I might as well change my name to Over Achiever, because I seem to be heading in that direction. It's been a month since my last blog post. I had a great end to my second semester of library school: completed my fieldwork, worked together with classmates to create video tutorials for a high school library website (Library Catalog Tutorial), created my first libguide ( WWII Libguide) and presented my first webinar. I am feeling rather accomplished! However, I am ready to continue the initiative even though the semester is over.
I accepted an online fieldwork project. I'll be working with a public school of choice who has a library but no librarian. My project involves gathering math books as resources for math concepts in grades 6-8. I will have completed this project by January 25th.
I also began volunteering at my local public library today. I got an hour long tour of the library and an explanation of procedures. The volunteer coordinator and the librarians and library staff were very nice and welcoming. I started my volunteer hours by sorting through book donations. It was my job to check the book with the system to see if our library had any copies of the book and then record the total number of copies of the book in the system. Some books had 3 copies in our library alone and 200 copies within our library system while others had no record in our library nor the system. I found this to be an interesting process. I can't wait to return again on Wednesday.
I think I want to try and complete my library degree a year from now. If I take 3 classes this coming semester, take 2 this summer and this fall, I could also complete my internships in the fall semester. I think it's crazy but I also think I am totally up for the challenge.
I also applied to be a contributor to the Hack Library School blog. I figure one post a month is not that bad!
Monday, December 12, 2011
Tuesday, November 15, 2011
Cyberbullying
Cyberbullying is defined as "an aggressive behavior that involves unwanted, negative actions; involves a pattern of behavior repeated over time; involves an imbalance of power and strength." (Boyd) Danah Boyd's article co-authored with Alice Marwick stated that "adult rhetoric is going in the wrong direction and failing to realize why it is counterproductive." I agree with this statement. I was bullied when I was a kid and any time I told an adult about it, one believed me and thought we were "playing games" when it was serious business. Luckily, the bullying ended for me but I never forgot that adults never tried to help me, even when I asked. I can't imagine what it could have been like for kids like Jamie Rodemeyer who were tormented because they were different and couldn't see a way out of the torment and bullying. As a librarian, I want to be able to be able to educate students about internet safety and preventing cyberbullying. For example, I want to explain to students how to avoid cyberbullies by blocking them and their hurtful content. I want students to know how to document the bullying so that their oppressors will be held accountable. Schools should have support networks to let these victims know that they are capable of overcoming the bullying. Teachers (library teachers included) need to empower students who are being bullied so they don't feel defeated emotionally, mentally, etc. Students should have a place to go when they are feeling bullied and can seek help. Kids like Jamie should not have to suffer in silence.
There are many educational resources out there about cyberbullying.
Cyber Smart Curriculum
Curriculum Connection Cyberbullying
Videos on Cyberbullying and More (One of my colleagues-Julianne-suggested this site to me recently.)
More Cyberbullying Videos
Boyd, D., & Marwick, A. (2011). Why Cyberbullying Rhetoric Misses the Mark: Bullying as True Drama.The New York Times, . Retrieved from http://www.nytimes.com/2011/09/23/opinion/why-cyberbullying-rhetoric-misses-the-mark.html?_r=2
There are many educational resources out there about cyberbullying.
Cyber Smart Curriculum
Curriculum Connection Cyberbullying
Videos on Cyberbullying and More (One of my colleagues-Julianne-suggested this site to me recently.)
More Cyberbullying Videos
Boyd, D., & Marwick, A. (2011). Why Cyberbullying Rhetoric Misses the Mark: Bullying as True Drama.The New York Times, . Retrieved from http://www.nytimes.com/2011/09/23/opinion/why-cyberbullying-rhetoric-misses-the-mark.html?_r=2
Thursday, November 10, 2011
Internet filters in schools
Taking a break from my steady updates concerning the NYLA Conference last week to discuss internet filters in schools...
This week in IST 611, we are discussing internet safety. It's a topic I am fairly passionate about. I understand the need to have filters in the school systems to prevent accessing inappropriate sites but I feel the teachers should have a say in what's deemed appropriate and unappropriate. Without the teachers' input, I believe we are hindering our students ability to learn how to navigate the web safely and also denying students the right to develop 21st century learning skills by using educational Web2.0 websites such as blogging sites, Twitter, facebook, and EdModo.
I've heard plenty of cases where these sites are blocked by the school district with little to no leeway in unblocking the sites despite teacher input. I know a local high school librarian in my area wanted to use EdModo as an alternative to facebook to create a learning environment with her students back in September; though I am not sure if she was able to unblock the site. I am currently working on a collaborative technology project for class where my group is creating video tutorials to share with a local high school library to aid students in navigating different parts of the website such as how to use databases and the catalog online. However, we have hit a road-bump in finding a filter-approved site to post our videos on for our collaborating librarian. I understand we want to protect students from the "bad stuff" out there but we can easily do that by teaching students internet safety and monitoring their internet use.
After that long rant, I want to get to one of the proposed topics of discussion this week: Should filters be the final authority? Who should be responsible for the safety of children online? What measures can we take to protect them beyond filters?
I don't think filters should be the final authority. I understand blocking the obvious sites like pornography or online gambling sites. However, when it comes to other websites....Who is to deem whether or not a certain website is appropriate? What criteria are we basing these decisions on? We can't keep our students safe online if all we do is shelter them from the realities of the internet. It becomes our job as educators to educate students about internet safety and alert them to the dangers and consequences of being unsafe on the internet. We, the teachers, are responsible for keeping our students and ourselves safe online. We should be teaching lessons about safety online including safety when using social networking platforms. Many social networking sites are blocked by filters but can be used for educational activities. Does the teacher really need to argue for this right for students to learn and express themselves in a public venue for educational purposes? In most cases, yes; because our internet filtering is TOO restrictive. I call for a reevaluation of filters with teacher input. We can easily protect our students beyond filters by teaching them online safety and monitoring their computer use.
This week in IST 611, we are discussing internet safety. It's a topic I am fairly passionate about. I understand the need to have filters in the school systems to prevent accessing inappropriate sites but I feel the teachers should have a say in what's deemed appropriate and unappropriate. Without the teachers' input, I believe we are hindering our students ability to learn how to navigate the web safely and also denying students the right to develop 21st century learning skills by using educational Web2.0 websites such as blogging sites, Twitter, facebook, and EdModo.
I've heard plenty of cases where these sites are blocked by the school district with little to no leeway in unblocking the sites despite teacher input. I know a local high school librarian in my area wanted to use EdModo as an alternative to facebook to create a learning environment with her students back in September; though I am not sure if she was able to unblock the site. I am currently working on a collaborative technology project for class where my group is creating video tutorials to share with a local high school library to aid students in navigating different parts of the website such as how to use databases and the catalog online. However, we have hit a road-bump in finding a filter-approved site to post our videos on for our collaborating librarian. I understand we want to protect students from the "bad stuff" out there but we can easily do that by teaching students internet safety and monitoring their internet use.
After that long rant, I want to get to one of the proposed topics of discussion this week: Should filters be the final authority? Who should be responsible for the safety of children online? What measures can we take to protect them beyond filters?
I don't think filters should be the final authority. I understand blocking the obvious sites like pornography or online gambling sites. However, when it comes to other websites....Who is to deem whether or not a certain website is appropriate? What criteria are we basing these decisions on? We can't keep our students safe online if all we do is shelter them from the realities of the internet. It becomes our job as educators to educate students about internet safety and alert them to the dangers and consequences of being unsafe on the internet. We, the teachers, are responsible for keeping our students and ourselves safe online. We should be teaching lessons about safety online including safety when using social networking platforms. Many social networking sites are blocked by filters but can be used for educational activities. Does the teacher really need to argue for this right for students to learn and express themselves in a public venue for educational purposes? In most cases, yes; because our internet filtering is TOO restrictive. I call for a reevaluation of filters with teacher input. We can easily protect our students beyond filters by teaching them online safety and monitoring their computer use.
Sunday, November 6, 2011
NYLA '11: Video Game Design- No Programming Needed
This session was presented by Trevor Oakley, an excellent teen librarian at the Saratoga Springs Public Library.
I loved seeing how simple it was to help teens create their own games. The best part about being able to help teens create games- IT'S FREE!! I think this would be a great programming idea for teen librarians. I look forward to creating my own games over winter break, when I have more of that non-renewable resource to spare!
Here's a link to Trevor's Prezi presentation:
http://prezi.com/axnffvj5glru/nyla-2011-video-game-design-for-teens-no-programming-required/
Oakley, Trevor. "Video Game Design; No Programming Needed." Saratoga Hilton, New York Library Association Conference. Saratoga Springs, NY. 4 Nov. 2011.
I loved seeing how simple it was to help teens create their own games. The best part about being able to help teens create games- IT'S FREE!! I think this would be a great programming idea for teen librarians. I look forward to creating my own games over winter break, when I have more of that non-renewable resource to spare!
Here's a link to Trevor's Prezi presentation:
http://prezi.com/axnffvj5glru/nyla-2011-video-game-design-for-teens-no-programming-required/
Oakley, Trevor. "Video Game Design; No Programming Needed." Saratoga Hilton, New York Library Association Conference. Saratoga Springs, NY. 4 Nov. 2011.
NYLA '11: 21 More Ideas for 21st Century Libraries
This program was presented by husband-wife team: Rob Cullin and Kimberly Bolan Cullin and discussed 21 innovations to improve library customer service, facilities, technology, and more.
I liked that they emphasized the point that libraries now are the community and cultural hubs of society, serve as collaborative spaces, and technology centers. We need to adapt to this changing world in order to maintain our place in it. The Cullins emphasized using the lean thinking business strategy in libraries; improve quality, reallocate resource, eliminate waste, and reduce costs.
Best ideas below:
I liked that they emphasized the point that libraries now are the community and cultural hubs of society, serve as collaborative spaces, and technology centers. We need to adapt to this changing world in order to maintain our place in it. The Cullins emphasized using the lean thinking business strategy in libraries; improve quality, reallocate resource, eliminate waste, and reduce costs.
Best ideas below:
- using iPads for roaming reference
- Nonfiction is being weeded constantly out of libraries
- In 5-10 years, eReaders will be prevalent in society.
- Organize the library as a popular, shoppable library
- Eliminate spine out book-shelving, for children especially; covers out shelving
- combined service points; reference and circulation at the same desk
- supported self-service-staffed, self served
- pulled pick up- private holds
- Skype station for reference inquiries
- Co-working space
- for two small business owners to meet in the library, etc.
- Librarians need to be technology experts.
- How do I download books to my eReader?
- Digital Creativity Centers (This example is from the Barrington Area Library in Illinois.)
See: http://www.youtube.com/watch?feature=player_embedded&v=2krOJOieJzM - Allow eating and drinking in the library
- special cafes
- Sound and multimedia- incorporate these ideas into your library
Cullins, Kim and Rob. "21 More Ideas for 21st Century Libraries." Saratoga Hilton, New York Library Association Conference. Saratoga Springs, NY. 3 Nov. 2011.
Friday, November 4, 2011
NYLA 11 It's Just the Beginning
I am pleased to say my first official library conference has been a rather pleasant, thought-provoking, and interesting experience all around. I enjoyed mingling with summer classmates (Julianne and Kate!), meeting my slew of on campus cohorts (so many names to list here, it was a pleasure to meet them all!), THE Barbara Stripling, and many other librarians and professionals. I attended some great sessions and cannot wait to share some of the things I learned with my readers and colleagues.
I made myself at home sitting at a table of librarians during the NYLA Networking Breakfast. I ran into Alison Herrero, an adult services librarian at Howland Public Library, multiple times during the conference as she was also NYLA New Members committee member who coordinated volunteers at the NMRT booth. Volunteering was a great experience. I met a couple of people including a local librarian and a U.Albany student both who I spoke with for long periods of time.
There are so many ways to get teens involved:
I made myself at home sitting at a table of librarians during the NYLA Networking Breakfast. I ran into Alison Herrero, an adult services librarian at Howland Public Library, multiple times during the conference as she was also NYLA New Members committee member who coordinated volunteers at the NMRT booth. Volunteering was a great experience. I met a couple of people including a local librarian and a U.Albany student both who I spoke with for long periods of time.
The first session I attended was Connecting with Teens Through Social Media with author Michelle Zink.She lives in a household of teens; her four kids range from 12-19. She made a great point that social media bridges the gap between teens and adults. Teens seem to be mostly involved on facebook and tumblr; many teens don't see a point in Twitter yet because they simply view it as a "glorified facebook status." (my words) Forums are another great way for teens to discuss anything from books to movies to video games.
The big thing is you want to get teens involved in social media within your library. For instance, you can have a teen blog for you and become a library advocate. This does not mean they are blogging everything library like; they can blog about anything they are thinking about-books, school, movies, etc. within reasonable bounds. The idea is to connect with teens; not to sell them. Michelle gets great input from teens on her facebook asking for their suggestions for a "song of the week" every Tuesday. Teens really like to share what they are listening to with someone who cares.There are so many ways to get teens involved:
- enlist someone to run the library's facebook page and Twitter account
- create a review blog by teens, for teens
- assemble a teen advisory committee
- host a contest for mock book jacket design, book trailers, etc. (Note: authors like to donate prizes for library contests)
Social networking is an open door for teens. I really enjoyed this presentation because this topic is something I really focus on when I get my first library job. I generated an idea for a series of social networking workshops which I would love to make happen in the future so I took a great deal away from this presentation.
Zink, Michelle. "Rocking New York Teens with Social Media." Saratoga Hilton, New York Library Association Conference. Saratoga Springs, NY. 3 Nov. 2011.
Thursday, October 27, 2011
Podcasting in the Library
This week in IST 611, we discussed podcasts and how we could use them in education. Many libraries use podcasts for book reviews but the possibilities for podcasts in the library are limitless!!
Podcasts would be great tools to use in order to promote library services. Librarians can create podcasts advertising upcoming events such as Teen Reads week, Banned Books Week, the Summer Reading program, and other special events. Podcasts would also be a great way to advertise new arrivals at the library.
Students could use podcasts during library instruction as well. Podcasts are widely used for book reviews but there are many different ways students can use podcasts. Students can use podcasts to deliver short reports. Podcasts would be a great tool for storytelling. Students can add music and sound effects to accompany their story. Students can also create radio commercials for different topics such as selling war bonds during World War II, job ads for the New Deal, state commercials for social studies; the possibilities are limitless!
These are only a few ideas for ways to use podcasts in the school library. Please feel free to add your own suggestions!
Podcasts would be great tools to use in order to promote library services. Librarians can create podcasts advertising upcoming events such as Teen Reads week, Banned Books Week, the Summer Reading program, and other special events. Podcasts would also be a great way to advertise new arrivals at the library.
Students could use podcasts during library instruction as well. Podcasts are widely used for book reviews but there are many different ways students can use podcasts. Students can use podcasts to deliver short reports. Podcasts would be a great tool for storytelling. Students can add music and sound effects to accompany their story. Students can also create radio commercials for different topics such as selling war bonds during World War II, job ads for the New Deal, state commercials for social studies; the possibilities are limitless!
These are only a few ideas for ways to use podcasts in the school library. Please feel free to add your own suggestions!
Friday, October 21, 2011
Utiliziling Content Collaboration tools in the classroom
Content collaboration tools such as blogs, twitter, Google Docs, Google+, and wikis would provide excellent collaborative learning tools for today's twenty-first century learners. Teachers would need to establish guidelines and set expectations for any project using content collaboration. Students need to know that they should only edit their own content. Students must also recognize no one person gets credit for the content they post. There are many different ways teachers can utilize these tools in an educational environment.
Twitter would be a great place for students to post headlines about current events or short book reviews. Students could also post interesting facts about a research paper they are working on for class. For example, if fifth graders are working on state reports, they can post fun facts about their state on Twitter.
Google Docs would be a great tool to use for group projects. Students could work on a cooperative report about a chosen country where each group member is responsible for researching a certain aspect of the country from clothing, food, traditions, etc. Students could also tweet about their country. Wikis would also be a great tool to use for this type of assignment as well.
Google+ can be used to post content or connect with experts through circles. As a newer user, I have not fully delved into other things educators can use Google+ for in the classroom. If anyone has any more ideas, please feel free to comment I would love to read them. :)
Twitter would be a great place for students to post headlines about current events or short book reviews. Students could also post interesting facts about a research paper they are working on for class. For example, if fifth graders are working on state reports, they can post fun facts about their state on Twitter.
Google Docs would be a great tool to use for group projects. Students could work on a cooperative report about a chosen country where each group member is responsible for researching a certain aspect of the country from clothing, food, traditions, etc. Students could also tweet about their country. Wikis would also be a great tool to use for this type of assignment as well.
Google+ can be used to post content or connect with experts through circles. As a newer user, I have not fully delved into other things educators can use Google+ for in the classroom. If anyone has any more ideas, please feel free to comment I would love to read them. :)
Tuesday, October 18, 2011
Web 2.0 tools resource
For my Information Technologies in Educational Organizations course, we had to complete a group project on a Web2.0 technology. I am attaching the link to our Symbaloo for my blog audience. I researched the Web 2.0 tool called Storybird. Please check out our work! I think it would be a great resource for librarians.
Sunday, October 9, 2011
Reflections on Bookshare.org
This week in IST611, we discussed accessibility and related topics such as closed captioning and Universal Design for Learning. A website that boasts accessibility to its members is bookshare.org. A first glance at the site heralds "Books without Barriers" which is really what this site provides. The website exists to provide access to books for people with print disabilities. This service provides assistance for students with visual impairments, physical disabilities, and learning disabilities. The website even has a special exception to U.S. Copyright law to provide its services. Members download books, newspapers, and textbooks as an encrypted file and use adaptive technologies such as text-to-speech and Braille access devices. Only qualified members can utilize this service. Qualifying U.S. in K-12 (public and private) institutions, home-school students, post secondary students (public and private), and adult students all have free access to this service.
I think this is a great website providing access to those who need different formats to access the material. The site applies to different learning styles and caters to the Universal Design for Learning Principles providing Multiple Means of Representation for students with disabilities. When I land my first library teaching job, I hope we can utilize this service in our library.
I think this is a great website providing access to those who need different formats to access the material. The site applies to different learning styles and caters to the Universal Design for Learning Principles providing Multiple Means of Representation for students with disabilities. When I land my first library teaching job, I hope we can utilize this service in our library.
Thursday, September 29, 2011
Blogging about Blogging! (IST 611)
I realize I have not ventured on my blog for a few weeks but IST 611 brings me back as we discuss blogging through our blogs. Talk about first hand experiences!
RSS feeds were also a popular topic this week in class. I have been using Google Reader since this summer and I love it. I like being able to go to one place for all of my blogging information. I follow many professional blogs such as The Unquiet Librarian by Buffy Hamilton who is an amazing school librarian. I also follow a blog by Steven Anderson called Blogging about the Web 2.0 Classroom to see how Web 2.0 tool can be and are used in the classroom. Of course, I follow most of my classmates blogs as well. :)
I believe blogs like many other Web 2.0 tools belong in the classroom. Teachers and librarians can easily connect blogs to the standards. For example, simply creating and using a blog for educational purposes meets two AASL standards (1.3.4 Contribute to the exchange of ideas within the learning community. AND 1.3.5 Use information technology responsibly.) There are numerous AASL standards that relate to blogging so I will not focus on all of the amazing things blogs can bring to the classroom and meet standards.
Many acceptable use policies do not allow blogging in schools. I want to be an advocate for using Web 2.0 technologies including blogs into schools. Think of all of the things we could use blogging for! Librarians can blog about new book titles, new resources, class projects, and upcoming events. Students can blog about a certain science topic or about a famous historical person writing in character or as themselves reporting on current events. The possibilities are endless. I definitely want to be a mover and a shaker in bringing these ideas into a school system.
RSS feeds were also a popular topic this week in class. I have been using Google Reader since this summer and I love it. I like being able to go to one place for all of my blogging information. I follow many professional blogs such as The Unquiet Librarian by Buffy Hamilton who is an amazing school librarian. I also follow a blog by Steven Anderson called Blogging about the Web 2.0 Classroom to see how Web 2.0 tool can be and are used in the classroom. Of course, I follow most of my classmates blogs as well. :)
I believe blogs like many other Web 2.0 tools belong in the classroom. Teachers and librarians can easily connect blogs to the standards. For example, simply creating and using a blog for educational purposes meets two AASL standards (1.3.4 Contribute to the exchange of ideas within the learning community. AND 1.3.5 Use information technology responsibly.) There are numerous AASL standards that relate to blogging so I will not focus on all of the amazing things blogs can bring to the classroom and meet standards.
Many acceptable use policies do not allow blogging in schools. I want to be an advocate for using Web 2.0 technologies including blogs into schools. Think of all of the things we could use blogging for! Librarians can blog about new book titles, new resources, class projects, and upcoming events. Students can blog about a certain science topic or about a famous historical person writing in character or as themselves reporting on current events. The possibilities are endless. I definitely want to be a mover and a shaker in bringing these ideas into a school system.
Thursday, September 8, 2011
Reference Interview research
The new semester has begun and I am taking two classes and fieldwork. I am taking IST
611:Information Technologies in Educational Organizations and IST 605 Reference and Information Literacy Services. For one of my discussions in my Reference class, we had to ask the same reference question to two different reference librarians: one face-to-face and one online and rate the interactions. Did the reference librarians use their best practices? Were they friendly and welcoming when approached? Did they ask clarifying questions, open ended questions, and close-ended questions when appropriate? Did they ask us to follow up if needed? Below is a summary of my experiences.
I decided to ask two different reference librarians where I could find more information on the use of Web 2.0 technologies in the elementary classroom. I never learned about integrating Web 2.0 technology into the classrooms during my undergraduate career and I am enjoying learning about these technologies in my school media classes.
I asked a reference librarian at my local college. He was very friendly and welcoming. He turned the computer screen towards me and talked and gestured as to what he was doing while he was doing it. He led me to databases which I honestly told him I was still learning how to properly navigate them. After that, he was very specific in how to use one which I thought was a good mini instruction lesson. He also showed me how I could narrow my search results by looking for more recent research, how I could log into my account and save searches and even send new updates and research on the topic via RSS feed. He mentioned that I could find more information in teacher magazines and blogs but he never mentioned any titles of teaching magazines or where I could find a good blog. Overall the reference transaction took less than 5 minutes.
Then, I used the Ask 24/7 feature on the SU library website. I ended up chatting with a nice librarian from Texas. She asked me some open questions and sense making questions to make sure I was getting what I was looking for. She led me to some great articles suggesting the ERIC database and suggested keywords. After I told her that this was great and I felt confident to begin my research, she even offered to follow up if I needed any help.
611:Information Technologies in Educational Organizations and IST 605 Reference and Information Literacy Services. For one of my discussions in my Reference class, we had to ask the same reference question to two different reference librarians: one face-to-face and one online and rate the interactions. Did the reference librarians use their best practices? Were they friendly and welcoming when approached? Did they ask clarifying questions, open ended questions, and close-ended questions when appropriate? Did they ask us to follow up if needed? Below is a summary of my experiences.
I decided to ask two different reference librarians where I could find more information on the use of Web 2.0 technologies in the elementary classroom. I never learned about integrating Web 2.0 technology into the classrooms during my undergraduate career and I am enjoying learning about these technologies in my school media classes.
I asked a reference librarian at my local college. He was very friendly and welcoming. He turned the computer screen towards me and talked and gestured as to what he was doing while he was doing it. He led me to databases which I honestly told him I was still learning how to properly navigate them. After that, he was very specific in how to use one which I thought was a good mini instruction lesson. He also showed me how I could narrow my search results by looking for more recent research, how I could log into my account and save searches and even send new updates and research on the topic via RSS feed. He mentioned that I could find more information in teacher magazines and blogs but he never mentioned any titles of teaching magazines or where I could find a good blog. Overall the reference transaction took less than 5 minutes.
Then, I used the Ask 24/7 feature on the SU library website. I ended up chatting with a nice librarian from Texas. She asked me some open questions and sense making questions to make sure I was getting what I was looking for. She led me to some great articles suggesting the ERIC database and suggested keywords. After I told her that this was great and I felt confident to begin my research, she even offered to follow up if I needed any help.
I found my virtual experience went well and although, I felt the in person reference interview was lacking; the librarian was at least pleasant and interested.
Monday, August 15, 2011
Creative Programming Across the Year
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| Our Creative Programming poster |
My contributed ideas were Social Networking Workshops and Gaming Nights/ National Gaming Day in the Library. Social networking has become a popular trend in the 21st century. Social networking sites are open to anyone and everyone. Most teens register for these sites but are not educated on how to safely use these sites. These workshops would be offered to help students set up social networking profiles safely, understand their benefits, learn Gabout privacy and internet safety, and discover the many ways we can use social networking in and out of the classroom. Parents will also be invited to sessions to educate them on social networking and its benefits as well as ways to promote safety within these networks.
Research shows that gaming helps students learn. Game Nights in the library can facilitate this learning activity. The library will offer many different kinds of games from card games, board games, role playing games, and video games. Students can bring in games as well but must have the games cleared by the school librarian. The school library can also participate in National Gaming Day at Your Library.
Although the book mobile was not my idea for this particular project, I wanted to highlight its benefits. My home school district received a grant which secured a book mobile for the district students and community. The book mobile travels to different schools, trailer parks, and community spots to deliver free books to the community. One of the main goals of the book mobile was to prevent reading regression that occurs during the summer months. As a weekly volunteer, I see a lot of children and adults in my community benefit from this program and would strongly encourage its implementation in other areas.
Wednesday, July 27, 2011
Digital Creation
Yesterday in class, we focused a great deal on digital creation. We split our class into small groups to create a video promoting a library program or service. My group created a fun and albeit interesting trailer advertising the Adopt-an-Author program at a fictitious library.
Adopt an Author trailer
Adopt an Author trailer
Tuesday, July 26, 2011
Book talks
Swindle by Gordon Korman
Schooled by Gordon Korman
Capricorn “Cap” Anderson lived a peaceful life on his grandmother’s farming commune away from the outside world; but when Rain falls and must endure a couple months of rehab in a local hospital, Cap is thrown into modern day America which includes attending the local middle school. Cap is taken aback by school fights, wedgies, and the PA system. The students are confused of what to think of him too. No one knows how to take Cap, his hemp clothing, long, unkempt hair, and his daily practice of Tai chi. When the students band together to elect Cap eighth grade president, an honor only bestowed upon the biggest nerd in school, Cap must either sink or swim. Will he be the best eighth grade president ever or the laughing stock of the school? Find out by reading Schooled by Gordon Korman.
Saturday, July 23, 2011
Poster Presentation
Yesterday I completed my first poster presentation as a graduate student. The presentation was a part of my IST 511 class and the posters dealt with the many issues libraries and librarians face from sponsorship, censorship, classification systems, and other issues. My group's presentation covered the topic of embedded librarianship. Overall, I believe the presentation went very well. I took part in a great deal of discussions about the various topics. (I am on the far right.)
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| Embedded Librarian group |
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| Embedded Librarianship poster |
Wednesday, July 20, 2011
Sue Kowalski presentation reflection
So I have been a serious library student for...4 days, and I love it. I am enjoying everything I am learning in my class and I can completely see myself going for world domination through libraries.
Yesterday, in my Introduction to the Library and Information Profession course, Sue Kowalski, a local middle school media specialist, spoke with our class. She strives to be active in all facets of the school community from organizing a flash mob dance to boost faculty morale at the end of another crazy school year to the support she gave for the Talent(less) Show she let the students put on in her space. I like that she makes her library a kid-centered facility. She believes the students can do anything as long as you support them. I agree that you have to put yourself out there and be an active part of the school community. School librarians get such a bad wrap because so many faculty are unaware of what the job of a school librarian entails. It's far from sitting at a circulation desk all day. I will leave this reflection with a point Sue emphasized throughout her presentation: The three most important values for school librarianship are "leadership, initiative, and fun."
(Sue Kowalski, personal communication)
Yesterday, in my Introduction to the Library and Information Profession course, Sue Kowalski, a local middle school media specialist, spoke with our class. She strives to be active in all facets of the school community from organizing a flash mob dance to boost faculty morale at the end of another crazy school year to the support she gave for the Talent(less) Show she let the students put on in her space. I like that she makes her library a kid-centered facility. She believes the students can do anything as long as you support them. I agree that you have to put yourself out there and be an active part of the school community. School librarians get such a bad wrap because so many faculty are unaware of what the job of a school librarian entails. It's far from sitting at a circulation desk all day. I will leave this reflection with a point Sue emphasized throughout her presentation: The three most important values for school librarianship are "leadership, initiative, and fun."
(Sue Kowalski, personal communication)
Sunday, July 3, 2011
LIS Education
It was admittedly difficult to find only one topic to reflect upon for the Librarians thread but I chose to write about LIS education. Originally, I had planned to attend the University of Albany for grad school; however, after I had to defer my admission, I decided to take a tour of SU and it changed my life. I talked to a current student and met Dave Lankes. His views of librarianship changed my views on everything I had ever thought about libraries. That's when I decided SU was the place for me.
I never realized the differences between the two programs until I read the section about LIS education in the Atlas. I would have graduated from Albany with a Masters in Information Studies with a concentration in Librarianship and a concentration in School Media. That's a mouthful to say all in itself. Simply, Albany seems to focus on information studies first. As I read earlier in the Atlas, there isn't reason to have a great debate about Library vs. Information Science because a librarian trained in information science can simply participate in conversations with librarians and other information science professionals.
I agree that LIS education needs to be reorganized. I feel there should be a preparatory program for future librarians. I know that most 18 year olds don't graduate high school and say I want to be a librarian, but some might! (I'll admit I didn't at first.) I agree with the proposition of the Bachelor of Information and Instructional Design. It acts a preparatory program for librarians and so much more. There are not many programs that provide students with an extensive pre-existing knowledge for future librarians other than first hand experience working as a clerk or other paraprofessional position in a library. I also agree that we need a doctorate program. All doctorate students may not have a desire to become professors.
As a trained teacher, I understand the importance of continuing education and professional development. I believe this concept also plays an important role in the development of library science professionals. Our field is constantly changing and if we want to apply this (amazing) concept of new librarianship- we need to educate not only the new librarians but the veterans as well.
In summary, the LIS education system needs to be revitalized. I-Schools and library science programs need to teach with a worldview of librarianship and disregard the old practices of thinking of librarianship as an artifact-centric profession. There needs to be educational options for students before and after the Masters program. Professional development for current librarians is also vital.
I never realized the differences between the two programs until I read the section about LIS education in the Atlas. I would have graduated from Albany with a Masters in Information Studies with a concentration in Librarianship and a concentration in School Media. That's a mouthful to say all in itself. Simply, Albany seems to focus on information studies first. As I read earlier in the Atlas, there isn't reason to have a great debate about Library vs. Information Science because a librarian trained in information science can simply participate in conversations with librarians and other information science professionals.
I agree that LIS education needs to be reorganized. I feel there should be a preparatory program for future librarians. I know that most 18 year olds don't graduate high school and say I want to be a librarian, but some might! (I'll admit I didn't at first.) I agree with the proposition of the Bachelor of Information and Instructional Design. It acts a preparatory program for librarians and so much more. There are not many programs that provide students with an extensive pre-existing knowledge for future librarians other than first hand experience working as a clerk or other paraprofessional position in a library. I also agree that we need a doctorate program. All doctorate students may not have a desire to become professors.
As a trained teacher, I understand the importance of continuing education and professional development. I believe this concept also plays an important role in the development of library science professionals. Our field is constantly changing and if we want to apply this (amazing) concept of new librarianship- we need to educate not only the new librarians but the veterans as well.
In summary, the LIS education system needs to be revitalized. I-Schools and library science programs need to teach with a worldview of librarianship and disregard the old practices of thinking of librarianship as an artifact-centric profession. There needs to be educational options for students before and after the Masters program. Professional development for current librarians is also vital.
Monday, June 27, 2011
"The Reflective Practitioner"
The phrase, "The Reflective Practitioner" caught my eye in the Service portion of the Improve Society thread. According to my undergraduate college, my education as a teacher required me to be a reflective practitioner. This meant that I was to be capable of doing a number of tasks including but not limited to: effectively using research-based models of curriculum, instruction, and assessment, meet the diverse learning needs of students, promote local, state, and national standards, and promote inquiry, critical thinking, and problem solving in students. (2010-2012 Guide..., 2010)
According to the Atlas, this policy gives teachers access to a wide scope of information and tools to navigate it. Basically, teachers can analyze and evaluate resources. Thus, the ERIC database and AskERIC were established. I never understood the reasoning behind the creation of these databases until now. However this policy changed under the Bush administration. Teachers spend a great deal of time teaching and were considered too busy to navigate and analyze and pick out the best resources. The What Works Clearinghouse was established to provide quality resources that were scrutinized under the peer review process and the information's publisher could prove that the information was indeed effective. This was also not effective because the standards of the material were now too high. (Lankes, 2011)
Honestly, as a trained teacher, I understand that teachers lead busy lives. However, it's part of the job. Teachers are well educated and don't need their hands held to navigate databases and find information on their own. That's where school librarians come in. I came across an article posted from a fellow library student on a social networking site discussing the elimination of school librarians due to budget constraints. I must admit I have a clear bias on the subject considering my course of study. However, as a teacher, I have witnessed how school media specialists help the entire school community. New York City's chief academic officer considers librarians as in a support position and not as a teacher. He also stated that since more classrooms are equipped with laptops, e-readers, and other technological advances that it was simply not necessary for a class to go to the library for research. The librarian teaches students valuable skills in finding quality information. Nancy Everhart, president of American Association of School Librarians, said that in this Internet age, we need trained librarians more than ever to guide students through the basics of searching and analyzing information found online. The fact that school districts see school librarians as unnecessary or disposable is a shocking discovery. It is my hope that with time, these confusions may be worked out and school officials will truly understand the value of the school librarian. (Santos, 2011)
2010-2012 guide to student teaching. (2010). Potsdam, NY.
Lankes, R.D. (2011). The Atlas of New Librarianship. Cambridge, MA: MIT Press.
Santos, F. (2011, June 25). In lean times, schools squeeze out librarians. The New York Times, p. A17.
According to the Atlas, this policy gives teachers access to a wide scope of information and tools to navigate it. Basically, teachers can analyze and evaluate resources. Thus, the ERIC database and AskERIC were established. I never understood the reasoning behind the creation of these databases until now. However this policy changed under the Bush administration. Teachers spend a great deal of time teaching and were considered too busy to navigate and analyze and pick out the best resources. The What Works Clearinghouse was established to provide quality resources that were scrutinized under the peer review process and the information's publisher could prove that the information was indeed effective. This was also not effective because the standards of the material were now too high. (Lankes, 2011)
Honestly, as a trained teacher, I understand that teachers lead busy lives. However, it's part of the job. Teachers are well educated and don't need their hands held to navigate databases and find information on their own. That's where school librarians come in. I came across an article posted from a fellow library student on a social networking site discussing the elimination of school librarians due to budget constraints. I must admit I have a clear bias on the subject considering my course of study. However, as a teacher, I have witnessed how school media specialists help the entire school community. New York City's chief academic officer considers librarians as in a support position and not as a teacher. He also stated that since more classrooms are equipped with laptops, e-readers, and other technological advances that it was simply not necessary for a class to go to the library for research. The librarian teaches students valuable skills in finding quality information. Nancy Everhart, president of American Association of School Librarians, said that in this Internet age, we need trained librarians more than ever to guide students through the basics of searching and analyzing information found online. The fact that school districts see school librarians as unnecessary or disposable is a shocking discovery. It is my hope that with time, these confusions may be worked out and school officials will truly understand the value of the school librarian. (Santos, 2011)
2010-2012 guide to student teaching. (2010). Potsdam, NY.
Lankes, R.D. (2011). The Atlas of New Librarianship. Cambridge, MA: MIT Press.
Santos, F. (2011, June 25). In lean times, schools squeeze out librarians. The New York Times, p. A17.
Friday, June 24, 2011
Need for expanded definition of literacy
If you ask a primary or secondary school teacher to define literacy, you would most likely hear that literacy is “the ability to read and write.” (Tompkins, 2006). However, if you were to ask a new age librarian the same question, the answer would be much different. A librarian believes literacy is “the power to excel and when necessary, break the rules to improve society and the community.” (Smith, 2011). As an educator and a budding library student, I prefer the latter definition most.
The librarian’s vision of literacy places more responsibility on the individual to achieve literacy and less on the librarian; the librarian still plays an essential role in guiding the individual towards knowledge, however, the individual must first seek it. Literacy empowers people to succeed in life and change the world around them for the better. Literacy brings power to the people.
On another note, I agree that READ posters are a disservice to the library. This type of promotion propels the stereotype that libraries are all about books and learning to read. Libraries should have posters that say Think, Dream, Knowledge, and Create. Those are verbs that belong on posters in libraries.
Lankes, R.D. (2011). The Atlas of New Librarianship. Cambridge, MA: MIT Press.
Lankes, R.D. (2011). The Atlas of New Librarianship. Cambridge, MA: MIT Press.
Tompkins, G. (2006). Literacy for the Twenty-first Century. Columbus, OH: Prentice Hall.
Conversation Theory
Knowledge is created through conversation. These conversations may be with a teacher, friend, colleague, or even with ourselves. This exchange allows conservants to exchange ideas, come to agreements, and change what we know. When someone has little pre-existing knowledge about a topic, they are speaking in L0. As a person learns more about a topic and they can hold a conversation concerning the topic, the person moves from L0 to L1. Conversation begets knowledge.
This concept reminds me of the psychological notion of schema. Schema are mental systems for organizing information. (Woolfolk, 2007) One can have a certain idea about a topic. For example, I thought the mission of the librarian was to provide books and internet access to the community for free as a public service. My frame of thinking would be very L0. However, as I learn more about the library science field, I learn that the mission of the librarian is to improve society through facilitating knowledge creation in their communities. Thus, I am making a move towards L1. Professionals speak in L1.
While reading about conversation theory, I was intrigued to think about the many conversations we have with ourselves. I suppose we all have internal dialogues running through our heads all the time. When I am thinking about what I am typing, while I am reading the Atlas, I am having a conversation with myself. As I read or write, I gain knowledge and then begin a sort of conversation as I type this entry.
Woolfolk, A. (2007). Educational psychology. Allyn & Bacon.
This concept reminds me of the psychological notion of schema. Schema are mental systems for organizing information. (Woolfolk, 2007) One can have a certain idea about a topic. For example, I thought the mission of the librarian was to provide books and internet access to the community for free as a public service. My frame of thinking would be very L0. However, as I learn more about the library science field, I learn that the mission of the librarian is to improve society through facilitating knowledge creation in their communities. Thus, I am making a move towards L1. Professionals speak in L1.
While reading about conversation theory, I was intrigued to think about the many conversations we have with ourselves. I suppose we all have internal dialogues running through our heads all the time. When I am thinking about what I am typing, while I am reading the Atlas, I am having a conversation with myself. As I read or write, I gain knowledge and then begin a sort of conversation as I type this entry.
Woolfolk, A. (2007). Educational psychology. Allyn & Bacon.
Thursday, June 23, 2011
Reflection on Worldview and the Mission of Librarians
I must admit that I never really wondered what the mission of libraries or librarians was before being my graduate work and reading the Atlas of New Librarianship (2011). People used to tell me that libraries will eventually be a place of the past and that soon enough everything will be digitized. I always replied that there will always be books and therefore there will always be libraries.
In retrospect, that was a very artifact-centric of me. Libraries are much more than books. They mean much more than free computer access and free meeting spaces. These resources exist in libraries for a reason. A librarian's mission is not to watch over the books and computers in the library. According to Smith (2011), a library is a center of knowledge and a librarian's mission is to improve society through facilitation knowledge creation in their communities (p.15). However, most librarians will not convey this mission and will stand by an artifact-centric view of their profession. I find this a bit disappointing that someone could define their profession by material things.
It is my hope that during my lifetime, we will adopt a worldview of librarianship. I also hope that we may educate the public and correct their misconceptions of the roles of librarians and libraries alike.
Smith, R. David. (2011). The Atlas of New Librarianship, Cambridge: The MIT Press.
In retrospect, that was a very artifact-centric of me. Libraries are much more than books. They mean much more than free computer access and free meeting spaces. These resources exist in libraries for a reason. A librarian's mission is not to watch over the books and computers in the library. According to Smith (2011), a library is a center of knowledge and a librarian's mission is to improve society through facilitation knowledge creation in their communities (p.15). However, most librarians will not convey this mission and will stand by an artifact-centric view of their profession. I find this a bit disappointing that someone could define their profession by material things.
It is my hope that during my lifetime, we will adopt a worldview of librarianship. I also hope that we may educate the public and correct their misconceptions of the roles of librarians and libraries alike.
Smith, R. David. (2011). The Atlas of New Librarianship, Cambridge: The MIT Press.
Social Networking in Libraries
There are a variety of social networking tools librarians can use in order to communicate with patrons on the web. These tools range from: Facebook, blogging, twitter, wikis, podcasts, and RSS feeds. Librarians use social networking to promote libraries as well as network on the web. Librarians can use these tools to inform patrons of new materials, special events, and other news.
I think it's a great idea for librarians to utilize social networking in order to inform their patrons and reach out to others in the community. This new approach allows librarians to convey a great deal of information and also helps patrons step outside of the stereotypical "libraries are places for books" viewpoint. I know as a millennial user, I was already using half of the aforementioned social networking tools listed above (Facebook, blogger, and twitter) before beginning my library coursework. Young people spend a great deal of time on such sites, and other generations are also becoming more involved online; therefore, librarians need to step up to the plate so to speak in order to be heard on a new information space. I think we are up for the challenge.
I think it's a great idea for librarians to utilize social networking in order to inform their patrons and reach out to others in the community. This new approach allows librarians to convey a great deal of information and also helps patrons step outside of the stereotypical "libraries are places for books" viewpoint. I know as a millennial user, I was already using half of the aforementioned social networking tools listed above (Facebook, blogger, and twitter) before beginning my library coursework. Young people spend a great deal of time on such sites, and other generations are also becoming more involved online; therefore, librarians need to step up to the plate so to speak in order to be heard on a new information space. I think we are up for the challenge.
Wednesday, June 22, 2011
About the author
My name is Shannon DeSantis. I am a distance student working on my masters at Syracuse University studying Library and Information Science with a concentration in school media. I received my bachelor's degree in Childhood Education (grades 1-6) at SUNY Potsdam in 2010. My hobbies include: reading and playing violin.
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