Making the School Library Sticky: Digital Libraries Build Teacher- Librarians’ Strategic Implementation Content Knowledge in Science

By Mardis, Marcia A; Payo, Robert P

EDUCATORS REQUIRE VARIOUS TYPES OF KNOWLEDGE TO HONE THEIR CRAFTS. TWO ESSENTIAL AREAS OF FOCUS ARE IN-DEPTH CONTENT KNOWLEDGE AND PEDAGOGICAL CONTENT KNOWLEDGE. CONTENT KNOWLEDGE CAN BE ACQUIRED BY STUDYING NEW DEVELOPMENTS IN A PARTICULAR FIELD, DEEPENING ONE’S EXISTING KNOWLEDGE, AND BECOMING AWARE OF NEW RESOURCES IN WHICH CONTENT IS EXPRESSED OR CONTAINED. PEDAGOGICAL CONTENT KNOWLEDGE DEVELOPMENT PERTAINS TO THE EXPANSION AND IMPROVEMENT OF INSTRUCTIONAL STRATEGIES AND THE ABILITY TO ADAPT INSTRUCTIONAL STRATEGIES TO A VARIETY OF LEARNING ENVIRONMENTS (SHULMAN, 1987).

Although these knowledge bases are essential, the need to meet organizational and educational guidelines, defined locally and federally, requires another tool for teacher-librarians: a strategy that bears in mind these requirements and integrates school library programs into the school’s strategic plan. Thus, thinking strategically-or, to coin a phrase, using strategic implementation content knowledge (STICK)-isjust the tool that enables teachers, students, administrators, and the community to recognize the importance of a vital school library program, which is indispensable in achieving these goals. Those teacher-librarians that understand this know how to make their library program sticky.

In The Tipping Point: How Little Things Can Make a Big Difference, Malcolm Gladwell (2000) builds on the idea of STICK with his notion of the stickiness factor as a quality that compels people to invest sustained attention in a product, concept, or idea. Stickiness is hard to define, and its presence can depend on both message and messenger and how well the message is positioned in the context of people’s existing roles and responsibilities. Therefore, the ability for a school library-based innovation to stick is influenced by the teacher-librarian’s ability to strategically implement the content into teachers’ lives and work.

LESSONS FROM THE SCHOOL LIBRARY JOURNAL LEADERSHIP SUMMIT

On November 3-4, 2006, the second School Library Journal Leadership Summit was held in Chicago. Without referencing it specifically, the main message of the summit was a call for making school libraries stickier by reenvisioning school library professional philosophy and practice. Two main areas identified by many of the presenters were (a) continued support of learning through innovative curriculum partnering and (b) sparking student motivation through creative use of technology.

With this in mind, science curricula provide a means and method for school libraries-the centers of technology for schools-to connect in new and innovative ways; the digital libraries, such as those discussed in this article, may be an ideal part of a strategy to make the school library sticky for teachers and students.

SCIENCE IS IMPORTANT

Now is an important time to examine science education in K-12 schools because No Child Left Behind legislation has been implemented with its emphasis on student achievement measured with standardized tests. These annual high-stakes tests are expected to have a noticeable impact on classroom practice in science when testing for each grade band begins in the 2007-2008 school year. Trends indicate that as long as U.S. students continue to lag behind students in other nations in science achievement, there will be mounting pressure to investigate ways to improve student science learning.

Instilling positive feelings about scientific endeavors has far- reaching effects on students’ lives within and beyond their school years. Science has become integral to our lives, as a biologist from the Argonne National Laboratories (2006) states:

Science combines the use of observation, intuition, theory, hypothesis, experimentation, and analysis. It is our way of observing the world around us . . . all of us. And all of us can benefit by being taught at least the most rudimentary tenets. Few other subjects will have as wide application in the career, hobby, or general interest of science to as many people, (para. 3)

Interest and success in learning science, then, form a template that can be applied to various aspects of students’ lives. By cultivating methods to make sense of the world around them, students may even spark vast and renewing curiosities. “There is no end to the questions we can ask about the world we live in,” as one Oregon researcher puts it. “It is fun to see that world, including all the animals and all of us humans that live in it, as a laboratory” (Oregon National Primate Research Center, n.d., para. 4).

Asking questions, conducting information-based investigations, and growing skills for lifelong leaming-that sounds like what we help kids do in the school library. In fact, the process of learning science and the process of becoming information literate have a tremendous amount of unrealized overlap (Mardis, 2006). Here we, have the potential of something sticky: an increasing pressure to incorporate a deeper level of science into curriculum and the development of the information skills needed to do so. The problem may be, however, that teacher-librarians are not perceived as being able to support science learning through the school library’s offerings and are therefore not always included in building and district approaches to improvement.

ENTER THE NATIONAL SCIENCE FOUNDATION

Within the federal government, the National Science Foundation (2006) has been given the charge of fostering activities in all areas of nonmedical science. In its strategic plan, the foundation has declared a focus on strengthening science education with best practices in education, contemporary technology, and resource-based learning. The foundation points to aspects that are important for today’s education frontiers in math and science at all grade levels, including discovery-based learning; information, communications, and other new technologies, with their potential for more engaging and inclusive learning and discovery; access to interactive data sets, simulations; up-to-date research results; and opportunities to interact with researchers.

A main initiative that demonstrates the National Science Foundation’s commitment to discovery-based learning is the National Science Digital Library (NSDL; http://nsdl.org). The NSDL is the nation’s online library of science, technology, engineering, and mathematics education and research, and it provides access to digital resources that support innovative learning approaches for the classroom. It is a center of teaching and learning content for preschool to adult audiences, from trusted and reliable resource contributors that represent the best of public and private institutions, including universities, museums, commercial publishers, government agencies, and professional societies. The National Science Board’s recent report (2006) endorsed the kind of materials found within NSDL as a means of strengthening our nation’s schools in math and science. Otherwise, the report states, our nation “risks raising generations of students and citizens who do not know how to think critically and make informed decisions based on technical and scientific information” (p. 6).

Such recognition like that from the National Science Board-that science learning includes core skills that are important for learning in all subjects-means that it is essential that science resources within a school include content and pedagogical supports as well as ways for improvements to be sticky within the current assessment and school improvement landscape. The teacher- librarian’s many cross-cutting roles makes the teacher-librarian an important leader in bringing these supports together. Perceptions, collections, and professional pressures, however, can complicate the deepening of connections between science and school library. Consequently, the well-informed teacher-librarian must use elements of STICK to address these barriers to lay the groundwork for fertile collaborative efforts in the school.

SCIENCE CONNECTIONS ARE CHALLENGING

The teaching and learning of science have come under recent scrutiny because of U.S. students’ lackluster performance on the Trends in International Mathematics and Science Study, conducted in 1995, 1999, and 2003 (Gonzales et al., 2004). Research shows that in many areas of the United States, science and mathematics curriculum is woefully deficient in requiring deductive logic, with many teachers having difficulty employing highly effective pedagogical strategies for middle school and high school students. Because a persistently large number of science faculty teach out of field, the knowledge and support for long-term projects that require data analysis and higher-order thinking may not be widely in place.

What do science teachers have to say? Surveys and interviews of teachers (Hanson & Carlson, 2005; Williams ft Coles, 2003) reveal influences that bear some attention. Science teachers rely heavily on peers and professional development activities to gain information about new curriculum resources and strategies. When they are enacting instructional activities, they rely mainly on textbooks, web sites used within their c\lassrooms, and materials from their classroom collections. Science teachers experience much isolation in their practice, with many of them teaching out of field, perhaps contributing to persistent rates of attrition and shortage.

Science teacher and teacher-librarian collaboration is also limited by the prevalence of new teachers. New and early-career science teachers tend to be still developing their sense of pedagogical and content area mastery as well as control in the classroom; they are less likely to reach out and form collaborative and collegial relationships outside their departments, until they gain confidence in all aspects of their practice.

NO PROFESSIONAL CONFIDENCE OR SUPPORT

Though teacher-librarians hold a degree in library science, few feel comfortable with the area of science. Teacher-librarians often state that they lack the personal content knowledge and scientific resource base necessary to confidently engage science educators. Magazines for school library professionals rarely address science- related topics and do not provide an ongoing means for teacher- librarians to gain currency on science-related topics or resources. Although leading publications do contain a number of articles emphasizing the importance of collaboration in general, less than 5% of articles published between 1998 and 2004 were devoted to any aspect of working with science teachers or students (Mardis, 2007). This dearth of science information is not likely the result of intentional editorial exclusion; it is more likely symptomatic of an overall lack of professional dialogue between teacher-librarians and science educators. Opening the door to such dialogue and for greater access to resources is an essential strategic step, taking time and effort before such endeavors even begin to flourish.

COLLECTIONS SUFFER AS A RESULT

A recent survey study of middle school libraries in Michigan (Mardis & Hoffman, 2007) suggested that science materials in respondents’ science, mathematics, technology, and life science collections are unsubstantial and aging. As a consequence, science teachers may not perceive the school library as a relevant resource. Efforts to change this perception require thoughtful, STICK-guided planning. Young (2001) warned teacher-librarians that collection development in science is challenging and that the currency of the collection must be a major consideration. Teacher-librarians may not be secure with their skills in book-related collection development and often tolerate inherited and outdated science collections. Perhaps as compensation for their weak book collections, the survey respondents added a variety of current periodicals, databases, CD- ROMs, and videos to their collections. The presence of other types of media suggest that teacher-librarians are interested in supplementing any deficiencies in the collections with current and dynamic materials.

DIGITAL LIBRARIES OFFER STRATEGIC IMPLEMENTATION

Many middle school students believe that learning science with the aid of a variety of resources, such as those found in the school library, is important. Multimodal learning (i.e., learning through a variety of textual, electronic, digital, and physical media) helps to build essential prior knowledge, the platform on which subsequent learning takes place (Bransford, Brown, Et Cocking, 2000; Hirsch, 2006; Roschelle, 1995). Moreover, the increasing prevalence of English-language learners in all schools presents a challenge to classroom-based science instruction. When students who lack English- language proficiency are encouraged to leam science in hands-on resource-based inquiry environments, they show improvements in all aspects of their academic and communication skills (Lee, 2005).

Even for English-speaking students, learning in an inquiry-based active environment is not part of their early classroom experiences. The types of hands-on multimodal learning that can take place in the elementary school library during group activities can build the creative, open thinking required to thrive in inquiry-based situations. Bolliger’s study (2006) indicated that students prefer learning environments that are active. Many students, however, thought that they had not been in enough unstructured learning environments to make smooth transitions into inquiry-based learning. They pointed to the need for more socializing, more group work, and exposure to a variety of learning tools and resources. This is where school libraries can strategically provide a place of access to such tools that can spark greater creativity and imagination, a key to obtaining sustained student achievement (Bush, 2006). Particularly, digital libraries can offer teacher-librarians a powerful means to draw teachers and students into the school libraries.

The digital library, then, becomes integral to the stickiness of inquiry-based environments. With the need for greater exposure to current science content and multiple modalities in which to disseminate and integrate this information for effective learning, digital libraries offer contexts for both the educator and the learner to build content and pedagogical skills that support national and state standards. These digital libraries can also be used to strategically enhance the implementation of the school library program by expanding collaborative opportunities, sparking student creativity, and enhancing the sticky innovative atmosphere of the school library. The umbrella for many of these digital libraries is the NSDL.

NSDL

The NSDL (see Figure 1) is a treasure chest of high-quality, in- depth, and-equally important-fun and innovative science resources found through an organized point of access. The National Academies has recognized NSDL as an exemplary site for K-12 curricular sources. Searching through NSDL affords opportunities to utilize virtual labs, real-time data, simulations, interactives, research reports, and journal articles, as well as materials addressing physical accessibility, bilingual content, and more. The majority of resources found within NSDL are free and, because they are Internet based, are accessible in rural and urban settings-leveling the field for access to quality material. The following sections contain excellent examples of sites found within NSDL that demonstrate content-oriented and pedagogically sound practices as well as offer great STICK potential.

CORNELL LAB OF ORNITHOLOGY

The Cornell Lab of Ornithology (www.birds.cornell.edu; see Figure 2) digital library of Cornell University is a premier collection of multimedia-rich tools, information, and research on the study of birds. BirdSleuth is an accompanying curriculum for K-12 users of the site. Guides with images, video, audio, and textual information on bird species enable students to contribute observational data that can be computed and graphed by tools on the site and added to the lab’s online database, eBird. Such contributions, termed citizen science studies, have resulted in additional data for researchers at Cornell. For example, citizen data have led to the discovery of bird disease and its spread through species of house finches across the nation.

Not only does this digital library contain rich information- changing too quickly to be found in books-but this collection also supports a variety of potentials for collaborative projects capitalizing on dynamic instructional strategies and learning styles. For instance, teachers may wish to appeal to auditory learners or help students to develop listening skills by using bird sounds to supplement text. The teacher-librarian can work with the teacher to link bird images to bird sounds, and given that the school library is usually home to many computers, these listening activities can be accomplished simultaneously.

The site also enables real-world connections and project-based learning by allowing students to collect and contribute data to national research initiatives. These data sets allow the teacher- librarian to work with math teachers to promote data literacy. Students can work in groups to analyze, synthesize, and draw conclusions based on their use of data. The physical space of the school library can be used to create and display findings for everyone in the school to enjoy.

THE ESKELETONS PROJECT

Based at the University of Texas at Austin, the eSkeletons Project (www.eskeletons .org; Figure 3) provides educators with virtual access to primate bone specimens that would otherwise be difficult to obtain (and, for some real specimens, illegal). Users can conduct comparative skeleton studies, manipulate bones for multiple views, and utilize digital tools that measure bone length as a means of categorizing different families of primates. These tools are comparable to ones actually used in physical anthropologist research.

Although many school libraries collect realia such as model skeletons, the diversity of specimens found at the eSkeletons Project is beyond the budgets of most schools. With increasing student interest in forensic science and overwhelming demand for forensic science-related materials by teachers (National Science Teachers Association, 2004), many teacher-librarians want to enhance their collections in this area. This digital library allows the teacherlibrarian to facilitate large-group comparisons and use of skeletons economically by providing a diverse sample of specimens.

FUN WORKS CAREER RESOURCES EDUCATION NETWORK

The purpose of the Fun Works digital library (http:// thefunworks.edc.org; see Figure 4) is to help students identify their academic strengths and link them to interesting professions, as well as to help them identify interesting careers in math and science and find out what academic skills and strengths are needed in those careers.

Through the Education Development Center, this site was developed with the assistance and feedback of middle school students by studying compelling web archite\cture and methodology that are appealing to adolescents. Users can select an area of interest with background information; games related to skills associated with exciting careers, such as a video game designer, acoustical engineer, sports lawyer, Toller coaster engineer; and profiles of successful people in those careers. Helping students to link their schoolwork to realworld contexts is especially important for promoting math and science careers. By including Funworks in the career collection offerings of the school library, the teacherlibrarian can help students to use a fun tool that helps them link their interests to a range of options for their futures in ways that the Occupational Outlook Handbook (U.S. Bureau of Labor Statistics, 2006) cannot.

OPTICS FOR KIDS

The Optics for Kids web site (www.optics forkids.com/; see Figure 5), from the Optical Society of America, provides dynamic visual images and easy-to-fol)ow activities related to the science of light. Written in both English and Spanish, there are games, lessons, and experiments for elementary level students and Englishlanguage learners.

Many teachers struggle to meet the needs of their Spanish- speaking students in science. When students haw materials in their native language that are easy to understand, they are able to grasp scientific concepts and master curriculum material (Lee, 2005). Likewise, many elementary school libraries do not have large collections of Spanish-language books or a wide range of age- appropriate science resources (Young, 2001). Yet, teacher- librarians must strive to create collections that serve the needs of the whole learning community. Digital resources such as Optics for Kids improve science collections and meet the needs of young English- language learners.

NATIONAL LIBRARY OF VIRTUAL MANIPULATlVES

Easy to use and suitable for math at all grade levels, this collection of math manipulatives and interactives from the National Library of Virtual Manipulatives (http:// nlvm.usu.edu/en/nav/ vlibrary.html; see Figure 6) demonstrates concepts visually. The manipulatives can also be adapted to special education students, and they are described in both English and Spanish. Developed at Utah State University, a new feature of the site helps teachers to share lesson plans using the manipulatives in the digital library and to tailor these lessons to their classroom-specific needs. There are also model assessment tools to help teachers track student mastery.

This digital library can be used as a way to form collaborative relationships with mathematics teachers and as an important part of outreach services to parents. Teaching tips accompany each manipulative, so English- or Spanish-speaking parents can work along with their children, whether they are learning addition or mastering precalculus, by reading more about how the manipulative can be most effectively used.

These collections are a fraction of the content and services NSDL has to offer. All of these serve as examples of how digital libraries can aid teacher-librarians in revitalizing their science collections by integrating them in a strategically and educationally innovative way for very sticky collaborative endeavors.

CONCLUSION

Stickiness is best borne from unexpected places and subtle changes to the way that things have always been done. School libraries-with a potential wealth of digital resources and the ability to provide the technology to effectively utilize these resources-are unexpected places where consistent connections between school libraries and science programs can occur.

In schools where teacher-librarians frequently collaborate with science teachers, student achievement in science tends to be higher. This relationship is especially significant in schools with rich multimedia collections (Mardis, 2005). Digital libraries can be an important part of the school library’s link to student achievement in science because, as Kirschenbaum (2006) has pointed out, students comprehend more of what is presented to them in color, preferring “visually stunning, multisensory ways of reading” (p. 50).

The key to successful support of science education is for teacher- librarians to continue to work toward collaborations with science teachers by focusing on building collections replete with a variety of image-rich current media and doing so in a thoughtful, strategic manner that involves key stakeholders and educates them fully in the value of these efforts. As schools look for new ways to improve student test scores, exciting supplemental materialsones that can increase comprehension, allow individualized exploration, and support deeper learning-are found in school libraries. In particular, technologies that allow greater visualization of concepts and show real-world applications complement the information skills taught by a certified teacher-librarian. These materials are unique and strategic offerings that reach and motivate students to stick with their science learning and school libraries.

Digital libraries present all educators with a wealth of opportunities to enhance content and pedagogical content knowledge; to teacher-librarians, they also offer stickiness. Implemented strategically, digital libraries offer teacher-librarians ways to make the school library stick to science.

ACKNOWLEDGMENT

Funding for the some of the research and projects described in this article was provided by the National Science Foundation through Grants DUE-333632 and DUE-0435098 (see Figure 7).

Use Science Digital Libraries to Make the School Library Sticky

Meet the needs of your Englishlanguage learners with resources in a variety of languages.

Appeal to visual and auditory learners with beautiful animations and multimedia.

Impress your principal by saving budget dollars, improving your science collection, and increasing access with free quality resources.

Build collaborations with science and math teachers who never use the school library.

Easily Integrate Science Digital Libraries Into Your School Library Program

Put the National Science Digital Library (NSDL) Searchbox on your school library web site (download from http:// gmodu1es.com/ig/ creator7synd-openaurl -http://nsdl.org/gadget/nsdl_search.xml).

Install the NSDL Toolbar on your computers (download at http:// nsdl.org/ toolbar/).

Access NSDUs specialized pathways of educational content and services (at http://nsdl.org/resources_for/k 12_teachers/ index.php?pager-resources) to (a) target your teachers’ interests and curriculum areas by alerting them to pathways for chemisty, biology, earth science, ecology, engineering, mathematics, middle school, multimedia, and physics and (b) use the science and mathematics Information and Communications Technology Literacy ftthways to infuse information literacy skills into the curriculum.

REFERENCES

Argonne National Laboratories. (2006). “Ask a scientist” general science archives: Why is a science education important? Retrieved November 1, 2006, from http://www .newton.dep.anl.gov/askasci/gen99/ gen9 9152.htm

Bolliger, D. U. (2006). Creating constructivist learning environments. In M. Orey, V. J. McClendon, & R. M. Branch (Eds.), Educational and media technology yearbook 2006 (pp. 119-126). Westport, CT: Libraries Unlimited.

Bransford, J., Brown, A. L, & Cocking, R. R. (Eds.). (2000). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.

Bush, G. (2006). Creative literacy in the school library: Tapping our inner resources. In M. Orey, V. J. McClendon, ft R. M. Branch (Eds.), Educational media and techology yearbook 2006 (pp. 225- 235). Westport, CT: Libraries Unlimited.

Gladwell, M. (2000). The tipping point: How little thinks can make a big difference. New York: Little, Brown.

Gonzales, P., Guzman, J. C., Partelow, L, Pahlke, E., Jocelyn, L, Kastberg, D., et al. (2004). Highlights from the trends in international mathematics and science study: TIMES 2003. Washington, DC: U.S. Department of Education National Center for Education Statistics. Retrieved February 27, 2007, from http://nces.ed.gov/ timss/index.asp

Hanson, K., & Carlson, B. (2005). Effective access: Teachers’ use of digital resources in STEM teaching. Newton, MA: Education Development Center.

Hirsch, E. D. (2006). Building knowledge: The case for bringing content into the language arts block and for a knowledge-rich curriculum core for all children. American Educator, 30(1), 8-17.

Kirschenbaum, V. R. (2006). The old way of reading and the new. Educational Leadership, 63(8), 47-50.

Lee, O. (2005). Science education with English language learners: Synthesis and research agenda. Review of Educational Research, 75(4), 491-521.

Mardis, M. A. (2005). The relationship between school library media programs and science achievement in Michigan middle schools. Unpublished doctoral dissertation, Eastern Michigan University, Ypsilanti.

Mardis, M. A. (2006). Science teacher and school library media spedalist roles: Mutually reinforcing perspectives as defined by national guidelines. In M. Orey, V. J. McClendon, Et R. B. Branch (Eds.), Educational media and technology yearbook 2006 (pp. 168- 178). Westport, CT: Libraries Unlimited.

Mardis, M. A. (2007). How is science getting into the library? Professional literature content from 1998-2004. School Libraries Worldwide, 12(2), 1-15.

Mardis, M. A., & Hoffman, E. S. (2007). Collection and collaboration: Science in Michigan middle school media centers. Media Spectrum, 33(3), 44-58.

National Science Board. (2006). America’s pressing challenge: Building a stronger foundation. Retrieved February 27, 2007, from http://www.nsf.gov/statistics/nsb0602/

National Science Foundation. (2006). Investing in America’s future: Strategic plan FY 2006-2011. Washington, DC: National Science Foundation.

National Science Teachers Asssociation. (2004, October 25). NSTA survey reveals forensic science is hottest new trend in science teaching. Retriev\ed September 1, 2005, from http://www.nsta.org/ press room&news_storyJD-49900

Oregon National Primate Research Center, (n.d.). Public education: Is science important? Retrieved November 1, 2006, from http://onprc.ohsu.edu/education/dspStudents ltem.cfm?doc_id-71

Roschelle, J. (1995). Learning in interactive environments: Prior knowledge and new experience. In J. H. FaIk ft L. D. Dierking (Eds.), Public institutions for personal learning: Establishing a research agenda (pp. 37-51). Washington, DC: American Association of Museums.

School Library Journal Leadership Summit. (2006). Summit presentations. Retrieved February 28, 2007, from http:// extras.school libraryjoumal.com/summit/presentations.html

Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1-22.

U.S. Bureau of Labor Statistics. (2006). Occupational outlook handbook (OOH), 2006-07 edition. Washington, DC: Author.

Williams, D. A., Et Coles, L (2003). The use of research information by teachers: Information literacy, access and attitudes. A report for the Economic and Social Research Council. Aberdeen, Scotland: Robert Gordon University.

Young, T. E. (2001). Library “science” rules. The Book Report, 19(5), 25-27.

Marcia A. Mardis is an assistant professor of library and information science at Wayne State University in Detroit, Ml, and a research investigator at the School of Information at the University of Michigan. Marcia works with budding teacher-librarians and youth librarians, and she is also involved with the National Science Foundation’s National Science Digital Library program (http:// nsdl.onj), where she has led five projects that investigated how learners in educational and informal settings seek innovative science resources and integrate them into their knowledge and practice. She was a teacherlibrarian for 10 years in Michigan and Texas. She can be reached at mmardis@wayne.edu.

Robert P. Payo is the education and outreach specialist for the National Science Digital Library (NSDL), and he coordinates the presence of NSDL at national meetings, conferences, and events in conjunction with the efforts of NSDL partners and affiliates. Robert also conducts professional development programs and presentations across the country on NSDL and its resources. As director of outreach education at the Denver Museum of Nature and Science, the education director of the Colorado Energy Science Center, and an educator at other institutions that culminate in 20 years of experience, Robert has committed his career to creating connections between community members, educators, and science professionals through science education. He can be reached at rpayo@nsdl.ucar.edu.

Feature articles in TL are blind-refereed by members of the advisory board. This article was submitted December 2006 and accepted February 2007.

Copyright Ken Haycock & Associates Jun 2007

(c) 2007 Teacher Librarian. Provided by ProQuest Information and Learning. All rights Reserved.