Archive for September, 2010
Thank you to all of the Piper teachers and KASL librarians who responded to my surveys about collection development and books vs. e-resources. The information gleaned will help me to make the tough decisions about what resources are most needed in what format (since it is more important than ever to justify what is needed!).
Here is a summary of the responses and what it all tells me:
(Approx. 50% of my high school teachers responded for a sample size of 19 responses. 41 Kansas librarians responded. This is a decidedly unscientific sample and interpretation, but it gives me some information to work with.)
68% of teachers said that e-resources would be more useful than books for research their students do.
26% of teachers said that both e-resources and books are useful
5% said “not sure”
Teachers indicated an average percentage breakdown of books vs. e-resources should look like this: 30% books, 70% e-resources.
95% of teachers ranked importance of access to e-resources as a 4 or 5 on a scale of 1 to 5
84% of teachers ranked importance of access to content specific databases beyond those offered through KanEd as a 4 or 5 on a scale of 1 to 5
16% of teachers ranked importance of database access beyond KanEd as a 2 or 3 on a scale of 1 to 5
85% of responding librarians do not have e-books in their catalogs
Of those that do, half have fiction e-books, and half have nonfiction e-books.
41% have databases beyond those through KanEd and 59% do not.
So what do I glean from this information? I believe this info tells me:
1. My teachers are just about begging for access to more e-resources. They want e-books the most, but also want access to more content specific databases beyond those offered free through KanEd.
2. They recommend (on average) that the breakdown of resources should be one third paper books and two thirds e-resources.
3. Very few responding librarians currently offer e-books in their catalogs and a little less than half offer databases beyond the free ones KanEd offers.
4. Money is short, and I will have to be creative and influential when working to bring my library’s e-offerings up to the level that my teachers expect!
Thank you all for the feeback- I clearly have some work cut out for me in terms of collection development!
We are all wishing for a magical money tree as we work to keep our libraries relevant and useful, providing our students and staff with the resources they need to succeed and excel. Until one is located, though, I’d appreciate some feedback as I ponder what direction collection development should be taking in our school’s library, especially in terms of e-resources.
If you have a minute to take a 2-3 question survey (yes, they are really that short), I would greatly appreciate it! One is for school staff other than librarians and one is specifically for librarians. If you have any info that you would like to add that I’ve left off the survey, feel free to leave a comment- thank you in advance!
We have some great things going on at our school this year in terms of improving reading skills in our students. Active reading is being utilized and especially highlighting and annotation. Sometimes we, as educators, take for granted that our high school students automatically employ higher level skills as they read, but comprehension checks often show that they don’t. So it is great to see our teachers helping students to interact with reading pieces by highlighting, asking probing questions in their annotations via sticky notes, making connections with other knowledge, determining author’s purpose, etc.
Today’s offered lesson plan asks students to do these things with the digital reading that they do rather than just textbooks, in-hand novels, and photocopied articles. Much of the reading that students do in college, in the workforce, and for pleasure is in digital format. They NEED to be able to employ these higher level reading skills when reading in digital format, and we cannot just assume that the skills transfer formats.
Diigo is social bookmarking and annotation tool that grants free educator upgrades. Teachers can set up student accounts (no email address needed for students), group by class, distribute reading pieces, grade student annotations, and facilitate digital classroom discussions over what they read.
Here is a sample article, highlighted and with sticky notes added (what your students would do):
Here is what the educator account looks like from the management/administrative end (what you would see as a teacher to manage your student accounts and classes):
Piper teachers, I’d love to team teach with you to help implement this tool successfully in your classroom! Here is a sample lesson that you are welcome to use or modify:
There is a teacher in our building that is my education kindred soul. She and I have similar taste in books, she sees value in the incorporation of library media standards and skills in to her curriculum, and is all around an awesome English teacher (much better than I was in my classroom days.) I’d love to persuade her to come to the dark side and pursue library media licensure, but it would be a loss to her classroom students, so, instead, I wallow happily in our frequent team teaching partnerships.
As a facet of our renewed push this year to improve reading climate at our school, students in each English course read 2 ‘required’ novels and 2 ‘choice’ novels a year. By ‘choice,’ I mean that they choose from a list of 5 or so titles. I think our Language Arts Department did a pretty good job of freshening up the reading lists, especially compared to many lists that currently exist in high schools. To introduce their choices, my education kindred soul and I did tag-team booktalks with a minimalist Powerpoint philosophy for her 10th grade Pre AP class: (though our spoken lines are missing, you can get a general idea of the content)