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2012-2013 Annual Howard County Middle/High School Library Media Center Report Due Date: May 31, 2013 Date: May 29, 2013 School: Mt. Hebron High School Library Media Specialist(s): Melissa Grabill and Scott Robinson

2012 - 2013 HCPSS Systemic Expectations · · · ·

Know your students and the differentiated supports in place to ensure their success Ensure students receive exemplary instruction that prepares them for college and careers Have a process in place for continuously monitoring student progress Develop a relationship with students and their families

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How did you help HCPSS achieve these Systemic Expectations? Redesigned the media orientation lesson to incorporate a scavenger hunt. This allowed the students time to discover places and information on their own. The scavenger hunt was conducted using Livescribe smart pens. Discuss books with students upon check out and return and provide suggestions for futher reading Worked with a student aide and some avid student readers to compile book orders and suggestions. Conducted a weekly question activity with incentives to get students using resources and thinking deeply. Each weekly question was based on a feature in one of the Gale databases and submitted using a Google form. Distributing the prizes provided opportunities to further discuss the topic(s) with the students. Posted a featured app each month to facilitate discussion of information with students and staff. Presented to new teachers to the school and the system about media resources and how we can help them. Focus was on databases as sources for research, Discovery Streaming, and our desire and ability to collaborate with them. Planned and delivered GAFE Professional Development for interested staff. The sessions focused on how the applications can help students and teachers collaborate and increase communications. Planned and carried out a program called Book Store Day to better provide students access to reading materials they self-select for independent reading. The program involved decorations, incentives, small prizes, and lots of time to browse books by topic and/or category rather than traditional Dewey and Fiction classifications. Continually changed book displays to grab readers’ attention to new books. Displays included popular series books, books with starred reviews (both fiction and non-fiction), books related to college applications and college life, books related to presidents, romance and anti-romance books, new books, popular non-fiction books. Taught lessons on using the databases, including the Gale Virtual Reference Library, to G/T Independent Research classes and most English classes when they began their research papers. Each lesson was differentiated and adapted for the level of students. Lesson variety included Inspiration templates, Nearpod presentations using Nook HD tablets, demonstration, CPS Pulse responses, note-taking sheets, and exit tickets. Co-planned a summer enrichment program using Edmodo with an ESOL teacher. We brainstormed discussion ideas and agreed upon a five week schedule with each week focused on a short story and discussions related to the themes of the story. Instruction was given to the students and the ESOL teacher on using Edmodo, guidelines, and best practices. Worked with World Language teachers and students researching Spanish speaking countries. Students used CultureGrams, Gale databases, and various websites to research cultures and customs. They then used Glogster to display the information they gathered. German students researched a famous German person using the Gale databases and CultureGrams. The assembled the information using a template in Comic Life. All assignments were bound together to make a class “Who’s Who from Germany” book. The 2012-2013 school year was the first year Mt. Hebron had a Television studio. In the past we had a make shift studio. We continued our practice of trying to get as many curriculum classes to use the facilities as possible. This school year we saw more students than any other year in the program.


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Maintained a current webpage for library resources and news. Purchased Nook HD tablets for class use and independent reading. Attended conferences such as MASL, Digital Learning Day, and Common Ground to learn and discuss new ways to engage and assess students. What activities did you do to support the transition to the Common Core? Planned with Diana Ricker (English) and Courtney Gardnier (HCPL) a graphic novel research project. The media specialist and teacher brainstormed ideas about new Common Core standards, Persepolis, and ways to incorporate research. The teacher drew up the assignment sheet and the media specialist and teen specialist pulled non-fiction graphic texts for the students to self-select. Planned an independent research project relating to the Holocaust for an ESOL I US History class taught by Michelle Shelton. Students read articles from the Gale databases utilizing the translate and read aloud features. They also watched videos from Discovery Streaming and then answered questions pertaining to the material. Students had the option of completing the answers electronically using an Inspiration template or by hand on the worksheet. Based on student feedback, an additional day of research was added with a focus on Anne Frank. Materials included photos, videos, graphic novel excerpts, and articles compiled using a Discovery Streaming Assignment Builder. After discussing with the English 10 teachers their apprehension about teaching Persepolis for the first time, we assembled and distributed multiple articles and resources relating to the Iranian Revolution. Digital resources were placed in a folder on the Campus drive for all teachers to access on their own. The PAC was used to create and share a list of books related to Persepolis. Relating to the Hero unit in English 9, media specialist and English teacher discussed the possibility of researching a positive influence and/or philanthropist instead of a tragic hero. Media specialist assembled a list of possible topics, pre-selected database articles and webpages for each of the topics, and presented six different English 9 classes with an overview of the information and how to access it. One ESOL English Lang 3 class created slideshows of their research using Windows Photo Story. An example project was made for students to model and a rubric was provided to guide their scripts. This task further enhanced their mastery of speaking and reading the English language and allowed them to express themselves creatively. All students were instructed on using NoodleTools for citations as well as note cards and outlines. (https://sites.google.com/site/mthlibrary/links-for-classes/hometown-hero-research) Students benefited from the integrated approach to learning that video production requires. Students learn to research content, outline ideas, write scripts, design storyboards, speak effectively, learn interviewing techniques, interact purposefully with others, manage time, take risks, and solve problems. For the first time students produced videos that were submitted in their college application process. One student produced a video that detailed a biographical history of the student’s accomplishments and explaining why he was the perfect college admissions office perfect selection for that college. Mr. Tittsworth’s Leadership Class had student in groups of five or six choose someone they believed was an effective leader and produced a video biography about that leader. Ms. Weiss’s Political Science Classes created and produced “Message to the President” videos. The objective of the video was to submit the most important issue the president should consider in 2013. The videos were submitted to the C-Span Studentcam Competition. The documentary focused on any issue that the students’ believe the President of the United States should address in 2013, and explain why you believe the issue is of importance. Some of the topics chosen were: ○ Legalization of Marijuana ○ America in Syria Police-force or Peacemaker ○ Gun Control ○ North Korea and their nuclear threat to the world The topics the students researched built upon the prior knowledge the students had based upon their coursework sophomore year in American Government. This project helped facilitate the transition to the Common Core Curriculum because it was evidence-based, and also involved the application of knowledge through the use of higher-order thinking and writing skills. For the first time Senior English classes completed their Senior Writing project by making video compilations of their four years at Mt. Hebron Senior Matt Myslinski produced a video on “Dental Deaths.” Matt won first place in the Howard County


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Film Festival for his movie “Production Value. ” There was a public showing of “Production Value “ in April in Columbia. A parent whose daughter attended Marriotts Ridge and passed away after wisdom teeth surgery attending the showing of “Production Value.” The mother asked Matt to produce a public service announcement for her group advocating against dental deaths. Ms. Vitali and Ms. Fulchino’s English classes (7 sections) read 13th century morality plays. The students then had to produce their own video creating their own 13th century morality play. How did you collaborate with teachers in your school? Co-planned a research unit with English 10 seminar class connected to Macbeth. Media specialist and teacher discussed different research topics and methods of compiling the research other than a formal paper. The media specialist created rubrics for grading the visual and multimedia products and provided a research guide checklist for students to use. Pieces of the Web Evaluation and Citing Sources lessons were taught to the students. Instructed English 10 teachers and students how to create and save a trip using Google Earth. Media Specialist modeled a finished product and walked students through finding locations, locating copyright free images, adding text, and saving the pin. The trips were related to the travels of Marjane Satrapi depicted in Persepolis. Worked with a new Science teacher to teach the Web Evaluation lesson to the students. Modified the lesson for ability and focus. Coordinated book orders with themes, topics, and ideas English teachers were planning on assigning for research topics. Worked with two English teachers using Edmodo. Media specialist helped students join and cooperatively lead discussions on ethical online behavior. Served as co-moderator for all classes. Collaborated with an English 11 teacher on a more interactive way for students to learn background information prior to reading The Great Gatsby. The teacher provided an outline for the content to be covered, the media specialist assembled some additional images, videos, and articles using Discovery Streaming, SIRS, and Gale databases for the students to interact with rather than listening to the teacher lecture. Students were placed in small groups and each group was given a tablet to use to access the material. Discussion questions using GAFE forms were included for most topics. Students shared that they enjoyed using the tablets for the material consumption but would have prefered writing the answers instead of typing them on the tablet. (https://sites.google.com/site/greatgatsbyintroduction/home) Taught some applications of GAFE with students of Wes McCoy, Social Studies. Planned a resource/database lesson with 9th grade IES students co-taught with an ESOL teacher and a Special Ed teacher providing UDL options to ensure all students learned and retained skills in efficiently and effectively locating reliable resources focusing on Science in Context and Gale Virtual Reference Library. Co-planned a research unit on the Titanic with an ESOL teacher to incorporate information literacy, math, reading, and writing skills. Worked with the entire English Department to create a Digital Citizenship lesson to be taught to all students. Shared online resources relating to The Raven with an English 11 teacher. The resources were uncovered at the Digital Learning Day conference. Shared multiple lesson plans using Google Apps in the Campus Drive. Worked with several staff members to set up teacher and/or class websites using GAFE Sites Ms. Cornell’s Spanish class after reading a novel the students had to produce videos with a completely new ending to the novel in Spanish. Ms. Cornell students wrote and produced their own soap operas after reviewing all major aspects of the soap opera industry of Latin America in class Mr. Ettinger’s Psychology class produced Psychological Social and Anxiety Videos. Mt. Ettinger’s Law and the Citizen class completed videos on the best practices on preparing for your freshman year of college. These projects included interviewing current college freshman. Independent Research students produced videos about a wider range of topics throughout the school year. One that was produced on the “history of film making” I found very useful as a teaching tool at the conclusion of the school year with my Television Production class. The video will be used in future years as


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a teaching tool. US History class produced videos on a significant event in United States history. The students interviewed people that lived through the event. Drama class used the program Garage Band to create their own music videos. Mr. Tittsworth's Anthropology class produced “create a culture video projects.” Students had to choose a culture and describe the traditions associated with it. Computer Integrated Manufacturing class produced videos to inform others about technological innovations during a certain period of history. Ms. Maerten’s German classes: since this year was the 100th anniversary of The Brothers Grimm's fairy tales, the students produced their own video fairy tale in German. Ms. Sherman’s photography students created video montages, which displayed images of people in acts of kindness Ms. Zik’s German 4 classes completed a unit on TV in German, and completed plot and character analysis in German. Students then had to develop their own story on video. They had to describe the character they portrayed, film their story, and write a reflection on the project in German. Ms. Gonzales’ Spanish Students created videos to demonstrate an understanding of the form and cultural importance of Spanish telenovelas in the target language.

What type of professional development would you like to have offered during the 2013-2014 school year? Small group, focused discussions on ○ book club promotion ○ reading promotion ○ TV studio technical capabilities and limitations ○ collaboration ideas with Science and Math departments ○ using tablets and other devices as instructional tools ○ streamlining book order processes and knowing what eBooks are already approved ○ creating rubrics and assessments related to our SLO’s ○ discussions on creating mission and vision statements Number of book fairs held in your school and who managed each none How can the Office of CTE/Library Media assist you? Encourage school based administrators to require or heavily recommend all teachers use technology for class websites, discussion posts, and digital citizenship lessons Communication about the discussion and file sharing aspects of conferences previously held on CLC (Media Spec, GAFE, News, Public Information)

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Sample Annual Report for HCPSS Library Media