Thursday, October 23, 2014
Checklist Item #8: Conference Attendance
For the second year in a row, I will attend the GaETC conference in Atlanta at the beginning of November. Last year I attended with the previous media specialist and we split up to attend as many sessions as we could over the 3 day period. I most enjoyed discovering an incredibly long list of web 2.0 tools to try with all ages. Additionally, during one of the sessions, the presenters even broke down how and when to use them, such as for visual organization, math skills, presentations, etc. I will update this blog after I attend again November 5-7, 2014.
Checklist Item #10: Webinar
On October 22, 2014 from 8:00-8:30 I attended the webinar hosted by ISTE Librarian Network and Diana Rendina. She discussed the maker space she created within the media center. Followers on Twitter were able to use the hashtag #ISTElib to share their thoughts and questions as she provided photos and details about the experiment. I was most interested by the LEGO wall she created in one area of the library. Both elementary and middle school students at my school enjoy talking about LEGOs, reading about them, and building similar projects either online or during clubs. I mentioned to admin after attending this webinar that I thought it would be exciting to try this out in our library. She loved the idea and is looking to where / how we could do it. I think it'd be a wonderful, engaging way to show students that the media center is more than just a place of books, but also a place to create and explore.
Checklist Item #5: Activities Report
The activities report infographic gave me the opportunity to play around with a new web 2.0 tool - www.piktochart.com . I've never used it before, but I enjoyed being able to design the infographic any way I liked with the help of template examples to guide you. The activities report was based on the past 4 weeks (end of Sept - present) so it was interesting to see what happens in the library over that course of time. I was not surprised to see that "Diary of a Wimpy Kid" is the most searched item in the library. Students of all ages, but especially between 2nd-3rd grade LOVE this series. I really would like to extend their reading from this series, but haven't had a chance to research similar series that work for this age group or interest level. I was surprised, however, to see that we've only had 1722 check outs this past month. I expected slightly less due to the fact that we're settling in more to the first half of this school year so I thought teachers would have most of their items. On the other hand, this high number shows me that I still play a big role in bringing awareness to teachers about new items for them. We recently ordered class sets of novels and informational texts, so I expect the checkout number to increase as teachers come in to gather these items.
Sunday, October 19, 2014
Checklist Item #3: Weeding
I've discovered weeding and cataloging are ongoing projects throughout the school year. I have found that weeding is easier to complete than cataloging since there are a number of books that past media specialists have left to be processed that, unfortunately, at this present time are still waiting to be cataloged due to my lack of time to review all of them. Hopefully I will receive a more consistent volunteer team so that I can begin tackling those stacks of books hiding in the back of the library.
Weeding, on the other hand, helps me feel productive in the library. It encourages me to make room for the new(er) materials that are waiting to be cataloged, or to find new resources to add or replace the old. This past week the IT Director and I began weeding and organizing materials from one of the cabinets in the media center. This cabinet contained extremely old and slow, but well used, laptops, random cords that belong to some kind of technology, and old cameras / camcorders. All of these materials are part of the Equipment inventory, which consists of several items that may or may not be lost as the school has moved since its creation in 2005. After he organized and I weeded them from the system, we were still left with the stack of laptops. This leads to one of my questions about this process - what do media specialists typically do with the materials they weed? In recent weeks I weeded older magazines from our collection, but conveniently a kindergarten teacher asked for magazines so those were easily recycled for another purpose. Technically, these clunky laptops still work, but you'll be waiting longer than most students have the patience for to get to the Internet in our world of instant gratification. If we had any clubs that involved making things out of parts, we might be able to donate those items, but as of right now no club exists. They might just end up in the trash or as recycled parts.
Reflection:
Recently I've been able to exercise my role as Instructional Partner with one of the fourth grade teachers. As mentioned in an earlier post, this fourth grade teacher asked for help in finding a program that would help students design an environment, such as a garden. This past week we've put Sketch Up into use both in her class and during my technology class. At the moment, students are playing around with the tools to help them become more familiar with how to manipulate the tools to design various shapes or architecture. For example, one group of 4th grade boys discovered they could download cars and furniture from Sketch Up to add to their newly designed home. Some had more success than others, but practice and learning from failure is the best way to become a risk taker and experiment with technology tools.
Weeding, on the other hand, helps me feel productive in the library. It encourages me to make room for the new(er) materials that are waiting to be cataloged, or to find new resources to add or replace the old. This past week the IT Director and I began weeding and organizing materials from one of the cabinets in the media center. This cabinet contained extremely old and slow, but well used, laptops, random cords that belong to some kind of technology, and old cameras / camcorders. All of these materials are part of the Equipment inventory, which consists of several items that may or may not be lost as the school has moved since its creation in 2005. After he organized and I weeded them from the system, we were still left with the stack of laptops. This leads to one of my questions about this process - what do media specialists typically do with the materials they weed? In recent weeks I weeded older magazines from our collection, but conveniently a kindergarten teacher asked for magazines so those were easily recycled for another purpose. Technically, these clunky laptops still work, but you'll be waiting longer than most students have the patience for to get to the Internet in our world of instant gratification. If we had any clubs that involved making things out of parts, we might be able to donate those items, but as of right now no club exists. They might just end up in the trash or as recycled parts.
Reflection:
Recently I've been able to exercise my role as Instructional Partner with one of the fourth grade teachers. As mentioned in an earlier post, this fourth grade teacher asked for help in finding a program that would help students design an environment, such as a garden. This past week we've put Sketch Up into use both in her class and during my technology class. At the moment, students are playing around with the tools to help them become more familiar with how to manipulate the tools to design various shapes or architecture. For example, one group of 4th grade boys discovered they could download cars and furniture from Sketch Up to add to their newly designed home. Some had more success than others, but practice and learning from failure is the best way to become a risk taker and experiment with technology tools.
Monday, October 13, 2014
Media Center Visit: Centennial HS
I visited recently with Marie Yelvington at Centennial High School in Alpharetta, GA. Her media center has gained a following in the surrounding area due to the recent upgrades and forward thinking found within the media center. Her work to keep the library updated and geared towards 21st Century learning is a prime example of how a media specialist can remain relevant to students, teachers, and schools.
I actually visited the Centennial media center as a Model UN club advisor during the 2013-2014 school year. At the time, it looked like your typical high school library - several shelves of books organized by their subjects or authors' names. Seating was available throughout the large area with computers scattered around. Students worked in groups or socialized during their break. However, now the library gives off more of a college library vibe, which Mrs. Yelvington said was part of the goal. There are glass encased study rooms, which students and teachers both view as a staple. Teachers are able to reserve the room(s) and better observe students' collaboration. Students like to use it for more focused studying, while also preparing themselves for the college experience.
The media center also has technology and comfortable seating situated around the space. For example, near the middle of the media center is a large circular couch with two TVs. While it sounds like something you'd find in a gamer's living room, the two flat screen TVs are able to connect to students' laptops so that they can work on presentations. Overall, the technology available seems to encourage collaboration and experimentation with resources.
Touring a high school media center was a great learning experience because I have little to no experience with high school students. I've only worked or interned in elementary and/or middle schools, so I was curious to see how they vary. One idea for organization I might consider when we rearrange our library is the way that she organizes nonfiction. She uses the Barnes & Noble method in that nonfiction is categorized by subject, rather than the Dewey System. This format could help ensure students find the information they want more quickly, as well as help out parent volunteers who are unfamiliar with the media center.
I actually visited the Centennial media center as a Model UN club advisor during the 2013-2014 school year. At the time, it looked like your typical high school library - several shelves of books organized by their subjects or authors' names. Seating was available throughout the large area with computers scattered around. Students worked in groups or socialized during their break. However, now the library gives off more of a college library vibe, which Mrs. Yelvington said was part of the goal. There are glass encased study rooms, which students and teachers both view as a staple. Teachers are able to reserve the room(s) and better observe students' collaboration. Students like to use it for more focused studying, while also preparing themselves for the college experience.
The media center also has technology and comfortable seating situated around the space. For example, near the middle of the media center is a large circular couch with two TVs. While it sounds like something you'd find in a gamer's living room, the two flat screen TVs are able to connect to students' laptops so that they can work on presentations. Overall, the technology available seems to encourage collaboration and experimentation with resources.
Touring a high school media center was a great learning experience because I have little to no experience with high school students. I've only worked or interned in elementary and/or middle schools, so I was curious to see how they vary. One idea for organization I might consider when we rearrange our library is the way that she organizes nonfiction. She uses the Barnes & Noble method in that nonfiction is categorized by subject, rather than the Dewey System. This format could help ensure students find the information they want more quickly, as well as help out parent volunteers who are unfamiliar with the media center.
Sunday, October 5, 2014
Media Center Visit: Holcomb Bridge MS
This past week I visited Ellen Reagin, the media specialist at Holcomb Bridge MS. She was kind enough to pass on a book that she had found helpful in the past - Library 101: A Handbook for the School Library Media Specialist. It's divided into four sections and discusses a range of topics from equipment to day-to-day basics.
During our meeting, she gave me a tour of the media center and discussed her role within the school. I was amazed at how spacious it looked despite not being that much bigger than the media center at my school. It might have to do with the way shelves and furniture was laid out as well as better lighting. Much of the lighting in the back of my library relies on the natural light, so if it's a rainy day, the media center quickly looks like welcoming.
Her role often consists of working with teachers when they want to incorporate technology into their lessons. For example, when I first arrived, I found Mrs. Reagin and a sixth grade teacher working with the students to type their first paper. She was helping a student figure out how to format or change the font. Mrs. Reagin discussed with me that she'll often host power lunches with teachers to show them how to use a new tool. I believe this dialogue will help teachers feel less afraid to use newer technology, or believe that it might not have a place in their classroom, such as a math class.
While our roles differed in that she does not teach specific technology classes, I also noticed that she has a small of team of helpers in the form of a clerk and volunteers. The media clerk is responsible for much of the processing, volunteer training, and lamination repair. The IT guy has an office near the back of the library for what appears to be easy access to solve issues or talk with teachers and staff.
Overall, the visit was very helpful and provided some ideas I might use at my media center. For example, she gave me a form she uses when younger students want to read the more "young adult" themed books, such as Hunger Games. Although her school is just middle school, I have some 4th and 5th graders who are ready (or think they're ready) for the books we've designated as for middle schoolers. I would like to adapt the form she has so that I can have a record of parent permission before I let the student check out a book.
During our meeting, she gave me a tour of the media center and discussed her role within the school. I was amazed at how spacious it looked despite not being that much bigger than the media center at my school. It might have to do with the way shelves and furniture was laid out as well as better lighting. Much of the lighting in the back of my library relies on the natural light, so if it's a rainy day, the media center quickly looks like welcoming.
Her role often consists of working with teachers when they want to incorporate technology into their lessons. For example, when I first arrived, I found Mrs. Reagin and a sixth grade teacher working with the students to type their first paper. She was helping a student figure out how to format or change the font. Mrs. Reagin discussed with me that she'll often host power lunches with teachers to show them how to use a new tool. I believe this dialogue will help teachers feel less afraid to use newer technology, or believe that it might not have a place in their classroom, such as a math class.
While our roles differed in that she does not teach specific technology classes, I also noticed that she has a small of team of helpers in the form of a clerk and volunteers. The media clerk is responsible for much of the processing, volunteer training, and lamination repair. The IT guy has an office near the back of the library for what appears to be easy access to solve issues or talk with teachers and staff.
Overall, the visit was very helpful and provided some ideas I might use at my media center. For example, she gave me a form she uses when younger students want to read the more "young adult" themed books, such as Hunger Games. Although her school is just middle school, I have some 4th and 5th graders who are ready (or think they're ready) for the books we've designated as for middle schoolers. I would like to adapt the form she has so that I can have a record of parent permission before I let the student check out a book.
Wednesday, October 1, 2014
Checklist Item #4: Cataloging
One role a media specialist has that could easily become an all day, year round project in and of itself is the job as a cataloger. When admin, IT department, teachers, or I order new books and materials, I must catalog the items through our library system Destiny. Each item has its own bar code (ex. 700000 to signify I've added it versus another helper or media specialist) and call number for easy access in the future.
Within the past few weeks, the media center has received numerous shipments from our education partner at Barnes and Noble to meet 3rd-5th grades' informational text and fiction needs. Some books, such as My Librarian is a Camel and Thank You, Mr. Falker only required copies for each teacher. These were quickly cataloged and made available for the appropriate grade level teacher. However, a couple grades ordered copies for each student, such as 92 copies of Peter Pan. When this large shipment arrived, I first had to make sure that I received the correct number as shown on the order slip, and then I had to add each one of the computer system. The longest task is not cataloging them, but labeling them. Fortunately, I had a few parent volunteers come in during the week to help label.
Reflection:
This activity has taught me the importance in encouraging parent volunteers! Some tasks might seem overwhelming or mundane to parents, but a relaxing activity like putting labels on books helps parents feel as though they have accomplished something. Additionally, it really is a huge help! Organizing the library or checking in books are also important ways to help, but by doing this they can better see how their volunteerism helps the school. In order to encourage parents to return, I need to prepare in advance any new materials that need to be cataloged and labeled.
Within the past few weeks, the media center has received numerous shipments from our education partner at Barnes and Noble to meet 3rd-5th grades' informational text and fiction needs. Some books, such as My Librarian is a Camel and Thank You, Mr. Falker only required copies for each teacher. These were quickly cataloged and made available for the appropriate grade level teacher. However, a couple grades ordered copies for each student, such as 92 copies of Peter Pan. When this large shipment arrived, I first had to make sure that I received the correct number as shown on the order slip, and then I had to add each one of the computer system. The longest task is not cataloging them, but labeling them. Fortunately, I had a few parent volunteers come in during the week to help label.
Reflection:
This activity has taught me the importance in encouraging parent volunteers! Some tasks might seem overwhelming or mundane to parents, but a relaxing activity like putting labels on books helps parents feel as though they have accomplished something. Additionally, it really is a huge help! Organizing the library or checking in books are also important ways to help, but by doing this they can better see how their volunteerism helps the school. In order to encourage parents to return, I need to prepare in advance any new materials that need to be cataloged and labeled.
Checklist Item #2: School-Level Meeting / Checklist Item #1: Thematic Display
Original Meeting date: September 26, 2014 On Friday, the STEAM team met to discuss how we wanted to further show our presence within the elementary and middle schools. The STEAM team is made up of both grade levels art teachers and myself (elementary media tech teacher). At the moment, there is only enough time for me to teach technology while still fulfilling the media specialist duties I have now assumed. During this meeting, we discussed how we could branch ourselves away from the "black sheep" view of the connections department to show parents and students what we do matters and affects the overall school environment.
One way we hope to expand our influence is through a STEAM-inspired bulletin board strategically placed within the school. The bulletin board example our crew leader found looked like a Facebook page with information and photographs about a particular artist. I suggested we tweak it to use Twitter since that's typically more education-friendly and likely to get the approval from administration. Additionally, we could incorporate student work and/or suggestions. An actual Facebook page was also suggested for the media center as a branch off from the school's official Facebook page. It would also be a useful format to share information, including volunteer recruitment, student book reviews, and activities in the library. We are waiting to hear back from admin for the next step in solidifying our mark on the school.
Reflection: I'll be honest that work is taking over my time to focus on completing the checklist items. I need to make more a priority in doing so to avoid falling further behind. However, now that I have taken over the media specialist duties, I am quickly jumping into the deep end and learning as I go. As expeditions kick off soon for all grade levels, teachers K-8 will rely on me to help pull resources to help their students grasp the understanding of a topic. For example, I suggested recently to a 4th grade Math/Science teacher that she download Google Sketch Up on our COW (Computers on Wheels) for her students to design their own gardens. Hopefully we can find time to work together in answering students' questions or I can show them better how to use it during technology class.
One way we hope to expand our influence is through a STEAM-inspired bulletin board strategically placed within the school. The bulletin board example our crew leader found looked like a Facebook page with information and photographs about a particular artist. I suggested we tweak it to use Twitter since that's typically more education-friendly and likely to get the approval from administration. Additionally, we could incorporate student work and/or suggestions. An actual Facebook page was also suggested for the media center as a branch off from the school's official Facebook page. It would also be a useful format to share information, including volunteer recruitment, student book reviews, and activities in the library. We are waiting to hear back from admin for the next step in solidifying our mark on the school.
Reflection: I'll be honest that work is taking over my time to focus on completing the checklist items. I need to make more a priority in doing so to avoid falling further behind. However, now that I have taken over the media specialist duties, I am quickly jumping into the deep end and learning as I go. As expeditions kick off soon for all grade levels, teachers K-8 will rely on me to help pull resources to help their students grasp the understanding of a topic. For example, I suggested recently to a 4th grade Math/Science teacher that she download Google Sketch Up on our COW (Computers on Wheels) for her students to design their own gardens. Hopefully we can find time to work together in answering students' questions or I can show them better how to use it during technology class.
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