Supplemental Reading 2

So, here is the second half of my supplemental reading, or at least what I remembered to make comments on.  This edition is made up of the books that I read this semester.  All but the final one connects to my research as well as being useful in my job.  The final one really connected with me as I was reading it with my book club and felt that I should share it. 

Lesesne, T.S. (2006). Naked reading: Uncovering what tweens need to become lifelong readers. Portland: Stenhouse Publishers.  (pages: 1-118)

            I work with tweens and teens, so I am always interested in ways to improve the reading motivations of my students.  I see the slump in reading starting in sixth grade as my students are finding more outside interests to replace reading as well as a lack of interest in ripping texts apart in the name of reading comprehension.  I know that I will be rereading this book as I find new ideas each time I return to the book for my research.  I love the un-book report ideas as well as the techniques to reconnect readers and books.

Lesesne, T.S. (2003). Making the match: The right book for the right reader at the right time, grades 4-12. Portland: Stenhouse Publishers. (pages: 1-232)

            I really love this book.  The snapshots of readers and essays from authors are great ways to connect to readers and introduce the chapters.  The chapter on moving from fiction to informational texts was interesting and helped me come up with some ideas for next year’s displays.  I loved the book lists in the appendix, I plan to keep them as nearby as I am purchasing books and putting together displays next year.  I hope to push the idea of pleasure reading on my teachers more strongly next year, and I know that this book will be a handy guide to use.

Lesesne, T.S. (2010). Reading Ladders: Leading students from where they are to where we’d like them to be. Portsmith: Heinemann. (pages: 1-116)

            I was so excited to read this book and I plan on using it to create suggested reading lists for my students next year.  As I was reading the book, I thought it would be great to create lists to have at hand so that when students come in looking for books on their lexile I can suggest something that I think they would like and at the same time would help them grow as readers instead of me just finding something off the shelf to replace their required lexile reading.  This way I can have several ideas at hand for the students and still help the teachers feel that I am challenging their students with their book selections.  I know that this is not quite the idea behind the reading ladders concept, but I think it would be a good way to start as I continue to ease teachers away from requiring students to read on their lexile levels and less for theory own pleasure and interests.

Solomon, G. & Schrum, L. (2010). Web 2.0 how-to for educators: The indispensable companion to web 2.0: new tools, new schools. Eugene: International Society for Technology in Education. (pages: 1-281)

            I purchased this book in the hopes that it would give me a better understanding of some of the web 2.0 tools that I am starting to use and have been using, but not well.  This book really lived up to my expectations.  It was really helpful that each chapter explains a type of tool, tells why it is useful, when teachers are using it, some ideas for classroom integration, professional development with the tools, who is using the tools to teach and learn, how to begin using the tool, and where to find more information about the tool.  The chapter on assorted other tools is a great resources as well.  I like getting small bites of information that I can read quickly without being overwhelmed as well as some ways to use the tools right away.  I know that this book is a great resource that I will keep returning to as I add more technology to my repertoire.

Covey, S. (1998). The 7 habits of highly effective teens. New York: Fireside. (pages: 1-253)

            I know that this is not a technology or education related book, but I was reading with my book club and realized how much the ideas were helping me as I worked through this semester.  This version of the book is teen-centered, but the ideas are easy to understand and actually to put into practice.  The easy layout of idea and “baby-steps” to take to work toward making the habit a habit are great techniques.  It is also easy to return to the habits if you slip up.  I have returned to the personal bank account section because I realized that I have run dry this semester and need the boost to my account so that I can work on my habits and help feed others’ bank accounts.  I was never a fan of the Steven Covey method in the past, but after reading this book, I have realized that his ideas can work if you have an open mind and are willing to make the effort to build yourself in a positive way.  If you have not read this or one of the other books in the 7 habits series you should.

Supplemental reading part 1.
     I do a lot of reading of the magazines Education Week, ASCD, School Library Journal, and Voya.  I have just started receiving Knowledge Quest and really like many of the articles in the most recent journal.  I thought these would be great ones to blog about.  Each one of the articles connected with me in some way and as I am now adding e-books and e-readers  in my library these were great articles to read for ideas and cautions.  I do have to admit that the first article that I read about finding the perfect book really resonated with me, not so much because that is how I found reading, but because I remember the first book I truly fell in love with.  In fact, I still own it.

Deedy, C.A. (2012). There’s a book looking for you. Knowledge Quest. 40(4). 78-80.

            I know that this is not a research-based article, but I thought that this was such a great memory for the author to share.  My memory of falling in love with reading is not the same, but I sometimes find myself having similar conversations with my own students.  I love when my students find the one book that they just adore.  It is sometimes hard to keep my sixth, seventh, and eighth graders motivated to read with everything else that is calling on their time, but I try to always connect them to the books I hope will connect with them.  I always hope that they will come back for more.

 Perez, L. (2012). Innovative professional development: Expanding your professional learning   network. Knowledge Quest. 40(3). 20-22.

            This feature article was a great way to give me just a bite of information about professional learning networks and why I need to be in one.  I do collaborate with one of my fellow middle school librarians, so I have a small network.  After reading this article I realize that I really need to spend more time on TLNing and other sites reading and talking to other librarians.  Being the only librarian, actually the only person in my library it is important for me to contact others and stay up to date on changes in the field.

Neumzn, D. (2012). Here comes the future: information is the building block for learning. Knowledge Quest. 40(3). 24-28.

            This was a really interesting article about the importance of teaching information literacy.  As the librarian in my school, I tend to be the expert, at least in my building, for information and finding information I try to make sure that students and teachers understand why it is so important to learn how to find information.  As the author mentions, it is difficult to get students to do more than visit a search engine and click on sites when doing research, but it is more important than ever to teach students to evaluate everything that they find online.  I liked that the author tied in synthesizing information and learning new technologies as part of information literacy.  This reminded me that I need to make sure I am talking to my teachers about what technology that they are using so that I am prepared to help them teach our students how to use it correctly.

Moorefield-Lang, H. & Gavigan, K. (2012) These aren’t your father’s funny papers: The new world of digital graphic novels. Knowledge Quest, 40(3). 30-35.

            I really liked this article.  I already love graphic novels, so learning about reading them online and what sites to visit was great.  I have so many students that read graphic novels and I would love to be able to add them to my digital collections.  I hope to introduce graphic novels to some of my teachers for use in their classrooms.  It is a struggle, but I am working on it.

Ercegovac, Z. (2012). Letting students use web 2.0 tools to hook one another on reading. Knowledge Quest, 40(3). 36-39.

            This is how I would like my library to be.  I want it to be a place where students read for pleasure, share with others, and use technology.  I am going to have to learn more about the ReadReviewRecommend program.  I plan on working with more web 2.0 tools next year, so this article gave me some interesting ideas.

Stephens, W. (2012). Deploying e-readers without buying e-books: One school’s emphasis on the public domain. Knowledge Quest. 40(3). 40-43.

            I was intrigued by this idea when I began the article, but I ended up being a bit confused.  I understand that because of budget issues the school choose to use free e-books, but I felt that the article left out the explanations of why this was better for general reading and not just classes.  The author ended with the statement that the English department could now clean out their book room, but other than using the readers for class sets she did not really explain how this would help reading for pleasure.  I have purchased two IPads for my library and I was really hoping that this article would give some ideas on how this school implemented using e-readers in the library, but it felt more like a quick conversation and ad for the Nook.

Edwards, B. (2012). Can-do spirit: Facing the challenges of budget cuts. Knowledge Quest. 40(3). 54-57.

            This article reminded me that I have to have a positive attitude no matter what and that ultimately it is my students who must come first.  I have been without an aide for four years and I still have to remind myself that yes, I am the librarian, but I am not superwoman.  I am the only one to do the work, so it will get done when it gets done.  It has been nice to be able to say that to people and explain to them that I am just one person and if they want something done immediately I shall have to have help.  I also like that the article gave some great ideas about what to do if there is a chance that my position will be cut, or in my case changed in any way.  A positive attitude will really help at those times.

Woodward, T. (2012). Now is the time: Embrace communication media and data use. Knowledge Quest, 40(3). 58-61.

            This article had an interesting premise, but lacked a bit on the follow through.  I am not sure why I should work myself into obsolescence, yet collect data, and embrace communication in a way that proves my importance.  I though that some of his examples were good, but could have used a bit more explanation.  Exactly how should I teach a research lesson for a “drop off” teacher that involves the teacher who does not want to participate.  If she can do the same lesson in the future, what does she need me to co-teach with her for?  After the first year of that, I definitely would be obsolete.  Do not get me wrong, I am all for co-teaching and sharing the lessons so that teachers can handle them by themselves, but if I am truly teaching myself into to not being needed that will happen.  Really, this article needed some solid ideas of how to do all of these things and still make the librarian relevant, but in a more updated way, just mentioning communicating in ways that will connect to students will not do that.

Chmara, T. (2012). Privacy and e-books. Knowledge Quest. 40(3). 62-65.

            I have e-books through Overdrive Media this year and while I thought I checked on all the issues and policies that might effect my students, I do not remember looking at information about privacy.  I will make it a point to look at that and make sure that I can protect any way I can if possible.  With the two IPads I will soon have for the library, this is something I will have to really watch out for.

Bates, N. (2012). Weaving a virtual story- creating book trailers 101. Knowledge Quest. 40(3). 72-76.

            This was a great reminder about the power of book trailers and how to create them.  I would love, when I have time, to create some book trailers for my students, but finding a place to save them that student that students can access is a problem.  I will have to work on that as I create book trailers that will hopefully spark my students’ motivations to read.

Chunk 3: Textbook Reflections

Hello again,
I am writing my final reflection for the book Educational Technology for School Leaders. I am to admit that I found this book really interesting. I liked that it was just a bit of information from each book. I did have a problem with the chapters that would refer to things that would be discussed later in those particular books, if the information was important enough to mention, then perhaps an addendum with a summary of the information should have been provided. I know the point was to whet the appetite and perhaps get you to buy the other book, but sometimes a bit more explanation is needed to understand the overall topic being presented. All in all I think that this was an interesting choice for a textbook.

OK, individual chapter reflections:
Chapter 9: Policies, Procedures, and Contracts
The information about AUPs was really interesting and useful as technology changes so incredibly fast. I thought the five step plan for drafting a school policy was a good one that can really be used when creating almost any policy. The idea of reminding, and putting it in writing, parents of their responsibilities when it comes to technology is a great one that I wish my school would do. The problem is I know that my parents would do the same thing with it that they do with the student code of conduct, they will sign it, not read it, and then claim no knowledge of it later. The sample policies provided are great examples to show those that are crafting policies. Having examples is a really great part of the chapter.

Chapter 10: Preventing Cyberbullying
I liked that they started right off by saying that "there is no magic bullet for preventing cyberbullying" (page 167). I think too many people believe that monitoring and talking about it will make it go away and that is not a good way to deal with the issue. This chapter really laid out clear ideas for what every group who deals with students should do to minimize the possibility of cyberbullying. I think it is important to remember that it is educators, parents, and students jobs to work to prevent it from happening. The examples given were great and the scenarios would be easy to use with students. The sample contracts are really useful and can easily be used with students and parents. The common sense ideas and approaches make this chapter one that was really useful to read. I have some ideas to use with my students next year.

Chapter 11: Top Ten Rules That Govern School Authority Over Student Cyber Expressions
I had not seen this list of rules, so it was a really interesting read. I loved that each one was explained in a simple and understandable way. I was glad for some of the explanations that were given and the reminder that parents are in charge of their students cyber dealings out side of school. That seems to be a forgotten idea more and more. These rules are great reminders about responsibilities and what constitutes protected and unprotected speech. I sometimes think that that is forgotten.

I am glad I read this book. While there were sections that I wanted more information on and others that I felt were really not useful to me, I did find many ideas and examples that I can use in my library with both students and teachers next year. I think that this was a good choice for a textbook for a technology leadership class.

Reflections on Textbook Reading for Dr. Bell's class

OK, so I have been away from blogging for awhile, but I thought that I would start again as I am taking a Technology and Leadership class with Dr. Bell. For my first post back I am going to do my reflection on Part Two: Technology-Powered Classrooms from my textbook. The book we are using in class is: educational Technology for School Leaders, edited by Lynne Schrum.

What I have chosen to do is a bulleted list of what I thought were good points from each chapter with my comments as an indented bullet. I have also summarized my thoughts about the section at the very end.

Ch. 5: Understanding youth and digital media

• Students expect teachers to guide them to the information, not dictate the answers.
• I like this thought because it was something that I tried to do with my students. I always told them that I passed the 6^th grade the first time and I expected them to do the same. That included learning how to find the answers for themselves.
• 3 questions that must be addressed:
• What does learning look like in the 21^st century?
• What does literacy look like in the 21^st century?
• What is knowledge in the 21^st century?
• Great powerful questions that should lead our teaching, but often do not because rote memory tests are a favored way to assess learning now.
• It is so important to shift our view of learning and teaching, but unless we want to be a “tall poppy” as a previous chapter stated it can feel as if we are battling sylas and caribda trying to make changes that take independent learning and/ or technology in new directions in the classroom.
• New Media: With all of the different types of media available now and how quickly it changes, I thought that the definition was a good one.
• I did not like the idea that Christo Sims presents that youth use text messages as a safe way to expose themselves and define themselves and that it should be looked on as a form of communication that allows others to fail. I can understand about it being a safe place to learn and grow, but students are not just confining texts to their phones, but using them in daily life without seeming to understand that there are places that it is appropriate and places it is not.
• I liked that the authors of this chapter made a point to share that teachers do not need to throw themselves at every new technology, but that they should work toward incorporating ones into their teaching that will lead students to being engaged in their learning.

Chapter 6: “Short”

• I really liked that this chapter was filled with actual lessons that I can use with my students.
• The “literacy autobiography” was a great one that I would love to use with my students as a way to help them understand how much reading and writing they actually do. By expanding the project to include other forms of media, I would get a great understand of who my students are and they can really see how different media has formed them as students.
• I have to admit that the non-linear reading assignment confused me. I am not sure how this technique is helpful to younger students who may not understand that there are different techniques that we use when reading different types of media.
• I loved the idea of doing a multi-genre/media text assignment. I this that is a great way to get students to respond to all different forms of media and to think independently. Often students turn to their teachers for answers when they are unsure, but this way they must think about their subjects as they are creating the multi-media assignments.
• I loved having my students watch and analyze films. I always thought that was a great way to make connections between different texts. I used to use an old black and white western to show how we use visual clues to show ideas, such as who the good guy and bad guy are. The idea of using silent films never occurred to me, but I would love to try that.
• The bulletin board for genre lists is a great idea that I would love to figure out how to do in the library. I will need to work on this for next year, as I plan on labeling my books with their genres, so lists would be great.
• I thought that this chapter was great as it gave lots of tables of questions to consider, project ideas, and information on different technology programs to use.
• I like the idea that students are using technology as a community building idea. I have started a Shelfari group for my book club at spring break which I am hoping with add to our community of readers.
• I am concerned about letting my students out into such an open global environment because of safety concerns that I can not control.

Chapter 7: why use web 2.0 tools with ELLS

• ELLs can be a challenge to work with as they are more conversant in social language then academic and struggle with reading and writing even though they are able to speak with a great deal of fluency.
• Using web 2.0 tools can make learners active participants in lessons and language development, but I disagree that with the idea that this always happens. I see how my own ELL students use the computer and often is seems to that they skip the learning portions of the educational programs for the games.
• The writer of the chapter suggested that students who use web 2.0 tools to develop their language skills are taking more risks because the learning is in their control. I do not really agree with this, I know that some students may be taking risks, but most seem to be passive participants who will wait for others to lead before they respond.
• I am also not very clear on how the technology builds language skills because while the tools themselves are forgiving of mistakes, I did not see anywhere that the students’ errors were corrected or that they learned from them.
• I understand that the internet and many web 2.0 tools are fun, but if they are not used correctly, they do not enhance learning. My students are more motivated when they use technology, but they dislike it when they need to follow rules, directions, or do anything that is not related fun and games.
• The connection between web 2.0 and TESOL standards was interesting. I had not seen the standards before, so being able to read them and understand what my students are supposed to learn was great.
• I was concerned about the section on safety concerns and the web. It seemed to me that the author felt that any fears that people have are unfounded and the product of media hype. To that is a great disservice to readers, as we know that there are predators and bullies online who would have no problem using an ELLs language skills against them

Chapter 8: Assessment in the partnership pedagogy

• Most assessments done in schools are for ranking. That type of assessment is what is most common and understandable to people.
• The definitions of summative (single score on an assignment with no feedback) and formative (assessment with feedback for improvement) are good ones, and helpful to me as my school is moving to standards base grading and we are trying to understand what constitutes each type of assessment.
• The other assessments that were listed were interesting to learn about and ones that I will be introducing to my teachers.
• I think that the author did a good job of addressing the fears that are connected with assessing students, but I finished the session and felt that he was not taking the concerns of others seriously. As the author, states some of the skills learned will not be tested, but I think a bigger fear is that students will not be able to connect what and how they have learned material with how it is tested. I see this often with my students who spend a great deal of time learning on educational software that is interactive and colorful. They often have troubles translating the knowledge that they have gained to regular pencil and paper question and answer learning.
• The idea of assessing teachers is a good one, but I felt that the author could have done a better job of defining how to assess a teacher who is using the partnering technique.
• I have the same concern with assessing administrators and parents. I think it is important to know how committed they are to the teaching/learning style, but really how can assessment be done.

I liked this chunk of material better than the first, but I still had concerns about some of the material presented that I hope would have been addressed if I read the whole work. I like that this book just presents a chapter of the work because it allows me to get a good overview of the material available, I wonder if the editors should have looked a little closer at what was presented in each chapter to insure that the reader is not left with incomplete information.

Wikis

I think that it can take a lot to support a wiki. I had thought about using one with my book club, but I don't think it would be a useful forum for them. I think that maybe I should work more with teachers when I use wikis. I think my friend Jaimie has a point the ability to constantly change what is put on there could become an issue, but I know several teachers that use them in their classrooms quite well. I plan on talking with them to see how they run the wikis. Since I am on the safety committee for the building, I was thinking that a wiki might be a great way to share information with the committee members as well as having a "living, breathing" safety document always available and not saved on someones personal drive. I think I need to observe my teachers who are using this program before I implement anything so that I can learn their tricks.

Online Productivity Tools

I am not sure what the link we were given was supposed to go to, but since it connects to the Wiki information I am going to guess at some of the tools. I think this means programs like Google Docs. I have several teachers now that are using this for surveys and tests and I have decided that one of my goals this year is to learn to use it. Last year at Hopper we had a subscription to SurveyMonkey, but since we don't have the money I want to use Google Docs to do this. I also liked the website Web 2.0 Cool Tools for Schools that we learned about in the focus activity as it has a lot of great sites and information to use. One of my favorite online tools is Animoto. I use this a great deal when I am creating book trailers. I hope this year to introduce my teachers and students to a lot of great tools that they can use to find, create, and present information in new ways.

Blog about Ning

After reading the information about the Ning and being a member of the CyFair librarian’s Ning I think that this would be a great way to create a community of readers. I think I would like to find out more about them, but I believe my book club students would benefit from having and helping to create a Ning. I like that they can post information about books and respond to each other and that they would be able to link to book trailers, movie trailers, and anything else that they thought it would be great to share. I like the idea that it is similar to Facebook so they would be comfortable with the social aspect of it, but I can limit membership to just my club members. Since they are often involved in other activities this would allow everyone to joint the discussion even if they can’t make the meeting. This could also give them to ability to interact more with The Cy-Springs students who were a part of our book club and still come visit with us during the year.

I am not sure that I would use this with teachers, but it might be a great way for the different teams to share, meet, and plan since there are no team leaders anymore. I might even suggest that the Differentiated Instruction teacher leaders create one for themselves to share ideas and information.

This is definitely a Web 2.0 tool that I would like to learn more about and incorporate into my library program.