The end of April/early May always brings lots of student work for display in the library. Right now, we’ve got an exhibition from Film & Photography, selected works from a MS French poetry unit on poems of ordinary life, and (my favorite) the 11th grade Heat Maps charting Hamlets descent into Madness!
Spent the last week working with DB and JB for their Geography and Bill of Rights projects. Loading up student iPads with database access and getting everyone back on NoodleTools. I’m pleased by how many students are already using it this year. Goal = working with S4!
We met with our Head of School this afternoon after a copy of the most recent Charlie Hebdo arrived in our mailbox. Given the nature of our school and the attacks in Paris, I wasn’t surprised to learn the senior parents had decided to subscribe us to the magazine. Okay, I am totally surprised but I also see my reaction as being very American. Charlie Hebdo themselves asked readers to subscribe as part of the fight against censorship. I have a lot of conflicted feelings.
So, I am really glad that I wrote our Collection Development Policy a few years ago and was able to show it to our Head. It outlines what we do and do not collect, our challenge/reconsideration policy, and, most importantly right now, our donation policy. We talked about a few of the possible outcomes of having Charlie Hebdo available in the library and I feel satisfied the decision provides commonsense access to an important/controversial publication while also being sensitive to the potential for harm.
What we’re doing: Keeping the magazine in a container in the library, available for teacher and US student use. It will be weeded at the end of the year with the rest of the periodicals. We will not subscribe once this year runs out.
Our theatre teacher recently approached me to present to her HL Theatre class on their Dramaturgical Research Investigation. The investigation requires an annotated bibliography (called a “critique of sources” by the IB) and she ask that include some guidance on source evaluation and in-text citation. Here’s my presentation and a shoutout to Tony Tepedino’s excellent tutorial on embedding.
So, here’s my the report for my first month of Toggl-ing. I captured 120 hours of my work and learned some things about how I use my time and how I describe the way I use my time. It took me a few weeks but I know feel like I have some controlled language about how I use my time and, moving forward, will be closer to capturing 200 hours of work a month. One thing I’ve noticed is that even though I’m in the office from 8-4, I tend to only annotate 7:30 hours of work a day. In addition, this pie chart doesn’t include the hours I spend reading teen fiction outside work. I’m reading much, much less at work this year. Between Toggl and my Asana checklist I’m feeling super productive and super BUSY. There is simply so much to do this year. Is it that I’m getting better at my job? Do teachers trust me more? Am I feeling pressure to leave a legacy or prove my worth? All of it. But I’m also just straight up excited to be doing awesome projects with my peers. I really, really love my job. [Hooray!]
We’re meeting with Sean today to talk about goals and I want to get me thoughts organized.
How does my work correlate to the AASL Roles of the School Librarian?
What do I plan on accomplishing this year?
- 8 collaborations with US teachers
- Kindles pilot
- Three Wells and advertising – getting different bodies in the library
- weeding and replacement of ENG fiction
- reportage and documentation
- create a monthly US book display
- Annual Report
- Ebook acquisition methods
- Present at a conference?!
- Train Jane and her up and running as MS librarian
- budget, billing, credit card stuff