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.
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