Reflection Notes Page 1
Reflection Notes Page 2
Friday, January 6, 2017
Thursday, January 5, 2017
Proposed Timeline
Click this link for the proposed daily timeline with goals and objectives for each day of the internship.
Day 2: Timelines and Planning
Day 2 was much more relaxed than the "jump in" mentality of yesterday. My first goal today was to introduce myself to the faculty as a whole, requesting to visit classrooms tomorrow and offering a collaborative unit for information literacy. I spent the first hour or so sending out the email, updating Cindy's webpage, and looking through the typical schedule of the Ravenel library.
Even though Oconee County uses Google for mail, the web pages are supported through Canvas. The biggest downfall of this program is a required sign-in to the county system before being able to access each website. This means that parents and students must have log-in codes and passwords in order to even see their student's teacher's websites. I have a hard enough time with my students logging onto my website in class! Additionally, Cindy noted that she can't even see her peers of media specialists at other schools due to the restrictions set on the site! This is a new program for Oconee this year, but clearly is not a very effective or efficient model.
If I were planning a long-term career with Ravenel, I would likely contact the district-level director of Canvas to ask about manipulating permissions, sharing/copying basic format, or other sharing techniques that the system does not allow at the time. Cindy said she has not had much time or experience with developing webpages, so I would like to offer my help if we have time and opportunity. Today, I already took a quick moment to explain the basics of Google Drive's Sheets and the equations it offers! I hope that I can continue to be a meaningful benefit beyond an extra pair of hands in the library!
One of the teachers that rotates with gifted 3rd, 4th, and 5th graders cancelled his "classes" for today to reschedule for tomorrow. This meant today was the perfect day to set down some solid plans on the calendar to complete my assignments and internship. We started with my more rigid dates, due to my own employment approved leave. Though at first it seemed impossible to plan all the activities and student engagement, I think we came up with a solid plan for the rest of the semester. You can find that plan documented here. Cindy was exceptional at both being flexible and suggesting concrete ideas that would be necessary, fitting, or beneficial to the specific culture of Ravenel. I do not feel like I will be overwhelmed or surprised by the grit of my objectives based on a pretty thorough discussion of expectations, community, and goals. I am so grateful for her clarity of communication because so many partners and colleagues can often be more ambiguous! When I serve a school of my own, I hope that I can maintain the precision, leadership, and kindness that Cindy has already shown in these two days.
Speaking of character, the relationship between Cindy and Toni is one I can only hope to imitate in my own position. Though Toni is her assistant, Cindy has strong trust and balance that shows in responsibilities, student interactions, and everyday conversations in the library. Though they couldn't decide quite how long they had been together (I think they chose at least 12 years...), the mutual respect for each others' abilities and roles is a well-established rhythm. Though I consider myself a compassionate person, I know that I am also extremely driven. This drive sometimes translates to a perceived callousness or the inevitable "b" word: "bossy." I have been trying to work on this almost all my professional life. It is my hope to watch these two professionals interact and learn the cues, communication devices, and other practices they use to build a mutually comfortable relationship, as well as their processes to students and other faculty with library needs.
Even though Oconee County uses Google for mail, the web pages are supported through Canvas. The biggest downfall of this program is a required sign-in to the county system before being able to access each website. This means that parents and students must have log-in codes and passwords in order to even see their student's teacher's websites. I have a hard enough time with my students logging onto my website in class! Additionally, Cindy noted that she can't even see her peers of media specialists at other schools due to the restrictions set on the site! This is a new program for Oconee this year, but clearly is not a very effective or efficient model.
If I were planning a long-term career with Ravenel, I would likely contact the district-level director of Canvas to ask about manipulating permissions, sharing/copying basic format, or other sharing techniques that the system does not allow at the time. Cindy said she has not had much time or experience with developing webpages, so I would like to offer my help if we have time and opportunity. Today, I already took a quick moment to explain the basics of Google Drive's Sheets and the equations it offers! I hope that I can continue to be a meaningful benefit beyond an extra pair of hands in the library!
One of the teachers that rotates with gifted 3rd, 4th, and 5th graders cancelled his "classes" for today to reschedule for tomorrow. This meant today was the perfect day to set down some solid plans on the calendar to complete my assignments and internship. We started with my more rigid dates, due to my own employment approved leave. Though at first it seemed impossible to plan all the activities and student engagement, I think we came up with a solid plan for the rest of the semester. You can find that plan documented here. Cindy was exceptional at both being flexible and suggesting concrete ideas that would be necessary, fitting, or beneficial to the specific culture of Ravenel. I do not feel like I will be overwhelmed or surprised by the grit of my objectives based on a pretty thorough discussion of expectations, community, and goals. I am so grateful for her clarity of communication because so many partners and colleagues can often be more ambiguous! When I serve a school of my own, I hope that I can maintain the precision, leadership, and kindness that Cindy has already shown in these two days.
Speaking of character, the relationship between Cindy and Toni is one I can only hope to imitate in my own position. Though Toni is her assistant, Cindy has strong trust and balance that shows in responsibilities, student interactions, and everyday conversations in the library. Though they couldn't decide quite how long they had been together (I think they chose at least 12 years...), the mutual respect for each others' abilities and roles is a well-established rhythm. Though I consider myself a compassionate person, I know that I am also extremely driven. This drive sometimes translates to a perceived callousness or the inevitable "b" word: "bossy." I have been trying to work on this almost all my professional life. It is my hope to watch these two professionals interact and learn the cues, communication devices, and other practices they use to build a mutually comfortable relationship, as well as their processes to students and other faculty with library needs.
Wednesday, January 4, 2017
Day 1: Jumping Right In
I shouldn't have been anxious heading into my practicum, but, just like every year before school starts again, the familiar worry in the pit of my belly rose as I went to sleep the night before and as I walked up to the front office at Ravenel Elementary.
I walked in to the library and re-met the librarian, Cindy Edgerton, a family acquaintance I had known as a child growing up in one of Seneca's churches. Cindy then introduced me to her assistant, Toni Owens, who realized I had graduated from Seneca High with her twin daughters! My worry immediately melted away being "known" and returning back to my roots. Though I had never been to Ravenel before or really worked with these women, they welcomed me into the library...and put me straight to work!
I joined Cindy and Toni on their first day back from Christmas break, so the three of us started cleaning and shelving the Christmas décor and books to replace with generic winter materials. This is something I definitely have not had to do as a high school English teacher: I set up a bulletin board once with literary terms and book recommendations and am done in that department! Seeing the Christmas and winter ideas connecting to nonfiction/fiction reads on the display shelves is a simple introduction to this sort of elementary engagement. Though this is an elementary level, I would want to include some displays and engaging presentations at any level I serve at as a librarian. I pass Cindy and Toni's year-long display in the hall every time I enter the library. Each time, I find a new title or new cover art that catches my eye. I imagine the students also gain this daily exposure from the book jackets posted outside.
Toni introduced me to where all the books were in the library. At first, I was deceived into thinking that one section was Easy Fiction, one Young Fiction, and one Nonfiction. While the library is set up in this way, Cindy has pulled key series that are popular with the students and set them aside on designated shelves. Instead of a "genre-fication" of Ravenel's collection, the organization by series allows the students to return to classics they or their peers love. As the students are allowed only one book from a series at a time, the individual books or less popular stories are still used and explored (often after the popular shelves are checked!). This seems like a smart choice for the young students that are still learning their taste preferences and how to use a library in general. The first grade students that came in later that day were adamant and decisive on which series they wanted to continue. The popular E wall was central and easy to access for these students. It especially helped Cindy and I point out exactly where the students should be looking. This gave the students a certain autonomy that searching through the entire collection may not have.
Speaking of autonomy, I was SO impressed that the students themselves check out their own books! I don't even think I trust my high schoolers that much! There are two computers at the circulation desk set up with mounted barcode scanners, turned toward the floor of the library for student use. Each student has a barcoded plastic card that is filed under their homeroom teacher. When students enter the library with a class or independently from core reading time, they simply search for the book, use "shelf marker" paint stirrers while deciding if the book is right for them, select a book, grab their card, and scan their card and materials to check out. The students were SO good at doing this efficiently and correctly. Cindy has set audio cues for the system if there is an error or question from the catalog/patron log, so it is very easy to know that students are good or not good based on those audio cues. Toni managed the desk while Cindy helped with specific student requests on the floor. I am excited to see the kindergarten class(es) tomorrow as they are still learning the system. The more autonomous I can make my own school's students, the more successful and curious I imagine they will be. I definitely want to pay more attention and learn the tricks Cindy teaches them to use these technologies and devices at a relatively young age.
I honestly thought I would be sitting and observing more classes today or having a lot of time sorting out activities or expectations. Instead, I jumped right in the mix! I actually was so focused on learning the wheres, hows, and whys, that we didn't get to sit down except for lunch! I've got a good feel for the library program and expectations of Cindy for herself. Our goals tomorrow are to narrow down the focus of dates and assignments that I will complete during my practicum here.
I walked in to the library and re-met the librarian, Cindy Edgerton, a family acquaintance I had known as a child growing up in one of Seneca's churches. Cindy then introduced me to her assistant, Toni Owens, who realized I had graduated from Seneca High with her twin daughters! My worry immediately melted away being "known" and returning back to my roots. Though I had never been to Ravenel before or really worked with these women, they welcomed me into the library...and put me straight to work!
I joined Cindy and Toni on their first day back from Christmas break, so the three of us started cleaning and shelving the Christmas décor and books to replace with generic winter materials. This is something I definitely have not had to do as a high school English teacher: I set up a bulletin board once with literary terms and book recommendations and am done in that department! Seeing the Christmas and winter ideas connecting to nonfiction/fiction reads on the display shelves is a simple introduction to this sort of elementary engagement. Though this is an elementary level, I would want to include some displays and engaging presentations at any level I serve at as a librarian. I pass Cindy and Toni's year-long display in the hall every time I enter the library. Each time, I find a new title or new cover art that catches my eye. I imagine the students also gain this daily exposure from the book jackets posted outside.
Toni introduced me to where all the books were in the library. At first, I was deceived into thinking that one section was Easy Fiction, one Young Fiction, and one Nonfiction. While the library is set up in this way, Cindy has pulled key series that are popular with the students and set them aside on designated shelves. Instead of a "genre-fication" of Ravenel's collection, the organization by series allows the students to return to classics they or their peers love. As the students are allowed only one book from a series at a time, the individual books or less popular stories are still used and explored (often after the popular shelves are checked!). This seems like a smart choice for the young students that are still learning their taste preferences and how to use a library in general. The first grade students that came in later that day were adamant and decisive on which series they wanted to continue. The popular E wall was central and easy to access for these students. It especially helped Cindy and I point out exactly where the students should be looking. This gave the students a certain autonomy that searching through the entire collection may not have.
Speaking of autonomy, I was SO impressed that the students themselves check out their own books! I don't even think I trust my high schoolers that much! There are two computers at the circulation desk set up with mounted barcode scanners, turned toward the floor of the library for student use. Each student has a barcoded plastic card that is filed under their homeroom teacher. When students enter the library with a class or independently from core reading time, they simply search for the book, use "shelf marker" paint stirrers while deciding if the book is right for them, select a book, grab their card, and scan their card and materials to check out. The students were SO good at doing this efficiently and correctly. Cindy has set audio cues for the system if there is an error or question from the catalog/patron log, so it is very easy to know that students are good or not good based on those audio cues. Toni managed the desk while Cindy helped with specific student requests on the floor. I am excited to see the kindergarten class(es) tomorrow as they are still learning the system. The more autonomous I can make my own school's students, the more successful and curious I imagine they will be. I definitely want to pay more attention and learn the tricks Cindy teaches them to use these technologies and devices at a relatively young age.
I honestly thought I would be sitting and observing more classes today or having a lot of time sorting out activities or expectations. Instead, I jumped right in the mix! I actually was so focused on learning the wheres, hows, and whys, that we didn't get to sit down except for lunch! I've got a good feel for the library program and expectations of Cindy for herself. Our goals tomorrow are to narrow down the focus of dates and assignments that I will complete during my practicum here.
Introduction to Ravenel Faculty
Good morning, teachers!
My name is Elizabeth Heck, and I am completing my Master's of Library Science internship here with your very own Mrs. Edgerton! After 10 years of being away from Oconee County schools, graduating from SHS in 2007, I am excited to come back home to finish this step.
One of my course requirements is a collaborative unit with an academic teacher, facilitating information literacy for your students. I would love to work with any of your students to teach them some connections with:
I am hoping to work closely with some of your students in March to help meet your standards and learning goals!
Here is a little bit about me, personally and professionally, so you can use what skills I have to your advantage!
Thanks for having me here as part of your Ravenel Family!
Elizabeth G. Heck
egheck14@gmail.com
My name is Elizabeth Heck, and I am completing my Master's of Library Science internship here with your very own Mrs. Edgerton! After 10 years of being away from Oconee County schools, graduating from SHS in 2007, I am excited to come back home to finish this step.
One of my course requirements is a collaborative unit with an academic teacher, facilitating information literacy for your students. I would love to work with any of your students to teach them some connections with:
- online catalogs
- online search skills
- using databases
- evaluating internet credibility
- note-taking
- citations or attributing researched information
- web 2.0 tools (like Prezi, blogs, Google Forms, etc)
- or other technology and information skills.
I am hoping to work closely with some of your students in March to help meet your standards and learning goals!
Here is a little bit about me, personally and professionally, so you can use what skills I have to your advantage!
Thanks for having me here as part of your Ravenel Family!
Elizabeth G. Heck
egheck14@gmail.com
Subscribe to:
Posts (Atom)