Web extra, School's out 2007

Teacher to teacher

While administrative support has always been a significant factor in helping you reach less-willing teachers, getting that support has not been simple. Technology can be an easy means to reach that difficult end.

A push from the top

Districts want students to demonstrate computer literacy -- however they define it. They are quick to recognize that in order to achieve it, the faculty must also be comfortable with and competent users of technology.

If possible, when district technology goals are written, encourage your supervisors to include "searching electronic databases and the Internet." As the deadline for showing proficiency nears, teachers who have not yet done so will receive reminders from their administrators to see the library media specialist. Here's your opportunity!

Try to give faculty members as much time as possible on an individual basis. Begin by asking, "How much computer experience do you have?" Some will be regular users of word processing or other applications, while others don't even know how to turn the machine on.

A gentle approach

Patience is vital. Get teachers into one database and, using search terms that apply to what they teach, slowly show them around. Once they have the basics, encourage them to explore a little on their own. You can check back every so often, offering advice and seeing how they are getting along.

Slowly move into other databases and repeat the process. Point out how much information they are retrieving and discuss the implications for student research, the limitations of textbooks, and the impact on their curriculum as you walk teachers through the strategies. Don't push; a soft sell works best.

Moving toward collaboration

As your colleagues become more familiar and comfortable with electronic searching, they will be willing and even eager to do a project with their students. Again, offer your help. They are still likely to want their classes to do traditional reports. While you shouldn't argue with them, you do need to suggest that they broaden the required end products.

One way to get teachers to consider additional options is to explain that one of the objectives of your curriculum -- the Information Curriculum -- is for students to be both consumers and producers of information. As such, creating presentations where they become instructors gives them the chance to use their research for a purpose.

When teachers have completed their training with you, they will be ready to integrate electronic research into their lessons. They have developed new bonds with you based on your very personal instruction and -- if you have properly planted the seeds -- they will be collaborating with you on real inquiry-based units.

This article appeared in the November 1997 issue.



Previous issues

Spring 2007: Eureka!

The California gold rush began when John Marshall discovered gold at Sutter's Mill on January 24, 1848. A year later, the "forty-niners" were streaming into the territory enlarging the nearby port of San Francisco to a city of over 25,000. By the following year, 1850, California was large enough to become a state.

Gold is no longer the lure, but California has the largest population in the nation. It not only continues to attract those in search of something better; as with the gold rush, it sets the pattern for others to follow.

Work with social studies teachers in intermediate through junior high levels to create a major unit that will help students understand how one small discovery changed the world.

Going for gold

Present the project as a set of problems to be solved by students working in groups. Tell them that they are either a group of Ohio farm families or some eastern shopkeepers bitten by the gold bug. What will they have to do to get to the gold fields? Will they go by land or sea? What will they experience along the way? What will they find when they get to California? Will they get rich?

The first step is planning what they must do to get ready for the trip. Pull all your print resources on the gold rush and identify what is available on the Internet to get the groups started.

The fever builds

As they plan their journey (girls may pretend to be males since few women went with their men to the gold fields), have students create visuals including posters, three-dimensional objects and dioramas of what they are doing. When they present their work, groups must include the date and month (for example, "bought covered wagon on November 10, 1848 and will be ready to join the wagon train when the spring rains stop") so that an awareness builds of how long it took to reach California.

Once their voyage begins, groups should create letters and diary entries chronicling the hardships and events along the way. Track the routes on a large wall map noting (with a tag held in place by a map pin) the date and location of some of the occurrences the group reported.

When they reach California, have students plan their "shopping list" of supplies they will need for the gold fields. Some might choose to change their goal and become shopkeepers. Those can research entrepreneurs such as Levi Strauss.

Bring the project to a close by having groups"search for gold" for only a few days. As a final step, have them find out about the history of California in the 1850s, at the turn of the century (including the San Francisco earthquake), and today. Put all articles on display and engage the class in a discussion of gold rush "winners and losers." End by having them think about what would have happened if gold had never been found in California.

This article appeared in the January 1998 issue



Winter 2007: A virtual field trip to Spain

World Language teachers frequently make good use of the media center, and this virtual tour project can be adapted for any language taught in your school. Bookmark the suggested web sites and remind students of the need to validate any others they choose.

Prepare the following handout for students:

In order to get to know Spain and all that it has to offer, you are going on a "virtual field trip" with others from your Spanish class. You will work cooperatively in groups, receiving a group grade for your written project (80 points) and oral presentation (20 points). While all group members are expected to contribute to the project and take part in the presentation, only one written report should be turned in per group.

Each group has been assigned a city with corresponding dates of travel. You must write a brief overview of that city, highlighting its specific characteristics, and also decide on an itinerary for your stay there. You will need to plan your accommodations, at least one meal a day of food typical of the region, and a variety of activities such as cultural events, festivals, visits to museums and historical sites, lectures, shopping for souvenirs, etc.

Include a rationale for each activity that you plan and hotels and restaurants you select. For example, if you schedule time for shopping, you must tell what kinds of items are typical of that area. Be sure to plan full days of events. Remember that people in Spain eat dinner late. You may choose to go on side trips within an hour or two of your city. Money is not an object since this is a virtual field trip.

You must also include in your written project a bibliography of at least five sources. Your primary ones will be internet web sites, although you may also use travel guides and other resources. To help in your research, a list of useful web sites is attached.

Web sites

All about Spain: http://www.red2000.com/spain/index.html

Fodor's: http://www.fodors.com

Lonely Planet -- Spain: http://www.lonelyplanet.com/worldguide/destinations/europe/spain

Spain for Visitors: http://gospain.about.com

Spain Tourist Information: http://www.spanish-fiestas.com/spain-information

Tourist Office of Spain: http://www.okspain.org

Turespaña online: http://www.tourspain.es

Virtual Tourist -- Spain Travel Guide: http://www.virtualtourist.com/travel/Europe/Spain/TravelGuide-Spain.html

Welcome to "Si, Spain": http://www.lonelyplanet.com/worldguide/destinations/europe/spain

Welcome to Spain: http://www.spain.info

Itinerary

Wed., June 27: Depart for Madrid(early evening)
Thurs., June 28:Arrive in Madrid (mid-morning)
Fri., June 29: Madrid
Mon., July 2: Madrid
Tues., July 3: Depart for San Sebastián (arrive by noon)
Wed., July 4: San Sebastián
Thurs., July 5: San Sebastián
Fri., July 6: Depart for Barcelona (arrive by noon)
Sat., July 7: Barcelona
Mon., July 9: Barcelona
Tues., July 10: Depart for Granada (arrive by noon)
Wed., July 11: Granada
Thurs., July 12: Granada
Fri., July 13: Depart for Sevilla (arrive by noon)
Sat., July 14: Sevilla
Sun., July 15: Sevilla
Mon., July 16: Depart for Santiago (de Compostela) (arrive by noon)
Tues., July 17: Santiago/ La Coruña
Wed., July 18: Santiago/ La Coruña
Thurs., July 19: Return to Madrid/ Depart for home

Students love going onto the internet. When you can structure a meaningful unit around it, the results are usually positive.



This article appeared in the October 1999 issue.



New Year 2007: Closing words

An important part of your day is spent answering questions posed by students, teachers, and administrators. All three groups deserve your attention and respect, but the way you follow through on these requests, particularly at the close, has a great deal to do with whether they will approach you again and what will happen next time.

Student queries

Students are the ones who will ask the most questions, either personal or more frequently assignment-related. If a search is required, walk them through the steps, taking them with you to find the needed information. Conduct an informal reference interview along the way to be sure you have identified what they really want to know. When the source has been located, you may feel that you can return to what you were doing -- but not until you have brought the process to a successful end.

When you work with students, you are trying to accomplish three results. You want them to:

  • Feel welcome to come back whenever they have difficulty locating information.
  • Know what to do with the resource now that it has been located.
  • Understand the best way to phrase their query.
The way you treat students during the search, letting them know that asking for help is the fastest way to get an answer, achieves the first result. For the second, before leaving them to their own devices, make sure they also know the "shortcuts" for locating information in the resource. Ask them what they plan to do next, approving their idea and adding any additional tips such as skimming the index for entry terms or reading the introduction to identify helpful sections.

While many of you already address the first two parts in closing a reference question, you may not be taking time for the last. As long as they are not pressed for time, always review with students the steps taken to locate the answer -- for reinforcing search strategy -- and then suggest how the query might have been phrased so that no time is wasted at the beginning. For example, instead of asking for books on Greek mythology, a better opening statement for the purpose would be, "I need to make a copy of a picture of Atlas holding up the world."

Teacher requests

In your dealings with teachers, you should send two messages. You want to help them find what they need, and you are more than happy to work with them to make the project even better -- this time or in the future -- by drawing on media center resources of which they may be unaware.

You probably handle their question either by locating the information for them to pick up later or by walking with them to the resource. In the first instance, try to have a brief conversation as they check out the material asking whether their request has been completely filled or if some pieces are still missing. Get a sense of how they plan to use what you found and what they expect students to hand in at the conclusion of the project. At this point you may want to propose additional items and end products. If students will need special instruction in accessing sources, see when the class can come to the media center for your explanation. Be ready to suggest information sheets and offer to prepare them subject to the teacher’s approval.

If the teacher accompanied you as you found the requested material, indicate any possible difficulties students might have using it, offering assistance in instructing them. Discuss possible end products, proposing additions to traditional reports while explaining how you can help put the project pieces together. As you check out the materials, offer to work with the teacher to incorporate more information skills when this assignment is repeated or when the next one comes up.

Administrators' information needs

Typically, administrators are likely to call on you when they have a simple need for business or furniture catalogs or are preparing a letter or presentation and want supporting details. They expect you to deliver the materials when your search is completed.

However, do not just drop off the information at the office. Once again, you want to send a message as part of closure. To show efficiency, you can indicate that their request caused little disruption because your system made it easily obtainable. To impart professionalism, describe briefly the extent of a complex search, citing the sources you used, particularly those outside your media center.

Summary thoughts

As with most things, a reference question has a beginning, a middle, and an end. While the middle -- the information located -- is the object of what you are doing, how you bring it to an end affects the future. Consider what you most want your different users to remember, and make sure to include it in your closing message.

This article appeared in the January 1995 issue


Fall 2006

Fall facts

Let intermediate and middle school students explore the signs of fall as days become shorter and cooler, darkness comes sooner, and winter's approach can be felt. Divide classes into groups, with each researching one of these topics and use their answers as a ready-made display for your bulletin board.

Leaves

  • What makes leaves turn color?
  • What is your favorite color leaf?
  • Draw a fall foliage scene.
  • What else can you find out about leaves in the fall?

Vegetables

  • Which squash vegetables become ripe in the fall?
  • How many uses can you find for pumpkins?
  • What are gourds? Make a picture of some gourds and/or bring some in.
  • What else can you find out about all vegetables?

Fruits

  • How many types of apples can you find?
  • Find out where cranberries grow and how they are harvested.
  • Locate a recipe for making cranberry sauce.
  • What else can you find out about fall fruits?

Standard time

  • Why does most of the country go on daylight savings time? Why do we change back in the fall?
  • Find one major city in each of the nation's time zones.
  • When it is 9:00 a.m. where you are, what time is it in those cities?
  • What is Greenwich Mean Time? Why do we need it?
  • Some countries and the military use a 24 hour clock (no a.m. or p.m.). What is 6:00 p.m. in a 24 hour clock?
  • Do you like digital or analog watches best?
  • What else can you find out about time?

Animals

  • Bears, squirrels, and other animals are very busy in the fall as they get ready for winter. What are they doing and how do they spend the winter?
  • What does hibernate mean?
  • Some animals like the arctic hare change color. Find out about this and about animal camouflage.
  • What else can you find out about animals getting ready for winter?

Birds

  • Find out about bird migrations. Name some birds that fly south. Where do they spend winters?
  • How do birds survive winter if they don't migrate?
  • What else can you find out about birds in fall and winter?



This activity appeared in the October 1997 issue.


School begins 2006: The inside track to teachers

Are you tired of trying to reach teachers? Do you think you have done everything possible but no one is listening? Change your approach and develop a working partnership with the supervisors in your district. They are the ones who have a direct impact on secondary teachers and usually have curricular oversight at the elementary level. As a group, they are overworked and hard-pressed to meet new standards in their subject areas as well as integrate new technology into the classroom. Become their right hand, and they will help you connect with teachers.

Where there are a number of supervisors or coordinators (or whatever your district calls them), some are more natural partners than others. Certainly you should be talking with whoever is responsible for technology, but you also need to develop ties with English/Language Art, History/Social Studies and Science.

Building a partnership

The simplest opening is to make supervisors aware of a new media center acquisition that can be an important resource for one or more curricular units in their area. Offer to give them a brief overview of the possibilities. If the new item is a technology application, so much the better. Be enthusiastic but not overwhelming in making the presentation.

Show your ability to help even further by sending them significant articles that have appeared in periodicals that they don't normally see. Phi Delta Kappan is usually an excellent source. If you can find the time, highlight the key ideas to indicate that you have already read the article and can discuss it.

Once you have begun a dialogue, volunteer to make a presentation at a department meeting or review a new textbook series for research connections. What you are demonstrating is how important you can be. Talk about any successful projects you have had with teachers in their area. Ask for suggestions as to how the concept can be expanded to other teachers.

Finishing touches

Focus on the positives. Don't complain about resistant teachers or use your new connection for gossip. However, you can listen. Sometimes you get a better perspective on why a particular faculty member behaves in a certain way.

As your partnership grows, supervisors will encourage their teachers to make better use of your resources and expertise. Before long you can branch out to other supervisors and find yourself where you want to be: an integral part of the educational program.


This article appeared in the December 1996 issue.