I hope you will stick to your sensible position on the issue of grades.
Fact is teaching AND grading others represents a conflict of interest--like
the arresting officer acting as one's defense attorney--that we have FAILED
with since this flawed practice was initiated some two hundred plus years
ago, when men wore powdered wigs rather than wash their natural hair. And,
sadly, the fact is this INVENTION is now so entrenched it will take more
effort (I'm working on it) to educate the entrenched out of this flawed
practice, to a healthier, more helpful, legitimate place.
In the meantime, if we can manage to keep from losing more ground, as
you intend, that would be nice. That said, you might put the ball back in
your principal's court and indicate that you, of course, expect him to
provide you with true justification (there's LOTS of false rationales
floating around, based on the ASSUMPTION that we not only can, but MUST
grade others whom we are charged to TEACH) for grading others on what is and
must be natural and essential learning (or if it is not natural and
essential, why do we presume to grade others' elective engagement in
same?!).
----------
Grading library is the worst mistake ever. As it is only 15% of Americans
use libraries. We do not want it to become a subject. That is
counterproductive. It should be modeling for a lifelong pattern of the way
libraries should be used in our adult lives.
---------
We do not grade either our library classes nor our computer classes in the
elementary. We consider them enrichment activities that are there to assist
the student in their educational process. Because the classes do not meet
for more than an 1/2 hour to an hour a week, we feel the time is not
lengthy enough to validate grading. Also, many of the activities are hands
on and do not fit into an easy process of grading.
----------
The grades should come from classroom teachers when they do a project that
incorporates library skills.
When we teach skills in the library we try to do it with a positive
approach... not the fear of grades. When I introduce something to students
I
tell them what the goals are for that particular day. Our goal is to make
sure that YOU know how to use the patron catalog and select the right
information to find the book on the shelf. If YOU have trouble don't
hesitate to ask because we want to make sure YOU will be able to do it
yourself. There's nothing wrong in NOT being able to find something because
that is our goal for today... to show you how to do it. If a student is
able
to look at the screen and locate the book on the shelf... that student has
an
A. If a student can't find the book on the shelf and asks for help and we
find it together... that student has an A. If it takes two or three books
but a student finds it.... A.
We want students to LOVE libraries and everything connected with it.... how
many kids have we heard that HATE school? We don't need the pressure of
grades for a skill that is "learning for life" .... they need to LOVE our
facilities and hopefully us!!!
--------
If you must do it, how about as Pass/Fail grade. That would probably be the
only way you could actually grade them.
---------
What kind of grades? Conduct grades? or A, B, C, D?
My professor in Library school said never grade. There is no point. You
can incorporate state guidelines without grading. I have 860 students with
10 classes per day and I would never grade. Kids should feel comfortable
doing something without a grade. Do you grade recess? Lunch? Hang tight!
--------
Here is my food for thought....yes, it is a pain in the butt giving grades
to 400 students (that is about how many I have to give too), and it is very
difficult since you only see them once a week and, if for some reason you
miss a week, then you go two or more weeks without seeing them BUT, if you
can't get out of it...there are some benefits at least. They are: it does
give your porgram some credibility with the students and parents since it is
graded. Also, if a student has had an overdue book for the entire quarter,
I write it as a comment on the report card...often times, the book is
suddenly located!!
--------
If you can continue to NOT give grades, it makes your job easier. I started
this year teaching 400+ elementary students in both keyboarding and library,
and had to give grades. They hired a second person halfway through the year,
recognizing that it isn't a one person job. As you have the added tech
responsibility (which is an endless job in its own right), I don't see how
you could do it, without dropping some of the other responsibilities.
If you DO have to do it, a S/U, E system might be easier than having to
grade papers. The problem we've encountered is keeping 400 students
straight, TWICE. NO teacher has to grade that many kids. You see EVERYONE,
and have planning for HOW many lessons? And how much planning time do they
give you? Is it all taken up in tech support or library services?
Good luck. Decide what YOU can and want to do, enlist all those who can help
you (teachers who would be devastated if they couldn't count on you to help
find resources, administrators who support libraries, other librarians or
specialists who understand your position, etc.) Find out who's pushing for
it and why, and see if you can influence THEM, or just need to find some one
with more power who supports YOUR position.
---------
While the idea is a good oneif you look at it from the point of view that it
may help with discipline and that you will be considered by others in the
faculty as a teacher, these are some of the reasons why I do not think you
want to do that (giving grades):
1. Scheduled library vs. open access - students will not be able to come to
the library when needed but have to wait for their class to come.
2. The administration will use that time as planning for the classroom
teachers so they will not be there with you to ensure the library lesson
supports classroom learning. Remember, library skills are best taught in
context.
3. Coming to the library will be viewed as a class. Therefore, how can you
instill the love of reading, for reading's sake as opposed to it being
assigned. Remember, language arts teachers have children read books and do
book reports, and has this fostered a love for reading?
4. How are you going to assign grades?
5. Are you willing to average 800 grades per grading period? Not even a
classroom teacher in an overcrowded school has to do that.
6. When are you going to do the library work that needs to be done -
ordering, processing etc.
I suggest you leave well enough alone and do not get involved in that extra
headache of assigning grades and at the same time maintaining and running a
library media center.
-----------
I am torn on this issue personally. Right now I am in a very small school
and I grade for grades 6-8 which goes into their Language Arts grade...so I
collaborate with that teacher on designing relevant curriculum. I find that
the students take libraru more seriously; I have more leverge and I get to
know the parents - all which make me feel more a part of the community.
The difficult thing for me is seeing grades K-8 and then focusing in one
middle school to ddsign rubrics, projects that meet the needs of all
learners that are also developmentally appropriate...classroom teachers
focus on one or two grades...but when you are asked to spead yourself out
over many grades, styles, languages etc, subject areas, it becomes
overwhelming and you loose the ability to really be effective in the library
area.
---------
I am torn on this issue personally. Right now I am in a very small school
and I grade for grades 6-8 which goes into their Language Arts grade...so I
collaborate with that teacher on designing relevant curriculum. I find that
the students take libraru more seriously; I have more leverge and I get to
know the parents - all which make me feel more a part of the community.
The difficult thing for me is seeing grades K-8 and then focusing in one
middle school to ddsign rubrics, projects that meet the needs of all
learners that are also developmentally appropriate...classroom teachers
focus on one or two grades...but when you are asked to spead yourself out
over many grades, styles, languages etc, subject areas, it becomes
overwhelming and you loose the ability to really be effective in the library
area.
--------
It stinks, I agree, but I have to do it too. I am considered a full-time
"specials" teacher. All of the library work I do, I do on my own time, so
giving grades was an automatic. I have 700 students, so I came up with the
best way I knew how. I give the students a V=very good, G=good, N=needs
improvement. Here are the 5 things I look at:
_Class Work_
Demonstrates skills taught in class
Completes work with quality and effort
_Classroom Behavior_
Listens and follows directions
Treats books, computers, and materials with respect
Displays positive attitude
----------
Chuck Finnigan
librarian~technology~planning time specialist
Central Elementary School
Sedro Woolley, WA 98284
cfinnigan@swsd.k12.wa.us
www.swsd.k12.wa.us
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