[LM_NET] TAR: Help finding a position in New Jersey!

[Neha Dhruv <nehadhruv1@GMAIL.COM>]

Hi everyone,

I am about to move to New Jersey - the Bridgewater area, and am looking for
information and a new position. I thought of LM_Net of course for help :)

I need more information about what is necessary for School Library-Media
Specialists in New Jersey.

Also, if anyone knows of an opening as a School Library-Media Specialist in
the North New Jersey area (especially Bridgewater, NJ), please respond off
list.

Thanks for your help!
Neha Dhruv, Teacher - Librarian
Perez Elementary, Chicago, IL
nehadhruv1@gmail.com


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> Subject: LM_NET Digest - 28 Apr 2009 - Special issue (#2009-696)
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>
> There are 7 messages totalling 686 lines in this issue.
>
> Topics in this special issue:
>
>  1. Freedom's Irony Video Question
>  2. TARGET: World Almanac
>  3. TAR: Koha, NOT Soho
>  4. Recommendations for hiring a new library parapro
>  5. GEN: Information Literacy - the most basic of the basics (long post)
>  6. HIT:  End of Year books
>  7. hit: databases for small schools
>
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> Date:    Tue, 28 Apr 2009 13:04:42 -0400
> From:    Katherine McCabe <kmccabe@BRIARCLIFFSCHOOLS.ORG>
> Subject: Freedom's Irony Video Question
> MIME-Version: 1.0
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>
> Hi all,
>
> I'm looking for a good DVD on Westward Expansion & Manifest Destiny for
> 7th=
>  grade. Does anyone have a good title to recommend?
>
> I found "Freedom's Irony: Trails of Tears & Manifest Destiny" which is
> part=
>  of the America's Quest for Freedom Series, but can't find any reviews for
> =
> this video or the series in general. I don't want to spend the money just
> t=
> o find out it isn't very good. The series is made by Encyclop=E6dia
> Britann=
> ica, and distributed by New Dimension Media, but to get the 'free trial'
> yo=
> u have to give them your credit card. I'm not really interested in doing
> th=
> at at this stage of the game.
>
> Suggestions?
>
> Thanks for your help,
>
> -Teka McCabe
> Briarcliff Middle School
> Briarcliff Manor, NY 10510
>
>
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> Date:    Tue, 28 Apr 2009 10:46:23 -0700
> From:    Thomas Kaun <tomkaun@GMAIL.COM>
> Subject: Re: TARGET: World Almanac
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>
> I'm afraid I didn't see the original message about WA on this listserv so
> I'm not sure about just what it means but I just Google News searched world
> almanac and nothing came up about WA going out of business.
>
> I can see how WA Educational might be going out of business--it's
> essentially a book jobber and publisher but I'm concerned about those who
> seem to be panicking about WA not being published in the future.
>
> There are many other almanacs out there including the New York Times, Time,
> Encyclopaedia Britannica, etc. Go to any bookstore in the fall and you will
> find lots of general almanacs to choose from. I don't have any strong
> recommendations but I generally buy a couple each year just to have some
> variety.
>
> Online there is the Information Please site as well.
>
> Tom
>
> Thomas T. Kaun
> Teacher Librarian
> Bessie Chin Library @ Redwood High School
> 395 Doherty Drive, Larkspur, CA 94939
> tomkaun@gmail.com | Library Web site: http://rhslibrary.org | Professional
> development blog: http://tomlmt2.blogspot.com/ | Library news blog:
> http://libraryleaves.blogspot.com
>
> Read, every day, something no one else is reading. Think, every day,
> something no one else is thinking. Do, every day, something no one else
> would be silly enough to do. It is bad for the mind to be always part of
> unanimity.
>  - Christopher Morley
>
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>
> Date:    Tue, 28 Apr 2009 12:55:09 -0500
> From:    Carrie Casarez <Carrie.Casarez@WHITEFACESCHOOL.NET>
> Subject: TAR: Koha, NOT Soho
> MIME-Version: 1.0
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>
> In an earlier posting, I asked for information on Soho, but the correct
> nam=
> e is Koha, an open source ILS. If anyone has used this in a public school
> l=
> ibrary, I would appreciate any opinions or input on it. Thank you to those
> =
> who gave me the correct name!
>
> Thank you.
>
> Carrie Casarez
> Librarian
> Whiteface CISD
> Whiteface, TX 79379
> 806-287-1104 ext. 224
> carrie.casarez@whitefaceschool.net
>
>
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> Date:    Tue, 28 Apr 2009 10:56:54 -0700
> From:    Tony Pope <pope1966@ATT.NET>
> Subject: Recommendations for hiring a new library parapro
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> While not totally surprised, I found out today that my library aide of the
> =
> past 5 years has agreed to move into a more secure position as records
> cler=
> k in the office.=A0 While I understand it and do not hold this against
> her,=
>  I hate to lose this parapro who has been the best out of 5 parapros I've
> h=
> ad in my 20 years and we worked so well together.=A0 Now comes the "fun"
> of=
>  selecting someone else.=A0 We will probably look internally for a
> replacem=
> ent, but I think that might not necessarily be the case.=0A=0AI have been
> a=
> ble to select two of my 5 parapros and will have input on this one.=A0
> Anyo=
> ne have recommendations on things I want to be sure to ask?=0A=0AOf course
> =
> I'm going to look at the typical...=0A=0AAny experience in libraries?=A0
> EV=
> ER EVEN USED A LIBRARY???=0AFamiliar with Dewey Decimal System or filing
> bo=
> oks in any way?=0ACan you program a VCR (if they can't do that like one of
> =
> my parapros...)?=0AAny other tek skills?=A0 Afraid of a
> computer???=0A=0AI'=
> m also going to look at personality (how they will interact with me AND if
> =
> they will be telling me what to do!), work ethic, etc.=0A=0AThanks in
> advan=
> ce and pray that I find someone who will be as good as the one I'm losing!=
> =A0 :(=0A=0ATony Pope=0ALibrary Media Specialist=0AMcHenry Primary School=
> =0A100 McHenry Dr.=0ARome, GA 30161=0Apope1966@att.net
>
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>
> Date:    Tue, 28 Apr 2009 11:10:39 -0700
> From:    Michael Eisenberg <mbe@U.WASHINGTON.EDU>
> Subject: GEN: Information Literacy - the most basic of the basics (long
> post)
> MIME-Version: 1.0
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>
> Hello All -=20
>
> This is an edited and expanded recent post to my blog (on the Big6
> website)=
> . I offer it because I am concerned about the school library field losing
> i=
> ts focus and center. Looking at recent discussions and
> standards/guidelines=
> , I see a downplaying of the importance and centrality of information
> liter=
> acy. For example, in the latest AASL publications, the emphasis seems to
> be=
>  on "multiple literacies" including information literacy, but also equally
> =
> focusing digital, technology, visual, media, and other literacies.
>
> I have no quarrel with recognizing the value of other literacies. They are
> =
> certainly important to a child's education and development.  BUT -=20
>
> (1) information literacy is the most basic of the basics.
> (2) information literacy skills are gaining increasing recognition among
> ed=
> ucators and the public.
> (3) information literacy is us - that's what school library program are
> all=
>  about.
> (4) information literacy is not just "one of many" literacies. It's the
> fou=
> ndation; the most basic of the basics.
>
> Teacher-librarians can't be responsible for ALL learning. Different
> educato=
> rs champion and focus on different aspects of student learning. We are
> cham=
> pions of information literacy. In our instructional programs, our focus
> sho=
> uld be on student learning of information literacy skills in the context
> of=
>  classroom curricula and learning. When we state that information literacy
> =
> is just one of many literacies, we do ourselves a disservice and
> marginaliz=
> e the core of what we are about. Ironically, we seem to be watering down
> ou=
> r message and emphasis just when others are recognizing its value.
>
> I acknowledge (and expect) some criticism because of perceived personal
> bia=
> s.  Yes, I am deeply involved with information literacy learning. My own
> wr=
> iting, research, teaching, and presentations are information literacy
> focus=
> ed. But, this isn't about promoting the Big6. It's about the essence of
> sch=
> ool library programs and the needs of students. Forget the Big6 --
> champion=
>  and use any model, approach, or set of information literacy skills.=20
>
> I recently presented a 2 hour session on information literacy via video to
> =
> a group of librarians (academic, school, public, and special) in Belarus.
>  =
> It was a very meaningful and interesting experience.  We had simultaneous
> t=
> ranslation and they had the handouts translated in advance.  The best part
> =
> was the extensive Q&A session.
>
> One of the most insightful questions was about the broad applicability of
> i=
> nformation literacy (Big6) skills. The questioner posed something like,
> "Pr=
> ofessor Eisenberg, you offer a new way of thinking about research and
> libra=
> ry skills. You say that these skills are applicable widely - not just for
> r=
> esearch papers and projects.  But, are there any places where these skills
> =
> are not important, are less applicable?"
>
> I must admit that I was stumped at first.  I hadn't faced this question
> bef=
> ore.  So, I fumbled a bit and started talking about the applicability of
> "l=
> iteracy" itself - reading and writing.  While reading and writing are
> certa=
> inly widely applicable, there are instances where they are less important
> -=
>  when riding a bicycle, for example (or learning how to ride a bicycle) or
> =
> taking a photograph or deciding whether to go to the movies or for a walk.
> =
>  Oh yes, there are certainly instances where reading and writing could
> help=
>  in these situations, but it's not required.
>
> BUT, even in these situations, information literacy skills come into play.
> =
> You still size up the situation (i.e., define the task), gather
> information=
> , process/use information, and sythesize decisions.  You even engage in
> inf=
> ormation evaluation (e.g., do I need more?) and possibly loop back to a
> dif=
> ferent stage in the process.
>
> Then it hit me - hard - that information literacy is the most fundamental,
> =
> the most basic of the literacies.  Reading and writing is essential in our
> =
> society, and media literacy, and digital, technology, visual, financial,
> an=
> d all the rest are certainly important.  But, information literacy -
> inform=
> ation skills - the information problem-solving process underlies all. I
> now=
>  speak about RESEARCH is the 4th R, but it's more than that - is actually
> t=
> he most important of all the R's!=20
>
> There are many interesting developments in technology, media, and new
> appro=
> aches to learning and teaching. There are certainly roles for
> teacher-libra=
> rians and school library programs in all of these.  But, we must remain
> tru=
> e to our core and make sure that our programs fulfill the core
> responsibili=
> ty of ensuring that all students are information literate. Yes, we can
> inte=
> grate other literacies into information literacy as appropriate. For
> exampl=
> e, media literacy fits nicely into the information seeking and
> presentation=
>  stages of information literacy. Doug Johnson and I have written
> extensivel=
> y about full integration of technology skills into an information literacy
> =
> skills curriculum. Also, we can collaborate with classroom teachers,
> techno=
> logy specialists and others to see that instruction takes place in
> meaningf=
> ul contexts.  But first and foremost, we should focus and be assessed on
> th=
> e information literacy learning of each and every student in our schools.
>
> Thanks for listening,
>
>
>
> Mike
>
>
>
>
> ***************************************************************
> Mike Eisenberg
> Dean Emeritus and Professor
> The Information School of the University of Washington
> Box 352840
> Mary Gates Hall, Suite 370
> Seattle, WA 98195-2840
> Phone: (206) 616-1152
> mbe@u.washington.edu
> http://www.ischool.washington.edu/mbe
> Twitter Username: mbeseattle
> Second Life Avatar: MB44 Husky
>
> ***************************************************************
>
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>
> Date:    Tue, 28 Apr 2009 15:04:00 -0400
> From:    Kate Summerlin <SummerlinK@GUILFORD.K12.CT.US>
> Subject: HIT:  End of Year books
> MIME-Version: 1.0
> Content-Type: text/plain; charset="Windows-1252"
> Content-Transfer-Encoding: quoted-printable
>
> Thanks to all you made suggestions.  Here's a good list to pick from.
>
> The Bee Tree by Patricia Polacco.  I wanted something to help encourage
> rea=
> ding over the summer.
> Summary:
>
>     To teach his daughter the value of books, a father leads a growing cro=
> wd in search of the tree where the bees keep all their honey.
>
> School's Out, by Johanna Hurwitz.
>
> Lucas thinks his summer vacation is ruined when Mom hires a French au pair
> =
> to watch over Lucas and his two-year-old twin brothers.
>
>  I sometimes read "Next Year I'll Be Special" to gr 1. It's by Patricia Re=
> illy Giff
>
>  *Best Enemies* by Leverich for gr. 2
>
> I like to read the "water cycle" chapter from All about Sam by Lois Lowry
> Summary:
>
>  The adventures of Sam, Anastasia Krupnik's younger brother, from his
> first=
>  day as a newborn through his mischievous times as a toddler.
>
>
>
>  I read THE RATTLEBANG PICNIC by Margaret Mahy, illust. by Steven Kellogg
> t=
> o my first and second graders. They loved it! There are several places to
> u=
> se sounds (when the car backfires,sputters, etc., the lava flowing -
> hissin=
> g etc.).
>
> There's a part where the car's wheel rolls off and down the cliff - I read
> =
> this part very fast beginning with a loud (frantic) voice, tapering off as
> =
> the wheel disappears down the side of the mountain. The kids love the
> motio=
> n of my hand spinning around and descending to indicate the tire's action.
> =
> It's fun to do an old lady voice for the spunky grandmother too. There's a
> =
> lot of subtle humor in the pictures - like the sign at the entrance:
> "Shark=
> Park" - I pause for a moment and calmly comment, "Sounds like a great
> place=
>  for swimming, doesn't it?" - for a split second students heads begin to
> bo=
> b in agreement until it hits them! The following page has a shark with its
> =
> teeth all falling out as it attempts to eat Granny's famous hard-as-a-rock
> =
> pizza.
>
> The story ends with the adventurous family deciding its next outing:
> "Torna=
> do Valley". . . which gets a lot of response from students!
>
>
>
> I've also used Arthur=92s Vacation, by Marc Brown.
>
>
>
> Another good suggestion would be Margaret Mahy's THE GREAT WHITE MAN
> EATING=
>  SHARK, though not specifically about a vacation.
>
>
>
>  ROUND TRIP by Ann Jonas is very different - but definitely for first  -
> th=
> ird grade. Kinders just don't get it. If you're not familiar with it, it
> is=
>  all done in black and white shapes which resemble countrysides,
> transporta=
> tion, city scapes, etc. When you come to the end of the book, you turn it
> u=
> pside down and read from back to front. The kids are intrigued by the
> rever=
> se (and very clever) drawings. Until you've seen it, you just can't
> imagine=
>  how black and white will keep their interest, but it does. My copies are
> a=
> ll battered from frequent checkouts after I read it.
>
>
>
> When the Relatives Came,  by Cynthia Rylant is a lot of fun but I prefer
> to=
>  read it as an early Thanksgiving book and use it to talk about
> differences=
>  in families (some are "huggy," some are very reserved) but the
> illustratio=
> ns are hilarious and the setting is summertime. The scenes of relatives
> sle=
> eping and eating are great. The kids spot something new each time you read
> =
> it, like the little toy car that is a replica of the big one.
>
>
>
> Any of the Wayside School books, you don't have to read every chapter to
> ha=
> ve a funny story.
>
>
> Diane deGroat's No more pencils, no more books, no more teacher's dirty
> loo=
> ks.
>
>
>
> Well, it's not exactly year-end, but this is the book I always share with
> m=
> y second graders at our last class meeting of the year:  Swimming Lessons
> b=
> y Betsy Jay.  It's a hilarious tale of a little girl who doesn't want to
> le=
> arn to swim.  Of course we talk about safety around the water.
>
>
>
> Last Day Hooray!  By Nancy Poydner
> Summary:
>     On the last day of school, Ivy, her classmates, and teachers dream of =
> summer as they clean and prepare for the last party of the school year.
>
>
>
>
> Title:  Miss Malarkey leaves no reader behind /
> Author:  Finchler, Judy.
> Miss Malarkey vows to find each of her students a book to love by the end
> o=
> f the school year, but one video-game loving boy proves to be a challenge.
>
> Bad luck Brad / by Gail Herman ; illustrated by Stephanie Roth.
>
> The sundae scoop / by Stuart J. Murphy ; illustrated by Cynthia Jabar.
>
>
> When it's the last day of school / Maribeth Boelts ; illustrated by
> Hanako Wakiyama.
>
>
>
>
>
> Kate Summerlin
> AW Cox Library Media Center
> Libraries.....places of buzzzzzzz...not shhhhhhhh!
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> Date:    Tue, 28 Apr 2009 14:36:52 -0500
> From:    Jennifer Sloan <jeni.sloan@GMAIL.COM>
> Subject: hit: databases for small schools
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> Here is an initial hit on which databases, if any, small school
> districts have.
>
> My large district doesn't either. I have 2800 students and no
> subscription databases. We have access to what our local public library
> subscribes to and that's it.  Not very encouraging, I know, but you're
> not alone.
>
> Hi!
> I have about 140 students in grades 9-12, 189 in the building w/ 7-12.
> I get the Thomson Gale InfoTrac databases free through the Montana State
> Library (paid for by State Legislature).
> I subscribe to
> * SIRS Researcher,
> * Noodletools,
> * World Book Online (through a consortium with a neighboring county)
> I am looking into Opposing Viewpoints for next year.
>
> My school is around 300.  However I am writing anyway.  I would
> HIGHLY recommend the Gale Databases.  They are priced very
> attractively for small schools.
>
> Here is what I would recommend:
>
> Gale Opposing Viewpoints
> Our price for our School Library System is $775 per year for schools
> under $500.  Our system negotiates prices for us and then if we order
> via the consortium, our state reimburses us according to our state
> aid ratio the following year.  The ratio for our school is 80%  If
> you already have a database via the state that provides periodical
> coverage
>
> If you don't have access to a periodical database - then I would
> recommend Gale Student Resource Center, which costs $1995 for schools
> with 500 or fewer students.
>
> Good luck!
>
> We're not that small here (about 400 students in our 6-12 building),
> but I did want to point out that all of the database vendors usually
> offer a flat "small school" rate for buildings with <500 students.
> You should be able to obtain a price list through your state school
> library association that will help you get a better idea of whether
> this is worthwhile.  If you can book yourself some free previews
> (usually 30-60 days) that fall in line with scheduled research
> projects, you can probably "hook" a few teachers on these resources
> to help your cause.  My top databases for our HS are Proquest K-12
> (Platinum is also good), Gale's Health and Wellness Resource Center,
> Newsbank, and Encyclopedia Britannica.  Proquest is horribly
> expensive unless they've worked out a deal with your state library --
> we New Yorkers are lucky.  The others aren't too bad for smaller
> schools.  Good luck!
>
> Jeni,
>
> I worked as the Instructional Multimedia Coordinator at North Central
> Educational Service District for 14 years and HIGHLY recommend
> eLibrary Elementary and Culturegrams from ProQuest. I taught
> elementary students and teachers how to use both databases for
> everything for Summer Reading Fun to finding resources for our
> Washington State Classroom Based Assessments for Social Studies. It
> has a user friendly, fun interface and anyone can learn how to use
> both resource easily. One of the great features under Topic search is
> inclusion of educator reviewed educational web sites and current
> authentic web sites from Native American Tribes. The other feature of
> eLibrary Elementary is the access to 21st Century Historical original
> film footage of such events as the signing of the end of WWII in Europe.
>
> I served 29 school districts from one room school houses to K-12
> districts with 300 students and large districts with 30,000 students.
>
> The other database type licensing agreement we purchased for schools
> was netTrekker which has about 200,000 best educationally appropriate
> web pages for K-12 staff and students.
>
> Let me know if you have additional questions.
>
> My school has 450-ish students 9-12 and we have only what the state
> provides. Databases are expensive and our budget is so small that we
> can't possibly afford databases and buy any new books. Our state
> databases are really very good so we manage with what we have. We'd
> really like to have a science database, but it got cut. All of this
> doesn't answer your question, but only reinforces that even schools
> with a larger student population than yours still don't have anything
> other than those state provides. In these tight economic times, I
> hope the state doesn't cut!
> Harriet Crowther, SLMS
> Lancaster High School
> Lancaster, VA 22503
>
> Jennifer,
> We are a little larger than you.  SIRS (Proquest) has special pricing
> for small school which is the only data base we have other than those
> provided by Ohio.  We get the Researcher and Renaissanse data bases
> and they get a lot of use.  They provide full text, graphics, pro/
> con, and direct links to reliable web-sites.  It costs $600 for a
> year, but they arrange pricing according to school size.
>
> Good luck.
>
>
> Jeni Sloan
> Teacher-librarian
> Colo-NESCO CSD
> Zearing, IA
> jeni.sloan@gmail.com
>
>
>
>
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