tag:blogger.com,1999:blog-54049743781794382772024-03-19T05:35:53.998-07:00MSLA Conference 2008Coverage of the Massachusetts School Library Association Annual ConferenceMs. Chessmanhttp://www.blogger.com/profile/12138984146941765237noreply@blogger.comBlogger40125tag:blogger.com,1999:blog-5404974378179438277.post-4650882037778130242008-11-04T19:44:00.000-08:002008-11-04T19:56:16.548-08:00Elementary Job AlikeElementary Job Alike Notes on Best Practices and the things we do to “survive” day to day.<br />Facilitator- Sandy Kelly<br /><br /><span style="font-weight: bold;">Promoting Reading in our schools</span><br /><ul><li>K-3 Reading Incentive Programs with a different theme each year. “Books Ahoy” – a pirate theme. Each class has a pirate ship on a world map. Students fill in a bookmark with the hours of reading read. K-1= one hour, Grade 2 = 2 hours of outside reading, the ship moves on a trip around the world. First class to make trip around the world uncovers the treasure chest with freebies inside.<br /></li></ul><ul><li>Invite teachers to bring class to library during Drop Everything and Read time, teacher checks out books (or aide/volunteer) while library teacher conferences with students</li></ul><ul><li>Teach children to check their own books in and out<br /></li></ul><ul><li>Encourage teachers to assist children with book selection as they know child’s reading ability, parent or teacher preferences and any special needs of the students.</li></ul><ul><li>Marian books</li></ul><ul><li>Shelf Elf</li></ul><ul><li>Old Mr. Wiggle series</li></ul><br />Question about book limit policy, only one book, must return to check another.<br />Suggestions:<br /><ul><li>Allow student to check out a “class” book in the teacher’s name and it must stay in the classroom to read. </li><li>Hold book over night for one day.</li></ul><br /><span style="font-weight: bold;">Assessment Examples</span><br /><ul><li>Scavenger Hunt-students practice research skills (done wt. Grade 3) using reference, nonfiction and one specific webpage to answer questions about Massachusetts. Before moving on to next source student fills in short “exit survey” with questions like Was this tool easy to use? Were you able to find any of the answers? Do you need help using this resource? After collecting slips compile data as a tool to evaluate success of lesson, how to fine tune and to differentiate instruction.</li><li>Upper grades- correct student’s “Works Cited”</li><li>Gr 5 – culminating project with rubric to grade completed project</li><li>Gr 4- rubric checklist to aid organizational skills</li><li> K-1 – ABC Superstars using six stations. When completed student receives a necklace with six beads</li><li>Student handouts: What did you learn? What are you going to do with this information? What went well/what didn’t?</li></ul><br />This was a great discussion group. Lot’s of good ideas were shared, positive and thoughtful sharing of what works or what might work well in specific situations. 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table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-qformat:yes; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:"Times New Roman","serif";} </style> <![endif]--> <p class="MsoNormal"><span style=";font-family:";font-size:85%;" >Facilitators: Ann Perham, Valerie Diggs, Linda Friel<o:p></o:p></span></p> <p class="MsoNormal"><span style=";font-family:";font-size:85%;" >Recorders: Marnie Bolstad, Morothy McQuillan, Deborah Lang Froggart<o:p></o:p></span></p> <p class="MsoNormal"><span style=";font-family:";font-size:85%;" ><o:p> </o:p></span></p> <p class="MsoNormal"><span style=";font-family:";font-size:85%;" >We used a “Round Robin” discussion with participants rotating between tables with three main topics centered around the question, “What makes you a hero in your school….how have you and your program survived?” At the end of each rotation, the discussion opened for “Potpourri”….any question, any offering.<o:p></o:p></span></p> <p class="MsoNormal"><span style=";font-family:";font-size:85%;" ><o:p> </o:p></span></p> <p class="MsoNormal"><span style="font-size:85%;"><b style=""><span style=";font-family:";" >Topic 1: NEASC – Preparing, surviving<o:p></o:p></span></b></span></p> <ul style="margin-top: 0in;" type="disc"><li class="MsoNormal" style=""><span style=";font-family:";font-size:85%;" >self study is an intense year, LMS co-chair,<o:p></o:p></span></li><li class="MsoNormal" style=""><span style=";font-family:";font-size:85%;" >Best thing to do is to volunteer to be on a visiting accreditation team. Agreed that it is long hours, but rewarding<o:p></o:p></span></li><li class="MsoNormal" style=""><span style=";font-family:";font-size:85%;" >volunteer to be on a visiting committee to know what to expect as soon as you can, even if your visit is three years away; allows you to plan and change your practice if need be<o:p></o:p></span></li><li class="MsoNormal" style=""><span style=";font-family:";font-size:85%;" >Lots of writing on a visiting committee, but only have to do a rough draft; NEASC cleans up the writing so don’t worry<o:p></o:p></span></li><li class="MsoNormal" style=""><span style=";font-family:";font-size:85%;" >Serving on an Accreditation Team should be worth 2 x amount of PDPs<o:p></o:p></span></li><li class="MsoNormal" style=""><span style=";font-family:";font-size:85%;" >To Serve on a NEASC Team contact your principal or call Janet Allison at NEASC to be on a team<o:p></o:p></span></li><li class="MsoNormal" style=""><span style=";font-family:";font-size:85%;" >Try to be a co-Chair of your steering committee, be a leader for school, position of visibility<o:p></o:p></span></li><li class="MsoNormal" style=""><span style=";font-family:";font-size:85%;" >One school keeps a booklet of evidence (for all depts.) inc. LMC<o:p></o:p></span></li><li class="MsoNormal" style=""><span style=";font-family:";font-size:85%;" >Don’t write your own report; (rough draft?) but holds more veracity if someone else does it.<span style=""> </span>The School Resources committee should be a diverse group<o:p></o:p></span></li><li class="MsoNormal" style=""><span style=";font-family:";font-size:85%;" >gather your evidence:<span style=""> </span>look at standards, offer to be on a committee<o:p></o:p></span></li><li class="MsoNormal" style=""><span style=";font-family:";font-size:85%;" >Evidence Binder:<span style=""> </span>Quantify what you are doing- collect collaborative lessons along with <o:p></o:p></span></li><li class="MsoNormal" style=""><span style=";font-family:";font-size:85%;" >circ stats., extra evidence including book talks,<span style=""> </span>tutoring, what available for the kids. <o:p></o:p></span></li><li class="MsoNormal" style=""><span style=";font-family:";font-size:85%;" >never hide anything; NEASC is a library’s best advocate<o:p></o:p></span></li><li class="MsoNormal" style=""><span style=";font-family:";font-size:85%;" >Independent and Public schools are all under NEASC: Deli v. Produce – just different departments/divisions<o:p></o:p></span></li><li class="MsoNormal" style=""><span style=";font-family:";font-size:85%;" >offer library for meeting space of Accreditation Team so NEASC can see library in action and see what materials are there<o:p></o:p></span></li><li class="MsoNormal" style=""><span style=";font-family:";font-size:85%;" >Stick to the facts as committee will find out anyway<o:p></o:p></span></li><li class="MsoNormal" style=""><span style=";font-family:";font-size:85%;" >Feel judged so have policies & procedures written down; look at standards<o:p></o:p></span></li><li class="MsoNormal" style=""><span style=";font-family:";font-size:85%;" >make sure your principal is there to meet the team<o:p></o:p></span></li><li class="MsoNormal" style=""><span style=";font-family:";font-size:85%;" >NEASC best protector for Library Position<o:p></o:p></span></li><li class="MsoNormal" style=""><span style=";font-family:";font-size:85%;" >Library had more indicators than the other department’s standards<o:p></o:p></span></li><li class="MsoNormal" style=""><span style=";font-family:";font-size:85%;" >Rubric is difficult to use, but it does work<o:p></o:p></span></li><li class="MsoNormal" style=""><span style=";font-family:";font-size:85%;" >from recommendation library support staff may come, if not at least on record<o:p></o:p></span></li><li class="MsoNormal" style=""><span style=";font-family:";font-size:85%;" >Use school Professional Development Time for NEASC – great way to bring staff together <o:p></o:p></span></li><li class="MsoNormal" style=""><span style=";font-family:";font-size:85%;" >Try to ensure that all departments are represented on all committees<o:p></o:p></span></li><li class="MsoNormal" style=""><span style=";font-family:";font-size:85%;" >“I got NEASCed”<span style=""> </span>on my first year; blind and stupid can be a good thing<o:p></o:p></span></li><li class="MsoNormal" style=""><span style=";font-family:";font-size:85%;" >Can fudge facts to show weaknesses for the ‘good’, but often schools offer data to make things look good<o:p></o:p></span></li><li class="MsoNormal" style=""><span style=";font-family:";font-size:85%;" >Standard<span style=""> </span>- Indicators are very specific and the evidence will speak for itself<o:p></o:p></span></li><li class="MsoNormal" style=""><span style=";font-family:";font-size:85%;" >not about ‘you’ the committee takes a look at the ‘program’ so that library can do/be offered to do (financial, staffing, etc)<span style=""> </span>what needs to be done<o:p></o:p></span></li><li class="MsoNormal" style=""><span style=";font-family:";font-size:85%;" >Get Statistics, etc, together ASAP “anyone can talk, but the data<span style=""> </span>speaks”<o:p></o:p></span></li><li class="MsoNormal" style=""><span style=";font-family:";font-size:85%;" >Take lots of<span style=""> </span>time to prepare<o:p></o:p></span></li></ul> <p class="MsoNormal"><span style=";font-family:";font-size:85%;" ><o:p> </o:p></span></p> <p class="MsoNormal"><span style="font-size:85%;"><b style=""><span style=";font-family:";" >Topic 2: Great programming; Getting teens to come to the library.<o:p></o:p></span></b></span></p> <p class="MsoNormal"><span style=";font-family:";font-size:85%;" ><o:p> </o:p></span></p> <ul style="margin-top: 0in;" type="disc"><li class="MsoNormal" style=""><span style=";font-family:";font-size:85%;" >East Bridgewater HS<span style=""> </span>Sales network .<span style=""> </span>Promote reading for fun and pleasure.<span style=""> </span>Feb. vacation coming.<span style=""> </span>Went through all great lists.<span style=""> </span>Got titles from all surrounding libraries.<span style=""> </span>Students came up with a name Readapalooza.<span style=""> </span>Had food, music, and students could come from any class.<span style=""> </span>They circulated over 200 books.<span style=""> </span>673<span style=""> </span>students.<span style=""> </span>Many who don’t frequent libraries came in.<span style=""> </span>So they had books over vacation.<span style=""> </span>Some groups took the same title.<span style=""> </span>Some difficulty getting books back as usual.<span style=""> </span>They borrow from public library.<o:p></o:p></span></li></ul> <ul style="margin-top: 0in;" type="disc"><li class="MsoNormal" style=""><span style=";font-family:";font-size:85%;" >Quincy HS:<span style=""> </span>Librarian is the biggest attraction.<span style=""> </span>People gravitate to people who enjoy YA lit.<span style=""> </span>Students wanted to start up book club.<span style=""> </span>Lunch club started.<span style=""> </span>19 kids .<span style=""> </span>Elected officers.<span style=""> </span>She said she would be as involved as much or as little.<span style=""> </span>Kids bring lunch and discuss book over 3 lunches and float in and out.<span style=""> </span>Picked out three titles.<span style=""> </span>In month meet to discuss book.<span style=""> </span>Have a round table discussion according to which books they read.<span style=""> </span>Recommendations from other students mean more to students.<span style=""> </span><o:p></o:p></span></li></ul> <ul style="margin-top: 0in;" type="disc"><li class="MsoNormal" style=""><span style=";font-family:";font-size:85%;" >Chelmsford: unrelated to books, but like to come to library.<span style=""> </span>Java Room have coffee Wednesday morning.<span style=""> </span><span style=""> </span>Java Room is actually a coffee shop that donates coffee and hot chocolate.<span style=""> </span>Panera donates pastry.<span style=""> </span>Serve hot chocolate, coffee, tea in morning and everyone comes in to chat.<span style=""> </span>Kids are respectful.<span style=""> </span>This goes on before school.<span style=""> </span>Usually open at 7 am.<span style=""> </span>Charge $1 for coffee.<span style=""> </span>Build collegiality.<span style=""> </span>Usually do not allow food in library, but this is special.<span style=""> </span>Have a digital kiosk to put on CNN, or do digital images of student work.<o:p></o:p></span></li></ul> <ul style="margin-top: 0in;" type="disc"><li class="MsoNormal" style=""><span style=";font-family:";font-size:85%;" >Chelmsford:<span style=""> </span>Also hold listening lunches some times kids come in and do a little bit of a play, poetry slam, choral presentation.<span style=""> </span>Have big space so can accommodate 6 classes.<span style=""> </span>Jazz band, open mic, teachers. Showcase student talent.<span style=""> </span>Libraries can be used for other functions,.<span style=""> </span>Also have alumni corner.<span style=""> </span>Put book cover and plaque for student graduates who have published.<span style=""> </span>Call on successful graduates.<span style=""> </span>Display student artwork.<span style=""> </span>Have restaurant booths in one area of the library.<span style=""> </span>Very much like a coffee house.<o:p></o:p></span></li></ul> <ul style="margin-top: 0in;" type="disc"><li class="MsoNormal" style=""><span style=";font-family:";font-size:85%;" >Gloucester: Stagger hours so stay open later.<span style=""> </span>Does not get paid extra.<span style=""> </span>Miamonides stays open late, but have Hebrew School also.<span style=""> </span>No union so not an issue. Poetry slam.<o:p></o:p></span></li></ul> <ul style="margin-top: 0in;" type="disc"><li class="MsoNormal" style=""><span style=";font-family:";font-size:85%;" >Hull book discussion group.<span style=""> </span>Meet every three weeks or so.<span style=""> </span>Core group.<span style=""> </span>Get lunch before everyone else in line.<span style=""> </span>FastPass to the front of the line and bring it to the library and discuss book over lunch.<span style=""> </span>Kids pick out own books, but librarian also makes some suggestion.<span style=""> </span><i style="">Million Little Pieces</i> really grabbed them.<span style=""> </span><i style="">Twilight</i> series.<span style=""> </span>Also like to get out of cafeteria. <o:p></o:p></span></li></ul> <ul style="margin-top: 0in;" type="disc"><li class="MsoNormal" style=""><span style=";font-family:";font-size:85%;" >Lexington Christian Academy.<span style=""> </span>It is the nicest place in the school.<span style=""> </span>340 students.<span style=""> </span>Anime caption cartoons.<span style=""> </span>Students can add other captions.<span style=""> </span>Prizes 4 $ lunch.<span style=""> </span>Have Tuesday assemblies, but can get started in other ways. <o:p></o:p></span></li></ul> <ul style="margin-top: 0in;" type="disc"><li class="MsoNormal" style=""><span style=";font-family:";font-size:85%;" >Newton South has graphic area corner with comfortable chairs.<o:p></o:p></span></li></ul> <ul style="margin-top: 0in;" type="disc"><li class="MsoNormal" style=""><span style=";font-family:";font-size:85%;" >Nashoba kids wanted to start book discussion.<span style=""> </span>Bookaholics Anon.<span style=""> </span>Totally student run.<span style=""> </span><o:p></o:p></span></li></ul> <ul style="margin-top: 0in;" type="disc"><li class="MsoNormal" style=""><span style=";font-family:";font-size:85%;" >Some schools allow eating in the library and have found less mess.<o:p></o:p></span></li></ul> <p class="MsoNormal"><span style="font-size:85%;"><b style=""><span style=";font-family:";" ><o:p> </o:p></span></b></span></p> <p class="MsoNormal"><span style="font-size:85%;"><b style=""><span style=";font-family:";" >Topic 3: Collection Development – Purchasing, using cooperative purchasing, weeding<o:p></o:p></span></b></span></p> <p class="MsoNormal"><span style=";font-family:";font-size:85%;" ><o:p> </o:p></span></p> <p class="MsoNormal"><span style="font-size:85%;"><i style=""><span style=";font-family:";" >Question: Does anyone use other than state vendors?<o:p></o:p></span></i></span></p> <ul style="margin-top: 0in;" type="disc"><li class="MsoNormal" style=""><span style=";font-family:";font-size:85%;" >Follett for non-academic materials. Loves Titlewave. Use Titlewise for collection development. <o:p></o:p></span></li><li class="MsoNormal" style=""><span style=";font-family:";font-size:85%;" >Using cooperative buying can building collections for new schools. Already have been out to bid.Can call with questions & problems. Responsive to needs. Sometimes fill rate can be a problem – easier to go to publisher or Amazon.<o:p></o:p></span></li><li class="MsoNormal" style=""><span style=";font-family:";font-size:85%;" >Uses Ingram. Uses Amazon when things are needed quickly. Need to be able to pay fast or may get cut off. <o:p></o:p></span></li><li class="MsoNormal" style=""><span style=";font-family:";font-size:85%;" >like Junior Library Guild – a subscription service. Can return easily if processing is not on it<o:p></o:p></span></li><li class="MsoNormal" style=""><span style=";font-family:";font-size:85%;" >Small vendors: Pigatori easy to work with. Deal with limited # of publishers. Representatives very knowledgeable about the books. Good at recommending books. Provide free processing when a threshold is reached. Facts on File, Greenwood, etc.<o:p></o:p></span></li><li class="MsoNormal" style=""><span style=";font-family:";font-size:85%;" >Heinemannn, Stenhouse, Professional Development books – who handles? Best to order direct. Some use Amazon which now processes.<o:p></o:p></span></li><li class="MsoNormal" style=""><span style=";font-family:";font-size:85%;" >Preview companies: most don’t like. Have to pay if not returned on time<o:p></o:p></span></li><li class="MsoNormal" style=""><span style=";font-family:";font-size:85%;" >One asked teachers for input. Most wanted DVDs. B & T through MARLS contract. 33% discount. <o:p></o:p></span></li><li class="MsoNormal" style=""><span style=";font-family:";font-size:85%;" >New England Mobile Book Fair very responsive. Used to go there before coops <o:p></o:p></span></li><li class="MsoNormal" style=""><span style=";font-family:";font-size:85%;" >Periodicals: WT Cox and Ebsco, Magazine Subscription Service service. Amazon used. <o:p></o:p></span></li><li class="MsoNormal" style=""><span style=";font-family:";font-size:85%;" >Discussion on vendors that manage wish lists. Put list online. Similar to a wedding register for librarians. Good for school with no budget. <o:p></o:p></span></li></ul> <p class="MsoNormal"><span style="font-size:85%;"><i style=""><span style=";font-family:";" >Using Cooperative Purchasing<o:p></o:p></span></i></span></p> <ul style="margin-top: 0in;" type="disc"><li class="MsoNormal" style=""><span style=";font-family:";font-size:85%;" >list of who wins the bids is online. Good source for info.<o:p></o:p></span></li><li class="MsoNormal" style=""><span style=";font-family:";font-size:85%;" >love B & T. May depend on what books are being ordered and fill rate.<o:p></o:p></span></li><li class="MsoNormal" style=""><span style=";font-family:";font-size:85%;" >Ingram on cooperative list now<o:p></o:p></span></li><li class="MsoNormal" style=""><span style=";font-family:";font-size:85%;" >Moving into a new building. Boston experimenting with using BPL for purchasing. Can use their vol. Discount – 45%. Bad news – started late. Technical difficulties with an opening day collection project. B & T provided an opening day list of 20,000 titles. Many choices not good. Quincy had 10,000 – had to go through all of them.<o:p></o:p></span></li><li class="MsoNormal" style=""><span style=";font-family:";font-size:85%;" >Discussion of problems with new buildings. Need to provide book lists quickly when building won’t open for several years. Problem of giving advice on floor plans when advice is not taken. Better to encumber $ instead of giving specific lists. Administrators often want lists now….Prices, books, curriculum change. Problems of moving from temporary to permanent locations. <o:p></o:p></span></li><li class="MsoNormal" style=""><span style=";font-family:";font-size:85%;" >Discussion over assignments from teachers who don’t check on the resources available in the library. And teachers who want to “help” select books for the library.<o:p></o:p></span></li><li class="MsoNormal" style=""><span style=";font-family:";font-size:85%;" >Joined MARLS (MA regl. Lib. System). Bought supplies from Gaylord. Got discounts and free shipping on small order.<o:p></o:p></span></li><li class="MsoNormal" style=""><span style=";font-family:";font-size:85%;" >Cooperatives very responsive. Poor vendors get dropped. Helpful with ordering opening day collections. Already gone out to bid. Business managers like it.<o:p></o:p></span></li><li class="MsoNormal" style=""><span style=";font-family:";font-size:85%;" >trouble with fluctuating budgets, cuts<o:p></o:p></span></li><li class="MsoNormal" style=""><span style=";font-family:";font-size:85%;" >Any vendors from cooperative easier to work with<o:p></o:p></span></li><li class="MsoNormal" style=""><span style=";font-family:";font-size:85%;" >Permabound site now as easy to use<o:p></o:p></span></li><li class="MsoNormal" style=""><span style=";font-family:";font-size:85%;" >Need to assess fill rates. <o:p></o:p></span></li><li class="MsoNormal" style=""><span style=";font-family:";font-size:85%;" >Good to put book online with Ingram and check if book is in. <o:p></o:p></span></li></ul> <p class="MsoNormal" style="margin-left: 0.5in;"><span style=";font-family:";font-size:85%;" ><o:p> </o:p></span></p> <p class="MsoNormal"><span style="font-size:85%;"><i style=""><span style=";font-family:";" >Question: Favorite video vendor</span></i></span><span style=";font-family:";font-size:85%;" ><o:p></o:p></span></p> <ul style="margin-top: 0in;" type="disc"><li class="MsoNormal" style=""><span style=";font-family:";font-size:85%;" >Problems: Can’t preview. Can’t return. <o:p></o:p></span></li><li class="MsoNormal" style=""><span style=";font-family:";font-size:85%;" >PBS videos. Get quote. Ask “best you can do?” Get a reduction. Videos hard to find. Good to check B & T and Ingram. <o:p></o:p></span></li></ul> <p class="MsoNormal"><span style="font-size:85%;"><i style=""><span style=";font-family:";" >LCD projectors and cost of replacing bulbs</span></i></span><span style=";font-family:";font-size:85%;" >. <o:p></o:p></span></p> <ul style="margin-top: 0in;" type="disc"><li class="MsoNormal" style=""><span style=";font-family:";font-size:85%;" >keep one on hand for each projector. <o:p></o:p></span></li><li class="MsoNormal" style=""><span style=";font-family:";font-size:85%;" >Another school orders them when they burn out.<o:p></o:p></span></li></ul> <p class="MsoNormal"><span style="font-size:85%;"><i style=""><span style=";font-family:";" >Weeding issues<o:p></o:p></span></i></span></p> <ul style="margin-top: 0in;" type="disc"><li class="MsoNormal" style=""><span style=";font-family:";font-size:85%;" >getting help from teachers. Some cooperate, others don’t come<i style=""><o:p></o:p></i></span></li><li class="MsoNormal" style=""><span style=";font-family:";font-size:85%;" >Need cooperation of custodian.<i style=""><o:p></o:p></i></span></li><li class="MsoNormal" style=""><span style=";font-family:";font-size:85%;" >Good to have a viable collection rather than a large one with outdated books.<i style=""><o:p></o:p></i></span></li></ul> <p class="MsoNormal"><span style=";font-family:";font-size:85%;" ><o:p> </o:p></span></p> <p class="MsoNormal"><span style="font-size:85%;"><b style=""><span style=";font-family:";" >Pot Pourri<o:p></o:p></span></b></span></p> <ul style="margin-top: 0in;" type="disc"><li class="MsoNormal" style=""><span style=";font-family:";font-size:85%;" >Train the para so she has value, thus harder to release<o:p></o:p></span></li><li class="MsoNormal" style=""><span style=";font-family:";font-size:85%;" >host a department heads lunch or a new faculty lunch<o:p></o:p></span></li><li class="MsoNormal" style=""><span style=";font-family:";font-size:85%;" >Tudor.com (public library subscribes) interact with a librarian? Does this conflict with our school library mission?<o:p></o:p></span></li><li class="MsoNormal" style=""><span style=";font-family:";font-size:85%;" >Dia “Day of the Child/Day of the book” ASSL, ALA & Reforma Collaborated with elementary librarian to High School read in Spanish to younger learners. (FOR NEASC)<o:p></o:p></span></li><li class="MsoNormal" style=""><span style=";font-family:";font-size:85%;" >“Teacher Web” Page: mentioned at School Board meeting.<span style=""> </span>Engage with parental community leaders.<o:p></o:p></span></li><li class="MsoNormal" style=""><span style=";font-family:";font-size:85%;" >Get on School Site-based committee and/or Instructional Leadership Team <o:p></o:p></span></li><li class="MsoNormal" style=""><span style=";font-family:";font-size:85%;" >Tutoring? NHS Community Service Hours to be done in the library<span style=""> </span><o:p></o:p></span></li></ul> <p class="MsoNormal"><span style=";font-family:";font-size:85%;" ><o:p> </o:p></span></p> <p class="MsoNormal"><span style="font-size:85%;"><b style=""><span style=";font-family:";" >Suggestions for next year’s Job Alike:<o:p></o:p></span></b></span></p> <ul style="margin-top: 0in;" type="disc"><li class="MsoNormal" style=""><span style=";font-family:";font-size:85%;" >All agreed that they liked this model of sharing.<o:p></o:p></span></li><li class="MsoNormal" style=""><span style=";font-family:";font-size:85%;" >What worked: small group is good<o:p></o:p></span></li><li class="MsoNormal" style=""><span style=";font-family:";font-size:85%;" >Informality is good<o:p></o:p></span></li><li class="MsoNormal" style=""><span style=";font-family:";font-size:85%;" >How to Morph: What about a “WildCard” – one table without a designated topic<o:p></o:p></span></li><li class="MsoNormal" style=""><span style=";font-family:";font-size:85%;" >Or ten minutes on the end<o:p></o:p></span></li><li class="MsoNormal" style=""><span style=";font-family:";font-size:85%;" >One Job Alike on Sunday, one on Monday<o:p></o:p></span></li><li class="MsoNormal" style=""><span style=";font-family:";font-size:85%;" >One of the sessions could be this (instead of Sunday night)<o:p></o:p></span></li><li class="MsoNormal" style=""><span style=";font-family:";font-size:85%;" >Over lunch by level<o:p></o:p></span></li><li class="MsoNormal" style=""><span style=";font-family:";font-size:85%;" >Survey options ahead of time to determine topics. <o:p></o:p></span></li><li class="MsoNormal" style=""><span style=";font-family:";font-size:85%;" >Group liked the discussion and chance to talk with colleagues. <o:p></o:p></span></li><li class="MsoNormal" style=""><span style=";font-family:";font-size:85%;" >Nice to move with group. <o:p></o:p></span></li><li class="MsoNormal" style=""><span style=";font-family:";font-size:85%;" >Communication fun. <o:p></o:p></span></li><li class="MsoNormal" style=""><span style=";font-family:";font-size:85%;" >Would like breakdown of K-8 and 6 – 12.<o:p></o:p></span></li></ul> Ann Perhamhttp://www.blogger.com/profile/04097301377123747479noreply@blogger.com0tag:blogger.com,1999:blog-5404974378179438277.post-42500648231604341482008-11-03T19:53:00.000-08:002008-11-03T20:23:36.232-08:00Thinkfinity.com<p><strong>Kathy Dubruvsky and April Graziano</strong><br /><strong>November 3, 2008 @ 1:30pm</strong><br /><strong></strong><br /><a href="http://www.thinkfinity.com/">http://www.thinkfinity.com/</a><br />Formerly Marco Polo, Thinkfinity is a FREE online educational resource developed by content specialists, and is sponsored by the charitable arm of Verizon and some of the nations leading educational and literacy oranizations. This site is available to students, teachers, and parents.<br /><br /><br /><strong>Thinkfinity has 3 main goals:</strong><br />1. To train classroom teachers<br />2. To develop a network of trainers<br />3. To align their resources to the curriculum frameworks<br /><br />There are no membership fees, and it is accessible from school or home .<br />There are 4 main portals: Educator, Student, Parent, and After School.<br />Thinkfinity offers resources for Preschool through Adult Ed, but is primarily for K-12 .<br /><br /><strong>On the Educator Portal, the homepage highlights</strong><br />1. Specific current, relevant topics<br />2. A calendar tied to events<br />3. 21st Century Skills link<br /><br /><strong>New initiatives being developed:</strong><br />1. Separate entry points for educators, students, and parents<br />2. "My Thinkfinity" - log in to save resources and customize searches<br />3. Collaboration with Smithsonian Museum of Natural History<br />4. Thinkfinity Literacy Network ***** for Library Media Programs!<br />5. Interactive learning activities<br /><br /><strong>Management Tools:</strong><br />1. Evaluations<br />2. Literacy Network<br />3. Online courses - training for you, staff, parents<br />4. Sample partner site resources<br />5. Story mapping and organizers<br />Student work is displayed as you move through events<br />6. America on the move -<br />Online oral history<br />Gives instructions to students on how to perform interviews and gather info</p><p></p><p>Thinkfinity is provided for by the DOE (not promoted by...)</p><p>On the DOE website, under Educational Technology -- Teachers/Paraprofessionals</p><p>MassThinkfinity Partnership</p><p>You can link Thinkfinity to your homepage. This reliable, exciting, and easy to use resource is available for Library and Technology programs. The lessons are created and developed to easily be incorporated into current lesson plans. The hard work has been done for you...use and share Thinkfinity!</p>lanelibraryladyhttp://www.blogger.com/profile/09842219978897490033noreply@blogger.com0tag:blogger.com,1999:blog-5404974378179438277.post-91154521200578832008-11-03T18:48:00.000-08:002008-11-03T19:53:55.334-08:00Info Lit: One School's Survivor Story<strong>Laura Harrington and Gerri Fegan From West Middle School, Andover, MA</strong><br /><strong>Monday, November 3, 2008 @ 11:15am</strong><br /><div align="center"></div><br />This presentation has been officially Kermit-ized (it's GREEN...no print notes. An electronic version will be available on their school's website...all of their lesson plans are online to share with you as well...<br /><a href="http://www.wmslibrary.net/">http://www.wmslibrary.net/</a><br />(say "hi" to Westie, the mascot...if you click on him, it's a link to Amazon.com, and Gerri has a Library Wish List posted...very cool!)<br /><br />Gerri and Laura embarked on this journey to revolutionize their school Library program.<br />Having recently been through a "changing of the guard" administratively, these brave women developed a strategy worthy of any of the great war heroes. Show no mercy...discard anything old and outdated. Luckily, their new principal was on board (ladies, did he really have a choice???) The superintendent also was a visionary, and had made the decision to hire TWO LMS's to combine inforrmation literacy AND reading/literature. Was it possible to merge 2 programs (Library Instruction and Technology) that had been taught in isolation into a collaborative, 21st Century program that could meet the Standards and Curriculum Frameworks???<br /><br />After securing their budget for Library-appropriate items, the team weeded out approximately 50% of their collection. Some changes implemented:<br />1. Collected resources relevant to current curriculum<br />2. Ensured that teachers knew that they were available and what they could offer<br />3. Created a Media Council - Monthly meetings for all district Library Teachers & Technology Specialists<br />4. Enlisted parent and student volunteers<br />5. Proved that Library Teachers and administrators could work together to develop new practices<br />6. Utilized MSLA members, list serve and conferences for expertise<br /><br />CURRENTLY:<br /><strong>The Library Program:</strong><br />1. Relying on resources to get support<br />2. Weeding parties! let parents, students and teachers take part - they then become stakeholders<br />3. Buy databases instead of books - increased availability to many students at once, access at home and school<br />4. Give the absolute best you can give...you can't go wrong if your heart's in the right place!<br />5. Set up an Amazon Wishlist<br />6. Promote the latest fiction...ask students what they want to read, then BUY IT!!!<br />7. Clean and rearrange the shelves - make it attractive to entice the students<br />8. Ask teachers for THEIR wishlists<br /><br /><strong>Media Program:</strong><br />1. Discard any item that hasn't been used in >5 years<br />2. Don't buy VHS!!!<br />3. Purchase inexpensive video cameras (FLIPs) and digital cameras for student use, and buy one REALLY GOOD camera for school use<br />4. Ask students to use their own equipment for projects<br /><br /><strong>Technology Program:</strong><br /><strong></strong><br />1. Treat your techies well...bring them cookies, etc.!<br />2. Define your role as Instructional Technologist, not repair specialist<br />3. Nag for software updates...the KIDS need it!<br />4. Streamline - discard anything not used for >3 years<br />5. Provide instruction and support to staff for use of technology available in the building<br />6. SPED support - upgrade all software<br />***Ask the head of SPED to authorize membership to <a href="http://www.bookshare.org/">www.bookshare.org</a> an online audio book website. The site has fiction, literature and curriculum generated materials that can be downloaded onto school computers<br /><br /><strong>Resources:</strong><br />1. Every student is a teacher, and every teacher is a student<br />2. Scrutinize all rules, and EVOLVE!<br />3. Make the Library calendar available to all<br />4. Start a FOSL (Friends of the School Library) club<br />5. Make sure teachers and parents know all you do<br />6. Develop a long range plan, and ADVERTISE it!<br /><br /><strong>Budget:</strong><br />1. Demonstrate your financial skills to get more money- write grants<br />2. Purchase only new items - replace old items with petty cash<br />3. Make friends with local merchants<br />4. Encourage teachers to purchase department-specific items with their own budgets<br /><br /><strong>The Faculty:</strong><br />1. Collaborate - offer your services and individual training<br />2. Make the Library available<br />3. Visit the classrooms<br /><br /><strong>The Curriculum:</strong><br />1. Avoid "quick lessons"...create your own<br />2. Use the curriculum frameworks and add the MSLA and AASL standards<br />3. Use project based assignments to teach research skills<br /><br /><strong>Research Skills:</strong><br />1. Info searching<br />2. Summarizing<br />3. Paraphrasing<br /><br /><strong>Tools:</strong><br />1. Books<br />2. OPAC catalog<br />3. Online databases<br />4. PB Wikis<br />5. Google<br /><br />These ladies had much more to share, but we just ran out of time. Be sure to check out their website for more info:<br /><a href="http://www.wmslibrary.net/">http://www.wmslibrary.net/</a>lanelibraryladyhttp://www.blogger.com/profile/09842219978897490033noreply@blogger.com0tag:blogger.com,1999:blog-5404974378179438277.post-25265746422115494982008-11-03T15:28:00.000-08:002008-11-03T18:48:30.843-08:00The New AASL Standards and the MSLA Literacy Standards: Winning Over Classroom Teachers with this Winning Combination!Cassandra Barnett and Valerie <span class="blsp-spelling-error" id="SPELLING_ERROR_0">Diggs</span><br />November 3, 2008<br />Notes in Conference binder - p. 91<br /><br />This all encompassing topic of both the new <span class="blsp-spelling-error" id="SPELLING_ERROR_1">AASL</span> Standards and the<br /><span class="blsp-spelling-error" id="SPELLING_ERROR_2">MSLA</span> Literacy Standards was summarized during this session. Both sets of standards are included in the conference binder. The major focus - Librarian/Teacher collaboration (sound familiar??? I think a theme has been identified in this conference!!!).<br /><br />There are 4 major components to the National Standards:<br />1. Beliefs-puts the standards in context for the Library.<br /><span class="blsp-spelling-error" id="SPELLING_ERROR_3">eg</span>. Reading, access to resources, etc.<br />2. Standards - <em>Learners will use resources and literacy skills to...</em><br /><em></em>3. Strands to help set up learning experiences<br /><span class="blsp-spelling-error" id="SPELLING_ERROR_4">eg</span>. Habits of minds, behaviors to exhibit while they learn, self assessment <span class="blsp-spelling-corrected" id="SPELLING_ERROR_5">strategies</span> etc.<br />4. Indicators - more specific action behaviors expected<br /><br />The standards stress basic skills like inquiry and the ability to draw conclusions based on content learned. Key abilities <span class="blsp-spelling-corrected" id="SPELLING_ERROR_6">necessary</span> for 21st Century learning also include critical thinking, social learning, inquiry based learning, and the ability to put <span class="blsp-spelling-corrected" id="SPELLING_ERROR_7">content</span> into context.<br /><br />Dispositions in action support ongoing beliefs and attitudes to foster thinking and intelligent behaviors that are measurable. Students should be curious, resilient, flexible, imaginative, critical, reflective, and <span class="blsp-spelling-corrected" id="SPELLING_ERROR_8">possess</span> the ability to self-assess.<br /><br />Self Assessment Strategies:<br />Reflections on one's own learning<br />Study the process of learning<br />Examine the products of learning<br />Taking a 3-dimensional view of finished product<br /><br />MSLA RECOMMENDED STANDARDS FOR PRE-K - 12 INFORMATION LITERACY STANDARDS - more detailed and descriptive than ever.<br />These new standards:<br />Align with ths AASL National Standards<br />Offer overviews of grade spans - useful to share with teachers and administrators<br />Forthcoming: comparison chart of AASL & MSLA standards, comparison to frameworks, and learning scenarios targeting various grade levels...so stay tuned!<br /><br />These new and improved standards with their additional information are designed to help Library Teachers create learning situations that create opportunities for students to think critically, and see how to use these skills in other situations and in real life. The skills that employers seek the most in future employees are the ability to problem solve and work as a team. Our common goal is to address these issues as early as possible.<br /><br />COLLABORATION: The most important issue in any Library program.<br />1. Successful, high level collaboration models include relationships that develop over time, have shared goals, carefully defined roles, require comprehensive planning and communication. Shared are the leadership, resources, risks, control, and results.<br />2. Professionals will brainstorm together, develop plans, activities and assessments, choose materials and technologies to assist instruction, work side-by-side as activities occur, and evaluate the success of the unit (grades!).<br />3. Contributing factors to successful collaboration include environmental factors like school culture, flexible scheduling, and the LMS in the role of an educational leader. Some expectations of apathy and dissent are to be expected! Group membership characteristics should include a shared understanding and respect for one another, a complete team at every meeting, and being prepared for the possibility of things not going as planned.<br />Demonstrating research results that show how student success increases with collaboration can assist you in your collaborative endeavors. The use of databases can provide value to your Library.<br /><br />THE BENEFITS OF COLLABORATION: Students become more involved in the learning process, creativity is sparked among teachers, modeling collaboration creates more collaboration, promotes sharing at all levels, and fosters communication among librarians, teachers, and administrators.<br /><br />BACK TO REALITY: you, the Library Teacher, must be proactive in your approach...identify a teacher that you feel will be responsive.<br /><br />Check out page 96 in the conference binder for a form to distribute at each faculty meeting. On the form, teachers can indicate what upcoming topics they will be covering, list any specific materials they might need, as well as anything specific they might need from you, the Library Teacher.<br /><br />And lastly, in response to a cute scenario that included Roy Rogers, Dale Evans, and Ginger, the audience participated by offering solutions to the problem of teachers planning a project without including the library teacher. Whining to your principlal was NOT a good option!<br />Suggestions were as follows:<br />1. Jump in! Offer materials for the project<br />2. Email helpful websites<br />3. Personally deliver books and resources to them<br />4. Offer to collaborate, co-teach, evaluate, assess, provide a search term activity (etc)<br />5. Attend department head meetings to obtain connections and insight as to upcoming topics<br />6. Offer staff professional development on evaluating resources<br />7. Start SLOW! Don't be overly enthusiastic...you might scare them away!<br />8. Don't do the work FOR them, do it WITH them<br />9. If teachers would like a fresh approach, maybe they will ask you for suggestions<br />10. Check on the project's progress periodically, no matter how small your initial involvement is.<br />11. Offer brown bag lunch sessions - bribe teachers to attend by bringing food and snacks...display new materials<br />12. Create focus groups for the teachers to identify materials to build your collection<br />13. Demonstrate your use of technology...point students to a pathfinder created specifically for their projects.<br /><br />Make it all about the students!!!<br />Make the effort...it's worth it!lanelibraryladyhttp://www.blogger.com/profile/09842219978897490033noreply@blogger.com0tag:blogger.com,1999:blog-5404974378179438277.post-3295175138562509792008-11-03T12:35:00.000-08:002008-11-03T13:12:30.079-08:00Standards Survival Kit: How to Make Sense of the New AASL Standards<span style=";font-family:arial;font-size:100%;" >Kathy worked on the Learning Standards Indicators & Assessment Task Force, and was charged to develop a document to expand and support the new learning standards. Her group named the sections, creating a common vocabulary. Today, she explains the concept of benchmarks and corresponding sample behaviors in the AASL Standards. One can combine the strands to weave a unique tapestry of knowledge. It is our job to teach students how to think and how to learn. Kathy reiterates the issue that LTs should be involved in the assessment process (a common reoccurring thread in this conference). She also suggests focusing on a few indicators at a time, not everything has to be done at once. Baby steps.</span><span style="font-size:100%;"><br /><br /></span><span style=";font-family:arial;font-size:100%;" >Susan worked on the Standards and Guidelines Implementation Task Force. This task force developed a plan called, </span><span style="font-size:100%;"><a style="font-family: arial;" href="http://www.ala.org/ala/mgrps/divs/aasl/aboutaasl/aaslgovernance/aaslleadership/2008aaslannualboarddocs/24_DraftImplementationPlan_all.doc.pdf">Learning For Life(L4L)</a></span><span style=";font-family:arial;font-size:100%;" >. According to Susan, "It is the context and content that we bring to learning." L4L scaffolds from <span style="font-style: italic;">Information Power</span>. 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mso-para-margin-bottom:10.0pt; mso-para-margin-left:0in; line-height:115%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:"Times New Roman"; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin;} </style> <![endif]--><span style="line-height: 115%; font-family: arial;font-family:";font-size:100%;" ><a href="http://thinkfinity.org/">Thinkfinity</a> is an online portal that contains 1000's of free material for every core subject.
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<br /><span style=""> </span></span><p style="font-family: arial;font-family:arial;" class="MsoNormal" ><span style="line-height: 115%;font-size:100%;" >Its content partners include: <a href="http://artsedge.kennedy-center.org/">ArtsEdge</a>, <a href="http://www.econedlink.org/">EconEdLink</a>, <a href="http://edsitement.neh.gov/">EDSITEment</a>,<a href="http://illuminations.nctm.org/"> Illuminations</a>, <a href="http://literacynetwork.verizon.org/TLN/">Literacy Network,</a> <a href="http://www.readwritethink.org/">ReadWriteThink</a>, <a href="http://www.sciencenetlinks.com/">ScienceNetLinks</a>, <a href="http://historyexplorer.americanhistory.si.edu/">Smithsonian’s History Explorer</a> (<span style="color: rgb(255, 0, 0);">new!</span>), and <a href="http://www.nationalgeographic.com/xpeditions/">National Geographic Xpeditions</a>. It also offers professional development.</span></p><span style="font-family: arial;font-family:arial;font-size:100%;" >The g</span><meta equiv="Content-Type" content="text/html; charset=utf-8"><meta name="ProgId" content="Word.Document"><meta name="Generator" content="Microsoft Word 12"><meta name="Originator" content="Microsoft Word 12"><link style="font-family: arial;" rel="File-List" href="file:///C:%5CDOCUME%7E1%5Cshockeyl%5CLOCALS%7E1%5CTemp%5Cmsohtmlclip1%5C01%5Cclip_filelist.xml"><!--[if gte mso 9]><xml> <w:worddocument> <w:view>Normal</w:View> <w:zoom>0</w:Zoom> <w:trackmoves/> <w:trackformatting/> <w:punctuationkerning/> <w:validateagainstschemas/> <w:saveifxmlinvalid>false</w:SaveIfXMLInvalid> <w:ignoremixedcontent>false</w:IgnoreMixedContent> <w:alwaysshowplaceholdertext>false</w:AlwaysShowPlaceholderText> <w:donotpromoteqf/> <w:lidthemeother>EN-US</w:LidThemeOther> <w:lidthemeasian>X-NONE</w:LidThemeAsian> <w:lidthemecomplexscript>X-NONE</w:LidThemeComplexScript> 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<br />
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mso-style-qformat:yes; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin-top:0in; mso-para-margin-right:0in; mso-para-margin-bottom:10.0pt; mso-para-margin-left:0in; line-height:115%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:"Times New Roman"; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin;} </style> <![endif]--><span style="line-height: 115%; font-family: arial;font-family:";font-size:100%;" >in, save resources, and further customize the site. Smithsonian's History Explorer is a new content partner. Also, many lessons align with state standards, and more are added as states refine their own.
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<br />Why is this important? Share it with your teachers. The portal leads to 55,000+ lessons and activities. Use it yourself. There's something for everyone here. Oh yeah, and it's FREE! :-)
<br /></span> Smith Academy Librarianhttp://www.blogger.com/profile/06769542369570619868noreply@blogger.com0tag:blogger.com,1999:blog-5404974378179438277.post-67650660857656086422008-11-03T10:31:00.000-08:002008-11-03T12:57:06.467-08:00What's new in children's books<span style="font-weight:bold;">Pat Keogh</span><br /><br />Pat shared some information about The Foundation for the Children's Books<br /><br />Reading is alive and well!<br />Example of Rick Riordan author visit to Wellesley Middle school 650+ children came!<br /><br /><span style="font-weight:bold;">Books that adults might enjoy:</span><br /><br />Show and Tell: Exploring the Fine Art of Children's Book Illustration by Dilys Evans - explains the ins and outs of illustration in children's picture books <br /><br /><br />Minders of Make believe by Leonard Marcus - shaping of children's literature<br /><br /><span style="font-weight:bold;">Fiction</span><br /><br />Penderwicks on Gardem Street- by Jeanne Birdsall sequel to The Penderwicks, Dad starts dating;<br /><br />Bad Kitty gets a bath- by Nick Bruel- follow up to bad kitty, graphics are lively, great for beginers to chapter books<br /><br />Knights of the Lunch Table - by Frank Cammuso - good guys vs. the bad guys, entertaining<br /><br />Waiting for Normal -Leslie Connor- a girl has one of the worse kinds of mothers, the mother is too concerned with chasing boyfriends than raising a child, the girls creates her own type of family (5th or 6th grade)<br /><br />Love that Cat- by Sharon Creech -written in verse, same characters from Love that Dog, great for poetry<br /><br />The London Eye Mystery- Siobhan Dowd- boy and his mom are moving to New York and stop to ride the famous ride and he dissappears (4th or 5th)<br /><br />Did Fleming rescue Churchill- James Cross Giblin and Erik Brooks- story about false information found on the internet<br /><br />Swimming with sharks -by Betty Hicks and Adam McCauley- series about sports, good when students are too young for Lupica<br /><br />Toy Dance Party - by Emily Jenkins and Paul Zelinsky - read aloud for young children, fun to read<br /><br />The year of the rat -by Grace Lin - story about a girl who has her best friend moves far away<br /><br />Alvin Ho: allergic to girls -by Lenore Look and Leuyen Pham- a boy with many fears<br /><br />The Runaway Dolls - by Ann Martin- when the family goes on vacation the dolls decide to have an adventure of their own<br /><br />42 Miles - by Tracie Vaughn Zimmer - About a girl turning thirteen who lives in the city with her mom and country with her day<br /><br />I love my new toy - Mo Willems- Easy readers for beginning readers, few words but great story<br /><span style="font-weight:bold;"><br />Green and Environmental books</span><br /><br />One Hen - about micro-economics in Africa<br /><br />Wangari's Trees of Peace: A True Story from Africa by Jeanette Winter<br /><br />Planting the trees in Kenya by Claire A. Nivola<br /><br /> Both books tell same story through <br /><br />Apple pip princess by Jane Ray - father challenges 3 daughters to change their environment<br /><br />Silent music -by James Rumford - boy who loves soccer and calligraphy - about a boy in Bagdad and how he survives the war<br /><br /><span style="font-weight:bold;">Non-fiction</span><br /><br />Independent Dames -Laurie Halse Anderson- colonial women in the American revolution, balloons and boxes of information, facts and myths about famous women<br /><br />Raucous Royals by Carlyn Beccia - book about royal rumors, very graphic, the table of contents has pictures of royals instead of text<br /><br />Duel: Alexander Hamilton, Aaron Burr, and the Future of America<br />by Thomas Fleming picture book true story of a duel vice president and secretary of treasury<br /><br />Winter Trees -by Carole Gerber and Leslie Evans - factual information with skeletal forms of tree<br /><br />Christo and Jeanne-Claude: Through the Gates and Beyond -by Jan Greenberg and Sandra Jordan Story of the transient art in New York City<br /><br />America at War -by Lee Bennett Hopkins and Stephen Alcorn- poems about war, various poets and our history of war<br /><br />African Critters by Robert Haas - good read aloud beautiful pictures<br /><br />Our White House by Lee Bennett Hopkins and Stephen Alcornlooking in looking out - various authors<br /><br />We are the Ship by Nelson Kadir - about the negroe leagues in baseball<br /><br />Pizza, pigs and poetry by Jack Prelutsky- how to write a poem, author shows how an incident in his life helped him write a poem<br /><br />Lady Liberty by Doreen Rappaport and Matt Tavares- biography of the statue of liberty, told through the voices of people involved in the project, beautiful pictures<br /><br />Knucklehead: Tall Tales and Almost True Stories of Growing up Scieszka by Jon Scieszka - funniest book of the year, about a boy growing up with four brothers, every chapter is one page, author is interesting in literacy for boys, 106 page book<br /><br />United Tweets of America by Hudson Talbott - picture book ABC by state<br /><br />I, Matthew Hensen: Polar Explorer by Carole Boston Weatherford and Eric Velasquez- picture book, told in the first person, <br /><br />Colonial Voices: here them speak by Kay Winters and Larry Day - a boy tells about the times right before the Boston Tea Party<br /><br /><span style="font-weight:bold;">Picture books</span><br /><br />A visitor for bear by Bonny Becker and Kady Macdonald Denton- mouse tries to befriend a ornery bear<br /><br />Knitty Kitty by David Elliott and Christopher Denise<br /><br />On the Farm - by David Elliot - poetry <br /><br />A taste of colored water by Matt Faulkner- about the segregation in the south<br /><br />A couple of boys have the best week ever by Marla Frazee- 2 boys go to nature camp for a week, great pictures, wile nature camp is a bust...the visit with their grand[arents makes the trip worthwhile<br /><br />The story teller's candle - how a librarians plans a play in NYC to get community onvolved<br /><br />How to heal a broken wing by Bob Graham- use of color, only the little boy notices a small baby bird who falls out of the nest<br /><br />That book woman by Heather Henson and David Small- a woman who traveled through Appalachia to bring books to children<br /><br />Abe Lincoln crosses a creek a tall thin tale by Deborah Hopkinson and John Hendrix- story about a man who may or may not have saved Lincoln as a boy<br /><br />Hounsdly and Catina by James Howe and Marie-Louise Gay- series, great language, easy reader, <br /><br />One Boy by Laura Vaccaro Seeger - few words, black and red, author of Dog and BearSusan Mellohttp://www.blogger.com/profile/13314937685906048950noreply@blogger.com0tag:blogger.com,1999:blog-5404974378179438277.post-87175042283863121682008-11-03T09:03:00.000-08:002008-11-03T09:13:47.211-08:00Fun With Research: Strategies That WorkPresenters Donna Guerin and Patricia Carbone presented the idea that research (this was geared for elementary school students) has to be an inquisitive, question-based process. Student researchers are investigators who must ask and answer questions that frame the study. They presented many techniques, objects and websites that can advance this process, emphasizing that we should not re-invent the wheel. The following are my detailed notes about their presentation:<br /><br />Donna.guerin@verizon.net if you want an electronic version of the links.<br /><br />Laying the groundwork:<br /><br /> Plan, plan, plan, with yourself and teachers<br /> Design engaging research lessons<br /> Question driven<br /> Task driven<br /> Buy into a research process<br /> Big Sic<br /> IIM<br /> Use a common research vocabulary<br /> Want it to be fun for elem. Kids<br /> It is an investigation and we need to let them know that<br /><br />(Presenters dressed as investigators with Sherlock Holmes hats and pipes, can do that for kids…Agent IIM)<br /><br />Don’t reinvent the wheel<br /><br />Lots of places to find lesson plans, you don’t need to do it yourself.<br />(Links in handout)<br /> Thinkfinity as an example (406 lesson plans that deal with research skills)<br /> Intel has unit plan index<br /> Noodletools<br /> 21st Century literacies<br /> Voicethread <br /> Route 21<br /> 21st centuryschools.org<br /> lesson plans from the Baltimore schools<br /> Read write think (all the lessons are already done)<br /><br />Information skills (that’s us) are the most important skills our kids are going to need.<br />ICC Information, communication, collaboration<br /><br />Ask good questions.<br /><br /> Effective research is question driven<br /> Use good question cubes (can be purchased) Prevents kids from asking question that they can answer yes or no <br /><br />Find, evaluate, cite sources<br /> Kids and teachers don’t know how to do this<br /> Most regurgitate facts<br /> Let kids get immersed in resources<br /><br />Citing sources<br /> A Author/editor<br /> B Book/article title<br /> C Company or city<br /> D Date of copyright<br /> E Entire page numbers/URL<br /> <br /> Tools can help, like online citation sources<br /><br />Take good notes<br /><br />Don’t plagiarize!!!<br /><br />Noodletools has exercises to learn how to take notes<br />Read Write Think<br /> Fragment Frenzy<br />IMM Notefact Model<br />Model how to take notes with a PowerPoint how to summarize (right click, pointer options)<br />Organize and categorize notes<br /> Take the note facts and re-arrange them into categories<br /><br />Goal evaluation<br /><br />Develop product and presentation<br /> Stop the research paper business!!! Yes they should be taught, but they need to have lots of variation.<br /> 2 steps here. PRODUCT and PRESENTATION<br /><br />QuIP—Questions into Paragraphs<br /><br />Read Write Think has an online flipbook kids can use.Sharon in Parishttp://www.blogger.com/profile/03536485380844166979noreply@blogger.com0tag:blogger.com,1999:blog-5404974378179438277.post-67081077416508364062008-11-03T08:49:00.000-08:002008-11-03T09:09:29.155-08:00Fun with Research: Strategies That WorkDonna and Pat offer a plethora of helpful websites for LTs ,including <a href="http://thinkfinity.org/about.aspx">Thinkfinity</a>, <a href="http://educate.intel.com/en/projectdesign/">Intel</a>, <a href="http://voicethread.com/#home">VoiceThread</a>, and <a href="http://21stcenturyskills.org/route21/">Route21</a>. The sites offer lesson plans, easily searchable and highly relevant for meeting the needs of today's students. Of particular interest to this participant are the questioning cubes used to build essential questions, available from <a href="http://www.iimresearch.com/">IIM</a>. Donna encourages LTs to move away from research papers and explore other methods of presentations. While most of the presentation was geared for the elementary level, the resources address K-12.Smith Academy Librarianhttp://www.blogger.com/profile/06769542369570619868noreply@blogger.com0tag:blogger.com,1999:blog-5404974378179438277.post-31161563229381640762008-11-03T08:25:00.000-08:002008-11-03T12:32:18.768-08:00Works Cited, References, and Bibliographies with Nancy Anthony<div>Works Cited 101:</div><div><br /></div><div>Nancy Anthony gave a very informative talk on citations, references and bibliographies. Nancy's web site is: sites.google.com/site/workscitedmsla/ . </div><div><br /></div><div>Highlights of her presentation:</div><div><br /></div><div>Familiar problems we have encountered:</div><div><ul><li>"Will you show my students how to write a bibliography?"</li><li>Bibliography is a list of sources</li><li>Citations is the list of sources that were used.</li><li>Questions to ask:</li><li><span class="Apple-tab-span" style="white-space:pre"> </span>At what stage is this request<br /></li><li><span class="Apple-tab-span" style="white-space:pre"> </span>Do students understand parts of a book<br /></li><li><span class="Apple-tab-span" style="white-space:pre"> </span>What kind of report is this going to be?</li><li><span class="Apple-tab-span" style="white-space:pre"> </span>Citing images: very long url - not useful<br /></li><li><span class="Apple-tab-span" style="white-space:pre"> </span>Citations as a list of urls is not OK<br /></li><li><span class="Apple-tab-span" style="white-space:pre"> </span>Yahoo, google and etc. not citations<br /></li><li><span class="Apple-tab-span" style="white-space:pre"> </span>Copy and paste ready made citations? Ready-made citations are not totally reliable Like the ones on the databases or United Streaming Video<br /></li></ul><div><br /></div><div>Students need to understand the parts to a citation so that they can create it.</div><div>Other problems:</div><div><ul><li>What should be cited"?</li><li>Formal versus informal reports and projects demand different citation styles?</li><li>Which format? MLA, APA, Turabian</li><li>K-5 expectations?</li><li>Unsuitable sources</li><li>How do you cite primary source that is embedded into a web site</li></ul><div>**NoodleBib now supports Chicago/Turabian style citations</div><div><br /></div><div>There is plenty of guidance online. Some of the best:</div><div> <span class="Apple-style-span" style="font-weight: bold;">College-level Guides and Tutorials:</span></div><div><ul><li>Online!</li><li>Dianehacker.com</li><li>Carleton College</li><li>Dartmouth Guide</li><li>Owl at Purdue</li></ul></div><div><span class="Apple-style-span" style="font-weight: bold;">Research Guides:</span></div><div><ul><li>Joyce Valenza's<br /></li><li>Cambridge Rindge and Latin<br /></li><li>Kentucky Virgual Library<br /></li><li>A Research Guide<br /></li><li>Elementary School Lesson<br /></li></ul><div><span class="Apple-style-span" style="font-weight: bold;">Citations Tools:</span> Online citation Generators allow students to generate in APA, ALA, Turabian</div><div><ul><li>Bibme</li><li>Landmark's Citation Machine</li><li>Noodle Tools </li><li>EasyBib</li></ul><div>Noodle Tools will let you put in the isbn or url and they will give you the citation. but, not always 100% correctly, so beware!</div><div>Students still need to understand what the parts of the citation are, or they will not be correct.</div><div>Word 2007 gives you the capibility to do the APA and MLA citations, although it is been noted as being not correct anymore.</div><div><br /></div><div>So, what can we do to make this all easier? Some ideas:</div><div><span class="Apple-style-span" style="font-weight: bold;">Solutions Guided by Concepts</span>:</div><div><ul><li>Consistency<br /></li><li>Acknowledgement- give credit where credit is due</li><li>Decide purpose and audience of student work</li><li>Sound instructional design is essential- design the project so that plagiarism is not easy</li><li>Student responsibility</li><li><span class="Apple-tab-span" style="white-space:pre"> </span>Attention to detail</li><li><span class="Apple-tab-span" style="white-space:pre"> </span>Following directions</li></ul><div><br /></div></div></div></div><div><span class="Apple-style-span" style="font-weight: bold;">Create assignments that lend themselves to fewer problems-</span></div><div><ul><li>Problem: What to Cite when the knowledge can be copied and pasted?<br /></li><li>Solution: Ban those Penguin Reports! Avoid Regurgitation!<br /></li></ul></div><div><br /></div><div>Skills that should be taught to students to help stop plagiarism:</div><div><ul><li>Paraphrasing and summarizing</li><li>Quotations including author's name in sentence (According to Smith, "the... .")</li><li>Teach students to identify common knowledge. They may need to practice this.</li><li>teach students constitutes plagiarism</li></ul><div>A word about Copyright in the Digital Age: People are taking content (music) from everywhere and creating. Articles about how to handle this:</div><div><ul><li>Larry Lessig at Ted.com: UGC (User Generated Content)</li><li>Creative Commons: the grand plan- all of the information you need without barriers, etc(?)</li><li>Doug Johnson SLJ article</li><li>Valenza's Guidelines</li></ul><div>Practice with students identifying common knowledge: it may be different depending what you are studying</div><div><br /></div><div><div>Working Citations or Source Cards: Create a form for the students to fill out during the initial part of research so that they will have the information they need to created the citation.</div><div><ul><li>Guides from Needham High School</li><li>Sample guide for print materials and online resources</li><li>Keep track of sources as you go</li></ul><div>Use in-text citations:</div><div><ul><li>Refers reader to the Works Cited list<br /></li><li>The names of the author and page numbers are included<br /></li><li>Use of "Signal Phrases", taken for Diane Hacker's site, which weaves the references into the writing </li></ul><div>Adopt a Formal and a non-formal style for citations to be used for different assignments:</div><div>Use the Formal format for:</div><div><ul><li>term paper</li><li>position paper</li><li>poster session</li></ul><div>Use the informal format for:</div><div><ul><li>Posters</li><li>PowerPoints</li></ul><div>Role of the Library Teacher includes the following:</div><div><ul><li>Provide direct instruction<br /></li><li>Provide rubrics and assessment</li><li>Correct them!</li></ul><div><span class="Apple-style-span" style="font-weight: bold;">Students Reflection:</span> Questions the students should ask themselves:</div><div><ul><li>Have I gathered enough information?</li><li>Is this the right balance of print and non-print for my research?</li><li>Did I make full use of the resources available?</li><li>Is currency important and if so, does my research reflect that?</li></ul><div>**Lastly, MLA Guidelines will be changing. A new edition of the <span class="Apple-style-span" style="font-style: italic;">MLA Handbook for Writers of Research Papers </span>will be coming out this spring. </div></div><div><br /></div></div><div><br /></div></div></div></div></div></div></div></div><div><br /></div></div></div><div><br /></div><div><br /></div>Mrs. Shttp://www.blogger.com/profile/10848592576217588016noreply@blogger.com0tag:blogger.com,1999:blog-5404974378179438277.post-10122481216381788962008-11-03T08:22:00.000-08:002008-11-03T09:15:08.037-08:00InfoLit: A School Survivor StoryThe story of two co-librarians in middle school who teach technology while being librarians at the same time. Totally flexible schedule, but they teach a tech class to all students 4 days a week for 10 weeks.<br /><br />They inherited a typical, outdated library collection, and an underutilized tech lab. They turned the program around, weeded the 22,000+ books (avg copyright date=1978) to 11,000, painted the lab, installed blue strip lighting and glow-in-the-dark stars in the lab. Now they have a vibrant program of two librarians running an infolit department with 3 parent volunteers a day, a "Friends of the School Library Club" of 30 students who meet on Friday afterschool.<br /><br /><strong>What they did and recommend:</strong><br /><ul><li>Kickstart the collection with your current money</li><li>Weed!!!</li><li>Buy databases</li><li>set up a wish list on amazon</li><li>promote the latest fiction</li><li>clean and rearrange shelving</li><li>ask teachers for their wish lists</li><li>ask students what they want to read and buy it.</li></ul><p> </p><ul><li>Weed any video that hasn't been used in 5 years</li><li>buy only dvd's for now</li><li>buy several inexpensive digital cameras for student projects</li><li>buy one really good video camera for use in school</li><li>ask students to use their own equipment to produce projects</li><li>the future's channel - free streaming video for teachers</li><li>Bake cookies and work side-by-side with tech support staff</li><li>define your role as a technologist - tech helper (not a technician/repair person)</li><li>nag about software upgrades</li><li>get rid of anything not used in 3 years</li><li>provide instruction to staff about the use of technology equipment</li><li>upgrade all special ed software -talk to the special ed heads: bookshare.org (free online audio books for sped students)</li><li>Every student is a teacher, every teacher is a student</li><li>scrutinize all "rules" and evolve please!</li><li>make the library calendar available to all</li><li>start a FOSL club</li><li>Make sure teachers and parents know what you teach</li><li>Develop a long-range plan with other librarians in the district (check with regional)</li><li>Demonstrate your financial management skills to get more money</li><li>Buy only new items with budget funds</li><li>replace old items with petty cash funds</li><li>write grants, please! (Teen Tech Week)</li><li>Make friends with local merchants</li><li>Inter-library borrow with other schools in your district</li><li>Teach teachers to purchase items for their own departmental budgets</li></ul><p>Avoid "quick lessons" from books and online sources</p><p>Start with the MA Instructional Tech Frameworks</p><p>Their site: <a href="http://www.wmslibrary.net/">www.wmslibrary.net</a> Click the "magic Westie" to see all their curriculum items, handouts, worksheets, etc.</p><p> </p><p> </p>Rochelle Garfinkelhttp://www.blogger.com/profile/13849905994034169971noreply@blogger.com1tag:blogger.com,1999:blog-5404974378179438277.post-43934091375747763332008-11-03T08:18:00.000-08:002008-11-03T09:10:04.410-08:00Sharing the Evidence: Library Media Center Assessment Tools and Resources Connie ChamplinWhat evidence do you collect as a <span class="blsp-spelling-error" id="SPELLING_ERROR_0">LMS</span>? How do you use it? Connie <span class="blsp-spelling-error" id="SPELLING_ERROR_1">Champlin</span> presents how to use and present data that you collect. Connie started us out by talking about the data we collect with the people around us. My group talked about the importance of collection circulation stats. We after about 5 minutes then as a session as a whole talked about the different levels of what we collect. Connie then went on with her presentation.<div><br /></div><div>Use your words</div><div>Connie talks about using your districts buzz words for data collection. Evidence-Based instruction, Triangulation Based Evidence are two of the more popular.</div><div><br /></div><div>Tools to use</div><div>"We Boost <span class="blsp-spelling-corrected" id="SPELLING_ERROR_2">Achievement</span>" and "Sharing the Evidence" are two publications that give several ideas on how to collect and present <span class="blsp-spelling-error" id="SPELLING_ERROR_3">LMC</span> data. "Impact" is another tool to use to collect data using Excel. Time tracking keeps track of student time management. Connie includes a list of web sites for data collection on here hand out on p. 127 of the Conference Binder.</div><div><br /></div><div>Collaboration</div><div>Connie encourages us to use Collaboration sheets to keep track of what you are working on with other teachers. "<a href="http://www.indianalearns.org/">Indiana Learns</a>" is a web site that has several collaboration sheets you can use. Use rubrics too- get your Library and technologies on those rubrics. </div><div><br /></div><div>Information Literacy</div><div>Have students <span class="blsp-spelling-corrected" id="SPELLING_ERROR_4">evaluate</span> their process. Ask students how they go about research. Have the younger kids draw a picture about how they research information. </div><div><br /></div><div><br /></div><div>Connie's Session hand outs are on page 127-128 of the Conference Binder</div><div><br /></div>dollymadisonhttp://www.blogger.com/profile/10133661581078878039noreply@blogger.com0tag:blogger.com,1999:blog-5404974378179438277.post-22226070476118345242008-11-03T08:13:00.000-08:002008-11-03T09:22:39.862-08:00Getting Graphic in Schools: Graphic novels, comics, and manga in education<span style="font-weight: bold;">Presenter: Robin Brenner, Brookline Public Library<br /></span>Reference and teen librarian in Brookline Public, website No Flying no tights URL at bottom of post, graphics review site. Published in any important publications and 2008 chair of great graphic novels for teens committee for ALA and YALSA.<br /><br />Basic definitions:<br />format = comics<br />academic terms is sequential art (= panels, text + image)<br /><br />Defending comics in collections<br />Definitions of literacy changing and evolving to include parsing diverse media. Literacy as a skill set for interpreting information. Comics require "reading between the panels". Learning to read these takes time. Beginners should start with a genre that you already like.<br /><br />Comics include sound effects as well as image, so feel very cinematic. Panels used like a camera. US Comic symbols easily recognized. Speech bubble, thoughts, swearing, dead. Why do we know these? We have seen them. They are culturally unique to the US. For contrast, Japanese symbols death, sweat, joke (looks like a death symbols, but isn't). Sweat drops show state of mind.<br /><br />Figuring out panel sequence and reading the panels very sophisticated skill. Establishing shot is starting point. Japanese use aspect-to-aspect transitions. Japanese fight scenes are particularly challenging.<br /><br />Title research:<br /><ul><li>read a few - find titles in a genre you already enjoy</li></ul><ul><li>talk to fellow librarians</li></ul><ul><li>journal reviews (ICv2 Guide - new and great source of statistics. They also have a website)<br /></li></ul><ul><li>check with local comic stores, library holdings</li></ul><ul><li>check with your readers (Graphic novel Survivor - kids voted books off table)<br /></li></ul>Age range ratings (content based):<br /><ul><li>Marvel not useful</li></ul><ul><li>Manga companies conservative ratings</li></ul><ul><li>Tokyo Pop - strict list/criteria to their ratings</li><li>Rating systems not universal</li></ul>Good comics for kids - new SLJ blog, Bridget Alvorson (based in Melrose)<br />has reviews, recommendations, news, soon to be released titles<br /><br />Links:<br />http://www.icvs.com<br />http://www.angelfire.com/comics/gnlib<br />http://www.comiccon.com/pulse/<br />http://www.mangablog.net/<br /><br />Lesson Plans:<br />http://www.teaching comics.org/<br />Comics in the Classroom -<br />http://comicsintheclassroom.net/<br />Teaching with Comics -<br />http://www.flummery.com/teaching/<br />Secret Origins of Good Readers -<br />http://www.night-flight.com/secretorigin/<br /><br />Ideas for Comics Exercises:<br />symbolism, point of view, sound effects, vocabulary, character analysis, layout/measurement, comic story starters (give first and last panel and have kids fill in middle), chemical elements using superhero in comic to show chemical properties (flummery.com), compare/contrast different comics<br />Comic Life - use original digital photos, upload, and add text bubbles and actions. $250 per school site license. Includes teacher home license. Good for kids to generate their own.<br /><br />Title recommendations:<br />(MS/HS)<span style="font-style: italic;"> Magical Life of Long Tack Sam</span> (biography); Fleming<br /><span style="font-style: italic;">Town of evening calm, County of Cherry Blossom</span>; Kouno (history of Hiroshima, family)<br /><br />WWII - genre<br /><span style="font-style: italic;">Maus</span><br /><span style="font-style: italic;">We are on our own</span>; (memoir) Kattin<br /><span style="font-style: italic;">Barefoot Gen</span>; (memoir) Nakazawa<br /><span style="font-style: italic;">The Wall</span>; (memoir) Sis<br /><br />Nonfiction titles (MS/HS):<br /><span style="font-style: italic;">The United States Constitution</span>; Hennessey<br /><span style="font-style: italic;">Isadora Duncan; </span>(bio) Jones - bio series<br /><span style="font-style: italic;">911 Report</span> - approved by commission<br /><br />Shakespeare adaptations (many):<br /><span style="font-style: italic;">Merchant of Venice</span>; Gareth Hinds<br />British firm doing every play in 3 different versions<br /><br />Fiction (K-5):<br /><span style="font-style: italic;">Jellaby</span>; Soo<br /><span style="font-style: italic;">Amulet </span>(older elementary)<br /><span style="font-style: italic;">Flight Explorer </span>- anthologies on flight<br /><span style="font-style: italic;">Glister</span>; Watson, Andi<br /><span style="font-style: italic;">Rapunzel's Revenge</span>; Hale, Shannon* good presenter on this - does reader's theater<br /><span style="font-style: italic;">Coraline</span>; Gaiman, Neil (graphic version, nice adaptation)<br /><span style="font-style: italic;">Salt Water Taffy</span>; Loux, Matthew (set in Maine, strong boy appeal, older elementary, MS)<br /><span style="font-style: italic;">Minister Jade</span>; (Chinese Imperial Court, super-hero, magical belt of jade, MS)<br /><span style="font-style: italic;">Atomic Robo</span>; (robot design by Tesla in the 20s, physics jokes, action adventure)<br /><span style="font-style: italic;">Monster Zoo</span>; TenNaple, Doug (a little creepy, older elementary MS)<br /><span style="font-style: italic;">Stuck in the Middle</span>; Schrag, Ariel (MS, collection of short comics about what MS is really like)<br /><span style="font-style: italic;">War at Ellesmere</span>; Hicks, Faith Erin (scholarship student at elite academy, older elementary, MS)<br /><br />MS Manga - (Manga makes up 60% of the publishing market in Japan, started in '50s)<br />Shojo manga - girl manga<br />Shonen manga - boy manga<br /><span style="font-style: italic;">Sugar Sugar Rune</span>; Anno, Moyoco (pair of witches who collect hearts, mystical)<br /><span style="font-style: italic;">Palette of 12 Secret Colors</span>; Kusakawa<br /><span style="font-style: italic;">Shirley</span>; Mori, Kaoru (Victorian England, 13 year old girl learning to be a servant)<br /><br />HS Manga<br /><span style="font-style: italic;">Fever</span>; Park, Hee Jung (HS)<br /><span style="font-style: italic;">High School Debut</span>; Kawahara, Kazune (HS)<br /><span style="font-style: italic;">Fairy Tale</span>; Mashima, Hiro (favorite with boys, magic, protagonist gets seasick)<br /><span style="font-style: italic;">Hikkatsu! Strike a blow to vivify!</span>; Yagami, Yu (changing the world with appliance repair to readjust Earth's magnetic core)<br /><br />Handouts:<br />http://www.noflyingnotights.com/confrences/msla2008<br />robin@noflyingnotights.com<br /><br /><br /><br /><br /><br /><br /><br /><br /><br /><br /><br /><span style="font-weight: bold;"></span>Robinhttp://www.blogger.com/profile/07935321655820447077noreply@blogger.com0tag:blogger.com,1999:blog-5404974378179438277.post-49155794513795053522008-11-03T07:08:00.000-08:002008-11-03T07:21:41.422-08:00The New AASL National Standards - Am I Ready for the 21st Century? Cassandra Barnett and Valerie Diggs<p>Cassandra Barnett and Valerie Diggs presented a session on ways to collaborate with teachers and how the new standards help give us an "in" to do so. </p><br /><p>So, the question posed is: “Am I ready for the 21st Century?”<br />How will you answer it? Considering the fact that we’re already here, hopefully most of us are prepared for it. But some of us and the teachers we work with are still stuck in the twentieth century. Even though it wasn’t so long ago, the library and the classroom are very different places now than even in the 1990’s.<br /><br />Collaboration begets more collaboration. That is the crux of it. And I’ve experienced this firsthand. Teachers talk to other teachers and when you, as librarian, have collaborated on a project that breathed new life into an old project, you can be sure that other teachers will come to you to do the same thing. In my first school library job, by the beginning of my second year I had several teachers who were blogging, using NoodleTools to teach MLA citations and research skills in collaboration with me.<br /><br />Here is an abbreviated version of the powerpoint presented in the session:<br /><br />The MA state standards do fit in with the AASL standards…The state standards listed in the conference binder are actually the final set that was accepted. New documents will also be available soon that compare the two sets of standards as well as align the MA standards to the MA state curriculum frameworks and ways that they lend themselves to collaboration with teachers.</p><p><br />Collaboration defined:<br /> Working relationship over time<br /> Requires shared goals<br /> Roles are carefully defined<br /> Comprehensive planning is reuired<br /> Communication is essential<br /> Leadership, resources, risk, control and results are shared<br /><br />Working with teacher from start to finish and sharing the load; including grading/assessing the unit on which we collaborate.<br /><br />Factors that contribute to success on collaborative efforts:</p><ul><li>School culture must support it</li><li>Flexible scheduling</li><li>SLMS is a collaborative leader</li><li>Expect apathy and/or dissent among faculty</li></ul><p> </p><p>Be ready to re-evaluate when things don’t go well.<br /><br />Process & Structure (of collaboration)</p><ul><li>Administrators, teachers and LMC must participate in decision-making</li><li>All decision-makers must support the concept of collaboration</li><li>Group is flexible in the way it organizes and accomplishes its work</li><li>Staff development is essential</li></ul><p><strong>Communication</strong></p><strong><ul><li></strong>Often</li><li>Openly discuss issues</li><li>Share information</li></ul><p> </p><p><strong>Resources Needed</strong></p><strong></strong><ul><li>Time (meeting to prepare, coordinate)</li><li>Facilities</li><li>Learning Resources</li><li>Budget</li></ul><p> </p><p><strong>Benefits</strong></p><ul><li>Students more involve in learning</li><li>Sparks creativity among teachers</li><li>Modeling it results in more…<br /> </li></ul><p><em><strong>But the reality is that we don’t all have supportive school cultures, flexible schedules and the time to meet about collaboration. So, what do we do?</strong></em><br /><br />Think outside the box and just try to figure out a way to collect the information you need to connect what students do in the library to what they are doing in the classroom – even if the teachers aren’t involved. <br />Encourage one teacher at a time, a little bit at a time. Just improving one thing with one teacher will set the course for continued improvement later.<br /><br />The important thing is to be proactive. Don’t wait for the teachers to come to you, if you know what they are having the students work on, offer the resources that will be helpful to them for the project.<br /><br />Offer to train teachers to set up their own page on Trackstar, so they can give students a place to start.<br /><br />Email about new resources.<br />Deliver books to teachers<br />Offer to teach/co-teach a part of a unit/project.<br />Do staff professional development on evaluating resources<br />Start slow with some teachers so you don’t overwhelm them.<br />Don’t do it FOR them, do it WITH them.<br />Offer to help teachers come up with new ways for students to communicate their results in a new way.<br />Continually check-in to see how things are going with teachers on a project and offer help along the way.<br />Have brown-bag lunches – they bring lunch, we provide drinks and dessert and do a quick demo about new databases or resources.<br />Do focus groups to improve collection development (Cassandra does this with faculty)<br />Do professional development for new teachers and make it clear that the library is a main part of planning and collaborating on projects.<br />Go to departmental meetings or ask for information at faculty meetings.</p>Rochelle Garfinkelhttp://www.blogger.com/profile/13849905994034169971noreply@blogger.com0tag:blogger.com,1999:blog-5404974378179438277.post-40621741020638892072008-11-03T07:07:00.000-08:002008-11-03T07:59:26.129-08:00Keynote: Is It In Your DNA to Make a Difference<div>Sandy's Welcome</div>"Spread the word. Be nice to children. Smile if it kills you." -Sandy Kelly's tip<div><br /></div><div>Energy! You can feel it when you walk into any <span class="blsp-spelling-error" id="SPELLING_ERROR_0">MSLA</span> conference. Sandy Kelly describes it as "palpable." Sandy talked about how Librarians are no longer fit into the former stereotype. Sandy starts off the keynote by challenging us to no longer to be "elephants." The librarians that sit behind desk and do not like noise and mess. If you know an "elephant"- get them a membership to <span class="blsp-spelling-error" id="SPELLING_ERROR_1">MSLA</span> ASAP. "Bring back the warm and fuzzes." she said. <div><br /></div><div>Terrence Young's DNA</div><div><br /></div><div>Terry started by giving us (MSLA) props- <span class="blsp-spelling-error" id="SPELLING_ERROR_2">MSLA</span> is one of the top 5 proactive school library associations! Go us! He loved our anti-whining, pro-shouting message from 2003. </div><div><br /></div><div>New Students- The millennial student</div><div>Terry talked about teaching to the new generation of students. These students were born between 1982-2003- this is my generation! We work best in teams in a collaborative environment. We like to figure it out on their own. We learn through technology. This is a very active teaching environment, so how do we (educators) teach them? </div><div>*Be visual- love visual stimulation</div><div>*Students love projects and working together</div><div>*Problem solvers and tech lovers</div><div><br /></div><div>Everything is now technology!</div><div>Terry encourages to use technology. Podcast a book talk. Use email and <span class="blsp-spelling-error" id="SPELLING_ERROR_3">IM</span> to communicate.</div><div><br /></div><div>Motivate them!</div><div>Terry asks us- how well do you know your students? Go out and reach them. Show up to different school events.</div><div><br /></div><div>A Survivors Story</div><div>Terry describes his experience with Hurricane Katrina and how he rebuilt his Library. To get the students excited about reading again, Terry organized an Artist in Resident program with Sharon Flake (<span class="Apple-style-span" style="font-style: italic;">The Skin I'm In, </span><span class="Apple-style-span" style="font-style: italic;">Bang</span>, etc). Flake came for one week to work with students. Each student <span class="blsp-spelling-corrected" id="SPELLING_ERROR_4">received</span> copies (to keep) of her works. </div><div><br /></div><div>PR Skills</div><div>"You need to have "PR" skills" Terry said. Hey- he even advertise in the bathroom. Look for opportunity and be passionate. </div><div><br /></div><div>Its not my library...</div><div>It's the students. Everything in Terry's Library is for the students. We are there for the students.</div><div><br /></div></div>dollymadisonhttp://www.blogger.com/profile/10133661581078878039noreply@blogger.com0tag:blogger.com,1999:blog-5404974378179438277.post-31484010636920170622008-11-03T06:47:00.000-08:002008-11-03T08:13:20.518-08:00Keynote: Is it in your DNA to make a difference?<span style="font-weight: bold;">President's Welcome: Sandy Kelly</span><br />The energy and enthusiasm of school library teachers build the culture of who we are. Humor and fun break stereotypes and this needs to brought back to our schools. Libraries belong to everyone, but the culture belongs to us. Students are our friends, their parents are our employers and will advocate for us. MSLA membership is quite close to 900, and there is power in numbers.<br /><br />Summarizing previous speakers, the elephant in the room is the people who are not working with students, not welcoming people, and developing a negative culture. We all need to be ambassadors of best practice, and positive energy. Everyone should work at promoting MSLA and recruiting colleagues to join, and participate in the positive culture promoted by MSLA. It is a library, not a museum. If you love books more than children, you should re-think your profession. Be nice to children, and smile if it kills you.<br /><br />Evaluation forms in binder should be filled out. They are read carefully and taken into consideration when planning the next conference. The MSLA conference is a great way to earn content PDP's as well.<br /><br />Recognition for the conference committee, executive board, area directors. Mass. Board of Library Commissioner's - two members thanked for their attendance. Staff from Metrowest, Central, Boston, Northeast Regionals, along with New England Carolyn Markuson. Guest from Connecticut Association also recognized. Past-President Ann Perham noted for membership on ALA board.<br /><br /><span style="font-style: italic;">School Libraries Work!</span> has been revised three times by Scholastic, written by Terry Young, a former science teacher and school librarian.<br /><br /><span style="font-weight: bold;">Keynote: Terry Young, M. Ed., MLS</span><br />An educator for 32 years (New Orleans, LA) who advocates that we are the ones who can make a difference in the lives f every student. MSLA is one of the top 5 pro-active associations in the country. In 2003 the MSLA conference theme was Don't Whine - Shout! Whine amongst yourselves, but not publicly.<br /><br />First edition of <span style="font-style: italic;">School Libraries Work!</span> was first published in 2004 in response to a Scholastic publication promoting classroom library collections. What began as a simple marketing tool took on a life of its own.<br /><br />Today's "millenial" students have different learning styles, taught by teachers with the same old teaching style. These new students have been influenced by contemporary events, are racially and ethnically diverse. They have been sheltered and protected (allergies in schools)in ways children have not been before, perceived as unique since birth, subjected to more stress, like to work collaboratively, more confident, love a challenge. Like to figure out projects on their won, and want to do it their own way. Feel they can figure out/do things without seeking permission or authority.<br /><br />How do they learn? Through technology. Strong group identity that relies on each others strengths.<br /><br />How do we teach them? Move to active teaching environment. Transition from a teacher-driven/passive-learning environment to a student-driven, active learning model. They love visual stimulation, graphics, group projects and authentic learning. Problem solving goes back to technology. Combine technology and communication and this is how they should be taught, not ban the tools. Students today think and do things differently because of the central role of technology to their lives. They want immediate feedback or they lose their interest.<br /><br />What works for these students? Communities and social networking, first-person learning, interaction, immediacy, multiple media literacy. Scaffolding students for success when they come to the library, getting them to trust and believe the library is on their side and working for their success is key. These students get bored quickly, and the pace of service and instruction must be equally fast.<br /><br />Knowing your students - names, sports, events, what motivates them to learn. Make personal connections.<br /><br />Hurricane Katrina hit. Mold and destruction hit Terry's school, and destroyed the library. Only school system slated to open in September. Superintendent realized that unless the schools opened, the community would leave, businesses would close, no teacher salaries. Homes gone, teachers gone. As a former science teacher, Terry was initially slated to go back to the classroom. Instead he was deemed too important as a librarian to spare for the classroom. Linworth Publishing replaced his professional collection for free.<br /><br />Partnering with author Sharon Flake and past partnering with teachers to read her books built a strong foundation. By seeking Title 1 funding they were able to purchase books and a week as an author in residence. Cost $32,000 was funded. Reduced hotel rates, support from Hyperion in the form of Flake's books for students. First visit - students made personal connections to Sharon, reading her books got huge buy-in and students were enthusiastically reading and swapping titles. Return week-long visit for writing workshop was incredibly successful. Contests for having cake with author based on written prompt "What did you learn from reading a book by Sharon Flake". Time consuming but kept reading and writing alive. Reading for enjoyment.<br /><br />Library successfully renovated, shelves being filled again. Lost of visual displays, contests. Three rules in the library - Be responsible, be respectful, be ready.<br /><br />Name of the Game - Public Relations<br /><ul><li>Spread the word</li></ul><ul><li>Display</li></ul><ul><li>Think outside the library and outside the box</li></ul><ul><li>Involve everyone</li></ul>Get involved in professional associations: MSLA, ALA (AASL, YALSA, ALSC)<br />Be ready when opportunity knocks. If it doesn't knock, find a way to open the doors. Spend money in the community. Librarians need to be passionate. If that person is not passionate, a generation of students is lost. It always for and about the students. Every student (or teacher) should find what they want and have a pleasant experience.<br /><br />Read professional publications, and read the books. Find something to motivate yourself every day. Display student work in the library. Go to the departments and find it if you need to. Seek things other than school that give you energy. Support teachers, make them look good.Robinhttp://www.blogger.com/profile/07935321655820447077noreply@blogger.com0tag:blogger.com,1999:blog-5404974378179438277.post-91301142137150753012008-11-03T06:41:00.000-08:002008-11-03T06:42:57.234-08:00Students + Evidence = Impact!Deb discussed key elements of evidence-based practice (EBP). Gaining input from students, she culls data to create collaborative integrated programming for her school. The key components include voices, the concept of EBP, and impact. Voices are those of the students providing vital feedback of what they’ve learned. The concepts of EBP entail data collection to determine what works, what doesn’t, and how various methods can be improved. Making connections between projects completed in the library, library standards, and the subject frameworks is key. Impact requires public relations, marketing and advocacy. She gives great steps in planning how to implement such a program. She also encourages the LT to grade bibliographies. Deb’s program is what we all aspire to do!Smith Academy Librarianhttp://www.blogger.com/profile/06769542369570619868noreply@blogger.com0tag:blogger.com,1999:blog-5404974378179438277.post-10847723646721208812008-11-03T06:06:00.000-08:002008-11-03T06:34:05.052-08:00Deb Logan's Student's + Evidence= ImpactBefore coming to Deb's session, I prepped by going to her <a href="http://www.deblogan.com/">web sit</a>e and was pleased with what I read. Now sitting in her session- I am completely blown away. I will admit I was late but I still managed to get so much from her session.<div><br /></div><div>Some tasty tidbits of what Deb gave at her session:<br /></div><div><br /></div><div>Do not throw stats at them- give evidence on how it impacts your school. Give examples- like school libraries are known to improve test scores by so much... here how it impacts it here at our school.</div><div><br /></div><div>Not just about us- make it about the school. Your school is preparing your students to be 21st Century learners.</div><div><br /></div><div>Market- Be there for the students. Deb opens her library early for exams and classes with special projects. She has celebrations for the students after completing exams or major projects. One student says Ms. Logan is "crazy cool!"</div><div><br /></div><div>ASSESS! That's what teachers do! Get involved with the learning process.</div><div><br /></div><div>Gather data- very important and present it in a user friendly fashion. Share it through displays, write for newsletters, and "innocent questions."</div><div><br /></div><div>Get out of your comfort zone and toot your own horn.</div><div><br /></div><div>Materials for Deb Logan's presentation are found on pages 88-89 of the conference binder. Her email is located on her web site (warning it is not a live link- you will need to copy and paste).</div><div>If you wish to email Deb, please make sure you include "MA Conference" in the subject line. </div>dollymadisonhttp://www.blogger.com/profile/10133661581078878039noreply@blogger.com0tag:blogger.com,1999:blog-5404974378179438277.post-39148892312451547612008-11-03T05:31:00.000-08:002008-11-03T06:50:32.382-08:00The Good, The Bad, and the Ugly- What's New in YA Literature - with Maureen Ambrosino and Sarah SogigianOne of my favorite sessions at MSLA every year is the YA Literature. The handouts, which are located in the binder are excellent and the book list will be located on the Metrowest website and will be linked . Below you will find my notes from the session:<div><ul><li><span class="Apple-style-span" style="font-style: italic; ">My Most Excellent Year</span> - Kluger (Favorite Book of the Year) families, funny, letter, email, IM formats, extended format<br /></li><li><span class="Apple-style-span" style="font-style: italic;">Rumors</span> - Godbersen : Sequel to Locks(?) 7-8, third one comes out in Spring</li><li><span class="Apple-style-span" style="font-style: italic;">Gone -</span> Grant : like <span class="Apple-style-span" style="font-style: italic;">The Girl Who Owns a City, </span>everyone over 15 dies. Good vs. evil with a cliff hanger ending 6-8</li><li><span class="Apple-style-span" style="font-style: italic;">Spirit </span>- Hightman: Takes place in Massachusetts in 17oo's. Ghost hunters, cliff hanger climax, short, quick read 6-8</li><li><span class="Apple-style-span" style="font-style: italic;">All the Lovely Bad Ones</span> - Hahn : Not the best of Mary Downing Hahn; Haunted Inn story</li><li><span class="Apple-style-span" style="font-style: italic;">Ghosts of Kerfol -</span> Noyes : Retelling of a previous story in the beginning. MA Author 6-8</li><li><span class="Apple-style-span" style="font-style: italic;">Ghost Child</span> - Hartnett: Takes place in an afternoon as a woman looks back on her life through the eyes of a child. Not sure that kids would like it. 8 and up</li><li><span class="Apple-style-span" style="font-style: italic;">Graveyard Book </span>- Gaiman : Like the Jungle book, but in a Grave yard- Child was raised by spirits- 6 and up</li><li><span class="Apple-style-span" style="font-style: italic;">The Unspoken- </span>Fahy : Kids survived a fire at a compound (think Wako) are reunited by the funeral of one, who dies of his worst fear. This was a prediction. 6-8</li><li><span class="Apple-style-span" style="font-style: italic;">The Hunger Games </span>- Collins : one of the favorites. US has had a war and is divided into regions. Kids are sent to the Hunger Games, like survivor only real. </li><li><span class="Apple-style-span" style="font-style: italic;">Chains</span> - Laurie Halse Anderson : Headed for some awards! Different from the usual Anderson. Historical Fiction. Story of the American Revolution through the eyes of a slave</li><li><span class="Apple-style-span" style="font-style: italic;">Guardian</span> - Lester : very short, 9 and up, aftermath of a lynching.</li><li><span class="Apple-style-span" style="font-style: italic;">Reincarnation** </span>- Weyn : Story of 2 souls that are reincarnated over and over again. Ageless love story where the souls keep being reunited. 9-up Middle could read it</li><li><span class="Apple-style-span" style="font-style: italic;">Curse as Dark as Gold </span>- Bunce : retelling of Rumpelstiltskin set in the Industrial Revolution</li><li><span class="Apple-style-span" style="font-style: italic;">Ever</span> - Gail Carson Levine : Girl is going to be sacrificed to the gods. Not up to the usual Levine</li><li><span class="Apple-style-span" style="font-style: italic;">Merlin's Dragon</span> - T.A. Barron : Bridges the gap between T<span class="Apple-style-span" style="font-style: italic;">he Lost Years of Merlin </span>and<span class="Apple-style-span" style="font-style: italic;"> The Trees of Avalon. </span>You can request a Teacher Pack for his books for free! Middle level</li><li><span class="Apple-style-span" style="font-style: italic;">Feathered</span> - Kasischke : not a favorite. 2 high school friends who go on a trip to Cancun and get into trouble. One friend goes missing. At the ending, the girl is found. Sounds like a Jodi Picoult book to me.</li><li><span class="Apple-style-span" style="font-style: italic;">Shift</span> - Bradbury : Two friends graduate from HS and go on a bike trip. One goes missing and the other one is a suspect. Mystery. HS guys appeal, quick read</li><li><span class="Apple-style-span" style="font-style: italic;">Stolen Car </span>- Patrick Jones : Tough topic. First line "I am 15 years old and I am driving a stolen car." Friends, tough topics, bad boy, friendship, cautionary tale. HS</li><li><span class="Apple-style-span" style="font-style: italic;">Bliss</span> - Myracle : Creepy story, set in the 1960s, girl sent to live at boarding school. Mystery of someone who died at the school. Chapters are interspersed with The Gong Show and the Tate/Manson Murder trial. Very creepy character, but the ending was a little bit of a letdown. HS</li><li><span class="Apple-style-span" style="font-style: italic;">Night Road</span> - AM Jenkins : not that great. pass</li><li><span class="Apple-style-span" style="font-style: italic;">Suck it Up </span>- Meehl : makes fun of the other vampire stories. Humorous story of Morning, a vegetarian vampire (drinks Blood Lite) nominated for YALSA Best Book for YA .6 and up</li><li><span class="Apple-style-span" style="font-style: italic;">Twilight </span>and the series: go to the web site</li><li><span class="Apple-style-span" style="font-style: italic;">Pandora Gets Jealous</span> - Hennesy Ancient Greece- likes the Lightening Thief, Girl Power!</li><li><span class="Apple-style-span" style="font-style: italic;">Three Willows: The Sisterhood Grows up -</span> Brashares : Sister Lite! for younger readers. Friendships, girls. Good for mean MS girls, Sweet story.</li><li><span class="Apple-style-span" style="font-style: italic;">First Kiss (then Tell)</span> - Busby- short stories about first kisses of YA authors</li><li><span class="Apple-style-span" style="font-style: italic;">All We Know of Heaven </span>- Mitchard : the story of 2 girls that are riding in a car and crash, they look alike, and mistake her for the other one. Survive story. HS</li><li><span class="Apple-style-span" style="font-style: italic;">Rapunzel's Revenge</span> - Hale : Graphic novel Fantastic! Any age group.</li><li><span class="Apple-style-span" style="font-style: italic;">Danger Overseas </span>- Keene and Dixon : not good. Very predictable. Older Technology, outdated.</li><li>Little Brother - Doctorow : Scary, HS read, story of Malcolm and Internet hacker, terrorists blow up a bridge, and the kids are suspected. Very Techie.</li></ul>Go to GoodReads.com for more their recommendations!<br /><div><br /></div><div><br /></div></div>Mrs. Shttp://www.blogger.com/profile/10848592576217588016noreply@blogger.com0tag:blogger.com,1999:blog-5404974378179438277.post-56443626533940722382008-11-03T05:29:00.000-08:002008-11-03T07:32:19.808-08:00The Good, the Bad and the UGLY<span style="font-size:130%;"><span style="font-weight: bold;">New YA Literature - Fall 2008 Edition</span><br /><br /><span style="font-weight: bold;">Presenters: Maureen Ambrosino (CMRLS) and Sarah Sagigian (Metrowest)</span><br /><span style="font-weight: bold;">(all of this information will be posted this week on the CMRLS and Metrowest websites)</span></span><br /><br /><img style="cursor: pointer; width: 72px; height: 108px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj_7ISOzx1vaMShvA3wK5axCZPPKWR7ZaD_Qr95oriAVd7s57CSK5SyqpRpm72Ue2FFx2_ziZGN6zw7CLtgA0IM0FVT_Ax3JTed4zbsuQ7gyW_KIisrM1MgbpbA5pfidDs2TuMXT0MWMAj6/s320/willows.jpg" alt="" id="BLOGGER_PHOTO_ID_5264454168930006930" border="0" />Three Willows: The Sisterhood Grows by Ann Brashares<br />Like Sisterhood of the traveling pants, but for younger girls. Three girls who were best friends in elementary school and are no longer friends in middle school. References the traveling pants girls.<br /><img style="cursor: pointer; width: 89px; height: 128px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiCi0KJYMruSTGh_UeFSxR3PIBuGXOT60IKIMZ9GRivjMh6B4diWS2D5RaUp5pu2c0tgdCgjyxxgu27L_sPp_49bfdr9S3JCH7roHbUvb71ejhGdjrxAd9H32MUwuFMO6Wi0F7Nm5TX3ogT/s320/rapunzel.jpg" alt="" id="BLOGGER_PHOTO_ID_5264454159894609906" border="0" />Rapunzel's Revenge by Shannon Hale (Graphic Novel) (any age group)<br />Witty, funny, there will be a sequel. She rescues herself then she teams up with a guy named Jack and they go try to save her mother.<br /><img style="cursor: pointer; width: 92px; height: 130px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj57KlC3fKnmGC21VK1aH-TfLQyct2iM5GDr606SrhxWoaXZ2KmqX6ok9k31ysZcHw-N4zQ1ckzps7vzyKlnXb5LKRrViIKaeV9C1dAAPwzm_aLmwOi8EKOAz6GwW2OcWPpuDUDmwMZJyiG/s320/pandora.jpg" alt="" id="BLOGGER_PHOTO_ID_5264454152473719954" border="0" />Pandora Gets Jealous by Carolyn Hennesy (4+)<br />Great!<br /><br /><img style="cursor: pointer; width: 100px; height: 150px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhjytIOhtHp6BF7LzVzJQzkW05QlMoMh0Ax7g6d_QamUtKz4PD0rruvVqRU7d9u6mhlADMyaY5g0uyWjTEt1QTneoGvoln0u1syXKhCUEbGm7LCKM558cwha5MUBg_P4yugR-5tixrflOX3/s320/little.jpg" alt="" id="BLOGGER_PHOTO_ID_5264454147999185762" border="0" />Little Brother by Cory Doctorow (high school)<br />Story of Malcom who is a hacker and plays real life version of role playing game. On a mission a bridge is blown up and Malcom is brought in for questioning. Malcom gets out and creates a "safe" online community to discuss what is going on in the police state of San Francisco. Really good, very important book.<br /><img style="cursor: pointer; width: 85px; height: 130px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi80c_Kw0LVxEoZLqmUQYMMfI7jRyEO4AJ3wlo1jleDQk-ufG796GZyNUKoZr-SphNK7XtCzHbPaizvD3IWIYoZAWgKAltlz7_cNdhVft6-1Py106ScY4QwwjXCQ0MtsNllKCdrnJUaiWVb/s320/kisstell.jpg" alt="" id="BLOGGER_PHOTO_ID_5264453185583868194" border="0" />First Kiss (Then Tell)<br />First kiss stories by many famous authors. Some stories are very short. Some are true, some made up.<br /><img style="cursor: pointer; width: 90px; height: 137px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgFYg2y9hlsB_4lrk9Z_l3X8cvfvykwy-QgX6Ueyt25DR3Nok95oxAx_UxGOBAZpX5q8X5nJG581ZEOs10HiAKzTmAQeeO8TxZnRsJZJrCVQ97x1wiaEF9dxuI4u6O6UVWZMTcaSFtMo4Ru/s320/images.jpg" alt="" id="BLOGGER_PHOTO_ID_5264453180601664674" border="0" />All We Know of Heaven by Jacquely Mitchard (High School)<br />Based on true story- two girls who look alike are in a fatal car accident and the survivor is misidentified. Story of the survivor, her guilt and putting her life back together.<br /><img style="cursor: pointer; width: 75px; height: 111px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhaNCub05d2UXamwxdXSVhn249oroFqlES60Z4PEJMVby4O5F-jKEej31QOQxxGNA3Y7LecEP57RSOSCogA4hA4NB4nVaFsM40oKFTq9kkRLaOndODvdt21SK8wTGYJ0diS2XCTG0N9Amfb/s320/hardy.jpg" alt="" id="BLOGGER_PHOTO_ID_5264453170807432898" border="0" />Danger Overseas by Keene and Dixon (Nancy Drew and Hardy Boys)<br />The Hardy Boys and Nancy Drew are in Rome on two separate missions which turn out to be the same mission. They team up. The technology is very outdated, won't resonate with kids today. Nice to look back at old favorite characters, but would have rather reread old books.<br /><br /><img style="cursor: pointer; width: 80px; height: 120px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg2rOGUrrUljNOdHs0CYEadS7foiJdoNYZnnQlCGRM4SFoq6C3C2VHSoUEElHH56bf2vRb2pWF7q81t8NddOKt5hrKwL54qlvDyP8MNFIoovOHCajofCnjwFe0iEy-mF7IEVQIon4bF4eWr/s320/gone.jpg" alt="" id="BLOGGER_PHOTO_ID_5264453165034766162" border="0" />Gone by Michael Grant (6+)<br />Everyone over the age of 14 disappears. Takes place in coastal town in California (between ocean and mountains). Kids don't know where everyone else is. Good vs. evil, survival, cliff hanger ending. Great story, reminiscent of The Girl Who Owned a City.<br /><img style="cursor: pointer; width: 82px; height: 118px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgylznmjkteKeSXtUaZE33TmCHl7845LP7fNQXxmmFb3ffC8G1H8kUza0FfgL_HFNbzrKosIwQx1tUVSpMGr8__feUJz1RV4e1J7LvpHb4_d4Xatbzc7yPrLIGOdzIUiQnmeRJw_Cyq4Dfc/s320/feathered.jpg" alt="" id="BLOGGER_PHOTO_ID_5264453153685795250" border="0" />Feathered by Laura Kasischke (high school)<br />Two high school friends who go on a graduation trip to Cancun. Parents tell them to be safe, but they take a ride from college guys and has something slipped into their drinks (we think). One of the girls disappears and one is rescued and brought back the hotel. The missing girl is left behind and anguish and guilt is dealt with. Not much good to recommend it.<br /><img style="cursor: pointer; width: 71px; height: 108px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhDLQNGf-5x_QcJcdFtmqJdMZd9af8tXBkZUd7A8cfg74BUdtSNSDDx1xABJ-nh_s2jdXNZWRJZW78_xiPe4gw8uyp1xTn-yLkOoArVFY6LuLCviRuwaPaX5Dlsl_wuLLMANgPA-SX7wyyT/s320/suckitup.jpg" alt="" id="BLOGGER_PHOTO_ID_5264451124909140162" border="0" />Suck It Up by Brian Meehl (Middle to High)<br />Great book that makes fun of all the other vampire books. Morning McCobb is a vegetarian vampire who goes to a vampire school. Morning becomes the coming out spokesman for the school, who wants to come out of the dark. Romance, silly, mystery, etc.<br /><img style="cursor: pointer; width: 89px; height: 89px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiUEnY9CkDV6q-dH_uczcz5AmU8z6cJ065LxhJqhitKidxdFnHW7J6xlt74V1MyRD2unyPCN6oH5f0hGGgUX2d-VRon2OD5GL0ZpcKlZb525AaCyvF40S_IbIkpXOQzqpyc8tLuDF8zee01/s320/stolen+car.jpg" alt="" id="BLOGGER_PHOTO_ID_5264451119676551618" border="0" />Stolen Car by Patrick Jones (High School)<br />Teenage girl, Danielle, who wants to escape the life she has living with her mother. She reconnects with an older guy she used to like. We discover this guy is a bit sub-par. Danielle has to come to terms with this on her own. Her friend Ashley helps her through this. Good friendship story.<br /><img style="cursor: pointer; width: 71px; height: 107px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEigzw9jNzrfNh-259iKew6vdGdy-lyrPWA8YhH7UAzruMEC7nkNHJoKRsEIYzn-B9KChMW0ZMfFqHv6GjTALQ31skcTbljD_X0qTUtBDMknliZVuW2GLV10lM3ANCm_0NPayElhJyI-KfJ3/s320/spirit.jpg" alt="" id="BLOGGER_PHOTO_ID_5264451109560311986" border="0" />Spirit by JP Hightman (Middle School)<br />Takes place in fictional town north of Salem, MA. Two main characters are 19th century married 17 year old ghost hunters. Quick read.<br /><img style="cursor: pointer; width: 96px; height: 144px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhegb0wKFt9Sd_-yXq2zslwTv0oQOjxq48gu-xdAPYX24D2k-KNtD0nmrzLfL-r9ohC4w-2MsIuA3WlS0s0IJIuY3txsv2Ka07AKU2_a6mlSmhZCH8dKTXB9oELNK9pT8DE0Mev7BjpPXFK/s320/shift1.jpg" alt="" id="BLOGGER_PHOTO_ID_5264451097845773362" border="0" />Shift by Jennifer Bradbury (High School)<br />Two boys graduate from high school and decide to take a cross country trip on their bikes. One boy disappears and the other becomes a suspect. The second boy needs to prove his innocence, figure out where his friend is and then decide whether or not to tell the FBI and family.<br /><img style="cursor: pointer; width: 80px; height: 116px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgdhHN4I5un7-jK3tbDgk1xaupP92Yzpm3rNUj71MlPO-LBrxlPKWCBpHbJYAprS2thv0dpBynCp1dpGRDLeTn0viHSn5yO8mDxRjap2Q9NE3JG29gQMOWBbsd3TH0WQ0_waBGOiRaYyb91/s320/reincarnation.JPG" alt="" id="BLOGGER_PHOTO_ID_5264449902888026866" border="0" />Reincarnation by Suzanne Weyn (High School)<br />Story of two souls who are reunited time and time again. Begins in prehistory (cave man time) when a woman finds an emerald and when fighting over it with a man they both fall in the river and drown. Over time they meet as different ages, but always involving an emerald or some sort of green stone.<br /><img style="cursor: pointer; width: 84px; height: 122px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEie1ABhncNwHeexrdfHzsq483jttlWVQ4Ly3bE4hYglcPUaR7Y4SYYQUWuAg2ohGOs1UPzae5pZPkUUIyS_u0eR4IcWuem4BgN9SuNTt4Z3fOZGegPBeiBbB5fn4UChE4zvVssBI982V_Ys/s320/nightroad.jpg" alt="" id="BLOGGER_PHOTO_ID_5264449893611995858" border="0" />Night Road by AM Jenkins (HS)<br />Vampire training a young vampire who has just been trained. Focuses too much on the older vampire, should have been on the younger vampire. Probably a pass.<br /><img style="cursor: pointer; width: 86px; height: 130px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj-6gM7UHwqcGAq4OJeu5GqPd2Vr1E7S-2_VHkAVDNY4b3HJjBJ0kik71hsbadkx7CVlut_qOmeBUpvBOpZNbx03mFrWdCOlppVmlscxjQ3Ny_n-gg-pkJH0boMQ99xwSOBMeqwCY9PPtlq/s320/my-most-excellent-year.jpg" alt="" id="BLOGGER_PHOTO_ID_5264449887624066050" border="0" />My Most Excellent Year by Steve Kluger (8+)<br />Story of the freshman year of three teenagers, TC, Auggie and Alejandra and romance, coming out of the closet, family, friendship, and helping a deaf boy. The book is written in narrative, letters, emails, advertisements, etc. Steve Kluger will be coming to the Brookline Public Library in May.<br /><img style="cursor: pointer; width: 88px; height: 132px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjDmIn48me9wsDFgh3ldm3h3u1m-IJ9UxuVdjDdb3cvM8HgC8BK7pW_YjalNv1QJG3Zna0nykdkGEipXSJtYRxV5A85O-snuff4Gdh3xsOO1ebHqdT7H6Pq3fy9aV0NJz-I2wrGm1W5cURW/s320/merlin.jpg" alt="" id="BLOGGER_PHOTO_ID_5264449881418524978" border="0" />Merlin's Dragon by TA Barron (middle school)<br />This book bridges the gap between the Lost Years of Merlin series and the Great Tree of Avalon series. (Go to TAbarron.com and request a teacher pack)<br /><img style="cursor: pointer; width: 90px; height: 137px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhNj2nrPjSs-38aBvCVi-gkeuUulvr-_yqQDUZ26aYFXUmlaKm115zp6g99DfBo5qctIcABnzXzjgnUqSA4DmxrEh1-_1vE_T0kq6AuY66P2gZcqTrnavNje3sGXTfL3o5Jtwvp-lX1lWtx/s320/lovely.jpg" alt="" id="BLOGGER_PHOTO_ID_5264449874091578626" border="0" />All the Lovely Bad Ones by Mary Downing Hahn (lower M.S.)<br />Not up to Downing Hahn snuff. Vermont inn- two bad kids sent to live with grandmother for summer. Kids discover that the inn was haunted and kids decide to recreate haunting to help pick up business. The plan back-fires when they reawaken the spirits who used to haunt the inn. Not very believable, but a good ghost story.<br /><img style="cursor: pointer; width: 90px; height: 137px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjlnyeN96SHw2VOdhkmKu8NvyQBQvQh7ABJ_Ek5TSybIbhCcC9sl5NlsaWvBpFrEnQhqWZ28PBySkcaD8ld9DRI562fAvEwYk0yltPYwXcQPcFxzS3Y3GFFSlI38JUiqRZRJPCHpYlZgg4F/s320/images.jpg" alt="" id="BLOGGER_PHOTO_ID_5264448545440611874" border="0" />Rumors by Anna Godbersen (sequel to Luxe) (8+)<br />Follows the adventures of Penelope trying to get back into society in winter of 1899. Third book, Envy, comes out in January.<br /><img style="cursor: pointer; width: 146px; height: 146px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhgbqcMZ9acU5TKm-HUOD950RDcSG4TP0Td4iQWQq1Zfi2czNvjG6EwDDV8xKg53FWPoewf97Ij8HjU5GC3DfYOJRp9j97b8QXbo_bjKEsVWMWPD_Ou2Z1aAmPkj3YedqEPnZculrK7vpZ4/s320/hunger.jpg" alt="" id="BLOGGER_PHOTO_ID_5264448512588864770" border="0" />The Hunger Games by Suzanne Collins<br />Future: war town US, the US is divided into regions. Each year, each region selects two kids to send to the hunger games where they must fend for themselves in the televised game show. "Fantastic!"<br /><img style="cursor: pointer; width: 85px; height: 117px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiNGU7OleIBL8Skhti7BlfaVKqoVDQqi-bzi_AgbWB-HhjooHo8ECuuRW_riiJBnKUqUGkEY1sTHT9CkqvXvgKrBplCmPj13d9PWBY1WKlDndc9iYHrYwWTRD3JgYcW6Uft5LDb-5chUuoX/s320/guardian.jpg" alt="" id="BLOGGER_PHOTO_ID_5264448502200311042" border="0" />Guardian by Julius Lester (high school)<br />Only about 100 pages, but really packs a punch. 1960's south US. A boy chooses not to tell the truth about something he's seen regarding a black man in his town who is accused of a crime. The black man is lynched and the boy has to live with the guilt of not having spoken up. Very powerful.<br /><img style="cursor: pointer; width: 107px; height: 160px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEheSooeEgO2tc1Ok1e5wBIlCbrXY_wq1C4Yt2v1haD4jQMVEuCmEX-f40kwsxpoj6AHf2zCtZ0r9N1PO50T0L-PV53ArOHKrfFYdgwvOTYIY7aXAcNRmFp4h6yaXrelmFQeHFcQA_UQ_t6_/s320/graveyard+book.jpg" alt="" id="BLOGGER_PHOTO_ID_5264448490827540050" border="0" />Graveyard Book by Neil Gaiman (everybody)<br />Like the Jungle Book but takes place in a graveyard. The child was raised by spirits.<br /><img style="cursor: pointer; width: 93px; height: 93px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjrbvn421orvP56k0R3UZCZzAz9NAAxfpVTwFmA9LUi9BuNO5rcmXtHMbGs5In5DzY8ZVg8C-bt11ovaGDX3pwTZf0wCKmcVGTpUG66X9uJNDs8f_KE1nEkUrKIFxHaYdhpUpRkwxE0QMh_/s320/ghostskerfol.jpg" alt="" id="BLOGGER_PHOTO_ID_5264448485964794610" border="0" />The Ghosts of Kerfal by Deborah Noyes (Middle school)<br />First section- retelling of Edith Wharton story Ghosts of Kerfal<br /><img style="cursor: pointer; width: 96px; height: 150px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhcnnd7XwxqjUzz1LUj2ZVcXtXjpDKGMdJkjQwpwXjkdGLiebi69ATUUy6XnG_XW0vofSkkOp7Dssw9YK8cXv_IJ0PJGzjCcNiXbLCaMk9YRpZYOUl3l19m69gsKEbbO9RBQq7CzB_jgo9z/s320/ghost's-child-sonya-hartnett.jpg" alt="" id="BLOGGER_PHOTO_ID_5264447973392866898" border="0" />The Ghost's Child by Sonya Hartnett<br />Story of an old woman who is reflecting on her life through the eyes of a child she finds at her home when she comes back from a walk. The story takes place in an afternoon. Resonates with adult reader. but probably not with kids.<br /><img style="cursor: pointer; width: 92px; height: 139px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh5O5Fk9UqPLVL0nmZRpQdUDAtiYQ1qlKL4NGS2cEiYGnXKkssjKWAtyEo0eS0_kGgwsAAtjhcdii4e8y9zKXG47eIVVsW91WFqY_l_iWrnZkJ2MfejwQ-LkokAsfp_4kOBIvPAb9-wDrPA/s320/Ever.jpg" alt="" id="BLOGGER_PHOTO_ID_5264447960366688098" border="0" />Ever by Gail Carson Levine (middle school)<br />Mythological story about girl who is going to be sacrificed to gods because father made a deal with the gods to save her mother's life. Over the thirty days she has between the deal and promise needs to be fulfilled the girl falls in love with the god of wind. Characters are a little flat, not up to Carson Levine's norm.<br /><img style="cursor: pointer; width: 93px; height: 138px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjFNn18VBTE7p_Ls5_am81L8MZvtWrlgIyGlWn1URsy4CYER2zRPb_kcMNUGkE4pEo6xRHshWrjeHlzByvQ7Jd6T7imLThDPSRxYTCy80nePo0HpNdb65YFdxEastmLDl-jHgtaY_ccmYyO/s320/CurseAsDarkAsGold.jpg" alt="" id="BLOGGER_PHOTO_ID_5264447948194676226" border="0" />Curse as Dark as Gold by Elizabeth Bunce (middle school)<br />Retelling of Rumplestilskin, set in the industrial revolution time period.<br /><img style="cursor: pointer; width: 73px; height: 111px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgTIdvGce6wgjHi0P9CL1N6lZbJpjtTT_JllJ-36T-yIG09YbfZwnuBbXPSp6JvwJh7vXh5G7HKR-cM0GngRTbOesEsaO8m_8HQihEHVq7BogdW_TCGILDrJu6vkOIwIN_nMTPyzn4m28Xt/s320/chains.jpg" alt="" id="BLOGGER_PHOTO_ID_5264447939151046034" border="0" />Chains by Laurie Halse Anderson (Middle School)<br />Historical fiction- Story of what happens during the American Revolution through the eyes of a girl who's a slave. Probably will win awards.<br /><img style="cursor: pointer; width: 95px; height: 146px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgxfCmSEXbPeFFkSylGuNoM3C3VOjsI2zFMJZ6jt8aoJ1YMgYbK_yskoXBMFXekqBXY5ylf66iY9-g4Y4MsL2TMJkwxT4Z_DwEBYKHfLaVhYhmqhnSf6Xo0-S0SA4pkZVO6zxRNh8p4B7iv/s320/bliss.jpg" alt="" id="BLOGGER_PHOTO_ID_5264447928704708386" border="0" />Bliss by Lauren Myracle (High School)<br />"One of the creepiest books I've ever read in my life, I had nightmares." 1960's a girl named Bliss is sent to live with grandmother when hippie parents flee to Canada. Bliss makes friends with the "normal" girls and then another, stranger girl, Sandy. Chapters are interspersed with quotes from the Gong Show and the Manson trial. Sandy becomes psychopathic and the book gets weirder and weirder.Ms. Chessmanhttp://www.blogger.com/profile/12138984146941765237noreply@blogger.com0tag:blogger.com,1999:blog-5404974378179438277.post-37790343447424668952008-11-03T05:28:00.000-08:002008-11-03T06:35:18.735-08:00Making your library the heart of your schoolPresented by Mary Kelleher and Karin Kugel<br /><br />Goal: To come out of the session with a working plan to make your library important in your school.<br /><br />Example of Problems: <br />students not reading at grade level<br />narrowing the achievement gap<br />quality of open response answers<br /><br />This session is using literacy to model the process of making the library important to the school. <br /><br />Try to tie in all other library goals to the larger scale plan. <br /><br />Our presenters attended a Big 6 conference over the summer. And we are all familiar with Big 6...so the seminar was structured around this research process. <br /><br />1 Task definition: how can your library best support the neesds of your school<br />2. Information seeking: what resources will I use<br />3. Location and Access: how can I access these resources?<br />4. Use of Information: Action steps<br />5. Synthesis: How can I get others to buy into my plans<br />6. Evaluation: Was I effective in my actions?<br /><br />Hints:<br />Set attainable goals<br />Set deadlines<br />Use resources<br />Always refer back to overarching goal<br />Make sure everyone knows about your mission and how it ties into the overall goals of the school. <br />Promote your programs<br />Put your library name on correspondence<br />Use vistaprint.com for professional looking library products <br /> (you only pay for shipping)<br />Color code your newsletters<br /><br />Handout for this session are on pages 119-126 in your bindersSusan Mellohttp://www.blogger.com/profile/13314937685906048950noreply@blogger.com0tag:blogger.com,1999:blog-5404974378179438277.post-16266714332137021012008-11-02T19:21:00.000-08:002008-11-02T19:45:21.998-08:00Survival Lessons with Michael TougiasMichael Tougias said some very memorable things about those who survive and those who don't. While some of his points were counterintuitive to me, I could see that he was spot on. I have paraphrased some of the things he said which hit me like a brick.<br /><br />Projecting Past Outcomes<br />He said we tend to think of similar events in the past and assume the outcome will be the same. The problem is that the situations are different and sometimes in an important way.<br /><br />Good Decision Makers Choose the Reversible Option<br />He linked the ability and the tendency to quit with success. That's not something which I have heard much lately so it was surprising. Still, knowing when enough is enough is an important skill for success.<br /><br />Bad Decision Makers hang in there no matter what. What? That is not the message we hear often. I need to apply this to what I hold my students accountable for more often.<br /><br />Forget Past and Future. Focus on the now. I started to think of how we often think of this in the negative and started to wonder how I could see it as positive more often.<br /><br />Resisting Emotion was a lot easier to comprehend.<br /><br />Power of Little Steps is self explanatory, but something to remind myself about.<br /><br />Survivors celebrate little achievements. He mentioned telling yourself what a great job you do.<br /><br />Questioning rules. It was somewhat scary to hear how rule followers don't tend to do too well in emergencies. Oops.<br /><br />Mr. Tougias's thoughts on gratitude were inspiring. He turned the tendency to say "I'll be happy when...." to "Thank you for putting me on the path to...."<br /><br /> This session on Survival Skills was deeply transformational for me. I know I'll have to carve out some quiet time to really think about what he had to say and how it really impacts me.Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-5404974378179438277.post-13289639147021278022008-11-02T19:17:00.000-08:002008-11-02T19:20:03.072-08:00The New AASL National Standards: Am I Ready for the 21st Century?I know that others have already posted about Cassandra Barrett’s session about the new AASL National Standards. She started our session by saying that she hoped she would make the standards accessible enough that we could take one idea away with us for immediate use in our classrooms. She dared to think that some people might even take two things.<br /><br />Well, here are my two things:<br /><br />1.) I don’t have to do it all at once. I can map it out one piece at a time.<br />2.) I need to ask students to teach each other, argue with each other and come to a consensus with each other more often.Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-5404974378179438277.post-46406388979632967172008-11-02T18:55:00.000-08:002008-11-03T04:14:42.050-08:00Middle School Job A-likeOne of the things I like best about the <span class="blsp-spelling-error" id="SPELLING_ERROR_0">MSLA</span> Conference is the company. Where else can you find so many librarians to chat with!<div>During the Middle School Job-a-like we talked about how we survive. Some of our survival techniques are: being flexible, "Just Say Yes", dealing with change, and so many more!</div><div>We shared ideas for bringing groups to the library, especially the math teachers! We shared some of our favorite web sites- <span class="blsp-spelling-error" id="SPELLING_ERROR_1">freerice</span>.com, <span class="blsp-spelling-error" id="SPELLING_ERROR_2">thinkfinity</span>.com, and lots I am forgetting. If you were at the meeting and remember some others, please add them to the comments!</div><div>The topic of re-certification came up. We shared stories about the DOE and were encouraged to hear about positive experiences with the online re-certification process. </div><div>We discussed Web 2.0 and spoke about budget limitations, topics that are important to all of us. All in all it was a very positive, sharing, and informative group meeting.</div><div><br /></div>Mrs. Shttp://www.blogger.com/profile/10848592576217588016noreply@blogger.com0