This is Day 2 of a 5 day unit teaching students strong research skills for a "white paper" style research paper (can be modified for any pro-­con research assignment). For the purpose of this assignment, the white paper is an argumentative piece which introduces a problem and argues a solution to that problem.In this team­ taught lesson, students will learn that researching is not a linear process. They will use "pre­search" to help them test, adjust, or even abandon viable topics from their brainstorming. They will learn to narrow ideas to smaller, researchable concepts.

This is Day Four of a Five­ Day unit teaching students strong research skills for a "white paper" style research paper (can be modified for any pro­con research assignment). For the purpose of this assignment, the white paper is an argumentative piece which introduces a problem and argues a solution to that problem.In this team­ taught lesson, students will learn how to incorporate sources in their paper. Focus will be on treating previous discussion of their topic as a "conversation" they are taking part in.

The teacher will read But I Read It on the Internet! by Toni Buzzeo to the class. Then, students, working in groups of three, will use the "Gizmo" criteria discussed in the book to evaluate three pre-selected websites. Students will then rank the websites as Good, Better, or Best and write statements to support their ranking choice using vocabulary from the Gizmo.

In this lesson students will complete a reading survey to Students will become aware of their Reader Identity - reading preferences, habits, strengths, weaknesses, and attitudes.

In this lesson there will be books placed on tables around the library with questionnaires for students to answer in the format of "speed dating" to help students choose a book matching their interests and reading level.

In this lesson students will learn how to present a book talk, and prepare to give a book talk.

This lesson plan is meant for Kindergarten eduactors to help teach students what a good citizen is and what that looks like. Students will think of scenarios in the classroom that show examples of a good citizen, they will work together to act out and video record these examples. Then, with the help of adults, put them into an iMovie.

Using a musical chairs format, students will rotate around the circle -- with a book on each chair around the circle. When the music stops students will sit, pick up the book on their chair, and take turns sharing if their book is fiction or informational and why they would want to read it (the purpose for reading -- entertainment, to learn something, etc).

Students are to compare the rules of the game between what is online and in print. Students will use the World Book Encyclopedia in Utah's Online Library and the print materials that the library has on sports.

People look at things in different ways. This lesson provides examples of the way that works. Ties in with point of view.

This is the 3rd lesson in a unit where the students learn about a moment in history then create a geometric symbol as a quilt block representing that moment. Students will evaluate, select and extract information and fill in a graphic organizer on their topic. The unit outline is included as an attachment.

This article describes many strategies for meeting the needs of visual and kinesthetic students, including deaf students.

This book’s title tells its intent. It is written to help you understand media and culture. The media and culture are so much a part of our days that sometimes it is difficult to step back and appreciate and apprehend their great impact on our lives. The book’s title, and the book itself, begin with a focus squarely on media. Think of your typical day. If you are like many people, you wake to a digital alarm clock or perhaps your cell phone. Soon after waking, you likely have a routine that involves some media. Some people immediately check the cell phone for text messages. Others will turn on the computer and check Facebook, email, or websites. Some people read the newspaper. Others listen to music on an iPod or CD. Some people will turn on the television and watch a weather channel, cable news, or Sports Center. Heading to work or class, you may chat on a cell phone or listen to music. Your classes likely employ various types of media from course management software to PowerPoint presentations to DVDs to YouTube. You may return home and relax with video games, television, movies, more Facebook, or music. You connect with friends on campus and beyond with text messages or Facebook. And your day may end as you fall asleep to digital music. Media for most of us are entwined with almost every aspect of life and work. Understanding media will not only help you appreciate the role of media in your life but also help you be a more informed citizen, a more savvy consumer, and a more successful worker. Media influence all those aspects of life as well.

Instruction on using the Destiny Quest feature in the Follett Destiny Library Managing Software system. This helps student be more autonomous in holding books, recommending books to peers, reviewing and rating titles, and researching their next read.

When conversations of racial injustice and equity arise, many educators find themselves reacting in the moment. In this one-hour webinar, a panel of experts discuss how teachers can analyze and evaluate media to provide important context for students and support anti-racist classroom planning and practices. Teachers can also find advice for using media literacy tools to empower students and inform their personal practice.

A. Assess and respond to needs of school library media personnel
B. Facilitate communication and collaboration amongst UELMA members and between UELMA members and the public
C. Provide and promote professional growth in a dynamic and changing environment
D. Develop and support performance standards for school library media personnel
E. Publicize the components and dimensions of school library media programs
F. Act as a state affiliate with AASL because of the two organizations’ consistent goals and purposes
G. Interact with local, state, and national organizations on issues related to school library media programs

In small groups, students will define violence and discuss different examples of violence in the media. Each group will then share its definition and examples with the class, the teacher will then conduct the activity: "Taking a Stand on Media Violence". After the activity, the small groups will then discuss different ways of dealing with violence in the media and share ideas with the class.

The idea is to give students a larger view of the importance of libraries as preservers of history and information. Also help them see the importance of being involved.

This video tutorial gives an introduction to using Worldbook from Utah's Online Library.