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Thanks to all the folks who sent me their ideas (all offlist – hooray!) for working with multiple student aides every class period in the high school library: Vicki (NY), Sarah, Kathleen (CA), Harriet (VA), Rachelle (MI), Raynette, Judi (MI), Jean, Emily (KS), Corby (TX), Katherine (UT), Amanda (TX), Robert (NC), Beverly (TX), Susan (ND), Ann (MN), Robin (NC). My friend is thrilled to have so many ideas and such a lot of support. She will be “visiting” with the principal and counselors soon to see what she can do about this, armed with your good suggestions. Indeed, LM_NETters are the helpfullest people on earth!! -- Original post: on behalf of a friend who knows that folks in her district follow LM_NET. Please respond to me OFF LIST and I will post a HIT for all of us: "I went to my "new" school yesterday to check out the high school library, serving about 700 students grades 9-12. I found out that in the library, I will have a full time assistant plus 6-10 student library aides PER PERIOD (apparently they have run out of classes or room in the classes so they just "stick" them in the library)! I will be fully responsible for keeping the students busy and providing grades for them - no study hall component. This year there has only been the assistant in the library (no librarian), and she basically makes them straighten the shelves, and then they just sit there. She said she's had a ton of behavior problems (of course – you can't expect students to just sit - they need to be busy). I am going to talk to the principal and counselors about this, because I foresee a nightmare with that many idle students. If I have to have that many, I am going to make a syllabus, have a social contract, and have daily, weekly, and monthly assignments; basically, I'm going to treat it like a class. I've been researching ideas for what to do with them, and I have thought of read a book per 6 weeks and make a book trailer, poster, and/or booktalk, shelve books, clean, etc. etc., but I'm worried this won't be enough. Do you have any suggestions?? Do you have multiple student aides each class period? Do you provide a syllabus and/or quizzes over Dewey?? Any advice you give is appreciated. I have searched SLDirectory and LM_NET archives." RESPONSES: Curriculum at http://www.ncwiseowl.org/zones/mediatech/MediaAssistants.htm http://www.camaswednet.edu/chs/lic/libasst.htm ---- You have the same enrollment as I do. - And, 2 students aides during a period is one too many! Before I'd agree to anything, I'd have a frank sit down with the counselors and principal. This would require an enormous chunk of your time. It's like you're a Den mother to Cub Scouts all day and have to come up with creative projects every period. If you were a classroom teacher, how many preps would you have? I would consult the contract and make sure 'giving grades' doesn't constitute a class. If they press, design a tough as nails class that has them designing webquests, creating bibliographies, doing book reviews, role playing reference interviews, researching banned books, etc. Word will get around, and they will all sign up for Physics or Advanced Chemistry next time! -------- look at them as a source for book reviews, to make bulletin boards and displays, to write a library newsletter -------- I've never had that many but I've known people who did. Some other ideas are book displays, bulletin boards, teach them some about DDC, reference tasks. Good luck. ------- I have had as many as 4 aides per period...way too many. This year I have 4 total (all day) and that's perfect. Guidance gives me a list of students who requested Library Science. I give each an application which is due to me by a certain date. I then call them individually for an interview, speak to their current teachers, and then I select. Last year only 4 of 16 turned in the application so they were the only 4 I interviewed. In previous years I have not selected everyone who applied. It's nice to have that option. I do not need to make more work for myself; after all I'm a one-woman show! I currently have on my desk a list of 17 who have requested library aide for next school year! I do have a syllabus, a daily checklist of assignments, a rubric for grading shelf reading, etc ------- I have been doing this for 6 years now and have found a great balance between the students helping to run the media center and written assignments. Crazy busy right now, but will try to get you outline of assignments in the next day or 2. One word of advice: if your union says that you should have a prep, fight for it. You can't have a "floating prep" like a librarian if you are assigned students every hour. Good luck! -------- Are the students bright enough to offer some tutoring? What a great opportunity that would be to get them involved with other students to help them. ------ Definitely a syllabus! I have students all year long, from 1 to 4 or 5 an hour (this year the most has been 4) and if they are not kept busy, well, yes, there are behavior problems. Suggestions: 1. I have the students do research-based projects like read a book and watch the movie of the same - compare and contrast on PowerPoint (helps them practice using PowerPoint for presentations and you can have the kids present to the whole class when you have 6 to 10). I have them do 2 papers/projects per marking period for the first three marking periods (the last marking period is shelf reading and inventory). Other assignments are for papers and some of them require the use of specific databases only, work on primary and secondary resources, and fairy tales - study the history of where the fairy tale originated and look at various incarnations of the fairy tale then tell how the culture and time have influenced the fairy tale. I am sure that you can come up with other assignments that fit your situation and standards and benchmarks. This gives them something to work on when all the "library-related" chores are done (shelving, checking in, copies, laminating, etc.) 2. I have a form called a weekly duty sheet. The student fills it out daily to let me know what they accomplished that hour. I grade those weekly and it is 10 points I can use to grade general "on-taskness" every week. I also have a form for book repair work (filled out each time they work on book repair). It gives me a good idea of how much time the student spends working and how much time they spend standing in the stacks, pretending to shelve or shelf read. Cuts down on behavior problems. 3. Also, the guidance counselors and I worked out a pre-requisite form for admittance into my class - the students must "pass" a couple of simple tests (alphabetizing, a writing sample, etc.) because if they do not, they will likely fail my class. I also make sure that the counselors know that I have money from fines and so on so I need to have responsible students with no background of dishonesty. They still stick the two or three "don't fit anywhere else in the schedule" students in my class in the fall but they almost always drop by semester. 4. I do have the students work on displays and promotional assignments like book trailers. They can earn extra credit by doing bookmarks (If you liked Twilight, then try...) or book reviews. We also have a blog where they can discuss books. I haven't added a storytelling/performance component yet but was toying with that idea for next year. This could be a book talk to a class, reading to an elementary class (like storytimes at the public library), or some other way of either storytelling or performing related to books/reading/the library. 5. I have library vocabulary (shelving, reference, research, catalog, database, information literacy, fiction, media, search engine, browser, etc.) that I give a pretest at the beginning of the year and have them do activities with them throughout the year (a crossword puzzle, for example) then a posttest at the end of the year. This is busy work, I know, but I feel it is still important to know certain words/phrases and be aware of library vocab. Overall, my assignments are geared toward many different learning styles and covering many different information literacy components. You can have them do web page/site evaluations, have a book or binder of book reviews that they must add to each month or six weeks (part of your "read a book" idea), and many other things. You can keep them busy and still have them do so much for the library. I taught book repair to my students, as well, and this helps keep my collection in good repair (I do not have any adult help at any point of the day). Hope it goes well for you – ------- Yes! And then post it, make sure the students all see what will be expected of them as Library Aides and I bet they will miraculously find some class or schedule that will work for them that doesn't include the library as a free period. • A-V support. Train the students to be trouble shooters for classroom tech problems. • Displays - Have them sign up for weeks. Have the student sign up for their week. Have to turn in a storyboard of the display with theme and all materials to be included prior to their week. • Information Literacy skills so they can be of assistance with research as a TA and in their classes • Sure, Dewey tests to make sure they know the layout and how to locate requested materials. • Weekly reading log, a book every 6 weeks seems a bit long, need to have some due dates each week. Reading log or journal which can be requested turned in at any time. Means they have to keep up with it, not just wait until week 5. • Design a library webpage? Group project, draw up the "front page" look and then decide on what items will be available. • Design a library survey for the staff, and one for the students. • Flyers for great reads. • Flyers telling of the library resources and any passwords that would be needed for home use. • Copyright and plagarism lessons. • Bibliography - Works Cited formats. ------ Oh my gosh! What a nightmare! My aides are on a pass/fail system, and I have between 12-16 per year spread out over eight periods (we're on a block, so we have four classes every other day. I don't give them assignments other than chores for helping out, and I'm sure many of the things on my list you've already thought of, but here goes: Put out the day's newspapers, take the recycling to the recycling center, fill the printers, shelve videos, shelve books, put out new magazines, file vertical file articles, turn off computers, monitors, printers right before the end of the day, take down and hang posters and bulletin board, laminating new posters/bulletin board items My school has a large bulletin board in the hall near the library, and my adult aide cuts out articles about our school/students from the newspaper and they staple them up (my aides could cut out the articles, too). Each aide has a specific set of shelves they're responsible for, and they must check them for neatness every day and check them for order once a week. I have a sheet for them to date for this. I keep as display up all year of award-winning titles, and I've created a checklist for one of my aides, and she sees which ones are checked in, and she finds any that have gotten shelved and puts them back on that display. I also have a cleaning checklist (the library's just too big for my custodian to handle.), and they clean every other week: dust shelves, clean tables, windows, keyboards, mice, dust window ledges, etc. I get an extra copy of my local newspaper, and the current events teacher gets lots, so I cut out articles and send them to students featured. . .it's a big thing now to get one from me. I have yellow 1/2 sheets of paper that I fold to make sort of a card and it says "You're Famous!" on the front. My aides deliver those every day, and they help me cut out, too. I have two carts of laptops that operate out of the library, and my aides deliver and pick those up. I like your idea of having them do book trailers and posters. . . I might use that one, too! Good luck. . . it will work out. Stand your ground with the principal/counselors. Maybe the office needs to take some of your aides! ---------- I was in this same situation a couple of years ago, although I would have 3, not 8. I made them do information searches in the print Almanac and take ready-made quizzes. Maybe they could do some of the tutorials on Britannica or World Book online, if you have it...and learn how to navigate the database so they could show students how to find information --- Maybe you could come up with things they could do as assignments that could also help you. Here are some ideas of some things they could work on: Creating genre book marks or if you liked this author you might like bookmarks. Planning thematic book displays Creating book talks Creating book jackets for boring or older books without interesting covers They could work on shelf clearance and making sure the shelves are in order Teach them some minor book repair techniques and they could work on repairing books Create posters to advertise new books in the library You could have them read and write reviews for a library book blog. You can get a free blog for educators at www.edublogs.org You could have them create a library wiki web page with links to favorite authors, book reviews, etc. You can get a free wiki at www.wikispaces.com You could have them work on a library newsletter about the resources available in the library. Have them review whatever databases are available at your school and have them come up with a quick guide or tips on doing research. Have them work on brochures to assist students in research: the big six, how to cite sources, how to use a table of contents, how to use an index, introduction to the dewey decimal system. Have them create research guides with a list of books, websites and periodicals that can assist with commonly assigned research questions. Have them choose a book from each genre and come up with a shelf marker that recommends the book to students. I would just recommend treating it as a class and giving them some kind of rubric or assessment for their work. ---------- First, that's a lot of kids for one period. I have 2-3 aides per period in my middle school library and have a hard time keeping them on task. Besides the "normal" tasks of the library, how about having them promote the library? Create bulletin boards, not only for the library, but possibly the school and other departments. They would be providing a service. Have a form for teachers to fill out with what they are looking for, have the students create the bulletin board and if they happen to have a section with it called "further reading..." then that just makes it all the better. What about having them go to elementary schools in the district and doing a storytelling or booktalk? This would have many parts to check on. They'd have to have things planned out in advance and have the librarian approval. There are a few ideas in the article "It's Cool to Work in the Library...Student Library Aides" It can be found through Ebsco. Have the kids brainstorm ideas. Don't we always take a bit more pride in things that we come up with? --------- I think your suggestions about bulletin boards, shelving, creating trailers/podcasts are good ideas. They can also deliver and retrieve library equipment, look up resources online, and possibly create the school's daily announcements - either by video, podcast, or Power Point by working with the Principal's secretary or whoever else is responsible for collecting information that needs to be shared with other students. If video, develop guidelines - general students info, club info, band, football, dances, etc. They can be responsible for creating background sets and possibly work w/Theater Arts dept. Also aides could create a weekly, monthly, or six week newsletter. Just some suggestions... -------- I am the library media specialist in a high school of approx. 900 students. I have a full time para and one library aide for each period. (We're on a block schedule, so we have 4 periods/day, each 90 minutes long.) Last year (previous librarian), the library aides got graded on keeping the shelves straight and showing up. I've made a few changes to the requirements this year, but I'm interested in revamping a bit for next year, so I'd be very interested to read about what other schools are doing. I don't have any say in who gets to be library aide -- students sign up and I have to work with what I've got... My grades fall into 4 categories: a. Daily Journal b. Daily Tasks c. Projects d. Shelf Reading Daily Journal: I give students writing prompts each day, and they spend the first 5 to 10 minutes they're in the library writing. I tell them up front that I was originally an English teacher, so I do care about spelling, punctuation, and grammar, but I'm most interested in having them share ideas. My initial journal is about why they signed up to be library aide, with a couple of follow-up journals to help me get to know about their families and their interests. I'll have them write about favorite books, or think about what makes a book good, and I give them a couple of "free days" to write about any topic that interests them. I like to write comments back to them, too. The last journal they write is a reflection on their experience as library aide. Daily Tasks: My students have to check books in & out, shelve whatever comes in during their period, keep the copier & printers filled with paper, and generally be helpful. I also require them to do 15 minutes of reading a day -- can be a book, magazine, newspaper -- doesn't matter what they read, but they have to read every day. Projects: I currently have 4 projects for my students. The first is "Library Orientation." I give them a tour of the library, then I give them information on our library procedures and some basic "library vocabulary." They get time to study it, and then they take a 50 point quiz. The second project is an annotated bibliography and display. This year, my theme was "10 books you'd want to have with you on a deserted island." Students wrote an annotated bibliography in MLA format for their 10 books, then did a poster to display around the library. Those were fun, and they look great hanging on the boring white walls! The third project is a bulletin board or book mark. Students can choose which they'd like to do, but if they're interested in the bulletin board, they need to talk to me ahead of time so we can schedule them in -- I have only one bulletin board available. The final project, due the last day of the quarter, is a book review. This isn't just a summary-type book report, but more of an analysis -- what was the author's purpose in writing this book? Did he/she achieve that purpose? Should other people read this book? Why or why not? Shelf Reading: I divide my shelves up into 4 sections, since I have 4 library aides each quarter. They are each responsible for a section of shelves, and I "grade" them each Friday on the neatness and accuracy of their sections. For next year, I am thinking of having my library aides do more reading & reviewing -- perhaps assigning a different genre each couple of weeks, or having them write reviews for new books that arrive, and then having a specific place where their reviews are displayed. (I'm also wanting to start a library blog -- so I could have them put their reviews there.) -------- I have the complete opposite problem—no para, no student help. Anyway, some things I might try in your situation: Have students take the Trails 9 evaluation online (trails9.org). (I haven’t used it with students yet myself, but it seems fabulous.) After the assessment, have each student learn about a particular area that s/he is weak in, and report back to you and/or the group/class with their findings. You could make the eval a multimedia experience, if you like: Windows Movie Maker or Apple iMovie might work if you have video cams with which students can record. Right now, that’s about all I’ve got. It will probably be a bit labor-intensive for you, but it might mean that you won’t have such behavior problems next year. I hope it goes well for you! --------- If the students are receiving credit for their time in the library then it's easier to treat it like any other course that they sign up for. If it's like a TA period where they receive no credit then it would be much harder. I had this problem even though I did have a for-credit course--the counselors stuck kids in the class that they had nowhere else to place, even though they were supposed to have prior permission to sign up. I basically made the class much tougher--each student had a section of shelves and shelf checks were grades, but they also had assignments in everything from finding material in reference books, to web ethics and acceptable use, to creating their own websites. I told each and every one that I wanted them to be able to do undergraduate-level research before they left my class. I set it up as an independent study course. Eventually folks got the message. -- Thanks again to everyone who sent suggestions! Katy Manck Gilmer High School Librarian 850 Buffalo St. Gilmer TX 75644 903-841-7501 manckk@gilmerisd.org Adjunct Professor - University of North Texas, College of Information, Library Science & Technologies, Department of Library & Information Sciences -------------------------------------------------------------------- Please note: All LM_NET postings are protected by copyright law. 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