But Wait...There's More!

I try to do a book series display for students every year. I find that a lot of teenagers enjoy getting lost in a series. Often, they will read a book from a series in a night or two and be excited to come and get the next one ASAP. I found a concept on Pinterest for this type of display, using the infomercial quote "But wait, there's more!" So, I found a picture of a well-known infomercial actor and pasted book covers in his hands to make it look as though he's selling books. The display has been effective so far: I've gotten some chuckles from students, and a number of books have been checked out from the display. Score for Pinterest and Ms. Kauffman!

National Library Week - Free Fine Deletion and Teacher Recommendations

Photo Credit: Wilson Hutton from Penn State News

It's National Library Week! And this week I find it to be important to recognize everyone that makes the library possible. In the past, I've gotten cookie cakes for my library aides in honor of National Library Worker's Day, and this year we did Dunkin Donuts.

For patrons, I offer free fine deletion every year during National Library Week. I know that fines are sort of a hot button issue in school libraries - some librarians find them to be exclusionary and unfriendly. Personally, I like to think of library fines as preparation for late fees that students might encounter in their adult lives. Whether fines are for late library books, the electric bill, credit card bills, or something else, I think that knowing that there is some sort of consequence is realistic. This is not to say that everyone doesn't deserve a break now and again! We tend to get a lot of books back during National Library Week, which helps students out, but also is beneficial for the library and the main office. We called parents about missing materials the week before NLW, and we were happy to be able to tell them that fines would be waved if materials were returned the following week. I find that having a week of free fine deletion is good PR, but I do not find that charging fines in the first place is particularly bad PR for the library.

I also asked teachers to write book recommendations to be included on the summer reading Doc posted to the library page. Last year, I displayed recommendations in the library, but I thought it would be more beneficial for students to be able to access the recommendations online instead. So, thus our summer read list was born. I am always excited to see what teachers are reading and what they loved enough to recommend to students. I enter all teacher participants into a drawing for a small gift card, just as a token of my appreciation. I hope everyone with a connection to a library had a fantastic National Library Week!

Knight Readers Book-It to the Top of Westmoreland Interscholastic Reading Competition

*The following article was written by K. Kaufman and will appear in the Knight Vision newsletter

Norwin High School students participated in the Westmoreland Interscholastic Reading Competition (WIRC) on March 9, 2015 at Seton Hill University. Along with the two Norwin High School teams, Once Upon a Knight and The Knights Who Say Read!, forty other teams from around the state competed this year in the grades 9-12 division. In preparation for this annual event, our Knight Readers collectively read fiction and non-fiction texts off of a list of 30 total books. Students discussed these books during WIRC meetings and created practice questions to quiz one another on the content of the stories. Students competed against other schools at the event to answer trivia-type questions about the plot and characters of the books they read throughout the year. We are very proud of both of our teams! The Knights Who Say Read! won one round of competition, and Once Upon a Knight won four rounds of competition, placing them sixth amongst the forty-two total teams! We are so excited to celebrate the successes of our teams this year. Students in grades 9-12 for the 2015-2016 school year who are interested in joining the Knight Readers should contact Ms. Kauffman in the Norwin High School Library.

Girl's Mentoring Event

We have some pretty fantastic kids at school - kids who not only work hard, but also students who look out for one another. A group of incredible senior girls decided to start a girl's mentoring program called the Knights in Shining Armor. This organization brings together friendly, motivated, successful senior and freshman girls who want to get involved in their school. Together, they do a variety of activities: yoga, crafts, book clubs, etc., lead by different teachers throughout the school. During these activities, the freshmen can ask for advice from their older, wiser peers, or just network with one another and make new friends.
"Knitted Heart." by mararie is licensed under CC BY 2.0

Just before Valentine's Day, I offered to facilitate a craft afternoon where students could make cards or little candy boxes. I provided hot chocolate with heart marshmallows, and the girls brought brownies and popcorn to snack on during the craft hour. Listening to these smart, funny, strong, and friendly girls work together and offer their expertise on all things school made my heart happy. I didn't know many of the girls before the event, but I left with a smile on my face that there are such wonderful things going on at our school - events that are entirely student organized and student driven. These girls recognized a need for a mentoring group that could lead their younger peers on the right path to success, so they made one. And I know I am not alone in my pride for these lovely young women, as a number of teachers wanted to know what they could do to contribute to such a fantastic organization. I think I certainly learned an important lesson from them: do not wait for good things to happen, make them happen!

Evaluating Resources

According to the PA Core Standards, students must be able to evaluate resources based on credibility, relevance, currency, accuracy and bias. Many students understand that they need to use "good" resources, but find it much more difficult to define exactly what this means. In order to help my students to determine if a resource is worthwhile for a particular project, I devised a rubric for evaluation. Teachers use rubrics in order to make subjective evaluations more concrete, so it only makes sense to teach students to do the same thing in their evaluation of resources. I urge students to recognize that the same source might receive excellent scores for one research topic, but only mediocre scores for another. The research question or thesis statement greatly influences which resources are most useful. I try to make this concept easy to conceive for students with a number of examples throughout the evaluation rubric. The best part of having a very structured form for evaluation is that it only takes a few minutes to go over, and then students have a reference point for the rest of their research endeavors. After using the rubric for several projects, students no longer need to use the physical rubric because they begin to look for elements of good resources automatically.

Please feel free to modify and use the Evaluation of Resources rubric with your students. If you repost this rubric, please provide proper credit!

Maker Week Completed!

Although Maker Week got off to a slow start, the concept was successful overall. The most popular maker items were book page ornaments and paper boxes filled with Hershey Kisses. Initially, the promise of chocolate seemed to bring a number of students to the library; however, once the students started to make the boxes, they seemed to genuinely enjoy creating something. Several students even came down the next day requesting to make more boxes (which was fabulous, of course!). Eventually, students started to get creative and made up their own projects - mostly small gifts for friends. This was certainly encouraging and seemed to be in the same spirit as maker spaces.

I think that if we do a something similar in the future we will have Maker Days, as opposed to Maker Week. I was glad to do the whole week my first go around, just because I wasn't sure which projects or materials would be most popular. Now that I have a better idea of what students want to make and what will bring them into the library, I am confident that I could condense the concept into just a couple of days.

I also had to experiment with promotion methods. I had display of maker items outside of the library, there were announcements broadcast over our student news program, I had a blurb added to our daily bulletin, and I sent emails to our study hall teachers. Emailing study hall teachers so that they could remind students of Maker Week and send them to the library seemed to be the most successful promotion. Ultimately, my goal was met: I got students into the library. Many of my maker kids were not our usual customers, so it was great to see some new faces. I also was excited to see some of our new patrons stop in again after their first visit - some students came down for multiple maker days, or they came to the library for study hall or to find books in-between classes. Library promotion might take some work, but it is totally worth it!

Completed paper boxes

Google Teacher Academy Application Tips

As I start to apply for Summer 2015 professional development, I can't help but reflect on some of the PD opportunities that I've had in the past. One of the most influential workshops I have attended was a Google Teacher Academy last December. I read a number of blog posts from Google Certified Teachers before applying to GTAUK, and I found the advice from previous GCTs to be immensely helpful. So, here are just a few tips that helped me to (successfully!) complete my application. Please note: this is just a reflection on my own application process - I hope it can help other GTA hopefuls!

First off, Google Teacher Academy (GTA) is a two day workshop facilitated by Computer Using Educators (CUE). Workshops take place at Google offices around the world, and sessions are presented by master teachers and Google employees. Attendees have the opportunity to present brief demos on the second day, which follows more of a relaxed, "unconference" format. At the end of the conference, attendees are considered Google Certified Teachers.

In my application, I was totally honest. I knew I was not the most tech savvy teacher in the world - heck, I don't even think I am the most tech savvy teacher in my school! But as a library media specialist, I knew that I would have many opportunities to implement the things I would learn at GTA. My district had become a GAfE school a year before I started my application, and I knew our students could be getting so much more out of their Google accounts. I also love learning new things that will make my teaching better, and I hope that came across in my brief essays. So, I tried to elaborate on the ways that I could implement technology and enact change in my school.

With that said, I knew that my video (posted below) would not be the best submission CUE would receive from a GCT hopeful. As a college English major turned tech nut, I had to bank on the fact that my writing skills were better than the average applicant. To see some really impressive video examples, search YouTube - all application videos have to be set to public and posted in YouTube. Although I am sure that the video is an important aspect of the application, and I certainly did put time and thought into mine, I would bet that I spent just as much time on the written portion of the application. There are restrictions on the number of characters an applicant can use per answer, and I made sure not to exceed the maximum. I worked full page responses down to short paragraphs, and I can only think that my concise answers helped my application.

I also focused on my leadership skills and opportunities. I had taught PD in the past, and I knew I would have additional opportunities to teach teachers if I were to attend a GTA. I am also involved in a number of professional organizations, which would provide opportunities to be a conference session presenter.

No matter what happens, keep trying! I am not accepted into every professional development opportunity I apply for, but applying at least gives me a shot! Fascinating professional development opportunities always invigorate me as a teacher. Most importantly, I think that continual professional development keeps our lessons current, meaningful, and engaging for our kids. Good luck!