Annotated+Bibliography

__Annotated Bibliography__ **EBSCOhost. **
 * Butler, K. (2010), Tweeting Your Own Horn. District Administration, 46(2), 41-44. Retrieved from **

In this article, Butler shows the important impact of using social media like Facebook and Twitter to show off accomplishments of your school. It is a fantastic tool to provide the community with instant notifications. The messages are far reaching to not only community members, but to alumni and other districts. The impact can be far researching due to the limitless boundaries of the world wide web. These social media forums can also help the community feel connected to the school and encourage feedback from those outside the school.


 * Gess, A. (2009). Collaboration: Finding the Teacher, Finding the Topic, Finding the Time. //Library Media// **
 * //Connection//, 27(4), 24-25. Retrieved from EBSCOhost. **

In this journal article, Angela Gess says that the first step to collaboration is “getting off on the right foot.” In other words, finding the appropriate teacher to collaborate with on a unit. Secondly, it is important to find the right topic and connect the curriculum to multiple standards. The third step is finding the appropriate time to integrate cross-curricular lessons. Finally, Gess stresses the important of differentiating instruction, especially for those students with special needs. If possible, include an intervention specialist into the collaborative activities.


 * Heard, J. (2007). Technology: A Tool for Collaboration. //Library Media Connection//, 25(5). 24. Retrieved from **
 * EBSCOhost. **

Jil’Lana Heard talks about the importance of collaboration in the classrooms across a school. She uses the successful example of collaboration between her, a language arts teacher, with a geography instructor. To have successful collaboration, she says that it is important to connect the classrooms via a form of technology. It is easy to share learning experiences quickly and painlessly, especially for the typical “silent student.”


 * Hudson, P., & Glomb, N. (1997). If it takes two to tango, then why not teach both partners to dance? **
 * Collaboration instruction. //Journal of Learning Disabilities//. 30(4), 442. Retrieved from EBSCOhost **

This journal was written to illustrate the importance of collaboration among educators, particularly general education instructors and special education teachers. This article outlines factors that can lead to better collaboration and the benefits that can occur when everyone is on the same page. Hudson & Glomb also show methods of implementation and explain that it can lead to even greater collaboration between all educators.

Retrieved from EBSCOhost. **
 * Johnson, D. (2010), Taming the Chaos. Learning & Leading with Technology, 38(3), 20-23.

In this article, the author talks about the distractions that can often come with modern day technology. Johnson says that we have a few options: Ban it, do business as usual, limit the use of technology, or enhance current lessons with the technology. To enhance lessons, he says to use cell phones for text message polling. Instead of distributing worksheets, a teacher can use Google Docs. Teachers can also supply supplemental readings by using E-readers. Johnson says that alternative assessments, like video feedback can be useful tools as well.

Retrieved from EBSCOhost. **
 * Kroski, E. (2009). Should Your Library Have a Social Media Policy?. //School Library Journal//, 55(10), 44-46.

<span style="background-color: transparent; color: #000080; font-family: Georgia,serif; font-size: 10pt; text-decoration: none; vertical-align: baseline;">This journal article looks at the idea of a social media policy. Is it valuable and what should it include? Kroski says that a policy should include disclaimers about sharing sensitive material, should encourage students to be themselves, respect copyrights, respect your colleagues and peers, avoid online fights, post only accurate information, use your best judgement, provide value, and accept responsibility for your posts.

EBSCOhost. **
 * <span style="background-color: transparent; color: #000080; font-family: Georgia,serif; font-size: 10pt; text-decoration: none; vertical-align: baseline;">Lohmiller, D. (2010). Jump-Start Collaboration. //Library Media Connection//, 29(3), 38-40. Retrieved from

<span style="background-color: transparent; color: #000080; font-family: Georgia,serif; font-size: 10pt; text-decoration: none; vertical-align: baseline;">Lohmiller speaks of collaboration in terms of increasing student engagement. She specifically focuses on the relationship between the classroom teacher and the school’s librarian when selecting appropriates texts for the curriculum. She stresses the importance of choice when it comes to supplemental readings for students. It is also important to use “literature circles” when discussing text. Often students are more comfortable speaking when there are no dominant students to control the conversation and dialogue. Everyone must contribute equally in literature circles. <span style="background-color: transparent; color: #000080; font-family: Georgia,serif; font-size: 10pt; text-decoration: none; vertical-align: baseline;">
 * Miller, S., & Jensen, L. A. (2007). Connecting and Communicating with Students on Facebook. Computers**
 * in Libraries, 27(8), 18-22. Retrieved from EBSCOhost.**

<span style="background-color: transparent; color: #000080; font-family: Georgia,serif; font-size: 10pt; text-decoration: none; vertical-align: baseline;">Contrary to many authors, these authors discuss the advantages of “friending” your students on Facebook. Allow the students to see what interests you as a teacher. The authors suggest that students do not look up information on Facebook, instead, they read what comes to them. They use the news feed as an example. Most students get their Facebook information by watch the continuous feed updates. These authors also show the importance of keeping the photo albums up-to-date, at least once a week, for instructional purposes.

//Condensed for Quick Review//, 75(5), 39-42. Retrieved from EBSCOhost. **
 * <span style="background-color: transparent; color: #000080; font-family: Georgia,serif; font-size: 10pt; text-decoration: none; vertical-align: baseline;">Schwartz, H. L. (2010). Facebook: The New Classroom Commons?. //Education Digest: Essential Readings//

<span style="background-color: transparent; color: #000080; font-family: Georgia,serif; font-size: 10pt; text-decoration: none; vertical-align: baseline;">Harriet Schwartz uses the analogy between Facebook and a town’s commons for creating a place where diversity can cross and interact. It is important to not let technology trump substance, but the curriculum should embrace the technology. Using Facebook, teacher can share the participation among all students. This particular professor sets boundaries for her students, but she does friend them on Facebook! She speaks about the importance of mentoring the students on the proper uses of technology.

//Knowledge Quest//, 37(4), 28-33. Retrieved from EBSCOhost. **
 * <span style="background-color: transparent; color: #000080; font-family: Georgia,serif; font-size: 10pt; text-decoration: none; vertical-align: baseline;">Stewart, P. (2009). Facebook and Virtual Literature Circle Partnership in Building a Community of Readers.

<span style="background-color: transparent; color: #000080; font-family: Georgia,serif; font-size: 10pt; text-decoration: none; vertical-align: baseline;">In this article, Stewart talks about extending our typical literature circles to other classrooms and schools. Using Facebook as an example, she explains how to create groups for students of like interests. This can foster collaboration and connect content to interested and eager students. It is the teachers role to foster sharing and relationships within these virtual groups.