Flipgrid Global Connections & the Epic 30-second Book Talk

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Flipgrid continues to be one of my favorite tools for getting student voice out into the world.  They are constantly listening to users and working to improve the functionality of this tool.  Now, in the paid version of Flipgrid Classroom, there is a section called “Global Grid Connections”.  You can establish any of your grids to be accessible to other members of the Flipgrid Classroom community. As an administrator, I can browse the available grids and look for opportunities for my students to connect and collaborate with other students around the world as well as offer my grids for students around the world to contribute to.

 

Prior to this release, I would use social media and online communities to seek out collaborating classrooms.  I’ll of course still do this, but I love that Flipgrid is taking one of the big barriers to global collaboration and trying out a solution. They are helping me push my grid out to more users so that my students have a chance to have a larger audience as well as hear from other perspectives around the world.  They’ve made it so simple to reach out and communicate with classrooms around the world.

Prepping 30-second book talks #epic #booktalk #librariesofinstagram

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Right as all of this update was being announced, Jennifer LaGarde and Brad Gustafson launched the 30-second book talk challenge.  Lead Learners and Literacy Legends submitted their 30-second book talks and a competition brackets was setup for voting.

At the bottom of the post, they offered resources for creating your own 30-second book talk challenge.  I thought this would make a perfect global connection question on my grid.  I started collaborating with Melissa Freeman in 5th grade, and all of her language arts classes came to the library to select books, read, and create 30-second epic book talks.

We started by listening to some book talks, including some vintage Reading Rainbow!

We looked at Jennifer & Brad’s tips for book talks.

Then students identified some important pieces of an epic book talk.  We constructed this sheet as a framework for our talks.

Next students chose a book that they recently finished or selected a book from the library to read.  I pulled a diverse collection of picture books, especially ones that our 5th graders might overlook because so many feel the pull to read only chapter books.  They spent the first day reading and writing their script.  Ms. Freeman, Ms. Mullins, and I all walked around and read with students as well as conferenced with them on book talks.

On day 2, students continued working on their scripts, practiced, and recorded.  We reminded them that Flipgrid has a feature to pause the recording along the way so that they could pick up a prop, turn to a page in the book, etc.  We didn’t want them to waste any of their 30 seconds with transitions.  As they submitted their videos, they began watching other people’s videos.

Now, it’s your turn!  We hope you will join us on our 30-second book talk grid.

You are welcome to add your own student voices alongside our students sharing favorite books in 30 seconds or less.  Let’s unite our student voices through Flipgrid and inspire a global community of readers.

2016 Picture Book Smackdown

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Picture Book Month came to a close and we once again hosted a Picture Book Smackdown with schools around the country.  All month long, students have been celebrating Picture Book Month by reading picture books from every genre section of our library. As they read a book from a section, they earned a stamp on a challenge sheet. Once students collected all 12 stamps, they turned their sheet in for a bookmark, certificate, and to be entered into a drawing to win a new picture book.

Another piece of Picture Book Month was preparing for the Picture Book Smackdown.  Since 2013, I’ve been hosting and organizing a Google Hangout to bring together students from multiple states along with authors & illustrators to celebrate the power of the picture book.  For one hour, students and authors take turns stepping up to the microphone, book talking a favorite picture book, and saying why picture books matter in the world.

We advertised our event using Smore.

This year, we were joined by author Dianne de Las Casas, the founder of Picture Book Month.  We had students from 4 states: Maine, Vermont, Texas, and Georgia.

 

We broadcasted through Youtube Live and had a full hour of sharing favorite picture books.  Dianne de Las Casas opened and closed our event.

 

I loved that at the end she reflected on what had been shared.  There was such a mix of classic picture books with current picture books.  There were books about Star Wars and books about difficult topics like hurricanes.  There were new twists on fairy tales like Little Red and books in made up languages like Du Iz Tak?

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As students shared, I had a wonderful parent volunteer who kept a list of the books that were shared during the hangout. We need to go back now and clean up the doc, but you can view its progress here.  I also had a volunteer who helped get students up to the microphone while I made sure our technology was all running smoothly.

We had multiple viewers from around the country during the event and it was fun to see tweets from different perspectives.

 

It was also fun to look at the Smore analytics to see where people were from who at least visited our page about the event.

I think one of the things I enjoy most is seeing students and authors share with the world with one voice.  They come together around a love of picture books and each take time to speak about why picture books matter to them.  Each student had a different take on the importance of picture books and they all brought something for us to consider.

You can view our entire Picture Book Smackdown here:

As you view, I hope you’ll consider tweeting about your own favorite picture books using the hashtag #pbsmkdwn

Another incredible thing that happened this year is that I heard from a group of librarians in Alabama led by Bonnie Howard who wanted to host their own picture book smackdown gaining inspiration from the smackdown we started in 2013.  I of course encouraged them to go for it.  Their smackdown gained a lot of community attention and because of that, we get a chance to see the smackdown in action as well as hear some students talk about what they loved about the event.  One of the things I love about the video is how a principal and librarians got excited about the future of connections beyond their state and even country.  When you start connecting with other schools, you see the miraculous things that happen as students and adults collaborate with one another. I can’t wait to see how the work of Bonnie Howard, Kris Gray, Lisa D, and Dixie Paschal continues to grow.

If you are interested in starting your own picture book smackdown, I encourage you to go for it too.  Whether it’s within your own school, with other schools in your district, or reaching beyond state boundaries, you and your students will be rewarded by sharing your work with one another.

When Authors Connect: A Skype with Barbara O’Connor

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One of our amazing Barrow teachers, Ms. Spurgeon, is leading a book club with some 5th grade students.  To select their book, she read the summaries of several books as well as the first page of those books.  The members of the group unanimously chose Barbara O’Connor’s How to Steal a Dog after hearing the opening line: “The day I decided to steal a dog was the same day my best friend, Luanne Godfrey, found out I lived in a car.  They have been savoring every moment of reading the book since choosing it.  They’ve taken their time because a book like this one deserves some discussion, and Ms. Spurgeon has shared that some of that discussion has been hard.

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How to Steal a Dog is about Georgina Hayes and her brother who have been evicted from their apartment and now live out of their car with their mother.  They long for a place of their own, and a “lost dog” poster suddenly gives them an idea.  What if they stole a dog and then collected the reward money after giving the dog back to its owner?  The plan sounds brilliant, but even though it is well planned out by Georgina, the duo face some unexpected challenges that complicate their hopes.

Ms. Spurgeon’s group has had some tough discussions about homelessness, poverty, stealing, and family relationships, but the students have embraced those discussions and in turn stayed connected and engaged in the book. When she shared with me how powerful the discussions were, I really wanted Barbara O’Connor to hear about it.

I shared some of Ms. Spurgeon’s observations with Barbara and wondered if we might connect over Skype for just a few minutes when they were close to finished with the book.  Barbara enthusiastically said yes, and we set a date to connect for about 20 minutes.

A small group in 5th grade connected with @barbaraoconnor to discuss How to Steal a Dog. #tlchat #authorvisit #studentvoice

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Ms Spurgeon kept the Skype a surprise until the day of the connection, and the 5 students were shocked that they would actually talk to the “real author” of the book they were reading. They prepared some questions over lunch and came to the library to Skype.

Meeting Barbara O'Connor #authorvisit #studentvoice

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It was a different kind of Skype because it was intimate. I pulled 5 chairs right up to the board so students could be close to Barbara on screen. Students each introduced themselves, and Ms. Spurgeon had a moment to talk to Barbara about their experience with the book.

Barbara took time to talk a bit about herself as a writer, how many books she has published, and where she lives. Then, it really became a conversation between the students and Barbara. I love author and illustrator visits, but often these visits are more presentation and less conversation because of the size of the groups we pack in for a visit. This type of visit built a connection between author and reader.

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Students asked about whether Barbara had experienced homelessness, why she wrote the book, how long it took, and more. Some students also came up with follow-up questions in the moment and because it was a small group, they could actually ask those.  We got to take a quick tour around Barbara’s house as she showed the students her dogs after they asked whether or not she had a dog of her own.

We closed our time by thinking about next reads. I had pulled the books from our library that weren’t checked out at the moment and asked Barbara if she would like to suggest any of her other books as a follow-up selection. She suggested The Small Adventures of Popeye and Elvis and showed students an example of a Yoohoo boat from the story. While she mentioned other books like Wish, one of the students reached out and grabbed Popeye and Elvis and started reading it. That’s one of the great rewards of an author visit whether it’s through Skype or in person.  The books come alive for the students and they can’t wait to read them all. Even though I can often recommend a book to a student and they will read it, the recommendation from the actual author is as good as gold.

Connecting with an author via skype means finding a new book to dive into. #studentvoice #authorvisit #reader

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When the students returned to their class, they continued to talk about the visit and how wonderful Barbara was to talk to.  Some of them said they couldn’t wait to read more of her books once they finish this one.  I know that Skype visits take time for authors, but it means the world to readers when they offer even a small amount of time to say hello, show off their dogs, and talk about the joys and challenges of writing and reading. Thank you for joining us today, Barbara O’Connor!

 

Reader’s Advisory: Quirky Questions and Crowdsourcing Ideas

readers-advisory-4This year, I’m really trying to think of ways to support students’ reading lives.  Recently, Ms. Hicks, 3rd grade collaborator, came to me with an idea. She wondered if I would meet with small groups of students in 3rd grade who needed some suggestions of books to read.  These students are all readers but some might be stuck in their reading, abandon many of the books they choose, need a nudge to try something new, etc.

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When I recommend books in the library, it’s always a very informal process.  I ask what students like, what they’ve read, what they are hoping to find, etc, but I’ve never formally made a list of questions to pull from.  I started thinking about Will Walton at Avid Bookshop and how he manages the Avid book subscription program.  In this program, someone buys a 6 or 12-month subscription and the recipient gets a new book in the mail specifically tailored to the recipient’s interests. I sent Will a message to see if he had a formal process and learned that he just loves to talk and chats with the person all about things they love. His questions aren’t always specific to reading, so it really got me thinking about quirky questions that I might ask to students that would help me connect them to a book.

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I initially started making a list on my own, but then I sent the Google doc to all of the media specialists in our district as well as posted to Facebook, Instagram, and Twitter.

Share yours in the comments. #teachersfollowteachers #librariesofinstagram #bookshop #readersofinstagram

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There were many suggestions about book related questions but some interesting thoughts started to emerge.  Our list started to grow.  (Feel free to add to this document!)

  • What do you like to do after school?
  • What are some of your favorite movies or television shows?
  • What are some of your hobbies?
  • What is a book that you couldn’t stand to read?  What was it about that book that you didn’t like?
  • What kind of music do you listen to?
  • Where do you like to eat?
  • What kind of games do you enjoy playing?
  • Would you rather fly a kite (sit by a river, etc.) on a nice day or go to a big party?
  • Who is your favorite superhero?
  • Do you have a favorite series?  Genre?
  • Do you like “just the facts” or “a far out story”?
  • What are 3 books you’ve read that you loved?
  • Do you like realistic stuff or imaginary stuff?
  • Why do you read (to escape, entertainment, learn new things)?
  • What is your preferred length of book? (short & sweet, long & detailed, depends on the book)
  • If you could visit any place or time in history, where would you go?
  • Is there anything you would avoid when choosing a book? (bad language, violence, ghosts, death, etc)
  • When you come to the library, where you usually go first when looking for your next book?
  • If you could be someone else for a day, who would it be and why?
  • Who are some of your favorite celebrities?
  • What is your favorite subject in school?

Then, I took those questions and turned them into a Google form to use with students.

I decided that if 6-8 students came at a time, I could have them start filling out the form while I started having 1-on-1 conversations with them.  We settled on a 30 minute session for this survey process.  I took over the typing as I talked with them and added to what they had already written or finished the questions they hadn’t gotten to.

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I was actually amazed by some of the responses that I got from students and the insight it gave me into ways I might connect them to a book.  Some snippets of responses included:

If you could be someone else for a day, who would it be and why?

  • Mal from Descendants because she’s pretty and has purple hair. I like what she wears.
  • a wolf to howl at the moon
  • a cheetah because I want to run fast

Is there anything you would avoid when choosing a book? (bad language, violence, ghosts, death, etc)

  • kissing….love story
  • princesses
  • main character dies

 

I looked at all of the results for each student and wrote key words from the answers onto a post-it note for each student.

This helped me walk around the library and pull books into stacks for each student for a second trip to the library.  The purpose of the second 30-minute segment was to look at the stack of books that were chosen specifically for each student and really spend some time with them. Students were so eager to get their hands on their stacks that they started asking me for a sneak peek before it was even time.  My fear was that students wouldn’t connect with any book, but once again the miraculous happened.

Each student had a strategy.  Some spread all the books out and looked at the covers.  Some started reading one book and didn’t want to move to another book in the stack.  Some flipped over and read the back of each book.  Some read the beginning page of each book. What happened is that every student found more than one book in their stack of 7-8 books that they wanted to read and they were genuinely excited about their choices.

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We decided that each student would choose the “first read” from the pile and we would create a list of all of the other titles so that we didn’t forget about the “future reads”.  For all of the books that weren’t chosen, we just pushed them aside in a big stack. Something else miraculous happened.  Students who were coming into the library to check out books saw all of my small group looking at that pile of books and they wanted to check something out from the pile. Several students who always have trouble finding something actually picked something from the pile of leftover books from the small group.

This gave me a lot to think about in terms of how to support various readers.  This was a very personalized experience.  It was time consuming on my part, but it was a way that I connected with students that’s hard to do when they are rushing in and out to get a book while I’m teaching a class.  I won’t to continue to explore this and see how it can be fine tuned.

Our next step is for students to read their books during “read to self” time in the classroom and we will meet again to chat about the books.  It will be like a book club. We won’t focus on naming the characters, setting, problem, solution, etc.  Instead we’ll talk about connections we had to the characters, what surprised us, what made us laugh, what we think will happen next. It will be “real talk” about books rather than just academic talk.  I can’t wait to see how this evolves.

If you have a favorite reader’s advisory question, add it to our doc or leave it in the comments.

Genrefication Reactions and FAQs

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We are almost one week into our newly organized library. Each class has been coming for a library orientation. In the past, I’ve done a high-tech orientation with QR codes and videos, but this year, we went low-tech with a picture scavenger hunt of the library signs and sections in order to give students a chance to explore their new library and its organization by genre.

2nd grade is starting to explore the picture book genres. #librariesofinstagram #tlchat #genrefication

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Our new genres are still sorted out into a picture book area, a chapter book area, and a nonfiction area, so I made 3 separate scavenger hunts and slid them into clear protectors so that students could us a Vis-a-vis pen to mark sections as they found them.  The trickiest part was trying to keep students focused on one section at a time because they wanted to explore it all.

What I have noticed:

  • Students were buzzing with excitement as I talked about the new genre sections and as they wandered around searching for them
  • I spent much less time walking students around to search for all the princess, scary, football, etc.  The conversations about books that I got to have with students were more about recommendations within sections or learning where favorite series of books had been moved to.
  • Since I don’t have a full-time assistant in the library, check out time can be a bit frantic with kids asking about books, asking for help on the computer, and asking for help checking out or in.  With every class regardless of grade level, I didn’t feel the frantic feelings of the past. Students were very independent within the sections they were excited about, which allowed me to focus on students who really needed to have conversation.
  • Almost no students went to the computer to look up books. In the past, many students would sit at the computer during the entire library time and then have no time to actually select a book.  They would just grab something on the way out. I talked with the few students who did go to the computer to ask what they were searching for. In many cases, I directed them to one of the genre sections because they were looking up football or ghosts or something like that. For students that truly needed to look up a title, I showed them how they could see which genre section it was located in.

  • Students who discovered that their favorite book was already checked out tended to choose something else from that genre section. For example, a student was so excited to learn we had Isle of the Lost: A Descendants Novel. It was checked out, but I told her it was in the fantasy section. She went to fantasy and found 2 series that she had never explored before and was genuinely excited about her find. This is what I hope to see more and more, especially from students who have their one or two comfort books in the library. I hope the genre sections continue to support their comforts but also nudge them to try new things.

Reactions

Students, teachers, and families have been extremely positive with the new organization of the library.

I encouraged people to record their thoughts on the new organization using Flipgrid.  Here are a few of the reactions.

 

Frequently Asked Questions:

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  • Did you put all books into genres or just the fiction section?  Every book is in a new section.  I started with fiction and then moved to picture books followed by nonfiction.  Picture books was the hardest section for me to sort, but so far the categories are supporting our readers.

 

  • What are your categories?  Here’s a link to my Google doc of categories.  This doc will change if I decide to modify any sections.

 

  • How did you decide which section to put books in?  I read the summaries, used my own knowledge, looked at the Library of Congress subjects on the copyright page, and used Novelist K-8.  I used the great advice of Tiffany Whitehead to really think about the reader during the process and consider what kind of reader would most enjoy each book. I tried not to get stuck on a book for too long, but I did make a pile of books I was unsure of and came back to them later.

 

  • What did you do in your catalog to indicate genres?  I created subcategories in Destiny. Once I sorted books into genre sections, I updated each copy by scanning it into its new subcategory. Now, if someone searches for a book, the call number of the book remains unchanged, but the location indicates which genre section the book is located in.  The library can always be put back into Dewey order if needed.

 

  • How are books arranged on the shelf?  For now, the books are still arranged in order by call number on the shelf within each genre section. In fiction and everybody, that means that books are sorted by author’s last name within each genre.  In nonfiction, that means that the Dewey call number is still used to put books within order in the section.  This may change as we go because the sections are being heavily browsed. It makes it hard to keep things in perfect order.  The graphic novels and sports are already not in any kind of order because of the heavy use of those sections.

 

  • What labels did you add to each book? Every book still has its same call number and barcode.  My wife designed genre labels using Publisher and these were printed on spine label sheets from Demco. We added the genre label either above or below the call number on the spine in an attempt to not cover up the title.  I also plan to add numbers to the series so that students know which books is 1st, 2nd, 3rd, but we haven’t done that yet.  Fiction Labels      Picture Book Labels      Nonfiction labels

 

  • How long did it take?  It’s really hard to add up the time. I can say that I’ve thought about it for a long time. This summer I spent some time reading about other libraries and also listening to webinars. I wanted to hit the ground running at the beginning of this year, so many volunteers helped out with the project. The actual work of sorting, labeling, and shelving was done in about 15 days working from 8:00-3:00.

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If you have additional questions, add them in the comment section and I’ll try to update the post with new answers.  I’m very happy with the impact of this project so far, and I know that I will continue to see things that I love as well as things that need to be adjusted. It’s all about the readers.

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A Sneak Peek of Our Finished Genrefication Project

 

 

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Around the Barrow Media Center we “expect the miraculous”. After 15 intense days, dozens of volunteers, ten thousand genre labels and protectors, and lots of weight lifting, our collection of 10,000 books is sorted by genre. When we started this project, I tried to set a realistic goal of being done by Labor Day. However, in my heart, I wanted to be done much sooner for the sake of our readers. Thanks to all of the volunteers from families, the community, and UGA, we took what seemed impossible in this amount of time and made it happen.

When I really thought about it, we are opening just one week later than we usually do in the school year.  Week 1 is usually computers and week 2 is library orientations. We’ll be start orientations at the end of week 2 and all of week 3. Pretty miraculous!

The final steps happened this week:

  • The genre labels were turned into signs and printed to put into picture frames

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  • Books continued to be shuffled around on the shelves until they fit in a mostly logical arrangement
  • Each genre had to be put into order. Up until this point, we were just sticking the books in their sections in any random order
  • The rest of the library had to be put back together from all of our moving around
  • Videos had to be made to support volunteers and readers
  • Plus lots of other minor housekeeping items

Today, to thank the teachers for their patience, we held a sneak peek of the genrefied library. After school, we had refreshments and a chance to check out the newly organized collection.

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Teachers had a chance to get familiar with where things are, check out books, and ask questions. Some even started thinking about their own classroom libraries and how they might mirror the organization of the school library in their classrooms.

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I put together a picture scavenger hunt to use with kids, so I put those out for teachers to try as well. My son was in charge of inviting guests to try out the scavenger hunt.

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I also asked teachers to post a short Flipgrid video of their reactions to the new organization.  It was so much fun to listen to people’s reactions. I had so many compliments in conversations with teachers who visited, but it was great to be able to go back and hear reactions that I missed during the preview.

For their efforts, I had a stack of free books to choose from. My daughter was in charge of inviting people to record and reminding them to pick up their book.

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Thank you to every person who helped with this project.  It’s so hard to list them all, but I want to give a special thanks to my wife Denise Plemmons for designing some amazing genre stickers and signs. I also want to thank Janice Flory for rounding up a great team of volunteers to hit the ground running on the first day of pre-planning. Some of them stayed for 3-4 hours at a time.  Thank you to Gretchen Thomas for bringing in an entire class of UGA students to knock out some of the final pieces of the project.  Finally, thank you to my administrators Ellen Sabatini and Jennifer Leahy for believing in our library program and trying something new in the interest of kids and literacy.

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Now, it’s time to see what the students think and get our regular volunteers ready to support our readers through keeping the library organized and directing readers to books.  The big part of the project is done, but a project like this doesn’t really end. Books will move from section to section if needed and each new order of books will need to be labeled. However, we won’t have to do the project at this magnitude again. Here we go!

 

 

Journeying Into Genrefication: Process, Roadblocks, and Community

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Toward the end of last year, I made up my mind that the 2016-17 school year was going to have a big focus on literacy. I of course do a lot with literacy already, but I want to do more. At the close of the year, I talked with my principal about genrefication and the possibility of delaying the opening of our library at the start of the year so that we could get everything organized. To my relief, she was completely on board and even offered ways to support the project.

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I’ve wanted to sort the library by genre for a very long time but just wasn’t sure how to make it happen. I started the process at the end of last year by sorting the fiction section.  Over the summer, I looked at many other libraries who have done this process as well as attended a webinar with Tiffany Whitehead.  During the summer I started listing out my possible genres in nonfiction and everybody.

I also started making a list of materials I would need to get going with the project as soon as we got back to school.  This included blank spine label sheets and ultra aggressive label protectors.  I debated about ordering genre stickers, but there were categories I wanted to make that weren’t available as stickers. I’m terrible at graphic design, but my wife is super talented at it. She agreed to make all of my stickers.  She used Publisher, Open Clip Art, and her own imagination to draw out new labels.

Also during the summer, I met with Courtney Tobin, last year’s library volunteer coordinator, and Janice Flory, this year’s volunteer coordinator, to talk about the genrefication project and the help I would need during preplanning and the first weeks of school.

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Volunteer jobs would be to:

  • Scan books into subcategories in Destiny after I sorted them into stacks
  • Label each book with a new genre sticker above or below the call number depending on space
  • Put the books back into stacks for moving into their new areas

Janice made a Signup Genius for volunteers, and I had between 2-5 volunteers each day during pre-planning and the first week of school.

Since Fiction was already sorted, volunteers started there with scanning and labeling while I continued to sort the Everybody section during pre-planning. Most people know how busy pre-planning is, so the meetings, questions from teachers, and to-do list kept me from keeping ahead of the volunteers. A few of the volunteers felt comfortable assisting me with sorting books, so I released a bit of control to keep moving forward.

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Categories changed throughout the process as we saw needs in the collection. The final categories for Fiction included: humor, scary, sports, realistic, historical, fantasy, science fiction, mystery, and adventure. Picture books included: humor, sports, scary, celebrations & seasons, superhero, princess, animals, favorite authors & characters, school, once upon a time, historical, realistic, and transportation. Nonfiction included: animals, makerspace, biography, careers, cooking & food, all about me, language, native americans, dinosaurs, georgia, math, music, folk & fairy tales, transportation, jokes, space, around the world, poetry, religion, sports, ghosts & mysteries, graphic novel, war & military, fun facts, nature, science, mindset, and history.

The process was pretty much the same every day: sort, scan, label, move.  Miraculous things happened along the way like 4 district support staff showed up and asked how they could help.  While I attended meetings, they scanned most of the Everybody section into categories.

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Families dropped by to see how they could help. Parents and kids worked side by side making decisions and taking ownership of their library.

I learned a lot about the collection and just how disorganized the nonfiction section really was. Each time books of similar topics came together it felt good.

I also suddenly felt free of a sequential order of the books and could really think more about where it made sense to place books in the library. For example, our books related to makerspace were able to move right outside the makerspace door.

We faced some road blocks along the way too.  Some books were scanned into the wrong sublocations. I caught the mistake when a teacher asked for a book and I couldn’t find it in the section it said it was in. Some sections of the Everybody section had to be rescanned. Some volunteers tried to save the library some resources by cutting the label protectors to smaller sizes on the spines. The label immediately started falling off and getting stuck to the books next to them, so we had to go back through, find them, and add an additional label protector on top.

Just a little road bump in quality control. Backing up to relabel some sections. #librariesofinstagram #genrefication

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About every 5 minutes, I went back and forth from thinking this was the best idea ever to asking myself what have I done.

My current road block is where to put all of the books.  When every book is here, they don’t fit on the shelves. I know it won’t take long to free up some space, but for now, I’m at least trying to estimate how much shelf space to dedicate to newly established sections with new numbers of books.  Thankfully, the mobile shelves allow me to move things around pretty easily to new spaces, but I still have to move books from one shelf to another trying to figure out the best configuration.  The library looks pretty disorganized because of this.

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Students are getting really excited as they look into the library and see the work going on. Classes are asking how they can come and help. The ultimate question is: “When will the library open?”  I’m hopeful to be done within the next week and we’ll host a grand re-opening orientation for each class.

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I love our community and how they have come together to support this project. Returning volunteers have stepped up, but we’ve seen new families and new volunteers get involved in the project too. A project of this size takes a village. What I thought would take until almost Labor Day has been done is about 3 weeks.  That’s miraculous!