LM_NET: Library Media Networking
Some of the hits have lessons that are truly riveting. I doubt that any
child would forget these quickly. So enjoy the responses from those who
graciously gave of their ideas and time.
I do my book baby lesson. I take out a baby doll with a disposable
diaper and talk about care of a baby--do we throw the baby on the
ground? Do we pour water on the baby? (Using props) Do we let the baby
get near a magic marker? How about scissors? Glue? What do we do if
it's raining outside and we want to take the baby out? (Cover him with
a blanket.) After discussing care of a baby, I then take a book out of
my bag. This book has a disposable diaper on it, too. This draws a
laugh from the kids. I call it my book baby. Then I go through the
things again.--throwing, water, marker, scissors, etc. "No markers for
the real baby," I say, "no markers for the book baby." We talk about
covering the book up when going outside. I end the lesson by saying,
"Now books aren't really supposed to have diapers! Books are supposed
to be read." And we take off the diaper and read the book.
Anne Knickerbocker
______________________________________
I dress a board book up as a baby w/a baby's face laminated and taped on the
end of a paint stick inserted into the center of the book, sticking out of
the top. The book is wrapped up in a baby blanket and wears a diaper. We
discuss how a book is like a baby-you wouldn't let your baby get wet, marked
on, etc. I got this idea from someone on this listserv but I don't know
who...
I model turning a page properly and we do that together. We discuss how
each book lives in a special place in the library and how it likes to be
near its' neighbors. We decorate shelf markers (PK-2) and use them to keep
the book's place on a shelf in case it has to be put back. I put their
names on sentence strips, they can choose one sticker to put on theirs and
then they can color it if they wish.
I also have about 10 really old books that I have saved over the years that
have had various misfortunes befall them-scribbled in, wet, torn, etc. I
show those and we discuss what might have happened. I show the various
tapes and tools we use to fix books but emphasize that not all books can be
fixed.
I also read Mr. Wiggle's Book, and I have an ancient transparency I use that
shows 2 copies of the same book-one new and one very badly mistreated and we
discuss that.
Lastly, I have about six coloring sheets with poems at the bottom about
taking care of books and we color and discuss them. They were in the file
when I got here-I don't know the source-but I would be glad to snail mail
them to you if you'd like. I'm not big on cookie-cutter coloring sheets,
but these are rather clever.
Julia Steger, Librarian
______________________________________
To start, I pull out some examples of badly damaged books and we chat about
how they might have become damaged. I note that they seem to know how to
care for books quite well. Then I tell the kids that just to review how to
care for books we'll play a game where they pretend they are the librarians
and I'll pretend I am a student who does not know much about taking care of
books. They are to say together, "No, no, never, never!" everytime they see
me doing something that is not a good way to care for books.
Then I pull out a marker and pretend to start to write my name in a library
book "because I really like this one so much". They say their little no-no
litany to stop me. I get one to elaborate on what I'm doing wrong and how I
should treat the book. After that I proceed to do other no-no's: bring out
scissors to cut out a favorite picture, try to balance the book on my head,
discuss giving it to baby sister to read, start to fold over a corner to
mark my place. The best I save for last when I pull out a plastic sandwich
bag with a gooey peanut butter and jelly sandwich and talk about how I'll
just eat it while I'm looking at my library book. At the end we sum up all
the right ways to care for books. It is a fun review!
Mary Flanagan, Librarian
______________________________________
I had a big hit this year with Dr. Booklove. I borrowed the nurse's white
coat and stethoscope and used some big dark-rimmed glasses. I told the kids
I had a special visitor coming and went in the storeroom and put on Dr.
Booklove's coat, stethoscope, and glasses. Came rushing back out with a
"sick" book in my hands, listening through the stethoscope. Went through
the book and showed them each problem the book had and at the end told them
we needed to check to see if this book could be helped. I listened through
the stethoscope and told them it was a very sad case. The book would have
to be sent to a home for sick books. They're still asking me when Dr.
Booklove is coming back. Each time they leave the library now we do a quick
review on how to keep our books "healthy."
Susan Koskelin
______________________________________
This is not original with me, but I can't remember where I first read about
it. But it is a favorite with K's and 1's.
This is my first year as a MS, but for my K and 1st grade classes, I placed
a peanut butter and jelly sandwich in a ziplock bag, some markers and
crayons, and a bar of soap and a book mark in canvas bag. We talked about
do's and don'ts when they take their books home and I pulled out the
sandwich (don't eat with your books), the markers (don't mark in your books
or let your little brothers/sisters do so), and the soap (wash your hands)
and the marker (don't dog-ear or bend spines). They were really interested
as to what was in the bag and it held their attention. I gave them eacha
book mark as they left the library.
HOpe this is helpful.
Millicent Flake
______________________________________
I use ALLISTAIR IN OUTER SPACE and have a basket full of things that are
"good" and "bad" for books-candy, markers, bookmarks, gum, a stuffed dog, a
baby, a soda bottle, glue, crayons, scissors etc. I read Allistair and then
we talk about whether the items are good or bad and why. I have lots of
ESL/Bi-Lingaul kids so the more props I use the better!
Guusje
______________________________________
I keep a box of damaged books to show each class during one of their first
library periods. For example, there is the obviously chewed book, which was
brand new when checked out. The child then renewed the book so he must have
been interested in it. The family's new puppy was also interested which the
child knew so he put the book on a high shelf. Somehow during the night,
the puppy wanted that book so badly that he got it and had a feast. Classes
gasp when they see the book and love hearing the story of how it was
damaged. I have others with tire marks, water marks, etc. which I use for
show and tell and have been known to embellish the story a bit for dramatic
effect. Older kids have come back to visit the library and ask to see those
torn up books. This works as well as anything I know of and gives me a
chance to do some storytelling.
Diana Lamey
______________________________________
When I was working at the elementary level, I used to save all the books
that kids had damaged and then paid for. Then I could show them examples of
books that had been chewed up, cut up, marked up, rained on, run over, etc.
etc. It was especially effective with the Kindergarten and 1st graders.
Nan Sprester, Librarian
______________________________________
Save some of those dog-eaten, water damaged books for examples. A "picture"
is worth a thousand words.
Carol Harma, Thurston Elem, Springfield, OR
Christine Strebel
Media Specialist
North Bay Elementary
North Bay, NY 13123
rstrebe1@twcny.rr.com
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