The Denouement: The End Is Only The Beginning

I am fortunate to have been able to observe the work of two exceptional high school librarians. Nevertheless, it was great to end my entire observation experience at the elementary level. My last hours at Peirce Elementary School in the Andersonville neighborhood were well spent.  

The school library is run by Ms. Melanie "Mel" Ferrand. She sees over 600 students per week in grades Kindergarten through 5th. (The 6th and 7th grade students visit with their teachers and only to check out books.) When I arrived, Mel was on her prep. She had planned to order books, but she used that time to familiarize me with the ins and outs of her library. Right away, I noticed that she had a lot of books--on the shelves, on carts, everywhere! A conversation about them seemed a good place to start.

Mel said that she inherited the library about 4 years ago when the previous librarian retired. She had already identified about 400 books that needed to be weeded. The oldest book was from 1942.  In disbelief, her immediate reaction was "This book has got to go!" Her plan is to focus on purchasing more and definitely multicultural non fiction books, When I asked her how she decides which ones to buy, Mel told me that Pierce is an IB, or International Baccalaureate, school.  It focus on developing the intellectual, personal, social and emotional skills children need to be fully functioning and contributing members of a global society. All of the teachers create units by grade level, so she works hard to match her collection with their units.  Regarding lost books, she told me that she asks herself how many she is prepared to lose. If they are new or hardcover, she tries to get them back.  If a paperback or a title with multiple copies goes missing, it does not matter as much. 

Keeping the library welcoming and as organized as possible does matter to Mel and her students. She color codes the books to make them easier to organize. With only two moms who volunteer, it is difficult to keep everything in its proper place first of all. The colors make it a bit better. Students get involved reshelving the books because they know that the orange stickers of the 500s books go in a different place than the 600s books with green dots.  Mel is not so picky about all of the books being in exact numerical and/or alphabetical order as long as the books are at least in the correct section or at least very close to where they are supposed to be. 

Andersonville definitely seems to be the place to be.  Friends of Peirce is a non-for-profit organization that donates money to the school. In one day, they raised $30,000 at Hopleaf, a bar on Clark south of Foster. The group gave $5,000 to Mel for the library! Of course, she was extremely grateful for the donation, but we agreed that that amount of money does not go very far. "You're right!", I told her. "I spent over $1,000 on only 75 award-winning books back in February." There is no doubt that it does help. That is why Mel is able to be so many titles by popular authors. If there too many on one shelf, she puts a pink paper on the book and then writes the author's name and the word "basket" on the spine of the book. The students are taught to look at the bottom shelf and locate the basket of books by that particular author. What a great way to encourage students to identify and then seek out their favorite authors!

I am sure that Mel's students have a hard time choosing their favorite Library center. They are seven that sounded like they would be interesting and fun places to learn. Students have a choice of going to the following centers:

iPads to learn (and play) using a number of apps

Arts where they use old books and pictures to create stories and books 

Listening which is especially helpful for auditory learners

Readers' Theater to dress up while they act out a variety of cool plays

I Read With A Friend to enjoy a favorite book with a buddy

Magazines to relax and read 

Puppets, another spot to learn and play  

There were no centers activities during my observation. After students wearing eyeglasses got them cleaned, and Mel called the classroom to order "since our administrative tasks are done",  I witnessed creativity in action by a group of twenty-four 3rd grade students. About three of them gave oral presentations of their soon-to-be-stories. After speaking for about 10 minutes, their classmates could ask them a couple of questions about their stories and make suggestions for their future creations.

When it was circulation time, students quickly chose books and then went to the blue carpet to enjoy their selection while everyone else was being checked out. If a child forgot his or her book, they were reminded to bring it the next morning. (Those who chronically fail to bring back their books are only allowed to read magazines during Library. One-time or repeat offenders still have to stay after school to help clean the library and water the plants (if their parents give permission.)   Just before their classroom teacher returned, Mel had the students return to their shape and color coded tables. When it was time to leave, she had the black triangles, yellow squares, purple circles, etc. get in line. The children smiled and waved goodbye to me and Mel as they went on their way.

My day, and even my 100 observation hours, were finally complete! I actually stayed an extra hour to learn about the above centers and to see what happened while the after school students cleaned the library. I quickly learned that even though it was a consequence for not returning their books, each child there seemed to take pride in what they were doing. Several times they asked, "Ms. Ferrand, is there anything else we can do?" What a nice, pleasant act of responsibility and community to witness at the very end of all of my library visits. With the insight that I have gained in both high school and elementary library settings, this end is only my beginning!

The Final Countdown: Last, But Not Least

My very last secondary library observation hour was spent at a book club at Friedrich Von Steuben Metropolitan Science Center High School, commonly known as Von or Von Steuben. Some students from my elementary school attend the high school, and I just found out that one of the graduates is either Harvard- or Stanford-bound! Von Steuben's librarian, Mrs. Rita Bramble, will share the news with me as soon as she knows for certain. What I know for sure is that I am glad that I was able to spend time with her and her book club members.

The book club met in one half of the library while the "Recovery" students, an after-school program designed to help students who are falling behind, worked on computers behind the heavy curtain partition. The black chairs and bright orange couch on our side made the unusual arrangement quite comfortable. 

I was excited to learn that the 20-girl and 3-boy club had read the decades-old classic, The Maltese Falcon. With the inundation of crime shows on Netflix and real-life situations constantly heard about on the news, it is no wonder why the students chose this detective novel. The picture on the front cover looked interesting, and there were plenty of copies to go around. That title and others were donated to the library as part of a Columbia College and The National Endowment For The Arts collaboration called The Big Read program. (Other public and state university libraries were given different titles including In the Time Of Butterflies and The Things They Carried.) 

Even on short notice, it was easy for me to try to join in on the discussion. I could do what I did for the one at Resurrection--identify the main characters, concerns and themes of the book and create a list of essential questions and enduring understandings that would help facilitate the discussion. Unfortunately, Dashiell Hammett's work probably should not have been the book club's monthly choice. I noticed some of the same concerns at Von Steuben that I saw at Resurrection--students want to be a member of the book club, but they do not necessarily want to read. 

Some of the Von Steuben members joined because their friends did. (They would pretty much have a school-sanctioned time to hang out.) Others joined because they wanted to interact with their classmates to improve their English speaking skills. I applaud them for their efforts, but it is clear that a book club that reads literature with more complex vocabulary and themes would not be the most appropriate setting for them. Because it has been a while since I have read the book, I happily accepted a copy of the book and a study guide, too! Since Rita also received several hundred Young Adult books from the Molina Foundation, a non profit organization committed to reducing disparities in access to education and health, she was generous with other titles as well. (I actually passed them along to a friend/former teacher at my school because the content was too advanced for my elementary students.)

All in all, observing the book club was a nice experience. The hour ended on a high note when, "Johnny", a sophomore who is new to Von Steuben and a member of the book club and the track team, came by the library to get the newest and last title for the club. (He was unable to attend the discussion because he was preparing for an after school track meet.) Originally from Central America, I learned that he is an avid reader and an overall bright and curious child. The light in his eyes dimmed only briefly, though, and then he chuckled when he was handed the two choices for their May 24th meeting. With 20 girls in the group, it is no surprise that they were romance novels. 

When "Johnny" left, Rita talked about what a good sport and an eager learner he is. I think all of the book club members are in many ways. I am glad to know that there are still students who value learning and fellowship with their friends centered around something so small but incredibly powerful--a book!  

The Final Countdown: The Penultimate Penning

What a pleasure it was to have my last full day of high school observations with the very first person who got me truly interested in Library and Information Studies! I felt privileged to spend the entire day at Jones College Preparatory High School with Mr. Fran Feeley learning from such a seasoned librarian. In the past, I have only been lucky to attend a few of his brief workshops at CPS's Department of Libraries professional development events. 

I arrived a few minutes before 8 am, so I was able to meet one of the 13 parent volunteers who either open the library in the morning or help at any given time throughout the day. It was so nice to see that the library is such a busy and sought-out place; students started visiting right away. Fran keeps a record of how many students visit throughout the day by requiring them to sign in in the enormous log book before they can fully enter to begin their work for the day. 

Teachers come early seeking Fran's assistance as well. One of Jones' history teachers, Mr. K., was collaborating with Fran on what I am sure will be a very interesting examination of landmark buildings in the city. The main areas that Fran planned to focus on in his presentation to the students included resources/websites, production applications and presentation formats (slide show, iMovie, etc.) I could tell how excited he was about this assignment.  He could not help sharing that there is a building in his neighborhood that he is looking forward to researching to use as a model to help students complete their projects.

Shortly after Mr. K. left, Ms. S. and her freshman English students came into the library, headed for the computer lab in back. After she outlined the requirements of the group projects for the assignment titled Politics:  Place, People and Perceptions, Fran spent time showing the students how they could conduct well-focused meaningful research by using credible, relevant resources. Among many resources presented to the students, he identified a University of North Carolina-based website on how to evaluate websites and RealClearPolitics, a well-trusted, non-partisan Chicago-based political website known for its original reporting and comprehensive media coverage.  We barely had time to each lunch before another of Ms. S.'s English classes was brought to the library to learn from Fran. 

After things slowed down, I enjoyed exploring the shelves where a wide collection of books awaited students to discover them. As was the case at my previous observation site, I was glad to recognize popular and/or award-winning titles. Obviously, there were many that I did not recognize as I am primarily familiar with children's literature. Unfamiliar titles also included those that dealt with sexual identity issues with which teens often have a tough time dealing. Those books were clearly the "best of the best" as they have received Stonewall Books Awards, an honor given to books that have been exceptional in relating the GLBT experience. In retrospect, such titles were absent at last week's site as it was a religious-based (Catholic) school.  

One of the most noteworthy things about the yesterday's observation was Fran's impressive record-keeping practices. In addition to having the sign-in sheets available throughout the day, he has students sign in during Ac(ademic) Lab.  Freshman and Seniors get priority one day; Sophomores and Juniors, the next. All students are welcome after an hour or so after the lab starts. I was asked to tally the  Monday and Wednesday visiting patterns of the four years from the beginning of the month until yesterday. Fran keeps those records to present to the Local School Council and other interested parties demonstrating how important the library is to students (and teachers) of all classes. (The new, beautiful and comfortable furniture as well as the fully-equipped computer labs in the library are a reflection of that.)  He further proves that Ac Lab is a place of serious learning by making students aware of a code of conduct that must be adhered to in order to retain visiting privileges.

If the full schedule with his fellow teachers or frequent stops by students to chat with him about what is going on is not enough to attest to the overwhelming positive presence Fran Feeley is as school librarian, his principal confirmed it in a brief conversation with me. About a half hour before I left, Dr. Powers asked me how my day had gone. I explained to him in true "Lori Martin fashion" to which he responded, "Yes! When our former librarian left, I wasn't sure how we'd find someone to take her place. Boy, we really got lucky when we got Fran!" Those are my sentiments exactly. I hope that I can perfect my craft just as well, too. 

Last Class, Best Class

I teach three third grade classes each week. Because end-of-the-day classes are quite challenging for countless reasons that will not be revealed, I have started a tradition with my students. I use a bit of reverse psychology of sorts, telling them that since they are my last class of the day, I know that they will be my best class of the day. I especially emphasize that on Fridays since those 3rd graders not only make up my last class of the day. They are also the last students I see from the entire week. 

As soon as they assemble outside the library, I say, "Last class...". If they happen to hear me over their own talking, students will respond, "best class!" Yesterday was my last day at Resurrection College Preparatory High School. The entire week gets my "last class, best class" stamp of approval.

The past 40.5 hours of library observations will be ones that I will remember for a very long time. I did not know what to expect when I entered the pristine halls of Resurrection College Preparatory High School, an all-girls Catholic high school on the northwest side of Chicago.  What I learned can be used to transform my life as a librarian, an educator and a human being. 

Throughout the week, I have included invaluable information about the librarian's, Ann Marie, collection development/weeding, management, professional development and other practices in my reflection journal. I was shocked by the fact that the school library does not have a set curriculum and that Ann Marie does not have to worry about lesson plans, grades and stressful observations like I do. I am fond of lists, so it is only fitting that I compile a kind of Top 3 list of the most important takeaways from my observation experience based on the LIS rubric that I was provided. Note:  I chose these areas because increasing the use of technology in libraries, meeting the needs of today's library patrons and professional development (and basically proving librarians' relevancy in this day and age) are widely talked about topics. 

LIS10 Impact Of Technology on The Field/LIS9 Utilization Of Technology Technology is the primary medium through which Ann Marie serves the students and teachers at the high school. She and classroom teachers discuss what students will study and when they will come to the library for her to assist them via conversations and scheduling on Schoology, the school's learning management system.  Ann Marie then researches vetted, authoritative websites on the topics and creates folders in the Schoology account, During her time with them, she shares each of the resources that she has found, making sure that students know where to find them and how to save information to their personal accounts. The above also relates to LIS1 Access Of Information Creation, Access and Use.

Students--ten at a time--are welcome to use the computers to finish assignments. The main users of the library computers are seniors because they are the only students without school-issued Chrome books. When the girls forget their computers or need to have them charged, Ann Marie willing meets those needs. 

LIS3  Assessment of User Information Needs As previously mentioned, Res, as the faculty, students and staff fondly call it, is an all-girls school. Ann Marie does an amazing job of filling the library with materials that reflect that fact. Her professionalism was exhibited throughout my time there, as I browsed scores of books and magazines that demonstrate her profound knowledge of the importance of providing her patrons with information that is timely, multicultural, culturally relevant and representative of the formats in which the girls (and teachers) like to read. Included in the collection are big chapter books for the all-of-the-time readers, short, simple ones for those who may like to read and reread a book, graphic novels for the artistic readers, magazines that appeal to girls who may like to feel that they are not reading at all and a fair share of books on teen romance and teen angst. Award-winning and classic books, made-into-movies titles, professional resources and everything in between can be found on the shelves at Res. 

The one area that impacted me most during my week long stay at Resurrection was LIS5 Leadership In Information and Instructional Services. It is clear that Ann Marie is respected as the expert that she is. Teachers come in to have her order books and DVDs for their students and oftentimes themselves. In addition, three very articulate and intelligent seniors spend the hour before lunch helping behind the counter in the library because "we just love being here!" The discussions that she has with children and adults alike reflect her in-depth knowledge of innumerable topics and her willingness and ability actively to engage with others. I learned that her father was in the Air Force and that she has lived in many places overseas; those international experiences have added to her personal as well as professional body of knowledge. 

At end of the day, Ann Marie and I discussed my final Master's project. I told her how I really want to include something that will draw teachers into the library. One thing she mentioned was Curriculit, an online compilation of literature readily available online for teachers to use in planning their lessons and communicating with students outside of the classroom. Returning to my school with that bit of information and everything else that I have learned may not change my colleagues' attitudes about the role of Library at our school. Nevertheless, I have been greatly transformed by the tutelage of such an experienced school librarian! What I learned will definitely make me become better in the field!

Different Day, Same. . .

Today began the same as yesterday... the guidance counselor and her assistants came in with the students whose last names end with the letters K through Z to help them through their AP preadministration session. Everyone left shortly after 8 am, and the library was dead silent. When I asked Ann Marie about lesson plans, she and a Math teacher who was visiting her both chimed in about there not being a curriculum in the library--no real lesson plans, no papers to grades. Resources, mainly online, are gathered in anticipation and collaboration with a particular teacher who is bringing in his/her class to work on a research project. 

Therefore, today was the lightest day this week. Though seniors came in throughout the day--only 10 students at a time--the Business Math class was the only one to come. They arrived at 6th period which made for a very long, very quite observation.

Neither Ann Marie nor Ellen is a tenth as animated as I am. They would rather sit quietly and chat on rare occasions than interact with each other or library patrons. I do find the stillness refreshing as my library operates in overdrive because my level of energy matches that of the 500 students of all ages that I see each week.

So, all of this means that I have had to secure information through careful observation and perfect timing. When the librarian and her assistant engage each other or visitors in conversations, I make myself readily available to join in and learn what I need to know while both women are in the mood to talk. I learned today that Ann Marie will start weeding books soon. She actually found one that had not been circulated since 1998! Getting rid of unused books will not be that easy because even among the newest/award-winning/popular titles, very few books get circulated. I have to commend Ann Marie for not giving up on making sure that her library is full of the "best of the best" magazines and books even though they are rarely read.

The Math teacher that came to the library wanted Ann Marie to order the book that the entire school plans to use for their summer reading challenge. I am excited that We Should All Be Feminists by Chimamanda Ngozi Adichie is the school's choice. I learned about the Nigerian-born author in a professional development at my school. Equally as important is that she is an outspoken, articulate and powerful black woman. There are no black female teachers at the school (as far as I have seen in person and online), and there are hardly any black students. This book will teach the readers a lot about the topic and author at hand; I hope that it makes them learn a great deal about themselves as gendered, racialized and sexualized beings as well.  

I would be remiss if I did not mention the intermittent highlights throughout the day. I was happy to be welcomed into a discussion with the two library volunteers and their friend. We talked about 1980s American political conservatism because they were working on an AP History assignment on Ronald Reagan. Toward the end of the day, I gave a little bit of advice to a girl who was working on her Business Math assignment. After she told me she was a senior, I suggested she look at my alma mater, Knox College. We continued to talk which led her to reveal her two top college choices, so I shared with her information about a friend's daughter who had won tens of thousands of dollars in scholarships. Then, we began to read more about those offers. 

After a few minutes, I recalled the limited personal way that the library staff interacts with students and the fact that the student was there to work, not socialize. I told her, "I'm going to be quiet now, so I won't get you in trouble. I can talk forever! You've got work to do." She chuckled. My heart smiled. What a nice way to end the day!

Having A Growth Mindset: Professional Development and The Quest For Academic Success

Way to go, Wednesday!  You sure tried your best to make it a terrible, horrible, no-good very bad day for me! But, as usual, I survived, and I learned quite a bit today. Again.

I was glad to be a witness to what one could regard as a rite of passage. About 60 girls were in the library at 7:30 am, a good 40 minutes before classes start, to complete their AP, or advanced placement, preadministration session. What a simultaneously exciting and nerve-racking experience! The 30 minutes of writing and then bubbling in their names and other important information as well as putting labels on the front and back of their booklets pale in comparison to the real challenge that they will soon face--two weeks of intense test-taking starting May 2nd. I know for sure that one of the two girls who was in yesterday's book club and who volunteers in the library is already enrolled in AP courses. She was working on her advanced Statistics assignment while she helped retrieve students' print jobs and told me of her plan to go to college and major in Engineering.

Today, the assistant principal, Mrs. Kinel, announced that the girls would fill out course evaluations that would be used to guide instruction. She asked they be completed truthfully as well as constructively. A warning was made against any personal attacks or destructive comments. Those evaluations would be deleted.

When I asked Ann Marie about the type of professional development opportunities at Resurrection, she told me that most of the in-school meetings center around Web 2.0, how to get more familiar and/or become more advanced in areas of technology. That does make sense since almost of the girls submit the majority of their assignments online. 

It began to think of how the PDs at my school are never even remotely focused on anything Library-related. Furthermore, my opportunities to share are often reduced to a 2-minute "shout out" about what resources we have and pleas to come in and take advantage of them. That's why I look foward to the PD days sponsored by CPS's Department of Libraries.Since unlike me, she does not have a fixed schedule, Ann Marie has the freedom to take advantage of the wealth of learning opportunities geared specifically to help her throughout the year.  Fortunately, she has an assistant who can run the library in her absence when she seeks out ways to guide her program. Next month, Ann Marie will attend the School Library Journal's Day of Dialog at the UIC Forum. How lucky she will be to spend the day with her colleagues as they learn from the best authors and publishers in the industry!

In the past three days, I have seen Ann Marie and Ellen make efforts to try to get others to take advantage of the library's resources--the people and the materials. At lunch time, a Special Education student teacher said that he appealed to three different teachers to help his students work on their Writing assignment. Each of them told him, "No"; at least one suggested that he send the girls to the Think Tank, a study hall with teachers and National Honor Society students, for help. As a last resort, he said he asked Ann Marie who enthusiastically replied, "Sure! Bring them by." Though the girls did not ask for much help when they were there, I believe that they may begin to see the Library program as an ally. 

Since circulation is very low, there is such a loose schedule and foot traffic is quite light unless the students come with their teachers, Ann Marie does not run many usage reports. She said that she tries to run them at the end of the year. The fact that Mr. Longo regularly brings his classes in and a handful of students come in the library during the day and actually pull books off the shelves to read has to count as a bit of positive feedback. 

Extra! Extra! Read All About It! Please!!

The ample size of the Resurrection Preparatory High School library reveals itself as a space where numerous good resources are eagerly waiting to be discovered, longing to be read. Ann Marie, the head librarian, told me that she purchases books and other resources based on the Common Core State Standards, upcoming ACTs, (the college readiness exam), subject matters taught at the school like Business Management, English, Religious Studies, several foreign languages--French, Italian and Latin--and more. Of course, a wealth of other fiction and non fiction items that she knows that her students like are put on the list of things to buy. Equally as important, the library has a well-thought out collection of titles that seek to empower girls from all backgrounds. Where Girls Come First by Ilana DeBare, Karen Stabiner's All Girls:  Single-Sex Education and Why It Matters, Fight Like A Girl:  50 Feminists Who Changed The World by Laura Barcella, Kate Schatz and Miriam Klein Stahl's Rad American Women A-Z...  and I Am Malala...by Malala Yousafzai are some of the highly visible titles that you can encounter as soon as you enter the library.

If you stand anywhere in the library and rotate, you will see the bold black letters on the walls high above the shelves that direct your attention to the various book genres represented. College & Career, Fiction, Non Fiction and Reference books for school-related work and personal pleasure are available to use in-house for research or to check out and take home to enjoy. In racks along the walls and on their own special shelves are magazines for readers interested in anything from health and politics to religion and celebrity gossip. Once a new edition of the magazines comes in, Ann Marie and Ellen, her assistant, check the list of teachers who want to borrow one of the past copies. Either of the women attaches a circulation tag to the front cover which informs the teachers of the next person awaiting the magazine. The last on the list returns the magazine to the library where it will be archived. 

I am so excited about all of the new books that I have learned about in Resurrection's library. Many of the titles are unfamiliar because I teach elementary-age students; of course, the high school has a completely different audience. However, I do have teen cousins and a god daughter who might be interested in some of the new literature. The books are even great for adults like me! 

Nostalgia is what I felt when I walked by the fiction section. Works that I read when I was in high school jumped out at me. Books by my favorite authors James Baldwin and Zora Neale Hurston as well as those by Tennessee Williams, William Faulker and Arthur Miller seemed to call my name and whisper, "Do you remember me?" "You know I do, "I replied with a smile.

It makes me sad to learn that despite the enormous effort Ann Marie makes to build a library of books that her students need (and want) and to expose her students to the wealth of databases the school has to offer, very few students check out books or use the free websites. I was so honored to be allowed to facilitate the book club's discussion today; it was disheartening to know that even though "I really liked the book!", most of the girls did not read. One student admitted that "I read the back of the book, though." They claimed to be extremely busy. Ann Marie was not deterred by the low preparation or participation. She had confirmation from the girls who were engaged which helped her stay positive and brainstorm with them about how to recruit new members!

Though classic books are just that which gives them staying power on the shelves, there were non fiction books that I felt should be weeded. Titles that are over 10 years old simply need to go. (Ann Marie said that she tries to weed books at the end of every year.) Unfortunately, there is such little circulation of books or magazines, I almost feel like it would be nice for students to notice that they are old and request updated ones. At least then, Ann Marie and Ellen would be certain that the girls are paying attention to what is available to them. 

One reason few ebooks are available to students, Ann Marie noted, is because it is difficult to read lengthy texts on the Chrome books. "If we had iPads with apps to accommodate the books," she told me, "maybe kids would read more. But, I doubt it. They are just not reading." Fortunately for the girls, their librarian is not giving up on them. Ann Marie told me that she has purchased over 150 books this year; she even has the new title on Alexander Hamilton on back order.

Resurrection's library is truly alive with multicultural materials that reflect countless reading genres (fiction/nonfiction, mystery, arts), formats (books, magazines, graphic novels, travel guides) and tastes ( modernized versions of classics--YOLO Juliet is written in emojis! Shakespeare's works are written as pop songs!). No matter what one is looking for, selections that were read over 500 years ago and those written less than 5 months ago grace the wide open space. Students and teachers alike should take advantage of the excellent physical and virtual resources in the library.