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The Scanner SIGLIB Newsletter Volume 5, Number 2

Spring Issue March 2014

FEATURING

Teaching and Learning

ISTE’s Special Interest Group of Media Specialists (SIGMS) has been rebranded to Special Interest Group of Librarians: SIGLIB. SIGLIB provides a community for school library media specialists to gather and learn about technologies that improve the operation and programs of the

school library media center, increase access to information and create a more effective and efficient teaching and learning environment.

In this issue: Message from SIGLIB President

2

Message from SIGLIB PD Chair

4

Digital Citizenship All Year Long Lesley Cano

5

Student Technology Assist Team Chad McGowan, M.Ed

7

Create Your Own Match.com Cathy Jo Nelson

10

Flipping the Elementary 15 Classroom Joanne Koukoulas


Message From SIGLIB President Tiffany Whitehead SIGLIB President

SIGLIB Members;

great new ideas!

After such a cold and snowy winter for so So far this school year, our SIG has many, I know that we are all looking

hosted some wonderful professional

forward to spring and the arrival of

development opportunities, thanks to our

warmer weather (and the final stretch of

talented PD Chair, Elissa Malespina. From

the school year)! I know that you will find

gaming to makerspaces to transmedia

some great

storytelling, we’ve

resources to try

had some valuable

and share in this

webinars already

‘Teaching &

this year. The

Learning’ issue of

archives can be

The Scanner.

viewed on our wiki. Watch the listserv for upcoming professional development

Our SIG is celebrating the spring with

opportunities.

March Madness discussions on Facebook. If you are not a member of our The judging of our SIGLIB Technology SIGLIB Facebook group, make sure to join Innovation Award is currently underway. I and participate in the rich discussions

can’t wait to share with all of you the

and sharing that take place within the

impressive collaborative projects that are

group. This is a great way to connect with taking place in primary and secondary other librarians and discover some

libraries around the country! A special


thanks to our SIGLIB Communications

coming through the listserv as our

Chair, Jenn Hanson, for organizing our

President-Elect, Donna Macdonald,

judging team.

coordinates our SIGLIB Playground. We

hope to see many of you at the It’s also that time of year where

conference this year in Atlanta!

conference planning is really starting to gear up. I’m very excited to share that our It’s an honor to serve all of you this year annual SIGLIB Breakfast and Keynote

as your SIGLIB president. Our great

speaker will be Jennifer LaGarde! We also leadership team makes this a great have an excellent SIGLIB Forum panel

experience for me every step of the way!

lined up with Nikki Robertson, Elissa

Our SIG is successful because of the

Malespina, and Michelle Cooper, who will volunteers that make things happen – talk about marketing your library program. from webinars to idea-sharing through our social media outlets. Please consider Watch for volunteer opportunities

joining us there!


SIGLIB Professional Development Opportunities Elissa Malespina SIGLIB Professional Development Chair Join SIGLIB this week for two exciting

Princeton, NJ, will discuss designing and

professional development opportunities!

creating a Learning Commons.

First up: March Google+ Hangout & Twitter

Check out the SIGLIB wiki for links posted

Chat—The Learning Commons: Inspiration &

fifteen minutes prior to the hangout. If you

Implementation

miss the live event, resources for this and all past webinars will be posted on the wiki.

This Wednesday, March 19th,

You can also follow #siglib on

at 8 p.m. EST | 7:00 CT |

Twitter to participate in the

6:00 MT | 5:00 PT

live chat. Follow @istesiglib anytime to keep up to date!

The Learning Commons at John Witherspoon Middle

Second opportunity: March

School opened in September

Madness

2013. Six months earlier it had been a gymnasium! This

*Images found at ISTE sites

Richard Snyder, teacher

speedy transformation from gym to Learning

librarian from Washington, poses the

Commons took intensive collaborative effort

question "What are your favorite tech tools?"

between supportive administrators, district technology staff, and adventurous teachers

Go to our Facebook page, click ’Like’ and

and students. Walk through the process from participate! Each week a new topic will be

conception to implementation, including the

posted and all commenters will be entered

inspiration taken from other amazing library

into a drawing for a free ISTE book.

facilities and programs around the world. Carolyn Bailey, the Library Media Specialist at One winner each week! John Witherspoon Middle School in


Digital Citizenship All Year Long Lesley Cano Arlington ISD Digital citizenship is one of the most important

practicing digital citizenship skills.

skills a school librarian can teach with students becoming digitally connected at increasingly

There are many other ways school librarians can

younger ages. School librarians play an integral

promote digital citizenship throughout the year,

role in teaching digital citizenship

including:

due to increased technology

integration in the library and limited

lessons year round so students feel

resources of time and training for

comfortable using technology and

classroom teachers.

accessing the internet. This is

Integrate technology into library

especially important if students don’t have While it can be tempting to think of digital

internet access at home.

citizenship as a one-time library lesson at the beginning of the school year, it is more effective

Give students plenty of opportunities

to integrate digital citizenship

throughout the year to

into library lessons all year long

collaborate digitally. Digital

as a part of what is already

citizenship, like other skills, gets

being taught. Integrating digital

better with practice.

citizenship into the curriculum also ensures the lesson is more

Don’t scare students into

meaningful for students.

being good digital citizens. Instead, show students the positive aspects

A great way to incorporate digital citizenship into

of digital citizenship.

a variety of lessons is to utilize a social learning platform, such as Edmodo or Kidblog. These provide students with multiple opportunities to digitally collaborate with peers while

Identify students who may need extra guidance with digital citizenship. Provide sessions for parents on how they can help


students be good digital citizens at home. When librarians integrate digital citizenship 

Be a good role model. Students notice

into library lessons and activities, students

when teachers don’t practice what they

will be immersed in a culture of digital

preach. Provide professional

citizenship. A strong presence of digital

development for teachers so they

citizenship all year long increases the

become good

possibility that

role models

students,

and are

regardless of

empowered to

grade level, will

teach digital citizenship.

make positive digital citizenship choices.

Avoid being judgmental. You may not

Resources:

agree with a student’s use of social media (especially younger ones), but view Common Sense Media it as an opportunity to have a discussion

http://www.commonsensemedia.org/

about good digital citizenship.

Get Net Wise http://getnetwise.org/

Allow students to feel comfortable

iKeepSafe

sharing their digital citizenship

http://www.ikeepsafe.org/

experiences, both positive and negative.

Stay Safe Online http://staysafeonline.org/

Add digital citizenship resources and information to library websites, newsletters and blogs.

Sponsor an event or contest where students create videos or presentations on digital citizenship and present them to students, faculty, and parents.


Student Technology Assist Team Chad McGowan, M.Ed. Ashland High School

The Student Technology Assist Team (STAT) is a

while fulfilling other teaching duties. The students

new model for the classic student-run helpdesk.

in the course have a range of technological skills

This course was developed at Ashland High

from relative newbies to experienced veterans.

School based on inspiration from Burlington High The common element is that participating School. STAT

students are able to

provides an

self-motivate.

authentic and

Because there are

effective computer

only fifteen slots

science education to

available for this

our students and a

course, the teachers,

service to our high

administration, and

school community.

the guidance

In this small course,

department work

students use intrinsic motivation, peers, and the

together to identify the students who might best

Internet to learn the skills needed to be effective

fit this honors program.

technology troubleshooters. Through this course, students are also developing leadership and

There are three key goals for the students who

presentation skills, and a deep introduction to

enter STAT:

computer programming.

They will learn how to troubleshoot a wide range of technology issues

The STAT course is spread out over five periods

of our seven-period rotation. Each period, two or three students are present in the class and ready to help troubleshoot issues the moment a ticket comes into the helpdesk. The teacher serves in a true ‘guide on the side’ model Images supplied by author.

They will develop foundational skills and an appreciation of programming

They will develop confidence as leaders and presenters through writing and presenting to audiences throughout the year


What helps this course stand out from

students to help them meet their goals.

other student helpdesk programs is the independent project. Instead of solely focusing

The skills students develop in the independent

on incoming helpdesk tickets, which could be

project entrusts our children to motivate

submitted hours apart, the students are

themselves to learn. By opening the door and

independently engaged in studying a computer

getting out of the way, the teacher cultivates an

programming language of their choice. At first,

educational space reflective of best practices for

this might appear to be a risky venture

independent learning. The students turn to the

considering the lack of student prior knowledge

teacher as only one of many resources in the

and the range of languages

room, and may be just as

available. Yet, it works. In

likely to rely on the Internet,

the first few weeks of the

peers, and books. It is up to

course, students engage in

the teacher to create this

exploring computer

dynamic and have the

programming and the

confidence to understand

various languages they can

that it is okay not to know

access. Slowly, over the first

everything.

month, with teacher guidance and the input of

their peers, each student chooses a topic of

To conclude the course, the students make

interest and discusses with the teacher how and public presentations. The goal is to have each why they plan to pursue this field of study.

student practice the art of presenting, while also demonstrating an understanding of the gains

It is important to note the teacher does not need they have made in the course. The students are to be an expert in any of the topics the students

excited about their own learning and want to

choose to study. Instead, the teacher explains to share the experience with others. Invited to

students that they are responsible for their

attend are parents, members of the school

learning and discovery. The teacher is

committee, local parent groups, and staff from

responsible for helping to set goals, maintaining the district. The students present for ten minutes a functional learning environment, providing appropriate resources, and working with

each and then answer questions.


The first time we did this the students

STAT has had an impact throughout the

were impressive. They spoke eloquently about

school. Teachers are able to continue with

their projects, and demonstrated the amazing

work and lessons as designed due to the

growth they had achieved. One student, Mario, speed of our response. The district IT explained how he was using the programming

department has more time to manage more

to support his own small business. Another

complex tasks. The student participants in

student, Stephanie, explained how she had

STAT gain new found confidence in working

very little experience

with technology

with computer

and in interacting

science prior to the

with teachers.

course and now felt confident enough to

This course is

consider pursuing it

designed in such a

in college. Each

way that it could

student had a story

be run by teachers

to tell.

with various

Giving these

experiences.

presentations led to

Those with a

additional

commitment to

opportunities for the class. Once the

student learning, a touch of computer know-

community saw the impact of this program

how, and belief in the value of independence

through the student presentations, they

will be ready to guide a similar course of

wanted us to share with more people. Local

students at the middle or high school level.

access cable did a segment on our course and the school committee asked STAT to present at Chad McGowan, M.Ed. is a high school

their televised monthly meeting.

computer arts teacher and technology integration specialist. If you have questions,

After several independent student projects,

please feel free to email him at

dozens of blog entries, and over 150 helpdesk cmcgowan@ashland.k12.ma.us. You can also requests completed this year alone, it is clear that this program is ready to continue.

view the class blog at www.ashlandtech.org.


Create Your Own ‘Match.com’ for Students and Books: Resources for matching your students to books Cathy Jo Nelson Dorman High School n Roebuck, SC

What should I read next?

Always looking for new ideas

A natural part of being a high-school librarian is

I read, with a great deal of interest, a blog post

being able to match books to students when

by a fellow Alabama high-school librarian Nikki

they come asking. All of us feel adequate in

D. Robertson about a “book-shopping” activity

making recommendations when it comes to

she worked on with a class or two in her school.

students who read the middle-of-the-road

popular young adult (YA) books.

I had heard of book shopping before but hadn’t really given it a lot of thought. Book shopping

I have been called the “techie” librarian, which

involves creating profiles of students by

is a nice way to say I’m not necessarily the one

collecting data regarding their interests,

who could help readers looking for books. I took selecting three or more titles related to those the hint — beef up on your YA lit skills and be

interests, and then allowing them to choose, or

able to talk the talk; walk the walk.

shop, from the titles you have selected. When I saw some pictures Nikki had shared, I was

In recent years, I have increased my reading and hooked. Robertson works in a high school focused on noticing readers and their

similar in size to mine (we have 2,400 students

interests. It has helped. More students are

in grades 10-12). This helped me to decide to

approaching me and asking for help in finding a give this activity a try. book. Collaboration They now say things such as, “I loved that last

With my collaborating teacher, I worked out a

book you suggested, so help me find another” or basic schedule and plan: “That book was so awesome; please tell me there is a sequel.” Self-esteem restored!

A day in class for students to complete a profile on index cards; two days to use their profiles to match three book choices for

*Images supplied by author


each student

digitally created content (book trailer or

Book checkout day

book poster) added to Destiny Quest

Two to three weeks to read

A day to visit class to talk about creating Monumental Order! reviews, using Destiny Quest; image

After hammering down a timeline of

citations in MLA Format; and Animoto or calendar dates, my collaborating teacher

PosterMyWall as

gave blank index

book trailer or

cards to the students.

book poster

On the index cards,

project

students provided

A day for students

the following

to visit the library

information:

to word process,

Name:

and get their book

Last book read:

reviews into their

Favorite book(s):

book’s record in

Favorite Movie(s):

Destiny Quest

Favorite TV show(s):

A day for students

Favorite Video game

to visit the library

(s):

to search for and cite images they plan

Hobbies and interests:

to use in a book trailer or book poster 

A day for students to visit the library to

Yes, we profiled them

build either a book trailer or a book

I received the index cards during first block

poster

the next morning. That gave two days to

Two to three days for students to visit

match a few book choices to each student

the library in small groups to finish,

based on his or her profile.

tweak, modify, or get additional help in small groups 

Using the suggestions of my intern and a co

Final day for class presentations. By the -librarian, I began using our Destiny Quest, presentation day, I will have their *Image supplied by author from her Flickr stream

the website GoodReads, and Ebscohost’s


Novelist Plus to match books to students’ student based on his or her profile. shared profiles. Pulling and Packaging I started during the school day, but the business I printed our resource list and engaged my two of the library: classes, drop-ins, and the usual

first-block student workers with a monumental

lunch and after-school visitors interrupted me.

task. They had to pull all the listed books, then

So, that evening at home I was busily matching

use my really messy, crazy notes to make stacks

students to books, making first a written list,

of books.

student by student, and at the same time making a resource list in Destiny.

mentioned resources did not fit those few students who had different interests or didn’t meet a standard type of book, I worked even harder, turning to

Wikipedia to learn about favorite movies and video games listed.

Image by Cathy Jo Nelson ;available on her flickr stream

When the above-

It took the entire evening but I

At first some stacks had five and six books, but I reviewed both the index cards and book stacks, and narrowed the selection to three books per student. My student workers doublewrapped each set with its index card using rubber bands. I printed cute name tags, and we tied the books with a ribbon and a tag. It took one more 90-minute block

finalized my resource list in Destiny! I was

and a student helper to finish “wrapping” the

determined to return to school the next day

sets and preparing them for the class. They

ready to pull the books as I didn’t want to

were so cute! I was determined that the

postpone the students’ opportunity to have

appearance of the books be attractive with the

personalized selections.

special touch of a ribbon/bow, as I felt it would

I was able to find at least three books for each

show my students that I really cared about


matching their interests to books.

account for both, which meant students could create videos longer than 30-seconds, and at

Class Visit

PosterMywall, students used the class

Because we had a full house in the library, I

project, keeping all the posters in one place.

decided to haul the personalized sets to my

The Animoto videos and PMW posters were

collaborating teacher’s class. In the class I

downloaded and then stored in my

introduced our upcoming project in detail,

GoogleApps Drive school account. These were

shared some examples of student book

shared so that I could put an accessible link

trailers and posters, and then presented each in the book’s Destiny record. student his or her personally selected

The final products

book stack.

Follow these links to samples of the records;

The response was

read the review and

tremendous. After using

scroll down to find links

my laptop to checkout

to trailers or posters:

their chosen books, I shared the books that were some of my

My own examples for the class: Shiver

personal favorites with students.

Student Example - The Fault in Our Stars by John Green by C. Burgess (book poster)

I returned to the library and was immediately

surprised by about five students who came to trade their originally checked-out books with

Student Example - You by Charles Benoit by S. Morrow (book trailer)

those I had quickly book-talked.

Student Example - Caught Up in the Drama by ReShonda Tate Billingsley by R. Mallory (book trailer)

Next Phase … The class spent three full days in the library

Student Example - King of the Screwups by K.L. Going by B. Still (book poster)

writing reviews and creating their book trailers using Animoto or book posters using

My students used Destiny Quest to add their

PosterMyWall (PMW). I have an educator

reviews and ratings. I edited records to add

*Images taken from Destiny Quest website


links to their poster or trailer. The

About the Author:

students’ work has enhanced the record of the

Cathy Jo Nelson is a teacher librarian at Dorman

book in Destiny and, hopefully, will make other

High School of Spartanburg School District 6

students want to read them because of the

located in Roebuck, SC. She is a 28-year-

trailer or poster.

veteran educator who is active in local, state, and national organizations. She currently serves

We are in the midst of doing this same project

as the Regional Director for the South Carolina

with a different class , and it was nice to be able Association of School Librarians and as a to show them what will be done with their work.

committee member for AASL’s Best Websites for

The students are equally excited to know their

Teaching and Learning.

work is featured for a worldwide audience. Best of all, I think some students have decided that

Nelson authors her own blog at http://

once again, they like to read!

blog.cathyjonelson.com and can be found on Facebook at https://www.facebook.com/

(A slideshow of pics from this post can be found cathyjonelson and Twitter https://twitter.com/ here. The individual pictures are here.)

cathyjo where she networks with other teacher librarians.


Flipping the Elementary Library with GoogleApps for Research Joanne Koukoulas School Library Media Specialist Port Washington Schools

How it began

research. Whether the links I provided

For the first time, students in my

them sent them to a video, database,

elementary school library have been

eBook or other digital resource, they

utilizing Google Apps for research

needed to decide where they could find

projects. Initially, students were very

the best information for their needs. I

excited about using a new form of

was able to leave comments remotely,

technology, but had to overcome the

and help direct any students who found

initial obstacles of learning how to log

locating information challenging. This

on and get to their Google Drives. Then

commenting feature was a wonderful

they began learning how to view, create,

way to make differentiated instruction

and share documents. Next came the integration transparent and effective. of Big6 research strategies. Soon students were taking the plunge and The key to flipping the library classroom was

independently locating information. Their sense

creating

of

resource lists

independence

for each project.

helped harness

Students were

their thirst for

able to go to the

finding

resource lists

information to

for their project,

fit their

use Big6

individual and

strategies to

group needs.

select the best sources, and extract relevant information digitally to optimize their

Image found at: http://www.miscositas.com/flipped.html

When I was approached by several of my students who wanted to continue working on


their research at home, I was absolutely

Students began collaborating naturally, helping

ecstatic; flipping the library classroom was

each other complete tasks as a team and

natural for them. Many times during library

promote the common goal of the project

research, students asked for

outcome. Some of the students

their usernames and

who were initially telling me

passwords so they could

they were “not so great at using

continue working at home ;

technology,” pleasantly

some already memorized them!

surprised themselves and were very eager to learn how to use

Fostering Collaboration and

more features in Google Apps.

Independence

They enjoyed looking for

Students were highly motivated

pictures to include in their work

and engaged to work in groups

and easily learned the ideology

to co-write documents and

of creating a works cited

presentations during their

section of their presentations

research. They liked being able

from school and home.

to decide how they would present the information

using the rubric I had given them. They

Once students completed their

were controlling their outcomes and

projects, it was time to integrate the

when it came to reviewing and

knowledge they obtained to get a better

evaluating their work, they were not

understanding as to why animal

just thinking about completing tasks,

adaptations are key factors to their

but went back to check if they had

survival in their habitat/ecosystem.

followed the rubric to the best of their

They utilized Google Forms to gather

ability. If they had a question they were the ones

and summarize key similarities and differences

who came to me asking, “Could you come and

among the animals they chose to study.

see my animal project?” thus fostering independence.

It’s been uphill from the start and the students are now able to research, be creative and

*Images supplied by author


continue learning at home too. They are

Studies at the Palmer School of Library and

active participants in constructing new

Information Science, Brookville, New York.

knowledge and I have the opportunity to

Her current research interests include

facilitate instruction using the CCLS with

elementary student’s research strategies

technology integration in a new way!

with technology focus. You can find her:

A bit about Joanne

jkoukoulas@gmail.com

Joanne Koukoulas is a school library media South Salem Virtual Library specialist in South Salem Elementary

Twitter Joanne Koukoulas

School, Port

Animals of North America

Washington, New York.

www.flippedlearning.org

She is also a doctoral

www.flippedclassroom.org

student of Information

NOTE OF CAUTION Free online tools are also accessed by people who may post inappropriate things. Please make sure you are comfortable with the content of any site you plan to use with students. SIGLIB Newsletter Committee

Image by suzievesper on Flickr.com


Find us on-line: sigms.iste.wikispaces.net/

Do you have something to share? Would you like to write an article for the newsletter?

SIGLIB Newsletter Committee

Shelley Friesen Katie Kotynski Larnette Snow Mary Carole Strother Jacqueline Liesch Elaine Lawrence

Enter your proposal in the Google form: http://goo.gl/rdC4m

Only accepted proposals will be contacted. Submit as many proposals as you wish, but be prepared to write them all!

Next Edition:

Email SIGMS newsletter: sigms.newsletter@gmail.com

Pre-Conference Issue: June 2014 Professional Development

SIGLIB Executive Committee Members Tiffany Whitehead President Teacher-Librarian Central Middle School Greenwell Springs, LA librariantiff@gmail.com Donna MacDonald President-Elect Teacher Librarian Orchard School South Burlington, VT Jennifer Hanson Communications Chair Primary Source Brighton, MA jennhanson9@gmail.com

Elissa Malespina Professional Development Chair School Librarian South Orange, NJ emalespina@gmail.com Maureen Sanders Brunner Past-President Instructor and Doctoral Student Pike High School New Augusta, IN maureenbrunner@me.com

Siglib newsletter 5 2  

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