Running with the Dawgs at Boiling Springs High School!!!

 

School Librarians are expected to follow the AASL Standards to make sure the school library is supplying the best possible resources and learning outcomes at all grade levels. I was tasked with interviewing a few lovely librarians based on this Domain: 

Domain: Create

Competencies: Learners adjust their awareness of the global learning community by:

• Interacting with learners who reflect a range of perspectives.

• Evaluating a variety of perspectives during learning activities.

• Representing diverse perspectives during learning activities.

The last school librarian in this interview series is Jennifer Wilson from Boiling Springs High School in Spartanburg District 2. Being a librarian in a high school is definitely different from any other grade level. Students are much more independent and are capable, to some extent, of finding the resources they need. Talking with Mrs. Wilson, we set up some key ideas and examples that are beneficial in a high school library based on this competency. 

1. Examples of Implementing Competencies: 

• Information Literacy: teaching students to use databases and the internet to determine the credibility of sources to cite them. 

• Digital Citizenship: Teaching students on online literacy and privacy with digital resources. 

2. Resources Used to Implement Competencies: 

• Books and eBooks: Curating a diverse collection of fiction and non-fiction books that support the curriculum and encourage independent reading. 

• Tech Equipment: Chromebooks and software that support digital learning and research projects. A great tool during College Application day! 

3. Challenges in Implementing Competencies: 

• Limited Resources: Budget and District policies that limit access to new books and tools. 

• Time Constraints: Balancing the library schedule to adequately meet the needs of students and staff. 

• Engagement: Finding ways to encourage student participation in library programs in a digital age where distractions are plentiful. 

Come on down to Abner Creek Academy!

School Librarians are expected to follow the AASL Standards to make sure the school library is supplying the best possible resources and learning outcomes at all grade levels. I was tasked with interviewing a few lovely librarians based on this Domain: 

Domain: Create

Competencies: Learners adjust their awareness of the global learning community by:

• Interacting with learners who reflect a range of perspectives.

• Evaluating a variety of perspectives during learning activities.

• Representing diverse perspectives during learning activities.

The third librarian in this interview series is Elizabeth Koon at Abner Creek Elementary. Koon prides herself in proactively collaborating with teachers by familiarizing herself with the staff’s curriculum units; particularly ELA (English Language Arts), and occasionally in science and social studies. There is a huge emphasis on the importance of being proactive, often suggesting engaging and collaborative ideas to staff who might not initially realize the potential for a lesson to be successful. For the younger students (K-2nd), Koon facilitates author studies by using tools like Book Creator, where students can create their own stories modeled by a beloved author. Their most recent author study was on the works of Mo Willems.  For older students (3rd-5th), she introduces more complex digital tools like Storyboard That, enabling them to create comic strips to illustrate concepts such as the water cycle or historical events. Koon heavily supports the curriculum standards by encouraging creative expression and critical thinking. 

In terms of resources, the Abner Creek Elementary library is equipped with a variety of tools that support various collaborative efforts. The district provides access to most of the versatile platforms suitable for any grade or subject and Koon integrates another technology platform called WeVideo for multimedia projects and has recently acquired 3D printers to further enhance learning experiences. She also uses Canva to create engaging visuals that capture student and staff attention, and facilitates communication and planning. There are challenges like establishing relationships with new teachers and navigating tight school schedules, but Koon remains committed to fostering a collaborative environment. She participates in monthly ELA planning meetings and uses creative strategies to reach out to teachers to make sure the school’s educational framework is seamlessly integrated. 

Moreover, Koon places a strong emphasis on diversity by curating collections that reflect diverse characters and perspectives, and incorporating these themes into read-alouds and visual displays. Through all of these efforts, she not only enriches the library program, but provides students with a safe and engaging space!

 

STEAM at Roebuck Elementary

 

School Librarians are expected to follow the AASL Standards to make sure the school library is supplying the best possible resources and learning outcomes at all grade levels. I was tasked with interviewing a few lovely librarians based on this Domain: 

Domain: Create

Competencies: Learners adjust their awareness of the global learning community by:

• Interacting with learners who reflect a range of perspectives.

• Evaluating a variety of perspectives during learning activities.

• Representing diverse perspectives during learning activities.

    

The next school librarian in this interview series is Audrey Leedman from Roebuck Elementary in Spartanburg District 6. This school is heavily STEAM based (Science, Technology, Engineering, Arts, and Mathematics). Here they focus on the 4C’s (communication, creativity, collaboration, and critical thinking). Audrey states that, “communication and collaboration are important in helping students learn and adjust awareness of the global learning community.” This is why their school focuses on STEAM because it applies multiple perspectives from learners during these activities. 

Some of the resources in their library program that implement these competencies are hands-on activities. This includes their Project Lead the Way (PLTW) lessons all the way down to the centers that include magnets, dominoes, and cards. By allowing their students the opportunity to work with each other and learn from one another is an important component of their lessons in the library. Audrey highlights that she collaborates with classroom teachers as often as she can! This involves collaboration between related arts and core teachers. The students will put on a performance, and then parents and guardians are invited back into the classroom to see projects that their students are working on. It is a great way to build community in the school; plus, it gives students the feedback and praise they need to continue to work hard on what they love. 

Now, all of this seems to show a perfect school library, but Audrey says, “communication and collaboration can be hard, even for adults!” Sometimes, students get frustrated when their idea isn’t the one chosen, or the solution to a problem isn’t one they thought of. As the elementary school librarian, she works hard on resilience and working through frustrations when things don’t go their way. When combining a variety of perspectives brings a lot of wonderful growth opportunities that don't come without growing pains.

    

Collaboration at Byrnes High School Library!!

 

School Librarians are expected to follow the AASL Standards to make sure the school library is supplying the best possible resources and learning outcomes at all grade levels. I was tasked with interviewing a few lovely librarians based on this Domain: 

Domain: Create

Competencies: Learners adjust their awareness of the global learning community by:

• Interacting with learners who reflect a range of perspectives.

• Evaluating a variety of perspectives during learning activities.

• Representing diverse perspectives during learning activities.

The first School Librarian I interviewed is Sheila Roberts. She is the School Librarian at Byrnes High School in Spartanburg Disrict 5. I explained to her that I wanted to know how she collaborates with students and staff along with any other activities that are present in the school library that would apply to implementing the competencies in the library. She started off by stating that she offers a monthly book club. In this book club, there is a very diverse group of students and it is always interesting to hear all of the different viewpoints when they are all discussing the books. She emphasizes that, “You can learn a lot about their backgrounds in the way they answer, or add comments. I think it is vital that these discussion groups allow students to speak freely.” 

Aside from book clubs, they work really hard to make sure there is a diverse collection of books. They make sure to research books and use Titlewave to make sure the selection of different types of books for the students. Titlewave is an online website that is used as a tool to compile all of your books into one location that allows you to filter choices based on topics. You can use this feature to see the wide range of books. Sheila said that, “we have 86 databases that are used for researching”, as well. 

The main topic of discussion is collaboration. Sheila is so excited to collaborate with teachers and she is thrilled to say it's not just English and Social Studies. She breaks down some of the projects she does with different subjects: 

World Languages: 

• Spanish: A unit where students study Spanish speaking countries. They create a tourist brochure. 

• French: Has students create a menu for a restaurant in a French Speaking Country. Students research an area and then create foods that would be eaten there. 

Math: 

• A project (similar to a science fair project), but it is about a math concept. Students find the best databases for their research. 

English: 

• The vast amount of teaching at one point during the semester is with essay writing, research, and of course MLA formatting. 

Science:

• Create research projects for a science fair activity. 

Sheila is very pleased to say that she has a great working relationship with the teachers at Byrnes High School and they feel comfortable asking her for help. 

I wanted to make sure I asked about challenges they may face when trying to implement these competencies. One of the biggest challenges that was expressed was booking banning and the new way of selecting books. Collection development has taken on a whole new dimension. Sheila voices that, “ I could rely on one or two reviews for a book, but now I spend on average, about 15-20 minutes researching a book to make sure it is appropriate for our students. I don’t mind the extra research, but the feeling like I can’t trust my own judgment is frustrating.” It has definitely become a very scary and irritating experience when you can’t put something on a shelf that you know would better your students, but you now have to jump through so many hoops to make sure it is appropriate based on the district's policies. Another challenge is the student's lack of interest. They are constantly coming up with some neat ideas, but getting students involved on a voluntary basis is very hard. She has witnessed, “that students today only want to watch videos on their phone. Very few students ask for maker space items on their own. If we offer maker space time during the day, students tend to sign up for it, but to just come in and create on their own, they would rather look at their phones.” 

There is so much that goes into making sure the library is a safe and engaging space for all students and staff. It is getting harder to do due to the advancement of technology.. 

What I Learned Every Media Specialist Needs To Know From ISCI 761

In this grad course, I was impressed by how much the tech side of being a media specialist has changed 

throughout the years. The course showed me how to use new software and techniques to create and 

manage media content. It also showed me how to use social media to reach and engage with my audience.

I learned a lot of new skills that I can use in my career as a future media specialist and the joy it can bring 

to the students and faculty. 

Some ideas I took from this course were that I have to be continually updated with the latest technology and trends in media. Preparing to make the switch to new technologies, software and platforms is necessary when I am trying to make the best possible learning experience. I am also aware of the importance of social media and understand how to utilize it effectively along with being a good digital citizen. 

Additionally, I have to strive to become an expert in my field, gaining knowledge of the tech world and staying up to date on the latest educational trends. As a media specialist, I will be familiar with the tools used in the industry and how to use them for the best outcome for my students. With the right skills and knowledge, I can stay ahead of the curve and be successful.

The digital world evolves quickly, and this is why taking the time to invest in fun and engaging resources can help equip me with the skills I need to succeed. 

Making My Way Down The Hall To Play With VR!

 Hey Everyone!!!

Today, we are going to talk about VR with Google!!

Rice and Galbraith (2008) expresses that, “Virtual reality (VR) or augmented reality (AR) is a phenomenon that has been in its varying growth stages for years (in the case of VR, decades, as far back as the 1930s). But, today, with a headset available to some and a hand-held device available to many, it benefits library users who are fully expecting such enriched services in the future to include VR or AR” (p.796). Several high tech devices have been created for entertainment and can be used for education; however, it is usually expensive. Therefore, Google has an easier and less expensive alternative called Google Cardboard.

Google Cardboard is, “VR experience starting with a simple viewer anyone can build or buy. Once you have it, you can explore a variety of apps that unfold all around you. And with plenty of viewer types available, you're sure to find one that fits you just right” (Google). The most important aspect of Google Cardboard is that you can pick any viewer from prices that range from $9-$40 and you can use it with any phone. Most of our middle and high school students have their own phones, so they would just have to download the apps to participate in the lesson. 

If you would like to view the apps, then please click on the picture above! I definitely recommend trying various apps that you think would work best for you and your students due to there being about 30 apps that can be used for an amazing experience. 

What can librarians do with this resource to help with student engagement in the classroom? 

There is a plethora of resources that can help anyone use Google Cardboard: 

1. Here is a website that has A LOT of resources and even training resources: https://shakeuplearning.com/blog/ultimate-google-cardboard-expeditions-resource-guide/ 

2. Here is a link to CNET on Youtube that presents an instructional video and showcases all the VR videos you can use: https://www.youtube.com/watch?v=y1YHKSjp5bk 

Now, one lesson in particular that I have used VR with is viewing Exoplanets during our Astronomy Unit. I did not have Google Cardboard and I definitely wish I had. In this lesson, students are to follow along in this video: 

As they follow along, they are to document the weather, temperature, distance from Earth, and whether they can survive on this exoplanet. This VR video takes them to 6 exoplanets that have been discovered by scientists. It shows them what the planet looks like from space and then they dive right onto the surface to explore everything that planet has to offer. It is always a big hit with my students because they get to see an exoplanet that is very similar to Earth! 

If you have any questions, then please comment below!!!

References

Bell, K. (2017). The ultimate google cardboard and expeditions resource guide. Shake Up Learning. https://shakeuplearning.com/blog/ultimate-google-cardboard-expeditions-resource-guide/ 

Google. (n.d.). Google cardboard – Google VR. Google VR. Retrieved April 7, 2023, from https://arvr.google.com/cardboard/ 

Rice, D., & Galbraith, M. (2008). Using virtual and augmented reality in the library. Emerald Insight. https://www.emerald.com/insight/content/doi/10.1108/NLW-08-2015-0054/full/html 

Makers be Making: The Wonders of Makerspaces

 

 

Moorefield-Lang and Coker express that a makerspace is a “unique and intentional opportunity for creative, self-directed learning which supports tinkering, allows for failure as part of the process, and encourages students to work together” (2019, p.371). Makerspaces align with standards and content, when needed, and align with engagement and fun. These environments are open to the possibility of new discoveries, friendships, and collaboration along with “a focus on people: building up the capacity of people to do more within a collaborative, warm, and

welcoming culture” (Fontichiaro 2019, p. 51). As a future librarian, it is up to me to make sure I am challenging my students and giving them the safe space to think out loud. Therefore, a perfect tool to use is a 3D printer. 

Lamand explains that, “3D printing can be one of the most memorable experiences they’ll have in school. There’s something truly exciting and rewarding about discovering something that needs fixing or improving, finding the design for creating it, uploading the specs, and watching as the part or piece is brought to life in three dimensions” (2021). 3D printers allow students to have more freedom to design their own activities, observe their results, and it allows the teacher to get an idea on how well they are learning certain skills. This device allows students to think critically and problem solve in a fun and engaging way. Lamand (2021) states several examples in which 3D printers can be used: 

• Biology: students can print replicas of different animals and place them in their corresponding ecosystems.
• Math: students can print a stable device for rolling projectiles to measure their velocity and acceleration.
• Media: students can print props to be the focal points or background visuals in videos.
• English: students can print objects for use in various ways and then spend some time journaling about the printing journey and how they overcame challenges.

But, how are they used in a library’s makerspace? Lamand (2021) expresses that 3D printing used in a makerspace not only gives them a different environment than the usual classroom environment, but it shows them that they can work on their thinking, collaboration, problem solving skills, and designing outside of the traditional setting. 

Please jump over to this link to read more about how you can use 3D printers in your makerspace. Lamand also suggests cheaper models that are still beneficial: https://www.eduporium.com/blog/eduporium-weekly-integrating-3d-printing-in-education/ 

References

Fontichiaro, K. (2019). What i’ve learned from 7 years of the maker movement in schools and libraries. Library Makerspace. https://learn-us-east-1-prod-fleet02-xythos.content.blackboardcdn.com/5dd6acf5e22a7/22827908?X-Blackboard-S3-Bucket=learn-us-east-1-prod-fleet01-xythos&X-Blackboard-Expiration=1679875200000&X-Blackboard-Signature=3bVUKXZ9bYAXjBF7Ujsrh87E2erD2Yz7jCI4hiKtmH4 

Larmand, A. (2021). Eduporium weekly | Integrating 3D printing in education. Eduporium. https://www.eduporium.com/blog/eduporium-weekly-integrating-3d-printing-in-education/ 

Moorefield-Lang, H., & Coker, M. (2019). How to make a maker librarian. https://learn-us-east-1-prod-fleet02-xythos.content.blackboardcdn.com/5dd6acf5e22a7/48079472?X-Blackboard-S3-Bucket=learn-us-east-1-prod-fleet01-xythos&X-Blackboard-Expiration=1679875200000&X-Blackboard-Signature=5DS6gX5fkSfsx7l6bMhjEhEv9khEw98Yr7B4BPL90gE