What about Dr. Herman Totten at the University of North Texas? He has written at
least one text on the subject. He is also a fine gentleman of the highest
character!
Sent via BlackBerry from Cingular Wireless
-----Original Message-----
From: LM_NET automatic digest system <LISTSERV@LISTSERV.SYR.EDU>
Date: Mon, 7 Aug 2006 19:06:01
To:LM_NET@LISTSERV.SYR.EDU
Subject: LM_NET Digest - 7 Aug 2006 - Special issue (#2006-514)
There are 10 messages totalling 726 lines in this issue.
Topics in this special issue:
1. Vent - "Bubbly" or "Ham" ?
2. TARGET: Keynote speakers - Diversity and multiculuralism
3. GEN: Golden Compass film
4. Help...Little engine that could sequel...
5. TARGET: SEC: Recommend books over 200 pages
6. THanks--little engine sequel title found
7. TAR: partial open schedule
8. TARGET: Homunculus Model
9. MID: Gifted Sixth grader advice
10. HIT: Elementary Orientation
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Date: Mon, 7 Aug 2006 08:49:59 -0500
From: Susan Jones <SUJones@PARKLAND.EDU>
Subject: Re: Vent - "Bubbly" or "Ham" ?
I suspect that there's a generational difference happening here, too.
I recall when being too "bubbly" too polished, was a little bit
suspect. What lack of real knowledge were you trying to hide? Here's
my theory:
Our culture is much more a service-oriented one now, which means a
higher percentage of people have learned to be "people persons," and
people simply have higher expectations. A certain "salesmanship" skill
level is expected on almost any job now. (Or, more cynically - there
aren't any scholarly intellectuals anymore. People don't even know what
they are, much less how to deal with them.)
Personally, I've had to rely on my other strengths coming through,
and figure that if somebody's looking for somebody with polish, I"m
going to disappoint anyway (though I *do* bubble - but it's more of a
fast-paced fomenting fizz). Oh, and that interview where I was asked
"how do you feel about tidiness?" I am confident that my face gave me
away, though my answer was utterly professional ("I value it...") Often
those "personality" clues are valid and important.
THey're not always, though. I know that when I was leaving one bad
situation, a certain negativity came through in my first interview and I
was glad it was for a job that wasn't really a good fit anyway. I had to
flush that stuff out of my system to bring my best self to the next one.
Susan Jones
Academic Development Specialist
Academic Development Center
Parkland College
Champaign, IL 61821
sujones@parkland.edu
Webmastress,
http://www.resourceroom.net
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------------------------------
Date: Mon, 7 Aug 2006 11:09:38 -0500
From: Floyd <calaf@CHARTER.NET>
Subject: TARGET: Keynote speakers - Diversity and multiculuralism
Group- Our state conference would like to focus on diversity or
multiculturalism as a theme for this next spring. Several people have
been contacted but nothing is coming through at the moment.
Anyone with a past experience with a good speaker who would be able to
address these issues? Thanks. floyd
Floyd Pentlin
------------------------------------------------------------------------
---------------
Region III Director, American Association of School Librarians
------------------------------------------------------------------------
---------------
ANSWER MACHINE/FAX: 660.747.0683 - E-MAIL: calaf@charter.net
------------------------------------------------------------------------
---------------
Patron: "I am looking for a globe of the earth."
Librarian: "We have a table-top model over here."
Patron: "No, that's not good enough. Don't you have a life-size?"
Librarian: (pause) "Yes, but it's in use right now."
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------------------------------
Date: Mon, 7 Aug 2006 09:48:00 -0700
From: "Anthony C. Doyle" <tdoyle@MUHSD.K12.CA.US>
Subject: GEN: Golden Compass film
Philip Pullman's Golden Compass will begin filming in September,
according to Entertainment Weekly. Nicole Kidman is slated to play the
evil Mrs. Coulter. The film is to have a budget of $150,000,000 and a
PG-13 rating.
--
----
Tony Doyle, Librarian
Livingston High School, Livingston, CA
tdoyle@muhsd.k12.ca.us
Visit the LHS Reading Blog:
<Http://lhsblog.edublogs.org>
<Http://www.lhs.muhsd.k12.ca.us/library/index.htm>
"You don't have to burn books to destroy a culture. Just get
people to stop reading them."-- Ray Bradbury
"One of the standard problems with the universe is that it's large
enough that unlikely things happen pretty often."--Nigel Sharp, U.S.
National Science Foundation
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------------------------------
Date: Mon, 7 Aug 2006 13:59:27 -0400
From: Jeanne Mayo <jeanne.mayo@GMAIL.COM>
Subject: Help...Little engine that could sequel...
Dear ones:
The assistant principal called and wants the title of a book that is like a
sequel to the Little Engine that Could that she heard at a 5th grade
promotion awhile back... of course she needs this ASAP. Does this
description ring a bell with anyone? Thanks in advance if there's anyone
on-line and reading today!
Jeanne Mayo
Carrolltowne Elementary School
ELdersburg, MD
Media Specialist
jbmayo@k12.carr.org
jeanne.mayo@gmail.com
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------------------------------
Date: Mon, 7 Aug 2006 14:53:41 -0400
From: Pat Turner <pat_turner@CARTERSVILLE.K12.GA.US>
Subject: Re: TARGET: SEC: Recommend books over 200 pages
Dear Members of LM-Net,
I just found out that the teacher who teachers the Honors Freshman English
class is going to require her students to read only books that are over
200 pages. I was hoping that you all could recommend some books that I
can share with her students. I want to be able to help them, but I was
trying to think of a more efficient and quicker way than just going to the
stacks.
I will post a hit.
Thanks in Advance!
pat :-)
Pat W. Turner, Ed.S.
Library Media Specialist
Cartersville High School
Cartersville, GA 30120
770.387.4769 (Voice)
770.387.4788 ( FAX)
pat_turner@cartersville.k12.ga.us
Research Finding: Students with access to larger, more current book
collections achieve higher reading, writing, and ACT scores.
Powerful Libraries Make Powerful Learners, Research Study done by ISLMA,
2005
-----------------------------------------------------------------------
This message has been scanned with F-Prot and found to be virus free.
Cartersville School System, Cartersville, GA 30120
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------------------------------
Date: Mon, 7 Aug 2006 15:30:53 -0400
From: Jeanne Mayo <jeanne.mayo@GMAIL.COM>
Subject: THanks--little engine sequel title found
Wow... within 15 minutes you all had the title of the little engine
sequel for me...I knew You Could by Craig Dorfman which is a great read
aloud for end of the year programs.... Thanks you to all who responded.
You all are great!
Jeanne Mayo
Carrolltowne Elementary School
Media Specialist
Eldersburg, MD
jbmayo@k12.carr.org
Jeanne.mayo@gmail.com
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------------------------------
Date: Mon, 7 Aug 2006 16:28:13 -0400
From: Laura Burns <laura.burns@CMS.K12.NC.US>
Subject: TAR: partial open schedule
I just got off the phone with my principal talking about scheduling issues. It
sounds like my schedule is going to change to be partially flexible and I'm
wondering the best way to do this.
A little background... Last year I saw about 36 K-5 classes each week for 30
minutes each. Increasing enrollment means we are adding 6 more classes this year.
The other special area teachers are each getting an additional half time teacher
but of course media isn't. I do have a full time assistant, thank goodness!
Special area classes, including media, are used as planning time for the teachers,
so going to a full time flexible schedule isn't possible. They need that 30
minutes every week to go towards their planning.
My principal would love to go to a full flexible schedule and thinks his current
idea will help us work towards that. He would like me to see 1/2 of the classes
each week during their scheduled time to do the lessons I have usually done. My
assistant would see the other 1/2 of the classes during the week to have storytime
and checkout. The following week we would switch and I would see the 1/2 she had
seen the previous week and teach my lessons to them and she would do storytime and
checkout with the other 1/2. The "free" time I have while she is teaching her 1/2
is when teachers come in with their classes to work on projects with me. This 1/2
and 1/2 idea he loves, since each class will see me at least once every other week
for lessons whether or not their teacher takes advantage of the flexible schedule
time.
The only problem I have with this (besides being very confusing to explain!) is
that my media center is very small. So student distraction will be an issue.
There will be a class in the media center for storytime while another class is
there doing research with me.
Does anyone else have similar scheduling issues? Could you give me ideas on how to
make the best of this schedule? Or have another way to look at this? Any help or
pearls of wisdom are appreciated!
Laura Burns, LMS
Reedy Creek Elementary
Charlotte, NC
laura.burns@cms.k12.nc.us
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------------------------------
Date: Mon, 7 Aug 2006 15:48:30 -0600
From: Rhonda Altonen <Rhonda.Altonen@UCHSC.EDU>
Subject: TARGET: Homunculus Model
I am looking for a model/kit of a Homunculus, Sensory or Motor; I found
one at the following web site:
http://www.sciencekit.com/category.asp_Q_c_E_762188, and it will work, I
was just wondering if anyone had another site that they could suggest.
=20
Thank you,
=20
Rhonda
=20
=20
Rhonda L. Altonen
Media Specialist II
Denison Library, Room 3D06A
UCDHSC, Learning Resource Center
4200 East 9th Avenue
Box A009
Denver, CO 80262
=20
P: 303-315-0827
E: rhonda.altonen@uchsc.edu <mailto:rhonda.altonen@uchsc.edu>=20
Courier Code: UCHSC, Denver
=20
Denison Library Home Page: http://denison.uchsc.edu/
LRC Page: http://denison.uchsc.edu/lrcmain.html
=20
=20
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------------------------------
Date: Mon, 7 Aug 2006 18:26:29 EDT
From: Brenda Kahn <Labsnbooks@AOL.COM>
Subject: MID: Gifted Sixth grader advice
Good evening all,
My Principal/ Superintendent was presented with a dilemma by the parents of a
gifted sixth grader. Apparently, he taught himself high school algebra this
past year, took a test somewhere and received an A. By the way, he has scored
perfectly or near perfectly on all the state testing since grade 3. While our
sending high school will accept advanced students into Algebra as eighth
graders, there are no provisions for either sixth graders or students higher than
algebra.
He will be pulled out of regular math for enrichment as much as possible this
year, but she was wondering if there is anything out there to use as a model.
Thanks in advance.
Brenda Kahn
Librarian/Webmaster
Haworth Public School
Haworth, NJ
labsnbooks@aol.com
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------------------------------
Date: Mon, 7 Aug 2006 19:05:52 -0400
From: Brenda Humphrey <brenda_humphrey@BELLSOUTH.NET>
Subject: HIT: Elementary Orientation
Dear Members,
I'm sorry it has taken so long to post this hit. I received some very, ve=
ry helpful responses. I hope it is not too late for some others to benefi=
t from this information.
Brenda Humphrey
Media Specialist=20
Parker Mathis Elementary
Valdosta, Georgia
brenda_humphrey@bellsouth.net
We have created a video that we have used, which I thought was pretty goo=
d -=20
the only problem is it becomes outdated so fast and is time consuming to=20
update.
The one thing I have done the last few years that is pretty impressive to=
the=20
kids - is I pack a backpack with library/text books and then put in a wat=
er=20
bottle, banana and then a tupperware container. I then bring the things o=
ut of=20
the backpack and discuss proper care of books. They especially like the=20
discussion on the banana and what happens to it if it gets between the bo=
oks or=20
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.=20
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 kind=
s of=20
fun ideas to begin the year with the younger students. Here are a few I t=
ried=20
that worked well:
Pre-K to 2nd grade:=20
I read aloud I Took My Frog to the Library by Eric Kimmel. I had a stuffe=
d=20
animal (or beanie babies) of each of the animals in the story in a bag. A=
s=20
they were mentioned, I would act like something was moving in the bag. Th=
en I=20
would pull out the animal and have it talk to the kids. They LOVED it. Af=
ter=20
we finished the story, we talked about why animals don't come to the libr=
ary.=20
You could make a cute PowerPoint with that theme.=20
Book Care Grab-Bag:=20
I purchased or gathered a bunch of small figurines that are used in doll =
houses=20
or collectables. I put them in a bag, and at the end of each lesson, I wo=
uld=20
have a few students come up and pull a figurine out of the bag. Then we=20
discussed what that item had to do with taking good care of our books. Fo=
r=20
example, I had little Coke bottles in the bag. When they pulled it out, I=
=20
asked them what they thought it had to do with taking care of books. We=20
discussed how we don't drink things while looking at our books, in case w=
e=20
spill. Surprisingly, pretty much any item can be related to book care is =
some=20
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=20
each a card with "No, David" printed on one side and "Yes, David" on the=20
other. I had a bag with different scenarios in it such as "David leaves h=
is=20
library book in the living room where his 2 year-old sister can get it." =
I=20
have one of the kids come up and pull a scenario out of the bag. I read i=
t=20
aloud and the kids hold up the appropriate side of their card - Yes, Davi=
d! or=20
No, David! Then we discuss why.
Stella Louella
I did this with 2nd graders. I had chairs with the names of all of the=20
characters in the story taped to the back. The chairs were set up in a se=
mi-
circle and the characters were in the order as they appeared in the story=
. The=20
kids "played" each character as I read aloud Stella Louella's Runaway Boo=
k by=20
Lisa Campbell Ernst. I gave Stella the book and as the story progressed, =
the=20
book traveled through all of the characters. The kids really were involve=
d in=20
the story and were able to see what can happen if you leave your book=20
somewhere.
Mr.Wiggle's Library
I read aloud Mr. Wiggle's Library by Carol Thompson, and then we did a mo=
dified=20
scavenger hunt as a class. I hid several clues in different parts of the=20
library. The first clue was in the back of the book I read aloud, and I a=
cted=20
like Mr. Wiggle had left it. It said to find the place where you return y=
our=20
books and check out new ones (I made the clues rhyme, but don't have them=
in=20
front of me). We traveled as a class to the circulation desk, I talked ab=
out=20
it, and then there we found a new clue to lead us to the next place I wan=
ted=20
them to know about.
3rd - 5th Grade
Last year the movie Charlie and the Chocolate Factory came out, so a libr=
arian=20
in my district created a scavenger hunt that was related. Each clue led t=
hem=20
to a location in the library. When they got there, they picked up a piece=
and=20
glued it to an appropriate spot on a grid. When they completed the grid, =
they=20
got a "golden ticket" (a golden-colored bookmark).=20
Again, these were ideas from several librarians in my district. I hope th=
ey=20
help in some way.
******************************************************************
Last year, I filled a backpack with a high heeled pair of pumps, a bar of=
soap,=20
headphones, library card, ruler, and (I can't remember the sixth thing). =
I=20
gave each table in my library (group) an item and asked them to brainstor=
m the=20
relevance. The library card was easy. The ruler was easy (we use those as=
=20
shelf markers), the soap was easy (keep hands clean), but the headphones =
and=20
the pumps were a little more challenging. The headphones are a reminder t=
o=20
whisper (only one person hears you at a time when you are wearing headpho=
nes)=20
and the pumps were there to remind them to walk (softly, so I wouldn't he=
ar=20
your heals, and slowly...walking in shoes like that are almost impossible=
...I=20
even have a volunteer to try walking in them {usually a boy}. When I thin=
k of=20
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=20
could have them ans at tables as "teams" and see how each table does or s=
ome=20
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=20
question, read it and call on another to ans and that child selects the n=
ext=20
question etc.
I like to figure out ways to have the students do more of the asking and=20
answering so that I am not a boring talking head. They like to get a=20
bookmark or something when the class is over and I let them check out tha=
t=20
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=20
video so that I would not forget any information. I think this year I wil=
l us a=20
combination of Power Point Picture to feature --circulation desk, various=
=20
section, procedures, etc. I have another power point with my voice record=
ed
in it to describe the automated catalog. I expect teachers to accompany=20
classes at the beginning of school. Students are given library check out=20
folders/numbers and after Q&A I give them a book mark with cost of books=97
check out limits, etc. Then, they check out books This is the only time I=
see=20
whole classes unless the teacher specifically requests a certain project =
that=20
involves whole class. Teachers are given Guide to Library Media Center wi=
th=20
the school Handbook. We are totally open/flexible situation. I keep my sc=
hedule
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=20
kids have been there(some for years). I always started out slow with K. T=
he first=20
week they did not take out books. For the first month I always layed out =
appropriate=20
picture books from a table. After that they can pick books from the shel=
ves.You will=20
find that their eyes are quite wide with the size of the room and they ca=
nnot begin to
navigate the room. I did lessons on book care and "getting to know You" =
types of=20
lessons, you will also be spending a lot of time learning all of the kids=
names.=20
(I had 450 kids in my school). You will also need to spend a lot of time =
with=20
routines with the really young kids. How to check out a book (we had card=
s-
it took the kindergarteners a fairly long time to find their cards with t=
heir names,=20
using shelf markers, etc.
*******************************************************************
For the first few classes in library, I go over rules and procedures, par=
ts=20
of the library, good behavior incentives, etc over and over again.=20
Repetition is key with this age group. The first week that students check=
=20
out books, I demonstrate the proper book selection procedures. Students u=
se=20
"shelf markers" (which are simply wooden paint sticks) before removing a=20
book from the shelf. They place the stick in the book's place on the shel=
f,=20
then slide the book out. If they do not want the book, they slide the boo=
k=20
back in the slot "standing tall with the spine facing out", then slide th=
e=20
stick out. When they find a book they do want, sticks go back in a bucket=
,=20
and students go to the circulation desk to check out.
I actually do a "walk through" of the entire book checkout process,=20
pretending I am a student. Sometimes I make intentional mistakes and ask =
the=20
students to correct me if I do anything wrong (like carry book on top of =
my=20
head, leave stick in shelf, go to my seat & forget to go to check-out).=20
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 rul=
es,=20
library behavior rules, checkout procedures, or parts of the library. The=
=20
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 hav=
e
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 d=
o
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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End of LM_NET Digest - 7 Aug 2006 - Special issue (#2006-514)
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