Habit of Giving Credit – Citation

By | Fair Use, General, Information Literacy, Librarian's Role | No Comments

Giving credit to others contribution is important. And why is it important? Many businesses tycoons of successful projects know that success comes when it is built on other people’s ideas or ones own with others help. These leaders give credit to all those who have been a part of the endeavour.  Giving credit where credit is due is a very rewarding habit to form. Its rewards are inestimable –  Loretta Young, an American Actress.

Acknowledging and giving credit is one of the key aspects of any project or research. We all need to know, learn and practice giving credit when we create our presentations and work. As librarians, we are constantly reminding our students to cite their sources. When we give credit to the resources we use for teaching, we are not only modelling it for our students but also valuing other peoples work. This only establishes our credibility and reinforces what Google Scholar’s Mantra states: Standing on the shoulders of giants.

Learning and giving credit to all our images, using copyright free images or sharing ideas from others in our own creative way is a part of the Creative Commons and understanding the licenses are a part of being Information Coaches/Librarians. The IBO office recently released – An Ideal Libraries/Librarians putting a huge emphasis on the ethical use of information, protecting the environment and being respectful of all races, religions, and sects. Using any form of citation, be it MLA, Chicago or APA style, it is important to teach students to recognize others work. And, not copy and paste – which is outright plagiarism. Students need to paraphrase, add their own perspective and cite their sources of information. This practice will help all become critical thinkers and ethical users of information, and one must know that simply copying and pasting information out from the internet is not learning. Let’s model, practice and support the ethical use of information.

Evaluating Information – Caarp or Cars

By | General, Information Literacy, Librarian's Role, Research Skills | No Comments

There is a plethora of information online – so how do we navigate the flood of information and recognize information that is authentic, real and something we can trust. All IB librarians are pretty familiar with the acronym – CAARP or CRAAP.

To recognize information as worthwhile and with credibility – it is important to teach our students how to question their sources. My favorite criteria is the CAARP  from the California State University And, you can apply it to almost anything, a book, a website, a blog post or even a media product. To test the authenticity of the information you can also use the CARS checklist from McGraw Hill. As librarians, we must teach these to our students starting from Grade 4 all the way up to the high school students. No one is too young or too old to learn these acronyms to guide us when evaluating any source of information.

When you come across a video on Whatsapp or through social media channel, using any one of these acronyms of evaluating will help identify the authenticity and value of the information and will help you from getting carried away with fake news and other morphed videos and images. If you don’t see the creator of the video – IGNORE IT… It’s not worth passing it on.

I often tell my high school students, that if they come across some information on a website and it is only found on that particular website, and that particular information sounds unique, unbelievable or even rare, then, more often than not I would ignore it. To get an all-round perspective on a particular topic it is important that you find other credible sources that would compare, comment or even discuss it from different angles. Always when in doubt, look for other sources to compare, get perspective and viewpoints on the topic, never trust only one website, or one source for a particular topic.

Compare, contrast, think, analyze and use your own understanding to arrive at your opinion and views. This will help students and researchers to develop a grasp on a topic and get a 360 degree perspective on the topic.

Reading Aloud Stories Beyond Folklore 2

By | Book Talk, General, Librarian's Role, School Libraries | No Comments

Read aloud stories beyond folklore: there are plenty of stories beyond folklore being published in India. It is time to look at the originality and the creativity of these stories. I love the uniqueness of the recent stories that are being published, they have a profound purpose and goes beyond the folklore.  In today’s post, we will look at picture book stories about Urban India. These picture books can be used to talk about India: Where we are in place and time OR Who we are? OR Comparing city or village life or urban and rural life.

Fakruddin’s Fridge by Meenu Thomas and Tanvi Bhat is about little Fakruddin worrying about everything and asking endless questions. One day, when his fridge stops working, Fakru is frantic! How will he survive a hot summer without cold water? Ammi says: “Think of a way out yourself,”  A light-hearted story with cheerful watercolor illustrations which bring alive the ambiance of Fakru’s neighborhood in Bhopal city.

For Ju, old is gold. Her mother brings her hand-me-downs from the homes in which she works and Ju welcomes them like new friends. Ju graciously receives well-used textbooks and the treasures sometimes hidden among their pages: pressed flowers, poems, even a dead butterfly. One day Ju finds a sealed envelope in the maths book. It has a stamp but no address. Ju’s Story is part of ‘Different Tales,’ a project by Anveshi Research Centre  Paul Zacharia, sensitively shares this moving story, with Asma Menon’s strong, painterly illustrations suggesting a sense of empowerment. Slums are a part of every city life and cannot be ignored.

Princess Easy Pleasy by Natasha Sharma and Priya Kuriyan

Princess Easy Pleasy is all but easy to please. She drives the royal packer up the wall with her quirks that are as seasonal as her royal vacations. Where does it all stop? This rollicking picture book written by Natasha Sharma and illustrated by Priya Kuriyan guarantees many laughs and gives you a glimpse of another aspect of an urban lifestyle.

Papa’s Marathon by Nalini Sorensen and paired with Prashant Soni’s illustrations is a lighthearted story is about fitness goals that go awry and the unflagging faith of family. A cheerful story, about Gia’s Papa who has signed up for the marathon. And he buys clothes and fancy gadgets to match his new hobby. A story about Gia and her grandmother who become his biggest cheerleader. Another glimpse into some of the urban lifestyle’s in India.

Enjoy these stories and should you have others to share, please add them to the list. Most of these stories books can be found with Peacock Feathers.

Reading Aloud Stories with Purpose -1

By | Librarian's Role, PYP Profiles, Readaloud, Reading and Writing, School Libraries | One Comment

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.

IB Librarians – What makes them so special?

By | General, IB Profiles, International School, Librarian's Role, Library curriculum, PYP Profiles | 4 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.

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?

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

 

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!

5 Keys to Story Telling

By | General, Librarian's Role, PYP Attitudes, PYP Profiles, Reading and Writing | 3 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.

Are Librarians Relevant in Today’s World?

By | General, Information Literacy, Librarian's Role, Media Literacy & Information Literacy, Professional Development | 3 Comments
Computer Communication

Literature, Information and Media Literacy – Computer Communication –  CC0 Public Domain

Are Librarian’s relevant in today’s world? What’s the role of librarians in schools? Do we really need librarians in schools and colleges? Or are they only keepers of books?

Libraries are the central hubs of learning. Libraries have been a storehouse of books and been synonymous with knowledge. And, therefore, to gain knowledge a student goes to an educational institution and visits the library to build on their learning experience. Now, things are different! Learning is happening everywhere.

With the advent of the Internet in 1986 in India and growing connection in every Indian state, we have come a long way with the acquisition of information. Information is now available at the fingertips of every individual who owns a smartphone. So, the question we need to ask all librarians is – Are Librarians obsolete in today’s world? Do we need a library or librarians to help us find information?

The answer to the questions is YES!  But, how can we as librarians, reinvent ourselves to stay relevant and feel accomplished in our job? The only answer is to LEARN. Find ways to stay relevant. Choose autonomy and courage to try new lessons with our students and equip ourselves. Today, as librarians we need to be Meta Literate. As librarians, we must have five primary objectives to guide our patrons, whoever they might be.  Tom Mackey & Trudi Jacobsen,  advocates Metaliteracy.

6 Primary Goals recommended are:

  1. To help individuals, evaluate all content critically and understand differences in articles, blogs, reprints, wikis, media products and websites
  2. We must learn and support personal digital privacy, encourage information ethics and protect intellectual proper in our technology environment
  3. Library Hubs or Learning Commons must provide a participatory environments for people with similar interests work collaboratively, and learn from each other through interest groups
  4. Another key role is to help learners with research strategies to help them in their personal, academic and/or professional inquiry.
  5. Support learners to become better communicators of information through reading, writing and/or creating media or infographics to convey meaning.
  6. Develop the art of reading and craft of writing for you and for other learners.

Dr. Albert Ryan an educator and a freelance writer, says, it is very important for students to learn about information and media literacy. Anubhati Yadav,  an advocate of media literacy claims that media literacy in schools is a must.

In my belief, since Librarians are the experts in curating, sharing and knowledge experts, it is therefore critical, for us to take this opportunity to update our skills in learning Literature and Writing workshops. And, learn about Information and Media Literacy in our new educational environment.

So, how we do that? There is no formal training in India for librarians or teachers to learn about Information and Media Literacy. It is urgent in our present scenario. There are many free courses of Information & Media Literacy available on Coursera,  UNESCO – Information and Media Literacy, AUB and other MOOCs Online There are several Massive Open Online Courses -free cost available.

All we need is to develop a mindset of growth.  We need courage and openness to learning. We want the consumers of information and media to make informed choices and not be carried away with propaganda and misinterpretation of media and news. All information gatherers learn not only from print but media, graphs, infographics, audio recordings, videos and a combination of all of the above, thus making them Metaliterate. This is one of the goals a librarian must keep in mind in supporting the learning community.