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This article provides an overview of school book fairs, focusing on the leading provider, Scholastic, as well as other companies that cater to specific demographics or regions. It explains the process of organizing and running a book fair, including book selection, logistics, and volunteer involvement. The article also addresses controversies surrounding the books offered at fairs and the challenges schools face in choosing appropriate titles. It concludes by discussing the return on investment for schools and the considerations they must make when deciding whether to hold a book fair. The lack of librarian involvement in book fairs is a concern for some students, who value conversations with librarians and teachers about books and access to books that reflect their lives. In response to perceived discrimination and disparities, many school communities are transitioning to free book fairs using various fundraising models to provide new and popular books for students to choose from. Scholastic recently faced criticism for cautioning librarians about diverse books in their book fair collection, leading to calls for a boycott and demands to rescind the collection. Scholastic acknowledged their mistake and discontinued the collection. While school book fairs remain popular and effective in getting books into students' hands, Scholastic's error highlights the complexities and issues of equity and inclusion in schools. [Extracted from the article]

The article focuses on the passage of Illinois House Bill 2789, signed into law as Public Act 103-0100, which aims to counter attempts to censor or ban books in school and community libraries. Topics include the implications of the law on library collection policies, the role of the American Library Association's Library Bill of Rights, and the broader context of book challenges and censorship in educational settings.

The roles and activities of school librarians and media specialists are rapidly shifting in our 21st-century schools as they transform their centers into learning laboratories for all stakeholders--students, school personnel, and family/community members. This column connects Illinois Reading Council members with the latest research, trends, resources, and ways of thinking about the unique roles and expertise of library and media specialists in fostering student literacy. [ABSTRACT FROM AUTHOR]

The article discusses Illinois Reading Council members and the research, trends, and ways of thinking about the library and media specialists' unique roles and expertise in fostering student literacy. It mentions that audiobooks provide a respite from screens, a multisensory experience, and another way for students to understand what it means to be literate. They are recommended to be incorporated into students' everyday practice.

The roles and activities of school librarians and media specialists are rapidly shifting in our 21st-century schools as they transform their centers into learning laboratories for all stakeholders--students, school personnel, and family/community members. This column connects Illinois Reading Council members with the latest research, trends, resources, and ways of thinking about the unique roles and expertise of library and media specialists in fostering student literacy. [ABSTRACT FROM AUTHOR]

The article discusses the roles and activities of school librarians and media specialists have rapidly shifting in 21st-century schools as transform centers to learning laboratories for all stakeholders students. Topics include the term ebooks has used to label trade books converted or written for reading on an electronic device; and companies business models included online products and services in mix continued reworking.

Some superintendents or curriculum specialists presented the Act's text and led open discussions at school board meetings earlier in the fall, indicating they would keep their boards apprised as their staff committees reviewed curricula and determined the necessary revisions. Although the plans skew toward older students, the site provides background and in-depth resources that will help librarians, teachers, and other curriculum specialists to learn more to help them in creating their own personalized units and lesson activities tailored to their age-specific populations. As we have discussed with our colleagues while moving forward in curriculum deliberation, we must find ways to distinguish for all stakeholders what this Act signifies: legal acknowledgment that our curricula teach and uphold the basic human rights for all that our nation was founded upon. 60 https://doi.org/10.33600/IRCJ.48.1.2019.60 ILLInoIs ReadIng CounCIL JouRnaL v oL. 48, n o .1 w InteR 2019 Check This Out Marie Ann Donovan and Mary Yockey About This Column The roles and activities of school librarians and media specialists are rapidly shifting in our 21st-century schools as they transform their centers into learning laboratories for all stakeholders - students, school personnel, and family/community members. [Extracted from the article]

The article focuses on the how the members of Illinois Reading Council keep abreast with the latest research, trends, resources and ways of thinking about the roles and expertise of library and media specialists in promoting student literacy. It explores the changes in the roles and activities of school librarians in the 21st century.

The roles and activities of school librarians and media specialists are rapidly shifting in our 21st-century schools as they transform their centers into learning laboratories for all stakeholders-students, school personnel, and family/community members. This column connects Illinois Reading Council members with the latest research, trends, resources, and ways of thinking about the unique roles and expertise of library and media specialists in fostering student literacy. [ABSTRACT FROM AUTHOR]

The article offers information on gamification, an application of game design elements and game principles in education. Topics discussed include the use of digital media in children's learning engagements, selection of gaming program models by school libraries, and the impact of introducing games in libraries on child development.

The article discusses latest research, trends, resources, and ways of thinking about unique roles and expertise of library and media specialists in fostering student literacy. Topics discussed include increase use of digital media by students; significance of media mentorship by child life and family education specialists which include establishing device-lending protocols and conducting training sessions and reference of book "Tap, Click, Read" by Michael H. Levine.

The article focuses on the roles of the librarians and media specialists in promoting student literacy. Topics discussed include the issues and topics that teachers are reluctant to discuss with their students, the educational ramifications of refusing to discuss controversial issues with students and the ways in which librarians, media specialists and literacy educators can help students learn about topics and issues that are considered sensitive without leading them to develop biases.

The roles and activities of school librarians and media specialists are rapidly shifting in our 21st-century schools as they transform their centers into learning laboratories for all stakeholders-students, school personnel, and family/community members. This column connects Illinois Reading Council members with the latest research, trends, resources, and ways of thinking about the unique roles and expertise of library and media specialists in fostering student literacy. [ABSTRACT FROM AUTHOR]

The roles and activities of school librarians and media specialists are rapidly shifting in our 21st-century schools as they transform their centers into learning laboratories for all stakeholders-students, school personnel, and family/community members. This column connects Illinois Reading Council members with the latest research, trends, resources, and ways of thinking about the unique roles and expertise of library and media specialists in fostering student literacy. [ABSTRACT FROM AUTHOR]

The article focuses on the roles of library experts and media specialists in promoting student literacy. Topics discussed include the aspects of designing a sanctuary space for uninterrupted use, the proper selection of items for the sanctuary considering the needs of students, and the importance of stable and fair allocation of time for the use of sanctuary as important factor of scheduling.

The article offers the author's insights on the role of media specialists and teachers for classrooms. Topics discussed include the impact of classroom and school library settings for education of students, the cultural nuances of students and teachers, and the advantage of using books for education.

The article discusses the modification of the roles and activities of the media specialists and school librarians. Topics discussed include the devotion in the articulation of the purpose of the text, the popularity of the classroom text for elementary level, the planning for a serendipity, and inclusion of checklist/summer template.

The article discusses the latest research, trends, resources, and ways of thinking about the unique roles and expertise of library and media specialists in fostering student literacy. Topics discussed include literacy educators as a book sales force, issues related to preparing a book for selling, tools for selling books and teachers who engage in periodic book selling with their students.

The article focuses on the significant role and activities of school librarians and media specialists in the 21st century. Topics include the expertise of library and media specialists in delivering an effective student literacy, the educational innovations, and the advantage and disadvantages of running a maker space in schools and universities. The article also discusses the information sharing and learning in school libraries.

The article focuses on school-based summer reading programs. According to the authors, while creating a school-based summer reading program, one needs to share one's ideas and seek suggestions from local public librarians and bookstore employees. The authors add that one should ask the school administration if there are unused funds that can be used to create the program.

A quiz concerning the effective collaboration between library media specialists and teachers in the U.S. is presented.