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The article discusses approaches that school librarians can use to encourage parents to become involved in a school library media center, focusing on various means of communicating with parents. Topics addressed include open houses, PTA/PTO meetings, and family literacy night. The author discusses younger readers, teen readers, and parent volunteers.

The article offers the author's insights on the roles of media specialists and instructional technology specialists in schools. He discusses the barriers between media and IT specialists such as egos and threat to job security, his and IT specialist Levi Sybert's situation in Richmond Hill High School in Georgia, and their school's learning commons, called the LiNK, which links education and technology.

The article offers the author's insights on the significant role of media specialists in establishing mentorship in the media center. Among the factors that must be considered for an effective teaching include providing an outlet for mentees to voice out their concerns and opinions, enlisting of colleagues, and providing social support.

The author, a library media specialist from William Fleming High School in Virginia, discusses strategic planning for teacher-librarian professional development sessions. Training schedules, food budgets for meetings, and professional reading are discussed, as well as the use of Web 2.0 social media tools, online development tools, and feedback.

The article evaluates the roles of a school library media specialist (SMLS). It notes that a SMLS should be involved in the implementation of the curriculum and should lead library media program activities. It also tackles the role of media specialists as leaders, information specialists, program administrators, teachers and instructional partners in schools

The article presents an overview of factors found to increase student achievement through multiple studies in the U.S. It emphasizes on research-based learning and not clerical duties such as cataloging and processing materials to have an impact on student learning. Research shows that an effective media program must be in place to impact positively the learning taking place in school. It notes that media specialist is important partner in providing an integral curriculum.

The article discusses the benefits of an evidence-based practice in a library media program. It states that an evidence-based practice is the collection, interpretation and use of data like collection statistics and assessment results. It points on how library media specialists can use their own library media program to guide them in their decision-making. Moreover, library media specialists can make use of data to avoid unnecessary and unrelated work.

The article discusses the four levels of multicultural curriculum reform that would help teacher-librarians measurer their effectiveness in helping students to be more successful in a culturally diverse society. It includes the contribution stage in which the teacher-librarian focuses on the superficial aspects of culture. Another reform includes decision making and social action approach, which allows the students to study a social problem based on their own community.

The article discusses the need among library media specialists (LMS) to take a leading responsibility in teaching students with online safety and security. It mentions that LMS must ensure that students are taught how to protect their privacy while online and how to safely use the resources that are accessible in the Internet. It notes that LMS cannot fulfill their professional role to help all students attain necessary skills without training.

The article presents guidelines on how library media specialists in the U.S. can create a data-driven collaboration in the school. If the library media specialist is an equal teaching partner in the school, she/he should be able to address collaboration gaps with classroom teaching colleagues. In data-driven collaboration, the teacher and the library media specialist have a long and interdependent relationship. The team make plans based on the results of evidence of student knowledge, skills and learning, such as grade level standardized assessments. Library media specialists could established book clubs to address reading deficits. They could also used literature to address deficits in reading comprehension.

The article highlights several science related activities designed for elementary education that demonstrate the collaboration between the library media centers and science education. It also provides information on how library media specialists can easily bring science activities to the library media center and the learning community. The cited activities include The Dragon Is Coming to Town story telling, Science Career Day, A Night Under the Stars activity, and Create Your Own Planet. A discussion on the materials needed and the procedures to go about the activity is also provided.

The article explores on the role of librarians in promoting reading to children in the U.S. Several school libraries have organized annual book fairs and created reading events. In a study conducted by Ross Todd and Carol Kuhlthau, students affirmed that their school library has contributed to the improvement of their rating in reading. In the publication titled "Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your Impact," an outline of reading comprehension strategies is provided aimed at helping teacher-librarians.

The article offers tips on how teacher-librarians can find, use and keep volunteers to assist school library program. They provide the time necessary for librarians to cooperate with teachers to plan for appropriate lessons for students. Volunteers also understand the process of preparing books for the shelf since they are involved in the many procedures. When creating a volunteer program, it is suggested to consider ways to advocate for library volunteer opportunities when talking with parents. It is asserted that the most significant way to keep volunteers is to thank them.

The article presents the author's views on 65% Solution, an educational law proposed by Tim Mooney, a Republican political consultant in Arizona, and supported by First Class Education, an organization in Washington D. C. The law aims to reduce the federal aid to libraries and other educational support services in different states of the U.S. Stating that the law is deceptive, the author urges the teacher-librarians to be aware of its impact on the education and raise their voice against it.

The article presents tips to help library media specialists manage his or her career. The author advises introducing oneself to classroom teachers and staff to get a general impression of the emotional climate of the school during the first week. She says it is important to set a standard for discipline based on one's values and beliefs that fit within the culture of the school. She advises specialists to collaborate with a teacher on a project, and to be able to set future goals for the library by the end of one month. The author says that by year end, one should be able to list three accomplishments and three things that they want to change. She suggests evaluating the program and meeting with the school principle to discuss goals for the following year.

The article describes the author's experience developing an elementary school library media center which utilized graphic organizers and other educational technology to support classroom instruction. Introductory details are given noting how students are drawn to technology and their integration can aid student engagement with content. Several graphic organization models are then listed and explained for use in elementary instruction.

The article advocates for ways to expand the role of school library media specialists, focusing on the possible integration of close reading activities into library curricula. The concept of close reading is identified along with its place in the English and Language Arts section of the Common Core Standards. Discussion of how library media specialists can assist in meeting this requirement is given. Sample lesson plans and activities are also included.

The article discusses the changing role of the school librarian in the 21st century to include computer technology supervision and metadata specialization in U.S. school libraries. It addresses the increasing nativism of technology in many American children, the reliance on technology to inform knowledge gaps, and facilitating integration of technology into schools.

The article discusses the job description and experiences of school teacher-librarian Chris Barnabei, who helped develop the media center for the Chambersburg Area Career Magnet School in Pennsylvania. The STEM education-based curriculum for the high school is mentioned, as well as collaboration between teachers, application (app) educational software, and vocational education. Project-based learning and time management skills are also mentioned.

The article discusses the unconference, or a participant-driven meeting, hosted as part of the InfoCampSC professional meeting at the University of South Carolina. It profiles the experiences of school media graduate students Konni Shier and Benjamin Higgins, noting their interest in the ability to shape the conference discussions to issues that resonate with the attendees.

The article discusses ways in which a school library media specialists can find assistance with their work loads. According to the author, economic conditions have caused budget reductions leading to reduced support staff and an increased use of community volunteers. He suggests employing student library assistants, stating that they are often enthusiastic, consistent, and reliable. Information is provided on implementing a student library helpers program that appeals to students' interests.

The article discusses a collaborative program between secondary school teachers and librarians in teaching health and science topics. A list of goals for students in the program is provided, which includes learning about scientific discoveries and scientists as well as using research skills. Standards met by the project including the Indiana Academic Standards for English/Language Arts (ELA), the 21st Century Learner Standards, and the Indiana Academic Standards for Science are also presented.

The article discusses how teacher-librarians and embedded librarians work to provide services for the needs of the community. For librarians without embedded librarianship experience, the author suggests expanding relationships with teachers and classes, seeking teacher collaborators, and working with student clubs. Some of the best practices of embeddedness are presented, such as being innovative, establishing communication, and assessing the school's programs.

The article discusses several best practices for media specialists at media centers in school libraries. It is stated that a media specialist should develop authentic opportunities for his students to use technology resources and tools while supporting curricular goals and student success. It is suggested that media specialists should create a media center Web site that has photographs or videos of students in the media center.

The article offers tips for preventing cyberbulling in school children. It explains cyberbulling as the use of Internet or mobile phones to harass someone by sending threatening or abusive messages and discusses the responsibilities of schools and library media specialists to create a safe school environment. It suggests promoting awareness through public service announcements (PSAs) and recommends involving parents for establishing rules for Internet use and safety to prevent cyberbulling.

The article offers information related to National Board Certification in Library Media which is offered by the National Board for Professional Teaching Standards of the U.S. This certification is given to teachers who have their library media program integrated into the curriculum. It various standards for the certification and explains the process through which the certification is given.

The article focuses on the impact of budget cuts on media management of libraries in the U.S. It emphasizes that direct instruction and teacher or media specialist collaboration have been reduced due to cuts. It mentions that library resources are mismanaged, underutilized and lost without the help of media assistants.

A personal narrative is presented which explores the author's experience of entering a contest regarding library media.

The article discusses the importance of collaboration in the school setting, which brings partnerships with colleagues and relevance to the cycle of instructional improvement in the U.S. It offers an overview on the creation of Partners in Achievement: Library and Students (PALS) to improve student achievements through data use for library media specialists service. It mentions that PALS' focus is to glean student achievement data and enhance collaborations with classroom teachers.

The article focuses on the creation of a lean and green library machine that is ecologically friendly for libraries in the U.S. It suggests some library media specialists to implement recycling, reducing, and reusing in their green initiative. The Department of Energy recommends computer users to turn them off when not in use for more than 20 minutes and shut off if unused for over two hours.

The article discusses topic related to the role of the Library Media Specialist (LMS) in greening the curriculum. It explains elaborates who will define the role and how does the role change to meet the needs of a green community. The article also explains the particulars of community informatics, which is the study and practice of working within communities to identify community-based information and technology solutions.

The article focuses on the justification of the job of a library media specialist and the media budget in the height of budget cuts for portfolio maintenance in the U.S. Study suggests that increased voluntary reading leads for better reading comprehension, better spelling and grammatical development, and more fluent writing style. It points out that student volunteering helps develop a close link with students.

The article presents a discussion about the integration of assistive technology (UT) and universal design of learning (UDL) in media centers in the U.S. implementing Standards for the 21st-Century Learner. Under the Individuals with Disabilities Education Act (IDEA), assistive technology refers to an item, equipment or system that boost functional capabilities of people with disabilities. It is noted that media center specialists should work with classroom teachers to reinvent materials for students with disabilities.

The article presents guidelines on how school library media specialist can make sure that their schools' selection policies are written to facilitate inquiry learning in the U.S. Placing inquiry learning at the center of the library media program boasts intellectual freedom. In inquiry-centered library media center, library media specialists should recognize that students are not just locating and receiving information, and that there are different ways to present knowledge. Library media specialists should consider several criteria factors when establishing selection policies including accuracy, authority and favorable reviews.

The article explores how library media specialists can cope with mandated restrictions on intellectual freedom in K-12 schools in the U.S. One of federal laws restricting information access to students is the Children's Internet Protection Act (CIPA). One of the best ways a school library media specialist can cope with CIPA in the school library is to create a relationship with the proper authority in the school or school district who is able to disable the school filter. A school library media specialist should work with administrators, teachers, students and parents to ensure that all parties understand school-based policies intending to support intellectual freedom.

The article reports on the awarding of the winners for the Teachers and Media Specialists (TEAM) Award in Reno, Nevada. The entries for the award were judged based on the demonstrated collaboration between teachers and media specialists during the 2006-2007 school year, support from school leadership and ability for others to replicate the best practice. Each award given consisted of $2500 cash, a one-year subscription to "Library Media Connection" magazine, a Linworth Educator's Professional Bookshelf and Thomson Gale products valued at $500.

The article discusses the drastic changes in the role of school librarians in the U.S. The author points out that a librarian's work should not be separate from or subordinate to what goes on in the classroom, nor is it distinct from everything else that goes on in the rest of children's and parents' lives. He then highlights the fact that many school districts continue to block some of the most powerful and effective tools used by librarians and that many of their colleagues still refuse to engage with them.

The article discusses the process of metacognition and learning in the library. The author points out that as librarians we have the opportunity to help this millennium generation build thinking bridges for their larger world. She also believes that any enhancement to the thinking process benefits students in a multitude of ways. She then suggests that teachers and teacher-librarians should capitalize on their talents as well as access a wealth of resources that will cultivate an environment that encourages metacognition.

The article presents questions and answers related to the preparation, collection and moving a library collection. One question asks if how many weeks prior to the move will the librarian close the library. Another asks who will do the actual packing and moving of things. Lastly, one question focuses on who is responsible for the ordering and expense of packing supplies.

Describes a research process that employs teacher-librarian partnership in technology-rich or-poor libraries. Use of CD-ROM; Increase in likelihood for unquestioning acceptance of `facts'; Need to teach the overriding literacy skill; Strategy to discourage needless printouts; Importance of critical thinking over a push-button printout; Determination of the use of resource; Mechanical approach to push-button.

The author stresses the importance of school librarians and school library media specialists' library advocacy and discusses approaches to pursue advocacy. Topics addressed include publishing in periodicals, maintaining professional memberships, and presenting photographs that represent the library.

The article discusses the professional identity of librarians, focusing on considerations of the job titles of individuals who work in school libraries. Topics addressed include the history of the professional titles of librarians, as well as considerations of titles such as library media specialist, information technology specialists, and teacher-librarians.

The article offers brief information on several application software for libraries including Google Now, Haiku Deck app, and Droptask.

The article offers the author's insights on the importance of media and technology to people. Topics discussed include the computer education, the leadership management, and the professional learning. Also mentioned are the importance of media specialist, the information resources management, and the technology-related trouble shooting management.

The article discusses the benefits of successful media program in school libraries including larger community of media specialists, drives innovation and create publicity. It notes the review of statistics by school districts including annual reports, meetings and the number of materials including textbooks. It mentions the sharing of usage data to motivate one another and the discusses the importance of creating a monthly newsletter.

The article discusses the author's plan of circulating nonfiction books piled on top of shelves as a library media specialist at East Aurora High School in New York. The move gives her the opportunity to share with administrators, colleagues and students. The author also claims careful look at each book and consider its value to the collection.

The article presents discussion surrounding school library support of at-risk urban students. Introductory details are given outlining several socio-economic factors which can prevent urban students from succeeding. Commentary regarding the role that school librarians can serve for assisting at-risk students is provided. Focus is particularly given to the utilization of real-life experiences for aiding instruction.

The author discusses the changes she made to the school library program during her first year as the library media specialist at Centennial High School in Frisco, Texas. Despite receiving advice to observe the program for the first year and make changes later, she comments on how she conducted a student and teacher survey that led to plans to change the library design, rules, and services. Topics covered include book clubs, tutor programs, and teacher-librarian collaboration.

The author, a media specialist school librarian from Colquitt County High School (CCHS) in Moultrie, Georgia, discusses encouraging students to visit the library for socializing and school events. School library funding, student's reading interests, and the organization of the Book Hawgs competitive reading team are discussed, as well as Georgia's Helen Ruffin Reading Bowl student competition.

The author, a school library media specialist, describes her job responsibilities, education, and the role of information resources in high school education. Digital library administration, acquisition of library materials, and digital student poster projects are discussed, as well as online book clubs, research skills training, and website development.