Diversity

When I think of diversity as an educator, I think whatever it takes.  Whatever it takes to provide for that student, reach that student or inspire that student, whether it is a physical need, an emotional need or an intellectual need.  We all honestly know what diversity is.  What we have to consider as educators is how to provide for it.  We have to ask ourselves, “What does this unique student need?” and “What does this average student need?”  I consider my current classroom of twenty-seven fourth graders, a fair cross section of my school’s student body.  I have many levels of diversity, which I see also as needs, among my students.  I have four gifted students, two students with learning disabilities, six students with speech disabilities, five students in the Early Intervention Program, students on medication for attention problems, and students with vision problems, which require some type of modification.  I have students who are white, students who are African American, and students who are mixed.   But that is really just the tip of the iceberg.  I have students who love to read, but struggle in Math.  I have students who love Math, but struggle to read.  I have students who worry about their families’ financial situation.  I have students who love to draw, students who love Science or Social Studies, and some who just love PE and recess and nothing else.  My point is this; ALL these students come to the Media Center!  As Media Specialists we must focus on providing information and access to that information for all these types of needs that a diverse student body has.  WHATEVER IT TAKES!

Ebooks and Digital Storytelling

Wow! What great topics… My media specialist confirmed that we currently do not have any ebooks or e-reference, though she is looking into the idea for the future.  She was thankful for sites that I gave her and will review them in assessing the needs of her elementary school population.

Ebooks are texts that are stored electronically and are accessed through the Web. This means there are no covers, dog-eared pages, fraying edges or overdue books.  They are typically accessed through e-readers, iPads, Rocket, Nook and Kindle, but can be accessed on home or school computers, as well. Project Gutenberg is an interesting and noble undertaking; one that could greatly assist student learning, and the general literate population. It is a group of volunteers who manually type in texts of materials whose copyright protections have expired, thus allowing the book to be considered “unowned” by anyone or any entity. They are all in the public domain and can be accessed by anyone.  International Children’s Digital Library is a digital library site for children that I found confusing.  It is a site worth viewing, though.

The article by Christopher Harris, “A Souped-Up Picture Book: What Apple’s iPad might mean for libraries” is interesting.  While the author acknowledges his love for traditional books, he is enthralled by new technology that allows so much information to “replace” books.  He notes the obstacles:   (1) aesthetics; (2) usability issues; and 3) access.  Ultimately, he states that he wants to be part of the discussion about future of books and the library so “his (new) daughter and his students will have the chance to grow and learn both as a natural and nurtured digital child”. 

The article by John Green, The Future of Reading: Don't worry. It might be better than you  think was exciting to read. All that I can say is, “Who IS this guy?”  His main thesis is that we, as educators and media specialists, have a unique role to play in the future of books, reading, and media centers.  His most on-point message is the following:  “The choices you make—whether to defend the status quo or to attack it, whether to reinforce the gatekeepers or to undermine them—will affect reading and readers for generations to come.”

Now, a word about e-reference, because its idea is related to ebooks.  Last year, I took the MEDT 6464-Reference Sources and Services class.  Our media center has numerous shelves devoted to reference materials, which are excellent resources, but are difficult to maintain and keep updated. The latest trend in reference materials is e-reference.  If you are interested, check-out the article by Pat Luebbe, "Is Print Reference Dead?" at http://www.gale.cengage.com/gvrl/printReference_casestudy.pdf.

Digital Storytelling is a blend of images, audio, music, text and content, all rolled into one presentation format to create a story.  While it may be used primarily for personal stories (re-telling a vacation, wedding, graduation) or personal life event, it has great implications for teaching.  In education, I see it as a way for teachers to grab students’ attention and interest before starting a new unit; sort of like a teaser or a commercial. On the flip side, it is a vehicle for students to “show what they know”.  Rather than creating a poster, scrapbook page, or diorama, students may use their technology skills to capture and present their learnings. Digital storytelling is a way for teachers to re-enforce research and writing skills, copyright/plagiarism/bibliography issues, art, context/meaning and, perhaps, persuasion.

By Cecilia 

Tech Training in Schools

It is important for teachers to stay current on technology because it is becoming more and more prevalent in our world (and in our schools).  My school has two faculty members designated as "technical support".  However, neither of these people receive any type of training in order to be deemed with this title.  I have found that they know little to nothing more than I do about any piece of technology of which I might need assistance.  The only technology training that is held for the faculty is Promethean board training for those teachers who have a Promethean board.  This training is held at a couple of different schools around the county.  Those teachers with a Promethean board meet at the designated school for training sessions.

It would be beneficial for faculty to have brief technology trainings at the beginning of each school year.  The trainings could include tips of what to do for minor difficulties with computers, printers, etc.  It could also be a time where the media specialist might review how to use devices that could be checked out such as video cameras, digital cameras, projectors, etc.  Having a hands-on training would be the best way to ensure that the teachers become comfortable with using the technology.  If teachers are not comfortable with a piece of technology, they will more than likely never check it out of the media center and use it. 

In lueu of a technology training, the media specialist could create a portfolio of directions and tips for using different types of technology that teachers use.  This could include troubleshooting information, how to set up the technology, and how to take care of it (maintenance that is needed).  A guide of this nature would be best if it includes pictures to accompany the instructions for use. 

Technology training is important.  If teachers are not trained on how to use technology, it will either be used inappropriately, little to its full potential, or not used at all.  An example of this would be the latest installation of Promethean boards at my school.  The teachers received two of the five trainings, then funds were cut and those teachers did not receive any more trainings on how to create flipcharts and what tools the board provides.  These teachers used the board to show powerpoints if they used the board at all. 

School TV News Production

School TV News Production

            An undeniable truth:  there are people who are very comfortable with technology and there are people who are extremely daunted by technology (and wish it would just go away).  And then there are those of us who fall somewhere in the middle, like myself.  The thought of leading production on a school television news program presents itself as an exciting challenge with endless possibilities to those who embrace and excel with technology.  To others, the thought produces sweaty palms and possible nausea.  For me, in the middle, it is a challenge, but one I know I can meet, although with some trepidation.

            Dr. Cooper has provided us with two outstanding examples of student produced news.  The first is Pleasant Grove Elementary (http://www.henry.k12.ga.us/pges/knn).  Through their gifted program, they produce a weekly news program similar to a weekly news magazine.  The second is Southern Columbia Area High School whose goal is to deliver a professional newscast fashioned on real television station news broadcasts (http://www.scasd.us/ms/kelchner/tigernews/index.html).   The Southern Columbia Area High School news program is produced daily by twenty-five students.   These students give time before and after school, during lunch and during study halls.  Both of these examples show students excelling in this endeavor.

I teach in an elementary school and we currently do not produce any type of news production.  Our “news” consists of our assistant principal reading morning announcements.  Perusing the two examples above, however, has inspired me to pursue possible production within my school.  As I ponder this, I have compiled a list of things to consider.

1.  As the media specialist, be accommodating.  Whoever produces the news, whether it is you, a gifted class, technology class, or some other entity, provide support, equipment, facilities, and most of all encouragement.

2.  It’s ok to start small and slow if necessary.  Take baby steps and build the production over time.  “A journey of a thousand miles begins with a single step.”

3.  Today’s students ARE comfortable with technology, even if you are not.  It is their news production, let them run with it and just facilitate!

Social Networking and the Media Center

In the mind of the average teenager, libraries might seem passé.  After reading Barbara Fein’s article, I noted her ways that “social media” could be incorporated to promote the media program.  There are numerous ways!  Book reviews, book ratings and sharing research lists are just a few; she suggests linking these to the patron catalog.  Blogs, links to profiles of high-interest people or events and contests are all ways to invite students to the media center networking site and drive them to keep coming back.  In one of my previous classes, we discussed the (philosophical) idea of the whole school becoming the media center.  Social networking would be one facet of the total marketing and promotional plan for the media center.

Facebook, Twitter and  MySpace.  Judging from all the statistical information that is available about the high number of users, most people love social networking sites.  But how do we use social networking in the Media Center?  I read Barbara Fiehn’s article with great interest; especially since I have used Delicious, Library Thing and Follette’s Destiny, three applications that she mentioned in her article.  I identified with the media specialists who showed “hesitation based on lack of knowledge of how this will really work in their schools”.  The Library 2.0 And Beyond text offers excellent ways to get started; ways that I plan to use in my media center.   Courtney’s suggestions are as follows:

Step 1: Explore social media.  Set up an account and learn your way around.  Find out how it works.

Step 2: Set the ground rules.  Who “owns” and maintains the media center presence to the community of users?  How often and when will it be updated?  Who will monitor, approve “friends” and advertise to users?

Step 3: Add content.  Create something that will have value, like photos, link to high-interest events, and cool sites, based on the school’s community. Celebrate the media center.

Step 4:  Advertise.   Invite others to become “friends”.  Offer training sessions; publicize in a newsletter, flyers and posters.

Step 5: Update regularly.  As the community grows, content will need to be continually inviting and interesting.  Add photos, video and invite comments.  Use it as an assessment tool by adding an informal survey about the media center.

Step 6: Have fun with it!  This is a chance to show off your personality, present a modern image of the media center, and encourage conversations with users.

In conclusion, media specialist should view social networking in the media center with excitement.  Social networking within the media center offers new opportunities to reach the school community. Learning new technologies and employing them to interest patrons is one of the most important facets of our job.

Media Center Webpage

It is important for the media center to have a well put together webpage for students, teachers, and parents to use.  Useful information that might be on a webpage might be information about reading events that might be held in the media center, Accelerated Reader information (if the school participates), references for library skills, etc.  A school in Troup County School System, Berta Wethersbee, has a lot of the characteristics that are important for a media center webpage to have.  Berta's media center page is sectioned by "for parents", "for students", and "for faculty".  This helps to better navigate the website so the user does not have to sift through things that do not pertain to them.  This media center webpage also gives information on the different reference sources and what they are used for. 

The media center webpage should also be user friendly and easy to navigate.  No one will visit a webpage where they cannot find what they are looking for.  Berta’s webpage seemed to be pretty user friendly by having the parent, student, and faculty tabs.  When a webpage has tabs to take you to another page, the webpage creator should be sure to make them open in a new window.  This keeps from having to hit the back button or try to find the webpage again. 

I like to see resources on a media center webpage.  There are so many tools that could be included when designing the webpage.  For example, a high school webpage might include information on MLA format, a middle school webpage might include resources that might be used for research papers, and an elementary school webpage might include interactive activities on media skills.  Most of the media center webpages that I have looked at have information about Accelerated Reader, but that is all!  There are so many more things that can be put on the webpage.  The media center could also have a link on the webpage that goes to the Scholastic book orders webpage.  Parents could use this link in order to purchase their child or their child’s teacher books. 

Glenwood Academy, in Atlanta, has a great media center webpage.  They have a link for student resources which then goes to a menu where the student can choose to go to various places, such as the media center blog, listen to podcasts, and use other various tools.  I am glad to see a LMS embrace blogs and podcasts.  Gardner Newman Middle School, in Troup County, has a media center webpage on glogster.  There are so many new technologies and media that can be used other than a traditional webpage. 

Blogs or wikis would be more useful media center webpages than the traditional webpage.  They would allow for students to contribute to giving information.  Glenwood Academy’s blog contained poetry that the students had written.  The media specialist could also post a blog and the students could comment on it.  This might be a way for students to earn extra credit.  The students could respond to posts on the blog.  Using a blog or wiki would make the webpage more interactive.  It would also allow for the webpage to be changed more easily, while continuing to have the older information available.  There are definitely MANY possibilities to having a great media center webpage!

Britney Keith

Wikis

A WIKI is basically a web page housed on the Internet that contains information that can be used by many users simultaneously.  The information and organization of a Wiki can be updated or changed by the users.  Wikis are usually created and used as a collaboration tool.  Personally, I’ve used Wikis as Pathfinders, Web Quests and as a collaboration tool.  I’ve seen them used as school web pages, media center and departmental pages.  And, of course, there’s Wikipedia. You may have already used Wikipedia often to obtain information.  You may not have realized, though, that it is a collaboration tool that can be accessed and edited by anyone.

The applications of a Wiki for the media center are boundless.  A Wiki can be set up almost like a web page that allows access for all different kinds of lessons, resources, links, forms, blogs, activities and information.  In this respect it can also be used as a collaboration tool, allowing teachers and other stakeholders to update and edit.  Some might view this ability to edit in a negative light, by not wanting others to change certain materials.  There are ways to limit the users allowed to make edits.

One interesting area that I’ve read about recently is that textbooks are showing up as Wikis.  There are many benefits to this.  This saves the expense of printing books that soon become outdated.  Wiki textbooks can be accessed 24/7 by parents and students.  Student backpacks can also be lightened greatly if students are accessing their texts electronically at home.  One other aspect that I recently heard about on a documentary about school textbooks is that it may be possible for teachers to be able to pick and chose which parts of textbooks are used for certain learnings.  For example, in a Wiki containing numerous textbooks from different publishers, certain chapters from one might be used one week; other chapters from another the next.