Friday, July 17, 2009

E-books article: references

Just nipping in from holidays to give you some links.  Earlier this year, ASLA NSW asked me to write an article on e-books, and if you are a member, your August 2009 edition of  info@aslansw features E-books: Trading Ink for Pixels, or Devices and Desires by yours truly.

While I can't put the whole piece here (wouldn't be fair), here's the final paragraph:
 It isn’t just about what we of longer memories and older bones may think is the ‘right’ technology, but about ways of connecting our students with reading. Stories. Narratives. Language. The blueprint of our minds. “We read to know we are not alone,” says a character in the film Shadowlands. There are plenty of articles online about committed print book readers who found their mind changed by the experience of a Kindle, for example. An e-book isn't the end of the world, or the last straw, or anything like it. It's a story in a different format. A chance to read. A fishing opportunity to catch another reader. The world we grew up in, before we became teacher librarians, is changing all the time. We have a responsibility to encourage our students to read in any way we can, to develop their skill and understanding of the world around them through all the technologies we can harness to that purpose.
(In case you feel tempted, can I remind you that this, as is the case with this whole blog, is © copyright?).

For those who may come visiting this blog as a result (hello!), or who may really not wish to type in the references provided at the end of the article from their print copy (members can read it online in .pdf form), here they are, live and ready to click:

References


If you only read one article on e-books, read this one:
Steven Johnson: How the E-book will change the way we read and write


In researching the article, there was SO MUCH material that could have been included (if there was an infinte word count, which there wasn't).  And after I'd submitted it, I kept finding more and more articles/info/discussions on e-books.  Very much in the news, right now.  I don't pretend to be an expert, but an interested amateur with a particular (school library) perspective.

Cheers, Ruth

Friday, July 10, 2009

Happy Winter Holidays!

After a busy term, it's time for a two week break.  Hurrah, hurray, and may the swine flu not find you, or me.

My holiday reading pile includes The Sweetness at the Bottom of the Pie and Little, Big; I've been meaning to read the Maximum Ride series in the hols, and the Tithe series, and Mortal Instruments (City of Bones etc) and they're ALWAYS out.  Maybe next time.

I might come in to paint a few more words on the entrance wall.  I'll tell you about it after the hols.

Thank you in particular to those who've provided thought-provoking (and/or appreciative!) comments, extra links, and shared ideas over this term, to help make this blog even more useful.

Hurrah for the happy life of teacher librarians ON HOLIDAYS!

Back in a fortnight!

Cheers, Ruth

Thursday, July 9, 2009

The happy life of teacher librarians: what sort of a teacher librarian do you think I am?

A bright faced year seven boy brandishes the latest Skulduggery Pleasant book (book 3) at me: "Miss, this was SO GOOD I've just finished it and I've started reading it all over again!"

Ah, the happy life of teacher librarians.

Later that day, a year 9 girl comes in during an afternoon class time.  "Miss, do you have the second book in the Private series?"  We establish it's by Kate Brian, and that we only have book 1.  A small amount of googling and amazoning establishes that there are nine more. 

"NINE?" I say in mock horror. 

"That's great," she says enthusiastically.  "You'll need to get the rest then, Miss, won't you?"

"What sort of teacher librarian do you think  I am, a sucker who will buy eight more books for you?"

She is unperturbed by my tone and says cheerfully, grinning at me, "Yes, Miss, of course you're one of those."

"You're an expensive reader, you are," I mutter as I ring up my favourite local independent bookshop, and put them on speakerphone.  Yes, they can get me the rest of the series.  "X thinks we need all of them," I say glumly. 

The bookseller, having also picked up the tone of this conversation, says, "We love X."

"Love you too," says X, and I hang up.  "When will they be in?" she enquires.

"Come and see me next term." I write out a post it note for my Reservations noticeboard, with her name and the series name.

"Thanks, Miss!  That's great!  I love it that you'll buy any book I want."

"I'm not quite sure it works exactly like that..."

"It did today!"

To tide her over, we find Moby Clique, and a couple more, and she heads off well pleased with her visit to the library.

The happy life of teacher librarians: being a sucker may not be a bad thing....

Cheers, Ruth

PS. They weren't vastly expensive books, I should add - will cost under $100, I think.  And I was fortunate to receive some funds from the P&C earlier this term.  Sometimes I couldn't do this quite as lavishly, but when you can...  I'd only bought the first in the series to suss out how popular it was, and it's finding friends...
.

Wednesday, July 8, 2009

Is listening to an audiobook 'reading'?

I listen to audiobooks every day in the car while commuting (weekdays) or going from here to there and back again (as can happen any day of the week).  Favourites include the Diana Gabaldon Outlander series, the Charlaine Harris Sookie Stackhouse series, Derek Landy's Skulduggery Pleasant books as read by Rupert Degas, William Hope and Laurel Lefkow's brilliant reading of Audrey Niffenegger's The Time Traveler's Wife.  Robin McKinley's Sunshine.  Bill Bryson travel books. 

So, mostly popular fiction/nonfiction (well, I am driving) and favourites have been listened to more than once.  I've pretty much given up listening to the radio (it was ABC702) in favour of stories/audiobooks.  I've come across a few duds, too - whether the narrator just didn't rock my socks, or the book just didn't grab me.... Mostly, but not always, they are books I've already read in 'book' aka print form.

In my waiting list is Pride and Prejudice and Zombies, and I think the very respectable English lady narrator (you can hear a sample of it over on Audible.com) will add a delicious po-faced layer to this mashup of Austen.  And I haven't read the print book yet.

Enough about me.  Except to say, it didn't occur to me that this isn't 'reading'.  Then I read this literary agent's blog entry, and saw the poll results (pretty much even when I saw it) and read through the many comments.  Lots of folks saying yes, but lots saying no: although I'm not sure all the reasons they put forward are sufficient to confirm their case. 

Setting aside the issues related to the disabled (eg. the blind, and even then there seems to be a braille vs audio argument going on) and abridged/unabridged (I generally go for unabridged, for myself)  the comments range over an interesting assortment of interpretations of what 'reading' is, how it works, and how listening and reading may be perceived as different things.  Certainly, when I'm listening to a book, I'm aware that the narrator is adding in voice/tone/pausing that may vary from what my eyes give my brain if I'm reading the print book.  On the other hand, William Hope's worldweary "It was a routine day in October..", or Laurel Lefkow's interpretation of Clare from The Time Traveler's Wife have both given me these characters as characters, and told me the story in a way that is every bit as rich as reading the print book - not the same, but not a lesser experience.  There is an immediacy given to you by the voice.

Another line of argument agin is that reading a print book is a single-focus activity, while audiobooks are often (but not necessarily always) listened to in a multi-tasking environment - driving, housework, exercise etc which may involve divided attention and therefore less attention to the text.  Although anyone who's plodded/strode/jogged away on a treadmill, for example, is unlikely to have too much of their brain space being occupied by that activity, leaving plenty to attend to the text.

There are free audiobooks around on the net, of varying quality, but they are a resource to which I can point the kids at school for another 'take' on those books (usually classics/out of copyright).  I'm still thinking out how to make audiobooks more available to my students, because I'd like to.  Certainly, there are schools with audiobooks in their school library collections (cost and management are two issues that need solving).  Some lend students with learning problems the audiobook and print book together, so they can read it more effectively.  With player options so cheap, at entry level, and player possibilities (including mobile phones and MP3 players) so very often in the possession of students, and so portable, it's an area for investigation.

For now, I'm still puzzling over the idea that the transformation of reading, eyes-words-brain, is to so many people a 'better' thing than hearing the same words, spoken words-brain.  Isn't it just the same, but different?

Final note: my audiobook experience has been marred by the problem with rights (and I'm sure this will be an e-book issue, too).  The range available here in Australia is smaller than overseas, and a lot more expensive.  In the area of digital downloads, many many popular works seem to be 'unavailable to this geographic area' - I've had to get hold of a couple of faves through overseas contacts, or laboriously upload the CDs I can buy, when I can't buy a digital download.  As a consumer, I'm bewildered by the idea that when there IS an EXISTING audio recording of a book, authors/agents/publishers are not acting to make these available to consumers so we can buy them and they can make an income.  Search Audible.com when logged in and identified as being from Australia, and you have far fewer choices than if you're not logged in and are just searching as though you were, say, an American reader. Digital downloads make so much sense - no postage, directly installed, cheaper than CDs - and yet there are titles where you can buy a CD, but not a digital download.  And plenty of titles where you can't buy either.

Tuesday, July 7, 2009

The human strengths of libraries

From this wise, thought-provoking blog entry by Kathryn Greenhill:

I think our strengths over large ubiquitous sites like Amazon, Google and Wikipedia are – or should be:

  • our deep, human knowledge of the people in our community who use us 
  • our deep, human knowledge of people in our community who do not use us  
  • our deep, human knowledge of the specific information resources needed by our community  
  • our deep, human knowledge of how our community wants to find and discover information 
  • our deep, human knowledge of locally produced information  
  • our human ability to provide many different services to the same individual by our knowledge of them as people 
  • our human ability to anticipate desires and to delight our local community  
  • our buildings as a social hub for our local community
 Some of my own thoughts: the kids who come in to say hello, or who want someone to say hello to them.  The kids who want to share the book they love, the thing that's happened, something they've made, something to be celebrated or mourned or shared or asked about.  All the body language and tone of voice stuff that's not the exact words being uttered, but how they're being said, and maybe why, and therefore how we might/could/should react.  The place our library can have in the school's community and events (I'm just gearing up for our regular contribution to Spirit Week at the end of this term).  All those corridor/hallway interactions with staff that can lead to more in relation to the library.
 
I love how blog entries like this one from Kathryn Greenhill help me to think about my work, and how to do it better.  Go read the whole thing.
 
Cheers
 
Ruth 

Monday, July 6, 2009

School Library Annual Report

Given that there are inevitable differences between a private school in another country and a government school in Oz, nevertheless there is food for thought in Dianne McKenzie's annual report for her school in Hong Kong.  Blog entry is here, including a ten point rationale; link to the annual report is here.  Whether or not you launch full-fledged into this, just going through the thinking/writing process for yourself would be a useful exercise and a way to begin.

Right now, we're in the middle of our school year: not, perhaps, a bad time at all to take stock of progress so far and make plans for the second half of the school year.  I know we've achieved some things we planned, AND some things we didn't plan but ran with anyway (flexible is good); and still have things to do.  It's good to reflect on achievements, consider the things that didn't work so well, and move on forward.

Cheers

Ruth

Friday, July 3, 2009

The happy life of teacher librarians: lunchtime today

WHEN IT'S WINDY AND COLD OUTSIDE AND THE LIBRARY HAS WHAT FEELS LIKE 150 MAYBE 200 STUDENTS IN IT WITH A TL AND A CLERICAL AND YOU ARE HOLIDAY BORROWING AND FINDING BOOKS AND ISSUING DOUBLE BORROWING PASSES AND YOU'RE SAYING, "George, don't do that*" EVERY COUPLE OF MINUTES AND DID I MENTION THE WIND THAT SETS THE KIDS OFF INTO LALA LAND BECAUSE THAT'S WHAT WIND DOES TO CHILDREN AND YOU HOPE THEY'RE NOT DOING THE WRONG THING ON THE COMPUTERS BUT WHEN YOU HAVE A CHOICE TO HELP THE KID WHO WANTS A BOOK TO READ OR NEEDS INFORMATION FOR AN ASSIGNMENT OR GO DEAL WITH THE 'NAUGHTIES BUT NOT UTTERLY APPALLING AND MAYBE THEY'RE NOT DOING THE WRONG THING' ONES...AND SO YOU CHOOSE VIRTUE OVER POSSIBLE EVIL BUT THERE ARE KIDS EVERYWHERE AND ONE WHO NEEDS NURTURING NEEDS A CUP OF HOT CHOCOLATE BECAUSE RIGHT NOW THAT'S ALL YOU CAN PRESCRIBE AND THEN THAT ONE + THEIR SYMPATHETIC FRIENDS SIT ON THE FLOOR ON AND JUST OUTSIDE YOUR OFFICE BECAUSE MAYBE IT REPRESENTS SOME KIND OF SAFETY OR COMFORT BUT HEY, MAYBE IT'S CONVENIENCE AND ANYWAY THE HOT CHOCOLATE SEEMS TO BE WORKING WHEN YOU HAVE A MOMENT TO GLANCE OVER THERE AND MISS, I'VE READ TWILIGHT AND LIKE ADVENTURY THINGS, WHAT CAN YOU SUGGEST, I'LL BE ON A LONG LONG PLANE FLIGHT TO ITALY NEXT WEEK AND WANT TO READ AND SO YOU TRY NOT TO BE JEALOUS AND TO FIND GOOD THINGS THAT YOU HAVE IN STOCK AS OPPOSED TO THE MANY GOOD THINGS YOU'VE ALREADY SOLD/LENT TO OTHER STUDENTS AND ONE OF HER PALS COMES ALONG AND ADDS RECOMMENDATIONS TOO SOME OF WHICH ARE OUT BUT THANKS BE YOU FIND SOME PROSPECTS AND SHE HAPPILY GETS A DOUBLE BORROWING CARD AND BORROWS SEVEN BOOKS AND YOU HOPE THEY COME BACK FROM ITALY AND IS THAT TRIUMVIRATE OF (A) INTERMITTENTLY OBNOXIOUS AND (B)INTERMITTENTLY CHARMING YEAR 10 BOYS BEING (A) OR (B) TODAY AND IF THEY'RE BEING (A), WELL THEN ARE YOU GOING TO DO SOMETHING ABOUT IT OR IS IT NOT QUITE APPALLING ENOUGH GIVEN WHAT ELSE IS GOING ON, AND MORE KIDS COME TO BORROW SO BOTH OF YOU ARE RUNNING HOT WITH THAT AND HANDING OUT HOLIDAY BORROWING BOOKMARKS AND MISS CAN YOU FIND THE FIRST BOOK IN THIS VAMPIRE SERIES AND WHERE IS THIS OTHER BOOK AND DO YOU HAVE THAT AND CAN I BORROW SOME SCRAP PAPER AND MAY I BORROW A TISSUE PLEASE (NO NO, YOU MAY HAVE EVERY TISSUE YOU NEED)  AND I NEED TO BORROW SOME SCISSORS AND MISS WHY IS MY COMPUTER BEEPING AND BEEPING AND MISS DID I SHOW YOU THE MANGA PICTURE MY BOY DREW OF ME AND HIM BUT IT'S ON MY MOBILE PHONE AND THEY'RE NOT ALLOWED BUT CAN I SHOW YOU LOOK HE'S GOTH TOO AND THAT'S A GUINEA PIG ON HIS SHOULDER BECAUSE HE HAS THREE AND THAT'S HOW HE DRAWS ME I THINK IT'S  A HEART THERE TOO MISS AND A HEAD TEACHER COMES IN TO BORROW A DVD AND REMARKS THAT IT SEEMS QUITE BUSY IN HERE AND OFF SHE GOES AND YOU CHECK TO SEE THAT THE HOT CHOCOLATE STILL SEEMS TO BE WORKING BUT YOU'D RATHER NOT HAVE TO STEP QUITE SO CAREFULLY OVER THOSE KIDS TO ANSWER YOUR PHONE WHICH IS RINGING AGAIN AND DID I MENTION THE DOZENS OR HUNDREDS OF KIDS IN THE LIBRARY AND THE WIND?

Some days, you know for sure that you've earned your salary.  Don't you?  My clerical assistant earned hers too, for sure and certain.

My first lunchtime at this school, two timid kids came to the library during the entire forty minute lunch break.  The next day, not many more.  Nah.  I don't want the old days back.  Just enough of me to survive lunchtimes like today's!

The happy life of teacher librarians!

Cheers, Ruth

PS. It is now the weekend.

*see this blog entry for the Joyce Grenfell monologue...

Thursday, July 2, 2009

The future of libraries

While it's written from the point of view of academic and public libraries more than school ones, Kathryn Greenhill's blog entry here has a lot of food for thought on the future of libraries, synthesizing input from a number of sources. (She's one of the authors of the Darien Statements I blogged about a few days ago). 

If you don't follow her blog, Librarians Matter, I'd recommend it - it's over on the right in my blog roll, so when you come by to read Skerricks, you can check out what's on other blogs of related interest too.

Cheers, Ruth

2009 ABIA Awards

As helpfully posted to one of the teacher librarian email lists to which I belong, the 2009 ABIA (Australian Book Industry Awards).

Shaun Tan's Tales from Outer Suburbia was among the winners.  Gad I love that book! (follow that link to read more AND go to an extract).  It's been great sharing it with kids during our roll call class reading visits this term.  Hope it wins the CBCA book of the year award (it's a nominee).

Cheers, Ruth

Wednesday, July 1, 2009

The happy life of teacher librarians: shoes off...

We've been working on making the library more comfortable, with the reading lounge and floor cushions (as previously blogged).

Side effect?

In comes a class, they settle in corners and on the floor with cushions.

And for some, off come the shoes (not because we've told them to do this).

It's lovely, as a sign of them being comfortable.  Maybe it's partly a habit from home, take your shoes off before you sit on the sofa.  We do have a feet-off policy on the soft chairs etc, to have room for more kids and so grubby shoes don't cause extra cleaning.... but it is also a measure of success (as is their quiet absorption once they settle to read, the kids you can see who are getting lost in their reading).  It's happening a lot more than it did, before the floor cushions and reading lounge.

...but as the kids tumble in, and settle to read, you kinda sorta hope that it wasn't a particularly energetic PE prac lesson they had last period.... you know? (she grins).

The happy life of teacher librarians: Comment from an ex-student

From 2002 to 2007, I was a year adviser, responsible for a year group cohort that began with about 210 students in year 7 and ended with about 120 in year 12.  As anyone who's been a year adviser knows, it takes energy and imagination and patience and persistence and a decent dollop of faith (not always justified, but often enough to keep you going) and time.  And many other things. 

We did a whole lot of stuff for and with the kids, my fellow year adviser and I.  Some they saw - camps and formals and solving of problems,  events and activities and fundraising and Being There (so you could be told why The World/The Boyfriend/That Teacher was Daft/Stupid/Cool/Driving Me Nuts.  Etc).  Some they didn't - revamped procedures and paperwork, so many plans and phone calls and interviews and discussions and (oh-I-don't-miss-it!) writing summative report comments.  But that's the nature of the job.

Last week, one of my cherubs came back to school to speak at a presentation assembly for students who've earned high awards.  The cherub, a young woman of considerable achievements on her own account and for the community, particularly young people, came by to say hello, and we had a chat and a catchup.

What I didn't hear till later was what she'd said to a colleague.  She'd looked at the library, and all we've done to re-imagine it in the last couple of years (check the dates when I was a year adviser...and it's not coincidence that I started this blog in 2008) and she said to my colleague, "Looking at the library, and how much it's changed, I could see just how much time and effort Miss put into our year group." 

I didn't neglect the library, while I was a year adviser, not at all - but it's true that I have more time and energy to give it now than I did then.  It's true as well that each thing we do as teachers adds to our 'stuff' and enriches the next thing we do, and the one after.  So some of what I learned, being a year adviser, undoubtedly feeds into work I've done in the library since then.  No experience wasted!

Isn't that a lovely compliment?  I thought so.  And appreciated her taking the time and thought to say it, and my colleague for passing it on.  I learned lots, being a year adviser, had some great times with the kids; but am happy, at the moment, to be able to give my energy to the work of the library, helping kids in this way.

It's such fun passing on compliments - I love having the opportunity to do that for colleagues and kids.  Try it, if you can. 

Cheers, Ruth

DIY inservice on culling/weeding

The CREW method - Continuous Review, Evaluation and Weeding - is one way to keep your collection current, your shelves appealing and your library effective.  If it's a while since you thought in depth about your collection development procedures in relation to weeding - or if you just want an update - then try the CREW: A Weeding Manual for Libraries.  Bunch of good ideas there to think about and apply in your library.  I've been culling away at our collection this last while, and the shelves look the better for it.

Shane at Bundy High had some good thoughts about culling recently - read more here.

Cheers, Ruth

Tuesday, June 30, 2009

The happy life of teacher librarians: "This library is cooler..."

A period this morning, and I'm racing between the Visual Arts class downstairs on the computers (I'd been working with that teacher for the lesson with those seniors and the Obamicon) and the junior class settled for comfortable reading in the reading lounge and upstairs.

"Hmmm," said one of the reading boys thoughtfully, as he took a moment to look around from his comfortable vantage point on the sofa.  "This library's cooler than I thought."

As I happened to be walking by, I gravely thanked him for such a lovely compliment.

!!!!

And it is a compliment, and appreciated; it's good that this is his perception, and it's apparently a revised one (in favour).  But it's also amusing.

Tomorrow When the War Began: film/movie

As reported in Read Alert here, there is a film / movie version of Tomorrow When the War Began in the works.  I've lost count of how many sets of this John Marsden series I've bought - in the last ten years in this library, I'd have bought at least three complete sets, and only retired the copies that were, as they tend to get, utterly exhausted and falling apart from being loved to death.  When we have holiday borrowing, and double borrowing comes into play, it's a popular pick to borrow the LOT.

Read Alert draws on an entry from Dark Horizons you can find here, and in turn that draws on a longer report from Hollywood Reporter you'll find here.  The director is Stuart Beattie, co-writer of the film Australia, and the plan is apparently to make a trilogy of films from the first three books then move to a television series for the rest.  Filming to start in September.  John Marsden's site links to a shorter version of the HR report from Reuters that you'll find here.

And it already has a page on the Internet Movie Database: click here.  Bookmark that one if you want to check back on developments. 

Cheers, Ruth.

PS I've detailed very carefully the trail of info, what I've found where, as I always try to do, and added value by finding more links/info myself.  If this is the first place where you read about this, and you want to merrily blog it yourself, gosh it would be nice if you could note/acknowledge where you first read it, as I have done.  I've had a few people recently who've lifted things from my blog (sometimes even word for word) and used it on their blogs without attribution.  Please be courteous in your use of information...plagiarism ain't purty.  Play nice.  Thank you.

Monday, June 29, 2009

GIFSL*: 37. Floor cushions and comfort

When we created the reading retreat in the library earlier this year, we didn't know the impact it would have.  On reflection, it's one of the most popular changes we've made, and this is proved over and over by the individual students who come in the morning, recess, lunch, study periods, all through the day, and plonk themselves in a soft chair or on the sofa, book in hand.  You see them relax, and settle. 

For all my years at schools as a student and a teacher, I hadn't realised/particularly thought about how few places there are in a school to be comfortable.  Out in the playground, places to sit are usually, of necessity, hard surfaces - cement, brick, timber.  Inside in classrooms, chairs are generally plastic - again of necessity.  For students, carpeted floors may be the only place to sit on something softer.

We did have some soft seating upstairs in fiction, before, but the reading retreat added in seventeen more seats (or even more, when students, rather in the manner of puppies, cram themselves three on two seats, or four on the sofa). 

The configuration also has corners to settle into - I see these soft chairs in other school libraries and schools but they're often around a low table, with space around them.   What you can do does, of course, depend on your library.  We happened to be working with a narrow mezzanine.  But as I watch how students use this space, the corner-ness of it is, I see, more important than you might think.   Drifting through my mind are thoughts of Ratty, Mole, Badger, and In a hole in the ground lived a hobbit.  Even if I had a wide open space, I think, now, I'd still try to achieve cosy and corners, having seen how students respond to this.

We still didn't have enough for every student in a junior class of thirty to have a comfy seat...

Then, last school holidays, another TL pal and I went to visit Reverse Garbage.  This is a non-profit co-operative based in Marrickville, Sydney, that collects and resells industrial discards: Reverse Garbage is a not-for-profit co-operative that sells industrial discards, off-cuts and over-runs to the public for creative and practical uses, reducing the amount of waste going to landfill..  You never know what you're going to find when you go there.  Could be anything.  You need to go with an open mind and imagination. 

If you're teacher librarians without a lot of cash but with enthusiasm and the aforesaid open minds and imaginations.... well, you can go with an idea of what you might like to find, or a need/purpose you have in mind.  What might you find?

I found these.

090615 039a

Once upon a time they were street banners from the Rocks historic area of Sydney.  I've found street banners at Reverse Garbage before (as seen in the background here), but these were different.  The fabric here is a synthetic with a sueded surface, feeling lovely on the hand.  But, you say, they're advertising the Rocks, and what are you going to do with them in a school library?

We were talking about comfort, weren't we?  This is what we did:


090615 044a

Floor cushions.  The width of the banners happens to neatly fit the width of a standard pillow (two for $10 at K-Mart).  We made them 'envelope' style as you see, and were able to make ten floor cushions, using up all the banners. 

Sure, some of the cushions say The or ocks, but who cares?  Our students sure don't.  The ones who aren't on the soft chairs or sofa, reading, during a wide reading period, are sprawled on the floor or propped against a wall, on a floor cushion.  It's only a little bit of comfort, but it's an important little bit.  It says, your comfort is important.  Here's something we can offer, something we have thought of for you.  Enjoy your reading.  Welcome.  I've even had kids give up a soft chair because they'd rather have one of these.  I hadn't expected that.  Floor cushion diplomacy.

What you need: there are lots of places to find fabric (new or, like us, recycled) at discount prices.  Look for one that does feel good - this has been commented on by a lot of kids in relation to our cushions.  Partly because of the dimensions of the banners, and partly because they were price-competitive with cushion inserts, we used the pillows.  Students have liked this size, too - for sitting, lounging, draping themselves over lying on their bellies (and...and...they'll always think of something you haven't!).

How much were the banners?  I filled a nearly sack-sized bag for $30 - and got more banners in than the ones that became the floor cushions.  Plus some other good things (you'll see 'em blogged soon).  Total spend was about $60, and it's an environmental tick too.  At Reverse Garbage, some items are sold on a per-item price basis, others on fill-a-bag - from around $6 for filling a supermarket green bag size on up.  And yes, I'll tell you that given that these banners have been up lamp-posts, out in the air and weather, some are a little more faded than others...but it's part of their life, and authentic.  And I don't care, and neither do the kids, as they sit down to read.  And in the end, that's what matters, that they're reading and happy and comfortable in the library. 

Cheers, Ruth
*GIFSL = Good Ideas For School Libraries

Friday, June 26, 2009

When Buffy Met Edward....

To celebrate the unblocking of YouTube (with provisos) by my employer, here's a video: (This is just wonderful!  - I fell off my chair laughing!)




I've seen it in a number of places, library blogs, book blogs.  It originated from Rebellious Pixels, where it is described thus:
In this remixed narrative Edward Cullen from the Twilight Series meets Buffy the Vampire Slayer at Sunnydale High. It’s an example of transformative storytelling serving as a pro-feminist visual critique of Edward’s character and generally creepy behavior. Seen through Buffy’s eyes some of the more sexist gender roles and patriarchal Hollywood themes embedded in the Twilight saga are exposed in hilarious ways.



And oh yes, it is funny!

Cheers, Ruth

You Tube link: http://www.youtube.com/watch?v=RZwM3GvaTRM&feature=player_embedded

A thought for Friday on: Mistakes...

How many students do you know who HATE making mistakes?  And will choose inertia in preference to risk?*

I like this one.  Might adapt it to bookmarks/posters...

mistakes

Found here, from here (pic)/ here (blog).

Cheers, Ruth

PS Dare I ask if you know teachers and teacher librarians who are like this too?  I do.  Sometimes it's me.

Thursday, June 25, 2009

GIFSL*: 36. Stats are your friend (2)

Now you've had some fun with maths and a calculator, here's another easy library stat to keep an eye on.  In my library's OASIS library software, I can see each week's total number of loans.  I can see the daily ones, too, but they can vary due to assorted things.  But keep an eye on the weekly number.  What was it at the same time last year?  Same? More? Less? 

I also compare the same term from last year with this year's term - the total number of loans, and the weekly average.  Without in any way having a robotic enslavement to stats, it's motivating to know how things are going.  To be encouraged to keep going, when they're going well.  To be inspired to do better, when they're maybe down a little.

You can also check the impact of specific programs - the first couple of days of holiday borrowing usually produce a spike, and the last two weeks of term when we promote holiday borrowing usually have elevated figures compared to other weeks during that term.

This is by no means the only measure of your library's success; but it's a useful tool, for sure and certain.  The stats I've mentioned here and in the previous entry are relatively basic ones, and library software should yield these to you without too much trouble.  In OASIS Library (as found in NSW DET schools) I get this info from B2 (Circulation) then M1.

Again, if I was sharing these figures, I'd be inclined to % them rather than talking raw numbers, as that can be clearer (or less likely to be misinterpreted).  But these are ones I mostly just check for my own knowledge of our progress, our 'sales'.

Cheers, Ruth

*GIFSL = Good Ideas For School Libraries

Wednesday, June 24, 2009

GIFSL*: 35. The library is not a Café , but...

It actually happened kinda sorta as an accident.  Last period one afternoon a fortnight, a slightly bolshie Year 9 English class come in for their regular 'wide reading' period.  We're training them, their teacher and I, and fortnight by fortnight you can see them settle into what's expected, and find it (unexpectedly to some?) a pleasure.  Most of them now arrive with a book in hand; for those who don't, I've put out a tempting array, cover-up, on the tables in fiction (this usually ends up, like birdseed, looking like it's caught the attention of at least some of the birds... ha!).

So one of those afternoons, I made a cup of coffee for the teacher, who rather needed it, and a couple of the kids said, what about US, miss? and then I said, well, what if we have a draw and I'll make a cup of hot chocolate for one lucky student...

Couple of things, here.  First, our standard library rule is, for all the obvious reasons, no food or drink in the library (we make exceptions for bottled water on 40deg+ days in summer) - to deter vermin, prevent damage to books etc.  BUT sometimes breaking a rule (one cup of hot chocolate probably won't do major damage) can have useful power and impact.  Second, leverage your advantages. I have boiling water, a foam/china cup, a sachet of hot chocolate from my private stash.  Nothing tricky there, for me.  But to a kid, last period of the day, to find yourself with a cup of hot chocolate?  Lottery win!

Lottery was what we did.  The refinement is that not every student gets an entry slip in the draw for the cup of hot chocolate - their teacher wanders the group (scattered around fiction upstairs and filling up the reading retreat on the mezzanine) with slips, handing them out when a student is reading.  And hey, most of them got an entry form.  So then we did the draw, and I made the hot chocolate, and that student settled back with their book, the mug and the biggest grin....

Now each period they come in, books in hand, and ask about the draw.  For a simple idea, it's working rather nicely.  Today, their teacher brought a box of sachets and more than one kid scored a foam cup of hot chocolate.  And nobody spilled any of them, and all of them come to the library with happy anticipation, and they read as they didn't before, and it's another step for them, and a success for them and for us.  It's good.  It's not happening for every wide reading class in the library, but with this group (and the teacher's other regular group) it's become a 'tradition' and one of the reasons they look forward to coming to the library (hurrah!).  Hot chocolate diplomacy!

I wrote this, as a throwaway line, in an email, describing the library yesterday afternoon, and got asked what I meant by the draw...

Year 9 are curled up on the soft chairs and floor cushions, reading (most of the time) ... and we're about to draw the One Year 9 Student Who Was Reading ALL The Time Gets A Hot Chocolate And Makes All The Others Jealous winner.

.. so now you know.  Floor cushions, you say?  What floor cushions?  I know, I haven't told you about them.  Next week, OK? 

Cheers, Ruth

*GIFSL = Good Ideas for School Libraries

Tuesday, June 23, 2009

GIFSL*: 34. Stats are your friend (1)

Me, I'm a humanities creature - stats aren't something to which I'm naturally drawn.

But library loan stats?  They're a friend.  Tough love friend, sometimes.  Best buddy, sometimes.

With our computerised system (OASIS) and a calculator, I regularly do a wee bit of totting to see how our various programs to encourage borrowing and library use are influencing our loan statistics.  I would never never say that this data is the only way to evaluate a library's success - and indeed some of our programs, in intent and execution, cannot be measured in this way.  Nevertheless, checking our 'sales figures' does provide a snapshot of one area of library activity.

With our system, I get the figure on loan statistics - the number of items loaned so far this year, for example (A).  I then set the parameters to give me the figure for the same date range for each of the last three years.  I add up these three and divide by three to get an average (B).  A-B = C, or the difference (hopefully a + number).  C divided by B then % gives you your percentage increase (hope it's an increase!) in loans for the year.  I would do this calculation at least once a week, sometimes more often if I'm interested to see the impact of something in particular (eg the first day of holiday borrowing).

An example with fake figures:

2009    400 loans (A)
2008    300 loans
2007    250 loans
2006    200 loans

Adding up 2008 + 2007+ 2006 = 750 divided by 3 = 250 (average) (B)

A - B = 150 (C)

150 divided by 250 then hit the % key = 60%.  So loans in 2009 in Fake Library are up 60% on the average of the last three years.

If you want to just get the difference between the current year and the previous one:
400 - 300 = 100.  100 divided by 300 then hit % key = 33%.  So loans in Fake Library in 2009 are up 33% on 2008.

Important: to those outside the library, I speak of percentages, rather than raw numbers.  A primary school library, lending to every class every week, for instance, may well have much higher raw numbers than my high school.  Schools, of course, vary in student population size.  Raw numbers can be taken the wrong way.  My goal is to do better here, at this school, my competition is our previous record and seeing if we can better our 'sales figures'.  Saying, "our loans are up 70% on the average of the last three years" is instantly clear and useful.  I am my own competition.  If you convert your school library's loan 'sales figures' to a percentage, then it is easier for us to compare our progress than with raw numbers, when they can involve so many variables.

It's also a motivating thing to do - when there's a dip, you look and see why, and what you can improve.  When there's a rise, we all feel good about books and resources being in the hands of kids and teachers to help them achieve, read, learn, enjoy, progress.

And when I checked last week's figures, we had managed to pass the 70% increase milestone - woohoo!

Cheers, Ruth

*GIFSL = Good Ideas For School Libraries


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