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.
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