June Wrap-Up & July TBR

It was a solid reading month. I was busy closing the library for the school year, and weekends filled with showers and BBQs. Hoping that once school is over, I will have more time to read some books that have been on my TBR for awhile. This is the first summer that is not too busy. In past summers, plans have included buying a house, wedding planning and month-long vacation for European honeymoon.

So far, summer vacation has gotten off to a slow start. I do not like to not be busy, and I’ve finally found a routine and am pleased with my reading progress. Here are my June wrap-up and July TBR:

June Wrap-Up

  • Inside Out and Back Again by Thanhha Lai
  • The Language of Thorns by Leigh Bardugo
  • Killers of the Flower Moon by David Grann
  • Love and Luck by Jenna Evans Welch
  • Harry Potter and the Cursed Child by John Tiffany
  • The Winter People by Jennifer McMahon
  • Everything I Never Told You by Celeste Ng
  • Ghost Boys by Jewell Parker Rhodes
  • The Death of Mrs. Westaway by Ruth Ware
  • Out of the Easy by Ruta Sepetys
  • The Doughnut Fix by Jessie Janowitz
  • Hello Universe by Erin Entrada Kelly
  • Down Among The Sticks and Bones by Seanan McGuire
  • An American Marriage by Tayari Jones
  • Caraval by Stephanie Garber
  • Beneath the Sugar Sky by Seanan McGuire
  • From Twinkle With Love by Sandhya Menon

Potential July TBR to select from

  • Station Eleven by Emily St. John Mandel
  • Where The Watermelons Grow by Cindy Baldwin
  • Spinning Silver by Naomi Novik
  • My Plain Jane by the Lady Janies
  • Lillian Boxfish Takes a Walk by Kathleen Rooney
  • The Music Shop by Rachel Joyce
  • Heart of Iron by Ashley Poston
  • Furthermore by Tahereh Mafi
  • The Endless Beach by Jenny Colgan
  • Willa of the Wood by Robert Beatty
  • Furyborn by Claire Legrand
  • Legendary by Stephanie Garber
  • Summer of Salt by Katrina Leno
  • Sweet Tea and Sympathy by Molly Harper
  • A Wrinkle in Time by Madeline L’Engle
  • Sky in the Deep by Adrienne Young
  • Chains by Laurie Halse Anderson
  • All the Crooked Saints by Maggie Stiefvater
  • Every Heart a Doorway by Seanan McGuire
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2018 Mid-Year Book Freak-Out Tag

Every few days, I catch up on #BookTube videos to gather new ideas for my to-be-read list. One video that has popped up lately is the mid-year book freak-out tag. Thought I would reflect and complete this tag here.

1. Best book you’ve read so far in 2018: “The Cruel Prince” by Holly Black and “Eleanor Oliphant is Completely Fine” by Gail Honeyman

2. Best sequel you’ve read so far in 2018: “The Girl in the Tower” by Katherine Arden

3. New release you haven’t read yet, but want to: “Children of Blood and Bone” by Toni Adeyemi

4. Most anticipated release for the second half of the year: “Two Dark Reigns” by Kenadre Blake

5. Biggest disappointment: “The Hazel Wood” by Melissa Albert

6. Biggest surprise: “The Storied Life of AJ Fikry” by Gabrielle Zevin

7. Favorite new author. (Debut or new to you): Ruth Ware

8. Newest fictional crush: Azriel from ACOTAR series

9. Newest favorite character: Eleanor Oliphant

10. Book that made you cry: “A Man Called Ove” by Fredrik Backman and “Lily and the Octopus” by Steven Rowley

11. Book that made you happy: “Dumplin” by Julie Murphy

12. Most beautiful book you’ve bought so far this year (or received): “Language of Thorns” by Leigh Bardugo

13. What books do you need to read by the end of the year: Station Eleven, My Plain Jane, Legendary, Ladies Guide to Petticoats and Piracy, Wild Beauty, From Twinkle with Love, Sky in the Deep, Nevermoor, Season of Wonder, The Kiss Quotient, Educated

 

How To Be Innovative Inside The Box #1

*Series of posts in my year of change of how to be innovative inside the box*

This was a year of change with new curriculum in intermediate grade levels, new leadership in many areas and a new library schedule. With any change, you can either innovate to embrace it or deny, deny, deny or resist the change.

With all these changes, one new expectation that became part of my daily schedule was to run a daily RTI (response to intervention) group with a mixture of 5th and 6th graders. The group would run for an hour each morning, 8:40-9:40.

When I first heard this news back in May 2017, I panicked. I understood that we teach all students, but interventions, RTI, Tier 2/3 instruction? I was not qualified as an AIS reading or literacy teacher. After some meetings and more listening, the panic lessened. Grade-level teachers would be responsible for Tier 1 instruction, and my group would be designed as an ELA extension hour each day. OK, less panic, but still no vision or direction was given. So what does anyone do in my position? Take ownership and make it work with what I’m given.

Coming into September 2017 after planning in the summer, here were some more reality checkpoints thrown my way during the new adventure:

  • Up to 35 students would be in my group with no teacher aide or assistance. (My library aide managed open library for book exchange, research questions and field technology questions. One of our busiest times is between 830-10, right smack dab in the middle of the RTI group). This also proved to not have enough space in the library that seats 28
  • In 2017-18, grades 5/6 do not have 1:1 devices, but will in 2018-19
  • No targets or curriculum provided by grade-level or content teachers; I was on my own for targets and to determine the groups’ needs between two grade levels and varying strengths and abilities

OK. At this point, my head was spinning, but thinking, “Hey, we will make this work.”

Students walked in the first day and were confused. They did not know why they were here with me and why there was a mixture of grade levels. The first thing we had to do was explain our purpose here, our expectations and have a direction for the year. After that, we had to become a family based on mutual respect and trust. That first month, we spent so much time team building, talking with each other and reflecting.

Without that first month of building the community dynamic, it would not have been a successful year. I am so proud of these students that took the challenge to try something different and run with it, not sure what the end result would be. Yes, there are times that students get annoyed with each other or something occurs, but in the end, respect and understanding shine through. Some days we have collaborative activities small group or whole group, other days its independent-based.

Each Monday, we start of whole group with conversations or a different team-building activity. We also start of as whole group the other days, simply to say “good morning,” do you need us for anything today? What’s going on with you? I have to remember I am the first face students might see each day, and this is an immense responsibility. I like to start the day of with some “mindfulness” activities. We acknowledge and celebrate achievements of all or give shout-outs of appreciation.

Heading into May and week 35 out of 40, it has been exciting to see the students grow into a family and community this year with the group. We did not begin that way, but it took time and trust to build these relationships; we are constantly communicating with one another. Students have had private conversations with me about how they now have friends, someone who gets them. Students in different grade levels and classes are talking to others who have never talked before.

No matter the change or initiative you implement, you have to know and celebrate your people, communicate and build relationships. It takes time and patience, but the effort put in is well worth it.

Next post: How to address lack of resources, space and curriculum direction.

 

Thing 12: Final Reflection

What did you learn? What an excellent year of learning again with Cool Tools. This year, I feel I focused more on refining my practice. There is a strong foundation, but everything can always be improved and tweaked. There was also a lot of reflection on my current practices, library program and physical space. I focused more on creating resource guides to curate, collaborate and share with colleagues. This will be a huge project in the upcoming months, but I found a format I want to use for curation: Destiny Collections. I plan to build on this project this summer and next year and meet with grade-level PLCs to promote and gather input for the Collections digitally and face-to-face. Google Drive as a digital portfolio for student-led conferences and sharing of ENL resources were my successes, and finding a new note-taking tool did not go well.

What’s next? I want to add more to the Destiny Collections guides, but advocate for the collaboration piece. I plan to add this to my digital signature and make it more visible on my library’s website. Also, the LMS team at my district has decided to collaborate on a summer reading website using Google Sites. We have so much information to provide, we want a more streamlined one-stop-shop updated site for this. We are also planning to add a digital piece for social reading and are brainstorming a Fulton reading hash tag. Moving forward, I want to dig more into the AASL standards and select one or two areas to improve for the 2018-19 school year through reflection. In addition, I have begun to redesign the library space. Furniture has been moved, and we in the process to move a few more things around by spring break. The changes have been met with positive responses so far.

Did you like learning this way? I appreciate this PD each year and the fact it is online as my schedule has been busy going back to school for my CAS admin degree. I can work at my own pace and select topics that interest me. There have been some topics I have revisited this year, and am building on that knowledge-base. I would absolutely participate in this program again as everything is constantly relevant and updated. This is some of most meaningful PD I have all year because it’s based off choice and my needs. Thank you, again.

Thing 50: New AASL Standards

This year, the county’s school library system has offered an online study group with the new AASL standards book. Fortunately, I have been able to gain exposure and understanding of the new standards.

Upon first looking at the standards last fall, I was overwhelmed. Another new set of standards to an already-growing list? After looking at the standards, I realized I meet many of these, yet there are a few areas that can always be improved. I cannot become perfect in every standard, but have a goal to work on one or two each year to grow and improve.

The areas that resonate with me the most are inquire and include as these are my strongest. I have pride in my program that it encourages respect and openness for diversity and building curiosity and problem-solving skills. I have spent much time on my collection development policy and building a collection that includes everyone. Each lesson delivered has time for students to ask questions and reflect on learning.

One area I need to strengthen is curate. With Cool Tools, I have begun to improve this practice. I’ve been using Destiny Collections to share instructional resources collaboratively with teachers, and promoting SNAP media channels more with teachers. I have had success promoting databases and Overdrive this year.

With my school becoming 1:1 next year and steps toward moving paperless, digital curation is more important than ever. I feel I have a good foundation, but can always build and change. I do have to remember these curated lists are living documents that are meant to be change to meet the instructional needs of students, so it will be important to constantly reflect and review what sources are there.

Thing 49: Connecting, Collaborating and Sharing

Google Drive: The LMS team at my district meets monthly. We use Google Drive to store all of our documents, PLC agendas and curriculum information. I love the flexibility and collaboration aspects of Google Drive. We create the draft agendas for our monthly PLC meetings and are able to share ideas with each other through the minutes. This year, the whole team presented at a conference together, and it was wonderful to collaborate on a Google Slide for our presentation as obtaining release time is difficult. In addition, the team began to pull essential standards for IFC and ISTE standards. When we had curriculum meetings, it was helpful to share these documents with coaches to help facilitate the process of pulling essential standards. The team will continue to use Google Drive as our main collaboration tool next year.

Google Calendar: I have my schedule posted on a Google Doc, but each day can be different. What I would like to do for next year is embed the Google Calendar of my schedule on the library’s website, as well as put this in my email signature. This information can also serve as a piece of data as to what happens in the library each day, making us more visible to administrators and teachers.

Padlet: I used Padlet with my students to respond to discussion questions recently. This tool was useful because it gave quieter students a voice and students were engaged and loved to see what other classmates posted. Padlet has now become a norm with some of my grade levels as we discuss texts or key concepts. I do plan to use this tool next year for my lessons. Students picked up on the tool quickly, thought we did have to review netiquette heavily in the beginning.

Thing 26: Note-taking Tools

In the NY Times article for the lesson, I was surprised how it was stated that students who use laptops during lectures/classes are not as effective in assessments as students who do not use these tools. Yes, using a laptop might influence a student to explore other social media sites instead of listening to a professor, but doesn’t it depend on the student?

I type faster than I write with a pen. When at a meeting or a class, I prefer to type notes as they are more thorough. I tried to write with pen/paper for a meeting and found myself frustrated. The speaker spoke quickly, and I could not keep up with notes.

Recently, I went digital for all my notes. It was a smooth transition from pen and paper, and I use Google Drive as my base. In the past, I’ve attempted to use Evernote. However, that tool did not stick because it was yet another tool to use when there are so used for personal reasons.

For this lesson, I delved more into Google Keep. This tool reminds me of Padlet, and it was simple to use. I tried to use it for a few meetings in the last week, but I still prefer to use a Google Doc. I can appreciate the simple, organized method thought of Google Keep and hope to introduce this tool in lesson soon.

As our school becomes fully integrated with 1:1 Chromebooks for grades 3-12 next year, Google Keep could be a helpful tool to use in the classroom. Students could use this tool to write down questions they have about a lesson or type key points to reference later. With this lesson I’ve realized that each person has their own method for note taking, but it’s good to explore different tools and step outside my comfort zone. Sometimes it is OK to not fix what was broken.

 

February 2018 Wrap Up & March 2018 TBR

February 2018 Wrap Up

January 2018 had many mediocre or excellent reads. For February, I finished 15 books. That is way more than I thought I would finish. A long drive to work allows me to listen to audio books for about an hour each day.  The Bear and the Nightingale, The Girl in the Blue Coat and The Cruel Prince have the possibility to be in my top 10 favorite books this year.

  • Girl in the Blue Coat by Monica Hesse – 5/5
  • March Book 1 by John Robert Lewis – 5/5
  • The Cruel Prince by Holly Black – 5/5
  • Harry Potter and the Goblet of Fire by JK Rowling – 5/5
  • The Bear and the Nightingale by Katherine Arden – 5/5
  • March 2 by John Robert Lewis – 4/5
  • The Girl in the Tower by Katherine Arden 4/5
  • Tales from the Shadowhunter Academy by Cassandra Clare – 4/5
  • Quiet Girl in a Noisy World: An Introvert’s Story by Debbie Tung – 4/5
  • Love, Hate and Other Filters by Samira Ahmed – 4/5
  • Dumplin’ by Julie Murphy – 4/5
  • American Panda by Gloria Chao – 4/5
  • Everless by Sara Holland – 3/5
  • The Mysterious Affair at Styles by Agatha Christie – 3/5
  • The Lion, The Witch and the Wardrobe by CS Lewis – 3/5

March 2018 TBR

Some books I would like to try and get in March include:

  • March Book 3
  • Daugther of a Pirate King
  • Daughter of the Siren Queen
  • Harry Potter and the Order of the Phoenix
  • Everland
  • As Bright As Heaven
  • Pashmina
  • Spinning
  • The Light We Lost
  • The Prince and the Dressmaker
  • Lincoln in the Bardo

Thing 3: Twitter and Other Online Communities

For this lesson, I wanted to revisit and reflect on my professional use of Twitter. Since the creation of my account, Twitter has been a professional, not a personal, network for me. I’ve always used it to gather and share resources regarding librarianship, education, books and technology. However, I needed to do something new this school year with Twitter.

To begin, I overhauled my profile description. Since it was a professional account, I had to focus on what means most to me as a professional. I also added a new section: My current read is … to share what books or articles I am currently reading. These edits make me feel more cohesive and organized with my online presence. I also updated my Tweetdeck account to follow different hashtags.

Although I am late to the game, I have started to participate in the #12daystwitter. Why not? I’ve sifted through some of the tweets to follow other handles and gather resources.

Lastly, earlier this year I debated whether to create a separate Twitter account to promote and brand the school library. I wanted to share more resources and happenings through Twitter this year, but not sure about the format. A pro and con list was created, and in the end, I decided to create a hashtag (#granbylibrary) versus a separate account. Because my Twitter account is a professional account, I felt OK doing this and I do have an established, active presence. Every few days, I gather photos or highlights of happenings in the library to Tweet out. This is a new process for me, and I find myself appreciating that resources are shared, but more importantly, I am advocating the library’s story. This simple change has proved to be a powerful new way to continue to advocate for my library.

Thing 20: Creating a Resource Guide

Step 1: Pick an Audience

I would like to target teachers in my building for this project. Teachers are constantly bombarded by emails, countless data and everything else. From a library and tech perspective, there are excellent resources to share that can support instruction and curriculum.

Step 2: Tools for Curating and Sharing

In the past, I have used Pinterest boards and LibGuides to curate resources for colleagues. The links on Pinterest do not work anymore, and I do not like LibGuides, which is not user-friendly. It also has cost our district a lot of money for minimal usage. We will not purchase a license for this tool next year.

However, I do want to try Destiny Collections. The district uses Follett Destiny as the library automation system, and this resource comes at no extra cost to us. Last summer, I attended a training on using the Collections resource, a collaborative site that allows resources to be curated and shared. Collections is easy to use and collaborative; anyone can add resources as long as they have the permissions. The elementary librarians and myself in the district began to gather resources to support curriculum in ELA, social studies and science.

Step 3: Gather Resources

For the past few weeks, I created two Collections guides: Primary and Secondary resources and Copyright & Plagiarism resources. I added links from other websites that sounded helpful. Destiny Collections also has a database of open educational resources, so I was able add more resources from there I plan to add a few more as links become known to me.

In the future, I want to create guides for Digital Citizenship and Media Literacy and invite the other librarians to add to this collection. As the district becomes fully 1:1 in grades 3-12 next year, it will be helpful for all teachers to have access to helpful information regarding safety and respect with this initiative.

Step 4: Share, Promote, Maintain!

So far, I’ve added the Collections made to the library’s website, and cleaned up the Teacher Resource page. Teachers use this page frequently, so they will not have to go to a new area. Also, I want to promote the Collections pages with the #granbylibrary hashtag. Maybe other people might have other ideas to add or use them to help others. Once the guides are more solid, I want to add a line to my email signature to promote a guide each week.

I do need to do a better job to maintain the guides. The Pinterest one I made years ago was outdated and links were rotten. To help this, I want to add other collaborators to the Collections guides I make. Also, I want to use the #granbylibrary hashtag to promote resources for others to use. The maintenance will be the biggest challenge for me, but I hope to do better this time around.