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.

The Lighthouse Diary Entry 2: Desires, Passions and the World's Greatest Need

No PPT slides. It was trad. But it worked!

Unlce Iroh, one of my favorite characters in the hit cartoon show, The Avatar, the Last Airbender, quotes in one episode, "Follow your passion and life will reward you!" It sounds so simple yet so true. For when we know what we are truly passionate about and when we pursue it, life gives back a hundred fold. I suppose this is a natural law of the universe for it calls to each and everyone to do good. However, knowing one's passion is another quest in the journey of living a meaningful life. And yes, how one pursues this passion is another story.

Two weeks ago, on a Friday, the weekend before the Academy opened its doors to its Griffins, new and returning, the faculty was fortunate to have Mr. Robert "Bobbit" Suntay for an inspirational talk. Mr. Suntay is one of the members of the Board of Trustees and it is not often that we see him on campus. He would visit, once in a while for BOT purposes and that's it. So, his brief but engaging talk was a welcome surprise to many. Like Uncle Iroh, he talked about one's search for happiness, the heart's truest desire, the journey of finding it and what happens when this inner desire is affirmed and actualized. Happiness is achieved because, this deepest desire meets the world's greatest need.

Aren't we all a part of a bigger something? Don't we all need to belong in some greater scheme? Even the traditional introvert searches for an endeavor that would make him whole.

That Friday, my materials for Library Orientation were all prepared. Our bulletin boards have been set up, usernames and passwords of our online subscriptions have been updated, and brochures and library bookmarks were all sorted out. My assistant, Flynn, and I were ready for the opening of of Academic Year 2017-2018. However, Mr. Suntay's talk left a dent in my heart and in my mind that over the weekend, I reviewed my plans and changed it entirely.

I thought of going for what I am truly passionate about. Books. Reading. Media and Information Literacy. Working with Students. Helping teachers. Bridging gaps. Going the extra mile even when it hurts. These are the things that matter to me. And these were the things I shared with our Griffins last Monday, July 31st, the feast of St. Ignatius of Loyola. The birth date of Harry Potter, the boy who lived.

Four classes on MIL last week! YAY!

It was the first time I got a round of applause from the seniors (probably because there is no Book Quota this year?). The juniors tried their best to behave and to listen given the number of new students in the batch. The year 10s jumped in the task given to them right away. No qualms. They were ready to engage despite themselves. And the year 9s, what a frisky bunch!

During the in-service, HOS (head of school) reminded us of our thrust for this academic year. Back to teaching. I think, with Mr. Suntay's sharing of his life journey, I need to go back to my passions that has kept me all these years working in a school alongside teachers and school leaders and helping students find their own path. Operations and administrative work will always be important. Then again, the head and the hand will not function well if the heart isn't in it.

It was an amazing first week. There will be peaks and valleys but I hold on to my passions because, I am positive, as I have seen it happen before, these will all turn into my life's mission.

So, Life, let's do this!

From Circulation Reports to Reading Guidance for Grade 9 -12

Towards the end of the 1st semester, my library staff and I looked over the circulation reports of our high school students. The numbers reveal a lot about our relationship with them. There are peaks and valleys on book readership from the last four months and this led us to reflect on the daily operations and readers services we provide for our students.

Studying circulation reports on a regular basis is helpful in the assessment of the library collection, reviewing the program and setting directions vis-a-vis curricular requirements and readers' needs or interest. I am reserving my reflections for another post on that matter. How readership affects and impacts collection development is for a separate discussion.

For now, let me share with you our response to sustain the readership and the habit of reading among our students.

I wrote each of them a letter. A generic one that has a record of the books they have borrowed, how far they have gone with their book quota and suggestions on how the library and its resources can further help them learn and grow. Below are my tips and recommendations:

• Extend your understanding of an author’s life or milieu by reading primary sources like diaries, memoirs, journals, biographies;
• Understand the context of a group of people in a particular time in history by reading personal stories, looking at a collection of photographs, browsing through timelines of world history books;
• Test the veracity of a hypothesis by reading secondary sources like researches and studies done by scientists, mathematicians and experts in the field of the social sciences;
• Look at models, patterns and processes of creation by analyzing case studies, business success stories, how-to-design handbooks, DIY manuals, craft books, art and architecture books;
• Read up on stories about college life, college admission tips, sample essays written by seniors who successfully got in their college of choice.
• Pick up a book on improving writing and research skills or being better at communication for business and social entreprenuership;
• A couple of contemporary fiction, select classics and a book of poetry or two will balance your reading list.

Students who are regular library users responded back right away. The usual suspects borrowed books over the holidays. It remains a challenge for us to entice and offer readers services to the reluctant ones and those who prefer to use another kind or mode of technology. 

BPI SHAPE - YGOAL Project: Source Book on Personal Development for Senior High School

Personal Development and Entrepreneurship Resource Books  

Apart from writing stories for children and academic papers, I also write training manuals and teaching modules for teachers. In the past, I have done this kind of writing project with Ayala Foundation and Sa Aklat Sisikat (SAS). My years as trainor for teachers and workshop facilitator in storytelling gave me the hands-on experience in creating training modules. I was also fortunate to work with brilliant master trainors who I considered as my mentors.

When YGOAL came along with a proposal to write a source book cum training module for Senior High School teachers, I considered accepting the project. It was a source book on Personal Development and much of its content is based on the DepEd SHS Curriculum. The risk taker that I am, I said yes.

Rounding up a young team of librarians who can write and create content, we set forth on the journey, along with YGOAL people, Yani Alonto and JR Demacais. What proved to be a challenging journey was peppered with moments of insight, learning and reflection.

The writing team I worked with was made up of Darrel Marco, Ann Grace Bansig, Mennie Ruth Viray and Audrey Anday. They are amazing! While each of us has a module to write, at the home stretch, we worked as a team by pitching in work for a co-writer and team members when content and deadlines loom like Dementors on our path. Each librarian-writer made a contribution in the development of the modules, from content, validation, training design and facilitation. I am so proud of the team! As librarians, we were able to flex our professional muscles to become content developers. With a keen eye on research and skills on Information Literacy, we were able to create a new set of knowledge based on standards and prescribed criteria.

Yani Alonto as project leader is such a positive force to work with. His work experience as a teacher helped us understand the bigger task at hand and the details required for each module. He is patient and respected our artistic moods as writers. We were writing a training manual, yes, but enough creativity was given to us so we can give our best to the project. He also gave us enough time for research and development. This made the writing pretty much a manageable endeavor.

The "by line" gives you a good feeling.

As for myself, I can say that I enjoyed working on the project because, as a high school librarian, I can see my students in the modules I worked on. Teenagers may come from varied demographics, but a common thread binds who they are regardless. They are young people on the road to self discovery. As a writer of the training module, I had to provide activities for teachers to use that will allow these young people to gain confidence in themselves, within a designed environment that is kind and compassionate, fair and good.

Finally, the project ended with a Training of Trainors (TOT) in two high schools: one in Laguna and one in Taguig. I look forward to phase 2 of the project. This is the real test of the modules for teachers will be using them as part of their teaching arsenal. Then, we will know how to further improve this!