Advocacy in Advertising: Student Icons

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student-created display, from liquidliteracy.wordpress.com

As I’m getting ready to begin the new year, I’m moving into preparing the library for patrons.  That is a concrete job that showcases the learning commons’ resources.  In my role as library advocate, I have to spend time on signage.  I was chagrined by my lack of time to put into displays this year–there was funding last year for new textbooks, so I spent this week adding them and generating barcodes in Destiny instead of working on displays.  I shared my frustration with the principal (she used to be the TL), and she reminded me that I will have plenty of time to get displays up in the first week of school. This encouragement helped me to remember that the STUDENTS have been the display creators in past years, and they do really well.

Two years ago, students from the Virtual Enterprise class took my print orders and made beautiful copies that I laminated and used for signage.  I have since discovered a wealth of help creating gorgeous signs and displays from student aides and the Students for Literacy club.  One student aide made a bulletin board for books that will be made into movies.  My last student aide put together an origami border for the digital citizenship board, and another lovely fanime board.

Sometimes it’s hard to let students take on this job.  My aesthetics approach to lettering involves peeling off stickers and sticking them to designated spots on a penciled-in line.  Two years ago, one of my students spent an inordinate amount of time cutting out lettering for a graphic novels display.  Despite the fact that the Gothic font was a bit difficult to read, and the letters were smaller than I would’ve done, I was at least thankful to delegate a job that needed doing, thereby supporting participatory culture.  According to the 2006 MacArthur Foundation/MIT publication, White Paper: Confronting the Challenges of Participatory Culture: Media Education for the 21st Century by Henry Jenkins, “Our goals should be to encourage youth to develop the skills, knowledge, ethical frameworks, and self-confidence needed to be full participants in contemporary culture” (p.8).  In addition, YALSA’s (2014) publication, The future of library services for and with teens: A call to action  exhorts us K-12 educators to “Listen to teens and seek out ways to affirm [student] identities through connected learning opportunities with libraries that build upon academic, digital, critical literacies, etc.” (p. 27).  What better way to engage students than to grant them the privilege to not only contribute to the running of the library, but also to build community?  And what a great way to move a job from the librarian’s shoulders to the place where it naturally goes?

For those of us who either have trouble removing our hands from the task, or have students who want to help but can’t draw a straight line, there are places to go to get great, free, images.  As I was searching the web for my last post, I came across the July 17, 2017 Knowledge Quest article by Becca Munson titled, “The Noun Project: Find icons for all your needs” .  The Noun Project, located at thenounproject.com, contains “over a million curated icons, created by a global community.”  And if they need ideas, have them check out Pinterest boards like this one by KarinSHallett. For lettering, if you want students to conform to your expectation of readability and coloring, you can go the sticker route, or you can get die-cut letters from your local RAFT (Resource Area For Teaching) store.  I challenge you to let them take the reins, though.  There is cooperation, and then there is collaboration.  If you hand over a job and say do it this way (here are the letters, use these colors, etc.), the student cooperates by completing the job to your specifications.  If you ask your student to come up with some display ideas and plans that you review and ask about (What font size do you plan on using? Do you need me to purchase supplies?), that’s collaboration.

Do any of you have go-to sources for images and lettering that you’d like to share?

References:

Jenkins, H. (2006, October 19). White Paper: Confronting the Challenges of Participatory Culture: Media Education for the 21st Century.  MacArthur Foundation. Retrieved from https://www.macfound.org/press/publications/white-paper-confronting-the-challenges-of-participatory-culture-media-education-for-the-21st-century-by-henry-jenkins/

Munson, B. (2017, July 17). The Noun Project: Find icons for all your needs. Knowledge Quest. Retrieved from http://knowledgequest.aasl.org/noun-project-find-icons-needs/

Young Adult Library Services Association. (2014, January 8). The future of library services for and with teens: A call to action. Retrieved from http://www.ala.org/yaforum/future-library-services-and-teens-project-report

 

Professional Developer seeks organizational assistance

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Cronin, Tom. 10 July, 2004. One Hell of a Mess…CC Share-Alike 2.0 Generic

One of the many hats the teacher librarian wears is the role of professional developer.  Yes, we are bound to develop our own skills.  These days, we find professional development opportunities through conferences and workshops, but more and more of us are moving to OERs, webinars, and connections through social media sources like Twitter and Facebook.  As Carolyn Foote notes in her 2013 Library Media Collection article “From professional development to personalized learning,” personalized learning is “something that you do for the benefit of your own learning on your own time and at your own convenience, and it’s tailored to what you need.” Foote points out that we have ample choices at our fingertips, and we need to use them.

How do we transfer what we’re getting to the teaching staff and classified staff at our schools?  I’ve been pondering this question as summer comes to a close and I will be looking for ways to get into the classroom to support teachers since, as Kristin Fontichiaro states in her 2013 article “Librarians as professional developers,”  “being a professional developer allows librarians to reach kids by empowering their teachers” (p. 47). In past years, I have been able to incorporate what I’m learning into weekly emails that I send out to the staff, called “Tech Tip Tuesday.”  I’ve also been able to use what I’ve learned in tech menu sessions and in department meetings.

But part of my problem is organization.  My tech tip emails are in one spot; my tech lessons in another, etc.  A lot of the professional learning comes at me in bits and bytes, and winds up relegated to a back channel.  I would love to have all my little bits and pieces in one spot so I can find it easily AND direct staff to it.I love Pinterest for that, and I’ve used my Google+ account to do a little of this, too.  The new Google Sites can also be a great place to put stuff, except for the fact that it’s not ready to work with Widgets (my Twitter feed and Pinterest boards are just links).  I love WordPress, and have a feeling I’ll be moving everything onto a site here…

Any of you out there have some good tips on getting my professional development ideas organizing your good stuff?

References:

Foote, C. (2013). From professional development to personalized learning. Library Media Connection31(4), 34-35.  Retrieved from http://libaccess.sjlibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=lls&AN=84557824&site=ehost-live&scope=site

Fontichiaro, K. (2013, May). Librarians as professional developers. School Library Monthly, 29(8), 47-48.  Retrieved from http://libaccess.sjlibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=lls&AN=87773567&site=ehost-live&scope=site