The Basic Blueprint for Making Your School Library More Visible
Teaching Research in the Middle School Classroom
As a librarian, my goal for my students is to help them become effective and efficient researchers. I often tell them, most students don't like research and that is okay. But, it is a life skill that they will be able to apply in a wide range of situations from buying a car to finding the best place to go on vacation.
While my opinion of teaching research in middle school is much different from that of many students, I take my goal very seriously to make them better at it, because like anything else, practice makes perfect. Here are some ways you can improve the research experience for your students, with three simple shifts in how you approach research instruction.
Personalized learning is all the rage now with increased access to technology for many of our students, but it is more than a buzz word. Teaching research in middle school, students need the opportunity to explore and examine topics with which they can connect. This is illustrated in application of the third space. The third space occurs when a students own world experience overlaps with that of the curriculum (Maniotes, 2005). If students are not living and working in the third space, then we as educators are missing out on deeper learning for our students.
How do you do that? Make it personal.
Giving students time to explore topics around a concept prior to asking them to even pick a focus, gives them the chance to select something of personal value. This also helps them build a bridge between their interests and the area of focus, accessing their third space. Exploring options allows students to develop a stronger interest in their work.
A sure way to guarantee disinterest in research is to assign topics or concepts. Instead of giving a topic or list of options, which takes away choice, take the time to guide students through the steps to select a an appropriate topic after they have explored the concept. Devoting time at the start of your research to be the guide your students need helps ensure that later on in the process the don't feel frustrated or defeated by a topic they had no say in selecting. You can explore the Guided Inquiry Design research model by Kuhlthau, Maniotes and Caspari to explore some of the feelings associated with the research process in their Information Search Process (2012.)
Guiding goes beyond setting students up for a successful choice, it also helps students take ownership for their own learning. As a guide, you are providing the necessary scaffolding to lead them to discovery instead of just giving them a topic, questions, and sources.
Process Over Product
Sometimes learning and understanding the process is more valuable than the product. This is not meant to diminish the value of selecting a format for publishing work, or knowing how to create for a specific audience. But, focusing on a massive end product can lead to stressed students who care more about the colors of a PPT slide than the actual content they are synthesizing. There are times when the notes sheet can be the product, allowing the focus to remain on the steps students are taking to gather information and analyze sources. This also removes some of the stress which can be associated with big research projects.
If you are teaching research in your classroom and need a good note taking sheet which can also double as a product, give this resource a try. This editable digital handout can double as a final product because, not only does it feature a place for generating research questions and note taking, but it also has a component for summarizing notes into paragraph format. This promotes synthesis and evaluation of the information gathered, taking the work beyond basic regurgitation of facts.
Use personalization, guidance and process over product to create a unique and engaging research experience for your students!
Maniotes, L. (2005). “The Transformative Power of Literary Third Space.” Ph.D. dissertation, School of Education, University of Colorado, Boulder. (Access Link)
Kuhlthau, Carol, Leslie Maniotes and Ann Caspari. Guided Inquiry Design: A Framework for Inquiry in your School, Libraries Unlimited, 2012.
3 Ways to Actively Advocate for Your Library
Not sure how to showcase the value of your school library? Need some ideas on how to advocate for your program? Check out these three ways to actively advocate for your school library during School Library Month and all year long!
1. Monthly Data Collection
Data. Not a word, as teachers, that we always like to hear. However when it comes to actively advocating for your library, collecting data is crucial part of the process. The more data you are able to collect the better you will be able accurately paint a picture of your library activity to administrators and stake holders.
If your administrator or supervisor does not already request data from you regularly, it may be worth it to start the collection practice. Three good areas of focus are student visitors, amount of time providing direct instruction and circulation. Providing the number of student visitors lets stakeholders see the number of students who visit in addition to the day to day students with whom you are working. If you have a fixed or flexible schedule, it is good to track your teaching time, especially because of the other management responsibilities you may have on top of planning and teaching lessons. Finally, keeping track of circulation will help you track from year to year or month to month how many books are moving in and out of your library. This also helps justify spending and reinforces any purchasing you may do.
For a quick, one page data collection tool you can use for the whole year, try this FREE Library Monthly Data Collection tool.
2. Active Social Media
Get out there! If your district allows, start a social media page for your school library. Twitter and Instagram or Facebook are great places to start. It will help you create a professional network as well as promote the good things happening in your space.
Working in an Elementary setting? Not to worry, your social media does not have to target your students, it can be for parents or the community instead. At the secondary level, use what your students are using. This can be a great way to highlight events, actively advocate for your library, and share newly purchased titles directly with students.
Not enough time? There's an app for that! Free accounts with programs like Hootsuite and Planoly will allow you to pre-plan and schedule your postings so you can ensure that your content goes out during a high visibility time for your audience.
Need a place to start? Use this free social media planner, specifically designed for librarians to plan out your postings, focus on special library events during the school year and generate hashtags to increase your visibility.
3. Elevator Speech
Every time someone asks what you do, be ready to articulate in a concise manner what you do, following the word "librarian". With the changes in the field of librarianship over the last 5-10 years, school librarians know we don't do the same things that were done twenty years ago, however that message has not always expanded beyond our profession.
My go-to line is: I'm a middle school librarian. I teach research and information literacy.
That is also the origin of my website tagline! I have used that phrase often and with positive results. It clarifies without being too preachy.
Gone are the days of a librarian sitting behind a desk checking out books all day. And to ensure that our patrons, peers, administrators and the people we meet on the street know what we do, we have to be ready to actively advocate for our libraries.
Don't forget to check out the FREE Library Monthly Data Collection Tool!
What are you going to say next time someone asks what you do?
Hi! I'm Sarah, a school librarian and former middle school English teacher. I empower school librarians to use branding and marketing skills in order to build culture, get visible and advocate for their library.