Constitution Week

It's Constitution Week and a great time to have a congressman or field representative from a congressman's office come and speak.

He or she will speak about the White House and tell students facts like when the flag is flying above it, it means the President is at home; they tell kids fun facts about how the President gets to choose the rug and furniture for the Oval Office; and about the favorite museums to visit in Washington, D.C.

They also speak about amendments to the Constitution and tie in a real world aspect to studying the Constitution.

My favorite part of Constitution week is the tiny pocket Constitution of the United States that would tempt anyone to read.

Digital Learning Day and Project 24: Planning for Progress

How does a dose of digital learning for district and school leaders sound? That's right - as a school librarian you are a school leader! More on this in a sec because this whole Project 24: Planning for Progress is preparation for Digital Learning Day in February. If you didn't participate in that in some small way last year, please make plans now to particpate in 2014 - which is right around the corner, by the way.

Now back to being a leader. It is incumbent on us as school librarians to rev up our engines for learning in every way - but especially digital. Excuse the cliche', but you will want to be on that train. It just may save your job one day! So, all aboard for Project 24. (You may want to sign up for School Library Journal's digital newsletter to read about New York City's Education Department asking for a variance not to have librarians...)

This course lasts for eight weeks and is free. Part of it is to help your district get a digital plan which we have in the Jefferson County Schools district, but the rest is to strengthen and learn about digital transition. This year is only the second one for this course and it sounds great! I have already signed up and I hope you will, too. It asks a few questions about your district that are quick to answer. It starts September 30 and ends in November.

All Aboard!www.commons.wikimedia.org.

Hope to see you soon in the digital world and beyond!

Common Core PowerPoint

In doing a little research on Common Core, I came across this PowerPoint that is a great starting point for exploring Common Core.

Here is the link: Increasing Informational Text in ELA, Social Studies, Science, Math. The PowerPoint is from the Long Island Association for Supervision and Curriculum Development. Their website is filled with Common Core strategies, rubrics, ELL, ESL, math and literacy information. Although the PowerPoint was created in 2011, all of the information is still relevant and fresh.

Collaboration at its Best!

Collaboration can be achieved through short meetings, forms, and tweaking annual projects that teachers turn to year after year.

It can turn to fun when the teachers are so "on fire" with teaching and collaborating with you that they say things like, "What cha got next?" That's when  it no longer feels like such hard work.

The picture here is of an 8th grade Social Studies class getting help from their teacher with downloading a video on Islam.

In the January 2013 issue of School Librarian Monthly, A Matrix for School Librarians: Aligning Standards, Inquiry, Reading, and Instruction is available. The columns include CCSS, AASL Standards Indicators, Inquiry Process, Reading Comprension Strategy, and Learning Applications.

In Alabama we use the College- and Career-Ready Standards (we added a lot of standards, such as cursive writing). Here is a look at one line of the Matrix graphic and how it compares to my collaborative lesson with an 8th grade Social Studies teacher:

CCSS: Production and Distribution of Writing (Students had to research and write a script before beginning filming). 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

AASL Standards Indicators: Use writing process, media and visual literacy, and technology skills to create products that express new understandings. (2.1.6) Students had to use a creative scenario like freinds from differing religious backgrounds meeting up at a camp.

Inquiry Process: Demonstrating ability to integrate knowledge and apply it to answer inquiry questions. They have definitely done this with their project!

Reading Comprehension Strategy: Synthesizing information. They have done this as well! Some are teaching lessons and recording their lessons.

Learning Applications: Using Multiple literacies to create and share final products that inform, persuade, or explain new understandings. This project accomplishes that.

All of this goes to show that many lessons you already use are going to mesh with CCRS. If you are interested, this Matrix is an amazing chart and very helping for cross-checking.

The Matrix was created by Judi Moreillon, Ph. D., Assistant Professor of Library and Information Studies at Texas Women's University. Click here for a link to the Matrix and search for the January 2013 article in the search window.

It's Being Called the Next Big Thing! (after Hunger Games)

Trend spotter alert! In case you haven't noticed, dystopian literature is suddenly everywhere!

Move over 1984 and Brave New World because author Victoria Roth is taking the genre to a whole new level! Readers are saying these novels are the next new Hunger Games - only better!

One of the similarities between these novels and The Hunger Games series is the idea of separating people into different groups. Children have to take aptitude tests and be placed in factions based on their personalities. Each group wears a particular type of clothing and stereotypes can be seen, such as the Amish and humility; and punks and nose rings. The compelling, fast-moving, original storyline along with a subtle love story thrown in that will keep teen readers coming back for more though.

Not only are they great reads, but Roth took inspiration from Aeschylus (ancient Greek Tragedian), Frank Herbert, (author of Dune), Sophocles (another Green Tragedian), Galatians 5:15, and Lord Alfred Tennyson's Ulysses. From each of these she either found a voice, an idea, or some intrinsic something that let her inside the mind or soul of humanity to create her characters.

From the quotations listed in the backs of some volumes of Divergent readers are allowed inside the mind of this writer. It takes lot of work and a lot of reading to become a writer!

So, from getting students interested in pleasure reading to taking it to the next level with Common Core in an Englist literature classroom, these books have tons of potential!

Docs Teach - The National Archives Experience

Looking for ways to connect with your Social Studies teachers? Docs Teach: The National Archives Experience might be the next great door-opener for conversation.

The site is easy to use, relevant to the curriculum, and being able to look at original documents is plain surreal. It's almost like taking a peek into a time period, an oval office, a soup line.

You can use the ready-to-use tools, but you can also "Join the Community" and create your own account and portfolios which is recommended.

Here's a sample lesson from the archives:

Click "Find Activities" and historical eras pop up.

Choose one - Post War United States pulls up choices like the 1968 Democratic Convention and A Famous Person and Event.

A synopsis and teacher instructions are given.

Here is the beginning of the instructions for Rosa Parks' arrest warrant:

 

This activity can be used during a unit on the Civil Rights movement, in teaching about protests and civil disobedience, or when focusing on Rosa Parks individually. For grades grades 5-8. Approximate time needed is 15-30 minutes.

 

The instructions are very detailed!

 

The names are blacked out. The size of the actual document can be increased for better examination. These are great documents to get students thinking! It is amazing - and sometimes sad and shocking - to have access to these documents and photographs.

 

USIA / National Archives and Records Administration Records of the U.S. Information Agency Record Group 306

 

Thank you, Rosa Parks, for all you have done for America!

 

 

A Constitution Website

With the recent Presidential election and speculation about Supreme Court appointees that could possibly be made during his tenure, it seems like information about the Constitution is more prominently taking a place in the news.

I had heard about the Hillsdale College offer to let any American citizen take a free on-line class on the Constitution, taught by their professors, but I wasn’t aware until last week that they also offer a website with the same information.  The U.S.Constitution: A Reader, found at www.constitutionreader.com , has the college’s core course on the Constitution. 

It also has digitized and searchable topics important to understanding American government, key debates from our Founding Fathers, the Progressives, and others, a database of quotes, and an illustrated timeline of American Constitutional history.

If you personally need brushing up on your knowledge of our Constitution, I found this to be a great resource.  I’ve just gotten into the first sections, but I have learned a lot (Did you know that Thomas Jefferson was only 33 when he wrote theDeclaration of Independence and that he wrote it in 17 days?)!   The website can be perused or studied at your own pace which makes it a great resource for those of us who don’t have a lot of extended periods of study/reading time.  These documents are rich text that will fit in well with our new standards in Alabama, too!  High School librarians, please share with your social studies teachers.  You all may want to save the website and do something with it next year for Constitution Day or use it to brush up on your personal knowledge!

(posted on behalf of Meg Brooke)

Philosophies of Teaching Keyboarding in the 21st Century

I've long since stopped believing that students should be taught keyboarding.

I can literally hear people gasping right now.

Don't throw your lunch at me or call me a techno-heretic just yet! Hear me out, people, hear me out...

My reasons are four-fold:

1. Keyboarding skill-and-drill practice takes time that could be spent on more valuable experiences with technology. (Example: Instead of practicing home keys or finding capital and lowercase letters, let students-even 5 year olds!-type a list of words that begin with each letter of the alphabet. Have older students type reports, blog posts, comments on other blog posts, etc.) I'm not saying never give them a few minutes here and there on some sort of open-source software, but for the love of Pete don't take your 45-minute lab class to make students practice finding j-j-j, then h-h-h, and so forth. Oy vey.

2. My own personal experiences with technology has proven that it just takes time and consistent connections to real-world tasks to acquire ease on a keyboard. I am a digital immigrant who was never taught keyboarding, and I have survived just fine.I believe that it is much more meaningful to give students more opportunities to type in context of their course content.

3. New technologies don't even utilize the classic QWERTY-style keyboard. If we're keeping our kids up to date with tech tools, then we're putting iPods and iPads in their hands.  

4. There really is no one "right" way to type. Whatever makes the user most comfortable and gets the job done most efficiently IS the right way for that person.

But you know what, don't take my word for it. Check out what these experts have to say on the subject!

And if you hate this philosophy of keyboarding (or rather, philosophy of NON-keyboarding), you don't even want to hear what I have to say about cursive handwriting (Which, from what I gather, was left completely out of the Common Core Standards)! ;)

Common Core Standards - 5 Things...

Rebecca Harris has written a wonderful article in SLJ's April issue: "All Aboard! Implementing Common Core offers school librarians an opportunity to take the lead". The article offers some background on Common Core Standards as well as lots of advice. Within the article there is a list highlighting how to get started.

According to Christopher Harris in his article "How to Get Started" in School Library Journal's latest issue, there are "five things you can do to get started with Common Core" (SLJ, April 2012).

To paraphrase, here they are:

1. Be the expert you've always been with curriculum issues, etc. Be sure to attend training sessions - online, face-to-face and read everything you can on the subject

2. Collection development - "focus on literary nonfiction resources"

3. What is already there on your shelves that can be used? What is online? Which databases do you subscribe to that will be useful? How will you use the Alabama Virtual Library more?

4. Harris says your library is the textbook - How will you spend the funds that you have? (however meager)

5. Harris says to work at the district level to secure new online resources. Money will go further that way.

Even though this process will work at different paces at different schools, it is something that we can all be working toward and thinking about. The whole emphasis is on reading and understanding texts better. There is a huge emphasis on students being more prepared for high school and college. That means the textbooks that they have been reading with small "excerpts" of whole texts will no longer really be adequate. So, our job will be to find whole texts for students to examine and read. Also, they will need to see multiple points of view and come up with their own opinions according to Barbara Stripling, Syracuse University (haven't we been talking about critical thinking for years?).

I believe we will be ready and it is an exciting time for libraries! But there is too much to discuss in a single blog entry, so click here to read the full article online.