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September 30, 2009

Themed Journal Issue: Mathematics Teacher: The Mathematics of Music

The September 2009 issue of Mathematics Teacher (Volume 103, Number 2) is a themed issue entitled "The Mathematics of Music".

Some of the featured articles include:

Listening to Geometry

Studying geometric transformations in music - a real-world application of mathematics - deepens students' understanding of underlying principles.

Introducing Group Theory Through Music
Concepts in music theory can be used to expose students to interesting examples of abstract notions in higher algebra

Mathematics: The Universal Language?
A teacher enumerates the challenges, strategies, and rewards of teaching mathematics to English Language Learners.

The National Association for Girls and Women in Sport (NAGWS): 110 Years of Promoting Social Justice and Change

Shawn Ladda's article appears in the September 2009 issue of JOPERD: Journal of Physical Education, Recreation & Dance (Volume 80, Number 7):

NAGWS celebrates the progress toward achieving equity in sports and looks ahead to further improvements.

The National Association for Girls and Women in Sport (NAGWS) continues to be the beacon in education to advance fairness and equity in sports. The organization's roots lie in a committee created in 1899 to write rules for women's collegiate "basket ball" (basket ball was two words in the late 1800s). This eventually led to NAGWS publishing a series of Guidebooks, which included rules of a particular sport and articles on topics that were relevant to teachers and coaches of the game. In fact, from 1969 to 1971, 16 different Guidebooks were printed, totaling nearly 500,000 copies. The sale of these Guidebook was quite lucrative and supported the Alliance as well. Today, NAGWS continues to be the sole professional educational organization devoted exclusively to advocating for opportunities for girls and women in sport.

And, I Quote...

I want to beg you as much as I can . . . to be patient toward all that is unsolved in your heart and to try to love the questions themselves . . . Do not now seek answers which cannot be given you because you would not be able to live them. And the point is to live everything. Live the questions now. Perhaps you will then gradually, without noticing it, live along some distant day into the answer.
Rainer Maria Rilke, Letters to a Young Poet, (Norton, 1954, pp 18-19)

Full Disclosure: I have seen this quote many, many times and each time it makes me stop and ponder the questions that I am currently struggling to answer satisfactorily. However, I most recently saw this quote on the John Immerwahr (Villanova University) web site that I was exploring this morning.

Interesting Journal Article: Engaging the "Thumb Generation" with Clickers

This article by John Immerwahr (Villanova University) appears in the September 2009 issue of Teaching Philosophy (Volume 32, Issue Number 3).


This article is an introduction to classroom response systems ("clickers") for philosophy lecture courses. The article reviews how clickers can help re-engage students after their attention fades during a lecture, can provide student contributions that are completely honest and free of peer pressure, and can give faculty members a rapid understanding of student understanding of the material. Several specific applications are illustrated including using clicker questions to give students and emotional investment in a topic, to stimulate discussion, to display change of attitudes, ad to allow for the use of the peer instruction technique, which combines lectures and small groups.

UNESCO Listens to Youth: Sixth Youth Forum in Paris, 1 to 3 October 2009

From the UNESCO web site:

On the eve of the opening of the 35th General Conference of UNESCO, 143 young people from 96 countries and some 50 observers representing 34 organizations are expected in Paris to take part in the 6th UNESCO Youth Forum, which will be held from 1-3 October at UNESCO. This year's theme is "Investing out of the crisis: towards a partnership between UNESCO and youth organizations".

Designated by their country for their involvement in youth-related activities, the 143 Delegates, aged between 18 and 24, will discuss the possibilities for States to invest in the development of youth in order to emerge from the crisis, a theme that will also be at the heart of the debates during UNESCO's 35th General Conference.

Interesting Newspaper Article: Got moloko?

In any language a glass of milk, moloko in Russian, means good health and good nutrition.

And today marks the 10th anniversary of World School Milk Day, when children around the globe raise a glass to honour this nourishing beverage.

Organized by the United Nations, more than 40 countries will be celebrating, including Australia, Canada, China, Iran, India, Indonesia, Jamaica, Pakistan, Saudi Arabia and Thailand.

It's a chance to highlight the importance of milk in students' diets. After all, we know that good food equals good learning.

"Young minds need good food to perform at their best," notes Karen Mantel of the Dairy Farmers of Ontario. "Healthy choices at lunch give them the energy they need to get through the school day."

published on Wednesday September 30th, 2009.

People We Know: Buffy Sainte-Marie

Sainte-Marie passionate about Native Culture is the headline for this London Free Press story, written by Chip Martin, appearing in the Wednesday September 30th, 2009 edition of the local newspaper.

Teacher-turned-singer Buffy Sainte-Marie turned teacher again in London yesterday as she stressed the importance of learning about native culture.

In a session with about 200 students and again with about 20 teachers, the animated and energetic singer spoke about her Cradleboard Project.

"I write curriculum the same way I write songs," she told the teachers from C.C. Carrothers public school and Standing Stone school from Oneida. "I want it to be brief and engaging."

The Saskatchewan-born First Nations recording artist was trained as a teacher and has been developing a web-based curriculum to bring the native perspective to history, geography, culture and science.

"We are trying to do core curriculum through native perspectives" to augment education that tends to be "Euro- centric," she said.

People We Know: Your Education Librarians

This story is from The Western News web site and was written by Communications Staff on Tuesday, September 29, 2009

Librarians and Archivists Negotiations Update

Western's Librarians and Archivists (UWOFA-LA) have voted in favour of supporting strike action in the event that conciliation talks scheduled to continue with the university through October fail to produce a renewed collective agreement.

Alan Weedon, Vice-Provost (Academic Planning, Policy and Faculty), says despite Monday's ballot results, the university is optimistic that a fair collective agreement can be reached most effectively at the bargaining table.

"Progress has been made on several issues through our meetings thus far, and we remain committed to continuing our discussions with the aid of a conciliator," adds Weedon.

The 55 members of the bargaining unit are represented by the University of Western Ontario Faculty Association. The university has been in negotiations with UWOFA-LA since May working to renew the group's first contract, which ended July 1. One meeting has already been held with a provincially appointed conciliator, and eight more days are scheduled through to October 30. The next meeting is set for October 9.

The conciliation process is mandatory under provincial law before either party is deemed to be in a legal position to engage in a strike or lock-out. If the process fails, the conciliator issues a "no board" report, after which both parties must wait a minimum of 17 days before undertaking any job action.

September 29, 2009

New Book: The Future of Service Learning: New Solutions for Sustaining and Improving Practice

As a new generation of practitioners engages with service learning, at a time when higher education faces questions about learning outcomes and costs, and in the context of such issues as globalization and the environment, this book poses important questions about practice, institutional sustainability, and future directions.

Among these are:

What counts as service learning?

What value does it bring to institutions?

Is it appropriate for all students?

How is globalization impacting service learning?

Divided into three thematic parts, this book successively covers institutional and administrative issues; service learning as a springboard for research; and presents new practices that address emerging challenges and changing student populations.

The contributors review how different institutional types have structured their service learning activities; address the issue of centralization or decentralization; propose better ways to form community partnerships; consider promotion and tenure implications; postulate framing service- learning and community engagement as scholarship; and examine service-learning as a springboard for research.

Further chapters offer a new blueprint for funding to achieve sustainability; examples of international service learning from a European perspective; a case study and framework for using on-line formats to extend the reach of a program; raise the urgent issue of the experiences and contributions of underrepresented students; and present the rationale and processes for developing effective student-led evaluation of programs.

Click HERE to see a list of other NEW BOOKS recently added to the Education Library collection.

Interesting Journal Article: Stepping Out of the Shadows and Onto the Stage: Arts-Informed Research in Educational Administration as Activist Practice

This article by Jane Baskwill (Mount Saint Vincent University) appears in The Journal of Educational Administration and Foundations (Volume 19, Numbers 2, 2008).

Abstract (Summary)

Particularly in the field of education, researchers tend to rely exclusively on linguistic ways of knowing (Hubbard, 1989).

However, the printed text can be restrictive when attempting to convey thoughts and emotions about the most complex human experiences (Barone & Eisner, 1997; Barry, 1996; Blumenfield-Jones, 1997; Cole & Knowles, 1995; Donmoyer & Yennie-Donmoyer, 1995; Eisner, 1997; Finley & Knowles, 1995; Glesne, 1997; Jipson & Paley, 1997; Richardson, 1995).

Raising the issue of there being a "crisis in representation" (Marcus & Fisher, 1986) challenges the notion that it is possible for a researcher's words to document and fully explain the truth of another's life experiences in an objective and unbiased manner.

Denzin and Lincoln (1994) stress the need for connecting with the experiences of others on multiple levels rather than maintaining the either/or of the rational/emotional binary. They advocate for research that pushes the envelope of thinking about what it means to be human in order to lead to a deeper understanding of our own experience through an understanding of the experience of others.

Ellis and Bochner (1996) want the reader to be engaged actively and passionately in order to enable him or her to make multiple meanings from the text. They speak of "enlarg(ing) the space to practice ethnographic writing"(p. 28).

Austin (1997) explores how qualitative research can express the sensory reality of lived experience through sound, taste, and feel. Thus the reader comes to a greater understanding of that experience, causing him or her to rethink his or her own experiences and understandings.

Instead of viewing experience as a series of problems to be solved, experience is viewed as complex, often mysterious and paradoxical, and the "communication" (Ellis, 1996, p.19) of that experience as the conveyance of both "systematic observation" and imaginative "expressive insight" (Bateson, 1972). Through the use of multiple constructions, the researcher is able to present an "imaged narrative" (Barry).

The responses from the other participants were equally positive with one exception; Helen felt that something was missing from the manuscript.

She felt that it did not portray "how much enjoyment we get out of our jobs."

She said that as she read it, she would catch herself thinking "Why do I do this?" She wanted the play to show the "optimism we all have" and to show that "there are days when we feel we are on the right road."

Helen then went on to say that she was not happy with how she felt she came across. She said that it was not a "fair representation" of what her life was like.

She wondered if female administrators "would be taken seriously" in the light of this performance.

She felt that it was "too personal." She wanted me to "take out the disjointed sentences," said that it portrayed her own "sense of insecurity," and was "an exaggerated caricature" that she "wouldn't want read."

And yet the more we spoke, the more conflicted I became as Helen also confirmed that the issues raised were those with which she could identify. Helen seemed also to be concerned about how the district office was portrayed.

Above all, she felt that she was too much the focus of this script.

I found myself with a participant who was not happy with how she had been scripted and who felt unfairly exposed by my writing.

New Book: The Handbook of Leadership and Professional Learning and Communities

This book is the first to integrate the topics of professional development, educational leadership, and social justice.

Contributors offer ideas, applications, and resources for helping leaders and educators tackle the challenges of building successful professional learning communities.

This wide-ranging text will prove indispensable for any democratically accountable leader committed to organizational change through communities of practice.

The book contains four sections: organization and the learning community, democracy and the learning community, technology and the learning community, and mentoring and the learning community.

Descriptions of conceptual frameworks are supported by strategies for implementation and success.

About the Author:

Carol A. Mullen, PhD, is a Professor in and Chair of the Department of Educational Leadership and Cultural Foundations at The University of North Carolina at Greensboro.

She specializes in mentorship, leadership, and democracy in both K-12 and higher education settings. Dr. Mullen is editor of Mentoring & Tutoring: Partnership in Learning, a refereed international journal.

Her authorships include more than 160 articles, book chapters, and special issues, in addition to 13 other books, most recently Write to the Top! How to be a Prolific Academic (with W. B. Johnson, Palgrave Macmillan, 2007) and Curriculum Leadership Development: A Guide for Aspiring School Leaders (2007).

Click HERE to see a list of other NEW BOOKS recently added to the Education Library collection.

New Book: Action Learning in Schools: ReFraming Teachers' Professional Learning and Development

Teaching is becoming increasingly complex in the 21st Century, creating a need for more sophisticated frameworks to support teachers' professional learning.

Action learning is one such framework and has been used for workplace learning in business settings for many years. It is now becoming increasingly popular in school and university settings, but it is often misunderstood.

This book clarifies what action learning is, linking key concepts to illustrate that it is not merely a process, but a dynamic interaction between professional learning, communities, leadership and change.

The book brings together more than a decade of the authors' research in school-based action learning.

Rich and diverse, the research draws on more than 100 case studies of action learning by teams of teachers in schools.

The authors:

* provide practical advice on how to initiate and sustain action learning;

* explain the interaction between action learning, teacher development, professional learning, community building, leadership and change; and

* illustrate how action learning can link to classroom practice so closely that it becomes part of what teachers do, rather than an added impost.

Addressing the highs and lows, the successes and failures, and their underlying causes, Action Learning in Schools provides insights into theories of cooperation, innovation, leadership and community formation to inform individual projects and large-scale school improvement initiatives.

This book will be of interest to teacher educators, pre-service and experienced teachers alike, as well as school and education system managers and policymakers keen to enhance teacher professional learning and educational outcomes for students.

Click HERE to see a list of other NEW BOOKS recently added to the Education Library collection.

People We Know: Your Education Librarians


For immediate release:

September 28, 2009

London, ON - Unionized librarians and archivists at the University of Western Ontario have voted overwhelmingly to support strike action to back their bargaining goals of fair evaluations, job security and equitable salaries and benefits.

A total of 88% of UWOFA-LA members voted in favour of authorizing their union to call a strike. The ballots were cast over two days, September 25 and 28. Librarians and Archivists have been without a contract since July 1, 2009.

"This vote demonstrates the determination of our members to ensure a fair and equitable settlement," said Regna Darnell, UWOFA president. "The work of librarians and archivists is at the heart of university life, and should be recognized as such."
Conciliation to help advance contract negotiations began Thursday September 24.

Further meetings with conciliator John Quinn are scheduled through to the end of October. UWOFA-LA members will not be in a legal strike position until a no-board report has been requested and sixteen days have passed after its receipt by the Minister of Labour.

"Our negotiating team is committed to use the scheduled meetings to achieve a fair deal," said Darnell.

The 55 Librarians and Archivists at Western rank 91st out of 113 research libraries in North America when it comes to salaries and benefits.

For further information:

Regna Darnell, UWOFA President (519-661-3016)

September 28, 2009

People We Know: Kathe Davidson and Lacey Lanigan

Information from an internal Faculty of Education email message:

Congratulations to Kathe Davidson and Lacey Lanigan on their recent publications.

It is such a pleasure to see this concrete evidence of "our" students making and sharing knowledge in the public domain.

Davidson, T., & Davidson, K. (2009, Sept./Oct.). Leamington, Ontario: Bloom or bust. Canadian Dimension, 43, 32-34.

[Kathe and her daughter, Tonya, wrote this history of immigration, migration, citizenship, farm labour, unions and, of course, tomatoes together.]

Lanigan, L. (2009, Summer). "Why don't you just give them a worksheet?": Learning how (not) to teach. Our Schools/Ourselves, 18, 17-20.

[Lacey discusses the role of associate teachers in supporting (or not) the efforts of teacher candidates struggling to learn how to engage students in thinking about social issues through critical pedagogy.]

Statistics Canada Study: Canadian Nine-Year-Olds at School

From the Statistics Canada web site:

At the age of 9, children varied widely in their school achievement. Some of these variations were linked to their gender, the income level of their household and the province of residence.

There were also marked differences in the "education environment" of the child. These differences were linked most consistently to levels of household income. The education environment includes parental attitudes about education, the parents' involvement in the child's school and homework and their participation in school activities.

In addition, this analysis found a complex link between a child's academic performance and the ability to pay attention in school at the age of 9. At this age, children with lower attention skills tended to have a lower academic achievement than those with higher levels. For some measures, this effect was stronger for girls than for boys.

Canadian Council on Learning Report: State of Adult Learning and Workplace Training

Securing Prosperity through Canada's Human Infrastructure: The State of Adult Learning and Workplace Training in Canada

Uncertain economic times can profoundly affect the financial and social well-being of families and communities. To decrease our vulnerability, Canada needs a skilled and flexible workforce, capable of adapting to continuous economic change.

The key is continuous, lifelong adult learning and workplace training.

What is the state of adult learning and workplace training in Canada?

Read the entire report from the Canadian Council on Learning

McGuinty Government Investing In Literacy, Supporting Ontario Businesses

Information from the Ontario Ministry of Education web site:

Elementary students started the school year with more than one million new books in school libraries, and there are more on the way.

School libraries play an important role in encouraging young students to develop strong literacy skills and a love of reading. It is essential that those libraries have up-to-date collections for all students.

Over one million library books were delivered to schools this summer, while about 700,000 more are expected before the end of this school year.

Last January, the government selected 72 Ontario-based vendors, and negotiated discounts up to 50 per cent for school boards. To date, this has saved boards about $3 million and allowed them to purchase 175,000 more books. More savings and additional books are expected during the school year.

New Book: Groups in Schools: Preparing, Leading and Responding

Finally, a textbook that actually teaches students how to effectively lead counseling and classroom groups in schools!

This practical, user-friendly book
contains the most relevant information critical to working with students in both classroom psychoeducational and counseling group work in schools.

Click HERE to see a list of other NEW BOOKS recently added to the Education Library collection.

People We Know: Your Education Librarians

Conciliation set for librarians/archivists contract talks

From: The Western News By Western News Communications Staff
Tuesday, September 22, 2009

The first of several scheduled meetings stretching into October with a conciliator appointed by the Ontario Ministry of Labour is set for September 24 to help advance contract negotiations between the university and its unionized librarians and archivists.

Contract talks have been underway since May to renew Western's first collective agreement with librarians and archivists, which ended July 1. The 55 members of the collective bargaining unit are represented by the University of Western Ontario Faculty Association (UWOFA).

UWOFA has also announced that a strike vote will be held September 25, immediately following a general meeting with the UWOFA-LA membership at noon.

Depending on the outcome of the vote, it may give the union a mandate to pursue a strike in the event that conciliation fails to facilitate a settlement.

Vote results are anticipated after the ballot closes September 28.

Conciliation is a process through which either a union or employer can apply to the Ministry of Labour for help in resolving differences between the two parties so they can reach a collective agreement.

The conciliation process is mandatory under provincial law before either party is deemed to be in a legal position to engage in a strike or lock-out.

If the process fails, the conciliator issues a "no board" report, after which both parties must wait a minimum of 17 days before undertaking any job action.

September 24, 2009

Library Services: What Do You Think about the Education Library and Our Services?

We are always looking for ways to improve our collections and our services, and your feedback is important to us.

Periodically you will be contacted about formally participating in the Education Library's ongoing assessment efforts. We appreciate your participation, and thank you in advance.

However, please feel free to contact us at anytime if you have any questions, concerns or compliments about the Education Library's collections, our staff, or our services.

We encourage you to just stop by our offices, introduce yourself and let us know what we can do to improve our library and research services to our graduate students and researchers.

We are here to help!

Library Services: Help is Always Available!

Email Your Queries

Working at home or in your office? Use our Electronic Reference Service.
Email your reference queries to us at eduref@uwo.ca

Book a Research Consultation

We strongly encourage you to arrange a one-on-one library resources consultation early in the research process.

Please contact the Research & Instructional Librarian, Denise Horoky.

You can email her at dhoroky@uwo.ca
Or, you can call her 519-661-2111 ext. 88275

Visit the Research Office

Denise's office is located on the lower level of the Education Library.
You can find her in the office at the very back of the Periodical Room/Quiet Study Area in Room 1150 J on the lower level of the Education Library.

Stop in and introduce yourself!

Library Services: RefWorks - Citation Management Software

Ref Works is web-based bibliographic citation management software similar to EndNote, ProCite, and Reference Manager.

allows you to create your own personal database by importing references from text files or online databases and other various sources. You can use these references in writing papers and automatically format the paper and the bibliography in seconds.

Information can be obtained from database and catalogue searches and added to RefWorks.

In addition citations may be manually entered from printed sources.

It is licensed for Western students, staff, and faculty to manage citations and automatically format footnotes, references and bibliographies. There is a consortial site license between Ref Works and the Ontario Council of University Libraries (OCUL) so there is no charge to use this service.

Helpful Tip:
Please take some time before your assignments are due to become familiar with this useful piece of software. There are wonderful help pages and tutorials to assist you while you learn how to use this software.

Help Pages and a Tutorial are available from the RefWorks log in page.

Take advantage of the tutorials and the help pages provided by RefWorks as you are learning how to use this software.

Please take some time to become familiar with this piece of useful piece of software.

Library Services: Interlibrary (ILL) and RACER

Western Libraries have many outstanding research collections.

However, we will not have everything you may need for your particular research topic.

In addition, while the Libraries endeavor to provide the full text of the scholarly research journal articles, not all journal articles will be available full text and available online.

You may have to order some of your books and journal articles from other institutions using our Interlibrary Loan (ILL) service called RACER (an acronym for "Rapid Access to Collections by Electronic Requesting").

The Interlibrary Loan (ILL) service supports the research and scholarship needs of the Western community by borrowing materials not owned by Western Libraries or any of its Affiliated University College Libraries (Brescia, Huron, King's and St. Peter's Seminary).

RACER is an online Interlibrary Loan system used to search for material and place requests.

To access RACER you must login or create an account if you have not already done so.

Please keep in mind that your University ID number is used as your login and your password is created by you.

ILL/RACER Requests Take Time!

You will need to build time into your research schedule that will accommodate getting research information from other sources including our Interlibrary Loan (ILL) RACER service.

Helpful Tip: Set Up and Register the ILL/RACER Account Ahead of Time

We highly recommend that you register and set up a RACER profile/account early in your research process so that you are ready to request ILL articles and books whenever you need them.

To register, simply go to the Interlibrary Loan (ILL) RACER page on the Western Libraries' web site.

It is listed under the SERVICES tab on the web site.

The instructions are easy to follow.

Additional ILL/RACER Help is available both in text and audio versions.

Library Services: Searching for Newspaper Articles

There are several resources, including databases like Canadian News Stand, Globe and Mail and Lexis-Nexis, that provide access to the full text of newspaper articles.

These databases will be found under "Databases by Title" on the Western Libraries' home page.

Library Services: Other Useful Research Databases Listed under "Databases by Title"

The entry below lists the education databases listed under "Databases by Title"

This is a partial listing of some of the other databases, also found under "Databases by Title", that graduate students here at the Faculty of Education may find useful for their research.

The first database listed below is a "MUST SEARCH" for all graduate students conducting a literature review:

ProQuest Dissertations and Theses: Full Text (1861 - current)

Gender Studies

Gender Watch

Google Scholar

J-STOR (Journal Storage

ProQuest Psychology Journals


Sage Full Text Collection: Psychology

Sage Full Text Collection: Sociology

Scholars Portal Search

Sociological Abstracts

Ulrich's Periodical Directory

Important Note: Ulrich's is extremely useful for finding out additional information about journals including whether or not the journal is classified as a "peer-reviewed journal". This is helpful information when you are deciding where to submit your research articles.

Library Services: Education Databases

These are the Education databases listed alphabetically by title under "Databases by Title" on the Western Libraries' home page:

CBCA Education (for Canadian Education information)
Professional Development Collection (Education)
ProQuest Education Journals
Sage Full-Text Collection: Education

If you are working off-campus, please type in your UWO user name and password in the Off-Campus Access feature on the Western Libraries' home page.

Library Services: Browse by Program - A Great Place to Start!

The Western Libraries web site has an option called "Browse by Program".

You will find it under the "Search Program Guides" box on the Western Libraries' home page.

When you click on this option you will be presented with a list of Western's program offerings.

If you click on Education from this list, you will find three program pages, including a program page created for our Faculty of Education graduate students.

September 22, 2009

New Book: Global Perspectives on Multilingualism: Unity in Diversity

In this timely volume, international scholars examine how multilingual schooling is handled in schools across the world with a series of case studies from South Africa, Nigeria, Germany, Colombia, Slovakia, New Zealand, and Taiwan.

Presenting new contributions arising from the varied contexts of multilingualism today, this collection urges educators to employ broader definitions of multilingualism; to treat the intricate messiness of language modes and language community goals as factors that mediate instructional and organizational designs, practices and policies; to question the hopes or disappointments of democracy as we now know it; and to consider the connections or disconnections of teaching with the cultures represented in the classroom.

Demonstrating the commonalities among exemplars of practice, this book will help U.S. educators construct more effective policies and programs for multilingual instruction in K-12 schools.

Click HERE to see a list of other NEW BOOKS recently added to the Education Library collection.

New Book: Using Skilled Dialogue to Transform Challenging Interactions: Honoring Identity, Voice, & Connection

Because behavior is rooted in culture, responding to the challenges posed by diverse behavior in early childhood settings depends on a deep understanding of the experiences, values, perceptions, and beliefs that shape it.

This is the book that shows professionals how to interpret behavior in the context of culture--and use their knowledge to improve even the most challenging interactions.

Applying Isaura Barrera's popular Skilled Dialogue approach to challenging interactions of all types--be they between adults and children or only between adults--this positive and practical guide works because it transforms the behavior of everyone: young children with special needs, early childhood professionals, and families.

With this fresh, creative approach to addressing behavior challenges, early education professionals will discover how to

* apply the three critical qualities of Skilled Dialogue: respect for differences, reciprocity that honors diverse perspectives, and responsiveness to a person's true identity and needs

* nurture young children's confidence and sense of self while building effective behavioral supports

* become better communicators and collaborators with colleagues and families

* make the most of the gifts and strengths inherent in differences rather than perceiving them as roadblocks or weaknesses

* build mutually beneficial relationships rather than seeking control over others

* dismantle the stereotypes that can harm relationships and encourage negative judgments

* move beyond rigid "either-or" thinking and welcome multiple ways of reaching a desired outcome

Extended case examples and specific classroom strategies give readers models for their own interactions, vignettes with discussion questions help readers practice what they learn, and tools such as self-assessments and case analysis exercises make it easy to implement Skilled Dialogue in any early childhood setting.

The book
also includes a handy Skilled Dialogue Quick Sheet that users can keep at their fingertips for a fast, reader-friendly refresher on implementing the model.

A must for every professional who works with young children and families, this book will help readers change the way they think about behavior--and resolve challenges in ways that honor diverse cultures and perspectives.

Click HERE to see a list of other NEW BOOKS recently added to the Education Library collection.

And, I Quote...

"There is a great deal of talk about boys not wanting to read, but I think when we examine this issue we find that it is not so much that they don't want to read, inasmuch as we don't promote the exciting side of reading.

Books are not the culprit; there are plenty of good books for boys. How we approach and capture readers should demand far more of our attention if we want to create a culture of reading in the classroom. Wise book choices, reading aloud in the classroom, class discussion of literature, reader-response journals, and engaging library time are opportunities to place magnetic books in the hands of boys."

This quote is from a Q&A interview with children's book author Jack Gantos in the September 2009 issue of the American School Board Journal (Volume 196, Number 9)

New Book: Learning to Teach Through Discussion: The Art of Turning the Soul

This sequel to Sophie Haroutunian-Gordon's acclaimed Turning the Soul: Teaching Through Conversation in the High School presents a case study of two people learning to teach.

This case study shows them engaging two groups of fourth grade students in discussion about the meaning of texts--what the author calls "interpretive discussion. The two groups differ with respect to race, geographical location, and affluence.

As the novice teachers learn to clarify their own questions about meaning, they become better listeners and leaders of the discussions. Eventually, they mix the students from the two classrooms, and the reader watches them converse about a text as the barriers of race and class seem to break down.

In addition to the detailed analysis of the case study, Learning to Teach Through Discussion: The Art of Turning the Soul presents philosophical, literary, and psychological foundations of interpretive discussion and describes its three phases: preparation, leading, and reflection.

A tightly argued work, the book will help readers learn to engage students of all ages in text interpretation.

About the Author:

Sophie Haroutunian-Gordon is director, Master of Science in Education program, and professor, School of Education and Social Policy, at Northwestern University. She teaches in Evanston and lives in Chicago, IL.

CAUT Releases Peer Review Q&A Brochure

A free guide to serving on peer review committees is now available to academic staff.

What is Fair? Q&A on Procedures and Standards in Peer Review, developed by the Canadian Association of University Teachers (CAUT) Academic Freedom & Tenure Committee, addresses the primary aspects of proper peer review, such as integrity of the process, conflict of interest and composition of committees.

According to CAUT president Penni Stewart, the brochure represents an important step in helping to ensure academic decisions about scholarship review, tenure and promotion are fair, sound, equitable, and follow generally accepted guidelines.

"The document deals with these issues generally, and is intended to augment specific advice peer reviewers may receive from their local associations based on the institution's specific policies and procedures," Stewart said.

"Peer review affects our careers. We hope this brochure will prove useful to our members."

University's Library Fee for Outsiders Outrages Academics

This article, from the Globe and Mail (September 15, 2009) is written by Elizabeth Church:

The latest scrimmage over dollars among Canadian universities is focused on the heart of learning - the library.

Beginning next month, the University of Toronto, home to one of the largest academic collections in North America, will ask scholars from other schools to pay up if they want to visit and borrow a book. The annual $200 fee ($95 for seniors) is outraging academics who say it is an attempt to limit access to a collection that is of national importance and was built with public funds.

The University of Toronto
is defending its move, saying it simply cannot continue to give visiting scholars a free ride in an arrangement that for years has seen its students subsidizing faculty and graduate students from across the country who visit and use the collection.

"The costs of running a library this big and this good are staggering and we are staggering under it," University of Toronto provost Cheryl Misak said. "We really have to find a fairer way of maintaining this precious resource."

The move comes at a time when U of T and other large universities are pressing for a greater concentration of research and graduate education on a select number of campuses, and a funding model that reflects the real costs of research. Dr. Misak said the new fees are not linked to that effort and will be a "drop in the bucket," in raising the money necessary to bridge the library's funding gap.

Visiting researchers borrowed roughly 80,000 items last year, she said, with the greatest use concentrated at the massive Robarts Library. Beginning Oct. 1, scholars can still request materials through the existing interlibrary lending system, but those who visit the campus and borrow material will be asked to pay a fee.

Last year, the Ontario government gave $15-million for renovations at Robarts, which opened in 1973. Dr. Misak said that money is helping to pay for an extensive remodelling of the building, but the school does not receive any extra funding for operating costs and to maintain the collection. The university spent $23-million on acquisitions last year, and the new fees, she said, are one of several measures being considered to help cover the rising cost of buying materials.

The university is also considering charging visitors to browse the shelves of some of the busier libraries on campus, although access to the stacks at Robarts will remain free for the coming year.

Opposition to the fees has been strongest from graduate students who say the charges amount to an increase in the cost of their education that they can ill afford.

Ryan Weston, a graduate student in religious studies at Wilfrid Laurier University, figures he visits Robarts or the university's music library every few weeks to access material for his research on gospel music. "I'd say I am heavily dependent on it," said Mr. Weston, who has set up a Facebook group to protest against the charges.

Mr. Weston said the $200 represents about half a month's rent or several weeks of groceries. "There are lots of things I could do with $200."

Nathan Cecckin, president of the Graduate Students' Association at York University, said he is working with students from several campuses to try to stop the fees. "Essentially, graduate students at smaller universities are being left in the lurch," he said.

Canadian academic libraries have a long tradition of co-operation and sharing resources, and the move by U of T has some fearing long-standing reciprocal agreements may be in danger.

"I understand the position that they are in. All universities are in trouble. What's to stop others from doing the same thing?" asked Marlene Shore, a history professor at York University. "This is a systemic problem. It would be good if they could find another way to get funds than from charging users."

Kathy Scardellato, executive director of the Ontario Council of University Libraries, said the province's 21 public universities have a long history of collaboration, and since 2002 have had a direct borrowing agreement with campuses in other regions of the country. It is not clear, she said, whether the move by U of T contradicts the spirit of that agreement. "When something like this happens, obviously it makes everybody pause," she said.

The Librarian is reading...

Judy Rebick's Transforming Power: From the Personal to the Political

About the Book:

In Transforming Power, veteran activist Judy Rebick champions new ways of achieving political goals by emphasizing co-operation and consensus over confrontation and partisanship. Rebick argues that today's combination of environmental crisis, globalization, and rapid technological innovation is producing profound new ideas about social and political life, and that this groundswell is truly the vanguard of a global movement to change the way we live our lives, from the ground up.

From the Back Cover:

Transforming Power is about a new way of creating change that is gaining ground around the globe.

The author explains how globalization and mass-communication technology are revolutionizing our understanding of power and producing profound new ideas about social and political life. Whether it's the election of President Obama, the rise of participatory democracy in Bolivia, or the success of Wikipedia, it's the process that's key: bring communities of people together to produce something new; building a movement from the bottom up; sharing experience, knowledge, and wisdom; emphasizing co-operation and consensus over confrontation and political partisanship; or spreading ideas and actions through local and global networks.

Meaningful response to the environmental crisis and social injustice requires substantial, sustainable change at every level, which can only come through building power from the grassroots, from the people most impacted. In Transforming Power, we discover the ideas, the people, and the practices that can provide the paths to the change we need.

About the Author:

Judy Rebick
is the publisher of Canada's irreverent web magazine rabble.ca, author of Imagine Democracy, and the CAW Sam Gindin Chair in social justice and democracy at Ryerson University. She appears frequently on radio and television across Canada and writes for CBC Online and other magazines and newspapers. She lives in Toronto.

Disclaimer: Not all of the books featured in the "The Librarian is reading..." entries will be available through Western Libraries, and some of these featured books will be personal copies of the librarian.

Study Results Reveal Marks Keep Boys Out of University

From the newspaper, The National Post:

For more than a decade, universities have been puzzling over where the boys are as the ratio of female to male students keeps climbing.

About 56% of Canadian undergraduates in 2006 were women, according to the Association of Universities and Colleges of Canada, a significant change from the early 1970s, when more than two-thirds of university graduates in their mid-twenties were men.

In a paper to be released on Monday September 21, 2009, an economist who has analyzed the demographic data from a sweeping study of Canadian youth suggests some boys are staying away from campuses because their marks aren't high enough to meet admission standards -- and even hard work won't bring them to the level of their female counterparts.

"We may have to start thinking of men as a disadvantaged group when it comes to postsecondary education," said Torben Drewes, an economist at Trent University, where more than 60% of students are female.

It is already known that high school boys aren't trying as hard as girls to get good marks. One of the reasons boys aren't producing the effort is because they don't want to go to university, said Mr. Drewes. He looked at data from the Youth in Transition Survey of behaviours among Canadian high school students, and the Programme for International Student Assessment (PISA) a study of 15-year-olds in industrialized countries conducted annually by the Organization for Economic Co-operation and Development.

September 21, 2009

New Book: Vocational Training: International Perspectives

The last decade has given rise to a strong public discourse in most highly industrialized economies about the importance of a skilled workforce as a key response to the competitive dynamic fostered by economic globalisation.

The challenge for different training regimes is twofold: attracting young people into the vocational training system while continuing to train workers already in employment. Yet, on the whole, most countries and their training systems have failed to reach those goals. How can we explain this contradiction? Why is vocational training seen to be an "old" institution? Why does vocational training not seem to be easily adapted to the realities of the 21st century?

This book seeks to respond to these important questions. It does so through an in-depth comparative analysis of the vocational training systems in ten different countries: Australia, Canada, Denmark, France, Germany, Korea, Mexico, Morocco, the United Kingdom and the USA.

Click HERE to see a list of other NEW BOOKS recently added to the Education Library collection.

New Book: Quantitative Research in Education: A Primer

Quantitative Research in Education: A Primer is a brief and practical guide to conducting research in Education.

It provides a reference point for beginning educational researchers to grasp the most pertinent elements of designing and conducting research. Starting with the nature of research and science, it then turns to the meaning of concepts, variables, and research in education to cover the entire research process.

The goal of this text is to dispel notions that quantitative research is too difficult, too statistical, and too theoretical, and generate interest and understanding in using this type of research creatively and effectively.


Demonstrates all concepts in the text with concrete examples specific to Education

Examines the conceptual foundations of statistics in order to better understand quantitative research

Charts allow students to select appropriate statistical techniques for given scenarios

A brief set of exercises at the conclusion of each chapter allow for immediate practice of key concepts

Provides particular strategies and techniques to help students understand the process of creating their own hypotheses

Click HERE to see a list of other NEW BOOKS recently added to the Education Library collection.

September 18, 2009

New Book: Doing Action Research in Early Childhood Studies: A Step-by-Step Guide

* Are you worried about doing your early years action research project?
* Does the thought of choosing the right research question feel daunting?
* Are you concerned about the challenges you might face?

If you answer 'yes' to any of these questions, then this is the book for you!

Written in a lively and accessible style, this is the essential step-by-step guide to conducting your own action research project. The book introduces and evaluates different approaches to action research and explores how they can be applied in early childhood settings to create positive change and to improve practice.

Using varied illustrations and case studies of contemporary projects in diverse early childhood contexts, the book addresses specific issues and challenges that you might face when conducting action research in such settings.

Each chapter offers gentle guidance and support at a specific stage of the research process, from choosing your initial topic to formulating your research question, through to sharing the lessons of your project.

Click HERE to see a list of other NEW BOOKS recently added to the Education Library collection

Table of Contents:

Phase One: Choosing to Change
Introduction to Phase One
Step 1 Choose a social practice to change or improve
Step 2 Ask a question about your chosen social practice
Phase Two: Planning for a Change
Introduction to Phase Two
Step 3 Learn more about the action research family
Step 4 Learn more about your topic from the literature
Step 5 Learn more about your ethical responsibilities
Step 6 Learn about reflection, critical reflection and practice
Step 7 Map the practicalities of researching in your context
Step 8 Plan to make your research rigorous and valid
Phase Three: Creating Change
Introduction to Phase Three
Step 9 Form an action research group
Step 10 Gather `base line data
Step 11 Create a change and collect data about its effects
Step 12 Analyse your data
Step 13 Deepen and broaden your data and understandings
Step 14 Choose a social practice to change or improve, perhaps guided by a new research question.
Phase Four: Sharing the Lessons
Introduction to Phase Four
Step 15 Draw conclusions from your analysis
Step 16 Share the lessons of your project

The authors explore some difficult issues associated with action research, including ethics, rigour, validity, critical reflection, and social and professional change. They show that there is more than one 'right' way to perform an action research project and advise you how to choose an approach that is appropriate for your particular interests and circumstances.

Doing Action Research in Early Childhood Studies is an essential resource for students and practitioners of early childhood studies.
About the authors

# Glenda Mac Naughton is Professor in Early Childhood Studies and Director of the Centre for Equity and Innovation in Early Childhood in the University of Melbourne's Graduate School of Education, Australia.

Patrick Hughes is a Research Fellow at the Centre for Equity and Innovation in Early Childhood in the University of Melbourne's Graduate School of Education, Australia.

New Book: Early Childhood Identity: Construction, Culture, & the Self

Using information gathered from a combined first and second grade classroom over two years, this book explores the students' routine actions in school, including their views about different literacy activities, their favorite part of school life, peer culture in both the boys' and the girls' worlds, issues of gender power, the integration of the teacher's official discourses and the children's unofficial culture, and the kind of school life children wish to have.

Focusing on children's voices and perceptions, this book provides insight that will help educators preserve an accurate view of school culture and create effective policies in education.

The book's interdisciplinary approach extensively applies theories and perspectives from educational philosophy, educational anthropology, sociology, post-structuralist theories, narratives, semiotics, literacy education, cultural studies, and critical ethnography.

Through these disciplines, the book provides many critical perspectives on early childhood literacy education, classroom culture, and identity construction for educators to incorporate into curriculum design and to reflect on the potential consequences resulting from instructional decisions.

About the Author:

Rita Chen is Assistant Professor at University of Wisconsin-La Crosse. Dr. Chen graduated from Indiana University-Bloomington. Her teaching experience and research include second language education in K-6, early childhood literacy, critical literacy, and teacher education. She has a number of publications in process addressing children's identity construction and literacy learning.

Click HERE to see a list of other NEW BOOKS recently added to the Education Library collection

New Book: An Introduction to Early Childhood Studies (Second Edition)

The second edition of this best-selling textbook provides students and practitioners with a broad introduction to the main theories and issues within the field of early childhood studies. The book adopts a multi-disciplinary approach and pulls together all the key themes involved in the study of young children and childhood, and successfully demonstrates how these can be translated into real-life practice.

Written by a team of leading academics and practitioners, this is a lively and engaging textbook, illustrated throughout, with student-friendly features such as `real-life' case studies and guides for further reading. The chapters cover all key aspects of the curriculum, including: the sociololgy of childhood; child health; child development; and the realities of working with children. This thoroughly updated and revised new edition also includes completely new chapters on research with children and leadership in early year settings.

It is a core text for all those involved in the study of childhood, particularly undergraduates in the fields of child social care; social work; social policy and education. It is also an invaluable resource for practitioners and policy makers working with children.

Click HERE to see a list of other NEW BOOKS recently added to the Education Library collection.

New Book: Baby Me, Baby!: How You Can Support Young Children's Language Development

Playful, engaging talk with young children is much more than a social activity: it's the foundation of language, intellectual, and social-emotional development, and it's also the key to narrowing the achievement gap between children from different socioeconomic backgrounds.

Now there's a practical, easy-to-read guidebook that shows professionals and parents how to talk to and play with young children in ways that directly support their emerging language skills.

With passion, warmth, and wisdom, early education expert Betty Bardige takes readers on a fascinating tour through six stages in a young child's language development--starting with the "baby babbles"of infancy and ending with the early literacy skills of the preschool and kindergarten years. For each stage, readers will

* boost language skills with fun and easy activities that build on children's natural curiosity

* get specific, research-based tips on how to talk to children of diverse backgrounds and temperaments, from encouraging their first words to answering their questions

* tune into the questions children ask and the stories they tell--with and without words

* understand the typical milestones of language development

* explore the language challenges children might encounter and how to help

* help bilingual children develop skills in both languages

* select playful, age-appropriate books, songs, and poems to share and enjoy together

* build communities that support every child's language development, as well as their emotional security, confidence, and overall healthy development

A lively, compelling read, this book includes vivid examples of successful adult-child interactions, accessible summaries of what the latest studies say about language development, and a helpful study guide perfect for individual study or group trainings.

Essential reading for all early childhood professionals--and a must to share with parents of infants and young children--Talk to Me, Baby! will support interactions that capture children's imagination, strengthen communicative confidence, and build a framework for lasting success in school. through inter-institutional cooperation, communication, and contribution.

Click HERE to see a list of other NEW BOOKS recently added to the Education Library collection.

EQAO Publishes School- and Board-Level Results of Provincial Testing

The Education Quality and Accountability Office (EQAO) is pleased to release Ontario Student Achievement: EQAO's Provincial Report on the Results of the 2008-2009 Assessments of Reading, Writing and Mathematics, Primary Division (Grades 1-3) and Junior Division (Grades 4-6), and the Grade 9 Assessment of Mathematics.

The report includes contextual data, a summary of findings, strategies for success and profiles of schools that are using EQAO data to improve teaching and learning.

EQAO is also posting assessment results for each school and school board.

The Librarian is reading...

Say Everything: How Blogging Began, What It's Becoming, and Why It Matters by Scott Rosenberg.

The author of "Dreaming in Code" examines the new species of written conversation - blogs - and explores the dilemmas that still face this new medium, from privacy and self-expression to authority and community.

Blogs are everywhere.
They have exposed truths and spread rumors. Made and lost fortunes. Brought couples together and torn them apart. Toppled cabinet members and sparked grassroots movements. Immediate, intimate, and influential, they have put the power of personal publishing into everyone's hands.

Regularly dismissed as trivial and ephemeral, they have proved that they are here to stay. In Say Everything, Scott Rosenberg chronicles blogging's unplanned rise and improbable triumph, tracing its impact on politics, business, the media, and our personal lives.

He offers close-ups of innovators such as Blogger founder Evan Williams, investigative journalist Josh Marshall, exhibitionist diarist Justin Hall, software visionary Dave Winer, "mommyblogger" Heather Armstrong, and many others. These blogging pioneers were the first to face new dilemmas that have become common in the era of Google and Facebook, and their stories offer vital insights and warnings as we navigate the future.

How much of our lives should we reveal on the Web?
Is anonymity a boon or a curse?
Which voices can we trust?
What does authenticity look like on a stage where millions are fighting for attention, yet most only write for a handful?
And what happens to our culture now that everyone can say everything?

Before blogs, it was easy to believe that the Web would grow up to be a clickable TV - slick, passive, mass-market. Instead, blogging brought the Web's native character into focus - convivial, expressive, democratic.

Far from being pajama-clad loners, bloggers have become the curators of our collective experience, testing out their ideas in front of a crowd and linking people in ways that broadcasts can't match. Blogs have created a new kind of public sphere - one in which we can think out loud together.

And now that we have begun, Rosenberg writes, it is impossible to imagine us stopping.

Scott talks about his book in this FORA.tv video.

Disclaimer: Not all of the books featured in the "The Librarian is reading..." entries will be available through Western Libraries, and some of these featured books will be personal copies of the librarian.

September 17, 2009

Frequently Asked Questions (FAQs) About APA Style

APA's Publication Manual, 6th Edition, provides complete style guidelines and should be consulted first in all matters concerning APA Style, but these FAQs will help clarify frequent areas of confusion.

Help with the APA Style: A Complete Resource for Writing and Publishing in the Social and Behavioral Sciences

The rules of APA Style, detailed in the Publication Manual of the American Psychological Association, offer sound guidance for writing with simplicity, power, and concision. APA Style has been adapted by many disciplines and is used by writers around the world.

On this site, you will find tutorials, FAQs, and other resources to help you improve your writing, master APA Style, and learn the conventions of scholarly publishing.

Basics of APA Style Tutorial

In this tutorial you will learn how to apply some of the basic rules of APA Style.

New Book: Shop Class as Soulcraft: An Inquiry into the Value of Work

A philosopher / mechanic destroys the pretensions of the high- prestige workplace and makes an irresistible case for working with one's hands

Shop Class as Soulcraft
brings alive an experience that was once quite common, but now seems to be receding from society--the experience of making and fixing things with our hands.

Those of us who sit in an office often feel a lack of connection to the material world, a sense of loss, and find it difficult to say exactly what we do all day. For anyone who felt hustled off to college, then to the cubicle, against their own inclinations and natural bents, Shop Class as Soulcraft seeks to restore the honor of the manual trades as a life worth choosing.

On both economic and psychological grounds, Crawford questions the educational imperative of turning everyone into a "knowledge worker," based on a misguided separation of thinking from doing, the work of the hand from that of the mind. Crawford shows us how such a partition, which began a century ago with the assembly line, degrades work for those on both sides of the divide.

But Crawford offers good news as well: the manual trades are very different from the assembly line, and from dumbed-down white collar work as well. They require careful thinking and are punctuated by moments of genuine pleasure.

Based on his own experience as an electrician and mechanic, Crawford makes a case for the intrinsic satisfactions and cognitive challenges of manual work. The work of builders and mechanics is secure; it cannot be outsourced, and it cannot be made obsolete. Such work ties us to the local communities in which we live, and instills the pride that comes from doing work that is genuinely useful.

A wholly original debut, Shop Class as Soulcraft offers a passionate call for self-reliance and a moving reflection on how we can live concretely in an ever more abstract world.

About the Author:

Matthew B. Crawford is a philosopher and mechanic. He has a Ph.D. in political philosophy from the University of Chicago and served as a postdoctoral fellow on its Committee on Social Thought. Currently a fellow at the University of Virginia's Institute for Advanced Studies in Culture, he owns and operates Shockoe Moto, an independent motorcycle repair shop in Richmond, Virginia.

Click HERE to see a list of other NEW BOOKS recently added to the Education Library collection.

Interesting Web Site: Procrastination Research Group

I have heard Dr. Tim Pychyl (Carleton University - Ottawa) speak many times at conferences and other gatherings, and I have always enjoyed his presentation style. So I was not surprised to discover that I am enjoying his Procrastination Research Group web site and his blog, Don't Delay.

Blogging Before They Can Read

This information is from cbcnews.ca:

When you think about blogs in the classroom, you might not picture the students being five or six years old.

But Kathy Cassidy's Grade 1 class in Moose Jaw, Sask., uses a class blog and a YouTube account to share pupils' work with parents and other students around the world.

"The visual element is very important for them," says Cassidy. "At the beginning of the year, they are non-readers, so they get all of their information through visual and aural means. Although they can read by the end of the school year, they definitely prefer visual applications to text-based ones."

"Having said that, they do love their blog as well, I think because they feel a sense of ownership," she says.

The Grade 1s are also paired with students at the University of Regina who act as writing mentors and "blogging buddies."

The Twitter Experiment: Twitter in the Lecture Hall

This information is from cbcnews.ca:

Monica Rankin, a history professor at the University of Texas at Dallas, is using Twitter as a tool for classroom discussion, sharing links and taking notes.

Students can participate during class using laptop computers or text-messages from their cellphones, or after class to review class material and collaborate on assignments.

Rankin and her students talk about their Twitter experiment in this YouTube video.

McGuinty Won't Commit to Library Porn-filtering Software

This ongoing discussion has implications for those of us in the fields of education and librarianship.

This information is from cbcnews.ca

Ontario Premier Dalton McGuinty says the debate over whether the province should block access to pornography on public computers is an important one, but warns the responsibility ultimately lies with parents.

Gerry Martiniuk, a Progressive Conservative member of the legislature, has introduced a private member's bill that would force libraries and schools to install internet filtering software to block pornographic websites.

The Liberal leader wouldn't say whether he'd support such filters, and is not yet sure whether such standards are up to the province.

At the end of the day, McGuinty said, parents must keep on top of what their kids are doing, installing filters at home if necessary.

Gerry Martiniuk, an Opposition member who represents the riding of Cambridge, says it's unrealistic to expect library or school staff to constantly monitor the sites accessed by their computers, so filters are needed.

He says some schools and libraries already have such filters, but he wants them all to have them so the policy is uniform right across Ontario.

Library Services: Access Copyright and The Access Copyright Licence

For further information about Access Copyright or the Access Copyright licence, visit Access Copyright's website or view the University of Western Ontario / Access Copyright licencing agreement.

Library Services: Copying on Campus

Have a look at this Copying on Campus resource - more detailed information is also available - please have a look at the entries below (or Click on the Library Services Category on this blog).

Library Services: Copyright and Author Rights

Authors do not have to transfer all their rights to journal publishers when they publish their articles. The following online resources discuss the means and benefits of authors' management of their rights.

Library Services: Copyright Matters @ Western

This FAQ, adapted with permission from Copyright Matters is a starting point to increase awareness of your rights and obligations, as an instructor, in selecting and using copyrighted materials in your classroom. It generalizes a very complex subject and is not a substitute for legal advice. Checking with legal experts should be done in cases where the application of general principles is unclear.

Library Services: A Guide to Copyright @ UWO

Users and creators of copyrighted works are required to understand their rights and responsibilities under the Copyright Act. The following links provide detailed information on the use of copyrighted works, the rights of creators of copyrighted works, and information specific to the use of copyrighted material at the University of Western Ontario.

September 16, 2009

New Book: Handbook of Research on the Education of School Leaders

Sponsored by the University Council of Educational Administration (UCEA) this comprehensive handbook is the definitive work on leadership education in the United States. An in-depth portrait of what constitutes research on leadership development, this handbook provides a plan for strengthening the research-based education of school leaders in order to impact leadership's influence on student engagement and learning. Although research-oriented, the content is written in a style that makes it appropriate for any of the following audiences: university professors and researchers, professional development providers, practicing administrators, and policy makers who work in the accreditation and licensure arenas.

The University Council for Educational Administration (UCEA)
is an international consortium of prestigious research universities committed to advancing the preparation and practice of educational leaders for the benefit of children, schools and society. UCEA, as a consortium, symbolizes an important aspiration--advancing significantly the field of educational leadership through inter-institutional cooperation, communication, and contribution.

Click HERE to see a list of other NEW BOOKS recently added to the Education Library collection.

New Book: Key Issues for Education Researchers

Doing a small-scale research project is a compulsory element of an Education Studies degree. This book will guide and support students through their research, offering practical advice on designing, planning and completing the research , collecting and analysing data and on writing up. It outlines the philosophical approaches underpinning research together with the key concepts and current debates in education research.

Chapters cover:

- Research paradigms

- Ethical approaches to research

- Research methods including interviewing, questionnaires, observation and experiments

- Research diaries and personal biography

- Writing up your research

Each chapter includes points for reflection, encouraging students to explore different perceptions on the whole research project. Tasks in each chapter take readers through the process of designing and justifying their own research project.

Essential reading for education studies students, it will also be very suitable for those doing masters courses in education, students on initial teacher training programmes and of interest to others, such as classroom assistants, studying education on foundation degrees.

Click HERE to see a list of other NEW BOOKS recently added to the Education Library collection.

Read for the Record - October 8, 2009

In 2008 nearly 700,000 readers around the world shared Don Freeman's book Corduroy in the Read for the Record event.

This year, on October 8, 2009, please join in as over a million children and adults are expected to read Eric Carle's The Very Hungry Catepillar.

Check the Read for the Record web site for more details.

How to Ask for a Reference Letter

It is one of the most critical steps in a graduate student's path to permanent academic employment, yet ironically it's also one of the most mysterious.

Asking a professor for a letter, or more likely many letters, of reference can be stressful, and rarely are students instructed on proper etiquette.

Fortunately, the process doesn't have to be intimidating.

This article
in University Affairs (March 9, 2009) offers "straightforward advice for job candidates in search of a professorial recommendation."

The Librarian is reading...

Joe Bageant's "Deer Hunting with Jesus: Dispatches from America's Class War".

After thirty years spent scratching together a middle-class life out of a "dirt-poor" childhood, Joe Bageant moved back to his hometown of Winchester, Virginia, where he realized that his family and neighbors were the very people who carried George W. Bush to victory. That was ironic, because Winchester, like countless American small towns, is fast becoming the bedrock of a permanent underclass. Two in five of the people in his old neighborhood do not have high school diplomas. Nearly everyone over fifty has serious health problems, and many have no health care. Credit ratings are low or nonexistent, and alcohol, overeating, and Jesus are the preferred avenues of escape.

A raucous mix of storytelling and political commentary, Deer Hunting with Jesus is Bageant's report on what he learned by coming home. He writes of his childhood friends who work at factory jobs that are constantly on the verge of being outsourced; the mortgage and credit card rackets that saddle the working poor with debt, i.e., "white trashonomics"; the ubiquitous gun culture--and why the left doesn't get it; Scots Irish culture and how it played out in the young life of Lynddie England; and the blinkered "magical thinking" of the Christian right. (Bageant's brother is a Baptist pastor who casts out demons.) What it adds up to, he asserts, is an unacknowledged class war. By turns brutal, tender, incendiary, and seriously funny, this book is a call to arms for fellow progressives with little real understanding of "the great beery, NASCAR-loving, church-going, gun-owning America that has never set foot in a Starbucks."

Deer Hunting with Jesus
is a potent antidote to what Bageant dubs "the American hologram"--the televised, corporatized virtual reality that distracts us from the insidious realities of American life.

Disclaimer: Not all of the books featured in the "The Librarian is reading..." entries will be available through Western Libraries, and some of these featured books will be personal copies of the librarian.

Library Services: Off Campus Access

If you are doing library research from off campus, make sure you type your UWO user name and password in the appropriate boxes on the far left hand side of the Western Libraries' main web page.

This UWO user name and password is the same user name and password that you use to access your UWO email account

US Census Bureau "Back to School" Statistics

This edition of the US Census Bureau's Facts for Features highlights the many statistics associated with the return to classrooms by American students and teachers.

Facts for Features and Special Editions consist of collections of statistics from the Census Bureau's demographic and economic subject areas intended to commemorate anniversaries or observances or to provide background information for topics in the news.

I am looking for an equivalent Canadian document. When I find it - I will post it.

September 15, 2009

Video: Did You Know 4.0

Have you got an extra four and half minutes? Have a look at this!

This is another official update to the original "Shift Happens" video.

This completely new Fall 2009 version includes facts and stats focusing on the changing media landscape, including convergence and technology, and was developed in partnership with The Economist.

For more information, or to join the conversation, please visit http://mediaconvergence.economist.com/ and http://shifthappens.wikispaces.com/.

New Book: Learning to Be a Person in Society

Learning is a lifelong process and we are the result of our own learning. But how exactly do we learn to be a person through living?

In this book, Peter Jarvis draws together all the aspects of becoming a person into the framework of learning. Considering the ongoing, "nature versus nurture" debate over how we become people, Jarvis's study of nurture - what learning is primarily about - builds on a detailed recognition of our genetic inheritance and evolutionary reality. It demonstrates the ways in which we become social human beings: internalising, accommodating and rejecting the culture to which we are exposed (both primarily and through electronic mediation) while growing and developing as human beings and people.

As learning theory moves away from traditional, single-discipline approaches it is possible to place the person at the centre of all thinking about learning, by emphasising a multi-disciplinary approach. This wide-ranging study draws on established research from a number of disciplines into the complexities that make us who we are. It will appeal to a wide variety of audiences: those involved in all fields of education, the study of learning and development, human resource development, psychology, theology and the caring professions.

About the Author:

Peter Jarvis is an internationally renowned expert in the fields of lifelong learning, adult and continuing education and is founding editor of the International Journal of Lifelong Education (Taylor & Francis). He is Professor of Continuing Education at the University of Surrey (where he was the former head of the Department of Educational Studies) and is a former Adjunct Professor in the Department of Adult Education, University of Georgia, USA. He also holds honorary visiting professorships at City University (UK), Pecs University (Hungary) and Tianjin Radio and Television University (China), and is Special Professor at the University of Nottingham. Peter is a prolific author, whose recent publications include: The Routledge International Handbook of Lifelong Learning; Democracy, Lifelong Learning and the Learning Society; and Globalization, Lifelong Learning and the Learning Society (winner of the 2008 Cyril O. Houle Award for Outstanding Literature in Adult Education).

People We Know: Nicole Haggerty

Dr. Nicole Haggerty, an Associate Professor of management information systems at the Ivey Business School here at Western, is interviewed for a Saturday September 12, 2009 Toronto Star article titled "Facebook is Turning Off Many Employers".

Dr. Haggerty made a presentation about the sharing of personal information, including photographs, on social networking sites like Facebook, and the potential impact on careers to this year's incoming BEd students during their orientation.

New Book: Curriculum Studies Handbook: The Next Moment

What comes after the reconceptualization of curriculum studies?

What is the contribution of the next wave of curriculum scholars?

Comprehensive and on the cutting edge, this Handbook speaks to these questions and extends the conversation on present and future directions in curriculum studies through the work of twenty-four newer scholars who explore, each in their own unique ways, the present moment in curriculum studies.

To contextualize the work of this up-and-coming generation, each chapter is paired with a shorter response by a well-known scholar in the field, provoking an intra-/inter-generational exchange that illuminates both historical trajectories and upcoming moments.

From theorizing at the crossroads of feminist thought and post-colonialism to new perspectives that include critical race, currere, queer southern studies, Black feminist cultural analysis, post-structural policy studies, spiritual ecology, and East-West international philosophies, present and future directions in the U.S. American field are revealed.

The editor, Erik Malewski, is Assistant Professor of Curriculum Studies at Purdue University.

Canadian Connections - Look for chapters by Debra Freedman, Ruben A. Gaztambide-Fernadez (OISE/UT), Jennifer Gilbert (York University), Stuart J. Murray (Ryerson University), William F. Pinar (University of British Columbia), and Celeste Snowber (Simon Fraser University).

Telling Tales: A Family Festival of Stories

Whether you have a newborn or a sixteen-year-old - our festival has something for every age. Avid readers and, most importantly, reluctant readers will find this a rewarding experience. Parents, grandparents, educators, aspiring writers and illustrators, established writers and illustrators, storytellers, musicians, literacy champions, history buffs and lovers of stories will enjoy Telling Tales. .

A celebration of stories in many forms.

A new annual family experience to take your grand-children to years from now.

A place to discover what's new and what's never forgotten in the realm of children's stories.

New Book: Transformation of Knowledge Through Classroom Interaction

Classrooms provide extremely varied settings in which learning may take place, including teacher-led conversations, small group unguided discussions, individual problem solving or computer supported collaborative learning (CSCL).

Transformation of Knowledge through Classroom Interaction examines and evaluates different ways which have been used to support students learning in classrooms, using mathematics and science as a model to examine how different types of interactions contribute to students' participation in classroom activity, and their understanding of concepts and their practical applications.

The contributions in this book offer rich descriptions and ways of understanding how learning occurs in both traditional and non-traditional settings. Combining theoretical perspectives with practical applications, the book includes discussions of:

- The roles of dialogue and argumentation in constructing knowledge,

- The role of guidance in constructing knowledge,

- Abstracting processes in mathematics and science classrooms,

- The effect of environment, media and technology on learning processes.

- Methodologies for tracing transformation of knowledge in classroom interaction.

Bringing together a broad range of contributions from leading international researchers, this book makes an important contribution to the field of classroom learning, and will appeal to all those engaged in academic research in education.

September 11, 2009

People We Know: Angele Palmer (OISE) and Susan Rodger (UWO)

The Palmer and Rodger article, "Mindfulness, Stress, and Coping Among University Students", is available in the July 2009 issue of The Canadian Journal of Counselling (CJC) (Volume 43, Number 3).

Interesting Journal Articles: Themed Issue of The Monograph

The Monograph is the journal of the Ontario Association for Geographic and Environmental Education. It strives to provide materials useful to secondary and elementary school teachers of geography and related disciplines.

The Summer 2009 issue of The Monograph (Volume 60, Issue Number 2) is a special themed issue with articles devoted to the teaching of Grade 9 - Geography of Canada.

Interesting Journal Article: The Effects of Electronic Books on Pre-Kindergarten-to-Grade 5 Students' Literacy and Language Outcomes: A Research Synthesis

This article is found in a 2009 issue of the Journal of Educational Computing Research (Volume 40, Number 1)


Electronic books (e-books) are a prevalent method for integrating technology in preschool and elementary classrooms; however, there is a lack of consensus concerning the extent to which e-books increase literacy skills in the domains of comprehension and decoding.

This article assesses the efficacy of e-books with a comprehensive review method, including a systematic literature search, comparison of outcomes with effect sizes, and discussion of individual studies that met either (a) randomized-trial synthesis criteria, or (b) quasi-experimental/observational narrative synthesis criteria. Seven studies met the randomized-trial criteria and 20 studies met the quasi-experimental/observational narrative review criteria.

Results from the randomized trials indicate that the effects of e-books on comprehension-related outcomes were small to medium in size. Only two randomized trials examined decoding-related outcomes, thereby preventing firm conclusions.

The narrative review suggests some interactive e-book features support comprehension, whereas other incongruent features may hinder comprehension.

Educational implications and future research directions are discussed.

September 10, 2009

New Book: Leadership for Learning: International Perspectives

The impact of globalization is being felt in numerous spheres of educational policy and practice, in rapid growth of information and communication technologies, in economic transformation, and international market competition, all of which conspire to create new demands and place new pressures on school leadership.

Drawing on examples from 12 countries in different parts of the world, the editors have brought
together 28 renowned scholars in Europe, Australia, North America, and Asia-Pacific countries to contribute to this book.

The first six chapters address key themes and provide the framework for the 12 country reports which follow. With the aim of increasing international understanding and teasing out issues of transfer and application across cultural and linguistic boundaries, we have chosen national reports which cover a range of countries representing a diversity of culture and contextual backgrounds. We believe, these chapters and the book as a whole, can provide important theoretical, policy and practical implications that will inform the debate about the future of education and of schooling. While each of these country narratives underscore the importance of context, at the same time there are insights and values held in common.

Have a look at the Canadian contribution - Chapter 7 - titled "Leadership for Learning: A Canadian Perspective by Larry Sackney (University of Saskatchewan) and Coral Mitchell (Brock University)

This is Volume 1 of the Educational Leadership and Leaders in Contexts Series

Thesis: A Gender-Informed Understanding of Children in the Care of Child Protection

Author: Natalie George (click on this link to get the call number, the location of this book within the Education Library and the circulation status)


The purpose of the present study was to explore the differential representation of children by gender in child protection services. The sample of children was drawn from a large child protection agency in south-western Ontario consisting of 1,041 cases. Child protection files were reviewed to derive study data. Results indicated that there were significant differences by gender regarding the type of maltreatment children experienced. Girls were more likely to be sexually abused, while boys were more likely to be neglected. Girls more often had psychological concerns, while boys exhibited more cognitive impairment. Further, boys were involved with more other agencies/services than their female counterparts. Boys were younger, more often suspended from school, had more attention and/or conduct disorders, and were more often medicated for adjustment disorders. Girls were significantly older and more likely to have been chronically absent from school. It is suggested that boys may come to the attention of children's services at an earlier age due to more obvious, externalizing behaviours. These findings are discussed in relation to their implications for understanding the gendered experiences of boys and girls in child protection services.

Click HERE and HERE to get lists of other Faculty of Education (UWO) theses.

Thesis: Domestic Violence in a Child Welfare Context: Interpersonal Violence, Poverty, and Their Link to Parenting Abilities

Author: Andrea M. Hernandez (click on this link to get the call number, the location of this book within the Education Library and the circulation status)


The current study examined the prevalence of co-occurring woman abuse and poverty in a sample of mothers from the Children's Aid Society of London/Middlesex. This study sought to determine the extent of which domestic violence and poverty influence the parenting skills of single mothers by examining parenting capacity scores on the Ontario Risk Assessment Model (ORAM). The findings indicated that poverty compromised the parenting skills of mothers in this sample. This study challenged current literature on domestic violence and parenting, which emphasizes deficiencies in the parenting of women who are experiencing abuse, by indicating that survivors of domestic violence may be compensating for the abuse they are experiencing. Furthermore, co-occurring poverty and violence was not subject to a cumulative negative effect on parenting. Implications of the findings for both practitioners and policy makers in the fields of domestic violence, child welfare, and social assistance are discussed.

Click HERE and HERE to get lists of other Faculty of Education (UWO) theses.

New Book: Teacher Education: Policy, Practice and Research

This book evaluates teacher professional development programs. These programs are evaluated in terms of participants' classroom teaching behavior, as assessed by their school students' perceptions of their classroom learning environments. Teacher candidates' perceptions of teachers was examined as well.

Additionally, this book explores the preparation, roles, and responsibilities of teacher educators.

Several studies demonstrated a high prevalence of voice disorders in teachers, together with the personal, professional, and economical consequences of the problem. Prevention programs to reduce the risk for vocal disorders are evaluated.

This book discusses a program that combines clinical placement in urban schools with academic course work. Three elements of the program are examined to demonstrate their influence on the learning of candidates. In addition, pedagogical content knowledge (PCK) of in-service teachers is an important issue for current teacher education in Taiwan. This book describes the related literature to this issue, followed by addressing the models and merits of peer coaching.

Attention is given to the problem of HPS (knowledge of history and philosophy of science)in physics teachers education, by designing and discussing a model of intervention aimed at deepening and widening the teachers' disciplinary knowledge and developing an adequate knowledge of Nature of Science (NOS).

Teachers who adopt stereotypical images of scientists and their activity are likely to induce negative attitudes towards science and scientists to students. This trend was examined by determining the extent to which Greek teachers adopt a stereotypical model of the scientist and the types of activities they consider to be scientific.

In this book, science anxiety, self-efficacy, and self-concept of undergraduate biology students is addressed. Gender differences in these patterns of motivation variables were looked at as well.
A course structure framework likely to serve as a tool for the development of training programs and future research studies in the area of prison teacher education is also proposed.

Furthermore, prospective "STEM" teachers' motivations are looked at, for undertaking a teaching career and their perceptions of the teaching profession. The ways in which a learning-oriented teaching assessment framework is used to provide the basis for developing teachers into self-regulated learners is examined.

The Domain-Specific Teacher Self-Efficacy Scale is addressed, which assesses six domains of teacher self-efficacy.

Finally, the role that personal epistemologies play in teacher education, particularly with respect to the potential problems and roadblocks they may present, are evaluated.

New Book: International Perspectives on Contexts, Communities and Evaluated Innovative Practices: Family-School-Community Partnerships

Research and practice in the vast field of school-family-community relations have evolved dramatically over the last thirty years.

Schools throughout the world face enormous challenges due to demographic changes and societal problems, making partnerships among schools, families and community groups a necessity.

Specific issues such as poverty, school dropout, violence and suicide, the wider diversity of students and parents, the higher accountability demanded of school systems, the implementation of school reforms and a multitude of government strategies and policies all contribute to a rapidly changing educational world.

But as this book shows, even though research is often being undertaken independently in different countries, strong similarities are apparent across countries and cultures. School-family-community collaboration is no longer a single country issue.

The book brings together contributions from culturally and linguistically diverse countries facing these common situations and challenges. It details practices that have proved effective alongside relevant case examples, and covers a wide variety of topics, including:

- challenges arising from the application of parent-school legislation at national level

- the work of schools with migrant groups, low-income parents and parents with behaviour problems.

- evaluation of various family-school-community partnerships programs

- the way ahead for Family-School-Community Relations

With contributions from distinguished researchers from throughout the world (including the United States, Canada, the UK, Europe, China and Australia). It is a perfect companion to International Perspectives on Student Outcomes and Homework, also edited by Rollande Deslandes.

About the Author:

Rollande Deslandes is a full tenure Professor in the Department of Education at Universite du Quebec a Trois-Rivieres, Quebec (Canada). She received a Research Excellence award from the University in 2004. For several years she has been involved with the American Educational Research Association (AERA) Family-School-Community Partnership Sig, the European Research Network of Parents in Education (ERNAPE) and the Association Internationale en Education Familiale (AIFREF).

People We Know:
Kenneth Leithwood contributes to this volume with his chapter titled "Four Key Policy Questions about Parent Engagement Recommendations from the Evidence."

September 9, 2009

Reinventing Academic Publishing Online. Part II: A Socio-Technical Vision

From the September 7, 2009 issue of First Monday (Volume 14, Number 9):

Part I of this paper outlined the limitations of feudal academic knowledge exchange and predicted its decline as cross-disciplinary research expands.

Part II now suggests the next evolutionary step is democratic online knowledge exchange, run by the academic many rather than the few.

Using socio-technical tools it is possible to accept all, evaluate all and publish all academic documents. Editors and reviewers will remain, but their role will change, from gatekeepers to guides.

However, the increase in knowledge throughput can only be supported by activating the academic community as a whole.

Yet that is what socio-technical systems do --- activate people to increase common gains. Part 1 argued that scholars must do this or be left behind in the dust of progress.

The design proposed here is neither wiki, nor e-journal, nor electronic repository, nor reputation system, but a hybrid of these and other socio-technical functions. It supports print publishing as a permanent archive byproduct useful to a living, online knowledge exchange community.

It could also track academic submissions, provide performance transcripts to promotion committees, enable hyperlinks, support attribution, allow data-source sharing, retain anonymous reviewing and support relevance and rigor in evaluation. Rather than a single "super" KES, a network of online systems united by a common vision of democratic knowledge exchange is proposed.

New Thesis: Teachers' Perceptions of Tribes: Effective Components and Social Competence of Students

Author: Mikael Angelina Irene Juras (click on this link to get the call number, the location of this book within the Education Library and the circulation status)


Tribes is a program that is intended to create a caring and cooperative learning environment in the classroom. This study investigated teachers' perceptions of the Tribes program. It focused on what teachers perceived to be the program's effective components, and whether they believed Tribes aided in the social skills development of their students. Participants were 30 teachers who completed questionnaires about Tribes. Ten of these teachers also participated in an interview to gain more detailed information on the use and value of Tribes. Results indicated generally positive perceptions of Tribes with acknowledgement of modifications being necessary for the success of the program in the classroom. By determining teachers' perception of Tribes and how they implement the program, it is hoped that teachers can use this information to implement Tribes in an effective manner that will aid in the development of students' social skills. Findings from this study are expected to assist teachers implement Tribes successfully in their classrooms.

Click HERE and HERE to get lists of other Faculty of Education (UWO) theses.

New Book: Improving Teacher Quality: The U. S. Teaching Force in Global Context

This groundbreaking work examines teacher quality, work norms, and professional learning opportunities, using data from 15 countries.

The authors compare and contrast the United States with two high-achieving countries--Japan and Australia--that have implemented very different approaches to improving teacher quality.

Drawing on both large international data sets and ethnographic and small-scale studies, the book addresses critical questions:

* How do teacher quality and teacher recruitment and hiring policies in the United States differ from those in other countries?

* How do the working conditions of U.S. teachers differ from those of teachers in other countries?

* How do U.S. teachers' opportunities for professional learning differ from those of teachers in other countries?

* How do the characteristics of the national teaching force influence student achievement?

* What U.S. policies offer promise for improving teacher quality?

About the Authors:

Motoko Akiba is Assistant Professor in the Department of Educational Leadership and Policy Analysis at the University of Missouri-Columbia and a 2008 recipient of National Science Foundation Faculty Early Career Award. Gerald LeTendre is Professor of Education and International Affairs and chair of the Educational Policy Studies Department at the Pennsylvania State University. He is currently acting editor of The American Journal of Education and serves on the editorial board for the Comparative Education Review.

And, I Quote...

From President Obama's recent education speech:

I know that sometimes you get that sense from TV that you can be rich and successful without any hard work -- that your ticket to success is through rapping or basketball or being a reality TV star. Chances are you're not going to be any of those things.

The truth is, being successful is hard. You won't love every subject that you study. You won't click with every teacher that you have. Not every homework assignment will seem completely relevant to your life right at this minute. And you won't necessarily succeed at everything the first time you try.

That's okay. Some of the most successful people in the world are the ones who've had the most failures. J.K. Rowling's -- who wrote Harry Potter -- her first Harry Potter book was rejected 12 times before it was finally published. Michael Jordan was cut from his high school basketball team. He lost hundreds of games and missed thousands of shots during his career. But he once said, "I have failed over and over and over again in my life. And that's why I succeed."

President Obama's "Education" Speech - Tuesday September 8, 2009

Watch the video and read the text of President Obama's "education" speech that bestirred some controversy and sparked some debate.

People We Know: Julia O'Sullivan

"Key Factors to Support Literacy Success in School-aged Populations" is the title of a new report written by the Faculty of Education's Dean, Julia O'Sullivan for the Canadian Education Statistics Council.

From the Executive Summary of the report:

The purpose of this literature review commissioned by the Canadian Education Statistics Council (CESC) is to summarize the research evidence on key factors and practices supporting literacy success for school-aged students. The review will focus exclusively on reading, or the ability to get meaning from print, because it is fundamental to the literacy development and continued school success of all children (Canadian Council on Learning 2007).

Read the related Western News article: "She's going back to school but can she read?"

The Canadian Education Statistics Council (CESC), a partnership between the Council of Ministers of Education, Canada (CMEC) and Statistics Canada, provides valuable information and insight about education in Canada both to the Canadian public and to provincial and territorial governments, through programs such as the Pan-Canadian Education Indicators Program (PCEIP) and the Pan-Canadian Education Research Agenda (PCERA).

September 8, 2009

Interesting Newspaper Articles

These two articles from The Boston Globe this past weekend can be found on the boston.com web site:

Welcome to the Library. Say Goodbye to the Books: Cushing Academy Embraces a Digital Future

Colleges Find Juicy Titles Swell Enrollment: Many Opt for Courses like 'Economics of Sin'

UPDATE: Universities give classes offbeat names to get and hold the attention of Net-savvy students

I notice the Toronto Star published an article related to the naming of university and college courses. The article appeared in the Saturday September 12, 2009 issue and is titled "Bad Girls Make for Good Courses"

And, I Quote...

In a speech, you are meant to say what your are going to say, and then say it, and then sum up what you have said.

I don't know what I actually said tonight. I know what I meant to say, though:

Reading is important.

Books are important.

Librarians are important. (Also, libraries are not childcare facilities, but sometimes feral children raise themselves among the stacks.)

It is a glorious and unlikely thing to be cool to your children.

Children's fiction is the most important fiction of all.

Neil Gaiman is the winner of the 2009 Newbery medal for The Graveyard Book, published by HarperCollins. His acceptance speech was delivered at the annual conference of the American Library Association in Chicago on July 11, 2009.

The full-text of his acceptance speech appears in the July/August 2009 issue of The Horn Book Magazine (Volume 85, Number 4).

Interesting Journal Article: Can Facebook Replace Face-to-Face?

My colleagues and I debate this question in many friendly, but nonetheless, heated discussions.

In the Point/Counterpoint section of the September/October 2009 issue of Learning & Leading with Technology (Volume 37, Number 2) a "Yes" and "No" answer response is given to this question? What do you think?

People We Know: Mark Anderson and W. Rod Dolmage

Read the Anderson and Dolmage article "Making Meaning of a School Community's Traumatic Experience: The Sacred and the Profane" in the July 2009 issue of Education & Law Journal (Volume 19, Number 1).

Abstract (Summary)

On September 23rd, 2008, an armed young male held the majority of Luther College High School's students and faculty hostage for approximately forty-five minutes. What was believed to be a large calibre handgun was determined to be a CO2 pistol. The pellet-gun was not fired, no one was injured, and a sixteen-year-old former student was arrested and charged with uttering threats, forcible confinement, pointing a firearm, and possession of a weapon for a dangerous purpose. Although the incident was isolated and ended peacefully, media response was both widespread and intense. This article examines how different social institutions, in particular the school and the media, have interpreted this incident for their various constituencies, and, more particularly, how the media's approach to making "meaning " of an admittedly traumatic criminal incident may have worked, and is working, at cross-purposes with the "meaning-making" the school's administration and faculty were, and are, attempting to engender in the constituencies they serve

The Librarian is reading...

Empire of Illusion: The End of Literacy and the Triumph of Spectacle by Chris Hedges

Pulitzer prize-winner Chris Hedges charts the dramatic and disturbing rise of a post-literate society that craves fantasy, ecstasy and illusion.

Chris Hedges argues that we now live in two societies: One, the minority, functions in a print-based, literate world, that can cope with complexity and can separate illusion from truth. The other, a growing majority, is retreating from a reality-based world into one of false certainty and magic. In this "other society," serious film and theatre, as well as newspapers and books, are being pushed to the margins.

"The worse reality becomes, the less a beleaguered population wants to hear about it and the more it distracts itself with squalid pseudo-events of celebrity breakdowns, gossips, and trivia. These are the debauched revels of a dying culture"

In the tradition of Christopher Lasch's The Culture of Narcissism and Neil Postman's Amusing Ourselves to Death, Hedges navigates this culture -- attending WWF contests as well as Ivy League graduation ceremonies -- exposing an age of terrifying decline and heightened self-delusion.

About the Author:

Chris Hedges, the author of the bestselling War Is a Force That Gives Us Meaning, is currently a senior fellow at The Nation Institute and the Anschutz Distinguished Fellow at Princeton University, and writes for many publications including Foreign Affairs, Harper's, The New York Review of Books, Granta and Mother Jones. He is also a columnist for Truthdig.com.

Disclaimer: Not all of the books featured in the "The Librarian is reading..." entries will be available through Western Libraries, and some of these featured books will be personal copies of the librarian.

September 3, 2009

CMEC's "Learn Canada 2020"

Learn Canada 2020 is the framework the provincial and territorial ministers of education, through the Council of Ministers of Education, Canada (CMEC) will use to enhance Canada's education systems, learning opportunities, and overall education outcomes.

The vision of Learn Canada 2020 is Quality Lifelong Learning Opportunities for All Canadians.

Learn Canada 2020 recognizes the direct link between a well-educated population and (1) a vibrant knowledge-based economy in the 21st Century, (2) a socially progressive, sustainable society, and (3) enhanced personal growth opportunities for all Canadians.

September 2, 2009

Free Space In Schools For Community Groups

From the Ontario Ministry of Education:

McGuinty Government Supporting After Hours Activities

Starting this month, 150 Ontario schools will give not-for-profit groups free access to schools after hours.

Offering school space at no cost will help not-for-profit groups provide affordable or free activities, such as sport, art and recreation programs for youth. These programs help bring communities together and keep young people active and safe.

This is part of Community Use of Schools, a program that helps all Ontario school boards make school space more affordable for use after hours. Increasing access to schools for community activities and services supports the goals of Breaking the Cycle: Ontario's Poverty Reduction Strategy, and was a recommendation of The Roots of Youth Violence report.

Library Services: Interlibrary Loan (ILL) and RACER

The Interlibrary Loan (ILL) service supports the research and scholarship needs of the Western community by borrowing materials not owned by Western Libraries or any of its Affiliated University College Libraries (Brescia, Huron, King's and St. Peter's Seminary).

The service is available to all registered faculty, students and staff of The University of Western Ontario and its Affiliated Colleges (Brescia, Huron, King's and St. Peter's Seminary).

RACER is an online Interlibrary Loan system used to search for material and place requests.

To access RACER you must login or create an account if you have not already done so.

Please keep in mind that your University ID number is used as your login and your password is created by you.

SAGE Reference Online - Have a look a these new titles

These online reference and education-related titles have been recently purchased from SAGE Publishing.

A New Assignment: Pick Books You Like

From an August 29th, 2009, New York Times newspaper article by Motoko Rich.

"For years Lorrie McNeill loved teaching "To Kill a Mockingbird," the Harper Lee classic that many Americans regard as a literary rite of passage.

But last fall, for the first time in 15 years, Ms. McNeill, 42, did not assign "Mockingbird" -- or any novel. Instead she turned over all the decisions about which books to read to the students in her seventh- and eighth-grade English classes at Jonesboro Middle School in this south Atlanta suburb.

Among their choices: James Patterson's adrenaline-fueled "Maximum Ride" books, plenty of young-adult chick-lit novels and even the "Captain Underpants" series of comic-book-style novels.

But last fall, for the first time in 15 years, Ms. McNeill, 42, did not assign "Mockingbird" -- or any novel. Instead she turned over all the decisions about which books to read to the students in her seventh- and eighth-grade English classes at Jonesboro Middle School in this south Atlanta suburb.

Among their choices: James Patterson's adrenaline-fueled "Maximum Ride" books, plenty of young-adult chick-lit novels and even the "Captain Underpants" series of comic-book-style novels."

Peering Behind the Curtain of Peer Review

In the August 4th, 2009 issue of University Affairs, academic Michèle Lamont shares her insights on the peer review process after she had rare access to the behind-the-scenes deliberations of several multi-disciplinary review panels. Read the entire article by Peggy Berkowitz.

September 1, 2009

Dissertation Planner: Western Libraries' Guide to Surviving the Process



Dissertation Planner
is now available and here are some details about why you might want to have a look at this new service:

Graduate students enter the anticipated completion date for their dissertation and click 'Start' and a generic eighteen-stage process is calculated for them with significant milestone dates along the way.

Graduate students can opt to automatically receive e-mail reminders on these dates and chose to have the reminders sent to their supervisor as well. Reminders let them know what they should have accomplished by that date and the next stage in the process.

Using "My Dissertation Planner" students can manage their reminders

Stages appear in two parts, "WHY" do this and "HOW" suggestions for accomplishing the particular stage. The "Why" section forms the text of the calculated planner and e-mail message and each one contains a link to the related "How" details.

There is a new Bibliography and a Resources section in Dissertation Planner

There is a simple e-mail feedback mechanism.

The staff of Western Libraries' plan also to get more formal feedback on the tool and would welcome suggestions, input or assistance in orchestrating this.

We also have built in accommodation to create discipline specific planners in addition to this generic one, should there be interest in developing the tool for particular communities.

Project MUSE News: MUSE Adds More Search Features & Available on Facebook and via Twitter

Project MUSE is excited to announce new features that help users more easily locate articles relevant to their research:

'Search this Journal' Search Box

This search box appears on each journal's home page, on the Table of Contents (TOC) of each issue, and on each article. The 'Search This Journal' feature enables a user to quickly check all issues of the journal in MUSE, with a single search, for all articles in that journal pertaining to a particular subject.

Summaries (abstracts) for Articles

MUSE now provides a link for the summary of each article. Users know that the ability to scan summaries of articles is essential to determining which articles are relevant to their research. That ability is now available in MUSE. The Summary links appear on the TOCs and in search results, next to the article format options of HTML and PDF.

What is Project Muse?

Project MUSE is a unique collaboration between libraries and publishers, providing 100% full-text, affordable and user-friendly online access to a comprehensive selection of prestigious humanities and social sciences journals.

MUSE's online journal collections support a diverse array of research needs at academic, public, special and school libraries worldwide. Our journals are heavily indexed and peer-reviewed, with critically acclaimed articles by the most respected scholars in their fields. MUSE is also the sole source of complete, full-text versions of titles from many of the world's leading university presses and scholarly societies. Currently, MUSE provides full-text access to current content from over 400 titles representing nearly 100 not-for-profit publishers.

MUSE on Facebook and Twitter

MUSE has been on Facebook for some time now, but we just secured our own
URL and wanted to pass the word on to MUSE users.
Find MUSE at www.facebook.com/ProjectMUSE. Become a fan of MUSE!

You can also follow us on Twitter, @ProjectMUSE.

People We Know: Shelley Taylor

Shelley Taylor's article "Paving the Way to a More Multilingual TESOL" appears in the June 2009 issue of TESOL Quarterly (Volume 43, Number 2).

Jim Cummins
(University of Toronto) has an article in the same issue: "Multilingualism in the English-language Classroom: Pedagogical Considerations"

The Librarian is reading...

Our Life in Gardens by Joe Eck and Wayne Winterrowd

"This is the third book we have written together, though separately we have written others . . . But to say 'written separately' makes no sense, for when two lives have been bent for so many years on one central enterprise--in this case, gardening--there really is no such thing as separately."

With these words, the renowned garden designers Joe Eck and Wayne Winterrowd begin their entertaining, fascinating, and unexpectedly moving book about the life and garden they share. The book contains much sound information about the cultivation of plants and their value in the landscape, and invaluable advice about Eck and Winterrowd's area of expertise: garden design. There are chapters about the various parts of their garden, and sections about particular plants--roses and lilacs, snowdrops and cyclamen--and vegetables. The authors also discuss the development of their garden over time, and the dark issue that weighs more and more on their minds: its eventual decline and demise. Our Life in Gardens is a deeply satisfying perspective on gardening, and on life.

These authors will be guests at the 2009 Brattleboro Literary Festival Authors in Vermont. This Vermont Festival takes place Friday October 2nd to October 4th, 2009. Alas, I will not be in attendance.

This information is from the Festival web site:

Joe Eck and Wayne Winterrowd, partners in North Hill, the garden design firm they founded in 1977, have also created a celebrated garden of the same name. Wayne Winterrowd is the author of Annuals for Connoisseurs, and Joe Eck is the author of Elements of Garden Design. Together they have written two books, The Year at North Hill and Living Seasonally. Their most recent book, Our Life in Gardens was published in 2009, and is now in its fourth printing. Both Joe Eck and Wayne Winterrowd are frequent contributors to Horticulture magazine. They and their gardens have been the subject of several feature profiles in The New York Times and in USA Today.

Disclaimer: Not all of the books featured in the "The Librarian is reading..." entries will be available through Western Libraries, and some of these featured books will be personal copies of the librarian.