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The article relates the experiences of several teachers on teaching an online class. Online teachers relate that online teaching is very rewarding although it requires a lot more effort to teach online compared to a face-to-face course. Instructors share that online teaching takes a lot more time because of instructional design and content development. It outlines some elements that facilitate deep learning and student satisfaction in an online classroom, according to graduate student Traci Skog.

The article looks at the professional development tool Teaching With Primary Sources Direct (TPS Direct). There are currently available modules in TPS Direct which are Introduction to the Library of Congress, Analyzing Primary Sources: Photographs and Prints, and Analyzing Primary Sources: Maps. There are also other features in the program including the Teachers Page which has lesson plan links, Collections Connections combines resources complementing a specific collection and themed resources.

The article examines how educators are using primary sources in classrooms and media centers. Primary sources have the power to build awareness and knowledge, develop personal connections and foster inquiry and critical thinking. Comments from science teacher Stacey Balbach are included. It discusses photographs as abundant in primary source collections.

In this article, the author suggests the use of Global Positioning System (GPS) technology and geocaching by students. The author argues that there are good reasons for media specialists to push this idea. She identifies potential cache sites listed on Geocaching.com. She claims that geocaching supports new ways of learning and real-life learning and promotes community connections and the potential use of primary sources.

This article offers step-by-step instructions and tips on the development of a spreadsheet for collecting and using media center statistics. The spreadsheet we have used for years has both qualitative and quantitative data, including number of daily classes using the media center/labs, list or description of class activities that week, total weekly students in classes, total weekly students, media specialist instructional activities, weekly totals, daily averages and special events.

The author explains the significance of creating and mapping a media specialist's power/dependency circle. She asserts that an effective media program is all about building relationships. According to the author, the mapping process provides a visual of how widespread is the relationship between the media specialist and the people who benefit from media programs and services. She acknowledges that changes in work roles and situations also alter the dependency maps and circles of influence.

The article focuses on the use of Web 2.0 tools with primary sources. It states that tools including Edmodo, VoiceThread, and Wordle offer opportunities for creating visualizations, sharing and discussing digitized artifacts, and listening to audio interviews. The article explains that the use of these tools encourages research, fosters social interaction, and develops critical thinking. According to the article, some tools present a venue for educators to examine critical issues involving the use of primary sources.

The article discusses the task of weeding out materials from a media center that are considered obsolete. It is said that to make content more appealing to the 21st century user, weeding and changing materials to new formats is something that media centers should provide as a service for their students. The author offers suggestions on how to enhance media centers' collection on what things to throw and what to keep like old books, video home system (VHS) tapes, and audiovisual equipment.

The article offers tips for school media specialists on encouraging positive thinking. It advises such professionals to concentrate on what they can control. Also stressed is the need to expand their thinking about whom the might want to collaborate with, either with someone who needs their help and expertise or someone who wants to try something new. It suggests to become part of a professional association.

The author reflects on her experience teaching an online reference course for Minnesota State University-Mankato. She discusses the use of virtual reference ranging from subscription databases to electronic books in teaching an online course. She commends the ability of Web 2.0 tools to extend the coverage of an online course. The author expects virtual reference to continue to expand, including an access to reference resources from mobile devices.

The article looks at the concept of catablog, in which students not only search for books but also contribute to the web catalog's content. Students at Naples High School in Florida access Follett Software Company's online searching interface, Destiny Quest, from the school's website maintained by media specialist Adam Janowski. Library media specialist Pat Kuhn of South Brandywine Middle School in Pennsylvania takes advantage of multiple Web 2.0 tools in addition to creating resource links with Destiny Quest.

The article discusses several library services for students with disabilities. It explains that giving age- and ability-appropriate resources for learners to meet their needs is about providing text-to-speech software, adaptive keyboards, or even electronic book readers such as Amazon Kindles. It is noted that these services require technical support such as in assisting with digital photo editing and printing. Staff development sessions for special education teachers about adaptive technology and human resources services are recommended.

The article offers advice on managing electronic mail messages. Treat electronic mail messages as one would much of the paper mail. Reply immediately, discard it, or set it aside to deal with later. Create folders for received mail one want to archive. Do not unnecessarily use attachments for information that can just as effectively be sent in the body of an electronic mail message.

The article suggests various technology-based classroom activities for elementary students. Eye Spy Match, developed by the Library of Congress Office of Strategic Initiatives, uses photographs to illustrate geometric shapes and terms. One way of integrating Excel spreadsheets with non-computer-related subjects is enabling students to assess and monitor their own test scores using the software. There are several Excel alternatives that may better suit children's needs, such as Kidspiration and Inspire Data.

The article discusses how the Winona Area Public Schools in Minnesota solved the funding challenge in educational technology. In 2005, the district's technology committee began investigating thin-client solutions for older Macintosh and Windows computers. Progress became possible in 2007, when a partnership with Winona State University and a leasing company was made to acquire new computers for all staff. The district decided that A portion of the its staff development money would be used to fund the laptops.

This article looks at features that enhance the functionality and educational environment of the new library media facilities in Winona, Minnesota. The district opened two entirely new secondary media center constructions. It also adds that a new elementary media center opened in completely renovated spaces and another relocated to improved spaces in former classrooms. It features the new secondary media ceters each having three general-purpose instructional laboratories, among others.

The article offers advice from retired school media specialists on building second careers after retirement. Active membership in a professional media organization is key to building that bridge to retirement. Specialists can serve as committee chairs and state officers and hold many leadership posts that can help in establishing contacts and acquiring skills and attitudes that can aid their second careers. Former library media specialist Sharron McElmeel claims that she used her research skills to expand her personal goals.

The author reflects on the important role that technology staff development plays for library media specialists. According to the author, if media specialists do not assume a leadership role in providing technology staff development, it simply does not get done. She asserts that new teachers face many challenges, and that experienced teachers also like hands-on, one-on-one, personal staff development and support.

The article addresses how a simple lesson became a successful unit and how it supports information and technology literacy standards. A quickie lesson titled The Technology P's was created using the instant presentation tool Power-Point. The lesson also meets the grades 3-5 Responsible Use Of Information And Technology strand in the Minnesota Standards and Benchmarks for Information and Technology Literacy.

The article discusses the simple precautions to avoid management hassles in the use of digital cameras as a curricular tool. Camera software must be installed on the computers that teachers are using to make it convenient for them to use the camera. The articles also discuss the different ways to enhance curriculum with digital cameras.

This article explores the use of electronic-scheduling calendar systems by teachers. Read-only calendars require teachers to call, email, or stop by in person to plan and schedule. Some media specialists have developed on-line forms that teachers submit. Interactive calendars let teachers schedule media center spaces independently. Washington media specialist Jean Gustafson likes online scheduling but believes it can hinder collaboration. Teacher convenience is a huge benefit of the system, Linda Eliot of California noted.

The article presents tips on moving a media center. Preparing for the move and actually moving require you to assume the role of moving manager while you are still managing a media program. It is a time to apply the superb organizational, managerial, and communications skills that media specialists have.

The article provides insights on compiling a procedures book for media centers. The operation of a media program is explained in a procedures book. Contact information, emergency and safety procedures and media center guidelines are among the information that can be included in the book. If possible, maintain a virtual procedures book on the Web site of the media program in addition to electronic copies of procedure documents.

The article discusses the impact of community involvement on media-program visibility. The factors that contribute to the establishment of a media center for high school and to provide funding for collection improvement in the district are given. The commitment of people to support continuing education classes or community organizations is also elaborated.

The article explores the experience of graduate students who have taken multiple online courses from several universities. Whatever their reasons for initially taking classes, all of the interviewees praised the freedom, flexibility, and convenience of learning while also juggling professional and personal schedules. The potential for frequent feedback from instructors is another positive aspect of online learning. Most agree that online learning is more work than face-to-face learning.

The article highlights the design of media centers in the U.S. Suggestions for the design of checkout desks include a breadboard-style shelf to provide additional workspace and slide-out shelving. Most media centers have fixed computer laboratories and computers with mobile wireless computers. To create a welcoming and interesting environment, a media center should have an area or room for a staff leisure reading collection.

Focuses on the inclusion of media programs in academics. Art; Home economics; Physical education; Mathematics.

This article offers recommendations for media specialists of instructional materials centers in preparation for visiting parents and educators. It infers the necessity for media specialists to produce a brochure that highlights multimedia programs and student achievements. Information about the media center must also be documented.

Considers insights from media specialists and educators about digitally native teachers. Lack of knowledge of digitally native teachers in effectively integrating technology into the curriculum; Implications of digitally native teachers for 21st century media specialists in terms of enabling them to use their innate skills and take advantage of resources to teach students; Expectations on media specialists.

Focuses on the importance of portfolios to media specialists. Definition of a portfolio; Reasons for its practicality; Information on several documents to be included in a portfolio; Recommendations for the technology to be used in creating an electronic portfolio.

Presents tips on organizing technology resources such as software registration files and installation disks. Use of spreadsheets and databases to track all technology used in the media center; Advantages of storing software manuals in a file cabinet; Benefits of attaching business-card-sized identification tags to portable equipment or its carrying case.

Offers ideas on the possibilities for advocacy and marketing of a media program Web site. Types of information that should be found on a media center site; Ways of explaining how the media program supports standards and other issues important to parents; Tips for getting people to visit the Web site.

Provides information on books, journals and Web sites that offer school media and technology program plans. "Enhancing Teaching and Learning: A Leadership Guide for School Library Media Specialists," by Jean Dohnam; "Foundations for Effective School Library Media Programs," edited by Ken Haycock; "Seeking Meaning: A Process Approach to Library and Information Services," 2nd edition by Carol Collier Kuhlthau; The Apple Education Web site.

The article presents axioms, maxims and sage advises that can be of help to media specialists who are facing challenges in managing school media centers. It proposes making a media center into a nonprint place. It advises media center managers to educate principals in order to develop a collaborative media program. It also recommends media specialists to establish good relationship with school maintenance and secretarial staff.

The author describes an experience of being early adopters of technologies. She discusses how the changes shaped media specialists and helped media programs evolve. She argues that past experiences are for building and growth. The tools taught media specialists transferable technology skills and helped them acquire technology confidence.

Discusses the promotion of reading through the school media's technology program. Creation of electronic reading lists from the online catalog; Significance of a media center's Web site to promote reading; Use of low-technology, inexpensive approaches to promote a book display.

Emphasizes the significance of data gathering for high school librarians in the U.S. Companies that offered automation systems with built-in collection analysis features; Uses of databases; Basic knowledge requirements for establishing a database system.

Discusses the impact of No Child Left Behind Act (NCLB) on school media specialists and technology programs in the U.S. Technology content standards developed by West Virginia and Wisconsin based on national standards; Importance of the Lexile scale in the measurement of reading growth of students; Comments on funding for NCLB programs.

Focuses on the importance of collaboration between media specialist, teachers and media programs. Importance of the technology support role of media specialists; Routine and special program activities that are collaborative by nature; Significance of meetings in collaboration.

Discusses the process of upgrading old school libraries into a media center and program in the 21st century. Significance of talking to people at school to the media program; Possible allies and partners in the media program; List of possible activities for teachers; Significance of media center automation to old-fashioned libraries.

Relates experiences of an online educator. Process of designing a course; Participation in online discussion groups; Constructivist-learning activities used in the online class; Goal of students who enroll in online professional development courses.