Another post except we had another round of winter weather! This week's post will continue the book reviews as well as an update on animated videos.
First, thanks to some hardworking library assistants, there are two library videos in the final stages of production. (In other words, the students have finished the voices, and I have to get the animation and the music in place.) These soon-to-be finished videos involve following copyright and website analysis, two skills needed in our technology-oriented research these days. I hope to have them posted by next week's blog! (Along with the final two videos in the series: databases and e-books.)
Now for (drum-roll, please!) a book review:
The Only Thing to Fear by Caroline Tung Richmond: It's been years since the end of World War II and the Nazi-defeat of the Allied forces. Through the use of their genetically-enhanced super soldiers, the Germans rapidly turned the tide of that war and now control Europe and much of the United States. (The West Coast is controlled by the Japanese, and Italy received a token part of the U.S. as well.) While there are pockets of Resistance fighters, they find it hard to succeed at overthrowing the Nazis due to the newer classes of super soldiers. Now meet 16-year-old Zara, whose chaffs at the restrictions placed upon her because she is an American and because she is of mixed Japanese-American heritage. When it seems the Nazis are taking everything away from her, she must decide how far she is willing to go to fight back. She also must decide if she will accept help from the most unlikely of sources. This is not your ordinary "what if" book. Instead, the what-if's are interwoven with hints of science fiction, lots of adventure, and a great story line.
Friday, February 27, 2015
Monday, February 23, 2015
No School Means Different Kind of Post
Well, we braved the ice and cold...and the loss of 4 entire school days while the roads remained unsafe!
That means the normal Friday post about happenings near and around my hungry bookshelves could not take place. Having that time gave me the opportunity to catch up on some paperwork, mentor a National Boards candidate, grade media candidate portfolios, and spend time with my mentee without interruption. It also gave me the opportunity to read several new books which arrived, thankfully, just before the ice storm struck! Although I read 7 of the 27 new books, I am only going to review 3 of them here.
1. The Scar Boys by Len Vlahos: At first I wasn't sure about this book, and I almost put it into "group 2" so I would read it later. Luckily I stuck it in my bag at the last minute. The book starts as a college admissions essay of 250 words to "help" the NAP (Nameless Admissions Person) know more about Harry (Harbinger Jones). Needless to say, he quickly exceeds his word count as he explains about being almost struck by lightning (it hit the tree the bullies had tied him to), being addicted to meth at the age of 8 (for the pain of the 2nd and 3rd degree burns), and all that happened up to and through the summer after graduation (including making his first friend, being a member of a band - The Scar Boys, going on the road, and dealing with more than most of us will deal with in an entire lifetime). Great writing, powerful characters, and an intriguing plot make this a must read!
2. We Were Liars by E. Lockhart: Imagine being 15 and having no memory of an entire summer. Imagine knowing something terrible happened to you, but you have no knowledge of what it could be. Then imagine returning to that place 2 years later, piecing together your own memories. This book is not a mystery, but you will be trying to "solve" Cady's search for the truth as you read it. Definitely a great read.
3. A Time to Dance by Padma Ventrakaman: Often when I see that a book (especially a longer one) is written in poetry, I'm slightly leery of it. Many times I have enjoyed novels written in poetry instead of prose, but sometimes it gets tedious to follow the plot. NOT THIS TIME! All I can really say is WOW. The plot itself is powerful, a young girl who competes in bharatanatyam dance - a classical spiritual Hinda dance - wins a huge competition and then loses her leg in an accident that same night. This might sound like a sad, melancholy story. It's instead a powerful, uplifting story even though the main character is sad, angry, frustrated and all the other emotions you can imagine feeling if you were in this situation. Another book I highly recommend.
That means the normal Friday post about happenings near and around my hungry bookshelves could not take place. Having that time gave me the opportunity to catch up on some paperwork, mentor a National Boards candidate, grade media candidate portfolios, and spend time with my mentee without interruption. It also gave me the opportunity to read several new books which arrived, thankfully, just before the ice storm struck! Although I read 7 of the 27 new books, I am only going to review 3 of them here.
1. The Scar Boys by Len Vlahos: At first I wasn't sure about this book, and I almost put it into "group 2" so I would read it later. Luckily I stuck it in my bag at the last minute. The book starts as a college admissions essay of 250 words to "help" the NAP (Nameless Admissions Person) know more about Harry (Harbinger Jones). Needless to say, he quickly exceeds his word count as he explains about being almost struck by lightning (it hit the tree the bullies had tied him to), being addicted to meth at the age of 8 (for the pain of the 2nd and 3rd degree burns), and all that happened up to and through the summer after graduation (including making his first friend, being a member of a band - The Scar Boys, going on the road, and dealing with more than most of us will deal with in an entire lifetime). Great writing, powerful characters, and an intriguing plot make this a must read!
2. We Were Liars by E. Lockhart: Imagine being 15 and having no memory of an entire summer. Imagine knowing something terrible happened to you, but you have no knowledge of what it could be. Then imagine returning to that place 2 years later, piecing together your own memories. This book is not a mystery, but you will be trying to "solve" Cady's search for the truth as you read it. Definitely a great read.
3. A Time to Dance by Padma Ventrakaman: Often when I see that a book (especially a longer one) is written in poetry, I'm slightly leery of it. Many times I have enjoyed novels written in poetry instead of prose, but sometimes it gets tedious to follow the plot. NOT THIS TIME! All I can really say is WOW. The plot itself is powerful, a young girl who competes in bharatanatyam dance - a classical spiritual Hinda dance - wins a huge competition and then loses her leg in an accident that same night. This might sound like a sad, melancholy story. It's instead a powerful, uplifting story even though the main character is sad, angry, frustrated and all the other emotions you can imagine feeling if you were in this situation. Another book I highly recommend.
Saturday, February 14, 2015
Word Choices
"To be or not to be, that is the question."
Most students already know that if they take the words for their writing directly from a source then they have to use those little "marks" around the quote. By the time they are in high school, this is a fairly basic understanding, and they know to give credit for the quotation.
I have a dream of everybody getting along and living, working, and going to school together.
But what to do when you use the idea in someone else's work? Martin Luther King, Jr. didn't say that statement exactly, so now what? Many students would know, correctly, not to put the quotation marks around it. However, they often don't do what needs to be done. When students paraphrase someone else's words, sometimes they are not aware of the need to give credit for the idea in the same way they would for a direct quote.
And that is why I reinvented the wheel this week (with the help of a couple of wonderful library assistants). There are a lot of different resources out there about plagiarism, but I enjoy doing things my own way. That is why the newest video in my animation collection is on plagiarism. My hope is to give students an overview of how borrowing the written or recorded thoughts of another person, even if it's not word-for-word, can also be plagiarism if they do not use citations and show it is paraphrasing. So give credit where credit is due, cite within your work when necessary, and use your own original ideas the majority of the time!
Enjoy!
Most students already know that if they take the words for their writing directly from a source then they have to use those little "marks" around the quote. By the time they are in high school, this is a fairly basic understanding, and they know to give credit for the quotation.
I have a dream of everybody getting along and living, working, and going to school together.
But what to do when you use the idea in someone else's work? Martin Luther King, Jr. didn't say that statement exactly, so now what? Many students would know, correctly, not to put the quotation marks around it. However, they often don't do what needs to be done. When students paraphrase someone else's words, sometimes they are not aware of the need to give credit for the idea in the same way they would for a direct quote.
And that is why I reinvented the wheel this week (with the help of a couple of wonderful library assistants). There are a lot of different resources out there about plagiarism, but I enjoy doing things my own way. That is why the newest video in my animation collection is on plagiarism. My hope is to give students an overview of how borrowing the written or recorded thoughts of another person, even if it's not word-for-word, can also be plagiarism if they do not use citations and show it is paraphrasing. So give credit where credit is due, cite within your work when necessary, and use your own original ideas the majority of the time!
Enjoy!
Friday, February 6, 2015
Historical Fiction versus Creative Nonfiction versus Nonfiction
So which is the best type of book for learning what life was like during a specific time period?
This week has been full of ACCESS testing, database searches, and play adaptations. On top of that, three blocks of students have needed a book involving American history prior to 1900. When students have come to me asking for assistance in choosing a book, I began the conversation with "Fiction or Nonfiction?" (The teacher had already discussed this assignment with me, and either genre was allowable.)
Most students, after asking about the differences, have chosen historical fiction. There have been some who preferred nonfiction. So, which one is better?
According to Roy Peter Clark at www.creativenonfiction.org, "writers of fiction use fact to make their work believable. They do research to create authentic settings into which we enter." (Issue #16) Meanwhile, authors of creative nonfiction are busy putting their own "poetic license" into scenes to make them read more like a narrative. Nonfiction, of course, can sometimes "stick to the facts" to the point where it becomes dry and dusty reading. (Personally, I really enjoy a lot of nonfiction; most nonfiction writers do not present the information and research like a textbook.)
Let's look at the benefits of each of these three types of writing:
Historical Fiction: the food, clothing, actions, mannerisms, surrounding events, etc. all mirror the truth. Because the characters are living in that time period, it can be easy to grasp the everyday life and experiences of the typical person. Often these are set during monumental events in history, giving the reader a bird's eye view of the event. Because it is, first and foremost, a story, it is easy to be swept away by the imagination and caught up in the lives of characters who seem real. This is great for remembering what happens in the plot as well as all those historical facts entwined in the plot. A great example of this is Michael Shaara's Pulitzer Prize winning novel, The Killer Angels, a novel describing the events of the Battle of Gettysburg from the point of view of officers and soldiers in both armies. The research is impeccable, and one would think it is nonfiction. Moreover, the conversations and descriptions of emotions are fiction based on what these men wrote in letters or journals about the battle.
Creative Nonfiction: This genre involves writing factually about an event, but including writing skills often used by novelists: beautiful imagery, literary devices, and lots of details. A work of creative nonfiction is going to read like a novel. The story flows from the page. Once again, that flow is what allows you to remember details about the events. There are no "characters", and the plot is completely real. Sometimes, as in Erik Larson's book, The Devil in the White City, the reader may come away from the book with a sense of disbelief. Could this really have happened? Isn't it fiction? Good research and good writing, plus wanting to tell the real STORY, makes a great book in this genre.
Nonfiction: Nonfiction is factual, but it doesn't have to be boring or dry. Unfortunately sometimes it is both. Often it is neither. The main difference between nonfiction and creative nonfiction is going to be how the same facts are presented. This is a more analytic approach to the subject matter. Who, what, when, where, how, and why without the embellishments. Many students, especially those with data-driven minds, will enjoy learning through this type of book the most. One can almost hear someone whispering, "Just the facts, ma'am. Just the facts."
Now down to the point of all this: which genre is best when learning about history? Which one do you think is best? If the object is to know a date, the names of people involved, and specifics about what occurred, nonfiction will suit just fine. If you want to feel as if you have been immersed in the time period? Creative nonfiction or historical fiction may fit what you are looking for. Look at the assignment, determine what you must learn from it, and choose the genre you will most enjoy! (And, as always, browse the shelves and read a page or two from a book that catches your eye if you don't have a specific book in mind. Just don't feed the bookshelf! M & Ms are great for librarians, but not for library books.)
This week has been full of ACCESS testing, database searches, and play adaptations. On top of that, three blocks of students have needed a book involving American history prior to 1900. When students have come to me asking for assistance in choosing a book, I began the conversation with "Fiction or Nonfiction?" (The teacher had already discussed this assignment with me, and either genre was allowable.)
Most students, after asking about the differences, have chosen historical fiction. There have been some who preferred nonfiction. So, which one is better?
According to Roy Peter Clark at www.creativenonfiction.org, "writers of fiction use fact to make their work believable. They do research to create authentic settings into which we enter." (Issue #16) Meanwhile, authors of creative nonfiction are busy putting their own "poetic license" into scenes to make them read more like a narrative. Nonfiction, of course, can sometimes "stick to the facts" to the point where it becomes dry and dusty reading. (Personally, I really enjoy a lot of nonfiction; most nonfiction writers do not present the information and research like a textbook.)
Let's look at the benefits of each of these three types of writing:
Historical Fiction: the food, clothing, actions, mannerisms, surrounding events, etc. all mirror the truth. Because the characters are living in that time period, it can be easy to grasp the everyday life and experiences of the typical person. Often these are set during monumental events in history, giving the reader a bird's eye view of the event. Because it is, first and foremost, a story, it is easy to be swept away by the imagination and caught up in the lives of characters who seem real. This is great for remembering what happens in the plot as well as all those historical facts entwined in the plot. A great example of this is Michael Shaara's Pulitzer Prize winning novel, The Killer Angels, a novel describing the events of the Battle of Gettysburg from the point of view of officers and soldiers in both armies. The research is impeccable, and one would think it is nonfiction. Moreover, the conversations and descriptions of emotions are fiction based on what these men wrote in letters or journals about the battle.
Creative Nonfiction: This genre involves writing factually about an event, but including writing skills often used by novelists: beautiful imagery, literary devices, and lots of details. A work of creative nonfiction is going to read like a novel. The story flows from the page. Once again, that flow is what allows you to remember details about the events. There are no "characters", and the plot is completely real. Sometimes, as in Erik Larson's book, The Devil in the White City, the reader may come away from the book with a sense of disbelief. Could this really have happened? Isn't it fiction? Good research and good writing, plus wanting to tell the real STORY, makes a great book in this genre.
Nonfiction: Nonfiction is factual, but it doesn't have to be boring or dry. Unfortunately sometimes it is both. Often it is neither. The main difference between nonfiction and creative nonfiction is going to be how the same facts are presented. This is a more analytic approach to the subject matter. Who, what, when, where, how, and why without the embellishments. Many students, especially those with data-driven minds, will enjoy learning through this type of book the most. One can almost hear someone whispering, "Just the facts, ma'am. Just the facts."
Now down to the point of all this: which genre is best when learning about history? Which one do you think is best? If the object is to know a date, the names of people involved, and specifics about what occurred, nonfiction will suit just fine. If you want to feel as if you have been immersed in the time period? Creative nonfiction or historical fiction may fit what you are looking for. Look at the assignment, determine what you must learn from it, and choose the genre you will most enjoy! (And, as always, browse the shelves and read a page or two from a book that catches your eye if you don't have a specific book in mind. Just don't feed the bookshelf! M & Ms are great for librarians, but not for library books.)
Thursday, January 29, 2015
Highlights of My Week
Anytime school goes from a "short week" to a "full week" you can never anticipate what the week will be like overall. Will everyone be exhausted by Wednesday? Do the events of the week energize you? See which type of week you think I had based on these highlights:
1. A student in the library with her English class had difficulty finding what she needed in the databases. Through a brainstorming conversation regarding her topic and what interested her the most about it, she fine-tuned the topic and successfully found great sources for her research.
2. Several students, with the help of two library assistants, are ready, willing, and able to help create some of the informational visual art to decorate the library.
3. During SMART lunch, a group of seniors mentioned their disappointment over not being able to walk across the stage since the cost of the cap-and-gown is out of reach. Through our discussion about courses of action, one student has taken the lead to try and develop cost-affordable options for all students who cannot afford the cap-and-gown. (Civics in action!)
4. Students have been working all week on presentations, researching and creating them in the media center. A new student who came mid-week to our school approached me to inquire about checking out books that will help him be the most successful in one of his core classes. (One day in class and he's looking at new ways to achieve success! I love it!)
5. What a great reaction by one student who was reading what she thought was the final book of a trilogy when I let her know the characters and story will continue in two more volumes. (And those books are already on an order list!)
6. A discussion with a student over the word "eclectic", and why it's a compliment when that word describes your reading selections.
7. Having a student struggling with a drawing until we were able to connect him with another student whose tips and talent helped finally get the teeth looking right. (Learning during SMART lunch is not confined to academics.)
8. The thank you from a student who needed a way to get his homework done without interfering with his two jobs or getting a good night's sleep.
These events don't include the fun and interesting conversations with some really great library assistants, having a very nice group of distance learning students with me at different points throughout each day, and my after-school library visitors who have the most impeccable manners and great senses of humor.
Next week's challenges will be different since new things will be happening near the hungry bookshelf. (But, please stop feeding the Skittles to the fiction bookshelves. They don't like the sugar like the ants do.)
1. A student in the library with her English class had difficulty finding what she needed in the databases. Through a brainstorming conversation regarding her topic and what interested her the most about it, she fine-tuned the topic and successfully found great sources for her research.
2. Several students, with the help of two library assistants, are ready, willing, and able to help create some of the informational visual art to decorate the library.
3. During SMART lunch, a group of seniors mentioned their disappointment over not being able to walk across the stage since the cost of the cap-and-gown is out of reach. Through our discussion about courses of action, one student has taken the lead to try and develop cost-affordable options for all students who cannot afford the cap-and-gown. (Civics in action!)
4. Students have been working all week on presentations, researching and creating them in the media center. A new student who came mid-week to our school approached me to inquire about checking out books that will help him be the most successful in one of his core classes. (One day in class and he's looking at new ways to achieve success! I love it!)
5. What a great reaction by one student who was reading what she thought was the final book of a trilogy when I let her know the characters and story will continue in two more volumes. (And those books are already on an order list!)
6. A discussion with a student over the word "eclectic", and why it's a compliment when that word describes your reading selections.
7. Having a student struggling with a drawing until we were able to connect him with another student whose tips and talent helped finally get the teeth looking right. (Learning during SMART lunch is not confined to academics.)
8. The thank you from a student who needed a way to get his homework done without interfering with his two jobs or getting a good night's sleep.
These events don't include the fun and interesting conversations with some really great library assistants, having a very nice group of distance learning students with me at different points throughout each day, and my after-school library visitors who have the most impeccable manners and great senses of humor.
Next week's challenges will be different since new things will be happening near the hungry bookshelf. (But, please stop feeding the Skittles to the fiction bookshelves. They don't like the sugar like the ants do.)
Wednesday, January 21, 2015
Exams Are Over So Let the Real Fun Begin!
For those who have not been in a high school setting recently, exams are not the 2-a-day, 3-days-in-a-row they were "way back in the day". Due to a lot of different factors, including the different types of exams given, exam week now lasts a bit longer than a week. Needless to say (based on the title of this post), the new semester shall begin!
Already I have classes signed up to come to the media center for a variety of activities. This is the part of my job I enjoy the absolute most: working with teachers and students. Whether it is research skills, locating online sources, or exploring new areas of interest, the media center will be much busier now that classes are beginning again.
In collaboration with one teacher, I have a lesson ready to go regarding Google, Wikipedia, and reputable online sources, including a fun GoAnimate video. For another, I have a "how-to" lesson for online research. Altogether, it's going to be a great semester, and I'm looking forward to it!
Already I have classes signed up to come to the media center for a variety of activities. This is the part of my job I enjoy the absolute most: working with teachers and students. Whether it is research skills, locating online sources, or exploring new areas of interest, the media center will be much busier now that classes are beginning again.
In collaboration with one teacher, I have a lesson ready to go regarding Google, Wikipedia, and reputable online sources, including a fun GoAnimate video. For another, I have a "how-to" lesson for online research. Altogether, it's going to be a great semester, and I'm looking forward to it!
Thursday, January 15, 2015
My Students Are Taller Than Me!
After 8-1/2 years at the elementary school, I now have a lot of students who "look down" upon me. The transition to high school has not been difficult, but there have been quite a few new changes to figure out.
On January 2nd, I spent a lot of time opening and closing cabinet doors and drawers. At the circulation desk, there are 18 drawers. In the media office, there are 56 doors and 62 drawers. Yikes! After so much wasted time, I began organizing and labeling all doors and drawers that contained anything. Now, if there is no label, it's empty! My life has been much more simplified by this.
Once I finished those labels, I began labeling the shelves for the nonfiction section. 180 shelves, and no shelf labels meant I spent a little more time than I liked putting books away. As of today, that area of the library is finished. Only 200 fiction shelves left to label. (I think this might take awhile!)
Although I don't believe in making big changes without taking the time to observe how things work, I did decide to do several things differently during smart lunch in order to preserve my sanity and the sanity of those around me. (Smart lunch is a 30 minute time period where students attend tutorials and clubs. Some students work on papers or projects that are due; others socialize.) The new guidelines will go into effect at the start of the new semester next week so we shall see how it goes.
I am looking forward to several new challenges at the high school level. Instead of teaching the very basic of research skills, I will be working with students and teachers to prepare students for college and careers. Also, I am looking forward to starting a book club and possibly a writing club in the fall. Next school year I will also get the opportunity to teach a library science course.
Fun times are ahead!
On January 2nd, I spent a lot of time opening and closing cabinet doors and drawers. At the circulation desk, there are 18 drawers. In the media office, there are 56 doors and 62 drawers. Yikes! After so much wasted time, I began organizing and labeling all doors and drawers that contained anything. Now, if there is no label, it's empty! My life has been much more simplified by this.
Once I finished those labels, I began labeling the shelves for the nonfiction section. 180 shelves, and no shelf labels meant I spent a little more time than I liked putting books away. As of today, that area of the library is finished. Only 200 fiction shelves left to label. (I think this might take awhile!)
Although I don't believe in making big changes without taking the time to observe how things work, I did decide to do several things differently during smart lunch in order to preserve my sanity and the sanity of those around me. (Smart lunch is a 30 minute time period where students attend tutorials and clubs. Some students work on papers or projects that are due; others socialize.) The new guidelines will go into effect at the start of the new semester next week so we shall see how it goes.
I am looking forward to several new challenges at the high school level. Instead of teaching the very basic of research skills, I will be working with students and teachers to prepare students for college and careers. Also, I am looking forward to starting a book club and possibly a writing club in the fall. Next school year I will also get the opportunity to teach a library science course.
Fun times are ahead!
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