Impact+of+Trends

Submit a one paragraph d**escription of the trend** you are researching and what **possible impact,** positive or negative**,** this trend might have on libraries and/or information storage in the future. Remember to include the sources you have used in your research and include your name with your posting! School libraries, now buzzing and bubbling with activity, have evolved from decades of dark, quiet rooms, lined with dusty shelves of books, and dominated by the stereotypical librarian, peering over her wire-rimmed spectacles, demanding silence and stillness. This model has predominately given way to large, light-filled spaces, where old oak card catalog cabinets have been replaced with desktop and laptop computer stations, and noiseless, motionless students have become animated, energetic learners. It is no wonder that the noise level has risen exponentially in today’s 21st Century libraries as they strive to become unquiet learning commons of the future. Today’s contemporary Media Specialist knows the value of active, student-led discovery and the significance of excitement and anticipation. Each of those concepts displaces quiet and establishes resonance, a real feeling of pleasure, and a desire to be involved. No more will we settle for our school librarians to simply check in and check out, but to conduct an orchestra of events, before, during, and after school, to draw, not only the students, but the community, into the this friendly, social place that welcomes all. Brandy Hamilton, a busy media specialist at Creekview High School in Georgia, whose library is known as “The Unquiet Library,” says, “To me, ‘unquiet’ evokes a sense of activity and being a bold force of nature. I want our library to make positive ‘noise’ as we build a program that makes a difference in the lives of our students and teachers” (Matthews, 2009).  Overall, this unquiet trend has made a positive impact on our school libraries. It has created a buzz of student noise and activity, extending beyond the school day and into the evening as we welcome families and community members. In some high school learning commons, librarians may “host a coffee shop”…accommodate “a variety of encounters such as trivia contests, musical performances, poetry readings, art exhibits, and gaming” (Matthews, 2009). Peace and quiet may still be sought in public libraries, according to Ellen Hansen. In a recent article, where she harkens her readers to the past, she writes, “Librarians used to monitor such behavior, reminding people to be quiet and setting good examples themselves. Nowadays, librarians lead people through the stacks as if they were sales people at the grocery store, chatting loudly as they go” (Hansen, 2010). Unquiet certainly has its place in our school libraries, where, as educators, we are always seeking new pathways to the hearts and minds of our students. For now, and hopefully many years into the future, our school libraries will resound with the positive noise of that unquietness. References Hansen, E. (2010). Shhh! It’s a library, not a coffee shop. //Oregonlive.com.// Retrieved July 19, 2010, from  []  Mathews, B. (2009). Unquiet library has high-schoolers geeked//.// //American Libraries Magazine.//Retrieved  July 19, 2010, from: []
 * Patti Lowther-Unquiet Libraries **

**Katie Darrin- Google Books** During a Google search attempt to find a unique topic for my final paper, I stumbled upon Google Books. What a concept: all the world’s books in one catalog, with access at your fingertips. I was immediately intrigued. As I read, I quickly discovered that Google Books is controversial and has already been through litigation. The purpose of the Google Book Project is to provide global access to information located in the research libraries of the world (Newitz, 2010). Cornell University Library is an example of a library that is partnering with Google to digitize its collection (Cornell University, 2007). The controversy arose out of copyright concerns of authors and publishers: they did not want their works available for free. Google settled out of court: in essence they paid hundreds of millions of dollars in settlement money and now have the right to digitize almost any book published in English-speaking countries before 2009 (Newitz, 2010).  Google Books will have a significant impact on libraries and information storage in the near future. Instead of trekking to the research library, people can use keywords to search for items and can even virtually leaf through materials. A disturbing impact this trend may have is that the government will have access to personal records. “Google does not require warrants for government agents to request records about who has been reading what, and when” (Newitz, 2010). Another impact Google Books could have is to broaden people’s choices when it comes to certain genres by bringing back works that are out of print.  References  Columbia University Libraries becomes newest partner in Google book search library project. (2007, December 13). //Columbia University Libraries News & Information//. Retrieved  July 19, 2010, from http://www.columbia.edu/cu/lweb/news/libraries/2007/2007-12-  13.google.print.html  Cornell University becomes newest partner in Google book search library project. (2007, August  7). //Library Communications//. Retrieved July 19, 2010 from http://www.library.cornell.edu/communications/Google/ <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> Newitz, Annalee. (2010). 5 ways the google book settlement will change the future of reading. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> Retrieved July 21, 2010 from http://io9.com/5501426/5-ways-the-google-book-settlement-will-change-the-future-of-reading

Library catalogs have transformed many times throughout history to meet user needs.One of those times is upon us as the library catalog is competing with the World Wide Web and Web 2.0 resources.According to Karen Coyle, when people are looking for information, “only one percent begin an information search on a library Web site” (Coyle, 2007).It is speculated that this is due to the abundance of scholarly information available on the Web that people can get to using familiar subject searches using search engines such as Google or Yahoo.The library has an abundance of resources that are reliable but they are not being accessed because of the standard online catalog.The trend in the field is to create a user friendly interface to use in conjunction with the traditional library catalog to make the search process seem more familiar to users.
 * Kim Kennedy Cox - Library Catalog 2.0**

Cataloging will be affected in the future by using a Library Catalog 2.0 instead of the traditional catalog.This means taking “the stable technologies at the heart of traditional library services and packaging them in such a way as to be appealing and useful to the "born online" generation” (Fifarek, 2007).In order to keep up with the current technology trends, catalogs will start to function with Web 2.0 features such as blogging, tagging, and bookmarking.There will also be room for users to write reviews and become more interactive with the catalog.These additions will in no way change the quality of the search or the information found in a catalog search, but they will hopefully draw users to the library catalog instead of sticking primarily to random online searches. Coyle, K. (2007). The Library Catalog in a 2.0 World. //Journal of Academic// //Librarianship, 33//(2), 289-291. Retrieved from Academic Search Premier database. Fifarek, A. (2007). The Birth of Catalog 2.0: Innovative Interfaces’ Encore Discover Platform. //Library Hi Tech News//, 25(5), 13.Retrieved from Academic Search Premier database.

One trend librarians need to pay attention to is the growing demand for ebooks. An ebook is a shortened name for an electronic book, or sometimes known as a digital book. An ebook is an electronic version of a printed book. To read the book a personal computer or hand-held device is needed. According to Abrams (2010), “the electronic experience differs greatly depending on whether the book in question is a work of fiction or nonfiction, a reference book, a textbook, a scholarly work, or other type” (p.1). If you wonder about availability of ebooks, check your local public library. Ebooks are becoming more and more available. One company, Ebrary, is expanding its offering into the public library market with its Public Library Complete (PLC) program. “PLC will feature some 20,000 mostly nonfiction ebooks available via a multiuser subscription package. Topic areas include those expected to be in high demand in public libraries, such as career development, business and economics, computers, and health and fitness (Hadro, 2010). It is a trend that is not going away; indeed it is growing.
 * Kathy Plath Future Trends Summary Ebooks **

Ebooks are not new and have been in the marketplace since 1986. The first company to launch an ebook type device was Franklin with a fully functional electronic dictionary (Lindsay, 2008). Twenty-four years later the ebook and its portable readers have not gone away. Manafy (2010) in her article //Rewritng the ebook Story,// tells us the infrastructure is still evolving; from author contracts, to licensing models to delivery mechanisms. She also believes that ebooks have moved out of the niches and into the mainstream. “One of the primary concerns expressed is confusion given the number of devices and competing standards on the market” (Manafy, 2010). Abrams (2010) article on trends claims the way to be future-ready is to experiment with the different devices. “In the end, we can’t compare apples, oranges and pineapples except by acknowledging that they are all fruit. When we look at books through the electronic lens, we need to see that there are a wealth of differences and opportunities to make things better” (p.4). Prices continue to come down for e-readers increasing the demand for e-books. It is a trend that libraries need to pay attention to, and be ready for, when the demand arrives. References Abram, S. (06/2010). e-books part 2: trends and standards. //Information Outlook//, Vol. 14. doi: 00000020100629e6610000b Hadro, J. (06/2010). ebrary launching into public library market. //Library Journal Online,// retrieved from www.libraryjournal.com Lindsay, S. (09/2008) History of the ebook.. retrieved from http://www.articlesbase.com/ebooks- articles/the-history-of-the-ebook-571780.html Manafay, M. (05/2010) Rewriting the ebook story. //Econtent.// retrieved from www.econtentmag.com.


 * Leah Schultz – Web 2.0 Tools and the Library Media Program **

As much as the World Wide Web has impacted our lives, the way in which we interact and use the World Wide Web has impacted our teaching and learning. This new level of interaction has been made possible through Web 2.0 tools. The name “‘Web 2.0’ describes the changing trends in the use of World Wide Web technology and Web design that aim to enhance creativity, sharing, collaboration, and functionality of the web” (Wikipedia as cited in Baumbach, 2009, p. 12) Web 2.0 tools allow users to create and edit content on the web without having to understand website programming and also allows users to collaborate with one another. Such tools include wikis, blogs, vodcasts, RSS feeds, and social bookmarking. For example, a teacher librarian may choose to create a screencast of a database search to show, rather then tell, students how to complete such a search (Daley, 2010, p. 23). Because the role of the librarian has changed as technology has increased, in order to be “relevant to today’s students, we must investigate these digital tools, use them ourselves, and teach students to use them effectively” (Baumbach, 2009, p. 13).

Web 2.0 tools have large implications for use in the classroom and the library, which mostly promise a positive impact on learning. By embracing and utilizing Web 2.0 tools, library media programs can increase the collaboration between all stake holders in a community. For example, by using some of the “customer response” tools like a Google doc or Zoomerang, school community members can participate directly in building content and voice their needs for the library media program (Adams, 2010, p. 12). In addition to creating a larger sphere of participation and collaboration, Web 2.0 tools can be used to increase students’ critical thinking and research skills: “By following links online, students develop the habit of verifying information and locating deeper information in the style of bibliography-chasing used by students of previous generations” (Byrne, 2009, p. 53). But Byrne warns against the usage of technology for technology’s sake. He notes that technology use “in and of itself will not create more engaged students or better students” (Byrne, 2009, p. 51). Thus arises the only potential negative impact of Web 2.0 tools; if teacher librarians are not selecting tools with purpose, the novelty of these tools will soon where off and also have little impact on student learning. In addition, schools will need to provide ample time for teacher librarians and teachers to explore and understand these tools. In this climate of budget cuts, staff development time is often a luxury. References Adams, S.S. (2010). Marketing the homework center digitally. //Young Adult Library Services//, 11-12. Baumbach, D.J. (2009). Web 2.0 and you. //Knowledge Quest//, //37//(4), 12-19. Byrne, R. (2009). The Effect of web 2.0 on teaching and learning. //Teacher Librarian//, //37//(2), 50-53. Daley, M.F. (2010). Free online tools for serving teens: Four verbs to live by and great technologies to try. //Young Adult Library Services//, 23-25.

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**Libraries Adopting Bookstore Layouts – Susie Isaac**

The Library Trend I am researching is the number of libraries that are adopting bookstore layouts. Many public libraries, and some school libraries as well, have begun to adopt design principles of bookstores. These design features may include comfortable, intimate seating areas, face-front shelving, grouping books by genres, and incorporating “recommended books” shelving displays, among others. In one Princeton, New Jersey library, the new remodel of a public library based on this model resulted in double the number of first-time library visits by new patrons. As I research this trend, I will be looking at the possible impact it may have on library information storage in the future. Specifically, I will look at what effect this new sort of redesign might have on use of the Dewey Decimal System in those libraries, and into what cataloging steps would be necessary for librarians to easily retrieve information within this system. In order for a library to consider redesigning its collection in this way, there must be compelling reasons for this layout. I will be looking specifically for evidence that points to the advantages of this layout over traditional layouts, and will also be wondering what middle ground changes might also produce similar advantageous results. References: Burger, Leslie, and Joseph C. Rizzo. (2005). Princeton PL's interior mix: focus groups and veteran librarians gain inspiration from surroundings. //Library Journal,// 130(15), 43. Retrieved from Academic OneFile database. Dalmau, M. (2002). MARKETING READING IN THE 21ST CENTURY: BOOKSTORES AND LIBRARIES. //APLIS//, 15(1), 28. Retrieved from Academic Search Premier database. Mckechnie, L., French, P., Goodall, G., Kipp, M., Paquette, D., & Pecoskie, J. (2004). Covered Beverages Now Allowed: Public Libraries and Book Superstores. //Canadian Journal of Information & Library Sciences//, 28(3), 39-51. Retrieved from Academic Search Premier database. Rippel, C. (2003). WHAT PUBLIC LIBRARIES CAN LEARN FROM SUPERBOOKSTORES. //APLIS//, 16(4), 147-155. Retrieved from Academic Search Premier database.

**Jordan Hogg** Teaching Information Literacy Skills
School libraries are changing in a variety of ways. One significant change is that librarians are teaching information literacy skills, in addition to the traditional roles such as ordering, shelving, locating, and checking out books. Stephanie Rosalia, a librarian in a public school in New York, teaches her students how to locate materials first but then helps them learn how to evaluate websites and also integrates technology into her lessons with online book reviews and using a digital white board to show students the wide variety of materials available for them to read in many languages (Rich, 2009). Librarians that understand current technologies can assist their students in all aspects of research and make the library a more relevant place for students.

This trend will have an impact on almost every aspect of the library. With information literacy skills being taught, books must share the space and time in the library with digital resources. Librarians will have to divide their budget between online and print resources. Librarians that follow this trend will create a library program that encourages interaction through online sites and listening to feedback, finds new ways to promote learning, values online sources equally with print sources, and is available to students in various ways (Hurd, 2010). Students will learn how to use online resources and be encouraged to incorporate all sources of information in their research. Blogs, wikis, and other social networking sites will be a part of libraries that embrace this trend. These sites can have a positive impact on learning. Blogs can provide a place to post assignments, discuss issues, and encourage class participation, according to "Internet librarian" Dave Fontaine (Whelan, 2007). Through widespread development of this trend, more students will be prepared for college research and the technologically advanced world.

References Hurd, J. (2010, July 5). Four traits of great school libraries [Web log post]. Retrieved from [] Rich, M. (2009, February 15). The future of reading: In web age, library job gets update [Electronic version]. //New York Times//. Whelan, D. L. (2007, August 28). SLJ talks to Internet librarian Dave Fontaine about blogs, wikis, and literacy. //School Library Journal//. Retrieved from [|http://www.schoollibraryjournal.com/slj/articles/infoliteracy/863602-348/slj_talks_to_internet_librarian.html.csp]

Maggie Miller: E-books
“School libraries are filled with traditional paper books—great resources for the students who take the time to go into the library, locate the book on the shelf, leaf through it to see if it has potential to provide the information they need, and then check it out to spend serious time with it” (McKenzie, 2009). A new trend is electronic books, or e-books. This is a book that is available electronically and you will not be holding physically. One reason that this is becoming such a popular trend is because they provide “instant access to books” (McKenzie, 2009). This trend seems to be making a positive impact so far with districts who have been trying to use e-books. One example is the Forney Independent School District (FISD) in Dallas Texas. They are using electronic textbooks with their students to try and avoid a shortage of textbooks. “Digital textbooks include such features as dictionaries, e-mail applications, forum discussions, simulations, hyperlinks, multimedia, data searching, study aids, and learning evaluation tools” (Bonk, 2010). FISD see e-books as providing “an almost limitless source of information to teach the required knowledge and skills to students” (Smith, 2007). Since they have moved this direction, FISD has found the quality of instruction has gone up, the level of student engagement has gone up and so have scores on their state assessment. References: Bonk, C. (2010). For openers how technology is changing school. //Educational Leadership//, //67//(7), 60-65. Retrieved July 12, 2010, from WilsonWeb. McKenzie, D. (2009). Ebooks and 21st-century learning. //MultiMedia & Internet @ Schools//, //16//(1), 27-28. Retrieved July 12, 2010, from WilsonWeb. Smith, M. (2007). Making the leap from textbooks to e-books. //Principal (Reston, Va.)//, //86//(5), 54-55. Retrieved July 12, 2010, from WilsonWeb.


 * Roxanne Albrighton - Open Source Software**

Open source software (OSS) is growing in popularity in households as well as companies, throughout the world. If one has never heard of open source software, you may be surprised to find what it can offer. “So what is open source software (OSS)? It’s software that is free in every sense of the word: free to download, free to use, and free to view or modify.” (Schneider, 2008). Some OSS products include Firefox, the web browser, OpenOffice, a word processing document, and Audacity, an editing tool for podcasts. One of the big draws for OSS is that it allows users to change to software to fit their needs, personal or professional. OSS also allows for easy upgrades of the product. However, OSS does require technical support, and that can come with a cost. OSS is free, “but that’s free as in free kittens. Yes, you get something at no cost, but it requires a lot of care and attention if you want it to thrive.” (Gordon, 2008). With budgets in libraries becoming extremely tight, librarians are looking for ways to get the most out of their monies. Open source may be a viable option. Open source offers products such as Koha and Evergreen; they are automated library catalogs. These products offer flexibility because if there is a desired feature that a librarian would like to have, OSS allows for upgrades and improvements. The OSS Opac for libraries allows for easy searching, and is more individualized for each libraries unique patron’s needs. Librarians pride themselves on their technology skills as well as their cooperative natures. OSS seems to fit the needs of librarians and their patrons by offering flexibility, at lower costs.

References

. Fredricks, K. (2009). No Strings Attached: Open Source Solutions. //School Library Media Activities Monthly//, //25//(10), 42-43. Retrieved from Academic Search Elite database. Gordon, R., & West, J. (2008). What Can Open Source Do for You?. //Computers in Libraries//, //28//(3), 44-45. Retrieved from Academic Search Elite database. Schneider, K. (2008). Free for All. //School Library Journal//, //54//(8), 44-46. Retrieved from Academic Search Elite database.

Mary Sileo: Web 2.0 Tools
Web 2.0 tools are, without a doubt, changing the way human beings live. We are no longer on the sidelines of media information, being a passive audience. We are now on the field creating the plays! What are web 2.0 tools? Simply put, web 2.0 tools are technology programs, applications, and web sites that allow for user-generated content. Wikipedia, one of the most widely known web 2.0 tools, states that “A web 2.0 site gives its users the free choice to interact or collaborate with each other in a social media dialogue as creators (prosumers) of user-generated content in a virtual community, in contrast to websites where users (consumers) are limited to the passive viewing of content that was created for them.” For example, [|www.target.com] is a web site created for consumer use but the consumer is not able to manipulate the content or generate new information for the site. On the other hand, [|www.facebook.com] is a site where members create their own social networking profiles, post photos, and interact with other users. Target’s site is not a web 2.0 tool while Facebook’s most definitely is! Not only have web 2.0 sites permeated the homes and work places of most Americans, they are now being used in many schools. Sites such as Wikipedia, Wikispaces, Voicethread, and Blogger are now being used by many students and are a trend that will have far reaching implications in our schools. Although web 2.0 tools have been in cyberspace for more than a decade, they are relatively new on the education scene. Because of this newness, the impact of this phenomena on school libraries and schools, in general, has yet to show its full self. One of the positive implications of using web 2.0 tools in schools that is starting to come to light is the capability for remote learning. Because students and instructors (or students and students) now have a platform in which they can interact online, there are more opportunities for students to do anything from individual projects to entire degrees in a virtual world. This has greatly expanded the flexibility and avenues for different learning schedules and learning styles. Another positive impact that web 2.0 is having on schools is the melding of the educational world and the real world for students. Because of the ability to “showcase” work online, students are no longer creating projects just for their teacher but for a much larger, real-world audience. Web 2.0 tools also appear to be increasing students and teachers critical thinking skills and creativity. Because information is no longer just arriving from “trusted authorities” (Hargadon, 2008), users of web 2.0 sources are wading through far more opinions and user created information. This sifting of information requires a whole new skill in critical thinking. Not all change is on the positive side with web 2.0 tools. Many educators fear a weakening of personal ties as human beings continue to communicate more in the virtual world rather than face-to-face (Pie, 2010). There are also legal responsibilities that school districts face if they are to promote the work of students to be posted online for a wider audience. This becomes a privacy concern and not one that all parents and educators readily agree on. Schools also face the responsibility of keeping students safe from inappropriate content that is being posted in this arena of user-generated content (Irvine, 2009). [] Pie. (2010, June 21). //The negative impact of social networking on relationships.// [] Haragon, S. (2008, October 22). //Moving toward web 2.0 in k-12 education//. [] Irvine, J. (2009, May 6). //Why don’t educators use web 2.0 more?.// http://www.pbs.org/wgbh/pages/frontline/digitalnation/blog/2009/05/the-consortium-of-school-networking.htm
 * Bibliography**

Heather Riffel Summary of Future Trend: Interlibrary Loans Among School Libraries

During the past decade, the use of interlibrary loans between school libraries has increased dramatically. According to data from the Colorado School Library Survey Statistics, total interlibrary loans (ILL) increased almost 20% in within the last 10 years. [1] Limited school budgets, as well as limited shelf space in the school library make the concept of sharing resources by borrowing and loaning books and materials from a variety of other sources through mail an excellent option. The use of online catalogs has been a recent trend that has helped to fuel the increase in school library use of interlibrary loans. Districts that have made online catalogs available have found that students have been accessing materials from other libraries that participate in the ILL program. [2] The increased access to materials that may not be owned by a school library will dramatically impact the collections available to users. Additionally, this tool will have affect of the responsibility to school librarians of managing and cataloging materials in such a way as to be used across a much broader physical user group.

Source Citation

[1] "Library Research Service | School Libraries | CO School Library Statistics." //Library Research Service | Research And Statistics About Libraries//. Web. 23 July 2010. <http://www.lrs.org/school/school_stats.php>. [2] Detmer, Barbara. "From LAN to WAN: a district-wide vision." //Multimedia Schools// 4.5 (1997): 14-16. //Academic OneFile//. Web. 22 July 2010.

**Lynn Jankura - Transliteracy**
Transliteracy by definition is the ability to read, write and interact across a range of platforms, tools and media from signing and orality through handwriting, print, TV, radio and film, to digital social networks (Thomas 2007). The term was introduced by Professor Alan Liu in the Department of English at the University of California at Santa Barbara in 2005. Transliteracy offers an analysis of reading, writing and interacting across a range of platforms, tools, media and cultures. It is not just about computer–based materials, but about all communication types across time and culture. It does not privilege one above the other but treats all as of equal value and moves between and across them. (Thomas 2007). For years, libraries have focused on literacy, the ability to read, write, and interact. It is no longer enough to focus solely on the ability to read and write. Libraries need to take on the task of ensuring all people are transliterate. In order to best serve our patrons, we need to move from literacy to transliteracy (Newman, 2010). As school librarians, we have a captive audience eager to work with information in new and innovative and ways. It is our responsibility to help them learn and use these social, and information skills. Resources: Andretta, S. (2009, August). //Transliteracy: take a walk on the wild side.// Paper presented at World Library and Information Congress: 75th IFLA General Conference and Council, Milan, Italy. Newman, B. (2010). //Libraries and tranliteracy// [Slideshare]. Retrieved from [|http://librariesandtransliteracy.wordpress.com/2010/02/09/libraries-and-transliteracy-slideshow/] Thomas, S., Joseph, C., Laccetti, J., Mason, B., Mills, S., Perril, S., & Pullinger, K. (2007) Transliteracy: Crossing divides. //First Monday//, 12 (12), Retrieved July 5, 2010 from []/ 2060/1908

<span style="font-family: Georgia,serif; font-size: 90%;">As a foreign language teacher, I have always enjoyed the end of March/beginning of April. Why? Because the CSAP test has never had an impact on the content that I teach in my classroom on a daily basis. Other than changing the schedule for a day or two, standardized tests have been, for the majority of my career, none of my concern. However, moving now into the field of School Library and Information Literacy, all of a sudden, March and April take on a new meaning. Well, but not //really//. I mean, kids only take tests on reading, writing math and sometimes science. So standardized tests aren’t that big of a deal, are they? Wrong. While administering the CSAP exam to a group of freshmen this year, I did the unthinkable – I peeked at the test. The amount of information literacy related questions astounded me: everything from analyzing a screen shot of a web search to identifying appropriate entries in an index. <span style="font-family: Georgia,serif; font-size: 90%;"> So what does this mean for teachers? Is there a trend in testing for information literacy skills? Can information literacy skills really be measured by a standardized test (Pomerantz, 2005)? Who will decide how the test is administered? And, most important to me, whose responsibility is it to teach these skills? If it is the librarians responsibility, then will there be a new, separate section of the CSAP and other standardized tests? What impact does NCLB have on assessing information literacy skills? <span style="font-family: Georgia,serif; font-size: 90%;"> According to what I have found thus far, we – as a society – are far from coming to any conclusions. However, standardized test for assessing Information Literacy skills are becoming more and more popular. Independent groups like //Project SAILS// (Standardized Assessment of Information Literacy Skills) have created standardized tests for use in schools and universities (SAILS, 2010), and some universities have created their own assessments based on their programs and standards available for staff use(UWM, 2010). In my own humble opinion, I see this trend at its very beginning stages. I believe that we, as librarians, must do our best to be a part of the discussion, ask the tough questions, be on the committees, and help make the decisions. I believe that teaching information literacy is our responsibility and if we establish ourselves as experts in the field, we not only establish our necessity within the school, we also assist teachers by taking something off of their plate. <span style="font-family: Georgia,serif; font-size: 90%;"> Works cited <span style="font-family: Georgia,serif; font-size: 90%;"> Instructional Services for Faculty - UW Madison Libraries. (2010, January 7). //University// //of Wisconsin - Madison Libraries//. Retrieved July 23, 2010, from [] <span style="font-family: Georgia,serif; font-size: 90%;"> JR., T. Z. (2005, January 17). Measuring Literacy In a World Gone Digital - New York Times. //The New York Times - Breaking News, World News & Multimedia//. Retrieved July 23, 2010, from [] <span style="font-family: Georgia,serif; font-size: 90%;"> Pomerantz, J. (2005, January 16). ETS information literacy test | PomeRantz. //ibiblio.org - Tibet//. Retrieved July 23, 2010, from [] <span style="font-family: Georgia,serif; font-size: 90%;"> Project Sails. (n.d.). //Project Sails//. Retrieved July 23, 2010, from []
 * Suzanne E. Cucchetti**
 * The Future of Information Literacy Skills and Standardized Testing/Assessment**

=Sandy Lind Future Trends summary:= =collaboration between public libraries and public schools.= Across the nation collaboration between public schools and public libraries has become a trend that is supporting the reading abilities of American students. Faced with limited budgets and an emphasis on aptitude test scores, public libraries are now providing students with homework help and are stepping up to improve reading habits. Public school employees are also collaborating with public libraries by promoting reading programs and communicating with their public librarians. To support summer reading programs teachers recommend that their students participate in activities at the public library provides over the summer. In some districts schools have even established competitions based on summer reading programs at the public library to motivate students to keep reading over the summer. This trend benefits both public entities in achieving the same goal: to improve reading opportunities for young people. Some believe that public libraries need to take a more active approach to support students when they are out of school. Peggy Barber states that “Public libraries may have been the original after-school providers, but they must step up their efforts if they are to be players in the fast growing Out-of-School Time (O.S.T.) movement.” (Barber, 2006, p. 39).

The impact of collaboration between public libraries and public schools promotes both the love of reading and student achievement. When public libraries support learning they are able to “reach and teach children beyond the school day and school year” (Wepking, 2009, p. 24). In addition, when teachers communicate with public libraries about up-coming research projects the information can influence collection development at the public library. Furthermore, with the collaboration of both public entities resources can be shared; both the physical resources available at the public library for circulation and the population of students that stream from public schools. Regular collaboration of professional libraries will allow students to “experience a seamless service continuum between the two types of libraries.” (Farmer, 1997, p. 16).

References Barber, P., & Wallace, L. (2006). Libraries can serve as key out-of-school time players//.//  //American Libraries//, //37, 11//, 39. Farmer, Lesley. (1997). Crystal ball gazing into library land. //Book Report//. //16, 3,// 16-18.   Wepking, Mary. (2009). From communication to cooperation to collaboration: school and public librarians as partners for student success. //Library Media Connection//. //28, 3,// 24-26.

2.0 Subject Guides - Sarah Voigt The 21st century library is a dynamic place. New technologies are being utilized in order to connect users with resources. Technologically savvy librarians are creating 2.0 subject guides which combine the traditional list of available print resources with multimedia resources which are also available. The multimedia formats may include links to online encyclopedias, databases, websites, blogs, wikis, articles, photos, and video clips. There are several different online tools that can be used to create a 2.0 subject guide. LibGuides, Squidoo, SubjectPlus, del.icio.us and Library a al Carte are just a few software programs currently being used. Librarians who are creating 2.0 subject guides are effectively providing their patrons with access to a variety of formats of items. Another advantage of utilizing online subject guides is that they can be accessed remotely. This is important in today’s wireless, paperless society and it allows the subject guides to reach a greater number of patrons. 2.0 subject guides can quickly connect users with valid and reliable references which they may not locate on their own. In a school setting 2.0 subject guides allow the librarian to direct young users to age appropriate electronic resources while also highlighting available print items.

Becker, B. W. (2009). Subject guides 2.0: A look at LibGuides and Jing. //Behavioral & Social Sciences Librarian,// 28 (4), 206-209. Kroski, E. (2007, October 1). //A librarian’s guide to creating 2.0 subject guides//. Retrieved from http://oedb.org/blogs/ilibrarian/2007/a-librarians-guide-to-creating-20-subject-guides/ Morris, S. E. & Bosque, D. D. (2010). Forgotten resources: Subject guides in the era of web 2.0. //Technical Services Quarterly//, 27(2), 178-193.
 * References **


 * Josette Russon **** – Unquiet Libraries **

I chose the topic of unquiet libraries as my future trend. As a hard of hearing individual and a library patron of the over 40 generation, I’ve noticed the change of both school and public library environments. The librarian for years was portrayed as a stereotypical figure; matronly, bespectacled, and constantly shushing patrons when not ignoring them in hopes they would leave. The library itself was a solemn place to visit for the purpose of laboriously studying or quickly checking out materials to enjoy elsewhere. Today’s libraries are known as media centers; filled with print materials, digital materials, computer equipment, games, movies, storytimes, social events, and bustling with media specialists and patrons engaged in conversations.

The trend of changing libraries into media centers both attracts the young generation to frequent and enjoy the library as well as increases the volume of noise in the library. Is this increased sound necessary to keep school libraries alive with future generations? Is it instrumental with learning? “Talking to learn is a critical way of helping the brain process new information; by having a conversation with a friend or a group or asking questions, we clarify our interpretation of the new information and it starts to imprint itself. Therefore, conversations, discussions, and arguments are critical to the reading process and, therefore, critical to our school programs.” Others are nostalgic for the quiet solitude of study for optimal learning. “Noise volumes, generally speaking, are higher today. And research shows that noise levels correlate with levels of aggression or grumpiness.” As libraries change to meet the needs of future generations, the effectiveness of this new social hub remains to be seen.

Braxton, Barbara. "make your school library a noisy place." //Teacher Librarian// 2(2005):50. //elibrary//. Web. Retrieved 25 Jul. 2010.

Scott McKeen Scott McKeen; Edmonton Journal. "Author says craving noise thwarts need for human connection." //Edmonton Journal.// 03 May 2010: A5. //elibrary//. Web. Retrieved 25 Jul. 2010.

I chose to focus on a trend that will likely have a significant impact on school libraries: the elimination or reduced hours of School Library Media Specialist positions, and reduction of funding for school library services due to forced budget cuts in our federal, state, and local governments. This trend is certainly not new, but it seems to be gaining strength in recent years. The American Library Association has added a link on their website directly related to this issue (ALA, 2010). They point to specific data related to schools in California, Georgia, Indiana, Massachussetts, Minnesota, New Hampshire, South Carolina, Texas, Utah, Washington, Wisconsin, West Virginia, and Washington, DC, all undergoing drastic budget cuts in their school libraries. The //School Library Journal// (2010) published an article in April addressing the increasing trend. The article highlighted the work of Shonda Brisco, an assistant professor at Oklahoma State College, who has created an interactive website using Google Maps and virtual pushpins to clearly illustrate the effects of state budget cuts on the elimination of media specialist jobs (Staino, 2010). Media specialists from all over the country are adding pins to this map every week.
 * Shelly Wasson **
 * Future Trend?: The Elimination of the School Library Media Specialist and a Reduction of Funding for School Library Services **

The effects of this trend are as of yet difficult to measure, since due time has not elapsed yet to demonstrate the true impact. However, some organizations have attemptted to give a forecast of what the benefits or costs of this trend might be. In 2004, //The Independent,// a local newspaper in New York State, reported that then Maple Hill High School Principal Ralph DiMarino had approached his school board to express his concern over a reduction in library staff the previous year. Mr. DiMarino stated that his library no longer had enough adults to supervise and help the students, and they were actually having to turn kids away from the library. He went on to state that, “I was finding out that teachers were cutting back on assignments that would require library support.” (Riley, 2004). More recently, the New Jersey Association of School Libraries has added a document to their website directly addressing the “Impact of Cuts on School Libraries” (2010). NJ Governor Christie has recently proposed a 74% reduction in funding for libraries in the state. The article states that this cut in public libraries would affect school libraries in New Jersey as well. For example, online subscription databases such as EBSCO, as well as the Audiobooks program, will likely no longer be available to school libraries this fall. I will be searching for more articles this coming week to more fully address both sides of this trend. References = // Funding problems for school library media centers nationwide causing cutbacks // = //in library media specialists, resources, and hours//. (2010). Chicago, IL: American Library Association. Retrieved on July 23, 2010 from [].

// Impact of cuts on school libraries. // (2010). New Jersey Association of School Librarians. Retrieved on July 23, 2010 from []

Riley, D. (2004, February 17). School library cuts beginning to hurt. // Indenews.com. // Retrieved from []

Staino, R. (2010, April 21). Mapping effect of state budget cuts on school librarians//. School library journal//. Retrieved from []

=** Google Lit Trips- Janine Kowalsky **=

Google Lit Trips is a fairly new trend developed by Jerome Burg allowing students to be “right in the back seat” of a literature journey. (Boss, 2009) Students now have the opportunity to view great travel tales found in literature by combining interactive technology and satellite imagery of Google Earth.The innovative program allows readers to grasp historical, cultural and geographical context of a book that would not otherwise be addressed unless the reader took time to do so on their own. (Boss, 2009) Google Lit Trips is an excellent way to take students on a journey to places they may have never been.Teachers or students can easily use ready-made Google Lit trips available on their website or have students create their own.For example, Carol LaRow a middle school teacher, created a Google Lit trip directed toward middle school students based on the novel //My Brother Sam is Dead//.This literature trip allowed students access to maps and routes taken by British soldiers, photos of the area, along with discussion questions that later prompt a writing sample. There are several learning opportunities that Google Lit Trips can offers students.I feel this application will impact students learning much more than just a doing a regular book report for an Lang Arts class or blogging on a library web site about a particular book.For example, students now can add several layers of new information that will allow students to make connections with the reading.For example, students may include several layers to a Google Lit Trip that may include their own thoughts through writing, embedding their own images from a similar trip, and not to mention adding their own audio component. The rich interactive experiences can facilitate much more compelling discussions about literature rather than just writing an ordinary book report or blogging about a piece of literature. Google Lit Trips can offer the struggling readers the opportunity to engage in a story by visualizing the story locations and journeys that the characters experienced.This alone offers students the ability to improve their reading comprehension. References Boss, S. (2008) //Google Lit Trips: Bringing Travel tales to life.// Edutopia. Retrieved July 12, 2010 from //[]. // //Dyck, B. (2008) Google Goes to School.//Education World.Retrieved July 18, 2010 from []

**Mike Jurkiewicz "E-book Evolution"**
Is the hard-back book the next dinosaur? Today’s public and academic libraries face a challenging innovation that few media specialists even dreamed of several decades ago. With many library organizations facing shrinking budgets and funding, media specialists struggle to offer the latest publications to their patrons. Then there is the issue of keeping the physical collection in good repair and having the staff available to circulate materials as needed. Johnson (2004) shares several disadvantages to a typical library collection. “Paper books disintegrate. They go out of print. They’re expensive to produce, bulky to store, and back-breaking to move” (p. 44). The recent rapid influx of digital media may be the single most influential factor in the future of information collection and dissemination.

In the past, small library districts would team up with other organizations spread over a large geographic area and form consortiums. They would utilize courier services to transport hard copies of books from one district’s outlet to another, in essence sharing their collections. However, there is a new trend rapidly spreading across the horizon. With the widespread use of computer workstations in the media center and the prevalence of wide-band internet connections, districts can provide easier access to the digitized information collections and projects. This allows media centers in small academic settings and rural locations the ability to expand the range and extent of their collections.

The challenges materialize in a variety of ways. District administrators must determine which digital process is most compatible (and affordable) with their (the district’s) computer network, which digital formats are the most stable, i.e., reliable in terms of connectivity and accessibility by their patrons, and which digital format offers the widest range of materials. There is the issue of expanded technology support that is required to keep this system up and running…technology personnel must be funded, staffed and trained. Another consideration is the number of types of digital formats a district offers.

Many different types of electronic books are available, some of which are designed to be distributed electronically but printed out for reading, while others are intended to be distributed electronically and read on a computer or on a specifically designed e-book reader. (Clyde, 2005)

School media centers already use some reference e-books. They can be easily searched by multiple students, accessed by students from a school LAN workstation or from a home computer. The articles are in general fairly short and concise and may include sound files and still and moving pictures that are more attractive to a young learner.

Another innovation that schools will encounter is the shift from traditional textbooks to e-books. This is already close to reality. Just this weekend (7/24/2010) the country of India announced a prototype handheld computer, similar to the I-pad, which will sell for $35. It was designed and created as a method for the working classes of third world countries to have viable, affordable access to the internet and posted study material. The project’s goal is to bring down the cost to approximately $10.

Electronic versions (e-books) are no longer a dream, but a reality. The question is how pervasive the spread and effect will be. Libraries and media specialists have a history of leading the trends in information technology. Traditional books will likely remain on the library floor, but the digital format will play a larger and larger role in all libraries.

REFERENCES

Clyde, L. (2005). Electronic books. //Teacher Librarian, 32//(5), 45-7. Retrieved from Library Lit & Inf Full Text database.

Dougherty, W. (2010). E-Readers: Passing fad or trend of the future?. //The Journal of Academic Librarianship, 36//(3), 254-6. Retrieved from Library Lit & Full Text database.

Johnson, D. (2004). Turning the page. //School Library Journal, 50//(11). 44-46.

The Trend… Librarians facilitating staff development within each school is an increasing necessity of the job. In fact a job description of the teacher-librarians duties is likely to include professional development of staff (School Library Media Specialist, 2009). As more demand gets placed onto the backs of classroom teachers, along with a corresponding increase in resources available, school staffs as a whole are unable to keep up with the technologies. The responsibility for informing busy staff of changes and new technologies falls on the shoulders of the teacher-librarian. Teacher-librarians need to realize that mindset of many teachers to technology is that that if they need it someone will condense the necessary information and present it to them in formal or informal staff development. Enter the teacher-librarian (TL) and the necessary skills ingrained through years of proper practice. Impact of trend on the library and librarians… A lot of us in the past have been comfortable with the “pass the buck” philosophy when it comes to educating others on new technologies. We have been all to comfortable with the fact that someone more knowledgeable in the building will lead the charge. Well, that changes with being the teacher librarian as most educators and administrators are at minimum hoping (many expect it) that teacher librarians lead the charge in presenting new staff development. The staff development need be focused in a way that grabs the attention, focuses it primarily on student benefit, and secondarily on personal benefit. TL lead staff development most greatly impacts the librarians by thrusting the school library into the spotlight—it provides an opportunity to showcase library holdings, and librarian abilities. Well designed staff development early in the year may help foster collaboration throughout the year, while poorly designed instruction will increase skepticism of the librarians’ abilities amongst the staff. It is important to plan and set-up for staff development early and often, and to get administration on board with the objectives. Administrative approval and backing is central to the premise of TL lead staff development. Anderson, M. (2008, January). Staff Development: Still an Important Role. //MultiMedia & Internet@Schools//, p. 35. Retrieved from MasterFILE Premier database. Everhart, N. (2007). LEADERSHIP: School Library Media Specialists As Effective School Leaders. //Knowledge Quest//, //35//(4), 54-57. Retrieved from Academic Search Premier database. Haycock, K. (2004). evidence-based practice. //Teacher Librarian//, //32//(1), 6. Retrieved from Academic Search Premier database. Haycock, K. (2004). priority-setting: the tough work. //Teacher Librarian//, //31//(4), 6. Retrieved from Academic Search Premier database.
 * References:**

**Wiki's- Katherine Ivers**
I chose Wiki as the trend to review. It is a website that is built by someone called an administrator. They are the only ones who decide who can have access to it. Once someone has access to it they can edit or modify any page. They are easy to use and they allow people to do many things for example: leave notes for others, create pages, participate in discussions, and do projects (Maney, 2009). There are a lot of Wiki’s out there to choose from that do not cost anything. One website that helps you to do this is called Wikimatrix. This Wiki will allow you to compare the similarities and differences between all the Wiki hosts (Maney, 2009). Wiki’s have many advantages for librarians and teachers to use. It will help them to have a place where parents, administrators, students, and other teachers to be able to view and see the many projects and discussions (Brisco, 2007). This can also help to build collaboration between the librarian, students and the teachers (Whelan, 2007). It can provide a way for librarians to build workshops to help teachers better their teaching skills (Whelan, 2007). It also allows you to create an online textbook for student s that allow you to create hyperlinks, view videos and other clips that support the materials covered (Whelan ,2007). Wiki’s are a great source for libraries to have because it can help learning in so many ways.

References Brisco, S.(2007, May 1). Which wiki is right for you? //School Library Journal.// Retrieved July 24, 2010, from <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">[|http://www.schoollibraryjournal.com/slj/technology/web20/863123- 359/which_wiki_is_right_for.html.csp] Maney, J. (2009, March 4). Get organized quick-like with a wiki. //School Library Journal//. Retrieved July 24, 2010, from <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">[|http://www.schoollibraryjournal.com/slj/technology/web20/856997- 359/get_organized_quick-like_with_a.html.csp] Whelan, D. (2007, August 28). SLJ talks to internet librarian Dave Fontaine about blogs, wiki’s, and literacy. //School Library Journal.// Retrieved July 24, 2010 from <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">[|http://www.schoollibraryjournal.com/slj/articles/infoliteracy/863602- 348/slj_talks_to_internet_librarian.html.csp]


 * JoAnn Johnston**

My paper describes trends in digitizing twentieth century documents with non planar (wrinkles and warpage) surfaces, and light and color concerns. The Library of Congress’ Manuscript Digitization Demonstration Project dealt with these concerns and in their final report determined that the priority when digitizing difficult and fragile items should be content over facsimile.
 * Digitizing Documents**

I’m still researching, and the LOC is still digitizing with content as priority (M. Neubert, personal communications, July 21, 2010), but with new developments in photometric and geometric corrections (Landon, Seales, & Clark, 2008) and recently available de-warping software, it seems facsimile could improve its standing when it comes to the digitizing process. For now, the effect of their conclusions on twentieth century manuscript digitizing is that you can be assured of accessing accurate intellectual content, but not facsimile.

Landon, G. V., Seales, W. B., & Clarke, D. (2008). A new system to acquire and restore document shape and content. //Proceedings of the 5th ACM/IEEE international Workshop on Projector Camera Systems// (pp. 1-8). Marina del Rey: ACM. <[|doi:10.1145/1394622.1394638]>. Library of Congress. (1998) Library of congress manuscript digitization demonstration a project: Final report. October 1998. <[]>.
 * References**

Lisa Lorenzini **Library of Congress Subject Headings: Is It Time For A Change?** The Library of Congress (LOC) has been the most trusted source for bibliographic information in the library world and has been the primary source of bibliographic records for libraries in the United States. With the advent of the World Wide Web, the way in which we access information has changed and the LOC must look for ways to address these changes. The use of Library of Congress Subject Headings (LCSH) has traditionally been the way bibliographic information has been accessed through library catalogs. While the use of this system offers uniformity and is quick and easy to update, it can be difficult to use and understand by both librarians and patrons. Timely changes in terminology to meet the current trends have also been an area of concern among those who use this system. While doing away with LCSH altogether is not an option, there are ways in which this area can be changed to meet the needs of those who use this bibliographic record to locate library materials. With the popularity of the internet, the use of search engines, and the amount of information available today, accessing information quickly has become the norm. Library patrons want to find resources in the library the way they access information via the web. As terminology changes, it is important for patrons be able to access information using this current terminology. While the LOC does allow users to petition for changes in terminology, this process can take a long time. Allowing users to assign tags to LOC bibliographic records is one way the LOC could meet the changing needs of its users. LibraryThing, an online network which allows users to catalog their personal library, permits users to tag their books using their own subject headings. When users search for titles using this network, LibraryThing searches the LOC, Amazon, and over 690 libraries to acquire precise data for each book. A collaborative effort such as the one LibraryThing incorporates is another change the LOC could implement to compensate for weaknesses in its subject heading index. The ease in which patrons can access information will have a tremendous impact on libraries in the future. Library of Congress. (2008). //On the record: Report of the Library of Congress Working Group on the future of bibliographic control.// Retrieved from [] Carman, N. (2009). //LibraryThing tags and Library of Congress subject headings: a comparison of science fiction and fantasy works//. Retrieved from []

** E-books - Rae Ciciora **
The trend I’ve been working on this past few weeks is the rising prevalence of e-books in the library environment. While e-reference books are an almost ubiquitous resource in the school library, the e-book collection is still in its infancy. The e-book is an electronic print version of a paper and ink book. It is more of a document format than an audio book, although that distinction is rapidly becoming blurred with the improvement of read-aloud programming. E-books may include multi-media captioning and photos as well. “ Features such as full text searching, changeable font size, mark-up, citation creation, and note taking will enhance usability. Print text can be integrated with multi-dimensional objects, sound, and film to create a whole new kind of monographic work.” (D Lib journal, 2001). The potential for educational uses are unlimited.

The impacts of ebooks in libraries are many. Publishers and authors are struggling with the issues of single user versus public access, copyrights, and how to turn a profit, while libraries struggle with which format to use, how to catalog (depending on the delivery/subscription), and whether to invest in reading devices.

One impact that concerns school librarians is how to make sure all students have access to the books. There are several formats and not all e-readers support all formats. In fact, this link has a chart of e-book format and device table (http://dearauthor.com/wordpress/e-book-format-and-device-table/). This leads to another dilemma. Do school libraries in vest in readers that will be checked out, or do they rely on the students’ having internet access at home? Maintaining an inventory of the reading devices could be a nightmare, given how hard students are on paper books. Keeping batteries charged, equipment working, and dealing with the inevitable “lost” book could put a large dent in a shrinking media budget.

Resources: Dear Author, 2010 ( []) retrieved 7/28/2010. Snowhill, Lucia. (2001, July/Aug) D-Lib Magazine, University of California, Santa Barbara. ([]) retrieved 7/28/2010.