> Does anyone have interesting ideas to introduce middle schoolers
> (7th & 8th graders) to the school library media center (i.e.
> beginning of the year)? Something more interesting than just a
> lecture and a tour of the facility.
>
When I worked at a public middle school, I made up a worksheet
with
questions on different parts of the library. Each section was
numbered.
Students were divided into small groups and sent to the different
numbered
areas (reference, atlases and maps, OPAC, circulation, etc) to
answer
questions within a time limit. When I blew the whistle, they had to
change locations. (#1 went to #1, #2 went to #3, etc). This
worked very
well, especially when I threw in some goofy questions like: "By
using the
wall map of the world, determine where you would land if you sailed
directly from our city travelling east across the Atlantic." I got some
really interesting responses to that one!
Louise Colette Leonard, Director
Solomon Schechter Day School Library
Jacksonville Jewish Center
Jacksonville, FL
Lleonard@ssds.attbbs.net
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How about a treasure hunt.
Use footprints on the floor or arrows. A workshhet approach where
students work in teams to find certain items. Ask them to explain
terms as
well. This can include the virtual library as well
Debrief as a group - everyone gets a prize - food works well!
:)
BC
Barbara Combes, Lecturer
School of Computer and Information Science
Edith Cowan University, Perth Western Australia
Ph: (08) 9370 6072
Email: b.combes@ecu.edu.au
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I make a scavenger hunt for my media center.
Everyone gets a map to fill in and a list of media to find. I have
three
different versions so that everyone isn't looking for the same thing at
the same time. Here is a sample:
Media Center Scavenger Hunt A
Beginning MC skills Name:
General directions: Remember that the Media Center is a quiet
zone so
speak softly. Work independently to find each answer. When you
are asked
to list a book, be sure to include the title, author and DD of each.
DD =3D> Dewey Decimal
MC =3D> Media Center
1. DD numbers 000-100 are General Works. List two books that
you might
like to read from this area.
=B7 1.
=B7 2.
2. Go to the Agriculture (630) area. What is the general category of
books
immediately precede the 630s?
3. Find the Art books. What is the DD number for this section?
4. If you are assigned a report on WWI, where will you find the
books on
this topic in our MC?
=B7 DD #
5. What is the year of our newest Encyclopedia? Our oldest
Encyclopedia?
6. Find the two places we keep dictionaries. What is the DD
number for
dictionaries?
7. Find the Story Collection. How many books are by authors
whose last
names begin with B?
8. Find SIRS. Choose one of the Binder names - Record here:
o Choose an Article -Record Here:
=B7 Go to the stacks and find the section with books about the
SAME
topic
as the topic you chose. What is the DD numbers range?
9. Find the books that are about volcanoes, and earthquakes.
What is the
DD number?
10. What type of books are in the:
=B7 520s?
=B7 811s?
=B7 900s?
=B7 398s?
The kids have a great time, learn where everything is and don't even
realize how much they're learning! Good Luck,
--
Brook Berg, Media Specialist
Detroit Lakes Middle School
500 11th Ave.
Detroit Lakes, MN 56501
218-847-9228
bberg@detlakes.k12.mn.us
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I always start the year with my middle schoolers by booktalking
what's new
and great to read -- and I show them some oldies but goldies they
might
not know about. This year I flashed the book covers using
powerpoint
(copied and pasted pictures of covers from Amazon.com) as I
talked about
each book. The first time they come to the media center what they
really
want to do is just check out books. Starting off the year by talking
about books (fiction and nonfiction) gets us all off to an enthusiastic
start, because we can share what we have read and loved. Those
who are
reluctant to read are inspired and encouraged when they hear other
students say "Oh Yeah -- I read that! It's a great book!" During my
booktalking, I include a small review on where the fiction and
nonfiction
books are; we review arrangement of books and do a quick review
of the
online catalog and how to find a book using it, but nothing too long.
I
just take the titles I'm talking about and say "If this is one you are
dying to read, here's how you can find it." I do quickly review my
circulation policies: how many books can you check out, how long
can you
keep them, etc. But it's mostly book conversation the first time. I
find
that the more I can engage them in conversations about books
throughout
the year, the more they want to come to the media center and the
more they
ask my advice and take my suggestions about books. The tour of
the
facility is done later, and little by little, as different resources are
used over the school year. (In other words, we talk about where the
reference section is when we are using a reference book, etc.) If
you
present it all the first day they don't remember it anyway. I find
that
the more I can relate to them about books and reading, the more
they are
willing to ask and accept my help and suggestions about research
assignments and other projects. Building a relationship with kids
by
talking about and sharing books helps when you have to relate to
them
about the more demanding aspects of school assignments such as
taking
notes, writing a bibliography page, finding a good website, etc.
Besides I
get so excited about the books myself, I want my love of reading to
be
contagious. And if you really think about it, if they are readers, the
other "stuff " will mostly come naturally.
Connie Bourgeois, LMS
OLS School, K-8
Birmingham, AL
cb3725@aol.com
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I developed a week of orientation, although the teacher refused to
bring
her students in for more than two days. (I'll work on that with the
department chair for next year.) The first day is an overview of the
library. I had 8 stations with informaiton posted. Each student had
questions to answer for each station. I may have to cut back for
next
year since 4 minutes per station wasn't enough time. Day 2 I
covered Dewey
and our online catalog. Day 3 was intended to give an introduction
to the
Internet. Day 4 online databases, and Day 5 research using the
Big6, and
plagiarism. I had handouts to reinforce each lesson. The students
were
intended to come each day during their English class. Mary
Mary Huebscher
Library Media Specialist
Holy Cross of San Antonio (grades 7-12)
426 N. San Felipe
San Antonio, TX 78228
mhuebscher@holycross.echalk.com
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Have you ever thought of a Scavenger Hunt or Pathfinder. Kids are
by
nature competitive and a scavenger hunt would also teach research
skills
while learning ones way around the library.
Martha Pilegard, Librarian
Sanger Academy Charter
Sanger, CA
martha_pilegard@sanger.k12.ca.us
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From: lrothsch@ridgewood.k12.nj.us
(Rothschild,Linda)
To: "Diana Wendell" <dwendell@SJEFF-
CLARKE.MORIC.ORG>
Subject: RE: TARGET: MID: Orientation Ideas
Date sent: Mon, 31 Mar 2003 14:25:00 -0500
how about some book talks on a theme - maybe friendship, new
experiences,
journeys or adventures - that somehow relate to starting a new year
in a
new school.
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From: "Milissa Robertson"
<milissarobertson@msn.com>
To: dwendell@SJEFF-CLARKE.MORIC.ORG
BCC to:
Subject: Re: TARGET: MID: Orientation Ideas
Date sent: Mon, 31 Mar 2003 17:56:05 +0000
Hi! I hope you get a bunch of good responses because I'd like to
make my
orientation a little more exciting too. This was just my first year, so
these are just a couple of thoughts I've entertained: (1) a scavenger
hunt
and (2) let the 8th graders (I'm in a 5-8 school) make a PowerPoint
for
the younger students incorporating what they know and (hopefully)
figuring
out what they need to learn more about. Milissa
Milissa Robertson, LMS
St. Amant Middle School
St. Amant, LA
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Date sent: Mon, 31 Mar 2003 09:38:42 -0800
From: "Wilker, Garnetta"
<wilkerg@loswego.k12.or.us>
To: <dwendell@SJEFF-CLARKE.MORIC.ORG>
One quick and easy variation- I use papers with the major elements
for the
orientation on them (circulation desk, non-fiction, reference,
periodicals) and distribute them randomly to members of the class.
They
then find the appropriate location and tell the class what they
know.
Other students add information and then I add whatever is needed.
Brochures about library use go home in the Back to School
mailing, so we
always have some students who have looked at that. It's not
fancy, but it
works well for its purpose. The students are always anxious to be
the
"location presenters."
Diana Wendell
School Library Media Specialist
South Jefferson Junior/Senior High School
Box 10
Adams, NY 13605
315-232-4531
315-232-3729 (fax)
dwendell@sjeff-clarke.moric.org
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