I was apparently under the false impression that advertisers paid for the ads placed in the newspaper. But I got the following email today that makes me think I’ve been misinformed all these years.
On Thanksgiving Day, we will deliver to you the biggest newspaper of the year! As always, it is loaded with information you can use and valuable advertising to get your holiday season off to the right start. Because of its sheer size, the Thanksgiving Day newspaper is one of the most expensive to produce and difficult to distribute. And many of our carriers must use additional help to complete deliveries in a timely manner.
Effective this year, we will charge a premium rate of $2.00 for the Thanksgiving Day newspaper. This charge will be debited to your newspaper account on Thanksgiving Day. The small increase in the rate for the Thanksgiving Day newspaper will result in a slightly earlier expiration date for your current subscription term.
We hope you can appreciate the value of the Thanksgiving Day newspaper and the necessity for the premium charge to partially cover our added expenses and those of your carrier.
Thank you for reading and supporting the Winston Salem Journal.
Silly me. Apparently the paper doesn’t charge for the ads (or at least charge adequately) since they want to change the price of the Thanksgiving Day paper for which I’d already paid. I completely understand the ploy here, get money from any source possible. The subscribers have already paid; we have no recourse laid out in the email. What I don’t understand is that I contracted to get the paper for a certain period of time for a certain price and the paper, without prior discussion with pertinent parties (the subscribers), the Winston-Salem Journal changed the rules. If they had put this little tidbit in the original bill, I would have thought it was more than a bit bizarre, but I probably would have subscribed to the paper knowing this was coming. I would have felt like I had some choice, however.
Dear Winston Salem Journal,
It is not good form (READ, it is a terrible idea) to change the rules for what I paid AFTER I’ve paid.
Ron and Bitsy Griffin
When I first walked into the C. C. Griffin Media Center, I was absolutely floored by the amount of space it had. It was big. It was light. It was beautiful. Space is a tricky thing, however! A lot of space doesn’t automatically equal good flow and work space.
As I watched students and classes move around and work in the media center, I started thinking of a plan – not a radical plan, but a plan that would allow for better flow in the areas used most often and for classes to not feel cramped in certain sections.
This is the view from the front. While you can’t see much, you can get the feel for the place as well as its size.
The library was divided into three sections by double-sided, chest-high bookcases on wheels. One fourth of the library was fiction, one fourth of the library was nonfiction and one half of the library was reference. Each section had about eight tables with chairs. The fiction section had the most books and reference definitely had the least, so there was a bit of an uneven feel to it’s distribution. It was very symmetric, though, which made the math teacher in me very happy.
Reference section with tables
Original floor plan
As classes came in to check out fiction, I found, even with one class, there were just too many students, tables and chairs in that section. If two (or even occasionally) three classes came in, looking for a book could become pretty chaotic remarkably fast. Reference seating was only used for overflow when fiction was full, and the nonfiction seating was hardly ever used.
Another concern over space was that the center reference section was used for assemblies and meetings. The heaviest furniture was in this section, and it was being moved several times a month. Most of it could not easily be moved by a single person. And the biggest problem, from my point of view as media coordinator, was that books in the center could not be accessed by students after set up. Chairs usually went from bookcases to bookcase. Even when space was intentionally left for browsing, chairs always seemed to find their way to the far reaches of the area.
So, my goals were to
spread out the fiction so there was better student flow.
move the tables in such a way that they were either not always being moved or were easier to move.
make sure that most (if not all) the books were accessible even when meetings were set up.
Modified floor plan
Fiction now starts in the front left corner and works around the outside wall. We had room at the end of fiction to move special collections like graphic novels and audiobooks. This provided tons of area for students to maneuver around the fiction section. Reference and nonfiction fit on the short bookcases without being too tight.
The larger, heavier tables were moved toward the back where they would rarely have to be moved. While we still have brick columns to work around (not shown in floorplan), having the smaller tables in the middle make setting up for a meeting almost a snap!
View of open area
A few copyright highlights:
- Portions of copyrighted material may be used with proper credit and citations. This may just be a title and a link, but if copyrighted material is used, it must be credited.
- Consider creating and using a personal fair use statement to include at the beginning of any and all materials that include copyrighted materials.
- Fair use ends if you put something on the internet with unlimited access. You cannot claim fair use on an unsecured site.
Examples of fair use (with proper credit given):
- Text –
- 10% or 1000 words – whichever is less.
- Poetry –
- Up to 250 words of a poem.
- No more than 5 poems altogether.
- No more than 3 poems from a single poet.
- TV Shows –
- You should have made the tape yourself. Someone else can make it, but it can’t be a copy of a copy of a copy.
- It must be shown in a classroom/instructional setting.
- It has to be from a public TV station – ABC, NBC, etc. Cable channels do not count.
- Video must be shown within 10 days of taping.
- Video must be destroyed within 45 days. You cannot tape once and use it in all your classes for ever more.
- Tapes may not be altered.
- Motion Media –
- 10 % or 3 minutes – whichever is less.
- Must remain unaltered.
- We have a license to show professionally made movies in VHS or DVD format in their entirety, but the license does not include anything from the internet nor does it give us permission to use clips of those movies in multimedia productions other than the 10% or 3 minute rule.
- Illustrations –
- An image may be used.
- No more than 5 from a single artist.
- No more than 10% or 15 images from a collection.
- 10% or 30 seconds of a recording – whichever is less.
- Music must remain unaltered.
Here is a Copyright Pamphlet (pdf) you can print.
Library of Congress copyright video for students;
Cyberbee Copyright Q&A for students;
Short post (and would someone please listen to him!):
Robert D. Shepherd answers a fundamental question about the Common Core:
We’ve got more than a few new teachers this year and I wanted something to put in their hands. Here’s my effort. Not sure if it’s finished or not – probably though since my next is to work on one for the students and one for Destiny.
My extension isn’t on it because I could not for the life of me remember it :/
So does Erica. I didn’t start reading Erica for her NC political updates but I’m glad she writes it so I can read it.
Wear red on Wednesdays for solidarity please.