Library Grades 7 & 8

COURSE TITLE

Library Grades 7/8

LENGTH

On Demand – Full Year Availability

Grades 7 and/or 8

DEPARTMENT

English

Brian Ersalesi, Supervisor of English and Arts

SCHOOL

Union Middle School

DATE

Primary Content - English Language Arts

Initial Approval: April 4, 2016

Revised: June 27, 2022

Embedded Content - Career Readiness, Life Literacies and Key Skills

Initial Approval: May 10, 2021

Library Grades 7/8

I. Introduction/Overview/Philosophy

The library media center is the academic hub of Union Middle School. The goal is to provide students with the knowledge to access all information so that they may become lifelong learners.

Three goals of the Union Middle School library media center are:

to provide materials that will implement, enrich, and support the educational

programs of the school.

2. to help students acquire competency in information search skills that they will need to become proficient and independent thinkers.

3. to create an atmosphere that will encourage students to seek knowledge beyond the confines of the curriculum, to provide materials that will inspire and stimulate youthful minds, and to help students develop a lifelong love of learning.

In an age of information, acquiring information literacy skills and a commitment for lifelong reading and learning become paramount. In the school library media center, students develop critical thinking, problem solving, and communication skills as they use a variety of resources to meet the demands of the school’s curriculum.

The principles for learning and teaching of school library media programs have been identified and developed by the Information Power Vision Committee. (Information Power 58).

Principle 1: The library media program is essential to learning and teaching and must be fully integrated into the curriculum to promote students’ achievement of learning goals.

Principle 2: The information literacy standards for student learning are integral to the content and objectives of the school’s curriculum.

Principle 3: The library media program models and promotes collaborative planning and curriculum development.

Principle 4: The library media program models and promotes creative, effective, and collaborative teaching.

Principle 5: Access to the full range of information resources and services through the library media program is fundamental to learning.

Principle 6: The library media program encourages and engages students in reading, viewing, and listening for understanding and enjoyment.

Principle 7: The library media program supports the learning of all students and other members of the learning community who have diverse learning abilities, styles, and needs.

Principle 8: The library media program fosters individual and collaborative inquiry.

Principle 9: The library media program integrates the uses of technology for learning and teaching.

Principle 10: The library media program is an essential link to the larger learning community.

Information and technology skills are most meaningful when learned within a subject area, within an interdisciplinary unit, or within a unit that addresses an authentic, real-life need or problem. Students must be prepared to access, evaluate, select, and apply the appropriate information from a variety of resources in order to meet their educational, personal, recreational and lifelong goals.

Philosophy of Instruction

The library media center staff collaborates with the faculty to integrate information literacy skills with content area instruction and learning activities by providing:

Equitable access to information.

Scheduling that allows for students to have access to the media center, its staff and resources.

Resources and sequential instruction in the concepts necessary for students to become independent, lifelong learners, as well as discerning readers, viewers and listeners.

Opportunities for an active collaboration and partnership with teachers and administrators in working toward shared instructional goals.

Resources that allow learning to go beyond the confines of a textbook.

Technology that provides for information retrieval.

Opportunities for ongoing and meaningful assessment of student learning.

Mission Statement

The mission of the school library media program is to ensure that students and staff are effective users of ideas and information (Information Power 6-7).

This mission is accomplished by:

providing intellectual and physical access to materials in all formats.

providing instruction to foster competence and stimulate interest in reading, viewing, and using information and ideas.

working with other educators to design learning strategies to meet the needs of individual students.

The components of the school library program are:

Certified school library media specialist

Support staff

Well-designed and well-equipped facility

A print/electronic resource collection that supports the current curriculum

A print/electronic resource collection that supports recreational reading

Online and reference database subscriptions that support the current curriculum

Relationship to National and State Standards

The Media Studies Curriculum provides opportunities for support and connection to all subject areas of The New Jersey Student Learning Standards. These standards define general, cross-disciplinary literacy expectations that must be met for students to be prepared to enter college and workforce training programs ready to succeed. The K–12 grade-specific standards define end-of-year expectations and a cumulative progression designed to enable students to meet college and career readiness expectations no later than the end of high school.

Students advancing through the grades are expected to meet each year’s grade-specific standards, retain or further develop skills and understandings mastered in preceding grades, and work steadily toward meeting the more general expectations described by the standards.

The instruction integrates these state standards with the Information Literacy Standards for Student Learning, as prepared by the American Association of School Librarians.

This course meets the New Jersey Student Learning Standards by instructing students on information literacy. Information literacy is defined as a set of skills that enables an individual to recognize when information is needed and to locate, evaluate, and effectively use the needed information. Information literacy includes, but is not limited to, digital, visual, media, textual, and technological literacy. Information literacy skills include:

the research process and how information is created and produced;
critical thinking and using information resources;
research methods, including the difference between primary and secondary sources;
the difference between facts, points of view, and opinions;
accessing peer-reviewed print and digital library resources;
the economic, legal, and social issues surrounding the use of information; and
the ethical production of information.

II. Objectives

Course Outline:

PROCEDURAL KNOWLEDGE SEVENTH GRADE

Library media curriculum in seventh grade builds upon the skills and concepts taught in elementary school. Students are introduced to the physical features of the school’s media center as well as its policies and procedures. Various electronic sources, general and specialized reference books, and specific organizational tools are introduced to build upon research skills.
Students will describe the physical arrangement of the middle school library media center, its key features and their functions by:

locating a variety of indices, magazines and/or books.
identifying the connection between the library arrangement and the genres in writing or discussion.
displaying behavior appropriate to a middle school media center.

Students will locate current, valid information by:

using print and electronic sources, various bibliographical sources, and available magazine/newspaper indices to complete content area assignments.
using the most appropriate biographical sources for the completion of a structured writing assignment.

Students will accomplish specific research assignments by:

taking notes from a limited number of general sources.
creating a uniform bibliography following the MLA criteria.

Students will retrieve information from electronic sources by:

using Boolean operators to find relevant sources.
evaluating the validity and usefulness of the source.
citing the electronic source in MLA format.

Students will enhance their study of genre by:

selecting appropriate books for their individual reading levels.
Using Destiny Quest to assist in finding appropriate resources.

Students will communicate their ideas by:

creating print and/or non-print media for a written presentation.
creating print and/or non-print media for an oral presentation.

Students will demonstrate ethical behavior by:

adhering to the school’s policies and procedures regarding technology usage.
citing all sources when creating written or oral presentations.

PROCEDURAL KNOWLEDGE EIGHTH GRADE

Students will locate informational sources to complete a content area assignment requiring at least three sources.
Students will locate accurate, valid information by using a variety of indices and sources to complete a specific assignment by:

finding the most appropriate information sources to and completing a bibliography in MLA format.
evaluating sources found and choosing the sources that will be appropriate to meet specific needs.

Students will take notes from non-print media to meet an identified purpose by:

locating, selecting, and taking notes from non-print/electronic sources.
locating, selecting, and taking notes from print sources.

Students will enhance their study of literature by:

communicating their appreciation of certain genres to others orally or in writing.
selecting appropriate books and reviewing them orally or in writing.

Students will communicate their ideas by:

creating print and/or non-print media for a written presentation in a content area.
creating print and/or non-print media for an oral presentation in a content area.

Student Outcomes:

Philosophy of Student Achievement

Research shows that students’ test scores are higher when teachers collaboratively plan with the school library media specialist and schedule research in the library using books, online databases, and the Internet.

There is a direct correlation between high quality school library media programs and student achievement. Some recent findings:

Spending for school library media programs is the single most important variable related to better student achievement (SchoolMatch).

Students in schools with well-equipped library media centers staffed by professional library media specialists perform better on assessments of reading comprehension and basic research skills (Haycock, 1992).

In studies in six states where library media programs are better staffed, better stocked and better-funded, academic achievement tends to be higher, according to researcher Keith Curry Lance (Lance, 2002).

Additionally, Lance’s research shows a direct link between higher reading scores and collaboration between school library media specialists and teachers. Collaboration activities in which library media specialists should participate include identifying useful materials and information for teachers; planning instruction cooperatively with teachers; providing in-service training to teachers; and teaching students both with classroom teachers and independently (Lance, 2002).

Program Goals

The student centered library media program focuses on the development of a community of learners. A creative and energetic program includes the following goals:

To provide intellectual access to information through learning activities that are integrated into the curriculum and that help all students achieve information literacy by developing effective strategies for selecting, retrieving, analyzing, evaluating, synthesizing, creating, and communicating information in all content areas of the curriculum.

To provide learning experiences that encourage students and others to become discriminating consumers and skilled creators of information through comprehensive instruction related to the full range of communications media and technology.

To provide leadership, collaboration, and assistance to teachers and others in applying principles of instructional design to the use of instructional and information technology for learning.

To provide resources and activities that contribute to lifelong learning while accommodating a wide range of differences in teaching and learning styles, methods, interests, and capacities.

To provide a program that functions as the information center of the school, both through offering a locus for integrated and interdisciplinary learning activities within the school and through offering access to a full range of information for learning beyond this locus.

To provide resources and activities for learning that represents a diversity of experiences, opinion, and social and cultural perspectives.

To support the concepts that intellectual freedom and access to information are prerequisites to effective and responsible citizenship in a democracy (Information Power 6-7).

Career Readiness, Life Literacies, and Key Skills Practices

CRLLKSP 1 Act as a responsible and contributing community member and employee.

Students understand the obligations and responsibilities of being a member of a community, and they demonstrate this understanding every day through their interactions with others. They are conscientious of the impacts of their decisions on others and the environment around them. They think about the near-term and long-term consequences of their actions and seek to act in ways that contribute to the betterment of their teams, families, community and workplace. They are reliable and consistent in going beyond the minimum expectation and in participating in activities that serve the greater good.

CRLLKSP 2 Attend to financial well-being.

Students take regular action to contribute to their personal financial well-being, understanding that personal financial security provides the peace of mind required to contribute more fully to their own career success.

CRLLKSP 3 Consider the environmental, social and economic impacts of decisions.

Students understand the interrelated nature of their actions and regularly make decisions that positively impact and/or mitigate negative impact on other people, organization, and the environment. They are aware of and utilize new technologies, understandings, procedures, materials, and regulations affecting the nature of their work as it relates to the impact on the social condition, the environment and the profitability of the organization.

CRLLKSP 4 Demonstrate creativity and innovation.

Students regularly think of ideas that solve problems in new and different ways, and they contribute those ideas in a useful and productive manner to improve their organization. They can consider unconventional ideas and suggestions as solutions to issues, tasks or problems, and they discern which ideas and suggestions will add greatest value. They seek new methods, practices, and ideas from a variety of sources and seek to apply those ideas to their own workplace. They take action on their ideas and understand how to bring innovation to an organization.

CRLLKSP 5 Utilize critical thinking to make sense of problems and persevere in solving them.

Students readily recognize problems in the workplace, understand the nature of the problem, and devise effective plans to solve the problem. They are aware of problems when they occur and take action quickly to address the problem; they thoughtfully investigate the root cause of the problem prior to introducing solutions. They carefully consider the options to solve the problem. Once a solution is agreed upon, they follow through to ensure the problem is solved, whether through their own actions or the actions of others.

CRLLKSP 6 Model integrity, ethical leadership and effective management.

Students consistently act in ways that align personal and community-held ideals and principles while employing strategies to positively influence others in the workplace. They have a clear understanding of integrity and act on this understanding in every decision. They use a variety of means to positively impact the directions and actions of a team or organization, and they apply insights into human behavior to change others’ action, attitudes and/or beliefs. They recognize the near-term and long-term effects that management’s actions and attitudes can have on productivity, morals and organizational culture.

CRLLKSP 7 Plan education and career paths aligned to personal goals.

Students take personal ownership of their own education and career goals, and they regularly act on a plan to attain these goals. They understand their own career interests, preferences, goals, and requirements. They have perspective regarding the pathways available to them and the time, effort, experience and other requirements to pursue each, including a path of entrepreneurship. They recognize the value of each step in the education and experiential process, and they recognize that nearly all career paths require ongoing education and experience. They seek counselors, mentors, and other experts to assist in the planning and execution of career and personal goals.

CRLLKSP 8 Use technology to enhance productivity, increase collaboration and communicate effectively.

Students find and maximize the productive value of existing and new technology to accomplish workplace tasks and solve workplace problems. They are flexible and adaptive in acquiring new technology. They are proficient with ubiquitous technology applications. They understand the inherent risks-personal and organizational-of technology applications, and they take actions to prevent or mitigate these risks.

CRLLKSP 9 Work productively in teams while using cultural/global competence.

Students positively contribute to every team, whether formal or informal. They apply an awareness of cultural difference to avoid barriers to productive and positive interaction. They find ways to increase the engagement and contribution of all team members. They plan and facilitate effective team meetings.

III. Proficiency Levels

This curriculum is appropriate to all students in grades 7 and 8. There are no prerequisites for using the library.

IV. Methods of Assessment

Student Assessment

The Rutherford School District holds schools accountable for ensuring that all students achieve success in rigorous academic programs. The synthesis and application of knowledge are assessed in authentic ways through real-world applications, as reflected in the performance tasks. The middle school assessments test student knowledge in certain course content areas. Use of research skills acquired in the media center is an integral part of all content course areas measured by the middle school assessments.

Rutherford Public School library media specialists recognize that acquiring research and media skills is a cumulative experience which the student begins to develop in the first grade and continues to develop through grade twelve. Some skills may be similar at all grade levels, but the skills increase in complexity as students mature and achieve higher level thinking skills. Frequently, assessments occur in the classroom and are developed by the classroom teacher. It is the intent of all library media specialists to work with classroom teachers to assure assessments of media center skills take place. The relationship between classroom teachers and media specialists is collaborative in nature, which assures appropriate assessment even if it does not occur in the library media center.

Curriculum/Teacher Assessment

The teacher will provide the subject area supervisor with suggestions for changes on an ongoing basis.

V. Grouping

The library media center supports the entire school population, and is, therefore, heterogeneously grouped.

VI. Articulation/Scope & Sequence/Time Frame

The library media center supports the entire school population throughout the entire school year.

VII. Resources

Texts/Supplemental Reading/References

Resources make up a great portion of the entire school library media program and include, but are not limited to the entire print and non-print collection and subscription online databases.

Use of technology will conform to the New Jersey Student Learning Standards.

To view the Union Middle School website which contains the catalog of texts and electronic sources, please use this link: https://unionschool-library.weebly.com/index.html

Mandates

Classroom instruction and activities will include, where appropriate, activities on climate change. The New Jersey Student Learning Standards (NJSLS) are designed to prepare students to understand how and why climate change happens, the impact it has on our local and global communities and to act in informed and sustainable ways. Where possible, activities are infused to foster an interdisciplinary approach to climate change education that is evidence-based, action-oriented and inclusive.

Classroom instruction and activities will include, where appropriate, activities on Asian American and Pacific Islander Education. As per, P.L.2021, c.416, the instruction will include inclusive materials that portray the cultural diversity of Asian Americans and Pacific Islanders.

Classroom instruction and activities will include, where appropriate, curricula on diversity and inclusion. As per 18A:35-4.36a (2021), the instruction shall:

apply to grades Kindergarten through 12
highlight and promote diversity
examine the impact that unconscious bias and economic disparities have
encourage safe, welcoming, and inclusive environments for all students

The following websites may also be used to infuse activities into diversity and inclusion into lessons. They are current as of the publication/approval of this document.

Diversity and Inclusion

Individuals with with Disabilities

Additionally, middle school and high school instruction and activities will include, where appropriate, curricula on the history of disabled and LGBT persons. As per 18A:35-4.35 (2021), the instruction shall include instruction on the political, economic, and social contributions of persons with disabilities and lesbian, gay, bisexual, and transgender people, in an appropriate place in the curriculum of middle school and high school students as part of the district’s implementation of the New Jersey Student Learning Standards.

The Bergen County Curriculum Consortium has curated resources designed to work in tandem with existing curricula. These tools highlight the contributions of diverse groups and align to New Jersey Student Learning Standards. This resource was approved by the Rutherford Board of Education on August 23, 2021.

https://sites.google.com/wwrsd.org/njsa1835-435to436/bergen-county-curriculum-consortium

This will apply where applicable to literary selections and informational texts in this curriculum document as referenced in the pacing guides below. The following titles are available in the RHS Learning Commons. Where appropriate, teachers may use these texts in whole and/or small group instruction.

The following titles are available in the Union Media Center. Where appropriate, teachers may use these texts in whole and/or small group instruction.

Asian American and Pacific Islander Education (S4021/S3764)

Michelle Kwan: Heart of a Champion: and autobiography, Michelle Kwan, 1997.
Farewell to Manzanar : A true story of Japanese American experience during and after the World War II internment, Jeanne Wakatsuki Houston, 2002
American Panda, Gloria Chao, 2019
Crossing the Farak River, Michelle Aung Thin, 2020
Love, Hate, and Other filters, Samira Ahmed, 2018
Lucy and Linh, Alice Pung, 2016
Pashmina, Nidhi Chanani, 2017
A Pho Love Story, Loan Le, 2021
Rent a Boyfriend, Gloria Chao, 2020
Ink and Ashes, Valynne Maetani, 2015

Diversity and Inclusion (N.J.S.A. 18A:35-4.36a)

Same But Different: Teen Life on the Autism Express, Holly Robinson Peete, 2016
The Disability Experience: Working Toward Belonging, Jannalora Leavitt, 2021
No End in Sight: My Life as a Blind Iditarod Racer, Rachael Scdoris, 2006
The Brave, Janes Bird, 2020
How We Roll, Natasha Friend, 2018
Darius The Great is Not Okay, Adib Khorram, 2018
The Art of Being Normal, Lisa Williamson, 2016
The Magic Fish, Trung Le Nguyen, 2020
Check, Please!, Ngozi Ukazu, 2018
Go With the Flow, Lily Williams and Karen Schneemann, 2020

Climate Change Education (NJSLS)

How to Fake a Moon Landing: Exposing the Myths of Science Denial, Darryl Cunningham, 2013
Inside Tornadoes, Mary Kay Carson, 2010
An Inconvenient Truth: The Crisis of Global Warming, Albert Gore, 2007
Investigating Weather: Weather Systems, Buffy Silverman, 2009
Earth’s Water Crisis, Rob Bowden, 2007
Extreme Weather, H. Michael Mogil, 2011
Inside Hurricanes, Mary Kay Carson, 2010

Amistad (Celebration of African American History) (NJSLS)

Long Way Down/ Jason Reynolds/2017
Piecing Me Together/ Renee Watson/ 2017
Love is a Revolution/ Renee Watson/ 2021
Life in Motion: An Unlikely Ballerina, Misty Copeland, 2014
Brown Girl Dreaming, Jacqueline Woodson, 2014
Jay-Z Hip Hop Icon, Jesica Gunderson, 2012
Crossing Ebenezer Creek, Tonya Bolden, 2018
The Lions of Little Rock, Kristin Levine, 2012
Letter to My Daughter, Maya Angelou, 2008
Courage Has No Color: The True Story of Triple Nickles: America’s First Black Paratroopers, Tanya Lee Stone, 2013

VIII. Suggested Activities

No classroom can possibly contain all the current resources needed to teach the students in that classroom. A thorough education can only be achieved through the informed and competent use of multiple tools and sound information strategies. Library resources and information skills are, therefore, infused into all curriculum areas. Since research has become a major component in the curriculum, the library media specialist has become an invaluable resource for the classroom teacher.

The purpose of library research is to familiarize students with research techniques, long term planning, MLA format, and presentation skills.

The library media specialist will collaborate with classroom teachers in order to facilitate the production of content in the following subject based areas: Social Studies, Language Arts, Science, Math, World Languages, STEM.

IX. Methodologies

Career Readiness, Life Literacies, and Key Skills Mission: Career readiness, life literacies, and key skills education provides students with the necessary skills to make informed career and financial decisions, engage as responsible community members in a digital society, and successfully meet challenges and opportunities in an interconnected global economy.

Vision: An education in career readiness, life literacies and key skills fosters a population that:

Continually self-reflects and seeks to improve the essential life and career practices that lead to success
Uses effective communication and collaboration skills and resources to interact with a global society
Possesses financial literacy and responsibility at home and in the broader community
Plans, executes, and alters career goals in response to changing societal and economic conditions
Seeks to attain skill and content mastery to achieve success in a chosen career path

Career Readiness, Life Literacies, and Key Skills are intended to:

Promote the development of curricula and learning experiences that reflect the vision and mission of Career Readiness, Life Literacies, and Key Skills
Foster greater coherence and appropriate progressions across grade bands
Establish meaning connections among the major areas of study
Prioritize the important ideas and core processes that are central and have lasting value beyond the classroom
Reflect the habits of mind central to Career Readiness, Life Literacies, and Key skills that lead to post-secondary success

A wide variety of methodologies in this course will be used. The following are suggestions, not limitations, as to how the program may be implemented and facilitated while paying special attention to the skills. Codes refer to the 2020 New Jersey Student Learning Standards – Career Readiness, Life Literacies, and Key Skills.

Cooperative learning groups CRLLKSP1, CRLLKSP4, CRLLKSP5, CRLLKSP6, CRLLKSP8, CRLLKSP9
Differentiated instruction methods CRLLKSP2, CRLLKSP6, CRLLKSP8
Workshop approach CRLLKSP1, CRLLKSP4, CRLLKSP5, CRLLKSP6, CRLLKSP8, CRLLKSP9
Individual assignments CRLLKSP2, CRLLKSP4
Whole class instruction CRLLKSP2, CRLLKSP4
Small group instruction CRLLKSP1, CRLLKSP4, CRLLKSP5, CRLLKSP6, CRLLKSP8, CRLLKSP9
Technology-aided instruction CRLLKSP2, CRLLKSP4, CRLLKSP8
Peer-to-peer instruction CRLLKSP1, CRLLKSP4, CRLLKSP9

X. Interdisciplinary Connections

A library media program does not exist in isolation. The school library media specialist works in partnership with students, teachers, administrators, board of education members, and the school community to develop the library media program. Through collaboration, the library media program also incorporates the goals and objectives of the New Jersey Student Learning Standards (NJSLS) and the National Information Literacy Standards for Student Learning as prepared by the American Association of School Librarians (AASL) and the Association for Educational Communications and Technology (AECT). The combined vision supports the goal for educational excellence and the concept of intellectual freedom.

The library media specialist created and maintains the Library Home Page (http://unionschool-library.weebly.com/). The homepage includes easy access to the Follett Destiny Library Catalog used in the Rutherford school district, a list of all paid/non-paid databases used in the middle school, and an MLA reference guide.

The library media specialist is responsible for the evaluation and selection of library media. Suggestions for purchases are encouraged from all sources including teachers, department coordinators, curriculum supervisors, administrators and students. Factors influencing selection are: curriculum, reading interests and abilities of students, need to develop a balanced collection, literary value, size of the budget, and need for multiple copies.

XI. Differentiating Instruction for Students with Special Needs: Students with Disabilities, Students at Risk, Students with 504 Plans, English Language Learners, and Gifted & Talented Students

The shift in accountability from special educators and parents of children with disabilities to schools and school districts represents an important change in the school library. The diversity of learners in a culture of increased accountability challenges school library media specialists (SLMS) to empower every student to achieve the same high standards. As instructors, SLMS must consider the varying learning needs, abilities, and styles of all students.

The design and delivery of instruction includes multiple representations of the same information. It includes all three styles of learning: auditory, visual, and tactile. Auditory learners learn by hearing and listening; they understand and remember things that have heard. Visual learners learn by reading or seeing pictures; they remember things by sight. Tactile learners learn by touching and doing; they understand and remember things through physical movement.

The SLMS uses a variety of modalities to disseminate the information and skills necessary to use the library and its resources effectively. Gardner’s multiple intelligences are incorporated into media center lessons so that students are able to capitalize on their learning styles.

The SLMS carefully selects books to span a range of reading abilities. Books include a series of high interest reading for students with a reading level of middle-school, young-adult, and adult.

The Union School Library Media Center (LMC) is a learning environment uniquely able to prepare students to excel in a diverse and technologically advanced society and to craft their own valued educational experience.

XII. Professional Development

School library media specialists must empower themselves to stay current in their field in order to provide quality library media programs that advance information literacy for every student. They recognize the essential need for continuing education throughout their careers. They recognize the need for programs that foster a positive attitude towards self-assessment and professional growth through academic and non-academic experiences.

The library media specialist shall continue to improve expertise by participating in a variety of professional development opportunities made available by the board of education and other organizations, as well as maintaining membership in the following organizations:

American Library Association (ALA) http://www.ala.org
Association for Educational Communications and Technology (AECT) http://www.aect.org
International Reading Association (IRA) http://www.reading.org
New Jersey Association of School Librarians: http://www.emanj.org
Young Adult Library Services Association (YALSA) http://www.ala.org

The annual New Jersey Association of School Librarian Conference offers professionally staffed workshops and activities aimed at media specialists’ specific needs. Attendance at the annual Conference allows a once-a-year opportunity for school library media specialists to network with hundreds of members, attend pertinent presentations, witness awards for outstanding service and professional excellence by their peers, and to view over 100 vendor displays and sessions on all aspects of library and media.

XIII. Appendices

Works Cited

American Association of School Librarians. < http://www.ala.org/assl>

Haycock, Ken. What Works: Research About Teaching and Learning Through the

School’s Library Resource Center”. Seattle, WA: Rockland Press, 1992.

Information Literacy Standards for Student Learning. Chicago: American Library

Association, 1998.

Information Power: Building Partnerships for Learning. Chicago: American

Association of School Librarians, 1998.

Lance, Keith Curry. The Impact of School Library Media Centers on Academic

Achievement. Castle Rock, CO: Hi Will Research and Publishing, 1993.

New Jersey Association of School Librarians. < http://www.njasl.org>.

New Jersey Department of Education. New Jersey Curriculum Frameworks.

<http://www.state.nj.us/njded/frameworks/index.htm>