The Unquiet Librarian

Watch and see what you think….it sounds like to me the school board is using the “insubordination” factor to draw attention away from the issue of censoring a book that they have seemingly have judged solely on its language rather than the merits and message of the text….

[youtube=http://youtube.com/watch?v=acNyOdJH7lE]

Incidentally, we have this book in my library…we had several requests from kids to buy it after they saw the movie.

Book Recommendations: The Books That Changed Your Lives

OK…I know I just blogged one book list, but here is another one you will enjoy from Lifehacker:  “The Books That Changed Your Lives.”   Take a look at this list that is based on input from 250+ comments from Lifehacker readers and see what you think….a short summary and link to Amazon reviews are provided to help you explore these texts. 

What books have changed your life and why/how?

The New Classics: Books | EW 1000: Books | Books | The EW 1000 | Entertainment Weekly

Bibliophiles always seem to love chewing on yet another book list, and Entertainment Weekly provides us more fodder in their newly released “Top 100 Books of the Last 25 Years”.  Or as Phil Kloer, AJC book reviewer, points out, “Everyone loves lists prepared by magazine editors or bloggers or the like. Not the actual lists, but the act of reading them and reacting to them.”

Take a look at the Entertainment Weekly list available at http://www.ew.com/ew/article/0,,20207076_20207387_20207349,00.html.  What do you think?  Do you agree with these lists?  Disagree?  What would you put on the list?  Are you inspired to read or find out more about any of these titles?

I’ll open the discussion by saying I disagree with nearly every bit of EW’s top 10!  I definitely would have placed A Prayer for Owen Meany much higher.  My big question:  Where is The English Patient in this list?!?!?

Multigenre Research Projects Summer 2008, Buffy Hamilton via kwout

It is a work in progress, and it will have to be moved in a few weeks as our district moves from FrontPage to Sharepoint (boo hoo!), but here is my current resource page on teaching the multigenre paper.

http://webtech.cherokee.k12.ga.us/creekview-hs/buffyhamilton/multigenre_research_projects_summer2008.htm

Here you will find:

• My handouts in PDF format
• Blog reflections from the students
• Sample papers written by real high school students
• My favorite resources on teaching and learning with multigenre papers

While I have dabbled with this project with short stories, this is the first full scale effort I have completed with a general research topic.  I would like to do a full scale project of this nature with a novel next year…it is just hard sometimes with my night school pumpkins, especially with the EOCT course, because of the time factor.  However, I am really pleased with my efforts this summer, and I already have ideas on what I will do again, and what I will do to make this project even better!

I need a few days to clear my mind, rest, and reflect before I write my final blog post about this research experience.  However, I can say that I highly recommend it!  I will be writing more soon on what I feel that my students and I learned from this research experience.

I have a marathon of grading tonight, so this will be a short post…I will try and blog more next week when summer school is over, and I can catch my breath. 

I just had to share with you one of the reading journals from one of my students, Bryan.  He is a student who has struggled with school, and as you will see below, he is a bit spelling challenged (he can never remember to hit F7 to spell check in the new Word 2007).   His reading journal is part of our Peach Book Project—my students got to choose any Peach Book nominee they wanted to read independently (they had class time, and I am very much an advocate of the Atwell mantra of “time” and “ownership”.)  Their task was to write 5 reading journals, create 5 multigenre learning artifacts, and to compose a final reflection essay we did today in the library (of course!) . 

As I said, spelling is not his forte, but he has worked so hard the last three weeks—he is not the greatest speller, but he tries, and that is everything in my book.  The emotion and heartfelt sentiments he expressed about his book, The First Part Last by Angela Johnson, literally brought tears to my eyes; I had recommended it to him, and as you can see, he took to the book like a duck to water.   To see any student, especially a tough guy like Bryan, react to a book like this….well, his post says it all.  Here is what he said in his final reading journal from our blog:

June 25 2008
The frist part last
110-end

this book had and surprising sad ending that almost made me cry. Bobby talks about heaven and he wishes that he could go back to all the places his friend thought was whack and at the very end he wished to hold his baby in his arms again. his grandmother witch its his mom only smiles at Feather when Bobbys not looking.

i loved this book so much it has been a wonderful book that enspired me in my life and if it hadn’t been for the peach book project i wouldnt have enjoyed the experince of getting into a book i liked. toward the end i was hoping it wouldn’t end. everytime i fliped a page i would get exictied because there would be more and more .THANKS MRS. HAMILTON! =)

I would consider this to be one of our greatest accomplishments in summer school!  Bryan D., thank YOU!

We are officially five days into our multigenre research paper, and overall, I am really pleased with how my summer school “peeps” are coming along with their work!  On Friday, my students actually asked if they could have extra library time because several were really engaged in their work!  As one student said, “I am on a roll, and I don’t want to stop!”  Thankfully, another class had cancelled, so I was able to buy us another hour. 

The most difficult days were “Day 1 and Day 2″ on Monday and Tuesday—these were the days they were finding information sources and citing those sources in NoodleTools.  Because we were all over the map in our topics and pre-existing skills on how to use NoodleTools/NoodleBib, it was rather frenetic as I helped 20 students.  The students were very patient, though, and I greatly respected how they persevered in finding meaningful information.

As I floated around and helped students during our 2.5 hour library time on Friday, it was gratifying to see the students really “into” their work and realizing the multigenre paper is not as hard or difficult as some first thought.   They will do final reflections next week, but here are their thoughts on their progress and findings on Day 3:  http://project800s.wordpress.com/2008/06/19/10b-multigenre-research-reflections-mini-essay-june-18-2008/ .  Please note while all students composed their reflections in writing, not all have had a chance to post to the blog at this time.

A few observations from my experiences through the “teacher” lens this week…

• Having access to books with a more recent copyright date and accessible reading level are extremely important.  Although I have not mandated a book resource due to the extreme diversity of our topics(three database resources are required) for this project, many sought out books or were extremely receptive to my suggestion they try a book (hooray!).   Many teachers assume kids do not want books, but many still do, and we as librarians need to keep buying books that will speak to our students.  So much great nonfiction is available…we need to encourage our students and teachers to remember the value of this resource.
• While we definitely want to encourage our students to tap into the great information in databases, we also should continue to encourage them to look for QUALITY web resources–in some cases, better information has actually come from websites although most students have found the database articles (reference and periodicals) to be their best sources.
• The majority of students have been quite positive about NoodleBib;  although most had not used the electronic notecard feature before, the students have been really positive about this feature!
• Having a media specialist who knows the collection and how to cite all kinds of sources correctly in NoodleTools is essential, particularly if you are dealing with a larger class and students who need support and scaffolding.
• While allowing students to choose their own topic has made it a little more work for me to support the diverse range of research interests, the kids have been much more engaged and positive.  To see kids focused and engaged in research, especially in the middle of the summer, is a joy! 
• The biggest two obstacles I have faced on this campus are:
  A.  student work for the most part is not mapping to the normal home directory.  As a result, work is getting saved in all kinds of strange places on local hard drives.  We have discovered saving work to a flash drive, using the same workstation (not always feasible), or emailing work (I recommend gmail) have become “musts.”B.  The ability to download photos or to right click for copy and paste is practically non-existent—the students cannot right click on ANYTHING.  I understand restricting the ability to right click for .exe files, but for pictures files?  This obstacle has been a tremendous thorn in our side!  At my home school, Creekview, students have had the ability (at least, they did as of the end of May), to download photos or to copy and paste text.

I will re-upload the link to the actual research assignment on Monday as I just realized it seems to be down this evening.   While I have done research papers and projects with my night school students in recent years, students were given a menu of topics to choose from; this is the first time I have given students carte blanche and let them choose something meaningful to them.  As I stated earlier, it has been a little more work on my end to do this, but I am so glad now that I did.  I cannot wait to see the final products that we will complete on Wednesday! 

p.s.  the student who complained last week about how this project would make him think…well, it has, and he is now my student who is most positive about the project!  He has had nothing except good things to say the last few days about the project and how much he is enjoying it! 

As most of you know, not only am I a high school librarian by day, but I also still teach 10th and 11th English courses by night for our district evening school during the regular academic school year.  I should probably take more time to write about my observations on students’ information literacy skills and perceptions about research (and perhaps I will during 2008-09), but as many of you can relate, it is hard to find time to stop, reflect, and then actually blog about what is happening “out there” because time seemingly just gets way so quickly.

Today marks the beginning of Week 2 of our three week summer school session.  While many express shock and skepticism about the feasibility of trying to do a 90 day course in 15 days, we do meet four and a half hours per course—the economy of time forces both teachers and students to focus on what really matters! 

On Friday, we began our multigenre research project in my afternoon 10B Literature/Composition course.  This type of research paper can incorporate traditional elements of the “written” research paper (and mine does), but it also calls upon students to interpret and represent key learnings and findings of their research in creative and alternate genres.  For more information, see my links at http://del.icio.us/creekview_hs_library/multigenre .

At first, most students seemed a bit dazed and confused.  What is multigenre?  What are learning artifacts?  You want me to do what?  Present information I’ve learned in an alternative way?  Think?  Huh?  Many vocalized these questions, and for those who didn’t….I only had to look at their faces to read their thoughts!  After we had reviewed the assignment, though, and the students had an opportunity to look at real projects/papers and examples, several began getting excited and were already brainstorming ideas.  My 10A students probably have a slight advantage because we are incorporating a few multigenre elements into our short story project and our Georgia Peach Book project.  I am hopeful the little gurgles and spurts of enthusiasm I saw in some of my students Friday afternoon will become a full blown “gush” this week as we essentially spend about two and half hours in the library each day this week.

One young man looked dismayed and sad during our class break after we had reviewed the assignment and discussed the project.  When I asked him what was wrong, he cried, “I can write a paper no problem and give you the facts, but interpret the information….that is going to be hard!”  I asked him what seemed difficult or challenging about the multigenre artifacts because in my mind, those are the creative and exciting parts of the project. 

With dismay he sputtered, “Because I will have to think and really show what I have learned“!

With a wry smile on my face, I replied, “That is exactly the purpose of this research!”

I thought his response was very telling about what our “NCLB” generation kids are used to doing in the classroom and what they have been trained to do:  regurgitate information and move on.  No synthesis, no analysis, no evaluation of information—just “learn” it and “cover it” for a test.  Of course, we as librarians have seen how the emphasis on standardized testing has killed inquiry and research in our media centers, so his comments were not really surprising.  However, they are troublesome just the same.

I will be interested to see how he and the rest of his classmates evaluate this project in about eight days from now.  In the past, I have done this project as a literature based project, and while students at first looked like deer in the headlights, nearly all became excited and engaged in what they were doing; projects pulling in multigenre elements have gotten high marks from my students in the last two years, but this is the first time I have made the entire research project a multigenre paper.  They are doing topics all over the map, and I honestly can’t wait to see what they do with this….stay tuned!

Nicholas Sparks, who is one of the more popular authors with our students at The Unquiet Library, is more than just a romantic writer who makes us all cry and go through an entire box of Kleenex in one sitting!  It turns out that Sparks is not only passionate about writing books, but he is also someone who demonstrates great zeal for high school running and track!  Read more about how Sparks has supported one high school’s track program with more than words at http://www.nytimes.com/2008/06/14/sports/othersports/14sparks.html?ref=othersports .

In North Carolina, an Author Underwrites a Successful Track Program – NYTimes.com

Take time to read the text of the speech available at http://harvardmagazine.com/go/jkrowling.html .

This is an amazing speech that will go straight to your heart. 

J.K. Rowling Speaks at Harvard Commencement : Harvard Magazine

Here is a hilarious trip back in time to 1947!  LOL! 

[youtube=http://www.youtube.com/watch?v=4RGccQFxi3U]