Favourite Books Introducing Young Students to the School Library

Favourite Books Introducing Young Students to the School Library

   February 12, 2019       rHL

---

Favourite Books Introducing Young Students to the School Library

~Contributed by Heather Middleton, Aspengrove School




At the beginning of the school year, Kindergarten and Grade One classes read What Happened to Marion’s Book? by Brook Berg; illustrations by Nathan Alberg. c.2003. Marion, the main character is a Kindergarten student who loves books so much that she wants to be a librarian when she grows up. The reader learns proper book care through Marion’s misadventure with her library book. 

Introducing Grade One’s to writing their own stories is made much more interesting when reading the delightful story of Library Mouse by Daniel Kirk c. 2007.




Grade Two and Grade Three classes navigate the nonfiction areas of the the library stacks as they begin their research topics. The Shelf Elf Helps Out by Jackie Mims Hopkins; illustrated by Rebecca McKillip Thornburgh. C.2006. explains the Dewey catalog system and how to locate a book using the call number as an address on the book spine.

Follow up lessons include YouTube tutorial https://www.youtube.com/watch?v=9bV_sI8XQdI and cooperative activities with partners in library hunts for books in favorite categories such as cooking, animals, and Mine-craft, using call numbers and the categories shown on the library’s book shelf signage.

 

As children begin to research on the internet and write their own papers, the book When Marion Copied by Brook Berg; illustrations by Nathan Alberg. C.2006., discusses plagiarism.

Read More

Blind Date with a Book

Blind Date with a Book

   January 21, 2019       rHL

---

Blind Date with a Book 

~contributed by Rayna Hyde-Lay, Shawnigan Lake School

A few years ago, I spent the best part of the start of the year planning a few fun events to encourage students into the library, and entice them to try something new! I found many ideas from the library community on Pinterest, Facebook and Instagram but one that seemed the most interesting was Blind Date with a Book. Students found the idea captivating and for the past three years we have offered Blind Date with a Book in February, to coincide with Valentine’s Day.

How it works:

A.) I pre-choose books in a variety of genres which have either been popular during the course of the year, or have interesting fun titles or ones which I think have been overlooked and need consideration. Because it is February I try to include as many light and positive books as I can. I also enlist the help of a variety of students at different grade levels to choose a book they would recommend to their peers.
B.) Books are wrapped in regular brown paper. We try and save packaging from book orders as well as use paper bags, and other materials as a reduce and re-use initiative.
C.) This is the fun part! Each title gets a description of the book. Not a summary but rather a little personal ad, or bullet points of intrigue, or sometimes just a drawing. The title is never mentioned and the details are intriguing but intentionally vague.

Then I put them in a prominent spot in the library and students come in to choose a book, without judging it by the cover. I usually start with 20 or so books, then add to it as they are checked-out.

Tips:

I have learned that this works best when they do not use the self-checkout so that they cannot see the title until it is unwrapped, which I encourage them to do at a later point. Also, write the barcode on the back of the book if your barcode label includes the title or author.

The adventure is in choosing something which might be different from their usual reading but, based on the description students think they will enjoy. Many students have come back claiming to have read something they never would have picked up if it hadn’t been wrapped in paper! After our first year a student wanted me to wrap every book in the library in paper so we couldn’t judge a book by its cover! Although I haven’t gone to those lengths, it is always a good opportunity to have the conversation about making assumptions and judgments.

Let me know how your Blind Dates go and be sure to post any tips your library has for this fun activity.

Read More

The Reluctant Reader

The Reluctant Reader

   January 11, 2019       rHL

---

The Reluctant Reader

Contributed by Maureen Belliveau

They stand glass eyed looking at the book spines, a zombie state has overtaken them. They are frozen in the process and do not know how to navigate out.

The library is not a welcoming environment, to the reluctant reader, it is more of a jail sentence, it is Superman’s Kryptonite. The question is how do you as the librarian make reading an enjoyable experience? How do you get the reluctant reader to want to read and love reading?

STEP 1 - Read the books you think the Reluctant Reader may want to read


STEP 2 - Graphic novels are easier to read, less intimidating


STEP 3 - Make a connection with the Reluctant Reader and ask what kind of TV shows or movies they like to watch. (Give examples - horror, comedies, science fiction, fantasy, romance etc.)


STEP 4 - Show many books for them to choose from


STEP 5 - Recommend books - Sell, sell, sell.


STEP 6 - I usually recommend books I have read and I make a promise that if they do not like the book I will buy them lunch. ( I have never had to purchase lunch)


STEP 7 - Check in with the reader to see how they are enjoying the book






Ask yourself:


Why such reluctance?


Is there an underlying problem?


How can I be the bridge to help this reader?


Do I need lower level readers? (Hi interest, low vocabulary)


Do I have the a variety of options available? ( audio books, online)






Engaging the reluctant reader is a challenge and a rewarding experience at the same time.

Read More

   December 27, 2018       rHL

---

Killin’ It: The Library Orientation Murder Mystery

Contributed by Gloria Piovesan, Collingwood

The Fifth Annual Halloween Murder Mystery inspired six rotations of English 8 classes to introduce themselves to the library while they solved the murder of Headmistress Asil Snave (our Head of School Lisa Evans spelled backwards!)

Eight clues led students to check out the physical collection, use the catalogue, and discover a variety of work-space options.

Students were thoroughly engaged and invested, and are now far more comfortable with their library.

Oh, and if you are wondering who did it? Of course it was the teacher-librarian. If you would like more information, email morvenlibrary@collingwood.org

Find the Investigation sample here.

Read More

   December 19, 2018       rHL

---

Getting Green Screens off the Ground


Contributed by Stephanie Vande Kraats (Collingwood School, Senior School)

It’s been a year since we’ve started building our green screen equipment in the library, which includes two large screens, 5 iPads, and the very user-friendly application “Do Ink.” Rather than invest in bulky frames that have to be stored, we’ve found the screens can be tacked to room dividers in multi-use space, when needed. Our strategy has been to promote the equipment through casual events to generate familiarity and interest, then reign in a few cooperative units where it seems a good fit.

Our first promotions involved setting up the screens at lunch hours and inviting students to “update your profile picture!” We collected a few dozen backgrounds (ala Stranger Things, Hobbit holes, and Mario Brothers) and photographed interested students in our studio. We did the editing ourselves and emailed the results right away. Easy. We repeated this event on “ugly sweater day” with a decent turnout, then invited whole classes to create old school “class photos” on classic black & white backgrounds. Finally, we turned to departments and coordinated group photos as “Seasons Greetings,” which were then posted on screens school-wide. Familiarity, accomplished.

After these initial forays, the task was to find clever suitability for green screens within curricular projects. Doing your annual unit on bloodborne pathogen research? Why not invite students to share their learning via newscasts with larger-than-life images of infectious microorganisms? Student newscasters can then migrate from medical backgrounds to geographic regions with visual exposure. Captivating!

We’ve also partnered on smart projects with French students performing oral scripts while “on location” visiting Parisian cafés, monuments, etc. Students integrate images that coordinate with their expanding vocabulary, whether as foreground objects or background locations.

Right now we have Science 11 classes working to create their “space colonies,” which we’re happily upgrading with green screen images and recordings. Students who are new to the technology have been impressed at the user-friendly nature of our iPad app. Those with savvier editing skills can advance their work using our Photoshop and iMovie tutorials, but we are pleased that there’s now an entry point for everyone. The green screens are just one more way that our library makes learning technology accessible for all students.

An English 12 class takes a break to pose for a team-building “class photo” on the green screen.

Our “heads of house” were one of several departments who sent out Seasons Greetings through the library’s green screen technology.

Read More

Exploring Identity and Place using The Two Sisters by E Pauline Johnson

Exploring Identity and Place using The Two Sisters by E Pauline Johnson

   December 14, 2018       rHL

---

Exploring Identity and Place using The Two Sisters 

by E Pauline Johnson

~contributed by Margaret Yee and Jan Kuno, St. John's School




LINK to presentation

This google slides presentation was used with a grade 3 class in collaboration with their class teacher. This lesson happened after the students had been introduced to landforms in their inquiry unit.

After reading The Two Sisters with the students, we had a discussion about how we understand where we are and the ways of knowing our location. We had hard copies of the maps available from slide 3 and paper and pens for the students to work in groups to work on asking questions.

As part of our lesson, we took a walk around the school neighbourhood and explored landmarks, used our senses to understand our environment, and tried to notice what was new and familiar.

By sharing this lesson, we hope to continue to encourage the collaboration between teachers and teacher librarians which is fundamental to our roles.

Read More

   December 12, 2018       rHL

---

The World of Pinterest

Contributed by Maureen Belliveau

The World of Pinterest is an excellent way to expand your library beyond the parameters of your school walls and share it with the world. Think of it as your library web-based bulletin board to the world.

Many people have a personal Pinterest page for a variety of reasons…. cooking , crafts, style or home decor. But think outside of the box and make a page for your library.



Signing up for Pinterest is free, but just like any social network you must first create an account.

Once you have created your account you can begin creating boards and saving pins. Create boards for staff, students , parents really anyone in your school community. Invite others to follow your page and the rest is magic.

Once you have created boards share your message with your staff.

https://www.powtoon.com/online-presentation/duguLJFs3QG/mission-impossible-pinterest/?mode=movie#/

Enjoy the ride and I look forward to following your boards soon.

Read More

Bookworms - Student Book Reviews

Bookworms - Student Book Reviews

   December 12, 2018       rHL

---

Bookworms - Student Book Reviews

Contributed by Carmen Moser, Southridge Senior School

Students recommending books to other students is perhaps the most effect endorsement of any text. This is hardly earth shattering news, and indeed, many of you are probably rolling your eyes thinking, “Tell me something I don’t know.” But, understanding this and being able to harness it are completely different. While students will sometimes talk to those in their close circle about what they’re reading, the discussion generally does not extend beyond that crowd. The birth of the Bookworms program at the Southridge Senior Library originates from a desire to encourage students to be able to share recommendations beyond just their friend group.

In the Alderdice Library, our catalogue (Follett Destiny) has the capacity to post student reviews. This is a vastly underused component of the program, and something I wanted to encourage. Yet, I wasn’t satisfied with students merely posting a star rating out of five (the first reviewable option) followed by, “It was good” in the comments section. I spoke to students and parent volunteers about the teen book reviewers in the Surrey Public Library system in order to mirror some of the elements that had made that program a success.






Most importantly, students needed to have an incentive. As I was asking them to complete fairly comprehensive reviews (both a long version to be posted on the catalogue, and a short version to aid with in house marketing) there needed to be a reward that reflected the work they were producing. The public libraries offered a volunteer hour for their reviews, so to compete, I offered two service hours for each review posted and approved. Furthermore, students in our club also get first dibs on any new books that come into the library, so they can read and review books before they’re even out for general circulation. By having these perks as part of the program, there is a tangible benefit to the commitment of writing and posting the reviews.






As the reviews exist primarily online via the catalogue, I wanted to be able to promote the work of the Bookworms in our physical space. To that end, each book that has a review posted online also has a sticker on the physical book. We also have an area where some of the books are displayed. Finally, I use shelf-talkers to display the short reviews. Using a variety of ways to show that a book has been read and reviewed has encouraged students in the library to take a closer look at those titles.

As the program is still young, advertising it to students is crucial if it is going to grow and achieve its purpose: students promoting books to students. Currently there are bookmarks and posters throughout the school. Students are also shoulder-tapped, and the club is mentioned in all of the book talks for the English classes. Going forward, I’m looking at some swag for prolific reviewers, in addition to having an ambassador make mention of the program at assemblies. While the group is purely online right now, optional meetings to talk about books with other bibliophiles might also be a good way to build momentum.

Overall, the Bookworms program has been a successful way to have students promote books to one another and I’m excited at the possibilities going forward.

Read More

Opportunities from Disaster: Dismantling the School Library

Opportunities from Disaster: Dismantling the School Library

   December 10, 2018       rHL

---

~Contributed by Heather Middleton - Aspen Grove School

Opportunities from Disaster: Dismantling the School Library




Mid-September this year, a portion of our library collection of over 15,000 books was packed and placed into an off site storage unit to accommodate a grade three class after their classroom had been flooded...

From this disaster, we had an opportunity to make changes as we would be starting afresh when the books returned. On the advice of a colleague, whose school had moved their library in previous years, observed that this was our opportunity to make a change for our school library. It was opportunity for change not only in library configuration in the placement of the shelving but also opportunity in making changes in the collection itself. Great advice from a librarian colleague!

Throughout the next month, access to the library materials was provided on a limited basis. By delivering books in book baskets to our Junior classes during their scheduled library times younger groups still connected with the library. Thankfully our library had a portable scanner and we had access to Follett’s Destiny Quest online.

While the school library was unavailable, older students began using the local Regional Library more frequently, and, students also began sharing their personal copies of books with friends. The entire school community showed initiative to keep their reading active. Classroom teachers added books to classroom libraries to allow students to take home personal reading material,

All of the school community was coping with the closure by providing more choices for encouraging readership rather than simply sending a class to the library. Other solutions, such as the student run traveling library. Our school library in the previous year, had purchased a travelling library of 200 or more books from scholastic books to encourage more reading circulation from its Middle Years students.The traveling library was stored in book bins, then delivered into one of the Middle Years classrooms, and books were circulated by students on their own initiative.

Partially due to the loss of their school library, action was also taken by one of Middle Years Advisory groups who organized a book drive to provide books to students in schools with more limited access to literacy and literacy has become been part of their service project.

What had taken one day to dismantle took five days to recover. The shelves had been removed from the cases and it took hours to find which shelf fit into what unit. The packers who had no experience with the library system hadn’t boxed books in alphabetical order although the boxes had indicated an alphabetic system. However, finding a new order from disorder, resulted in a small but more efficient use of space. In it’s rebirth, the library now extended into the school halls, and the school community as a whole has become even more supportive of its resources.

Read More

Developing Empathy

Developing Empathy

   December 07, 2018       rHL

---

Contributed by Jaya Van Praagh- Southpointe Academy

Developing Empathy

The new Wellness Series written by Susan Verde and illustrated by Peter H. Reynolds are a great addition to our library collection. They include the following picture books: 

I am Human: A Book of Empathy (October 2018)

I am Peace: A Book of Mindfulness (September 2017)

I am Yoga (September 2015)

The messages in these books are relevant to students of all ages and many different connections can be made. It’s nice for the younger students to recognise both the author and illustrator through the use of the same format for each book in the series as well as from other books they have both written and/or illustrated.

I read the book, I am Human, to many different groups of students from Kindergarten to Grade 5 in the last week and had many meaningful discussions.

With Kindergarten and Grade 1 students, we tied it into a discussion as to why we have a Remembrance Day Ceremony and the importance of working together towards a peaceful world. The central idea for our current Grade 1 unit of inquiry is “Identity is expressed through cultural diversity” and the ideas in the story tie into the importance of shared values and beliefs.

Grade 4 students are currently learning about how our personal identity can be influenced from choices and society. For these classes, as well as our Citizenship Club students (Grades 3-5), the messages in this book are a reinforcement of ways to take responsibility as a global citizen and how small actions of care and compassion can make a big difference.

Read More

Follett Mobile App

Follett Mobile App

   November 27, 2018       rHL

---

Contributed by Rayna Hyde-Lay, Shawnigan Lake School

Follett Mobile App

Follett offers a mobile app for iOs and Android which allows staff to check-in/out books and check patron status. The app, is free and offers flexibility for circulation as well as classroom collections from the library. We use the Follett App on iPhone and iPad. When students from our ELL learners program come to the library, I can set up two stations for circulation, one as the home room on self-checkout as well as one from the iPhone which searches for students by last name and eases the language barrier issues. As well, one of our English classrooms has a class collection of books from the library - for independent reading at the start of each class. The teacher has been given access to Follett and can use the app on their phone, for circulation issues when students want to remove the books from the class. This has saved books from being misplaced and replaces the need to transcribe the data from a clipboard. Functions available through the application include Check-in -- Check-out -- Patron Status -- Item Status.

Read More