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This article suggests several approaches which can be used to help students build civic knowledge skills, and attitudes at school. Certainly library media teachers (LMTS) systematically build resources to support civics, history, and government classes. Even more effective, co-curricular planning with the teachers responsible for these subjects can help an instructional team identify the common goals in California's disciplinary frameworks. When fixed library schedules limit collaboration time, realistic LMTS integrate classroom content by running a parallel curriculum in the library with minimal teacher cooperation. Moderated discussions of issues in school increase students' critical thinking communication skills, interest in politics, and even their discussion of current events outside school. When students' volunteering for local community groups and organizations is Integrated with school-organized service and core curriculum, students' civic attitudes and skills develop broadly. Participation in extracurricular high school activities builds knowledge of the First Amendment and correlates with adult citizenship behaviors.

This article discusses how school librarians can exploit Web tools to leverage teacher collaboration. Start by mapping the functions of specific tools against curricular goals and the methods that each teacher favors. Do it in a Word table or an Excel spreadsheet. Some tools synchronize with the linear sequential thinkers whose assignments live right at the bottom of the Bloom's Taxonomy. Certain teachers favor the Wal-Mart approach, where you line up the resources and leave. Other teachers believe they are teaming with you when they return their library books on time. And maybe your principal has one guiding rule for professional development: no cost. Occasionally you will be lucky and identify a kindred spirit who is thrilled with a student's unexpected achievement, is curious at just about everything, and stays in the library during a prep period to help you teach the class. Your thoughtful selection of the right free or inexpensive technology pool will pry open that collaboration door or nail that two-by-four to support a team.

Focuses on the seven elements that can help students learn to apply powerful cross-disciplinary skills of visual, news media and information literacy to analyze political issues. Factors that comprise news-media literacy; Tool that can gather rich visual data for the observer; Idea behind semiotics.

The article offers information on the National Educational Technology Standards for Students (NET-S) released by the International Society for Technology in Education (ISTE) in 2007. It notes the key areas of NET-S including creativity and innovation, critical thinking and decision making. It also mentions the issuance of the National Educational Technology Standards for Teachers (NETS-T) which involves the ways on how to integrate educational technology on the learning process of the students.

The author discusses the significance of developing ethics policy in schools, with emphasis on involving the community in constructive policies about handling plagiarism. The author argues that students should learn to use school libraries and conduct lessons on notetaking, paraphrasing and citing sources with specific grade-level projects. Moreover, schools that implement such policy is expected to gain benefits as it establishes civic knowledge, skills, and attitudes.

The article presents views of the author about library media programs in schools. As the administrator of an effective library media program, the task of the author is to supervise a facility that offers systematic access to information for learning and to orchestrate "comprehensive and collaborative long-range strategic planning" so that students become independent learners and information literate citizens. To achieve bottom-line administrative effectiveness. One can argue that providing access to resources is the basic mission of a school library.

Focuses on the database culture of libraries in the U.S. Online catalog records; Navigation of visitors to libraries' Web page.

Focuses on information literacy from kindergarten through graduate school. Teaching information literacy as enthralling work and understanding that it is a transformational process; Evaluation and use of information for personal, social or global purposes; Creation of a classroom of respect where students can draw on their intuitive understandings.

Discusses the use of tools for teaching methodology to enhance collaborative teaching and learning on the Web. Explanation of technology concepts or process by online presentations; Use of flow charts by teacher-librarians to increase interest of students; Ability of teacher for collecting and organizing resources on Web; Support of teacher-librarians to inquiry.

Provides information on several education professors in the U.S. in 2005. Debbie Abilock; Doug Johnson; David Loertscher; Jamie McKenzie; Ross Todd.

The article offers tips on how teachers in the U.S. teach students to take notes during research process. It suggests that teachers direct students to read through sources in order to overview topic and identify common knowledge. It notes that they ask students to chunk their hunches from the entire key source without summaries but labeled with word or two that finish the sentence. It mentions the importance of demonstrating how to tackle the reading challenges that students will face.

A personal narrative is presented which explores the author's experience of teaching a school in Denver, Colorado and how to better utilize the library and create a uniform curriculum for all classes and grades that encourages consistency in library use and research.

Provides strategies for conference goers. Collection of catalogs and software from exhibits, copies of journals and magazines, handouts from workshops and brochures from site visits; Items that need to bring during conferences; Need to engage in a conversation with a complete stranger, either in a booth, or at a session or meeting.

In this article the author presents her experience of a visit to the Rocky Mountain National Park, Colorado to see the alpine tundra flower. At first glance it looked like Mars, rocky and barren. Biologically adapted to protect themselves from the bitter winds, these low, hardy plants were protected by the park's signs, which cautioned visitors not to tread on the tundra, since some of these plants would flower only after years of protected growth. In today's cold climate of flawed, scientifically based practice, these alpine flowers are struggling to survive in an inhospitable landscape.

Describes the reactions of several school librarians in the U.S. on the alternative terms used to designate their functions. Reference to school librarians as library media specialists, information specialist, distance learning coordinator and teacher-librarian; Other roles as instructional partner, information specialist and program administrator.

Presents the conference listings of the National Professional Organizations in the U.S. Alliance for a Media Literate America; American Association for the Advancement of Science; American Association of Physics Teachers; American Historical Association; American Library Association; Association of Supervision and Curriculum Development.

The article discusses how students should cite sources used in research papers that come from the internet, particularly commenting on the differences between static and dynamic Uniform Resource Locators (URLs). It addresses manuals of styles' approaches to internet citation, evaluating sources through top level domains, and teaching students to parse URLs.

The article presents a teacher's tool for lessons in seeking inquiries and looking at the details of a map. It guides and directs the teacher on the processes and activities of the lesson. The guide is presented in question types with instructions and is expected to engage the students in the lesson and motivates student participation as it can trigger open-ended class discussions.