MSLA Conference 2008

Elementary Job Alike

2008-11-04T19:44:00.000-08:00

Elementary Job Alike Notes on Best Practices and the things we do to “survive” day to day.
Facilitator- Sandy Kelly

Promoting Reading in our schools

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.

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

Teach children to check their own books in and out

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.

Marian books

Shelf Elf

Old Mr. Wiggle series

Question about book limit policy, only one book, must return to check another.
Suggestions:

Allow student to check out a “class” book in the teacher’s name and it must stay in the classroom to read.
Hold book over night for one day.

Assessment Examples

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.
Upper grades- correct student’s “Works Cited”
Gr 5 – culminating project with rubric to grade completed project
Gr 4- rubric checklist to aid organizational skills
K-1 – ABC Superstars using six stations. When completed student receives a necklace with six beads
Student handouts: What did you learn? What are you going to do with this information? What went well/what didn’t?

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. I wish we all had more time to share and brainstorm our best practices…

High School Job-Alike

2008-11-03T20:01:00.000-08:00

Facilitators: Ann Perham, Valerie Diggs, Linda Friel

Recorders: Marnie Bolstad, Morothy McQuillan, Deborah Lang Froggart

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.

Topic 1: NEASC – Preparing, surviving

self study is an intense year, LMS co-chair,
Best thing to do is to volunteer to be on a visiting accreditation team. Agreed that it is long hours, but rewarding
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
Lots of writing on a visiting committee, but only have to do a rough draft; NEASC cleans up the writing so don’t worry
Serving on an Accreditation Team should be worth 2 x amount of PDPs
To Serve on a NEASC Team contact your principal or call Janet Allison at NEASC to be on a team
Try to be a co-Chair of your steering committee, be a leader for school, position of visibility
One school keeps a booklet of evidence (for all depts.) inc. LMC
Don’t write your own report; (rough draft?) but holds more veracity if someone else does it. The School Resources committee should be a diverse group
gather your evidence: look at standards, offer to be on a committee
Evidence Binder: Quantify what you are doing- collect collaborative lessons along with
circ stats., extra evidence including book talks, tutoring, what available for the kids.
never hide anything; NEASC is a library’s best advocate
Independent and Public schools are all under NEASC: Deli v. Produce – just different departments/divisions
offer library for meeting space of Accreditation Team so NEASC can see library in action and see what materials are there
Stick to the facts as committee will find out anyway
Feel judged so have policies & procedures written down; look at standards
make sure your principal is there to meet the team
NEASC best protector for Library Position
Library had more indicators than the other department’s standards
Rubric is difficult to use, but it does work
from recommendation library support staff may come, if not at least on record
Use school Professional Development Time for NEASC – great way to bring staff together
Try to ensure that all departments are represented on all committees
“I got NEASCed” on my first year; blind and stupid can be a good thing
Can fudge facts to show weaknesses for the ‘good’, but often schools offer data to make things look good
Standard - Indicators are very specific and the evidence will speak for itself
not about ‘you’ the committee takes a look at the ‘program’ so that library can do/be offered to do (financial, staffing, etc) what needs to be done
Get Statistics, etc, together ASAP “anyone can talk, but the data speaks”
Take lots of time to prepare

Topic 2: Great programming; Getting teens to come to the library.

East Bridgewater HS Sales network . Promote reading for fun and pleasure. Feb. vacation coming. Went through all great lists. Got titles from all surrounding libraries. Students came up with a name Readapalooza. Had food, music, and students could come from any class. They circulated over 200 books. 673 students. Many who don’t frequent libraries came in. So they had books over vacation. Some groups took the same title. Some difficulty getting books back as usual. They borrow from public library.

Quincy HS: Librarian is the biggest attraction. People gravitate to people who enjoy YA lit. Students wanted to start up book club. Lunch club started. 19 kids . Elected officers. She said she would be as involved as much or as little. Kids bring lunch and discuss book over 3 lunches and float in and out. Picked out three titles. In month meet to discuss book. Have a round table discussion according to which books they read. Recommendations from other students mean more to students.

Chelmsford: unrelated to books, but like to come to library. Java Room have coffee Wednesday morning. Java Room is actually a coffee shop that donates coffee and hot chocolate. Panera donates pastry. Serve hot chocolate, coffee, tea in morning and everyone comes in to chat. Kids are respectful. This goes on before school. Usually open at 7 am. Charge $1 for coffee. Build collegiality. Usually do not allow food in library, but this is special. Have a digital kiosk to put on CNN, or do digital images of student work.

Chelmsford: Also hold listening lunches some times kids come in and do a little bit of a play, poetry slam, choral presentation. Have big space so can accommodate 6 classes. Jazz band, open mic, teachers. Showcase student talent. Libraries can be used for other functions,. Also have alumni corner. Put book cover and plaque for student graduates who have published. Call on successful graduates. Display student artwork. Have restaurant booths in one area of the library. Very much like a coffee house.

Gloucester: Stagger hours so stay open later. Does not get paid extra. Miamonides stays open late, but have Hebrew School also. No union so not an issue. Poetry slam.

Hull book discussion group. Meet every three weeks or so. Core group. Get lunch before everyone else in line. FastPass to the front of the line and bring it to the library and discuss book over lunch. Kids pick out own books, but librarian also makes some suggestion. Million Little Pieces really grabbed them. Twilight series. Also like to get out of cafeteria.

Lexington Christian Academy. It is the nicest place in the school. 340 students. Anime caption cartoons. Students can add other captions. Prizes 4 $ lunch. Have Tuesday assemblies, but can get started in other ways.

Newton South has graphic area corner with comfortable chairs.

Nashoba kids wanted to start book discussion. Bookaholics Anon. Totally student run.

Some schools allow eating in the library and have found less mess.

Topic 3: Collection Development – Purchasing, using cooperative purchasing, weeding

Question: Does anyone use other than state vendors?

Follett for non-academic materials. Loves Titlewave. Use Titlewise for collection development.
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.
Uses Ingram. Uses Amazon when things are needed quickly. Need to be able to pay fast or may get cut off.
like Junior Library Guild – a subscription service. Can return easily if processing is not on it
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.
Heinemannn, Stenhouse, Professional Development books – who handles? Best to order direct. Some use Amazon which now processes.
Preview companies: most don’t like. Have to pay if not returned on time
One asked teachers for input. Most wanted DVDs. B & T through MARLS contract. 33% discount.
New England Mobile Book Fair very responsive. Used to go there before coops
Periodicals: WT Cox and Ebsco, Magazine Subscription Service service. Amazon used.
Discussion on vendors that manage wish lists. Put list online. Similar to a wedding register for librarians. Good for school with no budget.

Using Cooperative Purchasing

list of who wins the bids is online. Good source for info.
love B & T. May depend on what books are being ordered and fill rate.
Ingram on cooperative list now
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.
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.
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.
Joined MARLS (MA regl. Lib. System). Bought supplies from Gaylord. Got discounts and free shipping on small order.
Cooperatives very responsive. Poor vendors get dropped. Helpful with ordering opening day collections. Already gone out to bid. Business managers like it.
trouble with fluctuating budgets, cuts
Any vendors from cooperative easier to work with
Permabound site now as easy to use
Need to assess fill rates.
Good to put book online with Ingram and check if book is in.

Question: Favorite video vendor

Problems: Can’t preview. Can’t return.
PBS videos. Get quote. Ask “best you can do?” Get a reduction. Videos hard to find. Good to check B & T and Ingram.

LCD projectors and cost of replacing bulbs.

keep one on hand for each projector.
Another school orders them when they burn out.

Weeding issues

getting help from teachers. Some cooperate, others don’t come
Need cooperation of custodian.
Good to have a viable collection rather than a large one with outdated books.

Pot Pourri

Train the para so she has value, thus harder to release
host a department heads lunch or a new faculty lunch
Tudor.com (public library subscribes) interact with a librarian? Does this conflict with our school library mission?
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)
“Teacher Web” Page: mentioned at School Board meeting. Engage with parental community leaders.
Get on School Site-based committee and/or Instructional Leadership Team
Tutoring? NHS Community Service Hours to be done in the library

Suggestions for next year’s Job Alike:

All agreed that they liked this model of sharing.
What worked: small group is good
Informality is good
How to Morph: What about a “WildCard” – one table without a designated topic
Or ten minutes on the end
One Job Alike on Sunday, one on Monday
One of the sessions could be this (instead of Sunday night)
Over lunch by level
Survey options ahead of time to determine topics.
Group liked the discussion and chance to talk with colleagues.
Nice to move with group.
Communication fun.
Would like breakdown of K-8 and 6 – 12.

Thinkfinity.com

2008-11-03T19:53:00.000-08:00

Kathy Dubruvsky and April Graziano
November 3, 2008 @ 1:30pm

http://www.thinkfinity.com/
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.

Thinkfinity has 3 main goals:
1. To train classroom teachers
2. To develop a network of trainers
3. To align their resources to the curriculum frameworks

There are no membership fees, and it is accessible from school or home .
There are 4 main portals: Educator, Student, Parent, and After School.
Thinkfinity offers resources for Preschool through Adult Ed, but is primarily for K-12 .

On the Educator Portal, the homepage highlights
1. Specific current, relevant topics
2. A calendar tied to events
3. 21st Century Skills link

New initiatives being developed:
1. Separate entry points for educators, students, and parents
2. "My Thinkfinity" - log in to save resources and customize searches
3. Collaboration with Smithsonian Museum of Natural History
4. Thinkfinity Literacy Network ***** for Library Media Programs!
5. Interactive learning activities

Management Tools:
1. Evaluations
2. Literacy Network
3. Online courses - training for you, staff, parents
4. Sample partner site resources
5. Story mapping and organizers
Student work is displayed as you move through events
6. America on the move -
Online oral history
Gives instructions to students on how to perform interviews and gather info

Thinkfinity is provided for by the DOE (not promoted by...)

On the DOE website, under Educational Technology -- Teachers/Paraprofessionals

MassThinkfinity Partnership

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!

Info Lit: One School's Survivor Story

2008-11-03T18:48:00.000-08:00

Laura Harrington and Gerri Fegan From West Middle School, Andover, MA
Monday, November 3, 2008 @ 11:15am

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...
http://www.wmslibrary.net/
(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!)

Gerri and Laura embarked on this journey to revolutionize their school Library program.
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???

After securing their budget for Library-appropriate items, the team weeded out approximately 50% of their collection. Some changes implemented:
1. Collected resources relevant to current curriculum
2. Ensured that teachers knew that they were available and what they could offer
3. Created a Media Council - Monthly meetings for all district Library Teachers & Technology Specialists
4. Enlisted parent and student volunteers
5. Proved that Library Teachers and administrators could work together to develop new practices
6. Utilized MSLA members, list serve and conferences for expertise

CURRENTLY:
The Library Program:
1. Relying on resources to get support
2. Weeding parties! let parents, students and teachers take part - they then become stakeholders
3. Buy databases instead of books - increased availability to many students at once, access at home and school
4. Give the absolute best you can give...you can't go wrong if your heart's in the right place!
5. Set up an Amazon Wishlist
6. Promote the latest fiction...ask students what they want to read, then BUY IT!!!
7. Clean and rearrange the shelves - make it attractive to entice the students
8. Ask teachers for THEIR wishlists

Media Program:
1. Discard any item that hasn't been used in >5 years
2. Don't buy VHS!!!
3. Purchase inexpensive video cameras (FLIPs) and digital cameras for student use, and buy one REALLY GOOD camera for school use
4. Ask students to use their own equipment for projects

Technology Program:

1. Treat your techies well...bring them cookies, etc.!
2. Define your role as Instructional Technologist, not repair specialist
3. Nag for software updates...the KIDS need it!
4. Streamline - discard anything not used for >3 years
5. Provide instruction and support to staff for use of technology available in the building
6. SPED support - upgrade all software
***Ask the head of SPED to authorize membership to www.bookshare.org an online audio book website. The site has fiction, literature and curriculum generated materials that can be downloaded onto school computers

Resources:
1. Every student is a teacher, and every teacher is a student
2. Scrutinize all rules, and EVOLVE!
3. Make the Library calendar available to all
4. Start a FOSL (Friends of the School Library) club
5. Make sure teachers and parents know all you do
6. Develop a long range plan, and ADVERTISE it!

Budget:
1. Demonstrate your financial skills to get more money- write grants
2. Purchase only new items - replace old items with petty cash
3. Make friends with local merchants
4. Encourage teachers to purchase department-specific items with their own budgets

The Faculty:
1. Collaborate - offer your services and individual training
2. Make the Library available
3. Visit the classrooms

The Curriculum:
1. Avoid "quick lessons"...create your own
2. Use the curriculum frameworks and add the MSLA and AASL standards
3. Use project based assignments to teach research skills

Research Skills:
1. Info searching
2. Summarizing
3. Paraphrasing

Tools:
1. Books
2. OPAC catalog
3. Online databases
4. PB Wikis
5. Google

These ladies had much more to share, but we just ran out of time. Be sure to check out their website for more info:
http://www.wmslibrary.net/

The New AASL Standards and the MSLA Literacy Standards: Winning Over Classroom Teachers with this Winning Combination!

2008-11-03T15:28:00.000-08:00

Cassandra Barnett and Valerie Diggs
November 3, 2008
Notes in Conference binder - p. 91

This all encompassing topic of both the new AASL Standards and the
MSLA 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!!!).

There are 4 major components to the National Standards:
1. Beliefs-puts the standards in context for the Library.
eg. Reading, access to resources, etc.
2. Standards - Learners will use resources and literacy skills to...
3. Strands to help set up learning experiences
eg. Habits of minds, behaviors to exhibit while they learn, self assessment strategies etc.
4. Indicators - more specific action behaviors expected

The standards stress basic skills like inquiry and the ability to draw conclusions based on content learned. Key abilities necessary for 21st Century learning also include critical thinking, social learning, inquiry based learning, and the ability to put content into context.

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 possess the ability to self-assess.

Self Assessment Strategies:
Reflections on one's own learning
Study the process of learning
Examine the products of learning
Taking a 3-dimensional view of finished product

MSLA RECOMMENDED STANDARDS FOR PRE-K - 12 INFORMATION LITERACY STANDARDS - more detailed and descriptive than ever.
These new standards:
Align with ths AASL National Standards
Offer overviews of grade spans - useful to share with teachers and administrators
Forthcoming: comparison chart of AASL & MSLA standards, comparison to frameworks, and learning scenarios targeting various grade levels...so stay tuned!

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.

COLLABORATION: The most important issue in any Library program.
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.
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!).
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.
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.

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.

BACK TO REALITY: you, the Library Teacher, must be proactive in your approach...identify a teacher that you feel will be responsive.

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.

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!
Suggestions were as follows:
1. Jump in! Offer materials for the project
2. Email helpful websites
3. Personally deliver books and resources to them
4. Offer to collaborate, co-teach, evaluate, assess, provide a search term activity (etc)
5. Attend department head meetings to obtain connections and insight as to upcoming topics
6. Offer staff professional development on evaluating resources
7. Start SLOW! Don't be overly enthusiastic...you might scare them away!
8. Don't do the work FOR them, do it WITH them
9. If teachers would like a fresh approach, maybe they will ask you for suggestions
10. Check on the project's progress periodically, no matter how small your initial involvement is.
11. Offer brown bag lunch sessions - bribe teachers to attend by bringing food and snacks...display new materials
12. Create focus groups for the teachers to identify materials to build your collection
13. Demonstrate your use of technology...point students to a pathfinder created specifically for their projects.

Make it all about the students!!!
Make the effort...it's worth it!

Standards Survival Kit: How to Make Sense of the New AASL Standards

2008-11-03T12:35:00.000-08:00

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.

Susan worked on the Standards and Guidelines Implementation Task Force. This task force developed a plan called, Learning For Life(L4L). According to Susan, "It is the context and content that we bring to learning." L4L scaffolds from Information Power. It is an essential component in developing successful students.

Thinkfinity’s Awareness Session for Educators

2008-11-03T11:04:00.000-08:00

Thinkfinity is an online portal that contains 1000's of free material for every core subject.

Its content partners include: ArtsEdge, EconEdLink, EDSITEment, Illuminations, Literacy Network, ReadWriteThink, ScienceNetLinks, Smithsonian’s History Explorer (new!), and National Geographic Xpeditions. It also offers professional development.

The goals are to train classroom and pre-service teachers to use resources, develop a MA network of Thinkfinity trainers, align Thinkfinity resources to MA curriculum frameworks, and to help teachers locate resources to support student learning.

New features of note are myThinkfinity, where one can login, 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.

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! :-)

What's new in children's books

2008-11-03T10:31:00.000-08:00

Pat Keogh

Pat shared some information about The Foundation for the Children's Books

Reading is alive and well!
Example of Rick Riordan author visit to Wellesley Middle school 650+ children came!

Books that adults might enjoy:

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

Minders of Make believe by Leonard Marcus - shaping of children's literature

Fiction

Penderwicks on Gardem Street- by Jeanne Birdsall sequel to The Penderwicks, Dad starts dating;

Bad Kitty gets a bath- by Nick Bruel- follow up to bad kitty, graphics are lively, great for beginers to chapter books

Knights of the Lunch Table - by Frank Cammuso - good guys vs. the bad guys, entertaining

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)

Love that Cat- by Sharon Creech -written in verse, same characters from Love that Dog, great for poetry

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)

Did Fleming rescue Churchill- James Cross Giblin and Erik Brooks- story about false information found on the internet

Swimming with sharks -by Betty Hicks and Adam McCauley- series about sports, good when students are too young for Lupica

Toy Dance Party - by Emily Jenkins and Paul Zelinsky - read aloud for young children, fun to read

The year of the rat -by Grace Lin - story about a girl who has her best friend moves far away

Alvin Ho: allergic to girls -by Lenore Look and Leuyen Pham- a boy with many fears

The Runaway Dolls - by Ann Martin- when the family goes on vacation the dolls decide to have an adventure of their own

42 Miles - by Tracie Vaughn Zimmer - About a girl turning thirteen who lives in the city with her mom and country with her day

I love my new toy - Mo Willems- Easy readers for beginning readers, few words but great story

Green and Environmental books

One Hen - about micro-economics in Africa

Wangari's Trees of Peace: A True Story from Africa by Jeanette Winter

Planting the trees in Kenya by Claire A. Nivola

Both books tell same story through

Apple pip princess by Jane Ray - father challenges 3 daughters to change their environment

Silent music -by James Rumford - boy who loves soccer and calligraphy - about a boy in Bagdad and how he survives the war

Non-fiction

Independent Dames -Laurie Halse Anderson- colonial women in the American revolution, balloons and boxes of information, facts and myths about famous women

Raucous Royals by Carlyn Beccia - book about royal rumors, very graphic, the table of contents has pictures of royals instead of text

Duel: Alexander Hamilton, Aaron Burr, and the Future of America
by Thomas Fleming picture book true story of a duel vice president and secretary of treasury

Winter Trees -by Carole Gerber and Leslie Evans - factual information with skeletal forms of tree

Christo and Jeanne-Claude: Through the Gates and Beyond -by Jan Greenberg and Sandra Jordan Story of the transient art in New York City

America at War -by Lee Bennett Hopkins and Stephen Alcorn- poems about war, various poets and our history of war

African Critters by Robert Haas - good read aloud beautiful pictures

Our White House by Lee Bennett Hopkins and Stephen Alcornlooking in looking out - various authors

We are the Ship by Nelson Kadir - about the negroe leagues in baseball

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

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

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

United Tweets of America by Hudson Talbott - picture book ABC by state

I, Matthew Hensen: Polar Explorer by Carole Boston Weatherford and Eric Velasquez- picture book, told in the first person,

Colonial Voices: here them speak by Kay Winters and Larry Day - a boy tells about the times right before the Boston Tea Party

Picture books

A visitor for bear by Bonny Becker and Kady Macdonald Denton- mouse tries to befriend a ornery bear

Knitty Kitty by David Elliott and Christopher Denise

On the Farm - by David Elliot - poetry

A taste of colored water by Matt Faulkner- about the segregation in the south

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

The story teller's candle - how a librarians plans a play in NYC to get community onvolved

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

That book woman by Heather Henson and David Small- a woman who traveled through Appalachia to bring books to children

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

Hounsdly and Catina by James Howe and Marie-Louise Gay- series, great language, easy reader,

One Boy by Laura Vaccaro Seeger - few words, black and red, author of Dog and Bear

Fun With Research: Strategies That Work

2008-11-03T09:03:00.000-08:00

Presenters 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:

Donna.guerin@verizon.net if you want an electronic version of the links.

Laying the groundwork:

Plan, plan, plan, with yourself and teachers
Design engaging research lessons
Question driven
Task driven
Buy into a research process
Big Sic
IIM
Use a common research vocabulary
Want it to be fun for elem. Kids
It is an investigation and we need to let them know that

(Presenters dressed as investigators with Sherlock Holmes hats and pipes, can do that for kids…Agent IIM)

Don’t reinvent the wheel

Lots of places to find lesson plans, you don’t need to do it yourself.
(Links in handout)
Thinkfinity as an example (406 lesson plans that deal with research skills)
Intel has unit plan index
Noodletools
21st Century literacies
Voicethread
Route 21
21st centuryschools.org
lesson plans from the Baltimore schools
Read write think (all the lessons are already done)

Information skills (that’s us) are the most important skills our kids are going to need.
ICC Information, communication, collaboration

Ask good questions.

Effective research is question driven
Use good question cubes (can be purchased) Prevents kids from asking question that they can answer yes or no

Find, evaluate, cite sources
Kids and teachers don’t know how to do this
Most regurgitate facts
Let kids get immersed in resources

Citing sources
A Author/editor
B Book/article title
C Company or city
D Date of copyright
E Entire page numbers/URL

Tools can help, like online citation sources

Take good notes

Don’t plagiarize!!!

Noodletools has exercises to learn how to take notes
Read Write Think
Fragment Frenzy
IMM Notefact Model
Model how to take notes with a PowerPoint how to summarize (right click, pointer options)
Organize and categorize notes
Take the note facts and re-arrange them into categories

Goal evaluation

Develop product and presentation
Stop the research paper business!!! Yes they should be taught, but they need to have lots of variation.
2 steps here. PRODUCT and PRESENTATION

QuIP—Questions into Paragraphs

Read Write Think has an online flipbook kids can use.

Fun with Research: Strategies That Work

2008-11-03T08:49:00.000-08:00

Donna and Pat offer a plethora of helpful websites for LTs ,including Thinkfinity, Intel, VoiceThread, and Route21. 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 IIM. 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.

Works Cited, References, and Bibliographies with Nancy Anthony

2008-11-03T08:25:00.000-08:00

Works Cited 101:

Nancy Anthony gave a very informative talk on citations, references and bibliographies. Nancy's web site is: sites.google.com/site/workscitedmsla/ .

Highlights of her presentation:

Familiar problems we have encountered:

"Will you show my students how to write a bibliography?"
Bibliography is a list of sources
Citations is the list of sources that were used.
Questions to ask:
At what stage is this request
Do students understand parts of a book
What kind of report is this going to be?
Citing images: very long url - not useful
Citations as a list of urls is not OK
Yahoo, google and etc. not citations
Copy and paste ready made citations? Ready-made citations are not totally reliable Like the ones on the databases or United Streaming Video

Students need to understand the parts to a citation so that they can create it.

InfoLit: A School Survivor Story

2008-11-03T08:22:00.000-08:00

The 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.

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.

What they did and recommend:

Kickstart the collection with your current money
Weed!!!
Buy databases
set up a wish list on amazon
promote the latest fiction
clean and rearrange shelving
ask teachers for their wish lists
ask students what they want to read and buy it.

Weed any video that hasn't been used in 5 years
buy only dvd's for now
buy several inexpensive digital cameras for student projects
buy one really good video camera for use in school
ask students to use their own equipment to produce projects
the future's channel - free streaming video for teachers
Bake cookies and work side-by-side with tech support staff
define your role as a technologist - tech helper (not a technician/repair person)
nag about software upgrades
get rid of anything not used in 3 years
provide instruction to staff about the use of technology equipment
upgrade all special ed software -talk to the special ed heads: bookshare.org (free online audio books for sped students)
Every student is a teacher, every teacher is a student
scrutinize all "rules" and evolve please!
make the library calendar available to all
start a FOSL club
Make sure teachers and parents know what you teach
Develop a long-range plan with other librarians in the district (check with regional)
Demonstrate your financial management skills to get more money
Buy only new items with budget funds
replace old items with petty cash funds
write grants, please! (Teen Tech Week)
Make friends with local merchants
Inter-library borrow with other schools in your district
Teach teachers to purchase items for their own departmental budgets

Avoid "quick lessons" from books and online sources

Start with the MA Instructional Tech Frameworks

Their site: www.wmslibrary.net Click the "magic Westie" to see all their curriculum items, handouts, worksheets, etc.

Sharing the Evidence: Library Media Center Assessment Tools and Resources Connie Champlin

2008-11-03T08:18:00.000-08:00

What evidence do you collect as a LMS? How do you use it? Connie Champlin 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.

Use your words

Connie talks about using your districts buzz words for data collection. Evidence-Based instruction, Triangulation Based Evidence are two of the more popular.

Tools to use

"We Boost Achievement" and "Sharing the Evidence" are two publications that give several ideas on how to collect and present LMC 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.

Collaboration

Connie encourages us to use Collaboration sheets to keep track of what you are working on with other teachers. "Indiana Learns" is a web site that has several collaboration sheets you can use. Use rubrics too- get your Library and technologies on those rubrics.

Information Literacy

Have students evaluate their process. Ask students how they go about research. Have the younger kids draw a picture about how they research information.

Connie's Session hand outs are on page 127-128 of the Conference Binder

Getting Graphic in Schools: Graphic novels, comics, and manga in education

2008-11-03T08:13:00.000-08:00

Presenter: Robin Brenner, Brookline Public Library
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.

Basic definitions:
format = comics
academic terms is sequential art (= panels, text + image)

Defending comics in collections
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.

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.

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.

Title research:

read a few - find titles in a genre you already enjoy

talk to fellow librarians

journal reviews (ICv2 Guide - new and great source of statistics. They also have a website)

check with local comic stores, library holdings

check with your readers (Graphic novel Survivor - kids voted books off table)

Age range ratings (content based):

Marvel not useful

Manga companies conservative ratings

Tokyo Pop - strict list/criteria to their ratings
Rating systems not universal

Good comics for kids - new SLJ blog, Bridget Alvorson (based in Melrose)
has reviews, recommendations, news, soon to be released titles

Links:
http://www.icvs.com
http://www.angelfire.com/comics/gnlib
http://www.comiccon.com/pulse/
http://www.mangablog.net/

Lesson Plans:
http://www.teaching comics.org/
Comics in the Classroom -
http://comicsintheclassroom.net/
Teaching with Comics -
http://www.flummery.com/teaching/
Secret Origins of Good Readers -
http://www.night-flight.com/secretorigin/

Ideas for Comics Exercises:
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
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.

Title recommendations:
(MS/HS) Magical Life of Long Tack Sam (biography); Fleming
Town of evening calm, County of Cherry Blossom; Kouno (history of Hiroshima, family)

WWII - genre
Maus
We are on our own; (memoir) Kattin
Barefoot Gen; (memoir) Nakazawa
The Wall; (memoir) Sis

Nonfiction titles (MS/HS):
The United States Constitution; Hennessey
Isadora Duncan; (bio) Jones - bio series
911 Report - approved by commission

Shakespeare adaptations (many):
Merchant of Venice; Gareth Hinds
British firm doing every play in 3 different versions

Fiction (K-5):
Jellaby; Soo
Amulet (older elementary)
Flight Explorer - anthologies on flight
Glister; Watson, Andi
Rapunzel's Revenge; Hale, Shannon* good presenter on this - does reader's theater
Coraline; Gaiman, Neil (graphic version, nice adaptation)
Salt Water Taffy; Loux, Matthew (set in Maine, strong boy appeal, older elementary, MS)
Minister Jade; (Chinese Imperial Court, super-hero, magical belt of jade, MS)
Atomic Robo; (robot design by Tesla in the 20s, physics jokes, action adventure)
Monster Zoo; TenNaple, Doug (a little creepy, older elementary MS)
Stuck in the Middle; Schrag, Ariel (MS, collection of short comics about what MS is really like)
War at Ellesmere; Hicks, Faith Erin (scholarship student at elite academy, older elementary, MS)

MS Manga - (Manga makes up 60% of the publishing market in Japan, started in '50s)
Shojo manga - girl manga
Shonen manga - boy manga
Sugar Sugar Rune; Anno, Moyoco (pair of witches who collect hearts, mystical)
Palette of 12 Secret Colors; Kusakawa
Shirley; Mori, Kaoru (Victorian England, 13 year old girl learning to be a servant)

HS Manga
Fever; Park, Hee Jung (HS)
High School Debut; Kawahara, Kazune (HS)
Fairy Tale; Mashima, Hiro (favorite with boys, magic, protagonist gets seasick)
Hikkatsu! Strike a blow to vivify!; Yagami, Yu (changing the world with appliance repair to readjust Earth's magnetic core)

Handouts:
http://www.noflyingnotights.com/confrences/msla2008
robin@noflyingnotights.com

The New AASL National Standards - Am I Ready for the 21st Century? Cassandra Barnett and Valerie Diggs

2008-11-03T07:08:00.000-08:00

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.

So, the question posed is: “Am I ready for the 21st Century?”
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.

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.

Here is an abbreviated version of the powerpoint presented in the session:

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.

Collaboration defined:
Working relationship over time
Requires shared goals
Roles are carefully defined
Comprehensive planning is reuired
Communication is essential
Leadership, resources, risk, control and results are shared

Working with teacher from start to finish and sharing the load; including grading/assessing the unit on which we collaborate.

Factors that contribute to success on collaborative efforts:

School culture must support it
Flexible scheduling
SLMS is a collaborative leader
Expect apathy and/or dissent among faculty

Be ready to re-evaluate when things don’t go well.

Process & Structure (of collaboration)

Administrators, teachers and LMC must participate in decision-making
All decision-makers must support the concept of collaboration
Group is flexible in the way it organizes and accomplishes its work
Staff development is essential

Communication

Often
Openly discuss issues
Share information

Resources Needed

Time (meeting to prepare, coordinate)
Facilities
Learning Resources
Budget

Benefits

Students more involve in learning
Sparks creativity among teachers
Modeling it results in more…

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?

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.
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.

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.

Offer to train teachers to set up their own page on Trackstar, so they can give students a place to start.

Email about new resources.
Deliver books to teachers
Offer to teach/co-teach a part of a unit/project.
Do staff professional development on evaluating resources
Start slow with some teachers so you don’t overwhelm them.
Don’t do it FOR them, do it WITH them.
Offer to help teachers come up with new ways for students to communicate their results in a new way.
Continually check-in to see how things are going with teachers on a project and offer help along the way.
Have brown-bag lunches – they bring lunch, we provide drinks and dessert and do a quick demo about new databases or resources.
Do focus groups to improve collection development (Cassandra does this with faculty)
Do professional development for new teachers and make it clear that the library is a main part of planning and collaborating on projects.
Go to departmental meetings or ask for information at faculty meetings.

Keynote: Is It In Your DNA to Make a Difference

2008-11-03T07:07:00.000-08:00

Sandy's Welcome

"Spread the word. Be nice to children. Smile if it kills you." -Sandy Kelly's tip

Energy! You can feel it when you walk into any MSLA 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 MSLA ASAP. "Bring back the warm and fuzzes." she said.

Terrence Young's DNA

Terry started by giving us (MSLA) props- MSLA is one of the top 5 proactive school library associations! Go us! He loved our anti-whining, pro-shouting message from 2003.

New Students- The millennial student

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?

*Be visual- love visual stimulation

*Students love projects and working together

*Problem solvers and tech lovers

Everything is now technology!

Terry encourages to use technology. Podcast a book talk. Use email and IM to communicate.

Motivate them!

Terry asks us- how well do you know your students? Go out and reach them. Show up to different school events.

A Survivors Story

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 (The Skin I'm In, Bang, etc). Flake came for one week to work with students. Each student received copies (to keep) of her works.

PR Skills

"You need to have "PR" skills" Terry said. Hey- he even advertise in the bathroom. Look for opportunity and be passionate.

Its not my library...

It's the students. Everything in Terry's Library is for the students. We are there for the students.

Keynote: Is it in your DNA to make a difference?

2008-11-03T06:47:00.000-08:00

President's Welcome: Sandy Kelly
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.

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.

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.

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.

School Libraries Work! has been revised three times by Scholastic, written by Terry Young, a former science teacher and school librarian.

Keynote: Terry Young, M. Ed., MLS
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.

First edition of School Libraries Work! 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.

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.

How do they learn? Through technology. Strong group identity that relies on each others strengths.

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.

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.

Knowing your students - names, sports, events, what motivates them to learn. Make personal connections.

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.

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.

Library successfully renovated, shelves being filled again. Lost of visual displays, contests. Three rules in the library - Be responsible, be respectful, be ready.

Name of the Game - Public Relations

Spread the word

Display

Think outside the library and outside the box

Involve everyone

Get involved in professional associations: MSLA, ALA (AASL, YALSA, ALSC)
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.

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.

Students + Evidence = Impact!

2008-11-03T06:41:00.000-08:00

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!

Deb Logan's Student's + Evidence= Impact

2008-11-03T06:06:00.000-08:00

Before coming to Deb's session, I prepped by going to her web site 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.

Some tasty tidbits of what Deb gave at her session:

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.

Not just about us- make it about the school. Your school is preparing your students to be 21st Century learners.

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!"

ASSESS! That's what teachers do! Get involved with the learning process.

Gather data- very important and present it in a user friendly fashion. Share it through displays, write for newsletters, and "innocent questions."

Get out of your comfort zone and toot your own horn.

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).

If you wish to email Deb, please make sure you include "MA Conference" in the subject line.

The Good, The Bad, and the Ugly- What's New in YA Literature - with Maureen Ambrosino and Sarah Sogigian

2008-11-03T05:31:00.000-08:00

One 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:

My Most Excellent Year - Kluger (Favorite Book of the Year) families, funny, letter, email, IM formats, extended format
Rumors - Godbersen : Sequel to Locks(?) 7-8, third one comes out in Spring
Gone - Grant : like The Girl Who Owns a City, everyone over 15 dies. Good vs. evil with a cliff hanger ending 6-8
Spirit - Hightman: Takes place in Massachusetts in 17oo's. Ghost hunters, cliff hanger climax, short, quick read 6-8
All the Lovely Bad Ones - Hahn : Not the best of Mary Downing Hahn; Haunted Inn story
Ghosts of Kerfol - Noyes : Retelling of a previous story in the beginning. MA Author 6-8
Ghost Child - 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
Graveyard Book - Gaiman : Like the Jungle book, but in a Grave yard- Child was raised by spirits- 6 and up
The Unspoken- 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
The Hunger Games - 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.
Chains - 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
Guardian - Lester : very short, 9 and up, aftermath of a lynching.
Reincarnation** - 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
Curse as Dark as Gold - Bunce : retelling of Rumpelstiltskin set in the Industrial Revolution
Ever - Gail Carson Levine : Girl is going to be sacrificed to the gods. Not up to the usual Levine
Merlin's Dragon - T.A. Barron : Bridges the gap between The Lost Years of Merlin and The Trees of Avalon. You can request a Teacher Pack for his books for free! Middle level
Feathered - 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.
Shift - 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
Stolen Car - 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
Bliss - 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
Night Road - AM Jenkins : not that great. pass
Suck it Up - 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
Twilight and the series: go to the web site
Pandora Gets Jealous - Hennesy Ancient Greece- likes the Lightening Thief, Girl Power!
Three Willows: The Sisterhood Grows up - Brashares : Sister Lite! for younger readers. Friendships, girls. Good for mean MS girls, Sweet story.
First Kiss (then Tell) - Busby- short stories about first kisses of YA authors
All We Know of Heaven - 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
Rapunzel's Revenge - Hale : Graphic novel Fantastic! Any age group.
Danger Overseas - Keene and Dixon : not good. Very predictable. Older Technology, outdated.
Little Brother - Doctorow : Scary, HS read, story of Malcolm and Internet hacker, terrorists blow up a bridge, and the kids are suspected. Very Techie.

Go to GoodReads.com for more their recommendations!

The Good, the Bad and the UGLY

2008-11-03T05:29:00.000-08:00

New YA Literature - Fall 2008 Edition

Presenters: Maureen Ambrosino (CMRLS) and Sarah Sagigian (Metrowest)
(all of this information will be posted this week on the CMRLS and Metrowest websites)

Three Willows: The Sisterhood Grows by Ann Brashares
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.
Rapunzel's Revenge by Shannon Hale (Graphic Novel) (any age group)
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.
Pandora Gets Jealous by Carolyn Hennesy (4+)
Great!

Little Brother by Cory Doctorow (high school)
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.
First Kiss (Then Tell)
First kiss stories by many famous authors. Some stories are very short. Some are true, some made up.
All We Know of Heaven by Jacquely Mitchard (High School)
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.
Danger Overseas by Keene and Dixon (Nancy Drew and Hardy Boys)
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.

Gone by Michael Grant (6+)
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.
Feathered by Laura Kasischke (high school)
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.
Suck It Up by Brian Meehl (Middle to High)
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.
Stolen Car by Patrick Jones (High School)
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.
Spirit by JP Hightman (Middle School)
Takes place in fictional town north of Salem, MA. Two main characters are 19th century married 17 year old ghost hunters. Quick read.
Shift by Jennifer Bradbury (High School)
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.
Reincarnation by Suzanne Weyn (High School)
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.
Night Road by AM Jenkins (HS)
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.
My Most Excellent Year by Steve Kluger (8+)
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.
Merlin's Dragon by TA Barron (middle school)
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)
All the Lovely Bad Ones by Mary Downing Hahn (lower M.S.)
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.
Rumors by Anna Godbersen (sequel to Luxe) (8+)
Follows the adventures of Penelope trying to get back into society in winter of 1899. Third book, Envy, comes out in January.
The Hunger Games by Suzanne Collins
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!"
Guardian by Julius Lester (high school)
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.
Graveyard Book by Neil Gaiman (everybody)
Like the Jungle Book but takes place in a graveyard. The child was raised by spirits.
The Ghosts of Kerfal by Deborah Noyes (Middle school)
First section- retelling of Edith Wharton story Ghosts of Kerfal
The Ghost's Child by Sonya Hartnett
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.
Ever by Gail Carson Levine (middle school)
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.
Curse as Dark as Gold by Elizabeth Bunce (middle school)
Retelling of Rumplestilskin, set in the industrial revolution time period.
Chains by Laurie Halse Anderson (Middle School)
Historical fiction- Story of what happens during the American Revolution through the eyes of a girl who's a slave. Probably will win awards.
Bliss by Lauren Myracle (High School)
"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.

Making your library the heart of your school

2008-11-03T05:28:00.000-08:00

Presented by Mary Kelleher and Karin Kugel

Goal: To come out of the session with a working plan to make your library important in your school.

Example of Problems:
students not reading at grade level
narrowing the achievement gap
quality of open response answers

This session is using literacy to model the process of making the library important to the school.

Try to tie in all other library goals to the larger scale plan.

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.

1 Task definition: how can your library best support the neesds of your school
2. Information seeking: what resources will I use
3. Location and Access: how can I access these resources?
4. Use of Information: Action steps
5. Synthesis: How can I get others to buy into my plans
6. Evaluation: Was I effective in my actions?

Hints:
Set attainable goals
Set deadlines
Use resources
Always refer back to overarching goal
Make sure everyone knows about your mission and how it ties into the overall goals of the school.
Promote your programs
Put your library name on correspondence
Use vistaprint.com for professional looking library products
(you only pay for shipping)
Color code your newsletters

Handout for this session are on pages 119-126 in your binders

Survival Lessons with Michael Tougias

2008-11-02T19:21:00.000-08:00

Michael 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.

Projecting Past Outcomes
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.

Good Decision Makers Choose the Reversible Option
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.

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.

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.

Resisting Emotion was a lot easier to comprehend.

Power of Little Steps is self explanatory, but something to remind myself about.

Survivors celebrate little achievements. He mentioned telling yourself what a great job you do.

Questioning rules. It was somewhat scary to hear how rule followers don't tend to do too well in emergencies. Oops.

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...."

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.

The New AASL National Standards: Am I Ready for the 21st Century?

2008-11-02T19:17:00.000-08:00

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.

Well, here are my two things:

1.) I don’t have to do it all at once. I can map it out one piece at a time.
2.) I need to ask students to teach each other, argue with each other and come to a consensus with each other more often.

Middle School Job A-like

2008-11-02T18:55:00.000-08:00

One of the things I like best about the MSLA Conference is the company. Where else can you find so many librarians to chat with!

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!

We shared ideas for bringing groups to the library, especially the math teachers! We shared some of our favorite web sites- freerice.com, thinkfinity.com, and lots I am forgetting. If you were at the meeting and remember some others, please add them to the comments!

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.

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.

Building the Advocacy Picture

2008-11-02T18:08:00.000-08:00

By Debra Kay Logan, Sunday @ 1:30pm

Website: http://www.deblogan.com/ On the right side of her website, there's a section labeled "Deb's Presentations". Notes for this weekend's presentation will be forthcoming in the next week or so, but feel free to browse through some of her others in the meantime.

" Get your message across to your stakeholders".
The message is to demonstrate exactly what impact School Libraries have on student achievement.
Who are our stakeholders? Our students, our teachers, our parents and other community members, our administrators, and our state and local officials.
What are their concerns? Grades, homework, student safety, MCAS scores, getting into good schools, projecting the "right type of image" for the school and community, application of information in the workforce, 21st century skills relevance, etc, etc, etc. The list is endless!
So, just what role does the school library play in helping students achieve their goals?

Combine marketing and public relation skills to get our message out...what is it we do and how.
Deb recommends data collection to validate our efforts. Not just the usual circulation statistics, reference questions, number of students and classes, but real meaningful data that demonstrates the impact school libraries have on student learning. After each lesson, Deb has the students fill out a questionnaire:
1. Name something that the student has learned from this lesson
2. How will they use this new information?
3. What did they like about this lesson?
4. Any suggestions that would make the lesson more valuable to the students?
All information is tallied and shared with the collaborating teacher, and is used to improve existing lesson plans. When conducting your own data collection, it is important to decide how this information will be used, collected, managed and shared. To add credibility to your findings, link your data to research (refer to the handout by Ross Todd, "School Libraries and Evidence"). Point out any obvious and pertinent connections.

Deb also recommends creating Lesson Plans, even if you your district does not require you to have them. Link your objectives and goals directly to state standards; identify topics from other subjects that are covered in your lessons. Having this information in place and sharing it with your stakeholders BEFORE there's a problem is key. Documenting information in the form of assessments, instructions, finished products or projects, photo galleries, quotations, humorous anecdotes are all excellent ways to share. Make it all about the students, and it won't look like you are just tooting your own horn!

In closing, I will leave you with 2 messages from Deb:

"NO WHINING!"
and
"Libraries are an investment, not a cost" (Gary Hartzell)...it's up to al l of us to be sure that our stakeholders get that message.

?

The New AASL National Standards--Am I Ready for the 21st Century?

2008-11-02T12:57:00.000-08:00

Cassandra Barnett, President-elect of AASL and library teacher at Fayetteville (Arkansas) High School Library, was the presenter of this session. She took the new AASL Standards for the 21st-Century Learner, linked them to the newly-written MSLA Massachusetts Recommended Standards for PreK-12 Information Literacy Skills, and then spoke about a variety of ways in which both sets of standards can be integrated into the content curriculum frameworks. Cassandra spoke about the importance of developing and modeling strategies for teaching these skills, focusing on student learning, rather than on teaching, and helping students to understand the importance of learning how to learn (metacognition).

In terms of implementation, Cassandra noted that library teachers must understand the beliefs that support the standards, as well as the standards components. Additionally, library teachers must wipe the slate clean and start anew, integrate the information literacy curriculum through collaboration, re-think how instruction is provided, and make efforts to assess both the process and the product. One of the most important things that a library teacher can do is to help a learner develop the ability to be a reflective learner; that self-assessment is vitally important.

Maximizing your Impact

2008-11-02T12:33:00.000-08:00

Sunday, @ 10:00am

Co-teaching Information Literacy and Reading Comprehension Strategies by Judy Moreillan, Ph.D.

Judy began with an excellent analogy of the tortoise and the leopard, relating the struggle of survival to literacy instruction. She went on to deliver a clear message: Library Teachers can impact reading comprehension by collaborating with Reading Specialists. Co-Teach. She has identified 7 Reading Strategies to "help your kids read it and get it". By identifying these 7 strategies and linking them to Information Literacy, your students will become more successful readers & will increase their comprehension. The strategies do not work in isolation, but must be taught in tandem for maximum effectiveness.

Using another analogy, the elephant in the "Seven Blind Mice" story, each part of the elephant seen individually does not provide an accurate, overall image to the blind mice. As in reading for comprehension, all portions must be linked to the whole for complete understanding.

So where to start? Kindergarten! Teach reading for meaning, not just reading for words.

In her book, Judy outlines research-based instructional strategies, and offers the following statistics...for students who have mastered the following skills, there is a corresponding increase in test scores:

Identification of similarities and differences 45%

Summarizing and note taking 34%

Setting Objectives and providing feedback 23%

Questions, cues, and advanced organizers 22%

She urges Library Teachers to post student friendly objectives, develop rubrics to achieve those objectives, use essential questions to frame the lesson, and cue the learners as to what is really important.

"Teaching is too difficult to do alone...collaborate with your Teacher-Librarian"
Dewitt Wallace, Readers Digest, Library Power 1994

Co-teaching techniques include one teaching and one supporting, the increased availability for one-on-one conferencing, parallel, alternative and team teaching all provide faster and more effective brainstorming...ultimately resulting in the students becoming more engaged!
Check out her website for speakers notes and more at http://storytrail.com/
By next week, the power point presentation should be available on her website. Check it out now for others!

Are We Ready for the 21st Century?

2008-11-02T12:30:00.000-08:00

Barnett shows correlations between the new AASL National Standards and the MSLA Information Literacy Skills Standards. In addition to what's already been said, Barnett emphasizes the role of the library teacher as setting up opportunities to practice the necessary skills, and helping students to determine how to be persistent when researching. We must provide the situation where they have to figure out the essential strategies. Library teachers (LT) design experiences where kids can experience learning. Furthermore, she encourages LTs to become part of the grading process. Take on the responsibility of requiring web evaluation sheets. Help the classroom teacher by assessing that part of the project. We must create a niche for ourselves by demonstrating how we can help classroom teachers.

Conference photos

2008-11-02T12:13:00.000-08:00

Here are the first photos from day one at the MSLA conference. Check back later for more!
http://www.flickr.com/groups/msla/

Waltham weighs in

2008-11-02T11:08:00.000-08:00

Library teachers in Waltham are going to be discussing the information we bring back from the MSLA conference at our professional day on Tuesday, November 4. To do this, we are assembling information on a wiki we will share. To see what we posted on our wiki, please go to http://msla.wikispaces.com and click on 2008.
Judi Paradis

Maximizing Your Impact

2008-11-02T10:28:00.000-08:00

Subtitle: Classroom-Library Co-Teaching Information Literacy & Reading Comprehension Skills -- 1:30 session, Nov. 2, Judi Moreillon.

Coming from the valuable session on the new Standards for the 21st Century, my energy for thinking about collaborative strategies, working with teachers, is high. Judi began with a description of our struggles, in libraries all over the Commonwealth. Our focus today on information literacy skills and reading comprehension strategies provides the chance to engage in a fruitful struggle. The majority of the audience are from K-5, a goodly amount from K-8, and the balance from high schools. Collaborative Strategies for Teaching Reading Comprehension is one of Judi's books that highlights strategies.

By the end of today's session we will be able to define seven reading comprehension strategies and consider ways to integrate with info literacy skills! We have long held the assumption that reading advocacy is important work for teacher-librarians. Yes, BUT this is not the same as reading instruction! Both can be attained in a collaborative teacher-librarian situation. Traditionally we have asked teachers to understand our terminology; perhaps it is time for us to walk over to the other side and use the terms employed by teachers related to reading comprehension!

Using the metaphor of the elephant (as in Ed Young's Seven Blind Mice): individual pieces are important but putting it together is the goal. We must activate and build background knowledge to enable text-to-self, text-to-text and text-to-world connections... If students come without background knowledge we help build it with them through vocabulary, sensory images in visualizing, questioning and probing, making predictions and inferences, determining the main ideas, using fix-up options, and making meaning from multiple resources (synthesizing).

Judi told a wonderful story and asked up to apply the techniques she just explained to better comprehend the story. Readers who learn how and when to use reading comprehension strategies are more effective as readers. She then had us do a Standards Integration Puzzle that helped visualize the connections between standards and reading comprehension strategies.

It is clear there are many practical activities that play out the strategies that support comprehension. We practiced a few of them -- visuals such as Venn diagrams, webs, timelines, using two heads to think about things....

A bonus to the session was the teaching context Judi brought with her: Arizona and the Native culture with which she has worked. We concluded with a poem in two voices, combining the voice of a teacher and the voice of a librarian -- all aimed at creating new understanding. We are a team! Two heads are better than one.

More about Judi is available at http://www.storytrail.com

Submitted by Rusty True Browder, Lawrence School Library, Brookline

Maximizing your impact

2008-11-02T10:25:00.000-08:00

Presented by Judi Moreillon

Judi is a former classroom teacher and library media specialist. She wrote, Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your Impact from those experiences. This book offers various lesson plans that involve collaboration for K-6. She is now back in the classroom, this time at the secondary level in order to gain experience and data to prove that these ideas can also be utilized at a higher level. She assured her audience that a second book will be written after her research is complete.

The main point of this session was:
Information skills and reading comprehension are not 2 separate entities but instead work in conjunction with each other.

There were many interesting parts to this session. There was so much information jammed into 90 minutes that I will try to relay the highlights and trust that my fellow bloggers will explain what I have left out.

Judi has a captivating personality. She began the session with a energetic story about a turtle and a jaguar. Making the point that every effort we make leaves some type of mark on the students that we encounter.
Judi also offered valuable tools to assist students with reading comprehension with her exercise from Seven Blind Mice. We experienced some hands-on activities when we broke into groups of five or six to compare the AASL standards to reading comprehension strategies. Through this examination we discovered that these standards are interchangeable and classroom teachers with librarians are both working towards the same goals with these standards; to have children learn to read and then read-to-learn.

Lastly, Judi read a couple pages from a book she wrote about 10 years ago, Sing Down the Rain, about the Tohono O'odham tribe's ritual for bringing rain. She offered some background information and assigned teams of 2 people each to fill in a venn diagram using a graphic organizer with information about this tribe of people.

I appreciate that Judi shared several activities that we can immediately incorporate into our own curriculum.

If you attended the conference but missed this session then look on page 67 in your binders - Big Ideas and bibliography. If you are reading this from home or work then visit Judi's website to find more information.

Building the Advocacy Picture - Debra Kay Logan

2008-11-02T10:22:00.000-08:00

Building the Advocacy Picture with Debra Kay Logan

Deb Logan is the librarian/media specialist at Mount Gilead High School. Her professional interests and activities include Web publishing, giving presentations, conducting workshops, and writing. She is the author of the book, Information Skills Toolkit: Collaborative Integrated Instruction for the Middle Grades and the co-author of K-12 Web Pages: Planning & Publishing Excellent School Web Sites. Her other writings include the got books? Turnkey Kit and a variety of articles. (text from her website Deb's Website)

Before the session began Ms. Logan went through the rows of seats and asked what levels people taught. (She later announces the results and says that advocacy fits in every arena.)

Slide on the screen while Judy Paradis introduces Ms. Logan: Welcome! While you are waiting... think about the recent messages you have been sending to your stakeholders.

What were the things you said the last time you went to an administrator or parent group with an ask? Schools are not in the business of libraries, schools are in the business of students and learning.

The BIG Questions: Why do we need advocacy? What is advocacy? - Advocacy is when stakeholders support our programs. People start from the wrong premise: People are going to the right things, right? So they're going to order brussel sprouts, not chips and salsa? Let's look at our stakeholder's groups and figure out what's it for them? The message isn't about libraries, it's about what libraries can do for the stakeholders.

P.R. - What's the message we are trying to send?
Marketing - Look at target groups and create something that will speak directly to them.
Advocacy is also about knowing your target groups, but it's about building relationships. We have to inform people we make relationships with to make sure they are making informed decisions.

"You win with people..." -Woody Hayes

What's valuable with our programs? What are the things that made you go into school librarianship? (think, pair, share in audience)

Some answers: The library is available to everyone, not just the smart kids or the troublemakers
Knowing that I've gotten a child into reading.
When teachers and students let us know they can see the difference.

We then collect all the cards and put them into envelopes, "treasure chests" to be sealed. - now we're going to leave our "treasure" in the chest and think about what our stakeholders need.

In groups, brainstorm issues that are important to stakeholder groups. What do teachers, parents, etc. think about when they drive to work, what keeps them up at night? Not about us, but what's in it for the target groups...

My group: Teachers (each idea gets a different thought)
Job Security, Testing, Grading, Lesson Planning, Students, Parents, Administration, Evaluation, School Accreditation, Budget, Supplies, Facilities, Personal Lives, Economy and Election (right now)

All the different group's ideas are put on the walls and everyone walks around to see them. Check Deb's website (link above) for all the results from this and this morning's session under Presentation Resources.

New slide on the screen: What do THEY want... NOT what WE want them to want.

We want the school to look good - it's not bragging, it's what they want. We want articles in the paper because the important people will see this and realize that the library is important in the community. Invite target group to be part of making decisions. Homework - Offer to do training on databases for PARENTS - get the parents in the library so they see what you're about (educating their students).

Switching Slides: Leaving Land O'Libraries. If it walks like a duck and talks like a duck... We have been librarians in the world of educators and it's time to be educators. This means maybe turning in lesson plans.

Traditional Data Forms: Circulations, Reference Questions, Number of Students, Number of Classes - who of the target groups really cares about these things? We need to be measuring and documents the measure of our programs. Think about what connects to our stakeholders.

"Nobody buys a 1/4" drillbit because they want a 1/4" drill bit, but because they want a 1/4" hole." Doug Johnson

Connecting Points: Be a part of meeting stakeholder's needs! Using the cards again, think of things we could do to meet the needs of our target group (another think, pair, share).

Some of our results: Happy Hours, Co-teaching, Library is another room if you need the space, etc. (again the results will be put up on Deb's website)

Strategies and Resources
PR & Marketing, Evidence, Planning Sheets (think the Mom's in Spokane)

Evidence based practice - purpose of evidence-based practice (collect data) Deb does surveys after each big project to get feedback from the kids. When the teacher gets the results from the students it makes a bigger impact than if he gets it from you. Keep documentation of how it helps kids and it will help in decision making.

After a lesson on a card: what's something you've learned, how are you going to use it, what's something Ms. Logan can do to make it better, what was something you liked about this lesson. Use these to give to the teachers and to keep in mind before the next class comes in.

EBP Planning Steps: Why is data being collected? How will data be: Used, Collected, Managed, Shared?

Linking to Research: Know! No Bashing, Show Connection (Library Media Connection Aug/Sept. 2003)

Gathering the Data:
Assessment- Pre, Post, During...
Standardized tests, formal surveys, informal surveys/passports - ask for the results and be able to show the connection between the data we've collected and the standardized tests.

Sharing the Data: Lesson Plans, Calendar,

Deb's lesson plan sheet template

Some Thoughts:
SLJ - No Whining
"Libraries are an investment; not a cost." -Gary Hartzell

The New AASL National Standards

2008-11-02T06:55:00.000-08:00

Am I ready for the 21st century? Librarians are an ardent, diligent lot of folks. We take our missions seriously. We are resource people, we are teachers and we are leaders. Our profession has debated the implications of these several roles for years, and in a way it feels to me as if they have truly come together in the new national standards, particularly when set beside our MSLA document. As I drove to Sturbridge this morning I was listening to the Beatles on my iPod, singing along with "Help, I Need Somebody; Help Not Just Anybody" and for a moment my thoughts flashed to our school library where this refrain is frequent. Add "Come Together Right Now" and we have a recipe for collaboration!

Cassandra Barnett, the speaker today, November 2nd in Sturbridge, helped write the new national standards: Standards for the 21st Century Learners, available for download at http://www.ala.org/aasl.standards. Cassandra made numerous connections between our acting libraries, the standards, the MSLA documents and our future. This exercise was very exciting and can definitely be the foundation for learning expectations and curricular links in our own districts.

Information Power was a valuable document and presented good standards but the forms of literacy we need to connect to today, with the explosion of literacy possibilities and the need to work collaboratively with other educators at every point necessitate a new articulation of standards. This global perspective, this collaborative approach:

Covers what we do
Reflects the future
Focuses on a global approach
Provides guiding principals for teaching & learning (no longer just teaching, no longer a simple "Here's how....")
Strives for the ideal

No one can teach everything to a student; creating a framework for learning is the most valuable task.

The nine common beliefs are not the national guidelines (which are themselves forthcoming in the next few months) but they set the context for learning.
1. Reading is the window to the world (a fundamental skill for any kind of literacy)
2. Inquiry provides a framework for learning (moving away from speaking what we know to helping students learn how to learn, for example inquiry-based learning starting with what the student wants to learn)
3. Ethical behavior in the use of information must be taught (it isn't natural for students)
4. Technology skills are crucial for future employment needs (social networking as well as others)
5. Equitable access is a key component of education (and the school library is one of the places that can ensure this access)
6. The definition of information literacy has become more complex as resources and technologies have changed.
7. The continuing expansion of information demands that all individuals acquire the thinking skills that will enable them to learn on their own.
8. Learning has a social context (working together in school, working together in employment situation, collaborative problem-solving)
9. School libraries are essential in the development of learning skills.

Standards, strands, indicators and benchmarks works as elements in a ladder of learning. Our MSLA standards fit nicely within the standards of skills indicators in the national document. For example: Standard 2: MSLA 4b, 4c, 5, 7; Standard 3: MSLA 4c, 5, 6, 7; Standard 4: MSLA 4a, 4b, 4c, 6, 7, 8.... etc. How important to transfer the information learned in the library to real life!

The Strands represents skills, disposition in action, responsibilities, and self-assessment strategies. No more work sheets, no more multiple choices.... Here comes brainstorming key words ("We may not have a spiritual aspects of mountain climbing. Let's see what else we can find that may help...")! Modeling strategies, analytical processes (exit passes indicating awareness of a resource were an example of student learning), and self-assessment are skills that are key.

The Skills are key abilities needed for understanding, learning, thinking and mastering subjects. Connecting with what is happening in the classroom is essential; content drives the library experience. Our MSLA skills are built-in to the standards upon reflection!

Dispositions in Action refers to habits of mind, ongoing beliefs and attitudes that guide thinking and intellectual behavior. These can be measured through action taken. See: 2.21, 5.9 for examples of performance indicators of habits of mind.

Responsibilities are common beliefs used by independent learners in researching, investigating and problem solving. How many of us really do convey the idea of copyright to young student, the foundation of respect for others' work?

Self-assessment strategies can enable a sea change in approach to grading, as librarians and teachers ask students to explain the validity of web sites through a cogent self-assessment tool. Her handout provides some suggestions for assessment resources.

As librarians design library experiences, different standards can be mixed and matched for effective use!

Example of library learning #1:
Cassandra asked us read two paragraphs from Jon Krakauer's Into Thin Air and use the Making Inferences worksheet in our binder. As we worked on this, it was clear that we as teacher librarians need to THINK as we support students in truly thinking. This could be done at many grade levels: with the information on a page noting 1) It says, turning to 2) I know, and resulting in 3) So.......Then sharing conclusions cements one's learning or provides insights not reachable on one's own. We all learn better! This exercise can be done in a 30 or 40 minute period! It really can. If the text relates to their classroom learning, you have enhanced their literacy for sure! Ideally, this would be connected to a longer range process.

Example of library learning #2:
Using Allan Say's Grandfather's Journey, explore Responses to Reading in one of three possible ways: Visual Images, Responses to Questions, and Simulated Blog (wow--no computer lab needed for this paper-based exercise!). Group skills are enhanced, learning takes place! Self-assessment could include questions such as: What was the main idea I contributed? What two ideas from others caused me to rethink my own ideas? How did I help the group reach consensus? What did I do to make sure that the group discussion included all members of the group and respected differing speaking styles and opinions?

These strategies mean we can't be territorial. Activities may or may not all take place in the library. For example, a simulated blog could travel from library to classroom and back again! This is very exciting to me, as so often links to social studies or science or language arts need cultivating due to the "not enough time" phenomenon within a school day.

How would this look in my library? We can't memorize the standards; we need to keep referring to them. We are moving from teaching to learning in our emphasis -- Understanding By Design is the watchword. Learning how to learn. It's very exciting.

Implementation:
Understand Beliefs
Standards Components
Wipe the Slate Clean
Integrate the Curriculum Through Collaboration
Re-think Instruction (What do you think? How can you back it up with evidence?)
Assess

An audience member asked how we can place this all within the context of MCAS and standardized testing. Cassandra's answer was "I can't, and I don't care." Wow. These skills are foundational, and will over time result in success. No Child Left Behind is coming up for some significant changes. Perhaps we'll back off a little from standardized tests and figure out more meaningful measures of students' strengths.

It may be necessary to start small. Try starting with the new teachers. Small pieces all along the way can help kids develop critical thinking skills: What do I think? Can I back it up with evidence?

Cassandra exhorted us to pick one action we will take upon our return to school. She asked that we create a timeline, describe the action, explain why this action would implement just one standard, and predict what will make it successful. This exercise, when shared with Cassandra's principal, caused him to say: "These people are teachers!" and created the basis for greater understanding of the library program. Using the terminology in curriculum settings can do a lot for progress along the lines we need. Thinking school-wide, using Lesson Planning Templates with teachers.... So many strategies can begin the process!

Rusty True Browder, Lawrence School Library, Brookline MA

Collaborative Strategies for teaching Reading and Comprehension

2008-11-02T06:50:00.000-08:00

Sunday, 11/2

Maximizing your Impact:

Classroom-Library Co-Teaching Information Literacy and Reading Comprehension with Judi Moreillon

"Two heads are better than one!"

As library teachers should be chanting this after seeing the presentation by Judi Moreillon. Library Teachers can impact reading comprehension by collaborating with classroom teachers and reading specialists.

Using her gift for storytelling, Judi demonstrated the 7 Reading Strategies:

Using or Building Background Knowledge
Using Sensory Images
Questioning, Making Predictions and Inferences
Determining Main Ideas
Using Fix-up Options
Synthesizing.

Then she showed us how these strategies have a direct correlation with the AASL standards.

"Teaching is too difficult to do alone: collaborate with our teacher-librarian." Judi then when on to describe different types of collaboration:

One Teaching, one supporting
Station or Center Teaching
Parallel teaching
Alternative teaching
Team Teaching

These co-teaching approaches are outlined in her book Collaborative Strategies for Teaching Reading Comprehension which I purchased directly after the workshop. I look forward to reading and sharing it's contents with the teachers and other librarians in my district!

Judi's handouts and more are available on her web site storytrail.com

The New AASL National Standards: Am I ready for the New 21st Century?

2008-11-02T06:35:00.000-08:00

Presented by Cassandra Barnett

She is president-elect of AASL
She sat on the committee that developed these new standards

Purpose of the session:
To help teacher-librarians understand the standards
To show how we can implement these standards in our buildings?

Why new standards?
Explosion of literacies
Students mastery of multiple literacies
Complex societal communications structures

These new standards cover what we do as teacher-librarians. We do not know what kind of jobs our students will eventually do. Yet, we still need to prepare them for these future jobs.

There is a shift away from simply teaching our knowledge to our students. Instead we have to teach students how to direct their own learning and meet information needs.

21st Century Standards are made up of common beliefs, standards, strands, and indicators (benchmarks are currently being developed).

Everyone received the booklet with these standards in the MSLA bags. This is the key to understanding the standards. These are not national standards but guidelines for educators to ensure that students become information literate.

During the session, Ms Barnett went through the components of the standards. She explained the reasons for inclusion and compared them to the MSLA Standards.

Skills
Straight forward abilities that can be assessed when looking at students' actions and assignments.

Dispositions in Action
While you can teach an attitude about learning you can plan lesson and offer suggestions to help students truly think about their assignments.

Responsibilities
This may start in elementary school with book care. But it will grow into ethical behaviors, intellectual freedom, and safety procedures online.

Self-assessment strategies
With the abundance of information that students must deal with, the quality of student work has declined. Teachers must hold students accountable.

Ms. Barnett provided examples of implementing the standards in a classroom situation. These can also be located in you binder on pages 53-65.

Advice on collaboration
When you sit with a teacher to collaborate...have the teachers' frameworks and standards in front of you...and explain how you can help the teachers meet their goals for the students. Start small (one teacher at a time)...approach brand new teachers who may need suggestions and support.

Food for thought: What is one thing you can do in your library that will help you utilize these standards? (see implementation chart on page 59 and lesson planning template on page 61)

Counting Down!

2008-10-27T21:30:00.000-07:00

Hi all,
Can't wait for the conference...it's the one time of the year we can focus on just ourselves and our colleagues. I am looking forward to seeing (and blogging about) some great programs and getting plenty of ideas to bring to our students.
AND...I can't resist one shameless plug...don't forget about the bookmark contest! The theme this year is "LEARNING FOR LIFE". Plenty more details to follow

Welcome to Survivor MSLA 2008!!!

2008-10-27T06:14:00.000-07:00

This is so exciting to offer our members a realtime experience at our conference. Of course, we would much rather see YOU in realtime but what a wonderful opportunity for those who could not join us, to follow the events in Sturbridge, and post their own comments.

I would like to thank Sarah Chessman for setting up our blog and our wonderful 2.0 blogging library teachers for their time. Enjoy Survivor 2008!

Sandy Kelly

President, MSLA

Welcome to the MSLA Conference Blog!

2008-10-27T06:01:00.001-07:00

Welcome to the MSLA Conference Blog for 2008! This blog allows us to provide you with live coverage of the MSLA conference in Sturbridge this November. Check back regularly to for in-depth reporting of those sessions you may not have been able to attend.