Week 4: Phone technology

I was excited on my car ride home from St. Louis last Sunday (Feb 1) to discover that I could access Blackboard on my husband’s new cell phone. He has an HTC Touch Pro and the web browswer on that thing is really great. I have a Palm Centro, which allows me to use some web applications such as Facebook, etc, but not Blackboard.

So I spent time on our 3 hour car ride home, reading posts. I couldn’t however bring myself to respond. There were several I wanted to answer, but the keyboard on the phone was just to little. I marked the ones I wanted to respond to as unread and went back to them Monday or Tuesday.

We are talking this week in class about the effects of new technology replacing old. This new cell phone technology and the ability to be online just about anywhere at anytime, is amazing. For us, it might be life changing. My husband really wants to go back to driving a semi-truck, but wants us to go with him. 10 years ago, it just wouldn’t have been possible. But today, I could potentially still work, “home school” my son with a virtual school, go to school myself and stay in touch with all friends and family, all while in the passengers seat of a semi-truck. It’s crazy to me but also really cool!

ADDIE

Well to be honest this blog is frustrating me as this is my second attempt this week and the first one truly was lost. I don’t think I would use this site with students, it would be discouraging. I have moodle at school that I would use to do a blog, which does require me to read submissions much like e-pals. Anyhow, I have been working on teaching my son how to use my digital camera for the purposes of the ADDIE assignment. Prior to this week, the only thing he knew how to do was snap a picture, now he knows how to turn it on, zoom, delete bad pictures and I will be teaching him tonight how to download pictures. I think when I get a new camera, I will give him this one. In other technology news, I attended my first webinar this week. The company (Follet) that we use for our library circulation had a new version released in December and the webinar was to show librarians about the new features. I signed into Microsoft Live Meeting about 10 minutes before the webinar was to begin. There was a phone number to dial so we could hear the audio. I put the screen on the Smartboard so my library para could also watch, we put the phone on speaker and we were ready. I really liked this technology. It saved both time (no drive time) and money (no transportation cost) and allowed my para to watch along with me rather than have me explain it all to her second hand. I was able to ask questions during the session via chat. I did have one question and it was answered very quickly and thoroughly. A great experience! Thank you technology!

Moving on to the technology side of things…

So begins the journey of obtaining a certificate in “Online Teaching and Learning” after completing an MA in library science. Why as a school librarian is this my next step? As a school librarian, I see daily how technology is being used in education. How teacher’s are designing lessons using it, how administration uses it as a communications system and how it is such a motivating tool for students. Additionally, so many resources are available online for libraries. E-books, online encyclopedias, online dictionaries, online databases, audiobooks, newspapers via websites, etc. Libraries are changing with the times as well, so I feel I have to stay on top of the technology game so that not am I aware the newest changes myself, but also (and more importantly) to be able to it with my students and the staff at my school. I am excited to see what I will learn from this certificate program. On another topic, this past Tuesday, Barack Obama was sworn in as the 44th president of the United States. My school library was the place that many students and teachers watched the ceremony. But they didn’t watch it they way I had planned. I had ithe live stream set up on MSNBC ready to watch on the Smartboard. Apparently, so did about 200 other people in my district. Bandwidth was completely maxed out throughout the district, with not even the possibility of doing a Google search until nearly 2:00 p.m. What I didn’t understand was why they didn’t say that only 1-2 people per buildng could stream. How about each library and 1-2 classrooms? Instead it was “good luck with that”. We ened up watching it on the trusty old TV. With rabbit ears. But we did get to watch and that was what was important!

Artifact lesson plan

Title of Lesson:  Using Family Artifacts to Create Primary Sources

Subject: Social Studies         
Grade Level(s):  3^rd grade 

 

Objectives   

The student will be able to identify and create primary and second sources.

The student will use library resources.

The student will identify artifacts and tools. 

Time Allotted

30 minute lessons in the library during social studies, with communication arts time in the classroom to write reports

Correlation to Grade Level Expectations

Grade 3 SS 7 Knowledge of the use of tools of social science inquiry

1. Identify, select and use primary and secondary sources.
2. Identify and use library and media resources (electronic resources, encyclopedias, etc)
3. Identify and use artifacts

Grade 3 CA IL 1   Develop and apply effective research process skills to gather, analyze and evaluate information

1. Formulate keywords and questions to investigate topics
2. Locate information on keywords in provided resources

D. Informally give credit for others’ ideas, images and information found in various resources

Show-Me Standards

SS. 7 In Social Studies, students in Missouri public schools will acquire a solid foundation, which includes knowledge of the use of tools of social science inquiry.

Supplies and Equipment Needed:

Graphic organizer for research

Pencils

Print set of encyclopedias

Pre-selected websites

·         www.worldbookonline.com

·         www.inventors.about.com

·         www.ideafinder.com

·         www.worldalmanacforkids.com

Anticipatory Set: The teacher and librarian will motivate students and get them excited about the project by asking them if they can think of any items in their homes that might be at least 20 years or older.  Students will have an opportunity to share about items they have thought about. 

Lesson components:

Week 1, Monday  (Day 1)

LMS will go to classrooms during social studies time and talk to students about artifacts.  An artifact is anything that is 20 years or older.   Teachers will explain that students will be starting a project where they will be working closely with the librarian as well as their classroom teachers.  The first part of the project will involve students in interviewing a family member or neighbor about an artifact.  Students will also be doing research on the artifact that they interview their family about.  At the end of the project students will be asked to bring the item to school to put on display.  

The librarian will explain that this week students are responsible for completing the interview part of the project.  The interview will be due by Friday morning. Students will be told that late interview papers will result in not getting full points.   Students who are having trouble finding someone to interview should let their teacher know, so that perhaps faculty in the school can be interviewed if necessary.

Thursday (Day 2)

The classroom teachers and the LMS will meet to discuss week two during the classroom teachers planning period.

 

Friday (Day 3)

The librarian will collect the turned in interviews from the classroom teachers and make a list of artifacts that students will be bringing.  The librarian will check the library resources to ensure that resources are available for students varying artifacts.

The classroom teachers will be having students call home in the afternoon if the interview has not been returned.

 

Week 2, Monday  (Day 4)

Students will come to the library during social studies during week 2.  The librarian will lead a discussion on primary sources.  The librarian will show students examples of primary sources found in databases.  Primary sources that are selected to be shown should be interesting to young students and inspire them to want to check them out such for their own reading enjoyment (ex: The Diary of Anne Frank). The librarian will explain that students have just created a primary source by completing the artifact interview.    Students will be asked to share parts of their interviews with the class.   Since this is a new topic for students, this will take the entire 30 minutes.  The classroom teacher will be in the library during this time to clarify and assist as needed.

 

Tuesday  (Day 5)

The librarian will review/reteach keyword skills.  Students have already completed a keyword activity in the library a few months prior to this lesson.  The classroom teacher will pass out the graphic organizer (which will include a place to write what, who, when, where, why the artifact was made) that students will be using to complete research on their artifact.   The librarian will pass out the rubric that will be used to evaluate students as they complete their research.   Students will be working on the “what” part of the graphic organizer on Tuesday.   Their goal will be to decide on a keyword for their research.  The librarian and teacher will go around and assist individual students in formulating keywords.  For example if the student is going to bring a necklace, they might want to search using a keyword like jewelry. 

 

Wednesday (Day 6)

The librarian will review websites and print encyclopedia use with the students.  Students have used these items about a month prior to this lesson when completing a library/computer lesson on scientists.  The classroom teacher will explain a handout that will help students keep track of library resources used.  Students will be writing down the website or the title of the book/encyclopedia that they get their information from.  Students need to use at least one website and one book or encyclopedia.

Students will have the remainder of the time to research.  The goal will be for students to work on the who, when, where, why and how part of the research.

 

Thursday (Day 7)

Students will continue research.  If they have not finished the who, when, where, why and how parts of the research they should focus on that.  Students who are finished should work on finding three interesting facts about their artifact.  The librarian and classroom teacher will split up.  One will work with the print encyclopedias/books and one will be available to students on computers.

 

Friday (Day 8 )

Students will finish research.  Students who are finished with their research can assist other students who are not finished with their research.

Week 3  (Days 9 – 13)

During week 3 students will be working in their classrooms to create their written reports of the interview and research about their artifacts.  They will be creating drafts, then peer editing and creating final copies.  The library will be available for students who need to complete additional research due to absence, etc the week before.  

Week 4,  Monday (Day 14)

Students will be asked to bring the actual artifact to school on Monday of week 4.  Students will be finishing up their final copies.   Artifacts will be brought to the library for safekeeping.

 

Tuesday (Day 15)

Students will finish their final copies.

Wednesday (Day 16)

Students will set up their final copies of their interviews and their research next to their artifacts in the library. 

 

Thursday (Day 17)

Fourth graders will be invited to the library to see the artifact museum so that students may practice standing next to their artifact and report.    Parents, grandparents and neighbors are invited to come to the library after school to attend the museum of artifacts.  Students will stand by their projects and be able to share information about their projects as others browse.  

 

Content/input/explanation

During the second week of the lesson, the librarian will explain and discuss primary sources.

Modeling, “think aloud”, “talk through”

The librarian will complete a think aloud with the classroom teacher when talking to students on the first day of the project.   The librarian will pretend to be the student and the classroom teacher will be the interviewee. 

Re-teaching strategy

The librarian will review previously taught lessons such as keyword formulation and how to use websites and print encyclopedias to do research.

Guided Practice:  Students will complete a graphic organizer to help with their research.  

Evaluation: The artifact interview will be graded as either complete or incomplete.  The librarian and the classroom teachers will complete rubrics for the research process. 

Closure:  The closure of this project will be the artifact museum.   

 

Planning a collaborative lesson

Team:  Rene Burress, LMS; Teacher A, 3^rd grade social studies and Teacher B, 3^rd grade social studies

Description: Teacher A a 3^rd grade teacher who teaches social studies came to the library asking for resources on tools and artifacts.  The library media specialist shared a collaborative lesson idea that went along with artifacts.  Teacher A really liked the idea and shared it with the other teacher in her grade who also taught social studies.  Teacher B was a little more hesitant.   He wasn’t sure if this lesson would actually meet the GLE’s.  Ms.  Horner ensured him that she had just read over the GLE’s before asking The library media specialist for resources and this lesson did meet the GLE’s.   The library media specialist suggested that not only did the lesson meet the GLE’s, but that doing this project together would give students a chance to work with two qualified teachers (the LMS and the classroom teachers) at once, which should increase student achievement. Teacher B seemed to be warming up to the idea.  He said he would give it a try.  Teacher B gave the library media specialist a resource record list that he wanted the students to use.   The library media specialist talked to both teachers about how students would record the information they gathered from research.  Teacher B suggested note cards.  The library media specialist suggested that she could create a simple graphic organizer that would keep all the information collected on one page and help students stay organized.  Both Teacher B and Teacher A were open to this idea.  Teacher B then expressed concern that the library might not have the resources necessary to complete the research portion of the project.  He said, “What if a student interviews someone about a Sadd iron.  Do you have books in the library about that?”  The library media specialist shared ideas about using books, print encyclopedias and websites.   The library media specialist offered to collect the interview papers on their due date and create a list of artifacts that students would be researching.  The library media specialist would then find sources whether print or web-based to ensure that all students had valid resources to use.  Teacher A suggested that students should try to use at least one print source and one online source.  The library media specialist brought up the idea of assessment and how the three teachers could determine if the lesson was going well.  Teacher B suggested meeting each afternoon during third grades planning period to review how the morning went and discuss the next day.  He said it would not take the entire planning period, maybe just 10 minutes.  Teacher A and the library media specialist both thought daily reflection was a good idea to make sure we were covering all parts of the project and to make sure the collaboration was going well.   The library media specialist then brought up evaluation again.  She offered to be a part of grading the work done.  Teacher A said the only grade she planned to take was on the final report.  She would look at the writing mechanics and style and grade it.  The library media specialist suggested that the research part could also be evaluated.  A rubric that determined if students had used 1 print and 1 web source, if they had filled in all parts of the graphic organizer, etc.  Teacher A said this did sound like a good idea.  The library media specialist offered to grade the graphic organizers.  Teacher B suggested that students get credit for completing the interviews and turning them in by the due date.  The three teachers determined that the interviews would receive full points as long as they were in by the due date.  Late interviews would be docked points.  The library media specialist would create a rubric for the research piece and Teacher A was going to make a rubric for the final report.    By the end of the first meeting, Teacher B seemed to have a different attitude about collaboration already.  It was amazing to see his growth in just a matter of 30 minutes.  He is a very purposeful teacher and he wants to ensure he plans well and I think it was important for him to hear that the LMS had similar values.  

 

 

MASL in review

I arrived home last evening from my state school librarian conference. I attended the conference with my practicum supervisor and we had great fun.

We arrived Sunday afternoon and checked into our room. The first session Sunday was a 2:00. We both went to the session “Standards for the 21st Century Learner”, which are the new standards adopted by AASL. The session was a bit disappointing as it was very secondary school focused and we are both elementary folks. We did leave with a few ideas however. One good one was to do a artifact museum, where students learn what an artifact is and then they bring one to school, do a report on what it is and then they display it for week during which other students in the library get to see all the items.

For the rest of the sessions we split up so that we could both get ideas to share with each other.
During the second session I went to a presentation on the Mark Twain books for the 08-09 school year. The presenters gave some great ideas on things to do with the books. One thing in particular I took from the session was discussion questions that I will be putting in Moodle where students will be able to get on discussion boards and talk about the books.

Dinner Sunday was a great chance to see long lost colleagues and online professors whose faces I rarely see. We were treated to guest speaker, Dr. Monty Selby. Selby had us school librarians nearly rolling on the floor laughing with his songs and stories about the teaching field. He even wrote the a song for librarians! I appreciated his focus on teaching, since afterall we are school librarians.

Monday morning we attended that MASL business meeting for breakfast and part of it got a little heated when there was some disagreement about increased membership dues. They are increasing by $15 next year. People were upset that it was a 30% increase. I say $15 is not a big deal, considering all that the organization does for school libraries. It ended up passing anyways.

Monday morning I attended two sessions by Dr. Selby during which he gave more library specific ideas, such as playing music during check-out. Once the music is over, check out is done. Playing music as routines are done, such as coming into the library. Once the music is done everyone should be in their seat and ready to go. In one session he focused on brain research and talked to us about getting kids to cross their mid-section and playing softer/slower music before kids exit in order to calm them down. His ideas were excellent and I can’t wait to try some in my library! I am a music lover at my very core, so these sessions were of course eye-opening to me.

After a quick lunch, I had to run and get for my presentation that was scheduled for 2:45. I had agreed to meet the two other speakers at 1:00 to do a quick run through and make sure everything was set up. Unforunately, I did miss the lunch speaker because of this.

We had a decent turn out at our presenation, which was on the subject of motivating students in the library. We made a note in our workshop description that we would be utlizing discussion. We got the audience involved by asking them to share ideas on what they do to motivate students.

In each session five random people are asked to fill out a session evaluation. We got mostly 5’s and 4’s. One person gave us some 3’s with a note that said we should have done more presentation and less audience participation. The person said they don’t like being put on the spot. Regardless of that comment, we thought it was great to hear ideas from the audience and share some of our own at the same time.

Dinner Monday night was the Readers Award banquet. We had a great time finding out the winners of the awards. I had a feeling about the two winners and I was correct. I realy did not like Magnus and the Fire, even though the kids really did. So that goes to show how my opinion differs from that of my students.

Tuesday morning I had breakfast with one of my professors and had a good time hearing her advice. I then attended a session on Photoshop tips for Library Webpages. I am very hands on and really wished that we would have each had a computer to practice what he was showing us in that session. He did give us a great handout.

We attended the lunch meeting on Tuesday and then it was time to head home *(with a three hour stop at the outlet mall, yeah for shopping).

I left out some parts such as visiting with vendors and shopping at the MASL store (where I spent money on bookmarks and the Show-Me curriculum) and attending a UCM meet and greet. I also purchased some of Dr. Selby’s stuff and am looking forward to time to explore it and then put it to use.

I think that about wraps up my comings and goings at the conference.

Budget Crisis

Last Friday I turned in my final order of the school year.  It was about a $1300.00 order.   I showed I still had $1394 and change.

 The school secratary returned my requistion request with a note that said, “Can’t enter this order, your account only has $1.17.”

 When I picked up my mail at lunch I was shocked.  I called central office and asked for an audit of my budget.  I compared it to my budget log.  I couldn’t figure it out. I shared this news with my principal and he couldn’t figure it out.  The only differences I could see was one item that I listed as being $125.00 and the audit showed it charged $$158.00.  A difference of $28.00…not $1200!!!  I also had a $194.00 deduction that they did not, so in all theories…I would be negative if that went through!

 I called central office and explained the dilema to the budget lady.  She said the best way she could help me would be for me to come on Monday and go through the budget line-by-line with her.

 I took the budget binder that weekend (where I keep track of all requisitions, invoices and P.O.’s) and the audit from CO, home to my husband.  He analyzed everything and it all came down to the very last item on the budget.  An encumbrance was not negative on a $1500.00 order.  They also clearly never had recorded the $194 item.  So it balanced out to right around $1290, exactly what I thought I should have. Whew.  Now all I had to do was prove it to CO.

 So this morning I drove down to Central Office.  I sat in the ladies office and explained to her where I thought the errors where.  We were right about the encumbrance.  Somehow it stayed positive when it should have been negative. 

Non-fiction vendors

Rainbow and Gumdrop 9:00 a.m. and 11:00 a.m.

Today my para (who will be the librarian at the new school next year) had two vendor visits. 

I’m choosing to journal about this because it was interesting to see what vendors will do to try and get a new school to choose them.

The two vendors that came today were smaller companies.  Rainbow books came at 9:00 a.m.  The man who represents the company is actually also a local author.  He showed us a variety of new books that came in sets.   At the end of his pitch he offered free MARC records and shelf-ready if we did a “large” order with him.  He also said he would do a free author visit from the new school.

Before the Rainbow representative had time to pack up, the second vendor from Gumdrop books arrived.   He had similar books to Rainbow, in fact many repeats.   At the end however, his quote was higher.  This was due to the fact that he was unable to offer free perks such as MARC records and shelf ready.  When we asked him about it, he said it would come out of his commission.   Not so impressive.   We actually felt sorry for the guy, but that is not a reason to purchase his books.

It’s getting down to the point of needing to make some decisions.   We still are meeting with one other vendor- Tandem based out of St. Louis.  Their representative is coming April 10th.    The Follet rep is coming one more time on April 4th.  

Literacy Meetings

Today we attended the district literacy meetings that are held once a month.

The first meeting is called the literacy leader’s meeting. This involves all literacy coaches, title 1 reading specialists and all librarians. We present to one another ideas about literacy. This past November I presented with the literacy coach and title 1 teacher about online resources for reading. We shared with the group information such as Reading A-Z (literacy coach), Reading Rockets.org, (title 1) and e-books (myself). I showed TumbleBooks and bookflix (by Scholastic).

Today’s presentor was another elementary librarian and one of the third grade teachers she works with. They presented on Accelarated Reader (AR). a software that children use to take quizzes on books they have read. The tests are supposed to indicate the students comprehension. There were a few questions raised at the meeting about the validity of some of the quizzes. Some questions give the answer away in the question and mostly focus on recall.
The presenting librarian had spent time at AR trainings this summer. She implemented some of the things she learned this school year, particularly with the teacher she brought along and they shared their successes with the group. Basically what they did was encourage student to read tons of books and take the tests. The librarian put posters all over the school advertising how many words students had read. One class read over 1 million words. As students passed the tests they moved up in reading levels, from ready reader to super ready, etc. The librarian reported that students were very excited to reach each new level. She found her year to be so successful that she is going to pay $2500 for the online verison so she will have a quiz for nearly 95% of her collection.
I have mixed feelings on AR. I see both benefiits and disadvantages. While it’s great that students read 1 million words, I’m not sure how this ties to helping them love reading for reading’s sake. What about poems with few words, what about picture books with no words? These type of books are wonderful, but students who hyped about AR might skip over them. I hate that students would not check out a library book just because it does not have an AR sticker attached to it.

On the other hand, I do have AR in my building. I purchase the quizzes for individual books. I have no plans to purchase the online verison. We do use AR to determine if students have read and understood Mark Twain books and I have individual teachers who use AR as part of their reading incentive program. This year I did a big reading incentive program encouraging students to read 15 minutes a night at home. Parents have to validate this and turn records in each month. Each month we recognize the students who make the goal. In May students who turned in mintues for 5/6 month get to have an overnight at school.
Because of this reading incentive program, I just do not see myself doing a big AR program in the future, although I am happy to hear it was successful for another building.

The new library

Meet with Director of Curriculum, new principal, new librarian and book vendor to discuss purchasing for the new library.