Oct 19
Finished what I could of the book covering project, since we ran out of book covers. Went through SLJ to make a list of new books for Linda to order, and included some of my own, both youth and YA. Oct 20Linda taught a study skills course to 6th grade on how to use NoodleBib, their bibliography composer. She went over the very basics of what students should look for in a source as far as authority. We also had a pizza party for the 4th and 5th graders who had participated in summer reading.
On a positive note, my non-reader from Friday came back in. He headed straight for the YA shelves, and came to the desk with Catching Fire, the Hunger Games sequel. Apparently, Mr. Non-reader liked it, and was almost done and wanted the next book. Linda was pretty shocked, and I felt pretty good that I gave someone a reason to read.
Oct 21
More books to catalog, and prep for the CASLN meeting. Went to my first CASLN meeting, where we discussed the new wiki
Thursday, October 22, 2009
Oct 13
I got to teach my first lesson! It was short, but fun. I had a very brief explanation of learning styles for a 6th grade study skills class of Linda's, and had found a short worksheet to help evaluate one's own learning style. It was low-tech, but still a success. I think the students enjoyed getting an idea of how they can maximize their own study habits. I was able to teach this lesson twice.
Oct 14
Worked on my Promethean Lesson, trying to find a day to go to the K-3 school to talk to the librarian there about what the kids should know. The lesson as I have written it is pretty elementary, but since it has been 6+ months since it was reviewed with them, I think a basic review is needed. It includes the parts of the Sunset Ridge LC, how fiction and non-fiction are arranged, and a Dewey overview. Mrs. Zazove is working on a project with some flex time students, creating book trailers of their favorite books. I even got some book recommendations off the trailers!I started preparing for a historical fiction book talk scheduled for early November, and looked around for some 6th grade appropriate trailers. Scholastic seems to be my best, school-friendly site.
Oct 15
Today Linda and I sat down again with the Dominican packet, as well as Information Power, Linking for Learning. She discussed how to actually make them work within a school library, in the real world. We also went to ISBE's website and went over what she considers the best job description for a school librarian. I had the chance to make a teacher connection today, in the lunchroom, of course. A Spanish teacher mentioned that she was working on Day of the Dead, and I offered to pull materials for her both here at SR, and at the public library for my part-time job. I was able to pull a selection for her in both Spanish and English.
Oct 16
Linda was out sick today, and it was a low-key day in the library. I manned the library while Ashley did the classroom duties.
I had the following exchange with a student.
Student: I need a book.
Me: Great!! what kind of book?
S: a book, any book.
Me: You don't care what kind? fiction? non-fiction? anything?
S: (getting annoyed) Yes.
Me: Light goes off. He needs to show up for choice reading with something. Ok, here's my favorite book right now. I hand him The Hunger Games, and tell him we have the sequel when he's done. I get a middle school eye-roll in response, and off he goes.
Not sure if it's good that I gave the least picky kid in the school the best book in the library. It taught me not to get too psyched to book talk. Sometimes, they just want anything. I find out later from Linda that the boy is a non reader, and has checked out 3 books in 5 years. Oh well.
Also spent time with Mrs. Zazove as she explained book trailers to another group, and moved on with the first group re: book trailers.
I got to teach my first lesson! It was short, but fun. I had a very brief explanation of learning styles for a 6th grade study skills class of Linda's, and had found a short worksheet to help evaluate one's own learning style. It was low-tech, but still a success. I think the students enjoyed getting an idea of how they can maximize their own study habits. I was able to teach this lesson twice.
Oct 14
Worked on my Promethean Lesson, trying to find a day to go to the K-3 school to talk to the librarian there about what the kids should know. The lesson as I have written it is pretty elementary, but since it has been 6+ months since it was reviewed with them, I think a basic review is needed. It includes the parts of the Sunset Ridge LC, how fiction and non-fiction are arranged, and a Dewey overview. Mrs. Zazove is working on a project with some flex time students, creating book trailers of their favorite books. I even got some book recommendations off the trailers!I started preparing for a historical fiction book talk scheduled for early November, and looked around for some 6th grade appropriate trailers. Scholastic seems to be my best, school-friendly site.
Oct 15
Today Linda and I sat down again with the Dominican packet, as well as Information Power, Linking for Learning. She discussed how to actually make them work within a school library, in the real world. We also went to ISBE's website and went over what she considers the best job description for a school librarian. I had the chance to make a teacher connection today, in the lunchroom, of course. A Spanish teacher mentioned that she was working on Day of the Dead, and I offered to pull materials for her both here at SR, and at the public library for my part-time job. I was able to pull a selection for her in both Spanish and English.
Oct 16
Linda was out sick today, and it was a low-key day in the library. I manned the library while Ashley did the classroom duties.
I had the following exchange with a student.
Student: I need a book.
Me: Great!! what kind of book?
S: a book, any book.
Me: You don't care what kind? fiction? non-fiction? anything?
S: (getting annoyed) Yes.
Me: Light goes off. He needs to show up for choice reading with something. Ok, here's my favorite book right now. I hand him The Hunger Games, and tell him we have the sequel when he's done. I get a middle school eye-roll in response, and off he goes.
Not sure if it's good that I gave the least picky kid in the school the best book in the library. It taught me not to get too psyched to book talk. Sometimes, they just want anything. I find out later from Linda that the boy is a non reader, and has checked out 3 books in 5 years. Oh well.
Also spent time with Mrs. Zazove as she explained book trailers to another group, and moved on with the first group re: book trailers.
New Linda, new school
LIS 728 Elementary
Oct 5
First day! Get acquainted, and get my laptop. Also got to visit World Cultures class with Ashley (TA). They introduced German words to the students.Also cataloged new books as well as recatalog some existing nonfiction to make collection more accessible for students. This is a continuing project Linda has implemented.Glad I did all that cataloging at Maine West--Sunset Ridge uses Destiny as well, so that transition has been easy.Shelved books to get familiar with the collection. Great collection, appears to be well used by the students. Linda really takes input from the students as to what they want to read.
Oct 6
Started the day in the 6th grade meeting at 7:45.Learned to cover books and make spine labels. Started project of searching for high interest books about various occupations for 7th grade project. Used Amazon and Rosen Central catalog to create a list for Linda of potential purchases.Observed a 7th grade science class with Ashley, helped science teacher collate quarter grade reports.PM Advisory: Linda showed me how Sunset Ridge uses Trappers to keep the students organized. She evaluated each students assignment book and Trapper to make sure students are on task and organized.Linda spent time going over the Dominican paperwork and expectations with me.
Oct 7
Started the day in the 7th grade meeting at 7:45. After advisory I went with Ashley to World Cultures, where the students did German review for a quiz on Thursday. I will be giving the quiz with Ms. Tobias.Completed draft of pizza party invitation.Observed 7th grade science again, will be with students in Special Services while they take the test on Thursday.Lunch with 7th graders who are habitually tardy-punishment issued by Linda. The next few days will be good practice in classroom management, since there are some kids in the class who need it. Linda has a great handle on keeping the kids in line.Finished covering books in the collection pulled by Linda.Oct 8Fiction weeding day!Ashley was out for the day, so I was TA for a day. I went to World Cultures to help give their German quiz, and graded them with the key. I also spent a study hall with Ms Tobias' class, looking over their homework logs and behavior sheet.Back in the library, Linda and I started weeding fiction. In addition to poor condition, we used non-circulating as a criteria. Linda knows her collection and her school extremely well, so she knows what is of interest and what has not moved off the shelves.
Oct 9
This was an in service day. I got to participate in Promethean training. Having never seen how to create lessons for a white board, this was great! After, Linda told me to plan a library intro lesson for the 4th graders. I got started using Prometheanplanet.com. I will definitely include this in my portfolio. The second half of the day was spent in the LC weeding non-fiction. We purged the shelves of about 200+ books, mostly outdated and with low circulation. Almost all of them smelled.
Oct 5
First day! Get acquainted, and get my laptop. Also got to visit World Cultures class with Ashley (TA). They introduced German words to the students.Also cataloged new books as well as recatalog some existing nonfiction to make collection more accessible for students. This is a continuing project Linda has implemented.Glad I did all that cataloging at Maine West--Sunset Ridge uses Destiny as well, so that transition has been easy.Shelved books to get familiar with the collection. Great collection, appears to be well used by the students. Linda really takes input from the students as to what they want to read.
Oct 6
Started the day in the 6th grade meeting at 7:45.Learned to cover books and make spine labels. Started project of searching for high interest books about various occupations for 7th grade project. Used Amazon and Rosen Central catalog to create a list for Linda of potential purchases.Observed a 7th grade science class with Ashley, helped science teacher collate quarter grade reports.PM Advisory: Linda showed me how Sunset Ridge uses Trappers to keep the students organized. She evaluated each students assignment book and Trapper to make sure students are on task and organized.Linda spent time going over the Dominican paperwork and expectations with me.
Oct 7
Started the day in the 7th grade meeting at 7:45. After advisory I went with Ashley to World Cultures, where the students did German review for a quiz on Thursday. I will be giving the quiz with Ms. Tobias.Completed draft of pizza party invitation.Observed 7th grade science again, will be with students in Special Services while they take the test on Thursday.Lunch with 7th graders who are habitually tardy-punishment issued by Linda. The next few days will be good practice in classroom management, since there are some kids in the class who need it. Linda has a great handle on keeping the kids in line.Finished covering books in the collection pulled by Linda.Oct 8Fiction weeding day!Ashley was out for the day, so I was TA for a day. I went to World Cultures to help give their German quiz, and graded them with the key. I also spent a study hall with Ms Tobias' class, looking over their homework logs and behavior sheet.Back in the library, Linda and I started weeding fiction. In addition to poor condition, we used non-circulating as a criteria. Linda knows her collection and her school extremely well, so she knows what is of interest and what has not moved off the shelves.
Oct 9
This was an in service day. I got to participate in Promethean training. Having never seen how to create lessons for a white board, this was great! After, Linda told me to plan a library intro lesson for the 4th graders. I got started using Prometheanplanet.com. I will definitely include this in my portfolio. The second half of the day was spent in the LC weeding non-fiction. We purged the shelves of about 200+ books, mostly outdated and with low circulation. Almost all of them smelled.
Sept 11-29
Sept 11
We commemorated 9/11 with a special display of books and Linda's memorabilia. Kids could wear bracelets with the names of victims and read a brief bio of the person in a book in Linda's private collection.
Sep 15
A semi-solo day! Linda was out, so I got to handle a few classes on my own (with a sub and the classroom teacher). I had two social studies classes with Mr. Harper, who should be sainted for putting up with me! One was History Makers, about comparing two very different figures in history, so I got to talk about the different history databases and reference books. As always, we went over Google Advanced Search. Later, we had Harper's Road to Revolution, so I presented that pathfinder and Google Advanced, and some books as well.
Sept 16
Today I worked on displays. I put together read-alike lists for Twilight, The Hunger Games, and Crank. When done, I had space to create three book displays. Linda also showed me how to update the catalog with the display locations. Then, we got prepped for Teen Read Week, with a Read Beyond Reality theme. I chose some of my favorite fantasy and sci-fi books to put out, with a combination of new and old books. THEN, I got out the Banned Books Week info and created a display of books that have been challenged, and clipped little blurbs about why the book had been challenged.
Sept 18
I presented my own Learn about the LRC to 2 groups of freshmen. The freshmen class did not get a library orientation as others have in the past, so I went over the rules and the expectations. I also presented the Chicago pathfinder to a Chicago Lit class, and gave them the tour of the Chicago collection and reference books.
Sept 21
Worked with Jane Wisdom on her Definition Paper, where the students pick an abstract noun and find various ways to define it. In addition to the OED, she also has the students use various concordances. I updated the pathfinder with an online version of Shakespeare's concordance, as well as updating the links to the Bible concordance. Again gave the students a brief overview on how to use the pathfinder.
Sept 22
Did Definition Paper again, and started prepping for more book talks.
Sept 23
Updated the WWII pathfinder for Mrs. Roemer's history class. They are working in groups to create a WWII era newspaper. I provided a cart of books with a sample of the WWII collection, including some biographies. I also went over the pathfinder with them so they could see where to find images and other relevant media. After the presentation, I gave a brief tour of the 940s to students who were unsure how to find books in the non-fiction area. I started to prep for the book talks on Thursday with Mrs. Avodek's classes by using the study carrels as a display area again, dividing books by genre or interest, as well as an area for Abe Lincoln nominees and Read for a Lifetime 2010.
Sept 24
Observation Day!Did book talks first with Geralyn and then with Linda for my observation by Juanita Sigg. Luckily, most of my favorite books to talk were in, and YouTube worked correctly. I alternated between talking about books and showing trailers online for others. As a rule, I talk about books I love, and ones I either don't adore or haven't read, I use a trailer. The trailers are quite successful, but I worry that sometimes they seem cheesy to the kids. I even remembered to talk about the non-fiction books. Luckily, I forgot to be nervous and I think it went pretty well.
Sept 25
Unluckily, Linda is a taskmaster and still made me work. Three boxes of books came in, and we got them all cataloged. I was happy, but the library secretary Anna wasn't!! Sept 28More book talks, this time for junior classes over the course of three periods. Geralyn was being observed by the principal one period, so I stayed in the background and assisted on the fantasy genre only.
Sept 29
In between the party the ladies threw me, I scheduled a few more book talks for Linda and Geralyn. I filled a book cart of high interest/low level books for the next book talks so it would be ready for them. We went over the statistics of library usage for the 5 weeks I was there, and we saw 38 classes, and over 700 students. Circulation was more than double what it had been the previous September. I was so sad to leave Maine West. I loved the teachers, the students and most of all the people in the library.
We commemorated 9/11 with a special display of books and Linda's memorabilia. Kids could wear bracelets with the names of victims and read a brief bio of the person in a book in Linda's private collection.
Sep 15
A semi-solo day! Linda was out, so I got to handle a few classes on my own (with a sub and the classroom teacher). I had two social studies classes with Mr. Harper, who should be sainted for putting up with me! One was History Makers, about comparing two very different figures in history, so I got to talk about the different history databases and reference books. As always, we went over Google Advanced Search. Later, we had Harper's Road to Revolution, so I presented that pathfinder and Google Advanced, and some books as well.
Sept 16
Today I worked on displays. I put together read-alike lists for Twilight, The Hunger Games, and Crank. When done, I had space to create three book displays. Linda also showed me how to update the catalog with the display locations. Then, we got prepped for Teen Read Week, with a Read Beyond Reality theme. I chose some of my favorite fantasy and sci-fi books to put out, with a combination of new and old books. THEN, I got out the Banned Books Week info and created a display of books that have been challenged, and clipped little blurbs about why the book had been challenged.
Sept 18
I presented my own Learn about the LRC to 2 groups of freshmen. The freshmen class did not get a library orientation as others have in the past, so I went over the rules and the expectations. I also presented the Chicago pathfinder to a Chicago Lit class, and gave them the tour of the Chicago collection and reference books.
Sept 21
Worked with Jane Wisdom on her Definition Paper, where the students pick an abstract noun and find various ways to define it. In addition to the OED, she also has the students use various concordances. I updated the pathfinder with an online version of Shakespeare's concordance, as well as updating the links to the Bible concordance. Again gave the students a brief overview on how to use the pathfinder.
Sept 22
Did Definition Paper again, and started prepping for more book talks.
Sept 23
Updated the WWII pathfinder for Mrs. Roemer's history class. They are working in groups to create a WWII era newspaper. I provided a cart of books with a sample of the WWII collection, including some biographies. I also went over the pathfinder with them so they could see where to find images and other relevant media. After the presentation, I gave a brief tour of the 940s to students who were unsure how to find books in the non-fiction area. I started to prep for the book talks on Thursday with Mrs. Avodek's classes by using the study carrels as a display area again, dividing books by genre or interest, as well as an area for Abe Lincoln nominees and Read for a Lifetime 2010.
Sept 24
Observation Day!Did book talks first with Geralyn and then with Linda for my observation by Juanita Sigg. Luckily, most of my favorite books to talk were in, and YouTube worked correctly. I alternated between talking about books and showing trailers online for others. As a rule, I talk about books I love, and ones I either don't adore or haven't read, I use a trailer. The trailers are quite successful, but I worry that sometimes they seem cheesy to the kids. I even remembered to talk about the non-fiction books. Luckily, I forgot to be nervous and I think it went pretty well.
Sept 25
Unluckily, Linda is a taskmaster and still made me work. Three boxes of books came in, and we got them all cataloged. I was happy, but the library secretary Anna wasn't!! Sept 28More book talks, this time for junior classes over the course of three periods. Geralyn was being observed by the principal one period, so I stayed in the background and assisted on the fantasy genre only.
Sept 29
In between the party the ladies threw me, I scheduled a few more book talks for Linda and Geralyn. I filled a book cart of high interest/low level books for the next book talks so it would be ready for them. We went over the statistics of library usage for the 5 weeks I was there, and we saw 38 classes, and over 700 students. Circulation was more than double what it had been the previous September. I was so sad to leave Maine West. I loved the teachers, the students and most of all the people in the library.
Thursday, September 10, 2009
Sept 10 Getting ready for Banned Books week!
http://www.bannedbooksweek.org/Mapofbookcensorship.html
I could spend quite a bit of time looking at this! It shows on a map what kinds of challenges are made, and where they come from.
Today, we're working on a BBW display and the 9/11 memorial.
I'll also be putting together a list of read alikes for Hunger Games and Twilight.
I could spend quite a bit of time looking at this! It shows on a map what kinds of challenges are made, and where they come from.
Today, we're working on a BBW display and the 9/11 memorial.
I'll also be putting together a list of read alikes for Hunger Games and Twilight.
Wednesday, September 9, 2009
Sept 2-9
Sept 2
Got to teach the pathfinder http://webpages.maine207.org/west/departments/lrc/Documents%20Pathfinders/English/Music%20Genre%20Pathfinder.htm for Music Genres. It really was fun! I highlighted the important websites, showed them different search strategies, and how to discern authority. Since the topics were not ones to be found in academic journals, I felt it was important to reiterate that they needed to know who was responsible for a site to avoid pure opinions and aim for factual information. Our other classes were on Chicago Biographies, and we again highlighted databases and pulled books to assist in research.
Sept 3
More book talks, this time emphasizing the Hero's Journey. I also added to the resource list Hero in the Maine West catalog.
Sept 4
Linda and I had lunch with 2 English teachers who were looking for book talks (what else?) for their special ed class. In about 2 hours, we put together a cart of high interest-low Lexile level books appropriate for high schoolers. Every kid picked a book and was reading by the end of the period. Pretty cool!
On an admin note, we spent the day cataloging. I'm good at adding an existing copy, but need to work on tweaking those MARC records. All in good time, I suppose.
Sept 8/9
My first bust.
A teacher was coming in to get his students to read outside their comfort zone. I arranged new books in a display, by genre, and got ready to talk about them. All he wanted was to have them browse and upend the library. He came in again on Wednesday, with the intention of book talks, and decided against it at the last minute. So there is a lovely display of books ready for someone to love. Sigh.
Got to teach the pathfinder http://webpages.maine207.org/west/departments/lrc/Documents%20Pathfinders/English/Music%20Genre%20Pathfinder.htm for Music Genres. It really was fun! I highlighted the important websites, showed them different search strategies, and how to discern authority. Since the topics were not ones to be found in academic journals, I felt it was important to reiterate that they needed to know who was responsible for a site to avoid pure opinions and aim for factual information. Our other classes were on Chicago Biographies, and we again highlighted databases and pulled books to assist in research.
Sept 3
More book talks, this time emphasizing the Hero's Journey. I also added to the resource list Hero in the Maine West catalog.
Sept 4
Linda and I had lunch with 2 English teachers who were looking for book talks (what else?) for their special ed class. In about 2 hours, we put together a cart of high interest-low Lexile level books appropriate for high schoolers. Every kid picked a book and was reading by the end of the period. Pretty cool!
On an admin note, we spent the day cataloging. I'm good at adding an existing copy, but need to work on tweaking those MARC records. All in good time, I suppose.
Sept 8/9
My first bust.
A teacher was coming in to get his students to read outside their comfort zone. I arranged new books in a display, by genre, and got ready to talk about them. All he wanted was to have them browse and upend the library. He came in again on Wednesday, with the intention of book talks, and decided against it at the last minute. So there is a lovely display of books ready for someone to love. Sigh.
Tuesday, September 1, 2009
September 1
Sept 1
Created a pathfinder today for a class tomorrow. http://webpages.maine207.org/west/departments/lrc/Documents%20Pathfinders/English/Music%20Genre%20Pathfinder.htm This was a fun one to do!!!
Created a pathfinder today for a class tomorrow. http://webpages.maine207.org/west/departments/lrc/Documents%20Pathfinders/English/Music%20Genre%20Pathfinder.htm This was a fun one to do!!!
Monday, August 31, 2009
August 27/28/31
August 27 & 28
Two really busy days! August 27 was book talk day. Nine periods, and over 200 students came through for book talks with English classes to pick books for independent reading projects. Between Linda, Geralyn and myself, I think we talked about 35-40 books. Our winners were The Hunger Games, My Bloody Life, Monster, and Perfect Chemistry. By the end of the day, I was able book talk books I haven't even read.
August 31
Today was solo day. Linda was out, so I got to teach my first solo lesson: a research pathfinder for an English III's debate. I was able to update an existing pathfinder on Friday for the project. The first go-round was slightly better than disastrous. I later watched Geralyn give the lesson to another class, and she offered to let me do it again. It went MUCH better after watching the steps to take. I also was in charge of 3 freshmen accelerated English classes for their book talks, more independent reading. Luckily, we got restocked with some of the winners from last week, so it was easy to go it alone. I also supplemented with trailers from YouTube and SchoolTube to break up the monotony and allow the kids to hear about books that are not in my regular reading list.
Two really busy days! August 27 was book talk day. Nine periods, and over 200 students came through for book talks with English classes to pick books for independent reading projects. Between Linda, Geralyn and myself, I think we talked about 35-40 books. Our winners were The Hunger Games, My Bloody Life, Monster, and Perfect Chemistry. By the end of the day, I was able book talk books I haven't even read.
August 31
Today was solo day. Linda was out, so I got to teach my first solo lesson: a research pathfinder for an English III's debate. I was able to update an existing pathfinder on Friday for the project. The first go-round was slightly better than disastrous. I later watched Geralyn give the lesson to another class, and she offered to let me do it again. It went MUCH better after watching the steps to take. I also was in charge of 3 freshmen accelerated English classes for their book talks, more independent reading. Luckily, we got restocked with some of the winners from last week, so it was easy to go it alone. I also supplemented with trailers from YouTube and SchoolTube to break up the monotony and allow the kids to hear about books that are not in my regular reading list.
Wednesday, August 26, 2009
Day 3
August 25
I may not be the librarian but I imitate pretty well!
Day 2 is always easier than Day 1. Institute day doesn't count! I knew where to park and how to find the faculty lunchroom, and all the faculty bathrooms. We sorted all 4 of the book carts by genre, and in one case, high interest/low level books, and between the four of us adding books we forgot, we turned it into 5 carts! Then Linda and I looked for online reviews and trailers to show students to cover the books we haven't read. The best part of the day was that students kept coming in to get books and to see Linda, so I got to meet and talk books with real, live students. Students needed help with computers and with the system, and since I had a badge, I was a teacher in their eyes. I even got to check out a few books all by myself AND managed not to set off the alarms, so I think it was a successful day.
I need to get a pedometer. I walk a lot every day, and want to know how much!
I may not be the librarian but I imitate pretty well!
Day 2 is always easier than Day 1. Institute day doesn't count! I knew where to park and how to find the faculty lunchroom, and all the faculty bathrooms. We sorted all 4 of the book carts by genre, and in one case, high interest/low level books, and between the four of us adding books we forgot, we turned it into 5 carts! Then Linda and I looked for online reviews and trailers to show students to cover the books we haven't read. The best part of the day was that students kept coming in to get books and to see Linda, so I got to meet and talk books with real, live students. Students needed help with computers and with the system, and since I had a badge, I was a teacher in their eyes. I even got to check out a few books all by myself AND managed not to set off the alarms, so I think it was a successful day.
I need to get a pedometer. I walk a lot every day, and want to know how much!
Monday, August 24, 2009
Day 2 August 24 Students Arrive and Activity Fair
August 24
Students Arrive and Activity Fair!
Today I spent the early morning helping Linda prep for the Activity Fair, for her book club PageTurners. It's a great concept for a book club. They meet day a week during all lunch hours. Students are not required to read a particular book, but rather they discuss anything they are reading. It's a great way to book share, and for students to network outside of their own class. Approximately 35 freshmen expressed interest in the group, and many upperclassmen came by to talk to Linda about what they were reading. Later, in the afternoon, we began to prepare for the approximately 20 classes of book talks we have coming in the next 2 weeks, for English classes ranging from Special Ed to Accelerated. We started with Linda's list from last year, and built on it using the Lincoln and Read for a Lifetime lists, as well as some personal favorites. Tomorrow we'll sort the 4 carts of books into appropriate levels and divide them up as to who will talk about which book.
Students Arrive and Activity Fair!
Today I spent the early morning helping Linda prep for the Activity Fair, for her book club PageTurners. It's a great concept for a book club. They meet day a week during all lunch hours. Students are not required to read a particular book, but rather they discuss anything they are reading. It's a great way to book share, and for students to network outside of their own class. Approximately 35 freshmen expressed interest in the group, and many upperclassmen came by to talk to Linda about what they were reading. Later, in the afternoon, we began to prepare for the approximately 20 classes of book talks we have coming in the next 2 weeks, for English classes ranging from Special Ed to Accelerated. We started with Linda's list from last year, and built on it using the Lincoln and Read for a Lifetime lists, as well as some personal favorites. Tomorrow we'll sort the 4 carts of books into appropriate levels and divide them up as to who will talk about which book.
Saturday, August 22, 2009
copyright stuff
http://www.librarian.net/stax/2975/some-copyright-visualization/
and there's a link to a fair use evaluator!
and there's a link to a fair use evaluator!
Day 1 Interniship/ Institute day
LIS 728 Maine West Student Teaching Journal
Ann Gass
August 21, 2009-
Day 1 was Friday, August 21, for the Institute Day. It was a great experience to meet so many of the teachers, especially those I may not get a chance to work with while I am here. I participated in the all staff assembly about Warrior Pride, and the trust and team building exercises.During the classroom time, Linda gave me a tour of the library. We went to visit the library at Maine South, since I had done some observation already at Maine East in March. Linda began to process LRC requests from teachers, either requesting LRC time, librarian collaboration, or both. I asked if I could take over the process, and Linda allowed me to. I was able to get a feel for what teachers rely on the collaboration, and which teachers just want to use the library's resources. Some teachers were already requesting time in April and May!
I received some training in Destiny to do checkout.
Coming Up: Activity Fair on Monday and about a gazillion book talks on Thursday and Friday.
Ann Gass
August 21, 2009-
Day 1 was Friday, August 21, for the Institute Day. It was a great experience to meet so many of the teachers, especially those I may not get a chance to work with while I am here. I participated in the all staff assembly about Warrior Pride, and the trust and team building exercises.During the classroom time, Linda gave me a tour of the library. We went to visit the library at Maine South, since I had done some observation already at Maine East in March. Linda began to process LRC requests from teachers, either requesting LRC time, librarian collaboration, or both. I asked if I could take over the process, and Linda allowed me to. I was able to get a feel for what teachers rely on the collaboration, and which teachers just want to use the library's resources. Some teachers were already requesting time in April and May!
I received some training in Destiny to do checkout.
Coming Up: Activity Fair on Monday and about a gazillion book talks on Thursday and Friday.
Wednesday, August 19, 2009
Ever been stumped by a book?
Ever get the "I read a book as a kid and the cover was blue?"
Try this
http://www.loganberrybooks.com/stump.html
Try this
http://www.loganberrybooks.com/stump.html
Monday, August 17, 2009
So sad. . .
Like a lot of others, I am facing my last library school class . . .and won't be attending due to a scheduling conflict here at home. Talk about going out with a wimper instead of a bang! So I will not get to say goodbye to the wonderful ladies in and teaching the class. It's been a pleasure getting to know all of you, and I am sure that the small world that is librarianship will keep us all linked somehow.
I was surprised walking in to class how few of you I knew, and now I am only sad I didn't meet all of you sooner.
Thanks to all of you for being patient with the non-teacher in the room; I didn't always have a lot to add to discussions, but want each of you to know that I really took in a lot of what you said. Best of luck to some of you in your new jobs, and happy hunting to the rest of us!!
I was surprised walking in to class how few of you I knew, and now I am only sad I didn't meet all of you sooner.
Thanks to all of you for being patient with the non-teacher in the room; I didn't always have a lot to add to discussions, but want each of you to know that I really took in a lot of what you said. Best of luck to some of you in your new jobs, and happy hunting to the rest of us!!
Saturday, August 15, 2009
http://sites.google.com/site/lis725litflicksidu/
Here's my interdisciplinary unit, a work in progress.
Here's my interdisciplinary unit, a work in progress.
Wednesday, August 12, 2009
Catcher in the Rye Copyright
interesting link. .. copyright case involving an unauthorized sequel to Catcher in the Rye. Up for decision: is Holden Caulfield copyrighted?
http://www.publishersweekly.com/article/CA6675223.html?desc=topstory
ought to be interesting. . .
http://www.publishersweekly.com/article/CA6675223.html?desc=topstory
ought to be interesting. . .
Monday, August 10, 2009
Professional Development
Working on the PD via distance was somewhat of a challenge, but a great experience. I have to say that every group always has a weak link, and since ours is neither Teresa nor Serena, it's got to be me. I feel so lucky to be on this team, especially for my last class. In reviewing our final products, we have such a professional looking product and tools that I look forward to sharing with colleagues in the future.
Wednesday, August 5, 2009
Post I Forgot to do. . .Copyright !
I am working on the copyright group, and while the subject itself is quite a quagmire, the research with Teresa and Serena has been fun, if a bit logistically interesting!!
I found out some interesting things in our research. As I was trying to get permission to use a song in our PPT, I found out about digital rights management, and that artists can make their work available for download and confer rights of use if they so choose. Thanks, Weird Al!!
Also, I found a copyright book that is actually fun to read. Ok, librarian fun, not fun on the beach, but you'll see what I mean. Copyright Catechism: Practical Answers to Everyday School Dilemmas by Carol Simpson offers 1 page Q&As on a variety of topics that could face teachers and librarians. It is written as a companion to Copyright for Schools, which we all read in LIS724, but in a more conversational style. The situations are very realistic, and the solutions are logical yet concise.
I found out some interesting things in our research. As I was trying to get permission to use a song in our PPT, I found out about digital rights management, and that artists can make their work available for download and confer rights of use if they so choose. Thanks, Weird Al!!
Also, I found a copyright book that is actually fun to read. Ok, librarian fun, not fun on the beach, but you'll see what I mean. Copyright Catechism: Practical Answers to Everyday School Dilemmas by Carol Simpson offers 1 page Q&As on a variety of topics that could face teachers and librarians. It is written as a companion to Copyright for Schools, which we all read in LIS724, but in a more conversational style. The situations are very realistic, and the solutions are logical yet concise.
Monday, July 27, 2009
I really got into Chapter 10, The Role of Libraries in Learning Communities. To me, it seems like this role varies so much, and is almost at a crossroads in education right now. The old stand in the background role is slowly changing to one of an active participant in learning. I believe in the learning community as a whole picture approach to education--and I think this dovetails nicely with the curriculum mapping we've discussed. Pages 192-193 lay out exactly how a good media specialist integrates him/herself into the learning community and supports the learning standards.
Much of this reminded me of a book I read during an observation (don't ask) http://www.bigpicture.org/. First and foremost, a learning community must be learner centered to succeed.
Much of this reminded me of a book I read during an observation (don't ask) http://www.bigpicture.org/. First and foremost, a learning community must be learner centered to succeed.
Tuesday, July 21, 2009
Here Comes Learning!
http://www.istevision.org/watch.php?vid=518605cf6c08c98cca3e3bf6812dcb9860f7dd3c
Synopsis: In a world of learning networks and communities, how do we help our students move from simple sharing to collective action in the world. - Will Richardson, Connective Learning with Sheryl Nussbaum-Beach Tuesday, 6/30/2009, 2:00pm 3:00pm WWCC 146 B
Using examples from Twitter and Wikipedia, Richardson shows how the new technologies actually improve our critical thinking skills. One example was the constant updating of Wikipedia on the day Michael Jackson died; so many users were trying to keep up with the constant flow of information.
He is a former classroom teacher, and talks about how many youths do not have an adult in their lives who do not understand the connective technologies to help them navigate them. He states that the current social tools are mainly used to connect them to people they already know, and in a print based way, and they are now making connections with adults they don't know on an interest based level. Rather than decrying this as a hunting ground for criminals, Richardson points out that there are many potential teachers and advisers for these kids. He makes a great quote about the older generation,(paraphrased) at about 10:22: we don't have the same kind of context for putting these technologies into use as the kids do. Most kids have no adults that can teach them how to use these technologies for learning. The competencies needed can't necessarily be addressed through traditional professional development. Adults need to be learners outside of a workshop. His quote: "We can teach you a wiki, we can teach you how to blog, but we can't teach you how to connect. You need to immerse yourself." They reiterate that by being co-learners with your students, you can learn even more and be as engaged as the students. Nussbaum-Beach talks about the important of learning with sharing our own experience--collaboratively--to make the learning authentic.
I am intrigued by the communities of practice-developing and joining communities for learning. The most important thing to remember is that they must be allowed to evolve over time with co-created content, rather than having everything laid out. The speaker from the Archdiocese of Philadelphia gave some good, concrete examples of using these concepts. The teachers used these types of learning with their students. The students even asked to do more interactive collaborative assignments.
Another important statement was at the very end: these are not just 21st skills, these are 19th and 20th century skills about interpersonal learning.
I only wish I could have seen the PPT a little better.
To be continued. . . .
Synopsis: In a world of learning networks and communities, how do we help our students move from simple sharing to collective action in the world. - Will Richardson, Connective Learning with Sheryl Nussbaum-Beach Tuesday, 6/30/2009, 2:00pm 3:00pm WWCC 146 B
Using examples from Twitter and Wikipedia, Richardson shows how the new technologies actually improve our critical thinking skills. One example was the constant updating of Wikipedia on the day Michael Jackson died; so many users were trying to keep up with the constant flow of information.
He is a former classroom teacher, and talks about how many youths do not have an adult in their lives who do not understand the connective technologies to help them navigate them. He states that the current social tools are mainly used to connect them to people they already know, and in a print based way, and they are now making connections with adults they don't know on an interest based level. Rather than decrying this as a hunting ground for criminals, Richardson points out that there are many potential teachers and advisers for these kids. He makes a great quote about the older generation,(paraphrased) at about 10:22: we don't have the same kind of context for putting these technologies into use as the kids do. Most kids have no adults that can teach them how to use these technologies for learning. The competencies needed can't necessarily be addressed through traditional professional development. Adults need to be learners outside of a workshop. His quote: "We can teach you a wiki, we can teach you how to blog, but we can't teach you how to connect. You need to immerse yourself." They reiterate that by being co-learners with your students, you can learn even more and be as engaged as the students. Nussbaum-Beach talks about the important of learning with sharing our own experience--collaboratively--to make the learning authentic.
I am intrigued by the communities of practice-developing and joining communities for learning. The most important thing to remember is that they must be allowed to evolve over time with co-created content, rather than having everything laid out. The speaker from the Archdiocese of Philadelphia gave some good, concrete examples of using these concepts. The teachers used these types of learning with their students. The students even asked to do more interactive collaborative assignments.
Another important statement was at the very end: these are not just 21st skills, these are 19th and 20th century skills about interpersonal learning.
I only wish I could have seen the PPT a little better.
To be continued. . . .
Monday, July 13, 2009
Chapters 5 & 6
I had a conversation with a friend who is a teacher this weekend, who was interested in this class and what we were learning about curriculum and collaboration. We chatted about the whole curriculum development aspect, and until she made it to the higher ranks and got on the curriculum team, she didn't have much input.
The text's information about curriculum mapping was really interesting. The different ways to develop the curriculum is always fascinating, and I think the layout of it is as important as the content. At one point, the author talked about a school who had the curriculum up on the wall and marked it up with post-it notes. What a great idea! It keeps it visible at all times, and accountability is probably higher when no one can claim they did not see it.
The text's information about curriculum mapping was really interesting. The different ways to develop the curriculum is always fascinating, and I think the layout of it is as important as the content. At one point, the author talked about a school who had the curriculum up on the wall and marked it up with post-it notes. What a great idea! It keeps it visible at all times, and accountability is probably higher when no one can claim they did not see it.
Monday, July 6, 2009
Chapter 2
My favorite quote of all of my classes: Page 42
We have over 400 standards for ten content areas in our state! Where do we start?
I, again as a non-education background, find the standards overwhelming. I hope to get an idea where and how to start. I appreciated on page 44 Implications for Practice: How do we enhance this learning, again with subject specific strategies to achieve the standards. Much of the chapter was devoted to charts and other visuals, which is appropriate, since much of the text talks about helping students retain information using graphic organizers. Definitely drives the point home!
We have over 400 standards for ten content areas in our state! Where do we start?
I, again as a non-education background, find the standards overwhelming. I hope to get an idea where and how to start. I appreciated on page 44 Implications for Practice: How do we enhance this learning, again with subject specific strategies to achieve the standards. Much of the chapter was devoted to charts and other visuals, which is appropriate, since much of the text talks about helping students retain information using graphic organizers. Definitely drives the point home!
Chapter 1
Chapter 1 describes Inquiry Based Learning and its benefits on learning and the curriculum versus information problem solving. I finished my education classes in the spring, and this dovetailed nicely, bringing the theories learned there into real world situations. Figure 1.4 comprehensively shows how to integrate one's teaching methods into inquiry based learning to meet the learners' needs. The author also describes by discipline how the librarian can aid in teaching each; I had previously not thought about how to assist in math, assuming most collaboration would occur in English, social sciences and science.
The other area of importance was the 4 C's: catalyst, connector, coach and caregiver. I already have seen how a librarian can be the connector for teachers, when we connect teachers working on similar units through the public library. Catalyst just gives a name to what we have been learning throughout our time at Dominican. Coach is the role with which I probably most identify. Many of the librarians I observed would fit the caregiver role, maintaining extra hours at the library so students are not alone after school and offering services during the summer for children without access to a public library.
The other area of importance was the 4 C's: catalyst, connector, coach and caregiver. I already have seen how a librarian can be the connector for teachers, when we connect teachers working on similar units through the public library. Catalyst just gives a name to what we have been learning throughout our time at Dominican. Coach is the role with which I probably most identify. Many of the librarians I observed would fit the caregiver role, maintaining extra hours at the library so students are not alone after school and offering services during the summer for children without access to a public library.
Post 1
Post 1, part 1
Although the introduction was brief, it laid the groundwork for showing the importance of librarians as educators. I have no educational background, so the teaching side is something I will need to pay particular attention to in this class.
Although the introduction was brief, it laid the groundwork for showing the importance of librarians as educators. I have no educational background, so the teaching side is something I will need to pay particular attention to in this class.
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