Thank you all so much for your help. LM_NETers are amazing!! The 2nd
interview today went very well, but I won't know the final decision for another
few
days. I really appreciate the amazing advice I received to my earlier request
for ideas on how to formulate a 9th grade orientation. Several people
requested a HIT, so below is some of the amazing information I received. Le
agradezco mucho! (I appreciate it very much!)
Alma
If none of the students have ever checked any books out in the past four
years, it sounds like they need to find out what's there. Since the kids don't
know you, you can do several things. One would be to find out what they are
interested in (that will help you with ordering, and get them thinking that
maybe you will be someone they will actually want to know). Another would be to
give them a brief "tour" of the library. If it is small enough that they can
sit at the tables and you walk around, you can point out what's where. If the
room is too large for that you will have to take them around, which is
likely to make it harder for you to actually teach them anything. You can do a bit
of a lesson on databases, both electronic and print, as you mentioned.
I generally keep those beginning of the year orientations pretty simple,
because kids won't remember much of what you tell them until it becomes
personally relevant to them ("now that I need to do a research project I need to
know
where books are that can help me"). I usually plan to use the whole period,
though, just because that cuts down on the hallway noise. Of course, if you
have a block schedule, your periods are probably too long for that, so you
will want to use only part of the time. You can work that detail out with the
English teacher(s).
---------------------------------------------------------------
Our ninth grade school is morphing into a middle school. Last year was the
first year I had access to an Intelliboard for orientation. Using
information relevant to our library, I created a Jeopardy game and an interactive
crossword puzzle with Eclipse crossword software (extremely easy to use). You
could do this without an Intelliboard. Also, I booktalked a few books from our
library with each class--I had taken pictures of the covers of the books, and
showed them on the screen while I talked about them. Do you have access to
an LCD projector? I'm happy to share my Jeopardy game. I'm going to try to
improve it and revamp it this year for younger students
---------------------------------------------------------------
Your orientation can take many forms. I know several professionals who run
freshman orientation for a full week -- incorporating how to use databases,
indexes, table of contents, specialty sources, and other library material
--including a test.
In our high school, we do it all in one week. Actually, we save the lessons
on databases and other sources for "just in time" teaching -- feeling the
students retain the information better when they learn it and USE it at the
same time.
So, for our one period orientation we cover:
HOW TO GET TO THE LIBRARY:
- from study hall
- from lunch
- obtaining a pass from a teacher
- "Priority passes" -- something we invented. Students are welcome to come
to the library instead of their lunch or study hall. We take attendance, so
they never go to L or SH first. We required they get to us BEFORE THE BELL.
There are many occasions, though, when we close the library because we (two
librarians) have several classes in there that period -- or have just had an
onrush of students coming in and cannot handle any more that period. Then we
slap a CLOSED sign on our door.
There are always some students who truly need to use the library but cannot
negotiate the halls quickly enough before that CLOSED sign is slapped up. So,
IF THEY HAVE GOTTEN A PASS IN ADVANCE (day ahead, before school, earlier
period) and still make it by the bell, we let them in anyway. Since they made
it a priority in their life to get in, we make it a priority to let them in.
HOW TO CHECK OUT:
- what's needed (ID or temp ID)
- fine rules/restrictions
- fines carry over from their middle school
- what else we check out (mostly for in-house use): magazines, "clip kits
(markers, scissors, ruler, gluestick), AlphaSmarts, yearbooks, textbooks...)
- maximum allowed
HOW TO FIND A BOOK:
- introduction to our OPAC
THINGS TO KNOW ABOUT THE LIBRARY:
- Our home page, with databases, and "How To..." links
- Book club, and state Reading Award Program (we heavily push)
- How we can help them
- Layout of the library
In past years we've had a 10-question quiz at the end of a small powerpoint
and demo. We have several sets of the same quiz (different order of
questions, different questions although same answer [how many Biographies does
this
library have on Abraham Lincoln? George Patton?]. The quiz requires them to
get up and move around the library. Includes: name to magazines you can
check out (have to go to circ desk to see them on display); find the 3-hole
punch and punch this quiz paper; what is the name of the series by Michael
Stackpole; what is the name of the second story in the story collection entitled
"Mystery Cats"; name one book by Gary Soto; who wrote the story "Weetzie Bat".
At the end of the period we tried to squeeze in time for students to check
out a book.
Last year we attempted a Jeopardy game with each class. Some questions
still involved running around the library (and they ran!), some were answerable
from the OPAC on the computer in front of each 2 person team. It still needs
some work as we didn't get to many of the important questions we wanted them
to know about.
Yes, we graded the quiz and returned it to the teachers, some of whom
recorded it as a participation grade. A few teachers gave their own classroom
quiz
a day or two later.
As to getting kids to check out books...Display hot titles on the televised
daily bulletin, or a display in the library.
Participate in your state reading award program and run a contest for the
class having the most readers/voters.
Book club?
Library helpers at the circ desk each period -- they draw in people as well.
Find people who like to read!
Contests!! Guess how many... Register for a prize with each book checked
out during Teen Read Week. In February: Famous Lovers (Becky & Tom = Tom
Sawyer).
Publish (library webpage, blog, school newspaper, school newsletter home,
library bulletin board, local newspaper(?)) teen book reviews.
Photograph some teachers with the favorite book -- similar to the READ
posters from ALA. First picture is a guess who with the book covering most of the
face. "Answers" posted in library.
------------------------------------------------
There is so much to talk about during orientation, especially if the space
is new to the kids -- do you know if the space is shared with the middle
school or not? Usually the problem is there's TOO much to share with them. But if
you have an hour, that's good because it means you can talk to them for part
of it and then give them some hands-on time.
Before they come in, you can set up the space with any materials you have
(computer use policies, welcome brochures, bookmarks, etc.)
So the first part is showing them the lay of the land, introducing the
faculty/staff, the resources at hand, including where the printer is and how to
print, where the computers are, where the reference collection is, where the
designated "quiet study areas" are, etc. If your space is small, that'll be
easy. Then give the guidelines of how the library works -- how many books can
be checked out at a time, if you have fines, where to find book carts for
classes if you have those. And any programs you might have (book club, reading
contests, etc.) Believe it or not some high school kids still don't know how to
use a library, how to ask when they need help, etc. A lot of them are
intimidated! So you really have to impart that to them -- "I'm here to help, don't
be afraid to ask me or another adult in the library for help finding a book,
starting your research, or using the databases," that kind of thing. I think
actually that that's the most important thing, that they begin to feel
comfortable. You can share the rules here too -- I found it helps to share WHY
you
have the rules so that they don't feel subject to more arbitrary rules.
(i.e, "we don't eat in the library because food attracts mice, who destroy books
and freak people out.") But that depends on what kind of school you're in.
After this you can show them the resources. I can't believe this school is
still on a card catalog! But that's okay...it's still really important, maybe
more so if they've never used a card catalog before. You might try to find out
if the middle school(s) they're coming from are also not yet automated,
because if so you'll have an easier time teaching them. At the school I was at we
started with the library's homepage (we had an online catalog so that's how
you accessed it) and tried to impart, "This is your homebase. If you don't
know where to start with your research, you can always come here, 24-7."
Because we also had databases, links to the university's resources, and hotlists
linked off our website. You might want to point out a couple of key databases
and what they're good for. This just depends on what you have. We showed
EBSCO, JStor, and ProQuest. (JStor was important at my school because, somewhat
unfortunately, the teachers constantly assigned the kids to use it.)
Then if you have time you could have them partner up and do a quick search
using the catalog. You could hand out paper strips with a title, author, or
subject on it and have them find the book in the catalog, then on the shelf.
That could easily take the whole hour.
If you do have a good number of databases, and I guess even if you don't,
it's helpful to have another orientation entirely devoted to research. You
could work with a history or English teacher to bring the kids in at the
beginning of their first big research project. Then it's more meaningful and they
remember it (slightly) better.
---------------------------------------------------------
Does the library have computers? An lcd projector? Powerpoint? If there is
a computer, does it have internet access? Do you live in a state that
provides free access to databases for citizens? Tennessee has the Tennessee
Electronic Library. Georgia has Galileo.
There are a lot of things you can cover besides book sources in the library.
I do different 9th grade orientations based on what teachers request. I have
one that is a scavenger hunt. I modified one found thru LM_Net archives. It
includes introducing yourself to the librarian, finding books in the OPAC,
answering questions from the school website, writing down the database
password, labeling a map of the library (copy machine, printer, checkout desk,
catalog, pencil sharpener, library sections). I first present all this in a
powerpoint projected on the wall and cover library rules. I also can incorporate
an orientation on avoiding plagiarism and how to do MLA citations or that can
be done as a stand-alone presentation before a research project. I have also
done an orientation on evaluating internet sites for credibility and tied
the information looked for in that process to information needed for MLA
citations. My orientations are more based on how to find and evaluate information
in any medium than introducing books. I just want students to think for
themselves and to use information ethically. You could even touch on internet
safety. I tell students that there is such thing as privacy on the internet any
more than there is on the bulletin board at the mall.
-------------------------------------------------------
I taught a ton of freshmen orientations. We covered the location of
materials in the library, obviously how to use the catalog, how to use the
databases,
and then the students did a scavenger hunt that required them to use all
parts of the reference collection, and also we tailored it to various teachers
specifications.
----------------------------------------------------
I do a three day orientation, with 40 minutes periods, about 28 kids at a
time (average class size). Day One: meet the staff and a funny lesson to help
them learn rules (study hall passes; circ policies, etc); Day Two: trivia hunt
with a library map (to learn both book sections and necessities like book
drops, pencil sharpeners, etc); Day Three: test driving the databases (I have
55+ computers so that makes a difference). I use the "clickers" (student
response systems) to give them a practice library quiz. I show a 1 minute clip
from YouTube on the blonde in the library. We design book shaped cutouts to
show our favorite book, which I then post. There's a balance between fun and
work, discipline and relaxed. Later when they actually have research
projects we get into everything more intently.
Humbly suggested--I'd start the push for book checkout on day one to show
the principal that kids will check out materials if you have the right ones.
This seems to be your most critical issue to me. Get the teacher who brings the
class to offer bonus points for anyone who checks out a book as a jump
start. Put the most popular books you can find front and center. Ask the kids
what to buy. Don't wait for that "other day" to get that program moving.
------------------------------------------------------
Let me preface my remarks by saying I have no experience with this age group
at all, but I am
assuming that by 'orientation' you are introducing them to the library and
its services.
Therefore, could you not turn the task around and have them introduce you to
their library - after
all, they are the ones who have been there before and you are the newbie.
You would find out what they already know and have so you are not wasting time
later by teaching this. Tell them that there will be changes happening but
ask what already works for them and what doesn't. (You might discover why
there has been no borrowing for 4 years.) Ask what changes they would like to
see, in an ideal world of no budget restraints, and to prioritise these.
This allows them to draw on their knowledge of other facilities as well as
helping you develop a plan. Ask them how they could use their existing knowledge
of libraries to help you undertake some of the tasks on the plan. (Perhaps
they could look at the publication dates of the non fiction and pull those older
than ten years so you can then make your initial weeding decisions from that
pile.)
By having them involved in this sort of input, you are giving them ownership
of the facility and you
will be surprised at how much they will value this.
--------------------------------------------------------
I would approach this as a book is a book....if it's a well-written YA
novel, it'll circulate. Tell the superintendent that you will booktalk for the
English classes, teach them about databases, and orientation is not about a
whole bunch of rules and procedures (they know these all too well when they've
reached high school) but one that will create an atmosphere of the library for
students, not a library for the librarian. Make the library approachable,
start relationships with students, and collaborate with teachers. To me, these
are the three essentials in a good library program.
--------------------------------------------------------
Just remember that the most important resources in a library are a welcoming
smile and a good attitude. The best-stocked library will not be used if it
is staffed by an unfriendly librarian.
-----------------------------------------------------
Yours is different than mine but my job when I started was to get kids to
come to the library. I first asked them what they were reading and bought
every book I could that would relate to what they wanted. I include Manga,
magazines, sci fi and romance.
I then started with computer classes (9th grade) and gave instruction on
research using state provided databases. I also made headway into English
classes providing instruction on research and plagiarism. I made the library an
inviting place to be and kids came.
---------------------------------------------------
Probably the most important thing to do is to make sure they know who you
are and that you are there to help. Are you the only one responsible for the
orientation? Think about these questions and see if you can get some answers
before you start:
What kinds of libraries did the kids come from? Find out what you can about
the feeder schools and their facilities. What is the Public Library like? Do
the kids use it?
What expectations do the teachers have of the library program? Are there
any? (that may be another whole battle)
How does the principal know that books were not taken out? Ask him WHY NOT?
(Was there a librarian or just a clerk?)
Do you have a budget? Can you update the collection or are you on your own
to beg, borrow and steal? (If so , check with the local public library for
handoffs--I got a bunch of good YA fiction that way)
If I were to have the kids for part of their 9th grade orientation, I would
stress the wide variety of resources we have, how to access them, what is in
various sections of the library (fiction. reference, non-fiction, copy
machine, book return), and perhaps toss in a couple quick booktalks. Remind them
you can help with bibliographies, or finding materials at other libraries. Tell
them you will be working with the teachers to find out what they will need.
Ask them what they like to read (graphic novels, which magazines, what kinds
of fiction or non-fiction). Ask them why they might use the library. Since
you are both new, try to get them to define your job. If they are clueless,
clue them in.
--------------------------------------------------
If I were you I would propose a lesson in electronic library resources and
use you local public library. there's a ton of stuff that you can develop
into several lessons of any time amount. for example you can use the OPAC to
demonstrate how to search on OPAC's. If you have a library card you can
probably access the databases as well. If you have access to a computer and an
LCD projector you can "show" STUDENTS how to search for any number of things.
You might want to stress the importance of automating and get proposals for
you school. I was in a similiar situation and convinced my shoool to take
the leap and got estimates from several vendors for hosting our system. we
went with atrium and I have spent the last year cataloging our collection. my
principal was very pleased with the restults. this summer we subscirbed to
EBSCO databases as well as United Video Streaming. anyway as you can see one
thing leads to another and before you know it you are a full fledged library
with all the latest resources.
If you are doing an orientation be sure to include a AUP policy and
signature sheets for all students as well as an overview on Internet safety and
plagiarism.
------------------------------------------------------
Alma Ramos-McDermott
ALA Spectrum Scholar 2006
sunshinealma@aol.com
AASL Diversity Taskforce member
YALSA Diversity Taskforce member
REFORMA CAYASC Committee Member
REFORMA liaision to YALSA
Spectrum Institute Committee member
**************Looking for a car that's sporty, fun and fits in your budget?
Read reviews on AOL Autos.
(http://autos.aol.com/cars-BMW-128-2008/expert-review?ncid=aolaut00050000000017 )
--------------------------------------------------------------------
Please note: All LM_NET postings are protected by copyright law.
You can prevent most e-mail filters from deleting LM_NET postings
by adding LM_NET@LISTSERV.SYR.EDU to your e-mail address book.
To change your LM_NET status, e-mail to: listserv@listserv.syr.edu
In the message write EITHER: 1) SIGNOFF LM_NET 2) SET LM_NET NOMAIL
3) SET LM_NET MAIL 4) SET LM_NET DIGEST * Allow for confirmation.
* LM_NET Help & Information: http://www.eduref.org/lm_net/
* LM_NET Archive: http://www.eduref.org/lm_net/archive/
* EL-Announce with LM_NET Select: http://lm-net.info/
* LM_NET Supporters: http://www.eduref.org/lm_net/ven.html
* LM_NET Wiki: http://lmnet.wikispaces.com/
--------------------------------------------------------------------
LM_NET
Mailing List Home