Standard 1: Use of Information and Ideas 1.1 Efficient and Ethical Information-Seeking Behavior 1.2 Literacy and Reading 1.3 Access to Information 1.4 Stimulating Learning Environment
SCCS has one library for over 600 students from Pre-Kindergarten to 12th grade. Currently nineteen elementary classes and six middle school classes visit the library once a week for 45 minutes. Additionally, Middle and High School students come before school, during breaks, at lunch, and after school. Middle and High School teachers sign up for library time on an as-needed basis throughout the year. Extended afternoon hours (until 4:30) allows students to use the library outside of regular school hours (3:10) and Family Reading Nights, once a month for lower elementary students and their families, is another option that allows for increased access.
A lesson I have taught for several years has been to showcase “Banned Books Week” in conjunction with a class on censorship with our US History students. Not only do we discuss the ethical issues surrounding censorship, but we also discuss freedom of thought, expression, and First Amendment rights. The students are amazed at the popular titles on the banned book lists and really get into the discussion of who makes “norms” for the society to follow in regards to what is deemed “acceptable” for a library. For high school students, it is a good lesson on what is a legal and/or ethical practice. With Elementary school classes, I teach lessons on plagiarism and citing sources during their research report writing projects.
One way I assist teachers is to create research pathfinders of units they are studying. Teachers often do not have time to read the thousands of web pages available, so I do this for them, adding the sites that are most current, accurate, or usable. The teachers then access the pathfinders for their own use in preparing lessons or can/do use them with their classes as a focused Internet search. In the past four years, I have created over 50 pathfinders for teacher use at all levels and content areas of the school, making the information-seeking process more efficient for teachers.
I stay current with trends and issues regarding reading material through the reviews in School Library Journal, on goodreads.com and from several weekly library newsletters to which I subscribe. Every August, I complete a collection analysis of what our library owns to better facilitate purchasing in the future. We are currently incorporating ebooks into our collection based on my analysis of the changing nature of publishing. To assist students, I engage in book talks with our Middle Schoolers during their weekly library visit, creating displays and offering suggestions of that next “must read” book. I am a member of the students’ goodreads.com English class group, enabling me to understand their reading habits. I also collaborate with teachers by pulling books from the collection to enhance their units, sending these titles to the classrooms or setting them aside for use during library time.
I asked the school to purchase a subscription for an Internet based reading program, Tumblebooks, and held teacher and parent sessions on the program. Students and their families have access to Tumblebooks anytime and anywhere they have an Internet connection. To make the library catalog more user friendly and updated, we moved to the web-based Follett Destiny program during my first year as librarian. Now, anyone can access the catalog with the url address and an Internet connection. Teaching the students to use the catalog, through the use of a Destiny tutorial, has enabled students to take a more proactive approach to finding the materials they need.
An additional use of the library space has been my creation of a student art gallery. Any teacher can send student work for display, such as cell models from a middle school science class, “ways we work” posters from a 2nd grade class, and oversized, symmetrical hanging butterflies from the high school art class, to name just a few. We also use the library for knowledge bowl competitions, the elementary and middle school spelling bees, and band concerts. Our shelving, designed with rolling wheels, allows us to move them together to open up the space, truly making the library the “center” of the school.
The CBA, where I worked for 60 hours during my practicum, is a new initiative here in Bolivia. In conjunction with the language institute, they opened a public library downtown for anyone to access books and the Internet for free. Working in this public setting has shown me anew how important it is to have access to a library, something I often take for granted. At the CBA, access to their online databases is done through the website and Facebook pages. I worked on an extensive Facebook project, finding important dates, videos, and special information that the CBA staff can easily upload to their Facebook page.
At the CBA, there were no areas specifically set aside for displays and the staff wasn’t sure how to display items due to their perceived space constraints. I was able to demonstrate a quick and easy way to display books in a little used corner by turning book ends into display holders.