You might wonder how personalized learning works in the library. It's not as easy as a classroom to differentiate or use Universal Design theories. However, the library is the hub of learning in the school. It should be the central focus of many parts of education, and is always linked to the classroom. Therefore, PL is in the library.
You can start by just "searching" for it.
The catalog. Our catalog uses Follett Destiny, which is used in many school systems throughout the world. Students have login abilities, can create lists of favorite books and resources, share those lists, have lists shared with them by other students and teachers, write reviews of books, and more. In other words, they can personalize it! (And you thought the catalog was only for searching...)
The collection. If a collection is truly balanced, there should be something for everyone. Graphic novels, graphic nonfiction, narrative nonfiction, general nonfiction, every genre of fiction imaginable (as appropriate for the school setting, of course)...these help students find something to read that matches their interest AND ability level. In a high school library, we have "high-low" books scattered throughout the collection: books with high interest plots and lower than average reading levels to help English Language Learners and those with reading differences. Why? Because reading is not an innate ability; it is a skill that takes practice for mastery. If a student practices way above their ability level, they will never master it! (You don't start playing professional sports, do you? Nor is your first musical piece on the violin a Bach concerto. We've all heard the beginner's attempt at "Twinkle, Twinkle, Little Star.") And, of course, the collection is every changing, growing, and being weeded to meet the needs of its patrons.
Technology. The library should be the forefront of technology in the school with a variety of activities allowing students to personalize their projects. Green screens, filming areas, photography, and so on help different types of learners show their knowledge in new and, for them, exciting ways. Introverted students might prefer a more behind-the-scenes approach so non-camera technology choices gives them a chance to shine. (Think animation programs, stop motion animation, and the like.) To make this accessible to all students, house it in the library!
Collaboration. This is, perhaps, one of the key components to personalized learning in the classroom, and the one most often overlooked. By working together, the classroom teacher and the librarian can develop more project choices and activities to meet the needs of students that match interest and ability levels.
Wednesday, February 27, 2019
Tuesday, February 19, 2019
When All Else Fails...
...at getting students excited and interested in research, what can you do? Is it the process or the product causing student angst?
There are, essentially, three groups of students in a high school: the group definitely, without a doubt, heading to college; the group undecided about college, but who are probably going because that's what they think they need to do; and students planning on heading straight into the military, workforce, or a trade school. (Note: this is based on what the STUDENTS say they are planning, not on parental or guidance counselor expectations.) For the first group, completing any project is a necessity and, therefore, done with varying degrees of grumbling and complaining. The second group usually completes a project, whether whole- or halfheartedly. The third group, even if they have excellent grades, will ask, "What's the point?"
So let's back up a moment and discuss the "dreaded" research paper, and how it applies to the groups. Universities and colleges expect students to be able to perform the research process independently, efficiently, and effectively. They require students to produce a paper, of varying lengths for different classes or departments, in a specific format. This process is rarely TAUGHT in higher education. Therefore, the first two groups need proficiency before graduating from high school. The third group, however, rightfully wonders the need for learning to write a formulaic paper when it does not apply to their future plans. Is it any wonder this last group balks at the time-consuming writing project? However, the need to learn research skills is important no matter the career so the process is necessary still!
This leads to an alternative to the research paper: a website!
(First, let me stress that the requirements for learning how to use authoritative, accurate, unbiased, current sources does not change. Whether searching a database or using a website that must be evaluated, students must learn strong research skills. Also, writing skills are important to effectively communicate without the use of texting abbreviations so spelling, grammar, mechanics, and punctuation are important! Finally, to be a 21st Century learner, students need to understand how to be a good digital citizen. Images, sources, etc. need to be cited properly.)
Allow students to research just as they would for a formal paper, but instead of putting it into paragraph form with an introduction, thesis, transitions, and a conclusion, why not have them create a Google site (or other easy to navigate website platform)? Require an "about me" page, a home page (this would be a longer introduction to the topic!), a page for details (the body of the research paper's details), and a citation page. Allow the use of copyright-free images from creative commons websites, the Library of Congress, public domain sites, etc. if they are properly cited.
See if this changes the interest level, efforts, and quality of work from your "group 3" students!
There are, essentially, three groups of students in a high school: the group definitely, without a doubt, heading to college; the group undecided about college, but who are probably going because that's what they think they need to do; and students planning on heading straight into the military, workforce, or a trade school. (Note: this is based on what the STUDENTS say they are planning, not on parental or guidance counselor expectations.) For the first group, completing any project is a necessity and, therefore, done with varying degrees of grumbling and complaining. The second group usually completes a project, whether whole- or halfheartedly. The third group, even if they have excellent grades, will ask, "What's the point?"
So let's back up a moment and discuss the "dreaded" research paper, and how it applies to the groups. Universities and colleges expect students to be able to perform the research process independently, efficiently, and effectively. They require students to produce a paper, of varying lengths for different classes or departments, in a specific format. This process is rarely TAUGHT in higher education. Therefore, the first two groups need proficiency before graduating from high school. The third group, however, rightfully wonders the need for learning to write a formulaic paper when it does not apply to their future plans. Is it any wonder this last group balks at the time-consuming writing project? However, the need to learn research skills is important no matter the career so the process is necessary still!
This leads to an alternative to the research paper: a website!
(First, let me stress that the requirements for learning how to use authoritative, accurate, unbiased, current sources does not change. Whether searching a database or using a website that must be evaluated, students must learn strong research skills. Also, writing skills are important to effectively communicate without the use of texting abbreviations so spelling, grammar, mechanics, and punctuation are important! Finally, to be a 21st Century learner, students need to understand how to be a good digital citizen. Images, sources, etc. need to be cited properly.)
Allow students to research just as they would for a formal paper, but instead of putting it into paragraph form with an introduction, thesis, transitions, and a conclusion, why not have them create a Google site (or other easy to navigate website platform)? Require an "about me" page, a home page (this would be a longer introduction to the topic!), a page for details (the body of the research paper's details), and a citation page. Allow the use of copyright-free images from creative commons websites, the Library of Congress, public domain sites, etc. if they are properly cited.
See if this changes the interest level, efforts, and quality of work from your "group 3" students!
Friday, February 8, 2019
It's a Work in Progress
...but it IS progressing! Our goal is spring break, which is late April this year.
All year we have been moving towards redesigning the fiction section into genres: genrefying!
We are over three-fourths of the way through the tedious task of looking up the genre of each book and labeling it with a colored spine label. With eleven sublocations from which to assign each book, sometimes we have had to be creative! (A supernatural, paranormal thriller romance set in the 1850s? Hmmm...paranormal, horror/thriller, relationships, or historical fiction?)
Because I realized waiting for the labeling to end might mean the books NEVER got moved, I started shifting books on Wednesday. This means pulling all the books, in alphabetical order, from a single genre and stacking them...everywhere! We're working on one area at a time to eliminate thousands of books in stacks.
All year we have been moving towards redesigning the fiction section into genres: genrefying!
We are over three-fourths of the way through the tedious task of looking up the genre of each book and labeling it with a colored spine label. With eleven sublocations from which to assign each book, sometimes we have had to be creative! (A supernatural, paranormal thriller romance set in the 1850s? Hmmm...paranormal, horror/thriller, relationships, or historical fiction?)
Because I realized waiting for the labeling to end might mean the books NEVER got moved, I started shifting books on Wednesday. This means pulling all the books, in alphabetical order, from a single genre and stacking them...everywhere! We're working on one area at a time to eliminate thousands of books in stacks.
Our first section is pulled through the PER. Action/Adventure/Survival has an orange label. Once it is in place, we will put the Dystopian (Gray) novels on the shelves. Then Fantasy (Yellow), Historical Fiction (Green), and Horror (Red). This will take care of two large genre collections, fantasy and historical, opening up shelves for Mystery/Suspense (Purple), Paranormal (Aqua), and Realistic Fiction (Blue). The final sections - Relationships (Pink), Science Fiction (Burgundy), and Sports Fiction (White) - should be fairly easy to put in place.
Of course, once everything is in place, I have one final task. Using a scanner and chrome book, I will scan every book in a sublocation into a file and do a batch update. This will allow students to search for books by sublocation. (I will also be able to inventory books through sublocation reports!)
Monday, February 4, 2019
Once Upon a Research Project
One of the biggest problems students have is choosing a "do-able" topic for research. Now that research season is upon us for the new semester classes, it's time to think about the way projects are assigned and taught.
(Uh, oh. Here goes that blasphemous librarian again, changing up the way it's always been done. If change bothers you, this might be a good time to stop reading.)
Traditionally, and I mean back to when my grandmother went to school in the 1920-30s and probably even earlier, a paper was written through the following steps:
1. Choose a topic.
2. Write a thesis statement.
3. Research to find facts to support the thesis statement.
4. Compile the facts into paragraph format, with an introduction and a conclusion.
5. Add the bibliography/works cited page.
6. Turn in the paper after proofreading it for spelling, grammar, and mechanics. (There may be a rough draft/second draft/final draft portion if the teacher requires it.)
HOWEVER, is this the most effective and efficient way to research and write a paper?
What if a student can't find articles to support the thesis? Can they change it? Now they have lost days possibly of time to work on the paper.
What if they get frustrated and feel they are incapable of being successful at research? Will they eagerly embrace the next project, or will they be on a downward spiral of negativity?
There is a different way to approach the start of research, but it requires a new mindset. The specific topic/thesis cannot be expected to be known before research begins. This new process looks like this:
1. Identify a BROAD main topic (too broad for a research paper: i.e.: illegal drugs, sports, music industry)
2. Read TWO database articles on your topic to help identify TWO subtopics of current issues involving that topic.
3. Write those two subtopics in the form of questions. (Is smoking pot dangerous to your health? Should their be salary caps for professional athletes?)
4. Find FIVE items of evidence, take notes, and record the citations for EACH subtopic. This means five note cards for each subtopic, helping to answer the questions.
5. After looking at the notes, create a claim using ONE of the subtopics. A claim is a statement that can be defended using your evidence. If the student discovers the two subtopics can be linked together into a single claim, that is perfectly acceptable.
6. After creating a claim, start researching to find more evidence to defend it.
But why change what's been done, quite literally, for a century or longer?
Well, for starters, it makes more sense to know what's out there with regards to research material BEFORE getting into the heart of the research process. Why waste time starting a topic, only to learn it's un-doable?
That leads to the frustration factor: when a student gets frustrated at the start of the research process, the negative feelings are infused into the process itself. Then, for the next research project, the student automatically is unenthused and gives a half-hearted attempt OR no attempt at all! This is not acceptable!
We want students to understand that research is not some horrible, aggravating process to suffer through. Instead, it can be, and should be, and enjoyable learning experience! (Although whether or not they enjoy creating a works cited page is left to another blog post.)
(Uh, oh. Here goes that blasphemous librarian again, changing up the way it's always been done. If change bothers you, this might be a good time to stop reading.)
Traditionally, and I mean back to when my grandmother went to school in the 1920-30s and probably even earlier, a paper was written through the following steps:
1. Choose a topic.
2. Write a thesis statement.
3. Research to find facts to support the thesis statement.
4. Compile the facts into paragraph format, with an introduction and a conclusion.
5. Add the bibliography/works cited page.
6. Turn in the paper after proofreading it for spelling, grammar, and mechanics. (There may be a rough draft/second draft/final draft portion if the teacher requires it.)
HOWEVER, is this the most effective and efficient way to research and write a paper?
What if a student can't find articles to support the thesis? Can they change it? Now they have lost days possibly of time to work on the paper.
What if they get frustrated and feel they are incapable of being successful at research? Will they eagerly embrace the next project, or will they be on a downward spiral of negativity?
There is a different way to approach the start of research, but it requires a new mindset. The specific topic/thesis cannot be expected to be known before research begins. This new process looks like this:
1. Identify a BROAD main topic (too broad for a research paper: i.e.: illegal drugs, sports, music industry)
2. Read TWO database articles on your topic to help identify TWO subtopics of current issues involving that topic.
3. Write those two subtopics in the form of questions. (Is smoking pot dangerous to your health? Should their be salary caps for professional athletes?)
4. Find FIVE items of evidence, take notes, and record the citations for EACH subtopic. This means five note cards for each subtopic, helping to answer the questions.
5. After looking at the notes, create a claim using ONE of the subtopics. A claim is a statement that can be defended using your evidence. If the student discovers the two subtopics can be linked together into a single claim, that is perfectly acceptable.
6. After creating a claim, start researching to find more evidence to defend it.
But why change what's been done, quite literally, for a century or longer?
Well, for starters, it makes more sense to know what's out there with regards to research material BEFORE getting into the heart of the research process. Why waste time starting a topic, only to learn it's un-doable?
That leads to the frustration factor: when a student gets frustrated at the start of the research process, the negative feelings are infused into the process itself. Then, for the next research project, the student automatically is unenthused and gives a half-hearted attempt OR no attempt at all! This is not acceptable!
We want students to understand that research is not some horrible, aggravating process to suffer through. Instead, it can be, and should be, and enjoyable learning experience! (Although whether or not they enjoy creating a works cited page is left to another blog post.)
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