Librarian or concierge? Does it matter?

Do you ever think about how you fill your school day?  There are days, more than I like, when I feel like the library concierge rather than the school librarian. "Room for two more on computers? Sure, send them down."  "Can we use your space for testing .... class project .... videotaping ..... even painting projects!"  Fill in your own image here.  Sometimes it makes me grumpy, feeling underutilized and without value.  But then I think about it and realize,  these things demonstrate many things about myself and my library space.
The first one, and most important to me, students love to be in my space.  If a class has more students than computers in lab, I know students are chanting, I can go to the library, me too!  I know because these same students find ways to be here throughout the day.  You know the ones, you have them too, they are in several times for several periods daily.  Just yesterday I had a student come in from our satellite school, the Innovative Learning Space and say would you email my teacher and let him know I am sending the morning here studying instead of there?  I do so much better here.  And she did!  What a complement, that this space does give a student confidence and comfort, that this is where they choose to spend their time when they get to choose?  How many of you have those students who stop by your desk everyday just to check in?  I was out sick for two days recently and when I got back I had a young man go out of his way to come in and ask if I felt better.  This was not a student I would say is a regular, but it was one I speak to whenever I see him.  The climate we create is important, it impacts our school and our students.  You never know when one small act of kindness will create a huge impact.
The second thing about my space, teachers know I will be open and accommodating (even if I really don't feel that way!).  I want a filled, busy, productive space. And who knows, maybe if you are nice sharing your space the next time they will share their students, or their project, or, dare I hope, collaborate?  We are different that classroom teachers.  Yes, the media center is our classroom but it is also a community space and so we must juggle both aspects.  Confession, I never could juggle, but in this case I am moving as fast as I can, because I do want this to be "the" place that everyone wants to be in.
One last comment, when I was told that my space would be used  again for testing, the principal said, "Liz, you know I wouldn't take your space if I could help it, it is the heart of the school. But, in the same token, for the kids that have to come in and take this test, they couldn't be in a spot that makes them feel more comfortable and welcomed.  And that is a great way to feel if you are already uncomfortable about the whole testing thing."
So, okay, I am adding concierge in my list of "other duties as assigned."  And I will do it with a smile, and a, "Hi _____, how can I make your life better today?"  

Reduce, Reuse, Recycle!

I have been thinking about this phrase, which we all learning in elementary school - reduce, reuse, and recycle and how it should apply to school libraries today.

Reduce- the attitude, you know, the "but I've always done it this way" or "its my library".  We need to Remind ourselves that ours is not a regular classroom, we really do belong to our community of teachers and learners and must open our doors widely and cheerful (even if it is for testing!)






Reuse - there are lots of things we have stockpiled in our libraries that we can get rid of.  Why not use it to create a Makerspace activity? Take a look here for ideas: https://www.pinterest.com/cari_young/library-makerspaces/

Recycle - or check it out!  Just about anything in our spaces can be checked out if there is a need.  My advocacy thought is that if an item is checked out, someone needs to bring it back and that can begin a conversation that could lead to more use of the media center.

What can you do with 3 R's to improve your library media center/learning commons?  Try something new!

Testing, redux!

After reflecting on the testing situation, and talking with wise friends, I am rethinking testing.  I now think it can be viewed as an opportunity - for solidarity with colleagues, we are all in this together, for demonstrating the spirit of team player, showing administrators we can work and play well with others, and for collaboration experiences.

 

I am always working for more and better collaboration experiences, and I discovered that testing opened that door.  My teachers had less time to cover what needed to be and when I offered to help out and be a part of their teaching some were thrilled.  A second teacher in the room, as I working on embedding myself in classes when the library space was closed.  Once they realized that I wasn't adding more time to their lessons, but supporting their teaching I was welcomed back; this is building that relationship I want.  Sometimes we need to step back and not push our own agenda, just be that extra set of hands.  I am anxiously waiting to see if we progress toward the next step closer to collaboration ...

There are  many resources available, to assist you as you move to a more collaborative environment.  Here is one I really like.

“Alone we can do so little; together we can do so much”
― Helen Keller

End of a school year, time for reflection

Only two weeks left with students!  Where did the time go?  I had plans to do so many things, was I successful or not?  Think it is time to do some reflection on the year; what things I did, what I didn't, and how did those decisions impact student learning.
This would be a good time to finish my annual report (must start it to finish it, though!)  Guess that is a good place to start, and I can use the report to guide my plans for next school year.   Stay tuned as I start this process; compiling my report and analyzing my results, and then making new plans.

I know there are things I am happy about; my Battle of the Books event, and new this year, a traveling BOB team.  The work I did with a special class for at risk students (it is a Read 180 class, Scholastic, if you know that) to make them more authentic readers and the work with my ELL classes because of the grant we received. 

I added new databases and some eBooks to the collection, as well as lots of fiction recommended by students, and put print magazines out as well; not sure that is curation, but it is collection development.

Areas I still need work are building a collaborative atmosphere with my content area teachers; Science and Social Studies are challenging; next year?

Looking over this rambling I realize I have a lot to do in the next two weeks! Yikes - I will continue to share what I am doing and hope you tell me how you are handling some of these things.

Bring on Summer!!

Strategizing the upcoming school year

I have been sitting here watching the women running the 26 mile marathon at the Olympics.  (Yes, I know I should be out there running, walking, or moving with them somehow but that is for another blog entry!)  But listening to the commentators talk about the strategies employed by these runners made me think, how should I be strategizing this school year to come. 
Pacing yourself.  How many of us start the year running then never quite make it to the finish line.  We are excited to try that new reading promotion, or start that new club, but by January we have about given it up.  To keep this feeling of failure away, we need to think long and hard BEFORE beginning a new program; do I really have the time and energy to continue to the finish?  Sketch out the year marking all the places you already have obligations (book fairs, research projects, testing that closes your library) and decide this new project would really be an addition to your program or a drain on your time.
Checking your spot in the pack. The runner out in front does it all alone, there is no help.  The group running a little behind, in a group benefit from it.  There is less pressure from the wind or the crowd, you find support even if it is unspoken.  It helps you stay on the correct pace and heading for that finish line.  I plan to do this through continuous conversation with my peers, other librarians I know are heading in the same direction I am.  We can help each other out, share our thoughts and ideas, provide ourselves with an understanding cheering squad, if you will.
Staying hydrated. OK, how many of us run ragged through the year!  Never taking a sick day, even when we should.  Staying late or going in early to work on one more thing.  Saying yes to whatever we are asked to do.  All of this makes us perfect victims, but not healthy, well rounded professionals.  We need to remember to take a "hydration" break, to recharge, to relax, to reflect.  It could be a mental health day, a mani/pedi, or a day devoted to reading in bed.  Maybe it is a weekend breakfast with friends, but whatever it is we need to take this time to hydrate ourselves so we can finish strong.

What kind of "athlete" are you?  Whether you compare your self to the long jump, the sprinter, or even the synchronized swimmer think about how you plan to do your event this year; plan, strategize, practice, and reflect.

Happenings at the library ranch!!

Haven't heard from me in a while?  That's because the media center has been crazy busy.  Was it just last September that I wondered whether anyone would use the library in a collaborative manner -- well, let me tell you, times have changed!  I am working with English teachers on a novel unit, with my own group of students I am blogging with (and yes, I am grading my part of the unit), math teachers with whom I have created a PBL unit (so cool, they are creating 21st learning tools) so there are geometry students using all manner of technology and teamwork to create this learning tool, and a marketing plan as well. ELL students are creating book talk videos for our Destiny catalog, and my Student Advisory board is beginning all kinds of projects.  Add to this mix those beloved study hall students who talk about how much they love to be in the media center to work (translation, socialize) because the atmosphere is a happy place -- one period today I had 90+ learners creating that special buzz that comes with active learning!  Happy, crazy days at the library ranch!  I think I am starting to build an authentic learning commons, the variety of  uses of the media center dictates how things are arranged and what type of learning grouping are working.  Students love to stop by the circ desk to talk, make book suggestions, and talk about additions they think would make the library better.   What fun to hear these ideas, and even better when I can implement some of them.
I am trying to catch up on my reading as well, but I have to say it takes a lot longer to read those full length novels than those 32 page picture books!  I have a long list of books to be read, again complements of the students and their passion for sharing!  (Of course, I just added the newest award winners to my list of books to read!)
With all of this activity, am I happy?  Yes.  Satisfied with my media program? No way!  I still need to get teachers to include me in the collaborative planning, integration of technology for 21st century learning, include pre and post assessments that demonstrate growth in these areas, and more!!
Life is good, but it can always get even better!

10 on the 10th!

This year I am attempting to share picture books that can be used effectively in secondary classrooms. Because this is a new teaching arena for me, I have picked mostly personal favorites. I hope you enjoy these and I look forward to more ideas from you.  If you don't already know about this, it is a challenge by a bloggger friend of mine to share 10 great picture books.


1. Palazza Invorso by D.B. Johnson is a fascinating picture book. The Escher-style illustrations are accompanied by a story with its own twists and turns. This one would captivate anyone who likes mysteries or puzzles.

2. Me, All Alone, at the End of the World by M. T. Anderson and Kevin Hawkes is more thought-provoking and poignant. A young boy has a spot on the edge, at the top of a mountain where he sits to enjoy the world around him. Soon civilization encroaches, and he finds a new spot. A captivating man comes along and builds an exciting, fun expanse and the boy makes friends and enjoys the frenzy for a while. Finally, though, he longs for his place at the end of the world and leaves to find it. There are many underlying questions at the core of this book. Is it good to be alone or are people meant to be in communities? Where is our balance with nature? Just to mention a few. A great unit opener for global awareness. I love the illustrations by Kevin Hawkes, they make this story.

3. Ish by Peter H. Reynolds is just one of my favorites! A quick story that reminds you that talent is driven by passion, and that beauty is in the eye of the beholder. I would read it before giving a challenging assignment.

4. Not a Box by Antoinette Portis is a perfect choice for inviting students to think outside the box, literally!

5. Weslandia by Paul Fleishman. I just love this book. There are so many uses. For social studies, how a culture is created; for guidance, be yourself and follow your passion, for science, diversity in a biome. OK, the science tie in is a stretch, but I would find any reason to share this with students!

6. Flotsam by David Wiesner shows the power of illustration. This award winning title is meant for older readers; it demonstrates that in graphic works inference is a necessary skill. One must “read” between the illustrations to follow the story.

7. 14 Cows by Carmen Agra Deedy is perfect for both American and global studies. Is it the size of a gift or the intent behind it? This is a true story, brought to life by Deedy and should tug on your heartstrings.

8. Terrible Things: An Allegory of the Holocaust by Eve Bunting shares in a simplistic way how the Holocaust was created and was able to spread.

9. A Taste of Colored Water by Matt Faulker. These bright, fun illustrations are a great contrast to the more serious topic, segregation. A child hears of a fountain in a nearby town with “colored water” and has an opportunity to go and see it. While at the top of the hill where this fountain is, a peaceful protest is happening on the street below. Use this title to introduce segregation and misunderstandings.

10. A Sweet Smell of Roses by Angela Johnson and Eric Velasquez is memorable, first because it is in black and white charcoal illustrations with a touch of red occasionally. It shows two children who run to join a parade, which is a civil rights march. A first person account through the eyes of a child that could spark lots of conversation and lead to a unit of study. One discussion may be, why are only certain things shown in red?

Are you the change?

I am wondering how many school librarians will be starting fall in a new position or a greatly changed position?  There have been so many changes, not only in my district but around my state of Ohio.  I was excited to read Judi Moreillon's question to Arne Duncan about mandating media specialists, but not surprised by his "politically correct" vague response.   Once again we must take up the mantra, "be the change you wish to see in the world" (a quote from Gandhi) if we want to continue to positively impact our students and staffs.  It will be difficult to maintain the passion for the job when you feel under appreciated and overworked, but we must bolster each other and demonstrate what could and should be expected in the library of the 21st century.
With that in mind, I was very excited to see that Judy's new book, "Co teaching Reading Comprehension Strategies in Secondary School Libraries: Maximizing Your Impact" will be published this fall; it will be a MUST purchase for me as I move to a high school library.  
What other great books are on the horizon that we should put on our purchase list?

I so appreciate other resources we have, such as: LM_Net, TLNing, AASL forum, to name just a few that we can use to "talk" to others in our field.  What else can we do to feel supported this school year?

I want to be sure to authenticate and advocate what learning opportunities are occurring in my library space this year.  I am thinking about a media page connected to my home page and a space in the school newsletter, but I want to also try something new, 21st century, flashy enough to attract attention but grounded in authenticity so that it will be taken seriously.  What things are you planning for this year?

Sorry!

I should have known that if I talked about the nice weather, it would change!  I am only getting rain (for now) but I see by the weather map (yes, I am a closet meteorologist) that many states are getting snow.  So, no more talk about weather -- let's talk books!  As I continue with my Newbery course, I realize that I don't really remember reading any Newberys until I was an adult taking literature classes.  Can you remember the first Newbery you read?   Of course, the first book I really remember hearing was "Charlotte's Web", is that the same for you?

On another theme,  as a school librarian do you plan your year (curriculum mapping), what you will teach at each grade level?  Do you wait to see what your teachers are teachers and then combine your instruction with theirs?  Or do you do some kind of combination?

New school year, new opportunities!

One week of school under my belt, and I am still excited about this year! My students are so thrilled to be back in the library media center, even "nagging" their teachers to schedule orientation times with me so that they would be able to begin their flexible check out. What powerful advocates they are, both to their teachers and their parents. In response to that, I plan to extend and enhance that enthusiasm in every way possible.

Here are my goals for this school year:

• I will share the newest technology and Web 2.0 sites available and offer ways to use them to foster inquiry and learning;
• I will use any means at my disposal (book fairs, grant writing, PTO requests, and more) to continually make available new book titles and share them with students both in whole class and individual student situations.
• I will suggest curriculum tie ins to my faculty, and offer to collaborate.
• I will maintain my cheery disposition all day every day even if those around me are not.
• I will find time to professionally develop myself, make time to share with library colleagues, and make time for myself personally!