Interview with a Librarian - Crystal Smith

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Curate

I had a moment to interview librarian Crystal Smith. Crystal Smith is a high school librarian at Blythewood High in Columbia, SC. She works alongside Amy Whitfield. During our meeting, we discussed the American Association of School Librarians shared foundation Curate. Read her thoughts and my reflections below. 

"Curation is all about finding what people need. When I think of our collection, I think 'What do they need?'" - Crystal Smith

Q: What are some examples of the ways in which you are implementing these competencies in your library program?

A: "I find resources for our library based on the curriculum being taught and curate resources for those subject areas. It's a continuous cycle of weeding the collection and adding to it to keep the collection up-to-date." "We also curate resources in Destiny through collections. If students have difficulty finding something, I'm going to create a collection of resources or show them a resource they can use to find what they are looking for."

Curating the perfect library collection is a continuous cycle. I also start with the standards to determine the academic needs of my students and then I focus on what my students enjoy reading. In essence, the collection should be able to answer the needs and wants of your patrons.

Q: What are some of the resources in your library program that you are using to implement these competencies?

A: "NoodleTools is probably the best resource we have. In NoodleTools the students can collect their research sources all in one place, link sources, and take notes. It helps them cite sources. Its a one-stop-shop." "Student can also make collections of their own in Destiny Discover."

In my library program at the elementary level students don't use NoodleTools or Destiny collections. However, I try to expose them to these resources to prepare them for the future. For now the best way to implement the competencies associated with curation is developing my collection to meet the needs of my students. To get students to curate their own resources, we focus on creating reading wish lists or reading logs. Or students list resources they used in research projects at a basic citation level. The key here is to adjust for your students needs.

Q: Do any of the competencies that you are implementing include collaboration with classroom teachers?  If so, please provide examples.

A: "I've collaborated with many teachers on projects. One of the projects that I love is the conflict in countries project. Many of our students have to do this project for Human Geography or World History. For this project they have to collect sources on the conflict between two countries. For example, Israel and Palestine or Ukraine and Russia. It's a great project for curation. Students really get a chance to learn about these countries and it's great time to teach them about research and finding good sources."

Q: What are some of the challenges that you face when trying to implement these competencies?

A: "There are several challenges to curation. One of the major challenges is getting students motivated to do quality research. Changing student and teacher mindsets. Getting them to use databases rather than Google. They often want to stick with what's familiar."

I'd have to agree. My students at the elementary struggle with the same thing. They don't want to do research unless it's easy. I try to find the most accessible student friendly databases for them to use. I also minimize the amount of steps they must complete in one class session. I want students to start using databases over Google. To accomplish this, I must make research manageable, attainable, and accessible.

Interview with a Librarian - Amy Whitfield

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Collaboration

This week I spoke with Amy Whitfield. She is the lead librarian at Blythewood High School in Columbia, SC. We spoke about the American Association of School Librarians' shared foundation Collaborate. Please read her insights and my reflections to learn more about collaboration in school libraries. 

"Building relationships is the key to collaboration." - Amy Whitfield

Q: What are some examples of the ways in which you are implementing these competencies in your library program?

A: "When I collaborate with teachers, I try to be aware of their class dynamics and make adjustments." "I try to give the learners choices and variety in their assignments and include collaborative conversations."

Q: What are some of the resources in your library program that you are using to implement these competencies?

A: "We have tons of resources. I have several novel collections for shared reading assignments. I also create collections in Destiny for teachers to access resources for their units of study. In this way, I can meet their needs even if we don't have time to collaborate or meet in person." "Our website allows our students to access the library 24/7. Our resources there are curated specifically for projects we know the students will have."

Collaboration can take many forms. It doesn't have to be you and the teacher teaching a lesson in tandem. You can collaborate to curate resources. Or collaborate with other staff members to create professional development opportunities for teachers. Mrs. Whitfield has hosted several professional development book tastings in the library. She has also worked with the school's technology learning coach to provide professional development. Sometimes, professional development is hosted in the library due to available space and Mrs. Whitfield takes that as an opportunity to reach out to teachers and make connections for future projects.

Q: Do any of the competencies that you are implementing include collaboration with classroom teachers?  If so, please provide examples.

A: "I collaborate with several teachers on research lessons. It is so important for our students to know how to use the library and the library website to find information. For most of them, high school will be their first real research experience. So I try to get into every freshman classroom and teach them about our library services. I have worked with 9th -grade Human Geography classes on their immigration projects. This is a big help as they move forward."

Q: What are some of the challenges that you face when trying to implement these competencies?

A: "Time is a challenge to planning in-depth lessons or using the library. Collaboration with me is just another thing for teachers to do."

Mrs. Whitfield goes on to explain that collaboration is often initiated by her. She will go to teachers during their planning or during class observations and ask to collaborate on lessons. She wants to offer lessons and services that are useful to teachers. In essence, "take something off their plate." So how do you accomplish this? Like Mrs. Whitfield, I find it is easiest to collaborate with teachers when they can incorporate what we are doing into their curriculum. I have worked with teachers on research projects that can be graded as class assignments. I have also worked with teachers on pulling resources for their lessons or units of study. I also just allowed them to use the physical space. Sometimes the library is the only space big enough for activities. When they are here, it provides the perfect opportunity to discuss a new collaborative venture. If you want to increase collaboration, be of service in some capacity.

Interview with a Librarian - Michal Hope Brandon

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Inquire

Yesterday I visited Muller Road Middle School. There I shadowed school librarian Michal Hope Brandon. Michal Hope has taught at all three levels. She has more than a decade of library experience. During my visit we discussed the American Association of School Librarians shared foundation Inquire. Read on to hear her thoughts on this shared foundation and my reflections. 

"Inquiry is built into research." - Michal Hope Brandon

Q: What are some examples of the ways in which you are implementing these competencies in your library program?

A: "I teach 6th grade classes how to research. We discuss research, plagiarism, and citing. All of our 6th grade students have to write a persuasive essay. So I work with English classes to research opposing viewpoints. I share with them different databases such as the Gale Opposing Viewpoints database. We will work through the research process to help the students prepare to write their essays. I modify based on ability levels."

Q: What are some of the resources in your library program that you are using to implement these competencies?

A: "We have a lot of nonfiction books. We have websites for books, databases primarily through SC Discus (the state library). Our library is not fully funded so we don't buy many subscriptions for our school."

As someone who works in her district, I can verify this statement. Our district has not funded libraries in the general fund for years. For this reason, many libraries within our district utilize state resources, free websites, and the county library. Libraries are like an interconnected system. Find out what is available to you and share that with your patrons. If you don't have the budget to buy subscriptions get familiar with the resources at your local library.

Q: Do any of the competencies that you are implementing include collaboration with classroom teachers?  If so, please provide examples.

A: "As I mentioned earlier, I work with all class levels on inquiry via research topic in English classes. I'd love to collaborate with the other subject areas. Years ago, I had several partnerships with teachers in other departments but now they have moved on. I'd love to work with the social studies department. That's my favorite subject, but the teachers have to collaborate with me."

Reflecting on her comments, I recognize the struggle that most school librarians experience. We want to teach inquiry. Our research standards could easily support the core curriculum but we have to create a collaborative relationship with teachers to teach their classes. They have to see value in what we do. I try to offer my expertise and services as a favor to them. More teachers signed up for library lessons with me when they don't have to supervise their class. It is not ideal but it works. Ideally, I'd love for the teachers to receive the information I'm sharing with students so that the learning can continue. However, it gets students in the library and it provides me a time to conference with teachers briefly. More often than not this leads to a continued partnership and future collaborative project. If you are struggling to get classes into your library, give this idea a try.

Q: What are some of the challenges that you face when trying to implement these competencies?

A: "The major hinderance to inquiry is getting teachers to come in to the library and using the resources. Also, time. Time is a major constraint. No one has time for the library."

Time continues to be a challenge for most librarians. Like all educators, we are strained for time. However, show teachers that working with you will save them time in the long run and they likely work with you.

Interview with a Librarian - Colonda Peterson

Include

I had the pleasure of meeting with school librarian Colonda Peterson at the South Carolina Association of School Librarians conference. She is an elementary librarian at Killian Elementary in Columbia, SC. I spoke with her to learn more about the American Association of School Librarians shared foundation Include. This is what she had to say.

"Inclusion is so important for our students. I strive to build a diverse collection of books that reflect all of my students. I also create lessons and activities that celebrate all of us." - Colonda Peterson

Q: What are some examples of the ways in which you are implementing these competencies in your library program?

A: "I taught the students the electric slide." "First we read, The Electric Slide and Kai by Kelly J. Baptist. Then I told the students about how this dance is performed at many family functions and events for Black families. Several of the students chimed in and told me about their own experiences. Then we did the electric slide! It was so fun!" "I love lessons like this because it allows students to share about their own cultures. "

Q: What are some of the resources in your library program that you are using to implement these competencies?

A: "Many of the resources in my library for inclusion are books." "I use a lot of social-emotional learning books to teach empathy and social awareness. Some of my favorites are The Proudest Blue by Ibtihaj Muhammad and S.K. Ali, Fry Bread by Kevin Maillard, and Your Name is a Song by Jamilah Thompkins-Bigelow."

Mrs. Peterson also commented on her commitment to curating books written by authors of color. She stressed that it's important for students to hear authentic stories from the people who have lived those experiences. I couldn't agree more.

Q: Do any of the competencies that you are implementing include collaboration with classroom teachers?  If so, please provide examples.

A: "I do a school-wide read every year. Usually, the book centers around diversity and inclusion. This year we read Crown: Ode to the Fresh Cut by Derrick Barnes. The book is a celebration of Black hair. I asked all the teachers to read the book at the beginning of the year as an icebreaker activity. It's also an opportunity to learn more about your students."

Q: What are some of the challenges that you face when trying to implement these competencies?

A: "I don't get pushback too often but I've heard things. I think people fear the unknown. They fear what's different. They may say I focus on Black students and their stories but that is my student population. I want to teach everyone about our kids and their experience. I can do that through books."

Colonda Peterson is a second-year librarian. She recently graduated from North Carolina Central University with a Master of Library Science. Her library is a celebration of diversity. She works extremely hard to make sure all of her students feel welcome and supported. Her insights on the shared foundation Include clearly reflect her commitment as a school librarian. We should all strive to make all of our students feel welcome, supported, and seen. A school library is a place for all and it is a place where students should be able to learn more about the world and the people in it. How are you demonstrating a commitment to diversity and inclusion?

Blog Post #9 Virtual Reality in the Library

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 “VR and AR are not gimmicks and must be seen as valid additions to the toolkit that may be used by libraries to engage their audience, not only with the latest technology but also with the goal in mind of ensuring a proper approach to teaching information literacy (Massis, 2015).” Augmented reality and virtual reality can help your library patrons better understand the world around them and utilize the latest technology. 

For school libraries, AR and VR can allow students to experience the school curriculum in a whole new way. For example, students can experience the full force of a storm virtually or learn about the anatomy of the body using virtual reality. Bringing AR and VR into your library does not have to be expensive. There are several ways to explore AR and VR for free online. Google Arts and Culture have tons of virtual field trips for students to experience. YouTube has several 360-degree videos. When used with special VR goggles and a smartphone it turns into an immersive experience. 

Image from CoSpaces Edu

Another great way to bring AR and VR into your library is by using CoSpaces Edu. CoSpaces Edu easily allows students to build 3D models with kid-friendly tools, write code with block coding, and explore their creations in AR or VR. Signing up for CoSpaces Edu is free. A free account offers many perks such as: inviting up to 29 students, creating up to 2 CoSpaces and  1 class, creating 1 assignment, uploading up to 10 external files, and coding with basic CoBlocks. A Pro account offers many more features for a small fee. If you are interested in using AR and VR technology, consider CoSpaces Edu. Check out the video below to learn more about this awesome resource. 

Getting Started with CoSpaces Edu? Check out this Educator Toolkit! CoSpaces Edu makes their site so easy to use with tons of videos, lesson plans, and even an educator course to get started. Click here to learn more!

Citations

Massis, B. (2015), Using virtual and augmented reality in the library. New Library World, Vol. 116. Iss 11/12 pp. 796 - 799

CoSpaces Edu license plans for schools and districts. (2020). Cospaces.io. https://cospaces.io/edu/pricing.html

Blog Post #8 Makerspaces

Makerspace graphic from LeaderinMe.org.

Makerspaces are becoming more popular with each passing year. Libraries, schools, and classrooms across the country are creating these unique spaces. So what is a makerspace and how can it support student learning and achievement? According to Makerspace.com, “A makerspace is a collaborative work space inside a school, library or separate public/private facility for making, learning, exploring and sharing that uses high tech to no tech tools…These spaces are also helping to prepare those who need critical 21st-century skills in the fields of science, technology, engineering, and math (STEM).  They provide hands-on learning, help with critical thinking skills and even boost self-confidence (2015).” Like most states across the country, South Carolina is pushing for students to develop 21st-century skills that will help them be college and career ready. Adding a makerspace to your school library is the perfect way to introduce those skills in a low-stress environment.

In an article by Lauren Britton, she describes how makerspaces are not just spaces for consumption but spaces for creation. Think to yourself…where else in the school can a student go to create and explore? She states that “Incorporating Maker spaces into library service can have a life-altering impact on community members, who then have the tools, access, and training necessary to tinker with and remake their world (2012).” Britton also notes that makerspaces foster play and exploration while providing opportunities for informal learning and peer-to-peer interactions.

Magnet block creation made by my student.

Wood structure creation made by my students.

Magnet block creation made by one of my students.

Makerspaces don’t have to be expensive or intricate. Use the supplies you have and check out blogs for ideas. My favorite “maker” blog is Instructables.com. Specifically, Instructables Teachers. This blog has makerspace ideas organized by subject, grade level, and resource type. If you’re just starting out, you need to bookmark this blog. I found a post on Tinkercad. This resource is free and accessible to all. Students can create their own 3D digital designs, write code, or create circuits. Tinkercad also has a classroom setting, which allows you to create assignments and send them to students. Did I mention that your class can have up to 250 students?! 

Tinkercad Logo

Sample design of a space rover from Tinkercad.

I plan to use Tinkercad with my 4th-grade students. They are learning about the solar system. Each student will create a 3D model of their assigned planet using Tinkercad. I look forward to using this site for many more projects. I hope you will use it too.

Citations

Makerspaces.com. (2015, November 27). What is a Makerspace? Is it a Hackerspace or a Makerspace? Makerspaces.com. https://www.makerspaces.com/what-is-a-makerspace/

The Makings of Maker Spaces, Part 1: Space for Creation, Not Just Consumption. (2022). Thedigitalshift.com. http://www.thedigitalshift.com/2012/10/public-services/the-makings-of-maker-spaces-part-1-space-for-creation-not-just-consumption/

Tinkercad | From mind to design in minutes. (2022). Tinkercad. https://www.tinkercad.com/

Blog Post #7 Combating Cyberbullying

Bullying used to be one of the biggest concerns for a student in school. Now, students have to confront cyberbullying. What is cyberbullying? According to the definition outlined by Faucher et al, "The classical definition of bullying entails three key features identified through the pioneering research of Dan Olweus (1993): repeated aggressive behaviors that are intended to cause harm to a victim with relatively less power to defend themselves. Cyberbullying...incorporate(s) abuse that occurs in various online forums (2015)." 

Graphic from Webpurify.com

Because cyberbullying happens online, there are multiple factors that exacerbate its pervasive nature. To start, cyberbullying allows the aggressor to be anonymous. This makes it harder to stop bullying online. The aggressor does not have to see the victim's response or reaction. This leads to less empathy. The aggressor's attack can be permanent and have a wide audience. For example, posting pictures online of the victim or sending/posting negative messages about the victim. Many people can view it and it can be reshared multiple times making it impossible to remove from the internet. In this way, the damage is permanent. 

So how do we combat cyberbullying? I was surprised to learn that parents and students have different ideas about how cyberbullying should be handled. Most parents want physical consequences. "The parents we surveyed tended to favor punishment-oriented solutions to cyberbullying, much more so than the students or the teachers and school administrators (Cassidy et al., 2012a). Such a preference can help us understand students’ fear of reporting any cyberbullying they experience to adults, including their parents, as they might be blamed or have their technology taken away or restricted (Faucher et. al., 2015)." Although physical consequences can deter these negative behaviors they may have an adverse effect on student reporting. Instead, we should focus on developing policies and implementing anti-bullying programs.

I combat cyberbullying using the Google program Be Internet Awesome. It's an interactive game where students go to "Interland". They work through challenges and learn about internet safety. The program is free and teaches students the fundamentals called "The Internet Code of Awesome." To learn more about this program check out the link below. 

https://beinternetawesome.withgoogle.com/en_us/

Graphic from Be Internet Awesome

Citations

Faucher, C., Cassidy, W., & Jackson, M. (2015). From the Sandbox to the Inbox: Comparing the Acts, Impacts, and Solutions of Bullying in K-12, Higher Education, and the Workplace. Journal of Education and Training Studies, 3(6). https://doi.org/10.11114/jets.v3i6.1033

Be Internet Awesome. (2021). Be Internet Awesome. Be Internet Awesome. https://beinternetawesome.withgoogle.com/en_us/

Cyberbully Statistics Are Scary - Get the Facts - WebPurify. (2021, June 17). WebPurify Profanity Filter. https://www.webpurify.com/blog/40-statistics-about-cyberbullying-in-2021/

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