Virtual Makerspace Resources for Students and Staff

December 10th is GUHSD's first ever Innovation Day! I know that you are innovating on a regular basis since I get to see and hear about what you do through your students every day. Thank you for working hard to help our students be creative and collaborative critical thinkers and communicators!

In conjunction with Innovation Day, I wanted to share a new resource that is available via the library website. As part of my Teacher Librarian credential program, I have had the privilege of studying under a top thinker in the field of school libraries, Dr. David L. Loertscher. In his course, my classmates and I worked earlier in the semester to create "virtual design halls." For my final project, I created our very own version: a GUHSD Virtual Makerspace (vMakerspace). Here is an information doc that explains more.

Click on the image below to explore the vMakerspace.

The vMakerspace is also linked on the school library website.

The vMakerspace is a curated collection of web resources that should all be compatible with our FutureForward Chromebooks and free for at least basic functionality. Think of it as a virtual toolbox for project creation and self-discovery learning. If you want students to create a word cloud, there are links to good word cloud generation sites. If students love music, there are links to music-related tools. In fact, I showed a student these tools yesterday, and she created *THIS* last night!

Also, please know that as I created this resource, a lot of my inspiration came from YOU! For example, thinking of the video projects that many of you assign students, I included video-related tools, as well as collections of Creative Commons "free" photos, stock footage, and music. On this topic, you can always refresh your understanding of copyright and fair use by revisiting John Cross's fantastic presentation from our back-to-school staff days.

If you have questions, comments, or suggestions about the vMakerspace or anything else, please feel welcome to connect with me. I always love to hear from you!

Formative Assessment Resource Links

Since the topic of formative assessment has come up lately in staff discussions, I have curated a list of related resources. Check out these links to get new ideas and/or to confirm ways you are already using formative assessment.

Formative Assessment Overviews

• Formative Assessment That Truly Informs Instruction (National Council of Teachers of English) - Great overview including summary table of DOs and DO NOTs
• Why Formative Assessments Matter (Rebecca Alber, Edutopia) - Quick intro with a few examples

Lists of Formative Assessment Ideas

• 10 Assessments You Can Perform in 90 Seconds (TeachThought)
• 12 Awesome Formative Assessment Examples (Global Digital Citizen Foundation)
• 25 Quick Formative Assessments for a Differentiated Classroom (Judith Dodge, Scholastic)
• 60 Tools for Formative Assessment (K. Lambert, Orange County Public Schools Curriculum Services)
• 60 Formative Assessment Strategies (Natalie Regier, Regier Educational Resources)
• 186 Interactive Techniques (Faculty Center for Teaching & Learning, University of Central Florida)

Technology Tools for Formative Assessment

• 3 Powerful Chromebook Tools to Collect Feedback from Students (Educational Technology and Mobile Learning)
• 13 Tools Teachers Would Love for Formative Assessments (EdTechReview)
• 21 Top Tech Tools for Formative Assessment (Common Sense Graphite)
• 36 Digital Formative Assessment Tools for the Classroom (Teach. Learn. Grow.)

Fall 2015 WHHS Library Update

It is hard to believe a year has passed since I first started working as the Teacher Librarian at West Hills. After experiencing a full year, I want share an update about the work that the library team has been up to. There is still much room for the program to evolve and grow, particularly with the implementation of FutureForward, and so I invite comments, suggestions, and conversation in general. Thank you for your warm welcome over the past year and your continued support!

Click here to view the infographic in a separate window.

End Of The Year Madness And Those Moments That Make It All Worthwhile

The end of the school year is crazy for pretty much everyone. In the library, it involves students anxiously finishing and printing final projects (shout out to Jovan for fixing the printer this morning!), more than the average number of students dropping in to work on passes, and hundreds upon hundreds of tiny print overdue and fine notices.

Fortunately, I have some wonderful Library Aides who help me with sorting, highlighting, paper clipping, and delivery. You can see my Period 2 students (see above) working on piles of notices. Although not shown in that photo, there are shelves of even more behind them on carts (see right).

As an environmentally concerned person, it bothers me print so much. Unfortunately, the current library/textbook system is not configured to send email notices, and besides, there is still much room for educating students about use of their District Google Apps for Education Gmail accounts (students often don't know that they have access to this email account or simply never check it). I am also open to thinking about ways to alter circulation policies to be more user-friendly and welcome conversation about this with others!

In the meantime, I try to minimize printing by shrinking the notices to fit four per page. And, while I hate to impose upon teachers to distribute notices during class time, I appreciate your kind willingness to help - you are the best!

Now for the "worthwhile" part. Amid the flurry of sending out notices, clearing fines, repairing books, unjamming the printer, cleaning gum off the carpet, and more...a student quickly swept into the library this morning to turn in a late book. With a smile on her face, she handed me Invisible Man and burst out with heartfelt enthusiasm, "This book changes you!" Before I could even reply, she had disappeared in a flash.

The student was gone, but her words stuck with me. With her words fresh in my mind, I imagine the possibility that every notice represents, the chance that there may be yet other titles that have influenced students in similarly meaningful ways. Whether connecting over a book, an online journal article, a blog entry, a podcast episode, or a personal conversation - it is a privilege to be part of our students' journeys. And, as often as they may change in our presence, I find yet again that they change me.

Bagpipe Phenom Pack Member

As we approach the annual West Hills Multicultural Fair, I encourage everyone to check out a slated performance by junior Austin Diepenhorst. I hear he has performed in past years and so is likely a crowd favorite already, but I didn't find out about his bagpipe playing skills until just recently. Luckily, due to the special testing schedule, I had an opportunity to chat with him yesterday.

To begin with, I learned that Austin is incredibly talented when it comes to playing the instrument. Having started only four years ago, Austin is impressively already competing at Grade One, which is the highest of five levels just short of Professional Grade. Check out the video below of Austin playing recently in Las Vegas - make sure to watch through the end!

Beyond his obvious skill with playing, my conversation with Austin quickly made me realize that he is also highly informed regarding all aspects from mechanics and craftsmanship of the instrument to historical knowledge about traditions and particular artists and songs. Austin has not only connected with bagpipers locally, but has also found mentors and become friends with enthusiasts across the globe. For instance, he is currently studying under Bruce Gandy who lives in Nova Scotia, and the two conduct lessons via video chat. As Austin explained, being involved with the community has "made a big world smaller."

All of this talk also reminds me of Seth Godin's Tribes theory (NOTE: Godin's seminal work Tribes is available in the West Hills library for checkout). Clearly, Austin has created his place in the Bagpipe Tribe, and to have discovered and tapped into this passion at such a young age inspires me. It is also a good reminder that as an educator, I need to continually prioritize finding ways to connect with students regarding their interests - our students are amazing!

With my lack of scaffolding, I can't really do justice in representing the knowledge that Austin shared with me, but here are a few pieces that he has recommended. Give them a listen, and if you want to know more, just ask Austin. He exudes infectious energy when talking about the topic, and it is an honor that in our profession, we get chances to see our students light up like this and to learn from them.

• The Kings Taxes - Performed by Austin's instructor Bruce Gandy
• Medley, performed by the Simon Fraser University Pipe Band - Austin referred me to this link as a good example of an exemplary pipe band.
• Medley, performed by the Cameron Highlanders - This is the pipe band that Austin played with during the Las Vegas Highland Games last month.
• His Father's Lament for Donald McKenzie
• Field of Gold
• Flame of Wrath

Going Green With Digital Sign-In

The librarians across the district meet regularly as a Library Council to discuss and work on various joint initiatives, but we rarely have casual time to connect and catch up more generally. Last week, though, a few of us made an effort to meet up socially, and within this informal environment, I gained some fresh ideas that I've been able to bring back to work. It was a helpful reminder that great insights can come from unstructured experiences, interactions, and conversations.

One idea that I implemented the very next day was to set up digital self sign-in kiosks for the library. This was inspired by my colleague Chansamone O'Meara, Teacher Librarian at El Capitan High School. Chansamone handles her sign-in process a little differently, because she has a Google Form that she or her student library aides fill out for students who visit the library. I've borrowed her Form concept, but since we had some outdated iMacs available, I have re-purposed those machines to serve as dedicated sign-in kiosks.

With the help of my library aides and our Technology Specialist Jovan Bessette, we have spruced up the old iMacs, breathing new life into them at the front desk. It is a bit of a training process to develop new habits in students who are accustomed to coming to the library, but so far, all is going well. I know that we'll never be able to get 100% of students signed in since I don't have the resources to station someone at the door full-time. Also, I am not requiring sign-in at peak times like break and lunch since it would be unwieldy during these rushes. Still, I am hoping to capture better information regarding library use at least during scheduled class period times.

Once I have better data, I am looking forward to publishing some awesome infographics. And, while I'm disappointed that I will not have that data available this year, I am excited that I'll be moving into next year with the streamlined user process already established.

My appreciation goes out to Chansamone for coming up with and sharing great ideas, and also to my library family at West Hills for helping me make the idea a reality. If anyone else has good ideas to share, I always want to hear them!

Heartbeats, Book Talks, And Ballots

Amid the regular hustle and bustle of today's lunch hour, there were some cool activities going on. At one workstation, there was a crowd of students gathered, and I learned how they were performing an experiment in conjunction with Jen Johnson's biology class. They measured heart rates of participants before and after watching emotionally-charged videos such as an animal abuse public service announcement. Would there be a change in heart rate? Early indications point to yes!

Meanwhile, in the library's back room, the weekly Readers and Writers Club meeting was taking place. Once a month, the club is fortunate to be visited by librarians from the Santee Public Library. These librarians provide engaging book talks and allow our students to borrow copies of the featured titles right from the comfort of our West Hills campus. This is a great partnership that was started years ago and one that I've been grateful to inherit. The students and I look forward to these visits every month!

Finally, our photo and digital arts teachers Jean Conant and Lori Sokolowski have graciously shared their students' top READ posters once again. Continuing their annual tradition, the posters are on display in the library, and all staff and students are invited to vote for their favorite one. Come by the library soon. Voting ends May 20th!

Do Students Come To The Library For Computer Use?

Yes and no.

This morning was like any typical morning in the library. During Period 1, when a number of students on campus do not have a scheduled course, the library was filled at any given time with about 60 students. About one-third of these students were working at computer workstations, but the majority were seated at the regular tables, side-by-side with their peers.

So, do the students come to the library for computer use? Yes, they do make use of this technology resource. But, perhaps the biggest draw is having a place to work socially in community with others. At times, the social may trump the work, but I do find students quizzing each other with practice AP exam questions, serving as de facto peer tutors working through challenging chemistry models, helping one another memorize monologues, and more.

Within a reasonable sound-level range, I do not discourage the social. To me, the library is more than a quiet place to read; it is a place that welcomes every single member of the learning community to "be" together. After all, while the tools of teaching and learning may become increasingly digital and virtual, we are still human, and empowering our students to connect and communicate in-person is critical to their development and success.

Reflecting further on the social aspects, I find that the library serves at least two different types of needs. While there are students who gather socially in the library with peers, there are also students who seek out space for social solitude. Whether students come to the library on a pass from class in order to work in a quieter environment, or to secure a safe spot away from the lunch crowds, the library is here for them, too. I have attempted to create a few areas for students to work and be with more privacy (see pictures), and these are popularly sought out for retreat. While I am sensitive to how noise levels may affect these students, particularly during the highest activity times like lunch, I have found that technology usually provides the solution with students simply plugging into their ever-ready earbuds.


Some related thoughts: First, while in the role of Teacher Librarian, I am the main caretaker of the library, but the library space belongs to the entire school community and should continue to evolve to best meet the needs of all current and future users. Second, beyond nurturing this shared school space, I am a co-educator who complements, but is separate from the library as a place. I am here as an instructional resource for students and as a ready collaborator for teachers, and this is a constant that remains amidst changes that occur to the library space.

Taking Care Of Yourself And Each Other

The West Hills community has really touched my heart as they've come together with such love. As I hear from and think about all of you on our staff, I also want to acknowledge that I see how all of you are also grieving, just as students are. Many of you have had or currently have the students involved in your classes and extracurricular activities, and all staff work with students who were witnesses or are otherwise deeply affected.

In the library, alongside tissue boxes, there are bookmarks with "Things That May Help You Along Your Grief Journey" on one side and ideas to "Create a Grief Support System" on the other. They are free for anyone to take, including you.

If you would like to print out any on your own, here is a PDF version.

Thank you again for all that you are doing.

Helping Our Students At This Time Of Loss

Deeply saddened to hear about today's tragic accident and the passing of one of our Pack, I immediately started thinking about what tomorrow will be like when students start arriving back on campus. Our principal Robin Ballarin has already sent out information to staff regarding the availability of grief counselors on campus. Still, as a librarian, my "go to" instinct is to seek out information.

Below are some excerpts from resources I have found helpful and that I share with you. I know that each of you have important relationships with students on our campus, and your support makes a difference.

NOTE: Information is either directly copied and/or slightly edited for relevancy. Sources are credited at the bottom of each section.

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Emotional First Aid

During the first few days following the death of a student or adult in the school community, each adult will be responsible for administering emotional first aid to those in distress. The goal of emotional first-aid is to give people permission to express their emotions during this time of acute distress.

Emotional first aid is the freely giving of support without becoming invasive. The first stage of emotional first aid is through words. Keep your words simple and be brief.

• Use simple questions.
  "Can I help?"
• Use simple suggestions.
  "It's okay to let it out."
• Use simple comments.
  "It must really hurt."
  "You must feel very bad."

During the grief process, a person may quickly switch emotions. The primary switch of emotions while crying is to anger. Encourage the person to express his/her anger without pushing it to the point of rage. The best way to be encouraging is to accept the person's feelings of anger.

When administering emotional first aid, don't push the contact with the grieving person.  Take "no" for an answer. If you are concerned about the well being of the person, stay nearby, find them something to drink, or make some gesture of caring for his/her well being.

Source: Crisis, Traumatic Event, Death, Grief, and Bereavement 
(Mississippi Bend Area Education Agency)

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Grief Reactions of Concern

• Flashbacks 
• Emotional numbing or depression 
• Nightmares 
• Avoidance or withdrawal 
• Peer relationship problems 
• Substance abuse or other high-risk behavior 

Signs That Additional Help Is Needed 
Adults should be particularly alert to any of the following as indicators that trained mental health professional (school psychologist or counselor) should be consulted for intervention and possible referral:

• Severe loss of interest in daily activities (e.g., extracurricular activities and friends) 
• Disruption in ability to eat or sleep 
• School refusal 
• Fear of being alone 
• Repeated wish to join the deceased 
• Severe drop in school achievement 
• Suicidal references or behavior

Students Who May be at Higher Risk for Emotional Distress

Students who:

• were close friends 
• witnessed the accident
• shared a class 
• shared extracurricular activities
• shared a similar characteristic 
• had a troubled or strained relationship with the deceased
• have suffered a recent loss
• are isolated or lack a personal support network
• have a history of prior or concurrent losses and/or emotional difficulties

Source: Death and Grief: Supporting Children and Youth

(National Association of School Psychologists)

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Reactions after a loss can have a significant impact on learning. 

Students may:

• Show a decline in school performance 
• Have difficulty mastering new material
• Become more irritable 
• Become more withdrawn 
• Become more anxious or depressed 
• Become more likely to engage in risk-taking behaviors such as substance abuse, promiscuity, reckless driving, and suicide attempts in adolescents 
• Become focused on the loss 

What Teachers Can Do

• Listen – to what students want to share with you. It may be difficult but just listening can be a powerful healing force. 
• Protect – students from becoming re-traumatized.  Sometimes other students may ridicule or bully students who are highly emotional or cry. 
• Connect – with students by asking how they are doing; checking in with them on a regular basis; letting them know that you are available to listen; or giving them positive feedback about their attendance or classroom work.
• Model – adult behavior that shows them how responsible adults react to loss and respond to a crisis.  Adults may grieve, but they continue to act with consideration and maintain calm routines at school.
• Teach – Teach students about the normal signs and symptoms of grief and/or trauma so that students can assess and understand their own behavior and learn new ways of coping. 

Source: Guidelines for Responding to the Death of a Student or School Staff 
(National Center for School Crisis and Bereavement)

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Reminders About Grief

Everyone grieves differently:

• One teen may want to talk about death
• Another may choose to cry
• One might write about their experiences in a journal or chat room
• Some choose to express their grief in creative/artistic ways
• Others are physical in their grief - participating in sports or other big energy activities
• No one way is the right way to grieve - your way of grieving is right for you

The Bill of Rights of Grieving Teens
By Teens at The Dougy Center

A grieving teen has the right….

• to know the truth about the death, the deceased, and the circumstances.
• to have questions answered honestly.
• to be heard with dignity and respect.
• to be silent and not tell you her/his grief emotions and thoughts.
• to not agree with your perceptions and conclusions.
• to see the person who died and the place of the death.
• to grieve any way she/he wants without hurting self or others.
• to feel all the feelings and to think all the thoughts of his/her own unique grief.
• to not have to follow the “Stages of Grief” as outlined in a high school health book.
• to grieve in one’s own unique, individual way without censorship.
• to be angry at death, at the person who died, at God, at self, and at others.
• to have his/her own theological and philosophical beliefs about life and death.
• to be involved in the decisions about the rituals related to the death.
• to not be taken advantage of in this vulnerable mourning condition and circumstances.
• to have guilt about how he/she could have intervened to stop the death.

Some Basic Principles of Teen Grief

• Grief is a natural reaction to death and other losses. However, grieving does not feel natural because it may be difficult to control the emotions, thoughts, or physical feelings associated with a death. The sense of being out of control that is often a part of grief may overwhelm or frighten some teens. Grieving is normal and healthy, yet may be an experience teens resist and reject. Helping teens accept the reality that they are grievers allows them to do their grief work and to progress in their grief journey.
• Each teen’s grieving experience is unique. Grieving is a different experience for each person. Teens grieve for different lengths of time and express a wide spectrum of emotions. Grief is best understood as a process in which bodily sensations, emotions, thoughts, and behaviors surface in response to the death, its circumstances, the past relationship with the deceased and the realization of the future without the person. For example, sadness and crying may be an expression of grief for one teen, while another may respond with humor and laughter. This can generate a great deal of tension and misunderstanding. Each person’s responses to death should be honored as his or her way of coping in that moment. Keep in mind that responses may change from day to day or even from hour to hour.
• There are no “right” and “wrong” ways to grieve. There is no correct way to grieve. Coping with a death does not follow a simple pattern or set of rules nor is it a course to be evaluated or graded. No book or grief therapist can predict or prescribe exactly what a teen will or should go through on the grief journey. While many theories and models of the grieving process provide a helpful framework, the path itself is an individual one, and often lonely. Adults can best assist grieving teenagers by accompanying them on their journey in the role of listener and learner, and by allowing the teen to function as a teacher.
• There are “helpful” and “unhelpful” choices and behaviors associated with the grieving process. Some behaviors that are constructive and encourage facing grief, such as: 
• talking with trusted friends
• journaling
• creating art
• expressing emotion rather than holding it inside

• Grief is ongoing. Grief never ends, but it does change in character and intensity. Many grievers have compared their grieving to the constantly shifting tides of the ocean; ranging from calm, low tides to raging high tides that change with the seasons and the years.

Dos and Don’ts with Grieving Students

DO:

• listen. Grieving students need a safe, trusted adult who will listen to them.
• follow routines. Routines provide a sense of safety which is very comforting to the grieving student.
• set limits. Just because students are grieving, doesn’t mean that the rules do not apply. When grieving, students may experience lapses in concentration or exhibit risk taking behavior. Setting clear limits provides a more secure and safer environment for everyone under these circumstances.

DO NOT:

• suggest that the student has grieved long enough.
• indicate that the student should get over it and move on.
• act as if nothing has happened.
• say things like:
• “It could be worse.”
• “I know how you feel.”
• “You’ll be stronger because of this.”
• expect the student to complete all assignments on a timely basis.

Source: Dougy Center; The National Center for Grieving Children & Families

Impact Of Devices On Computer-Based Testing...And On Learning In General

Yesterday in the library, I was talking to a student about his experience with the 11th grade math testing that our students are currently in the middle of. He explained that he is taking the test online using a Chromebook, but it is sometimes frustrating due to the device itself. He explained, for instance, how the trackpad is not always the most responsive, and so it can be difficult to complete tasks such as accurately plotting a point on a graph.

I can relate to what the student was saying, because I know that for me personally, my work productivity is definitely affected by the device that I am using. Below is a picture of my command station desk setup. At my last job, I had a laptop that docked with two additional monitors, as well as a standard keyboard and mouse. What I loved most of all was having the extra screens. For instance, I could read a document on one screen while composing an email related to it on another monitor. It wasn't just a matter of convenience, either; I believe I did better quality work this way.

After arriving at West Hills, I was able to get a dual 22" monitor setup, and I am grateful for it on a daily basis. In contrast, the standard student Chromebook, an Acer C720, has a single 11" display. Curious about what research exists regarding the impact of device setup on learning, I did some poking around and found work that supports my personal inclinations.

Here is an excerpt from a peer-reviewed article "Three Ways Larger Monitors Can Improve Productivity" published through Pepperdine Univeristy's Graziadio School of Business and Management:

The article breaks an increase in productivity into three categories:

1. Increased Insight into Data - Most compelling for our schools is the idea that "seeing more text at a time can help with reading comprehension, even for text-only tasks."
2. More Time on Primary Tasks - When less time is wasted on "secondary tasks" such as "window management," more time can be spent on learning.
3. Decreased Stress Levels and Better Solutions - When less cognitive energy is wasted on stress, more energy can be devoted to learning: "The ability to see more of one’s data reduces user stress as this utilizes more external memory (the monitor) and less cognitive memory. Just as writing a list down on paper can relieve the burden of remembering the information—which frees the mind up to perform the task at hand—having a larger monitor enables people to access more information at once and thus to focus more energy on solving the problem as opposed to remembering facts."

As our schools determine what learning technologies to invest in, it is important to consider some of these ideas in our planning efforts. I know that a lot of decisions come down to cost and our limited budgets. At the same time, I also know that we all want to maximize learning for our students, and I am confident that we can come up with thoughtful solutions. For instance, even if students are mostly using smaller screened Chromebooks in class, can the library offer services for students such as docking stations that not only allow them to charge devices, but also provide them with extended display to a larger monitor? Can we build into our cost estimates affordance for a standard mouse to go along with every Chromebook a student uses? Or, short of that, how can we update recommended back-to-school shopping lists to include these types of items?

Along these lines are questions related to adoption of etextbooks and other ebooks, the role of printing and implications of going paperless, and more. In each case, I hope that rather than giving a blanket yes or no answer, we look at what is best given the research, the situation, the individual, and the outcomes. If you have more ideas, I'd love to hear them!

Reference

Ball, R. (2010). Three ways larger monitors can improve productivity. Graziadio Business Review, 13(1). Retrieved from http://gbr.pepperdine.edu/2010/08/three-ways-larger-monitors-can-improve-productivity/

Going To College, The Slow Way

I always like to see what students are working on when they're in the library, and recently I got to chat with one of my regulars as she looked up information on public transportation from West Hills to Grossmont College.

While people may joke at times about how many of our students are privileged enough to drive cars, including ones fancier than those that staff can afford, this is definitely not the case for all students. The library, for instance, often serves as a sanctuary for those students who depend on family members to drive them to school on the way to and from work. There are students who are here long before their classes start and long after their formal day ends. When talking with campus supervisors, they also attest to these students finding other spots of refuge across our campus, and I know many teachers kindly keep their doors open for these students, as well.

Returning to the public transportation web search that I opened with, the student was seeking a way to get to Grossmont College after school to meet an adviser there to help her pick courses. As a highly motivated senior, she will be starting her college coursework during the summer semester, at the same time that she participates in her final senior year activities. 

When using the San Diego Metropolitan Transit System's Trip Planner, the first route recommended had a trip time of 1 hour and 10 minutes. Of course, 51 minutes of the time was via walking, and so the student tried to find a way that would not require the 2.3 mile hike.

The alternative route allowed her to avoid so much walking, but then the trip time was 1 hour and 38 minutes.

In the end, the student decided to opt for the second route. Far from being efficient, this journey is an example of how something that should be simple can be a lot less so when students don't have the most effective resources at their disposal. A trip that should only be a 9 minute drive is multiplied ten times over!

Admirably, if this student has anything, it is definitely determination. In this example, and in life in general, I don't worry about where she will end up. I can tell she's right on track, even when the route is sometimes challenging along the way.

FREE (Paid By The District) Online Test Prep Resource

Many of you already use some of the district-paid online databases (e.g., EBSCOhost, World Book Online, etc.) with your students for research. But, did you know that included in these subscription-based resources, students also have access to Gale's Testing and Education Reference Center (TERC)?

As we enter the AP testing season, I have posted instructions about how to access TERC on the West Hills Library website.

While the instructions are tailored to AP test preparation, they also apply for students who need practice with other tests including the following:

• CAHSEE
• ACT
• PSAT
• SAT
• ASVAB
• And more!

You may even use TERC personally to prepare for tests you might be taking (e.g., Praxis, GRE, etc.)! As always, contact me if you have any questions.

West Hills Students Will Travel With Stories

This year in the library, we've not only benefited from having the help of library aides, but also technology aides who work with and learn from our school's Technology Specialist Jovan Bessette. It has been a pleasure to get to know these students, not only in terms of how they help at our school site, but in learning about the work they also do off campus. To me, they are examples of countless other West Hills students, and when I learn about what they manage to squeeze into their lives in addition to all of their formal coursework, I am inspired.

Just yesterday, our tech aide Alex shared an article from a recent issue of the East County Herald that featured his involvement with the Traveling Stories nonprofit organization.

As the 2014-15 president of the West Hills Key Club, Alex connected with Traveling Stories and also coordinated with the Santee Farmers Market in order to establish a StoryTent that the Key Club students now run once a month.

Particularly if you have small kids of your own, you should stop by to support our students in their volunteer efforts. I have gone a couple of times with my own kids, including going yesterday. In the picture below, you can spot Alex in the bright blue shirt, chatting with a parent as her child reads a book. My daughter is in the purple shirt getting read to, and my son is in the gray shirt. As a son of two librarians, he is often appropriately resistant to reading and at first chose to sit it out at the tent. But, before long, he couldn't resist the temptation and picked up a book to read as well.

Extra minutes of reading can make a huge difference. But, more than anything, it is great that our students are making reading fun and something for kids to look forward to. Kudos to Alex and the rest of our school's Key Club members. They are doing great work and make me proud to be a part of this pack!

Alex helping my daughter cash in her Book Bucks for prizes.

p.s. - In preparation for the Story Tent project, the Key Club first collected over 400 books donated by fellow students. I know that they had greatly appreciated the extra support that they received from Randy Cambou in promoting their collection efforts with his classes. This truly has been a communal effort!

 

Check out more West Hills Key Club members reading to kids.

Photo Credit: Emily Moberly

The Santee StoryTent has been a success thanks to our students!

Photo Credit: Alex Sinclair

Paw Prints: Now And Then

A new issue of the school newspaper Paw Prints is out! If you cannot find a copy, there are some available on the library front counter. You are always welcome to stop by to pick one up!

Yesterday, when one of Tedd Brent's journalism students delivered a bundle of the latest issue, we started talking about how I had found a bunch of old issues when cleaning the library this past fall. With the help of my library aides, we have put them in order and are now starting to inventory them for inclusion in the future West Hills High School Museum and Archive. There are some holes in our collection, but we're hoping to track down every issue!

Below is a picture of the very first issue of Paw Prints. Notice that this Volume 1, Number 1 from December 1987 was published before there was even a name for the paper.

Within the first issue, there was a "Dear Flabby" advice column. Here is an excerpt that could apply to students today as much as it did over 17 years ago:

Due Date! Boehme's Poe Project

I always know there is a big assignment due when activity levels in the library spike. This morning, the project of the day is Cece Boehme's Edgar Allan Poe project. Students have created books with writing that mirrors the style of Poe. Below, a student proudly displays her finished product.

Whether helping with last minute editing and document formatting issues, troubleshooting printer issues, or simply lending out scissors and glue, students' peers and I are often working together to get projects past the finish line. I love most of all when, amidst the flurry of activity, I witness one student help another. These small acts of kindness make my day and remind me how awesome our students are!

It's Spring And We're Weeding

Today was a quieter day in terms of class visits, and so I was able to catch up on some projects, including making progress with weeding. If you have been by the library lately, you may have noticed carts and boxes of books making the staff office area into a bit of an obstacle course. Since we have been so busy with students (the number one reason why we're here!), the book work has been on the back burner. But today, I've been able to clear at least a bit of space by processing some discards.

Now some people may be wondering, why are you getting rid of books at the same time that you're asking to buy new ones? Here is a some context.

This past November, an analysis of our library's print collection revealed that our collection consisted of 20,613 items or about 10 1/2 items per student. Given that students are increasingly using digital resources, and sensitive to our limited budgets, I am not so concerned about the quantity of print books. Still, it is noteworthy to compare this figure against California's Model School Library Standards that school libraries have 28 items per student.

To me, the bigger issue is not regarding the number of books on the shelves, but which books are there. For instance, a key factor driving my current weeding sweep is currency.

With the collection analysis in November, I learned that the average age of our collection was 1991. This means that the majority of our collection is nearly as old as our school. This is an even graver concern when looking at some of the most age sensitive topics. For instance, out of the 7 books that we had in the Dewey Decimal range associated with computer technology (003-007), the average copyright was 2000. This means that our books about technology were largely written before we even got through the whole Y2K scare, before Facebook, before iPhones...

Another discard based on currency (or lack thereof)

Even when old information is not always bad information, I also consider student patterns of behavior and use. In the case of the Current Biography reference set below, students would probably only refer to these volumes if working on a research project; and nowadays, it would be much easier to seek this type of information online.

Of course, just because students find information online, this doesn't mean that they can have all of their information and reading needs met through general web browsing and online databases. This is where new book purchases come into play. Just as I discard with intention, I also add new titles with intention. My hope is that our print collection best complement and add value to all of the rich digital resources that students are and should be using. It's about giving them the best of both worlds, and as for today's contribution toward that end, it's about weeding.

Conversation Starter: On Being, It's Complicated, Burnbook, And Visibility

One of my favorite podcasts is On Being with Krista Tippet. Needless to say, I was doubly excited when seeing the newest episode in my feed since it features Danah Boyd, the author of It's Complicated: The Social Lives of Networked Teens.

Click here to listen to Boyd's episode.

I first learned about Danah Boyd's work through Steve Montgomery, El Cajon Valley's Teacher Librarian and my dear friend. After I was hired on as the Teacher Librarian for West Hills, Steve started recommending different resources for me to explore and It's Complicated was one that he mentioned since he had recently heard about it from Dan McDowell.

Having read the book this past summer, Boyd's ideas are still fresh in my mind, and so it was a treat to hear her on the recent On Being episode. While there are many points worth discussing, one that I feel is particularly appropriate for our school community is the concept of the Internet as a "visibility marker."

Reflecting upon our recent Burnbook experience, here is a snippet from the episode's transcript that I highlight:

http://www.onbeing.org/program/transcript/7463#main_content

Rather than blaming Burnbook or other technologies, how can we embrace them as opportunities to gain insight into issues that may otherwise remain more hidden beneath the surface? How can we use the visibility to our advantage to guide conversations with one another and with our students?

NOTE: If you are interested in reading more, I recently purchased a copy of It's Complicated for the West Hills Library. Related to this topic, I also purchased a copy of Sherry Turkle's Alone Together: Why We Expect More from Technology and Less from Each Other. Stop by the library to check one or both out!

Through Our Windows: West Hills Students Are Strong!

I spend my days helping students within the walls of the library and therefore observe most the school activities by hearing stories from others and catching glimpses through windows. 

Today, for instance, I saw what seemed to be the oddest thing to me. There were a bunch of our student athletes, under the direction of Coach Ash, running laps with what look like giant rolling pins held high above their heads. It is a Friday afternoon and while many people are busy exiting campus to start the weekend, these students are busy working out hard.

On a daily basis, I hear updates from all kinds of students about the long hours they are dedicating to other school activities, whether it is for the upcoming performance of Legally Blonde, the art show, baseball and softball games, swim meets, and more. Our students, and all of you who support them, amaze me. I love how much is going on here at any given time. Thank you for all that you do!

Another Beautiful Morning

The fresh light of a new day shines through the windows on this Friday morning. Behind me, Randy Cambou's class is busy working in the library's back room on Chromebooks. In this picture, the library is filled with students working during Period 1 before their scheduled classes start.

What are some of the assignments students are working on these days?

• For Carrin Edwards's beginning theater classes, students are searching for scripts to perform one minute monologues.
• For Michelle Liddell's 11th grade English classes, students are formulating and articulating their beliefs about barriers to the American Dream.
• For Jean Conant's photography classes, students are looking for books to create READ posters. In the library, there is a display (see below) with samples of what students have created in the past for this assignment.

As a bonus, you can see the corner of a mystery envelope in the lower right part of the picture above. What is this? One of my library regulars shared the idea of creating envelopes with clues to entice students to check out books that they may not otherwise notice. Here is the poem that appears on the fronts of the envelopes (the student helped write it, too!):

What's this?

What could it be?

A surprise book!

Can that be?

This book has a secret title...

But here are some clues:

[clues added here]

So far so good?

Check it out!

See what adventure awaits!

New Chromebooks Make For Double The Fun (And Learning)!

As we enter the third week of having the new Chromebook cart available in the back room of the library, the processes are starting to come together, and the technology is being put to good use! Today, for instance, Jen Johnson's class was working in the main area on Chromeboxes at the same time that Carrin Edwards's theater class utilized Chromebooks in the back room.

In fact, the banner image for this blog is a picture of Jen's class working today. If you look in the distance, you can also catch a glimpse of Carrin's students. Below is another panoramic shot taken from the vantage point of Carrin's class.

Click on the image to see it enlarged.

In terms of lessons learned with the addition of the new Chromebooks, here are a few best practices that we have discovered so far.

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Cart Wiring - For those of you with your own carts, if you notice obvious irritations when taking Chromebooks in and out of slots, then it is worth revisiting the configuration. For our particular cart, the wires were getting in the way every time a Chromebook was being put back. I refused to settle until we figured out a better way, and thanks to Jovan's student aide Scott, we did! Rather than running wires separately for each slot, we have a bundled power cords in groups of five that dangle just in reach. With the new wiring configuration, it is much faster to get the Chromebooks put away and plugged in each time. I can personally vouch for it being well worth the effort it took for rewiring.

No Cart Storage Between Periods - If you have been in the library, you may have noticed that the old reference room shelves are starting to look a little bare. This has been due to the fact that I am working on weeding the reference collection to what is most current and relevant. Any books that are worth keeping in the collection are being re-cataloged and interfiled into the regular nonfiction collection so that students may check them out and take them home. After wondering what to do with the empty shelves, there is now a purpose for at least some of them! In between class periods, when there is not enough time to charge the Chromebooks anyway, students may return them to designated and labeled shelves. With a quick glance, teachers are able to confirm that all Chromebooks have been returned. The process is much faster, and the equipment suffers less overall wear and tear.

No Class Sign-Ups for the Main Area During Periods 1 and 7 - Now that we have the option for teachers to use the Chromebooks in the back area of the library, the main area is blocked off for sign-ups during Periods 1 and 7. Why? Because the library is filled with students who do not have scheduled classes during these periods, and I want to ensure that teachers and students are able to work in an environment that is most conducive to learning. Remember that you may still reserve the Chromebooks for use in the library's back room. And, if you are ever in a pinch, I am happy to arrange exceptions during Periods 1 and 7 with the disclaimer that your students may end up dealing with more distractions than ideal.

If you are interested in signing up to visit the library or make use of the technology here, do not hesitate to contact me. I am always excited to hear from you!

Greetings From The West Hills Library!

I had started the shell for this blog a while ago (and sadly forgot about it), but now I hope to get it going for real. While a number of people come in through the doors of the library throughout the course of a day, it is rare that I get a chance to get out and see all of you in your respective classrooms, offices, and posts. Thus, by updating this blog, I hope to reach out to you wherever you may be.

• If you find yourself reading this, thank you for your time!
• If you are someone who has come through the library this year, thank you for visiting!
• If you are someone I have not had a chance to connect with yet or often enough, then my hope is to do so!