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!

Teachers + Pinterest = Genius!

Pinterest as Collaboration Tool for Teachers

It's one of the first lessons learned in Kindergarten: Share with others. Teachers are naturally good at sharing, unless, of course, it's the week before school starts and the local teacher supply store is running low on the hottest sale items. Then of course, it's fend for yourself! But most days, if a teacher has a good idea for her classroom, she's likely going to share it with her coworkers at her school. But give a teacher a Pinterest account and she will share those great teaching ideas with teacher friends, friends of teacher friends and other teachers around the world... all with the click of a button.

If you haven't yet joined Pinterest, here's how it works: Pinterest is a free virtual bulletin board that allows the user to "pin" a webpage or blog post while capturing the link that takes you back to the source from which it was "pinned."

Old School: when teachers found an idea or resource to use in their classroom they photocopied it and put it in a notebook or pinned the page with a thumbtack to a bulletin board for later reference. With Pinterest, teachers can save those great ideas they find on professional websites and blogs onto their Pinterest account by creating and organizing virtual bulletin boards and "pinning" the picture links to their boards. They can then go back and click on the pin (or picture) and it will take them to the website or blog where they found that great idea in the first place. They can also "Repin" pins that other have found and "follow" other pinners or other boards. Here is where the sharing comes in. Everything that you pin can be viewed by other pinners that follow you as well as other pinners that just happen to explore the topic you organized it under. (If you aren't in the sharing mood, you can also limit who sees your pins.)

I have pinned numerous recipes, home renovation tutorials and nifty craft ideas in the short time since I joined Pinterest. While browsing pins of those I "follow" I could not help but notice my teacher friends are pinning like crazy! Popular pins include everything from bulletin boards and favorite read alouds to research projects, math center ideas, Web 2.0 resources and Common Core Curriculum. As the first day of school inched closer, the number of teaching pins increased so much that I found myself secretly blaming the teachers who had become Pinaholics avid pinners over the summer break as the reason the Pinterest app on my phone was moving so slow. No kidding! It is working fine now that school has started.

Pinterest makes it easy for teachers to collaborate on themes by allowing multiple pinners to pin on the same board. True story: Erin, a second grade teacher was frustrated with the low writing scores in her class. She browsed pins on Pinterest about teaching writing. After finding many great ideas for Writer's Workshop online and from other Pinners, she created a board, "2nd grade Writer's Workshop" and shared the board with the other teachers on her grade level. After giving her coworkers access to pin to the board, her teammate Jan, then browsed the board adding in the comment box on one of the pins, "This will work great for teaching author's purpose too. What do you think?"  The other 2nd grade teachers also added to the board and commented on the pins already there. They can each access the board individually from school, home or on their cell phone via the Pinterest app. At their next collaborative planning meeting they were able to go back to several of the ideas they pinned to their shared board for a quick reference to the new resources.
 
If only we could get PD credit for all our "Professional Development" time spent on Pinterest! Oh, wait, I think I saw a quote about that on Pinterest the other day...

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!

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.

Read Across America

 Last week several elementary school media specialists and I met for a monthly informal professional gathering. We were each asked to share at least one thing that is working well in our media programs. We talked about data bases that work best with lessons for teaching our youngest researchers early research skills. We shared about collaborating with teachers, scheduling issues and how to go about managing clerical duties given that some schools will be loosing media clerks due to budget cuts. Of course you can't put a bunch of elementary media specialists together the first week of March and not hear enthusiastic stories of red and white striped hats, Cat in the Hat costumes, green eggs and ham for breakfast, guest readers, reading celebrations and activities such as making foot marks (instead of book marks) after reading Seuss's The Foot Book. I love Read Across America! And yes, there is a Cat in the Hat costume hanging in my closet.

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.

Humdrum vs. Heartbeat

"You see, I don't believe that libraries should be drab places where people sit in silence, and that's been the main reason for our policy of employing wild animals as librarians" ~ Monty Python


In the past two years I have visited a lot of different school library media centers (K-12) either as part of my field experience or as a substitute teacher. It always amazes me how each and every school library / media center is unique. I recently visited two very different high school media centers that were both built within a year of each other in the same county and boasted of beautiful rounded windows with lots of natural light, new materials and the latest in technology. They even had the exact same building design. But each space had it's very own feel... er... personality (if indeed a space can have its own personality).  For the purposes of this post and to avoid confusion, I'll call the first media center "Humdrum" and the second "Heartbeat." 
     Humdrum was crazy quiet throughout most of the day with little student traffic. It's stark white walls surrounded bookshelves, computers and a few tables with hard chairs. There were plenty of books and abundant workspace. It just didn't feel comfortable, like a jacket that's so tight you just can't wait to get out of it. There were no colorful book displays, no cushy furniture inviting you to sit down and stay a while. After only five minutes at Heartbeat, however, it became clear that Heartbeat is the heartbeat of the school. Students and teachers seemed to claim that space as community space. They obviously felt welcome and comfortable there as they gathered around the cozy sofas and cushy chairs. The eye-catching new book displays drew a lot of attention and started conversations. It didn't quite have the feel of Barnes and Noble but it was comfortable and welcoming. Students came in frequently before school, during lunch and between classes to check out books, work on group projects, use the computers and read magazines.
     Unfortunately, media centers like Humdrum often give media centers like Heartbeat a bad name. It is no secret that school libraries and librarians have a boring stereotype to either live up to or to prove wrong. Here's to proving them wrong! This is the 21st century! Libraries aren't what they use to be. The 21st century school library media center is an exciting place to be. It is the largest and most expensive classroom in the school. It is the center of the learning community. It is a place for reading, learning, discovering, collaborating, connecting and sharing. 

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