Session E101 
10:30 a.m. - 11:15 a.m. 
Maximizing Multiple Intelligences Through Multimedia 
Graham Martin, Germantown Academy
Carter Burnnett, Whatever Publications
As educators, we spend endless hours developing lessons and crafting activities, all of which must integrate technology, comply with new curricular standards, and be effective and meaningful for our students. Howard Gardner in his theory of Multiple Intelligences provides insight into the way students assimilate information. An electronic portfolio can be an instrument to both establish baselines as well as measure growth in all of the intelligence sets that Gardner has identified. At its simplest, a portfolio is a repository of work or interactions of a particular student during the year. Therefore, this means of assessing growth and reporting has to be an integral part of the curriculum and not an “add-on.” Learn how to look at the electronic portfolio as a malleable resource so it can better reflect the students’ development and provide a cumulative showcase. 

Session E102
11:30 a.m. - 12:15 p.m. 
What IT Takes to Make the Reference Shelf
Jean Reese, Associate Director,Education Library, Vanderbilt University 
Jean Reese's Reference Shelf column in MultiMedia Schools magazine is a must-read for subscribers seeking the latest and best materials to enhance their collections. From her vantage point, surveying a flood of media and materials, she shares her insights about what criteria can help shape decisions about what to get, what to keep, and how these decisions have changed with the advent of teaching in a digital age. See what's outstanding, and why, and learn how to keep standards high in a time of accelerating change.

12:15 p.m. - 2:00 p.m. 
Lunch Break—A Chance to Visit the Exhibits

Session E103
2:00 p.m. - 2:45 p.m.
Turning Data into Dollars: The Baltimore Library Renaissance Story
Della Curtis, Coordinator, Office of Library Information Services, Baltimore County Public Schools
For the next 3 years, the Baltimore County Public School Libraries have a budget of $10.529 million to buy new library books for the 50 secondary schools in the district. How did they do it? It wasn't as hard as you might think. Creating a library renaissance was not an overnight task. It was one big “research” assignment, which began by clearly defining the problems; asking essential questions; gathering data, research, and resources; synthesizing information; massaging data; communicating with decision-makers and stakeholders; and reflecting every step of the way. Learn how you can apply the Baltimore experience to your own situation in action-oriented detail.

Session E104
3:00 p.m. - 3:45 p.m.
Influencing Change and Student Learning Through Staff Development
Mary Alice Anderson, Lead Media Specialist, Winona Middle School 
Proactive involvement in staff development is perhaps the most important part of our many-faceted jobs. Through involvement in staff development, media specialists will impact change in their schools, facilitate prudent use of resources and have a positive impact on student learning. Examples of effective staff development and research about staff development, teachers and technology will be shared.

3:45 p.m. - 4:15 p.m. 
Coffee Break—A Chance to Visit the Exhibits

Session E105
4:15 p.m. - 5:00 p.m.
From Researchers to Ringleaders 
David Dillard, Temple University
Karen Ellis, Educational Cyber Playground
The Internet’s rapid, two-way communication has facilitated direct communication with experts in ways not dreamed of before the computer became part of information retrieval. Discussion groups are an important example of the communication capabilities of the Internet because good discussion groups attract the membership of experts and specialists in their fields. They read the group’s messages to keep up with what is being said by other members of the discussion group, but also make valuable comments and offer useful advice to others in the discussion group. The panel’s own experiences with the Diversity University Collaboratory, an electronic mailing list, and the Educational CyberPlayGround, an Internet portal, illustrate this revolution of online-research opportunities.
 

Session E201
9:00 a.m. - 9:45 a.m. 
I Can Do This: A Teaching Faculty Guide to Technology in the Classroom
Charles M. Getchell, Jr., Director of the Arnold Bernhard Library, Quinnipiac University 
Larry McDonnell, MIS/New Technologies, Yale University
Two years ago, former Quinnipiac colleagues, friends, and fathers of elementary school children — Larry McDonnell and Charles Getchell — began work on a text designed to assist teachers, librarians, and technologists in grades K-12 with integrating technology into their classrooms and media centers. There is substantial literature on pedagogy, high-end technology, and use of the Internet, but there was no straight-forward, well-rounded text that combined useful background information on technology with practical discussions and case studies on using email, PowerPoint, basic HTML, and the internet in the classroom. Presenters examine technology needs in the K-12 sector, share some of their strategies and approaches in the developing the idea that became a book, and values of librarians and technologists in higher-education partnering with their counterparts in elementary and secondary education. 

Session E202
10:00 a.m. - 10:45 a.m. 
Who Dunnit? And Other Web-Based Activities
Linda Joseph & Linda Resch, Columbus Public Schools
How many times have you hit a deadend on the Web? Cute games, shallow lessons, and biased information are in abundance. Where’s the depth? Learn how to use the Web as a tool for curriculum integration with engaging and thought-provoking activities in math, science, social studies, and language arts. Join us for 45 minutes of fun and learning. 

Session E203
11:00 a.m. - 11:45 a.m. 
The Gateway to Educational Materials: 
Using Dublin Core Metadata to Improve Access to Internet Resources 
There are thousands of lesson plans, curriculum units and other educational materials distributed on Web sites across the Internet. In many instances, these valuable resources are difficult for most teachers to find in an efficient and effective manner. The goal of the Gateway to Educational Materials (GEM) is to solve this resource discovery problem and to provide “The Gateway” to quality collections of educational resources. GEM records (the individual packets of metadata which describe and point to an object, much like a catalog card) are collected together at a central location, forming The Gateway. When teachers connect to The Gateway, they are able to access the Internet-based educational resources of participating GEM Consortium members. When they use The Gateway database, rather than an Internet search engine, teachers are able to locate resources they need quickly and efficiently. 

11:45 a.m. - 1:00 p.m. 
Lunch Break

Session E204
1:00 p.m. - 1:45 p.m. 
Why Won’t My Mouse Work?
Susan Clayton, Media and Reference Librarian, Finger Lakes Community College 
“Why won’t my mouse work?” is the first thing students say when they sit down at the terminals in the computerized classroom located in the library. When they learn that the computers are networked so that the librarian’s terminal can control the other terminals, they are curious and become more interested in the presentation. This provides an opportunity to introduce and explain the electronic resources provided by the library. This type of presentation is particularly effective with the “non-traditional” students who make up a large part of the community college enrollment (older students, returning students, students who have earned their GED). This session will show how a library instruction class is conducted in a computerized classroom, and why it is an excellent teaching tool for the non- traditional student.

Session E205
2:00 p.m. - 2:45 p.m. 
Information Power and Library Media Program Standards
Jane Prestebak, Librarian, Spring Lake Park High School
The new Information Power standards have influenced the development of standards and evaluation tools on national and state levels. Rather than focusing on program checklists that define services, evaluation tools improve student achievement by centering on information-literacy goals. Examples of evaluation tools including AASL publications, NSSE (association of regional accreditation organizations), and newly developed state standards will be presented and compared.