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Heeru Bhojwani
Jul 07 2018

Reading Aloud Stories with Purpose -1

By Librarian's Role, PYP Profiles, Readaloud, Reading and Writing, School Libraries 2 Comments

The education landscape is changing and so is reading aloud stories to children. I remember reading Night Monster by Sushree Mishra, illustrated by Sanket Pethkar; Published by Karadi Tales, 2015. It is a story about feeling scared and overcoming the fear of the night which is the general outcome of the story (comprehension) but as a librarian, it’s important to look at other aspects of a picture book. 1. You can nudge students to look at other forms of expressions like notes, and letters to convey meaning. 2. At an international school, you can use the learner attitude of empathy. 3. You can explain the ATL skills of Communication or Thinking; creatively and problem-solving strategies used by the sister to help her little brother. Asking students, what are the different ways they have problem-solved in their lives using different approaches. 4. Describe Jarul Book Award and how this award empowers children to make an impact and that students have a voice in deciding the winner of the prize. 5. You could also analyze the style of drawing, asking why the illustrator might have chosen to use shades of blue and black; ask what medium has he used to draw his picture, how long must he have taken, and why did he choose different sizes of his objects while relating the story? Sanket Pethkar is a full-time illustrator and as a teacher-librarian, you can discuss his passion for art and how this could be a profession for some. It’s time to go beyond simply the understanding or comprehension of the story.

Another story I read aloud was the Cycle’s Dream by Prabhat(Author), Vidyut Roy (Illustrator) by Elavya (2013). This story was read to many age groups, the teacher nudged the children to think about the environment, the impact of oil on the world, the futuristic world and how it would look. This was followed by an engagement, where students were prompted to create a world in the future, they could either draw or write about their future world. It could be a fantasy or a futuristic science fiction. Again, a teaching moment for a teacher-librarian, when children could learn about different genres and how fantasy differs from science fiction.

Some of the students wanted to discuss the publication of this book and how it was made, students researched and wondered how long it took for the publisher to make this book since it was created in a special format made from recycled paper. Many publishers are willing and often respond to student questions should they intend to pursue their inquiry.

It’s so important to go beyond the comprehension level of the story. We all agree that children do understand stories, our job as teacher librarians are to look at picture books with a different lens and nudge them to think creatively and critically.

Jun 22 2018

Teaching Research Skills

By General, Media Literacy & Information Literacy, Professional Development, Research Skills No Comments

Research Image by Gifer under Fair Use Guidelines

Recently, a fellow librarian from a local Indian school asked me – How can librarians teach and support students research skills? How can librarians engage and collaborate with teachers?

I believe the local curriculum in Indian schools have always encouraged project work, and I believe that librarians can seize this opportunity to teach students how to research explicitly. They can collaborate with the subject teachers to teach research skills to the students in a systematic manner, encouraging higher order thinking. The open-ended questions will help students to think and write rather than copy and pasting information from Wikimedia or other websites. The question often asked of me is – what research model can I as a librarian use and recommend? There are several research models, and they can be found on the internet. One of them is the Super 3 for lower elementary students and the Big 6 for older students.

I would recommend one to look at various models and select the one the one that best suits your students. You can always tweak/adapt a research model to meet your needs. Each of the research steps needs to be explicitly taught and practiced through mini-lessons.

Here are the research steps that you may want to consider:

  1. Framing open-ended questions
  2. Locating information and selecting appropriate print and digital resources
  3. Evaluate the sources using CRAAP or CARS
  4. Using information by reading, taking notes and paraphrasing
  5. Synthesizing the information
  6. Citing the sources used in the research
  7. Presenting and sharing
  8. Finally, reflecting on knowledge and presentation

It is during inquiry or project time when librarians can help students develop the 21st-century skills of collaboration and teamwork, critical thinking, research skills and communication while learning through the transdisciplinary approach.  Should you be looking for handholding sessions to help you demystify this process, please email me, and we can work together.

Jun 09 2018

GDPR & Librarians?

By General No Comments

GDPR by Descrier CC-BY 2.0

GDPR and Librarians – What do we need to know? According to Wikipedia: The General Data Protection Regulation (GDPR) is a regulation in the European Union, a law on data protection and privacy for all individuals within the European Union (EU) and the European Economic Area (EEA).

This law has created awareness and questioned the importance of protecting personal data. In India, many political parties create information/stories/ propaganda based on the personal information that we share on social media. We have seen the like of this with Cambridge Analytics controversy and questions about the Aadhar card. Political parties, advertisers, and organizations often use personal data, manipulate information to convey their message to the citizens.

Therefore, as librarians, we need to be aware and check the privacy policy of the online databases we use in our schools, colleges, and any institution. Recently our Technology Department recommended we check with our vendors to ensure that the personal data of the teachers, parents, and students are not being misused and shared with the third party for advertisements or for anything else.

In this article, the Indian government has recognized the importance of data protection and privacy and is working towards creating a stringent law to protect their citizens. As for the present laws they are not strict enough to ensure complete protection of personal digital information except for the ones controlled by the government.

So, when it comes down to us librarians  – What do we need to do? We need to visit the online databases that the educational institute subscribes to, scroll to the bottom of the website and read the privacy policy. If it does not make sense, please write to them and ask if they have a  privacy policy in place (in writing) and if they can assure you that the school data (information) is not being shared with any third party. If they cannot assure you that, you need to know that and disclose that information to your users. Otherwise, your Technology Department can help you work around the privacy policy for your institution.

Jun 02 2018

Digital Storytelling – What it really is?

By Digital Storytelling, General, Media Literacy No Comments

We all have stories to tell by Favin under Fair Use Guidelines

What is a good digital story? I used to think that using a digital tool to create a story becomes a digital story. That’s not true! I learned from my Digital Storyteller Guru – Bernajean Porter, that “When a story making is finished, it should be remembered for its soul, not for the bells and whistles of technology tools.” ~ Bernajean Porter, 2004.

Digital stories exist in our world in many different forms. Digital stories are used in advertisements to sell products, impact society through public service messages, inform consumers about something and also used during elections to win votes.  Presentations, often include a story to create an impact on our audience. They add meaning and stir the soul. Movie making is an expression of digital stories. Children can tell stories that are persuasive,  or have a public message to bring about change or simply share their personal experiences. This adds rigor to storytelling.

So, how does one create a good digital story?

One needs to learn the craft of storyboarding, voice, music, and images to create your very own digital story. Check out the difference between media-making and digital storytelling by Bernajean Porter. It’s more than just technology tools added to the images. Check out the different Types of Communication to add rigor to your digital stories and go beyond book reviews and translate them into book trailers or stories that explain a math concept or explain a historical event. It’s time to nudge ourselves and students and go beyond regurgitating facts.

May 26 2018

IB Librarians – What makes them so special?

By General, IB Profiles, International School, Librarian's Role, Library curriculum, PYP Profiles 9 Comments

IB Librarians – What makes them so unique? People in India, often have an image of a librarian with glasses, stern and someone who hushes you to be quiet. But a librarian at an international school or IB librarians are dynamic and have a growth mindset to learn.

PYP Transdisciplinary Skills – Teacher Pay Teacher (free download)

IB Librarians learn how to connect the IB learner profiles, transdisciplinary skills and concepts to stories and the Units of Inquiry. They are often found using technology tools and various apps to help students share their learning.  IB Librarians connect through read-aloud sessions keeping in mind – Reading with a Purpose, and five keys to storytelling, supporting Literacy. With computers in the hands of the children, it’s important to teach them DigitalCitizenship  (Commonsense Media Guidelines) as a part of the library classes. Of course, all of the resources are guidelines to suit your patrons and learners.

VR Headset by Andri Koolme, Flickr, Under CC-BY 2.0)

Librarians in IB schools wear many hats: one of a curator of resources both print and digital information, they collaborate with teachers to build the collection, they co-teach with classroom teachers, maintain the library, work with the technology department and use technology tools to sharpen students understanding.

Creating with digital tools by Speed of Creativity – CC- BY-NC

They usually have the digital Library platform where they share library news, resources, and information with their learners. Now, librarians are bringing content to students by using Virtual Reality (VR) and Google Expeditions to the units.

Librarians who join international schools are often perplexed about teaching and often ask about a library curriculum. There is no stand-alone curriculum for librarians. However, I guess you will need to create one that combines the ATL or the Transdisciplinary Skills or the AASL or ISTE Standards to match the Units of Inquiry and find various ways and strategies to enrich literacy. These guidelines can give librarians accountability and direction. Many librarians are creating different planners. I was at a conference last November 2017 and the presenter – Doug Johnson recommended adopting ISTE standards. I looked at them carefully and found them to be relevant and robust, precise and attainable. Keeping the standards in mind, you can create engagements to match the Units of Inquiry.

Yes, that’s a lot of work, but I guess when a couple of librarians come together to collaborate and support each other, they can create a unique curriculum that works for their school. There is no “one size fits all” formula at International Schools. Each school is exclusive and therefore forming guidelines/engagements/ standards-based or skills-based structures to suit your learners is something for each librarian to ponder. Collaborating with your curriculum head or coordinator helps give direction. Feel free to email me for a good discussion.

May 18 2018

Weeding Books

By Collection Development, Librarian's Role, School Libraries No Comments
Weeding Books

Books by Toby Hudson, Wikipedia, CC BY-SA 3.0

Weeding books – What’s that? What does that mean and why is it important and how much to weed are questions every librarian struggles with. According to Jeanette Larson, who has over thirty years of experience in various libraries says that “Weeding is the systematic removal of resources from a library based on selected criteria. It is the opposite of selecting material, though the selection and de-selection of material often involve the same thought process. Weeding is a vital process for an active collection because it ensures the collection stays current, relevant, and in good condition. Weeding should be done on a continuous, on-going basis.“.

If we accept her claim, it becomes necessary for librarians to review their collection regularly. The most popular acronym used in weeding is:

MUSTIE the crew method
M = If books have misleading and/or factually inaccurate information
U = Ugly, yellow, faded and cannot be mended
S = Superseded, that means there is a better and new version of the book
T = Trivial and has no discernible literary or scientific merit
I = Irrelevant to the needs and interests of your community
E = The material or information that can be obtained through other means electronic format or library loads.

However, there are books weeded based on time.  It is often said, that if the books are not circulated in three or five years, it is time to find a new home for the resources. However, classics, award-winning book, books about local history and geography, stories by local writers, books gifted or local literature are often maintained until they become MUSTIE.

Encyclopediae are always a question for Librarians. There is a lot of money invested in it, so it becomes very painful to get rid of them. In this age of the internet, I believe, that print encyclopedia does not play a vital role in the Library and if fact, it could easily be replaced by the internet and a computer since both costs almost the same. And, it is believed that if the encyclopedia is over ten years old, it’s information becomes irrelevant.

Different subjects areas have different shelf lives. Resources under subject areas like technology, medicine, media, agriculture, careers, and sciences like biology, engineering often are regularly updated. Therefore, copyright of these books beyond 3-5 years must be checked and weeded. While the arts, history, geography, children’s literature, biographies could be targetted to 10 years. However, if they look shoddy and pale, you may want to weed that too.

I think the hardest job for librarians is to weed the collection especially our favorite subject areas and other favorite books. However, for the library collection to stay relevant and fresh, it is necessary to set some time during the year to weed out the resources. Yes, every year, it is time to say goodbye to some of the resources.

And, then the question arises, how much to weed? I would say weed according to the criteria, even if it means to have fewer books in your library. Stacking books on our shelves in your library does not make the library relevant and useful. If no one is using the resources, why keep them? Isn’t the library supposed to be a learning place for our users? No educational institutes should have a bookkeeper and a library of irrelevant resources!

Electronic resources that are not relevant must be weeded out too.  I can almost hear some librarians say, OMG, we’ve spent so much time and money in procuring these resources – but as Ranganathan said – What use are the resources if they are not in the hands of the users?

May 12 2018

Basic Elements in a Library Policy?

By General, Librarian's Role No Comments

Policy by Nick Youngson CC BY-SA 3.0 Alpha Stock Images Under  CC BY-SA 3.0

“What are some of the components of a Library Policy,”  a friend from our library tribe asked me last week, this triggered me to write this blog post.

It doesn’t matter whether the library is in an International School, a CBSE, ICSE or even an SSC school. A library policy defines who the patrons of the library are and describe the services the library provides.  When policies are in place, the credibility of requests for funds and services receive due notice and acceptance. And, there is scope for enhancing the services and place for growth.

Policies establish a standard for services that can be understood by users and providers. It ensures equitable treatment for all and provides a framework and standards for delivery of service. All policies are not set in stone and these are guidelines that will need to be revisited every two years and revised. Revisions allow libraries to grow and meet the changing needs of the patrons.

Components of a basic library policy:

  1. The mission statement of a library: This statement can be created by keeping the mission statement of the educational institute or the institute that the library is associated with.
  2. Description of the library: This includes the number of books and other resources including the online databases, magazine, and toys that may be available.
  3. Patrons of the library: Describes who the clients are and who does the library services, of course, not forgetting the community at large you serve.
  4. Services of the library: Includes the timings, the number of resources available to check out, photocopy services, computers available for research and the rules and norms that go with it (including fines and lost items fee).
  5. Collection Development: This may include how the librarian develops the collection, the different criteria used by the librarian to develop the resources.
  6. Online Databases available: This may include details for membership
  7. Weeding Procedure: Without weeding, the collection of the library can never be an alive and current and cannot serve the present community. Therefore, criteria for weeding should be specified too.
  8. Events hosted by the library: It could be author visits, storytelling sessions, readers theatre, puppet shows, drawing & art programs, maker engagements or simply poetry slams.

Should you need support to create your library policy, you may contact me at bhojwaniheeru@gmail.com

 

Apr 29 2018

What is Summer Slide?

By General, Librarian's Role, Reading and Writing No Comments

Libros y ebooks by Tina Franklin under (CC BY-SA 2.0)

What is Summer Slide?

It is believed that if students do not continue reading and learning during the summer, there is a downward slide in their learning path. To prevent the summer slide, educators recommend that children continue to read, write, question, and reflect during the summer holidays.

Before school’s close for the summer, teachers and librarians are often found providing summer reading lists to students and parents. I believe, students and adults alike must be allowed to choose their reading materials based on personal choice and interest. This will enable readers to explore different avenues of information and experiences based on personal passions and curiosity.

Reading is considered as an excellent path to keep the new synaptic connections alive. Summer reading and summer camps are some of the ways often take to keep up with the summer slide. 

The digital age has transformed every aspect of our lives, reading and books are not an exception. Mobile devices, multimedia publishing, and social technologies have impacted our reading experiences. Today’s youth is downloading books, listening to stories. and watching book trailers. Stories now contain text, images, and sounds that reflect the changing landscape of reading.  Studies have found that digital reading devices promote new literacy practices such as digital note-taking, and provide readers control over how they engage with texts. Ebooks feature additional tools such as highlighters, note-taking, adjusting font size, inserting note features and recording are parts of the digital world of stories. 

So, why not use these opportunities to provide a platform for eReading to our students.

Link to free eBooks and Audio Books for Elementary and Secondary School 

Printed book reviews can be found on Young India Books. An excellent collection of Indian books can be purchased from Duckbill and Peacock Feathers. Keep the reading going and allow wisdom and imagination to grow!

Apr 21 2018

5 Keys to Story Telling

By General, Librarian's Role, PYP Attitudes, PYP Profiles, Reading and Writing 4 Comments

5 Keys to Story Telling are:

“The purpose of a storyteller is not to tell you how to think, but to give you questions to think upon.” —Brandon Sanderson, Fantasy and Science fiction writer.

It is through stories, we build a child’s imagination, deepen thinking and help them navigate the world around us.  Librarians are storytellers. There are so many stories to be told and read. Let’s use them appropriately and help students question the world and communities around them. Instead of simply memorizing, retelling or regurgitating the information we want to inculcate curiosity and reflection. As adults, we can open up possibilities to help children kindle their mind by nudging them to question, critically evaluate, investigate, critique and get inspired by them. Human beings love stories, both the old and the young – think of the time when your curiosity was piqued! It must have been a story that touched your heart and mind.

So, when you grab a book to read to the children, make sure the stories generate thinking.

5 keys to keep in mind when reading aloud to children:

  1. Select stories that would help children think critically and reflect on the stories.  (How is the character similar or different from you? What if it was your experience, how would you change it? If there is a problem in the story – pause and ask – How would you solve the problem? What are some other ways to solve the problem?)
  2. Select stories with a voice, that share experiences of other cultures, sects, and belief systems, so that children appreciate the variety of cultures, ethnicity and simultaneously respect them. (Ask how is the character’s belief different from yours? How is their culture similar and different? What might you do to create an understanding of their roles? How can we learn and respect different cultures and ethnicity?)
  3. Stories expressed with emotion and authenticity help them think of ways to solve social, economic or environmental problems. (Ask children – How might the character be feeling in the given situation? What can the character do to solve the problem? What might be some of the changes you can do save the situation? What are some problems in the world? How can they be addressed? How can we be empowered to help our world?)
  4. Connect stories of the past with the present – get students to ask questions like Why? Why not? If? How could? When should? and How come? How has it changed over time? Why is it necessary to change? How can we help it become better? What will it look like now?
  5. Stories that have information, building curiosity around the way the world works. Information books about technology, engineering, robotics, countries, currencies, forests, wildlife are some areas that we can discuss. (Ask how inventions have changed the way we live our lives? What might be the future trends? Look at the timelines and make predictions)

Stories are a diving board for cognitive growth. Think about a story that you still remember, they were told with emotions and sincerity. Such stories create a longer connect and have a lasting impact.  Stories that resonate and touch the heart and mind of the child are stories they will remember. Let’s take this opportunity to instill in their mind the ability to contribute and make a difference to themselves and others.

Apr 01 2018

How do you know your news is fake, real or filled with bias?

By General, Media Literacy, Media Literacy & Information Literacy 2 Comments

News From Different Sources Photo Credit: Sollok29 Source: Wikimedia Commons Under Creative Commons Attribution-Share Alike 4.0 International

How do you know your story is fake, real or filled with bias?

Well, it is challenging. The news comes in many different forms – from Newspapers, Whatsapp Messages, Facebook, Television and of course from other forms of social media. But how do we recognize real news from the fake news?

Here are key features to keep in mind when reading the news as well as coaching this to our students or patrons.

  1. Consider the origin of the news: Where has news item come from? Who is the author of the article? What are his/her credentials? If there is no author, I would ignore the message.
  2. Go beyond the headlines: Check if the headlines match the content of the article.  The headlines can often be misleading, and the headline could only tell you half the truth.
  3. Check the dates of the article: Sometimes, news stories are repeated, that doesn’t mean they are irrelevant, it just means you need to know if the story has been told before and is misinterpreted in present contexts.
  4. Look for biases: If the article has a leaning towards a particular viewpoint – then you know that it leans towards the left or right. Bias articles often don’t give you both views. Always check the links of the stories and see where it leads. If it evokes strong emotions, know it could be biased.
  5. Check the urls of the websites: Sometimes the news websites do not match the URL’s you may at this point want to check the “About us” page to tell you about the authenticity of the website.
  6. Slogans and breaking news items evoke many  strong reactions, check the URL, whole story and of course the author/source of the item.

There are few Fact Checker extensions that you can use to check for the authenticity of your news. One such one is First Draft News Check that you can download on to your phone or your computer.

This is short video and article from Swachh Digital India by The Quint