Teacher and School Librarian Collaboration: Search Strategies for Grade 9 (1 of 2)

Print sources, primary and secondary

Early in April, our grade 9 English teacher requested for a library session on search strategies and information sources. The timing couldn't have been any better since this batch of grade 9 students are preparing for the Personal Project that will start early in the first term of academic year 2017-2018.

The Personal Project is an interest based project that students in 10th grade are expected to finish to cap off their learning in the Middle Years Program. The project may take the form of a website about ADHD or cancer awareness, a livelihood program of Macrame products, a self designed fitness program, a compilation of songs composed and sung, a prototype of a drip system for a hydroponic garden, a self-help book on surviving high school life, a notebook made from recycled paper to be sold as fund raiser for a favorite charity. The list is endless and the only limitation is the student's creativity and imagination. Parameters are set, of course, and this is where the IB guides come in.

That is another story. Back to the library lesson.

Since the context has been laid down, I intended to extend the lesson beyond the Personal Project by introducing the basics, at the same time, open windows of possibilities.

What students get from the library session must be something they can use in other tasks and can be translated into skills that will further help them fashion sophisticated ways and processes of thinking. For example, learning about Boolean search strategies can lead to critical and creative thinking especially in the use of words. From simple key words, students can scale up to use synonyms for their search terms, and eventually develop a built-in, internal thesaurus. As a librarian, I may be giving them a session on searching online databases and search engines, but with constant use -- and consistency -- students, in time, can grow a vocabulary that they can use according to a subject matter; a vocabulary they can use to search for answers and derive meaning from a variety of media and technology.

Search Tips ala-Google

A basic knowledge of the most popular search engine in town, Google, can lead to an exploration of other search engines that present data in numbers, graphics and semantic web. Search engines crawl for websites, images, videos, PDFs, slides and databases based on key words used. Knowing different search engines and what information it can give back is another strategy that can grow into skills in selection and location on the appropriate use of technology.

What would make this possible is the regular team teaching effort and initiative between teacher and the school librarian. If this is impossible, at least, an intervention of the school librarian to remind teachers on the use of strategies in searching for information online or in print environments need to happen. The intervention can be done through announcements, meetings, in-service training, information campaigns in physical and virtual spaces of the library that are accessible to the members of the learning community. That is why, a matrix or a manual of research skills is essential. More on this in another post.

So where did I begin?

I asked for a copy of the English teacher's unit plan. And boy, did I learn lots along the way as well!~

Differentiation, Connections and First Day High

Reflection. Make it a lifestyle!

It was our first day back from summer in-service.

School has finally begun.

The kids are back and we're rolling! I was pretty pleased at myself yesterday having conducted four different activities during library orientation with our students. Yes, I had four presentations, one per grade level.

For grade 9 I did a Library 101 talk. I first read aloud a short excerpt from Shine (Gourlay, 2014) and stopped at the part where Rosa's yaya asked what would happen if she ever stopped wondering. From there, I told the 9s how the library plays a part in this wonderment and that libraries nurture in them a sense of wonder. With my staff, we distributed the library brochures, read the basic library rule on borrowing resources, distributed bookmarks that have usernames and passwords of our online databases, and told them about the Book Quota. More about this in the next post.

It was the same with the grade 10s, 11s and 12s. But, I started out with a school project that they will tackle this year. Projects that involve reading, research and an application of information literacy skills. For the 10s, I started with the Personal Project and showed my former supervisee's project. For the 11s and the 12s, I began with the Extended Essay and a perspective of what research is all about in the high school level. Always emphasizing that reading is a core skill in research writing, and that the library is a place to develop this.

Connection. The library is part and parcel of the learning community

In the words of my colleague, what I did during library orientation was differentiation. I realized that a 15 minute library orientation would be more meaningful if I immediately present the most important thing our high school students must know.  Each grade level has a specific need and context. Having planned the theme on research and information literacy, I used these as basic concepts to work around my presentations.

I was happy.

Using differentiation as a strategy and working around a concept to guide me in facilitating the library orientation are two things I learned from the Academy's regular professional development activities. My co-teachers have been working real well on conceptual teaching. Last summer they allotted a week to put together their course units in concepts. What followed was a week long unit plan writing that prompted us to look at connections. Knowledge and ideas cross disciplines. Skills permeate the content areas. To prove these points further, our Dean of Faculty presented Bill Gates' the Big History Project. Again, more on this in future posts.

How do I find myself in this exciting and changing dynamic of teaching and learning?

Learn. Reading aloud to high school students. It still works!

It is an opportunity to offer content through the library's varied resources and rich collection of fiction and non-fiction books. I see ways where I can assist and support teachers by engaging them in conversations that foster thinking and collaboration. In library parlance, this is called reference and readers services. I will look at the Information Literacy Skills program designed three years ago. Oh boy, it does need a lot of revision. It needs a new fitting to address a global framework. While services and existing library structures remain, it must be anchored on a paradigm and a mindset that promote connectivity, reflection and active learning.

Who ever said being a librarian is boring?

47th ACELT Conference: Reading Ourselves, Reading the World

I will be conducting another workshop on Bibliotherapy at the Ateneo Center for English Language Teaching (ACELT) during the 47th ACELT Conference on 11 February 2012. It's going to be a whole day event. Carla Pacis will deliver the keynote in the conference.

I am inviting all school and public librarians to attend since the conference will discuss literature for children and teens and how it can be used in the classroom. Librarians may not be teaching in the classroom directly, but a knowledge of how library resources, books for kids and teens for this matter, are used by library clients, teachers in particular, is a requirement in establishing working relationships with teachers. Knowing how teachers make use of learning resources can help librarians develop a more relevant collection of print, online and multimedia resources.

Here is the ACELT Conference link. Hope to see some librarians there!

Library Open House

A library open house is one of the many library promotional activities that librarians can organize for their learning community. The later being its recipient and the former, the provider of services and information. What is a library open house, exactly? Its meaning varies from one library to another. But, the main purpose for doing so remains the same -- to inform the learning community that the services and information that the library provide is open for all.  

Stanford University's Information Center had a library open house that showcased new formats of information that's available for research.  Michigan State University's library open house included games and trivia contests. At Adamson University, their library open house involved a book sale, an awarding of library patrons and a series of seminar-workshops for the patrons of the library. Indeed, the library open house can be tailored made to fit the patrons' needs vis-a-vis the existing collection and services of the library.

Another activity that a library open house can have would be the display and the selection of books and other resources for purchase. Library patrons can take part in selecting and reviewing possible library resources for acquisition. And, if time would allow it, have them browse through a materials and resources for weeding out. This would entail weeks of planning and the writing of proposals that school administrators would approve. 

Note that a library open house is an activity that would help librarians strategize in the development and management of a rich and growing collection. This is the crux of the matter in doing library promotional activities. More than the image and the partnership the librarians forge with the community, promotional activities should result to an improved library collection and an efficient library service. 

Other activities that can be incorporated in the library open house would be, book talks, tech-training and orientation of new faculty or users of the library to its rules, guidelines and facility.

Working Outline for Lib Hub Workshop

In between writing and consultancy work, I'm squeezing the workshop module for the Lib Hub workshop in my schedule. The Lib Hub is one project of the DepEd where I have always wished to be a part of. At least, in my own little way. Thanks to Adarna House for giving me the opportunity.

Klasrum Adarna
Library Hub Seminar-Workshop
Working Outline

9:00 – 9:15 – Introduction/Perking Up
9:15 – 10:00 - What is a library?
- literal and dictionary definition
- a. A library is a culture
- b. A library is a community
- c. A library is a learning and information center
- d. A library is composed of systems and processes
- e. A library is a discipline
The Role of the School Library
☺ DepEd School Library Guidelines Or. No. 6
☺ Board for Librarians School Library Standards
☺ IFLA-UNESCO School Library Guidelines

10:00-10:15 – BREAK

10:15 – 12:00 – Models of School Library Development (Singh, 2003)
The School Librarian as Library Hub Coordinator
School Library Management 101
SWOT Analysis

12:00 – 1:00 - LUNCH

1:00 – 3:30 Presentation of SWOT Analysis
SWOT Action Plan

Prevailing Challenges:
☺ Leadership (Totanes, 2005)
☺ Budgeting and Financial Support
☺ Library User Education

3:30 – 4:00 Open Forum

Lib Hub Workshop by Klasrum Adarna

I have prayed for this. God indeed answers prayers.

Title: Klasrum Adarna: Library Improvement Workshop for Library Hubs in NCR
Date and Time: September 4, 2010 - Saturday - 9am-4pm
Venue: DepEd Main Office in QC
Maximum no. of participants: 60 pax
Target profile: 16 Lib Hub Coordinators and the rest will be teacher librarians from public schools who borrow from these hubs

Objectives:

1. To prepare Lib Hub Coordinators for the 3-month long Most Improved Library Hub Campaign which will run from September to November of this year. The competition will be funded by Adarna House and the top three library hubs with the most number of borrowers during the competition period will be awarded on Dec 6, 2010. The prizes are a computer package, an audio visual system, and a document projector.

2. To be one of 2 workshops that will give lib hub coordinators and teacher librarians of public schools tips on how they can improve their hubs. There will be a storytelling workshop by Jay Menes for the same group on Sept 11.

3. To help address Library Hub issues through the help of Pasig's Lib Hub Coordinator, Ms. Digna Aquino. She will be allowed to give a 1 hour talk during the workshop.

The major issues that discourage teachers from borrowing books from the Library Hub are:

1. Difficulty in transporting books from the Hub to the schools. Each title comes in a crate. They will have to own or rent a big vehicle to be able to borrow more titles.

2. Lack financial support for transporting books and creating library activities to encourage kids to read.

3. Penalties for lost and damaged books.

Storytelling Framework Sampler

Here is a sample plan for storytelling that can be used in the classroom. Following the basic framework, it observes the basic structure of reading instruction to formalize the learning of skills like characterization, drawing conclusions, comprehension (through context clues) and thinking skills like making inferences and critical thinking.

Title of Story:          Ang Mga Kwento Ni Lola Basyang ni Severino Reyes: The Prince of the Birds

 

Retold by Christine Bellen

Illustrated by Frances Alcaraz

Published by Anvil Pub. Inc. 2005

Target learners/students: Grade 5-6

 Objectives:

1. To understand the different character traits in the story (the King, Princess Singsing and the Prince of Birds);
2. To make a conclusion of a character based on actions and decisions he/she made in the story;
3. To enjoy and appreciate a story read aloud as a class/group (Readers’ Theatre) and extend the literary experience through role playing of the story’s basic parts;
4. To learn the concept and meaning of the phrase kept his promise

Pre-activity:

1. Unlock the phrase kept his promise as used in context.
2. Present a paragraph using kept his promise.

Mark and Peter agreed to bring an extra sandwich and bottled water for Ms. Dela Cruz, their coach and teacher, if either of them wins in the Spelling Bee contest. Peter won and kept his promise to Mark.

What does the phrase, kept his promise, mean?

c. Motive question – Why didn’t the King keep his promise to the Prince of Birds?

 

Storytelling Proper & During Reading Activities:

1. Introduce the book, the writers, illustrators and publisher of the book and its series.
2. Distribute the script for the Readers’ Theatre to the class.
3. During reading activities:

 

	Princess Singsing	The King of Tongkiang	The Prince of Birds
Physical descriptions   Attitudes, habits and decisions   General traits and characteristics

 

4. Go back to the motive question so students can answer it.

 

Note: The teacher/storyteller may write comprehension questions for the during-reading-activity part of the session, or have small group discussions, like a literary circle as an additional post activity. Differentiated activities is another option for the teacher/storyteller and the students to do.

 

Post Activity:

Divide the class in groups in preparation for a role playing of the basic parts of the story.

 

 

Planned and prepared by:

Zarah Gagatiga

For the Anvil Publishing Inc. sponsored workshop at Powerbooks Trinoma, April 13, 2009.

Information Literacy Skills Lesson: Parts of a Book

Two weeks ago, I conducted classes on Information Literacy Skills for grade 2 on Parts and Care for Books. The lesson was focused on information that can be found on the different parts of a book and locating skills like the use of a table of contents and an index. By using the analogy of body parts to parts of a book, the care and responsibility for the printed medium was taken up as well.

This week, I'm teaching grade 1 students on the same content and skill. Although the content and skill are the same, the treatment and approach are different. For one, students actually examine the books and are asked to identify each part through oral drills. Only five basic parts (cover, spine, table of contents, title page and main body or text) are introduced but the same emphasis to the information found in the title page is discussed. If the grade 2 boys worked on a written activity to enumerate ways to care for books they borrow from the library, the grade one boys had a book making activity.

I purposely alloted enough time for this activity. I even requested a double period encounter from the Reading teacher so the boys could finish their books on time. Library classes are held in the library and are facilitated by the librarian.

The grade one boys could easily tell ways how to care for books, but, making one deepens their understanding and appreciation of book making itself. Besides, the process is close enough to publishing. Once back in the classroom, enrichment and follow up on the necessity of caring for books will be done by the Reading teacher.

I showed an example, first of all. Then, I presented the instructions on how to make the book.

It's really very simple.

The boys were given four pieces of bond paper cut in quarters. They had to write and draw their favorite food, toy and person on each page. The first page serves as the title page where they must write the title of their book (My Book Of Favorites) and the "by line" (their name as author of the book). Once the drawings and writings are finished, they color and make designs. The last step was to staple the pages together and bind it with masking tape. The boys were pleased with themselves upon reading their own work.

In the classroom, the teachers will display their finished work and allot a sharing time so they could talk about the books they wrote. Imagine if book making could be done in the middle grades as well. What stories and facts could the boys create and communicate? Oh, the many ways to make library classes fun and engaging!

Circulation Statistics

I am not fasting from blogging. The Filipino Librarian is. The promised post on related library issue is finally here. My apologies for the delay. I have been sick and work is a monster I can not tame.

For the meantime, allow me to share with you this information regarding borowing of faculty and staff. Our statistics are low this year and it prompted us to look closely at factors affecting the trend. Below are the recommendations.

Factors attributing to low circulation by Faculty & Staff

1. Time – structures and schedules do not allow them to read and borrow print resources;

2. Technology – the utility of electronic sources (websites, etc) has more appeal to them than printed formats.

• However, teachers and staff must understand that different information technology (books and periodicals included) address different information needs and learning styles.

3. Library Promotion Strategies – some techniques to make them aware of existing and new resources may not be effective any longer.

• A more aggressive and creative way to inform them of the resources available for circulation is a challenge.

4. Purpose for using print materials – books and periodicals are primarily used as materials that provide information.

• In the context of instruction, such resources can be used as actual learning tools.


Recommendations from the GS LRC

1. Schedule a monthly library period for each department. This can run for 30 to 45 minutes where in librarians can also present new ways to use instructional materials to teachers.

2. Librarians are expected to do book talks and reviews of current instructional materials every month for each department or cluster (Science – Math; Filipino-Social Studies; Music-Arts; CMSO-Guidance).

3. Use the GS LRC’s blog to promote the library’s resources. This way, technology is used to reach out to tech savvy teachers.

4. Reward teachers and staff who frequently use/borrow at the end of every quarter with a certificate or affirmation.

5. Indicate in CS (Clinical Supervision) the importance of reading professional books, journals and the utility of print materials in instruction.