AASL Social Media Superstars

Social media has connected me with so many amazing educators since I started using it many years ago.  I had no idea when I started using Twitter at a conference that it would connect me with so many people who I consider to be great friends as well as colleagues.  Today, I can’t imagine what it would be like to not share on social media. Showing our work on social media allows us to define for the world what happens in school libraries. Through social media we inspire one another, push one another’s thinking, and connect the voices of our students.  Social media has developed strong relationships with authors, developers, and vendors as well, and each connection means more opportunities to empower student voices around the globe.

I was surprised to learn on Sunday that I was nominated for the American Association of School Librarians Social Media Superstar Award in the category of Sensational Student Voice. Not only was I nominated, I was one of the three finalists.  The other two superstars are Stony Evans and Beth Redford, who both doing amazing work with their students.  Student voice is a main foundation of our library program.  I want students to have opportunities in our library to know that their ideas and creations matter in the world.  I want them to see that their work can have an impact within our school but far beyond as well.  To be nominated in this particular category is a huge honor to me.

One of the most exciting things about this particular award is that it showcases to the world many individual leaders in the world of school libraries.  These are people who share out of the goodness of their hearts to show their work, inspire others, collaborate beyond walls, advocate for libraries, and get student work out to an authentic audience.

If you are looking for some people to follow on various platforms of social media, this is one great place to start.  Many of you will probably find people on this list who are already inspiring you.  AASL is asking that people give public testimonies for the nominees on this list.  This is a great opportunity for you to share stories about these individuals that they might not even know about. Many times I’m inspired by someone’s work, but I forget to tell them in detail about what their social media post caused me to do.

There are many names that are missing from this list, but I’m hopeful to see many of those names as this tradition continues in future years.  Thank you AASL for this highlight of some of the important work happening in libraries.

I’m slowly making my way through the list to leave comments, and I invite you to do the same.  You have until April 14th.  The final “winners” in each category will be announced in a webinar on April 27 for School Library Month.

 

You can visit all of the superstars at this link.

Using the I-PICK Strategy in the Library

Our teachers LOVE the I-PICK strategy for finding good fit books.  I must say that it is a strategy that just makes sense.  It doesn’t focus on one aspect of locating a book that matches a reader and it adjusts to whatever the purpose is for finding a book whether it’s independent reading or reading with a partner.

The I-PICK strategy stands for:

  • I choose my book
  • Purpose: Why am a I choosing a book today?
  • Interest:  What are the things that I like or want to learn about?  What holds my attention?
  • Comprehend:  Do I understand what’s going on by reading the words and pictures?
  • Know:  Do I know enough of the words to understand what’s going on?

Students often learn this strategy in their classrooms, and I typically do a follow-up lesson in the library to build a connection that this is a strategy that goes beyond the classroom.  This year, it seems I’m doing this lesson with almost every grade.  I’m trying to build connection even beyond the school during our time together.

We start with a quick brainstorm of all of the places where we can find books.  Students have named places such as school library, public library, bookstores (Barnes & Noble and Avid Bookshop), yard sales, thrift shops, and online.  Then, I shared a story about my own visit to the bookstore this summer to choose a book.  I wove in several things that I see students do, but honestly, that I also do.  After each bullet point that I shared, we paused and asked: “Does that make this a good fit book for me?”  The answer was usually “no, not completely” because each of these bullets is a piece of the puzzle of finding a good fit book and they all work together in order to make the puzzle complete.

mirandus

  • I went to Avid Bookshop to choose a chapter book, so I focused on that section of the store
  • I pulled a book off of the shelf that had a red cover because that’s my favorite color.  (The book happened to be Circus Mirandus)
  • I took the jacket off because there was a picture hiding underneath and I started to notice things like the flying girl, the mysterious man in a jacket and hat, the tent with a sun on it, etc.
  • I read the inside jacket flap about the book
  • I read the first three chapters of the book because they were short
  • All along the way, I stayed interested in the book.  I felt connected to what it was about.  I understood what was going on.
  • I bought the book and loved it!

I don’t want to pretend that the I-PICK strategy is a linear process because it’s not.  I don’t go from beginning to end of this strategy every time I choose a book.  I often bounce around in the process.  However, most of these pieces are usually there when I pick a book.  I don’t pick a book because it’s on my Lexile level.  I don’t choose a book because of how many points I get for the book.  I don’t choose a book because someone puts it on a list and tells me that I have to read it.  I choose my book because I’m genuinely interested in it and it speaks to my personality as a reader.  I think the I-PICK strategy surfaces some of the steps that readers often do and puts them into an easy to remember formula for readers to think about as they select books.

The purpose can always change.  Sometimes a reader may be looking for a book to read with a family member, so the independent comprehension or “knowing the words” doesn’t matter as much.  The interest step is always there no matter the purpose.  I want student to always seek books that interest them or spark their curiosity.

After our quick brainstorm and bookshop story on the carpet.  I moved students to tables.  On the tables are stacks of books pulled from all areas of the library.  The idea is for students to practice the IPICK strategy in a small setting first.  I know that not every student is going to find a book that interests them on the tables and that is totally ok.  I do let them move from table to table if they aren’t finding an interest.  Most students do find something because I choose such a variety, but some just don’t connect to what they see.  The teachers and I roam around and ask students about what is catching their eye and what they’ve done to see if it’s a good fit.  We might listen to them read a bit, talk about their interests, or share something they’ve learned from the book.

The next part is my favorite.  I ask students about what else interests them or what else they hope to take with them from the library today.  This is where I really get to focus the library on their individual interests.  Sometimes it’s very broad such as “a picture book” but sometimes it is extremely specific like “Pete the Cat”.  No matter what they say I direct them to a part of the library with their shelf marker to start searching for that good fit book using the IPICK strategy.

In the end, many students do in fact find books that fit their “reading level”, but more importantly find a book that they are excited about as they leave the library.  Some students still leave the library with a 300 page book even though they are reading on a lower level, but to me, it’s part of the process.  I can continue to share strategies for choosing books, talk about purpose, and most importantly help readers make a connection to the books that truly interest them.  It’s not perfect, but it’s a big step in how we each choose the books that we read.

 

 

Finch Robots are Coming to Our Library Makerspace in Fall 2015

It is officially summer in the Barrow Media Center, so things will be a bit more quiet here on the blog for a few weeks.  Summer is a time for recharging, reflecting, and dreaming up ideas for the upcoming school year.  I’m excited to announce one of a few summer announcements that will be coming your way.  Our library makerspace will feature 12 Finch Robots by BirdBrain Technologies during the 2015-2016 school year.  The robots are on loan to us for the entire school year, and this loan comes with the possibility of these robots being a permanent donation to our space.

A few months ago BirdBrain Technologies announced an expansion of their Finch Robot loan program to include libraries.  I immediately contacted them to see if school libraries were included in this opportunity or only public libraries.  They encouraged me to apply, so it didn’t take me long to put together a proposal for these robots to become a part of our makerspace for use within the curriculum as well as our exploration time.  I’m also dreaming up some fun events for hour of code in December that will involve students, teachers, and families.  These robots will of course be a part of that as well.

We are excited to start exploring suggestions for using the Finch on their site.

What exactly is a Finch?  This video explains it best in three minutes.

I can’t wait to see what students are able to accomplish with this new addition to our makerspace.  For now, here’s the official press release from BirdBrain Technologies.  I’ll share what we do when the robots arrive in August.

Finches Land at David C. Barrow Elementary

David C. Barrow Elementary has been selected to participate in the 2015­2016 Finch robot loan program. The program will provide the school free access to 12 Finch robots for the 2015-­2016 school year, allowing over 600 students, teachers, and families exposure to an engrossing and interactive tool for learning computational thinking. BirdBrain Technologies, creator of the Finch, offers the loans to inspire young coders across the country, especially those who might not ordinarily have the opportunity to program a robot. The Finch robot is a product of Carnegie Mellon University’s CREATE lab. The Finch is designed to support an engaging approach to the art of computer science from preschool to college, with support for more than a dozen age­appropriate programming languages and environments. During 2014 Birdbrain Technologies loaned out hundreds of Finch robots to school districts across the country, and reached over 15,000 students.

1936 Fifth Ave, Pittsburgh, PA 15219

P: 888­371­6161 | F: 412­283­9134

info@birdbraintechnologies.com

Developing Library Goals to Carry Into Every Collaborative Meeting

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Last year, a book impacted my life, my library program, and found its way into so many conversations with students, teachers, and librarians.  “Expect the Miraculous” came to be our mantra in the Barrow Media Center thanks to Flora & Ulysses: The Illuminated Adventures by Kate DiCamillo.  It was all thanks to p. 130-131.

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This summer, as I sat down to develop our library program goals for the 2014-2015 school year, that mantra of expecting the miraculous everyday was still a big part of my thinking.  However, this summer I carried so much more with me as I reflected on goals.

I had my experiences and conversations with the #Wandoo5 at Evanced Games in Indianapolis.

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I had the moonshot thinking and action plan of the Google Teacher Academy and becoming a Google Certified Teacher.

graduation

 

I had the Invent to Learn Workshop with Sylvia Martinez and Gary Stager.

Photo credit: Sue Levine

 

I had numerous experiences at the ISTE 2014 conference including a zombie fighting keynote from Jennifer LaGarde, empowering talks from George Couros and Todd Nesloney, and inspiring keynotes from Ashley Judd and Kevin Carroll about the importance of each child’s story and the importance of play.

The more I reflected on my summer professional learning experiences the more I realized that I wanted this year’s goals to be different.  In the past, I’ve made big goals about developing the participatory culture in our library, but I’ve also made specific goals about the collection.  While the collection is important, it is not my primary focus for the library program.  I was reminded of a question in Jennifer LaGarde’s keynote about the Dewey decimal system and her answer of “who cares”.  Who cares if I have specific goals about the library collection?  What cares if the 300’s have the recommended number of books?  Who cares what the average age of the biographies is?  The heart of the program isn’t the physical collection.  The heart of the program is the students, the teachers, the families, and the community.  The heart of the program is the opportunities that they have through the library.  Now, I’m not saying that I’m abandoning the collection or that I don’t have goals about the collection.  It’s just that my primary goals of the library aren’t about the collection.

I want goals that I can carry with me into every collaborative meeting that I attend.  I want goals that I can put up on the walls of the library and add tangible evidence throughout the year of how they are impacting the students, teachers, and families in our school.  I want goals that support our school and district goals as well as reflect what is being talked about on a global level.

This week, I will share these goals with our faculty during pre-planning, but they’ve already faced their first test.  During our first day of pre-planning our principal set the stage for our year.  I must say that it was one of the most inspiring opening days that I’ve ever been a part of because it wasn’t filled with duties and responsibilities, mandates, and daunting changes.  Of course, all of those things  will be present this year, but our principal chose to focus on how we can value each child’s story, how we can add to and enhance that story by what we offer at school, and how we can develop a vision and mission for our school that represents what we truly believe in education.  As I listened and as I talked with other teachers, I was already carrying my goals with me, and I must say that I felt really good about the 4 goals that I’ve chosen.

These are the goals that are based on the themes that consistently surfaced in all of my reading, professional learning, conversations, and reflections.

Goal 1:  To provide students, teachers, and families opportunities to dream, tinker, create, and share

blokify printing (2)

I chose these verbs carefully because I think that the order matters.  So often, we feel the time crunch in education and I think we often jump to having students make something with so many detailed requirements that they don’t have time to dream about what they hope they could make or have time to mess around, fail, and learn from those failures.  As I plan projects with teachers this year, I want to intentionally plan spaces for students to pause and wonder and have time to explore before they actually create a final product that is shared with an authentic audience.  I want us to think carefully about how we “show our work” just as Austin Kleon outlines in his books.  He says, “If your work isn’t online, it doesn’t exist.”  I’ll be thinking carefully about how we give students opportunities to create and also how they share their process as well as their final product.

Within this goal, I have subgoals about the number of large-scale projects I will do with each grade level, the development of our library makerspace, the collaborative relationships with our community makerspace and tech startup, and embedded digital citizenship.

Goal 2:  To engage in global thinking and global collaboration

Global TL logo

I can’t even count the number of times that global thinking and collaboration came up this summer.  I feel like so many people around the world are primed and ready for this endeavor during the upcoming year.  Last year, our library was more connected than it has ever been through authors, guest speakers, reading events, and peer feedback through Skype and Google Hangouts.  Even though we felt connected, most of our work was projects or single connections.  I would love to see global thinking and collaboration become more evident in what we do through long-term collaborative relationships around the globe and authentic questions and projects that matter to the world.  Within this goal are the many networks that I will be a part of this year including GlobalTL, Connected Classroom, Skype in the Classroom, and my Twitter PLN.  I’m inspired by the work of Sylvia Rosenthal Tolisano and will look at her work as we plan this year.

As teachers and I plan this year, we will ask ourselves how we are being global thinkers and how we are connecting our students beyond the walls of our school.

Goal 3:  To empower student voice

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When I thought about this goal, I was reminded of many stories shared by George Couros at ISTE including the story of a little boy who made a video where he overjoyed by getting one “like” on a social media post.  I was reminded of Todd Nesloney sharing about his math fair and how he asked students to “wow” him by showing their math knowledge.  Students did more that “wow” him.  They shared their passions in life, involved their families, and were empowered.  I was reminded of how we all want to be heard and feel like we’ve made a difference.  As I plan with teachers this year, I want to ask how we are empowering each student by allowing them to share their passions and feel that their voice is heard.  In the library, I will continue to explore this as well by giving students opportunity to document our year, make decisions about library resources, share their passions through contests and displays, pass on their expertise through co-teaching experiences, and listening closely for opportunities I don’t even know about.

Goal 4:  To support the reading habits and curiosities of students, teachers, and families

It’s no secret that the more you read the better reader you become.  You of course need to have the skills and strategies to accompany that time commitment.  You also need access to reading that matters to you.  This year I want to be more intentional about supporting reading curiosities to match students, teachers, and families to the kinds of stories and information they are looking for.  I also want to be more intentional about documenting that commitment to reading.  Our library is not the only source of reading materials, so I want to continue to build a collaborative relationship with the public library, local bookstores, and other community resources to all work together toward a common goal.

This year, we will explore an Evanced tool called Wandoo Reader.  This tool will give students a portal for documenting their reading lives through tracking book titles and minutes read.  Along the way, there will be challenges issued to students, and within Wandoo Reader, they will earn pieces to a robot that they will customize.  I hope that this tool will offer a level of engagement for tracking reading as well as encourage students to spend more time reading in multiple ways from multiple locations.

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Our planning will begin this week and I look forward to carrying these goals with me, trying them out, and see what miraculous things happen this school year.

What are YOUR library goals?  I invite you to think about them in new ways and share.

 

 

Explorers and Native Americans: Perspective & Transliteracy with 4th grade

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Update:  This post is featured on Jane Yolen’s page for Encounter. 

Our 4th grade is studying Native Americans and Explorers.  When I met with the 4th grade team to plan, one of the main topics of our conversation was how we wanted our students to really think about perspective.  We didn’t want them to come away looking at the explorers as only a group of heroes, but instead to question what the costs were of their exploration.  We wanted them to think from the Native Americans’ perspective and consider how they felt about the explorers coming into their land.  We decided to approach this in a few ways.  The teachers planned regular social studies instruction in their classrooms.  They made Google presentations that were shared with the kids.  They also created graphic organizers for students to use to collect info.  Some students chose to have paper print outs of their organizers while others chose to fill out the organizer digitally.

Our guiding standards included:

SS4H1 The student will describe how early Native American cultures developed in
North America.
a. Locate where Native Americans settled with emphasis on the Arctic (Inuit),
Northwest (Kwakiutl), Plateau (Nez Perce), Southwest (Hopi), Plains (Pawnee),
and Southeast (Seminole).
b. Describe how Native Americans used their environment to obtain food, clothing,
and shelter.
SS4H2 The student will describe European exploration in North America.
a. Describe the reasons for, obstacles to, and accomplishments of the Spanish,
French, and English explorations of John Cabot, Vasco Núñez de Balboa, Juan
Ponce de León, Christopher Columbus, Henry Hudson, and Jacques Cartier.
b. Describe examples of cooperation and conflict between Europeans and Native
Americans

In the media center, I pulled multiple folktales from each of the Native American tribes.  During 2 separate sessions, we looked at Google Earth to see where the tribes were located originally.  Then as we read the folktales, we considered how location impacted the food, shelter, and clothing of the tribes by citing evidence from the tales.

The teachers wanted students to have access to multiple kinds of resources for their research portion of the unit.  We talked about classes coming individually to the library, but we ultimately decided that it would be nice for students to all be together in one location with multiple resources.  We scheduled 3 hour-long sessions.  I pulled together folktales, books about explorers, books about Native Americans, a pathfinder about Native Americans, and a pathfinder about Explorers.

During session 1, we met as a whole group.  I showed students a video of Christopher Columbus from National Geographic.  After the video, I asked students to think about how they would describe Columbus.  After talking with partners, I put as many words into a Tagxedo as possible.

These words were how students described Christopher Columbus after watching a video about Columbus.

These words were how students described Christopher Columbus after watching a video about Columbus.

Then, we read the book Encounter by Jane Yolen, which is the Columbus story told from the Native American perspective.  After the story, I asked the students to once again describe Columbus.  Their words made a big shift.

These words are how students described Christopher Columbus after reading Encounter by Jane Yolen.

These words are how students described Christopher Columbus after reading Encounter by Jane Yolen.

I followed up by talking about perspective, and how so many stories in history are silenced until the perspective of that group of people is brought forward.  I cited authors such as Phillip Hoose and Tanya Lee Stone who have written multiple texts about stories from history that have been untold.  I encouraged students as they did their research for this project to strongly consider perspective.  I did not want to tell them what to believe, but I asked them to be critical of the information they read and form their own opinions of history.

During sessions 2 & 3, all classes came back to the media center.  On one projection board, I posted the Native American pathfinder.  On the other projection board, I posted the Explorers pathfinder.  In addition, I made QR codes for each pathfinder and pulled out our cart of iPads.  I separated the books into 3 separate areas:  folktales, Native Americans, and explorers.  All students brought their netbooks, but they had the option to use the iPad if it fit their learning needs better than the netbook.  After  a quick reminder about our focus and where things were located, students freely moved around the media center.  About 75 students simultaneously made choices about which resources to start with, where to work, whether to work with a partner or small group or alone, and what technology supported their needs the most.  All 3 classroom teachers, a teacher candidate (student teacher), a gifted teacher, and I walked around and checked in with students.  Sometimes we were troubleshooting technology or redirecting, but often we were able to have individual conversations with students about the information that students were collecting.  Teachers worked with all students regardless if they were in their class or not.

What amazed me the most were the decisions that students made about their learning.  I saw transliteracy in action.  As I walked around, I saw students with pencils, papers, iPads, netbooks, and books all spread out around them.  They were simultaneously moving from one device or tool to the next.  Some students sat at tables while others sat inside bookshelves.  Some students tucked away by themselves while others worked in a large group.  Some students worked with very few resources at a time such as 1 book while others had every possible resource in front of them at once.  After months of wondering about how our space would support the kinds of learning I hope to see in our library, I was finally able to truly see it today.  I saw every piece of furniture in use.  I saw students combine pieces of furniture to make themselves comfortable for learning.  An entire grade level descended upon the library and remained productive while groups of kids were still coming into the library to checkout books.explorers & native americans (15)

It was loud, energetic, productive, and fun.  It’s a model I hope to replicate with other groups and a model that I hope carries into our classrooms, which can now accommodate some of these sames types of opportunities.

Little Free Libraries Open for Business

Barrow Little Free Library

Barrow Little Free Library

After a year long project with last year’s 5th graders, our 2 Little Free Libraries are finally open for business.  This project has been one of the most meaningful ones that I have been a part of.  Just to highlight a few accomplishments of everyone involved:

  • After a post on the Barrow Media Center Facebook page that simply described a wish to have a LFL, teacher Sara Cross jumped on board to make this project happen in 5th grade.
  • Art teacher, Rita Foretich, along with her student teacher took a huge leadership role in creating multiple jobs for students, using Google sketchup to design libraries, and committing to painting the libraries in art.
  • Co-founder Rick Brooks took time out of his busy schedule to skype with our students to answer their questions and encourage them on their project.
  • Students in 5th grade wrote persuasive letters to multiple places which resulted in Lay Park becoming our 2nd location and Home Depot built and donated the 2 libraries and paint.
  • Students in 5th grade encouraged students in the whole school to donate books which resulted in about 18 boxes of used books to fill the libraries.  Other incredible supporters like Barrow grandparent, Camilla Bracewell, donated money to support the registration of the libraries and additional supply & book purchases.
  • Our project won the Eve Carson Service Learning Award at the 5th grade moving on ceremony

Our move into our new school delayed our installation a bit.  Mrs. Foretich kept the libraries over the summer and gave them some coats of clear coat to protect them from the weather.  Her husband also spent time making sure that the doors on the libraries opened smoothly after getting a bit sticky from the clear coat.

We entered this year with one big final step:  installation.  I should have known that once again our community would step up to support this project.  Susan Henderson, librarian at Fowler Drive, suggested that her neighbor Chase Cook, who is a Barrow parent, would be a good person to contact.  She even took time to ask him herself.  Chase was more than happy to help.  Another Barrow parent, Chris Adams, was suggested, and without hesitation he also agreed to help.  I was amazed that two parents who weren’t even involved in the project along the way were so willing to step up and offer their talents and service to this project.  Chase and Chris spent a hot Friday afternoon digging the holes at Barrow and Lay Park and installing both libraries.  I can’t thank them enough for their time and hard work.

Refilling the Barrow Little Free Library

Refilling the Barrow Little Free Library

On Sunday September 8, I filled the Barrow Little Free Library with books.  The Barrow library features our school theme of “Where am I in the world?”  You’ll find the tree that owns itself, Georgia peaches and peanuts, the GA flag & US flag, and GA football.  This week on our morning news show, I showed a video to all students explaining what this new mysterious box was all about.

The afternoon after the video was shown was a busy time for our library and it was almost empty that day as students were eager to take home a book.  We’ve already had to refill it once.

Lay Park Library

Lay Park Library

On Monday September 9, Randy Haygood opened the Lay Park Little Free Library.  This library features an old Barrow school look.  A giant sun radiates from the roof and the back features a beautiful flower garden.  I delivered 6 boxes of books to him so that he would have books to refill the library for a few weeks.  I can’t wait to see how this little library supports reading at Lay Park and the surrounding communities.

Lay Park Library back view

Lay Park Library back view

These libraries are truly a gift.  They represent so many voices, ideas, and creativity from students, parents, grandparents, and our community.  Thank you Athens community for supporting this project.  Enjoy these libraries for years to come.

 

And We’re Off! (with a new take on library orientation)

IMG_0856I’ve always wanted to try something different for library orientation rather than have the students sit on the carpet for 30-45 minutes while I talk on and on about how to use the library, check out books, and take care of books.  This year, especially, I knew that students would be eager to explore their new library space rather than sit and stare at it from a distance.  So….I made a plan for 2nd-5th grade and a plan for K-1.

For K-1, we stayed as a whole group and watched a few of the videos together.  I may try letting 1st grade scan one of the QR codes just for practice, but I felt like whole group with a story was still the way to go for the younger students.  We read the book Sky Color by Peter Reynolds to make connections to the library being a place to be creative and think outside the box.

For 2-5, I made a list of the major topics that I wanted students to think about when learning about the spaces in the library and the basic functions such as checking out a book.  From there, I made a video for each of those topics using an iPad and  uploaded it to Youtube.

I took each link and generated a QR code.  I put each QR code on its own piece of paper with some brief instructions.  For example, the check out QR code said to scan the code and go to the circulation desk before watching.  On our iPad cart, I downloaded a QR reader and tested all of my codes to make sure they worked.IMG_0833

During orientation, I put out the QR codes that I felt like that grade level needed the most.  Lower grades had fewer QR codes to scan while the upper grades had them all.  For some classes I made a table of codes that were the “must scan” codes and then a table of codes for “if you have time”.  We started our time on the carpet in order to do a welcome, refresh using iPads safely, and to demo scanning a QR code.  Next students got an iPad and plugged in some headphones from the library (or their own) and began scanning codes.  I would love to say that it was perfectly smooth, but of course students had trouble adjusting sound, some headphones weren’t plugged in all the way, and some headphones weren’t working.  However, once the glitches smoothed out, it was amazing to see students productively wandering around the library with iPads doing a self-guided tour just as they would do in a museum.  In the process, they walked the entire library, tried out multiple places to sit, found out about technology they would use throughout the year, and saw books that they wanted to checkout.  I felt like even though they heard the same information each student gained something different out of the orientation.

At the close, we came back together to share some things that they learned about our library.  I wish that we had more time for this reflection because it gave me so many insights into what students valued in the library and what they were still wondering about.  At checkout, I saw students doing some of the exact same things that I did in the video.  I also saw students looking for books that they saw on shelves in the videos.  Overall, students got a lot of the same information, but this was much more engaging,  involved movement, and gave students the option to watch something again if they didn’t understand.  We’ll see how this translates into library use during the year, but I felt much better about how this new take on orientation went.

Today was exciting.  For the first time, I saw 2 years of planning a library space begin springing into action.  I saw how much the students are going to move this furniture around to meet their needs.  I saw how visible the books were on the shelves, which leads me to think we’ll have even more circulations this year.  This was only day one of classes.  I can’t wait to see how the space grows, evolves, and becomes useful to the students and the kinds of learning they will take on for years to come.