Well said Erin. I am not there for some of your points, but have been
striving this year to make sure my teachers know that I am available to
help with resources in their classes. I created a pamphlet outlining
the things their library is striving to provide for them and how they
can use them to improve student learning.
I have a great fiction section, and faculty that demand students use it.
We have silent sustained reading in all English classes on Fridays; most
of the math teachers require that students have books with them. I book
talk and bother students when they come in as much as I am able, so that
they go away knowing that:
1. Somebody cares they find a good book.
2. That they have a great book to try.
3. That I know the books.
I get asked a lot, "Have you read every book?" I make recommendations,
I use the category option in my library system and I put books out for
students to browse. We allow holds, hand delivering to the classroom
when a requested item comes in. I have lists scattered all over the
fiction section; westerns, fantasy, romance, sports and horror. I see
students carrying them around checking out the authors listed. I watch
the series books and make sure the next one in the series is purchased.
I prefer, and my students seem too also, the paperbacks for the fiction
section. I will pick up hardbacks of things that will stand the test of
time or really "hot" right now titles. I only have the students for two
years; so I work pretty hard at making sure they know the library is
available to them. I also take book recommendations, I will hand them a
catalog and ask them to highlight the titles or go over to a computer
and access Amazon so we can look at a book together.
Our Non-fiction section is used, but because I don't have enough items
for all 300 students in each grade, we generally are using these
resources in-house. When the teacher is finished with their library
portion of the research, they will usually open up those items to
checkout on a first come first served basis. I will get a bunch of
students in after school the first day checkout opens. I don't have
time to scan all those items each period, or even run them under the
scanner 6 times at the end of the day, so my statistics do not match the
use in that section.
All projects start in the library to use those resources; the students
must have both print and non-print resources. I designed a web page
that organizes the teacher's URL's for their research projects. The
teachers will let me know they need help searching for URL's (explaining
the project and outcome they are looking for) or will send me URL's that
I enter. We then direct the students to these sites. When the students
have thoroughly used these sites to complete their work and still feel
they need more information, they can "surf" the net.
Because we have filtered access to the Internet, we really encourage the
students to use the teacher sites here, and to do the surfing at home.
After they get a few of the Access Denied screens they tend to go back
to our sites or even the books. The filter is only a problem (it is set
for the secondary level, not the elementary!) on a few topics, but is
something we have to keep in mind.
I do have pretty good coverage so that I can get out of the library and
assist, but it is up to me. I need to make the contacts, I need to be
at the various lunches listening and asking questions, I need to the one
that brings to the attention the new materials (or even the old stuff)
so that teachers keep in mind what the library and has and what we can
do for them. If we wait around for the teachers to come to us, they
won't. They get hunkered down, and revert back to what they've done in
the past.
To me, that is the key, we are the ones that need to be out and sticking
the library services under the noses of our people. I try to make
contact with all my teachers at the beginning of the year, asking
questions about seminars or classes they had, any great ideas or
resources I should provide. Then at the change of the trimesters, I go
talk again to the people that have had a change of class. I also try to
make contact with the new people several times a year, so they will
remember what the library has and what we will do for them.
Do what you can with the time you have. No, I don't make it out to the
classrooms, but I do a bunch of other things. Look at what you have
both in staff and resources and tailor your services to the things you
can do without making yourself crazy. We tend to read what people are
accomplishing in their programs and compare it negatively to our
efforts. Look at what you are doing, decide if it is working for you
and your patrons and then add or subtract to keep a dynamic program that
you can be proud of.
While it is a perk that I get first dibs on the new books (besides
getting to decide what is purchased) I am doing this work because I
believe it is extremely important to the success of our future.
Did you read this far? Give yourself a hug and a BIG chunk of
chocolate; you are making a difference in the life of somebody today!!!
Jean
R. Jean Gustafson
Teacher/Librarian
Selah Jr. High
Selah, WA 98942
jeangustafson@selah.k12.wa.us
http://www.selah.k12.wa.us/JHS/Gustafson/Library.cfm
-----Original Message-----
From: School Library Media & Network Communications
[mailto:LM_NET@LISTSERV.SYR.EDU] On Behalf Of Erin Ells
Sent: Tuesday, January 25, 2005 5:21 AM
To: LM_NET@LISTSERV.SYR.EDU
Subject: GEN: RE: AASL on National Education Technology Plan
I am sad, and some what upset, thinking about a high school library that
wants to slim down. I would KILL (and it's come close!) for additional
staff our library. We are a high school of about 1600 students - 1
SLMS, 1
Teaching Assistant and 1 Secretary. We have 32 PC workstations, about
19000 bound materials, 60 periodicals, and several databases. Our
circulation has risen since I started here, and is up around 8000, with
many more resources used in house. With our five blocks, I teach
anywhere
between 0-10 classes a day, with an average of 5 or 6.
As for reference materials - encyclopedias, almanacs, atlases and every
other book in the reference area - we use them consistenly every day.
I also use inter-library loan almost every day. We do not have all the
print sources we need - I actually borrow some from other libraries.
This year I have had entire grade levels come down to check out a book
to
read for 'pleasure.' AMAZING! I have seniors working on a
comprehensive
project for graduation who spend MONTHS collecting and analyzing
information. Some do work at the public library, but we have a huge
number
who use our facility. In addition to classes, we see about 300 students
a
day from study halls and lunches.
I publish a monthly newsletter that focuses on resources and ways to
collaborate. I put out a new materials list when appropriate. I send
resource ideas to teachers on a regular basis when I come across some
good
stuff.
This year I hauled in couches and chairs for reading - the number of
readers I see on a daily basis has skyrocketed.
My SLMS colleague at our district's other high school and I are working
together to create some video tutorials on using our resources and other
videos on skills like searching.
I don't ever see a reason for teacher to be without reason to use the
library. Many teachers use us for their personal reading, some for
professional reading. MOST use us for materials in their classes. Even
if
teachers cannot bring their classes to use, I often go teach in their
classroom (another reason for more staff in the library). There is no
reason for a schedule to get in the way of getting resources to
students.
If I do not physically see the teachers or students, I still reach them
with my publications, book groups, e-mails, and chatting in the lunch
line.
Why do we need libraries? Some one (ME) has to keep the pot boiling on
the
burner. When students are assigned a research project, or if they have
an
authentic question they want answered, how cool is it that I am in the
building with them. How about the teacher that doesn't understand that
research has steps? I can collaborate with him or her. How about the
principal that needs research about behavior management or block
scheduling? I'm there. How about a teacher who wants to read the
newest
science fiction? Just ask me. What about the student who wants to know
if
members of congress have children of voting age? We looked it up. The
list goes on and on!!!!
Okay, there's my response. I hope I am not alone.
Erin
Erin Ells
School Library Media Specialist
Schroeder High School
875 Ridge Road
Webster, NY 14580
(585) 670-5006
erin_ells@websterschools.org
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