Inquiry and Research Services: General and Special Encyclopedias (2 of 2)

 

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

 

My Life as a Librarian: Valentine's Day Love Note

This is my job description in two sentences. 

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.

The Lighthouse Diary Entry #17: Welcome New Griffins!

This week we officially opened the academic year to new and returning students. As it has been the practice for years, the library conducted orientations for grades 9-12. Each cohort brought to the table a unique characteristic and behavior towards the library. Once again, I realized that a one-size-fits-all approach to teaching and learning will not do.

What was remarkable to me in this year's library orientation was the response of the grade 9 students to the activity I planned and prepared. I kept the same activities for the returning students, but decided on the last minute to change the activities for the new Griffins. Besides the orientation, I carried on another session for them later in the day. This was part of the Foundation Days Program that the MYP Team put together.

The Harkness Table where thoughtful discourse and mutual respect are observed. 

The activities that the grade 9s worked on were anchored on two concepts namely, research as an inquiry process and  research as communication. The class was divided in two groups. Group 1 was tasked to make a plan in repairing an old bike. Group 2 was tasked to analyze Hitler's proclamation as Time's Man of the Year. Both tasks involved process as an important factor in completing tasks.

The output that each group brought to the table was impressive. Not only did they answered the questions and completed the tasks, they also described their process at arriving at an answer or a conclusion. There was evidence of critical thinking as one group reasoned out practical means to repair the old bike versus, going the long route of understanding how a bike works and what needs to be repaired if it is broken. I was impressed on the group who worked on the Hitler activity. They consulted books, online resources and went back to previous assignments about World War II. The discussion was rich with in the groups and the presentation was a team effort. Promising!

Onward to the next phase of research skills building. This is going to be an exciting academic year!

Mapping the Customer's Library Journey

The Lighthouse Diary Entry 9: One Step Backward Before the Big Leap

It’s holiday today but, I am working. 

I am reviewing materials I used for the #milclicks sessions done a year ago and farther back. It helps me to look back, to take a few steps backward before jumping in the work that is required at present. I do this to establish context and to set directions. I call this reflection. Coming into an awareness of where things are and where I am. 

So, I had a session on using and choosing keywords with the grade 9s last year. They are now in 10th grade, poised to do the Personal Project. They gave out interesting feedback as to how the library helped them in 9th grade during our Library orientation. I get the feeling that they are ready for robust thinking processes.

Where do we go from here, grade 10? I think I need to see the Personal Project Coordinator.

Our current grade 9s are scheduled to have their library scavenger hunt next week. It’s a tradition already! Like a prerequisite course. A priming activity that I plan and work with the CRe teacher. My review prompts me to do a digital library scavenger hunt using our online subscriptions and yes, Google. There are a lot of metadata structures there and search strategies are skills necessary to navigate and understand the layering of data and the expansion of information systems. And somewhere in the back of my mind is the result of the grade 9s’ assessment test of their research and information literacy skills. Another data that will inform me of their skills and context.

I need to organise!

What activities have I come up with for library scavenger hunt? Here are links to each.

Library Scavenger Hunt (2016)
Library Talk and Scavenger Hunt (2015)

These posts are not about the scavenger hunt, but library lessons and activities in research and on media and information literacy skills. Key to the implementation of these lessons is the collaborative partnership with classroom teachers.

Teaching Grade 9 Students Search Strategies
Teachers and Teacher Librarians Working Together

Library Orientation 2018: On Students' Library Experiences

Because our themes for this year are EMPATHY, INCLUSION and DIVERSITY, the library orientation I prepared for my students in grades 9, 10, 11 and 12 focused on their library experiences, past, present and the future. 

For grade 9, since they are new students coming in the Academy, I asked them of their ideas and concepts on what a library is. This is an assessment activity as well as a way of connecting what they know to the current library programs and services we have in the Academy. This was followed by the basic library protocols and guidelines. Circulation services, use of the Online Public Access Catalog, points of access when using the library's online databases and essential agreements in the library. These were all introduced to the new students but will be taken up in-depth in the subject and content areas through library sessions.

The grade 10s looked back at their library experiences from grade 9. Since they will be starting the year with their Personal Project (PP), I gave them a session on the use of our online subscriptions and how it can be of value to their research. It is an introductory session too, since the PP Coordinator and I have identified contact points and engagement activities focusing on research in the coming months.

The grade 11s had a Library Bingo that is very similar to a Library Scavenger Hunt. This is to prepare them for the library session scheduled for them during Foundation Week (more on that in a separate blog). Closing the morning run of orientations, I presented the Reading Without Walls campaign to the grade 12s as well as possible library projects where they can participate in earning them Community, Action and Services hours.

The grade12s will soon leave the Academy to pursue their academic careers. Out there, they will experience libraries that are embedded in the system of community building and knowledge creation. Here's hoping that their last year with me as their Teacher Librarian will be an insightful and fruitful year of inquiry, research and sharing one's time and skills for literacy development.

The Lighthouse Diary Entry 7: Reflecting on Learning Experiences on Research

Sharing some reflections I had on the Extended Essay this year, as one EE journey ends and another begins. More on research, really, because I found myself going back and forth to the writing workshop last August with the year 11 students, the work of the Research Committee that needs to be revisited, the IB workshop I recently completed and previous EE experiences.

How do we define research? Does it need definition since it is, for most part a thinking skill that is made visible through a written output? Or something tangible like a project, a module, an art work. I think what I need is to ground the idea or the concept of research into statements or beliefs.

1. Research is asking questions and finding answers. 

2. Research is a process that entails collaboration - not just cooperation and coordination.

3. Research is a conversation.

4. Research is an invitation for you to stand on the shoulders of giants. And this is both an honor and a privilege.

I wonder how my colleagues see research and, in the practice of teaching ATLs, how would a belief or thesis statement on research factor in effective pedagogy.  

Can we introduce the EE as a rite of passage to the juniors when we meet them again on Feb 7, before DP teachers give sessions on subject specific guidelines?

The School Library as a Makerspace

The idea of setting up a Makerspace in our library has nagged me since I first encountered the term several years ago. It is easy to set up, that's for sure. But, will it work? Will teachers and students make use of a Makerspace in the library as far as our school library concerned. In terms of principle and context, a Makerspace is not a mushroom that simply grows and the librarian would expect that, "if it is built, they will come".

I want the library Makerspace to target a skill, be it a study/research skill or a life skill, it should be an activity center or a DIY center that would expand students' skills set in research or in problem solving. A library Makerspace, I think, needs to custom made for students to critically think about concepts and issues they are investigating in classes. A library Makerspace, for me, should enrich students' creativity in the sciences and the arts. If these are my thoughts on coming up with a library Makerspace, then, thorough planning and collaboration with teachers must be first established.

That is the first challenge.

A challenge I hope to face and find a solution to bridge and meet one of these days.

Undeterred, I continue on with a few modifications.

For one, the Book Spine Poetry events I have begun in the library falls into a Makerspace category. Sort of. Students make something out of book spines, right? DIY poetry!

The most recent activity I set up that has a touch of a Makerspace in the library is the Destressing Table. During the first semester, when everyone was stressed because of exam week, I put up paper, clay, coloring sheets and other art materials for everyone to use at will. There were books on clay art, coloring books, origami and other craft related books along the art supplies.

The students loved it. And so did some of the faculty.

At the Academy Last Week: Poetry and Christmas Reading Passport 2016

Last week at the Academy, we launched the annual Christmas Reading Passport. This reading campaign began three years ago. It has evolved into a program that address reading needs and interests of students. I have also included an aspect of Bibliotherapy by including reflection questions.

Here are posts about the Christmas Reading Passport from previous years:

Christmas Reading Passport 2015
 Christmas Reading Passport 2014
 Christmas Reading Passport 2014 Video

Here's how the Christmas Reading Passport works:

1. Students get a reading passport.

2. The reading passport is designed to encourage students to read four books on the themes of hope, peace, joy and love. There are four questions to be answered, one for each book. This way, students are guided on their book choices. Recommended reads, a list of books about the themes are sent out via email lists to everyone.

3. The passport and the books are taken home over the long holiday break.

4. Students come back after the break with the passports filled out. They submit this to the library staff.

5. They get a token from the library.

 As the grade 9s have started a unit on Poetry in English class, I have put on display books on poetry. Inspired by current events, I picked up some books and stacked them together for a book spine poem I shared with the community.

Library Scavenger Hunt 2016

It is already a tradition in The Beacon Academy for grade nine students to play the Scavenger Hunt. I started this out with our Comparative Religions (CRe) teacher three years ago. She saw the need to introduce students to serious research in a fun and engaging manner. When she broached the idea to me, I said YES! This is a teacher-librarian collaboration opportunity. I learn from her. She learns from me. Our students learn too. We all learn together.

So, this year, a month and half after the academic year opened, CRe teacher and I scheduled the Scavenger Hunt. My staff helped prepare the handouts, the puzzles and the technology needed for the activity. In previous years, the main objective of the game was to finish the hunt and the puzzle. This year, I emphasized the importance of finishing a product as well as going through a process. These two ideas, product and process, are valuable in academic research and scholarly endeavors. Hmm... thinking about it, these are valuable life lessons.

Completing a product or a task is one thing. Knowing how it was completed and accomplished is another. The former is concerned with competence. The later is about smarts. Both require stamina, perseverance and drive. All these learning skills happen in the classroom and outside its four walls. The library, with programs and services such as this, becomes an extension of the classroom. Bless the CRe teacher who recognizes this role of the library.

 How did the students take on the Scavenger Hunt? They had fun. They used their skills. They panicked. They finished the task and they felt good about themselves.

We wrapped up the game by asking them things they learned and discovered about research, the library and the challenges of working in a group. I felt confident too, teaching along side our CRe teacher. It unburdens me in so many ways. Now how do we assess the students' learning? The skills covered in the Scavenger Hunt appear in their tasks and project in their CRe lessons. I await feedback from my teaching partner, the CRe teacher.

Young Adult Library Services: College Talks at the Library

College talks kicked off a few weeks ago in campus.

Our college guidance counselor's favorite venue for college talks is the library. I take this opportunity to collaborate with her by displaying books about college readiness and writing college essays and letters of applications. It helps that our college counselor loves books and reads a lot too! She does not only see the library as a physical space to be used for events.

This simple plan to encourage students to read was hatched a year ago. We both saw the relevance of reading books and how this can greatly help in writing essays. The other aspect of writing like outlining, organization, use of language is being handled by the Language Arts teachers. So, we support each other so that our students are not lost out to sea. This is how we do things in the Beacon Academy.

By putting on display books that matter to our high school students, the library's role as a reosurce center is up on the plate. This way, students can see and preview books to support them on the task of choosing colleges and applying for one. More so, writing that essay! I also whipped up a list of recommended books on the said topic. Apparently, two books were picked out from the display shelf! It works!

Recommended list of books on College Application and Essay Writing

A follow through on this library service would be to lead students and the guidance counselor to World Book Online's Life Skills web portal where young adults can access information on personal financial management, looking for a dorm or boarding house, planning for life after high school, preparing for interviews and considering a gap year. Again, timing is of the essence because using resources need to be strategically planned.


Abangan!

#griffinsread: the 2016-2017 Reading Journey

Book Spine Poetry Festival 2016

It is World Poetry Day on March 21. It is time, once again, for the Book Spine Poetry Contest. This is an annual celebration of poetry, oral tradition and books. This year, instead of having the poems pitted against each other, we will have a festival where book spine poems will be put on public display to be read by students, teachers and staff, even parents, of the Beacon Academy. Readers pick a book spine poem that they like and vote for it.

The Book Spine Poetry Festival is now on its third run.

So far, the library is getting three to five book spine poems a day. I create some myself as an added push to those who are hesitant to join in the fun. So far, we have ten book spine poems displayed in the library.

Yesterday, a junior, who is new to the mechanics of the activity, asked me. "How do you start making a book spine poem, Miss?"

"How do you feel today?" I asked back.

"I'm pretty upset."

I replied, "Well. Start from there. Your feelings, your emotions can fuel you to write a poem."

And so, a poem came to be.

LAUGHrary: The Justin Bieber Question

BEFORE: These are the two questions I asked to seniors working on their Extended Essays

 

 

 

AFTER: Two weeks after, it was converted to a Justin Bieber question.

Live Blogging: Day 2 of Follett Workshop 2016 PM Session

We are winding down to the last fifteen minutes of the Follett Destiny Workshop. The afternoon session was filled with more product presentations that help and support school librarians with the technical work of the job. What I find interesting are Lightbox and the collection analysis and collection maps in Titlewave. Tim Ramsey shows the efficacy of the system in analyzing and mapping of collection. He is very accommodating, open for questions and assistance when needed, as needed. As a former librarian, he sure knows the language of librarians. I think this is the strength of Follett in the present time. Their people are library trained.

As I close my day and think of home, I have a list of to do's before writing that report and proposal for acquiring Follet Destiny. These are as follows:

a. Do a study of school libraries that are using Follet Destiny. Or visit these schools.
b. Consult with our Finance people for library budget in the academic year 2016 - 2017.
c. Consultation with our Tech people in school for technical support locally.
d. Conversation with my staff on the issue of migration to a new LMS.
e. Request for a beta version from Jenna Emerson, Follet Destiny representative.
f. Review the library's annual plan of activities and programs.

Doesn't look very long, but the work is big. It's time to roll up my sleeves.

Guide Posts and Cornerstones in Research

Reflecting on process and product

As I have written in a previous blog post, we resumed research and EE work the week we got back at school in January. During an EE session with the juniors, I asked them two questions to prompt them to look back at where they are in their EE journey and to push them to look ahead, deadlines and all. After two weeks, I am getting final drafts of the seniors' EEs.

I am swamped.

Not complaining.

Just saying.

What I like about this experience is that, as a high school librarian, I get a first hand experience at seeing research being done by students. I also get to work closely with EE Supervisors as they guide and mentor their students in the process of writing the EE. Now, these are two interesting research topics I can work on in the future.

But, it has to wait a while.

Here are some random reflections, questions and thoughts I have been tossing in my head as I push the idea of an action research or a paper on high school research and collaborative teaching back in my head. For now, I wish to entertain these questions and thoughts before jumping into that research paper.

1. Research and writing are both process oriented tasks that involve a lot of cognitive functions. How can complex tasks such as these can be scaled down or divided in chunks so that, the high school student working on college level work can be guided or taught appropriately?

2. Where in the curriculum can a teacher teach writing and research? Apart from process, the word skills comes to mind when I meet writing and research almost everyday of my working life. So, content is essential as the meat or the substance by which the skills are applied.

3. Research is formative as well. Not only is it a test of intellectual endurance, it is also a test of character. Patience. Perseverance. Commitment to finish a task. How are we preparing our teens for the emotional stamina needed to do research?

4. Writing is listening. To one's self. To one's readers. We may teach writing as a form of communication, but, have we considered teaching writing as conversation and discourse?

5. As the school librarian, I am compelled to model research and writing. And reading! Yes, I need to read the curricular content. I need to know what sources to provide both student and teacher working on such tasks. Designing an environment to support research and thinking is a primary expectation, but going beyond and developing knowledge management systems in the school is another challenge.

Oh boy. Oh boy. Oh my.

Where will these thoughts lead me? Or am I misled by my thoughts?

10 Most Borrowed Books of 2015

These are photos of books that our high school students borrowed the most in 2015. *Not in the photo are The Complete Persepolis (Satrapi, 2007) and Ghostopolis (TenNapel, 2010).

Back At Work in the School Library

I am back at work since Monday. The first two days were spent going back to the to do list and gearing up for the next five months ahead. So far, I have been productive. The usual routines were easy to do and my staff was up to speed to clear out the circulation counter. We set up new book displays and informed the school community of books to read at the start of the year.

What is on our current display table are books that inspire, encourage one to make a resolution and keep it through the year, and move one to reflect on things past and present. I put in some poetry books as well as collections of short stories for students and teachers to read in between their busy week. It is grading week this week, so, teachers particularly are stressed.

Yesterday, I had a session with the seniors for their Extended Essay work. They are now nearing the end of their research journey. Majority of them are down to the revision process. Our reading passports from last Christmas break are trickling in and I am excited to read feedback from students.

This morning, we kicked off our Book Fair for A Cause initiative where book sellers, Scholastic, Adarna House and Lampara Books will be selling their books. Proceeds of the fair will benefit the classroom library project of the library for Loma Elementary School.

On the admin side of things, I might attend a professional development workshop this month. This one is a workshop that I am pretty excited to attend since it will focus on international school librarianship. There is also the PCNC accreditation I am looking forward to doing soon with a team of staff here in school. It is a lot of work, similar to PAASCU but, I find such tasks intellectually stimulating.

I think I am off to a good start at work. Happy new year! Happy new you!