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Thursday, 25 June 2009
Journal-lab labreports
Topic: Journal- lab reports

 

 

 

 

 

 

 

 

 

 

 

 

Tracie Sammons

Journal

EDUT 6115

Summer 2009

 

Mathews Elementary- Mrs. Beth Beasley, Retired Media Specialist

 (May 28, 2009)

 

 

 

Columbus Public Library- Ms. Lyn Seaman, Media Specialist

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Statement of Educational Philosophy-The media center plays an important role in the educational development of students. The media center can foster a love for reading by establishing a climate that is inviting and friendly. In today’s media centers students come for more than to check out books, they come for the technological aspect and to become informational literate. The media specialist should be seen as an instructional partner that helps teachers prepare for standard based lessons. A well established media center is equipped with resources for teaching and learning that enhance the curriculum. The media center should be seen has an extension of the learning environment.

 

 

Journal

 

Mathews Elementary

 

History of the facility -Mamie J. Mathews Elementary was originally named Lynch Road School in Midland, Ga. The school was renamed on May 11, 1959 to Mamie J. Mathews in honor of Mrs. Mathews who taught there for many years.  The library has undergone several renovations. The last change took place in 2005. Students are allowed to visit the library once a day or unless a student has a note form a teacher. Students are encouraged to come to the media center for research or to complete projects. The media specialist often put students’ projects on display. Code of conduct is not posted but students are told the rules and what is expected. Students are given a reasonable amount of time to select a book. If a child seems to be playing the child is spoken to and hopefully the misbehavior is corrected.  A student that continues to misbehave is sent back to the classroom. Some students are restricted from the library for serious infractions. In the back of the Media Center there is a work room for faculty to use. Presentations and faculty meeting are often held in the Media Center.

 

 

 

Organization of the collection – The books are categorized by Easy, K &1st grade leveled books are in a cart,  Accelerated Reading Books are separated by level of difficulty and coded with stars and colored dots to indicate reading level, fiction, nonfiction, reference books, and fiction paper backs.

 

Ordering policies – Books are ordered based on Standards.

 

Patron Services -   Destiny is the automated card catalog system and can be accessed from any computer; students are allowed to check out two books at a time, Accelerated Reading Program, and the Six Flags Reading Program.

 

Budget – The budget is based on the number of students and the Board of Education decides how much money is allotted for the Media Center’s budget.

 

Self Analysis

 

  5/7/09- Today was my first day learning about the media center. Mrs.Beasley asked me to help her with the Accelerated Reading program ice cream party celebration. I helped her set up for about 30- 40 students. These students reached a goal set by the state standards. We had to scoop ice cream for the students, luckily parents came to help. That would have been a lot of work for one person to do alone. I see to do this job you need a lot of stamina to sustain all the activities that go on in one day. I think I would enjoy interacting with more than 18 students. A media specialist gets to know the entire school population.

 

5/12/09 – Today I helped shelf some more books. Mrs. Beasley talked about budgeting and the Media committee. I am on the Technology and Media Committee. The committee decides where to place computers in the school. The committee has a teacher from each grade level participate. After talking to Mrs. Beasley I think I will enjoy working with all the faculty members in a school. I know it want be easy dealing with different personalities.

 

5/14/09 – Help with ice cream party for the Six Flag reading program. These students had to read 600 minutes. About 80 students participated. I realized a media specialist’s duties are similar to a classroom teacher’s duties. We all do things outside the teaching realm. The working conditions are comparable but media specialist do not have to grade papers, complete report cards, or attend parent/teacher conferences.

 

5/15/09 – Mrs. Beasley showed me a catalog she uses to orders some of the books for the library. I think this would be a concern for a new media specialist who wouldn’t know how to order new books or which books to order. Each year the media specialist is given a budget to order new books. To make sure you order sufficient books you need to be familiar with the standards for each grade level. We talked about a parent who complained about a book titled My Brother Sam is Dead. The book is not in our library, but Mrs. Beasley was on the committee to listen to the complaint. As a new librarian I would worry about ordering a book that a parent finds objectionable. The more time I spend with Mrs.Beasley I’m beginning to see being a manager of a media center is not an easy job.

 

5/18/09 – Today the Technology committee met to discuss the Computer Refresh Project for the upcoming school year. We had to decide where to place the new computers. As a media specialist, I would need to continuously learn new technology in order to be able to keep the teachers up to date with technology. I enjoy learning and sharing what I learn with others.

 

5/28/09 – Today I helped inventory computers for disposal.  That was a lot of work. I had to check inventory tags on about 30 computers. After spending time in the media center with Mrs. Beasley there is a lot of work and responsibility involved in running a media center. A media specialist does not sit behind a desk and check out books all day long. The media center is like variety store inside a mall.

 

Library Environment- Mathews’ media center is full of books, resources, and DVDs, that complement the state standards. Students are constantly checking out books or on the computers. Mrs. Beasley taught my class and other third grade classes reference skills and geography skills to help prepare for the CRCT. Mrs. Beasley attended some of our grade level meetings to listen to us and to help us and herself prepare lesson plans.

 

Career Exploration - I would prefer to work in an elementary school library mainly because I am an elementary school teacher. The task I think I would enjoy most is being able to help others learn more technology as I learn more technology. I am interested in the academic facility.  I like working with a team of people and collaborating on ideas. I do not have preference when it comes to working with patrons. I feel that I can work with patrons that are skilled or ones with deficiencies. I taught in an inclusion class for two years and enjoyed team teaching.  At this time I have not applied for a media specialist position. I am aware of the step and procedures for applying for a job. I hope to learn more about services offered by college and university.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


Columbus Public Library

 History of the facility - The Columbus Public Library opened January 2005 with more than 3000 visitors the first day. It is located in Columbus, Georgia in an area called Mid Town. The architectural firm Robert A. M. Stern, Associates designed the building.  The library is 100,000 square feet building with two and half story building. One of the first floor rooms is devoted to children. The room is the Aflac Children’s Room which also contains the Children’s Story Room. Also on this floor is the room for Popular Material.  The second floor is the adult circulation materials.  On the second floor adults can enjoy Genealogy and Local History Department and the W.C. Bradley Memorial Reading Room (Reference Department).

Organization of collection -The children’s room is divided into Easy, Easy Fiction, Fiction, Nonfiction, Bilingual-Spanish Easy, Easy Fiction, Fiction, Nonfiction, Magazines, Parent Guide books, and Boardbooks.

Budget - The library is given a yearly budget to purchase more shelving, furniture, and equipment. The budget is submitted in January to the Board of Education for approval. The budget is submitted by each department.

Ordering Policies - The Selection Committee does orders books for the Children’s Department.

Patron Services – There are over 30 programs available for patrons to enjoy such as  Reading programs for children and teens, Story Time, Creative Kidz,  Audiotapes, Meeting Rooms, Family in the Garden, Movies, Books on Tape, Computers, Outreach programs, Online catalog, Library for the Blind and the Physically Handicapped, and the Bookmobile Services.

The code of conduct is no on display but set by the standards for most public libraries. A patron will be asked to leave by security if he or she is unruly. Patrons are trusted and respected in the facility. Patrons are free to move about to select books or to use the computers. When every a patron needed help, someone helped or answered a question respectfully.

 

The prep room is located on the Children’s Room. This is where the media specialist prepares for programs such as Story Time, Tiny Tales, Time for Tots, Creative Kidz, or other programs.

 

Self Analysis

June 1, 09 - Today was my first lab visit to the Aflac Children’s Room. I arrived at 10:30 and feeling pretty excited about learning how the children’s department is organized in the public library.  Ms. Lyn Seaman, Media Specialist, talked about activities and ideas I could perform during my lab visit. She expressed a need for books to be reshelved for circulation. Reshelving books was my first duty in the public library. There were at least 60 – 80 books that needed to be placed back on the shelf. I was hoping to shadow Ms. Seaman and learn more about her job. Ms. Seaman seemed sort of flustered because she found out that Story Time was scheduled.  She is the only certified librarian in the children’s department.  Fortunate for her no one came, but sort of sad that children where missing a great opportunity to have a fantastic book read to them. After we talked I got a cart of books and began shelving. The books on the cart were already in order for the shelves which made it a little easier and faster. I had to really concentrate on the call numbers to make sure I put the books in the correct place. The children’s room is divided into Easy, Easy Fiction, Fiction, Nonfiction, Bilingual-Spanish Easy, Easy Fiction, Fiction, Nonfiction, Magazines, Parent Guide books, and Boardbooks. So there were a lot of section and books and books to put away. I noticed by back was beginning to hurt from bending. I didn’t realize that many children used the public library. Ms. Seaman said the summer is the busiest time for them. I had hoped to spend more time with Ms. Seaman. At 11:05, I went into the Aflac Story Room to observe Tiny Tales ages 0 -24 months. Ms. Seaman was great with the children. She was very animated when she sang and read to the children. After she read her books, the children had experimental time with puppets and musical instruments.  While the babies and toddlers moved around the room, I got a puppet and played with the children. After leaving Tiny Tales I went back on the floor. The library is managed very well. The patrons that were visiting knew the rules. The children’s area was very quiet. There were not many children in that day to check out books. Most of the children there were on the computers playing games. Later in the day Ms. Seaman asked me to make new displays for the selected books on display.  Ms. Seaman gave me a few titles and I had to create the remaining titles. So, I walked the aisles and found books I thought would peak children’s interests. I enjoyed being given that responsibility and allowed to be creative. As I was leaving the library and thinking about all the activities that had taken place today, I learned the public library is a busy place like a classroom. Ms. Seaman was active all morning. There wasn’t any spare time for her to sit and talk. The only time she got a break was when she left for lunch. Her schedule made me aware of the many different tasks that are involved in being a media specialist. My day in the public library reminded me of my classroom.

June 4, 09 – I discovered from my first visit that the Children’s Room in the library is like a grand size classroom minus the graded papers.  A media specialist has to have a lot of stamina, patience, continuous learning and creativity.  My assignment today was to complete the displays. As I was working on the displays I was stopped several times by patrons that needed help. Some of the questions I could answer and some I couldn’t. The questions I couldn’t answer I had to direct them to the volunteer who comes regularly. I enjoyed the experience of helping someone find what they needed. This is when I learned a media specialist is stopped several times in the middle of doing something to answer a question just like a teacher is interrupted. The displays took longer than I thought, but I was able to complete the tasks. Ms. Seaman was alone today in the library. Her coworker came today but had to leave because she was sick. Ms. Seaman seemed a little discouraged because the library is short staffed and has been for a while. Her crestfallen demeanor made me think about myself on the days when there is so much to do and there isn’t a second person to help. I stayed longer than I was scheduled. Ms. Seaman and I got a few minutes to talk. She was very apologetic when she answered my questions. Being short staffed is a problem that I would expect to encounter being a new media specialist. To help myself with this problem, I would try to prioritize the important to the least important.

 

Log sheets and field assessment sheets are below:

 

 

 

 

 

 

 

 

 

 

 

 


Posted by sammons10 at 7:33 PM EDT
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Lab report
Topic: Lab report
 

Posted by sammons10 at 7:28 PM EDT
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Journal- lab visits
Topic: Journal- lab visits

 

 

 

 

 

 

 

 

 

 

 

 

Tracie Sammons

Journal

EDUT 6115

Summer 2009

 

Mathews Elementary- Mrs. Beth Beasley, Retired Media Specialist

 (May 28, 2009)

 

 

 

Columbus Public Library- Ms. Lyn Seaman, Media Specialist

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Statement of Educational Philosophy-The media center plays an important role in the educational development of students. The media center can foster a love for reading by establishing a climate that is inviting and friendly. In today’s media centers students come for more than to check out books, they come for the technological aspect and to become informational literate. The media specialist should be seen as an instructional partner that helps teachers prepare for standard based lessons. A well established media center is equipped with resources for teaching and learning that enhance the curriculum. The media center should be seen has an extension of the learning environment.

 

 

Journal

 

Mathews Elementary

 

History of the facility -Mamie J. Mathews Elementary was originally named Lynch Road School in Midland, Ga. The school was renamed on May 11, 1959 to Mamie J. Mathews in honor of Mrs. Mathews who taught there for many years.  The library has undergone several renovations. The last change took place in 2005. Students are allowed to visit the library once a day or unless a student has a note form a teacher. Students are encouraged to come to the media center for research or to complete projects. The media specialist often put students’ projects on display. Code of conduct is not posted but students are told the rules and what is expected. Students are given a reasonable amount of time to select a book. If a child seems to be playing the child is spoken to and hopefully the misbehavior is corrected.  A student that continues to misbehave is sent back to the classroom. Some students are restricted from the library for serious infractions. In the back of the Media Center there is a work room for faculty to use. Presentations and faculty meeting are often held in the Media Center.

 

 

 

Organization of the collection – The books are categorized by Easy, K &1st grade leveled books are in a cart,  Accelerated Reading Books are separated by level of difficulty and coded with stars and colored dots to indicate reading level, fiction, nonfiction, reference books, and fiction paper backs.

 

Ordering policies – Books are ordered based on Standards.

 

Patron Services -   Destiny is the automated card catalog system and can be accessed from any computer; students are allowed to check out two books at a time, Accelerated Reading Program, and the Six Flags Reading Program.

 

Budget – The budget is based on the number of students and the Board of Education decides how much money is allotted for the Media Center’s budget.

 

Self Analysis

 

  5/7/09- Today was my first day learning about the media center. Mrs.Beasley asked me to help her with the Accelerated Reading program ice cream party celebration. I helped her set up for about 30- 40 students. These students reached a goal set by the state standards. We had to scoop ice cream for the students, luckily parents came to help. That would have been a lot of work for one person to do alone. I see to do this job you need a lot of stamina to sustain all the activities that go on in one day. I think I would enjoy interacting with more than 18 students. A media specialist gets to know the entire school population.

 

5/12/09 – Today I helped shelf some more books. Mrs. Beasley talked about budgeting and the Media committee. I am on the Technology and Media Committee. The committee decides where to place computers in the school. The committee has a teacher from each grade level participate. After talking to Mrs. Beasley I think I will enjoy working with all the faculty members in a school. I know it want be easy dealing with different personalities.

 

5/14/09 – Help with ice cream party for the Six Flag reading program. These students had to read 600 minutes. About 80 students participated. I realized a media specialist’s duties are similar to a classroom teacher’s duties. We all do things outside the teaching realm. The working conditions are comparable but media specialist do not have to grade papers, complete report cards, or attend parent/teacher conferences.

 

5/15/09 – Mrs. Beasley showed me a catalog she uses to orders some of the books for the library. I think this would be a concern for a new media specialist who wouldn’t know how to order new books or which books to order. Each year the media specialist is given a budget to order new books. To make sure you order sufficient books you need to be familiar with the standards for each grade level. We talked about a parent who complained about a book titled My Brother Sam is Dead. The book is not in our library, but Mrs. Beasley was on the committee to listen to the complaint. As a new librarian I would worry about ordering a book that a parent finds objectionable. The more time I spend with Mrs.Beasley I’m beginning to see being a manager of a media center is not an easy job.

 

5/18/09 – Today the Technology committee met to discuss the Computer Refresh Project for the upcoming school year. We had to decide where to place the new computers. As a media specialist, I would need to continuously learn new technology in order to be able to keep the teachers up to date with technology. I enjoy learning and sharing what I learn with others.

 

5/28/09 – Today I helped inventory computers for disposal.  That was a lot of work. I had to check inventory tags on about 30 computers. After spending time in the media center with Mrs. Beasley there is a lot of work and responsibility involved in running a media center. A media specialist does not sit behind a desk and check out books all day long. The media center is like variety store inside a mall.

 

Library Environment- Mathews’ media center is full of books, resources, and DVDs, that complement the state standards. Students are constantly checking out books or on the computers. Mrs. Beasley taught my class and other third grade classes reference skills and geography skills to help prepare for the CRCT. Mrs. Beasley attended some of our grade level meetings to listen to us and to help us and herself prepare lesson plans.

 

Career Exploration - I would prefer to work in an elementary school library mainly because I am an elementary school teacher. The task I think I would enjoy most is being able to help others learn more technology as I learn more technology. I am interested in the academic facility.  I like working with a team of people and collaborating on ideas. I do not have preference when it comes to working with patrons. I feel that I can work with patrons that are skilled or ones with deficiencies. I taught in an inclusion class for two years and enjoyed team teaching.  At this time I have not applied for a media specialist position. I am aware of the step and procedures for applying for a job. I hope to learn more about services offered by college and university.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


Columbus Public Library

 History of the facility - The Columbus Public Library opened January 2005 with more than 3000 visitors the first day. It is located in Columbus, Georgia in an area called Mid Town. The architectural firm Robert A. M. Stern, Associates designed the building.  The library is 100,000 square feet building with two and half story building. One of the first floor rooms is devoted to children. The room is the Aflac Children’s Room which also contains the Children’s Story Room. Also on this floor is the room for Popular Material.  The second floor is the adult circulation materials.  On the second floor adults can enjoy Genealogy and Local History Department and the W.C. Bradley Memorial Reading Room (Reference Department).

Organization of collection -The children’s room is divided into Easy, Easy Fiction, Fiction, Nonfiction, Bilingual-Spanish Easy, Easy Fiction, Fiction, Nonfiction, Magazines, Parent Guide books, and Boardbooks.

Budget - The library is given a yearly budget to purchase more shelving, furniture, and equipment. The budget is submitted in January to the Board of Education for approval. The budget is submitted by each department.

Ordering Policies - The Selection Committee does orders books for the Children’s Department.

Patron Services – There are over 30 programs available for patrons to enjoy such as  Reading programs for children and teens, Story Time, Creative Kidz,  Audiotapes, Meeting Rooms, Family in the Garden, Movies, Books on Tape, Computers, Outreach programs, Online catalog, Library for the Blind and the Physically Handicapped, and the Bookmobile Services.

The code of conduct is no on display but set by the standards for most public libraries. A patron will be asked to leave by security if he or she is unruly. Patrons are trusted and respected in the facility. Patrons are free to move about to select books or to use the computers. When every a patron needed help, someone helped or answered a question respectfully.

 

The prep room is located on the Children’s Room. This is where the media specialist prepares for programs such as Story Time, Tiny Tales, Time for Tots, Creative Kidz, or other programs.

 

Self Analysis

June 1, 09 - Today was my first lab visit to the Aflac Children’s Room. I arrived at 10:30 and feeling pretty excited about learning how the children’s department is organized in the public library.  Ms. Lyn Seaman, Media Specialist, talked about activities and ideas I could perform during my lab visit. She expressed a need for books to be reshelved for circulation. Reshelving books was my first duty in the public library. There were at least 60 – 80 books that needed to be placed back on the shelf. I was hoping to shadow Ms. Seaman and learn more about her job. Ms. Seaman seemed sort of flustered because she found out that Story Time was scheduled.  She is the only certified librarian in the children’s department.  Fortunate for her no one came, but sort of sad that children where missing a great opportunity to have a fantastic book read to them. After we talked I got a cart of books and began shelving. The books on the cart were already in order for the shelves which made it a little easier and faster. I had to really concentrate on the call numbers to make sure I put the books in the correct place. The children’s room is divided into Easy, Easy Fiction, Fiction, Nonfiction, Bilingual-Spanish Easy, Easy Fiction, Fiction, Nonfiction, Magazines, Parent Guide books, and Boardbooks. So there were a lot of section and books and books to put away. I noticed by back was beginning to hurt from bending. I didn’t realize that many children used the public library. Ms. Seaman said the summer is the busiest time for them. I had hoped to spend more time with Ms. Seaman. At 11:05, I went into the Aflac Story Room to observe Tiny Tales ages 0 -24 months. Ms. Seaman was great with the children. She was very animated when she sang and read to the children. After she read her books, the children had experimental time with puppets and musical instruments.  While the babies and toddlers moved around the room, I got a puppet and played with the children. After leaving Tiny Tales I went back on the floor. The library is managed very well. The patrons that were visiting knew the rules. The children’s area was very quiet. There were not many children in that day to check out books. Most of the children there were on the computers playing games. Later in the day Ms. Seaman asked me to make new displays for the selected books on display.  Ms. Seaman gave me a few titles and I had to create the remaining titles. So, I walked the aisles and found books I thought would peak children’s interests. I enjoyed being given that responsibility and allowed to be creative. As I was leaving the library and thinking about all the activities that had taken place today, I learned the public library is a busy place like a classroom. Ms. Seaman was active all morning. There wasn’t any spare time for her to sit and talk. The only time she got a break was when she left for lunch. Her schedule made me aware of the many different tasks that are involved in being a media specialist. My day in the public library reminded me of my classroom.

June 4, 09 – I discovered from my first visit that the Children’s Room in the library is like a grand size classroom minus the graded papers.  A media specialist has to have a lot of stamina, patience, continuous learning and creativity.  My assignment today was to complete the displays. As I was working on the displays I was stopped several times by patrons that needed help. Some of the questions I could answer and some I couldn’t. The questions I couldn’t answer I had to direct them to the volunteer who comes regularly. I enjoyed the experience of helping someone find what they needed. This is when I learned a media specialist is stopped several times in the middle of doing something to answer a question just like a teacher is interrupted. The displays took longer than I thought, but I was able to complete the tasks. Ms. Seaman was alone today in the library. Her coworker came today but had to leave because she was sick. Ms. Seaman seemed a little discouraged because the library is short staffed and has been for a while. Her crestfallen demeanor made me think about myself on the days when there is so much to do and there isn’t a second person to help. I stayed longer than I was scheduled. Ms. Seaman and I got a few minutes to talk. She was very apologetic when she answered my questions. Being short staffed is a problem that I would expect to encounter being a new media specialist. To help myself with this problem, I would try to prioritize the important to the least important.

 

Log sheets and field assessment sheets are below:

 

 

 

 

 

 

 

 

 

 

 

 


Posted by sammons10 at 11:25 AM EDT
Post Comment | Permalink | Share This Post
Access-Internet Filtering
Topic: Access-Internet Filtering

1.       

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Access-Internet Filtering

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Paper submitted as partial fulfillment for EDUT 6115

Tracie Sammons

June 1, 2009

 

 

 

 

 

 

2.       

 In and effort to solve the problem concerning the  transmission of pornographic or sexually explicit materials to minors, libraries have battled with the problematic content on the Internet and deliberated whether filters will solve the problem. This matter is affecting big cities and rural communities. Who does the responsibility of Internet filtering fall upon? Is it the responsibility of the libraries, school systems, or the government to monitor websites that children have access to when searching for information. Local libraries are feeling the pressure to install mandated filtering software.  McCarthy 2004 states the following:

 “Accompanying the explosive growth of the Internet have been concerns  about protecting children form viewing pornographic and other harmful images through cyberspace”. In the past few years, Congress has passed several acts to censor Internet sites available to children, but only the Children’s Internet Protection Act (CIPA) has received Supreme Court endorsement to date.”

The CIPA focuses on minors receiving and viewing inappropriate Internet transmissions. Unlike pervious laws that focused on those transmitting pornographic or sexually explicit material to minors; criminal penalties were placed on those who committed such crimes. “Signed into law in 2001, CIPA requires public libraries and school districts receiving federal technology funds to enact Internet safety policies that protect children from access to obscene or pornographic images or other visual depictions harmful to minors”

3.       

(McCarthy, 2004). In essence, school and public libraries receiving federal funds for technology must install filtering software on their computers in order to receive federal subsides.  The CIPA doesn’t single out which filters must be used and requires that the filters can be disabled in certain situations for adult patrons. In more recent rulings the Supreme Court strengthened the discretion of public school personnel to reduce students’ lewd and vulgar expression and to censor expression in school-related activities for academic reasons. Public schools have the authority to adopt filtering software for school computers and most parents feel that it is the responsibility of the school to protect their children from viewing obscene materials. Filtering software is widely used across the nation, but not all districts have chosen to filter. “In fact, 53 percent of school libraries filter Internet access. In public libraries, the figure is much smaller: 21 percent” (Curry & Haycock,2001). Schools are more likely to use filters on all terminals, 49 percent of school libraries use filtering software on all library computers, and public libraries drops to five percent.  Public libraries that filter some computers have written comments indicating that filtered terminals are located in the youth areas. “School libraries got an earlier start with filtering software. Forty-six percent of schools with filters had installed them before 1999, compared with 33 percent of public libraries” (Curry & Haycock, 2001).   Regarding school libraries 36 percent of them have no plan to use filtering software on computers.  The number drops somewhat in high school, 33 percent, and increases somewhat in middle school, 41 percent.  Thirty-nine percent of elementary schools are not in the process to

4.       

utilize filtering software access. In the public libraries, the figures is considerably higher, 69 percent, do not plan to install filtering software. The public and school libraries both have initiated the Acceptable Use Policy whether they filter or not.

Children often access Internet sites mistakenly through inaccurate searches for Web sites that are deceptive when children use childlike words such as toys, Britney Spears, Disney, Poke’mon, and real-time instant messages linked with sexual predators.

Olagunju 2006 states the following:

According to the U.S. National Center for Missing and Exploited Children (NCMEC 2008) about twenty percent of youngsters ages 10-17 who frequently use the Internet have been sexually importuned online, and about twenty-five were reluctantly exposed to material of naked people and sexual engagements.

Many pornographic sites abuse trendy names of children’s materials to confuse the Internet search engines. Child pornography is on the rise due to increased availability   and use of the Internet by youths. There are live photos of children and software that make distasteful animated images of minors on the internet. Images enhancing software makes it easier to create and share pornographic materials by way of the Internet. The libraries most important objective is to

provide patrons with the needed information in a timely manner and in the least restrictive environment.  Filtering often creates an issue when trying to

 

5.       

access websites that are blocked by the network administrator. Some Internet filters underblock, making inappropriate sites accessible or they overblock, preventing access to appropriate sites. Overblocking Web sites can deny access to legitimate medical Web sites. A better choice for filtering is to use text filters in school libraries. The accessed Web contents are monitored by filtering on specific text entries. Many students are tech savvy and skilled at knowing how to disable or work around the filter. Installing filtering software often gives media specialists, administrators, parents, and legislators a false sense of security.   Several filtering software companies offer options for allowing access to blocked Web pages. “School librarians report that they often must go through their school local network administrator to have this done” (Schmidt,2008).This process can take hours, days, or weeks before the librarian knows if admittance has been granted. Sometimes the permission isn’t granted.  The patron is losing valuable time while waiting to see if availability to the Website is permitted. “I was concerned that students would rise in revolt after having Internet sites blocked as they searched for information” (Johnson, 2005). The filtering technology is difficult to maintain because of the speedy growth of obscene Web sites. “Content recognition is the latest filtering technology that employs the concepts of artificial intelligence such as neural network used to provide a more comprehensive content screening”( Olagunju,2008).

Children can access the Internet from homes, schools, libraries, cyber cafes, private and public sources. “Youngsters who access pornography on the

6.       

Internet often hurriedly shift or minimize the computer screen as an adult enters the room” (Olagunju, 2008).  Some children erase daily history.  Internet filters do not always block inappropriate Web sites from being accessed by children.

“The government has taken the position that the filtering technologies are not effective at screening out every inappropriate Web site” (Olagunju, 2008). Children’s behavior is positively or negatively affected by friends, parents, family, teachers, and even strangers. Various sources of security and involvement are required to protect children from obscene and pornographic materials on the Internet. Some churches and schools have installed Internet programs that scrutinize and record sites visited by children and members.

The Internet is a wonderful tool for retrieving information, manage personal finances, shop online, listen to music, watch movies, communicate, and much more. Children should be monitored when engaging in any activity on the Internet. It is extremely important for parents, teachers, and media specialists to be proactively involved in teaching children about the dangers of e –mailing, chat rooms and sites such as FaceBook and MySpace. Educate children about viewing Web sites that are inappropriate. It is important to teach children to use search engines that are child friendly.  The combination of teachers, librarians, parents, and training on accessing the Internet with the help of filters and

legislation are  the solutions to eliminating indecent child pornographic materials on cyberspace.

 

7.       

References

Curry, A. & Haycock, K. (2001). Filtered or unfiltered: Online submission,

            (Eric Document Reproduction Service No. EJ3625144) Retrieved

            May 20, 2009, from ERIC database.

Johnson, D. (2000). Maintaining intellectual freedom in a filtered world:

            Online submission, (Eric Document Reproduction Service No.EJ697382)

            Retrieved May 19, 2009, from ERIC database.

McCarthy, M.M. (2004). Filtering the Internet: The Children’s Internet Protection          Act. EducationHorizons, 108-11.

Olagunju,A. (2008). Harmonizing the Interests of Free Speech, Obsentiy        

            and Child Pornography on Cyberspace: The New Roles of Parents,

            Technology and Legislation for Internet Safety. Online submission, (Eric

            Document Reproduction Service No.ED502269) Retrived May 20, 2009,

            from ERIC database.

Schmidt, C.M. (2008, March). Those interfering filters! How to deal with the

            reality of filters in your school library. Library Media Connection, 54-55.

 

 

 

 

 

 


Posted by sammons10 at 11:21 AM EDT
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Journal Review
Topic: Journal Review

 

 

 

 

Tracie Sammons

EDUT 6115

Summer 2009

Journal Reviews

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 (1) American Libraries

       Mountain Press Publishing Co.

       1301 S. 3rd St. W.

       Missoula, MT 59801

 

 

American Libraries is a journal published 10 times a year by the American Library Association.  American Library Association members receive the magazine as perquisite of membership. Members can receive bound journals or access full text articles through varies searchable databases.  American Libraries magazine prints information that is essential to librarians or library services. American Libraries is all-inclusive magazine dedicated to helping media specialist improve the library services, professional development, promote libraries, and literacy. Each issue has content, column, and informative articles.

  • AL Focus – ALA information, USA and International, Tech News, and Newsmaker and Featured Videos.
  • Current News – Has articles like Milwaukee Group Seeks Fiery Alternative too Materials Challenge and Tennessee Schools Unblock LGBT Website Following Lawsuit.
  • Columns– Feature the Internet Librarian and Youth Matters
  • Calendar – Lists ALA Events, ALA Courses, ALA Chapter Conferences, and Online Courses.

 

I read the article It’s Pink Slip Season for California School Librarian. This article looked at board layoffs across the California School District and it’s predominate layoffs for media specialists. In Modesto they cut 8.5 media specialists and eight library assistants. Corona-Norco Unified School District issued pink slips to its five high school media specialists. In Madera Unified School District, media specialists are speaking up and making protest signs to sway decision makers.  A school library advocate laments too few connects the dots between school-library quality and student success. After I read this article I thought about the budget cuts taking place in Georgia’s educational system and how important it is for our legislators to understand how indispensable library media specialists are to the educational development of students.

 

This magazine is a great resource for professional development and information that affect media specialists.

 

 

 

 

 

 

(2) School Library Journal

     Xlibris Corporation

     1663 Liberty Drive

      Suite 200

      Bloomington, IN 47403

 

 

School Library Journal (SLJ) is the leading print magazine serving media specialist who work with young group of people in schools and public libraries.  It mission is to provide librarians up-to-date information needed to incorporate libraries in to the curriculum, technology, reading, literary information. SLJ is the leading authority reviewer of children’s and young adult books, audio, video, and Web sites. The magazine and Website provides subscribers the necessary information in making purchasing decisions. In September 1954 the magazine title was Junior Libraries in the pages of its parent publication, Library Journal, later the magazine gained its independence and a new name School Library Journal that is published monthly.

 

Each issue contains sections titled Features which contains Cover Story, Focus On, TechKnowledge, Reviews, Columns, and Top Stories. The section Cover Story includes articles like A Tall Tale, The Evidence- Based Manifesto, and Start Your Search Engines. The other sections are called TechKnowledge, Columns, and Top Stories. They include Editorials and articles such as Carrie on Copyright, The Gaming Life, and Under Cover. The Review section is subdivided by Multimedia Review, Digital Resources, Reference, and The Book Review.  The Book Review section categorizes reviews for Preschool to Grade 4, Grades 5 & Up, Adult Books for High School Students, Professional Reading, Author/Illustrator Index, Title Index, and Book Review Stars.

 

The article I read titled Tuned-in Teenagers in the TechKnowledge section summarized the activities that teen participated in during Teen Tech Week in various libraries.  Teen Tech Week was sponsored by Young Adult Library Services Association (YALSA). YALSA encourage media specialists to create their own activities, persuading them with a grant of $450.00 plus $50.00 promotional goods. At the Bluford branch of the Kansas City Public Library, teens were treated to an evening “Lock-In”. The teens got unlimited use of computers and video gaming. The lock-in gave them the opportunity to take over the library.

 

 

 

 

 

 

 

 

 

 

(3) Library Media Connection

     Linworth Publishing, INC

     PO Box 1911

     Santa Barbara, CA

     93116-1911

 

 

 

Library Media Connection (LMC) is a professional magazine for school library media specialists and technology specialists. The publishing company blended its predecessors The Book Report, Library Talk, and Technology Connection. LMC conveys information, professional development, and educator-developed books and technology reviews seven times each school year. The focus of LMC is to support media specialists, technology specialists, classroom teachers, reading and literacy specialists in areas of the curriculum, student achievement, and the diverse learning communities. LMC is a resource of ideas and information.

 

The issues contain Feature Articles like Getting Started with Graphic Novels in School Libraries, Collaboration: Finding the Teacher, Finding the Topic, Finding the Time, and Valentine’s Day: A Brief History. Departments contain Editor’s Notes, Tips & Other Bright Ideas, Listen Up! What’s New in Audiobooks, and Copyright Questions of the Month. Sections that contain Mini Theme: Books and Boys, Technology Connection, and Reviews.

 

I found the article Getting Started with Graphic Novels in School Libraries very educational. The definition for a graphic was unclear to me, but after reading this article I have a clear understanding. I remember seeing my third grade students read a graphic novel tilted Bones. I thought it was just a large comic book. But after reading this article I understand graphic novels are different from comic books. Graphic novels usually contain a story with a beginning, middle, and end. They may be part of a series, but each volume typically contains a complete story. Graphic novels encompass many different genres.

 

I enjoyed perusing through LMC. I found some of the articles informative and easy to read.

 

 

 

 

 

 

 

 

 

 

 

(4) Library Sparks

     Lab Safety Supply Inc

     Upstart Publication

     401 S. Wright Road

     Janesville, WI 53547

 

 

Library Sparks publishes ready-to-use articles for teaching library and literacy skills. The articles are mainly written for elementary and children’s media specialists. Library Sparks is published nine times a year. The contents include departments such as So Many Books, Freebies, Doodads, & Helpful Hints, Technology, Meet the Author, Author Extension, Curriculum Connection, and Keep ‘em Reading these contents are the same in each volume.

 

This volume featured author Patricia Polacco in Meet the Author segment. The author interviewed Ms.Polacco. He asked her for question about her life and when did you start creating children’s books professionally? Then some of her books were featured and the author asks her a question pertaining to a certain book.  The next segment, Author Extensions, continues to highlight Patricia Polacco and her books and suggested activities for selected books. For instance, after a media specialist or teacher has read the book Oh, Look!. Library Sparks suggested a reader’s theater presentation. This activity invites student to work together to prepare to read the story to a kindergarten class. The small group is assigned different parts like the narrator, draw a picture of the ogre, and three students take the part of the goats.

 

I think a media specialist would find Library Sparks magazine a great resource for literacy activities. The activities are engaging and practical. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 (5)School Library Media Activities Monthly

      Libraries Unlimited

      PO Box 1911

      Santa Barbara, CA 93116-1911

 

 

 

School Library Media Activities Monthly (SLMAM) focuses on supporting K–12 school media specialists as they plan units and lessons with teachers.  SLMAM articles are designed to help strengthen information literacy skills, research procedures, promote the integration of technology, and other resources.  The articles are written by library media professionals.  SLMAM welcomes unsolicited articles and reader contribution to all columns and departments. The magazine is published monthly except July and August.

 

Each volume contains Features and Columns. Features section has a page labeled Use This Page. This page featured Books with Courageous Protagonists and a book lists with accompanied SLMAM Lesson Plans. The theme activity was “Male and Female Courageous Protagonist Project”. There were various book titles listed with protagonist characters for example: Frindle, Touching Spirit Bear, and Thunder Cave.  There were many sections listed under Columns. They were Editorial, Editorial Policy, Activities Almanac, and Into the Curriculum.

 

I particularly liked the section called Connect the Book. This segment suggested books based on a theme. The theme for this volume connects to children’s picture books and information books about divorce. Several books are listed to help teachers, parents, counselors, and media specialists talk about divorce with students whose parents are divorced or considering divorce.

 

 

 


Posted by sammons10 at 11:12 AM EDT
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