Module 4: Number the Stars

• Book Cover Image:

• Book Summary: Annemarie Johansen is a young girl growing up in German occupied Denmark during World War II. When her parents decide to help the Jews, including her best friend's family, Annemarie has an opportunity to show bravery to assist in leading them to safety. She aides in a mission to get their family, among others, to a boat that will take them to Sweden. It is not until near the end of the story that Annemarie fully realizes just how courageous and wonderful the achievement was.   

• APA Reference of Book: Lowry, L. (1989). Number the stars. Boston, MA: Houghton Mifflin 

• Impressions: From Annemarie's point of view, this story gives young readers a realistic account of what it was like living in Nazi occupied territories during WWII. It is written appropriately for the developmental level of the audience, not getting too graphic with the true horrors that were experienced during the holocaust. I think many upper elementary aged students are curious about the events, yet are not mature enough to handle the gruesome details. Lowry does an excellent job of describing the setting in a way that readers get a sense of the the fear that was experienced yet won't have lasting haunting visuals. This book is a great complement to a history unit on WWII.  By having students read and be able to connect with a child from that era, I think the historical events from their history text would be more meaningful. 

• Professional Review:The gripping story of a ten-year-old Danish girl and her family's courageous efforts to smuggle Jews out of their Nazi-occupied homeland to safety in Sweden. Reader's are taken to the very heart of Annemarie's experience, and, through her eyes, come to understand the true meaning of bravery.

     [Review of the book Number the stars, by L. Lowry]. (1989). School library journal. 35(16). p39

• Library Uses: Set up centers around the library and divide the students into groups, with each group using an ipad. Each center will have a QR code to scan with different information given at each station. One center will have a Google map showing where Denmark is located with geographic questions to answer about the country. Another center will have information about the Holocaust and a form with questions for the students to fill out by reading the information provided. The third center will have the book The Diary of Anne Frank, with information for the students to compare and contrast about the two stories. 

Module 3: The Snowy Day

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• Book Summary: The Snowy Day follows the story of Peter, a boy that wakes up one morning to discover that his world is covered in snow. He spends the day exploring and discovering all the wonders that snow brings; watching his feet make tracks in the snow, hitting a tree and watching the snow fall from the branches and making a snowman and snow angels. Peter ends his day telling his mother all about his adventures and then reminiscing about the day. 

• APA reference of Book: Keats, E.J. (1962). The snowy day. New York, NY: Viking Press.

• Impressions: Keats inclusion of an African-American character was an historical event in the history of multicultural literature. No books prior to this one featured an African-American character. How exciting it must have been in the 1960's for students in the African-American community to have a character to relate to in the books they were exposed to. I have always loved including this book in my winter themed units not just for the multicultural aspect but for the unique illustrative style that Keats used to complement the story.     

• Professional Review: The author brought bold, bright color and collage to the forefront of children's literature, winning the Caldecott Medal and introducing children to a young African American protagonist named Peter who romps in the snow in this first book and who appears in subsequent stories set in an urban neighborhood.             

Munsen-Benson, C. (2006). [Review of the book A snowy day, by E.J. Keats]. Book Links, 15, page 68. Retrieved from http://search.proquest.com/docview/197205143?accountid=7113.

• Library Uses: Set up centers around the library where students learn more about the illustrative style of collage. One center has art books about collage on display for them to read. Another center has paper out for them to create their own collages. Another center has photos of snow scenes for them to study.  

Module 2: The Very Busy Spider

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• Book Summary: The Very Busy Spider tells the story of a spider that decides to spin her web near a farm. The illustration of the web is made with a texture that the reader can feel raised from the page. All of the farm animals try to engage her with suggestions to participate in their favorite past-times but she ignores each of them as she continues to busily spin her web. The web becomes more and more complex as the story unfolds and the day progresses.  Finally, a rooster asks the spider if she would like to catch a pesky fly, which she does and then falls asleep before being able to answer the Owl's request to know who built the beautiful web.

• APA Reference of Book: Carle, E. (1984). The very busy spider. London: Penguin Group USA. 

• Impressions: I have always loved this book for the many concepts it can introduce. It can be used in October, during a science unit on spiders or it can be used in the spring, during a unit on farm animals.  Both language arts and science lessons can be enhanced with the addition of this book to the lesson. With the author's use of repetition on every other page, "The spider didn't answer. She was very busy spinning her web.", the book can be used with younger, or newer, readers to help them gain confidence in their reading ability. The illustrations are tactilely engaging and encourage the reader to want to read the story over and over again. With each repeat reading, there are new concepts to explore. From the rhythmic language of the farm animals, to the labeling of the action words (verbs) that each animal introduces into the plot, this book can be enjoyed by multiple age groups.  

• Professional Review: Preschool-Gr. 1. The farm animals approach a spider as she's spinning her web and ask if she'd like to play. The spider doesn't answer, continuing to spin her web until it's finished. This is a good title to use when first starting to play stories. Playing Tip: The child playing the spider can use a long piece of string or yarn to spin a web on the floor.                                                                

Locke, J., & Ossont, S. (2007) Books that Play Well. [Review of the book The very busy spider, by E. Carle]. Book Links, 16. page 44. Retrieved from http://search.proquest.com/docview/197217160?accountid=7113.

• Library Uses: The book can be used to teach students where to find non-fiction books about spiders, using the Dewey Decimal system. 

Module 1: The Rainbow Fish

• Book Cover Image 

• Book Summary: The Rainbow Fish is a story about a fish that has scales envied by the other fish that live with him in the ocean due to their shimmery, colorful appearance. Although he wants to be honored and adored for this difference, the other fish are turned off by his resistance to share them and in turn, leave him feeling lonely and unadmired. After receiving advice by a wise octopus to give away his scales to the other fish in the ocean, the rainbow fish learns that it makes him happy to share his most prized possessions. Even though he is not different or "special" anymore, he gains a sense of acceptance that is far more appreciated.

• APA Reference of Book: Pfister, M. (1992). The rainbow fish. New York: North-South Books

• Impressions: I have personally owned this book for almost twenty years and have always found it very touching and thought provoking. There are so many lessons that can be taught from a read-aloud of this story. Embracing differences, modesty, and the act of giving to name the most obvious. The illustrations are as beautiful as the story and I, for one, am glad there were sequels published. My students are mesmerized by this book and often request repeat reads.  

• Professional Review: Children will be immediately drawn to this book that features an iridescent, metallic-looking main character whose scales were "every shade of blue and green and purple, with sparkling silver scales among them." Adult suspicions of the gimmick overwhelming the story quickly fade as the plot unfolds: none of the other fish will have anything to do with the Rainbow Fish, who always swims by superciliously and refuses to give away any of his special garb. He is lonely and without admirers until a wise female octopus advises him to give away his scales. Rainbow Fish then discovers that sharing brings happiness and acceptance. The delicate watercolors of underwater scenes are a perfect foil to the glittering scales that eventually form a part of each fishes exterior. This is certainly a story written to convey a message, but in it's simplicity, it recalls the best of Lionni. Besides, what three-year-old doesn't need reinforcement about sharing?

Fader, E.(1992)Book review: Preschool and primary [Review of the book The rainbow fish, by M. Pfister]. School library journal, 38(11), 75-76. 

• Library Uses:  This book would be great to use with PreK-Grade 1 during a Friendship unit at the beginning of the school year. Use the book to introduce the concept of what makes a good friend and then have the children brainstorm and discuss qualities of good friends. Make an anchor chart together of all of the qualities that make a good friend to display in the library for the year. The qualities can be written on pre-made fish die cuts to add to the chart.   

Blog Post 4: Technology Leadership Role of School Librarians

Technology has dramatically changed the way people work, think, do research, become informed, communicate, and collaborate with each other.  In the article "A voice from the past calls for classroom technology" (Kilfoye, 2013), Kilfoye writes, “Internet technology is the foundation for the next wave of democracy in American Education and the society beyond school walls.”  Fortunately, the American Association of School Librarians (AASL) has published a set of learning standards (AASL, 2007) designed to help teacher-librarians prepare students to be successful, contributing members of society in this technology-driven 21st century. The learner-centered standards state that 21st century learners are ones who use an inquiry-based process, accept responsibility for what and how they are learning, and evaluate their learning. Critical thinking, self-discovery, collaboration, and presentation are all significant 21st century skills valued in the workforce. Each standard addresses these skills with multiple indicators that provide a framework for implementation. 

The school librarian is in a perfect position to implement technology instruction onto a campus.  Librarians are already considered resource specialists and they typically have community and professional connections. Successful libraries are the hub of the community; why not become the hub of technology integration as well? The Quakertown Community School District has become a model for successful technology integration. On this campus, the librarian was dually classified as the technology-integration coach. Her responsibilities included providing professional development on the integration of technology, building access to online content and resources, and teaching the students digital citizenship, copyright laws and appropriate use, and how to evaluate sources.  Outside of the library walls, the librarian continued the ever important role of advocacy. Collaborating with outside entities such as the public library, the police department, and the chamber of commerce to keep the community aware of what students are able to access. Of equal importance was educating parents on how to be involved in their children's online presence. These steps are important in building community support and in building awareness for what students are able to share as part of their 21st century education. 

Although the future cannot be predicted, technology is guaranteed to continue to change and evolve. By considering the guidelines set forth by the AASL’s Standards for 21st Century Learners, librarians can position themselves to design a library program that prepares students for learning now and into the future. 

Sources:

American Association of School Librarians (AASL). (2007). Standards for the 21st century learner.   Retrieved from http://www.ala.org/aasl/sites/ala.org.aasl/files/content/guidelinesandstandards/learningstandards/AASL_LearningStandards.pdf 

Kilfoye, C. (2013). A voice from the past calls for classroom technology. Phi Delta Kappan, 94(7), 53-56.

Kuzo, J. (2015). School librarians: Key to technology integration. Knowledge Quest, 44(1), 74-76.

Blog Post 3: Technology Implementation Strategies

Can educational beliefs from one hundred years ago still be relevant in today’s technology driven world? A voice from the past calls for classroom technology (2013) sets out to prove that yes, indeed they can. The article begins by informing the reader of the laws and policies that were currently in place in regards to internet use in public schools. These laws limited students and teachers access to information found on the internet. Information that the author believes is the very foundation for teaching 21st century skills, such as critical thinking, self-discovery, collaboration, and presentation. The article goes on to argue the case for equitable access by stating the expectations set forth by administrators as well as by listing the skills employers will be looking for in future employees. The author asks the question, how can key stakeholders create a school environment that will promote the knowledge of 21st century skills while at the same time ensuring student safety and the integrity of the information systems?

 In the article, the author makes reference to the ideas promoted by John Dewey over one hundred years ago regarding the necessity for change in the way schools are educating their students. One of Dewey’s core belief statements was that students of the time had very little chance to use what they were learning in the classroom in the outside world. He believed that education was a gift and that students should be taught how to extend that gift. Although this message was shared over a century ago, the author shares how it was applicable to the way current school policies are employing technology education. By limiting access to the very resources that will promote the desired learning outcomes, schools are creating a barrier to learning that will diminish the relevance of education in public school classrooms

With digital literacy being a significant skill of the 21st century workplace, the author informs that we can no longer think of our schools as traditional educational providers of the core subjects, but rather proving grounds for 21st century citizens. Just as Dewey professed that schools must create “a child’s habitat”, where students desire to learn is aroused through direct use of knowledge, so must the classrooms of today promote relevancy to everything that goes on inside to prepare students for their future outside.

It is encouraging to see how far our schools have come in the area of technology integration in the short two and a half years since the article was published. Teachers and students now have access to sites that had previously been blocked from use at school. The use of sites such as YouTube is prevalent in schools as well as the use of various social media sites including Twitter.

Agreeing with Dewey’s philosophy that some of the most significant skills we should teach our students is relevancy and future application, I intend to incorporate tools that will enhance collaboration and critical thinking. By creating assignments where students have to work as a group, I will introduce some of the tools within the Google suite of options; docs, sheets, slides, and forms. By being able to work together on the same documents at the same time, collaboration will be promoted and strengthened.

Wikis are another tool that I intend to utilize in the effort to promote collaboration among my students. With the possibilities for using wikis only limited by one’s imagination and time, I feel it can be a great resource to encourage students to utilize when creating a research project or a class presentation.

Will John Dewey’s beliefs about education still ring true in another one hundred years? Only time will tell. And although technology is ever-changing, be it the industrial age or the information age, relevancy in education should continue to be a high priority in preparing students for life outside of school.

Source:
Kilfoye, C. (2013). A voice from the past calls for classroom technology. Phi Delta Kappan, 94(7), 53-56

Blog Post 2: Handheld Devices

Technology is fast paced and ever changing.  Upon first stumbling across the article, Mobile Learning, written in 2009, I thought the information would be outdated and unable to relate to.  However, after delving into the content, I found it to be very interesting.  Although the tools available are more abundant now, the basic ideas of utilizing technology in education have not really changed that much in the last six years.      

One of the first key points gathered from the article I found was that with the inception of Web 2.0, mobile learning has evolved from activities being designed by teachers and offered to students as a “top-down” activity, to one where learners are using devices to support their own independent learning.  The most common use for mobile devices at the time this article was written was to generate content and share it with others.  The article states that although this was a popular activity, it wasn’t done on a widespread basis due to not having a place to put all that collected data.  One professor responsible for providing information for the article was interested in finding ways that more input from learners could be used to move further away from the top down model.  Agnes Kukulsa-Hulme, who teaches at The Open University's Institute of Educational Technology explains, “We’re getting more feedback about learners’ needs, such as their study materials and how these relate to their work environment, so that we can capture this “in the moment feedback” and pass it to teaching staff and refine materials accordingly." (Dhanjal, 2009)

With the continuous access that mobile devices offer, students that don’t have regular access to a desk or a PC are not limited in acquiring knowledge or skills.  Content for language learning, and software to enable collecting data in the field, including GPS-related data, are becoming popular uses for mobile device learning.  Populations such as migrant workers can use their devices to learn language skills related to vocabulary, dialogue, and ESOL work qualifications.    

The last key point I gathered from this article was that with the number of personal devices owned by students on the rise, the author predicts that the amount of equipment owned by a college will be reduced.  This will change the way teaching occurs including but not limited to lecturers using wireless devices to key in questions for the entire class to see in real time without interruption to the lecture, and using SMS to summarize text. 

Although the article I read does not mention the utilization of quick response (QR) codes, presumably due to the fact that the article predates that technology, I am excited about using this tool in the library. The possibilities for using QR codes are endless.  From hearing book talks done by teachers to viewing YouTube videos for information, to placing inside books to send readers to reviews of the book. 

I envision using QR code technology to enhance content knowledge being taught by the classroom teacher. For example, if a second grade class is learning about penguins in science, I would set up stations in the library where the students would rotate through with iPads equipped with QR scanner software, along with a clipboard containing a sheet with a list of questions to answer.  As the students scan the QR codes at each station with their device, new information will be presented. The first station may have a map of where penguins live.  The second station can be an informative video clip to watch of penguins in their natural habitat.  A third station can feature a book trailer referencing a book about penguins to read.  Station four could have a list of key vocabulary words with a matching word game to play.  With older grades, the students themselves can create and program the QR codes, possibly as an assessment activity, with the information the teacher requires.

QR codes are easy to create and have many uses in the library.  They are engaging and entertaining for the students. I look forward to learning more ways to implement this technology into my future library. 

Source: 
Dhanjal, C. (2009). Mobile learning. Multimedia Information & Technology, 35(3), 92-95