Jurkowski (2004) wrote that school library websites are a necessity and that this paper focuses on content of websites, about which there is currently very little research published.  For this study, thirty-four school library websites of varying sizes from around the state of Missouri were analyzed during the fall of 2003, a simple content analysis of their features was tabulated by the author, and frequency tables with corresponding percentages were calculated, and these observations represent a snapshot of school library websites at this point in time (Jurkowski, 2004).
            The author pointed out that issues of cost, time, technology and training have made the discussion more a matter of deciding what to include and how to structure the sites than of whether to have a website or not and while most current library media specialists went to school before web design became a topic of course content, those in school now are expected to learn at least some of the basics.
            Jurkowski indicated that the technical aspects of designing a good school library website are not the largest hurdle any longer and that the needs of most students can be met inexpensively by school librarians.
            The author added that a somewhat difficult hurdle is the actual design and organization of the website, however, simple and easy to follow structure is important, and that students should not be frustrated with the design of a flashy site that is difficult for them to use.
            Jurkowski intimated that the most difficult part is adding the content, especially providing quality resources and websites to link to which takes a lot of time, and that each link to a website needs to be thoroughly evaluated, and constantly checked for dead links.
            In considering what makes a good school library website, Simpson (2003) includes the following components in no particular order: email link to the library media specialist, hours, mission, goals, school name, phone number, databases, online catalog, internet resources and pathfinders.
            In reviewing the best school library websites, Minkel (2003) stresses the following features: photos of the library and people there, recommended books and websites, staff information, online databases and reference materials and research information.  A separate “teacher assignments” page is also useful to guide students directly to information and resources used in collaboration with teachers (Minkel, 2000).
            Jurkowski suggested that one of the best ways to determine what to include is by looking at other sites and while there will always be variations and individual differences including links to websites for specific class content; overall, the main features of school library websites should be fairly similar.
            This article was clearly written and well organized which allowed for easy reading.  The article included four tables which presented the findings in percentages of basic features in use on school library websites, common library research features on school library websites, subcategories used to group links to other resources on school library websites, and other interesting features found on school library websites.
            As a newly employed school library media specialist, I found this article interesting and invaluable as I work to develop a plan to enhance my school building’s website. 

Jurkowski, O. (2004). School library website components. TechTrends: Linking Research& Practice to Improve Learning, 48, 6.

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TFVIII: Leadership and Vision

            The article examines recent research and practical methods to assist librarians in how they can more effectively deliver information to users when and where it is needed and what one school library media specialist has done to meet the challenges presented by the changes in the information environment Maxwell (2000).
            The researcher looks at the role of the school library media specialist in relation to the community and  points out that school library media specialists (or librarians) need to take a more proactive role not only in their school but also in the school community, because in many neighborhoods the school library media center is the closest potential source of information and educational opportunities; therefore, library media specialists need to turn that potential into reality by making all library information available to everyone.  Maxwell suggests that one way is for librarians to make the citizenry more aware of what information is available and another approach is for library media specialists to provide training on how to obtain information, which is a twofold process: first is how to search for information and second is how to disseminate whether the information obtained is of value to them.
            In identifying measures that facilitate the decentralization of the library, Maxwell asserts the following:

            The more librarians can get parents and community members involved in the school, the more connected they are going to feel to the school (Poussaint, 1996).  Educators must identify through professional literature reviews and discussions with community members what are the best strategies for increasing their school-to-home connections (Smith et al., 1998).  While traditionally, school libraries have only checked materials out to students and faculty, this librarian has increased the dispersal of information by accommodating requests of community members and checked materials out to them, actively sought donations of books, magazines, and other materials that can be given away to interested community members, placed "Freebie" boxes placed around the school where all community members are allowed to select materials they need or desire, set-up a table in the school lobby to serve as an information kiosk for school visitors which includes pamphlets and brochures offering literacy courses, technology training, grade level reading lists, Title I information, services for the disabled, newspapers, job newsletters, and parenting magazines as well as sales of discarded library and educational materials that puts information into the hands of all community members for a negligible cost with the inclusion of a number of adult reference materials that it is hoped will help satisfy the community's need for informational resources (Maxwell).
            By proactively developing partnerships, librarians can aid in information dispersal and bring about positive change in schools and communities (Maxwell, 1998).  The author further calls attention to the importance and provides examples of partnerships developed and coordination of services with many local and national programs and services that have benefited the school library and its stakeholders.
            This article highlights the integral role that librarians play in the education process.  It demonstrates the power of the librarian and the avenues that a librarian can pursue in an effort to better serve the student body and improve the relationship between the school and the community by bringing the community into the school via the library through creative means.
            Since I have begun working as a high school media specialist, this article arms me with information that will aid me in enhancing the media center in my school building, expanding the information services out from the school library and into the community, provides me with research-based practices that I can implement to maximize the use of the media center thus establishing a gateway to information and education services.  Further, this article puts me in a position to better develop myself professionally and enables me to better serve as a librarian.  This article challenges me to strive to change the perception that the school library is a warehouse of books but instead a venue where services can be provided to the community at-large. 

Maxwell, D. J. (2000). Making libraries mobile: Innovative means to give information services. Education, 120, 4.

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