School Librarians: Offer Your Teachers Technology Training & Integration

Posted on June 22, 2019 by Barbara Paciotti

Technology can bring creative enrichment to many educational activities, I’m often disappointed at how rarely audio, video, and digital technologies are used to their fullest. Our students need and deserve to learn a variety of ways to express themselves so they may be active participants in our global community. How might a School Librarian make that happen?

As a School Librarian for many years—and a classroom Science Teacher before that—I’ve experienced the barriers which inhibit or restrict the effective use of technology with students. By understanding historic barriers, we can better identify the current obstacles and decide where we to apply our energies toward overcoming them.

BARRIERS TO EFFECTIVE USE OF TECHNOLOGY

Technology barriers derive from 3 sources: from teachers, from students, and from the technology itself.

The high cost of technology prevented schools from investing in enough hardware to make regular technology use viable for classrooms, but now even 1:1 computers are affordable for most districts. Along with that, the Federal e-rate has made online access widely available.

Technology breakdowns hindered its wide use, but many tech-related problems disappeared as electronic hardware became more robust, and software became standardized & more reliable. And now, a plethora of digital products are accessible online, making multimedia technology available within most classrooms. Today we can find a reliable tech solution for any educational need, many of them free.

School districts with older hardware or insufficient bandwidth for large-scale online use may still have issues; however, hardware, software, and online technology barriers are nowadays incidentally frustrating, rather than obstructive.

We can consider students a barrier to using digital technology. Historically, their excitement quickly turned to frustration with software glitches and boredom with rote keyboarding exercises. The demand for tech-savvy graduates pushed school districts to narrow inequity through grants, bonds, and corporate funding and provide technology hardware & training for students.

Even with more computers, laptops, and smartphones available, students still lack entry-level tech skills. Keyboarding classes, once prolific, are now scarce, so incidental training during assignments is now the norm for students.

The random, irregular use of technology with students in the classroom means they can’t learn nor master even the fundamentals of using multimedia for their assignments, and brings us to the biggest stumbling block to effective use of technology in the classroom.

Teachers have had technology training for two decades, yet there remains a huge disparity in tech proficiency among teachers. Even younger teachers, who we’d expect to have grown up using a wide variety of tech applications, lack the ability to effectively integrate technology into their classroom activities. Clearly we still need to provide all teachers with time to pursue training in technology applications, but more importantly, we need to provide teachers with more focused training, enabling them to develop tech integration lessons for their students.

STAFF DEVELOPMENT FOR TECHNOLOGY

The typical manner of tech training for teachers is showing a whole group how to use a tool, expecting them to effectively use it with students. This method is cheap and easy, but it isn’t the best way to do it. Teachers add shallow use of a tool to what they’re already doing—as having students type final papers with a word processing tool yet still requiring a handwritten rough draft. Teachers need to see a different way of doing things—even as simple as using that word processing app from the start, tracking changes for comments, proofing, and editing within the tool itself, and doing it all online.

Decades ago, Alan November said “the goal should be to train teachers not to master specific technologies, but instead to design learning environments in which technology helps children learn.” Yes, teachers don’t just need to learn how to use a tool, but to have an integrated model to take back to the classroom.

Bring together a small group of same-grade-level or same-discipline teachers and help them develop a carefully planned multimedia lesson or unit that incorporates tools with curriculum standards and objectives. Even a teacher with rudimentary tech skills can do this for more meaningful student learning, and creative teachers will supplement and enhance the unit for a truly memorable student experience. These tech-integration trained teachers then become facilitators for others in their schools, and more teachers become familiar with, and adept at, planning units to fully integrate multimedia into classroom experiences.

A PROCESS-BASED APPROACH TO TECH TRAINING

One of the most effective technology training paradigms I’ve found is the online Cult of Pedagogy JumpStart course.

JumpStart is a self-paced online technology course for the thoughtful educator. By guiding you through a series of hands-on projects, this course will give you the confidence and skills you need to make smart choices about the tech you use in your teaching.

What’s unique about this tech training is that it doesn’t look at “tools”, but rather at processes, specific ways of using technology that can be applied in classroom situations. You learn 10 key processes and complete a hands-on project to practice with each tool. You’ll easily transfer that process to your own classroom, using the same tool or a similar one of your choosing. Here are the 10 processes:

Blogging
Online Collaboration
Mind Mapping
Curation
Screencasting
Flipped Learning
Digital Assessment
HyperDocs (playlists)
QR codes
Podcasting

The course offers 2 options: JumpStart Basic, where you take the course on your own, at whatever pace works for you; and JumpStart Plus, where you get the support and accountability of a community. The JumpStart Plus course is only open for enrollment for about a week, 5 times a year—Jan, Mar, Jun, Jul, Oct—so enroll ASAP!

I’ve taken the JumpStart Plus course, and while I consider myself technologically adept, I learned more than I could have imagined: not only processes and tools, but a completely new vision for how to help students learn technology within a flowing pattern of applied multimedia techniques. I heartily recommend the Cult of Pedagogy JumpStart course for teachers at any tech level, novice to expert.

(I am an affiliate for the JumpStart course. If you sign up using one of my links, I receive a percentage at no extra cost to you.
I am also Cult of Pedagogy’s Pinterest Marketing Specialist, but I receive no compensation for this JumpStart endorsement.)

THE ROLE OF SCHOOL LIBRARIANS IN TECH TRAINING

As a School Librarian we can offer a variety of technology training opportunities to teachers, from new ways to use a common tool to full-length design-based integrated technology units. We need to treat professional development for teachers with the same consideration and planning we give to student lessons. I use my Library Lesson Planner for technology professional development so I stay focused on just what teachers need—nothing more, nothing less.

Here are 3 ways to offer technology PD to teachers:

Short faculty meeting presentations
These are 5-10 minute show-and-tells which demonstrate a new facet of a tool teachers are already using. It’s important to make this use part of standard classroom activity so teachers can immediately put it to use, rather than figure out on their own how to incorporate it.
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Topical training before/after school or during common subject planning
Many teachers are willing to come into the School Library before or after school for 20-30 minute tech sessions. These, too, need to be designed as time-savers or enhancements to already-in-use systems so teachers can take them back to the classroom and apply them right away. Some topics I offered my teachers were webpage training, using our email app for lesson scheduling and time management, student blogging and discussion forums, and creating videos from slide presentations.
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Another option is to offer a series of training sessions during common subject planning periods. For example, I created weekly presentations about how to integrate Design Thinking and Technology into lesson units. I provided a pocket folder with brads to hold guided worksheets that teachers used during the various sessions and then kept for reference. I included suggested projects for various subjects, and created a narrated version of the presentations so teachers who were absent or future new teachers could view them. I received several teacher requests to further help integrate technology into a lesson!
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Extended rotating workshops during beginning-of-school-year staff development
Teachers become “students” and spend 45-50 minutes each at 2-3 hands-on stations working through a classroom lesson using new technology tools. This model requires the most planning, strong support from administration, and a cadre of trained colleagues to assist the teacher-students. One year I designed a series of WebQuests using library online subscription databases for informational projects teachers assigned during the school year. My Library Lesson Matrix was invaluable to customize the WebQuests for each subject, which were so successful that teachers had me schedule those same WebQuests with their students!

EXPANDING OUR LEADERSHIP ROLE

It’s no longer enough for School Librarians to promote reading and give lessons on research skills. We need to learn, use, and then integrate multimedia technologies into student learning, and teach our teachers how to do it. We are the best person on our campus to do this: we are the only one familiar with all subject curricula and we are already skilled at integrating into classroom activities. Let’s make it a goal this school year to provide some tech training for our teachers!

How School Librarians Can Integrate the Workshop Model & Classroom Libraries

Posted on June 8, 2019 by Barbara Paciotti

It’s not unusual to see a School Librarian post something like this on my listservs:

The English Language Arts department adopted a reading & writing workshop model and classroom libraries. Students choose books in their classrooms and read for 10-minutes at the start of class, so teachers no longer bring them to the library. Our library circulation has plummeted and I don’t think students have the time and freedom they previously had for free reading.

Friends, this is why our library program MUST be more than just books and reading! If we focus only on promoting reading and checking out books, we will suffer when classroom libraries and reading workshop programs are implemented. Our school library must be a multi-faceted learning space, not just a book repository.

I’m a School Librarian who has gone through this experience, and I can tell you that, because I built strong curricular relationships with ELA teachers, I wasn’t adversely affected when our district adopted such a program. Well, we did follow the “rules” for the first semester, but teachers were very unhappy with our reading results, so the following semester we reverted to our already-successful regular recurring ELA library visits with sustained silent reading. Yes, because of our long record of DEAR/SSR, we were able to see the shortcomings of the new model.

PITFALLS OF POOR WORKSHOP IMPLEMENTATION

10-minute reading doesn’t allow story immersion
Students need 2 or 3 chapters to really get into a story, and that takes a lot longer than 10 minutes. Teachers found that students weren’t continuing to read a book they’d chosen the day before, but would look for a new one. Limiting their browse time didn’t solve the problem and students just grabbed any book off the shelf, read for the allotted time period, then put the book back and grabbed a new one the next day. Students weren’t really “reading” nor finishing books; they were just fulfilling a “requirement.”
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10-minute reading doesn’t foster comprehension
Try it yourself. Pick up a new book and read for 10 minutes, then mark your place and put it away. The next day, pick up the same book and begin reading where you left off—don’t reread—for 10 minutes. Do the same thing for a third day, and when you put the book down, write a short summary of the story. The fourth day, start a brand new book at the beginning and read for 25-30 minutes, then write a short summary of the new story. Compare the two summaries: you’ll shake your head at the shallow understanding those short reading periods gave you and how much more you got out of the longer sustained reading session. You’ll also want to continue reading that second book!
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10-minute reading doesn’t build reading endurance
When we reverted back to our regular library visits with DEAR Time, kids would look at the clock after 8 or 9 minutes to see if the “10 minutes” they’d gotten used to was over—and then they’d get restless and disruptive. Even upper grades who had enjoyed extended reading in prior years did this. We cajoled and stuck with it–providing the same long DEAR Time in classrooms in the off weeks–and eventually students settled into reading for 25-30 minutes.

So ended our experiment with daily reading as a “bell-ringer” activity. In all fairness, the workshop model is intended to provide lengthier reading times, but all too often teachers make “reading workshop” into chopped-up text analysis instead of free reading and an ending summation activity.

DON’T FIGHT CLASSROOM LIBRARIES – SUPPORT THEM

I rarely purchase more than 2 hardback copies of any book, even if popular, because extra copies sit on the shelf after the first burst of interest and are weeded for non-circulation within a couple years. I’m happy to have teachers build classroom libraries with several paperback copies of best sellers. By the time popularity wanes, the books are worn out and latecomers are satisfied by the 2 library copies.

Classroom libraries mean fewer intermittent book checkouts, but those aren’t a huge contributor to circulation. With nascent classroom libraries, teachers limited students to 1 book at a time from their shelves, and with the workshop model’s increased reading, I decided to increase book checkout limits from 2/student to 3/student and, by the end of the school year, to 4/student. Students also read during downtime in other subject areas, so by having an extra book from the school library, they can start a new story instead of waiting for ELA class or bi-weekly library visit. Continued reading increased our circulation beyond what was expected from just increasing checkout limits!

Classroom libraries did produce 2 problems for ELA teachers: lack of shelf space for books and lack of funds to keep purchasing new books. Because they were so supportive of the library program, I wanted to help:

For the library’s 5-foot high bookcases I use 3 shelves for books and the bottom shelf to display new or topical books. Since each bookcase came with 5 shelves, I had more than 100 extra solid oak shelves stacked up.
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Deciding to use these extra shelves, I designed a 6” deep, 2-shelf bookcase to fit under whiteboards in ELA classrooms. I had a high school construction class build 4 of these for each ELA teacher. You can imagine their surprise when I gave each teacher 20 feet of additional paperback shelving that didn’t eat into their classroom space!
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I’d been running a school store during lunch in the cafeteria for a couple years. Priced from 25¢ to $2, students gobbled up these fun & flashy school supplies, and the income purchased more supplies. Still, I had accumulated some significant profits, so I decided to donate $385 of school store profits to the ELA department to purchase new books for their classroom libraries.
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If ELA teachers were delighted with the bookshelves, they were over-the-moon about the money! They met at our local brand-name bookstore that very weekend and chose dozens of new books–substantially discounted, thanks to a supportive store manager. They praised students for helping to get those books by supporting the school store, and my business boomed even more during ensuing weeks. At the end of the school year I donated another $160 to ELA teachers.

The point here is, instead of complaining about classroom libraries, I found a way to solve the problems my ELA colleagues were having with this curricular change. Instead of a drop in circulation, ELA teachers were even more consistent about bringing students to the library and my circulation soared!

INTEGRATED THEMATIC LIBRARY “WORKSHOP” LESSONS

In its simplest form, the workshop model has 4 parts: opening, mini-lesson, work time, and debriefing. This coordinates with the 4 instructional steps of my Library Lesson Planner: direct instruction, modeling & guided practice, independent practice, and sharing & reflecting, so I configure our library visits as Reader Writer Workshops:

• Warm-up – I share Learning Targets and allow for the return of books.
• Mini-Lesson – Direct Instruction and Modeling & guided practice to the whole class.
• Workshop is Independent practice. Usually we have Reader Workshop where students browse for new books and have DEAR Time free reading. Sometimes the lesson is Writer Workshop where students complete an activity.
• Sharing & reflecting – The last several minutes of the period is our by-table book checkout and I can talk to each student about the books they’ve chosen.

With the first Library Orientation visit, 6g ELA teachers liked my adoption of the Workshop model, but I knew I could do more. I studied the new scope & sequence, and I could see opportunities for Library Lessons that would provide a more enriching experience covering the entire class period.

Teachers and I collaborated to customize Library Lessons with Literary Text Unit Themes and integrate their classroom learning activities into a full-period Library Lesson visit. The new Library Lessons are spread out over the entire unit, yet we still allow plenty of time for book browsing and silent reading. Because we collaborated, English Language Arts is intricately woven into every-other-week library visits, and the content and pacing of curriculum is not just preserved, but enhanced.

I’ve adapted 6th grade Literary Text Units for use by any middle school librarian. Units for Narrative text, Expository text, and Persuasion units are available from No Sweat Library, my TeachersPayTeachers store. A poetry unit is under construction.

MAKE EVERY LIBRARY VISIT IRREPLACEABLE

I clarify that my school library program wasn’t negatively impacted by the workshop model and classroom libraries for 3 reasons:

We’d already established regularly scheduled library visits with silent reading every other week for all ELA classes.
I’d already created short Library Lessons for some visits that supported classroom learning.
The strong relationship between School Librarian and English Language Arts teachers prompted collaboration to overcome the deficiencies of the workshop curricular plan.

The School Library can’t just be about reading books. School Librarians need to rigorously contribute to student learning by fully integrating Library Lessons into all subject curricula. Otherwise, we can’t lament a lack of appreciation for the library when curriculum changes affect our circulation.

How to Build a High Quality, Standards-Based School Library Lesson

Posted on March 17, 2019 by Barbara Paciotti

A school librarian may see young children every week, but the older students become, the less we see them, maybe only a few times a year. Fortunately, we have most of these students over a 3-5 year period, depending on whether we are an elementary, middle, or high school librarian.

We can scaffold short lessons throughout the school year, so by the time students leave us, they’ve mastered what they need for their next stage of library use. The question is, how best to do that? How can we build high quality, standards-based library lessons? I’m here to tell you: DON’T start with library curriculum—start with everyone else’s curriculum!

CREATE A CURRICULUM MATRIX

School Librarians are masters at integrating Library Information Literacy Skills into any subject. To do that, we don’t need to know the depth of a subject as teachers do, but rather, we need to look at the breadth of subject curricula and determine when students are likely to benefit from a library lesson.

I’ve written about my Library Lesson Matrix and how I use that visual organizer to plan when each subject area needs a Library Lesson and what Info-Lit skills students are likely to need. The next step is to develop the actual lesson plan.

You’re thinking, “Wait, shouldn’t we collaborate with the teacher first?” Uh, NO. In my experience, teachers who are unfamiliar with librarian collaboration can’t envision how we might help them. But, they will consider a library visit if we show them how we’ll enhance their classroom learning. Thus, we need to bring them something concrete, a printed example of how we’re using their content to teach library skills. So before approaching them, we need to build the Library Lesson Plan.

MAKE LESSONS SHORT AND USEFUL

Think back to your college courses: 60 minutes, 2 or 3 a day, maybe 2-4 times per week—intervals of learning and study. Now think of your last education PD: two 3-hour sessions with a few 10-15 minute breaks and a lengthy lunchtime, and when the day is over we’re exhausted.

These two contrasting incidents are within our own discipline with which we’re familiar, yet we expect kids aged 5-18 to spend 7 hours a day, 5 days in a row, learning new information in 6 or 7 or 8 subjects with a 3-5 minute break and 30 minutes for lunch…and we wonder why they can’t pay attention and don’t remember all that wonderful stuff we tell them!

This is an even more important consideration for a Library Lesson, because we rarely see students on a daily basis. If we want students to learn and remember, we need to make each lesson memorable.

First, teach only the information or skill they need for the task at hand.
Second, kids remember something they DO, so give them an activity that allows them to practice what they learn.

MY LIBRARY LESSON PLANNER

Through my 25 years in classroom and library I’ve used many different lesson plan forms, depending on what the district specified, the principal wanted, the teachers used, or the library director liked. I tried all the “best” models for lesson planning, but they all had flaws when planning library lessons.

The AASL Standards for the 21st Century Learner in Action has a lesson template (p.116) that inspired me to combine the best of other planners and create my own. I’ve written about my Library Lesson Planner but its complexity can be daunting compared to other lesson plan templates. Let me take you step-by-step through it so you’ll understand what each section does and why it’s important to follow this process.

Download a FREE Library Lesson Planner & print it out so you can follow along!
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LIBRARY LESSON PLANNER – OPENING SUMMARY

The top section of the Library Lesson Planner gives a summary of the classroom topic, why students will benefit from a library visit, and what the Library Lesson is about. We use our curriculum matrix to fill out this section, because we’ve already compacted into that the information from the subject area scope and sequence document.

By starting with a clear purpose for the library visit we can keep it clearly in mind throughout our planning process. Showing just this part to an open-minded teacher could persuade them to schedule a library visit, but for most we’ll need more. It is, however, an ideal quick-planner to fill in when a teacher approaches us about a library visit. I print 2/sheet and cut in half to keep handy at the circulation desk when teachers walk in. (You can also find this on my FREE Librarian Resources page.)

LIBRARY LESSON PLANNER – SECTION 1: DESIRED RESULTS

We know it’s important to start with the end in mind, answering the question, “What do we want students to understand and be able to do by the end of the lesson?” Begin with Subject Standards for the classroom lessons with which we’ll correlate our library lesson. (We can also add Technology Standards that apply to the lesson and/or the final product.) When we use Subject Standards as the foundation of the library lesson, we show the teacher that we are enhancing their subject material…plus it keeps us focused on integrating library skills into classroom learning.

Next enter any National School Library Standards that are pertinent to the Subject and to our preliminary ideas for the lesson. Enter more than can be completed during the actual lesson, and as you work through this section, decide which are imperative and delete those that aren’t.

From Subject and NSLS Standards, we derive the entries for each following field, incorporating at least one entry that addresses the Subject Standards, to connect what students are learning between library and classroom. Since each field builds upon the previous one, we refine the Library Lesson to those essentials of both Subject and Information Literacy that fulfill the purpose of the visit.

From chosen Standards, construct 2 or 3 Long-Term Understandings; these are the “big ideas” we want students to remember and apply to future learning. From the understandings create 2 or 3 Key Questions that focus on the content needed to attain those understandings.

From the questions generate the ‘answers’ that “Students will know” by the end of the lesson, that is, the specific Content Objectives for both Subject and Info-Lit. Finally, from Objectives choose the Critical Concepts and Vocabulary to emphasize during the lesson. These last two fields—objectives and concepts/vocabulary—help us build the teaching and learning activities in Section 3, but going through this process first—Standards to Vocabulary—ensures that the lesson is truly worthwhile.

LIBRARY LESSON PLANNER – SECTION 2: ASSESSMENT EVIDENCE

How will we know the Desired Results listed in Section 1 have been achieved unless we have some evidence? More specifically, we must give the teacher something on which to base a daily grade that demonstrates student learning. This section, more than any other part of the lesson plan, will convince a teacher to collaborate with us because they now have documented accountability for “deviating” from their own lesson plan.

Performance Tasks—what “Students will be able to do”—must be specific and measurable. For this entry I still use Benchmarks from Standards for the 21st Century Learner in Action that relate to the Library Standards chosen in Section 1. I may also include Behaviors from the Dispositions or Responsibilities Indicators.

The Final Product and Product criteria may already be specified by subject curriculum or the teacher’s lesson plan. That student product may indeed be a good one; however, it’s typically conceived by teachers who don’t have the background in Information Literacy (planning, problem-solving, research, resources, media and technology) that school librarians have. Therefore, we must conscientiously fill in this section to be sure the final product and its criteria are both authentic and possible with our library resources.

We can translate Technology Standards from Section 1 into Technology Integration criteria, then add that and our Info-Lit criteria to Product criteria—teachers appreciate seeing these written down to include in their rubrics and checklists.

If it’s difficult to coordinate entries in this section, we need to reconsider what the teacher is expecting students to accomplish and suggest an alternative product. Because we use their Subject Standards as the foundation for building our lesson, new product and performance task suggestions are more readily accepted by the teacher.

LIBRARY LESSON PLANNER – SECTION 3: INSTRUCTION & LEARNING PLAN

While working through the preceding sections, we’ve begun to accumulate ideas for this section, and possibly written some down. The top areas that list student resources and teaching aids, such as handouts, online sites, equipment, and examples, means we can quickly glance here the day before the visit to be sure we have everything ready when students arrive.

Now we’re ready for Instructional Activities—exactly what we teach and what students do. I like to have a Theme for each library visit, related to a Key Question. Learning Targets and Differentiation Strategies are typical requirements in most schools/districts nowadays. A learning target is simply a student-friendly version of an objective from Section 1.

Library visits are rarely contiguous, often days—or even weeks—apart, so each Library Lesson visit must cover a complete lesson cycle. The AASL Standards for the 21st Century Learner in Action template (p.116) is perfect for a library visit: Direct instruction, Modeling & guided practice, Independent practice, Sharing & reflecting.

The prompts from other lesson planning tools such as UbD, UDL, and 4MAT help me formulate my lesson activities, and I delete the prompts after I’ve completed each part. If I have a slide presentation, I use the Notes feature to write my speaking script so I only have to write the Slide# on the lesson planner with follow-up actions for the slide.
(I use PrimoPDF to convert the Notes to a PDF and print it out to use during the presentation.)

Because this lesson planner lends itself to single lesson or whole unit planning, we can use the Instructional Activities section for one or for multiple library visits. If I have multiple visits, I copy & paste a new Visit Theme-through-lesson cycle below the first, then add a number to each: Visit #1 Theme…, Visit #2 Theme….

LIBRARY LESSON PLANNER – SECTION 4: REFLECTIONS & EVALUATION

After presenting a lesson we always think of ways to make it better, so a section to record problems encountered or suggestions for improvement means we won’t forget them when we prepare the lesson the following school year.

BACKWARD PLANNING IS WORTH IT

This may seem like a lot of work for a single 40-50 minute lesson, but taking time for detailed planning—even more time than the actual lesson takes—makes a better lesson and makes us a better teacher-librarian. By starting with Subject Standards and going through each hierarchical step to the specific actions students will take, we enrich our original idea with more meaningful and authentic elements.

A teacher will surely be impressed with our efforts, and once we’ve completed and refined the lesson, it’s useful for many years. Using the Library Lesson Planner, alongside the Library Lesson Matrix, for all our lessons can positively influence our entire school library program.

My Library Lesson Planner is available as a digital editable MS docx from my Free Librarian Resources page. If you have questions about my Library Lesson Planner or how to use it, feel free to put them in the Comments below!

Looking Backward – No Sweat Library Lessons & Management That Works

Reflections from A Middle School Librarian

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