The Shelf life

What are some examples of the ways in which you are implementing these competencies in your library program? Ms. Scott personally practices curation with her collection. Her current goal is to create a balanced collection of a 50/50 nonfiction-to-fiction ratio. It is also a priority of Ms. Scott to maintain a diverse collection of stories for her readers, to go beyond mirroring the diversity within the community to provide her students with a broader perspective of the world than the one immediately within reach. To accomplish this, she regularly conducts reverse audits to measure the diversity within her collection.  In their 7th-grade science class, the students are able to practice their curation skills. They use Discus through Mackin to find reliable, project-appropriate sources they exchange on a shared document with their classmates.  What are some of the resources in your library program that you are using to          ...

What are some examples of the ways in which you are implementing these competencies in your library program? Starting in their ninth-grade year, students begin to have the librarian, Ms. Magill, come to their class to teach them about the research process. In the first session, Ms. Magill teaches them where to find the databases they can access as students in the district. As time progresses, Ms. Magill goes through the database search engine functions, like Power Search and Topic Finder . She also teaches them basic search tactics using Boolean operators and wild cards like the asterisk to truncate a word.  During junior year, she works with the students on the research and inquiry process. The steps included in that process are plan, find, create, and present. She talks with the students about what they can expect during each step, including feeling directionless and lost, which is normalized and supported. Ms. Magill also takes this time to remind them that the inquiry process ...

What are some examples of the ways in which you are implementing these competencies in your library program? Mr. Corson recently graduated from the University of South Carolina’s MLIS program and has worked at Wando for the last three years. He works alongside Ms.Cindy Philbeck, another certified librarian, and Ms. Cheryl Pavella, a media clerk. He states that collaboration starts with them and the staff, and that they divide the responsibilities according to their individual strengths. Mr. Corson is adept at and inspired by the programming side of the library.  When considering the competencies for collaboration, a student advisory group demonstrates decision-making as they work together to make the library collection appealing to their peers and find programs and speakers that appeal to them and their fellow students. The library also includes a crafting station which the students can use to complete group assignments. One of the library’s most popular events that they host is a ...

  For this week, I looked through a few of the resources mentioned including Drawmatic AR which is a cute augmented reality resource that recognizes certain nouns and phrases written on the printable “magic paper” and brings those things to life using augmented reality. I will definitely be sharing that app with my middle schooler over the thanksgiving holiday, but what I really wanted to find was something for my future high school students that would be enjoyable and an enhancement to their education. In comes Labster. Labster is a lab simulator that currently has 169 simulations for high school-aged students which cover chemistry, biology, physics, etc. The simulations begin with expositional knowledge about the experiment and often utilize real-world scenarios. One of the videos on Youtube puts the virtual student in charge of finding the athlete who is doping by synthesizing the proteins from the athlete’s urine sample inside the lab. Another very cool thing about Labster is...

  The thing that stuck out to me after completing the readings is that a Makerspace is not one set thing but rather a response to the patrons’ or students’ needs in the creative process. Dr. Moorefield-Lang states in her lecture, “we’ve started looking at the needs of our communities and we’ve realized we need to make this more of what our patrons want.”  Which is a sentiment echoed in the article The Makings of Maker Spaces, Part 1: Space for Creation, Not Just Consumption. “Just as libraries are reflections of their patrons, Maker spaces can reflect the needs and desires of the local residents”(TechFifteen, 2021).  With that in mind, I decided to create a hypothetical Makerspace for the Charleston County School of the Arts (SOA) which I toured with my daughter a couple of weeks ago. SOA is a magnet school for arts-minded children divided into several art areas which include instrumentals, visuals, performance, and writing. The school is already well-outfitted with the ...

  What stood out to me the most about cyberbullying is that it often accompanies face-to-face bullying and that the latter happens more often as the studies cited in the article From the Sandbox to the Inbox have shown (2015). It makes sense that cyberbullying is an extension of school-day occurrences.  This is what is so hard now in the days of social media, for bullied children there is no escape, no respite, even within a child’s own home. I had the misconception that cyberbullying would be more frequent due to the draw of its anonymity and how it allows the perpetrator to avoid the reaction. However, the popularity of the face to face bullying points to something different. The bullies want to experience the reactions, at least in the K-12 studies, which is what I am most interested in.  As the article points out bullying tends to spike from the middle school years through early high school (Faucher et al., 2015), which strikes me that there is a correlation between ...