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Displaying 1 - 10 of 10 entries.

Oops! I didn't mean to do that on facebook

  • Posted on August 31, 2010 at 1:20 PM

I mentioned that I was teaching my students tips on internet protocol, safety, and integration. Did I mention that I had a perfect example of what you needed to beware doing on facebook?

Don’t accidentally post or agree to anything on facebook unless you want ALL of your 900+ friends to find out immediately. One July evening around 9:30, I simply clicked confirm on a facebook request. Within 4 seconds my facebook page lit up with likes and comments and my cell phone started to ring. What had I confirmed?

Ummm, well, that I was engaged to Ken Kelly. It’s not that he was keeping it a secret, but we hadn’t told anyone – INCLUDING MY PARENTS. So that night who was the first phone call to come in from? My parents. I stared at the phone in fear and refused to answer it. Ken laughed all evening while I cowered from my phone.

In a way, this was a good thing to happen because we could tell everyone that they were the first to know since we announced it on facebook simultaneously to over 1000 people. But, I have learned to be much more careful what I click like or confirm to on facebook. <grin>

It’s going to be a long engagement so relax folks. We’ll tell you more details on facebook – stay tuned. LOL. OMG! TMI IDK what was I thinking?

Getting the message out in non-library magazines

  • Posted on August 31, 2010 at 8:30 AM

I was so excited to see September’s Nashville Parent magazine. On the front cover was the headline “Why Kids Should Pick Their Own Books.” Excitedly I turned to pages 48-49 to see an article by Lora Shinn (mom and freelance writer) who wrote an article based on Laura Pearle’s pearls of wisdom:

Follow your child’s interests

Model re

Mitali Perkins' The Bamboo People & Marshall Cavendish' Burma (Myanmar) Global Hot Spots

  • Posted on August 30, 2010 at 4:31 AM

Did you know that Nashville, Tennessee is a major refugee relocation center? We have the largest population of Khurds in the US, a large population of Sudanese families,  and currently we are anticipating huge numbers of refugees from Myanmar.  I womder if any are Karenni. Along come two timely titles to help me understand.

For fiction we have Mitali Perkins’ Bamboo People (Charlesbridge, 2010) and for nonfiction I’m using the Global Hot Spots series including Burma (Myanmar) from Marshall Cavendish Benchmark, 2010. Do you have any additional suggestions?

Bamboo People by Mitali Perkins. Charlesbridge, 2010. ISBN13: 9781580893282 Recipients of Junior Library Guild selection, Indie Next Summer 2010 Book Pick (2010) and nominated for ALA’s Best Fiction for Young Adults 

Publisher’s Description:   Chiko isn’t a fighter by nature. He’s a book-loving Burmese boy whose father, a doctor, is in prison for resisting the government. Tu Reh, on the other hand, wants to fight for freedom after watching Burmese soldiers destroy his Karenni family’s home and bamboo fields. Timidity becomes courage and anger becomes compassion as each boy is changed by unlikely friendships formed under extreme circumstances.

This coming-of-age novel takes place against the political and military backdrop of modern-day Burma. Narrated by two fifteen-year-old boys on opposing sides of the conflict between the Burmese government and the Karenni, one of the many ethnic minorities in Burma, Bamboo People explores the nature of violence, power, and prejudice.

I appreciate the Classroom Discussion Guide written by Mitali Perkins and Kelley McDaniel. They include historical information and websites including  which was initiated by Perkins. Be sure to visit Bamboo People dot org to read snippets of all the reviews of Bamboo People.

The fascination of Bamboo People comes from the voice of the narrators – it is first person and intense. Perkins has effectively incorporated details of the environment into the conversation and the character’s actions rather than relying upon long paragraphs of details. It is an art to be able to reduce such complex emotions to such simply language.

Bamboo People is a haunting story that clings to you and forces you to examine all sides of a conflict. It was a powerful read.

Burma (Myanmar) by Nathaniel Harris. Marshall Cavendish Benchmark, 2010.  ISBN 9780761447580 $18.56.

Synopsis: Living under strict military rule, the people of Burma (Myanmar) have experienced years of unrest and hardship. Opposition to the government is brutally rejected, while human rights abuses cause worldwide concern.

This title helps explain the history of conflict for the people of Burma or Myanmar. It does not tell enough about the refugee camps in Thailand or who is forcing Christians to leave Myanmar. I did gain a clearer sequence of events and learned who several of the key historical figures were.

I attempted to locate other nonfiction titles to take with me, but each of their copyright dates were older.

Net Cetera

  • Posted on August 29, 2010 at 4:42 AM

YALSA sent out a letter last spring mentioning they were partnering with the Federal Trade Commission to offer new and exciting resources for your library. Sure… I thought. The FTC is going to be very exciting. Still I ordered one to try out.

When Net Cetera: Chatting with Kids About Being Online ( arrived, I realized right away that this would be very helpful to initate conversations between teachers and students and between students and parents. I was able to order 1000 copies (enough for every student) of the guide and their bookmarks from I ordered copies in Spanish, also.  Unfortunately no Arabic was available at that time. Rats!

During the first week of school as I did a micro-introduction to the library, I was able to teach from the guide, integrate real life connections with how students use technology; establish that I was their teacher of information, communication, technology and literacy skills with the real world; discuss how to be safe using mobile technologies and web 2.0 products; and emphasize the importance of their obtaining their parents’ permission on the Internet Use Agreement. Pretty good lesson in under 30 minutes with time for checkout, too.

While I presented this information I asked students the following questions:

How many of you

  • have a cell phone
  • have ever watched YouTube videos
  • have ever been to MySpace
  • have ever been to Facebook
  • have ever tweeted using Twitter
  • have ever used nings, blogs, wikispaces, animoto, picasso, prezi, and other cool tools?

Up until the last two questions, the majority of the students raised their hands. Each class would have 4-6 students who had tweeted and very few had used the last set of tools. This gave me the opportunity to say sympathetically, “I’m so sorry you haven’t used everything out there yet. It’s a good thing you have a librarian to guide you through them.”

We discussed Cyberbullying with most classes and hit the highlights of a few other safety areas. We discussed privacy and the lack of it on school computers and on the internet. Finally I offered to teach their parents if they had any questions. I told them their parents could reach me by phone, email, text message, facebook, myspace, linkedin, or in person. I even offered to show their parents how to locate their own child’s myspace pages so they could judge whether the students were posting TMI. Many shuddered at the thought and said, “Thanks, but no thanks.”

The guide Net Cetera was written for parents. Still, students scanned through the topics and huddled in groups discussing terms like sexting and why it was so bad.  I appreciated having a first class of the year where every student took something home, talked to their parents, learned a new way to address parents’ fears of social networking, and were actively engaged in learning.

Be sure to go order your sets of materials to share with parents. When kids hit middle school, any tool that helps them communicate with their parents is an effective tool.


  • Posted on August 28, 2010 at 12:57 PM

 This summer I attended a workshop on Autism called “Structuring the Classroom to Promote Learning.” Structuring the classroom to promote learning doesn’t sound like it has anything to do with autism, does it? Here is the course description:

 School teams will learn how to structure a classroom to benefit learners with Autism Spectrum Disorder and will gain an understanding of curricular strategies to assist in appropriate modifications for these learners. Strategies will focus on behavior supports, functional communication, structure teaching, social communication, visual supports and work systems.

In order to attend this three day workshop, my school had to send a team of three teachers. They sent a new teacher with less than 3 years experience in teaching social studies, a seasoned math / science teacher  (with  little patience for teacher modifications on behalf of just one child), and the librarian who sees every student in school including the two life skills classrooms, two resource classrooms, and the behavior classroom.

We learned that structure had a great deal to do with helping students with autism. More important than beginning with a focus on academics, was targeting social interaction and communication skills. Along the way we learned strategies that would help all students, particularly those with any type of exceptional education needs.

Why was it important to attend? Look at these stats:

  • In 1990 ….. 1 in 2,000 students were identified on the autism spectrum
  • In 2000 …. 1 in 600
  • In 2004 …. 1 in 275
  • In 2007 …. 1 in 150
  • In 2009 …. 1 in 91

Those numbers and that pattern were shocking. According to those odds, my school of about 1000 students should have ten students with autism. I didn’t believe it, but when I went back to school and asked one of the teachers of exceptional learners, she counted that we did indeed have ten students identified with autism and probably some unidentified.

Nashville is fortunate to have the Kennedy Center at Vanderbilt University  which is “best in the world” for researching and teaching on autism. The team of 6 teachers who presented had tremendous skills, also, so MNPS is a fortunate district. Ada Winford, Rebecca Brewster-Sain, Courtney Brouillette, Adrienne Coscia, Amanda Wells, and Lynnette White were our presenters.

While discussing social interaction and autism, we talked about the focus on:

  • joint attention
  • gestural & communicative joint attention
  • turn taking
  • eye contact
  • sharing
  • parallel play
  • cooperative play
  • imitation
  • proximity
  • following simple commands
  • responding
  • rejecting appropriately
  • requesting help

We looked at quotations from people with autism who stated that with autism, “I see everything, I hear everything, I feel everything.” We did exercises to experience sensations or the deprivation of senses. We learned that our resting heart rate is 60 while someone with autism usually has a resting heart rate of 117.  We learned for babies to test for joint attention. We also learned how in MRI’s the frontal lobe area doesn’t light up as much for people with autism. This part is the social part or the mechanical part that puts things together.

Did you know there are power senses? Tactile, vestibular and proprioception. Proprioception receptors are located in the joints, muscles, and tendons. It provides us with an unconscious sense that lets us know where our body is in space. It tells us how hard or soft we are pushing or touching, and it allows us to gauge how much force to use.

Vestibular is the sense of gravitation, body rotation and movement.  Those sensors are located in the inner ear.

We took the AQ test or Autism-Spectrum Quotient from psychologist Simon Baron-Cohen and his colleagues at Cambridge’s Autism Research Centre. I wonder since the average score in a control group was 16.4 and I scored 22 whether this makes me more sympathetic to those who score 32 or higher (80% of those diagnosed with autism or a related disorder).

Two aspects in particular that were helpful in this workshop were the sensory integration tips for teachers from an article online by Kari Shanks Hall ( and the information on how autism affects communication. We received a Senory Processing Disorder Checklist which helped me understand the range of sensory issues to be dealt with.

I learned about sensory avoiders, sensory seekers, and sensory under-responders. I can ask myself if the student is screaming to block out sounds and sensory overload or is he seeking sound.

Having a hearing disability, visual supports are vital to me. I have used picture cards to communicate with elementary students with autism, but the Boardmaker software program is so expensive. Along comes and this great website to create visuals. I hope to find many visuals for libraries there.

Why do we need visuals?

  1. Visuals give meaning
  2. Visuals help organize information
  3. Visuals add structure to an area or to an event
  4. Visuals provide a lasting reminder and are not transient
  5. Visuals increase INDEPENDENCE!

Visuals can be written words, pictures, gestures, and objects in the environment. I had a moment of enlightenment when I realized I needed to provide visuals for my autistic classrooms when the bookfair came. Bookfairs can be very upsetting. Think about the changes in routine, environment, attitude, expectations, and behavior.

All of us use visuals to some extent. We have schedules, agendas, planners. Visual supports can help us learn rules and reminders, improve the meaning of abstract tasks, teach “No”, and ease anxiety during transitions.

Choices are another key component in structuring the classroom. This has changed how I ask students about their interests in library materials. Now I may hold two choices up and keep cycling through until I pin down exactly the type of material they want.

Another aspect that carries over to all students is determining whether something is a skill acquisition deficit or a performance deficit.

I learned the importance of work systems – a strategy that addresses independence. What is a work system? A systematic and organized presentation of tasks and materials that visually communicates at least four pieces of information to the student:

  1. The tasks/steps that the student is supposed to do
  2. How many tasks/steps there are to be completed
  3. How the student knows when he /she is finished
  4. What to do when he / she is finished (what they get when they are finished).

These are just a few aspects of the three days we spent learning how to structure classrooms (and learning) to help all students be more successful. The presentors do offer a one-day class for teachers of related arts. I wish I could find a presentor who works with librarians. This person could attend state and national conferences all over the country because we need this information.

Davis Kidd books recommends for middle school

  • Posted on August 27, 2010 at 4:44 AM
Amy Masonis and Shannon Stanton of Davis-Kidd Booksellers (an independent bookstore in Nashville, TN) met with MNPS librarians during our inservice day and shared some of their favorite titles. Here are some they recommended for middle and high school. Enjoy.
The Knife Of Never Letting GoThe Knife of Never Letting Go by Patrick Ness  is part of the  Chaos Walking Trilogy (MS, HS) with the 3rd one out in Sept.
Leviathan by Scott Westerfield  more traditional sci-fi, strong female character who poses as a boy to fly an airship. Alternate WW1 and a great way to get Sci-Fi kids interested in history. Also good for Star Wars fans.

ship breakerShip Breaker author will be at Southern Festival of Books. A futuristic tale. Guy breaks down old oil tankers. The author won a Nebula award for adult books. There’s a great review on Reading Rants, too.

The Ghosts of Ashbury High refers to a gothic high school romance fantasy book.

For the trend of anti-gossip girls, try  Girl Genius by Carrie Pillby. Did I mention they have free stuff there?

Got any tech savvy high schoolers? Hand them For the Win by Cory Doctorow. According to US coverthe presentors For the Win could change the world. What’s it about? Gamers, mining virtual worlds , and making huge money. “For The Win is about a virtual future of gamers, Big Sister, and shadow economies. Cory encourages you to remix the work and also to convert it to your favorite format.”

Want Interactive and to go online? Remember Tracker by Patrick Carman Atherton’s was the first with its cd.

The Alchemist series of 4, The Necromancer is good for kids who read Harry Potter before and are in high school now. Good detailed descriptions of the magical scenes. Written by Michael Scott. (My students are eating this up)

Middle School:

For the awkwardness of middle school boys – The Strange Case of Origami Yoda  They give us the directions for making it. The author will be at Southern Festival of Books.  We were reminded to email Lacy at Humanities Tennessee for scheduling author visits from the Southern Festival of Books.

Countdown to 1962 by Deborah Wiles  has lots of pictures from that year which helps the kids get into the year before they start reading. Air Raid Sirens with no desks to hide under. Countdown is engaging and draws you right in.

Jon Scieszka’s new book SpaceHeadz inadvertantly teaches about propaganda and advertising using 1950’s kitsch of sci-fi speaking in slogans. Aliens trying to turn you into spaceheads so that you simply spit out advertising slogans. Don’t miss the SPACEHEADZ BLOGGING TOUR.

The Dreamer feels like it’s a sliver of my soul.”  dreamer.jpgThis was one of the presentors picks for Newbery this year. Skinny boy wanders around picking up bugs, rocks, etc. and writes things on scraps of paper. Grows up to be Pablo Neruda –  poet and activist. Peter Sis illustrates it. Some 3rd graders can read it. Dreamy thoughts in illustration. Great for writing prompts. Written by Pam Nunoz Ryan. (Aha! she is such an amazing author that it’s good to see her getting the recognition she deserves)

Word after Word after Word by Patricia MacLachlan. This title tugged at the presentors’ heart strings and she believes it will bring ou the writer in everyone. Opening quote was great for booktalking. Writer comes to her classroom and inspires them to solve their problems, to think through things. Nearly perfectly novel, not too scary nor too harsh.

There you go. My notes for a few titles to make sure we don’t miss. Thanks to Davis-Kidd and the presentors: Amy Masonis and Shannon Stanton. The only thing I need to point out is that, once again, nonfiction and good solid biographies are neglected. <sigh!>

Newcomer Needs – Reaching our ELL students

  • Posted on August 23, 2010 at 4:49 AM

Judy Edwards and Cheryl Jolley presented a series of workshops on ELL Newcomers with Information and Strategies.  Part of the S.D.A.I.E. summer workshops held at Trevecca Nazarene University, these workshops were intended to help a broader range of educators work with immigrants who have been in the U.S. less than one year.

S.D.A.I.E. stands for Specifically Designed Academic Instruction in English. The Office of English Language Learners in MNPS offers several 3,5, and 6 day courses for educators. Mr. Littlefield’s page  offers an explanation of some of what is covered in these workshops.

Judy and Cheryl teach at the International Newcomer Academy in Nashville, Tennessee. They have trained my faculty in Thinking Maps and train others in A Path to Proficiency for English Language Learners, KAGAN Cooperative Learning, and Balanced Literacy. 

One aspect of their workshop that I appreciated was their specifying which teaching techniques were used throughout the day including:

  • Circle Maps
  • Multi-Flow Maps
  • Stand-Up, Hand-up, Pair-Up
  • Create/Assess Prior Knowledge
  • Show Me with Yes/No cards
  • Shared Reading
  • Energizers with Magic
  • Sort
  • Line Up
  • Energizers with Signatures
  • Mix-N-Match
  • Color Coding
  • Double Bubble Maps
  • Visuals
  • Auditory Cues

Stephen Krashen’s Stages of Second Language Acquisition (Krashen & Terrell, 1983) were shared with an explanation of Terrell’s Taxonomy. This helped us understand which Higher Order Thinking Skills could be used at each stage of acquisition:

  1. Pre-Production (Silent period)
  2. Beginner (Early Production)
  3. Intermediate (Speech Emergence)
  4. Early Advanced (Intermediate Fluency)
  5. Advanced Transitioning (Advanced Fluency)

This simple chart helped me visually understand why some of the activities I have attempted in the past were so difficult with newcomer students. My students aren’t ready to justifyl, complete, defend, debate, analyze, evaluate, and describe in detail until they read the Early Advanced and Advanced Transitioning stages – usually 5-7 years down the road.

Some of the helpful websites and sources they mentioned include:

One of the best handouts illustrated the concepts of surface culture vs. deep culture. Based upon Hofstede’s Dimensions of Culture and a pdf chart from the Indiana Department of Education’s Office of English Language Learning & Migrant Education.

According to Erickson, teachers of English Language Learners are effective when they:

  1. have professional support
  2. have adequate theoretical preparation from working with second language learners
  3. assume an advocacy role for their students
  4. have a sense of mission
  5. have control over their physical environments

Another helpful chart came from How to Teach Reading. Dale & O’Rourke (1986) and Nagy (1988) identified four levels of word recognition for students:

      Level Four Full Word Knowledge Students understand the meaning of the word and how it changes in different contexts
    Level Three Partial Word Knowledge Students know the word in context and can use it in their writing. 
  Level Two Initial Recognition Students recognize the word and may be able to pronounce it, but they do not know its meaning.
Level One Unknown Word Students cannot read or recognize the word. 

Check out this article by Dr. Sebastian Wren on vocabulary also.

The handout of “Questioning Techniques for English Language Learners” enabled me to better understand how to involve my Newcomer students. I will assume that Judy Edwards and Cheryl Jolley created this list since there is no citation on the handout. They did encourage me to share it with my faculty.

Stage 1: Pre-Production/Pre-Functional *commands rather than questions

  • Point to the ______________
  • Find the _________________
  • Clap your hands if this is a _________________.
  • Put the _____________ on the _________________.
  • Touch the _________________.
  • Turn around and point to the _________________.

Stage 2: Beginner * one word response

    • Is ______ wearing green? (Yes or No)
    • What color is the giraffe?
    • What do I have in my hand?
    • Is this hot or cold? (Either / Or)
    • Are you tired or hungry? (Either / Or)

Stage 3: Intermediate * phrases, short responses

  •  How is the ______ today?
  • How do you care for a _________?
  • Tell me about your ___________?
  • What are you going to buy at the store?
  • Are you ___________?
  • Did you __________?

Stage 4: Early Advanced * independent thinking

  •  What do you think of this story? Why?
  • How will it end?
  • What would happen if _______?
  • Which do you like best? Why?
  • Make up a skit about your day at the _______.

Now don’t you readers wish you had been attending this training with me? There was so much more occurring in this session and so much more to learn. Hopefully I will be a better teacher this year.

Newsletters and Libraries

  • Posted on August 22, 2010 at 5:57 PM

I’ve been looking at ways school libraries share news with their “customers.” Some have formal newspapers and staff in the schools. Some write just an article for the school newspaper. This summer as I traveled, I gathered Coffee News papers that were placed in “restaurants coffee shops, hotels, hospitals, etc. — anywhere people go to eat or where they have to wait.”

Some libraries take photos of students and run them through digital picture frames.  See PC mag’s reviews for Digital photo frames and CNET reviews. Do you wonder who has time to run around snapping photos and checking permission slips? Sometimes I wonder.

Some libraries have video programs and morning shows that run throughout the school. Our principal purchased two huge flat screen tv’s that are stationed for parents (one in the office and one in the main hallway outside the cafeteria). We can run movies created with MovieMaker and located on USB drops using a device called WebHD. I’m still waiting for all of our parent permission slips to come in before we can use any photos. In the meantime I create powerpoint slides at night and load these in the morning.

Some libraries are using twitter to send brief messages out. I surveyed two-thirds* of my students this first week of school to see how many owned cell phones, how many visited YouTube, MySpace, Facebook, Twitter, nings, wikispaces, blogs, etc.  A huge percentage had a cell phone with unlimited text messaging. Nearly all had been to YouTube. A large percentage had facebook accounts. A smaller number still used their MySpace accounts. A handful of girls and 1-2 boys per class used Twitter. All of them agreed that they would prefer having a library Facebook Fan Page where they could subscribe to SMS text messages to stay “in the know.”

Some libraries send out email messages to parents and to staff members that includes links. These work only IF you have the names and email addresses of everyone and IF everyone will read them. Do you ever send out email messages with read receipts? Watch who doesn’t ever open or read the email, but simply discards it.

Nearly all libraries manage their own web pages, wikis, and blogs. These work as long as people are going to them to visit or subscribing to updates. The same thing goes for bulletin boards and signs in the library. As long as people are coming in and pausing to read them, they’ll know what’s going on. What about the faculty members who seldom visit the library?

I would love to hear your ideas for communicating. What am I leaving off this list? Go ahead and share your ideas with me by emailing and I’ll update you in September.

* I would have surveyed the entire school, but the first two days of school the guidance counselors took over the library so I could only see 2/3rds of our 950 students the first week during their rapid checkout and library introduction.

Book Talks

  • Posted on August 21, 2010 at 7:07 PM

Metropolitan Nashville Public School teachers attended the Swap Symposium this summer. We were able to focus on new skills and earn credit so we could swap two days in the fall and have an entire week off for Fall Break. I attended a session called Book Talks Galore: Entice, Gush, Emote, and More!  presented by a third grade teacher Sophia Birdwell.

Sophia shared an article from the International Reading Association by Rachel Fischbaugh called “Using book talks to promote high-level questioning skills.”   While librarians KNOW this information, many classroom teachers seemed surprised by the links to learning through book talks. We have our work cut out for us.

Fischbaugh’s article describes how she modeled high-level questions for the students that “focused on making personal connections.” This corresponds to the AASL Learning Standards #4 The Learner Will Use Skills, Resources, and Tools to Pursue Personal and Aesthetic Growth with skill # 4.1.5 Connect ideas to own interests and previous knowledge and experience.

Another source we used was Guiding Readers and Writers: Teaching Comprehension, Genre, and Content Literacy by Irene C. Fountas and Gay Su Pinnel. The basic structure for independent reading has a section on Book Talks and a chart on the student and teacher roles in independent reading. If you haven’t pulled this out lately, you might remind your teachers of this excellent collaborative opportunity.

The Jefferson County School’s website and  provided links to teach “The HOOK.” I won a free poster with The Hook information to teach my students how to present book talks.

Pete’s PowerPoint Station has many power points for instructing readers and writers.

Scholastic Adult Video Book Talk Samples are available at 

Nancy Keane’s Booktalks are at 

Mackin Book Talk! Grades 3-8 has booktalks for several state children’s choice book award programs

Primary Sources for the Clinton 12

  • Posted on August 17, 2010 at 4:41 AM

I attended a meeting for leaders of the Tennessee Association of School Librarians last week and received a DVD courtesy of the Tennessee Educational Association and the Green McAdoo Cultural Center. The Clinton 12 is a documentary film narrated by James Earl Jones telling the “story of the integration of the FIRST public high school in the South as a result of the Brown vs. the Board of Education decision by the US Supreme Court. The title refers to the 12 black teenagers who, on August 27, 1956, were forced to attend the all white high school in Clinton, Tennessee.”

Note this is before the Little Rock Nine and other more widely known incidents. Have you heard of the Clinton 12? I had not. Since I was attending a workshop on primary sources through the Library of Congress that week, I attempted to find out more. Shockingly, I couldn’t locate anything in a quick search. Not everything is digitized and available on the internet. We still need publishers to create DVDs and content on historical aspects of civil rights.

The Green McAdoo Cultural Center website has lesson plans at You can purchase the DVD for only $22 including tax at 

The Rosa Parks NEA Human and Civil Rights Award 2010 was given to the Clinton 12 and the Green McAdoo Cultural Center. You can watch their acceptance speech and a video that played at the NEA RA awards ceremony featuring Carolyn Boswell and Terri Kerley.

All Tennessee school libraries should be receiving their free copy of this DVD. If they don’t receive it, they should contact their TEA representatives and the Green McAdoo Cultural Center. I hope some publisher realizes the potential for their story to be told.