Friday, February 10, 2017

Reflections From The Library

As I am in the home stretch of my first year as a junior high librarian, I thought it a good time to reflect a bit. One of my focus areas this year has been literacy growth. Part of that is have an environment and culture within the library space that is welcoming and engaging for students. Simply put, I want kids to be excited about coming to the library and more so about reading books. As a result of this reflection, I wanted to highlight some of the things I have done this year in an effort to help both of these areas.

Book Talks
I have a belief that one of the most powerful things we can do as educators is to share with kids what we are reading and what we love about reading. Kids look up to us and will connect with us in a literary sense. If we tell them we read a book and we loved it, they will be more inclined to pick it up. I book talk 50-60 books in any given week and most of them are checked out and read by students.

If I don’t have time to go into a classroom and talk to students, I will create a book trailer for students to watch. This is a great alternative for students to watch if they can’t come to the library. In addition, it is a great resource for teachers to post in their LMS or online resources for students to access whenever they have the time to.

I have been extremely fortunate that in my district we were able to acquire a set of Google Expeditions. While this is a new asset in our library, it is bringing the kids and teachers in for sure. Just this week I was taking health classes on a tour of the respiratory system. It was a learning experience that would not have been possible without this technology. This is just another fantastic resource our library has to offer that can enrich the learning experience of all students.
Many teachers and schools are aware of the phenomenon that is BreakoutEdu. We have a handful of these kits in our library and they have been received with high levels of enthusiasm. If you have not engaged students and staff with this game, you will be blown away at the engagement and interest levels.

Genre - fication

Probably the biggest shift I made in the library, and still in the process of doing, is reorganizing our collection by genre. It has been my experience that students come to the library and ask me to help find them a good book. Often they know what genre of book they like but struggle to navigate the collection to find that. Most kids know what kind of story they like but often fail to find them in the mess that is a fiction collection organized by author’s last name. By creating genre sections in the library, kids are easily able to locate books in their wheelhouse and also easier to steer them to try something new.

Teacher Displays
I believe kids often have special connections with their teachers. For some kids their teacher is viewed as a role model and in some cases an inspiration to them. As a result I have gone back to the 1990’s and created “Staff Picks” section in the library. This rotates periodically and is a place where staff can put together a list of their favorites. Kids love this one!

Another big change in our library was the weeding process which is ongoing. I won’t go into specific numbers but let’s just say we made a number of healthy donations to some schools in need. My philosophy was that if it was not be circulated or used in a curriculum, we removed it. We had many titles not touched in 10+ years.

Content Area book talks
As a former content area teacher, I was blind to the books in the library that would have supplemented my teaching. I have started pulling books both from the fiction and non-fiction collection to share with classes. For example, when our 6th grade history classes were studying Ancient Greece, I pull graphic novels, fiction texts, picture books and non-fiction titles from that topic area. It was a great way for kids to connect their classroom learning to great literature.

Focus Groups

Without a doubt, the best thing I have been doing in the library is holding what we have begun to call “focus groups”. These are almost always made up of a small group of students. I call these groups together randomly and just get their feedback on new things in the library or ask them what more they want to see happen. As I continue to evolve our library into the optimal resource for all students and staff, these focus groups will be an integral part of that change.

I hope to continue in my reflecting on my role in the library as I continue to learn and evolve the space to best suit the needs of my students. If you are a librarian or work with a dynamic one, please share their story in the comments or connect me to them. I am always willing to learn and grow!

Friday, January 20, 2017

Presidential Reading List

As our new president takes the oath of office and assumes the role of Commander in Chief and leader of the free world, I felt as though I would take some time to offer him some advice. It is well known our former president, Barack Obama, was an avid reader and a lover of knowledge and learning. I thought I might do my part as a citizen, lover of literature, and public school educator to share a handful of titles I feel might benefit our newly elected president. Naturally, there are hundreds of high-quality books on everyone’s must read lists, but these are a few that I think would really help set the foundation for a great presidency.

Shh! We’re Writing the Constitution - I feel as though this is a great starting point for anyone trying to grapple with the basic concepts within the US constitution. Certainly, this is just a starting point, but a great resource for those trying to understand what the founding fathers intended over 200 years ago. There is a reason our country is the envy of those around the world and the very foundation is in this document authored so many years ago.

Gracefully Grayson - As a public school educator who has worked with students struggling with their identity, this novel hit home for me. A powerful narrative about a young man who is trying to figure out who he is in the world. Not only is our character struggling with his identity, he is fighting for social and self-acceptance in an environment not conducive to either. For anyone, president or otherwise, trying to understand the very real and raw story of someone working through gender identity, this is a must read for sure.

March Book 1-3 - Written by John Lewis, these are a fantastic graphic novel chronicling Lewis’ life and struggles during the civil right’s movement. It is powerful narrative and important read for a number of reasons. For one, it highlights the importance of American heroes such as Lewis but also the value in protest and standing up for what is right. Another reason these books have value is due to their artistic quality. Elements such as graphics, art, and literature, should be valued and held in high esteem. They are not something to be politicized and cast away for the sake of a budget item.

Best Man - Richard Peck is a master storyteller and doesn’t let us down in his latest novel. Peck tells the story of a young man coming of age and realizing some truths about his uncle and his teacher. Without spoiling it for those who have not read it, this story is an important narrative on marriage equality and how we can never control who we love. Again, love is not something that should be politicized or marginalized by individuals and certainly not by a government.  

All American Boys - This story will rock you to your very core with its graphic content and blunt honesty. Reynolds tackles the issues of racial tension that echoes the stories of so many around our country. Without antagonizing law enforcement or the African American community, Reynolds paints an honest picture of the tenuous relationship between those two groups. He also paints a picture of hope and possibility rather than one of anger and fear with a brutally honest narrative.

Hidden - One of the best books I have read this year, Hidden, is the story of brave young people putting their lives on the line to hide and protect a refugee. After finding a man on the beach, the main characters sacrifice their own well being to protect and aid him. Navigating the social web of racism, bigotry, and fear, they go out of their way to help the man and demonstrate the true power of the human spirit. The main characters prove that protecting human life should always trump politics or social bigotry.

Now, I am not naive enough to think our president will take this short reading list and do anything with it. However, I still put it out there for anyone looking to understand the complex world we live in. The only way we continue to make America great is to understand its people for all their faults and awesomeness. The people of this world are amazing and these stories illustrate that very fact. Rather than focus on the ills and fears in our world, I turn to literature such as those mentioned to shine the light on all that can be and is good within the human race. I urge our president to read these books and understand all of the great people he now represents.

Tuesday, November 22, 2016

Student Driven Change

I love trying new things or changing up the way I do things at school. Whether I look back at my years in the classroom or in my new role in the library, I am always on the move and trying different and new things. My goal is to always make the experience for the students better than it was before. That is not to say what I was doing or what was being done was bad or somehow not good enough. It is just that I believe in constant Improvement for the sake of the students and their overall experience.

I often get asked where I get my ideas or what drives this change. For starters, it's just a personal thing for me. I have always been a restless individual, constantly on the move and constantly changing things. I don't change things just for the sake of change but for the sake of improvement and continual growth. Beyond my own personal interest in change, the biggest driving force behind it is the students themselves. My ideas are most often driven by the students I work with. If you want to know how to improve your teaching or the environment in which you teach, ask your students. This may seem like such a simple concept and yet it is incredibly impactful. I have said it before but I truly believe students are often the most untapped resource in our schools. They truly can be the change agents and voices of positive change we need. 

When I was in the classroom I would sit students down and ask them for their feedback on a project or an activity. If it wasn't working for them I would want to know why. Conversely, if it was working I would want to know that as well. In my new role in the library, I have had what I've begun to call “focus groups” and sought feedback from students. I sit down with a group of students and ask them what they enjoy about the library space and what they don't enjoy. I have sought input on how I can make reading more engaging to them and highlight books they want to read. Taking that feedback I have begun to transform the library from where it was at the beginning of the year. Not only has our physical space changed but resources such as robotics, coding, tech support and many more are now a part of our learning space. I know our space, programs, and overall environment will continually evolve as I progress and gain even more feedback from students. 

The key here though is not just simply getting feedback. What matters what actions come about as a result of that information. If students are providing me with feedback that I choose to ignore then I am making a decision do not want to grow. If the feedback they give can enhance the learning environment for themselves and others then I would be negligent in my job to not listen and take action. 

Yes, it is possible and likely students will give feedback which is inappropriate or wrong. That too is important because it is an opportunity for me to explain to students why certain things are the way they are or potentially why certain things can not change. Good and bad feedback from students is invaluable. If you are truly interested in making your classroom, your school or your space better for kids and for learning then look no further than the students in front of you.

I am always curious to learn about other ways in which educators are gaining feedback from students. How have you used students as a resource in your buildings? What positive changes have been driven by your students? 

Wednesday, October 12, 2016

State of the Library #TLchat

As someone with nearly three months of experience as a junior high librarian, I felt as though it was time for me to share my vast knowledge and wisdom in this new role. :) In all honesty and seriousness, I am still figuring it all out but wanted to reflect on my first few months and some things that I believe to be true as a bit of a State of the Library as I see it right now. Hopefully, I will look back on this in the spring and have evolved and changed to something even better.

I have tackled my new role with a few core beliefs in mind and have taken action steps to support these ideas and make them a reality.

It’s our library, not my library
First, one of the most important things I wanted to tackle in this new role was to bring back the notion that the library is the place kids and teachers want to be and take ownership of. In order to make this happen, I have taken a few small steps that have shown positive impacts thus far and I hope to continue to develop. One action I have taken is bringing in student art and work to the library to showcase and share. This has created some ownership in the space as well as a great platform to share great student learning. I have started playing music in the library while kids are working or reading and even have kids requesting music now. Kids are in the library during their study halls, lunch periods (with food!) and even spill out during class time. No kid or teacher is turned away and it is not unusual to see three or four classes fighting for space within the library. Personally, I love seeing kids in one area looking for books, another set of students working in groups and a team of teachers collaborating all at the same time and in the same space. My goal is for the library to the heart of learning in the school and I feel as though we are on the right track.

No more shushing
I have gotten rid of many of the traditional rules of a library. Learning is often loud and messy, and our library reflects that. Kids are talking, arguing, debating, discussing and engaging in collaborative learning throughout the library at all times of the day. The library was open the first day of school and will be through the final day. Even on days when I am out in a meeting, the library stays open and the learning continues. In addition, we allow food and drinks for kids who choose to come into the library to have a working lunch. We have also removed all restrictions on when kids can be in the library before and after school and are truly open whenever a kid needs us or the space.

Reading is cool
As most teachers do, I have professional goals that I have to set each year. This year one of my goals is to increase overall reading motivation and excitement for literacy in the building. I want to make reading cool again. A few small things I have done is create a request line for kids to share with me what they are reading to be used for purchasing books for the library. Rather than arbitrarily grabbing books off the shelf in the bookstore, I am tailoring the collection to what kids are reading and requesting. I am also dropping into classrooms daily just to talk about books I am reading and get them fired up about it. This is not just happening in English courses but also History and Science classes where I am working to get kids interested in literature tied to course work with high levels of interest. I am not a believer in incentive programs or sticker charts to get kids fired up about reading but am taking the approach of showing them that I am a reader and love it and try to share it with them as often as humanly possible. I am also utilizing our video production lab to create book talks with myself, students and other teachers to show off great books. Not only does it serve the purpose of sharing great reads but also for students to see their classmates and teachers sharing their love of reading.

Being a squirrel is cool
One of my coworkers has been calling me a squirrel lately. She calls me this because she claims I am easily distracted and often have 100 things going on at once. I will be in the middle of processing new materials and then a kid will come in and want to do a project in the video lab. As I finish that a teacher will come in and want some tech help in their room and on the way I will be stopped by a kid wanting a book recommendation. Boredom is not in my work vocabulary and I feel as though my lifelong struggles with ADD are finally paying off as my mind is in a constant state of flow and rapid activity. While this may seem to have little to do with the library, it actually does. I have been able to help more teachers and teach more students in my new role than I ever did as a classroom teacher. As a “squirrel”, I am able to jump around and be a part of so many projects and great work on a daily basis.

Space matters
A big change I have made in our library this year is the physical space or at least as much as I have physically been able to. For starters, I have isolated a reading lounge in a separate room of our library so kids have a quiet space to read or study. This also serves the purpose of having a large portion of general space which can be “loud” and buzzing with activity. I have also reorganized sections of our books in an effort to increase efficiency of students finding books they want. This is an ongoing process as my team is looking into organizing our collection like a book store around genres in an effort to further assist students in finding what they want/need. We have also moved furniture to increase ease of movement for students while in the library or passing through. I really wish I would have taken some before and after folks but try to imagine that it looks cool. :)

The impact these small changes have had on our library has already been evidenced to me. Numerous parents at conferences last week shared with me how their child is talking about the library and how much they enjoy being in that space for the first time since elementary school. Teachers are constantly reaching out and holding their classes in the library or seeking out ways to engage with learning in the space. They are seeing me and the library itself as a resource to help them achieve their teaching and learning goals. However, the best feedback has been from the students themselves. When an 8th grader who has hated reading and never wanted to be in the library, comes up and thanks me for helping them see that reading was cool and the library is “sick”, I chalk that up to a win.

I am only a few months in and my journey is just beginning but I finally feel like I am settling in and can really push the envelope. I look forward to continuing to evolve and grow in a way that serves the community of learners in our school.

Thursday, September 22, 2016

The Unexamined Life #edchat

Socrates has been credited with uttering the phrase, “the unexamined life is not worth living.” This is an expression I have discussed many times with my good friend and fellow educator Chad Miller. In our many conversations we come back to the understanding that in life, reflection is crucial to growth and evolution of one’s being. As the new school year is fully upon us, with me in a new role, I think it has a lot of implications in my personal and professional life.

I see many people who do not examine anything in their life. That is not a criticism as much as it is an observation. One could argue in order to examine your own life one needs to be reflective. Reflection can take many forms but one is that of a critical eye. One must be willing to consume information and reflect on its contents and not lose sight of the bias, intent, source, and reliability. For example, I recently engaged with a family member on a well-known social media site. I should know better but sometimes there is nothing on TV and you feel like engaging in a heated discussion online. :) This individual was sharing content that was clearly biased and pushing an extreme political agenda that was completely false and inaccurate. While I am not going to engage in the politics of the content, the conversation was what mattered. I questioned the individual and engaged in a conversation about the source, intent, and validity of the content being shared. Admittedly, this individual eventually relented and claimed they just shared what they saw on their feed and assumed it to be true. Socrates would be rolling in his grave.

To connect this notion to the work we do in schools, I wonder how many of our educational lives are examined. I don’t mean examined by an administrator as we all know those are often more about completing documents than they are about teaching competence or true reflection. The truly examined life is one in constant reflection and struggling to find the path to improvement and self-evolution. I have always believed that if a teacher doesn’t see the need for growth in themselves, they are already a lost cause. Everyone has a space for growth and for the sake of their students, they need to improve. Everything we do in school should be examined, from the policies we enforce and the lessons we teach to the spaces we create and the people we hire.

Educators of high-quality are very reflective and teach the examined life. They are never content and always looking for ways to improve what they do and how they do it. Stagnation is the death of an examined life. Even more so, these teachers are the ones that instill this belief in their students. A reflective outlook on life is critical and maybe more so now than ever. We live in an age of information overload and content fire-hosing us all the time. It is imperative we are critical consumers and examine, reflect and analyze everything we come across. If we don't, we fall into the trap of believing everything we see and everything we hear and assume it is the truth. Worse is by not living the examined life we will fail to evolve which inherently perpetuates the status quo and antiquated thinking that prohibits growth and self-improvement. It is in this way that stereotypes are reinforced, that belief systems continue in antiquated fashions, and people never evolve or change.

Live and teach the examined life as that is our only hope of growth and evolving past the culture of ignorance, stagnation, and mediocrity which we can so often find ourselves in.