Posted by lpearle on 20 March 2017
Winter hit. More accurately, a winter cold hit. And wouldn’t let go. But luckily things are back to normal and I’m able to enjoy our Spring Break (two+ weeks in March, unlike public schools nearby that get a week in February and a week in April). There’s the AISL conference in NOLA later this week and a Faculty Forum when we return – stay tuned for things learned from the amazing people at AISL as well as the library department’s Fake News presentation for my colleagues. Until then…
Books, Reading, etc.
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Posted by lpearle on 16 February 2017
I could swear that I’ve blogged before about bubbles and how excited one of my graduate school professors was about how in the then-near future, we could drive across country listening to “our” radio station, rather than continually trying to find a station that played music we enjoyed. It worried me then, this bubble, and it continues to worry me today.
A few weeks ago, one of my cousins and I were speaking and she was expressing sorrow and confusion that a friend of hers had said that they couldn’t be friends because my cousin had voted for Trump. (perhaps I should mention that most of my family are Republicans, adhering to those oft-forgotten New England Republican ideas) This past weekend I had dinner with another group of cousins and one of them said “[your father] is one of the smartest people I’ve ever met – how can he be a Democrat?” Of course, my father would ask the same, in reverse, about this cousin. Most of my cousins are appalled at what’s currently going on in Washington, and while they may have voted Republican in November, they are not fans – or supporters – of the current president.
My point being, not every Republican supported the presidential candidate. Just as many Democrats didn’t support that party’s presidential candidate. But… do we really know that? understand that? My first cousin’s friend feels – as so many others feel, and have expressed on Facebook/Twitter – that simply being Republican and voting that way means that you are evil and responsible for all the proposals being mooted now (eg., rolling back environmental protections, changing or repealing LGBTQ legislation and so much, much more) Why would otherwise intelligent, nice people vote that way?
It’s not a new observation, but the problem is that we live in increasingly narrow bubbles and echo chambers, relying on confirmation bias only rather than exploring the subject and making up our own minds. With that in mind, I was interested to read Joyce Valenza’s column about Allsides.com. While I don’t pretend to understand their crowd-sourcing of “left”, “right” and “center” or agree with all their rankings, I do think that it’s interesting as a source of different viewpoints on a topic. David Wee then started an email conversation about the use of this site (he’s doing great work teaching about “fake news”), and Tasha Bergson-Michelson recommended Burst Your Bubble. The problem with the Guardian site is that it presupposes you’re liberal – where’s a similar site for conservatives?
At my school, there’s a definitely hostile attitude towards conservatives. Some are upset that the school hasn’t officially come out against recent executive orders and policies, much less against the president. What if, instead, we tried to understand why people voted the way they do, or the why they have the opinions they do about issues that don’t conform to our opinions? I’ve read many articles recently trying to understand why people voted for Trump (here’s one) because I understand what was appealing about Clinton and Sanders. Have you? Do you assume that everyone you know feels the same way you do about issues and candidates? Or do you know that there are some who don’t share those opinions, and do you try to understand what they’re thinking?
We have another year, perhaps, before the midterm election campaigns start up. Trump 2020 is actually a thing. What is your commitment to getting out of your bubble before then?
Posted in Musings, School Libraries, Uncategorized | 1 Comment »
Posted by lpearle on 13 February 2017
When you live in the Northeast, you get used to snow. Lots of snow. I grew up in Central New York’s snow belt and have spent my adult life in New York, Connecticut and Massachusetts. And – no surprise, I’m sure – snow days are as exciting for teachers and librarians as they are for students.
February is when our students do their US History paper. That’s 7 – 12 classes a day, 170+ students. Some periods, we have three classes in at once. Luckily, we have a large enough space for them to spread out and do research in (book sharing is a must on a few topics, but for others, we have more than enough). We already lose a day to President’s Day, a week before the paper is due. Then we had a snow day last Thursday, and a delayed opening/shortened classes on Friday. The weather forecast for today wasn’t heartening.
But this is the 21st century, right? So when the email/text/phone call (I get all three) stating school was cancelled today, I – and the other two librarians – was prepared. This morning, I sent out an email to the USH students and teachers, offering online reference help. Just to be sure people saw it, I sent out a photo on Instagram:
Yes, I could be sleeping… reading books for Alex or the SF award… but instead, I’m online, waiting for students to ask research/reference questions. Thus far, one student has contacted us – but we were able to help. And that’s the important thing, isn’t it?
What do you do on your snowdays?
Posted in School Libraries, Student stuff | 2 Comments »
Posted by lpearle on 23 January 2017
I’ve been busy planning for ALAMW and the YMAs – while I usually avoid the crowds, this year I need to be there as part of my Alex Award committee work. So here’s a little something to think about and explore while I finish the 2017 award work (feel free to get ready for the Big Reveal!).
Books, Reading, etc.
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Posted by lpearle on 3 January 2017
Wow. It’s been a year since I did one of these! I’ve been squirreling away links and things to share, and using Schoology at work to share them with my team. Now, here’s some sharing with you…
Books, Reading, etc.
- Thought-provoking post about deciding if traveling for PD has a good ROI. Networking isn’t covered, but should have been.
- This is the second school I’ve worked at that touts the presence of Harkness tables, yet no one has been trained in the method. I suspect that many schools are in the same position. So here is one way “to Harkness” (hint: it’s not about the table!!)
- Why streaming music (I may be one of the few who refuses to) is going to harm music creation.
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Posted by lpearle on 28 November 2016
Part of reenergizing the program at work has included purchasing the LibGuides platform to create what we’re calling Resource Guides (it’s the Kleenex/tissue issue – who knows if we’ll stay with the same platform, so why confuse students with a brand name?). This is the third school I’ve used these guides in, and they’re an amazing way to collect resources and guide students to them, as well as teaching them how to do research. The usual sequence is: teacher approaches us with a topic, we create the guide, we meet with the class, and then we forget about it until the next year or next time the project is done. So imagine my surprise when I found this in our mailbox the other week:
Here’s a guide I whipped up in a few moments, presented and hadn’t thought about in several months that has had an impact on someone completely unrelated to our school! I’m… pleased. Stunned. Thrilled.
Here’s proof that what we do matters in ways we don’t always anticipate or see. And proof that adhering to our mantra of sharing resources (via ILL, online, etc.) is one that serves us well.
So here’s what puzzles me: why do school libraries keep their resources hidden? Why aren’t all school libraries easily findable on the school’s homepage? If you’re using the LibGuides platform, why aren’t your guides public (there are ways to hide database passwords and login information that still make the rest of the guide public)? It’s such a surprise to me when I look for a friend’s website, attempt to search a catalog or try to see what databases a peer school has and I can’t find more than a publicity page created by the communications people. It saddens me that all that’s available to the public is a few facts, maybe a photo. Allowing others to see what’s going on and what you have is such a help to those of us looking to find books on a topic that work for a certain education level (“will this work with our 7th grade?”) or ways to present information for a research project. And it’s free pr for your school and its program.
We’re considering a third revamp of our website in two years, asking students for input on usability and comparing our page to peer schools and colleges. Are we using similar language? What’s important to share, and what can be hidden? One thing we know for sure is that links to our Resource Guides, our catalog and our databases will be available (we use EZProxy, so you can’t access our database content without being a member of our community). We want to share that with anyone looking because we know how important that can be.
And if anyone asks why, that email is response enough.
Posted in Collection Development, Musings, Rants, School Libraries, Student stuff, Work Stuff | 1 Comment »
Posted by lpearle on 29 August 2016
Wow. I know I promised to post when life calmed a little – guess what, it didn’t. While my position is on the teachers schedule, this summer we had a major project going on. In the space of seven weeks, I and two recent graduates worked hard to weed books, reshelve them in a better order, move furniture and really start the process of creating a 21st century library space:
There’s still much to do, but at least the pace will be a lot slower. I won’t promise to blog more, because that hasn’t worked in the past, instead I will promise to try to blog more.
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Posted by lpearle on 29 February 2016
No, I’m not going to interrupt someone – I’m talking about this moment:
Research season (part one) hit us, and once again I thought about how difficult research is for students. As we’ve been weeding the print collection and bulking up the digital offerings, it’s been interesting to watch how students interact with what we have. Much of their research has been what I’d call “cherry picking” research: find a fact here… find a fact there… find a quote somewhere else… repeat. The great narrative nonfiction we have doesn’t get used to their fullest extent, in part because they (the students) don’t really have time to delve into their topics. Of course, that hasn’t changed since I was in high school!
Over the past few years, I’ve regretted the loss of those Time-Life book sets. Remember them? So many of them were great resources for research, perfect for a quick read and cherry pick information, much as they do with Daily Life series. But, sadly, T-L has ceased publishing (before completing This Fabulous Century!) and what we have is falling apart from use.
Years ago, the Marvelous Marion and I dreamed up a business idea: Sugar Daddy Press (because we’d need a sugar daddy to get things going). We’d buy the rights to those series and create wonderful reprints, even extending them. Example? The Library of Art would move into other arts, giving us The World of Mozart and The World of Bronte in addition to The World of Van Gogh. We’d also take on those Jackdaws, only now they’d be online (Rosen, please get on this ASAP!). There were so many other books that we found – and I still find – missing from our shelves, if by “missing” you mean “never published” or “out of print”.
Hence my Kanye moment. Much as I love my job, if someone invested in Sugar Daddy Press I’d leave this one in a second to start getting things moving. Because Research Season (part two) is about to hit.
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Posted by lpearle on 15 January 2016
Some things to think about while I digest ALA Midwinter and hiring new staff…
Books, Reading, etc.
- While I’d love to teach this exact class, since I’m on the Alex Committee for the next couple of years it might be possible to figure out a way to create something similar with those books.
- More Shakespeare thinking (this time from JSTOR and the Folger)
- This year we’ve been working with the 6th grade English class and creating book recommendation materials. Here’s an idea. And another one for increasing vacation reading from Katie: bring the books to the kids.
- Don’t you love year end lists for personal and professional collection development? I do. Here’s stuff from The Hub, Semicolon
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Posted by lpearle on 22 December 2015
The past couple of months have been filled with work stuff and some interesting (read: thought provoking) professional development. As I digest all of that and distill into posts, here’s a round-up of other things catching my eye.
Books, Reading, etc.
- Carol Dweck on how her research is misused
- Is your school talking about equality and diversity? Read this.
Posted in Books, Collection Development, Links, Pedagogy, School Libraries, Student stuff, Techno Geekiness, Work Stuff | Leave a Comment »