Exploring with Cate Mortensen

 In my recent interview with Cate Mortensen, the librarian at Matilda Dunston Elementary School in North Charleston, SC—a vibrant elementary school serving a diverse student body in grades CD-5—we focused on her practical application of the EXPLORE competencies from the AASL standards. Cate emphasized how essential it is to encourage students to explore independently, promoting curiosity, creativity, and perseverance through library activities.

The following questions guided our discussion:

1. 1. What are some examples of the ways in which you are implementing these competencies in your library program?

   2. What are some of the resources in your library program that you are using to implement these competencies?

   3. Do any of the competencies that you are implementing include collaboration with classroom teachers?  If so, please provide examples.

   4. What are some of the challenges that you face when trying to implement these competencies?

   5. Are there any other comments that you would like to make regarding the Shared Foundation / Competencies and Domains that we have discussed today?

Cate explained her belief in allowing students freedom in their book selections, prioritizing interest and engagement over restrictive metrics like Lexile levels or Accelerated Reader (AR) points. Her goal is for students to discover books they genuinely enjoy, sparking a lifelong interest in reading. Cate mentioned that she aims to further integrate makerspace resources, such as creative modeling and animation projects, enabling students to actively explore and express their understanding of literature through hands-on activities.

She highlighted numerous resources supporting exploration, notably digital tools such as PebbleGo, engaging book displays, and interactive story extensions during carpet discussions. Cate also frequently brings in external resources like magicians and storytellers to enrich the students’ library experiences, helping them connect with literature through diverse and memorable interactions.

Collaboration with classroom teachers plays a significant role in Cate's library program. She described working closely with second-grade teachers on their unit wrap-ups, ensuring each session includes hands-on exploratory components. An impactful example involved students creating model insects from clay, complementing their written research and visual presentations on life cycles. Cate noted that these collaborative and creative activities particularly benefit multilingual learners, enhancing their comprehension and engagement through interactive, peer-supported learning.

Despite these successes, Cate shared that implementing exploration-focused activities presents specific challenges. She cited time constraints and limited access to materials as persistent obstacles. Although she receives strong support from her principal, enabling book purchases and resource acquisitions through DonorsChoose and wish lists, securing consistent funding and time for more extended project-based learning remains challenging. Additionally, she highlighted language barriers within her diverse student population, which require thoughtful, inclusive approaches to ensure effective engagement and comprehension.

Reflecting on our conversation, Cate’s insights underscored the importance of flexibility and creativity in library programming. Her commitment to providing varied, hands-on learning experiences reinforced my understanding of how critical it is to meet diverse student needs through intentional, exploratory library activities. From Cate, I've gained a deeper appreciation for strategically integrating creative and exploratory elements to foster an inclusive, engaging learning environment, lessons I plan to apply thoughtfully in my future professional practice.

Collaborating with Lucye McGill

 In my recent interview with Lucye Magill, the librarian at Lucy Beckham High School in Mount Pleasant, SC—a relatively new high school with approximately four years in operation serving 1750 students in grades 9-12—we focused on her practical application of the COLLABORATE competencies from the AASL standards within her school library program. Ms. Magill highlighted collaboration with teachers as a cornerstone of her work, emphasizing the importance of building strong relationships to integrate library resources effectively into the curriculum.

The following questions guided our discussion:

1. What are some examples of the ways you implement the COLLABORATE competencies in your library program?

2. What resources do you use to foster collaboration with teachers?

3. How do you overcome challenges related to collaboration with teachers?

4. Could you share specific activities or projects that have successfully encouraged teacher collaboration?

5. Any additional insights or strategies you would recommend for enhancing collaboration?

Ms. Magill explained that one of her primary strategies involves meeting directly with teachers to co-develop lesson plans, particularly emphasizing research skills tailored to specific classroom projects. Her instructional presentations aim to teach students how to "search smarter, not harder," reducing their frustration by improving their efficiency when researching. Ms. Magill proactively attends department meetings, using thoughtful gestures like small gifts to encourage teachers to engage with her collaborative initiatives.

A standout example of her collaborative efforts is the "speed dating with books" activity, where students explore various genres through brief rotations at different tables. Ms. Magill noted this activity was highly successful with both English teachers and students, broadening their literary horizons. Another impactful initiative she mentioned was using breakout boxes for interactive, subject-specific lessons, which teachers frequently request due to the engaging and collaborative nature of the activities.

Despite these successes, Ms. Magill acknowledged challenges, particularly with high school teachers who often face rigid curriculum demands and limited flexibility due to standardized tests like End-of-Course exams (EOCs). She emphasized the importance of early and strategic planning—often initiating conversations during summer break—to ensure the integration of library sessions into teachers' schedules. Ms. Magill shared a memorable experience when a successful "speed dating" session resulted in a teacher advocating for the program, encouraging colleagues to participate, which significantly increased collaborative engagement.

Reflecting on our conversation, Ms. Magill emphasized the critical role of marketing the library program and maintaining visibility within the school community. She takes on additional responsibilities, including managing Chromebook distribution, updating the school’s library website, overseeing social media, and handling student identification processes. These efforts not only demonstrate the library’s integral role in the school but also foster appreciation and continued collaboration from teachers and administration.

From this interview, I gained valuable insights into the importance of proactive relationship-building and strategic planning. Ms. Magill 's emphasis on showcasing library value and engaging teachers through thoughtful, appealing activities resonates deeply with my own professional philosophy. Her strategies for overcoming teacher hesitancy through demonstration of practical value and flexibility have provided me with a clearer understanding of effectively embedding the library's role into school-wide curriculum initiatives.

Engaging With Ms. Gomez

 In my recent interview with Jennifer Gomez, the librarian at School of the Arts Middle School in Charleston, SC—a dynamic school known for integrating artistic disciplines alongside a rigorous academic curriculum for grades 6-8—we discussed how she implements the ENGAGE competencies from the AASL standards into her library program. Jennifer emphasized the foundational role of teaching ethical and legal guidelines in gathering and using information, highlighting the critical importance of cultivating responsible research habits among middle school students.

The following questions guided our conversation:

1. 1. What are some examples of the ways in which you are implementing these competencies in your library program?

   2. What are some of the resources in your library program that you are using to implement these competencies?

   3. Do any of the competencies that you are implementing include collaboration with classroom teachers?  If so, please provide examples.

   4. What are some of the challenges that you face when trying to implement these competencies?

   5. Are there any other comments that you would like to make regarding the Shared Foundation / Competencies and Domains that we have discussed today?

Jennifer shared several practical strategies, notably highlighting her proactive approach in curating and sharing appropriate resources through the library's website. One significant example she provided was her collaborative work with a teacher on a documentary project. Recognizing potential copyright concerns, Jennifer created a dedicated webpage with ethically sourced music and video resources. This initiative supported students’ ethical research practices and set clear expectations for responsible information use.

Modeling ethical practices is a cornerstone of Jennifer’s approach. She frequently records book talk video segments, deliberately including a "works cited" screen at the end of each presentation. This consistent demonstration subtly reinforces the importance of source attribution and responsible research practices among students.

Jennifer emphasized the library's role in providing robust resources, specifically mentioning databases like Destiny and MackinVia. She regularly introduces these resources in targeted classroom activities such as science research, career exploration, and literary studies, directly embedding proper research practices within the curriculum.

Collaboration with classroom teachers was another significant component of Jennifer’s implementation of ENGAGE competencies. She recounted delivering targeted lessons requested by teachers, including sessions on source evaluation and bias identification for sixth-grade science and eighth-grade English Language Arts classes. Additionally, Jennifer highlighted her involvement in high school English classes, where she conducted advanced research skill workshops.

Despite her success, Jennifer acknowledged ongoing challenges. One persistent issue is that some teachers prioritize curricular content over information literacy skills, particularly at younger ages, inadvertently allowing students to develop less effective research habits. Jennifer noted improvement at her current school compared to previous experiences but recognized that overwhelmed teachers often struggle with consistently modeling ethical practices. The widespread availability of online information further complicates efforts, as students frequently overlook the importance of critical source evaluation and attribution.

Reflecting on our discussion, Jennifer underscored that ENGAGE competencies, while critical, are among the most challenging to consistently implement due to rapidly changing digital resources. Her ongoing goal is to maintain visibility as an advocate and role model for ethical research practices, integrating these standards into everyday instructional opportunities. From Jennifer’s insights, I gained a deeper appreciation of the necessity for consistent modeling and collaborative integration of ethical practices across all subjects. This understanding will inform my professional approach, reinforcing the value of proactive advocacy and persistent relationship-building to effectively integrate responsible research practices into the school library setting.

Blog 6 - Snap Circuits

 Welcome to Blog 6 - 

This time, I am showcasing a great tool- Snap Circuits! While I was sent this kit as part of a STEM class I was teaching, I had not had the chance to get down and dirty with it and really experiment!  This kit is so much fun!  What a great way to bring STEM into a classroom or library!  I am a STEM teacher - I teach classes like Flight and Space, Automation & Robotics, Green Architecture, Medical Detectives, etc to middle school students as part of Project Lead The Way, a program geared toward introducing engineering into the K-12 experience to generate passion and develop future engineers. 

Image depicts snap circuit pieces with a solar panel that runs a small LED light connected to a voltage meter

The video link depicts a snap circuit solar panel causing a light to blink in multiple colors

As so much of our reading was discussing this week, makerspaces and STEM should be incorporated into the library. Makerspaces were so rare back in the early 2000s and 2010s, and have grown dramatically over the years. Now it is more commonplace to see things like 3D printers, Ozobots and Dash & Dots in the library. Many of the technology tools that were once expensive and harder to come by can more easily be obtained and brought in for the use of our students in a school library setting. Many of the public libraries are housing theses spaces, including music generating and video creating areas. 

Take a look at this video: 

The image here shows a snap circuit booklet cover sharing that there are 125 activities and a sample of components included with the Green Energy Kit.  This is a link to a video. 

Diversifying Assessments

Throughout the year, I looked into different ways to assess my students knowledge.  I rarely use a standard assessment in these classes since it is a related arts class. For this reason, I always look for other ways to determine their knowledge base.

I was trying to find something different, outside of the box from what I've done before.  I came across a document from the University of Kent that had some good ideas put together in one place.

I tried to increase creativity, allowing students to create comics.  I had students make movies, take pictures of their work and complete documents.  One of the assignments that I planned yet did not get to do due to a lack of time was one that I was looking forward to where students would create a timeline by taping note cards around the room based on the reading assignment that they were completing on the Space Race between Russia and the US.

One of my goals is to try more creative ways to assess student learning, and allow students to pick their own style and what works best for them.  I would like to add more self assessment, which is one thing I did attempt with one assignment.  Students had to grade themselves on their own rubric.  They were actually very honest, leading me to think this is something that I could incorporate more in  the future.

http://www2.wlv.ac.uk/celt/howto/top%20ten%20tips%20for%20diversyfing%20assessment.pdf

computer lab management

Some of the research I have done this year, other than rubrics, included management in the class, especially from the ones making choo choo trains with rolling chairs... I have had some difficulties keeping students focused on what they should be doing when they are in class, and keeping them from wandering to alternative websites.
I guess the best way to stop this has been to keep them busy.  Another item that has helped has been using cups like a traffic light... Red means they need immediate assistance, yellow for a question and white for cruising... This has helped with management a TON and I am grateful for the suggestion.
I have also read some posts, and articles about how to maintain management in the computer lab, and a majority of these are talking about classes not based in labs, or often they were based on elementary school children.
I am still open to ideas!... I set expectations and rules, I let this kids know what to do for their work, I establish something for the kids to do if they finish early... other than consequences for actions, I have yet to find a great way to make sure that students are on task all the time... I use software that displays their computer screens so I can try to keep an eye out...

Update on rubrics

So one of the things that I have been fortunate to have is an online rubric/grading system that sometimes simplifies, sometimes complicates my life.  While everything is electronic and easy to take home, its web based and depends on internet... so no working on my grading waiting in a doctors office or while my kids are at soccer games.  The rubric method does help, and I like the simplicity of it.  There are times though, I wish I was not dependent on internet for everything.. .those days our internet goes down, frantic last minute plans are so fun to make up!

I have found a resource that seems easy so far... 

http://www.rcampus.com/indexrubric.cfm

for grading rubrics online that are simple clicks once you make them... I have yet to use them, but I really do want to use the rubric on pltw or this one more often next year, especially going around grading projects on a regular basis... 

I have learned so many pros and cons to teaching with pltw curriculum and missing some of the freedom I had as a core teacher, but loving the flexibility of what I get to teach and how I teach.  As I learn more, I think I will have the freedom to advance in what I do and change things, but at the moment, I still feel a little curriculum bound... being in the shadow of Sjolander is a bit tough and those kids who had him I think tend to find the classes a bit boring, but I am working on making them fun while sticking to the curriculum!