Budgeting for a School Library

Budgeting is a serious topic at this point and time given the current economy. It seems like we have to figure out how to "do more with less" in a variety of situations and budgeting for a school library is just one of those situations. According to Empowering Learners, librarians need to "create a budget that ensures the library is adequately funded to support the program guidelines." Developing a budget that can support the school's learning goals takes much planning, creativity, and being somewhat assertive. Prior to reading these chapters, articles, and blogs I really did not have an understanding of budgeting for a school library and had no idea how much was really involved in order to create an attainable budget.

Several of the articles indicted the best way to help get budget approval is to show how the budget has influenced the learning that is taking place and the progress that has been made as a result. In Doug Johnson's article, Budgeting for Mean, Lean Times Part 5, he suggests that it is more productive to create an effective program then seek the funds to make it happen. If the program shows how specific goals and/or needs can be met for the students and teachers then it may be more likely to receive the funds needed.

Similar to creating the physical space of a "learning commons," getting the student, teachers, staff, etc. involved will allow them to have a sense of ownership. If purpose and need can be created by and for the teachers, students, and staff and demonstrates benefit for the school as a whole then it is more likely to gain support from the administration. Johnson also recommends getting an advisory group together to work towards getting a budget approved. If more than one person is proposing and supporting a budget then it may be more apt to get approval. I originally thought the library budgeting would only involve the librarian, but after these reading I understand that is would be helpful to get others involved and develop a committee.

Budgeting can vary from one school district to another. Some districts get very little funding while others may be given regular funding. I have seen this vary even within a district, from one school to another. I am fortunate to work in a school that is very well funded and has a lot of support from the parents while there are other schools within the district, approximately 10 miles apart, which have very little support and funding and may be experiencing budget cuts. The librarians in these libraries are definitely having to learn how to "do more with less".

According to some of the responses in Karen Jerolamon's article, many districts handle budgeting very differently. The funding may be created based on a minimum budget, per student formula, percentage of the total school's funding, or given based on the principal's preference. Some districts may use a line-item budget where each item is placed on a separate line with a description and an account number. It is suggested that the librarian may need to check the state requirements in order to determine how the budgeting is set up in his or her district.

Although there can be various types of budgeting for school libraries, Woolls indicates that most states use line-item descriptions as discussed in the previous paragraph. This form of budgeting usually begins with the revenues and then includes any funding. The expenditures are listed next remembering to include a description for each line. I now recognize that it would be beneficial for the librarian to determine the most appropriate person in the district to go to if there are questions or if help is needed in preparing the budget especially if it is the first time you have done this. It may also be useful to collaborate with other librarians in the district especially if the libraries are similar. In my district we have a district library office that would be helpful as well as our school secretary. I have learned over the past few years that it is very important to be well acquainted with the school secretary. The secretary is one person who can be very helpful when a need arises.

Woolls also mentions that considerations need to be given to writing specifications, cost accountability, and writing proposals. It is important to be specific when ordering materials and equipment to make sure that they will meet the needs that are trying to be fulfilled. Cost accountability or assigning a dollar amount to a variety of things including services can be challenging and will need to be carefully calculated. When trying to validate the library needs it may be helpful to use these costs to influence the approval of the budget. Writing proposals to explain needs to expand library programs is another aspect when creating a budget for a school library.

Once the librarian has a sense for the budget expectations it is important to include certain aspects when writing a proposal for the school library. In Effective Library Budgeting, Johnson suggests making sure your budget can be easily understood and that the information is accurate. He also recommends that your budget be specific, goal driven, and assessable. I know that the principal in my building is very busy and would appreciate having a concise, easy to red, and to the point proposal. If she has to spend too much time and effort sifting through the proposal then it may be less likely to get approval.

Upon exploring the link found within the blog post from Effective Library Budgeting, https://dougjohnson.wikispaces.com/file/view/Budget+handout.pdf/226182120/Budget%20handout.pdf, Johnson's budgeting handouts state, "As much as I hate sounding like Newt and Rush, I have to say more money is not always the answer to better services to staff and students. A good budget requires planning, prioritizing, and accountability. When those things are done, better programming is the result - even without an increase in funds." After all, the librarian is not necessarily seeking more money for the money aspect but ultimately to create a program and learning environment that will be the most beneficial to the students, teachers, and staff.

When you understand the areas to include in the library budget and how to create the budget to best support the school's needs and goals it is then time to process the orders from the budget. Jacquie Henry says it is important to follow a few steps in order to make sure you use the budget to the fullest and that you do not lose any of the money. I now have a clearer picture of the importance of knowing the budget process, being aware of the deadline for submitting the budget, and that using book jobbers can be an efficient way to get orders filled. Again, there are many aspects to consider with budgeting and a large part of the process is determining what works most efficiently for the school and the librarian.

In conclusion, I have learned that creating a school library budget in much more involved than I realized. These articles, chapters, and blogs certainly gave me a lot to think about. Making sure the budget is specific, accurate, goal driven, and assessable will take much planning, prioritizing, and accountability. I know when I am responsible for creating my first library budget I will need to take a great deal of consideration into the aspects that were discussed and will try collaborating with fellow librarians and seeking help if needed from appropriate staff. Making sure, as stated in Empowering Learners, "The school library program has sufficient funding to support priorities and make steady progress to attain the program's mission, goals, and objectives."

Works Cited

American Association of School Librarians. Empowering Learners: Guidelines for School Library Programs. Chicago: AASL, 2009. Print.

Henry, Jacquie. "Book Budgets – Hanging on to What Is Yours." Wanderings 20 Nov. 2009. Web. 27 May 2011. <http://wanderings.edublogs.org/2009/11/20/book-budgets-hanging-on-to-what-is-yours/>.

Jerolamon, Karen. "HITLibrary Budget as Line Item." Mailing list. LM_NET. Syracuse U., 17 May 2012. Web. 3 June 2012. < http://bit.ly/L0QFjm>.

Johnson, Doug. " Budgeting for Mean, Lean Times Part 5." The Blue Skunk Blog 20 Dec. 2009. Web. 27 May 2011. <http://doug-johnson.squarespace.com/blue-skunk-blog/2009/12/20/budgeting-for-mean-lean-times-part-5.html>.

---. "Effective Library Budgeting." The Blue Skunk Blog, 23 Jan. 2012. Web. 3 June 2012. < http://doug-johnson.squarespace.com/blue-skunk-blog/2012/1/23/effective-library-budgeting.html>.

Woolls, Blanche. The School Library Media Manager. 4th ed. Westport, Connecticut: Libraries Unlimited, 2008. Print.

Library as a Physical Space

There are many aspects to consider when thinking of the library as a physical space. As stated in Empowering Learners: Guidelines for School Library Programs, “The physical space serves as an intellectual gymnasium with multiple, flexible spaces that accommodate a variety of learning tasks.” I found this to be an interesting comparison between a library and a gymnasium. The school gym needs to be able to accommodate P.E. classes, basketball games, volleyball games, wrestling matches, school assemblies, band performances, etc. Likewise, a school library must also be to accommodate an assortment of activities. These activities may include group lessons or work, independent work, presentations, media production, small and/or large meetings, reading, research, etc.


Hansen describes that the traditional library has changed from last century and is now being thought of as a 21st century learning commons. The new way of thinking includes a space where students can interact, share information, and be creative. Students can also collaborate with others and explore. Finally, it is being encouraged that the students take ownership of the learning commons rather than the librarian being the “authority”. The librarian’s purpose it to coach, guide, and mentor students.

Although a library needs to be able to provide accommodations for a variety of learning activities, Corbett mentions that the physical space of the library has and will continue to change. Due to the change toward a more technology rich environment the need to store books has decreased and will more than likely continue to do so. This will allow for the physical space to be used for numerous learning activities for both students and teachers.

Careful planning is required when creating or remodeling a library with multiple and flexible spaces that will allow for a variety of learning tasks to occur. As mentioned in Michael Whelton’s articles, the Forest Hills School was being redesigned into a 21st century learning commons and the following were considerations incorporated into the plans: a vision, students’ needs and wants, to promote school culture, a game area, graphic novel area, collaboration area, media area, and Follett e-Shelf literacy.

Jessica Hansen suggested making sure to have open, flexible space when creating learning commons. Using bright lighting, comfortable furniture that can easily be moved or rearranged, and interactive walls. SmartBoards, dry erase boards, bulletin boards, and interactive felt or magnet boards for the younger students should exist in the learning commons. These tools will encourage the students to feel ownership and be allowed to interact with the library.

The library must be well equipped for the physical space as well as the virtual space and needs to be a place that will allow the users to work and learn both individually and collaboratively. Learning commons should be, as Sherri Bryan pointed out a quote from her professor, Dr. David Loertscher, “A place where the entire school is building knowledge, skills, and interests together.” Bryan suggests changing storage space into learning space by weeding, discarding, and putting more books into the classrooms. She also mentions that changing from wired computers to a wireless environment will open up more space. Also having furniture on wheels will allow students and teachers to arrange the space to accommodate the type of learning that is happening.

According to Woolls, “The school library media center should make a positive first impression on all visitors, but especially the primary users-students and teacher.” Space and attractiveness seem to be the most important aspects to library users. As mentioned previously, space should allow for a variety of activities including teaching, research, group work, independent work and class that can all take place at the same time. If a library is attractive the users will feel welcomed and relaxed. Whelton suggests that the library should have an “at home” and comfortable feeling.

If the library or learning commons can have multiple and flexible spaces, an “at home” and comfortable feeling, be attractive and spacious, and be well equipped then it should be able to easily accomplish the main function of encouraging and supporting teaching and learning. There are many aspects to keep in mind when designing or remodeling the physical space of a library. Librarians need to remember that they are the leaders of change. As cited from Sherri Bryan’s video, “School librarians must lead the revolution to make room for new models of teaching, learning, and organization to prepare learners for this collaborative environment and address the needs of a generation that has grown up participating, not just being broadcast to.” – American Association of School Librarians, Empowering Learners, p. 46. “How wonderful it is that nobody need wait a single moment before starting to improve the world.” –Anne Frank.

Works Cited:

American Association of School Librarians. Empowering Learners: Guidelines for School Library Programs. Chicago: AASL, 2009. Print.

Bryan, Sherri. "Calgary LC 2012." Calgary LC 2012. Web. 28 June 2012. .

Corbett, Tom. “The Changing Role of the School Library’s Physical Space.” School Library Monthly. Apr. 2011. Web. 28 June 2012. .

Hansen, Jessica. "The Learning Commons." Screencast.com. TechSmith. Web. 28 June 2012. .

“The Learning Commons: Physical Learning Commons, Virtual Learning Commons.” Screencast.com. TechSmith. Web. 28 June 2012. .

Whelton, Michael. “Our 21st Century Learning Commons Journey Begins…” Michael Whelton, 18 Apr. 2012. Web. 28 June 2012. < http://michaelwhelton.com/2012/04/18/our-21st-century-learning-commons-journey-begins/>.

Woolls, Blanche. The School Library Media Manager. 4th ed. Westport, Connecticut: Libraries Unlimited, 2008. Print.

Advocacy and Leadership

"Social media is not going away…best to keep in step with it & model proper use than fight against it," as stated by Gwyneth Jones in "Transparency is the New Black." Using any one of the eight various types of social media mentioned by Jones would be a great way to advocate libraries. What a better way to promote a product than to let your customers see it being used in action.

Rebecca Ekstrom used this vary technique to promote her middle school library in New York. She incorporated the goals for the library along with photos, text, and music into an Animoto video that could be shared with and view by faculty, staff, students, parents, and even the Board of Education. This use of social media to advocate Ekstrom's library allowed her to demonstrate the importance and the benefits to students by having a certified librarian in the school. Ekstrom says, "Using Animoto as an advocacy tool helps others to see what students gain from our programs and that being a school librarian is a multi-faceted job." By being a leader in technology she can help others to see that a librarian is extremely essential in motivating students to read, teaching students how to become effective users of information, and engaging a variety of learners by using a combination of technology tools.

It is up to the librarian to advocate, promote, or market what the library has to offer for the school and to build relationships with teachers, students, staff, and parents. Woolls mentions that it is significant to keep activities positive and reduce the negative aspects associated with the school library. This will help others to see that the library is useful, necessary, and it is the center of the school. Librarians can create that positive environment by collaborating with teachers, displaying student work, making special efforts for teachers and students, changing bulletin boards and/or displays frequently, offering a variety of activities to entice users, changing or removing the fines policy, handling inappropriate student behaviors themselves, and having a positive attitude.

Another part of being a leader and an advocate for the library is to think and act like a sales representative. Woolls suggests using a variety of sales techniques to promote the library including school announcements, school newsletters, flyers, demonstrations, displays, brochures, presentations, and even free samples. If librarians can be successful at using these tools the results will hopefully be happy teachers, students, staff, and parents. If these users are pleased then in turn they will develop into great advocates for the library.

Several of the articles mention that it is an exciting time to be a librarian and it is definitely a multi-faceted job. Hamilton's comment supports this idea in that she believes a librarian functions as a connector, teacher, producer, impresario, and a concierge. She says being a librarian makes her feel more like a teacher than when she was teaching in the classroom. As a librarian you have continual opportunities to explore, investigate, discover, learn, teach, and work with an assortment of people from diverse backgrounds, aptitudes, and ages.

If we as librarians can learn to embrace these changes then we will have the opportunity to experience this as an exciting time. Nancy Dowd points out that the world will move on with or without us. If librarians can embrace these changes, change their thinking and mindset, and re-imagine the core purpose then we will be able to provide the connections and resources that the users need. By making these changes, librarians can be great advocators, leaders, and supporters of the library and its users. "Even if you are on the right track, you'll get run over if you just sit there." –Will Rogers

Works Cited:

American Association of School Librarians. Empowering Learners: Guidelines for School Library Programs. Chicago: AASL, 2009. Print.

Dowd, Nancy. "The 'M' Word - Marketing Libraries: Godin, Gutenberg and Going Forward." New Marketing Trends 14 May 2011. 27 May 2011. <http://themwordblog.blogspot.com/2011/05/godin-guttenberg-and-going-forward.html>.

Hamilton, Buffy. "Are Librarians, Not Seth Godin, The Ones Missing the Point on Libraries?" The Unquiet Librarian 16 May 2011. Web. 27 May 2011. <http://theunquietlibrarian.wordpress.com/2011/05/16/are-librarians-not-seth-godin-the-ones-missing-the-point-on-libraries/>.

Jones, Gwyneth A. "Transparency is the New Black." The Daring Librarian. 3 Apr. 2012. Web. 1 June 2012. <http://www.thedaringlibrarian.com/2012/04/transparency-is-new-black.html>.

Johns, Sara K. "Guest Post: Visibility Works!"
Make Some Noise!
School Library Journal, 9 Mar. 2012. Web. 01 June 2012. <http://blogs.slj.com/make-some-noise/2012/03/09/visibility-works/>.

Johnson, Doug. "BFTP: Why I Belong to ALA/AASL." The Blue Skunk Blog. 14 Apr. 2012. Web. 1 June 2012. <http://doug-johnson.squarespace.com/blue-skunk-blog/2012/4/14/bftp-why-i-belong-to-alaaasl.html>.

Woolls, Blanche. The School Library Media Manager. 4th ed. Westport, Connecticut: Libraries Unlimited, 2008. Print.

 

The Library and the Educational Environment

The information in these articles and chapters made me reflect on what the libraries were like when I was a child over 25 years ago. I recall the teachers assigning research papers or other assignments and then it was up to me to do the research and find the information that I needed in order to complete the assignments. I don’t really remember ever seeing the teachers and librarians working together, maybe they did and it was just not evident. I have to admit that I was a bit intimidated when using the school and public libraries. I do not recall the libraries having an inviting feel and I would try really hard to find the information myself without having to ask the librarians for help. At that time, the libraries seemed to be a place that you just went to get what you needed, you had to whisper or not talk at all, and you did not dare put a book back on the shelf in the wrong place.

Today, I feel that the libraries and the education environment are much different. As a teacher, I have worked directly with the school librarian to collaborate on assignments for students. During these assignments, the students have benefited from being instructed by both the librarian and classroom teacher. We also worked collectively to create a rubric for the students to use in order to complete the assignment most effectively as well as for the teacher to use when assessing the completed assignments.

As Woolls indicated, the LMS needs to help classroom teachers teach students independent learning skills and help students learn how to become independent learners. Again, back to what I remember from using the library as a young student, I guess I was using my independent learning skills. But I don’t feel that I was really taught how to do this, it just came from the fact that I was intimidated and anxious to ask for much help from the librarians. From my example in the previous paragraph, I am hopeful that my students have benefited from the experiences of having their classroom teacher and school librarian working closely together to enhance the learning environment for them and that it will help make the library a more enjoyable place to visit.

Being a LMS requires many tasks, functions, and responsibilities to be filled. Woolls mentions that a school librarian may be required to be a curriculum coach, manage information literacy, and be responsible for information technology and digital literacy. Other aspect may include teleconferencing and distance education and assisting teachers as well as administrators in become aware of the opportunities of using these in the education environment. If the school librarian becomes proficient in these aspects then he or she will become a leader in the school.

Many of the educational experiences that were listed in Abram’s article show that progress has been made in learning and education not to mention many other areas of life. The 15 experiences that Doug Johnson listed that his granddaughter will not have the chance to experience are certainly not to her detriment in my opinion. Just as I am experiencing the opportunity of taking a graduate level class online and using various forms of technology to research and complete an assignment for a class while I am away on vacation in another state is such an amazing demonstration of progress. While working to fulfill the requirements of this assignment I have experienced the use of a mouse, laptop, Nook, WiFi, and even printed text. What amazing opportunities and resources that I have been able to access just for this one task.

I will say that I believe students and adults alike need to not only rely on technology, but also remember that there are other humans in the world that can be used as excellent resources. Therefore, my answer would be yes to the question raised in Brichacek’s article, Do School Still Need Brick-and-Mortor Libraries? This article supports my thinking in that students need to learn to use both human and non-human resources. Someone needs to help students learn to use and apply various technology resources, validate sources, discriminate and filter information, and limit the overpowering amounts of information that can be found while using a variety of technology and resources. The libraries today provide a place for students to ask for help, feel safe, and for studying and relaxing. I know that both of my daughters have very inviting and accommodating libraries in their schools. Especially in our local high school, this library has a "Barnes and Noble" feel. It is very modern, comforting, and welcoming. The same high school library was very much different than when I was there over 25 years ago. This "brick-and-mortar" building may be the only opportunity some students have to experience this kind of feeling and to know that it is happening within the school should be a wonderful feeling for students, parents, teachers, librarians, and administrators. Brichacek’s article also supports this by saying that libraries provide more than just books, it provides services. If the actual building allows students to have the experiences mentioned above along with providing the services needed to meet different learning styles, become discriminating researcher, and develop a love for life-long learning than it is necessary for the "building" to exist.

As Ross and Hay pointed out in their article, School Libraries 21c, if a brick-and mortar library did not exist some students may not have the opportunity to use a variety of resources due to cultural and socio-economic backgrounds. Again, this article supports the idea that libraries provide a safe place of refuge and belonging encourages a love of literature and learning, offers a crossover between technology and print, encourages individual research, and supports classroom teaching. The librarian is an essential part of helping support the need to have the actual library. Ross and Hay specify that the librarian needs to be the technology leader, help develop curriculum, as well as manage the various resources within the library. Learning must be the center focus and blend the priorities of the school along with the student differences.

Valenza mentions that the idea for what a school library should look like is ever changing. In keeping learning as the center focus, it may be helpful to target the idea of what Valenza calls a "shared family cookbook" rather than a textbook idea. If librarians, teachers, and administrators can truly work in collaboration and be supportive of one another than I believe that it would result in noticeable benefits for those involved now and in the future.

In conclusion, the vision for a librarian and the library is that they need to exist together in order to best support and promote learning and be of the most benefit to the student and the educational environment. In order to best serve, assist, and accommodate the needs of the students and staff a library cannot truly exist without a librarian and a librarian cannot best function without a library. It is all in the vision, how one reacts to changes, and the essential procedures for keeping learning as the focus. As Joyce Valenza states, "You continue to consider and revise your vision and feed it with imagination. Think outside the box. Heck, there is no box!"


Works Cited
Abram, Stephen. "15 Educational Experiences my Granddaughter Won’t Have." Stephen’s Lighthouse, 8 May 2012. Web. 5 June 2012. < http://stephenslighthouse.com/2012/05/08/15-educational-experiences-my-granddaughter-wont-have/>.

Brichacek, Andra. "READERS RESPOND: Do Schools Still Need Brick-and-mortar Libraries?" ISTE Community Ning 17 Aug. 2009. Web. 27 May 2011. <<http://www.iste community.org/group/landl/forum/topics/readers-respond-do-schools>>.

Hay, Lyn, and Ross J. Todd. School Libraries 21C. Rep. NSW Department of Education and Training, 2010. Web. 30 May 2012. <http://www.curriculumsupport.education.nsw.gov.au/schoollibraries/assets/pdf/21c_report.p df>.

Valenza, Joyce. "A Revised Manifesto." NeverEnding Search 3 Dec. 2010. Web. 27 May 2011. <http://blog.schoollibraryjournal.com/neverendingsearch/010/12/03/a-revised-manifesto>.

Woolls, Blanche. The School Library Media Manager. Westport, Connecticut: Libraries Unlimited, 2008. Print.　

Book Review for: Technology And The School Library

I found Technology And The School Library written by Odin L. Jurkowski to be very informative and is a great resource to keep on your bookshelf. This book would be beneficial for new school librarians as well as existing school librarians alike. Jurkowski's book is categorized into five sections including: Information Tools, Information Resources, From the Library to the Classroom, Technology Administration in the School Library, and Technology and the Teaching Component. Each section offers overviews, resources available, information concerning various types of equipment, and how to create and effective and efficient school library.

The first section of Technology And The School Library provides details about information tools including hardware, software, and networks that will help school librarians make appropriate choices for their library. Everything from computers, scanners, printers, operating systems, antivirus, spyware, wired and wireless networks, thin clients, etc. are covered in this section on information tools.

The second section of the book discusses information resources including educational software, Internet, and school library websites. Issues with, types of, and evaluations for educational software and websites are covered in this section. Tips and ideas for creating an effective school library website are also discussed in the second section.

The third section that Jurkowski covers in his book is that concerning taking information from the library to the classroom. Equipment and classroom support are the main topics in this section. The whole idea of having understanding of the equipment available in the school and how the librarian can provide support and training for this equipment is becoming a key role for school librarians.

Section four discusses technology administration in the school library which includes automation, student computers, security systems, and technology plans. Jurkowski explains that school librarians need to understand the various types of technology, determine needs, have knowledge of funding, and how important planning is to adequately operate a school library. Also in this section is details about the number of computers needed and guidelines for arrangements of the computers. Security systems and the necessity for them are covered in this section also. Finally, technology plans including an explanation of what they are, the process for creating and writing a plan, and the difference between a good versus a bad technology plan are included.

The final section, section five, covers technology and the teaching component. Professional development, instructional handouts and materials, and Web 2.0 are all mentioned in this final section of Technology And The School Library. Jurkowski encourages school librarians to, "Use professional development as an opportunity to make the library even more visible." When school librarians share their knowledge with other teachers and students this can create a great environment in the school and provide others with the knowledge they need to find information. This section also points out how beneficial it is for school librarians to create, provide, and display instructional handouts and materials in a printed format. Lastly, Web 2.0 along with a description of what it is, the uses for it, and the various types of tools available within this form of technology are covered.

I would certainly recommend Jurowski's book, Technology And The School Library, as a necessary resource for all school librarians. This book is full of explanations, information, and resources that are important to being an effective school librarian. Jurowksi has also provided checklists, diagrams, and additional websites that should be helpful. I thoroughly enjoyed reading this book and felt as though I gained a lot of insight to becoming a productive school librarian.

Cell Phones in the Classroom?

Allowing the use of cell phones in the classroom is a controversial issue. There are many challenges as well as opportunities that go along with permitting students to utilize cell phones in an educational environment. After researching this topic, I have included some of the positives and negatives for this issue.

In my opinion, there are many opportunities and benefits for students using their cell phones in school. First, a cell phone can provide a different modality for learners to use which could be helpful to maintain interest and improve organization. Also students would be able to have access to this technology perhaps more easily than a computer. Another opportunity is the quantity and usefulness of the applications that are available for cell phones is tremendous. On the other hand, there are also challenges to students using cell phones in the classrooms.

One of the biggest challenges would be that not all students have a cell phone. This would create limitations in the classroom and for those students without a phone. It is not like a teacher keeping extra supplies in the classroom for students to use, having extra cell phones available for student use would very difficult and costly. Another issue comes from the various types of phones, the applications they have access to, and the cost of usage. It would be difficult to make sure all students have the same or similar phones and applications to use in the classroom. This would require teachers to have an overwhelming knowledge of phones and applications. Also, a huge concern would be the misuse and possible violation of privacy that could come with freely allowing students to use their phones in school. As I watched some of the YouTube videos that students posted I was disturbed by the fact that these teachers were violated. I know they should not have conducted themselves in the manner in which they did, but within a couple of minutes of recording and a few touches to a screen they have their privacy violated. I personally know of a student doing something similar and I feel this is not something that should be taken lightly.

I do believe that the use of cell phone have many opportunities and can be beneficial, but probably not in classrooms with students any younger than high school age and preferably used by college aged students. As for the future, cell phones or some other similar type of technology may be used in a school setting, but for now there are too many issues that still need to be sorted out before allowing students to freely use their cell phones in the classroom.

Easybib

Easybib is another productivity tool that is free and easy to use. This site allows you to easily and simply create a bibliography. Students can use this site to create bibliographies for reports and projects.

You can access a screencast about how to use Easybib at the following...
http://www.screencast.com/users/calkier/folders/Easybid%20Screencast/media/32045c30-702b-4f86-9a4f-07a68d721cc8

You can also access Easybib directly at the following...
http://www.easybib.com/