Carol Smith is the teacher librarian at North Charleston Creative Arts Elementary. She operates the library on a partially flex schedule.
Carol states that teachers have a better appreciation for flex scheduling because they come in the library and see what has to happen to make checkout occur. She states that the flexible scheduling has engaged staff members more because there is time for staff members to talk with her to set up lessons or request materials. She also states that students are more engaged with the library now that it operates on a partially flex schedule. Carol has been able to talk with students more about the books that are in the library and she states that students were amazed that the librarian has to review all the books before they are purchased. It was a light bulb moment for the student to see the amount of work that went into collection curation and Carol believes that educating her students about how the collection is curated engages them further as readers.
Looking to engage students in makerspace, Carol could not figure out how to get a makerspace going in her library in an Arts focused school. Now she has a Tinker Tub club for an hour once a week. In terms of engaging with more reluctant teachers, Carol states that every year her schedule is different and their school has high turnover, so levels of engagement with staff looks different each school year. She states that teacher librarians have to realize that relationships are more important than the paycheck.
To engage students, Carol simply talks to them and asks them what they like to read. She states that every teacher librarian's first priority is to know their school. Her school needs help with all the students- all hands on deck. Her top priority is to teach students to love reading. She states that even though she doesn't get credit when the reading scores go up, she is not there for the pat on the back. he job is to cultivate eager readers before any other duty such as news show, PD for staff, or other library programming.
Saturday, October 19, 2019
SLIS Librarian Interview # Leslie Cooper INCLUDE
Leslie Cooper is the teacher librarian at Stono Park Elementary. She operates the library on a fully fixed schedule with no clerk. She says fixed schedules are not the worst thing, but back-to-back special areas are challenging.
She states that it is more difficult to practice the foundation of Include when she sees a class once a week. She is working on a collaboration with the Art teacher that is focused around Chinese art and folktales so her students can deepen their understanding of and make connections to Chinese art and literature. Being on a fixed schedule means she has to find ways to practice "Include" in a meaningful way with her students. She will make animal sections in Mackinvia and share them with students on a Google classroom page to ensure that students will have equitable access to the materials. As she is bringing more robotics into the library to share with students, she talked with the computer teacher and collaborated on Ozobots and a timeline project that required students to collaborate and communicate effectively.
To give her students opportunities to learn about others’ differing experiences and opinions, Leslie says it is imperative to read the books that are on your shelves so you can purchase more diverse books that your students will like to read. If you are honest and you know your books, you are all set. She states that it is powerful to buy a book and give it to the right student who needs it. To continue to grow the collection with books featuring diverse perspectives, Leslie states it is also important to serve on book award committees to learn how to recommend books to students. Her favorite readers are the underground readers. She keeps high school style books for the underground readers who may enjoy them. She says her top priority is getting students to love to read. She states that everything she does is driven by the need to create readers. She joked that even if you are reader-driven, when the reading test scores go up, the library won't get any credit.
She states that it is more difficult to practice the foundation of Include when she sees a class once a week. She is working on a collaboration with the Art teacher that is focused around Chinese art and folktales so her students can deepen their understanding of and make connections to Chinese art and literature. Being on a fixed schedule means she has to find ways to practice "Include" in a meaningful way with her students. She will make animal sections in Mackinvia and share them with students on a Google classroom page to ensure that students will have equitable access to the materials. As she is bringing more robotics into the library to share with students, she talked with the computer teacher and collaborated on Ozobots and a timeline project that required students to collaborate and communicate effectively.
To give her students opportunities to learn about others’ differing experiences and opinions, Leslie says it is imperative to read the books that are on your shelves so you can purchase more diverse books that your students will like to read. If you are honest and you know your books, you are all set. She states that it is powerful to buy a book and give it to the right student who needs it. To continue to grow the collection with books featuring diverse perspectives, Leslie states it is also important to serve on book award committees to learn how to recommend books to students. Her favorite readers are the underground readers. She keeps high school style books for the underground readers who may enjoy them. She says her top priority is getting students to love to read. She states that everything she does is driven by the need to create readers. She joked that even if you are reader-driven, when the reading test scores go up, the library won't get any credit.
SLIS Librarian Interview #2 Deborah Palmer-Santos EXPLORE
Debbie Santos is the teacher librarian at Sullivan's Island Elementary School. The library operates on a flexible schedule and Debbie is fortunate to have a large volunteer base to help re-shelve books and attend to other clerical work. The student population does not warrant a full-time library clerk.
To come up with projects and activities for students that focus on the shared foundation "Explore" Debbie states that she relies heavily on Pinterest, social media, begging and borrowing. She also states that to encourage students to grow with self-assessment and problem solving, one has to take time to talk to the students on their level. She says that CD and Kindergarten students want to talk to their librarian (everyone really) all the time- in the hallways, at lunch, at dismissal, etc... She takes time to talk to the kids when they are in the library- about books or not about books. She emphasizes to the CD and Kindergarten students that when they come into the library it is THEIR time. Debbie feels that establishing these connections early gives students a strong base and confidence for later projects and explorations.
Debbie uses the AASL standards in a bit of a reverse way- she looks at the AASL standards to see how they naturally fit in with what she is already doing in the library. To implement projects and buy makerspace materials that students need to use to tinker and create, Debbie states that each teacher librarian has to develop the right relationship with administration to get themselves funding and support for program initiatives. She says it's a timing thing- Principals have a lot to do, so you have to make your requests fit their busy schedule. You often teach your staff as much as your students. Debbie finished our interview by saying that no matter what area you are looking at: Engage, Curate, Include. or Inquire, all decision have to be made for what is best for the student. She states that teacher librarians get a lot farther when their focus is on the students.
To come up with projects and activities for students that focus on the shared foundation "Explore" Debbie states that she relies heavily on Pinterest, social media, begging and borrowing. She also states that to encourage students to grow with self-assessment and problem solving, one has to take time to talk to the students on their level. She says that CD and Kindergarten students want to talk to their librarian (everyone really) all the time- in the hallways, at lunch, at dismissal, etc... She takes time to talk to the kids when they are in the library- about books or not about books. She emphasizes to the CD and Kindergarten students that when they come into the library it is THEIR time. Debbie feels that establishing these connections early gives students a strong base and confidence for later projects and explorations.
Debbie uses the AASL standards in a bit of a reverse way- she looks at the AASL standards to see how they naturally fit in with what she is already doing in the library. To implement projects and buy makerspace materials that students need to use to tinker and create, Debbie states that each teacher librarian has to develop the right relationship with administration to get themselves funding and support for program initiatives. She says it's a timing thing- Principals have a lot to do, so you have to make your requests fit their busy schedule. You often teach your staff as much as your students. Debbie finished our interview by saying that no matter what area you are looking at: Engage, Curate, Include. or Inquire, all decision have to be made for what is best for the student. She states that teacher librarians get a lot farther when their focus is on the students.
Saturday, October 5, 2019
SLIS 794 Librarian Interview 1 Jennifer Thrift COLLABORATION
I had the pleasure of interviewing Jennifer Thrift. Mrs. Thrift is an elementary school librarian who works at a large intermediate elementary school in Charleston County School District. Mrs. Thrift operate the school library on a flexible schedule and she has been the librarian for 20 years. I was most impressed that Mrs. Thrift has been able to run a flexible schedule without challenge for 20 years. Mrs. Thrift said that the administration has been adamant about keeping the library on a flexible schedule and has made adjustments to the master schedule to accommodate the library flexible schedule. For example, the school runs their special area schedule on a color schedule rather than a Monday through Friday schedule so they can have four special areas (PE, Art, Music, and Computer) without compromising the flexible library schedule. Mrs. Thrift collaborates with classroom teachers with a focus on grade level curriculum.
Collaborations begin with either Mrs. Thrift approaching the teachers or teachers hearing about successful collaborations from other teachers. Collaborations are typically focused on ELA, Social Studies, or Science, however, Mrs. Thrift has recently expanded into a math collaboration with a Starbucks-themed library transformation.
Mrs. Thrift states that relationships with teachers and students how one successfully engages collaborations. Teachers have to trust you to collaborate with you. She states that "good work spreads like wildfire" and flexible scheduling is very hard- much harder than classroom teachers think. To engage successfully, you have to be able to talk to teachers, meet after school, etc... Another element of engagement is finding out what students are excited about and capitalizing on that. Mrs. Thrift recently attended a Get Your Teach On conference that helped her boos engagement. Her library is all about transformations that give students a decorated, themed space for rigorous academic learning. This year, the school-wide GYTO theme is Magic.
Mrs. Thrift states that her job is to support what is going on in the classroom. This is the way she gets buy-in from the teachers. Teachers care about their standards being met over anything else. Teacher-backing drives administrative support.
Collaborations begin with either Mrs. Thrift approaching the teachers or teachers hearing about successful collaborations from other teachers. Collaborations are typically focused on ELA, Social Studies, or Science, however, Mrs. Thrift has recently expanded into a math collaboration with a Starbucks-themed library transformation.
Mrs. Thrift states that relationships with teachers and students how one successfully engages collaborations. Teachers have to trust you to collaborate with you. She states that "good work spreads like wildfire" and flexible scheduling is very hard- much harder than classroom teachers think. To engage successfully, you have to be able to talk to teachers, meet after school, etc... Another element of engagement is finding out what students are excited about and capitalizing on that. Mrs. Thrift recently attended a Get Your Teach On conference that helped her boos engagement. Her library is all about transformations that give students a decorated, themed space for rigorous academic learning. This year, the school-wide GYTO theme is Magic.
Mrs. Thrift states that her job is to support what is going on in the classroom. This is the way she gets buy-in from the teachers. Teachers care about their standards being met over anything else. Teacher-backing drives administrative support.
Sunday, December 2, 2018
10: Future-casting with Makerspace
The practice that I will take with me after this course was all the information I learned about MakerSpaces. I have felt skeptical about makerspaces for a couple years now and I really doubted a makerspace's place in the school library. For example, if I am working with a class of reluctant readers, giving them a bunch of Duplo blocks and telling them to make something isn't going to influence their interest in reading. How would parents respond to their child building on an epic Lego wall in the school library? It's a library. Get a book.
Now, I understand the power of makerspaces and I appreciate how the hands-on nature of makerspaces counters all the screen time students experience during the school day. I will continue to use digital curation to promote makerspaces. We are starting makerspaces in January and I predict more than a few eyebrows will be raised as parents, teachers, and administrators pass by the library as they walk down the halls. The digital curation I have about makerspace resources will be a good justification and introduction to makerspaces for education stakeholders who are unfamiliar with makerspace.
I also find the BEST applications of makerspace materials tied in with curriculum via Twitter. I will continue to scour Twitter for makerspace ideas and to hopefully share our own makerspace creations someday. I agree with Laura Gardner in the Horizon report when she said that "No one is anti-library, but libraries do have a marketing problem." That statement galvanizes me to continue to tweet about JBE library and all we are doing, reading, and creating.
Sullivan, B. (2016, December 29). Librarians share their predictions for education trends in 2017. Retrieved December 02, 2018, from http://oomscholasticblog.com/post/librarians-share-their-predictions-education-trends-2017
Now, I understand the power of makerspaces and I appreciate how the hands-on nature of makerspaces counters all the screen time students experience during the school day. I will continue to use digital curation to promote makerspaces. We are starting makerspaces in January and I predict more than a few eyebrows will be raised as parents, teachers, and administrators pass by the library as they walk down the halls. The digital curation I have about makerspace resources will be a good justification and introduction to makerspaces for education stakeholders who are unfamiliar with makerspace.
I also find the BEST applications of makerspace materials tied in with curriculum via Twitter. I will continue to scour Twitter for makerspace ideas and to hopefully share our own makerspace creations someday. I agree with Laura Gardner in the Horizon report when she said that "No one is anti-library, but libraries do have a marketing problem." That statement galvanizes me to continue to tweet about JBE library and all we are doing, reading, and creating.
Sullivan, B. (2016, December 29). Librarians share their predictions for education trends in 2017. Retrieved December 02, 2018, from http://oomscholasticblog.com/post/librarians-share-their-predictions-education-trends-2017
Monday, November 12, 2018
9: Coloring with Quiver
Quiver is an app that transforms a coloring page into a 3D, animated interaction. Users simply visit the Quiver site and print off Quiver coloring pages. The user then colors the page. When the user opens the Quiver app over the completed coloring page, the page comes to life. See the below video for an example:Please note that the coloring pages must be printed from the Quiver website for the animations to work.
The Quiver app can be downloaded from the app store and the Quiver coloring pages can be found here: http://www.quivervision.com/.
I can see educators use Quiver to extend a lesson. Here is an example from Common Sense Media (2015) of how a teacher uses Quiver:
"I have used Quiver, formerly ColAR Mix, with my elementary students. We would use these coloring pages when they tied into what we were covering to extend a lesson. For example, we used the dragon coloring page after reading a story about a dragon and the design a shoe page after we learned about how shoes are made. Students loved seeing their 2D art become 3D when using this app."
Coloring pages aren't the most rigorous activity out there. I would suggest using Quiver with younger students to close out a unit of study with a bang. I don't see how Quiver would benefit older students, but I would love to hear suggestions if any are out there!
Quiver Education - 3D Coloring App Teacher Review. (2015, November 29). Retrieved November 12, 2018, from https://www.commonsense.org/education/app/quiver-3d-coloring-app-teacher-review/4092031
Saturday, November 3, 2018
8: Old Toy, New Trick: Epic Lego Wall
Diana Rendina's Epic Lego Wall is a new-to-me concept that I can see implementing in my school library.
Full disclosure: I am uncharmed by Lego. I have stepped on hundreds of Legos though my baby-sitting years and I have scooped countless Legos from the washing machine after my stepchildren ran their laundry. However, I respect Lego's lasting appeal and I am drawn to Lego's approachability in the myriad of makerspace tech and tools. But how to implement Lego in the library? The Epic Lego Wall.
A pro of the Epic Lego Wall? Its vertical execution. Something about the up-and-down of the Epic Lego Wall suggests collaboration to me in a way that horizontally executed Lego work spaces does not. I think it's that the "huddle and hoard" element is missing. You know, when you see a child claim rights to a selection of communal Legos and then the child hunkers their shoulders down over his or her Lego stash to communicate a physical boundary to potential Lego snatchers.
Another pro of the Epic Lego Wall is its fluidity of creation. In my world of mostly fixed schedule school library, maker spaces compete for time with book checkout and back-to-back classes. I like the idea of starting with a maker space that does not require project completion because there is no project. The maker space just exists there, waiting for a creator to begin building or begin prying Legos off the wall in order to build differently.
Epic Lego wall is universally approachable and worthwhile to all school libraries. Instead of allowing students to create with Lego for their allotted 40 minute library period and then put the Legos away, the Epic Lego Wall gives makers an audience for their creativity. As Colin Angevine and Josh Weisgrau (2016) state,
"The magic of the makerspace does not come from the tools in the room; instead the learning theory that guides makerspaces is founded upon the unique power of learning through creating shareable work."
The Epic Lego Wall never ends, there is no finished product, no circuit has to light up, no characters must be coded correctly for it to be a "success." The Epic Lego Wall is there to create simply for the sake of creating. In our highly anxious world of education, I imagine that as a relief for our students.
Site: http://renovatedlearning.com/2014/09/12/the-epic-library-lego-wall-how-to-build-one/
Situating Makerspaces in Schools. (2016, June 06). Retrieved November 01, 2018, from http://hybridpedagogy.org/situating-makerspaces-in-schools/
Full disclosure: I am uncharmed by Lego. I have stepped on hundreds of Legos though my baby-sitting years and I have scooped countless Legos from the washing machine after my stepchildren ran their laundry. However, I respect Lego's lasting appeal and I am drawn to Lego's approachability in the myriad of makerspace tech and tools. But how to implement Lego in the library? The Epic Lego Wall.
A pro of the Epic Lego Wall? Its vertical execution. Something about the up-and-down of the Epic Lego Wall suggests collaboration to me in a way that horizontally executed Lego work spaces does not. I think it's that the "huddle and hoard" element is missing. You know, when you see a child claim rights to a selection of communal Legos and then the child hunkers their shoulders down over his or her Lego stash to communicate a physical boundary to potential Lego snatchers.
The vertical board insists on left-to-right-to-up-to-down orientation which, to me, promotes Lego interaction. You'll note I did not say "Lego sharing". I am a realist.
Another pro of the Epic Lego Wall is its fluidity of creation. In my world of mostly fixed schedule school library, maker spaces compete for time with book checkout and back-to-back classes. I like the idea of starting with a maker space that does not require project completion because there is no project. The maker space just exists there, waiting for a creator to begin building or begin prying Legos off the wall in order to build differently.
Epic Lego wall is universally approachable and worthwhile to all school libraries. Instead of allowing students to create with Lego for their allotted 40 minute library period and then put the Legos away, the Epic Lego Wall gives makers an audience for their creativity. As Colin Angevine and Josh Weisgrau (2016) state,
"The magic of the makerspace does not come from the tools in the room; instead the learning theory that guides makerspaces is founded upon the unique power of learning through creating shareable work."
The Epic Lego Wall never ends, there is no finished product, no circuit has to light up, no characters must be coded correctly for it to be a "success." The Epic Lego Wall is there to create simply for the sake of creating. In our highly anxious world of education, I imagine that as a relief for our students.
Site: http://renovatedlearning.com/2014/09/12/the-epic-library-lego-wall-how-to-build-one/
Situating Makerspaces in Schools. (2016, June 06). Retrieved November 01, 2018, from http://hybridpedagogy.org/situating-makerspaces-in-schools/
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