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Sunday, January 29, 2012

Rural Teens on the Role of Reading in Their Lives

A quote from Paulette M. Rothbauer article published in YALSA in February of 2011 is as follows:

'Despite the large number of public libraries in North America serving rural and small-town constituents, we know little about the role of either libraries or reading in the everyday lives of rural youth. In today’s world, the daily lives of young people seem to be saturated with digital technology and socially networked communication practices, leading to assertions and assumptions that books, reading, and libraries have only a marginal place in the media landscape of rural youth coming of age in the early years of the 21st century. However, when asked directly about the role that both libraries and reading play in their lives, young people often give poignant testimony.'  Read more at

Friday, January 27, 2012

Family Literacy Day Coffeehouse on January 26, 1-4 pm

Families read together; played with puzzles and puppets. View the parents on Hobbema in action by clicking on the following page

Tuesday, January 24, 2012

Calling the experts: reading tips wanted!

Wednesday, February 29, 2012

Calling all teachers, reading specialists and literacy professionals:  Ruckus Media Group, creator of award-winning interactive digital storybooks for children, is looking for reading tips to stimulate children’s love of reading, both inside and outside the classroom. Who better to write those tips than you, my expert librarian and teacher readers? No doubt you have some tricks up your sleeve to help kids and families fall in love with reading -- or practice reading basics without making it feel like work (or homework!).  Tips can be for emerging, beginning or independent readers -- or feel free to send suggestions for all three!
Email your creative reading tip and photograph to and, if selected, Ruckus will credit the submission with your name and image, and post a link directly to your site or school if you'd like. Plus, you’ll also be eligible to receive a $10 iTunes gift card to select your choice of stories from the Ruckus library.  
Here are the rules, terms and conditions (make sure you read the fine print before entering):
  • You must be at least 18 years old to enter.
  • Photos (high-resolution jpegs at a maximum size of 100 KB) must accompany all submissions, and should include your name, title, school (if applicable), city and state. If you would like us to link to your blog or website, please send us your URL.
  • Reading tip minimum word count: 25 words.
  • Only authors of tips selected by Ruckus Media Group will receive a $10 iTunes card.
  • All submitted reading tips will be reviewed by an education adviser appointed by Ruckus Media Group.
  • If selected, you must fill out a consent form (to be provided by Ruckus Media Group) certifying that you are the individual in the photos, that you are the individual identified by the submitted name and contact information, that all submitted information is true and accurate and that you own the copyright interest in all submitted materials and have the right to consent to Ruckus Media’s Group’s use of such materials.  You also agree to indemnify RMG against any and all liability to third-parties arising from RMG’s use of your submission as described below.
  • You grant Ruckus Media Group permission to use the submitted: tip, photo, name, school name and location information for any and all promotional purposes related to Ruckus Media Group.
  • Ruckus Media Group reserves the right to end this campaign at any time and to refuse acceptance of further submissions without notice.

Sunday, January 22, 2012

Alberta Future Leader’s program seeking Arts Mentors for Arts Camps

Alberta Future Leader's program seeking Arts Mentors for Arts Camps
The Arts Camps program partners the Alberta Foundation for the Arts with the Alberta Sport, Recreation, Parks, and Wildlife Foundation (ASRPWF) in providing an arts component to the Alberta's Future Leaders (AFL) Program.
This program is based on the development of partnerships between communities, private enterprise, non-profit organizations and government agencies. These partnerships share the belief that sport and recreation can be used as prevention and intervention initiatives to address the needs of Alberta's indigenous youth.
Arts mentors are hired to form an arts team to plan and develop a range of arts activities. Each arts team member is then placed in a designated community for the summer, working alongside other AFL summer youth workers. The program runs from May 1 to August 31 each year. The number of participating communities varies, but there are usually a dozen communities involved in the AFL program each year.
The arts component provides opportunities for young people to experience and develop their creative abilities. The arts youth workers act as mentors, helping the participants to express themselves through a variety of performing and visual arts activities. Young people are encouraged to get in touch with their individual creative energies and abilities, and thereby learn new skills, develop strength, build self-esteem and self-confidence that can be used throughout their lives.
Arts activities include performing arts such as mime, acting, storytelling, dance and music as well as mask and puppet making. Visual arts workshops include painting, drawing, printmaking, sculpture, collage, clay, photography and crafts.
Go to for more information!

Calgary Society of Independent Filmmakers offering bursaries to Aboriginal Students

The Calgary Society of Independent Filmmakers offering intensive workshop
The Calgary Society of Independent Filmmakers is offering nine filmmakers the opportunity to participate in an intensive five month, hands-on filmmaking workshop.  Throughout this workshop Participants will develop, write, shoot, direct and edit their own 5-6 minute 16mm film.
The workshop will be taught in a Student/Mentor style where students have direct access to professional Artist/Filmmakers as they progress through the filmmaking process.
Sandi Somers - Sandi is an award winning filmmaker whose films have been screened across the globe.  Her eclectic work covers dance films, documentary, music videos, video poems and narrative shorts.
Corey Lee - Corey has written, directed, produced and co-edited the feature film, Defining Edward, and has crafted music videos and several short films, including the award winning Kilter Trilogy, adapted from kilter: 55 fictions, by John Gould.  He is currently writing and directing for television and in post-production on, Warrior Legend, his feature documentary, co-produced by the National Film Board.
James Reckseidler - James is an award winning filmmaker whose works have screened both nationally and internationally over the past 8 years. His work is primarily focussed on using silent era filmmaking techniques and vocabulary to create new modernist works. He is an active member of the Calgary Film Community.
Registration includes all workshops and seminar fees, equipment rentals, film stock (700' of Kodak colour Negative film), lab costs and transfer fees as well as editing and post production facility rentals. 
Members $1,600      Non-members $1,900
Bursaries Available to Aboriginal Students contact CSIF for Inquiries 403-205-4748 or email
Registration deadline is February 15, 2012 - for workshop schedule information visit

Saturday, January 7, 2012

Library of Congress Surplus Books Program

The Library of Congress has available at all times, for donation to eligible organizations and institutions, surplus books which are not needed for the Library's own uses. Eligible organizations and institutions must be located in the United States and fall into one of the following categories:
  • Full-time, tax-supported or nonprofit educational institution: school, school system, college, university, museum, or public library.
  • Agency of local, state, or federal government.
  • Nonprofit institution or organization that has tax-exempt status under the provisions of section 501 of the Internal Revenue Code of 1954 (see 41 CFR 101-44.207 (a)(17)) and that operates a library and/or research center open to the public.
The Surplus Books Program is located in room LM G15A, of the Library of Congress Madison Building,
101 Independence Ave., S.E.,Washington, D.C.
Hours of operation are , Monday through Friday, except Federal holidays.
For questions, including inquiries from Congressional offices, please contact:
Joseph Mahar
Acquisitions Fiscal & Support Office (LS/ABA/AFS)
Library of Congress
101 Independence Avenue, S.E.
Washington, D.C. 20540-4204

Phone: 202+707-9524

Tuesday, January 3, 2012

First Nations Student Success Program

First Nation Student Success Program

The First Nation Student Success Program (FNSSP) is a proposal-driven program designed to help First Nation educators onreserve (Kindergarten to Grade 12) and improve school results. The Program supports projects that increase students' achievement levels in reading and writing (literacy), mathematics (numeracy), and encourages students to remain in school (student retention).
The FNSSP is a key component of the Reforming First Nation Education Initiative, which is setting the foundation for long-term reform of First Nation education. The FNSSP is aligned with the Government's long-term goal of providing First Nation youth on-reserve with access to a quality education that encourages them to stay in school and graduate with the skills they need to enter the labour market in order to pursue their career aspirations.

Sunday, January 1, 2012

Theme: Engaging Young People to Prevent Violence against Women on Post-Secondary Campuses

Engaging Young People to Prevent Violence against Women on Post-Secondary Campuses

Call for Proposals

Theme: Engaging Young People to Prevent Violence against Women on Post-Secondary Campuses

Project Goal

To enhance opportunities for post-secondary campus communities to actively prevent/reduce violence against young women.

Project Objective

To support measures to address violence against young women on post-secondary campuses.


This project will address institutional barriers and other factors (e.g., institutional policies and programs, social dynamics, security provisions and physical safety issues*) that limit the efforts of campus communities to address the issue of violence against young women.
The project will build partnerships and collaboration between campus community stakeholders to identify and respond to the specific needs of young women on campus. Students will help identify the issues of violence affecting young women on their campus, expand their understanding of these issues, and in concert with campus community stakeholders, help carry out strategies/approaches to prevent/reduce gender-based violence in their campus community.

Funding Available

Up to $200,000


Up to 28 months (with implementation over two academic years)

Key Activities

  1. Engage and establish working partnerships with women and men on campus; and
    • as applicable, with campus community stakeholders (e.g., governance bodies of the post-secondary institutions, student unions, on-campus women's centres, on- and off-campus service providers.  These could include campus security services, businesses, youth groups, community leaders, women's and community organizations, legal institutions and law enforcement agencies, local, regional and provincial governments, etc.)
  2. Plan project and adapt to local campus needs:
    • conduct a gender-based analysis with respect to gender-based violence and the specific needs of young women;
    • work with young women to identify their priorities, viewpoints and potential strategies for addressing gender-based violence;
    • work with stakeholders to collectively identify gaps, priorities, opportunities, valuable resources and supports and potential strategies;
    • collaborate with stakeholders to ensure tangible results for young women and a coordinated campus community response to gender-based violence;
    • identify existing institutional mechanisms and supports as well as gaps (e.g., policies, programs, services, models, strategies, frameworks, planning and decision-making processes, etc.); and
    • identify promising practices to address the issue of violence against women on campus.
    Note: Campus awareness / prevention campaigns should not be the only or primary focus of proposed initiative.
  3. Implement measures (policies, mechanisms, models and/or strategies) to address the identified issue(s). For example,
    • Working directly with stakeholders, conducting and implementing campus safety audits* on identified issues. These should identify and propose solutions to the broader safety issues facing young women on campus.
    • Develop and implement a campus community plan to help deliver on strategies/approaches to address gender-based violence on campus.
      • work with women, planning partners and community members to ensure effective implementation of the plan; and
      • focus on a priority component of the plan (e.g., supports for university/college governance bodies and structures for ensuring gender-based factors are considered in decision-making, planning and management).
    • Where campus community plans already exist, review to strengthen (e.g., by using gender-based analysis), update, implement a priority component, etc. Work with women, planning partners and community members to ensure effective implementation of the plan.

Planned Results

  • Stakeholders can identify factors contributing to gender-based violence as well as solutions.
  • Stakeholders have collaborated to identify gaps, priorities and opportunities and have implemented effective mechanisms, supports, strategies and/or solutions.
  • Stakeholders have taken specific actions to address violence against women and girls in their post-secondary campus community.

Project Deliverables (after approval)

Month 4 – Detailed work plan and budget, results framework and performance measurement plan, risk management plan, and list of project partners, including description of their contribution.
Performance reporting requirements and timelines will be determined after the proposed project has been approved. Depending on the nature of the proposed project, additional requirements may apply.

The deadline for applications is January 27, 2012.
Please check the following  web site for updates.