Geometry.Net - Basic_W: Wisconsin School Media Centers

III
National Library Power Program (Madison, WI University of wisconsin at Madison PowerThe New National Guidelines for school Library media centers.
http://www.unocoe.unomaha.edu/ghartzell/library/III_principalrole.htm

Extractions: III. Evidence and Arguments That Administrative Leadership Is Key in Developing Quality Library Media Programs Administrative leadership is unquestionably a key factor in any school operation. Emergency Librarian (January-February, 1989), p. 31. Teacher Librarian , volume 27, no. 1 (October, 1999), pp. 15-20. R. Blazek, Influencing Students Toward Media Center Use: An Experimental Investigation In Mathematics (Chicago: American Library Association, 1975). B. S. Campbell and P. A. Cordiero, High School Principal Roles and Implementation Themes for Mainstreaming Information Literacy Instruction Paper presented at the annual meeting of the American Educational Research Association (New York, April 8-12, 1996). ERIC Document Number ED 399 667. J. B. Charter, Case Study Profiles of Six Exemplary Public High School Library Media Programs (Doctoral dissertation, Florida State University, 1982). P. A. B. Cruzeiro, Role and Function Attitudes of Public School Principals Regarding the Library Media Program (Doctoral dissertation, University of South Dakota).
EJ List By Initials, Keio Univ. Media Centers (J)
of Epidemiology The Johns Hopkins University school of Hygiene and of PoliticalScience - University of wisconsin Press, JSTOR Keio University media centers
http://erdb.lib.keio.ac.jp:8888/koej/ejbyinit.asp?Campus=Hiyoshi
IMDC Links
The Consortium of Colleges and University media centers http//www.indiana ConferenceCoSponsors The University of wisconsin Law school, The University of
http://imdc.education.wisc.edu/links/frames/main.html

Extractions: http://www.w3.org/1999/05/WCAG-REC-fact For more information, contact the World Wide Web Consortium (W3C) directly."W3C ( http://www.w3.org/ ) develops interoperable technologies (specifications, guidelines, software, and tools) to lead the Web to its full potential as a forum for information, commerce, communication, and collective understanding." (More about the W3C Initiative, http://www.w3.org/WAI/ Americans with Disabilities Act, US Department of Justice
CCUMC 1999 Annual Conference Media Centers In Transition
the Instructional media Development Center, University of wisconsin/Madison formerly theshelves and cued; if the media is from another school that is
http://www.indiana.edu/~ccumc/spain.html
1000 Friends Newsletter
CONNECTION TO school FACILITIES PLANNING IN wisconsin. school facility plannersshould consider the Restaurants, media centers, health clinics, post offices
http://www.1000friendsofwisconsin.com/newsletters/Vol6Num3p1.shtml

Extractions: Site Resources About us Contact us Join Us Schools are a focal point of any community. If you have a child in school, you think about them getting there and back safely and there are PTA meetings, extra-curricular activities, parent-teacher meetings. And if you don't have children in school, the building is still a center of civic activity where people of all ages meet and participate in the life of a community: it is where you vote, where community car washes are held, where neighborhood meetings take place. Schools serve as artistic and cultural centers, recreational facilities and town halls. Schools act as community anchors and contribute to a neighborhood's vitality. For all of these reasons, they are magnets for residential and commercial development, pulling and holding communities together. A disheartening trend has developed that reduces the accessibility and community identity of schools. Many new school facilities are being built on the edge of cities, far from the neighborhoods they are intended to serve. These "sprawl schools" result from a number of misconceptions: that new schools are superior to old schools; that each school must be built on large tracts of land; and that each school must accommodate vast numbers of students. Sprawl as a result of school location can lead to the abandonment of once-vital neighborhoods, stagnation of property values in central cities, loss of open space, and increased reliance on automobiles.
Wallace Funds
poorly funded libraries into modern, upto-date media centers that directly Accordingto researchers from the University of wisconsin's school of Library and
http://www.wallacefunds.org/newsroom/news_article.cfm?xIDNews=40878662
UWM Grad School - Bulletin: Library And Information Science
for careers in libraries, school media centers, information systems in collaborationwith the school of Education leading to State of wisconsin licensing as
http://www.uwm.edu/Dept/Grad_Sch/Publications/Bulletin/library_information_scien

Extractions: Courses Cross-listed Courses The School of Information Studies prepares students for careers in library and information professions. The School provides students with the opportunity to develop attitudes associated with progressive information services, and to develop an understanding of the value, role, and application of modern technology as it relates to library operations and the transfer of information. The School's graduate program is fully accredited by the American Library Association. In harmony with the mission of the University of Wisconsin-Milwaukee, a major urban research institute, the School of Information Studies strives to make significant contributions towards extending and enhancing the quality of information services and the promotion of information and technological literacy to a diverse society. The School of Information Studies is committed to excellence in instruction, research, and service. Goals of the school are: To prepare professionals who are able to provide leadership and adapt to change in a technological and knowledge-based environment for careers in libraries, school media centers, information systems, and related areas, according to accepted professional standards.
TCR Educational Craft Centers: Central
traditions of design and workmanship. Students at The Kentucky school of Craft throughinstruction and exhibition of fine art in the craft media. wisconsin.
http://www.craftsreport.com/resources/educational/central.html

Extractions: The School of Fine Arts, founded in 1894, is today considered one of the premier art schools in the country. Over 450 undergraduate and graduate students pursue courses in art history and studio practice. Studio programs include ceramics, drawing and painting, graphic design, metalsmithing and jewelry design, photography, textiles, printmaking, and sculpture. The Indianapolis Art Center
Digital Distance Education/Continuing Education Program
he was a Senior Scientist at the University of wisconsin and served as Vice As a scholarin school media centers and educational technology, Dr. Loertscher has
http://witloof.sjsu.edu/imls/personnel.htm

Extractions: School of Library and Information Science January 2000 Institute Robertta H. Barba is a Professor at San Jose State University where she teaches graduate coursework in Instructional Technology, including: Introduction to Instructional Media, Advanced Computer Graphics, Interactive Instructional Video,Educational uses of HyperCard/HyperStudio, Distance Education: Web-based Learning, Emerging Technologies, and Digital Photography for Educators. Dr. Barba received her B.S. and M.S. degrees at the University of Delaware and her Ph.D. degree at the Pennsylvania State University. She has previously held faculty positions at San Diego State University and the University of New Mexico. Robertta Barba is an experienced science educator, having worked in the Appoquinimink School District in Odessa, Delaware; Christina School District in Newark, Delaware; Quemado Rural Independent Schools in Quemado, New Mexico, Encinco Rural Independent Schools, Encino, New Mexico; and the Albuquerque Public Schools in Albuquerque, New Mexico. She has worked as a classroom teacher, a science department chair, a district science curriculum supervisor, and a student teacher supervisor.
DWD Wisconsin Regional Career Centers
Every Career Center uses topnotch electronic media tools, such as computers, laser NorthcentralWisconsin Career Center Wausau West High school, 1200 W
http://www.dwd.state.wi.us/careers/region.htm

Extractions: Each of the eleven regional Career Centers focuses on helping youth in the area it serves. Local employers, educators, and career center staff pool their resources to guide students and others into satisfying careers. Every Career Center uses top-notch electronic media tools, such as computers, laser discs, videos, networks and the Internet. All of our Centers use the 5-steps to developing a Career Plan, which can be found on our 'Net site, too. C4 Dane County Career Center
School Choice Links: Advocacy Groups, Policy Centers And Think Tanks
Boston College's extensive list of resources. Be sure to click on their homepage too.Category Society Issues Education school Choice State Legislative Agenda and media Resource Pages. on education in wisconsin, plusdownoladable PDF research papers on school funding in wisconsin.
http://www.bc.edu/bc_org/research/rapl/issues/schoolchoice/sc_advocacy.html

Extractions: School choice has become such a contentious topic that not only have traditional advocacy groups devoted significant resources to the question, some organizations have been formed simply to advocate policy reform on this issue. Additionally, a number of academic centers and programs have focused their research on topics pertaining to school choice. Below are links to the home pages of over 40 policy organizations plus a brief description of and links to their on-line school choice resource pages. For state-by-state organizations that address school choice, click here A B-C D-F ... School Choice and American Constitutional Law A 4Choice: School Choice Without Vouchers
School Library Media Centers 1993-94
Education Statistics. school Library media centers 199394, NCES 98282, students using school library media centers and in Percent of school library media centers that did
http://nces.ed.gov/pubs98/98282.pdf
Undergraduate Preparation In School Library Media Centers
for permanent or continuing certification as a school library media specialist. Wisconsinstate certification rules require a minimum of 24 credits in
http://www.wisc.edu/pubs/home/archives/gopher/library93/00000026.html
Instructional Media & Technology Team Home Page
school Information (Library media) and Technology Planning. '96 wisconsin Ed Guide for Library media Technology. This is publications by the wisconsin Department of Public
http://www.dpi.state.wi.us/dpi/dltcl/imt

Extractions: [WI-PK12 WEMA ERate] Distance Education TEAM PUBLICATIONS: IMTT Downloads Page NEW! EdTech Grant Awards for FY 2002! For a list of the Title II Part D, Ed Tech competitive grant awards for FY 2002, click here. Preliminary Results Available for 2002 Tech Survey! Preliminary results from the 2002 district and school level technology surveys, co-sponsored by DPI and TEACH Wisconsin are now available. See the Technology Survey Results page. Currently 81% of districts have returned surveys. Results will be updated as more surveys are returned. Selected data from earlier years is also available at this location. For additional information on the surveys, contact Stephen Sanders at 608-266-7112.
Table 419.--Selected Statistics On Public School Library/media Centers, By State
Digest 2001 Table 419.Selected statistics on public school library/media centers, by state 199394
http://nces.ed.gov/pubs2002/digest2001/tables/dt419.asp

Extractions: NOTE: Percentages are based on schools that have library/media centers. In school year 1990-91, 96 percent of public schools had library/media centers. Data have been revised from previously published figures. Standard errors appear in parentheses. SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1993-94, unpublished data. (This table was prepared November 2001.)
UW Law School
These files require Windows media Player or RealPlayer Available media Clips Chris Ochoa Speech and Discussion March 31, 2001; 5 p.m.; Godfrey Khan Hall; Law school) 56K = Optimized for modem connection T1 = Optimized for LAN connection
http://www.law.wisc.edu/media
MAME: Library/Media Standards/Curriculum
Programs, Role of the Library media Specialist, and Staffing Issues in school LibrariesFrom the Librarians wisconsin's Model Academic Standards From the State
http://www.mame.gen.mi.us/resourc/standardslib.html
IASL: Links To School Library Associations
WLA); wisconsin Educational media Association (WEMA); school Library mediaSection of the Wyoming Library Association. About
http://www.iasl-slo.org/slibassoc.html

Extractions: ASSOCIATIONS ON THE INTERNET This list of school library associations is organised alphabetically by country, and within each country by state/province or region. The Webmaster welcomes information about relevant associations that are not already listed contact anne@hi.is International Associations Australia United States of America Go back to the top School Library Association of the Northern Territory (SLANT) School Library Association of Queensland (SLAQ) South Australian School Library Association (SASLA) Council of School Library Associations of South Australia (CoSLA) Resource Centre Teachers' Association (RCTA) South Australia School Library Association of Victoria (SLAV) ASLA Tasmania Western Australian School Library Association (WASLA) Go back to the
Electronic School: Media Central
access only through a secondary area, such as through a work room or media specialist'soffice. For example, she says, school kids in wisconsin call water
http://www.electronic-school.com/199903/0399f3.html

Extractions: Knowing the components of media centers, including media-production areas, is key to understanding what media centers can become. Media centers have always been people places. Making those spaces as congenial as possible while remaining flexible remains of utmost importance. Planning for flexibility mandates that media centers have as few internal walls as possible. The corresponding lighting pattern must be just as flexible. Libraries traditionally require two types of lighting: general and task specific. While this remains true, the infusion of technologies into media centers creates new circumstances and rules for lighting needs. As an example, a diagonal pattern for ceiling lighting offers flexibility by allowing for good illumination no matter how the library stacks are arranged or rearranged or even if they no longer function as stack areas. Running the lighting down the stack aisles definitely would limit future design options. Similarly, placing diagonal ceiling-lighting installations on separate controls also helps with creating special lighting areas. Making use of natural daylight in reading areas is a longtime tradition of library/media center design, and deservedly so. Yet also consider that while relying in part on natural light for daytime reading and activities works well, additional lighting will be needed if the media center is open for nighttime activities. Even if the facility does not have regular evening hours, more than likely there will be after-work parent open houses and meetings of outside groups there in the evening.
WEMA History, The Second Decade
the American Association of school Librarians was already being implemented in Wisconsinschools under the term Instructional media centers. At the
http://www.marshfield.k12.wi.us/wema/history2.htm

Extractions: As an affiliate of DAVI, the Department of Audio Instruction of the NEA, WDAVI's president was automatically on the DAVI Board of Directors and reported back about national activities through the newsletter. WDAVI had over 50 members who were also DAVI members in these early years and often had national DAVI leaders as speakers for its annual meetings. Due to the initiative of WDAVI, in 1961 Wisconsin hosted a North Central Regional Leadership Planning Conference. This invitational conference, sponsored by NDEA, Title VII, Part B, included 15 educational leaders from each state: Iowa, Illinois, Minnesota and Wisconsin. During the conference, participants were briefed on the implications of newer media and then given time to plan how such media might be effectively implemented and utilized in their respective states. Also in 1961, Bob Wheeler was appointed State Supervisor of Audio-Visual Education, a newly created post in the Wisconsin Department of Public Instruction. As audio-visual aids consultant, it was his job to insure maximum use of equipment in all Wisconsin public schools. Described as a man with the "zeal and purpose of an African missionary," Bob provided forceful and creative leadership in helping Wisconsin become a leader in the use of the newer media of instruction. He believed that "every agency concerned with education" would have to cooperate in the use of technology to improve instruction and looked to WDAVI for help in many projects.

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