A Publication of the Florida Association for Media in Education

Winter 2006 | Volume 31 | Number 2

 Florida Media Quarterly is the official publication
of the Florida Association for Media in Education,
Inc., and is published at least four times
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Interested persons are invited to submit material
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the accuracy of text submitted; contributors are
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responsible for the accuracy of material,
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including references, tables, etc., and for
April 2-8, 2006 obtaining necessary releases. The opinions
expressed in Florida Media Quarterly are those
National Library Week 2006 of the authors and are not necessarily those of
FAME. Articles are the property of the authors
November 1-3, 2006 indicated and any use rights must be sought
34th Annual FAME Conference from the author. All other materials may be
Disney’s Coronado Springs, Orlando, FL quoted or reproduced for noncommercial
purposes provided full acknowledgments are
October 10-15, 2006 given and FAME is notified.
Joint Conference of
Librarians of Color All members of FAME have access to FMQ
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Pat Dedicos, Editor

Florida Media Quarterly
dedicosp@educationcentral.org

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| Florida Media Quarterly | Winter 2006 |

 Volume 31, Number 2

FAME Officers 6 FEATURES

President Sandra Dunnavant
President-Elect Belinda Vose 6 Promoting a Media
Vice President Dr. James Carey Program
Secretary Vange Scivally
Nancy T. and Sherwood P. Keck
Treasurer Sherie Bargar
12 What Kind of
Board of Directors Community Member
2003-2006 Sharon Reynolds
Pattie Smith Are You?
Cecelia Solomon Donna Baumbach
Belinda Vose
2004-2007 Louise Freeman 16 Spotlight on an Author
Sandy Mann Jerusha Bosarge
Miriam Needham
Janeen Pelser 19 Richard Peck Keynote
2005-2008 Pat Dedicos at 2005 FAME
Carol Hogue 12 Conference
John Prevosk
Jacqueline Rose 20 The Media Center
Editorial Staff Through a Parent’s Eye
Pat Dedicos, Editor Lisa Bolling
Laura Symanski, Graphic Designer
20 Conference Snapshots
Production and
21 Notes for Newbies
Publications Committee
Pattie Smith, Chair Part 2
Pat Dedicos, Co Chair, FMQ Editor Angie Sapp
Mary Ellis, Co Chair
Barbara Sawyer, Region 1 23 Sunlink Technology
Harriet Moulton, Region 2 John Prevosk
Janice Cook, Region 3 24 Jim Harbin Media
Linda Payne, Region 4
Arlene Valdes, Region 5 Festival
Lou Greco 24 Janet Hallstrom
Belinda Vose
Carol McWilliams, Webmaster
Lynn Johnson
Kathy Katz
Sandra Dunnavent
COLUMNS
Publisher 4 From the President
Florida Association for Sandra Dunnavant
Media in Education
P.O. Box 560787 17 A Question of
Orlando, FL 32856-0787 Copyright
Phone: 407-275-3777 Gary H. Becker
Association Management 27 Book Reviews
Londra Mead
PO Box 560787
Orlando, FL 32856-0787 28 Legislative News
Phone: 407-275-3777 Bob Cerra
Fax: 407-275-3667
email: fame1@cfl.rr.com
Visit us on the web at
www.floridamedia.org
©2005 Florida Association for
Media in Education
| Florida Media Quarterly | Winter 2006 | Page 3 |

Sandi Dunnavant
FAME President
Patterson Elementary School,
Orange Park, Florida
sdunnavant@mail.clay.k12.fl.us
Library media specialists know that we
don’t just check out books. We realize that
our programs are valuable to students and
teachers. Still, it’s amazing to me that the
public in general, legislators and other
professionals are not aware of the amount
of academic support library media centers
provide to Florida students… “No One Is
Left Behind in Florida Library Media
Centers” is the theme that I have adopted
for FAME this year. I selected this theme
because it calls attention to this fact:
library media programs with trained
library media specialists do make a
difference in a student’s academic life.
For years FAME has responded to the
challenge of explaining the importance of
library media specialists and library media
programs. At the association level, the
FAME lobbyist makes legislators aware of
library media services and programs. The
FAME Executive Board develops ways to
publicize FAME’S agendas. FAME
members have assisted in lobbying
legislators and helped educate the public.
| Florida Media Quarterly | Winter 2006 | Page 4 |
Yet the challenge of proving the importance
of library media programs and media
specialists’ worth continues to be a challenge
because ideas about library media change
yearly in Tallahassee and in local
governments.
This is a critical year for Florida’s library
media specialists and library programming.
Accountability is no longer a buzz word. At
the 2005 FAME Conference, Bob Cerra, our
lobbyist, spoke of this. Library media
specialists may be asked to provide evidence
of the effectiveness of library media programs
in helping students achieve so that no one is
left behind. We know that our programs have
made a difference. We know that without
library media centers in schools, students lose
an edge for academic achievement. We have
to share our value.
If we are to be successful with this endeavor,
ALL FAME members must be involved this
year. The FAME Board, along with Bob
Cerra, will continue to keep our presence
alive in Tallahassee and fight for library
media specialists’ rights and funding for
library media programs. However, the support
of FAME members IS CRUCIAL.
Many of you spoke to me at the convention
and asked how you could get involved in
FAME. If you truly want to make a difference
in our profession and strengthen FAME’s role
throughout the state, help get this message out
to all…. “In Florida Library Media Centers…
No One is Left Behind.”
First, begin by answering this question: How
does my library leave no one behind? Next,
complete one or all of the following:
• Tell your local legislator, administrator,
school board, faculty, parents, and/or
students about your program and what you
have accomplished. You may think that
everyone in your school and community
knows what you are doing. Chances are
they do not! Use newsletters, posters,
 President’s Message continued from 2

newspapers, videos, letters, email, or pigeons to • Use the FAME website for information and
provide information about your library media center communication and remind colleagues to use this
and program. Each library media center in Florida is professional tool. This website is being developed to
actively working towards helping students achieve be the “eyes and ears” of our organization. Go there
academically. Florida media specialists must publicize often. Check it out and give us ideas for making it
their efforts. better.
• Attend district media association meetings. If your • Share relevant FMQ articles with teachers at your
district doesn’t have one, help establish one. There is school.
strength in numbers. Share ideas within your district
• Email pictures and/or testimonials of ways your
and help each other promote your district’s library
library media center has made a difference in the
media programs.
academic life of students to me before the conference.
• Attend the new regional meetings that FAME will be I will share these at the 2006 Conference.
hosting in the spring and form coalitions with other
• Send in an application to present at the FAME 2006
members in counties within your region. Here is
Conference. Tell others how no one is left behind in
another way to share ideas and also make our
your library media center.
organization stronger.
• Attend the 2006 Conference at Disney’s Coronado
• Write an article for FMQ describing how no one is left
Springs in Orlando. Find out what others are doing in
behind in your library media center. FMQ is an
library media centers across Florida. When you return
excellent avenue to exchange ideas about our
share this information with colleagues.
programs.
You may be unable to do all of the activities suggested. I
• Become familiar with Dr. Donna Baumbach’s Florida
understand that your time is valuable because I am an
Study. Share the results of this study with everyone
elementary media specialist. However, if all FAME
that makes decisions in your school, county, and
members picked only one of these activities and
region.
completed it, I believe the perception of what the public,
• Develop and share any documentation that shows how legislators and some educators think about what is
your program supports FCAT, No Child Left Behind, happening in Florida library media centers would change.
and other Reading Initiatives. This is extremely
Please join me. Together, let’s get this message out to
important. Whether we like it or not, we are in a data
everyone… “No One Is Left Behind in Florida Library
driven environment. If you are involved in programs
Media Centers!
which prove statistically how your library media
center is improving or has helped to improve test
scores, share your results.

| Florida Media Quarterly | Winter 2006 | Page 5 |

Promoting a Media Program
The Effectiveness of an Elementary School Media Center Incentive Reading Program
on Improving Students’ Reading Comprehension
Nancy T. Keck
Sherwood P. Keck
Osceola Elementary School
Ormond Beach, FL
T
he objective of this causal comparative study
was to determine whether a media center
based program that encourages high amounts
of pleasure or recreational reading has a positive
impact on students’ gains in reading comprehension.
This study looks at elementary students (second
through fifth grades) from a school in which the
library media center conducts a school-wide
motivational reading program called Reading Counts.
Through this program, the researcher could track the
number of books as well as the number of words that
specific students read recreationally during the
academic year. Students were categorized into three
groups based on the amount of recreational reading
that they did. Sixty to seventy students were
identified in each group. Quantitative data was
collected for the students in the form of the
Scholastic Reading Inventory (SRI) to determine the
students’ lexile levels in both a pretest and posttest.
Average improvement in lexile level was then
calculated and compared to the amount of reading
done by each group to determine if a positive
relationship exists.
| Florida Media Quarterly | Winter 2006 | Page 6 |
In an environment immersed in the national initiative of
No Child Left Behind, educators are struggling to
balance governmental mandates and the educational
interest of the children that they serve. In early grades
there is an especially strong focus on reading instruction.
The federal Reading First program provides state grants
in a sum of $900 million per year to promote
scientifically based research to provide high-quality
reading instruction for kindergarten through third graders
(U. S. Dept. of Education – The Facts, 2004). The
National Reading Panel Report, presented in 2000, stated
that effective reading instruction includes improvement
of reading comprehension by applying reading
comprehension strategies (Edmondson & Shannon,
2002). According to the Reading First program,
instructional decisions must be based on research
demonstrating that a stimulus is linked with a desired
response. Research suggests that key comprehension
strategies include such things as monitoring
comprehension, using graphic organizers, generating
and answering questions, recognizing story structure,
and summarizing (Armbruster, 2002). For this reason,
voluntary free reading or sustained silent reading during
 READING continued from 6
school hours, is being replaced in school districts by
direct instruction in an effort to improve test results
(Edmondson & Shannon, 2002).
Where does recreational reading fit into the quest to help
every student become a successful reader? Does pleasure
reading positively impact reading comprehension, and if
so, shouldn’t we strive to make sure that every student is
encouraged and inspired to develop a desire to read for
pleasure? The school library media specialist’s access to
all students as well as technology such as computer
access and school television production, puts her/him in a
key vantage point to motivate children to read.
The school library media specialist’s role is unique in that
she/he can impact the entire student population. For
students who are not transient, this influence can exist
over a period of several years. The school library media
specialist can foster students’ positive feelings about
reading, the value they place on reading and the habits
they develop concerning recreational reading. Reading
initiatives that the school library media center supports
can dramatically improve students’ abilities and interests
in reading (Baumbach, 2003).
Many educators feel that as students spend more time
reading, their reading ability is profoundly increased
(Krashen, 2002). Currently, however, according to the
National Reading Panel Report, sustained silent reading
is not considered a valid instructional practice. In fact,
the Reading First initiative requires that beginning
reading instruction includes practices that have been
scientifically validated by the panel (Pressley, Duke &
Boling, 2004). Reading First specifies that instructional
decisions must be made on the best available
scientifically based research (U.S. Dept. of Education -
Q&A, 2004).
There are a variety of previous studies involving
recreational reading or practices such as sustained silent
reading and their impact on reading comprehension, but
the majority of the studies are surveys, observations and
interviews and do not fit into the National Reading
Panel’s criteria of scientifically based research. Several of
the articles reviewed mention Stephen Krashen’s 1993
study that shows that free voluntary reading is the best
predictor of reading comprehension, vocabulary growth,
spelling ability, grammatical usage and writing style
(Abilock, 2002), (Block & Mangieri, 2002), (McCarthy,
2003), (McGriff, Harvey & Preddy, 2004), (Worthy,
Turner & Moorman, 1998).
| Florida Media Quarterly | Winter 2006 | Page 7 |
In an effort to clarify the panel’s position, Shanahan
states that there are numerous studies that show that
“children who read a lot tend to be better readers” but not
that reading leads to reading improvement. Shanahan
says, “We sought published experimental studies in
which schools had intervened in some way to encourage
students to read more and then measured student growth
in reading achievement. We found few such studies, and
most of what we did find was not very well done”
(Shanahan, 2003).
Purpose
The purpose of this causal comparative study is to show
the importance of school library media center programs
that strongly promote the joy of reading for recreation,
and that the resulting reading activity is indeed effective
in improving students’ reading comprehension.
Method
Participants
The student population for this test was a cluster sample
from Osceola Elementary School in Ormond Beach,
Florida. Osceola Elementary is a Title I school of about
435 students. The school population includes about 80%
Caucasian students and 20% minorities. Approximately
60% of the students are on free or reduced lunch. All
second through fifth-grade students were eligible for the
study. The researcher obtained permission from the
school’s testing administrator to use the school’s
Scholastic Reading Inventory and Scholastic Reading
Counts databases to retrieve information for this causal
comparative study (Scholastic, 2005). Data was gathered
on a student basis with each student assigned an
alphanumeric code in order to keep individual student
information strictly confidential. Analysis was performed
with the students grouped by grade level.
Motivational Program
Students at Osceola Elementary School participate in a
motivational reading program called Reading Counts
(Scholastic, 2005). The program is administered and
promoted by the school library media center and the
media specialist. Participation in this program is not
required at the school, and student grades are not
determined based on participation or success in Reading
Counts. It is strictly a motivational program.
 READING continued from 7
At Osceola Elementary School there are currently over 2,400 Reading Counts
quizzes available to students on a wide variety of books that include both fiction
and non-fiction.
Through Reading Counts the researcher could track the
number of books that a student had read as well as the
number of words read and the lexile level of the books.
Through the program students read a book and then take a
computerized quiz to test basic comprehension of the text.
If the student passes the quiz with 70% or better they earn
points towards prizes. Prizes include pencils, folders,
water bottles, books, t-shirts, trophies and gift cards from
local bookstores. Students not only win prizes, but are
also recognized with a certificate and an appearance on
the school’s morning television news program that is
produced by the school library media center. Pictures of
all students receiving awards are posted on a bulletin
board in the media center
At Osceola Elementary School there are currently over
2,400 Reading Counts quizzes available to students on a
wide variety of books that include both fiction and non-
fiction. Quizzes cover a wide span of lexile levels and
exist for high interest books including sports, animals and
current popular series. The students can easily identify
“Reading Counts” books since they are labeled on the
spine. The labels contain the point value, grade level and
lexile level of the book. According to the school library
media specialist, approximately 94% of the books that are
checked out by second through fifth graders are books in
the Reading Counts program. Students are encouraged to
request the purchase of quizzes for books that are not
currently in the database. Students may also write quizzes
that are then entered into the database. In fact, classroom
teachers have worked within their classrooms to create
quizzes as a class project with each student submitting a
question for the thirty-question quizzes. Books within the
program are promoted on the school’s morning television
news program. Students are also invited to book parties
when they have read a qualifying number of books in a
given booklist. 92% of the second to fifth grade students
participate in the program and 89% achieve award levels.
Reading Counts at Osceola Elementary School is
extremely popular with the students and has, from all
appearances, had a tremendous effect on encouraging
students to read outside of the normal school day.
Because of the high student participation in Reading
Counts, this database provides an accurate representation
of the students’ outside reading.
| Florida Media Quarterly | Winter 2006 | Page 8 |
Procedure
Data was collected from the school’s Reading Counts
database in order to determine the number of points
earned and books read during the school year by each
student. Using the Reading Counts database, students
were categorized into three groups at each grade level
based on the amount of recreational reading that they do.
The amount of recreational reading was determined based
on the number of points earned by students participating
in the Reading Counts program. The groups consisted (by
grade level) of students with the highest number of
points, students with the least number of points, and the
students who are in the midrange of number of points.
Reading Counts points were then converted to “Number
of Books” read using average points per book ratios
obtained from the database.
Quantitative student reading achievement data was
collected for the sample groups in the form of the
Scholastic Reading Inventory (SRI) test results. At
Osceola Elementary, the SRI is administered to all second
through fifth-grade students both in the fall and in the
spring. To determine the students’ change in lexile levels
during the school year, the end of year test score was
compared with the beginning of year test score. The lexile
framework, developed by MetaMetrics, is the most
widely adopted reading measure for comprehension in use
today (Smith, 2004). The Scholastic Reading Inventory
meets criteria for reliability and validity according to the
Florida Center for Reading Research (FCRR, 2003).
Approximately 60 to 70 students were included from each
grade level based on the availability of both the fall and
spring lexile test data from the school years 2003-04 or
2004-05.
Average improvement in lexile level was calculated and
charted for each grade level/group and compared to the
amount of reading done by each grade level/group. These
average group charts in addition to scatter diagrams by
student were used to determine if a positive relationship
exists between the amount of recreational reading that
students do and their reading comprehension growth.
Correlational analysis was also performed to quantify the
degree that the variables are related. Overall results were
furnished to the school to aid in developing future
instructional strategies and supporting media programs.
 READING continued from 8

Analysis
Two academic years were included in the study: 2003-
04 and 2004-05. Initial analysis involved grouping the
students at each grade level based on the amount
recreational reading that they had done. Students were
categorized in the bottom, middle and top groups
according to the number of Reading Counts books for
which they had earned points during the year. Students
who were among those who read the most tended to
read four times as many books as the students in the
lower groups. The data at each grade level showed that
students who did more recreational reading exhibited a
larger growth in reading comprehension skills. Scatter
diagrams were created from the student specific data to
compare books read (x variable) and reading
comprehension growth (y variable). These graphs also
supported that a relationship exists at each grade level.
Although the scatter diagrams had wide ranges of data
points, a definite linear pattern emerged in each one.
To better quantify this relationship, a regression
analysis was performed on the data correlating books
read with growth in comprehension skills. In general,
variables are considered highly related if the
correlation coefficient is above 0.65, moderately
related if it is between 0.35 and 0.65, and not related if
the coefficient is below 0.35. Due to the complexity of
variables related to academic achievement, a positive
correlation even in the moderate range (0.35 – 0.65)
would indicate a significant degree of relationship
between recreational reading and gains in reading
comprehension. In this study, the correlation
coefficients for grades two through five were 0.52,
0.63, 0.59 and 0.43 respectively.
Statistical significance (whether a correlation reflects a
true statistical relationship or only a chance one with
no relation) is determined by comparing the correlation
coefficient as related to given probability levels and
given sample sizes. The sample sizes in this study
ranged from 55 to 71 data points. With this sample
size, one can say with a greater than 99% confidence
that a correlation exists since the coefficient is greater
than 0.33 (Gay & Airasian, 2003). These values verify
that a significant positive relationship does exist
between recreational reading and growth in reading
comprehension skills.

| Florida Media Quarterly | Winter 2006 | Page 9 |

 Promoting Reading continued from 9

Media specialists often talk about instilling a “love of reading” in their students.
When this “love of reading” manifests itself as students engaging in recreational
reading then their increased growth in reading comprehension can be expected.

Finally, line fit plots were created for each grade level’s
set of data using the regression analysis software. Again,
these results clearly showed that as students engage in
more recreational reading, their growth in reading
comprehension can be expected to increase. Students
who were heavily involved in the library media center
motivational program could expect to notice marked
improvements in their reading comprehension. In each
case, the predicted Y-Value (student comprehension
growth) increases as the students read more books.
Conclusion
In summary, the school library media program can have
a significant impact on students’ reading development.
Media specialists often talk about instilling a “love of
reading” in their students. When this “love of reading”
manifests itself as students engaging in recreational
reading, then their increased growth in reading
comprehension can be expected. The author’s research
shows students reading 30 to 40 books per year as
encouraged through a media center motivational reading
program tend to increase their reading comprehension
scores by more than twice relative to students reading ten
books per year. Top readers (45 books per year) had score
increases that were four to five times larger than students
reading only ten books per year. The media specialist has
access to all of the students in the school as well as being
the information and technology hub of the school. This
provides the perfect forum to engage students to be strong
readers and lifelong learners.
The media center program can play a critical role in the
success of the students and this role should not be
underestimated or underutilized. In conclusion, given
the impact of recreational reading on student reading
comprehension, it should be a high priority of the school
library media program to enthusiastically and consistently
promote recreational reading.

| Florida Media Quarterly | Winter 2006 | Page 10 |

 Promoting Reading continued from 10

References
Abilock, D., (2002, Jan/Feb), The politics of reading, Knowledge Quest, 30 (3)
7-8, Retrieved November 9, 2004 from Education Periodicals database.

Armbruster, B. B., (2002, October), Research-Based Instruction in Reading,

Student Achievement and School Accountability Conference. Retrieved
November 9, 2004 from www.ed.gov/admins/lead/read/rb/edlite-slide001.html.

Baumbach, D. J. (2003, October), Making the Grade; The Status of School

Library Media Centers in the Sunshine State and How They Contribute to
Student Achievement, University of Central Florida.

Block, C. C. & Mangieri, J. N. (2002, March), Recreational reading: 20 years

later, The Reading Teacher, 55 (6) 572-580, Retrieved November 9, 2004 from
Education Periodicals database.

Edmondson, J. & Shannon, P., (2002, February), The will of the people, The
Reading Teacher, 55 (5), 452-454, Retrieved November 9, 2004 from
Education Periodicals database.
Have You Ever
Florida Center for Reading Research (FCRR), (2003, March), Diagnostic Tools
Appropriate for Primary & Secondary Grades. Retrieved November 16, 2004 Wanted To Tell People
from www.fcrr.org/assessment/diagnostictools.htm.

Gay, L. R. & Airasian, P., 2003, Educational Research Competencies for

Where To Go?
Analysis and Applications, Columbus, Ohio: Merrill Prentice Hall.
Here is your opportunity!
Krashen, S., (2002, October), Accelerated reader: Does it work? If so, why?,
School Libraries in Canada, 22 (2), 24-27, Retrieved November 9, 2004 from
Education Periodicals database.
• Be an “ASK ME” information resource
McCarthy, C. A., (2003, November), Is the Tail Wagging the Dog?, School specialist
Library Media Activities Monthly, 20 (3) 23, Retrieved November 9, 2004
from Education Periodicals database. • Meet Lots Of People
McGriff, N., Harvey, II,C. A., & Preddy, L. B., (2004, March), Collecting the • Have A Good Time
Data: Monitoring the Mission Statement, School Library Media Activities
Monthly, 20 (7) 24-29, Retrieved November 9, 2004 from Education
Periodicals database. FAME is a sponsoring organization for FETC
Pressley, M., Duke, N. K., & Boling, E. C., (2004, Spring), The Educational • Let People Know We Are An Integral Part
Science and Scientifically Based Instruction We Need: Lessons from Reading Of Technology In The Schools
Research and Policymaking, Harvard Educational Review, 74 (1), 30-61,
Retrieved November 9, 2004 from Education Periodicals database. • Promote Our Professional Organization
Scholastic, Inc. (2005), Scholastic Reading Counts, Retrieved November 12, • Just Volunteer An Hour Or More Of Your
2005 from http://teacher.scholastic.com/products/readingcounts/ .
Time At The Conference
Shanahan, T., (2003, April), Research-based reading instruction: Myths about
the National Reading Panel report, The Reading Teacher, 56 (7) 646-655.
Retrieved November 9, 2004 from Education Periodicals database. If you are interested in helping please contact
Smith III, Ph.D., M., (2004, April), Lexile: Matching readers to text – Vic Burke
The need for objective measurement under the No Child Left Behind Act, You can reach him at
The Lexile Framework for Reading.
vic.burke@marion.k12.fl.us
U.S. Department of Education, (2004), Proven Methods, The Facts
About…Reading First. Retrieved November 9, 2004 from
www.ed.gov/nclb/methods/reading/readingfirst.html. FETC dates for 2006 are
U.S. Department of Education, (2004), Proven Methods, Questions and Wednesday, March 22 - Friday, March 24.
Answers on No Child Left Behind –Reading. Retrieved November 9, 2004
from www.ed.gov/nclb/methods/reading/reading.html. Volunteers will be needed starting at 3:30pm
on the 22nd and ending 4:00pm on the 24th.
Worthy, J., Turner, M. & Moorman, M., (April, 1998), The precarious place of
self-selected reading, Language Arts, 75 (4) 296-304, Retrieved November 9,
2004 from Education Periodicals database.

| Florida Media Quarterly | Winter 2006 | Page 11 |

“Never doubt that a small, group of thoughtful, committed citizens can change the
world. Indeed, it is the only thing that ever has.”—Margaret Mead

What Kind of Community

Member Are You?
One of the most common complaints from many library
media specialists is that we feel isolated. With only one
library media professional in most schools, media
specialists have no one handy from whom to ask
professional advice, to brainstorm *about professional
issues, or to share an “inside” joke. Who else would
understand these “Laws of Librarianship?”*
• If it’s a good book, it’s out of stock. If it’s an excellent
book, it’s out of print.
• No matter how many books you have on a subject the
student always thinks they’re all “too big.”
• When 60% of your book order is back-ordered, you
can safely bet that 90% of the back-orders are out of
print.
• A “missing” encyclopedia will remain missing until
the replacement you ordered is placed on the shelf.
• No books are lost except those that are most needed
and hardest to replace.
• The books you need the most always come from your
worst supplier or jobber.
Graphic courtesy of hetemeel.com
• When you re-catalogue a book to correct an error,
you automatically create seven new problems.
• If everything’s fine you’re probably in the wrong
Donna Baumbach, library.
Ed.D. Indeed, when a group of library media specialists get
Professor together, it’s hard to stop talking! We have much in
Teaching and Learning
common and so much to share!
Principles
College of Education Email, telephones and fax machines have helped to make
University of Central Florida
library media specialists feel more connected and less
baumbach_d@firn.edu
alone. But those have their limitations as well. They don’t
really facilitate communication among a large group.
How do library media specialists build “community?”
Community can be defined as “a group of people having
common interests;” or as “sharing, participation, and
fellowship.” LM_NET,** a listserv, is probably the

| Florida Media Quarterly | Winter 2006 | Page 12 |

 Community continued from 12

largest community of library media specialists, with time you visit you’ll be asked to register. Enter the
almost 12,000 members from all over the world sharing information requested, and you’ll be emailed a message
ideas, asking questions, requesting advice, and posting with a link to confirm your registration. That’s a way of
information useful to others in the profession. With confirming that your email address is correct and that you,
dozens of postings each day, sometimes the volume yourself, have requested to join the community. Click on
of email LM_NET produces can be overwhelming — the link provided in the email and you’re in!
even when you receive the digest version as I do. Still,
Once you register, click on “forums” to read messages in
I wouldn’t be without it. It is my way of keeping up
areas of interest to you. From there you can reply to any
with hot topics in our field.
message with a click of the mouse. You can also click on
Florida library media specialists have been asking for a “NEW” to post a discussion (message or question) or to
place to share, too, about programs and professional create a poll or photo album.
concerns that may be unique to Florida K-12 schools,
It’s easy to create a message. When you choose NEW >
and now we have it. It’s called the SUNLINK Community
Discussion under any
because it is sponsored and administered by the
topic, you’ll get a pop-
SUNLINK staff, but the topics on this web site include
up box that lets you give
much more than SUNLINK and it belongs to all K-12
your message a title,
school library media specialists. Including those in public
compose your message,
and private schools, students in school library media
and choose other
certification and degree programs, to faculty who teach in
options.
those programs, and to district library media supervisors.
Available forums — or topics — include many different If you type a URL or an
aspects of our professional lives including reading, email address, they
collaboration, technology, information literacy, lesson automatically become “hot links”. You can make your
plans, collection development, public relations,
and professional development. If there is a topic
you’d like to see added, just let us know at
sunlink@firn.edu.
The SUNLINK Community is a web-based
electronic bulletin board or threaded discussion
tool. It requires a one-time registration (free, of
course) and then you are able to read messages,
reply to them, ask questions, and share ideas.
You can also create polls, share attachments,
and upload digital photos. You can mentor
others or ask for help from more experienced
professionals. You can share a laugh or find
strength in discovering that you are not the only
one with a particular problem and then learn
how others have solved it. You can share photos
of that special event or book display. You can
words bold, italic or different colors. You can choose
create a poll to determine which of several choices
appropriate emoticons, add attachments, and elect to be
of anything is most popular. The possibilities in your
notified by email if anyone replies to your message. Go
community are limitless!
ahead. Go crazy! Be creative! Or just post a plain text
You can get to the SUNLINK Community from the message — whatever it takes to convey your ideas or
library media specialist portal page of SUNLINK or go questions.
directly to http://sunlink.groupee.net/groupee. The first

| Florida Media Quarterly | Winter 2006 | Page 13 |

 Community continued from 13

Creating a poll is easy, too. Here’s an example of the Like many web sites,
“post a poll” pop-up box you’ll get if you elect to create the SUNLINK
a new poll: Community has some
tabs and options to
explore. For example,
each time you visit the
community, if you click
on “FIND” you can
choose to search the
messages by keyword, create an advanced search using
Boolean logic, search by date, search subject headings or
entire messages and more. You can also “FIND” any
postings that have been made since your last visit.
You can navigate through the different topics by scrolling,
by using the “GO” tab at the top left of every screen, or
by using the “breadcrumbs” at the top of every page:

You know the story. Breadcrumbs keep you from getting

lost!
And this is how it appears to others after it is posted:
Another option allows you to be notified by email if
anyone adds any messages to a topic of interest to you.
You can be emailed once a week, once a day, or
immediately when a message is added.

You can vote, and you can come back as often as you’d
like to see how other community members have voted.
Photo albums are just as easy to create. Just name your
album and upload your photos. You can even allow others
to add photos to the album. We’ve put one under
Professional Development > FAME for photos from
FAME 2005 in Orlando. If you took some photos, please
add them to the gallery!

| Florida Media Quarterly | Winter 2006 | Page 14 |

 Community continued from 14

There’s a detailed “Help” section under the TOOLS tab:

Members of the SUNLINK staff are always willing to

help if they can. (Remember, we’re new to this, too!) “How does one keep from "growing
Just call the toll-free number (1-800-226-0085) or email old inside"? Surely only in
us at sunlink@firn.edu. We’ve also created a handout community. The only way to make
about the SUNLINK Community that can be downloaded friends with time is to stay friends
(in PDF format) from the downloadable “goodies” page at
with people…. Taking community
http://www.sunlink.ucf.edu/publications/goodies.html.
seriously not only gives us the
There are currently over 100 registered members and the companionship we need, it also
SUNLINK Community is only a few months old! relieves us of the notion that we are
Yesterday (11/10/05) there were 57 visitors looking for
help, posting questions, sharing ideas and opinions.
indispensable.”–Robert McAfee
Brown
Like in any growing community, citizens must participate * From The Bookmark, September 1989, p. 48-49 by M.L. Reveyrand
to keep it vital and vibrant. Add the SUNLINK and found on the web site of the International Federation of Library
Community to your bookmarks or favorites and check in Associations and Institutions. Available online at
http://www.ifla.org/I/humour/humour.htm.
frequently. It’s your statewide professional community.
** http://www.eduref.org/lm_net/
Now who wants to run for mayor?

| Florida Media Quarterly | Winter 2006 | Page 15 |

 These are the facts:
I am a native Mississippian, but I have
lived in Jacksonville, Florida for the past
two years with my husband (Joey) and
our two daughters (Jordan, 5, and Abigail,
3).
A freelance journalist for the past year, I
Jerusha Bosarge have written feature articles for the The
jbosarge@bellsouth.net Mississippi Press, The Northside Sun and
www.jbosarge.com The Jackson Free Press. I am former
editor of the Alliance News, a monthly
publication of the University of
Mississippi Medical Center Student
Spouse Alliance, and author of the
newsletter’s “Insights” column.
I graduated Magna Cum Laude from
Millsaps College (Jackson, MS) in 1999
with a B.S. in biology. My honors thesis,
“Effects of different tissue lengths on the
contraction of circular uterine smooth
muscle in non-pregnant Thamnophis
sirtalis snakes in vitro conditions,” is still
available to the public via the Millsaps-
Wilson Library, although I doubt that
anyone beyond my professor and I have
ever been masochistic enough to read it.
It is extremely dull.
I am a member of the Society of
Children’s Book Authors and Illustrators,
The Author’s Guild, and the Gulf Coast
Writer’s Association.
But, this is who I really am:
On Labor Day in 1974, my mother
appropriately began the labor of my birth.
I was born in Natchez, Mississippi,
although we did not live there at the time.
| Florida Media Quarterly | Winter 2006 | Page 16 |
My parents were visiting relatives while
fleeing a hurricane that was headed for
our home on the Gulf Coast. I grew up
the daughter of a doctor (father) and a
dancing/gymnastics instructor (mother).
We moved twice between the time of my
birth and the time I reached second grade,
but we finally settled down in the small,
Mississippi coastal town of Pascagoula.
Although much of this town no longer
exists due to hurricane Katrina, it will
always be my home.
I was married there, in fact, at the age of
nineteen, and was just as immature as you
might expect a person of nineteen to be.
My initial plans for life-after-college were
to go to medical school, to specialize in
dermatology, to prescribe various acne
medications to patients from 9:00 am to
5:00 pm each day, and then to go home
and roll in the dough! Meanwhile, my
husband was expected to stay home with
any eventual children we happened to
produce (that, by the way, would certainly
not be appearing until much further into
the story of my career).
Then, I had children.
Indeed, it was only 3 short months after
receiving my B. S. degree that I found out
about the little one on the way. It’s funny
how quickly plans can change. I don’t
think that anyone was more surprised
than I was to hear the words “stay-at-
home-mom” escape my lips. Yet, here I
am — two kids later — loving every
minute of my time at home with them.
My priorities have changed dramatically,
along with my plans for the future.
 Spotlight on an Author continued from 16
Now, my plans for the future are to meagerly supplement
my husband’s modest income by pursuing my new-found
passion for writing. Although I initially “broke in” to
journalism, my first love is writing for, and about,
children.
Why I wrote Inventing Ott:
At the time of Dr. Guyton’s death in 2003, I lived on the
campus of the University of Mississippi Medical Center,
where my husband attended school. The campus was in
an uproar, and the news of the car crash that took this
man’s life was dominating the television, radio, and
newspaper headlines. I was surprised to realize that I
lived in very close proximity to obviously a very
important person, yet knew little about him.
As I began to make inquiries about him to friends and
acquaintances around campus, I was intrigued to learn
that he was well known for a variety of completely
different reasons. Depending upon whom I asked, I
received entirely different answers. For example, when
I asked a doctor, I learned that he was one of the worlds
leading experts in the realm of cardiovascular function.
When I asked a researcher, I was told that he had the
longest running grant in NIH history for his
groundbreaking research in physiology. When I asked a
student, I was told that he was an invaluable teacher, and
that he was the sole writer of the best selling (and easiest
to understand) medical textbook of all time. When I asked
a parent, I was told that he was on the Oprah Winfrey
Show once as the father of ten Harvard Educated Doctors.
The list of claims-to-fame went on and on.
When I shared this information with my husband, Joey
(who also had a unique version of Dr. Guyton’s identity)
Inventing Ott: The Legacy of Arthur C. Guyton
Written to Inspire Young Readers
(Brandon, MS) Arthur C. “Ott” Guyton was a home town
hero and a great man of science. Known as the Father
of Modern Cardiovascular Physiology, Dr. Guyton
influenced countless medical students directly through his
teaching at the University of Mississippi Medical Center
and as sole author of the best-selling medical textbook
of all time. Many of Dr. Guyton’s peers remember him
saying, “If you need it, and it doesn’t exist, invent it.”
Inventing Ott: The Legacy of Arthur C. Guyton is the
story of a Mississippi boy who turned his curiosity,
| Florida Media Quarterly | Winter 2006 | Page 17 |
he suggested that I write a story about him. Until that
moment, I had not considered writing a biography. I
agreed that Dr. Guyton’s life certainly seemed book-
worthy.
I began making contact with Dr. Guyton’s surviving
family members, and realized from their responses, that I
had chosen the right subject for my debut into the book
world. They were extremely supportive and enthusiastic
about my quest. My decision was reconfirmed when I
realized that, during his life, Dr. Guyton attributed much
of his success to specific skills he learned as a boy! This
was great news, as I am after all, a children’s book writer.
And, the rest is, quite literally, history.
What I am doing now:
Since completing Inventing Ott, a large portion of my
time has been spent trying to get the word out about the
book. So far, this has mostly consisted of little more
than a series of rather sporadic book signings, although
I did recently manage to get a website up and running
(jbosarge.com). I have also kept busy organizing a
few different programs for author visits to schools and
libraries.
Other than that, I have found a bit of time to write,
mostly while trying to avoid separation anxiety, as my
oldest daughter, Jordan, recently started kindergarten.
Although she has adjusted very well to the change, I am
still having difficulty letting go. Thus, I have completed
several other manuscripts including seven picture books,
a middle grade novel called The Singing River, and an
adult non-fiction book entitled A Gift for Godparents. I
have also taken up Girl Scouting with my daughter, and I
have joined the PTA!!
imagination, and love of learning into a lifetime of
accomplishments. From the confines of crutches or a
wheelchair, the now legendary Dr. Arthur C. Guyton
was the inventor of the electric wheelchair, father of ten
Harvard-educated doctors, chairman of the Department
of Physiology and Biophysics at the University of
Mississippi School of Medicine, and sole writer of the
best-selling medical textbook of all time.
Throughout his life, Ott designed and built boats,
machinery, electronic devices, tennis courts, swimming
 Spotlight on an Author continued from 17
pools, homes, and more.
He attributed his
accomplishments to the
lessons learned as a child.
He learned that science was
fun at a very young age, and
he simply kept “playing” as
he matured. As a survivor of
polio, Ott was a person who
was only limited by the
bounds of his imagination,
and not by physical restrictions. He made the joy of
science into a successful career ending in the betterment
of mankind.
Along with its inspirational message, Inventing Ott offers
a glimpse of American history (1919- 2003) with
historical photographs and anecdotes from his dear
friendship with William Faulkner. Readers will also be
introduced to simplified versions and illustrations of some
rather complex scientific principles that intrigued Ott in
his youth.
While providing a narrative, and often humorous, life
to death account of an indispensable American figure,
Inventing Ott challenges any middle grade or young adult
reader with the possibility that he or she can achieve
greatness by combining the knowledge that they already
possess with imagination. It introduces the idea that
creativity can be applied to more than simply artistic
creations, but also to invent and to research and to
discover! Inventing Ott is a biography that can inspire
young Americans, especially Mississippians, to achieve
their full potential by giving them a role model that they
can relate to on a personal level.
Inventing Ott is available in bookstores, specialty and gift
shops, and directly from Quail Ridge Press at 1-800-343-
1583 or www.quailridge.com.
For more information, to request a complimentary review
copy, or to schedule an interview with the author, please
contact Lisa Flynt at 1-800-343-1583 or via email
lflynt@quailridge.com.
| Florida Media Quarterly | Winter 2006 | Page 18 |
More about Arthur C. Guyton:
Ott has been honored with a Presidential Citation for his
medical inventions, an Army Commendation Citation for
his military research in chemical and bacterial warfare,
the Research Achievement Award (the most distinguished
and prestigious award given by the American Heart
Association) for his groundbreaking discoveries about the
human circulatory system and blood pressure regulation,
and the 1988 William Harvey Award for hypertension
research. He was listed as one of the Ten Outstanding
Young Men in America, and he is the author of well over
500 publications in the fields of science and medicine.
Even more intriguing than his actual accomplishments,
is Ott’s insistence that most of his ideas and techniques
originated with the simple skills and knowledge that he
learned (often while playing) as a young boy growing up
in the heart of Mississippi.
About the Author:
Jerusha Bosarge is a native Mississippian and freelance
author/journalist. She currently resides in Jacksonville, FL
with her husband, Joey, and her two beautiful little girls,
Jordan and Abigail. Her husband was one of Dr. Guyton’s
last students and suggested that Jerusha think about
writing his story. After hearing so many answers to “What
was Dr. Guyton best known for?”, Jerusha decided that
his story must be told.
Before moving to Florida, Jerusha enjoyed writing feature
articles for The Mississippi Press, The Northside Sun, and
the Jackson Free Press. She earned a B.S. in Biology from
Millsaps College (Jackson, MS) before deciding to pursue
her passion for writing. In her free time, she enjoys selling
her writing services online as customized gift products
and scrapbook memorabilia via an eBay store called
Personalized Poetry and Prose.
R
ichard Peck was the keynote Speaker at the Opening Session for the Florida Association for Media
in Education Conference October 20, 2005 held at Disney’s Coronado Springs in Orlando, Florida.
All attendees were very impressed with his message. Thanks to Andrea Cruise at the Children’s
Marketing Department of the Penguin Group Publishing Company, here are some excerpts from the
keynote.
Richard Peck’s Keynote emphasized the power of the story and the ability to read it, saying that in a time
fraught with the fury of fanaticism and of unforgiving nature, when the waters rise around us and the earth
trembles and opens at our feet, the story still stands.

The English language is suffering the more damage to this study of history
most powerful attacks in its history. than it has to “language arts.” Politics,
Every new technological advance we have learned too late, is the enemy
strengthens their peer group’s hold upon of both learning and language.
the young in an age when parents will
In all my novels, a young person
allow a computer in their children’s
goes on a journey, as in A Year Down
bedrooms — parents with no more
Yonder, to learn something nobody
control or concern than that.
can learn at home, or at the feet of a
The descent begins with the video game, peer group leader. After all, the first
that enemy of the story, which is the real American novel is about two boys
pornography of the pre-pubescent, a who raft down the great American
violent virtual reality that eliminates the river, running through a world made
parent who paid for it. wrong. It is a journey, a voyage, that
changes its meaning in midstream, like life, so the young
We have before us the most poorly-spoken young
characters are changed forever. If there is no change,
generation we’ve ever heard. They are linguistically
there is no story. The trips in my stories tend to be
retarded and verbally anorexic and for the worst reason:
unwilling journeys because the young never choose a
they dare not be better-spoken than their peer-group
challenge. They prefer sure things. And because nobody
leaders because the young speak only the language of
ever leaves adolescence willingly; you get kicked out, or
power and are deaf to all else.
you stay.
But the story will survive even these dark times and our
Fiction isn’t real life with the names changed. Fiction
schools where literacy has become an elective, when
isn’t what was; it’s what ought to have been. A novelist
academic standards have been replaced by “self-esteem,”
is someone who believes history can always be improved
schools full of students who believe they are gifted
upon.
because their parents paid so much for the house.
My next novel, coming in the spring of 2006, is a
Schools are now proving a timeless truth, that you can
companion volume to my latest, The Teacher’s Funeral.
teach children or you can fear their parents, but you
And its title will be…Here Lies the Librarian.
cannot do both.
Every good wish,
My favorite kind of story now is set in the past, a novel,
perhaps, that bootlegs a little history for a readership who Richard Peck
won’t be learning history in school, or college to come.
After all, the divisive multicultural movement has done

| Florida Media Quarterly | Winter 2006 | Page 19 |

The Media Center Seen through a Parent’s Eye
Media Specialists of
Duval in Action
Media specialists from across Duval
County gathered at the October School
Board meeting to protest the absence of
full-time media specialists in 23 of the
county’s 105 elementary schools. Ginger
Barbee, spokesperson for Media Educators
of Duval in Action (M.E.D.I.A.), took the
Lisa Bolling podium first to highlight state and national
Parent-Volunteer studies showing that good school libraries
Jacksonville, FL are critical for student achievement.
lisabolling@hotmail.com Her handout for Board members listed
information from the U.S. National
Commission on Libraries and Information
Science (NCIS) about school libraries and
the expanding role of the qualified media
specialist.
The Southern Association of Colleges and
Schools (SACS) call for a full-time media
specialist for schools with over 250
students. In Florida, this is overlooked as
the class-size amendment drives schools
to use funds for more and more classroom
teachers. On a national level, Gladys Ann
Wells, president, Chief Officers of State
Library Agencies, is urging the U.S.
Department of Education to classify
school librarians as classroom teachers
for No Child Left Behind legislation.
She says, “Today’s school librarians
are again at the forefront in taking the
current technology and research into the
classroom and are a full partner with the
classroom teacher in integrating these
resources into the day-to-day classroom
experience.”
Whether or not librarians are given the
stature of classroom teachers in today’s
tight budgets, their points are well taken.
As Ann Douglas, retired media specialist,
pointed out to the Duval County School
Board, “the role of the media specialist is
to organize the world of information and
make it accessible to students.” In a media
center, students become life-long learners.

FAME 2005 Annual Conference

Snapshots
Left: SSYRA Winner, Jeanne Duprau
Below: Co Author Chairs from this
Conference Vic Burke in foreground,
Conference Chair Vange Scivally behind
counter on right. Sandra McMichael
behind counter on left.

Above: Author Sharon M. Draper

| Florida Media Quarterly | Winter 2006 | Page 20 |


Angie Sapp
Media Specialist
Clay County Public Schools, FL
asapp@mail.clay.k12.fl.us
In the next few issues of FMQ, we will be exploring some of the
essential things newbies (and sometimes oldies) need to know
about beginning a library media job.
P
ublic relations are the first area we’re going to explore. You’re probably
wondering why in the world public relations would be more important than
budgets, books, etc. The library media center should be the center, the
core, the heart of every school. How your library media center is perceived by
the outside world (i.e. the rest of the school community) is determined by YOU
and your attitude toward students, faculty and administration, and parents. The
best library media center in the world won’t be used if patrons do not feel
comfortable and welcome in it.
As simplistic as it seems, the most input. The ones who do respond will be
important thing you can do is to SMILE excited and happy that you are willing to
at your patrons. A library media specialist help them succeed in their classrooms.
told this story: “I noticed this one This will lead to good things being said
particular young man waiting for me about you in the teachers’ lounge!
every single morning as I unlocked the
Likewise, give students a sense of
library doors. He came in day after day,
ownership; keep a list of titles that
checked out and returned his books, and
students have requested but you don’t
made small talk for a couple of minutes.
have in your library media center, and
One day I mentioned to him that he really
actually use this list when you order
must love to read; his response floored
materials (if, of course, the requests are
me. He said, ‘No ma’am, I can’t hardly
appropriate!). Order duplicate copies of
read, but you’re the first person in a
books that are checked out all the time;
library who ever smiled at me.’” This
these titles will go out of style eventually,
young man was a senior in high school.
but for the moment you will make some
A very wise person who is unknown said,
patrons very happy.
“People will not remember what you said
or how you said it, but they will In his masterpiece How to Win Friends
remember how you made them feel.” and Influence People, Dale Carnegie said,
“Remember that a person’s name is to
Give your teachers a sense of ownership
that person the sweetest and most
of the library media center. Every couple
important sound in any language.” Learn
of months put a form in the teachers’
names. This is not an easy task if you’re
mailboxes asking what they’ll be teaching
in a school brand-new to you with new
the next nine weeks and asking how you
faculty and new students; some schools
can help, if there are any materials they
have made this easier by requiring that
want you to order, if there are materials
badges with names and pictures be worn.
you need to borrow from another school
Your eyes can wander surreptitiously to
(THANK YOU, SUNLINK!!), etc. Most
the badge for a second to pick up a clue
teachers won’t reply to your note, but
as to the person’s name. You will have
they’ll remember that you asked for their
| Florida Media Quarterly | Winter 2006 | Page 21 |
 NEWBIE continued from 21
repeat customers who seem to live in the library media
center; make an extra effort to learn their names.
Never just say, “I don’t know,” when a patron asks you a
question. Instead say, “I don’t know, but I’ll do my best
to find the answer.” Try to remember to look for the
answer. Make notes. Try to keep up with the notes. Try to
remember who asked the question in the first place.
Ranganathan’s first law is “Books are for use.” Please
remember this. Books are beautiful decorating
accessories when they’re lined up nicely on the shelves,
but this is not their purpose. A sad fact of life is that if
books are checked out, they will be written in, be dirty
when returned, have pages torn out, be chewed up by
Fido, be wet/mildewed from the water bottle that turned
over in the backpack, lost at grandma’s house, etc.
Everyone teaches proper care of books over and over, but
things happen. Our purpose is to promote a love of
reading and a thirst for lifelong learning. Some library
media specialists allow students to work in the library
media center to pay their debt for a destroyed or lost
book; others allow students to donate a book from home
to replace the lost/damaged book — there are creative
non-monetary ways of teaching students responsibility.
| Florida Media Quarterly | Winter 2006 | Page 22 |
Welcome parents and other visitors into the library media
center; they’ll spread the word about how hard you work
and what a great library media program you have.
Volunteers should always be made to feel welcome —
they usually don’t mind doing the mundane chores such
as shelving books, labeling videos, organizing the book
fairs, recruiting other volunteers, etc. This will free some
of your time for those necessary chores such as reading
book reviews, ordering, planning lessons, etc. Volunteers
have unique gifts that can enhance your library program;
one school has two volunteers who come in once a quarter
and decorate the library media center for that season.
Another school has a volunteer who has traveled around
the world; she often brings in memorabilia from other
countries and sets up displays. Find out the strengths of
your volunteers, and encourage them to use these
strengths in your library media center.
There are as many PR tips as there are library media
specialists; if you have tips you would like to share,
please e-mail me at asapp@mail.clay.k12.fl.us — I will
share them in the next column.
Part 1
SUNLINK: The Answer to Newbie Anxiety!
John Prevosk
Sunlink Training Coordinator
jprevosk@pegasus.cc.ucf.edu

A
re you suffering from newbie anxiety? Symptoms include information overload, memory lapses as to
school policy and procedures, a job description that includes the wearing of two or more hats, and
basically feeling like a stranger in a strange land. Don’t worry, you are not alone. Everyone has been
a newbie at one time or another in his or her career as a library media specialist.
Being a newbie can be a challenging experience when trying to adapt to a new environment, population,
and resources (or lack thereof) in your media center. In this article we will explore the FREE web resource
known as SUNLINK (http://www.sunlink.ucf.edu). You will quickly learn how SUNLINK makes you look good
in a modest amount of time. So, sit back and relax as you learn about practical SUNLINK solutions that can
make the lives of your students and teachers easier — as well as make your life less stressful.
What exactly is SUNLINK? SUNLINK schools that contain “full-data” collections
have either applied at sometime in the past to bring their
SUNLINK is Florida’s K-12 electronic library union existing collection into SUNLINK, brought their opening
catalog. SUNLINK is a project of the Florida Department day collection into SUNLINK for their newly built
of Education, administered by the College of Education school, or came in with their district union data. Near the
under the direction of Dr. Donna Baumbach. The current end of this article, “partial collection” SUNLINK schools
version of SUNLINK includes: will be given information on an opportunity to bring their
full collections into SUNLINK. In the meantime, consider
Version 14
promoting your partial collection of new materials to your
(August. 2005 Update)
students and teachers via SUNLINK.
• 2,504 K-12 public schools
What type of SUNLINK school are you? A phone call
• 1.6 million titles (1-800-226-0085) or an email (sunlink&firn.edu) to
SUNLINK can help answer this question for you. Or
• 24 million holdings simply consult the SUNLINK online school directory
• 21,526 web site records (http://www.sunlink.ucf.edu/publications/appendix.html).
Enter your school and/or district, and then click on search.
• 375,108 book cover images
Partial collection schools will be indicated by the
Note: The SUNLINK database is updated twice a year following statement: “This future SUNLINK school has
(January and August). only a partial collection of new purchases in the database
at this time and SUNLINK interlibrary loan (ILL)
Types of SUNLINK Schools participation is optional. For more information on how
As of the 2005-2006 school year, every K-12 public Interlibrary loan works visit
school in Florida is now a SUNLINK member. All of the http://www.sunlink.ucf.edu/ill/.”
previous “non-SUNLINK” schools are now included in Those schools listed that do not feature the “partial
the SUNLINK database. These schools are referred to as collection” statement are obviously “full data” SUNLINK
“partial collection” SUNLINK schools, or “needs recon” schools.
(needs retrospective conversion) schools. Their
Now that you know your SUNLINK school status, let’s
SUNLINK collections contain only newly purchased
explore some of the benefits SUNLINK has to offer you
items, which have been transferred into the SUNLINK
and your primary target audiences of students and
database via the SUNLINK automatic transfer vendor
teachers.
process http://www.sunlink.ucf.edu/maintenance/
default.html#autoTrans. Be watching for Part 2 in the Spring
Issue. You will find invaluable
information!

| Florida Media Quarterly | Winter 2006 | Page 23 |

Jim Harbin Media Festival
So You Want to be in Movies?
Janet Hallstrom
National Board Certified
Media Specialist
Fleming Island High School
Orange Park, Florida
jhallstrom@mail.clay.k12.fl.us
State Chairperson -
Jim Harbin Media Festival
A New Media Specialist Guide to the Jim Harbin Media Festival
S
tudents really should be into
movies, making them, that is.
Video production enhances the
educational process. It allows
students to utilize their creativity while
creating a product using research
and cooperative learning. It makes
learning fun, and the resulting movie
showcases the learning gained
during the process. The Jim Harbin
Media Festival provides guidelines
and reinforces the need for ethical
practices in technology.
As a media specialist, you might ask,
“Where do I begin?” May I suggest
the following:
First, groups should be formed.
As teachers, we should be particularly
careful when assigning groups, taking
into consideration that each group
needs a leader, but not too many leaders.
A nurturer in the group will encourage
others to succeed. Sometimes a less able
or less focused student will achieve when
surrounded by those who do well in class.
Once the group is formed, planning is the
next step.
| Florida Media Quarterly | Winter 2006 | Page 24 |
Brainstorming is a process where there
are no wrong ideas. Students should feel
comfortable giving input. By modeling
and guiding the groups the teacher can
help the ideas to be considered and
discarded with finesse. Students should
come to a consensus on a topic.
The next step would be to determine the
type video the group wants to produce.
The Jim Harbin Guidelines offers the
following categories:
• Comedy: Tells a humorous story.
May incorporate comedic elements
such as misunderstandings, sight gags,
or satire.
• Documentary: Original programs that
provide a view of real events and
people.
• Drama: Tells a story using emotion
and feeling in a dramatic, creative and
colorful way.
• Instructional Video: A program that
helps people learn something.
• Music Video: Video pictures set to
music. Score and/or lyrics can either
be original, or prerecorded. (Rights
 MOVIES continued from 24

must be obtained for prerecorded music, existing lyrics
or music. Originality is encouraged.)
• News: Any original program that reports real events.
• PSA: A short 30-60 second message, which informs
the public, or changes public opinion, actions, or
feelings.
• Animation: Characters created on film, video, or
computer. Includes two and three dimensional
animation using clay, objects or models.
Developing a storyboard is a preplanning MUST.
Storyboards are typically a series of squares with lines
underneath. The student makes a rough drawing of the
shot that is desired in the square. Stick figures can be
used, but the drawing requires the students to decide on a
long shot, mid shot or close up. They also will have to
consider the setting at this point. Under the box, they
write the dialogue they want used or titles they will add
later. This is also a place where they can indicate the kind
of background sounds they want to add. Most storyboards
contain 4 to six squares on a page. Remember, this is a
work in progress and not works of art.
While developing the storyboard, research should be
done. For example, if it is a historical project, how are the
setting, props, and clothing affected. The subject matter
has to be thoroughly researched as the storyboard
develops.
Equipment training should take place next. Familiarize the
students with the cameras, tripods, etc and give tips:
When framing, use the Rule of Thirds. Pretend the
viewfinder has a Tic Tac Toe board on it. The four points
on the inner square become the key points of composition.
You would focus on the subject matter at one of these key
points.
Lighting should be directed at the subject and not the
camera.
Always take the day/date display off before shooting.
Press record and silently count to five before signaling for
action. Silently count again after the action before
pressing the pause button. This will give roll time for
editing.
Allow students to shoot raw footage as indicated in their
storyboard.
Train students to use the editing software. Online tutorials
are an excellent way to do this. They can refer back when
there are questions.
Review copyright guidelines.
(http://www.floridamedia.org/documents/JimHarbinCopyri
ght05.pdf) Music requires a copy of the license such as
acquired with royalty free music or permission from the
owner of any copyrighted materials. (This means they
cannot use lyrics or music from copyrighted CDs or
downloaded from the Internet without permission from
the artist.)
Students are then free to edit and complete their project.
Be sure they complete the registration form for Jim
Harbin and keep a copy of the video to submit for the
contest. The Entry Form can be found at
www.floridamedia.org/documents/jimharbinentryform.pdf
Good luck. We hope to see a lot of entries this year!!!

| Florida Media Quarterly | Winter 2006 | Page 25 |

Q Q
.
As we begin to prepare for this
year’s media festival in our
district, the question still arises
concerning the use of public domain
music. If a student submits an entry and
states that the background music is in
the public domain, how are we to know
that is true? What type of documentation
should we expect the student to
provide?
A The use of entertainment videos for
A
.
A web site that should provide
your committee with an excellent
resource in regard to determining music
in the public domain, what type of
documentation is acceptable and
recommendations to end users in regard
to using public domain music may be
found at www.pdinfo.com.
Q
. Studios, etc. By the payment of an
Is it permissible to copy lesson
plans from a published book of
lesson plans and distribute to
kindergarten teachers in the district?
The book is out of print and cannot be
purchased. The publishing company is
also out of business.
A
. and over the closed circuit system. This
Out-of-print is not necessarily out-
of-copyright. If copyright
protection is still in force, then the
copyright holder retains all rights.
Educators have no automatic privilege
to reproduce simply because the work is
no longer available. You may be able to
track down who currently holds rights to
the material by contacting the business
department of a large public or
university library system and requesting
information on name changes of a
company or if another company
purchased the company that went
out of business.
| Florida Media Quarterly | Winter 2006 | Page 26 |
We would like to either rent
entertainment videos from our
neighborhood rental store or have
parents bring in entertainment videos
they personally own to use for family
nights at our school. There would be no
admission charged. Would this be
permissible?
a public showing, with or without
an admittance charge, requires a public Gary H. Becker
performance license. Your rental agency
is not empowered to grant such a license
and the videos purchased by parents do
not generally come from sources
empowered to grant such a license.
A “Question of Copyright” is
Movie Licensing USA represents a an ongoing column authored
number of well known production by Gary H. Becker, a national
companies, such as Disney, Universal
Copyright law consultant and
technology administrator with
annual fee, per student at your school, a
the Seminole County Public
license would be provided which covers
your school’s use of any entertainment Schools. If you have a
video produced by those companies question, please send it to
represented under the license agreement. gbecker@earthlink.net. You
The license would permit the use of will receive an individual
these videos in the school for non- response and your question
instructional purposes, both face-to-face may appear in a future
edition of FMQ. Requests to
would include using it for the purpose withhold names will be
you intend, with the requirement that honored.
the video title could not be used in any
promotional piece or advertising. Once
having the license, videos could be
obtained from any rental or purchase
source, by donation to the school or
loaned to the school.
Contact Movie Licensing USA at 877-
321-1300 or on the web at
www.movlic.com. On the web you will
find a listing of all the potential uses of
entertainment videos covered by the
license and the terms and restrictions
of use.

Joyce Poole
Library Media Specialist
Apopka 9th Grade Center
Apopka, FL
Marie Valletta
Media Specialist
Sunrise Elementary
marie.valletta@marion.k12.fl.us
Diary of a Spider by Doreen Cronin and
Harry Bliss, 40pp. HarperCollins
Publisher, July 2003, ISBN 006000150X
Once again the creative team of Doreen
Cronin and Harry Bliss have included the
magic ingredients of humor (“Went to the
park with my sister today. We tried the
seesaw. It didn’t work.”), visual jokes
(toilet bowl “a neat sculpture”) and a
gentle message (“If we took the time to
get to know each other, we would get
along just fine.”) into their new book,
Diary of a Spider. In this installment,
you are introduced to worm’s (Diary of a
Worm) friend Spider. We follow spider as
he goes to school, interacts with his
grampa and as he goes to the park with
his sister, where they spin a web at the
drinking fountain and watch a human get
caught in it. Spider shows us a vacuum
drill where you stop, drop and run!
The colorful pictures are bright and
entertaining. This book turns two of
nature’s least cute creatures into an
adorable and charming pair. I can’t
wait to see whose diary is next —
a cockroach????
The Last Chance Texaco by Brent
Hartinger. 228 p. Harpertempest. 2004.
ISBN 0-06-050914-7.
Combining romance with mystery,
Hartinger takes the reader into Kindle
House, a foster home that is the last
chance for fifteen-year-old Lucy Pitt. If
she fails here, Lucy’s next stop is a lock-
up nicknamed Eat-Your-Young Island.
Wise in the ways of group home life,
Lucy attempts to fit into her unfamiliar
surroundings, but her impulsive nature
lands her in trouble at her new high
| Florida Media Quarterly | Winter 2006 | Page 27 |
school. Surprisingly, and perhaps a bit
unrealistically, Lucy finds herself with a
handsome boyfriend and smack in the
middle of an arson investigation. The
whodunit of the arson investigation and
the appeal of Lucy’s character will keep
teen readers engaged until the end.
Recommended – Grade 7 and up.
Thura’s Diary: My Life in Wartime Iraq
by Thura Al-Windawi, and Robin Bray,
translator. 131p. Viking. 2004.
ISBN 0-670-05886-6.
In diary entries spanning from March
through December, 2003, nineteen-year-
old Thura Al-Windawi chronicles her
family’s struggle to survive the Iraqi war
that toppled Saddam Hussein from power.
Writing in a simple, direct style, she
shares her worries about her family’s
safety and the uncertainty of whether
their lives will ever return to normal. A
complex young woman with contradictory
opinions, she reveals her frustration that
she must wear a headscarf in deference to
religious extremists, yet at the same time,
she believes that men should make
decisions in the household. She recognizes
the brutality of the Iraqi dictatorship but is
still disturbed when Saddam’s statue in
Baghdad is pulled down.
Even though her diary lacks the poignancy
of Anne Frank’s Diary of a Young Girl,
readers will gain a more complete
understanding of Iraqi attitudes by reading
Al-Windawi’s work. They will also find
much to admire in her devotion to her
family and her desire to “help Iraq and the
rest of the world walk together towards
peace and happiness.”
Recommended – Grade 8 and up.

Bob Cerra
FAME Governmental
Consultant
206-B S Monroe Street
Tallahassee, FL 32301
Phone: (850) 222-4428
Fax: (850) 222-4380
Email: bobcerra@comcast.net
Challenge for School Libraries,
Student Performance on Horizon
Open a window in your favorite Internet
search engine and type in the words
“65% Solution.” What you will find is a
smattering of pro and con columns and
web pages further pitting public schools
into the war zone of a polarized political
country. The campaign by Patrick Byrne,
founder of Overstock.com, to pass an
initiative to require 65% of all public
education funding directly in the
classroom sounds like a redirection of
resources with a goal of improving student
performance. What this is really about is
attacking teacher’s unions, reducing
student services whether they add to
student success or not, and reducing taxes.
The campaign has made its way to Florida.
During its November committee meeting,
the House Committee on Educational
Choice and Innovations conducted a work
shop on the idea. Several members of the
committee, especially Rep. Dan Gelber
(D – Miami Beach), noted that:
There was no data supporting that higher
levels of “direct instructional” spending
produced higher student outcomes;
Dozens of critical student services might
be indiscriminately cut if the bill were to
pass such as:
• School library media centers;
• School security;
• Guidance services
• Speech language services;
• Even Reading Coaches; and,
| Florida Media Quarterly | Winter 2006 | Page 28 |
11-15-2005
This was just a veiled attempt to reduce
state funding for the public schools in
Florida even though the Florida State
Constitution establishes support of a high
quality system of public schools as a
“paramount duty” for our Florida
government.
It was clear by the tenor of the meeting
that the idea was going to get a more than
fair hearing by the committee during the
next few months as several of the leaders
of the committee sang the praises of
redirecting funding “into the classroom.”
You can watch an archived video of the
committee meeting to see the specific
debate from this link:
www.myfloridahouse.gov/Sections/Commi
ttees/committeesdetail.aspx?SessionId=42
&CommitteeId=2239. One of the
comments made was about the need to
include security expenses and other
student safety measures as part of the
“65%.” An angry retort from another
member suggested that “We haven’t had
a Columbine in Florida.” That same day,
there was both a shooting incident in
Florida and a fatal attack in Tennessee.
I hope that you will take a minute to watch
this for yourself.
Shining a light behind the wizard’s curtain
will reveal this campaign as a bait and
switch ruse. Yes, taxpayers want efficient
public education systems. Yes, citizens
want schools to maintain the smallest
administrative costs possible. But cuts to
student services such as libraries, security,
guidance, reading coaches, food service,
custodial, security and transportation are
 Legislative News (11-15-2005) continued from 28

not designed to reduce administration. These services are which is not exactly a corporate sponsor of tax and spend
provided for the benefit of students not for the liberalism. On page 13 of this report, you can see a
administration. If we are to believe that “no child is to be Florida specific graph which notes that some of the
left behind,” it is ridiculous to believe that reverting back districts with the highest student performance have the
to a one room school house where 100% of the money is lowest percentages of “direct instructional” expenses and
used for “direct instructional services” is somehow an that a correlation does not exist between how much is
improvement for anyone except those who simply do not spent on direct instructional expenses and student
want to support our public schools at all. performance.
This reform is totally contrary to the Florida A+ Plan for The web site for the advocates of the 65% solution can be
school accountability. The reform would limit a district’s found at: www.firstclasseducation.org.
ability to comply with No Child Left Behind requirements
In addition to addressing the concerns about the 65%
to provide school choice (transportation expenses) and
Solution, FAME needs your help in promoting our
federal requirements to meet the service needs of disabled
platform with the legislature. Our platform may be
students many of which are provided through
viewed, printed or downloaded from:
supplementary services that do not count as direct
http://www.floridamedia.org/documents/FAMELegBro06.
instructional expenses. The effort is well financed by
pdf. Especially important in the next few months will be
out-of-state campaigners who are both out of step with
to highlight the need for additional library media materials
educational research and even the recent efforts at
funding and to expand the program that allows classroom
accountability reform by those think tanks with a
teachers to be rehired with full retirement benefits after
decidedly conservative viewpoint.
only 31 days to include all instructional personnel.
Now is the time to call your state legislator and tell them
Several extremely good policy changes and program
that your services have value for students. Let them know
enhancements are currently in the works, but final
that school library media centers are not a waste of
announcements are still a few weeks away. So, stay tuned
money. Sharing a wealth of resources through our library
to the FAME web page for more updates.
media programs is in fact one of the best ways to improve
student performance and to save money by avoiding
duplication of services. Contact information for your
Bob Cerra and John Cerra serve as the Governmental
legislator can be located at: www.leg.state.fl.us.
Consultants for FAME. Members who are interested in
I found the information at this website to be especially supporting the FAME legislative advocacy efforts should
strong in explaining just why this proposal is so poor: feel free to contact Bob at bobcerra@comcast.net
http://www.schoolmatters.com/pdf/65_paper_schoolmatter
s.pdf. The report was published by Standard and Poor’s,

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demand. If interested, please email us
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| Florida Media Quarterly | Winter 2006 | Page 29 |

| Florida Media Quarterly | Winter 2006 | Page 30 |