The Lighthouse Diary #86: Learning the Types of Sources with Our Grade 8s

 

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The Lighthouse Diary Entry #82: How to Make a Research Claim

 I made this guide in line with our lesson on Research as Thinking Process. More materials to share in a few days!

How to Make a Research Claim by ZarahG

The Lighthouse Diary #55: BA Library Fundamentals Students Version

And we kicked off the first week of the Academic Year! Here is what I sent the members of the community from our experiences with the students during Foundation Days.

This week’s library orientations and classes in our new location have given us valuable insights into user traffic and interaction dynamics. To better accommodate our growing number of students and expand our collection of books and resources, we will be making some adjustments to our physical arrangements. Stay tuned for announcements about new book additions that you can integrate into your classroom.

In our Library User Education segment, we successfully conducted orientations with our grades 7, 8, and 9 students, all of whom have since borrowed books from the library. We also held additional sessions for grades 9 and 10 to evaluate students' understanding of reference sources, search strategies, and reading comprehension. We plan to launch reading campaigns and library promotional activities this term, with opportunities for student volunteers to get involved. If your advisees are interested in reading, media studies, or pop culture, consider encouraging them to join or help form a book and media club. Flynn and I are here to support, guide, and mentor them.

Our grades 10, 11, and 12 students have begun selecting books for their Personal Projects (PP), Extended Essays (EE), and Internal Assessments (IA). This is a promising start, and maintaining this momentum will be crucial.

From our interactions with students, we’ve observed the following:

- They are confident in using and navigating our library OPAC.

- Few students recognize the value of creating reading lists in our OPAC.

- They take longer to read from and utilize print sources.

- Their skimming and scanning skills require improvement.

- Many were surprised to discover that the table of contents and indexes are useful tools for locating information.

We look forward to further collaborations with you and your students.

The Lighthouse Diary Entries of 2023

I only managed to write five entries this year. Nonetheless, the posts are substantial to the blog and in my journey as school librarian in The Beacon Academy.

The Lighthouse Diary #45: Teaching and Learning Academic Writing -Classes were delivered online last week due to the mass transport strike. We reverted to synchronous and asynchronous sessions almost as quickly and with better ease. The pandemic has taught us agility and flexibility too.

The Lighthouse Diary #46: Mind Maps as Thinking Tools - Today, I had seven research consultations with students. Grade 11s all. It is research season and we are in the initiation and inquiry phase. 

The Lighthouse Diary #47: The Harkness Table - We have adopted and adapted the "Harkness Table" in the Academy. I remember how we struggled and grappled with the idea, concept and methodology of it all since it was introduced in 2010. A decade and a few years after, I can say we are sitting around the table more comfortably. 

The Lighthouse Diary #48: The Pioneer Updates - The Pioneer, our library's online research program is a child of the lockdown years. It turns four years old this school year. While working on updates for TRAILS: Tools for Research And Information Literacy Skills - Assessment, the assessment portal of the program, the idea of redesigning the site comes to mind. It looks like, ah, a Gen Xer. Hahaha (aka it looks like the one who made it).

 The Lighthouse Diary #49: TRAILS 2023 - At the beginning of the academic year, when we meet students for Foundation Days, they undergo an assessment of research and information literacy skills. The BA Library formally started this practice in the academic year 2018-2019. Six years on and we continue to ask questions. 

The Lighthouse Diary #50: Library Matters - For the first time in ages, we have students in the library at study hall, free period and dismissal who are reading, studying and just hanging around with friends. Everyone is respectful of the shared space. 

The Lighthouse Diary #49: TRAILS 2023

At the beginning of the academic year, when we meet students for Foundation Days, they undergo an assessment of research and information literacy skills. The BA Library formally started this practice in the academic year 2018-2019. Six years on and we continue to ask questions. 

From these questions, we find and seek for answers that inform us of improving our library practice. 

It's about time to take TRAILS onto the next level - research!

 

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The Lighthouse Diary #45: Teaching and Learning Academic Writing

Classes were delivered online last week due to the mass transport strike. We reverted to synchronous and asynchronous sessions almost as quickly and with better ease. The pandemic has taught us agility and flexibility too.

I had an engaging session with our grade 11s during our research skills session. Giving you a glimpse of how it looked like on Jamboard. Now that we are back on campus, I am meeting students individually and in small group sessions to continue the discussion on academic writing.

From their responses, topics and skills on source selection, evaluation and documentation will be taken up as well as the unpacking of an academic essay that makes use of varied sources. This is evidence of mutli-voiced writing. Also, prerequisite skills to writing academically would be source knowledge and the ways on using them. How strong are the foundation skills in referencing and research taught in the middle grades? This learning experience will reveal the extent and expanse of research skills instruction from grade 4 to grade 10.

As guide, I sent our grade 11s questions for them to think through as they prepare for the crafting of a research question and statement of inquiry.

Guide questions:

1. How would one know that sources are credible and that, the selection of sources meet the needed information or that, it answers an inquiry? It is therefore important to review the skills and knowledge on sources and how sources are used across different subjects.

2. Read the academic essay (courtesy of our English Teacher and Learning Support Teacher). Take note that context is first established, followed by a thesis statement and an identification of sources cited and attributed in-text. Also, pay attention to the tone of the writer. Notice the writer's voice.

- When is it merging with the source authors' voices?

- When does it rise above them that it asserts its own opinion as informed by a well done research?

- What words, sentences and paragraph signal that it is the writer's voice and it is the writer merging with the source authors' voices?

There will be a part 2, and 3 and onwards. This is fun, for me. The challenge is how to make it fun for a 16-17 year old high school student?

The Lighthouse Diary Entry #44: Research Month at the Academy (2 of 2)

Taking note of three wonderful things that happened last September regarding research skills instruction.

1. My student whom I supervise in writing the Extended Essay took the long way round in her research journey. We kicked off the term unsure of a topic to explore and her research question needed to be revised. In this case, I made her review her notes and the research plan she drew up last months ago. It was like leading a horse to water. With patience, she came back with an annotated bibliography that reflects her understanding of the topic of investigation and the required analysis specific to the subject. 

A conversation with her on the depth and breadth of the topic and the demand of the research led me to recommend that she draw map of her understanding of her topic and the relationship of ideas and concepts surrounding it. More confident now, she showed me the mind map. From there, I asked her which ideas, concepts and subconcepts speak to her in a very personal way. Then she made a choice.

After two weeks, she was able to refine her research question, write a thesis statement and draft a working outline. In our last consultation, I validated her accomplished work and reminded her of the Research Design Cycle, the documentation of her process and the 

Research is always personal. The processes and the systems that assist students in independent research must be in place as well as a mentoring culture that puts into consideration the learners' context, interest and learning styles.

2. Students need guides, frameworks and structures to follow in research. It is a process that requires disciplined thinking. My dear Griffin. An academic paper does not write itself. 

3. The research session I had with our grade 11s gave us a good glimpse of their working knowledge on research. Here are selected insights and reflections from the batch. These are compiled into a booklet which will be distributed to the MYP students.

BALIB_Research101_sept22_v2 by ZarahG

 

We are closing out the first term heading on to a week long term break. These are markers in our research journey this academic year. The second term is the shortest but, it is also the toughest. Hang on Griffins!

Welcome Back! Welcome Home, Griffins!

 

BALibrary_2022-23_v2 by ZarahG

PPT: Research Colloquium Series 1: Inquiry. Selection & Documentation of Sources. Engagement with Data & Information

 

Dear SLIA: On the Depth and Breadth of a School Library's Collection

A year ago, more or less, an interesting query started out on the Facebook Page of librarians from IB schools worldwide. The question grapples with the evaluation criteria for collection development in schools, especially the ones who are running the IB program. The question came from Ms. Mikee Chan and with her permission, I am putting out our extended conversation on chat regarding the matter.

Mikee Chan (MC): Hi Ms Zarah, I was the one who posted in IB Librarian group regarding the distribution of books in each area. If you can remember me, I was Raya School's Junior High School Librarian. I am using the DDC % rate attached in DepEd School Library Guidelines and from what I have understood, our collection should grow based on the recommended growth rate. For example if we have 500 books in the 100s for this school year we will need to add 5 book next school year since the recommended growth rate for 100s is 1%. And I am still actually confused on how am I going to deselect the books using the recommendation by DepEd though I have established basic standards/guidelines when it comes to weeding which are 1. Timeliness of the book -- I am following the 10 year rule for STEM 2. Physical look (if the book is already worn out, damaged, etc.)

ZarahG: Yes. And you can also use it (the DDC standards) as the baseline or mean for each division. that's the standard. A DDC division can go below or beyond the percentage. Also, a balanced collection is not the norm in the IB Library. IB authorization visitors would look for depth and breadth of a collection. This is what I am grappling with because, for a student population of 110 plus, we have a total book collection of 9000 titles. And in the last IB authorization visit, the authorization officers told me that we need to grow the collection further. And this makes sense because we run the MYP and the DP, programs that put great value on collaboration and inter disciplinary studies.

MC: So does that mean that we cannot say that "oh I have too much books in this certain area and I lack in this other area". I am new to my work and right now I am trying to figure out the gaps in our non fiction collection and I am thought looking at the distribution of non fiction across different areas is a good step.

ZG: Your collection analysis can always inform you of the numbers. And if you subscribe to a library management system, it will compute the numbers for you. This data can serve you in reporting and in meeting the quantitative standard. But where is the reader in all of in this? Start asking the questions how does my collection reflect the school curriculum? How does my collection support the learning needs of the community?

MC: I am trying to look if we need to add more books in certain subject area specifically in our 600s coz the number of books in the 600 is only half of the 700s.And if we also need to update the STEM books

ZG: What informs your decision to add titles other than statistics and standards? Of course you will have to update the sciences. Once you have met the standard % management of the collection should no longer be a numbers game but a knowledge management issue. Use the curriculum to analyze the content of the collection.

Any thought you wish to share on the discussion? It will add to the growing practice on collection development and programing. Type in the comment space or send me an email. This is how we learn online.

BA Library Online Quick Guide

BA Library Online: Hashtags

One platform we use in the Academy to communicate and connect with each other is Workplace. It is there where our Head of School initiated a group for the Library. It has been the Library's social media page and in a recent survey, we received positive feedback from teachers. In every post we make, we use hashtags so readers and users can get back to previous posts or make searching a bit easier. Here is an example of the Subject List or Hashtag Guide I made for the community.

Use a hashtag to find your way around BALIB in Workplace. Type a hashtag in the search box and see the results. Updated on Wednesday May 19, 2020.

Everything on BA Library

#BALibAcquisitions for announcements on books and resources acquired regularly

#BALibraryService or #BALibService for all information services by the BA Library, news in and about Biñan, Laguna, the Philippines and beyond

#BALibWebOPAC for updates on PageMaster, our library system in beta

#BALibReadersService for book recommendations and suggestions on teaching resources

#BALibraryOnline for posts on topics about technology and libraries, access to information and online resources

#ReferenceService for print and online reference books and research related posts

#DDC200 for topics on Mythology, Religion and Philosophy

For Online Subscriptions

#TheDayAdvisory for navigating your way through The Day

#EBSCOHostAdvisory for navigating your way through EBSCO

 #WBO or #WorldBookWednesday for navigating your way through World Book Online

#Pathfinder for the content and resources compiled and curated by BA Teacher Librarian specifically for units of study and topics taken up in the classroom

Living and Learning in BA

If you are searching anything about the Beacon Academy and it is posted in BALIB, use #Griffins, #GoGriffins, #teachinggriffins and #lifeinBA

For topics we regularly post and follow

#AcademicHonesty

#AppNAbout

#artandculture

#ArtsMonth

#BAOnline

#BAOnlineLibrary

#BlendedLearning

#Bibliotherapy

#BinanenseLabansaCOVID19

#BinanenseNews

#BookFlix

#COVID19

#COVID19PH

#CovidComics

BA Library Online: Google Classroom and Eric Curts

How is everyone holding up amidst the enhanced community quarantine?
In the Academy, we are on the second day of our online classes. I have sent announcements regarding library services that are available online. Due dates of borrowed books are put on hold. This will be settled when we all go back to campus in April. The feeling of uncertainty is palpable. Flip the coin and there is hope. I put my bets on hope. So, we go on!

Apart from Managebac, we are using Workplace to communicate internally and among ourselves. The library has a group over at Workplace and this has become a platform for micro-blogging. Contents I put together in Workplace are then organized in the library's Google Site. And, some of them, I share in my blog such as this one. A review of a YouTube Channel by tech integration specialist Eric Curts.

For those who favor Google Classroom as a learning management system (LMS) and Google extension apps, I am recommending Eric Curts' YouTube Channel CtrlAltAchieve. He presents simple and easy to do teaching activities. He has a video tutorial on using GoogleForms for Math quizzes and surveys and a video guide for creating Blackout Poetry in Google Docs. The podcasts and screencasts of his talks on teaching with technology and integrating it across subject areas are well curated.   

Eric Curts used to teach Math but issues on educational administration became a challenge. So, he turned to technology to manage the paper work, to design learning environments and embrace change. In this IDEA TALKS, Eric Curts tells his journey of towards technology.  In this video he asks, what is your big blank wall? He tells his story. How teachers, like himself, have difficulty letting go of old processes in light of new and better ones to achieve a purpose. He lends advice on mindful and well thought out approach to integrating technology and presents the value of feedback (yes, it is mentioned once more) as a way of informing the teacher and the learner of adjustments and changes that need to be done when learning online.

Do visit the blog for more sharing of good practice in teaching and learning! 

MIL for Grade 10: The Appendix as Referencing System

The Personal Project Coordinator and I sat down this week to discuss and plan a session on creating the appendix. This is for our grade 10s who are in the process of accomplishing their written report on their Personal Project. For this task, the 10s are expected to provide evidences of their process, data and information gathered from their research, and the insights and knowledge they have taken from the entire PP experience. Since the written report is only 1,500 words long, an appendix is needed  for big information and lengthy notes on the sources' bibliographic data that support and supplement it.

For this session, I am approaching the teaching of the appendix as a part of a book. This part-whole approach drives the concept that information and knowledge are created and communicated in a responsible and honest manner. The different parts of a book are evidences of this communication process and responsible creation of information. Specifically, the appendix is a part of a book that communicates created information and knowledge, sources used for its creation and the process the writer went through to produce them.

Below is my library  lesson plan for this session.

PP Session for Grade 10
The Appendix as Referencing System

Goal: Students understand that the book has different parts and these are not isolated entities;
Objectives: 
- Understand the appendix's form and function;
- Create an appendix for the written report of the PP;
- Gain confidence in making a referencing system such as the appendix.

Learning Experience

OBSERVE: Write the bibliographic data of the book. Use MLA or APA format.

 ANALYZE: Answer the following questions

a.       What is the overall theme or subject of the book?

b.      What topics and information are discussed in the book?

c.       Who would benefit from the topics and information of the book?

d.      Describe the book’s Appendix

e.       Explain the purpose and the relevance of the book’s Appendix to the reader

           WONDER: How did the writer create or make the Appendix?

Show samples of Appendixes: Tales from the 7,000 Isles (De Las Casas and Gagatiga, 2011) and PP Coordinator's Thesis
Assignment: Review and reflect on the draft of the written report.
PP Session 2: Creating the Appendix

Related links on the blog about PARTS OF A BOOK

Poem: Parts of a Book
MIL Lesson for Grade 2: Parts of a Book
Parts of a Book: the Appendix

MIL Lesson: OPVL (1 of 2)

OPVL is a techniques used for the evaluation of sources in the humanities. It is an acronym that stands for Origin, Purpose, Value and Limitations. The IB has published guides on its use and many teachers and librarians have created handouts and worksheets.

Last year, our Personal Project Coordinator requested for a session on the use of resources and its evaluation. Since our grade 10s already know the use of OPVL, I thought of using Visible Thinking to assist them in reflecting through their selected sources. Below is the presentation slides I used in my session with them.

Research Supervision: The Extended Essay

I took off my EE Coordinator’s hat this academic year to rest. Leading the research in the Extended Essay is no mean feat. However, I was given a student to supervise and scheduled library consultations with the seniors. So far, I am weirdly enjoying it.

It is a given that as librarian, I assist and provide reference and readers services. But facilitating the first three steps in the Guided Inquiry process opened up new learning for me too. I do not only provide services. I teach and facilitate the application of skills. Plus, I get to interact with students. Listening to them and knowing their thinking processes help me understand their attitude and behavior. More on these points in future posts.

For now, I wish to share specific feedback I gave to my student. She has a research question but, she needs clarity on how to approach the research work in general. Our first meeting was spent dissecting and unpacking her research question. After identifying variables, I asked her to do more research. She came back with results. So, I replied.

As I said in a previous email, you have found good sources. I commend you for knowing each papers’ purpose for your EE. Now, you need to identify specific information from each source so that you can use in your presentation and discussion of the child narrator. I suggest you do the following:

- take note of definitions, phrases, paragraphs and quotes as well as information you deem relevant for your topic in general. 

- as you take note, include the source for example:

Child narrators are unreliable when they are used arbitrarily to show themes that often reflect the bias of the author. (Page 14, Gagatiga, Child narrator in adult fiction. Crown, 2017)

- after reading and taking notes, pause to reflect on the process you went through. Doesn’t have to be long. Be aware of what you did and ask yourself, what are my discoveries about my content and topic, and about myself? Did I enjoy reading it? Did I feel confident? What are my doubts? What do I have now? What did I miss? These reflections will help you direct your next steps further on. 

Lastly, here is a tip. List down synonyms and antonyms for the word “reality”. Don’t limit yourself to literal meaning. Use context as well. For example, imagination / knowledge. Then, try the synonyms using this truncation in the search box of Google or databases:

Child+constructs+imagination

See what happens! 

I will post updates of our journey so visit the blog again soon!

Library Instruction Activity: Library Bingo Cards

Lesson Plan for Library Orientation for Grades 9-12

The Beacon Academy Library Orientation Plan

Session objectives:

1. To welcome grade 9s to the library;
2. To present ways on how the library supports grade 10 students in the Personal Project;
3. To assess students’ knowledge of the library, citation and skills in locating and accessing information;
4. To discuss possible ways the library can be an avenue for CAS projects and Community Service.

Grade 9 Learning Experience:

1. The Library is…

• Write what you know or your idea of the library in a post-it.
• Post it on the whiteboard.
• TL will read the post-its.

     

      B. The Beacon Academy Library

• Distribute brochure to all students.
• Read the brochure and take note of important words or ideas that struck you.
• Turn to a partner and share your notes and ideas.
• Go back to your notes and your brochure. Think of one word or a phrase to describe the library. Stand up and write them on the cartolina.

      C. BA Library Themes: Empathy, Inclusion and Diversity

• Bulletin Board: Libraries are for everyone! Ang Aklatan ay para sa lahat!
• Reading Guidance Program: READING Without Walls Challenge
• 1. Read a book about a character who doesn’t look like you or live like you.
• 2. Read a book about a topic you don’t know much about.
• 3. Read a book in a format that you don’t normally read for fun. This might be a chapter book, a graphic novel, a book in verse, a picture book, or a hybrid book.

      D. In the library you can…

1. Read and borrow books for academic and leisure reading.
2. Study by yourself or with a group.
3. Learn about Academic Honesty and apply research skills taught in the classroom by your teachers.
4. Develop, build and make stuff for academic work, Personal Projects, IAs, Extended Essays and TOK essays, and CAS Projects.
5. Help grow its collection of books, ebooks, online resources and the like.

      E. Distribute library bookmarks and show online subscriptions, OPAC and BA Library Website.

Grade 10 Learning Experience

1. TL asks the question: How was the library of help or of assistance to you when you were in grade 9? Write your answers on post-its.
2. Students are to discuss their answers in pairs. After 3-5 mins, post-its are put on the whiteboard.
3. TL reads students post-its.

4. How can the BA Library help you in the Personal Project?

1. Search for sources and resources in your research. (OPAC, Online Databases)
2. Learn more about referencing, citations and the annotated bibliography. (Academic Honesty)
3. Apply research skills taught in the classroom by your teachers.
4. Schedule consultation or skills sessions with Mrs. Gagatiga. (per class, group or individual study time)
5. Access and read PP reports and samples. (for room use only)

5. TL introduces theme for the year: Libraries are for everyone! Ang Aklatan ay para sa lahat! Themes for this year is EMPATHY; INCLUSION and DIVERSITY.
6. TL introduces year long Reading Guidance Activity: READING Without Walls Challenge.
7. Show and access online subscriptions, OPAC and BA Library Website.

Grade 11 Learning Experience

1. Students play the BA LIBRARY BINGO.
2. Process the game and answers of students.
3. How can the BA Library help you in your IAs?

1. Search for sources and resources in your research. (OPAC, Online Databases)
2. Learn more about referencing, citations and the annotated bibliography. (Academic Honesty)
3. Apply research skills taught in the classroom by your teachers.
4. Schedule consultation or skills sessions with Mrs. Gagatiga. (per class, group or individual study time)
5. Access and read EE reports and samples. (for room use only)

4. TL introduces theme for the year: Libraries are for everyone! Ang Aklatan ay para sa lahat! Themes for this year is EMPATHY; INCLUSION and DIVERSITY.
5. TL introduces year long Reading Guidance Activity: READING Without Walls Challenge.
6. Show and access online subscriptions, OPAC and BA Library Website.

Grade 12 Learning Experiences

1. Present possible projects and activities for CAS and Community Service.

Context: Reading advocacy and book campaigns 

1. Set-up a pop-up library or library on wheels.
2. Help organize a classroom library for Loma Elementary School.
3. Create and illustrate stories under the Early Readers Project of the Beacon Academy.
4. Schedule a workshop or consultation session with Mrs. Gagatiga on reading aloud and storytelling.
5. Contribute to BA Library Spotlight, Drake Velasco’s website by writing reviews on books, apps, games and arts and culture events. 

        2. TL introduces theme for the year: Libraries are for everyone! Ang Aklatan ay para sa lahat! Themes for this year is EMPATHY; INCLUSION and DIVERSITY.

        3. TL introduces year long Reading Guidance Activity: READING Without Walls Challenge.