A Popularity Contest

To find out what books are popular with today’s teens, I spoke with the teen librarian at the Winchester Public Library. She explained that a lot of teens like to read fantasy and murder mysteries. Some of the authors she cited were Holly Jackson, Karen McManus, Tahereh Mafi, Leigh Bardugo, Holly Black, and Angie Thomas. Here is a selection of books by those authors that are actually in the library. As the librarian indicated, there were not many books by those authors actually in the library!

Black, Holly. How the King of Elfhame Learned to Hate Stories. Boston: Little, Brown and Company, 2020.

This is a collection of illustrated short stories written to accompany the Folk of the Air series, told from popular character Cardan’s perspective.

The Folk of the Air series is very popular, so it makes sense that Holly Black wrote these accompanying stories for readers who want more from that world. The illustrations are beautiful. Personally, I was so excited for Lyra’s Oxford, the short book Philip Pullman wrote to accompany the His Dark Materials trilogy, and I am sure that similarly rabid fans of Black’s series will cherish this book like I did Lyra’s Oxford.

Bardugo, Leigh. Six of Crows. New York: Henry Holt and Company, 2015.

In order to pull off a heist that will make him rich, Kaz Brekker assembles a team of six to work together not just to help him with thieving but to also potentially save the world.

Six of Crows is very popular and won many book awards. It also has a sequel, so if students enjoy this book, they will be encouraged to read another book. Fantasy, according to the librarian I spoke to and from what I’ve seen online, is very popular with tweens and teens, so purchasing this book for the library would be a no-brainer, regardless of its known popularity.

Mafi, Tahereh. A Very Large Expanse of Sea. New York: Harper, 2018.

Shirin, a Muslim girl living in the US in the wake of 9/11, finds herself constantly subjected to harassment, until she meets Ocean Jones, who seems to truly want to get to know her.

Two things drew me to this book. First, it’s a classic story of a girl who naturally puts up her defenses due to the world in which she lives, only to have those walls drawn into question when she meets someone interested in her. Second, I am unsure how much today’s teens understand just how awfully the Muslim community was treated in the wake of 9/11. Certainly some of that prejudice persists, but it seems to have waned somewhat in the resulting 20 years. Reading this book has the potential to open their eyes to how non-Muslim Americans turned against this community due to the events of 9/11. This can serve as a lesson about what minority groups endure and how that treatment affects them.

McManus, Kate. Two Can Keep a Secret. New York: Delacorte Press, 2019.

Ellery moves to Echo Ridge, a town where her aunt disappeared and the homecoming queen was murdered five years ago, when another girl goes missing, prompting her to examine the secrets of the community.

I’m sure I’ve said this before, but I’ll say it again - murder mysteries are fun! Based on a content warning on Goodreads (“murder, grief, talk of substance abuse, statutory rape”), this is no sweet Hercule Poirot, but it still sounds like it will draw in readers. It was also nominated for an Agatha Award, which tells you it must be a pretty good mystery. This book has elements of family drama, which may attract those readers who tend to read more realistic fiction.

Thomas, Angie. Concrete Rose. New York: Balzer + Bray, 2021.

A prequel to The Hate U Give, Concrete Rose explores the life of Maverick as he navigates the world as the son of an incarcerated gang leader and as a new teen father.

Readers gobbled up The Hate U Give, so they will be excited to read the newest from Angie Thomas in this story of Seven’s father’s teenage years. The reviews of Concrete Rose are almost as good as those of The Hate U Give. I honestly haven’t read The Hate U Give yet, so I can’t say too much about why I think Concrete Rose would be appropriate to include in the library, but based on everything I’ve heard about The Hate U Give, this seems like an automatic buy.

No textbook? No problem.

As teachers work to supplement their curriculum with non-textbook sources, the library can work as a rich source of information for them. Here are five book that teachers can use as supplementary resources or possibly even replacements for textbooks. 

Bennett, Michael I. and Sarah Bennett. Life Sucks: How to Deal with the Way Life Is, Was, and Always Will Be Unfair. New York: Penguin Workshop, 2019.

These authors, a father and daughter team, offer solutions for managing difficult topics that often don’t have an easy solution.

Found at the Winchester Public Library in the YA nonfiction section.

Each chapter of this not-self-help book deals with a different topic: friendship, school, cultural differences, etc. They all start with a quiz to get readers thinking about how they deal with these topics. The authors give “methods for managing problems when happiness is not an option” and give readers ways to figure out how much they work to do the right thing when “good results and happiness just weren’t possible.” This book could be used in health classes to for lessons on decision making, one of the standards in the comprehensive health strand.

Fleischer, Jeff. Votes of Confidence: A Young Person’s Guide to American Elections. 2nd ed. Minneapolis: Zest Books, 2020.

A guide to the complicated US election cycle, including information on recent elections, written specifically for teens.

Found at the Winchester Public Library in the YA nonfiction section.

Topics in this guide include basic government information, the role of political parties, “polls, debates, money, and ballot measures,” and how to get involved with elections and governmental decisions. The books is broken down into digestible sections. There are some photographs and explanations on weird words like “gerrymander.” This book could be used as a supplement in the government elective.

Zimmer, Marc. Solutions for a Cleaner, Greener Planet: Environmental Chemistry. Minneapolis: Twenty-First Century Books, 2019.

Zimmer’s book gives an introduction to environmental chemistry, the study of Earth’s pollutants, from where they come from to the problems they cause to ways to rid our planet of them.

Found at the Winchester Public Library in the YA nonfiction section.

This book is broken into four sections: heavy metals, pesticides, fuel and energy, and nuclear energy. It includes source notes, glossary, bibliography, further information, and an index. There are lots of photos and graphics to enhance learning and subheadings to help navigate the book. This book could definitely be used in an environmental science class and maybe biology.

Ann Bausam. Viral: The Fight against AIDS in America. New York: Viking, 2019.

This book provides information on the history of the AIDS pandemic with a focus on the years 1981-1996 in the US and the politics surrounding HIV, but it also takes on the legacy of the illness both in the US and around the world.

Found at the Winchester Public Library in the YA nonfiction section.

This book contains many pictures, giving an almost pictorial account of the AIDS pandemic. It is in depth without being overwhelming and includes both the emotional toll on the gay community and the political factors affecting how the pandemic progressed. Bausam has an engaging writing style, making the book very readable. This book can be used in both health and history classes.

Currie, Stephen. Sharing Posts: The Spread of Fake News. San Diego: Reference Point Press, 2018.

This book looks at how fake news proliferated and its impact both in the US and the rest of the world.

Found at the Winchester Public Library in the YA nonfiction section.

One nice feature is that this book includes lots of quotes and real-life examples. It goes back to the history of misinformation in the 19th century and yellow journalism but includes examples that students should remember from recent election cycles. The book emphasizes the importance of sources and how even legitimate news sources sometimes make mistakes. There is a whole chapter on how to fight fake news, such as fact checking and the importance of education and critical thinking. This book has many uses including the government elective, history classes, and to help satisfy the news/media literacy standard.

Lurve

 I love a good YA love story, so looking for books this week was a ton of fun.

Kuhn, Sarah. From Little Tokyo, with Love. New York: Viking, 2021.

Rika, a biracial orphan living in LA’s Little Tokyo, learns her mother may be alive, so she sets off with a cute actor named Hank to find out the truth.

Found at the Winchester Public Library

I will readily admit that I chose this book when I ran across it at the library because it’s on my to-be-read list. The story just sounds fun; you can’t beat a mystery and a love story in one book. I would justify buying this for the library not just because of the buzz it has generated but also because it features Asian main characters and is written by a Japanese-American author.

Niven, Jennifer. Breathless. New York: Alfred A. Knopf, 2020.

When Claude’s parents separate, her mother moves them to an island off the Georgia coast where she meets a mysterious boy named Miah, who she falls for, despite her plan to use him just for sex.

Found at the Winchester Public Library

While the premise of this book (teen girl is determined to have sex) may not seem particularly enticing, the greater story will appear to many teens. Claude’s struggling with her parents’ divorce and a new home the summer before college. That would be traumatic for most teens, and many readers will identify with that sense of upheaval. There is, of course, the teen obsession with sex/virginity, but again, that is a theme with which many students will identify. The main characters are somewhat artsy (her a writer, he a photographer), which may appeal to library-going students. Again, seems like a fun read that still deals with serious topics.

Rivera, Lilliam. Never Look Back. New York: Bloomsbury, 2020.

Inspired by the Greek myth of Orpheus and Eurydice, this story of love features a Puerto Rican girl displaced by Hurricane Maria and the boy she meets in the Bronx.

Found at the Winchester Public Library

Sure, retellings of Greek mythology can be fun for the sake of fun, but they can also be used by literature, classics, or history teachers as a way to enrich lessons. Never Look Back is an Afro-Latinx retelling set in the Bronx. While based on mythology, it deals with the very real fallout of Hurricane Maria in Puerto Rico. Students will enjoy reading about whether these characters are doomed like Orpheus and Eurydice or whether their story ends differently. Also of note - this book was written by a Latinx author.

Talley, Robin. The Love Curse of Melody McIntyre. New York: HarperTeen, 2020.

Melody is an extremely competent stage manager, but less successful at relationships; when she meets the star of Les Mis, which her high school is producing, she hopes to turn that failure rate around.

Found at the Winchester Public Library

Not only are the main characters of this book queer, so is the author. The main love story is between two girls, although the one has dated boys in the past; therefore, both lesbian and bisexual students will find representation here. Based on the cover, this book features racially diverse characters, as well. While I was never much involved with theatre, I have been friends with many people who were, and my quick skim of the book felt true to life, making it appealing to theatre kids.

Tamani, Liara. All The Things We Never Knew. New York: Greenwillow Books, 2020.

Carli, a burned out basketball player with problems at home, meets Rex, a standout basketball player, who is looking for love, which he hopes to have found in Carli.

Found at the Winchester Public Library

Rarely do we see a love story about athletes (see above books about artistic types), so I was really excited to find this one. The characters are dealing with a lot, from parents with issues to losing the love of the game. This book explores not just romantic love but also familial love and the passion of sport. The characters are Black, as is the author, making this a good choice for diversity in the stacks.

Monsters, Real and Imagined

All of these "scary" books were found at the Kenmore branch of the Buffalo & Erie County Public Library, in the “teen zone.”

Medina, Meg. Yaqui Delgado Wants to Kick Your Ass. Somerville, MA: Candlewick Press, 2013.

Piddy Sanchez moves to a new school where a gang, led by Yaqui Delgado, harasses her.

Medina’s book won both the Pupa Belpre Award and the Cybils Award. It explores bullying because of perceived differences, here because the main character isn’t considered Latina enough for the school she goes to, something many students will have experienced in some form. It also features a teen whose father is physically abusing the boy’s mother, something that hopefully students will not have experienced but need to be aware of. 

Coles, Jay. Tyler Johnson Was Here. Boston: Little Brown and Company, 2018.

After his brother is killed by the police, Marvin Johnson looks for justice.

Inspired by the Black Lives Matter movement, this book will appeal to students who are interested in social justice issues surrounding police brutality and race relations. The book is also illustrative of how little decisions can have big consequences. Aspiring authors may be inspired by Coles who published this book at the age of 21.

Davila Cardinal, Ann. Five Midnights. New York: Tor Teen, 2019.

Vermonter Lupe Davila is in Puerto Rico, visiting her uncle, a local police chief, when people begin to get murdered; she works with Javier Utierre, whose friends are being killed, to solve the murders.

Davila Cardinal is herself both Puerto Rican and a Vermonter, so she brings her own experiences to this murder mystery. The book tackles not just the murders but also topics such as alcoholism. It is based on the folktale of El Cuco, a character similar to the bogeyman. This book explores juggling multiple heritages, with which many students in America can identify.

Burns, Laura J. and Melinda Metz. I Do Not Trust You. New York: Wednesday Books, 2018.

M and Ash work together (or do they?) to hunt for both a relic that may destroy the world and for M’s father, whom she believed was dead.

Who doesn’t love a world-traveling thriller full of family secrets, Egyptian mythology, cults, and a super smart and good-in-fights female lead?! This story honestly just looks like fun while still having a good amount of tension to keep readers on their toes.

Anderson, Natalie C. Let’s Go Swimming on Doomsday. New York: G. P. Putnam’s Sons, 2019.

After being captured by the CIA because of a terrorist brother, Abdi agrees, in exchange for release, to work as a spy in his brother’s terrorist organization.

The topic of child soldiers and terrorism should strike fear into anyone’s heart. Terrorism has always part of current students’ lives, and seeing that reality and fear in a book should resonate with students. This book seems to portray the CIA as the bad guys, and it would be interesting to see how students respond to that. One review I read did say that the book doesn’t portray any of the Somalis, other than Abdi, in a positive light so this book may need to be read in full before purchasing in order to decide whether it would be offensive, especially if the school has a Somali population.

Magic and Spaceships

In putting together this list of recommended fantasy and sci-fi novels, it became clear to me that it is hard to summarize and feel truly comfortable suggesting the purchase of a book without having fully read it yourself. This is something I'll have to get more comfortable with as I progress with my career, but for this as a first exercise, I'll admit I struggled a little.

Romney, J.P. The Monster on the Road is Me. New York: Farrar Straus Giroux, 2016.

When crows start to invade narcoleptic Koda Okita’s town, he begins to fall asleep more frequently, leading to trances, where he learns that a mountain demon plans vengeance on his town.

Found at the Kenmore branch of the Buffalo & Erie County Public Library, in the “teen zone.” It was easily identifiable with a fantasy spine label.

The Monster on the Road is Me is funny, and I believe we need more humor in contemporary fantasy novels. The plot seems original with its incorporation of Japanese folklore, even though it’s set in the modern day. Rarely do we see someone with a disability as the hero, especially something as rare as narcolepsy. The author is not Japanese but did live in Japan for a number of years, so he brings local knowledge to the story. Since manga and anime continues to be popular among teens, this book might be a good choice for students interested in Japanese culture.

 

Russell, Romina. Zodiac. New York: Razorbill, 2014.

Rhoma Grace, a student from the House of Cancer who is chosen as the next Guardian of the planet, suspects that an exiled Guardian of Zodiac has returned for vengeance, so she sets off on a quest to warn the other Guardians.

Found at the Kenmore library, in the “teen zone.” It was easily identifiable with a sci-fi spine label.

Astrology is extremely popular these days, so buying a book that ties in with that trend would interest many readers. This book also appears to be geared towards girls, which is less common than in fantasy. Also, including a book in the library’s collection with a teen, female leader shows young women that they can be powerful, no matter the situation, whether it’s on Earth or in space. Zodiac was a bestseller when it was released, so if it hasn't been purchased for a high school library, it should be.

 

Tahir, Sabaa. An Ember in the Ashes. New York: Razorbill, 2015. 

An enslaved girl infiltrates a military academy with the aid of rebels in order to rescue her brother, who was arrested for treason.

Found at the Kenmore library, in the “teen zone.” It was easily identifiable with a fantasy spine label.

This book, which was nominated for many awards, will probably appeal to many fantasy fans because it involves the common plot of a tyrannical kingdom that must be brought down. The book involves both ancient Roman history and Middle Eastern folklore, appealing to history and mythology lovers, as well. It features a female protagonist and detailed maps to make the story clearer. The author is a woman of color, which will help the diversity of the library collection.

Tech Takeaways

I will admit that when this course started, I was hesitant of using a lot of technology in the library. It has nothing to do with being anti-tech. I am far from it. I love technology and am an avid user (and have been since youth) in my personal life. I was more concerned with whether it would take up too much time to introduce technology and then create a product. However, after taking the time to explore and finding how simple a lot of the technology we can use is, I feel confident that it will be easier to use technology in class. I also got to see in one of my observations for LBS815 how an elementary school librarian uses technology. It seems that if you have iPads, you're probably good to go. Maybe not that simple, but it does seem like my concerns were maybe unnecessary, especially since kids these days seem to be so natural with basic computer and tablet skills. You can teach them more because you don't necessarily need to teach them the basics, as much as you would've had to do 20 years ago. My first grader is coming home, telling me about how he was using the Chromebooks in class. So, by the time they're in fourth grade or so, you can probably do a whole lot.

I also learned more about the importance of being a leader within the school. In order to get people excited about your proposed technology, you need to reach out and show the faculty how it's done. This isn't something with which I am necessarily 100% comfortable, so talking about its importance was good for me.

There were so many new tools and apps I learned about. The reminder that you can find tools for almost anything online and to not get frustrated with the first one you try was also important.

I knew almost nothing about adaptive technology, at least not with that term, and I learned so much. Just knowing to look out for adaptive tools within the technology at the school is crucial. Add to that other specialized tools and ideas and I feel confident that I can reach more students.

I've really enjoyed the chance to explore that I was given in this course. I feel certain that if I stay on top of technology, I will be able to do creative and accessible projects with students in my own library some day.

OPAC Chit-chat

Here's my main criteria when looking at OPACs - can I find what I need? Most OPACs these days are pretty user-friendly, so when it comes to comparing them, I start to get into design and the nitty-gritty of filtering. I love filtering my searches, and if the one I'm using doesn't offer me good filtering options, I get frustrated. But am I alone in that?

I turned to the librarian at my son's elementary school, Mrs. Callahan, to see how she felt about Follett's Destiny catalog, since I have never used it from the back end for more than circulation and acquisitions. Overall, she seems pretty happy with Destiny. Mrs. Callahan finds that at the elementary level, very few of the students use the catalog until she begins teaching it in third grade. She doesn't try before that because she discovered that second graders still aren't great spellers and since Destiny doesn't autocorrect in the way that Google does, it made using the catalog frustrating.

Mrs. Callahan tends to use the classic version of Destiny to introduce the catalog to students because it is so simple. Once they start to discover ebooks and audiobooks, they move to into using Discover. She really likes Quest as a book discovery tool, much like Goodreads, but she informed me that it's no longer being supported, meaning it is probably on its way out.

When I asked what she didn't like about Destiny, Mrs. Callahan said she wishes it was more interactive and wasn't so clunky. For example, there's a way for students to write book reviews and include them in the catalog, but there's no way to batch review them. You have to go through each review individually, which is time consuming.

Overall, she likes Destiny. She has used it for almost all of her career and hasn't had much of a chance to explore other options, but she doesn't feel the need. The department head isn't a librarian, so when decisions do need to be made, the head consults with the district's seven librarians. However, in the end they do not get to make the final decision.

My general sense from this chat and the discussion board is that Destiny is fine, and that if you don't have a reason to change, most people like it well enough to stick with it. I think that's perfectly acceptable, quite frankly. Making a change from one OPAC to another can be a challenge and time-consuming. Unless my budget changes or the product I use is going away, I don't know that I would want to change a product with which I was familiar and had no real problems. However, I think it's good practice to at least know what else is out there in case a problem with your OPAC arises.

Did I see into the future?

At the beginning of the semester, I figured I had a pretty good list of technology tips for teachers. These were based off of reading I had done, experiences I've had, and pure conjecture. I'm interested to see how these have held up a couple months later, after I've done more reading and discussion with classmates. I am going to annotate my initial points in red:
1. Start by reading studies and books and attending seminars about using technology in classrooms so that you have a clear idea of what is needed to implement technology based lessons, as well as what sorts of programs and technology-based lessons work best for learning.
Honestly, I think this point holds up really well. You don't want to use technology for the sake of using technology. It works best if you truly understand the technology and how it can support your lessons. You aren't using it to replace your teaching. You need it to supplement what you are already teaching.
2. Think about why you want to use technology. Your students will learn best if you have a clear objective that benefits from technology.
This relates to the point above. Have a clear idea of why you want to use it. Are you using it just so you look flashy to the principal and parents? Or is it actually a good use of your students' time?
3. Ask your students how they use technology. eg. What do they prefer to use? Laptops? Tablets? Cell phones? How are your students spending their time on these devices? Use that information to create your lessons.
Yeah, because you really don't want to have to teach them how to use the device as well as the program on it, unless you are on the technology faculty and that's part of your job description OR if you are teaching young students without much experience with technology.
4. You will definitely need to learn how to fully use the technologies you plan on using before introducing them to the class. You want to feel in control.
There are few things as uncomfortable as watching someone fiddle with misbehaving technology when they're teaching. You may run into problems, but you want to prepare as much as possible to avoid that.
5. However, you probably won't be able to anticipate all of the issues you and your students might encounter. Work with your students to figure it out.
See above...
6. Make sure you talk with the technology instructors and IT professionals at your school or district to see what they have already developed and to see how (or if) they can support your plans.
Please do this so you aren't doing work someone else has already done.
7. Consider your students before making any big decisions. eg. Do they have devices from home they can use? If not, can they procure them? Is your class easily distracted? What devices or programs can you use that will lessen the distraction? Do they have a strong technology background or will you need to teach them from the ground up?
You may a year with students who are going to excel at using technology in class but the next the students just can't handle the responsibility. Be prepared for that. You may need to change the technology for certain years or your lesson altogether.
8. Consider the parents. Make sure you can sell your technology decisions to skeptical parents who may not want their children on screens at school.
I also worry about this now from the perspective of job security. You want to have the parents behind you, and if you are pushing them to accept technology that they don't want their kids using, is it worth it? This is something to decide probably school by school, but be prepared for what you want to do to not match what actually is possible.
9. Using technology may take more time (both in class and for you as teacher) than a more traditional lesson. Plan accordingly.
Maybe don't do a huge technology lesson for each unit...
10. Have fun with it! Your students will be more likely to enjoy a new way of learning or experiencing the material you're presenting if they can tell that you're excited about teaching it this way.

via Gfycat

Is it bad if I think that these held up pretty well? I honestly think they did. I now have a better idea of what technology will work in various situations, but overall, I think my theories have held up pretty well. We'll see when I actually get into the real world...

Cataloging Part Deux

First, I just want to say how much I appreciate Catalog It! It's succinct and addresses most of the problems I feel like you'll encounter as a school librarian without getting too heavy. The summaries at the end of each field description will be very useful in the workplace.

A couple observations:

1. 041 - Kaplan says it's the field of the future in libraries and that it'll be nice when we can search that field and get just Spanish language works and translations. Why can't we do that now? Public libraries' OPACs are able to filter by language. On this record, for example, you can see that in 041, it's noted that the book is in Spanish. I would think it's what makes their filters work. Have school library OPACs just not incorporated that filter? Why not? Seems like it would be a simple enough addition. Or is the public library OPAC pulling it from the 546 field?

2. I finished reading this at the BSO on Saturday night, and the man next to me seemed to be reading over my shoulder. I almost suggested he become a cataloger if he felt the book was that interesting...

3. My maiden name was Verso and no matter how many times I read "verso," it still throws me. (Shouldn't have changed my name...)

4. The push in RDA to record things as you see them is very interesting. On the one hand, it seems great because you don't seem to need to spend so much time looking things up to make sure they're what everyone else is using. On the other hand, if you aren't incredibly precise and others aren't as well, I wonder if you could run into problems of items not being cataloged the same. But if they're at different institutions, I suppose this may not be a problem, especially for school libraries.

5. I appreciated the guidelines on cataloging equipment since that's not as obvious as a book would be. Kaplan's push to catalog the items and put them in the OPAC was appreciated.

Having said all that, I am happy to be done with reading about cataloging. It does get tiring after a while.

Cataloging PTSD

This was a weirdly emotional week for one that focused on cataloging, perhaps the driest of all library science topics. (I think that there's some astrological justification for the emotions - moon is in Cancer or something - I don't know what that means but let's run with it.)

If you asked me what my least favorite class was in library school, I'd probably tell you cataloging. It was a slog. The professor was great, but cataloging is just SO hard. I have to admit that I was thrilled to learn that I wasn't going to have to take another full course in it. When Kaplan mentioned the big red LCSH books, I immediately flashed back to the Simmons cataloging lab with its bookcase full of various taxonomies.

via GIPHY

I already got into my opinions of not using a formal classification system like DDC on the discussion board, so I won't go over that again here. That's one of the things I feel most strongly about, hence a lot of the emotions. I have a hard time controlling my emotions sometimes (shall we go back to astrology and my Scorpio sun AND moon?), and I had to very carefully choose my words on the discussion board because I feel so strongly about not trying to arrange your library in your own way. As Kaplan states on page 11, "Users also benefit from standardized rules by knowing what to expect when walking into any library. A user familiar with the Dewey Decimal classification system can walk into any public library and know precisely where to look for a work on any discipline." Agreed! Kids are adaptable, too. My first grader knows how to use the catalog at the public library alone. I must have taught him how to do that, I don't really remember doing so, and he's not above average intelligence, as far as anyone's told me (other than my mom, but she doesn't count because she's a grandmother). I recognize the problems with the DDC, but --- okay, I said I wasn't going to get into that again.

Here are some other observations from the reading.

Teaching students the difference between keyword and subject searching is so important, as Kaplan points out on pg. 46. In one of my observations for my other class this semester, I worked with the librarian as 4th grade students did an OPAC scavenger hunt. Many of the questions centered around doing a keyword or subject search. When students chose the wrong option, it was very clear, and they immediately grasped that one searches everything while the other just searches the subject. It was a good lesson, and it showed the kids in detail why searching carefully is important. (And it showed them how to use the DDC, which about 80% did with few problems.)

I also like that Kaplan acknowledges using folksonomies in the school library (47). Getting input from users has become increasingly popular across the library science field, and I don't see why school libraries shouldn't get in on it. I could see centering a lesson around students assigning tags to books they've read. It would give students a sense of ownership of their collection, as well as giving them a chance to show off what they've read.

I thought it was interesting how on pg. 62 Kaplan noted that she wouldn't be delving into BISAC too deeply because of copyright restrictions. One of the best things about LCSH is that they are free and relatively easy to search. (Kind of unrelated, but my husband and I giggled over how the authorities homepage hasn't changed at all in the past ten years.) I don't know how I feel about including subject headings that are so protected by copyright, the author of a book on cataloging couldn't get the rights to include them...

I had never considered including curriculum guidelines in the record, but it makes so much sense (75). This isn't a project, as Kaplan notes, where you would want to go back and edit old records (unless your library is really slow, which hopefully it isn't). Can you imagine, though, how wonderful it would be to provide your faculty with a list of resources dealing with a specific objective? I love this idea.

Overall, I was much more interested in cataloging this time around, maybe because it was a review. I'm also guessing that Catalog It! is a better textbook than whatever I used last time.

Professional Development for Peers

The thought of educating others in a professional development setting is daunting. It's hard to feel like the expert in front of your peers. Even if you think you're the expert, what if it turns out that there's a secret technology whiz on your staff who is going to judge your presentation? While unlikely, there are natural fears that come with putting together a professional development presentation.

This week I chose to put together a presentation for my faculty on a couple apps and tools for visual learners. There are certainly students we will encounter who will learn better by watching a video than listening to a lecture and others who may not be great at writing but know a lot on a topic and could better show that knowledge through a video. It's not a particularly groundbreaking concept, but all four of the sites I explore in my presentation were new to me and could very well be new to the faculty at my imaginary school. I feel like the websites are also so user-friendly that they can be easily used by teachers without putting a lot of effort into learning something new with perhaps the exception of WeVideo. Even that looks pretty user-friendly, though. The teachers can dip their toes into using more technology in their classroom with these tools without having to fully dive in.

I did find that Screencast-o-matic did not work quite as well with my computer as I had hoped. I'm not totally sure of the problem, but I'm guessing my cheap Chromebook may not have the processing power to run a bunch of tabs and a recording app at the same time. There's a video I show in the presentation that does a better job of explaining what students can do with WeVideo than I could do, and each time I recorded, it caused a lag. The first recording I did started lagging almost from the start. Not ideal and no idea what happened there. Overall, using Screencast-o-matic was easy, but I do wonder if having a more powerful computer and a paid account would have fixed the rendering problems.

Here's my presentation:

These are a few of my favorite tools

After working on lesson plans this week, I whittled down the tools I've explored to a few favorites. Obviously anything Google related works well and is preferred (Docs, Slides, etc.), so I'm not going to consider those here. I also found that tools I thought would work well, didn't. For example, I was excited by Glogster for creating interactive posters. However, when I actually went to create one this week, I realized how hampered I was by not having a paid account. You can only have six elements, which seems to include the title of your presentation and how many text boxes you have. It was very difficult, and I admittedly gave up, knowing how much more I would be able to do with a paid account.

My favorite apps, though, are:
1. Bubbl.us - I honestly don't know that for me a concept map would work for a research paper. I believe it would for others. I do love the look of a concept map, though, and think it would be useful for anyone for early stage planning.
2. Canva - I love Canva for creating infographics. I could see using this regularly as a librarian when I need to share information with the rest of my school (eg. rules, guides to new resources, etc.).
3. Doodle - I understand other people's points that you can just send invitations via Google Calendar, but what if you need to invite someone to an event who doesn't use Google products? I also really like the layout of Doodle. It's so easy to set up and see responses.
4. Animoto - This is such a simple tool for creating video slideshows. The templates are plentiful, and the free graphics and music are great. I feel like even younger students could use this with minimal assistance
5. Diigo - I have to admit I was really skeptical of Diigo. Why wouldn't you just create a folder for your bookmarks in your browser and add things there? But I really like the highlighting and annotating features, as well as the ability to create groups where you can share resources.

And there you have it! My top five tools I've explored this semester!