Dear Members,
I'm sorry it has taken so long to post this hit. I received some very, very helpful
responses. I hope it is not too late for some others to benefit from this
information.
Brenda Humphrey
Media Specialist
Parker Mathis Elementary
Valdosta, Georgia
brenda_humphrey@bellsouth.net
We have created a video that we have used, which I thought was pretty good -
the only problem is it becomes outdated so fast and is time consuming to
update.
The one thing I have done the last few years that is pretty impressive to the
kids - is I pack a backpack with library/text books and then put in a water
bottle, banana and then a tupperware container. I then bring the things out of
the backpack and discuss proper care of books. They especially like the
discussion on the banana and what happens to it if it gets between the books or
if I forget it in the backpack.
Hope that helps.
I teach K-2; for second graders, I use the Charlie
Chapters videos and discuss book care. Then we "walk
through" the check out and discipline procedures.
First graders and K have "story hours" for the first
semester, so I simply review or teach library
behavior.
***************************************************************
Last year was my first in the library, but my colleagues offered all kinds of
fun ideas to begin the year with the younger students. Here are a few I tried
that worked well:
Pre-K to 2nd grade:
I read aloud I Took My Frog to the Library by Eric Kimmel. I had a stuffed
animal (or beanie babies) of each of the animals in the story in a bag. As
they were mentioned, I would act like something was moving in the bag. Then I
would pull out the animal and have it talk to the kids. They LOVED it. After
we finished the story, we talked about why animals don't come to the library.
You could make a cute PowerPoint with that theme.
Book Care Grab-Bag:
I purchased or gathered a bunch of small figurines that are used in doll houses
or collectables. I put them in a bag, and at the end of each lesson, I would
have a few students come up and pull a figurine out of the bag. Then we
discussed what that item had to do with taking good care of our books. For
example, I had little Coke bottles in the bag. When they pulled it out, I
asked them what they thought it had to do with taking care of books. We
discussed how we don't drink things while looking at our books, in case we
spill. Surprisingly, pretty much any item can be related to book care is some
way, and it was fun to hear how a kindergartener would relate it.
No, David!
After reading No, David! by David Shannon (which the kids adore), I gave them
each a card with "No, David" printed on one side and "Yes, David" on the
other. I had a bag with different scenarios in it such as "David leaves his
library book in the living room where his 2 year-old sister can get it." I
have one of the kids come up and pull a scenario out of the bag. I read it
aloud and the kids hold up the appropriate side of their card - Yes, David! or
No, David! Then we discuss why.
Stella Louella
I did this with 2nd graders. I had chairs with the names of all of the
characters in the story taped to the back. The chairs were set up in a semi-
circle and the characters were in the order as they appeared in the story. The
kids "played" each character as I read aloud Stella Louella's Runaway Book by
Lisa Campbell Ernst. I gave Stella the book and as the story progressed, the
book traveled through all of the characters. The kids really were involved in
the story and were able to see what can happen if you leave your book
somewhere.
Mr.Wiggle's Library
I read aloud Mr. Wiggle's Library by Carol Thompson, and then we did a modified
scavenger hunt as a class. I hid several clues in different parts of the
library. The first clue was in the back of the book I read aloud, and I acted
like Mr. Wiggle had left it. It said to find the place where you return your
books and check out new ones (I made the clues rhyme, but don't have them in
front of me). We traveled as a class to the circulation desk, I talked about
it, and then there we found a new clue to lead us to the next place I wanted
them to know about.
3rd - 5th Grade
Last year the movie Charlie and the Chocolate Factory came out, so a librarian
in my district created a scavenger hunt that was related. Each clue led them
to a location in the library. When they got there, they picked up a piece and
glued it to an appropriate spot on a grid. When they completed the grid, they
got a "golden ticket" (a golden-colored bookmark).
Again, these were ideas from several librarians in my district. I hope they
help in some way.
******************************************************************
Last year, I filled a backpack with a high heeled pair of pumps, a bar of soap,
headphones, library card, ruler, and (I can't remember the sixth thing). I
gave each table in my library (group) an item and asked them to brainstorm the
relevance. The library card was easy. The ruler was easy (we use those as
shelf markers), the soap was easy (keep hands clean), but the headphones and
the pumps were a little more challenging. The headphones are a reminder to
whisper (only one person hears you at a time when you are wearing headphones)
and the pumps were there to remind them to walk (softly, so I wouldn't hear
your heals, and slowly...walking in shoes like that are almost impossible...I
even have a volunteer to try walking in them {usually a boy}. When I think of
the last item, I will let you know. Good luck.
*******************************************************************
I have used a ppt with the 5-6 grades with questions for them to answer. You
could have them ans at tables as "teams" and see how each table does or some
other strategy like those from Kagan.
I have used scavenger hunts and that is fun.
I have put questions re: lib use in a box and had children select a
question, read it and call on another to ans and that child selects the next
question etc.
I like to figure out ways to have the students do more of the asking and
answering so that I am not a boring talking head. They like to get a
bookmark or something when the class is over and I let them check out that
first time too as I want to get books in their hands.
********************************************************************
I have used all of those with grades 1-5 as well as a couple of years ago a
video so that I would not forget any information. I think this year I will us a
combination of Power Point Picture to feature --circulation desk, various
section, procedures, etc. I have another power point with my voice recorded
in it to describe the automated catalog. I expect teachers to accompany
classes at the beginning of school. Students are given library check out
folders/numbers and after Q&A I give them a book mark with cost of books—
check out limits, etc. Then, they check out books This is the only time I see
whole classes unless the teacher specifically requests a certain project that
involves whole class. Teachers are given Guide to Library Media Center with
the school Handbook. We are totally open/flexible situation. I keep my schedule
on school website. Hope this helps.
******************************************************************
I was an elem librarian for 9 years and did not really do an "orientation" per se
because the only people new to the library are in Kindergarten. All the other
kids have been there(some for years). I always started out slow with K. The first
week they did not take out books. For the first month I always layed out
appropriate
picture books from a table. After that they can pick books from the shelves.You
will
find that their eyes are quite wide with the size of the room and they cannot begin
to
navigate the room. I did lessons on book care and "getting to know You" types of
lessons, you will also be spending a lot of time learning all of the kids names.
(I had 450 kids in my school). You will also need to spend a lot of time with
routines with the really young kids. How to check out a book (we had cards-
it took the kindergarteners a fairly long time to find their cards with their
names,
using shelf markers, etc.
*******************************************************************
For the first few classes in library, I go over rules and procedures, parts
of the library, good behavior incentives, etc over and over again.
Repetition is key with this age group. The first week that students check
out books, I demonstrate the proper book selection procedures. Students use
"shelf markers" (which are simply wooden paint sticks) before removing a
book from the shelf. They place the stick in the book's place on the shelf,
then slide the book out. If they do not want the book, they slide the book
back in the slot "standing tall with the spine facing out", then slide the
stick out. When they find a book they do want, sticks go back in a bucket,
and students go to the circulation desk to check out.
I actually do a "walk through" of the entire book checkout process,
pretending I am a student. Sometimes I make intentional mistakes and ask the
students to correct me if I do anything wrong (like carry book on top of my
head, leave stick in shelf, go to my seat & forget to go to check-out).
They think this is funny, and it gets the message across effectively.
Each week, for the first 4-6 weeks, I briefly review either book care rules,
library behavior rules, checkout procedures, or parts of the library. The
more you go over these things, the smoother your year will go.
******************************************************************
I got an idea from this list several years ago that has worked well for
me. The kids love to get in a circle and roll or throw a ball to each
other. When they get the ball they have to tell us something about the
library. A rule, a policy, something they like, something they don't like,
whatever. With small groups and younger kids, we will sit in a circle and
roll a golf ball. With larger groups, we stand in a circle and throw a
beach ball. Of course, I get to have the ball too and add things they have
forgotten or didn't know.
Last year I tried another idea from this list. We had a representative
from each table stand in a line like when playing Mother May I or Red
Light, Green Light. On slips of paper I had written some good things to do
in the library and some bad things. The other kids had to tell me whether
the child should get to go forward or backward and then I told them how
many steps to take. The first table rep to get to the finish line won the
game.
I can tell you that for the rest of the year the kids asked to play "that
game" again. They love to play games and both of these games got the job
done! Keep using this list and you will never lack for great ideas!
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