My New Media Center

Hi, here is a picture of my new media center. It doesn't look as good as it will, because the custodians are still cleaning, hence all the chairs up. I can't wait to get started, I'm looking forward to working with high school students and implementing all the new technologies we've been learning about!

I'm signing off, but look for a new blog by me at my new school.
Thanks for reading,
Jodie

New Computer continued and Video Games

For those of you following my blog, you may remember that I was having problems purchasing a tablet laptop computer. I did find one, a Gateway, and that is what I have been using for my summer classes. I love how the tablet gives you another dimension of entering information. You can use the stylus as a mouse, or to write notes that are recognizable and changed into text.

I had to drag the computer away from my husband because he has been playing video games on it (our desktop doesn't have a current enough sound/video card). That reminded me that in the June issue of School Library Journal, they now have a review section on video games. Granted, video games are not the most educational of technologies, but they can have educational uses. Why did we not discuss them in class? There are some great simulation games that can help students understand concepts better than a lecture or video. Plus, students understand games and like them. I read recently about two new games, one dealt with the Israeli/Palestine conflict, and the other was about a Peacemaker game where the player learned about world change through non-violent options. Both of these games sounded applicable to secondary school social studies.

If games are used in the classroom, it would be important to understand the educational context and make sure it is applicable to the content being taught. There are many games out there that are solely for recreation. One must always remember the learning objectives and ensure that video games are the best method of meeting those objectives. And if they are, why not add them to the curriculum. The students will sure approve!

Personal Leadership

One thing that has not been mentioned much in this class is personal leadership. True, it is discussed at length in Management of Information Organizations, and there is no need to repeat the material. Yet, in leadership of any kind, the personalities of those you work with can be very influential.

Take my previous principal. She had been in administration at the same school for over 20 years. The school was like her own private fiefdom, and her way was the only way. Imagine trying to get a flexible library schedule when faced with that attitude (one of the reasons I transfered, honestly). She was a good leader at times, but not always. She could be very inconsistent, one moment you were doing a great job, the next moment you could do nothing right. The perception at school was that she played favorites as well. Not a good atmosphere for trying new things in.

In order to be able to lead, you must have the respect of others around you. Media specialists can get this respect by demonstrating our knowledge of resources and the school curriculum, helping teachers teach, and understanding the students' and teachers' needs. It is not necessary to be well liked to be a good leader, but you need to be compassionate, understanding of others, straightforward and honest. As a good teacher, you are a leader in the classroom. The media center is the school's classroom (thanks to whichever of my classmates put it in that context) so media specialists need to be leaders in the school. It is hard to be an effective leader when you are argumentative, selfish, or determined to always be in the right. True leaders admit when they are wrong, and continually try to improve themselves and their leadership.

It's a little scary when you think of all that media specialists are expected to do. They have so many different roles, and everyone has a different opinion of their job requirements and their worth in the school setting. There are also so many leadership oppportunities. It all comes down to what you feel is important, people's respect for you, and your respect for others. And with practice, we all can become good media specialists who are leaders.

Keep your fingers crossed for me at my new school!

Mark Twain's house

When my husband and I were in Hartford, Connecticut two weeks ago for a friend's wedding, we took the opportunity to see where Mark Twain once lived. For the time, he had a very technologically advanced residence. His family had running water, gas lamps, and a telephone. Poor Sam Clemens did not always like the phone however. He thought it was very unreliable, because whenever he cursed the switchboard operator would hang up on the call. He had a chance to invest in the telephone, but instead he invested his money in a printing press called the Paige compositor (I think I have the spelling right). The printing machine didn't work very well, and the Clemens family went bankrupt. A lecture trip in Europe for several years allowed Mark Twain to pay back all of his debt.

For those who are interested, the Mark Twain house offers summer workshops on Mark Twain and his writings. See http://www.marktwainhouse.org/neh/ for more details.

Web Pages

So far in this class we have not really discussed the importance of a media center web page. A media web page, especially one that is the home page for all library computers, and preferably for the entire school is a great learning resource for students and teachers. A media center web page can remind students that there are other resources out there other than Google. The authors of SLJ's technology survey agree with me, "Research tells us that most teenagers doing their homework turn to the Internet. And their favorite information source? Google. That means that it's more important than ever for library media centers to have their own Web sites to provide around-the-clock-access to the OPAC, as well as authoritative online resources" (Brewer & Milam, 2006, p. 47). According to the survey (Brewer & Milam, 2006, pp 47, 49), 65% of us have web pages, and these link to the OPAC, electronic databases, pathfinders or webliographies, webquests, distance learning resources, and web resources. Media web pages are becoming leadership and teaching tools all by themselves!

For those who aren't sure what a library media web page should include, Donna Baumbach has a great article in the spring issue of FAME's online magazine. She insists (Baumbach, 2006) that school websites "affirm the leadership abilities and technology expertise of the library media specialist, while reminding the school community that library media specialists are contributors to as well as wise consumers of digital information". Media specialists need to market themselves, and a web page is the best tool for doing so. Plus, it allows you to reach out to students at any hour. If you are not sure of what is needed for a media website, this article will give you lots of ideas.

Of course, I must admit that my school web page is very poor. I was planning on updating this summer, but that was before I switched schools. My new school library's web page (once I update and get my name on it) has more information, but I still need to greatly revise it. So, that is going to be one of my top priorities come August. Why do I have the feeling that I'm going to be spending a lot of time with my Dreamweaver text?


References:

Baumbach, D. (Spring 2006). Making the Grade: Making the Most of Your School Library's Website. Florida Media Quarterly. Retrieved July 22, 2006 from http://www.floridamedia.org/documents/FMQSpring2006.pdf

Brewer, S. & Milam, P. (June 2006). SLJ's Technology Survey 2006. School Library Journal, 52 (6), 46-50.

Time to blog

Okay, how do those bloggers who post regularly whether it is daily or weekly do it? Even though I plan to update my blog regularly, it just isn't happening. I have all these ideas to discuss, but then I go online, work on my papers or go to class, log off, and then remember that I forgot to update my blog. It happens every time!

So, now I realize that I need to plan this out a little more. How can I expect students to comment on my blog and get an interactive discussion going, if I can't even keep it current regularly? Although, if students are seeing me at school and then commenting online, I'm sure I'll hear it if I haven't updated. Students are very good at pointing out when a teacher is not living up to their expectations. (Aside - Yesterday I was at my old school to clean out my office when I was invited to watch the daycare's fashion show. I was talking to the teacher while waiting for it to start and the 6th grade girl MC called me on it. She was so happy that she got to ask me to be quiet instead of the other way around)

I do have many ideas to write about, but as soon as I sit at the computer my mind goes blank. Is that typical? Normally I don't stop talking, and blogs are similar to talking, only with written communication online.

Okay, and now I'm rambling on and on and on... I'll try to come up with a more technology oriented topic tomorrow!

Accelerated Reader

First, let me say that I am not a huge fan of Accelerated Reader. I have seen too many instances where instead of promoting reading, teachers have used the program to limit reading choices for children. For example, students have been required to check out Accelerated Reader books from the library instead of free choice books, or asked to return a book they really wanted to read because it was not on their reading level. However, reading about Accelerated Reader and other automated reading programs several weeks ago in class made me think about some of the benefits of AR and others like it.

So, when I came across this article last night in FAME's magazine, FMQ, I was reminded about the good points of AR. Building a Community of Readers: Using AR in an Unexpected Way by Sue Ahlers can be found at http://www.floridamedia.org/documents/FMQSpring2006.pdf. This article details what happens to reading when teachers are required to pass AR tests, as well as the students. And not just the reading and language arts teachers, but all of the teachers had to take one test each 9 week period. The top 25 point earners which comprises both student and teacher names are posted each week, and has led to some competitive teachers and students. The outcome? More books are being read and discussed, which is only good.

While I'm not going to run out and implement AR, immediately, I now see that there are some creative ways to implement all reading programs.

Job Interviews

At the end of the school year, I found out that the media specialist from the high school across the street from my K8 school was retiring. I decided to apply for her position. There were several reasons why but they do not relate to the topic at hand. Anyways, I was selected for the position at the high school, and will be working there come August.

I do wish to say that technology integration was a huge reason why I think I was selected. I was able to knowledgeably discuss podcasts and blogs, and how I could collaborate with teachers and work with students using these technologies. I also mentioned starting an online class for incoming 9th graders to ensure that they are familiar with library resources and research skills. This will enable all students to relate to the library, on their own time, with technology they are familiar with, even though their teachers may not wish to collaborate with me at that time. The surprise I saw in the interview committee when I was discussing these ideas made me wonder about how technology is actually being used in the schools. It seems to be a secret that only certain people are aware of.

Upon returning from my trip to Canada, I was asked to sit in on four interviews for my previous position. I was able to ask questions about the applicants' background in technology, and how they would integrate it in the media center and classrooms. Imagine my surprise when these answers failed to mention any up to date technology. The media center at my old school has audio enhancement, a smart board, document camera, LCD projector, dvd/VCR, 11 computers with Internet access, a scanner, 2 OPAC stations, a teacher station, and the circulation computer. We also had a digital camera before it stopped working. It was an older model with a floppy disk (almost useless as the teacher stations no longer have floppy disk drives) and I already asked for a new camera in the new school year. The video production class consisted of a standalone Casablanca Avio unit for editing, and a number of mini DV cameras.

The applicants had many different answers for the technology question. One talked about online databases and automated library systems. Another mentioned all the courses she had taken in Microsoft applications. But as the reading teacher pointed out, she never mentioned how she would integrate this knowledge into her curriculum and help students and teachers. Another said that she could teach PowerPoint and hook up a projector. One applicant was well aware of different Internet applications and software, mentioning some that the reading teacher was busy writing down so she could explore them. Yet, there was very little discussion of technology integration and how technology could be used to enhance and further student's learning.

This got me thinking. Would I have reacted to these questions in the same way if I was not currently taking Leadership in Technology? The answer, sad as it is, is probably yes. Although we read about blogs and podcasts weekly in the school library literature, very few of us probably are motivated to start something in our schools if we are the first to do so. When we have no mentors to guide the way, are we all willing to be the pioneers? Media specialists have so much to do as it is, are we willing to take on yet another responsibility? Yet, if we are to prove that the media center is the center of all learning, we need to be the ones who are willing to try new things. It is up to us to be the mentors for our teachers, to show them that, yes, this is possible.

I'm excited to be the one at the high school demonstrating blogs and podcasts. Now, if I can just figure out video streaming...