Author Interview: Laura L. Finley, Encyclopedia of School Crime and Violence

In the wake of the tragic deadly shooting at Chardon High School in Ohio, we asked Laura Finley, editor of The Encyclopedia of School Crime and Violence, about the topic of her very informative new book. 


Q: What prompted you to work on The Encyclopedia of School Crime and Violence?


I was a high school teacher during the Columbine era. I was deeply affected not just by the incidents, but by the ways schools and the general public responded to the incidents and to the concern about future incidents.


Q: What "message" do you want to communicate?


I wanted to help people understand the complexities of school violence--that it takes many forms and can be explained by numerous theories, for instance. I also wanted to stress that there are a variety of prevention programs and responses to school violence that are very effective yet may be underutilized.


Q: What was the highlight of your research?


I found it most interesting to examine the theoretical explanations for school violence, as identifying why it happens allows us to not only respond more appropriately, but to craft effective prevention programs.


Q: What surprises readers/others the most about your research?


I think the entries on systemic violence are interesting and may surprise some, as we have been taught to see school violence largely as a problem of individual students perpetrating against their teachers or classmates. Those incidents are surely horrific, as was the incident in Ohio yesterday, but it should prompt us to examine the other ways our schools create a climate in which violence is allowed to continue in numerous forms.

Q: How did your research change your outlook on the subject?


Researching the material for this book helped me understand more about some specific topics, including the link between prescription drugs and school violence.


Q: What's next for you?


I am currently working on editing the Encyclopedia of Domestic Abuse. Another co-edited work that address President Obama as a progressive is complete and will be released in April.


Dr. Laura L. Finley is Assistant Professor of Sociology and Criminology at Barry University. Dr. Finley is the author or coauthor of eight books. She has also authored numerous book chapters and journal articles. In addition to her academic work, Dr. Finley is a community peace activist, with active involvement in local, national, and international groups. She regularly presents on topics related to peace and social justice and is a domestic and dating violence trainer. In addition, Dr. Finley is co-chair of the South Florida Diversity Alliance and is on the Board of Directors of No More Tears, a nonprofit organization that provides individualized assistance to victims of domestic violence and their children. Dr. Finley is also a member of the Board of Directors of Amnesty International USA and Floridians for Alternatives to the Death Penalty.


Encyclopedia of School Crime and Violence:


"Encompassing high schools to college campuses, the set reviews significant cases, including professional and community responses to various incidents along with theories about why the event(s) happened… an excellent resource on a troubling problem in the education field … Recommended." - Choice

The Roots of the Arab Spring

The Arab Spring that buffeted the Middle East and North Africa in 2011 shows no signs of abating, with countries like Egypt, Liberia, and Syria continuing to experience turmoil and violence. In this excerpt from William Mark Habeeb's The Middle East in Turmoil: Conflict, Revolution, and Change, the author discusses the roots of the upheaval, which can be traced back to the break up of the Ottoman Empire during World War I.


The Middle East erupted in 2011 as a wave of revolutionary fervor spread from Tunisia to Egypt and then throughout the Arab World. . . . The tumultuous events took on different characteristics in different countries, were met with different responses by the various regimes in power, and will produce different long-term outcomes. Yet if one steps back and takes a macro-historical perspective, the events that began in the Arab world in 2011 (some might say they began with the Green Revolution in Iran in 2009) were simply the latest developments in a process that started with the collapse of the Ottoman Empire—a process of forging states and creating national identities, often within multiethnic and multisectarian boundaries; of negotiating the role of Islam in public life; of determining the distribution of political power and economic benefits within societies; of jockeying for leadership within the Arab world; and of defining the Arabs’ role on the world stage.

The Middle East state system as we know it has existed for less than 100 years. When the Ottoman Empire collapsed following World War I, new states emerged—or rather, were created by the victorious European powers—in a region where transnational empires and caliphates had ruled for centuries. With only a few exceptions—principally Iran and Egypt—the new states of the Middle East had no history as nation states or even national entities (Israel is a unique case in that its establishment was the process of a dispersed nation—the Jewish people—seeking to create a state in their ancestral homeland). Many were merely collections of tribes and clan groups that lived in close proximity with one another. These new states' boundaries were delineated to fit the needs and strategic agreements of the European powers, not the ethnic, sectarian, or communal loyalties that characterized their societies. Much of the violence and conflict that has scarred the Middle East is reflective of this fact. Moreover, the inherent tensions and contradictions caused by the way in which the modern Middle East was born are still being played out, and the most likely future conflicts in the region—domestic as well as interstate—continue to reflect the regional state system's troubled birth.


William Mark Habeeb has worked in international affairs for over 20 years. He specializes in conflict resolution and Middle East affairs. His extensive published works include Power and Tactics in International Negotiation: How Weak Nations Bargain with Strong Nations; Polity and Society in Contemporary North Africa; and numerous book chapters and journal articles.

Masks and Mardi Gras

Earlier this week, millions of people around the world participated in Carnival, or Mardi Gras ("Fat Tuesday"), celebrations—with major festivities occurring from Venice to Rio De Janeiro to New Orleans. In the following excerpt from Faces around the World: A Cultural Encyclopedia of the Human Face, Margo DeMello explores masks, a key cultural component of Carnival customs.


Masking during parades and masquerade parties are among the most important elements of Mardi Gras or Carnival celebrations. One of the reasons that masks have long been an important part of such rituals is because they conceal one’s identity; they allow revelers to safely celebrate, as well as mock their social superiors, without fear of reprisal. Because of this, Venice, home to one of Europe’s most ancient Carnivals, has seen a number of laws passed over time that sought to restrict the wearing of masks. In other locations, the wearing of masks is prohibited throughout the year, with the one exception being during Carnival celebrations. The Carnival celebration of another Italian town, Viareggio, is known for the use of masks that caricature well-known local figures.


The tradition of wearing masks during Carnival celebrations may date back to Greek and Roman theater, during which actors wore masks that allowed the audience to see them better. This tradition may have spread throughout the Roman Empire to Venice and other regions that later borrowed the use of the masks for their own celebrations. On the other hand, pre-Christian festivals in Europe may have also utilized masks, which could have gotten incorporated into the newer, Christian festivals.

Carnival masks differ with the region. In Germany, where Fastnacht is celebrated, people dress up as demons and witches, because the winter is the time when evil spirits reign; one of the goals of the celebration is to cast out those spirits and bring in the Spring. Many Latin American celebrations feature revelers dressed up as the devil as well. In some areas of Portugal, children wear tin masks, while other Portuguese celebrations feature revelers wearing large heads sculpted from papier-mâché. In Slovenia, carved, wooden masks are featured. Another European Carnival, celebrated in Malta, includes a grotesque mask competition. Many Carnivals include black-or white-tie masquerade balls during which all guests are masked. In the Cadiz region of Spain, on the other hand, revelers don’t wear masks, but instead paint their faces with lipstick.


In Venice, which has been hosting Carnival celebrations since the 13th century, masks have long been a central component of the celebrations. Venetian masks either cover the full face—these are known as Bauta masks—or they cover just the eyes and nose; these are known as Columbina masks. In addition, until the 18th century when it was prohibited, full face masks were worn in Venice during times when members of different classes wanted to socialize with each other, or when individuals were engaging in illegal or illicit activities. They were also worn during political events when anonymity was required. Another Venetian mask is the Medico della Peste. This mask is characterized by the long nose or beak, and was once worn by doctors treating plague victims, in order to protect them from airborne diseases.


In North American Mardi Gras celebrations, as in Mobile or New Orleans, krewes or mystic societies are social organizations that operate year round and play a central role in the Mardi Gras festivities by creating Mardi Gras floats and throwing parties. During the parades, society or krewe members wear masks and throw beads or gifts, and later, attend the balls wearing formal wear and masks, as in the European masquerade balls. Key colors to be found on Mardi Gras masks are green, gold, and purple, and like Venetian masks, these are often elaborately decorated with feathers, beads, and jewels.


Margo DeMello has a BA in Religious Studies from U.C. Berkeley and earned her PhD in Cultural Anthropology in 1995 from U.C. Davis. She currently lectures at Central New Mexico Community College, teaching sociology, cultural studies, and anthropology.

Cyber bullying Resources

Cyber bulling made headlines in 2010 when Rutgers University student Tyler Clementi committed suicide after being videotaped by his roommate Dahrun Ravi in a moment of gay intimacy with another man. Ravi, spying on Clementi via webcam, shared the romantic acts--and his personal opinions about Clementi's sexuality--on various social media outlets. In the end, Clementi jumped from the George Washington Bridge on September 22, 2010, and Ravi now faces up to 10 years in state prison if convicted of invasion of privacy, witness tampering, hindering prosecution, and bias intimidation. Whether Clementi's death was a direct casue of Ravi's cyber bullying is now up for debate as his trial begins today, but cyber bullying is increasingly becoming an issue in school settings with the continuing popularity of Twitter, Facebook, YouTube, and numerous dating websites.

Cyberbullying: 10 Myths Debunked

 
More Resources:
 

Cyber Bullying
Protecting Kids & Adults from Online Bullies
Samuel C. McQuade, III, James P. Colt, Nancy B. B. Meyer Samuel C. McQuade, III, James P. Colt, Nancy B. B. Meyer


This volume details the extent and types of cyberbullying and offers practical advice for combatting the problem from a variety of approaches.

FORTHCOMING 2012
Cyber Bullying
A Reference Handbook
James P. Colt and Samuel C. McQuade, III James P. Colt and Samuel C. McQuade, III

Written for parents, students, and educators, this informative guide addresses the various faces of cyber bullying, describing the scope of the problem and suggesting viable solutions.

Now That You're Out
The Challenges and Joys of Living as a Gay Man 
Martin Kantor, MD Martin Kantor, MD

This book is an invaluable resource manual and survival guide for gay men who often turn to peers, parents, educators, or the media for direction, only to encounter misleading myths about gay life, such as the notion that "coming out solves everything."

Books for You to Celebrate Valentine's Day

        

        

        

    

            

Valentine's Day

The identity of Saint Valentine for whom the day is named is unclear. There are several possible Valentines who were martyred or beheaded during the februa, or the Roman festival of purification held on February 15. One legendary Valentine was a Roman priest or bishop who lived during the reign of Emperor Claudius the Second. Claudius believed that married men made poor soldiers, so he banned marriage for young men who would potentially become soldiers. Valentine defied the Emperor's decree and continued to quietly marry young couples in clandestine locations, an activity that was considered treasonous by Romans. Valentine's secret marriage ceremonies were eventually discovered. Attempts were made to dissuade him from continuing the nuptials and even to get him to convert to paganism. Valentine refused. He was imprisoned and beheaded on February 14.


Other stories tell of a Valentine who assisted Christians to escape prisons where they were brutally treated. Valentine, himself, was eventually imprisoned. While in prison, Valentine is thought to have fallen in love with the blind daughter of the jailor who visited him during his incarceration. Valentine restored her sight. Despite the jailor's pleas for Valentine's release, Valentine was sentenced to death. On his way to be executed he passed a note to the jailor's daughter that read, "With love, from your Valentine."


Yet another Valentine suffered in an African prison along with several companions and was eventually martyred, but nothing else is known of him. All three of these Valentines are mentioned in early martyrologies for February 14. The legend surrounding Valentine is likely an amalgamation of romanticized stories about several different people. The feast of St. Valentine was dropped from the church calendar in 1969.


Some see the holiday as having its roots in the Roman feast of Lupercalia, a celebration that was dedicated to Faunus, the Roman god of agriculture and that honored Rome's founders, Romulus and Remus. It was celebrated on the ides of February. Roman priests of the Luperci traditionally sacrificed a goat for fertility and a dog for purification in the cave where twin brothers Romulus and Remus were cared for by the she-wolf. After the ceremony, boys would slice the goat hide into strips and soak them in the sacrificial blood. They would then run through the streets slapping the fields and women with the blood-soaked strips hoping to bring greater fertility for the coming year. Other events of the day included a custom wherein young women placed their names in an urn. Young men would then draw a name from the vessel and become paired with the woman for the coming year. Many of these matches ended in marriage. In time this practice was outlawed.


The popular traditions of Valentine's Day are generally traced to medieval times. February 14 was thought to be the date when birds begin to pair. In 1381, Chaucer composed a poem in honor of the engagement of Richard III and Anne of Bohemia. Following poetic tradition of the day, he linked the occasion to a feast day. His Parliament of Fowls includes the line, "For this was on St. Valentine's Day when every fowl cometh there to choose his mate," thus linking the engagement, the mating of birds, and St. Valentine forever.


The day came to be thought upon as one that was dedicated to lovers and an occasion for sending tokens and messages of love, many of which initially were in song. The oldest known written valentine was sent from Charles, Duke of Orleans, who while confined in the Tower of London following the battle of Agincourt in 1415, composed romantic verses for his wife in France. Several years later, Henry V hired a writer, John Lydgate, to compose a valentine to Catherine of Valois.


In 1640, a book titled Cupid's Messenger appeared containing poetic verses and romantic sonnets in flowery language. By 1645 many of these verses began to be published more widely and such passionate lines could be found in periodicals and other publications. Samuel Pepys's Diary contains an entry for St. Valentine's Day in 1667 noting a surprise valentine he received from his wife. The handwritten message of love was written in gold on paper that had been cut out with scissors and pasted against a blue pastel paper.


During the 18th century booklets known as writers became popular. They contained an assortment of verses and messages that men could copy into letters to their sweetheart. The book also suggested replies for ladies to return. These messages were usually copied on to specially decorated papers with open space for handwritten messages.


Prior to the 19th century, valentines were handmade and took a number of forms. Puzziks or puzzle purses were made from folded paper. They had many folds of verses that had to be written in a certain order. The order of the verses was usually numbered and sometimes the recipient had to twist the folds in order to determine the complete message. Rebus valentines contained romantic verses with certain words or phrases replaced by tiny pictures. For the sentence "I love you so much," the word I would be replaced by the picture of an eye, love by a heart, you with the picture of a female sheep (a ewe), and so with the illustration of a piece of fabric with a needle and thread, leaving only the word much written out. Pinprick valentines were made by piercing tiny holes in paper with a pin or needle to create the appearance of lace. Some valentines used acrostics where the beloved's name was spelled out by the first letter of each verse of the valentine.


By 1815 most of the cities and even rural towns of England had a Penny Post. Prior to this time postage was expensive, and many valentines were either hand-delivered or left on the doorstep. The exchange of valentines increased considerably. For a brief period from 1820 to 1829 insulting valentines, known as penny dreadfuls were sent in certain circles. These cards featured insulting rhymes and unflattering illustrations. Fortunately, this practice was relatively short-lived. When uniform postal rates were introduced throughout the entire United Kingdom in 1840, the English tradition of the valentine really took off. Valentines could affordably be sent all over the country and even beyond its borders.


The Victorian period brought with it the "Golden Age of the English Valentine." Specially made papers with intricate designs became available. Cupids, doves, hearts, and other designs were printed on cards adorned with satin, silk, and netting. The decorated papers were folded into quarto size and decorated with embossed borders as well as pictorial scenes. Some were further decorated with beads, feathers, and lace paper. The paper was then folded over and sealed with wax. Lacy valentines reached their peak in popularity between the 1840s and 1860s. Valentines continued to be more innovative with mechanical valentines that moved when a tab was pulled.


The tradition of valentines in the United States did not become popular until the 1850s when Esther A. Howland, of Worcester, Massachusetts, began commercial production of handmade valentines. While working in her father's stationary store, she became intrigued by the laced papers and valentines her father imported from England. She began to cut out some designs of her own, further adorning them with crepe and paper flowers and some original artwork. Her father was impressed with her creations and ordered more supplies for her work. Her brother, who traveled around the countryside promoting their father's business, took along some of his sister's creations. They were an overwhelming success. Esther hired some of her friends to help her in drawing and copying valentine designs. She set up a production line where one young woman would paste the background, another cut out the pictures, and finally one to glue on the trim. By 1862 one New York card company bought over $30,000 worth of her valentines.


During the Civil War it became popular to have valentines made of a heart split-in-two, representing the separation of the soldier from his sweetheart. Some valentines had tent flaps which when opened revealed a soldier awaiting his beloved with open arms. After the war a similar theme was used with a church and a window that opened to reveal a bride and groom. Some wartime valentines included a lock of the lover's hair. Other valentines from the Civil War period are of the paper doll variety with elaborate trim and embroidery.


By the turn of the century, valentines were generally mass-produced. Postcard valentines were especially popular during the first decade of the 20th century. While 19th-century etiquette prohibited women from sending valentines, the modern times of the early 20th century lifted the taboo. Whimsical valentines became popular. Many children would exchange them with their friends. By mid-century, books of punch-out valentines were marketed for children. These books often even included one valentine to be given to the teacher. It was not unusual for schoolrooms to have a valentine "mailbox" to facilitate the exchange. Many children's valentines had a cartoon quality and carried humorous messages.


Traditional Valentine's Day colors are red, pink, and white. Red symbolizes passion and deep affection. White represents purity and faithfulness and devotion. Pink signifies warmth and loving kindness.


The heart is the most common symbol associated with the day. It is often paired with other symbols such as an arrow that pierces the heart, thus showing the vulnerability of expressing one's love. Cupid is also a popular symbol. The mythological winged youth is usually depicted with a bow and quiver of arrows, which he used to transfix the hearts of young men and women. Doves are used to represent loyalty and love because they mate for life. Love knots, with a series of interwoven loops with no seeming beginning or end, symbolize everlasting love and are often incorporated into borders. The letters o and x have come to represent hugs and kisses. The o symbolizes an embrace, and the x is thought by many to have evolved from the medieval practice of those who could not write signing with an x and then kissing the x before a witness as a sign of sincerity.


Flowers have long been a popular valentine's gift. During the early 1700s Charles II of Sweden brought the Persian poetical art known as the "Language of Flowers" to Europe. Various flowers were associated with certain feelings and developed specific meanings. This permitted couples to exchange romantic secrets without ever uttering a word. Books were written detailing many shades of meaning and covered a wide variety of blooms of all sorts. The jonquil was said to mean that the sender desired a return of affection. The purple lilac represented the first emotions of love. Ivy meant fidelity and marriage. Sometimes the color of the blossom carried the meaning. The red rose was the symbol of love but the white rose indicated innocence or friendship. A yellow rose meant jealousy or even betrayal. The practice of using flowers as expressions of romantic love gained popularity, reaching its height in the late 19th century. The red rose remains as the most popular botanical representation of love.


Candy, particularly chocolate, is another popular valentine's gift. The custom of giving chocolate dates back to the 19th century when chocolate was an expensive gift. While not made out of chocolate, conversation hearts have come to be a Valentine's staple. Originally, the candies were small, crisp, scallop-shaped candies wrapped in colored paper printed with sayings. Sweet Hearts, which were candies with the motto inscribed directly on them, were first made in 1900. The candy was cut into shapes like horseshoes or baseballs in order to allow longer sayings. In time the sayings became shorter and the now familiar heart shape was introduced.

Volo, Dorothy Denneen. "Valentine's Day." Daily Life through History. ABC-CLIO, 2012. Web. 14 Feb. 2012.

Interview with Daina Ramey Berry, coeditor of Enslaved Women in America

Q: What prompted you to work on Enslaved Women in America?


I accepted the invitation to edit this volume because I believe reference books reach a wider audience than what is customary in my field. The idea that high schools, community colleges, as well as four year institutions will likely purchase Enslaved Women is encouraging. This opportunity allows me to be in conversation with several young minds, not just my professional peers. I also wanted to share the stories of enslaved women with a larger audience and believe that this is a good avenue to accomplish this goal.


Q: What "message" do you want to communicate?


Enslaved women had a variety of different experiences in the United States and their remarkable stories are an important part of American History.


Q: What was the highlight of your research?


When one of the contributors, Dr. Jessica Millward, who is also member of the editorial board, shared the story of a Maryland bondwoman, Charity Folks and her family. Charity Folks will soon be a familiar name just like enslaved women such as Sojourner Truth and Harriet Tubman.


Q: What surprises readers/others the most about your research?


The persistence of enslaved women. So many women in this volume had a spirit of perseverance in the face of significant obstacles. Enslaved women made choices that reflected their individual personalities, wishes, and desires. Your average reader knows very little about slavery and even less about enslaved women so many of the stories in this volume are novel.

Forthcoming, June 2012

Q: How did your research change your outlook on the subject?


For the most part, work on this project encouraged me to continue to look for people who have been historically marginalized. With the history of slavery, one has to approach the archival record looking for their voices as well as their silences. I always ask, "what does this woman want us to know about her?" or "what does she want to hide from us?" Thus my approach to writing and/or telling this history involves being comfortable with ambiguities, hypocrisies, and secrecy, which ultimately draw upon emotions such as joy, pain, grief, pride, hope, and sorrow.


Q: How have people reacted to your book and/or the ideas you set forth?


People are generally excited about this publication because it is the first of it's kind. Students and scholars alike will hopefully turn to this volume as a resource for incorporating stories of enslaved women into their writing.


Q: What's next for you?


I am currently completing my second book entitled, The Price for Their Pound of Flesh: The Value of Human Chattels, which is a study of the commodificaiton of human beings. I am also finishing two co-edited books from conferences I hosted in 2011: Slavery and Freedom in Savannah and Sexuality and Slavery, with Professor Leslie Harris of Emory University.

The School Library Petition for ESEA: Idea Exchanges and Analyzing

The ESEA petition passed with flying colors! During the process of gaining votes, there was a great deal of discussion and idea exchanging, collaboration and analysis – those critical 21st-century skills that are presented throughout ABC-CLIO databases.


Here are some viewpoints from Gail Dickinson, editor-in-chief of Library Media Connection, and Carl Harvey, Linworth/Libraries Unlimited author and President of AASL.


From Gail Dickinson:


"I confess I had my doubts about the quantity of flour." (Mrs. Cratchit, Scrooge, 1951, George Minter Productions)


"We did it! For a while, it looked as though we wouldn't, but sometime in the morning hours more than five hours before the February 4th deadline, the 25,000th person signed Carl Harvey's petition to the Obama administration supporting school libraries. We didn't do it alone, though. It became apparent early on that the school library world needed to rely on friends, and friends of friends. This was a message I was driven to make clear on the AASL Forum. School librarians tweeted, posted on Facebook, threatened family (or maybe that was just me). Companies like ABC-CLIO and Rosen and Capstone spread the word by emailing their clients. LMC and SLM distributed a flyer at ALA Midwinter, and Follett Library Resources helped distribute the LMC flyer. Molly Raphael, president of ALA, emailed all 60,000 members to encourage voting. Many AASL members were constantly watching the totals. I have no idea how many times I hit the REFRESH button, possibly hundreds. It was the most exciting thing I have seen in a long time. The library profession is alive and well, and ABC-CLIO remains a proud and supportive member of the parade."


From Carl Harvey, in response to Gail Dickinson:


"I think some of your statements on the forum, Gail, were a big help in giving people a reality check and a boost that they had to be the ones to take action . . . not waiting on others! :)


I do think what I learned the most is that anything is possible when we have so many folks working together for a similar cause. It shows that ALA and the division can work together, can be successful, can use social media to pull outside partners in, can be a strong voice from our vendor communities, and I think it is that perfect storm of all those things that got us across the threshold! We have to remember how much better and louder our voice is when we work all together."

New Release: Encyclopedia of Tudor England

It seems that everywhere you turn there is a new movie, book, or TV show on some aspect of Tudor or Elizabethan times. Anonymous, a 2011 film directed by Roland Emmerich, and The Tudors, a BBC television series that ran on Showtime from 2007 to 2010, are just the latest in that growing list. Often these works revolve around the notoriously colorful and often outrageously distorted antics of royal characters such as Henry VIII and his wives. But many viewers and readers soon come to wonder what these times were really like and how much is actually known about these characters and the culture in which they lived. Often the reality proves to be just as interesting, if not more so, than the fictionalized portrayals, and following the research of historians of Tudor England can be as involving as any mystery story.

Published December 2011

The new Encyclopedia of Tudor England is an excellent resource for anyone who has ever watched a show or read a book and thought to themselves “Did that really happen?” Or began to wonder what people in Tudor England ate, wore, read, talked about, and even believed. What did they do for entertainment or work? How was knowledge conveyed? What happened when someone got in trouble with the law? Even in popular books and movies, terminology is often used or events referred to that are unfamiliar or confusing. With its concise and understandable explanations the Encyclopedia provides answers to those kinds of questions. Entries contain basic information about a person, event, place, thing, or idea, but they also help to set them in the context of their time and provide cross-references and bibliographies so that users can expand their knowledge in whatever direction suits them.


John A. Wagner, PhD, has taught British and U.S. history at Phoenix College, Phoenix, AZ, and at Arizona State University, Tempe, AZ. Wagner is the author or editor of six books, including Greenwood's Voices of Shakespeare's England: Contemporary Accounts of Elizabethan Daily Life, and is a contributor to numerous major reference volumes on early modern and medieval history.


Susan Walters Schmid, PhD, has taught history and publishing courses at Arizona State University, Tempe, AZ. Schmid is an independent scholar and freelance editor based in Nevada. Her review article on Henry VIII and Anne Boleyn was published in History Review in 2011.

CISSL Summer Institute: Guided Inquiry and Student Learning

CISSL Summer Institute (Center for International Scholarship in School Libraries)


Mark your calendars for the Second Residential CISSL Summer Institute:


Guided Inquiry and Student Learning
June 27-29, 2012 at Rutgers University
For Teams of Teachers, School Librarians, and Administrators


This is a rare opportunity for a team from your school to learn how to design and implement Guided Inquiry, a method that transforms the way PreK-12 students engage with information to build creativity, critical thinking, and deep understanding for academic success and career readiness.


Based on the extensive research of the Center, Guided Inquiry provides a visionary, constructivist approach to addressing Common Core Standards and developing students as reflective thinkers, creative learners and producers of knowledge.


Faculty includes renowned leaders in learning: Carol Kuhlthau, Ross Todd, Leslie Maniotes, and LaDawna Harrington.


Contact Dr. Mary Jane McNally: mmcnally@rci.rutgers.edu
Details and application available February 1 at http://cissl.rutgers.edu/