Cathy Nelson's Professional Thoughts

George Orwell’s 1984 Gallery Walk

Cathy Jo Nelson — Tue, 08 May 2012 00:23:58 +0000

In mid April one of my English teachers had her AP Lit students create propaganda pieces as a component of the novel study of George Orwell’s 1984. I blogged about it here. First impressions can be so deceiving, as though I came to the class to see them and even agreed to display them in the library, I was impressed, but not super impressed.

Confession: I was initially not impressed…
After taking the hodgepodge of posters and assorted other relia back to the library, I had the realization that ooooh yeah these kids were really thinking outside the box! I had misjudged much of what I’d seen. My worry then became what if students and teachers who saw them displayed in the library only gave them a cursory glance and then had the same initial response. I really felt that many who had not read the book would totally miss the point of the content displayed. I went back to my collaborating teacher to offer some ideas or insights to prevent that from happening.

The gallery walk idea is born
After our discussion, we agreed on a gallery walk. We would have our students use Audacity to record a description of their piece, giving insights into why they chose the medium used as well as significances. We would upload the audiofiles, provide the students a link, and get them to create QR codes to go with the display. Signs would be made to encourage students and teachers to use smartphones or our library’s iPads to scan the codes and listen to the explanation that went with the visual.

Still working-still creating
We are in the midst of making our recordings now, and the students seem to be super excited about creating a recording that explains their choices for their propaganda. I’ve had several teachers either in the library or just passing through to admire the posters or ask questions about what the kids are doing. They see the microphones, the qr codes, and the FUN the kids are having, and want the same for their classes.

DABA (deserves a bigger audience!)
As I reflected today, I realized these are two classes’ worth of propaganda, and they should get to “hear” each other’s explanations. Initially I thought they might return to the library to walk around and scan the codes around the display. This is a viable option, but I really think many students and teachers will be too busy to take the time. Solution? Make a VoiceThread of the projects as the qr codes are completed. I have snapped and imported the photos of the projects, and I connected the audio files made these last two days with their corresponding propaganda. Not all are finished, as we are working with small groups during their AP Lit blocks. But as the others finish in the next day or so, I will get them to add their audio recording to the picture of their work in VoiceThread too. My collaborating teacher will be able to show via VoiceThread the combined efforts of both classes to both her classes. We will post on our library blog and share with our district as well. So while the “gallery walk” idea has held, we are also using VoiceThread to make it a “virtual gallery walk” too, one that can have a wider audience.

You should teach some of the summer tech courses
I had another teacher stop and ask me today if I were teaching any of the summer district technology classes. He’s been in the library these last two days with his classes, but from the other side observing our project as it progresses. He said he wanted to sign up for all the ones I’m leading, as he really liked the activities he’s seen coming form collaborating with the library. I told him I had offered but hadn’t been asked to do any at this time. I told him that since he is one of my colleagues, I’d be happy to sit down with him ANYTIME to give him a rundown on project ideas. As he left today (after using our iPads in the library) he took away a viable idea for two science classes to create qr code based scavenger hunts that the other classes could do in the next weeks.

End of school – a tough time of the year for all
This is the time of the year when it is so challenging to keep our students engaged–14 more days of school. SCORE (on several fronts!) One for the library gaining another collaborating teacher, one for project based learning, and one for engaged students seeking a wider audience.

A snapshot of my day

Cathy Jo Nelson — Mon, 30 Apr 2012 23:22:34 +0000

Today our library participated in a South Carolina Association of School Librarians’ Snapshot Day. This is an effort to capture the essence of what happens in a library on a single day. Here are the numbers we crunched, but this does not show everything. I spent time visiting two classes today to introduce and go over some alternatives to using PowerPoint for upcoming presentations. That is not reflected in this list. Nor is it reflected how many phone calls from teachers that we dealt with–which are frequent. It was an interesting day, none the less. We had a our Poetry month drop-in breakfast this morning to reward those students who actively engaged in our poetry themed activities throughout the month before school ever began. The classes that DID visit the library today had research needs on decades, Gatsby, and controversial topics for argumentative papers. We sought to pull as many print resources as we could to supplement their online research, and spent time pointing to databases for finding current articles to match their often funny topics. It was a good day!!

There is a steady stream a photos being shared from various SC Schools’ Snapshot activities. This year the stream is slower than last year, as we are requiring a written (yes, written) form explicitly giving SCASL permission to use the photos for any media generated. BUt all the photos will be put to good use, like showcased here.

Middle School Librarian – Closet Censor?

Cathy Jo Nelson — Sun, 22 Apr 2012 00:10:10 +0000

Warning DO NOT READ by Yaniv Golan; Licensed CC

Love this!! My friend Samantha asks our thoughts on reviews in our library reviewing tools, and their never really giving us the “real” story on content that might be questionable. Thanks, Samantha, for allowing me to use this in my blog!

Middle School: Drawing the line on PG-13 + content?

Okay, we’ve had this discussion before on the listserv about YA lit and cursing, etc. but where do we draw the line and how do we know the content of every book without reading every page when selecting those titles that tread the line between YA and middle school (i.e. “recommended for grades 6 and up”)? Do we just assume that anything rated for grades above 6 are book challenge fodder?

Today I had one of my custodians pick up a brand new book I just ordered because it had rave reviews in SLJ and was starred in Booklist, both with specific ratings for grades 6-8. She was attracted to it because of the cover and just skimmed the first few pages. Within seconds, she was passing it to the other two custodians, showing them a passage. I asked to see it. The passage referred to masturbation. A boy asked to be excused from the table and his grandfather chimed in that the boy probably wanted to go masturbate. Now, no explanation was given so it wasn’t rated R or anything, but really?! A recommended best book for middle school? Am I just too protective of my kids? Am I the censor in the closet? And, no, I’m not dumb enough to believe that many middle schoolers aren’t familiar with this term, but can I defend the presence of this book? Now I have it in my bag so I can take it home and read it to see if the overall novel is really suited for my patrons. Why, oh why, wasn’t this mentioned in the reviews?! (The book is The Downside of Being Up by Alan Lawrence Sitomer.)

I had the same thing occur with another highly recommended book for middle schools a few months ago. In David Klass’ Stuck on Earth, the first 20 pages are filled with pretty much every curse word most of us know, minus the big stinky “F” elephant. Why? Because of a bully featured on those pages and the main character’s own frustration at his low-man-on-the-totem-pole status. Of course, after reading the whole book, I did keep it on the shelves rather than passing it to the high school. I also placed a “YA” sticker on the spine and a note in the book’s records reminding me about the issue. Now, I talk to the kids who check out that book, warn them of the language, and ask if they can “handle it” as mature readers.

I still question content, however. No, I don’t think kids are dumb and yes, I know they are more jaded than when we were growing up because we didn’t have cable TV or all the garbage that passes for “suitable” for children these days. Help me! Do I need to re-adjust my thinking and just move on, quoting the recommendations in reviews when questioned about my choices? I can’t possibly read every book I order and I count on my colleagues who review these books to clue me in when there is questionable content. I can’t even read every review written or check all the Goodreads comments for every book, not when I order a couple thousand dollars worth of books a year! Unfortunately, there doesn’t seem to be a “questionable content list” anywhere! Ideas? Suggestions? Name of a good psychologist?

Thanks!

My response:
It’s always best to be aware–no one wants to have questionable content pointed out to them regardless of who (and shocking worst case IMHO would be an irate parent.)

Use the social networking sites to your advantage

I have a tendency to look up books in GoodReads that have raised interest after purchase. I wish I could say I look before buying, though that just isn’t always the case. But the social networking sites are really plentiful now, so Good Reads and Shelfari may be just the place to scope out titillating info about books we are unfamiliar with or are unsure of. Just my thoughts.

Did you read this review?

This review from GoodReads would have made me take a longer look at the title before buying for sure. That small review made me go on to the others, where CLEARLY erection and masturbation are topics covered in the book. Classic case of where social networking sites really do help us be better at our jobs!

Isn’t labeling a form of censorship?

Your method of tagging a book with a catalog alert and placing a sticker is a great way to deal with it, though I’m not a fan of any additional stickers or labels on books. I see no need to censor yourself any further than what you say you are doing. But do research your YA books beyond just the reviewing tools that fail IMHO almost every time to tell us the amount of promiscuity, profanity, and violence included in a book.

What do you suggest?

I agree it is difficult to know every title in your library. I know very few librarians who say the read cover to cover every book that goes on the shelf. We rely on reviews and word of mouth quite a bit. How do you ensure an awareness of every book in your library? Inquiring minds want to know!

Weeds to Wonders–They’re finished!

Cathy Jo Nelson — Thu, 19 Apr 2012 22:19:44 +0000

We are excited to share our weeded books that have been transformed into works of book art, or more aptly book sculptures. We hope to showcase them throughout the rest of the school year and hopefully even into the fall. As soon as they were set out we had a steady stream of curious students checking them out. Art is like that, always drawing the curious over. I am so satisfied with this project! My collaborative friend and art teacher is already cooking up a new idea for more library and art collaboration.

Book sculptors for slideshare

View more presentations from Cathy Nelson

Here is a sneak peek at our next collaboration, plans for which are underway but not yet fleshed out.

Picture by Cathy Jo Nelson, April 2012 Licensed CC

All the photos in this post were taken by me. They are hosted in my flickr set Weeds to Wonders.

Testing days are here–and I can clear my reader

Cathy Jo Nelson — Wed, 18 Apr 2012 00:21:32 +0000

by Tommy Ironic/Some rights reserved/Flickr

As we administer/monitor testing, I have plenty of time to thoroughly read through my rss feeds. It’s funny what things just jump out of my reader to grab my attention!

This one struck me as I have a child who is smart (now a college junior) that still absolutely flips out over assessments of any kind.

And then this one–more of a home flavor too–an editorial from none other than an area principal!! YES!!

Another discussion worth reading that revolves around testing–pay attention the the comments as well, and if inspired, leave one yourself:

Last, I can’t decide if I’m appalled or impressed, but I have to admit, I like it. Not a fan of testing pep rallies, which has been of discussion quite a bit in my reader, but I do like arts integration. So this one swings from aggravating to impressive on my radar–guess I’m a tad bipolar on this one.

http://www.youtube.com/watch?v=njyPUdNqTgg

We have 28 more school days, and 9 of them will tie the library up for testing. (HSAP, HSAP Makeup, and EOC) Guess that means finding creative ways to serve our students in the coming days during testing. Have a great spring testing cycle everyone.

I Just finished the Hunger Games Trilogy! Now What??

Cathy Jo Nelson — Fri, 13 Apr 2012 21:55:56 +0000

This has been a reoccurring question lately in the library, and there is no shortage of dystopian novels to read. After reading other library related blogs suggesting titles, and factoring recent ones I had read too, I decided to create a display for our students that could help them select another read as enjoyable as Suzanne Collins’ Hunger Games trilogy.

After the hunger games trilogy slideshare3

View more PowerPoint from Cathy Nelson

Special thanks to the The Teen Librarian’s Toolbox Dystopian Week Recap and The Nerdy Bookclub’s No Better than a Jabberjay: 10 Recommendations Based on Hunger Games Eavesdropping for information, inspiration and the idea to make this display in our library. The SlideShare is set for downloading if you’d like to have it as is or for modifying. Sometimes PowerPoint is the best vehicle for printing out material to display.

1984: A virtual gallery walk?

Cathy Jo Nelson — Thu, 12 Apr 2012 02:12:10 +0000

From Wikipedia

Not sure what to call this collaborative idea one of my AP teachers and I are cooking up. The AP Lit class read George Orwell’s 1984, and among the novel activities done by the class, one was to create a visual representing a theme or themes from the novel. I heard some serious bellyaching from students. One group who did a very good video titled it something to the effect “dumbestassignmentever.” But I must say the projects I have seen are quite impressive.

"Sharpies and red scissor" by Jimmy Cardosi; Flickr CC

Cut, Paste, Glue, Insert, Save….
The day the projects were due just before spring break there were some kids still frantically building, taping, glueing, painting, you name it–it was happening. As their class presentations began, their excitement grew. Little did they realize how much work had been put into their creative thinking, and project after project kept raising the wow factor. So my collaborating teacher has asked if we could do a display in the library, and allow the students from the two class to come down and see the other classes’ work, and invite others in the school as well to enjoy them. Of course I want to support their creative efforts, but not all can be “hung.” Some must sit atop tables. One is a book that must be opened and unfolded to enjoy–sort of like a popup book. And yet again there is one that is a paper weight. We also have an interesting mobile and a video game simulation. I love that some are very traditional while others are tech-y. These kids were REALLY thinking outside the box with their creations.

These projects need an audience!
So we’ve brainstormed and here is what we are planning. First, we need something to go “with” each product. Wherever we display them, if students viewing the displayed work have not read Orwell’s 1984, they may not understand the significance of the product on display. So our plan is to make either a text, audio recording, or even video of our students providing an “explanation” of the visual. These will answer the questions surely to arise, like “how is this related to the book?” or “what theme does this represent?” These are going to be placed online either in a wiki or google docs or some online storage. Once they are posted, the students will create a QR code to display with their projects in the hall just outside the library. The classes will visit each other’s work, and “interact” with the displayed material. We will extend invitations to other classes to come and interact as well, and provide iPads for students who do not have a phone or device capable of reading QR codes. For those that must sit upon a table top, we will have pictures outside in the hall, with instructions to come inside the library to see those.

Is it a true “gallery walk” by definition?
Okay, so does this meet the definition of a “Gallery Walk?” I’m not sure. But we really believe we can get a little more discussion out of the groups as they see what other students have done and question the significance of choices in visuals. We hope ultimately to have some kind fo recognitions to hand out, like awards for creativity, thinking outside the box, and most unique.

Pictures coming…later
I’m not ready to show any pictures yet. And this class has the ever important AP Exam coming up May 10, so they are focused on prep for that right now. I’m waiting to hear back from my collaborating teacher on the implementation of the virtual gallery walk if you can call it that, like our timeline (will it be before the test or after…sigh, yep, some things revolve around those darned tests.) I’ll keep you posted.

Spring Break 2012 Reading

Cathy Jo Nelson — Mon, 09 Apr 2012 00:59:58 +0000

Ha!! I bet there are some out there that think I only surf the ‘net during my free time! Just to dispel that, I thought I’d post my books brought home to read during spring break. Since my spring break was a stay-cation, I filled a lot of time with actual reading!!

So, here are my thoughts on the titles I brought home:

Bruiser by Neal Shusterman
He is rapidly becoming my favorite author of all time. He never fails to please me. As a friend on Facebook said, and I whole heartedly agree: ”Bruiser is one of my all-time favorites! I read it aloud last year to my 7th graders. Such a great discussion of so many topics!!!! And, the vocabulary, oh, the vocabulary.”

Legend by Marie Lu
Fantastic read. Action packed. I’d heard so much about this book, and then when it came in it stayed checked out. So when I saw it come in last week with no hold, I immediately checked it out. I can’t wait to tell one of my students about it. She is always looking for great YA that doesn’t have heavy duty controversial content (aka sex) and this one will definitely be an easy recommendation.

Clockwork Angel by Cassandra Clare
Let’s see, warlocks, vampires, shadow hunters, romance, historical fiction-ish and a tie to the Mortal Instruments? What more could a fan want? Even faculty and staff at my school have been talking about this one–yet another title that is popular with young adults and adults alike.

Hunger by Jackie Morse Kessler
Apocolyptic tale woven into a story of a girl suffering from Anorexia. It’s one of our SCYABA 2013 book nominees.

Beauty Queens by Libba Bray
Quirky as all get out, a light read with lots of YA issues a teen can relate too. If they can get past the “pageant” focus of the story, I think many, even guys. will like it. Now I must talk it up!

Readicid e by Kelly Gallagher
Well, I’ve been hearing a lot about him in the last three years or so and have read excerpts a plenty. Finally decided to bring home and read this one. I am not disappointed. I have been talking him up to the powers that be for hopefully a Gallagher invite to SCASL. Maybe not 2013, since I know that is potentially sealed up, but 2014? I’ll continue my campaign.

What end of the spectrum are you on?

Cathy Jo Nelson — Tue, 03 Apr 2012 18:48:50 +0000

Just yesterday I was bemoaning that there are librarians everywhere who are simply satisfied as a gate-keeper of books, for all intents and purposes a specials class in the specials/planning period rotation, and are dismissive of the expectations AASL has laid out for the critical roles we are trained to fulfill in our schools. Administrators who for whatever reason choose to use the Master’s degree level professional in this way have truly paved the way for a budget cut, and we have allowed it to happen. After all, couldn’t a paraprofessional checkout books, have story time, and generate reports and rewards for a computerized reading management program (like AR?)

If we do not advocate for our programs, who will?

Buffy Hamilton in my mind is the epitome of the 21st Century SCHOOL LIBRARIAN–yes, embrace it people. We are so named by our very own professional organization as a school librarian. No matter our interpreation of that moniker, our duties we carry out everyday define the term. Buffy Hamilton is such a great role model for a 21st century school librarian. And guess what folks? She herself is feeling the pressure of staffing and budget cuts.

Buffy – let’s call a spade a spade

As I ran across this post from her blog, Buffy is questioning (my interpretation) School Library Journal for using an article about a school librarian who has left the school librarian profession for a tech position, a position where the person continues to serve in essentially the same role as the school librarian. As one of our top professional journals, the question that comes to mind for me is why feature and bring attention and possibly praise to one who has abandoned the job? I am stunned by the article myself, but couldn’t put into words my bafflement. Buffy very eloquently states the many thoughts, feeling, and even emotions I had in reaction. And bless my soul, my friend Diane Cordell left a comment too that is resonating with me:

School Librarian – We are evolving into an endangered species!

Where do you stand on this spectrum? "Raibow Walk" by Andrei Zmievski, Flickr

We now have to worry about both ends of the spectrum of a good and the bad school librarian. Let’s examine them:

At one end of the spectrum of school libraries/librarians are the ones who

refuse to embrace 21st century thinking,
are complacent in their role as a babysitter,
feel satisfied that their AR points racked up annually reflect a wonderful program,
and are very dismissive of technology, tools, participatory learning, and being a technology and collaborative learning leader in their schools.

At the other end of the spectrum are the ones who:

are striving to provide a 21st century program,
have transformed their programs into a technology rich information hub,
serve both their students and their staff as partners in teaching and learning,
facilitate inquiry and investigation based not only on curriculum standards but also interest,
and work tirelessly to be effective collaborative partners and designers of engaging curriculum.

What is my worry?
The first group will cost me my job due to apathy–this one can be replaced with a paraprofessional quite easily. The second one will leave the profession for a different title altogether, yet again leaving me as a minority–one who is striving to be 21ST Century School Librarian. What remains is a majority of those who are apathetic or don’t care, and by and large administrators see that and so make sweeping cuts based on that sad majority. Sigh. It’s scary.

What to do?

If you are somewhere in the spectrum NEAR the first one described above, begin advocating for your program and your role in your school. Make every effort and work tirelessly to get your self OUT of the specials rotation. Collaborate with teachers for the purpose of curriculum design and engaged learning. PLUG in your resources to their units of study. Lead professional development. Educate your school and community with what you have been pedagogically trained to do. embrace blogs, rss, and all forms of participatory learning on a professional level, and extend it to the teaches and students level. Don’t fall victim to apathy. Don’t just lay down and take it without trying to make change. Change is never easy. But it is vital if you plan to make a difference in your school…and hopefully save your job as a school librarian.

Go read the article.

Read i t. Walk away with your own interpretation. Mine may be a little too “knee-jerkish” to some. But everyday that passes and I read about WONDERFUL Librarians whose jobs are already cut or on the chopping block, the more I fear for my own job…. and also the a harder I work at being an interwoven, vital part of the broad school program.

From weeds to wonders

Cathy Jo Nelson — Sat, 31 Mar 2012 23:48:46 +0000

Some of our discarded books are planned for transformation!

So I’ve been dabbling in the stacks again, pulling old, outdated books. At one point in February, my colibrarian and I had five carts full to overflowing with weeds. Meanwhile I had been exploring Pinterest and a collection of pins done by my dear friend Diane Cordell. I kept finding these sites or pics and sharing them with a favorite art teacher at my school, hoping to lure her in with some downright unique and interesting uses of discarded books. YES! It worked. We were asked to donate some to the art department and a cart finally made its way down to her room. So currently we have two projects going on–one is a paper crane project slowly but surely evolving, and the other is wide open for student interest and interpretation. I cant wait to see these projects come to the library for display, and I’m so excited I’ve walked down the the art room a couple of times just to see the progress.

The class has an inspiration wall, helping inspire their creative juices. My inspiration is seeing what can be from old, discarded books.

Below is the flickr set of our progress so far. We are far from fnished but it is just too exciting to keep hidden. Even the “in progress” work is already taking form and is sure to surprise and please many!! SPECIAL thanks to my art teacher for allowing me to impose discarded books on her class!! As you look through the photos, note that they begin with the cart of discards, then the inspiration pics, followed by the beginnings of student work.

Can’t see our flickr set? Click here.