This was a short week for us. Because of the holiday and two snow days, we attended school for two days and one of them was a 2-hour delay. Even though it was short, it sure was busy. We have had a couple of very busy weeks in the library.
This week our sixth grade started their science fair projects. They were scheduled to come to the library to get ideas. They came two classes at a time, which we were not totally prepared for, but we were able to use our mobile lab along with the 20 computers we aleady have to meet their needs Unfortunatley, the ninth grade students had to stick with books for their research. I only say, unfortunately, because they had already been using books for a few days and I wanted them to use some of the internet sources I had shown them before they forgot where to go. I would have not been able to give my 10:00 lesson to the class that I was planning to because of the unexpected crowd. We always try to accomodate as many classes as possible while still maintaining a learning environment. (AASL 1.3) Because of this, we try to plan ahead who will fit best in the back of the library and what class gets to use computers, etc. (AASL 1.4) We actually saw 16 classes in the library on Wednesday and I emailed our principals and superintendant of that fact. I also mentioned that it was possible because of having two people in the library. I feel that a little advocacy for the library can't hurt these days.
I also had great success with a lesson I planned this week for the sixth grade. I had decided to teach three lessons in a row that would support the activities they would be doing for their science fair projects. (AASL 2.1) This week I taught the students how to narrow and broaden their topic searches. I also talked about using synonyms or other words that might help their searches. I was able to teach this to four sixth grade classes even though we only had school on two days. I actually had two people tell me it was a well-made lesson. I used three questions from the TRAILS review section on developing topic. I really felt good about this lesson. The students filled out a worksheet as we went through the lesson. I felt like they had learned something when we were finished and their worksheets appeared that way as well.
Since this was a short week I thought I would discuss some of the ways I have promoted reading in the school library this year. Recently, we created a Holocaust display because a seventh grade special needs teacher had decided to read Boy in the Strpied Pajamas to his students. I felt that his and other students might be interested in seeing some of the other titles on that subject. We even had two graphic novels on the Holocaust. (AASL 1.2) Also recently, I have made a large sign that designates where we chose to place our High School Fiction. The section had been pointed out to students that visited as a class, but now anyone can see it when they walk in (I hope). After much consideration I decided that this might be the best place for this section afterall. I really didn't want it behind the desk, but we moved a bookshelf that was partially blocking it and I believe students can access it. I have told many students to help themselves and a number of them have. I just can't think of any other place to keep these books without a middle school student being tempted to take one. (AASL 1.2)
Another way we promote reading near the beginning of the year is by using the Scholastic website to show authors talking about their books. We show these videos to the seventh grade students to give them ideas for things to read. I also showed some book trailors created by other students that I got from the web. Then I have the copies that we own laying out for students to borrow. (AASL 1.2)
Maybe yet this year, I will get a group of students to make their own book trailors.
Sunday, February 27, 2011
Monday, February 21, 2011
Educational Leader
This past week was a busy week with a number of classes using the library and lessons to be taught to the 6th and 9th grades. On Wednesday, we had the ninth grade English classes beginning their research on countries. I was to teach them what sources would be helpful for their research. We also had two other classes scheduled to use our computers and our mobile lab, all at the same time. Our technology specialist was aware of the amount of technology happening in the library all at once so she invited our superintendent to stop in and see what we were doing. I had created some Power Point review slides so the students could use our CPS system (hand-held clickers). We wanted our superintendent to see those in action as well. Unfortunately, he could not come. Anyhow, the students were engaged and were able to begin their research. Also, unfortunately, when we focus on the English classes the other classes miss out on possible lessons, like web evaluation. There was a science class that was in the library during the time the English class was beginning their research. The science teacher made a point to tell me that she had talked to the students about credible websites. This was because I had been talking to her earlier about this being my soapbox this year. I was glad to hear that she at least brought up the subject of credible websites to her class. Many science and social studies classes don't hear this from their teachers I fear. My point is the more that you talk to others (teachers or students) about what you feel is important, the more they may believe it and pass it on to others. (AASL 1.1)
I also want to mention that I have been talking to our technology specialist a lot about how the library needs to stay abreast of technology, use it, understand it, and teach it. Yes, we have our technology teachers and they are doing a good job. But I stressed to our specialist that this is the library of the future. (AASL 3.3) She has been very proud that I am using the CPS the most in our school right now. This is why she invited the superintendent. She likes the idea that some teachers are seeing me use it and they are wanting to use it too. Our Dean of Students saw me using it this past week and he is so proud of himself for thinking to offer it to our Career Based Intervention teacher who takes students to the Knowledge Bowl. He thinks it would be a good tool for practice.
The Dean of Students and I have been talking a lot about technology, mainly in the form of what is going to replace books. He likes to tell me books are going to be obsolete some day. Anyhow, it makes for good conversation about the future of the library. We talk about Nooks and how we need to find a grant to fund the purchase of some. He has been taking classes in administration and had to do a paper on cutting-edge technology. I was able to direct him to a professional journal that helped him decide on his topic. (AASL 3.3) I was also able to talk to the high school principal this week about Nooks. It is not often that I can stick my head in his office and just have an informal chat. We were also able to discuss the future of the library and how it may be focused a lot more on e-books. During this discussion the Dean of Students stuck his head in the office and mentioned what we had going on in the library with technology this week. The principal said I was on the right track.
I may be on the right track but definitely not satisfied. I am glad I can give a glimpse of how the library can continue to be important. I am trying to show that right now by creating lessons that support teacher's standards and classroom lessons. Money is tight and I don't know how we can improve technology right now but that doesn't mean I am not going to try. We are not on the cutting edge, but I have a vision of the library being a place filled almost continually with classes working on projects of some kind. It is nice to have 20 computers for them to use. When the mobile lab is not elsewhere, we have 30 more. I have been able to have students on those laptops in front of my projector screen working with me. There is much more to do.........student book trailers, technology grants, the list goes on.
I also want to mention that I have been talking to our technology specialist a lot about how the library needs to stay abreast of technology, use it, understand it, and teach it. Yes, we have our technology teachers and they are doing a good job. But I stressed to our specialist that this is the library of the future. (AASL 3.3) She has been very proud that I am using the CPS the most in our school right now. This is why she invited the superintendent. She likes the idea that some teachers are seeing me use it and they are wanting to use it too. Our Dean of Students saw me using it this past week and he is so proud of himself for thinking to offer it to our Career Based Intervention teacher who takes students to the Knowledge Bowl. He thinks it would be a good tool for practice.
The Dean of Students and I have been talking a lot about technology, mainly in the form of what is going to replace books. He likes to tell me books are going to be obsolete some day. Anyhow, it makes for good conversation about the future of the library. We talk about Nooks and how we need to find a grant to fund the purchase of some. He has been taking classes in administration and had to do a paper on cutting-edge technology. I was able to direct him to a professional journal that helped him decide on his topic. (AASL 3.3) I was also able to talk to the high school principal this week about Nooks. It is not often that I can stick my head in his office and just have an informal chat. We were also able to discuss the future of the library and how it may be focused a lot more on e-books. During this discussion the Dean of Students stuck his head in the office and mentioned what we had going on in the library with technology this week. The principal said I was on the right track.
I may be on the right track but definitely not satisfied. I am glad I can give a glimpse of how the library can continue to be important. I am trying to show that right now by creating lessons that support teacher's standards and classroom lessons. Money is tight and I don't know how we can improve technology right now but that doesn't mean I am not going to try. We are not on the cutting edge, but I have a vision of the library being a place filled almost continually with classes working on projects of some kind. It is nice to have 20 computers for them to use. When the mobile lab is not elsewhere, we have 30 more. I have been able to have students on those laptops in front of my projector screen working with me. There is much more to do.........student book trailers, technology grants, the list goes on.
Sunday, February 13, 2011
Teacher Librarian
I was able to teach a web evaluation lesson this week. I had put a lot of time and effort into this lesson. I read many sources on the topic and created an outline, then made a power point presentation for three 9th grade English classes. I looked at so many lessons on this topic that I began to get confused about which way to teach it. There are tons of sources on web evaluation. I stuck with a book titled, Cyber Literacy, by Susan R. Gregson. I also was able to use part of a lesson plan created by a fellow student for our School Library Media III class. She had gotten some of her information from Joyce Valenza's page. Kathy Schrock's website has some good resources on this topic as well. One of the most challenging parts of the lesson was finding a bogus website to use to show the students. Most of them were blocked at our school. Joyce Valenza's website is blocked too. I actually did get one unblocked by the time I had to teach the second class.
My lesson consisted of going through the power point and asking questions of the students along the way. Two questions were what does it mean to be literate? and what does critical mean? We discussed cyber literacy, the amount of information on the web, why we have to be careful, and why people put false or misleading information on the web. At the end of the power point we went over web evaluations tools that would help them critically evaluate a web page. Then I split the classes into groups (with the advanced help of the teacher), giving each pair a laptop from the mobile lab. They looked at two different websites and evaluated them, writing down their strengths and weaknesses. After that, we discussed each websites' strengths and weaknesses.
The lesson went very well. I was excited to get the chance to present these principles to the students. No one that I know of has addressed web evaluation in depth. A lot of the time teachers tell their students what websites they can use, therefore they don't use ones they need to evaluate. Even though this lesson was a lot of preparation, I want to use it again with some fine tuning. I would like to offer it to the 10th grade English students. I also got to use an easier set of evaluation tools along with this power point for a last minute session with two 7th grade classes this week.
One of my goals for this Practicum was to create a web evaluation lesson for both the high school students and the middle school students. After thirty minutes of fine tuning, I think I will have both of them in a place where I will be able to use them on short notice. I am very excited to have nearly reached this goal. The effort I put in was worth it and I feel like the students learned something.
The five lessons that I taught on web evaluation this week cover all of AASL standard 2. I am very pleased that I have teachers who are willing to let me present this information because they feel it is important. The 9th grade English teacher decided to use some of this lesson in the research the students will be starting next week. She wants them to use the websites we are going to show them next week and if they need to use another website they will need to show three or four evaluation tools that they used to determine if the website was credible.
I also got critiqued by my librarian on this lesson. I was very appreciative of her input. She was able to make a few suggestions and showed me where something I had said was incorrect. I am glad that she had the time to listen to most of my lesson. During one of the periods, we had a class behind the screen that I was teaching from, and one off to the side using computers. We like to offer our libary to be open to as many teaching and learning areas as possible. Carol and their teachers were able to keep them quietly working while the Freshman worked on my lesson. It worked so smoothly, but I know that part of this was because of having two adults working together to coordinate the use of the library in a quiet manner. (AASL standard 1.2 & 1.3)
It was a very productive week.. I could write more. We actually had school everyday with only one two-hour delay.
My lesson consisted of going through the power point and asking questions of the students along the way. Two questions were what does it mean to be literate? and what does critical mean? We discussed cyber literacy, the amount of information on the web, why we have to be careful, and why people put false or misleading information on the web. At the end of the power point we went over web evaluations tools that would help them critically evaluate a web page. Then I split the classes into groups (with the advanced help of the teacher), giving each pair a laptop from the mobile lab. They looked at two different websites and evaluated them, writing down their strengths and weaknesses. After that, we discussed each websites' strengths and weaknesses.
The lesson went very well. I was excited to get the chance to present these principles to the students. No one that I know of has addressed web evaluation in depth. A lot of the time teachers tell their students what websites they can use, therefore they don't use ones they need to evaluate. Even though this lesson was a lot of preparation, I want to use it again with some fine tuning. I would like to offer it to the 10th grade English students. I also got to use an easier set of evaluation tools along with this power point for a last minute session with two 7th grade classes this week.
One of my goals for this Practicum was to create a web evaluation lesson for both the high school students and the middle school students. After thirty minutes of fine tuning, I think I will have both of them in a place where I will be able to use them on short notice. I am very excited to have nearly reached this goal. The effort I put in was worth it and I feel like the students learned something.
The five lessons that I taught on web evaluation this week cover all of AASL standard 2. I am very pleased that I have teachers who are willing to let me present this information because they feel it is important. The 9th grade English teacher decided to use some of this lesson in the research the students will be starting next week. She wants them to use the websites we are going to show them next week and if they need to use another website they will need to show three or four evaluation tools that they used to determine if the website was credible.
I also got critiqued by my librarian on this lesson. I was very appreciative of her input. She was able to make a few suggestions and showed me where something I had said was incorrect. I am glad that she had the time to listen to most of my lesson. During one of the periods, we had a class behind the screen that I was teaching from, and one off to the side using computers. We like to offer our libary to be open to as many teaching and learning areas as possible. Carol and their teachers were able to keep them quietly working while the Freshman worked on my lesson. It worked so smoothly, but I know that part of this was because of having two adults working together to coordinate the use of the library in a quiet manner. (AASL standard 1.2 & 1.3)
It was a very productive week.. I could write more. We actually had school everyday with only one two-hour delay.
Sunday, February 6, 2011
Resources and Financial Management
We had one day of school this week. The roads in our district have been pretty rough. Our school district is the largest in area compared to other districts in our county or surrounding counties.
On Monday, I helped my librarian to make a final decision on sending four books back to the vendor. After viewing these books carefully, we didn't think they would get much use and they cost $25 a piece. (AASL 4.1) The hardest part about this decision was determining whether or not the $100 was worth the hassle of packaging, mailing, and dealing with the purchase order. I convinced my librarian that we could really use the money for four or more other books from the same company and made the call to our board office to determine how to handle the purchase order. (AASL 4.2) We will have a credit with the company that I will use when the credit gets issued. We asked the treasurer's assistant to keep the P.O. open so we could reorder soon. I felt good about this decision because I really don't think those books would have gotten any looks from our students based on the types of books they normally use for research. Also it wasn't that much of the hassle. The hardest part was the two of us coming to a decision about the matter.
My librarian has been allowing me to follow the purchase order process closely when we have placed two book orders. It is good for me to see the way she keeps her p.o.s organized and how she makes notes as to what has been received and what has been "okd to pay". (AASL 4.2) I make copies of everything, include the proper secretary since we have two different schools, and send originals to the board office. I think I will make more use of spreadsheets when I become a librarian. I am comfortable with Excel and think this will help me follow my budget and allocated amounts for certain expenses. I really appreciate the time my librarian has given to explain these procedures and how her budget and requisitions work. There are a lot of things that you need to be careful of. If you overspend on a purchase order, you end up paying yourself. And if you have a book fair, you have to put in a requistion for that at the beginning of the year or whenever the deadline is. (AASL 4.2)
These are the kind of details that most people don't even consider when thinking about the position of a teacher librarian. The people who don't give it a lot of thought just believe that the books are there, none are added, none are taken away; and all you do is check them out, check them in, and put them away. Sounds pretty easy to me. But in reality the job is so much more. I tried to explain why I am going to school for this position to a student last week and I couldn't even think of all the jobs a librarian does; meaning that I told her a few and thought of the rest later. She was impressed with the few that I told her which mainly involved collection development and staying abreast of changes that affect teaching in the library.
So................during my snow days at home, I worked on a lesson for teaching Freshman how to evaluate websites. I believe I am teaching it in three days. I will go into detail when I actually have finished teaching the lesson.
On Monday, I helped my librarian to make a final decision on sending four books back to the vendor. After viewing these books carefully, we didn't think they would get much use and they cost $25 a piece. (AASL 4.1) The hardest part about this decision was determining whether or not the $100 was worth the hassle of packaging, mailing, and dealing with the purchase order. I convinced my librarian that we could really use the money for four or more other books from the same company and made the call to our board office to determine how to handle the purchase order. (AASL 4.2) We will have a credit with the company that I will use when the credit gets issued. We asked the treasurer's assistant to keep the P.O. open so we could reorder soon. I felt good about this decision because I really don't think those books would have gotten any looks from our students based on the types of books they normally use for research. Also it wasn't that much of the hassle. The hardest part was the two of us coming to a decision about the matter.
My librarian has been allowing me to follow the purchase order process closely when we have placed two book orders. It is good for me to see the way she keeps her p.o.s organized and how she makes notes as to what has been received and what has been "okd to pay". (AASL 4.2) I make copies of everything, include the proper secretary since we have two different schools, and send originals to the board office. I think I will make more use of spreadsheets when I become a librarian. I am comfortable with Excel and think this will help me follow my budget and allocated amounts for certain expenses. I really appreciate the time my librarian has given to explain these procedures and how her budget and requisitions work. There are a lot of things that you need to be careful of. If you overspend on a purchase order, you end up paying yourself. And if you have a book fair, you have to put in a requistion for that at the beginning of the year or whenever the deadline is. (AASL 4.2)
These are the kind of details that most people don't even consider when thinking about the position of a teacher librarian. The people who don't give it a lot of thought just believe that the books are there, none are added, none are taken away; and all you do is check them out, check them in, and put them away. Sounds pretty easy to me. But in reality the job is so much more. I tried to explain why I am going to school for this position to a student last week and I couldn't even think of all the jobs a librarian does; meaning that I told her a few and thought of the rest later. She was impressed with the few that I told her which mainly involved collection development and staying abreast of changes that affect teaching in the library.
So................during my snow days at home, I worked on a lesson for teaching Freshman how to evaluate websites. I believe I am teaching it in three days. I will go into detail when I actually have finished teaching the lesson.
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