Strategies+to+create+a+21st+Century+Library

**Remember to include your name with your posting and to cite your sources according to the APA style. ALWAYS SELECT THE SAVE BUTTON BEFORE EXITING THIS PAGE! Here is an example.** My Name Valenza, Joyce. Retrieved from the You Know You're a 21st Century Librarian if wiki: http://informationfluency.wikispaces.com/You+know+you%27re+a+21st+century+librarian+if+.+.+. Valenza, Joyce. Retrieved from the You Know You're a 21st Century Librarian if wiki: http://informationfluency.wikispaces.com/You+know+you%27re+a+21st+century+librarian+if+.+.+. Ash, Katie. (August 19, 2010). School Libraries Seek Relevance Through Virtual Access. Education Week. Retrieved from http://www.edweek.org/ew/articles/2010/02/10/21libraries.h29.html O'Connell, Judy. (2009, June 7)/ School Libraries in the 21st Century. (Web log comment). Retrieved from http://heyjude.wordpress.com/2009/06/07/school-libraries-in-the-21st-century/#comments (2010, August 18). Lowe, Carrie.(2000, November 10). The Role of the School Library Media Specialist in the 21st Century.Eric Digest. Retrieved from http://www.ericdigests.org/2001-3/21st.htm
 * Consider marketing your books in new ways using social networking tools like [|Shelfari] or [|LibraryThing].or GoodReads. I believe that today's students are living in a media rich environment and these social web 2.0 tools might be the one thing that excites students to read . . .and to share their favorites with their peers. Maybe reading for pleasure might become popular?
 * Work with learners to set up RSS feeds and tag clouds for research. I like this suggestion because tag clouds are becoming more and more popular and reflect language that is appealing to young people. Using the correct search words in research is challenging, and if students were encouraged to work with tag clouds I think they would get more excited to be involved in research and make it meet their own needs.
 * Shift the library from a quiet place to study and browse for books to an interactive, media-rich space for students to learn about digital tools, collaborate, and share their work. My reaction to this strategy is that learning is an active process and I think we need to be flexible about "productive" noise and allow students to work in groups and collaborate in their learning.
 * Accept and embrace the idea that learning and teaching has become a multimodal, multi-literacy conversation – where participation is an everyday reality for students, teachers, teacher librarians, and school administrators. I have seen that students are not successful learners when they are placed in a passive situation. When they can take control of the learning, and not absorb "facts", I believe they will discover an excitement.
 * Become an "Information Specialist". All members of the school community need to understand that the library media specialist is uniquely qualified, valuable, and able to provide essential information literacy instruction and valuable information services. I know that we are information specialists but unless we really accept this role and advertise our skills to our staff and administration we are not appreciated for the part we can play in student learning. We live in an information age and it is more important than ever to teach students how to find what they are seeking.

Kat Sharp Walbert, David. (2006). Best practices in school library website design. Learn NC, K–12 teaching and learning from the UNC School of Education. Retrieved from [] Kuhlthau, Carol C., and Leslie K. Maniotes. (Jan. 2010). Building Guided Inquiry Teams for 21st-Century Learners. School Library Monthly. Retrieved from [] Standards for the 21st Century Learner. American Association of School Librarians, A division of ALA. Retrieved from [] Butler, Kim. (Oct. 23, 2010). My Field Experience at Arvada West. High School Field Experience Reflections. Teacher Librarian Ning. Retrieved from [] Today's Library. (2007). Henrico County Public Schools. Retrieved from []
 * Build a 21st Century website! Use the media center website to give students access to 21st Century tools and knowledge such as: access to databases, web resources, library catalog, source evaluation techniques, book lists, tutorials on writing, research, and presentations, bibliography help, and study skills. The following link will take you to the website for Ann Arbor Skyline High School. [] I think this site is particularly effective because it is attractive and useful to students. Including students in design and maintenance of the website would be a great way to accomplish this.
 * Collaborate with teachers to form guided inquiry teams to teach students these 21st Century skills: “Make good decisions, develop expertise, and become lifelong learners in a rapidly changing information environment.” Finding meaning in the wealth of information available to students today is a 21st century challenge educators are facing. Guided inquiry teams enable students to learn information literacy skills they will need in the future, as well as the opportunity to benefit from the attention of the different instructors and the expertise they bring as educators. Guided inquiry encourages critical thinking and “learning how to learn” in students, a far cry from the research processes we learned as 20th century students. I think guided inquiry teams make a lot of sense because they provide an ideal situation for collaboration between teachers and librarians.
 * Lead your school in a commitment to preparing students for success in the 21st century. As the media specialist, be the catalyst in the integration of 21st century skills and standards into curriculum and instruction via technology, collaboration, community involvement, and “big-idea” learning. I think this is the ideal role for the LMS because it requires specific LMS skill sets and makes use of a natural progression to connect the media center to the school community.
 * I think the overwhelming amount of information and media forms available in the 21st century will require collaboration between school librarians, through physical field visits as well as virtual visits. The biggest benefit of field visits and the sharing of ideas between librarians is that we can not only learn new ideas, but see them in action, increasing the chances for success when we implement new programs.
 * In the transitions to 21st century learning, it’s important for the LMS to inform the school community of the media center’s vital role in preparing students for the future. A great way to get this message out is using the technology available in the media center, and including the school community stakeholders in the presentation. I think this video is extremely clever because it showcases the talents of LMSs, demonstrates the benefits of collaboration, shows how the library of today will prepare students and teachers for tomorrow, and includes members of the school community which will encourage people to view the presentation.

Sarah Demmel


 * This article discusses how librarians can make an impact on student learning through professional development opportunities. They can do this through technology, literacy, and collaboration with teachers. This strategy will work because it involves the entire school. This article states that collaboration does not happen by chance and the librarian needs to take a key role in ensuring that meetings and discussions take place.

Dees, Dianne. //Librarians as Leaders in Professional Learning Communities//, Library Media Connection. Oct. 2010. Volume 29, #2, p. 10.


 * This article begins by stating how many schoolsdistricts are cutting budgets and librarians are often on the chopping block. One particular school in Wisconsin was so upset their librarian was going to be cut that they began to get very vocal about their concerns. They realized the importance of a library and a librarian and didn't want their children to suffer due to a cut in that area. One suggestion this article had was to be visible as a librarian. Let everyone know how involved you are and the types of programs you have. Create an online presence by maintaining a blog, Twitter account, or Facebook page. The more publicity the library can do will make everyone more aware of how important the library is and it will also let the students know what the library has to offer. With that knowledge, students wil get more involved and student learning will increase.

Foote, Carolyn. //Everyday Advocacy//, School Library Journal. August 2010, p. 28.


 * This article begins by saying that librarians and libraries are no longer what we have known of them in the past. Their roles are completely different and yet it is the most exciting time to be a librarian. Librarians worry about their profession and this article states some reasons and what can be done. One strategy suggested in this article is to get rid of the "yeah, buts" in your vocabulary. It is time to fight against people who want to block certain books or websites for being accessed at school. It is important for students to know that their librarian will stand up and fight to provide them with the content they deserve. Plus, having students able to access more information at school can result in higher comprehension of the material.

Valenza, Joyce Kasman. //Things That Keep Us Up At Night//, School Library Journal. Oct 2009, p. 29.

Webber, Carrie. //The Original Handhelds//, School Library Journal. May 2009, p 30.
 * This article discusses the importance of magazines in a library. It does state that periodials are decreasing but that there are some that students can't live without. This is because students like to have the magazines in their hands to be able to pass it around easily among friends. These magazines include gossip, humor, sports, and even manga. Some of the magazines students can't seem to get enough of are, Entertainment Weekly, MAD, and J-14. A library full of these magazines can't go wrong. Don't we want the students to read more? Even if it is from a magazine that may appear to have little educational value, students are still reading and with that, student learning will improve.
 * This article discusses the need for librarians to enter into the classroom. Librarians need to make themselves known throughout the school and be known as a teacher among the staff and students. One suggestion from this article is for the librarian to teach elective courses. That way, it will give the librarian time in the classroom to connect with students, work on classroom management, and promote the library program. With this, the respect for the librarian and for the library program will go up and so will student learning. Just how the librarian will find the time to teach an elective class might be the biggest hurdle standing in the way of this idea.

Lohmiller, Darcy. //The Librarian in the Classroom//. Library Media Connection. Oct 2009. Vol 28, #2, p. 36.

Shawna Lincicome One of the most intriguing and imperative teachings in the lecture was to teach in the global context. Use the Internet in ways to connect students to global communities. For example, use United Nation symbols for Internet sites (example: *.uk is the United Kingdom) for searches with a different bias. Use Skype to connect with other students across the globe when doing research. Another example of a way to connect is to use [|www.epals.org]. For example connect with a classroom in Denmark when reading __Number the Stars__ by Lois Lowry. These examples could be great source of collaborative teaching between a classroom or reading teacher and a librarian! November, Alan. (2010, Oct. 4). //From technology planning to learning results.// [PowerPoint slides]. November, Alan. (2010, Oct. 4). From technology planning to learning results. [webinar series] Scientific Learning Corporation. Retrieved from []

Use web videos within the curriculum to use the global community to empower your students to achieve higher success prompted by a large audience feedback. “Emulation leads to innovation.” --this is the “art of spreading ideas.” Everyone is a teacher in this context. While many schools can’t use YouTube, we can create videos; have them viewed in the classroom or school wide or maybe even district wide. As students become fired up, innovation will happen and so will learning. Classroom teachers have an overwhelming amount of things to do, as a teacher librarian, you can take some of the load off the teacher by sharing responsibility for teaching the students editing skills and preparing for the final product. Anderson, Chris. (2010, September) How Web Video Powers Global Innovation. //TED Global//, 2010 Retrieved Novemeber 1, 2010 from []

Use digital storybooking or digital photography and websites like flikr to post cultural photo stories. Similar to web videos, these can be used to create “community” with student populations at a distance. Care would have to be taken to ensure student safety and anonymity. Or use digital video to show a community and share with other schools in your district. This could be part of second grade’s community unit. Reed, Julene. (2010.) Global Collaboration and Learning: How to create a world of success without leaving your classroom. //EdTech Focus on K-12.// Retrieved November 1, 2010 from [] Have ELL students create a WebQuest on their culture in order to immerse them in the English language. Teaching our ELL’s English by having them use their own background to teach others is an excellent way to incorporate language and learning. The librarian could be an excellent resource on this to supply an age appropriate pathfinder for the students to jumpstart their creation. Reed, Julene. (2010.) Global Collaboration and Learning: How to create a world of success without leaving your classroom. //EdTech Focus on K-12.// Retrieved November 1, 2010 from []

Join an online science fair at http://onlinesciencefair.wikispaces.com/. Your students can create a project that others can see, evaluate and congratulate them on. One more way to create a global community of learners and to create 21st century learning. This could be an after school project run through the library or in conjunction with the science curriculum and with a teacher. (depending on the grade level, either a specialized teacher or an elementary teacher). Gow, Britt. (2010, September). Tell your story of global collaboration. [blog entry] Retrieved November 1, 2010 from [].

Lesli Tanski
Sarver, Aaron. (Aug. 31,2007). Creating the 21st Century Library. In These Times. Retrieved from []
 * ======﻿Bring in or skype with authors. This article is interesting and thought provoking but didn't provide a lot of information until the end. It is about two archivists that got together and opened their own library. They have thrown Dewey Decimel aside and organize the library by what they feel goes together. This is obviously not a method that should be adopted by schools. However, there was one thing that stood out to me. It is the mention that if you pick up a book, the author may teach at the nearby university and be able to walk and talk with you about the book. That is genious really. So I translate that into the challenge to get authors involved with students. Authors have a bit of celebrity no matter what the age and students could learn a lot by talking with the author.======

Marcum, James. (Fall 2003). The 21st Century Library. FDU Magazine. Retrieved from []
 * Have continuous and updated courses on how to apply the technology at hand. This article openly admits that technology is booming and some feel that it will ulitmately threaten the librarian. However the writer counters with this quote, "Knowledge requires context and human interpretation and understanding; knowledge changes according to circumstances and time rather than remaining permanent and definitive." They suggest in this article that one of the main keys in making a library current and ultimately useful is to be sure students know how to use it. I would reccomend that it shouldn't be just a one time lesson at the beginning of the year. Instead, have regular lessons the go deeper into what the technology is and what it is used for. This will help in all levels of school as well as when entering the professional world.

Rilley, David. (Nov. 5, 2010). What Will it Take for Holliston to have a 21st Century Library? Wicked Local. Retrieved from []
 * Consider less traditional hours (meaning evenings/weekends). Although this article is addressing a college situation in which students work and have otherwise busy lives I believe the hours could help a k-12 school as well. Some Saturday and/or Sunday hours may be a great way to promote the library as an open environment for learning and exploration. It might demonstrate that learning isn't just for weekdays. Staffing would of course be an issue, but I think this would certainly be a 21st century idea.

Rilley, David. (Nov. 5, 2010). What Will it Take for Holliston to have a 21st Century Library? Wicked Local. Retrieved from []
 * Create a station for downloadable audio books. Every librarian I've talked to has said they don't believe actual books will ever go away and I completely agree. However, I also listen to 2-3 audio books a month. It aids in vocabulary, humanities, and general understanding of the English language. I think listening to and reading a book at the same time could be extremely beneficial to students. Students learn in various ways and auditory learners would gain better understanding. The benefits are endless and are also very 21st century.

Miller, Herman. (2010). The Once and Future Library Research Summary. Retrieved from []
 * Become sustainable! As important as it is to think about what we do on the inside, the outside is just as important on a community level. The 21st century brings with it the notion of being 'green' and I don't think it's going away. It's important that while staying up with technology, a library also stays up with envirtonmental factors. Creating a sustainable library can take large (retrofitting solar panels) or small (having several recycle bins) shapes, but will show your students that you know what is going on.

Carin Barrett Eisenberg, M. (2006, Spring). Three Roles for the 21st Century Teacher Librarian. //CSLA Journal//, 29(2) 21-23. Retrieved from the Academic Search Premier Database. Scott, F. (2010, September/October). //Learning and leading with technology//, 38(2), 27. Retrieved November 5, 2010 from [] Farkas, M. (2006, July 17). Skills for the 21st century librarian. (blog post). Retrieved November 5, 2010 from []
 * Make sure to create a situation in your library where administrators and teachers are involved in discussions about the direction of the libraries programs. The school library has a wonderful opportunity to be flexible and aim to meet new school initiatives by reassessing priorities and the direction of any funds available. Creating some sort of library advisory committee that involves teachers and administrators can help make it clear to them that the library media specialist has professional expertise regarding how the library can shift gears to meet and exceed new goals in innovative ways; this will help to develop a rapport for the LMS as a valued and trusted member of the staff when it comes to student programs and their full and successful implementation.
 * Offer to provide, and prepare carefully for, high quality professional development. This professional development should stem from careful research of the most effective ways to provide PD and should also provide plenty of additional supports such as screencasts and a follow up wiki, as well as a survey to show that the LMS is interested in feedback and improvement. Sessions can be greatly improved by integrating various activities and opportunities for reflection that have been outlined in several books meant for trainers. Library Media Specialists should actively volunteer to provide professional development and should remain aware of some ways to increase the engagement and use of these sessions so that the PD provided is seen as relevant and meaningful and so the LMS becomes a person who is regarded as capable and desirable in this area of the school community as well.
 * Even if a technology assistant of some kind is available in the school, the LMS should make sure to demonstrate eagerly and often their basic and advanced technological competencies, to both set an example for other staff members and appear as someone always willing to help when a problem with technology arises as an important support for the staff. For example, the LMS should hone his or her ability to troubleshoot technology problems or challenges and his or her openness to learning about new technologies so that teachers know there’s someone in the building willing to “play around” with a new piece of technology in order to help that teacher best implement it into the classroom. This can really help teachers and library media specialists to form collaborative bonds that can then be further developed as well as making the LMS an essential part of the teaching staff’s support system as learning and instruction change.
 * The LMS needs to market him or herself as a critical element to the teaching of “knowledge worker skills,” the type of worker Thomas Friedman claims in his very popular book T//he World Is Flat: A Brief History of the Twenty-first Century// // will be the necessary type of worker for the United States’ 21st century needs. Doug Johnson has created a great “taxonomy” of skills that are well reasoned, and the pinnacle of which cannot be reached without the teaching of technology and information literacy skills. Here’s Johnson’s pyramid: //

// Using an approach like this can help the LMS to support the educational practices and goals of their library programs, as well as giving administrators and staff a new way to look at the process of educating students to be successful in the future, one in which the LMS has a definitive role. // // Johnson, D. (2005, December). Skills for the knowledge worker. Teacher Librarian////, retrieved November 6, 2010 from [] //

// Johnson, L, & Lamb, A. (2010, January). Interactives: Dynamic learning environments. School Library Monthly, 26(5), retrieved November 6, 2010 from []. //
 * // Explore, share, and add interactives to the library catalog; interactives are any advanced type of website application that allows students to do just that – actually interact through activities, simulations, and even some opportunities to create and manipulate content. A plethora of interactives exist for a variety of age groups and virtually every subject area. An LMS helping teachers embrace these opportunities (as they will continue to grow) as well as making them available to students by adding them as an entry to the library catalog when a related search is performed can demonstrate the ability of the LMS to increase relevancy and engagement for students across the school community as well as again prove themselves an invaluable tool to teachers in improving and innovating instructional practice. //

// (This last one’s from a book, which I wasn’t sure we could include, but I wanted to throw it in because I really loved the book): // Gallagher, K. (2004). //Deeper reading: Comprehending challenging texts, 4-12//. Portland, ME: Stenhouse Publishers.
 * Encourage students to “read the world” through library displays and posts on the library website; teach students to better understand loaded language and the consumerist culture through highlighting the various types of language that are used to convince or mislead, or host a newspaper scavenger hunt day, where students can use part of their release period (paper or online) to help familiarize students with the parts of a newspaper and its potential biases. Although a LMS is not a reading teacher, the LMS can gain prestige and respect among his or her peers by actively seeking and implementing new ideas about encouraging students to read more and think more about what they’ve read, using the library as a setting. Also, in this era of increased testing where reading skills like these sometimes get pushed to the back of the line, the LMS can display his or her commitment to a media literate graduate through activities like this.

Andrea Wiltse []
 * Having a way for students to access the materials and resources they need from various locations and teaching the skills that they need to do this. This includes databases, e-books, and online resources as well as programs and student drives used at school. This allows students to access the information that they need at a time that is convenient for them and in a format of their choosing. This can be accomplished by creating a website with all of the information available and easy to access. The teaching piece would need to include passwords to use certain databases and instructions on how to remote access the products used at school (Microsoft Office).

[]
 * Digital Story Telling—an interactive way for students to present information. This allows the students to tell and illustrate a story in a personal way. Can be used in story writing or research projects. This is also a way for the librarian to create book talks and post them. This way they are available to access at all times. The posting could be through a wiki, blog, or wesite.

Valenza, J.K. (2008, April/May). A Few New Things. Library Media Connection, 10-13. Retrieved from [] Valenza, J.K. (2005, April). Find Your Path: Making Research Easy with Virtual Libraries. Classroom Connect, 4-7. Retrieved from []


 * Strategies to Create a 21st Century Library by Marcia Dietemann **

1. I think it would be nice to invite the families of students to the library to check out books. Many students have younger brothers and sisters who need to be exposed to books at a young age. Media Specialists could try to offer a variety of fun and educational books that are targeted for the younger ages so that younger siblings could come to the library and find books appropriate for them. The following quote is from Stevens: Stevens, R. (2010). Advancing Advocacy. //American Libraries//, //41//(8), 5. Retrieved from Academic Search Premier database.
 * // “Libraries //**, freely open to all, are needed now more than ever. There is no other institution as well-equipped for guiding individuals in the development of skills in critical thinking, problem-solving, and information and technological literacy. This is our time, this is our opportunity.” Stevens (2010)

2. Last semester I first heard about the movement to have “Noisy Libraries” and I have continued to think about it. This article gives some good reasons why allowing children to talk in the library is a good idea. I know kids may need a quiet place to read and study but I feel that a library full of students talking about books and ideas would encourage students to come to the library and feel comfortable. The following quote is from Braxton: “Yes, I would prefer my library to be a //** noisy **//, active place-a place where books and ideas are discussed, recommended, and shared. I like to have a constant hum of conversation happening because I know that the best talkers are also usually the best readers.” Braxton (2005) Braxton, B. (2005). make your school library a noisy place. //Teacher Librarian//, //33//(2), 50-51. Retrieved from Academic Search Premier database.

3. This idea is from the same article as my number 2 suggestion. I was thinking it would be fun to brainstorm on a bulletin board. You could read a book or a collection of books and have students help you to brainstorm a mind map over a period of time. They could add to it and you could see what sort of ideas they come up with about the topic. The following quote is from an article in the Teacher Librarian written by Braxton: “Brainstorming sessions allow students to offer facts, opinions, and suggestions about a particular topic without fear of ridicule because all ideas are accepted and acceptable.” Braxton (2005) Braxton, B. (2005). make your school library a noisy place. //Teacher Librarian//, //33//(2), 50-51. Retrieved from Academic Search Premier database.

4. I just arrived back from a conference that I went to in Chorpus Christi, Texas this weekend. One of the keynote speakers was Jon Scieszka who is an author of children’s books. He has just recently started a program called “Guys Read” where he is attempting to encourage authors to write books for boys and to also help boys find books they love to read. His web site is [|www.guysread.com]. While at the conference I bought a collection of short stories edited by Scieszka called “Guys Write for Guys Read.” In the prologue he answers the question about why he started this program. He says: “Because the problem is that there are a lot of boys who are not all that crazy about reading. Kids know this. Parents know this. Teachers and librarians know this. But we need to do something to change this. So the basic idea of Guys Read is to help get boys interested in reading by connecting them with things they will want to read.” (Scieszka, 2005) Scieszka, J. (2005). //Guys write for guys read//. New York, NY: Viking.

5. In this article by Brooks-Kirkland (2009) the author talks about how a virtual learning commons can be a helpful addition to a school’s media center. It enables students to have access to resources at any time and from various locations. She says: “The virtual learning commons can be a hub not only for virtual classrooms and resources, but also be the virtual “anchor chart” centre. From reminders of critical information skills and downloadable graphic organizers to short video tutorials, students and teachers can have 24/7 access to the tools that they need. Gone are the days when we expect students to remember, synthesize and apply complex ideas without reinforcement. The virtual library commons enables maximum flexibility – learning from school from home, on computer desktops or portable devices, as frequently as desired.” Brooks-Kirkland (2009) Brooks-Kirkland, A. (2009). The virtual library as a learning hub. //School Libraries in Canada (17108535)//, //27//(3), 43-45. Retrieved from Academic Search Premier database.

Tasha Tolbert Increase the use of technology in the classroom/school by creating and maintaining blogs on a variety of different topics. Blogs can be used in a variety of ways in the classroom and/or library and a great way to increase student engagement. “One of the major attractions for teachers to using blogging is that its focus is not necessarily on the content of the blog but more on the process of constructing and evaluating knowledge helping us reach the sometimes illusive upper levels – analyzing, evaluating, and creating – of Bloom’s Taxonomy”. (Kelly, 2009) Not only do blogs focus on higher level thinking, they also create an non-threatening online environment that is safe for discussion and participation. Blogs allow students time to reflect before responding and provide a means for communication and collaboration among peers on both assigned topics and topics of their choice. A 21st century approach to the classroom “discussion” Kelly, Kris. (2009.) To blog, or not to blog (in the classroom). [blog entry] Retrieved November 1st, 2010 from [] Incorporate wikis into curriculums and allow them to become a part of your schools best practices. Online communication tools such as wiki’s provide a great collaborative opportunity for students in a variety of different settings. Wiki’s can be created by teachers to introduce assignments and projects. They can be used as jump starts to projects by having all components of the project available as well as a multitude of links and other online resources to help students learn and inquire about topics. Wikis can also be created by students to demonstrate understanding of a particular unit or theme. Students can work together, posting ideas and resources, collaborating throughout the process. Wikis are a great tool to teach inquiry skills and problem solving. Alexander, Bryan. (2006.) Web 2.0. A New Innovation for Teaching and Learning?. //EDUCAUSE Review//. Retrieved October 29th, 2010 from [] Parker, Kevin. (2007.) Wiki as a Teaching Tool. //Interdisciplinary Journal of Knowledge and Learning Objects.// ATTACHMENT HERE <span style="font-family: Calibri; margin-bottom: 10pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">Encourage and support teachers to use online Video Production Programs such as animoto to increase student engagement and help incorporate the 5 muscles of the 21st century learner into their classroom or with you in the library. You can use animoto to introduce projects, teach lessons, or to be the end product of your unit. It is a great way to see students creativity and promote higher level thinking. Instead of doing a book report students can create a book trailer about their reading. Animoto provides opportunities for the different learning styles; incorporating elements of audi visual, auditory and special learning. Considering it is an online program it also helps with technology standards. There is a portion of animoto that allows for comments and feedback, where projects could be revised according to their peers reviews. Animoto is a great way to change the “product” of ordinary research projects. Anderson, Steven. The Digital Classroom-Animoto in Education. Retrieved October 28th, 2010 from [] <span style="font-family: Calibri; margin-bottom: 10pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">Social bookmarking sites such as Delicious, Digg, and Furl are great services that provide access to your favorite bookmarks from any and all computers. Social bookmarking resources allow you to bookmark or save your favorite websites and online resources all in one place. Not only does it provide you with a list of your favorites but it also allows you to share your bookmarks with an online community of other users and browse their favorite bookmarks as well. Using social bookmarking in the classroom can save time and provide students with multiple resources as they browse other users bookmarks. It is a great tool for collecting resources throughout the research process as well as for personal interest and entertainment. Many projects can evolve around social bookmarking. They also provide a great opportunity for teachers to build off of one another’s projects for consecutive years. <span style="font-family: Calibri; margin-bottom: 10pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">C, Erik. ( 2006.) Using Social Bookmarks in the Classroom. //Instructional Technology Blog//. [Blog entry]. Retrieved November 1st, 2010 from http://it.seattleschools.org/blog/2006/12/using-social-bookmarking-in-the-classroom. <span style="font-family: Calibri; margin-bottom: 10pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">Photosharing databases are another 21st century tool that can help promote collaboration, inquiry and higher levels of thinking and engagement in the classroom or library. Photosharing eliminates the cutting and pasting of photos out of magazines or even google images. Photosharing programs such as Flickr provide students with an online sharing “photo album” that can be used to support curriculums and projects on a variety of different levels. Students can search the online photo albums for pictures and images on certain topics to use in projects. They can save images that they find throughout the research process to be used at a later date. Not only does Flickr provide support for classroom curriculums but it also helps students learn technology standards. Flickr is also a great tool for classes such as Yearbook, Journalism and for the school newspaper. AuCoin, Pamela. (2010.) Using Flickr in the Classroom. //Teachers Network//. Retrieved October 28th, 2010 from []
 * 1) // Blogs : //
 * 1) // Wikis: //
 * 1) // Digital Classroom //
 * 1) // Social Bookmarking //
 * 1) // Flickr //

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<span style="color: #333333; font-family: "Tahoma","sans-serif"; font-size: 9.0pt; line-height: 115%;">Trilling, B. (2010). ** From Libraries to Learning "Libratories:" The New ABC's of 21st-Century School Libraries. ** //<span style="-webkit-background-clip: initial; -webkit-background-origin: initial; background-attachment: initial; background-image: initial; background-position: initial initial; background-repeat: initial; border-color: initial; border-style: initial; outline-color: initial; outline-style: initial; outline-width: 0px;"><span style="border-bottom-color: windowtext; border-bottom-style: none; border-bottom-width: 1pt; border-left-color: windowtext; border-left-style: none; border-left-width: 1pt; border-right-color: windowtext; border-right-style: none; border-right-width: 1pt; border-top-color: windowtext; border-top-style: none; border-top-width: 1pt; color: #333333; font-family: Tahoma,sans-serif; font-size: 9pt; line-height: 115%; padding-bottom: 0in; padding-left: 0in; padding-right: 0in; padding-top: 0in;">School Library Monthly //<span style="color: #333333; font-family: "Tahoma","sans-serif"; font-size: 9.0pt; line-height: 115%;">, //<span style="-webkit-background-clip: initial; -webkit-background-origin: initial; background-attachment: initial; background-image: initial; background-position: initial initial; background-repeat: initial; border-color: initial; border-style: initial; outline-color: initial; outline-style: initial; outline-width: 0px;"><span style="border-bottom-color: windowtext; border-bottom-style: none; border-bottom-width: 1pt; border-left-color: windowtext; border-left-style: none; border-left-width: 1pt; border-right-color: windowtext; border-right-style: none; border-right-width: 1pt; border-top-color: windowtext; border-top-style: none; border-top-width: 1pt; color: #333333; font-family: Tahoma,sans-serif; font-size: 9pt; line-height: 115%; padding-bottom: 0in; padding-left: 0in; padding-right: 0in; padding-top: 0in;">27  //<span style="color: #333333; font-family: "Tahoma","sans-serif"; font-size: 9.0pt; line-height: 115%;">(1), 43-46. Retrieved from Academic Search Premier database. =====

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<span style="color: #333333; font-family: "Tahoma","sans-serif"; font-size: 9.0pt; line-height: 115%;">This article discusses a collaborative approach to learning that is crucial to the 21st Century Librarian. The ThinkQuest project is an example of one of these projects ([|www.thinkquest.org/library]). The librarians are frequently leaders in promoting this kind of learning in our schools. Also, libraries have evolved into libratories where in it is an environment where a wide variety of learning activities take place. These activities all require the library to be part project space, design studio, community meeting space, presentation space and research lab. Some additional services the 21st Century libratorian must accommodate include making sure to bridge the gap between econo9mic, cultural, and digital access. Access to motivational books continues to be a mainstay in the library as well. Community connections as well as digital design and access are also key to the 21st Century libratory and its librarian. =====

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<span style="color: #333333; font-family: "Tahoma","sans-serif"; font-size: 9.0pt; line-height: 115%;">Allen, D. (2010). ** We Are Not Alone. ** //<span style="-webkit-background-clip: initial; -webkit-background-origin: initial; background-attachment: initial; background-image: initial; background-position: initial initial; background-repeat: initial; border-color: initial; border-style: initial; outline-color: initial; outline-style: initial; outline-width: 0px;"><span style="border-bottom-color: windowtext; border-bottom-style: none; border-bottom-width: 1pt; border-left-color: windowtext; border-left-style: none; border-left-width: 1pt; border-right-color: windowtext; border-right-style: none; border-right-width: 1pt; border-top-color: windowtext; border-top-style: none; border-top-width: 1pt; color: #333333; font-family: Tahoma,sans-serif; font-size: 9pt; line-height: 115%; padding-bottom: 0in; padding-left: 0in; padding-right: 0in; padding-top: 0in;">School Library Monthly //<span style="color: #333333; font-family: "Tahoma","sans-serif"; font-size: 9.0pt; line-height: 115%;">, //<span style="-webkit-background-clip: initial; -webkit-background-origin: initial; background-attachment: initial; background-image: initial; background-position: initial initial; background-repeat: initial; border-color: initial; border-style: initial; outline-color: initial; outline-style: initial; outline-width: 0px;"><span style="border-bottom-color: windowtext; border-bottom-style: none; border-bottom-width: 1pt; border-left-color: windowtext; border-left-style: none; border-left-width: 1pt; border-right-color: windowtext; border-right-style: none; border-right-width: 1pt; border-top-color: windowtext; border-top-style: none; border-top-width: 1pt; color: #333333; font-family: Tahoma,sans-serif; font-size: 9pt; line-height: 115%; padding-bottom: 0in; padding-left: 0in; padding-right: 0in; padding-top: 0in;">27  //<span style="color: #333333; font-family: "Tahoma","sans-serif"; font-size: 9.0pt; line-height: 115%;">(1), 48-49. Retrieved from Professional Development Collection database. =====

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<span style="color: #333333; font-family: "Tahoma","sans-serif"; font-size: 9.0pt; line-height: 115%;">In we are not alone, Allen reminds us about the importance of collaboration in the 21st Century Library. We are reminded of the importance of a flex schedule verses a fixed schedule to accommodate more teachers and more classrooms. While advocating for our library program, we need to award classes and students for returning their books on time and for scheduling collaborative lessons with the teacher librarian. Another way to advocate for your 21st Century Library program is to be sure to include newsletters, announcement and emails celebrating the great things going on in your library. Another key component of a successful program is to share knowledge and experience with others including mentor, staff development and being seen as an instructional leader. Finally, keeping accurate statistics, keeping principals informed and making the library inviting as well as going the extra mile can all be essential when designing a successful library program. =====

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<span style="color: #333333; font-family: "Tahoma","sans-serif"; font-size: 9.0pt;">Sheneman, L. (2010). ** Digital Storytelling: How to Get the Best Results **. //<span style="-webkit-background-clip: initial; -webkit-background-origin: initial; background-attachment: initial; background-image: initial; background-position: initial initial; background-repeat: initial; border-color: initial; border-style: initial; outline-color: initial; outline-style: initial; outline-width: 0px;"><span style="border-bottom-color: windowtext; border-bottom-style: none; border-bottom-width: 1pt; border-left-color: windowtext; border-left-style: none; border-left-width: 1pt; border-right-color: windowtext; border-right-style: none; border-right-width: 1pt; border-top-color: windowtext; border-top-style: none; border-top-width: 1pt; padding-bottom: 0in; padding-left: 0in; padding-right: 0in; padding-top: 0in;">School Library Monthly //, //<span style="-webkit-background-clip: initial; -webkit-background-origin: initial; background-attachment: initial; background-image: initial; background-position: initial initial; background-repeat: initial; border-color: initial; border-style: initial; outline-color: initial; outline-style: initial; outline-width: 0px;"><span style="border-bottom-color: windowtext; border-bottom-style: none; border-bottom-width: 1pt; border-left-color: windowtext; border-left-style: none; border-left-width: 1pt; border-right-color: windowtext; border-right-style: none; border-right-width: 1pt; border-top-color: windowtext; border-top-style: none; border-top-width: 1pt; padding-bottom: 0in; padding-left: 0in; padding-right: 0in; padding-top: 0in;">27  //(1), 40-42. Retrieved from Academic Search Premier database. =====

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<span style="color: #333333; font-family: "Tahoma","sans-serif"; font-size: 9.0pt;">Because our students are born in an age where they have highly developed visual spatial skills and prefer images to text, we are reminded of the multitude of tools that can be used to create digital stories. Students can learn to use Windows Movie Maker, Animoto, or PhotoStory 3 to name just a few, to help them tell their story digitally. In the 21st Century Library, students can create book trailers using a digital storytelling program. Examples of these types of book trailers can be found at [|www.teachertube.com]. Also, teacher librarians may choose to use any of these digital storytelling tools to orient the students to the library or to advertise for an upcoming author visit or book fair. =====

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<span style="color: #333333; font-family: "Tahoma","sans-serif"; font-size: 9.0pt;">Zmuda, A. (2010). ** The End of an Era... Falling Off a Cliff. ** //<span style="-webkit-background-clip: initial; -webkit-background-origin: initial; background-attachment: initial; background-image: initial; background-position: initial initial; background-repeat: initial; border-color: initial; border-style: initial; outline-color: initial; outline-style: initial; outline-width: 0px;"><span style="border-bottom-color: windowtext; border-bottom-style: none; border-bottom-width: 1pt; border-left-color: windowtext; border-left-style: none; border-left-width: 1pt; border-right-color: windowtext; border-right-style: none; border-right-width: 1pt; border-top-color: windowtext; border-top-style: none; border-top-width: 1pt; color: #333333; font-family: Tahoma,sans-serif; font-size: 9pt; padding-bottom: 0in; padding-left: 0in; padding-right: 0in; padding-top: 0in;">School Library Monthly //<span style="color: #333333; font-family: "Tahoma","sans-serif"; font-size: 9.0pt;">, //<span style="-webkit-background-clip: initial; -webkit-background-origin: initial; background-attachment: initial; background-image: initial; background-position: initial initial; background-repeat: initial; border-color: initial; border-style: initial; outline-color: initial; outline-style: initial; outline-width: 0px;"><span style="border-bottom-color: windowtext; border-bottom-style: none; border-bottom-width: 1pt; border-left-color: windowtext; border-left-style: none; border-left-width: 1pt; border-right-color: windowtext; border-right-style: none; border-right-width: 1pt; border-top-color: windowtext; border-top-style: none; border-top-width: 1pt; color: #333333; font-family: Tahoma,sans-serif; font-size: 9pt; padding-bottom: 0in; padding-left: 0in; padding-right: 0in; padding-top: 0in;">27  //<span style="color: #333333; font-family: "Tahoma","sans-serif"; font-size: 9.0pt;">(1), 5-7. Retrieved from Academic Search Premier database. =====

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<span style="color: #333333; font-family: "Tahoma","sans-serif"; font-size: 9.0pt;">School libraries are on the cutting edge and have no choice but to adopt to the challenge. School librarians can challenge this new set of 21st Century Skills being required: critical thinking, information technology, teamwork/collaboration, creativity/innovation, and diversity. Some examples might be when students return a book they do a kid review via a podcast or flip camera. Students can also learn to build a book collection and then maintain that space on the shelf. Finally, students can create their own blog with annotated bibliographies on whatever they find interesting. =====

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<span style="color: #333333; font-family: "Tahoma","sans-serif"; font-size: 9.0pt;">Adams, H. (2010). Welcoming ** America's Newest Immigrants: Providing Access to Resources and Services for English Language Learners **. //<span style="-webkit-background-clip: initial; -webkit-background-origin: initial; background-attachment: initial; background-image: initial; background-position: initial initial; background-repeat: initial; border-color: initial; border-style: initial; outline-color: initial; outline-style: initial; outline-width: 0px;"><span style="border-bottom-color: windowtext; border-bottom-style: none; border-bottom-width: 1pt; border-left-color: windowtext; border-left-style: none; border-left-width: 1pt; border-right-color: windowtext; border-right-style: none; border-right-width: 1pt; border-top-color: windowtext; border-top-style: none; border-top-width: 1pt; color: #333333; font-family: Tahoma,sans-serif; font-size: 9pt; padding-bottom: 0in; padding-left: 0in; padding-right: 0in; padding-top: 0in;">School Library Monthly //<span style="color: #333333; font-family: "Tahoma","sans-serif"; font-size: 9.0pt;">, //<span style="-webkit-background-clip: initial; -webkit-background-origin: initial; background-attachment: initial; background-image: initial; background-position: initial initial; background-repeat: initial; border-color: initial; border-style: initial; outline-color: initial; outline-style: initial; outline-width: 0px;"><span style="border-bottom-color: windowtext; border-bottom-style: none; border-bottom-width: 1pt; border-left-color: windowtext; border-left-style: none; border-left-width: 1pt; border-right-color: windowtext; border-right-style: none; border-right-width: 1pt; border-top-color: windowtext; border-top-style: none; border-top-width: 1pt; color: #333333; font-family: Tahoma,sans-serif; font-size: 9pt; padding-bottom: 0in; padding-left: 0in; padding-right: 0in; padding-top: 0in;">27  //<span style="color: #333333; font-family: "Tahoma","sans-serif"; font-size: 9.0pt;">(1), 50-51. Retrieved from Professional Development Collection database. <span style="color: #333333; font-family: "Tahoma","sans-serif"; font-size: 9.0pt;"> =====

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America has always been known as a Nation of immigrants; however, studies show that most libraries cannot identify any special strategies that they employ to serve their ELL students. This is very unfortunate because today’s library can often be seen as the first line of defense in helping ELL students feel welcome. 21st Century Libraries want to ensure access to resources in the school library program for all students as interpreted in the Library Bill of Rights. Librarians can work closely with ESL teachers, ensure there are current materials on the native countries of the students as well as provide high interest/low readability books for those students learning English. The librarian can and should be thought of as a liaison/advocate for his/her ELL students while subscribing to databases that are available in other languages, utilizing mp3 players and playaways as well as downloading books/textbooks for ELL students to listen to. The 21st Century librarian can encourage students or help students make Animoto videos of their home country. Every positive action will help their ELL students understand that access to information in their school library is indeed their first amendment right in their new country. =====