I remember using interactive notebooks when I was an English teacher many years ago. I have always personally loved projects in which students construct books as a process to help them construct their knowledge. So my mind drifted back to this idea recently when my English department reached out to me for help with background research for context knowledge before reading a book. The teachers were looking for something different than infographic posters, slide presentations, or videos. So, I looked into a digital version of interactive notebooks and found an abundance of resources.
While this is not a new educational concept, I love to revisit golden oldies and think about how to put a new twist on it. I was drawn to resources that showed how to make templates for a digital notebook using Google Slides as the medium. I thought this would be a perfect match for conducting background historical research and not a full blown research project. I am working with 7th grade language arts teachers, so I like that interactive notebooks allow educators to design the level of scaffolding research skills.
There are many tutorials circulating about making digital interactive notebooks, but I found the following one useful by Jessica Wilding of Blended Learning in Texas: Getting Started with Digital Interactive Notebooks. I picked up many new tech tricks to use with the Google Slides environment. My favorite new insight is learning how to use the “master” view to set-up templates and create fixed text and images. This is what makes the digital notebook look, feel and act like a physical notebook or scrapbook. As I played around with it, it reminded me of the old mac software Hyperstudio of putting in icons and active features to make learning more engaging. I know that is a throwback tech reference, but I could not help myself. The great thing about using Google Slides is that students are familiar with it, and they can pick up new tricks in the process of recording their research. Additionally, it shows them how to break out of using Google Slides only for slide presentations as well.
I have also written about creating Hyperdocs with Google Docs, but I see Interactive Notebooks through Google Slides as leveling up a notch because it provides more possibilities for interaction. Working in the “master” view of google slides is like the underlay and then switching to the “normal” view allows students to input or enter text and move around objects and pictures. There are so many fun features you can put in an interactive notebook to simulate manipulatives like in real life. You can also leave a minimal template and let students embellish depending on how much support and guided inquiry you want to provide.
I am in the planning stages of this project, so this is just a preview of a project for after the holiday break. The book 7th grade students are reading is The Red Pencil by Andrea Davis Pinkney. The research is on the Darfur conflict in Sudan during the early 2000s. Since the story focuses on a character receiving a red pencil I thought the digital notebook concept a nice pairing with the pencil. For the cover design of the notebook, I intentionally embedded African fabrics in a composition book style in which students can choose amongst six designs.
Here is a sneak peak to see the interactive part.
I really enjoyed designing the notebook and think there are many more uses that librarians can incorporate into their repertoire. I could see interactive notebooks as a scrapbook for a novel, a book of poems for poetry month, or a reader’s journal over a semester. I am interested in seeing how other librarians are using interactive notebooks as well. Please share any more applications for libraries in the comments.
I was recently asked by an administrator to share with our faculty tips about finding images and media for projects so that we can model for our students how to find appropriate and licensed images and media for use. This led me to review, revisit, and revise how I tackle and present concepts of copyright, fair use and Creative Commons licenses. Most academic institutions realize it is important to revisit topics of academic property and intellectual rights with staff every couple of years; if not, annually. In the process of dusting off my own knowledge of the topic and looking at the ways our students and faculty are using media I stumbled upon some new angles to share efficient and relevant ways to find images and media.
It started with a question from a teacher,” Can you share that website that has the ‘free’ images with students?” I am sure many of you have been asked this question and have offered up resources that direct teachers to places to find images labeled “free to use.” While this is one of the most common ways many librarians tackle the complex intersection of copyright, fair use, and creative common license; I specifically and purposefully, have shifted my language away from using the words “free” to “licensed to use” as a slight paradigm shift in this topic. I choose this shift because of the role Creative Commons has emerged over the years for offering ways for creatives, artists, and content creators to share and take control of how their works are offered for use in our digital landscape. I see CC licenses now as the fourth prong to the discussion of copyright, public domain and fair use. I went down the “rabbit hole” of reviewing my own understanding of these concepts. Then of course, I created a libguide for our faculty built from the previous work of my librarian colleagues with the addition of new perspectives I gathered. In my mind’s eye, I pictured this information as a Venn diagram, albeit in the shape of the square content boxes of libguide construction. I felt renewed in my understanding of how these concepts of attribution and use relate to each other, and I nerded out on how I could convey these complexities to teachers that have limited time; and in this year, of especially strained circumstances, limited bandwidth. I had ten minutes of a “captured audience” in a morning faculty meeting in which to convey this information, so the libguide would need to serve as the follow up resource for anything I did not get to cover in the meeting. Here is my attempt at thoroughness while navigable (click image below to view the libguide).
So needless to say, I did not start the presentation with, “ today, we are going to look at copyright, fair use, and creative commons.” Instead, I shifted to sharing tools they could immediately use as a backdoor to eventually addressing the copyright conversation. Which brings me to the question: have any of you noticed lately that Google image search usage tools are now using Creative Commons Licensing language as a filtering choice? So I showed them how to use the usage tool in a Google image search. Some of you will remember that Google used to have four different filters for searching images, now they have broken down to two: Creative Commons Licenses and Commercial Licenses. Because Google made the switch I could move our faculty and students to the switch too. It gave me the opportunity to discuss what Creative Commons licenses are, and how it relates to copyright. Additionally, Google is linking licensing details and source links to the original work more clearly. By showing them a tool they could use immediately, I captured their attention and many of them found this useful for class projects. I additionally showed them how to find CC licensing information on an image when they are using the internal image insert tool in Google slides as well. The little magnifying glass in the bottom right corner of the images lets your track back to the original images to check on its license for use. The following pictures illustrate the steps.
Google Image Search Usage Tool
Google Slides Internal Image Search
Here is the same information in video form to see the search process.
I am grateful for the faculty I work with and learn from in a symbiotic relationship. They were attentive and receptive to the information I shared. Several of them immediately sent me an email thanking me for the useful information. Several 6th grade language arts teachers invited me to do a mini-lesson of these searching for “images license to use” with their classes. Additionally, a math teacher shared that they were adding this process to one of their presentation assignments in which students would add photo credits and attributions on all images in their slides. This made my librarian heart sing that our sixth graders were starting on the pathway to proper photo attribution in creative projects; normally, a skill introduced in later grades.
I am always reminded that when we have to teach a concept to others we learn and retain more ourselves. I am thankful that my administration always loops the library program into faculty information sessions. I have learned more and refreshed my view of copyright, fair use, and now Creative Commons. I have even started to license my own content with the CC nomenclature. The following post is licensed under .
While many of us in education are used to the pendulum of educational trends and practices swinging back and forth; in this decade the new mode of operation is the pivot. As many of us prepare for the new school year amidst the continued confusion of the health crisis, social upheaval, and financial downturn our normal pre-planning routine once comforting seems insufficient. However; in this new age of anxiety, I see librarians’ honed expertise and intellectual instincts sharpen to focus their skills and passion to connect with students and convey knowledge and learning in all available platforms at their disposal. In the spring we were all thrust into an educational pivot.The summer has afforded a time of reflection more than restoration, but as I move forward this school year my aim is to find poise in the pivot.
The word “pivot” has proliferated through all our news media to describe the most common action in this time of upheaval. Revisiting the meaning and function of the word in our language can give us clues to embracing poise in the pivot. In mechanical terms a pivot is a shaft or pin that supports something as it turns. A fundamental move in basketball, “A pivot is when a player maintains one foot having contact with the ground without changing its position on the floor and utilizes the other foot to rotate their body to improve position…(1)” In business and data organization the pivot table is one of the most powerful functions, “The “pivot” part of a pivot table stems from the fact that you can rotate (or pivot) the data in the table in order to view it from a different perspective. To be clear, you’re not adding to, subtracting from… you’re simply reorganizing the data so you can reveal useful information from it.(2)”
Common to all of these definitions is there are two parts to the pivot. The anchoring, supporting entity and the shift or redirection. I see the foundations of our discipline as librarians as the anchor. The culture of inquiry, intellectual curiosity, and scholarly pursuits grounds us and has stood the test of time while our playful attitude to try new things, tinker with new technologies, and experiment with new programming is our pivot point. In a way we have been perfecting our pivot all along. Think of the average day for a librarian where a combination of the following is the norm: collection development, reader advisory, collaborative teaching, space design, digital curation, web design, student engagement, information literacy, storytime, book clubs etc. In these uncertain times our pivots may be swifter with sharper angles but we can set up systems to insure the smoothest transitions.
Consider some of these pivot moves whether on campus, blended or fully virtual.
As we may be scaling back on our physical collections and limiting physical access due to social distancing recommendations our digital resources and applications continue to offer support to our students and teachers
Promote databases to teachers as supplemental resources– often library databases are only used for independent student research, but many schools in face-to-face settings are minimizing print materials to avoid locker crowding. This is a great time to reach out to your faculty to share that library database articles could be great lesson source material, plus it models information literacy. I have noticed most major database companies have added a “send to google drive” feature. You could show or make a movie for your faculty and make it easy for them to add to their own digital resources. These resources can be seamlessly integrated to a blended or virtual classroom.
Level up your Google Apps usage– so many schools are using Google Apps and students and teachers are comfortable and accomplished with it. Make time to check out new features or try features you have never used before. While Docs, and Slides are the mainstays Google draw is underutilized and has lots of potential for graphic organizers, infographics, digital posters presentations, doodle sketches for understanding. Have you seen the new Jamboard app added to the fleet of apps?It is basically a digital whiteboard that has the same great collaboration features as the rest of Google apps. As an instructor you can use it just like a whiteboard to instruct the whole class, and you can also add sticky notes, and images. You can allow students to also edit and contribute or maybe this is the new group collaboration tool when you cannot have students put heads together at a table- let them collaborate digitally in the classroom or from home. In blended learning this could be a way you capture an in class session and pass it on digitally to those that need it. Have you seen the new Collections app? It is an in-suite curation tool with good search memory. It is like Wakelet, but within the G suite. This could be used for a great lesson on web searching, evaluating, and organizing sources. Also good for any setting live or pixelated. Google news has been around, but I like the “Fact Check” and “Beyond the Headlines” panels on the right if news-media literacy is in your program this could be useful. Google has also added a Podcast app. Some of the teachers at my school have students create podcasts. A great way to teach it is to have them listen to notable and grade-level appropriate podcasts. This is also a nice media format change for online learning to focus on auditory instead of visual information.This app categorizes podcasts and you can subscribe to ones for your own enjoyment. So keep googling google apps.
Sprinkle in some new websites, interactives, and outsider apps like glitter (sparingly, but with sparkle)
Every year about this time I revisit AASL’s Best Digital Tools for Teaching and Learning. I make a point to try at least two of the resources they share. I try it with my own curriculum. I use my fellow librarians as guinea pigs. Then I consider which teachers, subjects, and projects that would pair well. Over time I have amassed quite a repertoire of tools.
Flipgrid has been featured in many educator resource articles as it is easy to use, makes quick videos manageable and helps community/culture building in a blended or digital setting. If you have any presentation projects and have to shift into digital mode this is an easy transition. This is a great platform for booktalks in the library.
I recently used Geniallyfor a robust digital arcade for Battle of the Books (more details in a future post). It is a great tool for adding interactive elements to websites. I solely used the gamification set they had. It has great professional graphics and ready made templates. These could be a great exit ticket game in a live class. This is an easy way to add engagement in online environments. This does not collect or share data results, so most of the tools are more for student self-check.
The one I want to try this year is Parlay. While I have not field tested it I have explored it this summer. I am drawn to this app because it is actually designed for different settings: live or online. It is a platform for discussions, so programs that use the Harkness model or Socratic seminars could use this to orchestrate, digitize, and data collect during a class discussion. I was impressed with the data a teacher could analyze to democratize the voices in a class.
Libguides, our industry standard, or the library version of a LMS is the container for all our digital resources. The beginning of the year I take time to review past libguides to edit and tweak for dead links, layout and design improvements or new resources to add. I also try new features from Libwizard or embed some of the above mentioned resources to integrate into a libguide.
Our school continually uses Noodletools as a research platform and citation management tool. I noticed a recent facelift in the program with some layout tweaks. At the beginning of the year I make a point to reach out to new teachers to help integrate into their course if they have not used it before.
Years ago I signed up for Diigo, and I still use it as my own online bookmarker. The other feature that I have also loved is the highlighting and annotating features. As a former reading coach, I still think we need to model and apply print reading strategies to digital texts and this program allows this.
There are so many more, but I have to also be mindful of my own creation of infobesity. Finally, more than any of these tools I really think our ability to possess poise in a pivot is our personal touch with others. I mostly use the above mentions as curricular conversation starters, but more than these are my care and connection with my colleagues. Often listening is more effective than an online offering.
I wish all patience, presence, and poise in the great pivot we are all making this year.
I always feel recharged when I am in the company of my fellow librarians. I am inspired, humbled, and enlightened by our collective endeavors to seek and share truth, cherish and foster reading, and empower our patrons on their own journeys of knowledge whether it be for an assignment, entertainment and escape, or for a breakthrough in self-development. In these times of multiple crises and layers of turmoil I turn to my instincts as a librarian for both comfort and understanding. I have noticed that many of us in the library and publishing industry have responded to the current events of the continued injustices visited upon the Black community by compiling resources and sharing book lists about antiracism, racism and social justice. I am heartened by the overwhelming response of the public and the social media realm to seek and share these resources as reigniting the conversation about justice, equal rights and human rights. In this profession we have consistently discussed, and disseminated the importance of multiculturalism, representation, and diversity. Librarians often are at the forefront and early adopters of ideas, programs, and language that continue to promote inclusion from all voices as witnessed by concepts like #ownvoice and the “windows” and “mirrors” as a reader perspective framing device. I have learned from many of you that have written posts, compiled book lists, and held workshops how you are reflecting on diversity and conducting diversity audits of your collections.
And for this I am grateful and enriched by this tradition and like many of you, I am using this summertime to delve into self-education and research related to diversity in libraries.There are so many lists circulating currently by writers representing #ownvoice sharing about anti-racism and injustice; I am reading these to share with my patrons, but for this forum I want revisit the history of libraries and share figures that have inspired and informed me in the field of library studies. I want to highlight two librarians that have come to my attention in the last couple of years.
I have always had a fascination with the 1920s, and it is not only from this year 2020 as its centennial counterpart. Through my social media algorithms I stumbled on the following article, “The Librarian at the Nexus of the Harlem Renaissance.” My interest was immediately piqued. I had always wondered about the role individual librarians may have played in historical and cultural events. Regina Anderson Andrews was the librarian at the 135th Street Branch of the New York Public Library in Harlem during the height of the Harlem Renaissance. Her story struck a chord with me because of her avocation for the role of a librarian. She not only managed the daily duties as a 9-to-5 public librarian, she hosted a literary salon with the luminary artists and writers of the day. One of my favorite authors, Zora Neale Hurston, was mentioned as one of the working artists crashing at her place. She was also part of this creative class as she wrote and produced plays that captured and gave voice to African American stories. The book Regina Anderson Andrews, Harlem Renaissance Librarian by Ethelene Whitmire further explains the career, hardships, and impact of Mrs. Andrew’s work. She also reached the stature as the first African American supervising librarian in the New York Public Library system. I admire her life’s focus on, “ the use of books as our strongest means of promoting intercultural understanding.” She was known for her library programming called “Family Night” in which she invited great thinkers and writers from differing backgrounds to share their perspectives and stories to serve her diverse and immigrant population. The book also does a thorough job of showing influential figures in the library world that I found illuminating as a springboard for further study. I consider her a model I try to emulate in my own life and work. (See more primary documents about her from the Schomburg Center for Research in Black Culture, Photographs and Prints Division-Digital Collections)
On one of my afternoon commutes from work I was listening to the Annotated podcast produced by Bookriot when the story, The World’s Most Glamorous Librarian mesmerized me. I was introduced to Belle da Costa Greene, “the most glamorous and influential librarian in early 20th Century America, who kept a life-long secret that could have ended her career.” She was the librarian for J. Pierpont Morgan, an American financier during the Gilded Age. She acquired and curated his renown collection of illuminated texts, historical documents as well as notable British and American writers’ first editions and journals for over 40 years. According to recent articles and research she had wit, allure and mystic surrounding her story because she was truly a self-made woman. She tweaked her name and evaded specific questions about her heritage. She eschewed her father’s prominence as the first African American man to graduate from Harvard in order to evade a race label. In the book An Illuminated Life: Belle da Costa Greene’s Journey from Prejudice to Privilege historian Heidi Ardizzone Ph.D. fashions a portrait of this enigmatic intellect and her impact on New York’s high society. She is quoted as saying,“Just because I am a librarian doesn’t mean I have to dress like one.” She also defied the societal expectations of women. Her self-contrived story gives us a snapshot of the construct and constraint of race at that time, and we are still grappling with it today.
They are more than flapper librarians, but unflappable women that defied the social constructions that surrounded them. I am honored to be in the same field as these two, and I will continue to read and research the many other influential librarians from diverse backgrounds to see the fuller picture of our history.
The following resources have lists of other Black librarians throughout our history for further study.
“Where is the ‘quick cite?’ ” is a refrain I often hear when some of my middle division students are searching for information on websites. While the repetition of this question might lead to mild annoyance; underneath it all, I experience a bit of librarian glee because I know the circumstances that lead students to this question. The reason our students repeatedly look and ask for the “quick cite” is because they are well trained to use library databases in conjunction with Noodletools. Students learn early that databases are not only a reservoir of credible sources, but that they provide formatted citation information, a “quick cite,” ready for an easy grab as prompted by Noodletools. At Berkeley Preparatory School we have an array of databases that the library hosts for students. There is buy-in from our administrators and consistent reinforcement from our teachers to use the library databases and digital resources. So when students venture outside these resources on the open internet they are confronted with the reality that most websites do not have a nicely formatted citation ready for import into their Noodletools work area. They are horrified that they must enter each discrete piece of citation detail for each website. The trials and tribulations of our digital natives led me to observe that they struggle to find the source information from websites to complete a proper citation.
In devising a lesson I wanted to build skill development in recognizing the parts of a website source, but in a tangible way to engage students. I wanted to avoid “the stand deliver” method in which I talk at them and their eyes glaze over. So I made magnetized arrows of the parts of a citation. Since we are a school that uses Noodletools, I showed them how the fields in the Noodletools source citation maker match the arrows I had created. I find it is important to explicitly show them how concepts line up or match between systems and approaches and not assume it will translate naturally for students. I reminded students where they can find all the pieces of information to give proper credit, and how Noodletools helps guide that collection of data for websites when they are searching in environments outside our databases.
Then I modeled searching on websites in which I had chosen a topic similar to the ones they were researching. Students were looking for current articles to prepare an argument to defend. I used the arrows and lined them up on the board pointing to where citation information is on a webpage. After a few fields I even asked students where I should place them. Then on the next website projected I handed out the arrows to students, so they had to get up and move to the board to apply it themselves. Then we checked it as a whole class and discussed patterns we noticed with websites, i.e.,how sometimes there was only a copyright date and no day and month data. We also commented on corporate and institutional authors when there was no individual author. Then another website was projected and another group of students visited the board to interact with the webpage. The students enjoyed moving around and using the arrows to demonstrate their understanding. I found I could get quick feedback of how much a class understood where this information resides on a webpage.
Then students were researching independently on websites. Students still raised their hands to get help finding where the information for a citation was, but I found they were seeking confirmation more than needing me to point it out. I could refer back to the examples we used earlier and ask them questions to help them answer their own questions. Students learned that there is rarely a “quick cite” when they are using websites, but they demonstrated more confidence in completing a “slow cite.” I felt better knowing that my students could navigate and credit sources more accurately regardless of the environment in which they were seeking.
At the beginning of the year we added a new event that served as a welcome, an orientation, and a big book event to the 6th grade class; it is the Hootenanny. This idea was a collaboration between the middle division librarian and the 6th grade language arts teachers. The impetus was that all the incoming 6th grade students read the book Hoot by Carl Hiaasen as part of their summer reading. The teachers and the library team wanted to create a fun, informative and bonding experience based on the book and its themes. The language arts teachers knew they wanted to end the event with a viewing of the movie Hoot; so we worked backwards from the movie timeframe to plan out the rest of the program. Since Berkeley Preparatory School is located in Tampa, Florida, this book is a great one to kick start the year and celebrate with a Hootenanny.
Originally, we envisioned that this would be an after school event, but then we were lucky that middle division program created a special schedule that day so that 6th and 7th grades could have special events for class bonding. So we had three hours and twenty minutes to plan the special event for the 6th grade. One of the library’s aims was to share all about the library and what it has to offer, so while the beginning plan was library-centric the whole event became more interdisciplinary when we began to draft the activities that the students would rotate throughout the library.
Snapshot of the schedule
Logistically, we had our four members of the library team and all 6th grade teachers as support for the program. The librarians and language arts teachers facilitated the rotation stations while the other 6th grade teachers rotated with the students. There were 105 students. Groups were quickly formed by preordered colored name tags. I sent out a color-coded schedule of the rotation so that transitions were smooth and timely. I also announced when 1 minute was left in a rotation.
Snapshot of one rotation
While we did not have folk music and dancing like a traditional hootenanny the students did waltz through seven stations of activities. Here is a description of the activities.
A “Battle of the Books” style activity but with the book Hoot. We set-up 10 buzzers so that students could buzz-in their answers to the book Hoot. This is a fun quiz show style activity, but it also served to promote our middle division Battle of the Books team. Berkeley annually hosts a Battle of the Books for Bay Area schools.
Virtual Library Overview
Our collection development and database librarian, gave students an overview of the digital face of the library in our library classroom. Students learned about our digital resources and how to navigate through the library webpage.
We had a special station for students to hear from our Middle Division Service Coordinators about our robust Middle Division Community Service program; we thought this a perfect complement to the theme of activism in the book.
The Digital Lab
We also enlisted our Digital Lab Coordinator to run a design challenge and share about our creative and innovative digital lab which is just a couple of steps away from the library. The Digital Lab is another learning resource for our students and often research projects start in the library, but migrate to the Digital Lab for creating projects based on their research.
Students learned about the creative corner area in the library. We did a simple, artsy book spine creation based on the book My Ideal Bookshelf. Students decorated one book spine of a recent favorite read and then we compiled them all for one of our first bulletin board decorations. This highlighted the area of the library where students can be creative.Now the poster resides in my office.
Pin the Wise Owl Teachers to the Bookshelf
This activity was a spin-off a classic childhood game, but for the specific purpose for our students to learn about our non-fiction section of the library and where each subject area lives. I photoshopped our 6th grade teachers onto the bodies of owls and put magnets on the back. Students in small pairs had to find where that teacher-owl would perch in the stacks. So students got to learn all their teachers and identify where that subject area information would be in the library. After all the owls were placed they walked around and checked all the subject area teachers and the area where books related to their subject live.
Burrowing Book Owls
In this station we wanted our students to get familiar with our fiction collection. We created bookmarks with owls on them to serve as book recommendations. After we explained how to navigate in the fiction section we gave students a burrowing owl bookmark so that they could place it in a book as a recommendation.They browsed the shelves to look at all the fiction books we have. By the end of all the stations there were tons of burrowing owls peeking out of the books. We shared that we would leave these recommendations there for awhile so that can come back to them. We also made special librarian recommendation bookmarks that featured our own pets.
The Grand Finale-The Film
Finally, after all the stations we had a snack break on the Aye Arboretum which is like a veranda off of the library. Our Sage Dining staff set out cookies, potato chips, and fruit. Then we headed back into the main area of the library to view the film of Hoot on our large whiteboard/projection screen. We shared with students that they could bring pillows and blankets to get comfy on the floor or sit in our available chairs. Soft seating was reserved for the teachers. We all enjoyed the movie version of the book. It was a great way to celebrate reading, the library, activism, creativity, learning and Florida while getting to know each other as a class.
I have wanted to delve more deeply into gamification in the library. Over the years all of us have incorporating games throughout our programming whether it was staging a scavenger hunt, creating a Kahoot! for a lesson, or even the classic Jeopardy Powerpoint. Several years ago I looked into digital badging as one entry point into adding game features in my library program, but it never came to fruition. At the tail end of this school year I started my gamification research again as a way to recharge and level up the Battle of the Books program that has been going strong at my school, Berkeley Preparatory School. In a way, any schools that have had a Battle of the Books program demonstrated an early form of gamification in the format of a game show. So that is why I thought I could bring in the digital tools readily available to the classic Battle of the Books model to capture the interests of our students today. Students have loved books like Ender’s Game,The Hunger Games, Ready Player One, and more recently Nyxia that have video game elements in the narrative. So I thought I would immerse myself into gamification in education to see how I can merge these elements all together. I have named this iteration of gaming- Ready Reader One: a Battle of the Books Reboot. In this post I will share my research resources and the initial elements I want to incorporate. Disclaimer: I have not built my platform yet, but I hope to use the Google suite of apps to have a leaderboard, digital badges, and boss battles. I plan to write follow up posts on the process and outcomes from this endeavor.
Video Promotion of Ready Reader One
Some Basic Game Elements to Consider
Avatars/Player Stats– Students create their gaming identity and have their own statistics page.
Leaderboard– The central level-up board that pays tribute to video arcade games. This gives students feedback on their status
Quests/Missions-Narrative-based challenges like the webquest of yesteryear or the days of Dungeons and Dragons
Battles/Boss Battles-Setting up a challenge in which students collaborate to defeat a common enemy/beast.
Powers/Tokens– If students achieve a mastery or level they receive a special power or token that helps them get further in the game.
Badges– As students move through tasks that can receive a badge for each level or skill they achieve.
Pre-Existing Game Platforms
The following links are gamification platforms that have built the ecosystem for gaming elements for the classroom.
Classcraft is the industry standard for a full package gamification for a classroom. They have demos and lots of support. Classcraft is robust and full-featured at the onset, but can be modified by the instructor. Rezzly has the basic features you would want to get started in gamification in education; it is simpler than Classcraft. I recently stumbled upon Grade Craft and it also has all the games elements available in a structured, easy to use set-up.
The following educators are using google sheets to gamify their classrooms. I have decided to follow in their footsteps and build my own platform with Google apps so that I can tailor it specifically to my program. Many of the pre-existing platforms listed above are built for traditional classrooms and are a bit too robust for what I am trying for my program. So I am going to use many of the tips and tricks from the following educators to use more features of the Google apps. I am learning how to make a master sheet and link Google sheets to each other to automate scores on the leaderboard.
I am always thinking about the balance between powering up and powering down. I want my students to be able to excel in the digital realm, but also develop inter/intra personal and introspective skills through off screen activities as well. The act of reading and getting lost in a book and playing a physical board games with classmates will also be integrated in this program. I am going to reuse some classic board games, but create new question cards based on the reading list for the Battle of the Books: Jenga, Trivial Pursuit, Pictionary, and Battleship are just a few of game reincarnations to go with the book list.
I am excited to get started on the underlying structure to gamify the Battle of the Books for next year. I am going to start with creating questions in a Google form for each book on the list that will link to the leaderboard. I am also going to create a quest in which students will share about elements of each book to gain additional points. I’ll keep notes on my process to share for my next post.
“A library outranks any other one thing a community can do to benefit its people. It is a never failing spring in the desert.”
There are opportunities for library programs to get involved with the community service initiatives of the schools they serve; especially, with projects that involve literacy and reading. I want to share a service learning model that fosters student initiative and embodies a full school commitment to the service of others.This post complements and relates to the posts from our fellow AISL librarians, Laura Bishop and Maria Falgoust who shared their experience and research with service learning and libraries. I hope my experience adds another example of library programs partnering with community service programs. This year at my school, Berkeley Preparatory School, I was excited to participate in a community service role in which the Jean Ann Cone Library supported the community service of students to build a school library in the Bahamas. The vision statement of Berkeley Preparatory School is: “ Berkeley puts people in the world who make a positive difference,” and the Bahamas Books service project epitomizes the fulfillment of this vision through multiple departments, programs, faculty, and students coming together.
This service learning program was developed over many years, and in my role I am “standing on the shoulders of giants,” of previous librarians, teachers, administrators, board members and students who exemplify the spirit of social responsibility. As a new faculty member, I am gifted with a unique perspective because I have new eyes to admire the scope of this program with the freshly-minted experience of now understanding the details involved. This past February, I and Middle School Community Service Director, Buck Johnson, traveled with nine Middle Division students and eight Upper Division students to Nassau, Bahamas to set-up a library at Yellow Elder Primary School. Over the course of four days the Berkeley students set-up 2,800 books complete with a digital catalog and presented library lessons. While this was my first service trip it was the third school to receive a school library from this program. I want to share the journey that includes Berkeley families, alumni, Parent’s Club, Middle Division and Upper Division community service programs, and the Jean Ann Cone Library that all came together to support and share literacy through the power of libraries in the world beyond our campus.
The impetus of this project started with Berkeley student, Elias Tsavoussis ‘16 noticing a need for more access to books in the Bahamas to address literacy. Elias talked to his parents, peers, and teachers at Berkeley about the ways he could start with a book donation to gather resources for a library. He took his early research and ideas and applied for Berkeley’s 50th Anniversary Service Award, a scholarship award “that honors students who have made a strong commitment to serving his or her community such that the student’s activities make a positive difference in the world.” Elias received the award, and with its grant money, he established a library at Nassau’s Columbus Primary School. From this project, The Berkeley Bahamas Books service initiative began, involving Berkeley’s Middle and Upper Divisions. Since the project’s inception, two more Bahama Books primary-school libraries have been started, both in Nassau. Elias’s siblings, Alexis ’11 and Paul ’13, also developed the non-profit organization Mission: Education Bahamas that aids literacy research, efficacy, and acquiring more grant funding. Their involvement started the Berkeley alumni affiliation with the project that continues to collaborate with our school community and students today. Now Wendy’s, Marco’s Pizza, and Popeye’s in the Bahamas sponsors the Bahamas Books as well.
Another important school community event that is integral to the Bahamas Books project is the annual “Share the Love of Reading” book drive that the Berkeley Parent’s Club has been organizing for over 12 years. This project brings the Berkeley community together and gives to local literacy and educational organizations. The scope and reach of this established community book drive enabled a new international outreach to be the next phase of giving; it now serves as a major source of books for the Bahamas Books project among its continued local outlets. This venture illustrates that often our schools have systems and programs already in place, so that libraries and library programs do not have to start with a blank slate, and it gives us another way to collaborate with our school communities. Our Lower Division library, the Rudolph Library, has also been a constant contributor to the collection. Finally, we have also reached out to our local librarian cohort, the Bay Area Association of Independent Schools librarian group to ask for any books they are no longer using in their collections, but are still serviceable.
I also want to highlight that because this service project was student-driven at its inception it has continued to have a strong student leadership component where the torch is carried on by Upper Division students. Most models of service learning and experiential learning stress the importance of student ownership and initiative as an important component to success. Additionally, the Jean Ann Cone library has a strong student library proctor program that serves as another student leadership program at Berkeley. Many of these student library proctors serve as foundational help to the Bahamas Books program. Their library training and daily workings in the library make them the perfect mentors to the Middle Division students that choose this program for their community service focus and other upper division students. Usually two to three student library proctors volunteer to attend the trip to the Bahamas and they are instrumental in the whole group putting together a library in four days.
So how do you process 2,800 books on top of your daily school library and teaching schedule? The answer: Middle Division students. The Berkeley Middle Division has a robust community service program from 6th-8th grade which gives students the foundation to serve others and prepare them for independent community service projects in Upper Division. As the Middle Division Librarian my role is to teach and shepherd a dozen Middle Division students on how to sort, label, process, and catalog library books. There are six dedicated days spread throughout the school year for students to be immersed in a service project. In the Bahamas Book track, the morning is comprised of three and half hours of dedicated work time where we sort, label and catalog the book donations. The afternoon is reserved for all community service groups to return and reflect on the service of the day. I relished this time with my Middle Division students giving them “the behind the scenes” tasks of libraries so they understand the inner workings of their own school library. As we sifted through the books students shared their recollections and memories of the books they checked out from the library when they were in Lower Division. I also believe they developed a new appreciation for the “grunt work” aspects of library by handling 2800 books and packing over 70 boxes. Our Middle Division students also revisited the Lower Division library and made a how-to video about library procedures to share as an instructional tool for schools that have never had a library before. Our students also designed library posters and bookmarks to give the students in the Bahamas the full experience they remember in their library as children. I refer to this group lovingly as my home team because not all of these students travel to the Bahamas, but they are instrumental to preparing the books to be a full functioning school library.
While I am working with the Middle Division students, C.D. McLean, our Library Director and one of our Upper Division librarians, oversees the Upper Division students who signed up to help and go on the trip. She set up weekly lunch meetings so that this group of students could plan and organize the types of library lessons the students would implement upon completion of the library. Students chose relevant books to use for storytimes and library activities in which the librarians reviewed and gave feedback. These Upper Division students also serve as mentors to the Middle Division students who traveled on the trip. I coordinated with the Yellow Elder Primary School principal, Mrs. Armaly, to schedule our students into their classes which involves a full day of engagement with the children of Yellow Elder.
Collaboration and Reciprocity
The day of travel finally arrives. All the hard work culminates in both the Berkeley Preparatory School and the Yellow Elder Primary school coming together to celebrate reading and libraries. We arrived on a Saturday afternoon, so our first two days are spent exploring the culture and nature of the Bahamas. We spent a day on the water taking a boat trip to the Exumas where we visited an island of iguanas and stopped on a remote sandbar to fully experience the crystal-clear caribbean waters. Then on Monday we were warmly greeted by the whole Yellow Elder Primary School in a schoolwide convocation. The administrators of the Yellow Elder Primary School read quotes from famous authors about the power of libraries and reading. Then a program of student performances began: students read poems, sang songs, and danced traditional dances. Our trip coordinator, Buck Johnson represented our group and expressed our gratitude for their welcome and expressed our honor in sharing the love of reading with their community. These are the powerful moments of community service: the culture exchange, mutual benefits, and reciprocal learnings that all groups involved experience. We were all moved from this opening day at the Yellow Elder Primary School. The rest of the day we spent setting-up the the library. We broke into groups building furniture, shelving books, and decorating the library. It was a long work day, but the excitement of the children spurred us on. I also had the opportunity meet with librarians in the Bahamas to share and exchange current trends in library programming. Our last day at Yellow Elder was spent engaging with students through literacy and library activities-storytimes, letter recognition crafts, prop making, and games. For me, it was a joy to see my students imparting their own experiences and passions for libraries to this younger generation. Our students remarked about how it gave them a new appreciation for their own library when they saw how excited children are in the realm of a new library. I know it reinvigorated my own view of being a librarian. In reflecting on this whole experience I cannot stop effusing gratitude that I not only get to share the love of reading and research with my fellow librarians and students in the beautiful Jean Ann Cone Library, but that I also get to be part of a compounding effect of sharing the gift and value of libraries to a wider community. I am thankful for the Berkeley Community Service program that included the library program in building a legacy of literacy and encouraging us to make a difference in this Caribbean corner of the world.
Often we are called to share our knowledge of genres with language arts classes. This year our 8th Grade English classes were embarking on a unit of genre study. They were to learn about some specific genres, read and analyze them in class, and then write their own story that uses the conventions of their chosen genre. They came to the library for a genre focused session and to get a book that would inform their understanding. My goal was to give the students more tools for finding books on their own, but through the lens of genres. I had done the genre game earlier in the year with 6th graders, so I wanted to do something different. I reflected on this generation of “digital-natives,” so I thought I would anchor the lesson around the symbol and function of the hashtag.
Click on the image to get your own copy of this graphic organizer.
So I created a graphic organizer that is a large hashtag. Each square had a category to capture about a genre the students were studying. At the beginning of class I posed the question of what is a hashtag and how does it function in our current media landscape. Students quickly shared how it serves as a grouping mechanism to identify similar concepts. I then used the hashtag as an analogy to how genres have been functioning in the literary and library world much like the hashtag of the current instagram generation. I then passed out the graphic organizer and randomly gave students one genre to go into depth about. There were a couple of questions students could answer on the graphic organizer to activate their prior knowledge before I showed them some tools we have in our catalog and online databases. This helped me see what they already knew about genres.
I also had a simple Libguide that I had created to guide the process. The first content box on the Libguide had some links to genre definitions. These websites helped students find out about the characteristics and elements of genres. I modeled how to look these up and then write the information on the hashtag graphic organizer. To complete the other areas like “notable authors” and “example titles” I showed students how to use our subscription to Novelist Plus. I demonstrated to them that you can look up books by genres to get ideas and recommendations for reading. So they spent some time working through Novelist Plus and writing down examples. I also showed them how Novelist Plus cross-references with our catalog, so they would know if we had that book in our collection. After students completed their hashtag graphic organizer I made a quick matrix on the board so that we could share the characteristics of each genre that way students had exposure to the major conventions of each genre. Then students had time to explore the shelves in the library and apply their new skills of finding books by genre.
Starting a new school year is like setting off on a expansive hiking expedition. Many of us are in our prepping stage: getting out our dusty gear, charting and mapping our course, and acquiring new skills for the journey. In the realm of research and information literacy we serve as guides to our faculty and students touring them through the current media landscape. Additionally, many of us strive to create a space where students can find shelter and learn new independent skills. Recreation, restoration and reflection—essentially, we all want our students to “camp out” in our libraries.
This is the metaphor we are embarking on in the Jean Ann Cone Library at Berkeley Preparatory School this year. We are getting campy in the library. We have pitched some tents, gathered gear, and planted a paper forest. It is fun to physically construct displays, but it also serves the purpose of tethering the mind to a focus for the beginning of the year. While we hope to allure and delight our students when they see this first display it helps us convey important concepts we want to provide our students.
The Expedition Team
While this conceit has the librarian as the guide for students in the camping metaphor it can emphasis the importance of a team integration to a successful summit. One of my favorite aspects of being a librarian is working alongside the core subject teacher, the technology department, and other specialists to show students that their guidance comes from different sources and that it is a team effort. This in turn models collaboration for them when they have group projects. Additionally, the whole library staff is another part of the expedition and support team. I am lucky to have a creative and supportive team around me sharing in ideas and tasks. Students know we are all here to help them.
Maps and Navigation Instruments
“Don’t lose sight of the forest through the trees,” an apt cliche for describing the complex process of research. As librarians we are tasked with breaking down the cognitive load of this multifaceted process. Our maps take the shape of our standards and curriculum guides. At our library we are in the process of looking at the new AASL standards to reflect on our program and incorporate new educational trends to our current program. Pedagogical models like “guided inquiry” underpin the scaffolding of information literacy that bolster student inquiry so students do not feel like they are lost in the dark.
Librarians have a keen sense of direction in the information world and our analog compasses now have a digital GPS counterpart. From websites and databases to apps and “smart” devices there are many tools and gadgets at our disposal. Analogous to our readers advisory many of us also impart a “users” advisory by recommending new apps, software and interactive websites. I always like to review AASL’s Best Tools for Teaching list to peruse new tools I can tinker with and share. A Libguide or library website becomes the virtual campsite for digital adventures in which we chart the course for the learning task.
I also seek personal tools to improve my own practice and productivity. To help me stay organized this year I am adding two apps used in combination to my repertoire: Swipes and Forest. Swipes is a elegantly designed to-do list app in which you either swipe right for a completed task and left for an uncompleted one to schedule. It helps me take action for the things I need to get done. Once I’ve decided on an action I use the Forest app to help me focus solely on that task and to clear distractions. Forest uses a fun premise to help you ban multitasking. You set an internal timer for a task and the app grows a tree. The more focused you stay the more trees for your virtual forest and eventually you get credits to buy real trees for reforestation efforts. You can’t get campier than that in an app. The beginning of the year is a great time to try new apps and build new habits so that you can share your discoveries with others if you find them useful.
To see the distances covered builds confidence and courage for more challenging tasks. Just as classroom teachers mark progress librarians also have assessment tools for students to check their growth in research. These go beyond simple number counts of circulation and database usage. Our research checklists and templates give students ways to reflect on their learning process. Scheduling research consultations give a more nuanced feedback to the complexity of research work. For our own growth when we are able to make multiple visits and check ins with classes we can see our own patterns of influence in the learning experience for students.
Campfires and Star Gazing
Finally, it is the most rewarding aspect of librarianship-building community and wonder. It is the small acts of kindness and welcoming that creates the campfire moments in the library. Knowing a student’s favorite genre and hand picking a book for him or her. Involving student choice or leadership roles in the library fosters bonds. Creating creative corners or makerspaces expands the types of intellectual work students can do in the library. Our upper school librarians share treats with a class at random times surprising and delighting the students. These offerings show students a different side of librarians; their fun and thoughtful spirits.
Many students are drawn to the aesthetics of a library. All those spines lined on the shelf offer endless opportunities for wonder in our world; whether, it be a history book that delves into new found fascination with a time period or the next book in a fantasy series. I am always in awe when I walk into any library. All the books on the shelf capturing the broad spectrum of human knowledge is both humbling and sublime. It is like star gazing at the constellations of our collective conscious; but here, they are always in arms reach.