In Case You Missed It: October 2015 Author of the Month Sarah Albee

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.

albee 187x250“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.”
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Three Ways to Differentiate Inquiry

author-Maniotes_Leslie1Inquiry 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

The Guided Inquiry Workshop 1
(Kuhlthau, Maniotes,, and Caspari 2012)

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”

Sneak Peek: Create Your Learning Commons with Pam Harland

 

Are you empowering your students as experts? In her video series with School Library Connection, Pam Harland will walk you through seven steps you can take to transform your school library into a vibrant learning commons. In this sneak peek (below), Harland provides numerous ideas for how you can start tapping into your students’ passions and skills to empower and engage. The full workshop—with coverage including connecting students with information, using space as a resource, and the virtual learning commons—is available to School Library Connection subscribers here.

 

Pam Harland MLIS, is a librarian at Plymouth Regional High School in Plymouth, NH. She has worked in public libraries, academic libraries, and at the Federal Reserve Bank of Boston as a research librarian. Harland received the 2009 Intellectual Freedom Award from the New Hampshire School Library Media Association and is the recipient of the 2010 New Hampshire Excellence in Education Award for Educational Media Professionals. She is the author of The Learning Commons: Seven Simple Steps to Transform Your Library (Libraries Unlimited, 2011).

From the Archives: Every Day Weather

beach
Photo courtesy of NOAA’s National Weather Service (NWS) Collection

With summer just around the corner, it’s time to put up the rain gear and pull out your swimming suits. In case you missed it, here’s a lesson plan developed by Sandra Andrews and Linda Gann to help your younger students understand the changes the seasons bring. And be sure to take advantage of our reviews, written by librarians for librarians, to find just the right weather-related titles for your collection.

The editors at School Library Connection/reVIEWS+ recommend the following print and digital resources for integration with this lesson. Subscribers can access the print reviews via the hyperlinks.

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Engagement with Genius Hour

Daley_JillCongratulations 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?

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Author of the Month: Vivian Vande Velde

Classic fairy tales and virtual reality games with a twist, children with magical powers, tongue-tied dragons, princesses who don’t need rescuing, time travel, mystery, adventure, wizards, ghosts, troll teachers, unicorns, and more, all brought to you courtesy of Vivian Vande Velde.

Vivian VVV_WVande Velde can’t remember a time before she knew she wanted to write. She tells us that even as a very young child, “I would make up my own stories by taking what someone else had written and giving it a different ending…or I’d give the story from my own perspective if a character did something I couldn’t imagine…or I’d mix together characters from different stories to see how they’d react to one another.” Some of her published works reflect, in one way or another, these childhood imaginings. In Tales from the Brothers Grimm and the Sisters Weird, The Rumpelstiltskin Problem, and Cloaked in Red, Vande Velde provides different takes on traditional fairy tales. Remembering Raquel tells the story of Raquel Falcone from the varying perspectives of her former classmates. Continue reading “Author of the Month: Vivian Vande Velde”

Get Surreal! Celebrating the Imagination of Salvador Dalí

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.]
Highly Recommended

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Inquiry Infusion: Surviving and Thriving in a 1:1 Environment

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.

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Mary Boyd Ratzer: Knowledge Products and the Brain

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.

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What Barriers Do You Face in
Differentiating Instruction?

In the May issue of School Library Connection, Maria Cahill takes a look at responses to our most recent survey and highlights articles to help you overcome common barriers to differentiating instruction.

Survey results

For our May 1QS, we asked school librarians, “What barriers do you face in differentiating instruction?” As expected, time is the barrier that school librarians face most frequently, and as the table illustrates, this problem tends to be even more pronounced at the elementary level. Lack of resources was identified as a challenge for nearly one-third of respondents, and support from teachers and/or administrators was indicated to be the third most common obstacle to differentiating instruction. Continue reading “What Barriers Do You Face in
Differentiating Instruction?”