Pick up a book by children’s author Sarah Albee and you just might be surprised what you can learn about history from bugs, poop, and fashion. Sarah is a favorite of the team over at School Library Connection and reVIEWS+, and she was our pick for Author of the Month last October. Subscribers can access our reviews of her books via the hyperlinks.
“There is so much wonderful nonfiction out there right now. No longer is it the dry, fact-based, expository stuff so many of us grew up with.” So says Sarah Albee, and she should know.
Sarah Albee loves social history and has made it her mission “to get kids to see that history can be relevant to their own lives, and to love it as much as I do.” She’s certainly done her part to draw children in by writing books with attention-grabbing titles like Poop Happened!: A History of the World from the Bottom Up, Bugged: How Insects Changed History, and Why’d They Wear That?: Fashion as the Mirror of History. Students who pick these up will find that “societies that paid attention to sanitation tended to be those that survived and thrived,” and that although “insects have wiped out populations…we have co-evolved with them and must learn to co-exist.” Moreover, those who think clothes are just clothes may be astounded to discover how much “fashion reflects the political, social, economic, and moral climates in which people lived.” Continue reading “In Case You Missed It: October 2015 Author of the Month Sarah Albee”
Inquiry offers many opportunities to differentiate learning. This column by Leslie K. Maniotes from the May issue of School Library Connection describes three ways to design more differentiation into your inquiry lessons: using a workshop model, increasing student voice and choice in the process, and incorporating a variety of student groupings into daily work.
Inquiry as a Workshop Model
Inquiry learning occurs in a workshop model. Similar to the writing workshop, a workshop provides time for students to work, and for teachers to hold conferences (Obermeyer 2015). In Guided Inquiry, each workshop session includes these basic components: Starter, Worktime, and Reflection (Kuhlthau, Maniotes, and Caspari 2012; Maniotes, Harrington, and Lambusta 2016).
The workshop model provides time for interventions outside the traditional classroom structure. Teachers confer with students during the Worktime to address individual needs and to keep students productively moving along their process, thus providing opportunities for differentiated teaching and learning. (Kuhlthau 2004; Maniotes, Harrington, and Lambusta 2016). Continue reading “Three Ways to Differentiate Inquiry”
Congratulations from School Library Connection to our contributor Jill Canillas Daley, who was named New Hampshire Teacher Librarian of the Year at last weekend’s conference of the NH School Library Media Association. To celebrate and give our blog readers a taste of why this honor was so well-deserved, we’re sharing this article on Jill’s Genius Hour program from our November 2015 issue. Enjoy! (And don’t miss her great “FAIL” handout, available via the hyperlink in the article)
How do you get 70% of students to devote their time to learning voluntarily? Read on.
Research skills, the Holy Grail of information literacy to librarians, are essential. Among the many other abilities we strive to ensure students acquire, this skill set is the one I struggled with the most. Upon introducing a new lesson, the inevitable eye rolls and groans from my students have been strong indicators of the monumental difficulty I faced. Student engagement, excitement, and motivation were lacking, and these were the traits that I wanted to cultivate. My quest became this: how do I empower students to take charge of their learning while properly teaching them the skills needed to succeed outside of school?
The paintings of Salvador Dalí grant viewers glimpses into fantastic, surreal locations bound only by the imagination. To celebrate the birthday of the famous surrealist, check out this collection of picture books all about the power of imagination and the potential for even the youngest artists to shape their very own fantastic worlds—and maybe even influence the real one while they’re at it!
Campoy, Isabel F. & Theresa Howell Maybe Something Beautiful: How Art Transformed a Neighborhood Illustrated by Rafael López. 2016. 32pp. $16.99 hc. Houghton Mifflin Harcourt. 9780544357693. Grades K-2
Looking around her neighborhood, young Mira sees a dull urban setting devoid of color. Beginning with small paintings, she attempts to brighten the gloomy landscape with little success. A chance encounter with a muralist and his magical paintbrush empowers Mira and her neighbors to create a beautiful community pulsating with colorful murals, rhythmic poems, and vibrant songs. Inspired by the work of Rafael and Candice López on the Urban Art Trail in San Diego, California, this joyful ode to the power of community engagement encourages budding artists to use their talent to make a difference in their world. The dazzling illustrations invite readers to explore Mira’s multicultural community and discover the transformative nature of art. Pair this with Patricia Markun’s The Little Painter of Sabana Grande, George Ancona’s Murals: Walls That Sing, and Peter Reynolds’ Sky Color for further explorations into creative Latino muralists and street artists. Jamie Campbell Naidoo, Associate Professor, University of Alabama School of Library and Information Studies, Tuscaloosa, Alabama [Editor’s Note: Available in e-book format.] HighlyRecommended
Like the traveler in Robert Frost’s poem, we found ourselves standing at a crossroads—facing a transition to the 1:1 device environment. Our success however, came not through selecting only one path, but through each library following its own path towards the common destination of inquiry and information literacy. This is the story of how our district’s library program was able not only to survive the transition to a 1:1 environment, but also to thrive.
Set Your Goals
Here at Lake George Central Schools we are very fortunate to have a strong connection between the two libraries and the technology department. Together we created a shared vision of integrating technology and information literacy skills through inquiry-based instruction. This vision helps guide each school building in their integration of both inquiry and technology, and allows us to continue thriving even as faculty and technology resources change.
Build Your Basic Infrastructure
Our elementary library serves students kindergarten through sixth grade while our high school library serves students seventh through twelfth grade. Both programs are fortunate enough to have flexible schedules with collaborative lesson planning. Each library has built a web presence as well as a solid collection of resources to support students and teachers in teaching and learning through inquiry. In both libraries we use the WISE (Wonder, Investigate, Synthesize, and Express) model for inquiry, developed by the Warren Saratoga Washington Hamilton Essex BOCES (WSWHE) School Library System, to guide our instructional practice when working with teachers and students. This inquiry curriculum was used district-wide when building curriculum.
The incredible Mary Boyd Ratzer will be speaking this morning at NYLA-SSL. Don’t miss it, New York readers! For the rest of our colleagues around the country, here’s her column from our November 2015 issue, in case you missed it.
If a learner’s brain could talk, it might provide some valuable advice about inquiry. Engaged learning experiences that lead to rigorous knowledge products build in dynamics that work for the brain. The outcome of brain-based teaching and learning is what Ross Todd calls formative knowledge—knowledge that hard wires and becomes the foundation for new learning. Without a knowledge product that demands synthesis and manipulation, use, and application of new knowledge, the brain’s recycle bin gets emptied in two weeks. Stopping short of a knowledge product disempowers learning experiences and learners. Just ask a candid kid about that. You will hear a tasking mindset concerned with “getting done” and giving the teacher what she wants for a grade.
Each title in this series contains a brief overview of its specified biome. All follow the same format including a world map, Climate and Zones, Animals, People, Future, a Quiz, and a Fact File. Attractive stock photos span most pages, and backgrounds complement each book’s theme. Text features include captions, headings, bold print, and books for further research. Some discrepancies regarding Celsius to Fahrenheit conversion were found in identical information across volumes. An enjoyable series for casual research or browsing despite a few flaws. Glossary. Table of Contents. Websites. Index.— Leticia Kalweit, School Library Media Specialist, Cobbles Elementary School, Penfield, New York Recommended
This column by Mary Keeling from the latest issue of School Library Connection has been getting some buzz. Happy reading, and remember: “Everyone is a volunteer!”
At a recent meeting of new elementary librarians and their mentors, someone asked, “What is my assistant supposed to do? She doesn’t like to shelve books!”
A paradox of school library management is that the librarian is in charge of the library program, but a school administrator evaluates support staff performance. Without clear lines of authority, supervision experience, or detailed descriptions of successful task performance, the new librarian may feel it would be easier to have no help at all. Continue reading “Help! My Assistant Doesn’t Like to Shelve Books!”
With PLA meeting in Denver this week, it’s a perfect time to think about working with public libraries. Be sure to check out Dr. Daniella Smith’s recent SLC article about strategies for collaborating with public libraries.
Nurturing Youth Pathways through Learning
I attribute my experiences in public and school libraries with enabling me to understand the nuances that make both positions crucial to the development of young people. According to Barbara Immroth and Viki Ash-Geisler’s 1995 report, regardless of their location, libraries are institutions of education, whether it is formal or informal. Children are often introduced to their first organized educational experiences in public libraries. The library was my playground as a child, and this was by design. Continue reading “ICYMI: Daniella Smith on Working with Public Libraries”
In case you missed it, check out Sylvia Vardell’s recent editorial from reVIEWS+ for our issue on English language learners.
Did you know?
It is estimated that there are 4.4 million public school students in the United States who are English language learners (ELL).
English language learners represent approximately 10.3 percent of the total public school student enrollment in the U.S.
Twenty-one percent (21%) of all urban public school students across the U.S. are English language learners.
The English language learning population is the fastest-growing population of public school students in the U.S.
An increasing number of English language learners are newcomers to U.S. schools, having just recently immigrated to the United States.
There are 400 languages spoken by English language learners across the U.S.
The great majority of students learning English claim Spanish as their native language (79%), followed by Vietnamese (2%), Hmong (1.6 %), Chinese, Cantonese (1%), Korean (1%), and other (15.4%).
If you work in public schools in the U.S., particularly in cities, you have certainly encountered students who are learning English as a new language. They may have recently emigrated from other countries or have grown up in families within the U.S. who don’t speak English fluently. Many years ago, that was ME! My parents were born and raised in Germany and immigrated to the U.S. shortly after I was born. Continue reading “ICYMI: Sylvia Vardell on Lit for ELL Readers”