Integrating the Shared Foundation of Explore in the school library
Interview Date 11/5/21: Explore
For an insight into how local high school libraries are integrating the AASL Standard of Explore, I interviewed local high school Media Specialist, Rebecca Brunson. Brunson encourages students to read widely in multiple formats across multiple genres, from various resources, and information from multiple publications. She instructs students during lessons as well as on an individual basis on where to locate and explore materials within the library and via online databases as well as how to access multiple formats such as books, eBooks, and audiobooks through the school’s online catalog system, Destiny Discover. These resources are available to enhance student interest and exploration of topics.
Throughout the year Brunson teaches lessons on research techniques promoting ethical guidelines and strategies to select a topic of personal interest and or to align with curriculum. For these lessons she references Common Sense Media and often presents a menu of options for teachers to select from so that when she steps into a classroom she is prepared to teach on the topic students struggle with most. She also promotes safe and ethical usage of images and teaches students where to locate royalty free images such as those found on Pixabay and Photos for class. Copyright is always a hot topic within her research lessons.
Currently, Brunson’s biggest project on promoting reading and encouraging students to explore novels and authors is her genrefication project. She has been the lead on this effort within her own library as well as the leader in the district. Brunson has presented at local library meetings about the genrefication process and its benefits to increasing circulation. She would like genrefication to offer a fun and simple way to navigate the fiction section, hoping students will explore the genre they love and read more often.
Some of the challenges that she is currently facing is that those at the district level do not like the concept of genrefication. As of now, all her novels have color coding on the spine labels and have sublocations in Destiny (her online catalogue system) to identify a specific genre. She is struggling with getting approval to move novels in physical genre locations approved. The hope is that with more schools in the district getting on board with genrefication, the district will approve a trial run. If circulation numbers increase indicating a success with this change, the hope is that genrefication will remain.
In the future, Brunson also hopes that the school will support engagement of more personal learning time in the school day. School schedules are so tight that it does not allow time for students to spend time in the library to explore for personal growth. She hopes to see this change with an adjustment of schedules allowing for flex time where students have designated free learning time to investigate career options, trades, personal hobbies, and basic life skills such as cooking and banking using library resources.
Implementing AASL Foundation of Curate
Interview Date 11/8/21: Focus Curate
To explore AASL Shared Foundation Curate, I interviewed Caitlin Cregan, Media Specialist at Andrew Jackson High School over Google Meet. Some examples of the ways in which she is using curate through her role as a librarian is how she creates collections in Destiny Discover for student use. Cregan enjoys seeking out resources for students and finds that creating themed collections of resources for students saves them time in the research process. Collections mostly include books but also contain articles, drive items, SC Discus links, and videos. Most recently added topics expand across a variety of subjects including genres, sports, culinary, olympics, and athletes. She also creates collections that align with specific topics being taught in a classroom such as scientific elements and civil rights.
Cregan collaborates with teachers as far as talking with them about what is being taught in class and how she can support instruction with supplemental materials. She is open to curating collections of resources based upon content topics and student interests. Cregan prefers to collaborate with teachers ahead of time, find out what their needs are, and then curate digital collections of resources for student use. Often she will go into classrooms and share with students how to access collections within Destiny and the resources she has provided to align with particular classes/course content. If she is not able to be in the classroom, she will push out her information via her website, Destiny, and ConnectEd.
Beyond classroom assistance Cregan creates collections within Destiny to assist students with test prep for SAT testing. Some of the challenges she faces with students is that they do not have an interest in her collections. She works with students and teachers to educate them on how she has curated items ahead of time for their projects to save them time and energy in searching sources as she has already located and vetted them. Cregan also takes her collections created in Destiny and creates private documents with links and source information as a backup.
Collaborating in the School Library
Interview Date 11/8/21: Focus Collaborate
For insight into how a local middle school librarian was incorporating AASL Shared Foundation, Collaborate, I interviewed Media Specialist Leigh Jordan form A.R. Rucker Middle School. When asked about some examples of the ways in which she was implementing competencies of collaboration within her library program, Ms. Jordan shared with me how she is currently working with teachers and students. This past week she has been working with the leadership class on a canned food drive for local residents. She has collaborated with the teacher on an assignment incorporating technology. Students are put together in groups to work on a promotional video to encourage students to donate non-perishable items for those in need this holiday season. These videos are featured on the school news show which the media center produces. Jordan has students select how they would like to design their PSA. Each option involves hand drawn work. Students may use puppets they have drawn or sewn together or they may use images they have drawn on 8 ½ x11 paper. Outcomes are paper slide shows like an old time cartoon or a theatrical puppet show. Both incorporate audio recordings. Students select format, create scripts, collaborate with one another, design images, act, and film. Students have found the project to be fun as they work together when one holds a puppet, one holds cue cards, and one films live. They practice hard together as their assignment is live, no retakes!
Some of the resources Jordan uses to implement or assist with collaboration of this project were Google as it allows sharing so students could share pictures and go over and edit their scripts. Students could also look through her collection of everyone picture books to get ideas on how to use simple pictures and minimal words to get their points across as well as to reference drawing ideas. Students used her bulletin board paper to cover boxes and decorate them to hold collected cans that were dropped off in the media center.
While this project demonstrates collaboration with students and a teacher, Jordan engages in such activity with multiple teachers throughout the year. She generally meets with teachers, reviews project rubrics and sees where she can fill a need. She ensures that students know what is expected of them. At the conclusion of assignments she notes what went well and what might be good to do differently next time.
Jordan has worked as a librarian for over 20 years and has developed amazing relationships with her peers and yet sometimes she can still hit some challenges when trying to incorporate collaboration. She mentioned that it is always challenging as she has to take time to explain to teachers the benefits of working together. She often stops and checks in with teachers regarding expectations. Jordan did provide some great tips on collaboration. The first is to create relationships with teachers as these often lead to collaboration. Second is to remember projects that work and offer them to other teachers. Be specific as to how your lesson or project contributed to a unit or student understanding. In addition Jordan talked of the importance of carrying on good programs/projects even as teachers leave. Just because Mrs. Smith left it doesn't mean you can’t keep that awesome lesson plan or project going. Meet the new guys and keep it running. Be a salesman for your advocacy and for the benefit of student learning.
How do school librarians incorporate the AASL Standard of Inquire?
Interview Date 11/4/21: Focus Inquire
Today I met with Media Specialist Mike Leroy to discuss how he incorporates the AASL Shared Foundation of Inquire with his high school students. Leroy enjoys finding ways to help his students think outside of the box and ways to encourage his students to inquire about new topics in new ways. Currently he is collaborating with a spanish teacher on class presentations that align with school librarian domain and competencies 1.B.3 “Facilitating the development of products that illustrate learning” and 1.C.2. “ Providing opportunities for learners to share learning products and reflect on the learning process with others” (AASL, 2018).
Leroy is assisting the teacher with instructing students on how to use various tech apps such as Headliner to create and edit videos that show students speaking Spanish while educating viewers how to prepare a traditional Mexican or Spanish dish. He has noticed that many teachers are not comfortable with today’s hottest technology so he steps in to help with this aspect of projects. He also supports this teacher's assessment of language development with a hands -on activity. Within this lesson, students would produce their own individual recording demonstrating use of technology and understanding of language. They would then be placed in groups where they would evaluate each other's work and provide feedback. At this point students would make revisions to their own assignment as well as select one recording from the group to be presented to the class. Their top pick would then progress to a group project where they would work together to re-record, edit, refine, and present. Leroy brought up a plan on how each student could share in the editing responsibilities so they would all gain additional experience. This project provides an opportunity for students to reflect on what they learned on their own projects and then take that knowledge and apply it to the final group project that would be shared/presented with classmates in the media center.
While Leroy is happy with opportunities to work with students on the presentation end of assignments, he looks forward to working with classes more on the front end of projects such as research work. He would like to help them grow more with their research skills and has contacted teachers about bringing classes into the media center for lessons on the research process. He wants to instill good habits with students , getting them away from Googling everything and more towards using library resources from SC Discus with the ability to identify sources and use the T.R.A.P. method. He has worked on pulling specific materials requested by teachers for class assignments and has made himself available when teachers call on him for assistance.
Leroy uses many resources in his library to help implement inquiry learning competencies such as creating Destiny collections for students and he attends department meetings to talk with teachers about what they are doing in class and how he can supplement their lessons. The media center itself offers space for presentations, group study areas, and tools such as IPads and white boards. He has also collaborated this semester with teachers on the following activities, booktalks to generate interest in the latest titles, conducting children's lit lessons with teacher cadets, SC discus and databases usage lessons with ELA 4 , Science collaboration teaching compounds and elements using stop motion and Google draw.
When asked about current challenges his media center faces when trying to implement AASL standards and competencies, Leroy responded that it is often hard to get teachers to start off a unit with the media specialist in mind. They often come to him after they have begun with a project. He also encounters difficulties due to the size of the school. With the amount of students, multiple classes go on simultaneously such as a specific science class making it difficult to reach each group. He has also noticed that many high school kids have apathy towards reading and he is making it a goal to regain excitement with his students. Currently he is undergoing a genrefication effort with his library in the hopes it will create excitement and encourage students to read. He and his staff are looking to create a book store atmosphere to make locating an interesting read fun and easy.
References
American Association of School Librarians. (2108). National School Library Standards for Learners, School Librarians, and School Libraries. Chicago, Ala Editions, An Imprint Of The American Library Association, 2018.
Sunday, December 6, 2020
You want me to learn what?
This
semester has been a rocky one for me because honestly my 761 course has taken
me way out of my comfort zone with all the new technology I have learned about. Each week I have said "You want me to learn what?" as I read the weekly module. I admit that I have had moments of crying and
frustration because I got stuck on figuring out how to design a blog, how to use an AR program and how to use assistive
technology.I even got confused on setting
up and running a Flipgrid account. Yes, go ahead and laugh at me. You do not
even want to hear about my breakdowns over creating my website because not only
did I have to learn Google Sites but also the various programs I used to record
tutorials. As you can guess at this point, I am not a spring chicken and earned
my bachelor’s degree before the year 2000 (and I will leave it at that). While
I use computers and basic technology in my current position this class forced
me into a new and imperative realm of learning current tech tools and programs,
implementing them, and then promoting them in blog posts.
I
have come a long way.Just ask the tech
coach at the middle school I work at.He
is even impressed with my growth and thankful that this semester is over as I should be
knocking on his door less, LOL.But seriously
you can teach an old dog new tricks and I am glad I have learned them. My biggest takeaway from this semester is that I have come to understand that for me to be
current and relevant communicating with my users and providing them with
resources they need, I need to be efficient in a variety of tech programs to
reach the various needs of my students. I cannot stay comfortable with the
resources I know.I need to grow and
learn so I can be a leader to students and a resource to staff members.Effective librarians do not sit on the sidelines.We need to be in the game. I now feel
confident that I can do this.I can
learn, engage, and implement tech programs. I may not be perfect or be able to
do it all “yet”, but I will.As
educators we teach children that they need to continually grow and learn and
you know what, so do we.As one of my
professors asked me, “Kelly, how do you eat an elephant?” while I was panicking
about all I had to learn and feeling overwhelmed “One bite at a time.” she said.That was my first class in my master’s
program and every day I sit down to conquer a new assignment I repeat
this.So, thank you Dr. Green for
forcing me to bring on the tech, learning it one bite at a time.
How To Eat an Elephant - Goal Setting One Bite At A Time by Jeff Muir
This week led me into a search for an augmented reality program to use with my students. I admit this is not my thing. I don’t like goggles, I stay away from gaming stations, 3D rides and movies make me nauseous, and I can get a little claustrophobic in a confined space. That might be a little too much info but with that said, I previously attributed AR and VR with these situations. I was so happy to learn that AR can include simple items like an app and a phone and that it can even be free. Yes I said it, Free. This amazed me as another reason I have not looked into AR/VR before is because I have associated it with large dollar signs which our school library does not have. I was happy to learn about the Metaverse Augmented Reality available for Android and iPhone. It is Free, Easy to learn, Fun, and Simple for students to access.
What exactly is Metaverse?
Metaverse is an augmented reality experience that is a free platform available online that inspires creativity and excites students with an alternative learning experience. It requires that an account be set up via Metaverse Studio online and then the story/activity is accessed via the Metaverse app on a mobile device.
Why use it?
What inspired me to dig deeper into this program was the following quote I read by Michael Eisner, former CEO of Disney “Metaverse is a new medium, potentially the invention of a new genre of interactive storytelling...The opportunities that exist for storytellers large and small are staggering” (Go Meta, 2018) For a Disney CEO to make that statement it has to be something special and so I investigated it. Upon learning more about Metaverse, I found it to be a fun interactive approach to teaching and learning, a relatively simple program for teachers to learn, easy for students to access, and it's FREE.
Building your story takes the most time and I would recommend watching the overview provided to you once you set up your account to get a basic idea of how to use the application. You can make start off simple and then get more creative as you become familiar with the design elements and options. How you design your activity is up to you. The program uses scenes with characters. Each scene can include unique text, images, directions, special effects, etc. Participants can be asked to take specific pictures, do an action, answer polls, watch a youtube clip, type answers, and scan QR codes. The program offers hundreds of component options to include in your design. You build up a storyboard by connecting scenes to produce your desired result. Once you have completed your story you can publish it for public view or viewable only to those with the link/QR code. It is available in seconds. But it takes more than seconds to design your experience. While the program mentions that it can be done in minutes, I would say that it depends on your level of expertise with the program and how long you want your experience to be. Teachers can create educational activities to align with a lesson or a just for fun activity such as an adventurous scavenger hunt. I chose to design an interactive activity to help my students learn where to locate items within the library. Check out my Eye of The Tiger Library Tour.
How students access and use it
Download the FREE Metaverse app from their app store on their mobile device
Open the app and then scan the QR code that you provide them
They then enter the experience and follow the directions
How teachers can use it
Create interactive activities
Create scavenger hunts
Create quizzes
Design educational games
Set up a geocaching experience
Assign students to create interactive stories
What Educators Have to Say About Metaverse
My next Metaverse creation
Next on my list is to create an interactive reading experience with many of our books. I would like to include QR codes with various books to generate excitement and enhance learning. For example the QR code could connect the student to a book trailer, survey, and information on the story location and the author.
Libraries are about learning which is why makerspaces should
have a home in them.
Makerspaces
Makerspaces encourage creativity, collaboration,
sharing of ideas, engage learners, and ignite excitement in the school library.They can be elaborate with technology devices
or as simple as a few prompts and some supplies. Where you take your
makerspace is up to you. I have been working in a library for a few years
as an assistant and we have had several makerspaces put into action.We have used Keva Planks, Legos, Rigamajigs, Strawbees,
and have had several arts and craft stations. Even a table full of recyclable items
sparks creativity and brings students together, many of whom would sit alone
otherwise.Spaces can reflect content
learning in STEM and the humanities. We generally rotate out our stations and
try new concepts to spark a student's imagination. It is amazing to see what
they can create and how they work together.
Finding a New to Me Space
To create a new makerspace station within our
library, I ventured the web to seek out a blog that would inspire me to test a
new concept. My first initial idea was to design a makerspace with the use of a
3D printer. I have never used one and have recently learned about how it can inspire
innovative ideas and be used to create a plethora of items. Creations can align
with educational standards and be formed to be applicable in real life problems.Take a look at See how Maker Spaces Work to learn how middle school students used a 3D printer to create a four-propeller
drone like helicopter complete with a remote control.Students were challenged to find a way to
help farmers in Nepal who had to keep their children home from school to help
protect their crops from birds. How can this not make you excited about a 3D
printer?
I considered to run with this idea, but I wanted
to select a makerspace concept that I could implement now, in this pandemic
setting of hybrid learning and within my budget. A makerspace that could abide by CDC and school
guidelines and be available to all virtual students. As I pondered ideas I came
across blogger Diana Rendina and reviewed her post, How to Manage Your Makerspace During the 2020 Pandemic. Rendina recognizes that makerspaces will be taking on a different look in our
current environments.Her article provides
multiple points, and I had my top two takeaways that stuck out to me in my
search for a space idea.First, she
recognized the significance of considering a way to “support students’ social-emotional
well-being” as students are dealing with a variety of stress factors in the
current learning environment. This promoted me to create a calming space that
students could reflect upon their feelings and express them in a positive
outlet. Second, is to “Keep socio-economic
disparities in mind”.This inspired me
to select a maker idea that students could do with items around the house at little to no expense. Further review lead me to Rendina’s post
on 4 Super Easy Budget Friendly Projects for Your Makerspaceand their was my maker idea, Blackout Poetry.
For a quick insight to blackout poetry check out the following video
How To: Blackout Poetry by DIY Lifestyle
Blackout Poetry
While I have heard about blackout poetry, I have
not incorporated this with students before.It can be a great outlet for students to express themselves and can be
completed with just a few items.Students need a page from a newspaper, old book, or magazine, a marker,
and their imagination. For students in need of supplies, individual student
maker kits could be assembled as suggested by Rendina. I would also implement
this tactic for an in person setting to ensure that students only use items
from their own kits to avoid cross contamination. Sharpies and pages from old,
weeded books can be placed in gallon sized Ziplock bags for pick up. Participation
guidelines and tutorials on how to create blackout poetry can be placed on the school’s
media center website.
For an instructor lead tutorial check out Blackout Poetry - Art and Literacy activity by Zart Art
For a design your art first approach to blackout poetry check out
Hidden Poems by Miriam Paternoster
This makerspace activity can be completed virtually
or from a safe six-foot distance from peers. If your library is closed, you can
easily transport items on a mobile maker cart and take your station into
classrooms. Students at home can participate individually or in a Google Meet setting
where they could collaborate with design ideas, anchor words, and poem prompts. This would also offer the librarian the opportunity to put this activity in
practice asking students key questions to access the value of the project.
Angevine & Weisgrau, 2015 suggest the following three questions.
“What are you making” - to remind them that
they are the agents to determine how they create their poetry with words and artistry.
“Why are you making this?” – to encourage student
to put value to their work.
“Who
is this for” – to help students access who their audience is.
Through these questions the librarian is assisting
students with owning their projects and encouraging creativity and innovation. Students can express their thoughts and emotions through word selection and the visual forms created in blackout poetry. When
student works are finished, they can submit images of their work to the
librarian which could be uploaded into a presentation and posted online, or
hard copies posted on a school bulletin board. I would also suggest setting up a follow up share-out option as
suggested by Rendina. This could be done during a virtual makerspace meeting on
Google Meets or on Flipgrid which would act as a voice agency allowing students
to post a reflection about what they did while also providing a forum for peers
to comment on each other’s creations. They could even compile their poems to
create a longer poem or short story.
Tips and Ideas
Check out the Following Links for Tips and Ideas for implementing Blackout Poetry
As my library’s circulation numbers of novels in
verse consistently increases, I see student appeal in poetry rising and therefore
see this makerspace as being of interest to them. Blackout poetry is a fun way
to engage students in this type of writing.Many are not sure about starting a poem and stare at a blank page.By providing them a starting point of a paper
filled with words, they can deconstruct it to form an entirely new piece of
work.Something they can be proud
of.Who knows, we may be inspiring a future
poet.
