SLIS 794 - Teacher Librarian Interview #4

Interview date: March 4, 2022

Librarian and school: Tricia Candor (Librarian) and Tara Parker (Librarian Assistant) at College Park Elementary School, Ladson, South Carolina

Shared Foundation:  Explore

During a recent visit to College Park Elementary School library, I was privileged to observe a kindergarten, first grade, and second grade library class in session. I discussed with Mrs. Candor and Mrs. Parker some of their organization methods and time-saving strategies, and I also asked Mrs. Candor  what experience has taught her regarding the implementation of the shared foundation Explore from the National School Library Standards for Learners, School Librarians and School Libraries (American Library Association [ALA], 2017). 

We specifically discussed domains Think and Create and how these come to life in her library. The Think domain of shared foundation Explore states that. "School librarians foster learners' personal curiosity by encouraging learners to read widely and deeply in multiple formats and write and create for a variety of purposes..." (ALA, 2017, p. 102). Address of this domain comes very naturally when teaching elementary students.  Mrs. Candor accomplishes this by selecting a wide variety materials to share during read alouds, taking advantage of opportunities to suggest similar but different materials during readers' advisory, and by giving away books several times a year. Books for these give-away events are usually acquired through grant money or are purged items and they always encompass a wide variety of texts and genres. 

While I was visiting an unexpected opportunity presented to encourage writing for one particular student.  A second grade girl, according to Mrs. Candor, has begun to leave messages on sticky notes attached to  her books when she returns them.  Expressions of admiration and appreciation from adults for her messages have encouraged her to write even more.  I can't help but think there is a beautiful, budding idea there waiting to be applied to the larger school population.

The Create domaine states that, "School librarians prepare learners to engage with the learning community by providing strategies for acting on curiosity about a topic of personal interest or curricular relevance..." (ALA, 2017, p. 102). Since the onset of Covid 19 many of the usual ways to address this domain have been put on hold.  For example, the library had purchased a lego wall just before the height of the pandemic (look for a bonus resource about how to build your own lego wall at the end of this blog!) but it has not yet been used because of complications with social distancing.  Activity stations, puzzles, crafts, and a read aloud station with stuffed animal reading buddies have all been abandoned this year for safety concerns but Mrs. Candor is hopeful that they will be put to use again soon.

Collaboration takes place with a few teachers at College Park Elementary School who have projects they repeat yearly. Mrs. Candor creates library lessons that support a third grade language project, a fourth grade hobby project and a fifth grade endangered animal project for example. Her involvement largely involves research instruction and helping students locate books for their project topic.

Mrs. Candor shared that her biggest challenge is getting kids to read at home, especially over the summer.  The school's population is 40% hispanic and 90% low income.  One might speculate that the language barrier many of the students' parents face is one reason reading at home is not as frequent as a librarian would like.  Along with book giveaways, Mrs. Candor encourages students to be bold and ask their adults or older siblings to read to them, and encourages them to also read back to their adults or even pets as a means to increase exposure to books.

My visit to College Park Elementary School library turned out to be one of the most enjoyable of the series.  I was impressed by the welcoming atmosphere of the library,  the happiness of the students to be there, and the effective, time-saving organization strategies that Mrs. Candor has developed through her experience. I left feeling very encouraged and excited about my new professional venture.  Hats off to Mrs. Candor and College Park Elementary School library!  

Bonus: If you are thinking about building your own lego wall, check out this cool blog post complete with video tutorial! 

References

American Library Association. (2017). National school library standards for learners, school librarians and school libraries. 

SLIS 794 - Teacher Librarian Interview #3

Interview date: February 25, 2022

Librarian and school: Melissa Zahler at Chicora Elementary School, North Charleston, South Carolina

Shared Foundation:  Engage

While observing Teacher Librarian, Melissa Zahler, at Chicora Elementary School in North Charleston, South Carolina, I had the opportunity to discuss with her what she has learned about implementing the National School Library Standards for Learners, School Librarians and School Libraries shared foundation Engage (American Library Association [ALA], 2017).  My own experience as an elementary school teacher has taught me that keeping students engaged can be one of the most challenging tasks a teacher faces. If students are not interested in what is being taught, respectful, responsible behavior does not naturally follow.  So, talking with her about her experience in the context of the library gave valuable insight to this future school librarian!

When teaching elementary students as young as six years old, a wise educator starts with the basics by laying solid foundations of responsible digital citizenship. Common Sense Education (2019), a reputable provider of digital citizenship education, concurs that teaching students to consciously think about what they are viewing online is an important lesson to impart early on. The Think domain of Engage states that, “School librarians promote ethical and legal guidelines for gathering and using information by directing learners to responsibly use information technology, and media for learning and modeling this responsible use…” (ALA, 2017, p.112).

Ms. Zahler shared that the main way she implements this competency is by teaching her young charges which databases are safe for them to use and explore. This practice goes hand in hand with her “Question of the Week” routine which simultaneously addresses the domain Share. Share states that, “School librarians promote the responsible, ethical, and legal sharing of new information with a global community by imparting strategies for sharing information resources in accordance with modification, reuse and remix policies…” (ALA, 2017, p.112). The Question of the Week is announced on Monday’s morning news. Participating students must use a database (not Google) to find the answer and submit an answer ticket that indicates what database they used. A few acceptable databases, for example, are Animal Kingdom, CultureGrams, Gale in Context and Britannica. As a reward for their research effort, answer tickets are included in a raffle drawing. Winners receive a fidget toy at the end of the week. Check out the video below (recommended for grades K - 2) from Common Sense Education if you are interested in a resource that promotes safe online behavior with your little charges!

 

Click here for a printable poster of Pause and Think Online lyrics!

Ms. Zahler said that, as an additional perk, her Question of the Week routine solicits natural collaboration with teachers because most recognize it as a group effort and choose to encourage and help students conduct successful research. Other collaboration  also tends to center around assisting students in research, third grade is assigned a Black History month project each year, for example, or takes place as enrichment activities in the library that reinforce classroom curriculum - science themes are a common target.

When asked about challenges she faces implementing the Engage foundation, Ms. Zahler cited meeting diverse needs as a focal point.  She stressed that it is important to always be on the lookout for information sources that take into consideration different learning styles and abilities. Databases with audio features is one that she particularly appreciates and uses frequently with her emerging readers.

References

American Library Association. (2017). National school library standards for learners, school librarians and school libraries. 

Common Sense Education. (2019, August 8). Pause and Think Online [Video].                           https://www.youtube.com/watch?v=X_duZ-1LApg

SLIS 794 - Teacher Librarian Interview #2

 

Interview date: February 15, 2022

Librarian and school: Glenda Kern at Haut Gap Middle School, Johns Island, South Carolina

Shared Foundation: Collaborate

This semester, as part of my practicum experience, I have been given the privilege of learning from Haut Gap Middle School’s teacher librarian, Mrs. Glenda Kern. Mrs. Kern and I chose the shared foundation Collaborate from the National School Library Standards for Learners, School Librarians and School Libraries (American Library Association [ALA], 2017) as a topic of focus for her interview. Specifically referencing the school librarian domains and competencies, we discussed the Collaborate domains Share and Think and how she addresses them with her middle school students.

The domain Share states that, “School librarians promote working productively with others to solve problems by…advocating and modeling respect for diverse perspectives to guide the inquiry process” (ALA, 2017, p. 84). Mrs. Kern shared that she has placed a heavy emphasis on promoting diversity during her interactions with students this year.  One way that she accomplishes this is by consciously choosing diverse books to present during regularly scheduled book talks.  She is also very deliberate in modeling the validity of literature written for less represented student groups, such as LBGTQ+ and diverse culture groups. I especially appreciated the example she set for me regarding LGBTQ+ materials even in the face of immature snickering.  Controversy and conflict are things I naturally tend to avoid but watching her matter-of-fact demeanor reminded me of my experience teaching a health class for eighth grade girls years ago. Although I don't remember who, I was given the advice to run my vacuum cleaner at home and to just practice saying the word, "penis," over and over out loud until it was no longer uncomfortable. I'm not sure if the advice was meant to be humorous or practical but, by the end of the semester, I could speak of any body part or function without blushing!  Mrs. Kern also takes advantage of opportunities of natural dialog with her students. For example, when reminding students of the variety of library materials available to them, she does not shy away from topics that some adults might find uncomfortable but instead encourages them to pursue their unique interests when choosing independent reading material. Her conscious modeling of a respectful acceptance of all perspectives encourages her students to likewise be respectful of each other’s differences.

The domain Think states that, “School librarians facilitate collaborative opportunities by challenging learners to work with others to broaden and deepen understandings and…organizing learner groups for decision making and problem-solving” (ALA, 2017. P. 84). Mrs. Kern shared two specific ways she has successfully met this challenge. One strategy she has used to encourage collaboration is to create a Padlet, a digital collaboration tool, for each respective class so that students can record their individual book recommendations to help peers find their next great book. As a further enhancement the collaboration process, Padlet also allows students to post comments and questions about their classmates’ posts. The comment feature creates great potential for a naturally occurring ‘book club’ to ensue! A second way that Mrs. Kern encourages students to work together and problem solve is by teaching a semester long unit about evaluating online information.  Beginning with trying to differentiate between an original and altered photo, then analyzing the trustworthiness of websites, and finally discussing social media and one’s digital footprint, students are challenged to engage in peer discussions to share their thinking and to come up with viable solutions for these timely issues.

Mrs. Kern notes that most challenging factors in implementing Shared Foundation competencies are managing her time with students and being able to judge what skills students already have and which are lacking or need strengthening. To that end though, in her final comments Mrs. Kern praised the intensity of ALA’s new standards specifically noting the detailed guidance they give librarians and how very meaningful they are to today’s generation of students when compared to library standards of the past.

References

American Library Association. (2017). National school library standards for learners, 

                    school librarians and school libraries.

SLIS 794 - Teacher Librarian Interview #1

Interview date: February 14, 2022

Librarian and school: Alexandra Magee at Hunley Park Elementary School, North Charleston, South Carolina

Shared Foundation: Include

Teacher Librarian, Alexandra Magee, at Hunley Park Elementary School in North Charleston, South Carolina, graciously agreed to discuss her experiences implementing the shared foundation Include from the National School Library Standards for Learners, School Librarians and School Libraries (American Library Association [ALA], 2017).  Before conducting this interview, I wrongly believed that Include would be one of the simpler foundations to address in an elementary school.  It became clear though, that in the absence of  a culture of collaboration, complicated by the youth of the clientele, it could actually be quite challenging.  Read on for to learn how Mrs. Magee has successfully addressed this foundation for her K5 students and examples of challenges she has encountered.

                                 

The domain, Grow, states that, “School librarians explicitly lead learners to demonstrate empathy and equity in knowledge building within the global learning community…” (ALA, 2017, p. 76). Mrs. Magee shared a practical way that she addresses this domain to make it meaningful for younger students during partner activities. She explained that while she often allows students to choose their own partners for group activities, she also strategically plans activities with assigned student pairs. Thoughtfully assigning student partners creates opportunities for students to work with peers they might not normally interact with. She noted that while students sometimes push back against the arrangement, she typically observes positive interactions once an activity is underway. Occasionally stretching students beyond their social comfort zone gives them the chance to learn to appreciate perspectives different from their own as they work within their school community. 

Technology can also be used to foster a global mindset, in students by stirring interest and bringing awareness to their place in the world. The third competency of the domain Think, states that librarians should, “…support learners’ understanding of cultural relevancy and placement within the global learning community” (ALA, 2018, p. 76). The database, Culture Grahams, accessed through Macinvia is one tool Mrs. Magee uses to broaden students’ global perspective. When context allows, for example after a diverse read aloud or to parallel with classroom content, Mrs. Magee often guides her classes into deeper exploration of other cultures.  She says her students especially enjoy the Life as a Kid tabs featured on each culture page because they think it is fun to compare themselves with children around the world.

Mrs. Magee shared that one of her biggest challenges as an elementary school librarian is finding time to collaborate with teachers.  She noted that when she is able, however, the impact on student learning is exciting.  Last year, working with the school’s 5^th grade team, she collaborated on a social studies unit about muckrakers - journalists, photographers, and writers from the progressive era of the United States who focused on controversial social issues of the day.  Mrs. Magee’s role was to teach students research strategies and support their efforts as they sought out information about current social issues. Students were highly invested because they were researching issues they personally cared about, and their end products reflected such. To demonstrate learning, students created posters in class that featured their own perspectives about a social issue of their choice.  Each poster included its creator’s personal perspective and a call to action.

In summary, Mrs. Magee strives to employ organic strategies with her students' age in mind to address the Shared Foundation, Include (ALA, 2017, p. 76).  A final point that she added to our conversation is that she felt this particular foundation is sometimes difficult to address with younger students simply because of their youth.  Limited life experiences and exposure to diverse thinking can make it difficult for students to put themselves in another’s shoes.  This insightful point validates the importance of intentionally exposing young students to high interest books with diverse characters so that while they grow in maturity, the seeds that will enable them to progressively participate in a global learning community are being planted.

References

American Library Association. (2017). National school library standards for learners,
                school librarians and school libraries.

 

SLIS 761 Blog Post #10: My Biggest Takeaway

During my journey through the SLIS program at the University of South Carolina, I have taken courses that I loved and courses I was relieved to finish in one piece. Each one, though, has stretched me and grown my professional knowledge.  SLIS 761, like the others, has helped prepare me for the work ahead and it qualifies as one of my better loved courses. 

One of the overall aspects of the SLIS program that I truly appreciate is how much care and intention has obviously gone into the design of each assignment.  It became apparent to me very early in the program that each assignment is meant to be a true reflection of what real-world librarianship will require from us. So, to name my biggest take-away from SLIS 761, I would have to point to our biggest real-world assignment and what I learned in the process of completing it, the website!

This semester, the work of many awesome librarians has been set before us as an example.  Perusing the websites of these super stars, I am both impressed and intimidated by their amazing design and content. I suppose I initially imagined these brilliant librarians creating a perfect product in one fell swoop. Now, after having experienced the effort and tremendous amount of time involved in piecing together a website, my logic tells me that notion is a fantasy.

Working on the website assignment helped me to conclude this semester with more confidence than what I started with.  My website is far from perfect. I’ve no doubt it will be put to shame by the work of my talented classmates.  But that’s ok.  Because I know now that my website is a work in progress, as am I.  Each edit will result in improvement by degrees as I learn through experience in my new profession.  I read a quote on the inside of a Dove chocolate wrapper today. It said, “Don’t stop until you’re proud” (author unknown). I think that is a fitting moto for the task of website building! With the help of my professors, I’ve accomplished more than I thought I could and, although I’m proud of what I’ve accomplished so far, I’m not done yet!

SLIS 761 - Blog Post #9: Augmented and Virtual Reality Tools for the Classroom

 

What popular technology trend can strike delight in the hearts of children while simultaneously subjecting many teachers to immediate, acute mental paralysis? Why augmented and virtual reality of course!  Teachers of the younger variety may not have such an extreme reaction to the suggestion, but those of my generation may feel a little underqualified when contemplating ways to realistically (no pun intended) incorporate AR and/or VR into their existing curriculum. Before this week’s readings, I know I would have!  That’s why the tool I would like to focus on here is one that I believe provides a smooth segue into trying more advanced technology down the road, especially for teachers who may be reluctant to add anything new to their established learning units.

 

In 25 resources for bringing VR and AR to the classroom, Jennifer Snelling shares a myriad of tools.  Some are free, some are costly, some are simple, some are advanced.  One of my favorites, for its unassuming ease of use, is Nearpod which Snelling (2019) describes as a, "free for teachers, VR-based curriculum” (para. 5). Once a free teacher account is established, students can join Nearpod sessions on their 1 to 1 device by visiting the site and typing in a teacher provided join code. One of the most readily apparent strengths of Nearpod is that when used as a formative assessment tool, it provides educators with real time feedback because students’ interactions and responses are immediately viewable on the administrator’s screen. Another enticing feature is the vast library of existing lessons and exit slips. Favorites can be collected and saved in one's personal Nearpod library to be used again and again. There are also options to customize existing lessons or to create something new and unique for individual class needs.

 

Image from www.nearpod.com shows a side-by-side comparison of teacher and student views.

Common Sense Media reviewer, Marianne Rogowski (2021) notes that there is room for improvement in Nearpod's collaboration capabilities and feels that some new users may experience a significant learning curve, but she gives the tool a hardy five-star review overall. Read more about what Rogowski has to say about Nearpod by clicking here, and explore ten  specific ways to begin using Nearpod in your classroom here!

Nearpod may not be the most dynamic VR/AR tool, some may even question if it can even be qualified as such given the livelier VR/AR products on the market, but its gamified activities and live participation capabilities make it a valid and valuable resource for those educators who want to build more engaging activities into their lessons while sharpening their own technology skills.

 

References

Rogowski, M. (2021, July). Nearpod: Engage and assess students with media, videos, and interactive slides. Common Sense Media. https://www.commonsense.org/education/app/nearpod

Snelling, J. (2019, Nov. 26). 25 resources for bringing VR and AR to the classroom. ISTE. https://www.iste.org/explore/In-the-classroom/25-resources-for-bringing-AR-and-VR-to-the-classroom

SLIS 761 - Blob Post 8: KEVA Planks

Because I am a library student, all makerspace tools, toys, and components are pretty new to me.  I can proudly say I am a blank slate – ready to be molded by experts who have gone before me and who were once, themselves, blank slates!

While exploring blogs surrounding makerspace related topics, I discovered an interesting toy that I think would be both simple for a novice librarian to employ and valuable in terms of learning opportunities for students. Engaging with KEVA planks, a type of building block, helps children to develop their spatial reasoning, engineering skills and communication skills as they work together to create something new (Dewer, 2018).

In her blog, Frugal Fun for Boys and Girls, homeschool mom, Sarah Dees (2015) shares how she uses KEVA planks to stimulate learning with her children at home.  The activities she highlights in Five Engineering Challenges With KEVA Planks are specifically suitable for ages five and up and are also very appropriate for library use. One of the things that really impresses me about KEVA planks is their appeal to a wide range of age groups. Look how engaged these seventh-grade students are in the video below as they attempt to meet a challenge!  

Their enthusiastic participation is a great visual representation of Britton’s (2012) stated observation that, "Someone who wants to do something because it is fun is more likely to find an activity to be meaningful than someone who is doing something for a reward or to learn something.  When someone is engaged in a playful space, that person will learn more easily" (No Tools Required). 

As an aspiring librarian with no experience with makerspaces, the prospect of creating one from scratch is a little daunting. The amazing technology that many expert librarians promote can quickly cause me shy away feeling as if the prospect is slightly outside of my abilities.  But, like all new skills we have to begin in the same fashion that one eats an elephant…one bite at a time.  I think KEVA planks may just be the perfect first bite!

 

Bonus: 

Use the free printable challenge/task cards found here to get your elementary students started with KEVA Planks.

 and

For ideas of how to use KEVA planks with high school students, look here!

References

Britton, L. (2012, October 1). The makings of maker spaces, part 1: Space for creation not just consumption. Library Journal. http://www.thedigitalshift.com/2012/10/public-services/the-makings-of-maker-spaces-part-1-space-for-creation-not-just-consumption/

Dees, S. (2015, August 10). Five engineering challenges with KEVA planks. Frugal Fun For Boys and Girls. https://frugalfun4boys.com/five-engineering-challenges-with-keva-planks/

Dewer, G. (2018). Why toy blocks rock: The science of construction play. Parenting Science. https://parentingscience.com/toy-blocks/