AASL Online Continuing Education
Facilitated Programs
Registration for Spring courses is now closed.
The e-Academy facilitated programs are accessible 24 hours a day for six weeks. These static tutorials are facilitated by an expert who will guide the learning experience at key points within the program. The learner will be able to share and collaborate with other participants through discussion boards and other online activities.
- Requirements: Pre-test, Completion of all activities (live chats optional), Post-test
- Read technical requirements before registering for this course.
- Credits: 10 clock hours
- Spring courses begin on April 7 and end on May 16, 2008
- Capacity: 30
- Cost: AASL member $49.95; non-member $59.95
Facilitated Programs Offered in Spring 2008:
 Copyright Issues in the Classroom and Library
Facilitator: Maria B. Kardick
After completing this course, you will understand the following objectives:
- Define copyright
- Identify the six rights of a copyright holder
- Explain fair use
- Name several ways copyright affects school library service
- Locate online and print resources on copyright
While the library and academic communities once felt that they had a good grasp on legal and ethical use of protected materials, recent changes in law and important court cases, as well as aggressive legal actions, have put librarians on edge.
Knowing what copyright entails and how to deal with the most basic copyright situations in a library can help a library avoid the more common copyright risks.
This tutorial doesn't purport to cover every possible copyright situation in a library. Given the limited time frame, we will only discuss basics. However, with this foundation you will be able to better understand what you read regarding copyright and make decisions that are based on solid baseline information, not rumor or possibly erroneous "common knowledge."
While copyright may not always be intuitive, it is current federal law. It isn't optional, and it isn't easy. Taking some time to read, discuss, and develop an understanding of the topic is essential to protecting yourself and your library from potential legal action. Best of luck on your first steps of this challenging, but interesting, journey. Maria B. Kardick has twenty-seven years of teaching experience. Six of those years have been spent as a special education teacher. She holds a B.S. in Education from Millersville University (elementary and special education certification), an M.L.S. from Kutztown University, and has completed additional post-graduate work at Arcadia and Widener Universities. She is a member of Spring-Ford school’s Teacher Advisory Committee, District Professional Development Committee, Pennsylvania State Education Association/National Education Association (PSEA/NEA), Pennsylvania School Librarians Association (PSLA), and ALA/AASL. Maria presently serves as a K-12 representative on the ALA Office of Information Technology Policy (OITP) Copyright Advisory Network. Previously a librarian at Spring-Ford Middle School, she is currently a librarian at Spring-Ford Eighth Grade Center.
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Creating Collaborative Lessons for the Elementary School Library
Facilitator: Jody K. Howard
This course will help you develop the skills necessary to:
- Devise strategies to collaborate and overcome obstacles such as fixed scheduling
- Recognize and cultivate opportunities to collaborate with teachers
- Maximize the impact of the library program by linking technology, subject area curricula and library skills
- Produce technology shortcuts that will lead to co-teaching, and
- Construct lessons using tools, tips, templates, and references offered in this course
School librarians cannot afford to be considered on the periphery in education, nor can they be considered support staff.
There are tremendous benefits for schools from successful collaboration efforts between classroom teachers and the school librarian. Collaborative lessons with classroom teachers can support the development of vibrant, curriculum centered school library programming that effectively meets students' development and learning needs. Effective collaboration requires commitment from the school librarian to building and maintaining relationships with teachers and integrating classroom needs with administrative curriculum goals, library programming activities, and collection development efforts.
Jody K. Howard, a doctoral candidate and affiliate professor for the University of Denver College of Education, has been a librarian for the last 30 years, including district-level management, school-level service, public library experience, and academic teaching. During her career Jody has been a facilitator for various groups working with strategic planning and problem-solving methods. Jody’s passion to assist school library media specialists in a variety of projects has been a driving force in the establishment of Creative Information Solutions for Library Organizations (CISFLO).
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Creating Collaborative Lessons for the Secondary School Library
Facilitator: Jody K. Howard
This course will help you develop the skills necessary to:
- Define teacher-librarian collaboration
- Understand the benefits of teacher-librarian collaboration
- Understand how teacher-librarian collaboration addresses state, national, and school standards
- Identify the roadblocks to teacher-librarian collaboration
- Recognize and cultivate opportunities to teacher-librarian collaboration
- Construct lessons using the tools, tips, and references offered in this course
Since the publication of Information Power: Building Partnerships for Learning in 1998, school library media specialists have been under a mandate to "collaborate" with teachers. But what does that collaboration look like?
In this course, you will discover what teacher-librarian collaboration is and whom it benefits. You will also learn ways to build the partnerships that will enhance learning.
Many library media specialists struggle to understand what is meant by collaboration. Once it is understood, how can it be implemented in their schools? Two levels of partnership have been identified - cooperation and coordination. These are considered to be the precursors of true collaboration.
Identify the 10 levels of connection between the teacher and the library media specialist and use this knowledge to evaluate your own library environment. Discuss with others where your program is and where you want it to be.
Includes sections on where to begin, some special considerations you might want to take into account, how to plan the collaborative unit, and how to find avenues and opportunities for collaboration.
Contact hours: 10. Course begins April 7, 2008 and ends May 16, 2008.
Jody K. Howard, a doctoral candidate and affiliate professor for the University of Denver College of Education, has been a librarian for the last 30 years, including district-level management, school-level service, public library experience, and academic teaching. During her career Jody has been a facilitator for various groups working with strategic planning and problem-solving methods. Jody’s passion to assist school library media specialists in a variety of projects has been a driving force in the establishment of Creative Information Solutions for Library Organizations (CISFLO).
Creating Compelling Programming in Your School Library
Facilitator: Dawn Vaughn
This course presents special opportunities for developing successful programs. This course discusses programming in the school environment, and provides support for programs that meet the needs and goals of the school library.
Thematic programming can be the basis for an energized, dynamic school library. Effective programming is more than an occasional add-on activity; it is the key to accomplishing the disparate roles and goals of a school librarian. Well designed programming can strengthen curriculum and provide a means of communication with students, parents, teachers and administrators. Themes can be large or small, simple or complex. They can be tailored to your preferences and strengths as a librarian, or determined by the age level of your school or the needs of your curriculum.
Planning an effective program is a matter of matching themes and activities to needs and goals. Whether highlighting the collection to encourage circulation, collaborating with classroom teachers, or jump starting information literacy skills, programming can provide a connection to the larger school community.
Dawn Vaughn is Past-President of the American Association of School Librarians. She has been involved with AASL for her 22 years as a school librarian. Dawn has worked at all levels of librarianship, from elementary school to middle school to high school as well as a district professional librarian. She has written numerous articles and co-authored the book Write It! A Guide for Research. While Dawn was library coordinator at Cherry Creek High School, a suburban high school near Denver, CO, the library was awarded the National School Library Media Program of the Year award for the second time. Currently, Dawn is an assistant to the principal at Cherry Creek High School in Denver Colorado where she is the administrator responsible for the library.
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