I finished up a few research orientation classes for ninth grade students this week, and I also began teaching another class about digital portfolios and Weebly in preparation for seniors' final advanced composition assignment. But the highlight of my week, without a doubt, was getting to teach the AP Language classes about copyright, fair use, and Creative Commons licenses.
These AP Language classes were the first to go through digital portfolio instruction a few weeks ago at the beginning of October. As I talked with their teacher about students' progress, she mentioned that many students had asked questions about what assets they could use in their portfolios and what the correct protocol was in regards to permissions and copyright. Like many teachers, she felt unequipped to answer some of these questions. I told her I would be happy to work with her to help address these concerns, and she invited me to teach another class in regards to how students could incorporate copyright best practices into their digital portfolios. I dove in wholeheartedly! The slides above incorporated the first part of the class, whereas the latter portion consisted of practice searches for images with usage limitations and also leading students through the process of embedding a Creative Commons license on the homepage of their own Weebly digital portfolios.
I feel like there is a huge need to cover these types of issues with students (and teachers!). So many of them are creating, sharing, and using online assets with little to no regard for what the limitations are or how to protect their own creative work. Giving them a long-term assignment that incorporates proper usage into the grading criteria has been the push we needed to make time for this type of instruction.
It's more than just teaching students copy"rights" and wrongs, however. As educators, we need to model that behavior for our students. So much of the content we create gets posted online somewhere--maybe a classroom blog, or on a school-wide LMS, or perhaps even a professional journal (like this one). We, too, need to pay close attention to copyright and make every attempt to follow the rules... as confusing as they sometimes are. And we can make those rules easier for others to understand by using Creative Commons licenses ourselves. As practitioners, we'll be better equipped to lead students through this territory, and we'll also be pegged as leaders in our school when it comes to digital citizenship. As a media specialist, what could be better?
I taught quite a few classes this week in the library, which kept me very busy. Since our second quarter is well underway, many teachers are starting longer units of study, and many require research... a subject for which I'm always happy to offer assistance. In addition to research, I've had the opportunity to help out with several other fun initiatives.
On Monday and Wednesday, I hosted the sixth graders for library orientation. Since students in grades K4-5 use our lower school library, sixth graders "graduate" to the upper school library at the beginning of the year, which can be a big change for them. On Monday, I gave these new patrons a quick tour, talked to them about media center policies, gave them a refresher course on how to use the online catalog, walked them through a sample search in our book recommendation service (NoveList), and gave them time to find and check out books. This day is always a lot of fun for me--sixth graders are still sweet kids who don't seem too concerned with being cool just yet. They love to be themselves and still really gravitate towards reading. If only kids could stay that way forever! On Wednesday, these students were back for PaperCut orientation. PaperCut is the service we use in the library to manage student printing. It's a great service that has saved us so much paper (and many headaches!) since I implemented it in the spring of 2015. Students start using this service for the first time when they receive school-issued devices, which means sixth graders got included this year. This orientation went very well and I think students will feel confident using the service moving forward.
On Thursday, I started research orientation for a few ninth and 10th grade classes. All students in high school English classes tackle a big, standardized research project once a year, and even though most students already know how to use our electronic resources, I always take advantage of this opportunity to show them resources that are specific to their research topics.
On Friday, I hosted an art class in the media center as they looked up books in our catalog on famous artists and artistic movements in order to complete an assignment, and I also helped a teacher with her Spanish IV class as her students began a creative writing assignment. Since I used to teach English and creative writing, I sometimes get asked to help out with these types of lessons for teachers outside of the English department who want to incorporate writing skills. I'm always happy to oblige! Doing so gives me a chance to keep my teaching skills fresh, plus I usually take advantage of these moments to incorporate some type of technology or information literacy into the lesson. It was a great class--I think I had just as much fun as the students did!
Next week, I will be tackling more research classes as well as another installment of digital portfolios. Never a dull moment!
This week was a short but interesting week at my school. We finished up our first nine-week quarter with final exams last Friday, so technically Monday and Tuesday were our fall break. Tuesday was actually a staff development day, so even though teachers were back, students had an extra day off. It was great to get some time to work on things around the media center and take a bit of a "breather" before starting up again for the second term on Wednesday.
On Tuesday I tried something with staff that I've never done before--I invited them to a media center evaluative feedback session. Our school will be going through some big changes over the next few years as our headmaster retires in the summer of 2017, and I want to be sure that our library media program is ready to meet the dynamic needs of a shifting faculty, student population, and curriculum. I walked teachers and staff through four main areas of discussion (as seen in the document above): collections, teaching and collaboration, reading promotion, and facilities. Although they were welcome to comment on the lower school media center program, most of the topics were geared towards the upper school media center. The session was held in the morning between department meetings, and even though it was entirely optional, I had a about 20 people show up--a number I was pleased to see!
My main takeaways from this feedback session were twofold: 1) collaboration seems to be very helpful for those teachers who take advantage of it and we need more of it, and 2) I need to do a better job of promoting library services and programs in general. This may sound funny, but sometimes it seems like teachers just forget about the library. During the session, they seemed a little sheepish about their lack of knowledge on what we do and why. They forget that we purchase all of the newest releases and most popular books (so there's no need for them to go out and buy them!); they forget that students should be taking advantage of library resources for classes and for pleasure; they forget that our primary function is to serve them and their students. If nothing else, the feedback session was a good reminder of what they library is and does. In the following days, more teachers reached out for collaboration and brought their students into the library than I had seen in quite a while.
Another big part of my week consisted of teaching Weebly for digital portfolios to the AP Language students. These classes are the first to receive Weebly instruction as part of the new digital portfolio curricular initiative. Instruction went very well, and I'm excited to see how students' Weebly sites will turn out. I'll be back in class with them next week, so I'm looking forward to giving an update.
This week I spent two days at Carver Middle School with media specialist Erin McElroy. Carver serves about 850 students in sixth, seventh, and eighth grades. Luckily, Erin has a full-time parapro to help her out with day-to-day media center operations. Still, she has a lot to cover--in addition to running the media center, she also manages the teacher workroom, a computer lab, several iPad carts that rotate out to classrooms, and all student Chromebooks. Carver is 1:1 for students in seventh and eighth grades, and sixth graders will get devices next year. Although students do not take Chromebooks home at the end of the day, their on-campus use is still a big responsibility that takes up much of Erin's time.
The Carver media center operates on a flexible schedule, with teachers signing their classes up for a visit or Erin going out to visit classrooms. It seems having the media specialist come to students is an emerging trend, and I do it quite frequently myself at GWA. This week was exam week at Carver, so the media center was quieter than normal--but that doesn't mean we didn't stay busy! Students were constantly in and out to use computers, check out books, ask for help with Chromebooks, and pick up workroom items for teachers. One task I was asked to tackle was to create a promotional poster for an upcoming fall reading challenge, which is Star Wars themed. I used Canva, and everyone seemed pretty pleased with the results. After the posters were finalized and printed, I helped hang them up in the hallways around campus. I also helped weed the reference section and posted promotional displays around the media center. I even found time to read some of the shelves--something every media specialist would love to do but never has time for. At one point, I was able to accompany Erin and the technology integration specialist to a teacher meeting. This teacher wanted to use Kahoot! for a student review game, and Erin and the technology integration specialist coached her through that process and tested a few practice questions with her. We went back to the teacher's classroom the following morning to observe and help out, and it was great to see everyone's hard work come to fruition. One of the most helpful aspects of my time at Carver was the opportunity to visit with Erin about how she promotes reading for students. This area can be a struggle for me, and she gave some great advice and useful tips.
One of Erin's biggest challenges seems to be the division of her time and attention. Media specialists really are expected to "do it all" in many schools. She was constantly shifting gears from tech help desk to student book adviser to teacher tech coach... and more. Another issue for her is getting teachers on board with collaboration. Not only is it difficult to find the time for collaborative planning, but many teachers are still resistant to sharing their classrooms, instruction, and assessments with a media specialist. I've encountered this resistance at my own school and it remains a constant battle. Like Erin, I'm always working to win over converts. It takes many intentional conversations, patience, and great lesson ideas that teachers can get excited about.
Carver was a great experience, and Erin was full of useful tips and pointers. I'm hoping she'll be able to visit my media center soon and that we'll continue to bounce ideas off of each other.
Tertiary site visit at Carver Middle School: 16 hours.
Let me begin this Teach 2.0 reflection post by saying that the ideas regarding systems and routines in chapter 10 seem like very effective classroom tools. However, I think they only work when you have consistent (if not daily) access to the same set of students, which isn't a reality for an upper school media specialist whose media center operates on flexible scheduling. Even media centers that operate on fixed scheduling usually see the same class only on a weekly basis. In fact, the author makes a point of saying that teachers who used these techniques typically spend the first several weeks of the school year establishing and practicing them with students. That's not possible for support staff who see classes on an inconsistent basis. For these systems and routines to work for a media specialist, they would have to be a part of school-wide culture.