to
become visually literate, or visually discerning, in
order to survive.
There was an interesting Twitter
(http://twitter.com/ ) about your presentation at
the SLA conference that said: “Tamara Moats
rocks. She led us through an examination of
Homer's The Lifeline. We all do have instincts
to interpret what we see.” Do you feel that you
are, as they say, “changing lives?”
I am not so arrogant as to think I can change lives,
but as a museum educator, I was trying to make
the world a better place, and to help create a
museum that stimulated thought as well as gave
pleasure. As a teacher, I hope I have motivated a
number of students to look at the world
differently, and a few have decided to major in art
history!
Thanks very much Tamara, I enjoyed both
hearing your engaging presentation as well as
chatting with you!
Tamara Moats can be reached at:
Tamara.Moats@bush.edu
A pplication
Review
Review of the Cuadra STAR Application for
Library Automation - Managing both
Traditional and Electronic Library Collections
This is a review of the Cuadra
STAR application which is
used for an article level
database in an historical digital
Digital
Literacy
collection. The review focuses on the creation of
the database, input and output fields and webpage
creation. The review also includes the step-by-step
process used to create the collection and the pros
and cons of each step. Overall, the experience with
building our database and web interface in STAR
was extremely positive. If one has experience with
database creation and HTML, this software is
ideal to use, however, STAR would benefit from
some work on their user interfaces.
About Cuadra STAR
Cuadra offers a comprehensive suite of
customizable, task-oriented knowledge
management solutions. Each Cuadra solution is
designed to meet the professional standards in its
field, as well as provide for fast, precise webbased
retrieval, to enable users to find the
information assets they need, when they need
them.
• Collections Management: for managing the
full range of archive, museum,
photographic, and image collections
• Library Automation: for managing both
traditional and electronic library
collections
• Knowledge Management: for managing
the "corporate memory"—the vital
information being created and acquired by
your organization
• Media Management: for managing all
kinds of visual collections, including those
Education Libraries, Volume 31, No. 2, Winter 2008 42

used in presentations
• Records Management: for managing both
electronic and paper records
• Vocabulary Control: for creating and
maintaining thesauri to facilitate the
indexing and retrieval of your data
Background
The Digital and Multimedia Center at my
organization has a collection of historical items
across many different subjects. Our collections are
currently housed in a mySQL database that was
created in-house and served through a JSP coded
front end. Our current functionality has browsing
for individual items at the book level and searches
only at the title and author level. We have several
serials digitized in our collection but no way to
offer article level searching of our serials. We
decided to create a prototype of article level
searching to see if the software would work for us
and how difficult it would be to create and
maintain.
This review focuses on the creation of the
database, data entry and display of the database
information, including a walkthrough of each step
of the process. Since we already had an
installation of the STAR database I did not install
or set up any of the software on the server itself so
I will not be reviewing that portion of the
software.
Metadata Setup
One of the advantages of working
with STAR is the ability to create
whatever metadata schema you’d
like to use, although it has a few
constraints. It is also versatile
enough to allow you to develop the
schema you need. I worked with
our metadata librarian to choose a
schema for the prototype. We
wanted to make sure that STAR
could accept the fields we would
like to use and make sure that it
was forward compatible with any
other system we would migrate to
in the future. We chose Metadata Object
Description Schema (MODS) to start. I worked
with both the metadata librarian and the database
administrator of STAR to negotiate what would
work within STAR.
For the most part, the input fields of MODS would
work in the STAR database, however, we did have
to do some modification of the schema to make it
work. The MODS schema has subfields of
subfields, however, STAR would only accept one
subfield. For example, for the tag which contains a subfield which has subfield called
. Because STAR does not support
subfields with subfields we needed to create a
work around. We decided to include manually in the data dump if we move
to a new system. Since the material we were
putting into the database was relatively
homogeneous, this seemed to be a good work
around.
Overall, choosing the metadata schema and
matching it to what STAR could do was a
relatively painless process. That it was flexible
enough to handle the different metadata schemas
is a real positive. We could use different metadata
schemas for different databases and collections
which makes the database system extensible and
desirable.
Education Libraries, Volume 31, No. 2, Winter 2008 43

Software Setup
In order to access the STAR database to create
input/output fields and to enter data into the
database, MSU utilizes what Cuadra refers to as
STAR Classic. I use a secure shell program with
VT200 emulation. I used Hummingbird software
because my institution has a site license for it. I
have used secure shell programs in the past so I
felt comfortable with the interface. It’s important
to note that Cuadra does offer web based modules
for the database creation and data entry. We chose
not to use the modules at my institution so our
implementation is different than some of the
current STAR users. I did not use or evaluate the
web based modules and it would probably be
worthwhile to ask for a current demonstration of
any software you are thinking of purchasing.
The other module we use to serve the collections
is STAR Web Designer. We use STAR Web
Designer in coordination with Dreamweaver to
build the web interface to the database.
Input Field Setup
Once past the interface issues, setting up the input
fields was relatively easy. It took me far longer to
decide what fields I wanted than to actually set it
up. The first step was to create the database we
will be working in. One of the positive aspects
about STAR is the ability to host multiple
databases, with different schema. Once the
database is created, the user is offered a list of
options which are fairly straightforward and easy
to understand. One of the downfalls of the
database is the character limitation for input field
labels. While the output field labels do not have a
length limit, the input fields labels allow for a
maximum of 16 characters. I do not understand
the point of the limitation and it can make for
challenging naming of the fields. On the bright
side, the output fields are not limited at all. The
process to set up the input fields was quick and
easy.
Search Fields
You can create as many search
possibilities as you need in STAR.
Since my database was fairly
simple, I created four different
search types. You can combine
fields for a keyword search or have a search that
occurs on just one field. The search feature is also
strengthened by the ability to have a controlled
vocabulary. I did not create a controlled
vocabulary for my database but another database
at our institution has a thesaurus database of
23,126 terms.
Output Field Setup
One of the features I loved about STAR was the
output field setup. The output fields were just as
simple to set up as the input fields, however, when
creating them think how the webpage record
should look. You can combine the input fields into
one field to create an output field which makes
designing the web interface much easier. For
example, the metadata schema we use calls for file
size and page numbers. I created an output field to
combine those two to shorten the record and group
the information together. I loved the versatility of
this feature. Another feature I liked was the ability
to track date of creation as well as the date the
record was revised. These fields are system
generated and the user does not need to edit them.
Web interface
The STAR Web Designer component was, for me,
the most difficult to understand and use. I do have
a background using databases all the way back to
1990 so I probably felt more comfortable with the
back-end database component than many readers
might. However, I have been creating webpages
since 1995 so I am not a novice web developer.
What I found difficult to understand were some of
the terms they used to create the webpages. There
are Variables, Report Definitions and Pages
components that are used to build the web
interface. It took me several days and many
attempts to really understand what each of those
components do. Once I understood the terms and
how to use them, building the pages became very
easy. The process of trial and error, rather than
reading the manual, has always
been the best way for me to learn. I
recommend that you use whatever
way works best for you.
Education Libraries, Volume 31, No. 2, Winter 2008 44

The second difficulty I faced with STAR Web
Designer was the interface itself. The page you
work on is cluttered with boxes, sometimes with
redundant information. The use of screen space is
not intuitive and you have to scroll left and right to
view the information in the columns. This was a
minor annoyance but also a confusing one.
Best Features of STAR
What I absolutely loved about STAR was the
ability to create complex HTML pages with
Dreamweaver without knowing how to program.
For me, this was the strongest and best feature of
STAR. Using Dreamweaver I was able to put in
simple STAR codes that resembled HTML to
create a website. With our mySQL database, I
would have to learn how to code in order to
accomplish the same outcome. This process is a
little more difficult if you have not coded HTML
or used Dreamweaver in the past, however, it is
not as difficult as learning a programming
language. In the example below, you will see code
for STAR identified as “STARweb_type.” The
code shown is to create the “Records/Screen”
display on the search results page. The other
feature I loved about STAR was the flexibility of
the display. You can display in HTML however
you want to display the information. The design is
truly what you make it. If you visit their different
client websites you cannot really tell that they
were built on the same platform.
When I was evaluating what program and
database to use to create our article level material I
talked with our programmer and our web designer
to find out how long it would take them to build
the website to our specifications. They quoted me
a time of approximately 80 work hours. I was able
to build the database and create the web interface
in approximately 60 work hours, but
that time also included determining
schema, output field combinations,
and actually learning how to use the
software. The next site I build will
not require as much time. I also liked
the ability to create it myself, without
having to rely on the scheduling of
programmer time, designer time, and
issues of communication.
I did have great assistance from the TIC database
administrator who patiently answered my
questions about the system while I was learning. I
would have been able to create the database and
web interface without him but I would probably
have had to rely more on the manual.
About Cuadra and Documentation
Information about Cuadra and STAR can be found
at http://www.cuadra.com/. I enjoyed looking at
their different customer sites to see how they were
built and designed, and because of the wide array
of information located there. Their clients include
National Archives and Records Administration,
AARP, and The Vietnam Archive to name a few.
STAR’s strength also includes its extensibility for
larger collections. While the collection I was
creating was a prototype and, even when fully
populated, would be around 15,000 records; they
have other customers with much larger datasets.
The Virginia Historical Society has over 150,000
items. Our Turfgrass Information Center has over
130,000 records. It is useable and scalable for
small datasets to large datasets. As I mentioned in
this article, I did not look deeply at the
documentation. I am much more of a hands-on
learner. I did look at the documentation but it
appears to be more about showing examples.
While this type of documentation can be helpful,
sometimes more descriptive information is
needed.
Elizabeth J. Bollinger is systems librarian at the
Digital & Multimedia Center/Vincent Voice
Library,
Michigan State University.
bolling7@mail.lib.msu.edu
Education Libraries, Volume 31, No. 2, Winter 2008 45

Teaching Children 3 to 11: A
Student’s Guide—Reviewed
by Sheila Kirven
Cockburn, Anne D., and
Handscomb, Graham, eds.
(2006). Teaching Children 3 to
11: A Student’s Guide (2nd
ed.). London: Paul Chapman
Publishers, ISBN 1-4129-
2028-0. $45.95.
This book of essays by faculty members of the
University of East Anglia, and other educators, is packed
with information, relayed in an easy-going,
conversational style, most accessible to the British
trainee teacher. All the contributors have been practicing
teachers in the classroom. Their essays
include down-to-earth advice and hints
from experienced veteran teachers.
This revision of the 2001 edition boasts
an updated layout which increases the
readability of the book. Chapters begin
with a boxed commentary on the scope
and content. The size of the text is
increased and is set off with adequate
amounts of white space, subheadings are
bolded and in large print. Shaded text
boxes include summaries, followed by
bulleted “issues for reflection” placed
within another text box. Annotated
bibliography of texts and articles lead
readers to further reading, most of which have
publication dates within the last three years. A surprising
exception to this is the technology chapter (15), “Making
ICT Meaningful”, which cites materials published
mainly from 1993-1999. Considering the speed with
which technology and software change, this is a startling
shortcoming.
The revision also includes a new chapter 2 on
collaboration and “communities of practice,” thereby,
increasing the number of chapters to eighteen. Even
though this book contains a wealth of information for
student and beginning teachers, including information
Book Reviews
about classroom management, lesson planning, student
motivation, reflective practice, classroom observation,
assessment and job-seeking, it is specifically aimed at
the British “trainee teacher.” As explained in the preface
(pg. x), the revision was accomplished to “… reflect the
changes in [British] primary education in the last five
years.” Student teachers in the United States may be
distracted by Briticisms, such as “tick marks”, “maths”,
and by acronyms such as NQE’s (newly qualified
teachers), LEA (local education authority) and AT
(attainable targets) relating to the United Kingdom
educational system. This makes some of the essays
ponderous reading. Other information such as the model
curricula vitae (pp. 312-313) prescribe including dates of
birth, gender and marital status information, all of which
should not be disclosed when applying for positions in
the United States. This is regrettable, because many of
the essays contain explanations of basic theories and
educational principles that are especially accessible to
the lay or student reader.
This book may serve as a resource on the
British educational system for students
doing comparative education courses or
for students or educators preparing for an
exchange program in the United
Kingdom. Its use for students in the
United States will be limited to those
who have the perseverance to glean its
information about basic educational
theories and practices that are common
to both the United States and the United
Kingdom. This may be a worthwhile
book for the dedicated reader, but it is an
optional library purchase.
Sheila Kirven is the Education Services Librarian at the
Congressman Frank J. Guarini Library of New Jersey
City University in Jersey City, NJ. She is a former
Young Adult Services and school librarian. Email:
skirven@njcu.edu
Education Libraries, Volume 31, No. 2, Winter 2008 46

Information Literacy
Instruction Handbook
—Reviewed by Barbie
E. Keiser
Cox, Christopher N., and
Lindsay, Elizabeth
Blakesley, eds. (2008).
Information Literacy
Instruction Handbook.
Chicago, IL: Association
of College and Research
Libraries. ISBN: 978-0-
8389-0963-8. $40.00
Information Literacy Instruction Handbook edited by
Christopher N. Cox and Elizabeth Blakesley Lindsay
begins with a decent background essay on the evolution
of information literacy through the 20 th Century,
followed by a number of chapters that focus on how to
teach—the subject just happens to be information
literacy. Around Chapter 5, “Curriculum Issues in
Information Literacy Instruction” by Barbara Fister and
Thomas W. Eland, the volume takes on the specificity
this subject deserves. Ms. Fister begins by placing
information literacy within the broader context of
knowledge production, sharing, and use. She presents
various approaches for integrating information literacy
into curricula, such as first year experience, courserelated
instruction on demand, sequenced instruction,
team-teaching, faculty development, and creating a
learning commons.
Thomas Eland continues the curriculum-integrated
approach by focusing on the desired outcome of the
information literacy program before it is developed,
describing what is needed to build a sustainable,
comprehensive information literacy program. He uses a
curriculum-based information literacy program at the
Minneapolis Community and Technical College as an
interesting model that goes beyond the acquisition of
research skills, asking more reflective questions about
information such as:
� “Who owns and sells knowledge?”
� “Who has access to information?”
� “What counts as information (or
knowledge)?”
� “Whose voices get published/do not get
published?”
The book continues with chapters concerning program
management, leadership and student academic integrity.
My two favorite chapters focus on “Instruction and
Program Design through Assessment” by Debra
Gilchrist and Anne Zald and “Instructional
Technologies” by Stephen J. Bell, John D. Shank and
Greg Szczyrbak. “Instruction and Program Design
through Assessment” discusses four learning outcomes.
The authors ask five questions, and then present ideas as
to what you can reasonably expect to accomplish within
1-2 class periods vs. outcomes for a credit-bearing
course within one discipline that can then take on a
broader context:
1. What do you want the student to be able to do?
(Outcome)
2. What does the student need to know in order to
do this well? (Information Literacy Curriculum)
3. What type of instruction will best enable the
learning? (Pedagogy)
4. How will the student demonstrate the learning?
(Assessment)
5. How will I know the student has done this well?
(Criteria for Evaluation)
Gilchrist and Zald help the librarian through the process
of designing learning outcomes and present options for
alternative types of assessment to ascertain whether the
learner has absorbed what has been taught: formal,
informal, authentic, integrated, knowledge/contentbased,
formative, summative, self-assessment, and
progressive and/or developmental. The authors offer
criteria to guide the librarian teacher in the development
and quality assessments that apply not only to the
learner, but the program itself.
Bell, Shank, and Szczyrbak focus on an instructional
systems design model known as ADDIE:
� Analysis – the process of defining what is to
be learned
� Design – the process of specifying how it is
to be learned
� Development – the process of authoring and
producing learning materials
� Implementation – the process of installing
the instruction product in a real world
context
� Evaluation – the process of determining the
impact of the instruction.
They encourage experimenting with new technologies,
overcoming the resistance that may be encountered
along the way by various parties. They provide examples
Education Libraries, Volume 31, No. 2, Winter 2008 47

of library-created digital learning materials and tutorials.
The remaining chapters of the work include one
concerning diversity and the need for cross cultural
instruction, making instructional sessions culturally
relevant to all students, taking into account the most
appropriate instructional strategy for optimizing student
learning.
“The Future of Information Literacy” is a great title for
the final chapter of this slim volume, but does not live up
to its promise, merely summarizing current efforts rather
than taking on the difficult task of formulating opinions
as to the opportunities for academic libraries in the
future. This book may be helpful to librarians who are
not fully aware of how to teach, but I’m not sure that it
reaches its promise. That said, it’s an important work for
librarians responsible for information literacy instruction
who do not have training as educators. They will benefit
by rounding out their interest in providing information
literacy instruction by reading this book and taking to
heart all that must surround good content to assure that
learners absorb what is taught and are able to apply it in
other situations in the future.
Barbie E. Keiser is a information resources
management consultant located in the metro-
Washington, DC, area. Email: barbieelene@att.net
Teen Girls and
Technology: What’s the
Problem? What’s the
Solution?—Reviewed by
Michelle Price
Farmer, Lesley. (2008).
Teen Girls and
Technology: What’s the
Problem? What’s the
Solution? New York:
Teachers College Press.
ISBN: 978-0-8077-4875-
6 (paperback), 978-0-
8077-4876-3
(Hardcover). $21.95 (pa.),
$52. (cloth).
Lesley Farmer, a very prolific writer, made a great
decision when she decided to write Teen Girls and
Technology. A quick look at Worldcat, Amazon, Books
in Print, and Google Books and you can see that there is
hardly anything monographic written about the subject.
There are books that address teens and technology, but
they usually only have a chapter or two devoted to
females. Farmer’s book goes beyond the one chapter
model to fully address the complex issues surrounding
teen girls use of technology. The first section of the book
is devoted to the teen tech girl’s reality where Farmer
discusses the current situation for female teenagers and
technology in terms of societal, family, social,
economic, government and academic issues.
Refreshingly, Farmer does not limit the scope of her
book just to the United States, but takes a more global
approach. In the introduction she gives a glaring
example of the American teen girl who is unaware of the
proliferation of her techie teen girl counterpart in Japan.
After framing the situation in a global view, Farmer then
spends parts II and III of the book focusing on success in
the United States. She accomplishes this by laying out
the stakeholders and elements for success in part II and
then giving lesson or project ideas for schools,
communities and families in part III.
Given the title, this book is framed from the point of
view that there is a problem with teen girls and
technology. For a counterview, Dan Kindlon’s Alpha
Girls, examines the new American girl that is thriving. It
is based on his survey and interview data of teens across
America and is compiled into long narrative chapters.
For a well rounded collection, I would also recommend
an earlier book by Farmer, Digital Inclusions, Teens and
your Library. In Teen Girls and Technology, Farmer
only devoted four pages to girl’s access to technology,
but she devotes over 40 pages to access issues for teens
in Digital Inclusions.
Considering the psychological slant of Teen Girls and
Technology, the potential audience is large. Specifically,
public librarians could use this book for personal
professional development or as part of a public library
collection, the book would be handy for active parents or
caregivers and community members involved with
recreation or technology decision making. In general,
this book is recommended for any library that has
collections in psychology, sociology, management
information systems, public administration, social work,
communication, computer and information science, and
education.
Michelle Price is the Science and Outreach Librarian for
St. John Fisher College in Rochester, New York. She
previously reviewed books for Education Libraries as
Michelle Dubaj, and up until this summer was Reference
& Instruction Librarian at Reed Library, SUNY
Fredonia, Fredonia, New York. Email: mprice@sjfc.edu
Education Libraries, Volume 31, No. 2, Winter 2008 48

The Computer as an Educational Tool: Productivity
and Problem Solving—Reviewed by Michelle Price
Forcier, Richard C., and Descy, Don. E. The Computer
as an Educational Tool: Productivity and Problem
Solving, 5 th ed. Columbus, OH. Allyn & Bacon, 2008.
ISBN: 0-1324-3396-6. $99.40.
The fifth edition of The Computer as an Educational
Tool: Productivity and Problem Solving separates the
content into two parts, “Foundation and Theory” and
“Classroom Applications as Learning Tools.” In the first
part the text not only covers learning theory,
management issues, technology standards, legal and
ethically issues, but it also has a whole chapter devoted
to learning about the computer. It covers hardware,
software, networking, input devices, memory, etc. For
the pre-service and even the in-service teacher, this
chapter is invaluable for its layman’s approach to
technical issues.
Each chapter starts with a section of questions as the
advanced organizer. There is also a chart to show which
National Educational Technology Standards for teachers
(NET-T) are addressed in each chapter. The chapters are
filled with figures, charts, tutorials, snippets from real
classrooms called “Let’s go into the classroom,” and
then end with exercises and references to the companion
website as well as a glossary of terms.
The actual printed book is really just one part of the
entire package. There is a companion website supported
by Prentice Hall and a take along CD included with the
book. Prentice Hall still maintains the website for the
fourth edition as well as the companion site for the fifth
edition. The site is navigable by chapters, and each
chapter has objectives, summaries, self-assessment and
essay questions. The self-assessments are multiple
choice or true/false tests which include page number
hints to find the answers in the text.
There are nine other categories of online materials for
the chapters; web resources, professional development,
digital portfolio, standards, web extensions, demo
central, activity central, supplemental information, and
PowerPoint slides. Not every chapter has all nine
categories available. The web extensions (web quests)
and activity central provide more opportunities for
student exercise. A very cool feature is the digital
portfolio. For those institutions that support programs
where pre-service and in-service teachers have to
develop a digital portfolio, the website has activities for
each chapter for creating portfolio pieces based on
National Educational Technology Standards for Students
(NET-S).
The take-along CD contains PowerPoint slides for the
chapters, tutorial files, guidelines, lessons and tech
trends. Only the PowerPoint slides are available on the
companion website, the others are exclusive to the CD.
The data files for the lessons that contain Filemaker Pro
and Excel are excellent and great time savers, but I ran
into trouble when I was working on a thin client
computer that had no CD drive! A likely reason for
website exclusion is copyright restrictions since the
guidelines and lesson figures are reproductions from the
text. The tech trends are reprints of a regular column that
the book editor, Don Descy, contributes to the
TechTrends journal. A large portion of the TechTrends
journal is available freely online, but the CD does not
reference the journal website.
I would be remiss if I did not bring up a few competing
titles, Meaningful Learning with Technology (978-0-13-
239395-9) covers a lot of the same topics but instead of
organizing the book based on the tool, it splits chapters
up by function, i.e. experimentation, communication,
design. There is also Using Technology with Classroom
Instruction that Works (978-1-4166-0570-6), published
by the Association for Supervision and Curriculum
Development and fashioned like the Marzano classics
Classroom Management that Works and Classroom
Instruction that Work. It covers computer applications
tools and their use in the classroom.
Overall all, The Computer as an Educational Tool :
Productivity and Problem Solving should be a necessary
requirement for teacher education because of its split
focus on both theory and application and the depth of
resources included with the companion site and the takealong
CD . For any institution that does not have the
fourth or fifth edition, I would suggest moving it to the
top of your priority list for purchasing.
Michelle Price is the Science and Outreach Librarian for
St. John Fisher College in Rochester, New York. She
previously reviewed books for Education Libraries as
Michelle Dubaj, and up until this summer was Reference
& Instruction Librarian at Reed Library, SUNY
Fredonia, Fredonia, New York. Email: mprice@sjfc.edu
Education Libraries, Volume 31, No. 2, Winter 2008 49

Teaching Information
Literacy: A
Conceptual
Approach—Reviewed
by Barbie E. Keiser
Gavin, Christy. (2007).
Teaching Information
Literacy: A
Conceptual Approach.
Lanham, MD:
Scarecrow Press.
ISBN-13: 978-0-8108-
5202-0. $45.
Teaching Information Literacy is written by a gifted
librarian—the Coordinator of Instructional Services—at
California State University in Bakersfield. Gavin clearly
understands what instructors in information literacy need
to do to assure that their students develop information
literacy competencies, become confident, and carry
those skills from academia to the workplace. The book
provides academic librarians with chapters “arranged
sequentially to stimulate a typical research process…
within each chapter, a set of learning objectives is
discussed, followed by class activities, instructor guides,
and assessment tools” (p 5).
In Chapter 1, Selecting and Narrowing Topics, there are
three objectives for the seemingly simple goal,
Formulate a viable topic. Instructors are told that they
should encourage students to “begin the topic
development process by discovering what has been said
by others about a subject” by browsing various classes
of resources, including textbooks, specialized
encyclopedias, popular or trade magazines, library and
bookstore shelves, Internet directories, and tables of
contents of key journals (p. 7). She points to two sources
that provide topics and background material for
controversial subjects, Taking Sides series from
McGraw-Hill (http://www.duskin.com/takingsides) and
Opposing Viewpoints series from Greenhaven Press
(http://www.wadsworth.com/pubco/serv_opposing.html)
.
Ways to narrow topics through brainstorming or
clustering and classifying provide useful tips for
Objective 2, “Narrowing a topic.” Objective 3, “Asking
Questions,” is followed by suggested class activities for
one-hour sessions and multiple sessions or courses,
providing the reader with appropriate activities no matter
the length they have with learners—a single session or
multiple time throughout a semester. Also included are
websites that deal with topic development, and links to
assessment tools covering selecting and narrowing
topics.
The goal for Chapter 2, Developing a Thesis Statement,
examines the difference between an argumentative and
descriptive or informative thesis. This Chapter too
concludes with Class Activities, Websites (on Thesis
Development), and links to appropriate Assessment
Tools for this topic. For those who want additional
reading on the topic, footnotes for resources cited within
the chapter are provided on the chapter’s final page. This
practice continues throughout the book indicating the
degree to which the author and publisher have thought
about what would be most helpful to the reader.
Chapter 3’s goal is to enable students “to retrieve a set of
highly relevant references” (p. 37). Learning objectives
for this chapter are “Construct a Boolean search
strategy” and “Apply a Boolean search strategy” to
locate resources in major bibliographic databases. Gavin
takes a step-by-step approach to constructing an
effective search strategy:
1. Write a clear statement of the topic
2. Divide the topic into concepts
3. Select words to express each concept
4. Use truncation appropriately
5. Translate the Boolean strategy into a
parenthetical statement.
Chapter 4 titled Evaluating Periodical Literature,
helps students understand what periodicals are and their
importance in conducting thorough research. Learning
objectives in this chapter help to define a periodical,
identify types of periodicals and their levels of authority
(e.g., scholarly vs. non-scholarly) and understand their
editorial perspectives and practices. Class Activities,
Websites on Periodical Types, and Assessment Tools are
followed by an extensive list of Tutorials and Quizzes on
periodical basics.
“Perform basic search strategies in periodical databases”
is the fourth learning objective in Chapter 5, Search
Strategies for Periodical Databases, preceded by three
important steps that will help the reader learn how to:
� Define a periodical database and identify the
major types (citation, full-text, hybrid,
citators)
� Choose an appropriate database by
determining its coverage and level of detail
Education Libraries, Volume 31, No. 2, Winter 2008 50

� Know the organization of periodical
databases
The chapter includes websites on searching periodical
databases.
Chapter 6 provides the instructor with some useful tips
for bibliographic instruction, such as explaining the
Library of Congress classification scheme and
interpreting a call number. The examples are excellent
quizzes for students, though they should be adapted for
additional disciplines. This chapter is the only one that
perhaps provides too much detail for the average
student, though the concept is well worth covering
within any information literacy course as it is unlikely to
be addressed elsewhere, in any other formal course or
informal training.
Learning to search online public access catalogs
(OPACs) for relevant resources is the goal of Chapter 7.
The chapter provides activities that will help the
instructor persuade students to use Library of Congress
subject headings as a search tool, teaching them how to
find LC Subject Headings in the “Red Books” and
compare LC Subject Heading to keyword searching. The
final learning objective of the chapter is to help students
recognize when they need to search beyond OPACs.
Chapter 8 focuses on teaching students how to evaluate a
book by its internal features (i.e., author, title page,
additional front matter) and its content. The chapter
concludes by providing a summary of where scholarly
evaluations of books can be found; hence, the chapter’s
title, Researching Book Reviews. The examples
provided here will help any instructor think of relevant
assignments to test whether students have mastered the
subject matter.
Searching the Internet effectively is difficult. Chapter 9
provides a guide for using basic Internet finding tools,
such as search engines, meta-search engines, subject
directories, hybrids and portals, with a discussion of the
deep web and techniques for keeping current. Learning
objective 2, “Preparing and executing a Internet search
strategy” recommends eight steps:
1. Articulate the search topic
2. Know what is needed
3. Develop a logical search statement
4. Construct a query
5. Know the search features of each search
engine
6. Examine the results
7. Modify the search strategy
8. Evaluate the trustworthiness of a site as
well as the accuracy of its content.
The final chapter focuses on evaluating Internet-based
resources. According to the author, the goal of
determining the authority and accuracy of websites
consists of four learning objectives:
1. Know how to detect inaccurate
information
2. Recognize a “possible” trustworthy site
3. Investigate and verify ownership of
information
4. Know major website types that can
mislead.
This practical work for information literacy instruction
presents its material in a logical flow and format, and is
an excellent resource for all interested in the subject, in
particular, high school and community (two-year)
college librarians.
Barbie E. Keiser is a information resources
management consultant located in the metro-
Washington, DC, area. Email: barbieelene@att.net
Curriculum
Leadership:
Development and
Implementation—
Reviewed by Gail K.
Dickinson
Glatthorn, Allan A,
Boschee, Floyd, and
Whitehead, Bruce M.
(2006). Curriculum
Leadership:
Development and
Implementation. Los
Angeles: Sage. 978-1-
4129-0426-1. $91.95.
To say that Curriculum Leadership is a thorough
approach to the study of curriculum development and
implementation is an understatement. The hefty 468
page volume is packed with the background, current
issues, and further projected developments necessary to
understand each stage of the curriculum study process.
Glatthorn, Boschee, and Whitehead begin the book with
Education Libraries, Volume 31, No. 2, Winter 2008 51

foundations and they linger nicely in musing about “The
Nature of Curriculum” (chapter 1) and review concept
and types of curriculum, including the hidden
curriculum. This reviewer found their chapter 2,
“Curriculum History” to be overlooked in many other
curriculum texts and tells the tale of the rise and fall of
curriculum trends. Even undergraduates in teacher
education programs will be able to find parallels to their
own years of experience as a K-12 student. The authors’
tidy explanation of how each new wave of curricular
reform was played out in schools is fascinating and they
do a nice job of tying each phase through transitions to
the next. The book continues through Part 1 to review
politics of curriculum and basic curriculum theory.
Part 2 focuses on curriculum planning and takes the
reader from the conceptual stages of planning, through
the general program of study, to specific fields, and
finally to the processes used in the development of new
courses and unit. The detail in the planning process,
beginning with concepts and ending in what the
classroom teacher implements in the classroom is an
example of the thorough approach used in this text. Part
3 moves to managing the curriculum, and begins with
supervising both the curriculum and how it is taught,
including concepts of motivating teachers to move to a
new curriculum and teaching strategies. Part 3 continues
with curriculum implementation, alignment, and
evaluation. Part 4 focuses on current trends, and includes
discussions of specific subject fields, issues such as new
technologies and new assessments. Adaptations for
diverse learners are also discussed in this section.
Curriculum Leadership will have a prominent place on
the shelves of education libraries. Along with its value as
a text for curriculum classes, it is a reliable ready
reference tool for students at any level in the education
field to check understanding of terms, review for
comprehensive exams, and find support materials for
class assignments. The real strength of this resource is
the thorough approach. An extremely valuable resource
for any library focused on education.
Dr. Gail K. Dickinson is an Associate Professor at Old
Dominion University. Email: gdickins@odu.edu
More than 100 Tools
for Developing
Literacy—Reviewed
by Barbie E. Keiser
Groeber , Joan F.
(2008). More than 100
Tools for Developing
Literacy. 2 nd ed.
Thousand Oaks, CA:
Corwin Press. ISBN:
978-1-4129-6437-1
(pbk.), 978-1-4129-
6436-4 (cloth). $28.95
(pbk.), $62.95 (cloth).
I opened the book not expecting much—my interest is in
information literacy and the title of the book made clear
that its focus was reading—but from the first paragraph
of the preface I was hooked. The premise of this
ingenuous volume by Joan F. Groeber, an independent
consultant and lecturer in the field of literacy and
assessment, is that we must determine “what students
need to know to progress through the educational system
with some measure of success.” She recommends that
we analyze the methods and strategies that successful,
effective learners “employ to comprehend and respond
to classroom materials” with a goal of “helping less
experienced learners adopt these techniques.” (p. vii)
The book succeeds in offering “a clear blueprint for the
acquisition of ‘life skills’ based on what works for
effective learners” (p. viii), which is precisely the link
that we make between information literacy and lifelong
learning.
There are eight brief chapters (consisting of a mere three
pages!) and while these pages are crucial, the 10-16
innovative exercises that comprise the rest of each
chapter make this an invaluable book. Each exercise
consists of a brief paragraph providing background—
why this exercise is important and what it will do for the
student—a description of the activity and questions that
can guide discussion in the classroom. The author
indicates whether the exercise is suitable for independent
reading and small group discussion, for example, and
suggests both formal and informal assessments. The
book progresses from primary grades to middle school to
high school addressing the level of comprehension
necessary at each stage.
Ms. Groeber lets us know precisely what each chapter is
about through accurate titles. In Chapter One, titled,
Education Libraries, Volume 31, No. 2, Winter 2008 52

Prereading Exercises, we learn that the exercises
“provide readers with a chance to think about what they
are about to read. Key elements in effective prereading
exercises focus on purpose (why they are reading), text
format (how the passage is organized), and prior
knowledge (what they already know about the topic)” (p.
1).
Chapter Two, Exploring Fiction, recommends classroom
exercises that build on the relationship between readers
and characters. “Once readers establish a reason to care
about a character, they are willing to invest some time
and emotion in a shred journey,” eager to see how the
plot unfolds (p. 28).
Chapter Three, Exploring Nonfiction, explains how
becoming familiar with expository text structures—
description, sequence, comparison, cause and effect, and
problem and solution—“enhances readers’ chance of
being able to comprehend the authors’ message” (p. 55).
The importance of understanding alternate methods
authors use to convey information, such as charts and
graphs, is addressed in the exercises. The need to
consider reading behaviors suited to learning about
ideas, concepts, and opinions is also covered.
Readers Responses (Chapter Four) provides
opportunities for students to “share their perspectives
about the text by participating in some form of
postreading activity” (p. 79). It helps teachers provide
meaningful evaluation beyond test examination.
Exercises in this chapter focus on creating alternative
endings or linking the story to personal experiences.
Chapter Five, Note-Taking Strategies for Students,
shows how the Cornell Note Taking System “coupled
with effective listening behaviors and solid study habits,
form the basis of a successful school career.” Exercises
in this chapter “will help students become proficient note
takers” during lectures (p. 106).
Building and Reinforcing Student Vocabulary (Chapter
Six) equips students with strategies for acquiring new
words “as they become necessary for daily life…
through a study of word origins or by grouping the
words into categories based on definition or function”
(p. 122). The author suggests how games and puzzles
can be used to reinforce vocabularies.
Chapter Seven, Exploring Research Resources,
recommends that teachers “determine beforehand how
much (or little) students know about how to navigate”
the World Wide Internet (p. 141). To illustrate gaps in
practical knowledge, Ms. Groeber uses the example of
students who know how to get directions by using
Mapquest, for instance, “but cannot identify the capital
city of a state or country” (p 142). The activities
presented in this chapter will help students in middle
school and high school connect their use of the Internet
with subject projects.
Chapter Eight, Improving Study and Test-Taking Skills,
recommends pretesting and stresses the importance of
taking good notes, as well as using other study aids. It is
a fitting conclusion to a practical volume that should be
given to all teachers.
Barbie E. Keiser is a information resources
management consultant located in the metro-
Washington, DC, area. Email: barbieelene@att.net
No Challenge Left
Behind:
Transforming
American Education
Through Heart and
Soul—Reviewed by
Rachel Wadham.
Houston, P. D. (2008).
No Challenge Left
Behind: Transforming
American Education
Through Heart and
Soul. Thousand Oaks,
CA: Corwin Press.
ISBN: 978-1-4129-
6862-1. $28.95.
No Challenge Left Behind: Transforming American
Education Through Heart and Soul is a collection of
previously published essays by former school
superintendent and executive director of the American
Association of School Administrators, Paul D. Houston.
While all the essays are relatively short, most under
three pages, they each pack a punch with challenging
thought provoking ideas coupled with great storytelling.
The book is divided into four sections. In section one the
essays focus on the basic building blocks of leadership.
Sensible advice in this section ranges from ways to find
your own voice to ways to connect with others. The
second section focuses on the role of superintendents in
schools and the educational process. While the advice
here is mainly intended for a specific kind of leader, the
fundamental truths and ideas will be widely applicable to
Education Libraries, Volume 31, No. 2, Winter 2008 53

all types of leadership. The third section focuses on the
challenges that educators face today and how we can go
about transforming schools in this environment. Overall
Houston makes two main points. First, that in order to
transform schools we need to make schools into places
that kids want to be. This means creating schools that are
full of engaging, fun, and meaningful learning. Second
he feels that current focuses on testing and achievement
are pulling us further away from creativity and creative
thinking, one of the things that Americans do best.
Houston argues that transforming schools means making
them into places that create students who are creative
thinkers that challenge the status quo and conventional
ideas. The last section describes lessons that Houston
learned during his extensive travels. Among other things
in this section Houston discusses what we can learn from
other counties’ educational systems. These insights,
especially into the systems of Ireland and Singapore, not
only allow visions of what American is doing well but
also of what we could do better.
Throughout the work Houston uses examples from
popular culture, his own experiences, and his travels to
creatively illustrate his points. He uniquely and
creatively blends theory, practice, belief, and storytelling
to make this a wonderfully engaging read. Houston’s
message to educators is upbeat and full of joy and hope.
The overarching point of the essays is that the work we
do comes from the soul and we must nurture the soul of
the children with whom we work. This book does not set
out to solve problems, but instead creates a philosophical
environment that is full of engaging ideas and
empowering philosophy that will certainly be the basis
for whatever change the future holds. I highly
recommend this title for all educators but especially for
current and future administrators as well as any
practitioner who has lost their passion for teaching and
wants to rediscover the heart of the profession.
Rachel Wadham is the Education Librarian at Brigham
Young University. Email: Rachel_Wadham@byu.edu
Deeper Learning: 7
Powerful Strategies for
In-Depth and Longer
Lasting Learning--
Reviewed by Julie Shen
Jensen, Eric, and Nickelsen,
LeAnn. (2008). Deeper
Learning: 7 Powerful
Strategies for In-Depth and
Longer Lasting Learning.
Thousand Oaks, CA:
Corwin Press, ISBN 978-1-
4129-5204-0. $40.95.
Jensen and Nickelsen, former teachers, use their
previous experience to inform their current professions
as trainers and authors. In their latest book, they
combine a theoretical understanding of brain-based
learning with a practical how-to approach. The end result
is a well-informed teaching methodology that is ready to
be implemented in the classroom immediately.
When the brain is in a state that is ready to learn deeply,
students learn better and enjoy themselves more. This
book gives teachers a step-by-step approach of how to
help their students get to that point. The model presented
here, the Deeper Learning Cycle (DELC), is composed
of seven steps: 1. planning the standards and curriculum,
2. preassessing, 3. building a positive learning culture, 4.
priming and activating prior knowledge, 5. acquiring
new knowledge, 6. processing the learning deeper, and
7. evaluating student learning. Why so many steps?
Because, with few exceptions, the brain requires
repeated exposure to learn anything, and this model
takes that into account.
The first thing you might notice upon opening this book
is how the format helps you practice what it preaches by
giving you many opportunities to process the
information. Each step in the DELC is explained first in
terms of the research literature and then in how to
implement it in the classroom. I was impressed with
their coverage of the latest research. For example, in the
section on processing, the authors explain how Bloom’s
taxonomy does not mesh with current research, showing
that so-called higher level thinking can take place
without having lower level thinking as a foundation. On
the other hand, they do not overwhelm you with theory.
In fact, about half of this volume is devoted to hands-on
Education Libraries, Volume 31, No. 2, Winter 2008 54

exercises, especially reproducibles that can be duplicated
and given to students.
I was also impressed with the section on building a
positive learning culture, which not only takes into
account the different types of learners but also the
teachers’ personalities. Not every teacher needs to have a
sense of humor or be “touchy feely”; the emphasis is on
making teachers aware of their importance in setting the
tone for their classrooms. One way to do this is by
developing a teaching philosophy that can then be shared
with students in the form of a classroom mission
statement. Another is to be aware of the role nonverbal
communication plays in effective teaching.
The primary audience for this book is teachers in grades
4-12. However, much of the research covered involves
college students as subjects, and about half of the handson
exercises are directed at adult learners, so there’s a
great deal here that is useful for teachers in higher
education.
Julie Shen is a Reference/Instruction Librarian at
California State Polytechnic University, Pomona.
Email:jshen@csupomona.edu
Copyright Policies, Clip
Note #39—Reviewed by
Jacqueline Snider
Keogh, Patricia, &
Crowley, Rachel.
(comp.). (2008).
Copyright Policies, Clip
Notes #39. Chicago:
Association of College
and Research Libraries.
ISBN: 978-0-8389-
8459-8. $45
CLIP Notes published by the Association of College and
Research Libraries (ACRL) are quite frankly, without a
doubt, a goldmine. From its inception in 1980, this
ACRL program provides college and small university
libraries with reports, surveys, and documents on
specific “best” practices. The Continuing Education
Committee, which oversees the series, envisioned the
resulting publication as a packet; hence, the name, CLIP
which stands for College Library Information Packet
(Morein, 1985).
“Each CLIP Note is comprised of three components: (1)
information gathered from surveys sent to participating
libraries; (2) analysis of survey results and review of the
literature; and (3) sample documents (e.g., policies,
procedures) pertinent to the CLIP Note topic.” (Clip
Notes, 2006).
The Notes form a code of conduct for all libraries not
just academic, and titles published years ago are still
consulted today. A case in point is CLIP Notes number
22, Allocation formulas in academic libraries (1995).
Every time someone posts a query to a discussion list
about creating budget formulas by specific collections,
someone always mentions this book which was
published more than ten years ago.
When I saw the most recent addition to the Notes canon;
a book on copyright, I was relieved and thrilled. All
libraries deal with the trials and tribulations of copyright
law and need guidance to adhere to requirements and
restrictions. Copyright Policies compiled by Patricia
Keogh and Rachel Crowley does not disappoint.
The book begins by clearly stating that this text does not
represent legal advice. Data were gathered by
Education Libraries, Volume 31, No. 2, Winter 2008 55

distributing the survey via Survey Monkey to 207
institutions of which 144 or 67% completed the
questions. The book includes an analysis of the survey
results, the survey questions with the responses
summarized, a selected bibliography, and copyright
policy documents from sixteen colleges and universities.
The survey found that campuses addressed the topic of
downloaded music most often followed by audiovisual
recordings, sound recordings and then images.
Interlibrary loan, electronic research database licensing
and reserves received the most attention in terms of
monitoring and enforcing copyright. Photocopying and
downloading scored lowest. According to the results, the
majority of staff, faculty and students receive copyright
training either annually or “on demand.”
From reading the responses regarding copyright
education, the reader gains a picture of the similar ways
in which various colleges treat this important topic. For
example, many institutions discuss copyright during
orientation sessions, at the beginning of the school year.
In most cases, the library initiates the discussions.
The real core of this CLIP Notes, however, lies in its
assortment of copyright policies. The sampling here
from Albion College, Goucher, Earlham, SUNY at
Plattsburgh, and Wheaton to name just a few, covers this
topic with depth and practically. These policies are
wonderful guides upon which to base your own library’s
policy.
This CLIP Note as with others in the series is an
invaluable tool for all libraries. The results of the survey
plus the copyright policies make it a must-have.
References
Clip Notes: Guidelines for compilers. (2006). Chicago:
College Libraries Section, Association of College and
Research Libraries, American Library Association.
Retrieved from:
http://www.ala.org/ala/acrl/aboutacrl/acrlsections/collegel
ibraries/collpubs/clipnotesguidelines.cfm#intro
Morein, P.G. (May 1985). What is a CLIP note? C & RL
News: College and research libraries news, 46: 226-229.
Tuten, J., & Jones, B. comp. (1995). Allocation formulas in
academic libraries. CLIP Notes #29. Chicago:
Association of College and Research Libraries.
Jacqueline Snider is co-editor of this journal, and
adjunct faculty at The University of Iowa. Email:
Jacqueline-snider@uiowa.edu
.
Why Do English
Language Learners
Struggle with
Reading?:
Distinguishing
Language
Acquisition from
Learning
Disabilities—
Reviewed by
Rachel L. Wadham
Klingner, J. K.,
Hoover, J. J., &
Baca L. M. (Eds.)
(2008). Why Do
English Language
Learners Struggle
with Reading?:
Distinguishing
Language
Acquisition from
Learning
Disabilities.
Thousand Oaks, CA:
Corwin Press. ISBN
978-1-4129-4147-1.
$31.95
One of the challenging issues educators face today is
how to successfully integrate English Language Learners
(ELLs) into our school environments. With an
unprecedented growth of the ELL population and federal
mandates for assessment, one of the most significant
challenges is determining if and when ELLs are
underachieving. However, determining achievement
potential is a complex business when it comes to ELLs.
There are several reasons why ELL students may be
underachieving and it is essential to determine if
students are struggling because of the language
acquisition process, instructional practices, learning
disabilities, or a combination of factors. In order to give
students the support they need, the first step is to
determine the reasons for their difficulties. When the
wrong determination is made, ELLs are often
inappropriately referred to special education.
This is where Why Do English Language Learners
Struggle with Reading?: Distinguishing Language
Acquisitions From Learning Disabilities comes in. This
practical book, edited and written by specialists in
bilingual and special education, attempts to provide
Education Libraries, Volume 31, No. 2, Winter 2008 56

practical solutions to the challenges of assessing ELLs.
This work was designed to assist educators in
distinguishing between learning disabilities and other
explanations for underachievement. Its main goal is to
provide information that will lead to the most
appropriate education for ELLs while reducing
inappropriate referral and placement to special
education. Divided into manageable chapters, each set of
contributors makes a valiant effort to cover succinctly a
very complex topic.
The first two chapters discuss all the necessary
background information on ELL demographics and the
language acquisition process. Chapter two is especially
well done as it addresses eight misconceptions about
second language acquisition. This discussion is revealing
and thought provoking as it lays bare many
misunderstood ideas. Implications for practice are
outlined that deftly guide readers to think about these
issues in a whole new way.
The remainder of the chapters use the framework of
Response to Intervention (RTI) models to discuss how
second language acquisition differs from learning
disabilities and what things to consider when assessing
the performance of ELLs. Each chapter expertly clarifies
this new practice and describes how the procedures are
similar to and different from previous approaches.
Additional information on how data-driven decision
making should be implemented in this model is also
given.
All the chapters give practical advice for those in the
beginning stages of working with ELLs and new models.
This basic level of information makes this work an
excellent primer for those who have had little or no
experience with an ELL population or the models
described. Additionally all chapters include numerous
guides, checklists, figures, tables and easy reference
guides. The book concludes with an extensive reference
list and a useful index. All chapters contain very
informative Research to Practice sidebars that describe
in detail important research projects and their outcomes.
Overall, this is a resource for beginners, with just
enough information and guidance to help focus thinking
and steer new practitioners on the right path. Educators
at all stages will find this a good guide to help make
informed instructional and eligibility decisions for
English language learners.
Rachel Wadham is the Education Librarian at Brigham
Young University. Email: Rachel_Wadham@byu.edu.
A History of the
World Cup: 1930-
2006—Reviewed
by Warren
Jacobs
Lisi, Clemente
Angelo. A History
of the World Cup:
1930-2006.
Lanham, MD:
Scarecrow Press,
2007. ISBN 978-
0-8108-5905-0.
$29.95.
The world’s most popular sport is football, known in
America as soccer. Soccer fans are passionate, engaging
in joyful celebrations of national pride after a victory or
furious riots after a loss. Soccer’s most important
international competition is the World Cup. There have
been many upsets throughout the 76 year history of the
quadrennial tournament, although only seven national
teams have emerged victorious.
Clemente Angelo Lisi is a news reporter and
longstanding soccer aficionado. Lisi set out to create an
encyclopedia of the World Cup for American readers
unfamiliar with the tournament. A History of the World
Cup: 1930-2006 documents the tournament’s
beginnings, providing anecdotes and biographical
sketches of the major participants.
Following the table of contents is a foreword authored
by United States national soccer team member Brian
Quinn. An introductory essay discusses the author’s
background in soccer, and provides context for the
World Cup in comparison with football, baseball,
basketball, and hockey.
The text is divided into eight chapters. Each chapter
presents the major events of the World Cup year,
followed by profiles of renowned national teams like
Brazil and Italy, and descriptions of qualifying round
competition, group play, quarterfinal and semifinal
contests, and championship games. Biographies,
statistical records, and pictures of prominent players like
Pelé, Maradona, and Ronaldo are interspersed
throughout the text. Each chapter concludes with notes
to document sources.
Education Libraries, Volume 31, No. 2, Winter 2008 57

Highlights of chapter one include the birth of modern
soccer through establishment of original rules in 1863,
and the 1904 formation of FIFA, the governing body of
the sport. The World Cup began play in 1930. The
format called for teams to be placed into group brackets.
Teams possessing the best records after group play
advanced to the semifinal games, with the remaining two
teams squaring off for the championship.
In chapters three through five, Lisi focuses on Brazil’s
World Cup success. A perennial contender for the World
Cup, Brazil has taken part in all 18 tournaments,
winning five.
Pelé, the great Brazilian star known as “The God of
Football” is profiled. After playing on four Brazilian
World Cup teams, Pelé helped to popularize the sport in
the United States by joining the New York Cosmos of
the now defunct North American Soccer League during
the mid-1970s. English star David Beckham had a
similar effect when he signed with the Los Angeles
Galaxy of Major League Soccer in 2007.
Chapter seven considers whether soccer has gained
greater acceptance in the United States after the 1994
World Cup. By awarding the games to the United States
for the first time, FIFA hoped to foster an appreciation
for the sport. Soccer festivals were held throughout the
country to promote the World Cup. Group play took
place in nine different cities. Over 94,000 spectators
witnessed the final match in the Rose Bowl, while over
one billion fans watched the television broadcast of
Brazil’s victory.
Chapter eight contains pictures of the infamous headbutt
by the temperamental French midfielder Zidane.
Lisi notes that the vicious incident in the 2006
championship game is the first use of instant replay by
an official. Zidane was ejected from the contest as Italy
captured its fourth World Cup. Zidane ended his career
in shame, although he later claimed that the Italian
defender Materrazi taunted him with profane comments
about Zidane’s mother and sister.
The book concludes with the glossary, appendices of
yearly statistics and historical records, bibliography, and
index.
A History of the World Cup: 1930-2006 is a
comprehensively researched source that will benefit
newcomers to the sport as well as veteran observers of
the tournament. Lisi’s enthusiasm for soccer can be
easily ascertained. With the World Cup’s growing
popularity in the United States, this text will be a very
useful addition to the reference collection of any high
school, public, or academic library.
Warren Jacobs is a Reference/Instruction Librarian at
California State University, Stanislaus. Email:
wjacobs@csustan.edu
A to Z of the
Olympic
Movement—
Reviewed by
Warren Jacobs
Mallon, Bill, with
Buchanan, Ian. The
A to Z of the
Olympic Movement.
Lanham, MD:
Scarecrow Press,
2007. ISBN 978-0-
8108-5645-5.
$40.00.
The Olympic movement demonstrates the power of sport
to enrich mankind through friendly athletic competition
every four years. The former television host of the
Olympics, Jim McKay, once called the games, “the
largest peacetime gathering of humanity in the history of
the world.” Idyllic at times, the Olympic Games are not
immune from political, economic, and sociological
pressures afflicting the world.
Bill Mallon and Ian Buchanan are founding members of
the International Society of Olympic Historians. In 1995,
they wrote Historical Dictionary of the Olympic
Movement to present a complete reference volume
covering not only the superlative athletic feats, but the
history, politics, and personalities of the Olympics. This
title is the third edition of their original dictionary. The
authors have also collaborated on several other titles on
this subject, and were honored for their scholarly
contributions to the Olympic movement.
The first part of the text furnishes definitions for many
three-letter acronyms and abbreviations representing
sports contested, Olympic nations, and governing bodies
of sport. The next section contains a brief chronology of
the Olympic movement listing important events from the
12 th century BCE through the upcoming Winter Games
of 2010. Detailed summaries are provided for the
Education Libraries, Volume 31, No. 2, Winter 2008 58

modern Olympic Games that began in 1896, continuing
through the host city selection process for the Winter
Games of 2014.
An introductory essay helps readers to understand the
Olympic movement, which differs from the actual
games. Other subjects include the revival of the modern
games through the efforts of Pierre de Coubertin, the
economic impact of the Olympics for the host city and
country, and the growing dependence upon television
and commercialism for the expansion and fiscal viability
of the games. The authors do not avoid controversial
subjects, addressing gender inequality, blood doping,
performance-enhancing drugs, boycotts, terrorism, and
scandals.
The largest section of the book is devoted to the concise,
yet comprehensive and readable dictionary entries
covering all Olympic sports, 202 participating nations,
important events, and prominent athletes and
administrators. Readers may learn about the significance
of rowing and sculling, Cameroon, Nelli Kim, Lord
Killanin, and the Olympic Bribery Scandal, to name only
a few of the entries.
The appendices include the sites, dates, and participating
nations and athletes for each of the Summer and Winter
Games. Additional data covering the presidents and
members of the International Olympic Committee,
medals won, final torchbearers, speakers of the Olympic
oath, and the athletes disqualified for positive drug tests
may be found in this section. A comprehensive
bibliography and author information concludes the book.
The A to Z of the Olympic Movement is one of more than
twenty titles in Scarecrow’s A to Z series of guides
covering topics as diverse as the Holocaust, Taoism, and
Revolutionary America. This text is an essential addition
to the reference collection of any high school, public,
college, or university library.
Warren Jacobs is a Reference/Instruction Librarian at
California State University, Stanislaus. Email:
wjacobs@csustan.edu
Gamers…in the
Library?! The Why,
What, and How of
Videogame
Tournaments for All
Ages—reviewed by
Elizabeth J.
Bollinger,
Neiburger, Eli.
(2007). Gamers…in
the Library?! The
Why, What, and
How of Videogame
Tournaments for All
Ages. Chicago:
American Library
Association. ISBN:
978-0-8389-0944-7.
$42.00
Gaming Expert Eli Neiburger provides the knowledge
you need to set up a gaming program in your library
with his new book, Gamers…in the Library?! The Why,
What, and How of Videogame Tournaments for All Ages.
The author is currently the technology manager at Ann
Arbor District Library (AADL). He piloted gaming
tournaments at AADL and has given several talks and
workshops on the topic around the country. Since he
confesses very early on that he is a geek and a gamer, it
is obvious that he has a great deal of experience and
knowledge on the topic.
The foreword, written by a mother of a tween who
attends the tournaments at AADL, offers highlights from
the patrons’ perspective on why gaming in the library
works. The introduction transitions easily from the
foreword and sets the tone for the rest of the book.
Written in an easy, casual style, the book is entertaining
and sometimes laugh out loud funny; a bit unexpected
but welcome in a “how to” manual type of book.
The first two chapters cover information on why gaming
in the library is a good idea and provide some
background on types of gamers. While Eli makes a very
interesting case, and refers to other genres that also had a
questionable place in the library world, I was left hoping
that he would present more statistics and return on
investment information. He does share great anecdotes
of how this has worked at AADL but still I wished for
quantitative evidence.
Education Libraries, Volume 31, No. 2, Winter 2008 59

The middle chapters outline the practical and
technological elements in preparing for the event, such
as choosing software and hardware, physically setting up
hardware, and promoting events. While the author does
tell you exactly what you need to know and do, I found
the organization of the chapters a little confusing and
disappointing. The chapters do not provide a step by step
guide but combine practical information from later
chapters while talking about higher level concepts.
What the author has done particularly well is create
charts of the different types of games, and rate them for
tournament play by software ratings (E, T, M, much like
ratings for movies) and by different subgenres. The
charts make game selection much easier if you are
unfamiliar with the genres.
The chapter on “Setting It Up or More about Cables
Than You Ever Wanted to Know” is particularly useful
and perfect for someone who has never before used a
console or built a lab. After reading this chapter a
complete novice could mount a tournament without
pulling all their hair out or tripping on cables.
I must confess that I also identify as a geek and a gamer.
Even so, there were some terms that the author uses in
the book that I didn’t know or understand. While the
book offers a fairly complete index, it would have been
helpful to also have a glossary to refer to for unfamiliar
vocabulary.
Overall the book is a well written primer on the logistics
of setting up gaming in your library. While it is not a
step by step how to and it lacks empirical data to support
why gaming helps libraries, this book is as enjoyable as
it is instructive. This is a must read for anyone
considering gaming in their library and a should read for
teen and youth librarians.
Elizabeth J. Bollinger is systems librarian at the Digital
& Multimedia Center/Vincent Voice Library, Michigan
State University. Email: bolling7@mail.lib.msu.edu
Assess for Success,
2 nd ed.—Reviewed
by Celeste Moore
Sitlington, Patricia
L., Neubert, Debra
A, Begun, Wynne
H., Lombard,
Richard C. ,
Leconte, Pamela J.
Assess for Success,
2 nd ed. Thousand
Oaks, CA: Corwin
Press, 2007. ISBN
978-1-4129-5281-1.
$31.95.
Assess for Success, 2 nd Edition, is an important resource
for practitioners and other members of IEP teams. The
book will serve as a guide to help plan and assess the
transition process of students entering into adult life as it
cover this important topic in great depth and clarity. The
authors describe members of the IEP team as the target
audience because “they assist a student of any disability
and functioning level in defining his or her vision of the
future and in reaching this vision.” This updated
comprehensive and well organized text will assist
students, families, and educators, and will make a lasting
impact on the field.
This joint publication is clearly thought out and
designed. Each of the five authors is an expert in the
field of special education and contributes both academic
insights as well as professional, practical and research
experience. The book begins by explaining the need for
transition assessment, as well as the legislation relating
to and the national standards impacting transition
assessment. The authors also include examples of
students dealing with transition and a variety of case
studies for the development of chapter topics.
The book has been organized into seven chapters
containing an overview of transition assessment, career
development, the role of self-determination, outcomes
for IEP planning, roles of key players, methods of
gathering information, and matching students to
environments. Many chapters provide references and
additional resources including both print and electronic.
There are also helpful aids such as worksheets, and
tables. There are also five appendixes and an index at the
end of the book. The appendixes are also a useful
Education Libraries, Volume 31, No. 2, Winter 2008 60

esource for the reader interested in helping the student
transition successfully into adult life.
The authors deal with the topic of transition assessment
historically, legally and practically. This combined
approach gives the reader an understanding of both
disability and functioning levels, why transition
assessment is so critical particularly in the middle school
years and how planning and assessment can help
students successfully transition into adulthood. The
authors direct careful attention to the stakeholders in this
process, and offer tips on working with all members of
the IEP team. The book makes a significant contribution
to the field, and is a must have resource for schools and
any persons involved with an IEP team.
Celeste Moore is a librarian at St. Andrew Hall Library,
Syracuse, NY. Email: moore_celeste@hotmail.com
Keys to Curriculum
Mapping: A
Multimedia Kit for
Professional
Development—
Reviewed by Gail
K. Dickinson
Udelhofen, Susan.
(2008). Keys to
Curriculum
Mapping: A
Multimedia Kit for
Professional
Development.
Thousand Oaks, CA:
Corwin Press. ISBN:
978-1-4129-5836-3.
$299.95
Susan Udelhofen has extensive experience working with
school districts in the area of curriculum mapping, and
this multimedia kit takes full advantage of that
experience. The kit is based on Udelhofen’s 2005 book
of the same title, and expands that book by including a
facilitator’s guide and video vignettes of teachers
discussing their experiences with curriculum mapping,
as well as showing the process in action.
Udelhofen spends some time in the all three contexts
(book, facilitation guide, and video) on the motivation
needed for classroom teacher buy-in to the process. Her
point that curriculum frameworks and pacing guides are
not enough to fully understand what is being taught in
classrooms is excellent. She also notes that curriculum
maps showing what is taught over the course of the way
are much clearer to parents than curriculum guides.
The facilitator’s guide on CD and video DVD are based
on what the publisher refers to as Udelhofen’s bestselling
book by the same title. The book is included in
the kit, and although it has a 2005 copyright, it still
represents a strong curriculum mapping guide. The
facilitator’s guide is thorough and detailed, and includes
reproducible handouts on each stage of the process, from
the beginning overview through to the workshop
evaluation. The video vignettes are nicely done. Viewers
will feel like they are being given a tour of the process,
as if a door was opened into the workroom where one
could see and hear teachers discussing curriculum
mapping. Interviews with classroom teachers on specific
aspects focus on the teacher perspective. The videos
match each chapter of the facilitation guide, with some
chapters having more than one video. The videos are
short, with most of them less than 10 minutes.
Although the $299 listed price on this reviewer’s
information may seem steep, this is a complete
workshop. An experienced facilitator at the building and
district level will have no problem using the materials to
prepare and deliver a comprehensive curriculum
mapping workshop. This is a cost-efficient way to
benefit from national expertise and yet schedule and
pace the work sessions at the convenience of the school.
The workshop has multiple uses for education libraries.
First, it is an example of a professional growth workshop
that can be used as a model. Students in graduate-level
classes can review the types of handouts, the short
videos, the pacing of the workshop, and the sequencing
of content to understand how to build continual learning
experiences for classroom teachers. Second, the kit can
be used as a module in graduate coursework on
curriculum mapping.
In summary, Corwin Press has packaged Udelhofen’s
book into a continuing education event for classroom
teachers at the school and department level. It is a valueadded
purchase for any education library at the
university or district-level.
Dr. Gail K. Dickinson is an Associate Professor at Old
Dominion University. Email: gdickins@odu.edu
Education Libraries, Volume 31, No. 2, Winter 2008 61

Librarians as
Learning
Specialists: Meeting
the Learning
Imperative for the
21 st Century—
Reviewed by Erin
Fields
Zmuda, A., &
Harada, V.H. (2008).
Librarians as
Learning
Specialists: Meeting
the Learning
Imperative for the
21 st Century.
Connecticut:
Libraries Unlimited.
ISBN 978-1-5915-
8679-1. $40.00.
In Librarians as Learning Specialists: Meeting the
Learning Imperative for the 21 st Century, Zmuda and
Harada outline the role of learning specialists in
providing opportunities and objectives for student
learning that can be systematically assessed. Zmuda and
Harada have written a book for administrators and
learning specialists that deal with the central themes of
accountability, leadership, collaboration, and reflection
to create a learning environment that is based on results.
The authors identify areas where these themes should be
addressed in the school environment and reorient the
role of the learning specialist (with special focus on the
library media specialist) as a key figure in achieving
these goals.
The book’s format provides ease of use for quick
reference. Each chapter outlines a way in which learning
specialists can be oriented to play a more central role in
the “results-oriented” learning successes of their students
and colleagues. Each chapter is broken into four parts
which focus on: the theoretical background to the
chapters’ content with an analysis of core literature;
issues that administrators and staff must overcome to
achieve the goals outlined; an analysis of the challenges
learning specialists will face; and a framework for the
role of the library media specialists. The authors also
provide additional readings and exercises that connect
directly to the core content of the chapter to bridge the
gap between theory and practice. A comprehensive list
of references at the end of each chapter and an index at
the end of the book, make this a highly usable and
accessible resource.
In chapter 1, Closing the Learning Gap: Reframing Our
Mission, Zmuda and Harada describe the importance of
having a mission statement with defined learning
principles that “describe the necessary components of
the learning environment” (3). At the center of these
principles, according to Zmuda and Harada, are
reflection, collaboration, and assessment that stems from
the learning specialists leadership role.
Zmuda and Harada clarify the role of the library media
specialist in the education environment while making
explicit the need to develop a clear job description that
identifies the specialist as a leader that affects change on
student achievement and collegial developments. Zmuda
and Harada outline the expertise required of all learning
specialists (i.e. collaboration, content and pedagogical
expertise, reflection and adaptability) while focusing on
the need for library media specialists to create
opportunities to align the learning goals of the library
curriculum with that of the classroom curriculum
(Chapter 2, The Learning Specialist: Clarifying the Role
of the Library Media Specialists).
In Chapter 3, Designing Instruction to Fit the Nature of
the Learning and the Learner, Zmuda and Harada focus
on learner centered instructional design and how
learning specialists need to have not only a commitment
to and knowledge of their areas of specialty, but also a
connection to the students as their “coaches of learning”
(49). Although Zmuda and Harada highlight the
challenges to learner centered instruction, they focus the
chapter on the collaborative process between classroom
teachers and library media specialists that can assist in
the design and application of learner centered
instruction. They also provide scenarios from elementary
through high school where the learning experience was
personalized and the process was supported through
collaboration. Of particular interest was the discussion
on diversity in the classroom. Zmuda and Harada
provide insight into this issue by addressing the
challenges educators face in working with children from
a variety of backgrounds and the ways that classroom
teachers and library media specialists can support
diverse learners. However, this section could have been
expanded into a broader discussion of library media
specialists’ role in design instruction for culturally
diverse learners rather than focusing primarily on special
needs students (e.g. ELL, LD, physically disabled).
Although assessment is a central theme throughout the
book, Chapter 4, Providing Robust Assessment and
Education Libraries, Volume 31, No. 2, Winter 2008 62

Feedback, focuses on the creation of indicators by
learning specialists to ensure student achievement and
future growth. Zmuda and Harada outline the different
forms of assessment and provide examples of each.
Additionally they focus on the challenges of assessment
both as a tool of measurement and in terms of
collaboration amongst classroom teachers and learning
specialists. Providing insight into false notions of
learning specialists’ responsibility in assessment of
curricular goals, the authors effectively illustrate the
need for learning specialists to become true partners in
the delivery and assessment of learning while placing the
library media specialist at the center of the more
“authentic” aspects of learning (etc. analysis, drawing
conclusions, applying knowledge, etc.).
In the conclusion, the authors focus on the changing
landscape of information resources and the type of
sources students will need to be successful learners in a
digital age. While Zmuda and Harada provide collection
development criteria for library media specialists in
building these “new” collections, the analysis is limited
and a more in-depth review of the uses and expectations
of users of digital collections and web 2.0 tools is
necessary to understand if or how they should be
implemented into a school library.
Learning Specialists: Meeting the Learning Imperative
for the 21 st Century provides a practical framework for
implementing values based practices into the classroom.
With tables, rubrics, assessments, and examples from
both theoretical perspectives and practical examples, the
authors have created a highly useful resource that
focuses on actualizing improvements in the school
through collegiality rather than idealistic theory that
sometimes permeates literature in education.
Erin Fields, is a Reference and Instruction Library at
York University, Toronto. Email: efields@yorku.ca
Online Resources: Conservation & Archiving
Institute for Conservation of Historic and Artistic Works
(AIC)
AIC exists to support the conservation professionals who
preserve our cultural heritage. As the only national
membership organization in the United States dedicated to the
preservation of cultural material, the AIC plays a crucial role
in establishing and upholding professional standards,
promoting research and publications, providing educational
opportunities, and fostering the exchange of knowledge
among conservators, allied professionals, and the public.
http://aic.stanford.edu/about/index.html
The Library of Congress Preservation: Collections Care
and Conservation
Includes these topics and more: Paper, Books/Bindings,
Photographs, Scrapbooks, Leather Reformatting, Magnetic
Media, Recorded Sound, Film, and Mats & Frames.
http://www.loc.gov/preserv/pubscare.html
National Park Service Conserve-o-Grams
Conserve-o-Grams are short, focused leaflets about caring for
museum objects, published in loose-leaf format. This is a
selected list of documents that might be of interest to readers.
http://www.nps.gov/history/museum/publications/conserveogr
am/cons_toc.html
Archival and Manuscript Collections and Rare Books
19/1 What makes a Book Rare? 1993
19/2 Care and Security of Rare Books 1993
19/3 Use and Handling of Rare Books 1993
19/4 Archives: Preservation Through Photocopying 1993
19/11 Preservation Reformatting: Selecting a Copy
Technology 1995
19/12 Contracting for Reformatting of Photographs 1995
19/13 Preservation Reformatting: Inspection of Copy
Photographs 1995
19/14 Judging Permanence for Reformatting Projects:
Paper and Inks 1995
19/15 Storing Archival Paper-Based Materials 1996
19/16 Housing Archival Paper-Based Materials 1996
19/17 Handling Archival Documents and Manuscripts
1996
History Detectives on PBS Investigative Techniques Pages
History Detectives is devoted to exploring the complexities of
historical mysteries, searching out the facts, myths and
conundrums that connect local folklore, family legends and
interesting objects. Traditional investigative techniques,
modern technologies, and plenty of legwork are the tools the
History Detectives team of experts uses to give new - and
sometimes shocking - insights into our national history. Their
Investigative Techniques page includes topics on Document
Examination: Testing documents identifies forged and
authentic papers, as well as Paper Analysis: Determining age,
make-up and origin.
http://www.pbs.org/opb/historydetectives/
Education Libraries, Volume 31, No. 2, Winter 2008 63

New and Forthcoming
Anderman, E.M. & Anderman, L.H. (2008).
Psychology of Classroom Learning: An Encyclopedia.
(Vols. 1-2). Farmington Hills, MI: Gale. ISBN: 0-
0286-6167-2; 978-0-0286-6167-4; eBook ISBN: 978-0-
0286-6170-4. OCLC: 191891733. 1000 pp. $260.00.
Psychology of Classroom Learning is a two volume set
that explores psychological aspects of learning — such
as cognition, motivation and emotion. It includes
theories, biographies, classroom concerns, development
issues, and methods of promoting learning especially
focused on the student/teacher dynamic. The nearly 300
detailed essays examine how learning is affected by a
range of factors, from the effect of teachers’ emotions
and classroom management style to the impact of
cultural differences and school culture. Includes,
photographs, images, and index.
Intended for: use by a broad audience, including
teachers, school psychologists and those studying
developmental and educational psychology.
Asamen, J.K., Ellis, M.L. & Berry, G.L. (Eds.).
(2008). The SAGE Handbook of Child Development,
Multiculturalism, and Media. Thousand Oaks, CA:
SAGE Publications, Incorporated. ISBN: 978-1-4129-
4915-6. OCLC: 183926457. 495 pp. $125.00.
The SAGE Handbook of Child Development explores the
multicultural development of children through theory,
research, and best practices through socialization (such
as family, home, schools, peers) and media influences
(such as print, television, Internet, video games). It
examines how socialization practices and media content
construct and teach us about diverse cultures.
The 29 chapters are divided into
four parts: Part I: Foundations for
Multicultural Concepts, Child
Development Principles, and an
Emerging Worldview; Part II:
Institutions of Socialization and the
Development of a Child's
Multicultural Worldview; Part III:
Media and the Development of a
Child's Multicultural Worldview;
New ad Forthcoming by Dr. Lori M
By Dr. Lori Mestre
estre
Part IV: Perspectives on Media Literacy and the Forces
that Shape the Media Experiences of Children.
Throughout, the editors and
chapter authors highlight how to analyze, compare, and
contrast alternative perspectives of children of different
cultures with the major principles and theories of child
development in cognitive, socioemotional, and/or
social/contextual domains. Includes illustrations,
bibliographical references and indexes.
Intended for: those interested in program development,
research and evaluation, as well as for broadcasters,
public policy and advocacy groups, teachers, and other
childcare professionals.
Ayers, W. Quinn, T. & Stovall, D.O. (2008).
Handbook of Social Justice in Education. London:
Routledge. ISBN: 0-8058-5927-6; 978-0-8058-5927-0.
OCLC: 190396172. 800 pp. $225.00; $89.95.
The Handbook of Social Justice Education is an up-todate
review of the field from multiple perspectives
concerning topics like education theory, research, and
practice in historical and ideological context, with an
emphasis on social movements for justice. The nine
sections are: Historical and Theoretical Perspectives ;
International Perspectives on Social Justice in
Education; Race and Ethnicity, Language and Identity:
Seeking Social Justice in Education; Gender, Sexuality
and Social Justice in Education; Bodies, Disability and
the Fight for Social Justice in Education; Youth and
Social Justice in Education; Globalization: Local and
World Issues in Education; The Politics of Social Justice
Meets Practice: Teacher Education and School Change;
and Classrooms, Pedagogy, and Practicing Justice.
Intended for: researchers,
professionals, and students across
the fields of educational
foundations, multicultural/diversity
education, educational policy, and
curriculum and instruction..
Education Libraries, Volume 31, No. 2, Winter 2008 64

Bickman, L,& Rog Westat, D.J. (Eds.).
(2008). The SAGE Handbook of Applied
Social Research Methods. (2 nd ed.).
Thousand Oaks: CA: SAGE Publications,
Incorporated. ISBN: 978-1-4129-5031-2.
OCLC: 212893577. 680 pp. $125.00.
This revised handbook covers core methods,
research designs, data collection,
management, and analysis issues related to
social research methods. The eighteen
chapters are organized into three parts: Part
I: Approaches to applied research; Part II:
Applied research designs; and Part III:
Practical data collection.
Each chapter includes step-by-step
procedures practical examples from various
settings to illustrate the method, and
parameters to define when the method is
most appropriate and when it is not
appropriate. The emphasis for this revision
is on applying research techniques in ‘realworld”
settings in which there are various
constraints. It also includes chapters on
Internet data collection, concept mapping,
and qualitative comparative analysis.
Includes graphs, models, and tip boxes.
Intended for: students of introductory and
intermediate research methods courses and
researchers.
Borman, K. & Cahill, S. (2008).
Handbook of American high schools.
(Vols. 1- 2). Lanhem, MD: Rowman &
Littlefield Education. Vol 1: ISBN: 1-
5788-6702-9; 978-1-5788-6702-8. 490 pp.
$49.95. Vol 2: ISBN: 1-5788-6703-7; 978-
1-5788-6703-5. 488 pp. $49.95. OCLC:
229021438; OCLC: 232713699.
Written by an interdisciplinary group of
experts in education, psychology, sociology,
and other fields, this handbook provides an
examination of U.S. secondary education
from the private academies of Colonial
America to the comprehensive high schools
and alternative schools of today. It includes
original entries on almost all of the core
issues surrounding education, especially
those concerning social issues. Includes
cross referencing, primary documents,
bibliography. Intended to serve as a
reference for scholars, educators, parents,
and students in a variety of fields.
Charner, B., Murphy, M. & Clark C.
(Eds.). (2008). The GIANT Encyclopedia
of lesson plans: More than 250 lesson
plans created by teachers for teachers.
Beltsville, MD: Gryphon House,
Incorporated ISBN: 0-8765-9068-7; 978-
0-8765-9068-3 978-0-8765-9068-3.
OCLC: 213384895 574 pp. $34.95.
This Encyclopedia offers more than 250
complete lesson plans written by teachers.
Lesson plans for ages 3-6 cover topics
from colors and numbers to seasons and
nursery rhymes. Each lesson plan is
complete with: A learning objective; A
circle or group time activity; Book
suggestions; Snack ideas; Five learning
center activities; Assessment strategies;
Related songs, poems, and fingerplays.
Includes indexes.
Drotner, K. & Livingstone, S. (Eds.).
(2008) International Handbook of
Children, Media and Culture. Thousand
Oaks, CA: SAGE Publications,
Incorporated. ISBN: 978-1-4129-2832-8.
OCLC: 71285206. 560 pp. $130.00.
Each chapter in this multidisciplinary
handbook provides a clear orientation to
the main debates and core issues related to
media and culture. The contributors, from
around the globe, present detailed
empirical cases to illustrate how
interactions with technologies shape
children’s social relationships. They also
present global trends and cultural
variations in how children use media.
Intended for: advanced students and
scholars.
English, L.M. (Ed.). (2008).
International Encyclopedia of Adult
Education. Basingstoke: Palgrave
Macmillan. ISBN: 978-0-2302-0171-2.
OCLC: 226357124. 768 pp. $55.00.
The International Encyclopedia of Adult
Education provides a comprehensive and
Education Libraries, Volume 31, No. 2, Winter 2008 65

concise guide to key terms, individuals, movements and
concepts in adult, from the field’s emergence to present
day. More than 170 entries, arranged A-Z, were written
by international scholars. They provide summaries of
ongoing debates, from self-directed learning to human
resource development. Includes bibliographical
references and an index.
Intended for: Scholars, graduate students, and
practitioners who have an interest in the field of adult
education.
Fry, H. & Marshall, S. (2008). A Handbook for
Teaching and Learning in Higher Education:
Enhancing Academic Practice. (3 rd ed., revised). New
York: Routledge. ISBN: 0-4154-3464-5; 978-0-4154-
3464-5. OCLC: 213133362. 544 pp. $49.95.
This updated and expanded edition of the Handbook
focuses on developing professional academic skills for
teaching. It includes new topics such as: e-learning;
lecturing to large groups; formative and summative
assessment; and supervising research students. Part 1
examines teaching and supervising in higher education,
focusing on a range of approaches and contexts. Part 2
examines teaching in discipline-specific areas and
includes new chapters on engineering, economics, law,
and the creative and
performing arts. Part 3
considers approaches to
demonstrating and
enhancing practice.
Includes illustrations,
bibliographical
references, and an index.
Intended for: new
lecturers and those
working in learning and
education.
Given, L.M. (2008). The SAGE Encyclopedia of
Qualitative Research Methods. (Vols.1-2). Thousand
Oaks, CA: SAGE Publications, Incorporated. ISBN
1-4129-4163-6; 978-1-4129-4163-1. OCLC:
185031301. $350.00.
The SAGE Encyclopedia of Qualitative Research
Methods presents an overview of qualitative approaches
to research, including ready-to-use techniques, facts, and
examples from the field. The international contributors
are from a variety of disciplines and represent different
approaches, including traditional, positivist, postmodern,
and constructionist. The approximate 500-600 entries are
arranged A-Z and cover every major facet of qualitative
methods, including gaining access; research participants;
data coding and collection; research ethics, and aspects
of specific qualitative methods. Entries define and
explain core concepts, and describe the techniques
involved in the implementation of qualitative methods.
They are also cross referenced and include stable URLs
and further readings.
Intended for: Public and academic libraries,
undergraduate and graduate students, practitioners,
researchers, and consultants. Includes a reader’s guide,
appendices, and a bibliography.
Gonzalez, J. M. (Ed.). (2008). Encyclopedia of
Bilingual Education. (Vols. 1-2). Los Angeles, CA:
SAGE Publications, Incorporated. ISBN: 978-1-4129-
3720-7. OCLC: 185031294. 1008 pp. $325.00.
This reference work provides resources discussing the
polemics in the field of bilingual education from various
angles: history, policy, classroom practice, designs, and
research bases. It covers the history of bilingual
education in the last half of the 20th century and its roots
in earlier periods in U.S. history and provides links
between bilingual education and related subjects:
linguistics, education
equity issues, sociocultural
diversity, and the
nature of demographic
change in the United
States. Included are public
documents, important
legislation and litigation
documents, essays,
presentation of law and
court cases, demographic
data, biographical and
bibliographic material.
Intended for:
nonspecialists, university undergraduates and school
personnel.
Hornberger, N.H. (Ed.). (2008). Encyclopedia of
Language and Education. (2 nd ed. Vols. 1-10). New
York: Springer. ISBN: 978-0-3873-2875-1 (set); 0-
3873-2875-0 (set); 978-0-3873-0424-3 (e-bk.); 0-3873-
0424-X (e-bk.) ;978-0-3873-5420-0 (print & electronic
bundle) ;0-3873-5420-4 (print & electronic bundle).
OCLC: 185028339. $1500.00.
Education Libraries, Volume 31, No. 2, Winter 2008 66

This second, 10 volume revised edition
of the award winning set includes the
newest developments in the field. New
volumes of language socialization and
language ecology, research and
scholarly content have been added,
especially relevant to language and
teaching in a global society. More than
250 international scholars contributed
to the Encyclopedia. Each volume
contains reviews, most with coverage
of early developments in their topic,
major contributions, work in progress,
problems and difficulties, and future
directions. The volumes are: Volume 1:
Language Policy and Political Issues in
Education; Volume 2: Literacy; Volume 3: Discourse
and Education; Volume 4: Second and Foreign
Language Education; Volume 5: Bilingual Education;
Volume 6: Knowledge About Language; Volume 7:
Language Testing and Assessment; Volume 8: Language
Socialization; Volume 9: Ecology of Language; Volume
10: Research Methods in Language and Education.
Intended for: Researchers and policy makers in
education, and college and university libraries.
Lavrakas, P. (2008). Encyclopedia of Survey Research
Methods. Thousand Oaks, CA: SAGE Publications,
Incorporated. ISBN: 1-4129-1808-1; 978-1-4129-
1808-4. OCLC: 213466494.1080 pp. $350.00.
The Encyclopedia of Survey Research Methods presents
information and methodological examples from all
major facets of survey research. With more than 600
entries with cross referenced terms and stable URLs, this
resource uses a Total Survey Error perspective that
considers all aspects of possible survey error from a
cost-benefit standpoint. Facets covered include: selecting
the sample design and the sampling frame, designing
and pretesting the questionnaire, data collection, and
data coding. Also discussed are issues surrounding
diminishing response rates, confidentiality, privacy,
informed consent and other ethical issues, data
weighting, and data analyses.
Intended for: beginning, intermediate, and advanced
students, practitioners, researchers, consultants, and
consumers of survey-based information. Includes a
reader’s guide, sample survey designs, actual
instruments, appendices, index, and bibliography.
Provenzo Jr., E.F. (Ed.). (2008).
Foundations of Educational
Thought. (Vols. 1-4). Series: Sage
Library of Educational Thought &
Practice Thousand Oaks, CA: SAGE
Publications, Incorporated. ISBN:
978-1-4129-4586-8; 1-4129-4586-0.
OCLC: 173719719. 1624 pp.
$1,050.00.
The four volumes in this set bring
together a comprehensive collection of
readings on educational thought and
the Western world’s most influential
thinkers from Antiquity to the Present.
It includes four volumes and over 100
different selections. Vol 1: Classic/Early Modern (to
1945); Vol 2: Modern (1945-1979);Vol 3/4: Postmodern
(1979-present). Selections from historic and seminal
addresses, reports, and works are included. For a sample
chapter see:
http://www.sagepub.com/upm-data/19063_Provenzo~Vol_1_Ch_01.pdf
Intended for: Researchers and lecturers interested in
education studies or the sociology of education.
Renaud, J.P., Provenzo Jr., E. F. (Eds.). (2008).
Encyclopedia of the Social and Cultural Foundations
of Education. (Vols. 1-3). Thousand Oaks, CA: SAGE
Publications, Incorporated. ISBN: 1-4129-0678-4;
978-1-4129-0678-4. OCLC: 230006238. 1384 pp.
$425.00.
This resource provides an introduction to the social and
cultural foundations of education, as well as topics
ranging from methodological approaches to major
movements in the field. Themes and theoretical debates
are covered with an interdisciplinary perspective in areas
such as comparative education, educational
anthropology, educational sociology, the history of
education, and the philosophy of education. Some
specific topics debated are: religion in the public school
curriculum, rights of students and teachers, surveillance
in schools, tracking and detracking. A chronology of the
historical development of American education, essays on
major movements in the field, and more than 130
biographical entries are included on important men and
women in education. The Encyclopedia also contains a
visual history of American education with nearly 350
images and an accompanying narrative. Includes
bibliographic resources and a user’s guide.
Education Libraries, Volume 31, No. 2, Winter 2008 67

Reynolds, C.P. (2008). Handbook of School
Psychology. (4 th ed). John Wiley & Sons,
Incorporated. ISBN: 0-4717-0747-3; 978-0-4717-
0747-9. OCLC: 237191871. 1216 pp. $147.95.
This updated and revised handbook again focuses on
how a school psychologist can operate and create change
within the educational system instead of focusing solely
on the diagnosis and treatment of an individual.
Russon, C.J. (Ed.) (2008). Encyclopedia of Education
Law. (Vols. 1-2). Thousand Oaks, CA: SAGE
Publications, Incorporated. ISBN: 1-4129-6391-5;
978-1-4129-6391-6. OCLC: 185031300. 1072 pp.
$325.00.
The Encyclopedia of Education Law provides entries in
broad areas covering key cases in education law, key
concepts, theories, legal principles, treaties, curricular
issues, educational equity, governance rights of students
and teachers and technology. Essays by leading experts
are included, as well as selections from key documents,
and entries on the historical development of the law as it
relates to education.
Smith, M. C. (2008). Handbook of Research on Adult
Learning and Development. Mahwah, NJ: Lawrence
Erlbaum Associates, Incorporated. ISBN: 978-0-
8058-5819-8; 978-0-8058-5820-4; 780203887882
(eBook); 0203887883 (eBook). OCLC: 190396106
$250.00; $99.95. 824 pp.
This handbook analyzes, integrates, and summarizes
theoretical advances and research findings on adult
development and learning. Prominent scholars across
diverse disciplinary fields contributed to this resource.
Fields represented include education, developmental
psychology, public policy, gerontology, neurology,
public health, sociology, family studies, and adult
education. The six themes of this volume are:
Theoretical Perspectives on Adult Development and
Learning; Research Methods in Adult Development;
Research on Adult Development; Research on Adult
Learning; Aging and Gerontological Research; and
Policy Perspectives on Aging.
Intended for: Researchers, faculty, graduate students
and practitioners whose work pertains to adult and
lifespan development and learning.
Tillman, L.C. (2008). The SAGE Handbook of African
American Education. Thousand Oaks, CA: SAGE
Publications, Incorporated. ISBN: 978-1-4129-3743-
6. OCLC: 226281130. $99.95. 584 pp.
The SAGE Handbook of African American Education is
a collection of theoretical and empirical scholarship with
perspectives on issues affecting the participation and
leadership of African Americans in PK–12 and
postsecondary education. This volume also addresses
historical and current issues affecting the education of
African Americans and discusses current and future
school reform efforts that directly affect this group.
The 30 chapters are divided into six sections. They are;
Section I: The Education of Black Folk: Historical
Perspectives; Section II: The Landscape of Teaching and
Learning for African Americans in U.S. Schooling;
Section III: African American Leaders in PK-12
Educational Leadership; Section IV: African Americans
in Higher Education; Section V: Current Issues: Theory
and Research on the Participation of African Americans
in U.S. Education; Section VI: African Americans
Shaping Educational Policy?
Intended for: Scholars and practitioners. Includes
bibliographical references, index and appendix.
Tucker, E. (2008). Children's Folklore: A Handbook.
Westport, CT: Greenwood Publishing Group,
Incorporated. ISBN: 0-3133-4189-3; 978-0-3133-
4189-2. OCLC: 226357704. 184 pp. $55.00.
The first section of this introduction to children’s
folklore discusses how children's folklore is defined, and
how various types of children's folklore are classified.
Examples and texts illustrating the variety of children's
folklore from around the world are included. The next
section looks at how scholars have responded to
children's folklore since the 19th century, and how
children's folklore has become prominent in popular
culture. Includes a glossary, bibliographical references,
and index. Intended for: nonspecialists.
Dr. Lori Mestre is the Digital
Learning Librarian at the
University of Illinois at
Urbana-Champaign.
lmestre@uiuc.edu
Education Libraries, Volume 31, No. 2, Winter 2008 68

Resources on the Net
Survey Research
Kenney, A., Entlich, R., Hirtle, B., McGovern, N.,
and Buckley, E. (2006, September). E-Journal
archiving metes and bounds: A survey of the
landscape. Retrieved September 30, 2008, from
the Council on Library and Information
Resources website:
http://www.clir.org/pubs/reports/pub138/pub138.pdf
The authors present the findings of a large scale
survey that they conducted on 12 e-journal
archiving programs. The survey grew out of
academic libraries’ increasing awareness of the
problems in e-journal archiving, although “
many are unclear on the dimensions of the
problem, the alternatives for action, and what
role they might play.” Academic libraries must
support the development of viable, collaborative
e-journal archiving initiatives in order to better
service their respective user communities. The
report includes a number of recommendations
for academic libraries, for publishers, and for ejournal
archiving programs.
Markey, K., Rieh, S., St. Jean, B., Jihyun, K., and
Yakel, E. (2007, February). Census of
institutional repositories in the United States:
MIRACLE project research findings. Retrieved
September 30, 2008, from the Council on
Library and Information Resources website:
http://www.clir.org/pubs/reports/pub140/contents.html
The authors report on the results of a nationwide
census of institutional repositories in U.S. academic
institutions. Institutional repositories developed out
of the need to address the challenges posed by
digital scholarship and its organization,
accessibility, and preservation. Institutional
repositories require considerable investment, and
Resources on the Net –
Current Issues in Digital Libraries
Compiled by Chris Bober
rather than work in isolation, the authors believe
that “it would be helpful if academic institutions
could learn from one another, sharing their
experiences, building models, and formulating best
practices.”
Smith, K. (2008, Winter). Institutional repositories
and e-journal archiving: What are we learning?
Journal of Electronic Publishing. Retrieved
September 30, 2008, from
http://hdl.handle.net/2027/spo.3336451.0011.107
Smith provides a critical evaluation of the two
above-mentioned surveys on e-journal archives and
on institutional repositories. Both organizational
models have their respective strengths and
weaknesses. The surveys demonstrated that,
regardless of the organizational model that is
selected for digital archiving, they must have the
active support and involvement of stakeholders if
they are to evolve and succeed. Progress has been
made but there are still challenges ahead “including
those of refining missions, balancing stakeholder
benefits, and building trust. Meeting these
challenges is essential to the future of scholarly
communication.”
Selected National and International Initiatives
Archive-It. (n.d.). Retrieved September 15, 2008,
from http://www.archive-it.org/
Archive-It was launched in 1996 by the Internet
Archive in order to assist institutions which were
exploring ways of archiving their Internet content.
Education Libraries, Volume 31, No. 2, Winter 2008 69

The Archive-It harvesting service uses Heretix, an
Open Source web crawler to harvest sites from the
surface Internet.
Data-PASS. (n.d.). Retrieved September 30, 2008,
from the Inter-University Consortium for
Political and Social Research website:
http://www.icpsr.umich.edu/DATAPASS/
The Data Preservation Alliance for the Social
Sciences (Data-PASS) is “a broad-based partnership
devoted to identifying, acquiring and preserving
data at-risk of being lost to the social science
research community.” It was established to preserve
major social science research studies whose
collections of data were at risk of being lost. The
site includes a searchable catalog and many publicly
accessible studies are downloadable.
LOCKSS. (2008). Retrieved September 15, 2008,
from http://lockss.org/lockss/Home
LOCKSS is a distributed e-journal archiving
program that was developed at Stanford University
in 1998. A number of major universities in North
America and Europe are now part of the LOCKSS
Alliance. Primarily intended for preservation,
LOCKSS “provides libraries with digital
preservation tools and support so that they can
easily and inexpensively collect and preserve their
own copies of authorized e-content.” Over 300
scholarly publishers have agreed to allow their
content to be preserved by LOCKSS Alliance
members.
Current Issues in Creating and Managing
Digital Libraries
Brantley, P. (2008, March/April). Architectures for
collaboration: Roles and expectations for digital
libraries. Educause Review (Electronic version).
43 (2), 32, 34, 36-38.
http://connect.educause.edu/Library/EDUCAUS
E+Review/ArchitecturesforCollabora/46313?ti
me=1224452732
Brantley portrays current initiatives at building
digital library collections as being piecemeal and
ineffective. What is needed is a sea change in the
role of libraries towards collaboration with their
internal communities and with the information
technology sector and scholarly publishers.
Libraries success should be determined by “the
extent that they can bridge communities and can
leverage the diversity of the quest, the research, and
the discovery. By building bridges among various
sectors, libraries will be able to define themselves in
the next generation.”
OCLC. (2007, February). Trustworthy repositories audit &
certification: Criteria and checklist. 1.0. Retrieved
September 30, 2008, from the College and Research
Libraries website: www.crl.edu/PDF/trac.pdf
This document, co-produced by OCLC, the Center for
Research Libraries, and the National Archives and Records
Administration, provides a mechanism to evaluate the
digital-preservation readiness of digital repositories. It is a
self-assessment tool that can be used to “establish the
documentation requirements, delineate a process for
certification, and establish appropriate methodologies for
determining the soundness and sustainability of digital
repositories.”
Pomerantz, J. (2008). Digital (library services) and (digital
library) services. Journal of Digital Information. 9 (27).
Retrieved September 30, 2008, from
http://journals.tdl.org/jodi
Pomerantz defines and explores the notion of digital
library services, both those provided by physical
libraries, and those provided in virtual
environments. Although there are many similarities
in the services provided, traditional library services
are user focused, while digital library services are
primarily system focused. Both of these approaches
add value, and in order for today’s libraries to
flourish, they “must make use of technology to
provide new digital services, and must explore
users’ perceptions of value and methods of value
creation.”
Education Libraries, Volume 31, No. 2, Winter 2008 70

Digital Preservation Issues
Cornell University Library. (2007). Digital
preservation management: Implementing shortterm
strategies for long-term problems.
Retrieved September 30, 2008, from the Inter-
University Consortium for Political and Social
Research website:
http://www.icpsr.umich.edu/dpm/dpmeng/eng_index.html
This is an online introductory tutorial that covers
the organizational and technological infrastructure
and dedicated resources necessary to prepare an
institutional digital preservation program. Included
are “definitions, key concepts, practical advice,
exercises, and up-to-date references.” It can also be
used be used as an introductory complement to the
Digital Preservation Management workshop series,
a five day workshop hosted by Cornell University.
It is intended for managers who are contemplating
or implementing digital preservation programs in
libraries, archives, and other cultural institutions.
Workshops are scheduled for October 2009, and
May 2010.
Rieger, O. (2008, February). CLIR reports:
Preservation in the age of large-scale
digitization:
A white paper. Retrieved September 30, 2008,
from the Council on Library and Information
Resources website:
http://www.clir.org/pubs/reports/pub141/contents.html
This paper focuses on large-scale digitization
initiatives (LSDIs) for research library collections
of books, and the potential for long-term
preservation of print and digital content. Particular
attention is paid to “the large collections that are or
may be digitized as a result of a partnership with
Google, Microsoft, the Open Content Alliance
(OCA), or similar agencies.” This paper looks at
proponents of large scale initiatives, its critics, and
those that occupy a middle ground approach.
Large Scale Digital Initiatives
American Memory. Retrieved September 30, 2008,
from the Library of Congress Web site:
http://memory.loc.gov/ammem/index.html
American Memory Historical Collections provides
free and open access to primary source materials
relating to the history and culture of the United
States. Included are over 100 collections of written
and spoken words, sound recordings, still and
moving images, prints, maps, and sheet music.
Currently there are over nine million individual
items in the collection.
Cornell University Library. (2005). Registry of
Digital Collections. Retrieved September 30,
2008, from the Cornell University Library
website:
http://rdc.library.cornell.edu/search/index.php?
mode=browse&type=Collection
The Cornell University Library Registry of Digital
Collections offers a wide variety of digital
repositories and collections that emanate from this
institution and its immediate community. Featured
collections of photographs, images, slides, and texts
are available to the research community. Also
included on this site is the Cornell University
Library Windows on the Past, a selection of digital
collections of historical value.
Internet Archive. (n.d.). Retrieved September 15,
2008, from http://www.archive.org/index.php
The Internet Archive is a non-profit initiative that
was established in 1996 to create an Internet Library
of historical collections that exist in digital format.
Its purpose is to offer permanent access for
researchers, historians, and scholars. Presently, the
Internet Archive collections includes texts, audio,
moving images, and software as well as archived
web pages.
Education Libraries, Volume 31, No. 2, Winter 2008 71

National science digital library. (n.d.). Retrieved
September 15, 2008, from http://nsdl.org/
Established by the National Science Foundation, the
National Science Digital Library is an online library
that provides access to digital resources in science,
technology, engineering, and mathematics
education and research. Its primary goal is to
provide better access to science and mathematics
content so these materials can be used effectively.
Recognized nationally as a key curricular tool, it
provides “opportunities to utilize virtual labs, realtime
data, simulations, interactives, research
reports, and journal articles, as well as materials
addressing physical accessibility, bilingual content,
and more.”
California Digital Library. Online Archive of
California. (2008). Retrieved September 15,
2008, from http://www.oac.cdlib.org/
The Online Archive of California is a “digital
information resource that facilitates and provides
access to materials such as manuscripts,
photographs, and works of art held in libraries,
museums, archives, and other institutions across
California The collection now consists of over
120,000 images, 50,000 pages of documents, letters,
and oral histories, and 8,000 guides to collections.
The archive is available to students, teachers, and
researchers at all levels.
Curriculum Resources
WGBH Educational Foundation. (2008). Teacher’s
Domain. Retrieved September 30, 2008, from
http://www.teachersdomain.org
Teachers’ Domain is an online library of more than
1,000 free media resources, including “video and
audio segments, Flash interactives, images,
documents, lesson plans for teachers, and studentoriented
activities. These resources are drawn from
PBS television programs including NOVA,
Frontline, Design Squad, and American Experience.
There are three different versions of Teachers’
Domain available: Teachers’ Domain K-12 Edition,
the College Edition for higher education
institutions, and VITAL on Teachers’ Domain for
New York State educators.
Directories of Digital Libraries
IFLA. (2008, April 09). DIGITAL LIBRARIES:
Resources and projects. Retrieved September
30, 2008, from http://www.ifla.org/II/diglib.htm
Discussion list on digital libraries (bibliography, list
of electronic journals, programmes of conferences,
inventory of American and European projects) set
up by IFLA.
dmoz Open Directory Project. (2008, August 27).
Reference:libraries:digital. Retrieved
September 30, 2008, from
http://www.dmoz.org/Reference/Libraries/Digital/
The dmoz Open Directory Project provides an
annotated list of over 80 prominent initiatives
created by universities and by municipal, state, and
national governments.
Compiler’s note: Text that is enclosed within
quotations marks has been taken directly from the
source document.
Chris Bober is the
Education Librarian at
Concordia University
Libraries.
boberc@alcor.concordia.ca
Education Libraries, Volume 31, No. 2, Winter 2008 72

Our Editorial Board
Jacqueline Snider
Book Review & Liaison Editor
Jacqueline Snider wears
several hats. First, she is
manager of the Information
Resource Center at ACT, a
testing company, in Iowa
City. Iowa. Since 2003, she
teaches collection
management at The
University of Iowa's School
of Library and Information
Science. With regard to
education, she received her
M.L.S. from the University of Toronto, earned a
Master’s in Educational Psychology in 2006, and is a
Ph.D. student in the College of Education at the
University of Iowa. She has worked in public, academic
and special libraries in Toronto, Chicago, and Iowa City.
The Education Division saved Jacqueline's life. In 1993
at her first SLA conference, she walked into the
Division's board meeting, and was welcomed with open
arms by Gladys Dratch, the Division's chair. Since then,
Jacqueline has held various positions in the Division
including Bulletin editor, Division Chair, and
Membership Committee Chair. The Education Division
provides a network of advice, support, and fellowship
that strengthens and enhances the work she does as an
information professional.
In addition to the Education Division, Jacqueline is a
founding member of the Iowa Chapter of SLA, and chair
of its Student Relations Committee. She also is a
member of SLA's Research Committee. Jacqueline
spends most of her free time working on her courses,
and fretting about possible dissertation topics. Her
professional interests include staff development, user
needs, policy implementation, outputs, and outcomes, as
well as customer service.
Jacqueline Snider, M.L.S., M.A.
jacqueline.snider@act.org
ACT Information Resource Center
200 ACT Drive, Iowa City, IA 52243-0168
Voice: 319-337-1165 Fax: 319-337-1538
Our Editorial Board
Cybèle Elaine Werts
Article & Layout Editor
Cybèle Elaine Werts works
at a nationally renowned
research and development
agency providing special
education research and
technological technical
assistance to state
departments of special
education and other clients in
the Northeast. In addition,
She works with data analysis,
evaluation work, and online
survey design producing a yearly progress report which
is submitted to the Office for Special Education
Programs (OSEP). Werts is the website administrator for
and manages most technological issues in her office.
Werts also publishes a series of articles, interviews and
podcasts for Information Outlook, the journal of the
Special Libraries Association and can also be found on
her personal website. She also developed a series of
podcasts focused on using technology as a tool for
collaboration and training. The series includes
introductory information on podcasts, webinars, wikis,
really simple syndication (RSS), online survey
applications, and digital photography.
Werts has several hobbies including amateur
photography and snuggling her kitties Lucy and Chica to
distraction. She also collects vintage paperback books
from the 1960s, the golden age of pulp
novels.
Werts received a BS in video
production and an MA in educational
technology, both from San Diego State
University.
Cybèle Elaine Werts
cybelew@aol.com
http://www.supertechnogirl.com
Webcam me at SuperTechnoGirl on Skype or iChat/AIM
802.951.8224
Education Libraries, Volume 31, No. 2, Winter 2008 73

Debbie Bogenschutz
Business & Circulation Manager
Debbie Bogenschutz
has been Coordinator
of Information
Services at
Cincinnati State
Technical and
Community College
for 28 years. She
chose SLA as her
primary professional
organization since
she’s a generalist
with a wide variety of specialist users, and SLA helps
her keep on top on many different fields. The Education
Division became her SLA home since education is the
main concern. “Faculty in two-year colleges, especially
technical educators,” Debbie explains, “often had not
expected a career in education. They were working in
their respective fields when they answered the call to
teach. My research for faculty members is often on
educational issues, while I’m helping students in a wide
variety of disciplines.” Debbie is also active in the
Cincinnati Chapter of SLA, having served twice as its
President.
In her leisure time,
Debbie quilts, and is
an avid reader of
mystery fiction. This
photo is of Debbie’s
grandson Patrick at
age two on the
Internet. Debbie says “"I like sharing research skills with
a new generation, but my technical skills are quickly
being surpassed. My grandson's mouse skills are every
bit as good as mine."
Debbie Bogenschutz
debbie.bogenschutz@cincinnatistate.edu
Cincinnati State College Library
3520 Central Parkway
Cincinnati, OH 45223-2690
513-569-1611
513-559-0040 fax
Suzanne Brown
Suzanne Brown, University
Librarian (rank), is in her
twenty-seventh year at the
George A. Smathers Libraries
at the University of Florida,
Gainesville, Florida, and is a
twenty-nine year+ member of
SLA. After over twenty-five
years in the Education Library,
in August 2007, Suzanne
became a Research Assistant,
Instruction and Outreach
Librarian (title) in the Humanities and Social Sciences
Reference Unit (HSSR), a lateral move in the same
department. This position is in a newly renovated and
enlarged high tech building serving the Social Sciences
and Humanities, the most popular research, study, and
social center of the university.
Suzanne helps coordinate the UF Libraries' 2008 fall
semester program using Facebook, Second Life, digital
slide shows, blogs, Film Day, LibGuides development,
serving on campus-wide committees for program
coordination, designing and/or coordinating small and
large library displays, posters, and participating in
research on Freshmen Common Reader Programs.
Suzanne is a past president of the Florida and Caribbean
Chapter, a past chair of the Education Division, Editor of
a Memorial Issue of Education Libraries for Anne
Galler, a recipient of the 1997 Award for Professional
Excellence, and a SLA presidential appointee to the
special committee that recommended the SLA Caucus
structure; SLA/Education Division Discussion List
Moderator (SLAEDD-L) and Discussion List
Development Coordinator; a past Networking Liaison to
SLA-wide Networking Committee; and many times, a
past member or chair of the division's Nominations
Committee.
Suzanne Brown
msbrown@ufl.edu
University Librarian
Reference, Instruction & Outreach Services Librarian
Humanities & Social Sciences Library
P. O. Box 117001
University of Florida, Gainesville, FL 32611-7001
352-273-2784, 352-392-8118 fax
Education Libraries, Volume 31, No. 2, Winter 2008 74

Lesley Farmer
Education Division Chair
Education Division Chair Dr.
Lesley Farmer coordinates
the Librarianship program at
California State University
Long Beach. She has worked
in a variety of library settings
-- special, academic, school,
public, for over 30 years.
SLA helps Dr. Farmer keep
current in the field,
specifically in the areas of
technology and management;
her contacts in the Education Division have been
particularly welcoming. The knowledge gained through
association engagement also informs her instruction.
Professor Farmer's research interests include literacies,
educational technology, collaboration, and gender
studies. Her personal hobbies (besides reading) include
travel, photography and other 2D art, singing, and Girl
Scouts.
Dr. Farmer also serves as the VP Association Relations
for the International Association of School
Librarianship, and edits IFLA's School Libraries and
Resource Centers Section newsletter. Dr. Farmer is a
frequent presenter and author. Of her two dozen books,
the most recent titles are Information Literacy
Assessment in K-12 Settings (Scarecrow Press, 2007)
and the upcoming 2008 book Teen Girls and
Technology: What's the Problem, What's the Solution?
(Teachers College Press).
Dr. Farmer first joined SLA in the mid 1970s when she
held a technical librarian position at Singer Business
Machines' Research and Development Center. In the '80s
she became more active, and headed the Internet Project
initiative for the San Francisco Chapter. The group
developed a Train the Trainer model for Internet use,
and Lesley presented for overflowing groups. Dr.
Farmer had already contributed to Education Libraries,
so her appointment as Education Libraries Editor was a
logical decision. She now leads the division, and
encourages the membership to participate actively.
Lesley Farmer
lfarmer@csulb.edu
California State University, Department of Educational
Psychology, Administration and Counseling
1250 Bellflower Blvd, Long Beach, CA 90840
562-985-4509, 562-985-4534 fax
Karen McQuillen
Karen McQuillen is
the Manager of
Brigham Library of
Educational Testing
Service (ETS), in
Princeton, New
Jersey. She has been
a member of the
library's staff since
joining ETS in
December, 1983. She has a strong background in
searching the Internet and proprietary databases, and
instructs ETS staff in the use of ETS Library Resources
and Free Internet Technology Tools.
McQuillen received her MLS from Rutgers University in
1988, and her BA in English and Psychology from
Trenton State College (now The College of New Jersey)
in 1981. She was the 2005 recipient of the SLA
Education Division's Anne Galler Award for
Professional Excellence and in 2006 received an ETS
Presidential Award for partnering with ETS leadership
to develop a central Organizational Knowledge Resource
and for helping position ETS for future growth. She is a
past Chair of the Education Division of SLA, was
president of the Princeton-Trenton Chapter of SLA in
1995-96, and began her second stint as that chapter's
president in January 2008. SLA has enhanced her
professional life greatly. She says, “My election to
several leadership positions helped me to hone many of
the skills I now use in a leadership position in my
library. Being a member of the Education Division has
given me the opportunity to network with other
professionals who work in libraries that are similar to
mine. We are able to help each other with specific
questions and challenges.”
McQuillen has a collection of music from Les Paul on
78's to Les Paul on Podcasts, and a complete set of
Donny Osmond albums from the '70s. She says she is
waiting until he becomes enough of an icon so that she
can sell them. (and mentions that her all 'round nerdiness
has truly been revealed). She also enjoys movies,
bicycling, and travel.
Karen McQuillen
kmcquillen@ets.org
Manager, Library Services, Brigham Library
Educational Testing Service, Rosedale Road
Princeton, NJ 08541
609-734-5664
609-683-7186 fax
Education Libraries, Volume 31, No. 2, Winter 2008 75

Sharon Weiner
Sharon Weiner is the Dean of
Library Services at the Claire
T. Carney Library, University
of Massachusetts Dartmouth.
She has been an academic
librarian for 25 years and
joined the SLA in 2002 when
she became the Director of
the Peabody Library for the
College of Education and
Human Development at
Vanderbilt. She says that the
members of the Education Division were very
welcoming to her and involved her quickly in the
Division. SLA and the Education Division have
enhanced professional life in several ways. She has
learned much from the programs, which are always on
the leading edge of our profession, and she has benefited
from knowing other SLA members, who are excellent
resources for information-sharing. She adds that: “I
appreciate the opportunities for becoming involved in
the organization as a leader.”
Weiner’s areas of professional interest include academic
librarianship, leadership development in higher
education and academic libraries, creating libraries that
are relevant to our future users, and organization
development.
Her hobbies are music (classical piano and church
organ); gardening; and needlework.
Sharon Weiner, EdD, MLS, AHIP
sweiner@umassd.edu
Dean of Library Services
Claire T. Carney Library
University of Massachusetts Dartmouth
285 Old Westport Road
North Dartmouth, MA 02747-2300
508-999-8664
Erin Lanham
Website Administrator
Erin Lanham is a reference
librarian at St. Charles
Community College (SCC) in
St. Peters, MO (just outside of
St. Louis). She received her
MLS from the University of
Missouri – Columbia in 1999.
Prior to SCC, she was a
librarian at Solutia, Inc. for six
years, where she supported the
Environmental, Health and
Safety group through research
and document delivery
services. While at Solutia, she participated on the
library’s web team and led the library site’s usability
study and redesign in 2003. She is currently the
Webmaster for the education division and St. Louis
chapter of SLA, and has served as the chapter’s
Programming Chair and President.
During Erin’s four years at SCC, she and her colleagues
are implementing new technologies to reach students
and increase the library’s physical and virtual presence.
She is most interested in what can be done to make
library services accessible to community college
students with varying learning styles and technological
skills.
She remains active in SLA because of the leadership
opportunities afforded to her on a local level. Through
her division and chapter involvement, Erin has had the
opportunity to plan programs, meet members, lead
Board meetings and hone her public speaking skills.
These are skills which have contributed to her
professional development. When she’s not working at
SCC or participating in SLA activities, Erin walks her
dog, reads, runs or takes a yoga class
Erin Lanham
elanham@stchas.edu
Reference Librarian
St. Charles Community College
4601 Mid Rivers Mall Dr.
Cottleville, MO 63376
636-922-8587
Education Libraries, Volume 31, No. 2, Winter 2008 76

Submissions
About Education Libraries
Education Libraries is published by the Education Division of
the Special Libraries Association. Its audience consists of
education information professionals employed in a variety of
venues, including special libraries and information centers,
academic libraries, public libraries, and school libraries.
Manuscripts submitted for publication in Education Libraries
should present research studies, descriptive narratives, or other
thoughtful considerations of topics of interest to the education
information professional. Manuscripts focusing on issues
relevant to more general concerns either in the field of
education or in the field of library and information science are
also welcome provided they include a significant component
specifically germane to education, libraries and librarianship.
Education Libraries is indexed in ERIC, Current Index to
Journals in Education, and Library Literature.
Submission of Manuscripts
Education Libraries welcomes the submission of original
manuscripts. All manuscripts submitted will be considered for
publication in future issues.
Back issues of Education Libraries
http://units.sla.org/division/ded/education_libraries.html
Details on Submissions
http://units.sla.org/division/ded/instructions.html
One electronic copy should be sent to:
Jacqueline Snider
jacqueline-snider@uiowa.edu
512 Rundell Street
Iowa City, IA 52240
Inquiries regarding contributions are welcome and should be
directed to Jacqueline Snider.
References & Footnotes
Authors may utilize style guidelines from the American
Psychological Association (APA), the Chicago Manual of
Style (or the Turabian which is based on the Chicago Manual
of Style), or the Modern Language Association (MLA). All
your references must be in the same style for the same article.
We strongly recommend that you utilize Citation Machine
(http://citationmachine.net/), which is an easy webtool which
allows you to simply enter the information for any of the style
guidelines and will produce formatted references. Authors are
responsible for the accuracy of all citations and references.
Authors are responsible for obtaining any necessary copyright
permissions.
Submissions
Layout
The name(s) and affiliation(s) of the author(s) should appear
on a separate cover page. The first author should also provide
telephone number, address, and e-mail, webcam, website links
etc. To insure anonymity in the review process, author
information should appear only on this page.
An abstract of 50-100 words should appear on a separate page.
To insure anonymity in the reviewing process, this page
should include no author information, but should include the
complete title of the manuscript. Using key words from the
title, provide a running header or footer on each page. Pages
should be numbered consecutively.
Tables and illustrations should appear on separate pages at the
end of the article. Indicate desired placement by including a
parenthetical insert in the text, e.g., (Insert figure 1). Each
table or illustration should have a number and a brief title. All
tables and illustrations should be submitted electronically.
Review Process
Education Libraries is a refereed journal using double-blind
review. Manuscripts will be acknowledged by the Editor upon
receipt and, following a preliminary review, will be forwarded
by the Editor to at least two members of the Editorial Review
Board. Following the completion of the review process, the
Editor will contact the author(s) to accept the manuscript for
publication, to accept the manuscript contingent on the
completion of suggested revisions, or to reject it. The review
process is completed online, so all feedback will be available
for the author’s review. Queries concerning the review process
can be directed to Cybèle Elaine Werts, the Article and Layout
Editor at cybelew@aol.com.
Book Reviews
Education Libraries includes reviews of new publications
relevant to education, libraries and librarianship. Areas of
interest include library and information science, Pre-K-16
education, children’s literature, and school librarianship.
Publishers are invited to send review copies and
announcements to the Editor. Prospective reviewers may write
to the Editor to indicate their willingness to contribute
reviews, their qualifications, and their areas of interest.
Queries concerning the book review process can be directed to
Jacqueline Snider, the Book Review Editor and Author
Liaison at jacqueline-snider@uiowa.edu.
Education Libraries, Volume 31, No. 2, Winter 2008 77