I will be at my secondary site through the week before Thanksgiving, but because I only go twice a week that means that after today I only have five days left on site. I asked my supervisor what she'd like me to focus on first.
She's been sending carts of (ancient) books to the science department to have them evaluate whether we should keep them, discard them, or look for more current books on those topics. They have, thus far, decided we should discard every title we've sent over. In terms of print resources, what they want are books where a scientist (or journalist covering a scientist) reports on the process they go through to discover something rather than books on specific topics like genetics or disease. When they have students research, they primarily use databases or other online sources. So my next project will be to put together a buy list of those types of books. It should be a little tricky (or just involve reading LOTS of reviews).
I'm finding that, because of the high academic standards at this school, many of the "YA" resources are just too basic to meet students needs. The adult nonfiction often fits better (though I try to find both), but I have to be pretty careful about reading the reviews to be sure the titles are appropriate.
The reaction of the library support staff to our weeding progress makes me smile. In my collection development course we discussed how people didn't like to weed, but this is my first experience with someone who really just likes to keep books. I think, though, that keeping all these ancient, outdated, SERIOUSLY dusty books on the shelves does the students and disservice, though, because it creates the illusion of a complete library collection when the reality is that the usable collection is about 1/3 to 1/2 the size of the entire collection. Is it really better to have a 60 year old book on dna on the shelves than no book at all? I'm inclined to think it is not, and the circulation data agrees with me. So far, none of the titles I've pulled from the shelves have circulated since the library adopted the Destiny system in 2001.
I've been thinking about different school library environments and where I'd like to end up. While I enjoyed the students in the elementary library and the days, while busy, had a nice structure to them, I really prefer the energy of the high school library. Because that's where I have teaching experience, I find it easier to relate to the other teachers and feel like I have more to offer them as a collaborative partner. Of course, the reality is I may not find any openings in any school libraries anywhere near my home, and since I'd prefer to be part-time it's very likely I won't end up employed as a "real" librarian any time soon. Still, you never know.
I wanted also to mention the "Virtual Vikings." This is a group of students with computer skills that my supervisor is training to help teachers and students with technology. Dr. L would LOVE this group--it's exactly what he advocated as his "geek squad." When they aren't in classrooms or computer labs assisting with technology, the students are working on their website and a "promotional video" describing what they do. It's going to be cool; I'll have to put the video here if they finish before I'm done with my fieldwork.
Tuesday, October 30, 2012
Wednesday, October 24, 2012
Every Day is a Whirlwind
Apparently this is just how things go in a high school library, and I think that's great. Every day is busy but really feels impactful. The elementary school was busy, but less frantic, if that makes sense, because the schedule was so regular. The high school library is different in that it's less regular (and louder), but I love the variety of things that happen in any given day.
Classes come in, mainly to use computers and tables (the library has an advantage over computer labs in that students can both access computers and have tables for working with others or on projects). Circulation is really low in the nonfiction collection, which is something my supervisor and I have been examining in our efforts to update the sadly out-of-date collection. After my cdp was complete (or as complete as I could make it and ready for her tweaks), I put together an evaluation of her collection based on age and circulation. It looks both at the collection as a whole and at each Dewey 100, broken into 10s. The age of the collection is a huge concern, and browsing the shelves confirms the real need for updating.
She has been working to identify additional funding sources, and as part of gathering evidence I created a staff survey to get an idea of what types of resources they would like to see on the shelves. A good number of staff members have responded, from a variety of departments, and I am ready to begin building "buy" lists based on their feedback and identified needs. Today a tech-savvy student (member of what Dr. L would call the "geek" squad) is busy pulling outdated technical books from the shelves. After checking circulation data on them (I doubt there has been any), I'll look for updated titles to use as replacements. My supervisor has an idea that we can "sell" titles we purchase based on teacher-identified curriculum needs as "supplemental" materials, and there is funding for supplemental materials currently available we may be able to access.
As a whole, I feel like I am able to make more of an impact at my secondary site, perhaps because my teaching background is at this level, perhaps because teachers rely on the TL so heavily for help with technology, or perhaps because my supervisor is less experienced and more open to my opinion on how things should be approached, particularly in regard to revamping the print nonfiction collection.
The collaborative lesson I was able to teach focused on a student debate on Napoleon (was he a hero or tyrant?). While I was involved in the planning of the lesson, it was not what Dr. L. would call a true collaboration in that the role of the TL was more adviser or sounding board than true co-collaborator. In the flex lab, I was definitely in more of a support role than co-teaching role, although based on the lesson that day I suggested changes and created some documents that will change how the lesson is delivered today. I am interested to see how many of my suggestions get incorporated and how today's lesson differs from yesterday's.
Classes come in, mainly to use computers and tables (the library has an advantage over computer labs in that students can both access computers and have tables for working with others or on projects). Circulation is really low in the nonfiction collection, which is something my supervisor and I have been examining in our efforts to update the sadly out-of-date collection. After my cdp was complete (or as complete as I could make it and ready for her tweaks), I put together an evaluation of her collection based on age and circulation. It looks both at the collection as a whole and at each Dewey 100, broken into 10s. The age of the collection is a huge concern, and browsing the shelves confirms the real need for updating.
She has been working to identify additional funding sources, and as part of gathering evidence I created a staff survey to get an idea of what types of resources they would like to see on the shelves. A good number of staff members have responded, from a variety of departments, and I am ready to begin building "buy" lists based on their feedback and identified needs. Today a tech-savvy student (member of what Dr. L would call the "geek" squad) is busy pulling outdated technical books from the shelves. After checking circulation data on them (I doubt there has been any), I'll look for updated titles to use as replacements. My supervisor has an idea that we can "sell" titles we purchase based on teacher-identified curriculum needs as "supplemental" materials, and there is funding for supplemental materials currently available we may be able to access.
As a whole, I feel like I am able to make more of an impact at my secondary site, perhaps because my teaching background is at this level, perhaps because teachers rely on the TL so heavily for help with technology, or perhaps because my supervisor is less experienced and more open to my opinion on how things should be approached, particularly in regard to revamping the print nonfiction collection.
The collaborative lesson I was able to teach focused on a student debate on Napoleon (was he a hero or tyrant?). While I was involved in the planning of the lesson, it was not what Dr. L. would call a true collaboration in that the role of the TL was more adviser or sounding board than true co-collaborator. In the flex lab, I was definitely in more of a support role than co-teaching role, although based on the lesson that day I suggested changes and created some documents that will change how the lesson is delivered today. I am interested to see how many of my suggestions get incorporated and how today's lesson differs from yesterday's.
Wednesday, October 17, 2012
Whirlwind
Today was a whirlwind day. My alarm did not go off, so I began by rushing to get out of my house and then sitting in traffic for nearly an hour to go the six miles to my fieldwork school. I ended up being there late for the tech menu day, but fortunately I had communicated with my supervisor and they were able to move things around so that I presented toward the end of the session rather than toward the beginning.
My session was focused on using blogs in the classroom, both as a prompt for student discussion (responding to blogs written by others or by the teacher) and as a forum for student writing. I addressed how to get started by having students respond to another blog and how to move into using teacher blogs as discussion prompts. We discussed teaching students how to comment appropriately, how to assess student blog posts, logistics, and how participating in a blog comment discussion benefits students. I thought it went pretty well. I look forward to seeing some of the comments from teachers.
After that I worked on the collection development policy for a bit before meeting with another teacher to brainstorm possible lessons for a world history course. She is using the flex lab next week, and fortunately I will be on campus and can join her and her students in the lab. The flex lab is a computer lab with a class set of laptops, smart board, lcd projector, etc. Teachers must meet with the LMT to use the flex lab ahead of time, just to be sure things are set up and ready for use. The LMT, depending on her schedule and the requests of the teacher, may stay and co-teach or facilitate the lesson or may just pop in and out. Since this teacher is having students debate and I used to coach debate, I'm going to stay to help. I am really looking forward to being in a classroom with students and seeing what they can do.
Next, there was a district technology meeting to attend at the district office. While it was interesting, the agenda had changed from when the LMTs were invited, and much of it (as it turns out) was not relevant to what LMTs do in this district. There was a discussion of when to "age out" computers, what to do with them, how to set up an inventory control using the network, etc. I had a panic moment while I was thinking that I had no idea how to write a script to keep tabs on computers on campus (as one of the men at the meeting indicated he had done). It turned out that was someone else's job, much of what was said had nothing to do with the LMT (although it was an interesting discussion to be aware of), and the district LMT coordinator was a little annoyed he'd made everyone come to the meeting. I was relieved I wouldn't have to add network administrator to my list of job duties.
Following that I got to sit in a "debriefing" session with a student who had served on a "digital natives" panel discussion during the tech menu morning. It was really interesting to get her perspective on how the session went and to hear the questions teachers raised and her concerns as a student.
Finally, I made some real progress on the CDP. I have some editing and polishing to do, and then I think it will be ready for my supervisor to look at while I begin working on evaluating the print collection.
It's difficult not to wonder how Dr. Loertscher would view the role of the LMT at this school and what he would think should be done differently.
First, I think he would love that the LMT is so involved in planning professional development and is such a strong technology leader at the school. He would love how often she collaborates with teachers to create lessons for the flex lab.
I am sure he would say there could be more collaborative planning and lesson delivery, and that he'd like to see the LMT involved in lesson assessment and leading students in meta-cognative exercises (the big think).
The state of the print collection might be a concern, although honestly we rarely discussed the print collection in his classes. I do think, though, that this is an area where I can make a real contribution to this school.
It is also impossible to be on this campus and not wonder how the LMT can possibly fit everything in. One thing I'd like to have in place before I finish my fieldwork is an idea of how to allocate my time as a teacher librarian. How much time (per week, on average) should be spent on collection development? Collaboration? Co-teaching? Other administrative duties? Time was much more structured in the elementary school.
Finally, I notice that there is a shocking lack of hand sanitizer on the high school campus. There was hand sanitizer every 2 feet at the elementary school, lol! I think I may bring some, just because I have already had 3 colds this fall and I do not have time for them.
Seriously, though, my plan (other than to watch and learn and to work with as many classroom teachers as possible) is to draft a cdp, complete a collection evaluation, and get at least one "buy" list going after evaluating the collection and beginning weeding. I'd also like to reorganize some of the things in the library so that items like supplemental novels currently on shelves out in the main library are somewhere less "public," and there is a space for the fiction collection to go during construction (or at least create a plan so that can happen).
My session was focused on using blogs in the classroom, both as a prompt for student discussion (responding to blogs written by others or by the teacher) and as a forum for student writing. I addressed how to get started by having students respond to another blog and how to move into using teacher blogs as discussion prompts. We discussed teaching students how to comment appropriately, how to assess student blog posts, logistics, and how participating in a blog comment discussion benefits students. I thought it went pretty well. I look forward to seeing some of the comments from teachers.
After that I worked on the collection development policy for a bit before meeting with another teacher to brainstorm possible lessons for a world history course. She is using the flex lab next week, and fortunately I will be on campus and can join her and her students in the lab. The flex lab is a computer lab with a class set of laptops, smart board, lcd projector, etc. Teachers must meet with the LMT to use the flex lab ahead of time, just to be sure things are set up and ready for use. The LMT, depending on her schedule and the requests of the teacher, may stay and co-teach or facilitate the lesson or may just pop in and out. Since this teacher is having students debate and I used to coach debate, I'm going to stay to help. I am really looking forward to being in a classroom with students and seeing what they can do.
Next, there was a district technology meeting to attend at the district office. While it was interesting, the agenda had changed from when the LMTs were invited, and much of it (as it turns out) was not relevant to what LMTs do in this district. There was a discussion of when to "age out" computers, what to do with them, how to set up an inventory control using the network, etc. I had a panic moment while I was thinking that I had no idea how to write a script to keep tabs on computers on campus (as one of the men at the meeting indicated he had done). It turned out that was someone else's job, much of what was said had nothing to do with the LMT (although it was an interesting discussion to be aware of), and the district LMT coordinator was a little annoyed he'd made everyone come to the meeting. I was relieved I wouldn't have to add network administrator to my list of job duties.
Following that I got to sit in a "debriefing" session with a student who had served on a "digital natives" panel discussion during the tech menu morning. It was really interesting to get her perspective on how the session went and to hear the questions teachers raised and her concerns as a student.
Finally, I made some real progress on the CDP. I have some editing and polishing to do, and then I think it will be ready for my supervisor to look at while I begin working on evaluating the print collection.
It's difficult not to wonder how Dr. Loertscher would view the role of the LMT at this school and what he would think should be done differently.
First, I think he would love that the LMT is so involved in planning professional development and is such a strong technology leader at the school. He would love how often she collaborates with teachers to create lessons for the flex lab.
I am sure he would say there could be more collaborative planning and lesson delivery, and that he'd like to see the LMT involved in lesson assessment and leading students in meta-cognative exercises (the big think).
The state of the print collection might be a concern, although honestly we rarely discussed the print collection in his classes. I do think, though, that this is an area where I can make a real contribution to this school.
It is also impossible to be on this campus and not wonder how the LMT can possibly fit everything in. One thing I'd like to have in place before I finish my fieldwork is an idea of how to allocate my time as a teacher librarian. How much time (per week, on average) should be spent on collection development? Collaboration? Co-teaching? Other administrative duties? Time was much more structured in the elementary school.
Finally, I notice that there is a shocking lack of hand sanitizer on the high school campus. There was hand sanitizer every 2 feet at the elementary school, lol! I think I may bring some, just because I have already had 3 colds this fall and I do not have time for them.
Seriously, though, my plan (other than to watch and learn and to work with as many classroom teachers as possible) is to draft a cdp, complete a collection evaluation, and get at least one "buy" list going after evaluating the collection and beginning weeding. I'd also like to reorganize some of the things in the library so that items like supplemental novels currently on shelves out in the main library are somewhere less "public," and there is a space for the fiction collection to go during construction (or at least create a plan so that can happen).
Elementary Wrap-Up take 2
I wanted to post some pictures of my elementary fieldwork site and reflect a bit on the experience before getting too caught up in the secondary expeirence.
The shelf on the left is part of Spanish fiction. The taller shelf on the right is the "blue star" collection (series fiction).
Part of the "enjoyables" collection (picture books).
English nonfiction is against the wall. The "island" houses English biographies.
I included this picture because of the great architectural detail that gives the library so much wonderful natural light.
The back row of Mac computers for student use.
This section, in the center of the library, serves as a gathering space. Younger students sit on the carpet squares for library lessons. In the red bins, there are "honor" books (books not in the library's catalog that can be borrowed by students who have checked out their limit of books or who have overdue books).
The graphic novel collection, after my "reorg" but before I straightened it (again). This is probably the most popular part of the library's collection.
Author Lauren Oliver speaks to students. This was a real highlight and a great way to end my fieldwork. The students were so excited to have the opportunity to hear her speak! They had outstanding questions, too. I look forward to picking up my signed copies of her books!
It is amazing how very different working on a high school campus is from working on an elementary campus. In an elementary school, the TL spent much more time doing readers' advisory. On the secondary campus, my supervisor is so busy with meetings, helping in the "flex lab," etc. that helping students select books is really up to the classified staff. The TL at the secondary level seems to be much more administrator and slightly less teacher (though she is still a teacher, of course). It is a really exciting time to work in a school library, whatever level.
The shelf on the left is part of Spanish fiction. The taller shelf on the right is the "blue star" collection (series fiction).
Part of the "enjoyables" collection (picture books).
English nonfiction is against the wall. The "island" houses English biographies.
I included this picture because of the great architectural detail that gives the library so much wonderful natural light.
The back row of Mac computers for student use.
This section, in the center of the library, serves as a gathering space. Younger students sit on the carpet squares for library lessons. In the red bins, there are "honor" books (books not in the library's catalog that can be borrowed by students who have checked out their limit of books or who have overdue books).
The graphic novel collection, after my "reorg" but before I straightened it (again). This is probably the most popular part of the library's collection.
Author Lauren Oliver speaks to students. This was a real highlight and a great way to end my fieldwork. The students were so excited to have the opportunity to hear her speak! They had outstanding questions, too. I look forward to picking up my signed copies of her books!
It is amazing how very different working on a high school campus is from working on an elementary campus. In an elementary school, the TL spent much more time doing readers' advisory. On the secondary campus, my supervisor is so busy with meetings, helping in the "flex lab," etc. that helping students select books is really up to the classified staff. The TL at the secondary level seems to be much more administrator and slightly less teacher (though she is still a teacher, of course). It is a really exciting time to work in a school library, whatever level.
Off and running.
Yesterday fieldwork at my secondary site began in earnest. After some more orientation and introductions I spent some time working on the collection development policy I'd already outlined at home. It was helpful to get my supervisor's feedback. I also spent some time with the library paraprofessional asking questions about circulation policies and library operations in general.
As part of my supervisor's role in planning professional development, she had a lunch meeting with another teacher who is a co-coordinator of professional development. There are two strands of professional development--the "tech menu" days my supervisor has started, where staff members choose from several sessions focused on educational technology (this week included blogging, flipping classrooms, creating and uploading simple videos, and an open session where teachers and guests took part in a panel discussion regarding technology trends in education) and the more traditional days where the entire staff meets and are focused on school-wide topics (this year, homework & assessment and creating SMART goals). Because these two types of days are very different, my supervisor and her co-coordinator have split the job, and she is focused on the tech menu days. However, she wants there to be some connection between those days and the other days, so she is working to include options aligned with the different departmental SMART goals and with homework/assessment. For them, working together to plan the same day proved difficult, but dividing the days and meeting from time to time to discuss crossover works.
Then I attended a district Library Media Teacher meeting at another school, which was highly interesting in regards to how the different school libraries in this district are operated. Since I am working on a CDP for my site, I asked how many of the had written collection development policies. One teacher librarian just kind of chuckled, and the consensus was they had all created them for coursework but hadn't revisited their CDPs. There was also discussion about teaching digital citizenship, possibly purchasing e-books, and issues with different technology used at all sites. Following the meeting I talked to my supervisor about her reasons for wanting a written CDP and how she planned to use it, which was helpful in letting me know how to proceed from here.
I am looking forward to learning more about how she divides her time during the day and how everything gets accomplished. I am also excited about how my CDP and weeding/cd projects at this school could literally transform the collection in the library and, hopefully, the way the library gets used. I know I won't be able to see the plan to completion, but if just getting it started is pretty exciting. I think I mentioned before that the collection is extremely outdated and the space in the library is not being used as well as it should. For example, supplemental novels used for English classes currently take up shelf space in the library. Because of some upcoming construction, the entire fiction section will have to be moved, so this is an opportunity to make better use of the space and potentially open up the current fiction area for other uses after construction is complete.
As part of my supervisor's role in planning professional development, she had a lunch meeting with another teacher who is a co-coordinator of professional development. There are two strands of professional development--the "tech menu" days my supervisor has started, where staff members choose from several sessions focused on educational technology (this week included blogging, flipping classrooms, creating and uploading simple videos, and an open session where teachers and guests took part in a panel discussion regarding technology trends in education) and the more traditional days where the entire staff meets and are focused on school-wide topics (this year, homework & assessment and creating SMART goals). Because these two types of days are very different, my supervisor and her co-coordinator have split the job, and she is focused on the tech menu days. However, she wants there to be some connection between those days and the other days, so she is working to include options aligned with the different departmental SMART goals and with homework/assessment. For them, working together to plan the same day proved difficult, but dividing the days and meeting from time to time to discuss crossover works.
Then I attended a district Library Media Teacher meeting at another school, which was highly interesting in regards to how the different school libraries in this district are operated. Since I am working on a CDP for my site, I asked how many of the had written collection development policies. One teacher librarian just kind of chuckled, and the consensus was they had all created them for coursework but hadn't revisited their CDPs. There was also discussion about teaching digital citizenship, possibly purchasing e-books, and issues with different technology used at all sites. Following the meeting I talked to my supervisor about her reasons for wanting a written CDP and how she planned to use it, which was helpful in letting me know how to proceed from here.
I am looking forward to learning more about how she divides her time during the day and how everything gets accomplished. I am also excited about how my CDP and weeding/cd projects at this school could literally transform the collection in the library and, hopefully, the way the library gets used. I know I won't be able to see the plan to completion, but if just getting it started is pretty exciting. I think I mentioned before that the collection is extremely outdated and the space in the library is not being used as well as it should. For example, supplemental novels used for English classes currently take up shelf space in the library. Because of some upcoming construction, the entire fiction section will have to be moved, so this is an opportunity to make better use of the space and potentially open up the current fiction area for other uses after construction is complete.
Wednesday, October 10, 2012
Wrapping Up and Diving In
Things are wrapping up at my Elementary site. Today I finished my lesson with the first grade students, and as a whole it was MUCH better than last week. There was one student who just could not seem to behave, but as a whole, things went smoothly. I'd still rather do check out at the end of the time, but it seems the teachers suggested trying it this way, so my supervisor is doing that (which means I will, too).
One class did come in a bit rowdy, and one student did a cartwheel in the library!!! We had them go back outside and practice coming in following the library rules (be safe, be respectful, be responsible). Because we spent a bit of time on that, we did not get to finish reading their picture book. In the long run, I know the investment in behavior is worth the loss of that picture book.
I also got to go with my supervisor to her pre-evaluation conference. Although she has been a teacher in this district for decades and has been the Teacher Librarian for 5 years, she just recently finished her credential. In her district, you can't be tenured until you have your credential, so she is finishing the process of becoming tenured (again).
It was really interesting to see how her district approaches evaluation of elementary TLs. The principal observes lessons, the same as she would for any other teacher. My supervisor also took the principal a rubric for evaluating school library programs as a whole (which would be a more appropriate way to evaluate her in my opinion, since teaching is an extremely important part of what she does but not ALL of what she does). In the course of their conference, I asked the principal whether her entire evaluation would be based on observed lessons or if library administration/the program as a whole was part of it. It seemed as if the principal hadn't thought of that before (she is relatively new to the district and since most other districts do not have TLs in elementary schools this is probably new to her as well). She may well substitute one of the three observations with observations of the TL presenting to PTA, teachers, principals, etc. It was really interesting to observe their discussion since obviously I'd like to keep my job and be evaluated well in the future! I would like to find out how the TL at my secondary site will be evaluated.
I have also spent some time at my secondary site and am excited to dive in there. The current TL is in her first year but is really outstanding at technology and staff development, so I'm looking forward to learning a lot from her on that front. There currently isn't much in the way of a collection development policy, and the collection, particularly the nonfiction collection, is in need of updating. I pulled a book about medical procedures from the shelves, and its copyright date was 1968!! Not only do I have no idea what curriculum need that book supports, but 1968??? Updating is required! However, I feel that the policy should be defined before books are removed, so that will be my first order of business.
Based on preliminary observations, it looks as if most research takes place using databases (or Google). I hope that I can leave the site with a good start in refreshing the library's print materials so that they also begin to be useful. I'd also like to see more nonfiction that students might read for pleasure since Common Core requires more nonfiction reading. There is also some upcoming construction that will require some shifting of books, and a lot could be done to make the collection better and make better use of the physical space in the library. It's very exciting, but I also feel like there is a lot to get done and not much time to do it.
Tomorrow I will return to my elementary site for an author visit. I am really excited to see how the author interacts with the students, how they respond to her (after 3 weeks of preparation for her visit), and how my site supervisor handles the event as a whole. Book orders were piling up today, and she had organized them by class so she could put post-its on books for the author to sign.
I really feel I have learned a lot about how to set up and run an effective school library program, but I obviously have a lot more to learn. I am excited about the contributions I have made and will continue to make at my fieldwork schools, but am also excited at the prospect of having my "own" library!
One class did come in a bit rowdy, and one student did a cartwheel in the library!!! We had them go back outside and practice coming in following the library rules (be safe, be respectful, be responsible). Because we spent a bit of time on that, we did not get to finish reading their picture book. In the long run, I know the investment in behavior is worth the loss of that picture book.
I also got to go with my supervisor to her pre-evaluation conference. Although she has been a teacher in this district for decades and has been the Teacher Librarian for 5 years, she just recently finished her credential. In her district, you can't be tenured until you have your credential, so she is finishing the process of becoming tenured (again).
It was really interesting to see how her district approaches evaluation of elementary TLs. The principal observes lessons, the same as she would for any other teacher. My supervisor also took the principal a rubric for evaluating school library programs as a whole (which would be a more appropriate way to evaluate her in my opinion, since teaching is an extremely important part of what she does but not ALL of what she does). In the course of their conference, I asked the principal whether her entire evaluation would be based on observed lessons or if library administration/the program as a whole was part of it. It seemed as if the principal hadn't thought of that before (she is relatively new to the district and since most other districts do not have TLs in elementary schools this is probably new to her as well). She may well substitute one of the three observations with observations of the TL presenting to PTA, teachers, principals, etc. It was really interesting to observe their discussion since obviously I'd like to keep my job and be evaluated well in the future! I would like to find out how the TL at my secondary site will be evaluated.
I have also spent some time at my secondary site and am excited to dive in there. The current TL is in her first year but is really outstanding at technology and staff development, so I'm looking forward to learning a lot from her on that front. There currently isn't much in the way of a collection development policy, and the collection, particularly the nonfiction collection, is in need of updating. I pulled a book about medical procedures from the shelves, and its copyright date was 1968!! Not only do I have no idea what curriculum need that book supports, but 1968??? Updating is required! However, I feel that the policy should be defined before books are removed, so that will be my first order of business.
Based on preliminary observations, it looks as if most research takes place using databases (or Google). I hope that I can leave the site with a good start in refreshing the library's print materials so that they also begin to be useful. I'd also like to see more nonfiction that students might read for pleasure since Common Core requires more nonfiction reading. There is also some upcoming construction that will require some shifting of books, and a lot could be done to make the collection better and make better use of the physical space in the library. It's very exciting, but I also feel like there is a lot to get done and not much time to do it.
Tomorrow I will return to my elementary site for an author visit. I am really excited to see how the author interacts with the students, how they respond to her (after 3 weeks of preparation for her visit), and how my site supervisor handles the event as a whole. Book orders were piling up today, and she had organized them by class so she could put post-its on books for the author to sign.
I really feel I have learned a lot about how to set up and run an effective school library program, but I obviously have a lot more to learn. I am excited about the contributions I have made and will continue to make at my fieldwork schools, but am also excited at the prospect of having my "own" library!
Monday, October 8, 2012
Principal Meeting
I realized I never documented the meeting my supervisor had with her principal regarding how library funds are spent. My supervisor had prepared a PowerPoint presentation explaining her rational for selecting books (1. supports curriculum, 2. encourages love of reading). Other factors include increasing nonfiction "enjoyment" reading for Common Core, purchasing through Follet (district preferred) and Let's Read (book fair funds, all titles Spanish). She does not purchase titles that have not either been professionally reviewed, been suggested by another teacher/librarian/trusted source, or that she has not personally read.
With a budget of around $8000 (raised from donations and through PTA, plus book fair funds), she spends half on non-fiction, with a focus on a specific Dewey range each year. She weeds the range, identifies needs, and finds books to meet those needs. She also asks for titles or topics from staff and has a suggestion jar for students, although they mainly request fiction.
This school has a Spanish Immersion program. Half of the campus is part of that. Students in grades K-2 check out books only in Spanish. In grades 3-5, students may check out 2 books in Spanish and 1-3 (depending on grade level) in English. The collection of picture books in Spanish is fairly well-developed, as is the chapter book Spanish collection. The nonfiction is the least developed, for a few reasons.
First, nonfiction titles on the curriculum areas written in Spanish are difficult to find (if they exist) and generally more expensive than their English counterparts. Second, when materials exist, they often are not reviewed. Third, they are almost always translations, and sometimes the reviewers note they are not very good translations. All of this combined means the nonfiction Spanish collection needs more development, but because of lack of availability, it's a real challenge to find those titles.
The Spanish Immersion teachers (or at least one of them?) would like for 60% of funds to be spent on Spanish titles since they cost more/wear out more quickly (often they are only available in Paperback). The Teacher Librarian does not agree. First, every student at the school reads in English, while only half read in Spanish. Second, the range of available titles in Spanish is not as broad, and purchasing books for the sake of purchasing them is not a good use of funds. Finally, there are specific curriculum topics, such as the California Gold Rush, that just are not available in Spanish. Fifth grade students all complete i-search papers in English. Setting a rule about a percentage of funds for Spanish vs. English titles does not help the Teacher Librarian meet the needs of the students or the school.
The principal asked the TL to present the PowerPoint at an upcoming retreat for Spanish Immersion teachers. Hopefully, when the teachers understand the goals of the collection, they will understand why setting a specific percentage to be spent on Spanish titles is not the best way to handle library funding. They may also see why it is essential that they be active participants in developing the library's collection--particularly the collection in Spanish since they are all bilingual.
It was interesting to observe the process, especially since I've been working on collection development projects in both English and Spanish and know first-hand how little is available in Spanish. For one of my sections, there were only 7 titles available in Spanish, and they were all similar titles, so the library would not need to purchase all seven. I do understand why it might appear to the Spanish Immersion teachers that they aren't getting "enough" books, but I think once they realize that the TL is really trying, they will understand. And, hopefully, they'll start emailing suggested titles as they find them, because that would really be helpful.
This made me think about how to involve staff in collection development in the future. Clearly, sending out emails does not work. I did respond to those as a teacher, but I think I was the exception rather than the rule. Attending department/grade level meetings, getting extra paper copies of catalogs and asking teachers for "wish lists," asking for lists of major curriculum topics, etc. might help. I know a lot of schools, particularly secondary schools, use online forms for book requests. One librarian I worked with asked teachers for copies of assignments they brought students to the library to work on, and then referred to them when selecting titles.
I don't know that any of that is really effective, though. Teachers have a lot on their plates, so it's hard to figure out what exactly would motivate them to get involved in selecting titles for the library. Maybe designating one person per grade level/subject area as "library liason" and making it part of their job? This is a tricky one.
With a budget of around $8000 (raised from donations and through PTA, plus book fair funds), she spends half on non-fiction, with a focus on a specific Dewey range each year. She weeds the range, identifies needs, and finds books to meet those needs. She also asks for titles or topics from staff and has a suggestion jar for students, although they mainly request fiction.
This school has a Spanish Immersion program. Half of the campus is part of that. Students in grades K-2 check out books only in Spanish. In grades 3-5, students may check out 2 books in Spanish and 1-3 (depending on grade level) in English. The collection of picture books in Spanish is fairly well-developed, as is the chapter book Spanish collection. The nonfiction is the least developed, for a few reasons.
First, nonfiction titles on the curriculum areas written in Spanish are difficult to find (if they exist) and generally more expensive than their English counterparts. Second, when materials exist, they often are not reviewed. Third, they are almost always translations, and sometimes the reviewers note they are not very good translations. All of this combined means the nonfiction Spanish collection needs more development, but because of lack of availability, it's a real challenge to find those titles.
The Spanish Immersion teachers (or at least one of them?) would like for 60% of funds to be spent on Spanish titles since they cost more/wear out more quickly (often they are only available in Paperback). The Teacher Librarian does not agree. First, every student at the school reads in English, while only half read in Spanish. Second, the range of available titles in Spanish is not as broad, and purchasing books for the sake of purchasing them is not a good use of funds. Finally, there are specific curriculum topics, such as the California Gold Rush, that just are not available in Spanish. Fifth grade students all complete i-search papers in English. Setting a rule about a percentage of funds for Spanish vs. English titles does not help the Teacher Librarian meet the needs of the students or the school.
The principal asked the TL to present the PowerPoint at an upcoming retreat for Spanish Immersion teachers. Hopefully, when the teachers understand the goals of the collection, they will understand why setting a specific percentage to be spent on Spanish titles is not the best way to handle library funding. They may also see why it is essential that they be active participants in developing the library's collection--particularly the collection in Spanish since they are all bilingual.
It was interesting to observe the process, especially since I've been working on collection development projects in both English and Spanish and know first-hand how little is available in Spanish. For one of my sections, there were only 7 titles available in Spanish, and they were all similar titles, so the library would not need to purchase all seven. I do understand why it might appear to the Spanish Immersion teachers that they aren't getting "enough" books, but I think once they realize that the TL is really trying, they will understand. And, hopefully, they'll start emailing suggested titles as they find them, because that would really be helpful.
This made me think about how to involve staff in collection development in the future. Clearly, sending out emails does not work. I did respond to those as a teacher, but I think I was the exception rather than the rule. Attending department/grade level meetings, getting extra paper copies of catalogs and asking teachers for "wish lists," asking for lists of major curriculum topics, etc. might help. I know a lot of schools, particularly secondary schools, use online forms for book requests. One librarian I worked with asked teachers for copies of assignments they brought students to the library to work on, and then referred to them when selecting titles.
I don't know that any of that is really effective, though. Teachers have a lot on their plates, so it's hard to figure out what exactly would motivate them to get involved in selecting titles for the library. Maybe designating one person per grade level/subject area as "library liason" and making it part of their job? This is a tricky one.
Sunday, October 7, 2012
Lesson 1!
I did a lesson with 1st grade classes on Thursday. It didn't feel like MY lesson exactly since I went by plans that my supervisor made, but with such a short period of time and with such young students I don't know I'd have done anything differently even if I had planned it. Besides, with this age group I need practice in classroom management more than anything else.
First, I have always said it is essential to know students' names when teaching, and teaching in the library is no different. I do not know how well I'd do with this, though, because you only see the students once a week, and a lot of what helped me learn names in the classroom, like constantly writing/typing a name, doesn't happen in the library. The good news is that you have students every year, but it still would present a significant challenge to me. My supervisor has a seating chart of where the students sit on carpet squares on the floor, which helps, but nothing can replace knowing their names.
Second, the time crunch was a challenge. There has to be a balance between correcting behavior, not interrupting the lesson, and getting it all in with time for check out. This was interesting because she had me do check out first and then bring the students back to the carpet. I don't think I'd do that again, given the choice. It was hard to get them all re-assembled and ready to listen, and then it was hard to get them to pay attention to me rather than their books. Between the first and second class I asked her what she does, and she said she has them close their books and put them beside (not in front of) themselves so they are less tempted. That mostly worked with the other classes.
Still, getting them all back, sitting, and ready to listen was difficult, and I'm not sure what purpose it served other than making sure they had a chance to check out a book, which could also have been accomplished by watching the clock and checking out after the lesson.
I showed the class two books about apples, one fiction (picture book) and one non-fiction. We talked about the differences between fiction and non-fiction, and I showed them some of the non-fiction book. Then I read about half of the fiction title, The Apple Pip Princess. I ended the book right before it got really good, and it was kind of fun to see how eager the students were to hear the end (which they will next week, with me, so yay for continuity).
I would say that I got a little better with each class, but that I still need to work on pacing (these are 30 minute sessions, which is much shorter than anything I've ever taught before) and discipline. When I'm trying to rush to get to the same spot in the book with each class, it makes me not want to stop and wait when students are wiggly, but then if they are wiggly they aren't paying attention and they distract their neighbors. Once I started reading the fiction title, they generally settled. But I definitely need more practice and patience with this age group!
Some of her techniques I'd want to steal if working with younger students:
I'm glad I get a chance to finish the lesson with them next week, on my last day, because it will let me practice the classroom management skills I'd need with elementary students. I also need to be more lavish with praise, I know. It just feels like juggling to get all of the management stuff in while getting the content stuff in and having time to check out. What a whirlwind!
First, I have always said it is essential to know students' names when teaching, and teaching in the library is no different. I do not know how well I'd do with this, though, because you only see the students once a week, and a lot of what helped me learn names in the classroom, like constantly writing/typing a name, doesn't happen in the library. The good news is that you have students every year, but it still would present a significant challenge to me. My supervisor has a seating chart of where the students sit on carpet squares on the floor, which helps, but nothing can replace knowing their names.
Second, the time crunch was a challenge. There has to be a balance between correcting behavior, not interrupting the lesson, and getting it all in with time for check out. This was interesting because she had me do check out first and then bring the students back to the carpet. I don't think I'd do that again, given the choice. It was hard to get them all re-assembled and ready to listen, and then it was hard to get them to pay attention to me rather than their books. Between the first and second class I asked her what she does, and she said she has them close their books and put them beside (not in front of) themselves so they are less tempted. That mostly worked with the other classes.
Still, getting them all back, sitting, and ready to listen was difficult, and I'm not sure what purpose it served other than making sure they had a chance to check out a book, which could also have been accomplished by watching the clock and checking out after the lesson.
I showed the class two books about apples, one fiction (picture book) and one non-fiction. We talked about the differences between fiction and non-fiction, and I showed them some of the non-fiction book. Then I read about half of the fiction title, The Apple Pip Princess. I ended the book right before it got really good, and it was kind of fun to see how eager the students were to hear the end (which they will next week, with me, so yay for continuity).
I would say that I got a little better with each class, but that I still need to work on pacing (these are 30 minute sessions, which is much shorter than anything I've ever taught before) and discipline. When I'm trying to rush to get to the same spot in the book with each class, it makes me not want to stop and wait when students are wiggly, but then if they are wiggly they aren't paying attention and they distract their neighbors. Once I started reading the fiction title, they generally settled. But I definitely need more practice and patience with this age group!
Some of her techniques I'd want to steal if working with younger students:
- "locking" questions in your head for later, and putting the key in your lap.
- After a student answers a question, letting everyone who knew the right answer pat themselves on the knee (or wherever) 3 times.
- If you think you know X, raise 1 hair, touch your ear, etc.
- quiet nonverbal signal (like thumbs up) for recognizing something, such as a clue that a book is from the author's imagination rather than nonfiction.
- bum ba da dum dum (bum bum) (Shave and a haircut). Just something you do that signals that you need their attention.
I'm glad I get a chance to finish the lesson with them next week, on my last day, because it will let me practice the classroom management skills I'd need with elementary students. I also need to be more lavish with praise, I know. It just feels like juggling to get all of the management stuff in while getting the content stuff in and having time to check out. What a whirlwind!
Tuesday, October 2, 2012
Busy Day
Today was a busy day! First, I rearranged the graphic novel section and labeled it so that books now have a spot. This section has been a pet peeve of mine for my entire fieldwork experience at this school. Now, the nonfiction titles are in Dewey order (divided by Spanish or English). The Spanish graphic novels are in order by author's last name, the English graphic novels are in order by author's last name, and popular series (Babymouse, Tin Tin, Asterix, etc.) are in order by number in series. The shelves are all labeled so volunteers can put them back in the correct spots. I feel much better, lol!
Then, I pulled books for Kinder checkout on Thursday. My supervisor starts the Kinder students off by letting them select books from what she puts at their tables (instead of sending them to the shelves). She says they get overwhelmed by the variety on the shelves and do better with fewer options.
I did some circulation stuff, added books to the card catalog system, helped get "book sponsor" stuff done, monitored students on the library computers, helped with readers' advisory, and looked for poetry books on topics covered in 5th grade curriculum (there aren't many we don't already have).
My supervisor is meeting with some of the Spanish Immersion teachers tomorrow. Apparently there is concern that the Spanish Language collection isn't adequate. It is significantly smaller than the English language collection, and the school is 50/50 Spanish Immersion. However, students in grades 3 and up can check books out both in Spanish and English.
The problem with growing a Spanish collection is that what is available through Follett (the preferred source for the district) is pretty slim, especially when my supervisor only purchases books that have been reviewed. Nearly all of what is available is a translation, and often, even when there is a review of the English book, there is nothing to indicate whether the translation is good or not. Also, for nonfiction, there are significant areas of the curriculum (the California gold rush, for example) that lack Spanish titles. She also showed me several examples where the Spanish title is more expensive than the English title, even though it is in a less durable format (paperback vs. Follettbound or hardcover). I know from doing my collection development projects for her that there really aren't lots of Spanish options for several areas of Dewey (400s, for example).
She meets with them tomorrow. Hopefully, the meeting will happen right after school so that I can attend. Tomorrow, I am also doing a lesson with the first graders on fiction vs. nonfiction, focused on the topic of apples. I'm looking forward to reading with them; they are fun!
My time at this school is nearly over. I do feel I have learned a significant amount about how to structure and run a successful elementary school library program. Being an elementary school librarian is a LOT of work, because so much of your day is spent instructing and not much is left for the business of caring for the collection. Having a group of dedicated, well-trained volunteers is essential! I also think I would have to spend significant time in the summer, especially for the first few years, getting things done that just didn't happen during the school year. I think Dr. Loertscher said you want about 80% of your time to be directly impacting learning, and 20% to be spent on "administrative" tasks. I do not see how you could manage everything if you only spent 20% of your time on admin. 20% of the school day, maybe, but not 20% of the time you work (unless you count collection development as impacting learning, which I think it does but I don't think it's what he meant).
Then, I pulled books for Kinder checkout on Thursday. My supervisor starts the Kinder students off by letting them select books from what she puts at their tables (instead of sending them to the shelves). She says they get overwhelmed by the variety on the shelves and do better with fewer options.
I did some circulation stuff, added books to the card catalog system, helped get "book sponsor" stuff done, monitored students on the library computers, helped with readers' advisory, and looked for poetry books on topics covered in 5th grade curriculum (there aren't many we don't already have).
My supervisor is meeting with some of the Spanish Immersion teachers tomorrow. Apparently there is concern that the Spanish Language collection isn't adequate. It is significantly smaller than the English language collection, and the school is 50/50 Spanish Immersion. However, students in grades 3 and up can check books out both in Spanish and English.
The problem with growing a Spanish collection is that what is available through Follett (the preferred source for the district) is pretty slim, especially when my supervisor only purchases books that have been reviewed. Nearly all of what is available is a translation, and often, even when there is a review of the English book, there is nothing to indicate whether the translation is good or not. Also, for nonfiction, there are significant areas of the curriculum (the California gold rush, for example) that lack Spanish titles. She also showed me several examples where the Spanish title is more expensive than the English title, even though it is in a less durable format (paperback vs. Follettbound or hardcover). I know from doing my collection development projects for her that there really aren't lots of Spanish options for several areas of Dewey (400s, for example).
She meets with them tomorrow. Hopefully, the meeting will happen right after school so that I can attend. Tomorrow, I am also doing a lesson with the first graders on fiction vs. nonfiction, focused on the topic of apples. I'm looking forward to reading with them; they are fun!
My time at this school is nearly over. I do feel I have learned a significant amount about how to structure and run a successful elementary school library program. Being an elementary school librarian is a LOT of work, because so much of your day is spent instructing and not much is left for the business of caring for the collection. Having a group of dedicated, well-trained volunteers is essential! I also think I would have to spend significant time in the summer, especially for the first few years, getting things done that just didn't happen during the school year. I think Dr. Loertscher said you want about 80% of your time to be directly impacting learning, and 20% to be spent on "administrative" tasks. I do not see how you could manage everything if you only spent 20% of your time on admin. 20% of the school day, maybe, but not 20% of the time you work (unless you count collection development as impacting learning, which I think it does but I don't think it's what he meant).
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