Keeper of Books?

This is what a 21st century school library looks like. Check it out! 

When asked what I do, my reply is usually, "I'm a school media specialist." Then I wait. I know it's coming. Assumptions: "Oh, you're a librarian. You check out books." That's about the time I bite my tongue, smile, take a deep breath and try to explain what it is that we media specialists really do and why it is, in fact, the best job in the school.

The role of the media specialist in the 21st century has changed drastically in just the past 10 years. Hey, it's changed drastically in just the past 2 years! As technology continues to change at lightening speeds, the role of media specialist evolves and changes continually too. Long gone are the days as the keeper of the books. Much of the role of a media specialist today revolves around technology and staying current on all the latest, ever changing resources that are becoming increasingly available to the entire learning community. The 21st century media specialist has the unique role of bringing the vast array of resources (both print and digital) to teachers and students while equipping them with the training and skills needed to be effective and responsible users and sharers of information. Even with all the changes in school library media, one thing remains constant: the challenge and joy of fostering in students (and adults!) a genuine love of reading. The wise school library media specialist meets students where they are by using digital media, Web 2.0, and other new technologies to spark student interest in the old fashioned art of reading a book. 

Last spring I had the opportunity to observe Andy Plemmons, Media Specialist Extraordinare, at Barrow Elementary School in Athens, GA. Mr. Plemmons blends information literacy, new technologies and a love for reading into his media lessons in a way that sparks students' interest and makes learning fun. You can almost feel the excitement these students have about learning in Mr. Plemmon's monthly media center report. Check it out!

School Librarians as Common Core Partner

Teacher of year advocates for school librarians as Common Core Partner

With the implementation of Common Core curriculum, now more than ever, school librarians are a vital partner for the school learning community. Despite this growing need for the expertise of school librarians across our nation's schools, a growing trend in today's dismal economy is the elimination of school library media specialist positions due to budget constraints. Unfortunately, outdated stereotypes of school librarians as merely a 'keeper of books' has shaped the misconception that schools will get along just fine without them. To those who reason their school budget can't afford to keep a school librarian, consider this: How can you afford not to?

The ever changing digital age in which we live and teach requires our students to not only be proficient in using the latest technology but in being masters of transliteracy  in which students are expected to merge how they read and respond to what they get from traditional literacies with how they interact with new and emerging literacies such as digital media and Web 2.0. In an age where anyone can publish anything online with the click of a button, the 21st century learner must be able to use current technology and print resources to interpret information effectively, evaluate information sources critically and share information responsibility.  How can we expect teachers to teach these skills without access to their very best resource and Common Core partner, the school librarian? Better yet, how can we expect students who don't have access to this valuable resource to compete with students from other schools who do?

In light of this growing need for advocacy, I'd like to offer a big shout-out to Kentucky Teacher of the Year, Kimberly Shearer, who advocates for school librarians as Common Core Partner. She states in the July 2012 issue of Kentucky Teacher digital newsletter that, "school librarians have the resources, training and knowledge to help us make those meaningful connections between the Common Core Standards and our students’ interests and lives." Shearer goes on to list reasons why teachers and students need school librarians "now more than ever." Amen, sister!

Exploring Resources

Helping students become more familiar with different resources is a lesson that reappears again and again in any effective media program. In fact, it is probably woven into more media lessons through practical application than any other topic over the course of a year. Knowing what information is needed and where to find it are life skills that are vital for any 21st century learner. But for many elementary aged students, understanding the different sources and what kinds of information they hold can be confusing.

To help students gain a better grasp on the similarities and differences of information resources such as encyclopedias, dictionaries, atlas, almanac, and thesaurus I created stations around the media center for exploration of these sources. I adapted this lesson as needed for grades 2-5 and was pleased at how much the students seemed to get out of the hands-on exploration. At each station I had multiple copies or examples of the resource (ie: various encyclopedias at the encyclopedia station, a piece of colored chart paper, small strips of paper and markers). Students were given about 5-10 minutes to explore the resources at their station. Then they were asked to write on the white strip of paper what they noticed about that resource. These were pasted to the chart paper and posted in the Media Center. (With some classes, depending on the availability of the iPads, students used the drawing app to write what they noticed about each resource instead of using the chart paper. We then took a picture of the "digital quilts" we made by placing all of our iPads together in collage form.)

We then broke each resource down for a closer look in lessons that followed and also took a look at other digital resources including the internet and online school library catalog. I have been amazed at how often students have referred back to the resource charts throughout the remainder of the school year. They have even added to the charts as they have discovered more details about each resource.

Summer Reading

We all know the importance of encouraging students to read over the summer. Numerous studies show that students who read regularly over the summer continue to improve their reading skills and are better prepared for learning new skills when they return to school. Summer reading nourishes the brain, giving students the benefits of an increased vocabulary and a broader background knowledge which helps them form connections with new knowledge.

Recently I was part of a discussion with several other media specialists about the best ways to promote summer reading. We discussed a variety of programs, promotions and reading lists. Our experience has taught us that the greatest factor in getting kids to read over the summer is choice. When students choose what they read based on their own personal interests and curiosities, they are more likely to open a book over the summer, enjoy it and stick with it.

Below are some tips for promoting summer reading:

• Help students connect with the public library by forming a partnership between your school and your local public library. Encourage parents to take their children to the the public library where students may register for their own library card. Invite students to come to the media center to show you their library card and have their picture made. (See picture of "Ticket to Adventure" bulletin board below.)
• Don't reinvent the wheel. Several bookstores and public libraries already have summer reading incentives in place. Many of these offer students a free book when they complete a reading log. Share these promotions with your school and encourage students to participate.
• Provide book talks on a variety  of books or feature short video book trailers on your morning news show for several weeks before the last day of school. Be sure to include a variety of genres to appeal to a broad audience.
• Encourage staff to share their own excitement about summer reading. Take pictures of staff members holding a book they plan to read this summer for a special pre-summer bulletin board. (See picture below.)
• Keep it simple and remember: enthusiasm is contagious!

Pictures of students showing off their public library cards

Summer Reading: What are YOU reading this summer?

Knowing How to Read is Not Enough

Thanks, Carmen! I couldn't have said it better myself! The demands of today's society require students to not only be skilled at reading and comprehension but to also be confident gatherers of information who can evaluate, analyze, synthesize, apply and share that information in authentic ways. This learning magic happens when teachers and media specialists collaborate to provide meaningful lessons that naturally blend content area curriculum with information literacy skills.

All Kinds of Friends, Even Green! by Ellen B. Senisi

Moses' class has been talking about friendship. When his teacher asks the class to pick a friend to write about, Moses thinks about his many friends including his classmates, his parents, his teacher and even green his friends, Zaki and Hashi, the pet iguanas that live next door. Moses spins the wheels of his wheel chair as the wheels in his head keep spinning with ideas about which friend he will write about. In the end, Moses decides to write about Zaki, the iguana with no back toes. He says, "I think that's what I really like about Zaki. She figures out how to get where she wants to be in different ways than Hashi does. She's like me. I like Zaki and I think she likes me back."

Ellen Senisi's colorful photographs show children from a variety of cultures with diverse needs in an familiar environment every child can relate to: the classroom. Her story leads us through Moses' thought process as he tries to decide what to write about. Ellen Senisi is known for her beautifully photographed children's books and stock photography that celebrate diversity, children with special needs and inclusion.  

Literature Connections: This would be a great book to share as a read aloud for a discussion starter about friendship, diversity and special needs. It would also be an excellent choice to use for a mini lesson about the writing process and selecting a topic using the example of Moses' thought process as he decides what to write about. 

Recommended Age: PreK through elementary

You just can't make this stuff up... or can you?

CNN recently featured a story about Donald Leu, a University of Connecticut professor, who was able to convince students that an imaginary creature was in fact real. After directing his students to a website that features the pacific northwest tree octopus, students accepted that the creature was indeed real. Some even argued that the tree octopus was real even after he told them that it was all made up. After all, they saw photos of it on the internet, right? The University of Connecticut professor noted the need for students to be taught "online reading comprehension skills" and critical evaluation of sources. He went on to say that he did not feel the problem was necessarily a generational one, but that more critical evaluation skills are needed across generations. 

As a media specialist with experience as a classroom teacher and reading teacher, I consider the task of teaching critical evaluation and transliteracy skills (literacy skills across different forms of print and media including the internet and technology tools) one that should be shared amongst classroom teachers, special area teachers and the media specialist... with the media specialist leading the way. It is a huge task, but a manageable one if we are intentional about it.

A Week in the Woods by Andrew Clements

Title: A Week in the Woods
Author: Andrew Clements
Publisher / Date: Anthenum / 2004
Summary: 
Mark, an only child of wealthy parents, is faced with yet another move to a new school. Knowing that he will only be at the new school for only a few months, Mark has no desire to get to know anyone, much less his teacher, Mr. Maxwell. Little does Mark know that this fifth grade teacher is different from teachers he's had in the past. Mark discovers this the hard way when he attends a week long 5th grade field trip and gets lost in the woods. Clement draws the reader in with elements of boy versus teacher and boy versus nature.
Themes: Camping, nature, student-teacher relationships, survival  
Curriculum Connections: Grades 4-8 Character study, science
Notes: Clements draws even the reluctant reader in as many students will be able to connect with the main character rather quickly. An excellent book! 

Title: Good Night, Good Knight
Author: Shelley Moore Thomas
Publisher / Date: Penguin Group / 2000
Illustrator: Jennifer Plecas 
Genre: Fiction, picture book
Themes: fantasy, humor, knights
Summary: A good knight is called away from his watch post repeatedly to tend to the needs of three little dragons who are getting ready for bed. 
Curriculum Connections: Grades K-2: homophones / homonyms; elements of fiction
Note: a favorite story for Kindergarten!

The Stinky Cheese Man and Other Fairly Stupid Tales

Title: The Stinky Cheese Man and Other Fairly Stupid Tales
Author: Jon Scieszka and Lane Smith
Publisher / Date: Penguin Group / 1992
Genre: Fiction, Picture Book
Themes: Parts of a book; writing; fairy tales, humor
Summary: Quirky short retelling of familiar classics including Little Red Running Shorts, The Really Ugly Duckling, Jack's Bean Problem and Cinderumpelstiltskin. The stories themselves are quiet humorous and anything but traditional. The book's pages are intentionally unconventional in order to teach the reader in a humorous way of the importance of page order and parts of a book such as the Table of Contents, font size, story development and the layout of space on a page.
Curriculum Connections:  Grades K-5: Writing conventions, parts of a book, fairy tables

Arthur and Guen: an Original Tale of Young Camelot by Jon Koons

Title: Arthur and Guen: an Original Tale of Young Camelot
Author: Jon Koons
Illustrator: Igor Oleynikov
Genre: Fiction, Picture Book
Publisher / Date: Penguin Group / 2008
Themes: history, foreshadowing, 
Summary: This fictional story takes place when King Arthur is just a boy and meets Guenevere for the first time. The two quickly become friends and battle against thieves with the assistance of a magical sword. Merlin, the wizard,  appears in the shadows and comments that it is not time yet Arthur and Guen to meet so he casts a spell on them so that they will forget that they ever met. The two friends claim they will never forget each other, but Merlin's spell works and the two new friends go their separate ways while the reader is given hints that they will meet again, when the time is right. 
Curriculum Connections: Grades 1-2: elements of fiction, pleasure reading;      
Grades 3-5: History of King Author, Camelot; literature study: foreshadowing 
Notes: The history connections will be lost on younger students but the elements of magic, princesses and knights are likely to captivate their attention. 

John Henry by Julius Lester

Title: John Henry
Author: Julius Lester
Illustrator: Jerry Pinkney 
Publisher / Date: Penguin Group / 1999
Genre: Folk Tale, Picture Book
Themes: Folk Tales, Tall Tales, Strength, Legends, African American Folklore
Summary: John Henry is strength personified. Lester retells the African American folk tale of this strong man who proved that man is stronger than a machine. 
Curriculum Connections: Social Studies, Grades 2-5: Tall Tales, Folk Tales
Notes: Wonderful illustrations! 

Tuck Everlasting by Natalie Babbit

Title: Tuck Everlasting
Author: Natalie Babbit
Publisher / Date: Square Fish / 2007; First Edition: Farrar, Straus and Giroux / 1975
Genre: Juvenile Fiction
Summary: 
Set in the 1880's, the main character, eleven year old Winnie Foster, discovers water from a natural spring in the woods near her home. She starts to take a drink but is stopped by a stranger, Jesse Tuck, who warns her not to drink the water. Winnie meets Jesse's family and discovers that they once drank the water and became immortal. The Tuck's fear Winnie will share her knew knowledge and forever change her village so they take her to their home, on the outskirts of town. A mysterious man in a yellow suit witnesses it all and decides he can profit from this knowledge of the water that stops you from aging. Winnie must decide if she will drink of the water and forever remain 11, wait and drink it when she is older, or never drink it at all. The reader can't help but ponder the questions: What if you had the chance to never grow old? Would you take it? Is dying essential to living? 
Themes: Immortality, life and death, fantasy, symbolism
Curriculum connections:  Grades 4 and up: symbolism and imagery in literature; McGraw-Hill Teaching Guide:  http://www.glencoe.com/sec/literature/litlibrary/pdf/tuck_everlasting.pdf
Notes: mild issues of kidnapping and murder-- carefully consider your readers / listeners 

Miss Alaineus: A Vocabulary Disaster

Title: Miss Alaineus: A Vocabulary Disaster
Author / Illustrator: Debra Frasier
Publisher / Date: Houghton Mifflin Harcourt / 2007
Genre: Fiction, Picture Book
Themes: Vocabulary, 5th Grade, School
Summary: Sage is a 5th grader who mistakenly spells miscellaneous "Miss Alaineus." At first she is embarrassed but quickly learns from her mistake. 
Curriculum Connections: Grades 4-5 Language Arts: Vocabulary 
Notes: This book is full of miscellaneous vocabulary and definitions (no pun intended!). While the text and story line may be a bit long and tedious at times, it is valuable for teaching vocabulary in an informal way.