President’s Update

There is a poem that I keep on my desk that says in part:

“…This is what we are about:

We plant seeds that one day will grow.

We water seeds already planted, knowing that they hold future promise.

We lay foundations that will need further development.

We provide yeast that produces effects beyond our capabilities.

We cannot do everything

and there is a sense of liberation in realizing that.

This enables us to do something,

and to do it very well.

It may be incomplete, but it is a beginning, a step along the way…” ~ Bishop Ken Untener

This resonates with me a lot this spring, as I prepare to step down as MSLA president in May. Lots of seeds have been planted lately, and I have great hope that those that follow will reap a good harvest. So, in my last official column as MSLA President, I’d like to share some things that give me great hope for school libraries:

Our library commission: For years we’ve been trying to get some standards for school library programs in Massachusetts—some sense that we’re recognized by educational decision makers who value what we do and support our work. The passage of our bill creating a commission to evaluate the status of school library programs in 2014 gives me great hope that we will finally be able to gather the data and stories we need  to make our case that equitable access to school libraries matters, and to see that steps are taken to make this a reality for all the students in our Commonwealth. Our commission formally met for the first time in March, and we are in the process of setting up a comprehensive survey in concert with Dr. Carol Gordon and Dr. Robin Cicchetti. Legislative co-chair Kendall Boninti is also setting up a series of school visits and hearings to gather some “on the ground” reports from across Massachusetts. We are counting on MSLA members to ensure that surveys are completed accurately and that we hear from the right people at our hearings and site visits. Please keep an eye on the MSLA listserv in the coming months to see how you can help.

Our renewed look at professional development: In the past few years, MSLA has been increasing its professional development offerings beyond our annual conference. A recent survey of members indicates support for alternating an annual conference with one-day events targeting a particular topic of interest. We’re excited to be working on events for the coming academic year that range from a conference day with MassCUE and the Museum of Science to an EdCamp day in the fall and a one-day event to tie-in with the ALA Midwinter Meeting in Boston next January. We are also going to continue to work with Karen Sekiguchi and EDCO to offer ELL PDPs for librarians, and we are hoping to plan similar classes to provide SPED PDPs for school librarians. Finally, we’ve identified a program at Old Dominion University in Virginia that is planning to offer “fast track” training for teachers in Massachusetts hoping to become school librarians. Our hope is that this will start to produce the professionals we know we are going to need to provide strong school library programs in coming years. As our professional development offerings expand, we have appointed Laura D’Elia to lead a newly formed Professional Development Committee to keep all this up and running. We are fortunate to have Laura’s expertise and intelligence, and she’ll be looking for help as this goes forward. Stay tuned!

Our ability to network: A survey of membership last spring indicated that MSLA members value the listserv, and we know it’s well used. Now we’ve added Facebook and Twitter to our network, and you’re using them often and well. While the listserv remains the place to go for specific information and advice, lots of great sharing happens daily on the Facebook page, which provides a way to inform friends and acquaintances by sharing outside our own library world. Our Twitter nights, organized by Amy Short, continue to provide some terrific professional conversations every month. If you’ve not participated, give it a try.

Our energized and engaged membership: MSLA values the contributions of its members, and thanks to our ability to network, lots of great ideas and initiatives are being identified and carried out. We are incredibly fortunate to have several long-term Executive Board members with amazing contacts both at the state and national level. We also have a group of excited new practitioners who are bringing lots of new ideas and questions about how we might do things even better. I’m delighted that Anita Cellucci is coming on as president. The more time I spend with her, the more I realize that she has the highest standards for students, and a great sense of priorities. She also asks good questions. We’re going to be in good shape.

Judi Paradis is the President of MSLA and the librarian at the Plympton Elementary School in Waltham


Column: Talking Tech

Google Cultural Institute

Screen Shot 2015-03-30 at 1.13.26 PM.pngGoogle Cultural Institute includes art and artifacts from all over the world

Google Cultural Institute sprang from the Google Art Project – a proposal to digitize the world’s art collections by allowing online visitors to stroll through a virtual museum the same way you use Street View to visualize a journey. Since then, the project has expanded to include Historic Moments and World Wonders projects, using maps, photographs and more to explain and instruct.

Art Project
You can still take a virtual stroll through the Louvre, but Google has worked with museums to sort and categorize their collections, creating a searchable database where students and teachers can view artworks in high-resolution. Works are accompanied details and descriptions to explain their meaning and history (as I tell my students, just like those little plaques that hang next to the paintings in the museum) as well as give information for citations. Links take students back to the original source where they can find more details and download images if they want to make copies.

The technology allows students to zoom in for a closer look, examining the brushstrokes on a Van Gogh, or to find each dot on Seurat’s “A Sunday on La Grande Jatte.” If you got this close in real life, the alarms would go off.

Historic Moments
In this section Google and its partners have created online exhibits about “significant moments in human history…using documents, photos videos and in some cases personal accounts of events.” The project includes digital versions of existing exhibits as well as ones created and developed especially for the site, with partners ranging from the George C. Marshall Organization, to the Anne Frank House to the Computer History Museum.

Screen Shot 2015-03-30 at 1.15.42 PM.pngThe Historic Moments section includes exhibits curated by museums

World Wonders
This project teams Google with UNESCO, the United Nations Educational, Scientific and Cultural Organization. bringing Google’s Street View technology to UNESCO’s list of World Heritage sites. Visit a world heritage site, and you can take a virtual tour of the site, read an article describing it’s importance, and view related artworks and artifacts, collected from museums around the world. For example, the exhibit devoted to the Giza Necropolis will let you take a tour around the Sphinx, and then look at photographs of archeological digs in the LIFE Photo Collection.

Screen Shot 2015-03-30 at 1.18.17 PM.pngThe Versailles entry lets you read about the palace and look at some of its art before taking a virtual walk through the gardens

How would you use it in class?

The original Google Art Project was clearly a boon to art educators. But by expanding beyond traditional art works, the Google Cultural Institute can be a valuable resource for a variety of teachers and subjects.

History teachers should find the site especially useful. Students can locate images and primary sources for research on the fall of the Berlin Wall or learn about the codebreakers at Bletchley Park.

The search functions can get even more specific: a student studying scientific innovations in Ancient China can comb the entire database, narrowing the search to  items from China in 1600 BCE to find an example of Bronze metalwork from the Sanzingdui Museum.

Screen Shot 2015-03-30 at 1.20.36 PM.pngUse the search tools to help students find artifacts from a particular time and place they are studying.

And it’s not just for upper level research. Younger students researching volcanoes might browse through UNESCO’s Pompeii exhibit and look at relics from the ancient city while American History researchers take a virtual tour of the Liberty Bell.

Sixth grade students at H.C. Crittenden Middle School in Byram Hills have used the site for their year-long nation research, said librarian Barbara Bathelemes. While not all her students used the tool, those who did “loved it.”

Margaret Kane Schoen is a librarian at Newton South High School

School Librarians = Self-directed Learners: Resources for Online Learning & PD

In times of change learners inherit the earth; while the learned find themselves beautifully equipped to deal with a world that no longer exists. ~ Eric Hoffer

Keeping up with the continuous changes within our profession is a challenging yet vital task. As this quote from Eric Hoffer indicates, school librarians must find ways to continue to develop professionally not only to remain relevant, but also to ensure their role as educational leaders within their school communities. To do so, school librarians must be the models of what we encourage and hope our students develop into: independent, self-directed, lifelong learners. While traditional professional development models can be limiting because of scheduling conflicts, topics that are not of interest, distance or cost, any self-directed learner with access to the Internet has many options for relevant, worthwhile free or inexpensive professional development as well as the opportunity to connect and collaborate with and learn from peers and thought leaders in the field. The opportunity to pursue your own learning on your own time is more accessible than ever!


Twitter has revolutionized professional development. At any time, Twitter offers access to the knowledge, advice and resources being shared by colleagues around the world. While Twitter is an amazing place to learn about new resources and professional information and articles, one of the best uses of Twitter for professional development is Twitter chats. Twitter chats offer the opportunity to connect with peers in real time to participate in online, focused discussions with school librarians and other educators. Twitter chats are a perfect vehicle for developing an online Professional Learning Network with innovative and inspiring colleagues from across the country and beyond. There are educational Twitter chats happening every day. Use this handy Twitter chat calendar created by Richard Byrne or this Education Chats on Twitter list to see when different educational chats take place. The Massachusetts School Library Association’s #MSLA Twitter chat takes place from 8-9pm on the second Tuesday of each month. Check out the schedule of upcoming #MSLA chats as well as the archives of past chats to see what colleagues have been discussing and sharing. New to Twitter? Find information about how to get started here. To get the most out of Twitter, consider using a tool such as Tweetdeck  or Hootsuite to set up columns for following specific hashtags such as #MSLA #TLChat, #edtech, #tlelem, #edchat and others for a direct connection to many of the today’s educational thought leaders.


edWeb is a professional social and learning network that offers educators the opportunity to not only connect with colleagues with similar professional interests, but also to participate in free professional development webinars. edWeb is organized by communities of interest. Once a member joins a community they will receive notice of upcoming related webinars. One community of interest to librarians is LMC @ The Forefront: A Collaborative Community for Library Professionals. Some of the webinars are vendor-sponsored, however all of the webinars are led by school library leaders and offer valuable information on school library topics. For example recent school library-related live webinars included Dynamic Databases: Revolutionizing Today’s Research, Teaching, and Learning presented by Joyce Valenza, and Makerspaces: The Now Revolution in School Libraries presented by Leslie Preddy. Community members not able to participate in the live webinar are able to view these webinars at any time; and a list of archived webinars is also available.


Are you a member of AASL? If so you have access to a valuable professional development resource, eCOLLAB. AASL members or eCOLLAB subscribers have access to upcoming and archived webinars on a variety of school library topics presented by leaders in the school library profession. There are a number of upcoming webinars scheduled through June including Transforming Teaching and Learning With Digital Tools by Melissa Jacobs Israel and School Library Collaborations: Making Them Work to Improve Student Achievement with Charles Hockersmith.

TL Virtual Cafe, #TLChat and TL News Night

Connect and collaborate with some of the most innovative thought leaders in the school library profession! TL Virtual Cafe hosts “conversations about teacher-librarians, educational technology, and collaborative connections to facilitate meaningful and lifelong learning skills.” Upcoming events include Makerspaces with Shannon Miller & Diana Maliszewski, Telling Your Story with Elissa Malespina, and Classroom Cribs with Erin Klein & Al Juliani. Join #TLChat on Twitter on the 2nd Monday of the each month at 8pm. Also, check out TL News Night on the 3rd Monday of each month with archives available.


OCLC’s WebJunction features free webinars on a variety of library-related topics presented by leaders in the field. Certificates of completion are available upon completion of the webinar.

Booklist Online and SLJ Webcasts

Booklist Online and SLJ Webcasts offer a variety of webinars (including archives of past webinars) on new and subject specific book titles, literacy topics, digital resources and more, usually sponsored by publishers.

Some of the free webinar offerings are often sponsored by or underwritten by publishers or other vendors so keep that in mind when viewing the content.

Want to take an education course or learn something new just for fun? There are many opportunities to do so online. Try an online course or MOOC through what I think are some of the best quality online learning sites (listed below). Happy Learning!

Annenberg Learner seeks to advance the art of teaching through more than 100 multimedia courses and workshops. Graduate credit is available for a fee.

EdX connects learners to interactive online classes and MOOCs from the world’s best universities, colleges and organizations.

Canvas Network offers free, online courses taught by educators.

Coursera is an education platform that offers free online courses from top universities and organizations from around the world.

MIT OpenCourseWare is a web-based publication of virtually all MIT course content.

Open Culture provides access to online courses, MOOCs, content and more.

Open Yale Courses includes lectures and other materials from selected Yale courses.

Udacity provides mostly free technology courses developed in collaboration with industry experts such as Google and Facebook. Fee-based courses for credit are also available.

WebCast.Berkeley provides online video and audio content from UC Berkeley courses.

And don’t forget Google Video, iTunesU, SchoolTube, and YouTube or YouTubeEdu for online courses or quick instructional videos.

Amy Short is the Assistant Director of Library Media for the Cambridge Public Schools

Latest twitter chats with MSLA

MSLA continues to hold Twitter Chats on the second Tuesday of the month from 8 – 9 PM.  There is a topic for discussion posted in advance and the chats are moderated by Amy Short, Director for Library Media for the Cambridge Public Schools.  Recent topics include What’s Your Purpose? (April), Makerspaces (March), ALA Youth Media Awards – a co-tweet up with the Virginia School Library Association (February) and MSLA Conference (January).  These Twitter Chats offer a great opportunity to exchange ideas with colleagues without having to travel to a meeting.  And if you can’t make the Twitter Chat, you can still access all the great ideas through the Storify links provided by Amy Short shortly thereafter.  The next Twitter Chat will be on April 14th, 8PM.  Use #MSLA to join the chat that evening, or look for a link to the Twitter Chat Storify on the MSLA list serve.  Use the links below to explore the winter Twitter Chats:





President’s Update

Starting with the end in mind gets the best results, according to Stephen Covey; and we all know that backward design produces a great project. So, each year, I ask the MSLA Executive Board to sit down at our September meeting and set priorities for the coming year so that we have a strong focus for our work.

Last year, a strong focus on legislation led to the passage of a bill in the Massachusetts legislature this summer establishing a commission to evaluate school library programs. In addition, focused work by our Executive Board led to DESE accepting a rubric that administrators can use to evaluate school librarians using both teaching and program administration guidelines. We also worked hard to provide our members with a range of professional development offerings, including our annual conference, our first unconference this summer at Westborough High School, and a collaborative workshop with MassCUE in September. Finally, we set up a pilot ELL training course for school librarians that will be offered through EDCO in the Spring of 2015.

As we began the 2014-15 school year, the MSLA Executive Board met again to set priorities to guide our work. At our first meeting, we agreed that we would like to focus on four key areas:

Legislation: Representative Sean Garballey is chairing a commission this year that will evaluate the status of school library programs in Massachusetts. This is an incredible opportunity for school librarians and our students. The commission is charged with collecting key data about library staffing, hours, and collections. We have had lots of anecdotal evidence in the past decade that there is inequity from district to district in school library services. Collecting specific data will finally allow us to make a case for school library equity based on concrete facts. As the commission looks for assistance in collecting data, providing analysis, and lining up testimony, MSLA stands ready to provide assistance.

Membership: We want to make sure that members remain at the center of our work. Our advocacy committee and area directors intend to take a careful look at how to retain the members we have, reach out to those with lapsed memberships, and recruit those new to our field. As part of this work, we will look at how we can enhance the services and experiences we offer to our members.

Outreach: In a survey taken last spring, MSLA saw that members value the opportunities we provide for them to stay connected to one another such as the listserv and Forum newsletter. We are also pleased that members connect often through the MSLA Facebook page and Twitter feed. I am delighted that Jennifer Dimmick and Katherine Steiger have agreed to take on the Forum this year and I look forward to seeing it develop into another vehicle that we can all use to share great information and improve our practice.

Professional Development: MSLA wants to remain the first place school librarians go for professional development, and we want to make sure we get both the topics and delivery right. We are going to take a careful look this year at the options open to us. Our traditional annual conference and area director gatherings remain popular with many members. Yet, we also know that members have responded well to one-day workshops, unconferences, and informal sharing on Twitter. We also know that we have many natural partners for PD, from MassCUE to MLS to MLA. So, we are planning to look at the many ways we can offer professional development, the time and energy we have, and see if we can come up with a plan that makes sense for all of us.

Of course, we do have an annual conference planned on March 1 & 2, 2105. The theme “Fill Up Your Toolbox” speaks to the practical aspects of the event, which will focus on sharing tips and tools that you can implement in your own practice immediately. Holding the conference at the University of Massachusetts/Amherst also means we have access to some pretty wonderful speakers and settings, and you will certainly want to attend. Registration for the conference opens up on November 1.

Now this means that we need to hear from you. If you have any strong ideas or opinions on any of this, do let us know—we’re easy to find (you can even comment on this, or any other Forum post!). It also doesn’t mean we won’t do other wonderful things—we know there are opportunities and events that come up throughout the year and we’re ready to respond to those that will make a difference for school librarians.

Judi Paradis is the President of MSLA and the librarian at the Plympton Elementary School in Waltham

English Language Learners and the School Library

As of July 1, 2016, all Massachusetts educators will need 15 PDPs in teaching English Language Learners (and 15 PDPs in teaching students with disabilities and diverse learning styles) in order to renew a license or advance to another level of certification.  These new requirements have caused confusion and consternation throughout the Commonwealth, but for librarians, it’s pretty simple. Because we are not considered “core academic teachers,” we do not need the 45-hour SEI (Sheltered English Immersion) endorsement course required for our colleagues who teach core subjects and who have English Language Learners (ELLs) in their classes. All we will need for renewing or advancing a license after July 1, 2016, is the 15 PDPs in teaching ELLs. For new teachers getting a core academic license for the first time, the SEI endorsement is required, and will be offered through approved teacher training programs.

The new program for educating English Language Learners is called RETELL: Rethinking Equity and Teaching for English Language Learners. As of 2012, RETELL has changed the way the way teachers are trained and students are taught, and is the result of a ruling by the U.S. Department of Justice against the Commonwealth of Massachusetts. For students, RETELL means they will have access to ESL instruction by a certified ESL teacher, as well as sheltered content instruction in their regular classes. For teachers, RETELL requires training related to English Language Learners in demographics, socio-cultural issues, second language acquisition, teaching academic language, and literacy development.

The school library is an important place for students learning English as a Second Language (ESL), and it can play a significant role in ensuring their academic success. The obvious reason for its relevance in educating ELLs is the wealth of library resources that support the process of learning a new language: books, multi-media, databases, technology–the tools for learning. Developing a strong resource collection that reflects the multilingual, multicultural backgrounds of students is the first step librarians can take in sending a message of acceptance and inclusion to ELLs. Beyond physical resources, library programming can offer students and their families support in navigating a new language and culture. School libraries are finding innovative ways to include ELLs in library activities throughout the school day, and some libraries are providing after-school ESL classes and other outreach to families and the wider community.

In a workshop at the 2014 MSLA spring conference, members shared personal experiences about their work with English Language Learners in the school library. They offered suggestions for running successful programs that benefit both students and families, as well as strategies for assisting faculty members in their respective schools. These ideas, as well as helpful websites for ESL materials, games, and general information, are included in an MSLA ELL Resource List that can be shared with teachers and administrators in members’ districts.

Understanding the linguistic and emotional needs of the ELL population, and learning ways to adapt library lessons for English Language Learners, are important skills for school librarians to develop– even though librarians are not considered “core academic” teachers. To build these skills, librarians need access to professional development that addresses the role of the library and the librarian in educating ELLs and assisting faculty.

Over the past year, MSLA has studied the issue of professional development for librarians with regard to ELLs, and has identified some key areas that should be covered in any training for library staff. In addition to a basic understanding of RETELL and its implications for teachers and students, librarians must also understand the role of the Common Core State Standards and the CCSS expectations for English Language Learners. In order to make the necessary adjustments to teaching practice required by both RETELL and the CCSS, librarians will need access to appropriate training. MSLA is working to support this effort by helping to plan both online and classroom-based courses that will fulfill the new PDP requirements for license renewal or advancement.  The first 15-hour class for school librarians will run in March-April at the EDCO Collaborative facility in Bedford, MA.

Whether a school has just a handful of ELLs or a significant ELL population, the library can play a critical role in smoothing the transition for these students. Because of its physical resources, its human resources (the awesome school librarian!), and its status as a “third place,” the school library is in a unique position to support the academic, social, and emotional development of ELLs in schools. When we consider the unique needs of ELLs in our program planning, curriculum development, and teaching, school librarians and school libraries can make a powerful difference!

Karen Sekiguchi is the K-5 librarian for the Danvers Public Schools. She has an M.A. in teaching English as a Second Language, and has taught ESL in the U.S., the U.K., and Japan. She will be teaching the EDCO class, “English Language Learners and the School Library,” in March of 2015.

Column: Talking Tech

In this issue’s tech column, we’ll be talking about two new content creation tools that can be used for both library promotion and for student work: Canva and Adobe Voice.

At Newton South High School we started using both of these internally this year to create promotional products and as teaching tools. But as we worked with them, we realized they would be great additions to students’ toolboxes as well.

In our district, the library and IT departments have been exploring the SAMR model developed by Ruben Puentedura for transforming learning using technology. This model examines whether a technology use substitutes, augments, modifies, or replaces an existing lesson or assignment. With Canva, a design tool, the  technology may simply be replacing the  traditional method of creating a poster, or augmenting to add collaboration. With Adobe Voice, students can create presentations that combine images, text, music and voice narration, which can be shared and saved for later review. This moves  even further down the line into modification of a traditional poster and speech assignment.


Adobe Voice is an iPad only app that allows users to create “explainer videos” – short slide-show recordings that combine images, icons, text, music, and voiceovers. The tool has a built-in search feature for Creative Commons licensed images, icons, and music, and also allows users to upload their own pictures. With voiceover recording, the tool easily allows you to create guides and presentations that can be replayed as needed. Adobe hosts the final product online, so the videos can be shared with a link, or embedded in a web site.

We tried the video out first to produce our freshman orientation. Typically, this included a long speech by the library staff going over all of the rules and regulations about the library. It was tiring for us to do repeatedly, and not that interesting for the students. Our Adobe Voice video seemed to keep their attention a bit longer, and because we’ve saved it online, we can use it again for new students or to remind students about the rules.

Once we saw how easy it was, we realized this would be a perfect tool to promote the library. We recently underwent a major renovation, and wanted to show the all that work off to the PTO and the district administration. Adobe Voice allowed us to create an easily shareable video that could be played for a variety of audiences without needing special software or someone to run a slideshow.

While we were working on this, one of our foreign language teachers approached us about a project where students record themselves giving a presentation in Spanish. We’d used other iPad apps in the past for this project, or just recorded a presentation using a videocamera. Adobe Voice seemed like a natural fit. Students were already familiar with the slideshow format, and adding the voice language recording would solve the language teacher’s need. The tool’s simplicity meant that students could focus on the point of the assignment – writing and speaking in a foreign language – instead of getting caught up in technology. The teacher then had the ability to review and assess the project on his or her own time, and the final work could be shown off as evidence for evaluation. The student also had a final project that can be saved, shared with parents or peers, or used in a digital portfolio of their schoolwork.

We’ve tried it out now with a few classes, and it’s been a big hit with students and teachers. After some revisions, we realized the most effective way to do this project is to have students plan their presentations in advance – creating a storyboard, finding images they want to use, and writing scripts. We used Google Drive to have students store their images, so they could simply be downloaded to the iPads on the day they came to produce their final project. Our blocks are about 50 minutes long, which has been sufficient to get the projects recorded, produced and uploaded.


Canva is a digital design tool that allows users to easily create digital graphics in a variety of layouts and formats. Again, we first started using this tool internally, to create posters and web graphics for our library.

For non-artistic types (like me!), the tool is a godsend. It has pre-made layouts that you can adjust, or create free form designs. The site is basically free – some design elements or images have a fee, but there are dozens of free choices. Once you’ve created an image you can share it via a link, or download it as an image file to display online or as a PDF for printing.

Canva has become our go-to tool for image presentation. We’ve used it to create graphic elements


for our web site and digital posters promoting our book club


and NaNoWriMo.


It’s great for printables as well: we used BlockPoster to turn small image files into large displays. We also combined a digital image with a QR code  and old DVD and cassette cases to create physical “books”


for our eBook collection, so we could include them in promotions and display them on shelves.


Once we started using this tool, we realized this would also be a natural for students. Several projects were going on where students were  being asked to create display posters. We shared the tool with students as an option, and created a page demonstrating Canva, and a short screencast showing students how to create larger posters from their finished project.

While Canva at first seemed like a simple substitution tool on the SAMR model, we realized it does offer some augmentation. Canva creations can be shared and edited by multiple students, aiding in collaboration. While students can collaborate on traditional posters, using the digital tool makes it easier for them to find time to do so, something the students appreciated.

Works Cited

Puentedura, Ruben R., Ph. D. SAMR: First Steps (n.d.): n. pag. Ruben R. Puentedura’s Weblog. Ruben R. Puentedura, 13 Nov. 2014. Web. 17 Nov. 2014. <;.

Margaret Schoen is a librarian at Newton South High School

Twitter Chats with MSLA

MSLA has been holding monthly Twitter Chats for over a year — not counting a brief hiatus over the summer.  These are typically held on the second Tuesday of the month from 8 – 9 PM.  There is a topic for discussion posted in advance and the chats are moderated by Amy Short, Director of Library and Media Service for the Boston Public Schools.  Recent topics include Read Across America (December), Collaboration (November) and Reading Culture (October).  These Twitter Chats offer a great opportunity to exchange ideas with colleagues without having to travel to a meeting.  And if you can’t make the Twitter Chat, you can still access all the great ideas through the Storify links provided by Amy Short shortly thereafter.  The next Twitter Chat will focus on moving towards the Learning Commons model on January 13th, 8PM.  Use #MSLA to join the chat that evening, or look for a link to the Twitter Chat Storify on the MSLA list serve.  To explore the Twitter Chats from this fall, follow the links below:

December 2014 MSLA Twitter Chat – Read Across America

November 2014 MSLA Twitter Chat – Collaboration with Teachers & Collaborative Projects

October 2014 MSLA Twitter Chat – Reading Culture, Book Clubs & New Titles

 Katherine Steiger is the librarian at Pollard Middle School in Needham