Collecting the Dust Collectors: Reimagining and putting to use materials your school is not using.

 

Cullinane, A. (2018, January 11). School library incorporates reading with exercise. 10 WJAR. 

https://turnto10.com/news/local/school-library-incorporates-reading-with-exercise

           

Summary: This article was interesting in this work because it talked about the often forgotten task of simply rummaging through your school storage areas and putting to use what is not being used. Then, simply putting clip boards over the handlebars, the students are now able to use equipment the school paid for and read at the same time, effectively building a life skill of associating reading with physical and mental health. The librarian in this story also works at the high school in the district, so this is a habit she could potentially build on going forward for students. This was free!

 

Evaluation: You never know what you can find in the depths of your school’s, and even district’s, storage areas. I once found old LeapPads-with the cartridges-in the library of a highly disadvantaged, 100% free reduced lunch school and they weren’t being used. They should have been in classrooms and in the library but they were in storage. I was so mad. The school was build in 1921 so my classroom legit had five outlets with two plugs and a few plugs didn’t work. Another outlet was our SmartBoard and another the class phone. So, with what was left, I plugged in four LeapPads for the kids. They loved them. They were bulky enough to survive being on the floor incase of accidental kicking. What I enjoyed with this article was the implementation of the bikes and ellipticals in the library. This allows rambunctious students to burn some energy in a calm atmosphere. To begin connecting exercise and reading with physical and mental health. I would love to see public libraries do this for all ages but specifically school libraries as obesity rates rise and literacy rates lower. Let’s fight both battles at once!

From Library to Learning Commons: A Metamorphosis.

Olsen, Kristina

Diggs, V., & Loertscher, D. V. (2009). From Library to Learning Commons: A Metamorphosis. Teacher Librarian, 36(4), 32–38. Retrieved from http://libaccess.sjlibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eft&AN=502975209&site=ehost-live&scope=site

Summary: A teacher-librarian transforms her school library over the course of several years from an ordinary library into a vibrant learning commons. The article has commentary throughout her description of the process that point out the ways that the steps she took could be translated into any library. The secret appears to be to create client-side focused programming to bring patrons in.

Commentary: According to the article, "There is much more to this transformation than just a name change, new paint, carpeting, and furnishings." However, that always seemed to be what articles prior to this one indicated: a facelift will transform the culture of your library. Like other articles, it has an anecdotal story about how one library changed from a tired, worn-out, unused space into a learning commons where everyone in the school goes to learn. However, unlike those other articles, the commentary detailed why things worked and how the specific actions taken by that teacher librarian could be applied in other situations. The most important takeaway is probably that the program is much more important than the space. Once the programs are in place, people are more likely to want to transform the environment. The article helped me see that I don’t have to have "all the things" so much as having the desire to better serve the school and community and creating the programs to do that.

Rebuilding a High School Library Collection After Hurricane Katrina

Ramirez, Carmina

Washington, I. (2006). Rebuilding a High School Library Collection After Hurricane Katrina. Public Library Quarterly, 25(3/4), 159–178. Retrieved from

http://libaccess.sjlibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=lls&AN=502971690&site=ehost-live&scope=site

Librarian Idella Washington discusses her plan to rebuild Benjamin Franklin High School Library after the devastation that Katrina brought to New Orleans. Her first step was to assess the damage by looking at the materials that could be saved and what had to be discarded including computers and furniture. He next step was to ask who was the community that she was serving. After the hurricane many people were displaced. Half of the students attending had left to other cities and the needs had shifted. To develop her rebuilding plan, she focused on organization and re-thinking library services. She began with a complete assessment, consideration of options, locating funding sources, seeking and training volunteers, and developing partnerships with the community. She prioritized by determining the specific order to carry the needs assessed while maintaining flexibility. Her next steps were to evaluate the total process, pre-assess planning process, make changes and then finalize planning process. After accessing in-kind donations and grants, she followed the acquisition plan, which involved feedback from staff and students. She also checked review recommendations, and intellectual freedom statements as well as reputable current and backlists of books and materials.

This article is extremely helpful for all librarians even without experiencing a disaster. The plan follows collection development plans that are helpful to focus on the community that is being served, prioritize their needs and do everything possible to make partnerships and look for funding.

Makerspaces for All: Serving LGBTQ Makers in School Libraries.

Ramirez, Carmina

Moorefield-Lang, H. hmoorefield@gmail. co., & Kitzie, V. kitzie@mailbox. sc. ed. (2018). Makerspaces for All: Serving LGBTQ Makers in School Libraries. Knowledge Quest, 47(1), 46–50. Retrieved from http://libaccess.sjlibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=lls&AN=131625597&site=ehost-live&scope=site  

Heather Moorefield and Vanessa Kitzie list in this article the questions librarians should be asking themselves to provide MakerSpaces for all. These learning spaces are locations for problem solving, creativity, critical thinking and collaboration. But they can also become safe spaces for LGBTQ youth. Librarians can reflect about their MakerSpces and think about the rules in the library to see if they include respect for all visitors and makers. Also, does the librarian intervene when there is bullying either in person or online. Does the library offer LGBTQ books, and other media for its makers? Is diversity exhibited across the library in displays, posters or bulletin boards? Other recommendations to encourage LGBTQ making is to allow students to run making activities and for them to create a code of conduct for the MakersSpace. Also, recognize that different types of making might be considered gendered (ex. sewing is for girls; engineering is for boys).  Therefore create spaces where students are encouraged to pursue the activities that are in their interest.

This is an extremely useful guide to reflect on library spaces and MakerSpaces. It is important to be aware of our own guidelines and rules so that they are inclusive. All students should feel safe at school no matter where they are but as librarians we can provide safe spaces for students and makers.

College Success: High School Librarians Make the Difference

Beilock, John

Smalley, T. N. (2004). College Success: High School Librarians Make the Difference. Journal of Academic Librarianship, 30(3), 193–198. https://doi.org/10.1016/j.acalib.2004.02.008

Summary:

           Published in the Journal of Academic Libraries, April of 2004, Topsy N. Smalley wrote a professional article about a conceptual research study of community college students who outperformed others when taking a required Information Research class. What was discovered was that students who attended high schools with libraries and library media specialists (also known as school librarians or teacher librarians) performed better than students from high schools without libraries and library media specialists.

Evaluation:

            Smalley’s findings that there was a significant difference between students from high schools with libraries as opposed to those who came from schools without librarians, was apropos. Having solved how the students came to do well led to the suggestion that academic librarians must reach out to high schools and articulate the information literacy skills and strategies that students will need to succeed in postsecondary schools and work.

Do School Libraries Need to Have Books?

TVOParents Your Voice (May 23, 2010). Do school libraries need to have books?. Retrieved from https://youtu.be/ULqg9qsbg7o?t=8m41s

A panel interview with Toronto librarians discusses whether books are still necessary in the age of digitization.  Are school libraries full of books an old fashioned notion?  These librarians say definitely no!  Variety of materials and library spaces that encourage imagination, ideas, creativity and most of all a love of reading is purported as the foundation of a strong school library.  Start watching at 8:39 to see the interviewees delve deeper into this topic.  While this video was hosted in 2010, nearly six years later I see the same pressures affecting school librarians and school library programs.  It is important to weigh the pros and cons of each type of format, whether print or digital, ideally having both to build an information/idea rich environment.  The other important aspect is taking stock in what patrons need and want when considering digital vs. print materials.

J. Hasselberger
Spring 2016

Creating Curriculum Connections with Library Collections

 Creating Curriculum Connections with Library Collections

The article, "Creating Curriculum Connections with Library Collections," author and teen librarian Sarah Gowdy discusses how she was able to collaborate with her local jr. high and high schools in order to create a connection with the educators and students to the library and its relevant resources for the students' curriculum and projects. In forming a partnership with Bentonville's literacy specialists and in doing so, she was able to identify that simply introducing teachers to the libraries resources would allow them in turn to let their students know about these in order to utilize them for their assignments.
The positive outcomes from creating the curriculum newsletter are as follows:

"The process of creating the Curriculum Connections revealed strengths and weaknesses in the library’s collections. I continue to correct weaknesses by weeding outdated non-fiction and purchasing new books that are relevant to today’s students. In sharing the newsletters, library

staff have received positive feedback from school faculty, parents, and students who have used our resources to support classwork (Gowdy, 2014)."

 Reference:
Gowdy, S., & Dudley, H. (2014). Creating Curriculum Connections with Library Collections. Arkansas Libraries, 71(3), 4-5.

Connection + Collaboration = Successful Integration of Technology in a Large High School: Formula for Success

Mitchell, Ruth

Lankau, Louise. (2015). Connection + collaboration = successful integration of technology in a large high school: Formula for success.  Knowledge Quest, 44(2), 66-73.

This article focuses on ways to use technology in the high school learning commons to create connections.  It recognizes that the library media teacher is co-teaching with a few teachers and has connected students to the subscription databases but that there is more to do.  It encourages the library media teacher to continue to connect with more teachers through school leaders such as administrators, instructional coaches, and respected teachers.

The author recommends two technology tools:  Symbaloo and QR codes.  Both of these tools can be used in the learning commons and created for teachers for use in the classroom.  She also offers strategies for meeting with department leaders and a variety of services you can support them with. This article subscribes specific strategies to make you, the library media teacher, the best resource available.

School Libraries and Ebooks

Wilson, Shibrie

Nelson, C. (2012). What eBooks Mean for School Libraries: Part 1. Education World. Retrieved from http://www.educationworld.com/a_tech/how-a-school-library-has-embraced-ebooks.shtml

Dorman High School in Roebuck, South Carolina has adopted ebooks within its collection. Ebooks were initially used amongst students for recreational reading and many popular fiction books were available. Students were able to choose from two different resources, one being Gale resources and the other OverDrive. Gale resources are able to accessed from the library catalog operated by Destiny and accessed from computers and mobile devices. OverDrive was used for adult fiction books in which librarians felt that students would enjoy to read outside of curriculum reads. Devices are not provided to individuals by school instead, student bring their own devices and access materials accordingly. Teachers are also able to access these materials and according to article are extremely pleased because of amount of content they can access. Librarians found it important that students were able to have options in how to access materials such as whether or not to choose print or a digital book. 

Opinion:

I appreciate Dorman High School for doing a trial for how successful ebooks would be for the libraries. I think it is very important for students to have a choice in type of material in which they would like to choose. Both sources in which they are utilizing for digital materials are valuable.