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New Materials

image of the cover of my life with kangaroos
Summary: 

Doris Herrmann was born deaf in 1933 in Basel, Switzerland, and from the age of three, she possessed a mystical attraction to kangaroos. She recalls seeing them at that age for the first time at the Basel Zoo, and spending every spare moment visiting them from then on. Eventually, her fascination grew into passionate study of their behavior. Her dedication caught the attention of the zookeepers who provided her greater access to these extraordinary animals. Despite her challenges with communication, Herrmann wrote a scientific paper about the kangaroo's pouch hygiene when raising a joey. Soon, experts from around the world came to visit this precocious deaf girl who knew about kangaroos.

Herrmann appreciated the opportunities opening up to her, but her real dream was to travel to Australia to study kangaroos in the wild. For years she worked and yearned, until Dr. Karl H. Winkelsträter a renowned authority on kangaroos, suggested an independent study in Australia at a place called Pebbly Beach. In 1969, at the age of 35, Herrmann finally traveled to the native land of kangaroos. During the next four decades, she would make many more trips to observe and write about kangaroos.

My Life with Kangaroos explores every facet of Herrmann's connection to these engaging marsupials. Her single-minded devotion not only made her a leading self-made scholar on kangaroos, it transformed her own personality and her relationships with others. As she forged bonds with kangaroos named Dora, Jacqueline, Manuela, and many others, she engendered great affection and respect in the people around her, truly a remarkable story of success.

Author: 
Doris Herrmann ; with Michael Gaida and Theres Johl ; translated by Paul Foster
Imprint: 
Washington, D.C.: Gallaudet University Press, 2013
Mrs. Sigourney of Hartford: Poems and Prose on the Early American Deaf Community
Summary: 

"Lydia Huntley was born in 1791 in Norwich, CT, the only child of a poor Revolutionary war veteran. But her father's employer, a wealthy widow, gave young Lydia the run of her library and later sent her for visits to Hartford, CT. After teaching at her own school for several years in Norwich, Lydia returned to Hartford to head a class of 15 girls from the best families. Among her students was Alice Cogswell, a deaf girl soon to be famous as a student of Thomas Hopkins Gallaudet and Laurent Clerc.

Lydia's inspiration came from a deep commitment to the education of girls and also for African American, Indian, and deaf children. She left teaching to marry Charles Sigourney, then turned to writing to support her family, publishing 56 books, 2,000 magazine articles, and popular poetry. Lydia Sigourney never abandoned her passion for deaf education, remaining a supporter of Gallaudet's school for the deaf until her death. Yet, her contributions to deaf education and her writing have been forgotten until now.

The best of Lydia Sigourney's work on the nascent Deaf community is presented in this new volume. Her writing intertwines her mastery of the sentimentalism form popular in her day with her sharp insights on the best ways to educate deaf children. In the process, Mrs. Sigourney of Hartford reestablishes her rightful place in Deaf history"

Author: 
Edna Edith Sayers and Diana Moore, editors
Imprint: 
Washington, D.C.: Gallaudet University Press, 2013
Service Learning in Interpreter Education: Strategies for Extending Student Involvement in the Deaf Community
Summary: 

Institutions of higher learning around the nation have embraced the concept of student civic engagement as part of their curricula, a movement that has spurred administrators in various fields to initiate programs as part of their disciplines. In response, sign language interpreting educators are attempting to devise service-learning programs aimed at Deaf communities. Except for a smattering of journal articles, however, they have had no primary guide for fashioning these programs. Sherry Shaw remedies this in her new book Service Learning in Interpreter Education: Strategies for Extending Student Involvement in the Deaf Community.

Shaw begins by outlining how to extend student involvement beyond the field experience of an internship or practicum and suggests how to overcome student resistance to a course that seems atypical. She introduces the educational strategy behind service-learning, explaining it as a tool for re-centering the Deaf community in interpreter education. She then provides the framework for a service-learning course syllabus, including establishing Deaf community partnerships and how to conduct student assessments.

Service Learning in Interpreter Education concludes with first-person accounts from students and community members who recount their personal and professional experiences with service learning. With this thorough guide, interpreter education programs can develop stand-alone courses or modules within existing coursework.

Author: 
Sherry Shaw
Imprint: 
Washington, DC : Gallaudet University Press, 2013
Language from the Body: Iconicity and Metaphor in American Sign Language
Summary: 

What is the role of meaning in linguistic theory? Generative linguists have severely limited its influence while cognitivist and functionalist linguists believe that meaning pervades and motivates all levels of linguistic structure. This dispute can now be resolved conclusively by evidence from signed language. Language from the Body rebuts the generativist linguistic theories that separate form and meaning and asserts that iconicity can only be described in a cognitivist framework where meaning can influence form.

Author: 
Sarah F. Taub
Imprint: 
Cambridge, Massachusetts: Cambridge University Press, 2010/2001
Tags: 
Hearing Loss in Musicians: Prevention and Management
Summary: 

The editor and contributors are all experts in their relative fields and work daily with professionals in the performing arts who are endangered by exposure to high-volume sound. Here they clearly present some of the anatomy and physiology of the hearing mechanism; medical problems associated with exposure to long-term, high volume sounds in the musical environment; and, in the bulk of the book, hearing protection and practical advice on preventive measures.

Author: 
Marshall Chasin, editor
Imprint: 
San Diego, CA: Plural Publishing, Inc., 2008
Working Text: Teaching Deaf and Second-Language Students to Be Better Writers
Summary: 

After teaching developmental writing to deaf students for may years, Sue Livingston found that students who can read and analyze written texts become better writers. They achieve their improvement by reading, then writing about what they have read. Livingston has embodied her successful approach in Working Text: Teaching Deaf and Second-Language Students to Be Better Writers.

In this straightforward instructional book, Livingston first explains what is involved and why her methods work with deaf students, second-language students, and other students who need to improve their writing ability. Upon this foundation, Working Text delineates how to teach students to write through reading and writing exercises. These exercises have been carefully crafted using the X-Word Grammar approach to help students discover common language constructions that they can apply to their own writing. As the students progress, their understanding of the elements of good writing will grow.

Author: 
Sue Livingston
Imprint: 
Washington, DC : Gallaudet University Press, 2010
Deaf Epistemologies: Multiple Perspectives on the Acquisition of Knowledge
Summary: 

Epistemology is the study of how “knowledge” is formed. Standard epistemology isolates the “known” from the “knowers,” thereby defining “knowledge” as objectively constant. Multiple epistemologies suggest that individuals learn in different ways shaped by life factors such as education, family, ethnicity, history, and regional beliefs. In this groundbreaking volume, editors Peter V. Paul and Donald F. Moores call on ten other noted scholars and researchers to join them in examining the many ways that deaf people see and acquire deaf knowledge.

This collection considers three major groups of deaf knowledge perspectives: sociological and anthropological, historical/psychological and literary, and educational and philosophical. The first explores the adoption of a naturalized, critical epistemological stance in evaluating research; the epistemology of a positive deaf identity; how personal epistemologies can help form deaf education policies; and valuing deaf indigenous knowledge in research. The next part considers dueling epistemologies in educating deaf learners; reforms in deaf education; the role of deaf children of hearing parents in creating Deaf epistemologies; and the benefit of reading literature with deaf characters for all students. The final part explores the application of the Qualitative-Similarity Hypothesis to deaf students’ acquisition of knowledge; a metaparadigm for literacy instruction in bilingual-bicultural education; collaborative knowledge-building to access academia; and examination of the benefits and disadvantages of being deaf.

Author: 
Peter V. Paul, Donald F. Moores, editors
Imprint: 
Washington, DC : Gallaudet University Press, ©2012
Sign Language Interpreters in the Public Shools
Summary: 

Three videotapes discuss the special issues and problems facing administrators, interpreters, and teachers and offer a wide range of solutions. The Administrator videotape addresses interpreter's job descriptions, supervising and evaluating interpreters, complying with PL 94-142 in meeting students' differing communicative needs, interpreters' ethical standards, expectations, and dilemmas, recruiting competent interpreters. The Teacher videotape addresses the interpreter role and function, the interpreter as a member of the educational team, teaching with another adult in the classroom, physical and environmental considerations, classroom communication issues. The Interpreter videotape discusses ethical standards, expectations, and dilemmas, working with teachers who are reluctant to have an interpreter in their class, interpreter role and function, skill development and enhancement, professional growth and development, on the job supervision and evaluation. This kit will make planning in-service orientations easier, ensure consistency in providing orientation information to new faculty and staff, provide a basis for a comprehensive orientation program, provides printed materials to use as handouts at orientations. Reproducible printed material is also included for each videotape.

Author: 
Madonna University
Imprint: 
Burtonsville, Md. : Sign Media, Inc., 2013, 1991
Consecutive Interpreting Theory and Consecutive Note Taking
Summary: 

Consecutive interpreting is waiting until a speaker/presenter has completed an entire thought, sentence or several sentences then relaying what he/she has said. Consecutive note-taking is written assistance to aid in short-term memory. Holly Mikkelson, a state and federally certified court interpreter, uses the Loftus Memory Model to present a preferred method of consecutive interpreting and note-taking.

Author: 
ACEBO Video Productions
Imprint: 
Spreckels, CA : ACEBO, 2013, 1998
The Interpreter's Code of Ethics & the Role of the Interpreter in the Courtroom
Summary: 

In this 45-minute DVD, Holly Mikkelson provides a point-by-point explanation of the model Interpret's Code of Ethics developed by the National Center for State Courts and explores many of the ethical issues that face court interpreters on a daily basis. Included with the video is a 30-page booklet that contains the model Code of Ethics and a copy of Holly’s article “Professional Ethics and the Role of the Court Interpreter.” The video is in English and is a must-see for all court interpreters and aspiring court interpreters, whatever their language combination.

Author: 
Holly Mikkelson
Imprint: 
Spreckels, CA : ACEBO, 2013, 1998
ASL Pah!: Deaf Student's Perspectives on Their Language
Summary: 

This unique text/DVD combination features student essays on the role of ASL in their lives. The text features journal entries and the student essays; it is not a transcript of the DVD. Chapter headings include Family, Language, Education, and Identity. The tape features most of the authors further discussing their perceptions and recollections of their experiences. Voice-over is provided.

Author: 
Linstok Press
Imprint: 
Burtonsville, Md. : Linstok Press, 2013, 1992
Helping Parents Communicate Enjoyably and Effectively with Their Child in ASL
Summary: 

This 90-minute program includes 2 parts. Part 1 shows techniques that Deaf parents use with their deaf infants/young children to help them learn and communicate in ASL. Part 2 shows many fun ways to share ASL and Deaf culture with families, including ASL games and family activities.

Author: 
Hope Publishing
Imprint: 
North Logan, Utah : HOPE, Inc., c2004
The Bart and Amy Show: The Golden Egg Book
Summary: 

The Comprehensive Educational Resource Center at the Tennessee School for the Deaf produced this series of programs. Bart and Amy are signing bears made by Quiet Bears in Ventura, California. They read aloud and sign books. The purpose of the program is to provide a high interest method of introducing books to pre-school and elementary level children. The program is designed to be a catalyst for reading and conversation between parent and child and for classroom discussion.

Author: 
Tennessee School for the Deaf
Imprint: 
Knoxville, Tenn. : Tennessee School for the Deaf, 2013, 1988
The Bart and Amy Show: Panda Bear's Secret
Summary: 

The Comprehensive Educational Resource Center at the Tennessee School for the Deaf produced this series of programs. Bart and Amy are signing bears made by Quiet Bears in Ventura, California. They read aloud and sign books. The purpose of the program is to provide a high interest method of introducing books to pre-school and elementary level children. The program is designed to be a catalyst for reading and conversation between parent and child and for classroom discussion.

Author: 
Tennessee School for the Deaf
Imprint: 
Knoxville, Tenn. : Tennessee School for the Deaf, 2013, 1988
The Bart and Amy Show: Little Squirt the Fire Engine
Summary: 

The Comprehensive Educational Resource Center at the Tennessee School for the Deaf produced this series of programs. Bart and Amy are signing bears made by Quiet Bears in Ventura, California. They read aloud and sign books. The purpose of the program is to provide a high interest method of introducing books to pre-school and elementary level children. The program is designed to be a catalyst for reading and conversation between parent and child and for classroom discussion.

Author: 
Tennessee School for the Deaf
Imprint: 
Knoxville, Tenn. : Tennesse School for the Deaf, 2013, 1988
The Bart and Amy Show: The Little Red Caboose
Summary: 

The Comprehensive Educational Resource Center at the Tennessee School for the Deaf produced this series of programs. Bart and Amy are signing bears made by Quiet Bears in Ventura, California. They read aloud and sign books. The purpose of the program is to provide a high interest method of introducing books to pre-school and elementary level children. The program is designed to be a catalyst for reading and conversation between parent and child and for classroom discussion.

Author: 
Tennessee School for the Deaf
Imprint: 
Knoxville, Tenn. : Tennessee School for the Deaf, 2013, 1988
The Bart and Amy Show: The Gull that Lost the Sea
Summary: 

The Comprehensive Educational Resource Center at the Tennessee School for the Deaf produced this series of programs. Bart and Amy are signing bears made by Quiet Bears in Ventura, California. They read aloud and sign books. The purpose of the program is to provide a high interest method of introducing books to pre-school and elementary level children. The program is designed to be a catalyst for reading and conversation between parent and child and for classroom discussion.

Author: 
Tennessee School for the Deaf
Imprint: 
Knoxville, Tenn. : Tennessee School for the Deaf, c1988
The Bart and Amy Show: Fire Engines
Summary: 

The Comprehensive Educational Resource Center at the Tennessee School for the Deaf produced this series of programs. Bart and Amy are signing bears made by Quiet Bears in Ventura, California. They read aloud and sign books. The purpose of the program is to provide a high interest method of introducing books to pre-school and elementary level children. The program is designed to be a catalyst for reading and conversation between parent and child and for classroom discussion.

Author: 
Tennessee School for the Deaf
Imprint: 
Knoxville, Tenn. : Tennessee School for the Deaf, 2013, 1988
The Bart and Amy Show: A Day in the Park
Summary: 

The Comprehensive Educational Resource Center at the Tennessee School for the Deaf produced this series of programs. Bart and Amy are signing bears made by Quiet Bears in Ventura, California. They read aloud and sign books. The purpose of the program is to provide a high interest method of introducing books to pre-school and elementary level children. The program is designed to be a catalyst for reading and conversation between parent and child and for classroom discussion. *Books are available to accompany each DVD.

Author: 
Tennessee School for the Deaf
Imprint: 
Knoxville, TN: Tennessee School for the Deaf, 1988
The Bart and Amy Show: The Truck That Drove All Night
Summary: 

The Comprehensive Educational Resource Center at the Tennessee School for the Deaf produced this series of programs. Bart and Amy are signing bears made by Quiet Bears in Ventura, California. They read aloud and sign books. The purpose of the program is to provide a high interest method of introducing books to pre-school and elementary level children. The program is designed to be a catalyst for reading and conversation between parent and child and for classroom discussion. *Books are available to accompany each DVD.

Author: 
Tennessee School for the Deaf
Imprint: 
Knoxville, TN: Tennessee School for the Deaf, 1988
The Bart and Amy Show: The Tortoise and the Hare
Summary: 

The Comprehensive Educational Resource Center at the Tennessee School for the Deaf produced this series of programs. Bart and Amy are signing bears made by Quiet Bears in Ventura, California. They read aloud and sign books. The purpose of the program is to provide a high interest method of introducing books to pre-school and elementary level children. The program is designed to be a catalyst for reading and conversation between parent and child and for classroom discussion. *Books are available to accompany each DVD.

Author: 
Tennessee School for the Deaf
Imprint: 
Knoxville, TN: Tennessee School for the Deaf, 1988
Selected Signs Around the World
Summary: 

The purpose of this tape is to illustrate the signs for shoes, sandals, tomatoes, eggs, flowers, apple, wrapped hard candy, television, cheese, hot dog, fireman, onions, carrots and socks used by people in the following 16 countries: Australia, Chile, Dominican Republic, Finland, France, Germany, India, Italy, Japan, Namibia, Pakistan, Quebec, Sweden, Thailand, U.S.A. and U.S.S.R. One or more people from each country will present the sign concept for each picture presented before proceeding to the next one.

Author: 
Dennis Cokely
Imprint: 
Burtonsville, MD: Sign Media, Inc., 1990, 2012
NAD 42nd Biennial Convention Highlights
Summary: 

A collage of media footage from the National Association of the Deaf Convention held July 4-10, 1994 in Knoxville, TN. It features scenes from meetings, workshops, forums, and a variety of events including the College Bowl and the Miss Deaf America Pageant.

Author: 
National Association of the Deaf
Imprint: 
Silver Spring, Md.: National Association of the Deaf, 1994

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