Matching Readers to Books: A Reader’s Advisory Exploration

In the library, we see all kinds of readers: those who still haven’t found a book they have fallen in love with, those who read everything in sight, those who need a nudge to try something outside their comfort zone, those who wander around and just can’t choose, and more. Even though one of my favorite things to do is talk individually with students about their interests and connections with reading, the busy library program that we have sometimes gets in the way. My time is pulled between numerous classes I’m teaching and collaborating on projects with, collaborative planning with teachers, keeping our collection up to date and organized, exploring new tech with students, and the list goes on.

This quarter I’m working with 2 different groups of 3rd and 5th graders to explore our reading lives. Some of the students I’m working with have not found a book they connect with enough to finish. Others need a nudge to try something maybe a little more challenging or stretch the breadth of their genre choices.

Prior to meeting with both groups, I tweaked a reading interest survey in Google forms. The questions included:

  • What are you reading now?
  • Would you rather……have fun with friends at recess or go on adventure in the jungle?
  • Who are some of your favorite celebrities (yes Youtubers count)?
  • Would you rather…..cast a spell on an evil creature or battle an army in a war?
  • Who is your favorite superhero?
  • Would you rather…..be scared by a ghost of a girl who drowned in a lake or play a prank on friends?
  • Do you like……just the facts, a far out story, or something in between?
  • What book did you NOT enjoy?
  • What are some of your hobbies?
  • What are some of your favorite movies, shows, or Youtube channels?
  • What are 3 books that you loved?
  • Why do you read? to escape, to be entertained, to learn something new, because you have to, something else
  • What is your preferred length of book? short and sweet, long and detailed, in between short and long, depends on the book
  • If you could visit any time or place, where would you go?
  • What is your favorite series or genre?
  • What else would help me match you with a book?

When students arrived, we had a quick conversation about how you make a decision on whether a book is right for you. Conversations were mixed. Some groups had lots to say. In other groups, I had to share some things that I do for myself to match to a book. We talked about looking at covers, reading the description, using Novelist for reviews, and reading a few pages. One interesting thing that came up was that several students did not like someone telling them what to read. Can you blame them? I want to pick my books too.

This part put me in a bit of a dilemma. I told them that I wanted them to give me some information through a survey so that I could pull a possible stack of books that matched their answers. However, I also let them know that I wasn’t forcing them to read any of the books. If none of the books matched, I would work with them to explore other books until we found something they were actually interested in reading in class.

Next, students answered the survey. Once students left, I went through their answers and pulled out key words from student responses and wrote them onto post-it notes. I used these notes to walk through our chapter book genres and pull stacks of books for each student.  I tried to match the book length that students suggested, but I also mixed in some varying lengths of books too.  Several students mentioned that they wanted at least some illustrations in their chapter books or even that they wanted an illustration on every page. This also gave me a challenge because most chapter books aren’t going to fit this description unless I’m pulling from graphic novels. Again, I tried to meet their requests but also throw in some surprises too.

In general, each student had between 6-8 books to choose from. On day 2, students returned to the library and we reviewed what readers do when they are deciding on a book. Each student took the personalized stack of books and found a private spot in the library to go through the stack. Most started by looking at all of the covers. Most students then picked a few of the books to start reading a few of the first pages. In a few instances, students dismissed most of their stack based on the covers alone. For these students, I sat with them and actually walked through some extra steps with them so they could at least give some of the books a chance. Most of the time, having me read the description or the first page for them was enough to get them started back into their stack.

By the end of the 2nd session, every student found at least one book they were going to read in class during “read to self” time and also outside of school too. Most students had 2-3 books. For those students, I took their post-it and left it on the books they were interested in so they could check them out next time.

Ms. Hicks, 3rd grade teacher, shared with me that one of her students said “This is just like heaven” as she was referring to the opportunity to just sit with a stack of books curated just for her and spend time reading. It’s such a simple concept, but it’s so powerful for students to show them that their interests matter. Reading books they have selected matters. We can’t just put kids in guided reading groups all day long and never give them a chance to select books they want to read. Some students get to 5th grade and despise reading. I can’t blame them when their main experience with reading is sitting in a group reading a book they aren’t interested in that they had no hand in choosing.

Reading skills and strategy groups are important, but they can’t replace the power of hearing a great story read aloud and discussing it or finding a book that connects with your soul and having time just to read it.

This was very time consuming, but every time I do it, I’m reminded and how much interest and choice matter in reading.  My next steps are to check back in with these students in a week to see how the books are going.

2018-19 Student Book Budget First Steps

One of my favorite projects of the year has started. Our student book budget group is a group of 3rd-5th grade students who volunteer their time to decide on new books for the library.  This project has been a part of our library for several years. Each year, we make some adjustments to improve the process and make sure student voice is heard. Over the course of December and January, students in this group will survey the school on reading interests, develop goals, meet with vendors, develop consideration lists, place a book order that meets a budget, process new books, market new books, and enjoy reading the books they have selected.  It’s quite an undertaking, but something I cherish every year.

Step One

I created a Google form application that was emailed to all 3rd-5th grade students. In the application, I linked to a video that explained the project to students. Some teachers played this video for the whole class. Other teachers simply reminded students that applications were open. We made announcement reminders on our morning broadcast for students to apply.  Applications were only open for one week.

This year, I wanted students to make a commitment up front to stick with the project from beginning to end. I made this one of questions to help me decide who to accept into the group. I generally accept every student who applies, but if students weren’t willing to commit to the time the project takes, then I knew they might not be the best choice for the group. I knew I could at least talk in person with students who said no/maybe so that we could clear up expectations and requirements.

Step Two

Once students were chosen, I announced our team on the morning broadcast and communicated with them and their teachers via email. We have 25 students on this year’s team. Our routine schedule is to meet on Tuesdays and Thursdays at 11:00 for 3rd grade, 11:30 for 4th grade, and 12:00 for 5th grade. This time is taking the place of our open makerspace time during December and January.

During our first meeting, students thought about what they might put on a survey about reading interests. They started by doing a walk around the library and seeing what they noticed about the shelves. For example, they saw how empty the dinosaur, fun facts, and ghost section was. They noticed that we have a lot more humor chapter books than they realized.  We used these noticings and last year’s survey to create a new survey.

In the end, they mostly kept the survey the same with a few small changes.

Step Three

I emailed the survey to all 3rd-5th graders who have their own computer and let teachers know the survey was available. At our 2nd book budget meeting, each grade of students took iPads to the lunchroom and surveyed as many PreK-2nd grade students as possible.  Each time the survey was submitted, it sent the data to a spreadsheet and summary so that we could see which grade levels weren’t as heavily represented and we could begin to set goals for our purchasing.

Step Four

At our 3rd meeting, we checked in on our data to see what else we needed to do.  We noticed that we needed more 4th and 5th grader voices, so we surveyed some of them at recess and made a final plea to teachers to give them time to take the survey in class.

We also used the 3rd meeting to go ahead and notice what the data was telling us so far.  Each group noticed that in picture books the top requests were humor, jokes, graphic novels, and sports.  In chapter books, the top requests were humor, sports, and mystery. In informational, the top requests were fun facts, cooking, ghosts, and animals/dinosaurs.

Students compared these results with what they noticed in their walk around the library. They saw that things mostly matched, but the biggest difference was the humor chapter books.  People are asking for more, but we have so many that aren’t getting checked out. This is a point they are considering so that they really focus on what they think people will actually read.

Moving Forward

Now, we are wrapping up our survey and firming up our purchasing goals so that we can start meeting with booksellers.  We already have appointments with Jim Boon at Capstone and Gret Hechenbleikner at Gumdrop to look at their products. We’ll continue to update our progress along the way.

 

 

The Winner of Our Global Book Talk Challenge

For several weeks, people around the world have been contributing to our 30-second book talk Flipgrid.  In March, we narrowed the videos to 16 and have been inviting a global audience to listen to the videos and vote on the brackets each week.

After many, many votes, we have a winner!  Congratulations to Evin for her book talk of It Came in the Mail by Ben Clanton.  Adaline’s book talk of I Dissent by Debbie Levy was a very close 2nd place.  Both of these students will receive a special recognition on our morning broadcast as well as gift certificates to our local bookshop, Avid Bookshop.  Please help me in congratulating our winners, but more importantly, continue to share great books with one another!

March Madness Global Book Talk Challenge (Round 2)

The past week has been so much fun watching the votes roll in for round 1 of our global book talk challenge. The results have been very close all along the way.

If you missed the first posts about this project, students have been recording 30-second book talks about favorite books using Flipgrid.  We narrowed our videos down to 16 and voting began.

It was fun to see tweets from people viewing and voting on the videos.

 

Some of our book talks were even featured during the 1st Flipgrid Unplugged Webinar.

Now, we are down to a top 4 and voting is once again open.  You have until March 25 to cast your votes! Watch, vote, and share!

 

LINK TO VIEW & VOTE

March Madness Global Book Talk Challenge (Round 1)

Back in January, we were inspired by Jennifer LaGarde and Brad Gustafson’s 30-second book talk challenge.  Our 5th graders all worked on scripts and recorded 30-second book talks on Flipgrid.  Thanks to Flipgrid’s new Global Connections feature, our grid was shared with other users of Flipgrid.  I also shared it widely on social media. Over time, students from around the globe started adding their voices to our grid.  Thanks to views, likes, and judge’s choice, we now have a top 16 out of over 90 videos on the grid.

Using Google Drawing, I made a bracket for us to use over the month of March.  Round 1 is now open.  Students were placed into groups of four to compete against one another to move onto the next round.

I also embedded the drawing onto a Google Site with a form for voting.

This is my first attempt at a March Madness style reading incentive.  It is truly amazing to look at all 90+ videos and see how passionate and creative the kids were in their talk.  The real winners in all of this are the students who made the videos and every viewer who takes time to listen to their voices.  The March Madness event is just a little icing on top to celebrate our hard work.

We invite you to join in round 1.  Voting is open through the end of the night on March 17th.  Then, round 2 will be announced.  Please feel free to vote more than once and share with your own networks.

https://sites.google.com/clarke.k12.ga.us/epicbooktalk/ 

We Need Your Votes for the 2017 Barrow Peace Prize!

peace-prize-7

It is time once again for the annual voting on the Barrow Peace Prize.  This award was established 3 years ago by our 2nd grade.  Each year students select up to 6 nominees from history.

peace-prize-4

We hold a Google Hangout with the entire 2nd grade to decide what criteria someone must exemplify in order to win the prize.  This year, we read the book Peace is an Offering by Annettee LeBox before brainstorming our list on a Google doc.

Each student in 2nd grade selects one of the nominees to research.

Students research these people using PebbleGo, Britannica School, Destiny Quest web resources, and books.

Using Google Classroom and a Google doc graphic organizer, students gather facts about their person and use those facts to write a persuasive essay during writer’s workshop.

peace-prize-design-1

In art, students create a watercolor image to represent their person.

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Back in the library, students use Flipgrid to record persuasive essays and showcase their art.

Now those videos are ready for you to view.  We need you to view, vote, and share!

Instructions:

  • Visit this Smore
  • View videos for each of the nominees.  This can be done as a class, individually, and can be shared with anyone you know.
  • Feel free to click the heart on any video to “like” it because the kids love that!
  • To vote on the Peace Prize, use the Google form here or on the Smore to select one of the 6 people who you were convinced deserves the prize

Voting will end on February 24th where we will announce the 2017 Barrow Peace Prize in a Skype with Flipgrid.  Two 2nd grade students designed a 3D peace prize that was printed on our 3D printer and every student who researched the winner will receive one of the medals along with each 2nd grade classroom.

peace-prize-design-4

Thank you for participating in our project, and we can’t wait to see who you pick!

The 2016 Barrow Peace Prize is Ready for Your Votes!

flipgrid peace prize recording (29)

Our Barrow 2nd graders have been hard at work researching 6 people from history to nominate for the Barrow Peace Prize. As part of this process, the students developed a list of criteria for what character traits should be represented by the winner of the peace prize. They wrote persuasive essays and created pieces of art work with Ms. Foretich, our art teacher.  You can read more about what the students have done in the post, Beginning the Barrow Peace Prize.

flipgrid peace prize recording (15) flipgrid peace prize recording (8) flipgrid peace prize recording (2)

This week, students have been coming in to the library in groups of 4 for 15 minutes to record their persuasive essays. When they come, I give them a quick overview of Flipgrid and remind them that there work will be seen by lots of people. Then, they split up around the library and we make sure that the space is relatively quiet for recording. I setup a question for each person from history so that all of the Ruby Bridges videos are together, all the Langston Hughes videos, etc. During the process, students take a picture of their artwork for the Flipgrid and then record themselves reading. Some chose to show their artwork while recording, and other chose to have their face on the video.

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One of the things I love the most about Flipgrid is that the videos are instantly uploaded in one central place. I don’t have to spend hours uploading and naming 100 videos after students have recorded.

Now that the videos are recorded, we need you and everyone you know to watch the videos and help us decide which person from history should be the 2016 Barrow Peace Prize winner.  I’ve created a Smore page to pull everything together.

Here’s what you need to do:

  • Visit https://www.smore.com/dfmsd-2016-barrow-peace-prize 
  • Click on the link to each grid an watch as many videos as you can.
  • Click the heart icon on any video that you “like”.
  • At the bottom of the Smore, you will find a link to the Google form to vote on the person you think should win.  Or…you can click here.
  • Finally, please share our project with your students and networks so that we can have a record-breaking number of votes this year!

On February 18th, we have big plans for how we will announce the winner.  We can’t reveal exactly what is going to happen just yet, but we promise it’s big!  Happy voting!