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Vagabond Librarian

Reports from the intersection of military life, motherhood, & librarianship.

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Teacher-librarian

So…you’re a librarian, eh? What does that mean, exactly?

After a volunteer organization meeting on Tuesday, I was the happy recipient of graduation congratulations and good wishes for my hopeful-but-yet–to-be-fully-solidified job prospect. I was also confronted with a question that I was ridiculously unprepared for: “So, what do librarians do now?”

This is Library Boot Camp stuff, right? Lesson 1: Have your Elevator Speech Ready. My problem is that my elevator speech has become too focused on defining myself to other librarians and not focused enough on my community. I can tell you that I am a New Librarian, a connected librarian, a maker librarian, a passionate advocate for equity of access and transliteracy education, and an unquiet librarian. I can tell you that I think librarians should focus on community in everything we do, and that I think we should call libraries Civic Spaces and call the people who use our libraries (in person or remotely) Members and not Patrons or Customers or Users. I can tell you that I “totally heart” the work of Steven Krashen, and that I think that the RDA Toolkit is Awesome Sauce. When I think of what I am going to do as a teacher librarian (or school media specialist, if you prefer), I feel a firm conviction that I am going to change the world by empowering students to be literate seekers of information.

Did any of that come out on Tuesday in my answer? Nope. I feebly explained I was going to be a school librarian because I wanted to work with students, then I fielded a lot of questions focused on how on earth I would try to keep those students quiet while they were in the library. I am hoping they won’t be quiet, I explained. I am hoping they will come to investigate, to learn, to collaborate. I got a few kind smiles (the kind people give to someone who is clearly delusional).

So I did what I imagine any librarian with a foundation in English Literature would do next–I went for alliteration:

Think Loud, think Lifelong Learning, think Literacy, think Love of reading, Love of technology and Love of people.

It’s OK if you are cringing a little as you read that mini-manifesto. I cringed as I heard myself saying it at the time. Thinking about it on the way home the  only “L” word I could think of was “lame.” How can I expect others to understand what librarians do if I can’t articulate it myself?

So, self-assigned post-graduation task number one: Develop an elevator speech that articulates my passion for libraries, literacy, and learning without using insider jargon and without resorting to alliteration any more than completely necessary.

And, for those fellow librarians of all kinds out there, how do you tell people about what you do in that kind of situation? People who are interested and looking for a real answer, but not looking for a lengthy conversation. I’d love your input, your thoughts, and your stories about how you answer the question, “So, what do librarians do now?”

 

Mobile Learning Tools at School

I am excited about the learning that can happen on mobile devices (mLearning). In this post, I’ve included a few thoughts about using mLearning in schools, as well as a useful chart for choosing appropriate mLearning tools and a brief description of an activity that will engage even our youngest students in meaningful mLearning.

There is great potential in mLearning. Like other methods of student engagement, mLearning requires solid planning, clear guidance, and ongoing engagement from the teacher to be a meaningful learning experience. I do sympathize with people who see mLearning as a distraction. Technology-based learning tools can too easily be thrown at students without real consideration to the purpose or the learning objectives those tools support. This is nothing new, though. Take, for example, the use of movies in the classroom. There is a huge difference in the educational value of showing West Side Story as a compare-and-contrast element when you study Romeo and Juliet in English class and showing The Little Mermaid as a reward for reading Romeo and Juliet. While using mobile devices for learning in the classroom may be new, the concept of adapting new technologies to support our educational goals is not.

One way for teachers, and in our case teacher-librarians, to ensure that we offer our students engaging learning experiences with mLearning, is to thoughtfully choose our technology tools based on learning objectives. Bloom’s Taxonomy of Learning Objectives provides a valuable framework for identifying the learning focus of a lesson. One useful chart for choosing appropriate tools to support learning objectives is Bloom’s Taxonomy and iPad Apps from the Langwitches Blog by Silvia Rosenthal, a 21st century learning specialist who emphasizes the importance of globally connected learning, technology integration, and digital storytelling.

Bloom-iPads-Apps

The following activity is intended for students in the Kindergarten-2nd Grade range, and focuses on the highest level of Bloom’s Taxonomy, which is creating. The app I chose for this activity is SonicPics, which currently costs $2.99 and is available for use with most iDevices.

Activity: My School Day, An Audio-Visual Story

Description of Activity: In this activity, students will each tell the story of their school-day by using a classroom iPad to photograph places and people in their school to create slide show that they will narrate and then share with classmates and parents. The students will work in pairs to plan, construct, edit, and record their stories.

  • The teacher-librarian and teacher will show students their own SonicPics recordings and then walk students through the creation process. The advantage to having both the teacher and librarian create and share their own recordings is that the students will see different perspectives and presentation styles, which will encourage free expression. Including “My School Day” stories from the principal, cafeteria workers, and school secretary would be fun, too! If students seem hesitant to start, the class can brainstorm together about things they could include.
  • The students will be asked to take between 5 and 15 pictures to use in their projects, so each student will work with their teammate to plan what they want pictures of. Ideally, the teacher-librarian will coordinate to allow students access to photograph the lunchroom, playground, principal, and anything else they think of. If this is not possible, students will be invited to send the teacher out as their reporting photographer by telling the teacher who or what they would like photographed.
  • The students will be given assistance as they discover the process of ordering their photos and recording their audio narrative. These tasks will be presented on instruction sheets as they are in the app, graphically with text clues, so that students who are not able to read will still be able to succeed in the process of adding and ordering pictures, as well as recording themselves.
  • Depending on student experience with mobile apps, the teacher-librarian will provide further examples, and group and individual instruction. Older students will be asked to also include a title or description with each picture. Younger students will use only audio to accompany their pictures for this activity.
  • All students will have the opportunity to share their video with the class and with their families.

Standards:

  • Common Core 2.SL.5 Presentation of Knowledge and Ideas: Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings
  • American Association of School Librarians 4.1.8 Use creative and artistic format to express personal learning.

Benchmark: Use technology tools to create and present ideas.

Motivational Value: The novelty of using a technological tool that the students have not used before will certainly capture student attention, as will the teacher-librarian and teacher presentations of their own projects. Because this project provides students, quite literally, a voice to share what is most important to them about their school day, the relevance of this project to students is expected to be high. Student confidence will vary—some of the students will have used different mobile apps on parents’ smartphones or other mobile devices and will be familiar with the methods of interacting, some will not. When possible, these students will be paired so that they can peer tutor. Student satisfaction is expected to be high in this project because there are multiple opportunities to share their work in a supportive environment.

I hope that Rosenthal’s Bloom’s Taxonomy for iPads and my My School Day audio-visual activity inspire you to think about ways you can use technology to help students learn, explore, and create.

Incorporating Informational Text Into Library-based Activities

School librarians can serve an important role in supporting teachers and students as they adjust to new expectations. While I still have a number of questions about the best way to assist teachers as they integrate Informational Text into their lessons, I see a number of opportunities that these authentic texts offer. Check out my Goodreads reviews for a number of Informational Text titles appropriate for middle school children–you may be surprised to see titles you already know and love.

Informational Text

The current shift in American school curriculum to the Common Core State Standards, which place an emphasis on increasing the amount of Informational Text students read as they progress through grade levels, has brought the sometimes-misunderstood genre of Informational Text into the spotlight. The Common Core’s emphasis on Informational Text has generated controversy among teachers and parents who are concerned that students’ personal connection to, and analytical study of, literature will suffer in the wake of an emphasis on a genre they fear consists of instruction manuals and “advocacy journalism” (Stotsky, 2012). These concerns highlight common misunderstandings, or misrepresentations, about what the genre of Informational Text encompasses. The purpose of this paper is to introduce the depth and variety of Informational Text as a genre, and to highlight activities that incorporate Informational Text into the middle school library learning environment.

Informational Text is a subset of non-fiction that is unique in purpose, feature, and format. Its primary purpose, whether written to report or to persuade, is to inform the reader about ideas, facts, and principles related to the natural or social world (Duke, 2003, p.17). The features in a work of Informational Text vary according to the purpose and subject of a text, but can include print features such as a glossary, index, or key word guide; visual aids like diagrams, illustrations, maps, and charts; and organizational aids such as bold print, headings, section titles and informational sidebars. Informational Text exists in a number of formats, including print and digital versions of books, magazines, newspapers, essays, correspondence, handouts, brochures, and infographics. Informational Text can be used in the library and the classroom to promote information literacy, provide opportunities for close reading and comparative analysis, and support subject matter content across the curriculum. Additionally, because Informational Text is authentic text, it has the potential to spark meaningful personal connections, as well as provide opportunities for exploration and analysis of literature, culture, and history.

Activities

The following suggested activities represent the adaptability of Informational Text to a wide variety of subject area content. Each of these activities employ Informational Text as a generative springboard to encourage close reading, analysis, evaluation, discussion, and reflection of student learning.

Activity 1: Inside-Out Discussion Circle

This activity is adapted from Sharon Kane’s 2008 work Integrating Literature Into the Content Areas (p. 61). Kane suggests placing chairs in two facing concentric circles to set the stage for a dynamic activity that provides students the opportunity to engage in multiple one-on-one discussions.

Description. The teacher-librarian provides each student with a copy of the same informational text and a main question on which to focus and form an opinion, based on textual evidence. Students are then given time to read the text, and subsequently invited to join the circle. Students will share their thoughts and observations about the topic and main question with the person in front of them in the circle. After three minutes of discussion, the students are asked to each move two chairs to the right and begin the discussion anew with the classmate who is now in front of them.

Materials and resources. For this activity, the teacher-librarian will need copies for each student of an informational text on the chosen subject, chairs arranged in two facing concentric circles, and (optional) a bell, maraca, or other noise-maker to signal that it is time for the students to shift to another chair.

Motivational value. This activity provides a platform for students to discuss their own opinions and ideas about a topic with a number of different peers in a one-on-one setting that provides an element of security that will bolster student confidence, thus encouraging student motivation to participate. Student motivation is further encouraged by the student’s freedom to discuss information they found important, as well as the opportunity for all students to be fully engaged during the entire activity.

Activity 2: Student Evaluation Groups

The following activity is inspired by Sharon Kane, who suggests having students evaluate science texts against one another for accuracy in her book Integrating Literature Into the Content Areas (2008, p. 40). The activity has been modified for this paper to illustrate that it is appropriate to use with a variety of subject areas. This activity supports learning about scientific inquiring, analyzing a range of texts, evaluating texts for consistency, and comparing and contrasting values and ideas.

Description. The teacher-librarian divides the students into small groups and asks students to review a number of Informational Texts about the same subject. The students are given the texts, post-it notes, and a chart on which to record basic fact and observations from each text. The students will group the notes on the chart according to facts that are in agreement and disagreement. Students will then investigate the disagreements further and find additional resources that verify or disprove the fact or claim they have culled from the text. Students will then rank their original texts from most to least accurate and present their chart and findings to their peers.

Materials and resources. This activity requires the teacher-librarian to select and have available multiple copies of a small variety of Informational Texts about one topic, and to assemble additional resource texts (print and digital) about that topic. The activity requires post-it notes, markers and a poster board chart (or whiteboard space) for each group.

Motivational value. This activity will prove most motivational to students when the teacher-librarian collaborates with the classroom teacher to choose topics to explore that are both relevant to student interest and classroom subject matter. Students will find being in charge of evaluation motivating and will derive satisfaction from sharing their knowledge and accomplishment with other students.

Activity 3: The Big Idea Infographic

The Big Idea Infographic activity is inspired by Tanny McGregor’s suggestion in Genre Connection: Lessons to Launch Literary and Non-Fiction Texts to spark a connection between art and Informational Text by viewing visual representations of information like those created by information artist, David McCandless (2013, p. 99-100). This activity will challenge students to read, understand, and process information and then to organize and present what they learned in the form of an infographic.

Description. The teacher-librarian will show students examples of data visualization and explore what information those infographics are conveying. Then, the students will choose an Informational Text excerpt from those provided by the teacher-librarian and engage in close reading, making notes and highlighting “big ideas” from the text. Students will then be asked to join other students who read about the same topic to form small groups and discuss the purpose, facts, and main idea of the text. The teacher-librarian will give the groups materials and instruct them to create their own infographic, using the information they have read about and discussed. Students will be allowed time to create their infographic, and then to present to each other, the teacher-librarian, and the teacher at the end of the activity. Once all students have presented, they will share their observations about the process of choosing and representing the information they determined to be important. While I would encourage physically creating an infographic in order to keep all members of the group engaged, students could create a digital infographic like the one included here.

Materials and resources. For this activity, the teacher-librarian will assemble examples of infographics to show on a screen, smartboard, or as posters. The teacher-librarian will also provide copies of a variety of Informational Texts from which students will chose. The activity requires the teacher-librarian to assemble art materials with which the student groups can construct their infographic poster. Suggested materials include the following: poster board, colored pencils, highlighters, colored paper, glue sticks, and scissors.

Motivational value. The opportunities for students to choose their subject matter and to express themselves creatively encourage personal connections that will reinforce relevance, satisfaction, and, in turn, motivation for all students. Although the main purpose of works that fall under the umbrella of Informational Text is to inform, the authentic texts that comprise this genre have the potential to spark powerful personal connections. The examples, annotations, activities, and information included in this paper demonstrate that the genre of Informational Text contains works that not only inform and enrich the investigation of classroom topics across the curriculum, but also have the potential to inspire, as well as to provide valuable opportunities for analysis, evaluation, and critical thinking at all educational levels.

Works Cited

Council of Chief State School Officers. (2012). Key points in English language arts. 2012 Common Core National Standards Initiative.

Duke, N. K., &; Bennett-Armistead, V. S. (2003). Reading & writing informational text in the primary grades. New York: Scholastic Teaching Resources.

Kane, S. (2008). Integrating literature in the content areas: Enhancing adolescent learning & literacy. Scottsdale, Ariz: Holcomb Hathaway, Publishers.

McGregor, T. (2013). Genre connections: Lessons to launch literary and nonfiction texts. Portsmouth, NH: Heinemann.

New York State Education Department. (2013). Selection of Authentic Texts for Common Core Instruction: Guidance and a List of Resources for Text Selection. EngageNY.

Stotsky, S. (December 11, 2012). Common core standards’ devastating impact on literary study and analytical thinking. [Issue brief]. The Heritage Foundation.

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