Annual End of Year Report
June, 2014
Compiled and composed by:
Karen Hornberger, Library Media Specialist
Palisades High S...
This is our 12th annual report
and the purpose is to
educate readers on the
programs and services that
we have offered thr...
Section One: provides data on our
school, usage of the library, and our
resources.
Section Two: provides information on
ho...
Palisades High School is
located in Kintnersville, PA
with a current enrollment of
approximately 650 students
and approxim...
Karen Hornberger is the
Library Media Specialist.
Corine Rillera is the
Computer Lab Assistant.
The category “other” represents visits from
health, guidance, world languages, etc.
The category “other” represents visits from
health, guidance, world languages, etc.
In addition to classes that visit, we also
have:
• Student assistants
• Students on permanent pass
• Students using the cy...
This year was the first time that the high
school library has had a student helper
program in which the students serve as
...
In our collection, we have:
• Print books ( 19,844 titles)
• eBooks (over 7,000 titles)
• Advanced Placement Source (artic...
Tinicum Civic Association has, yet again,
graciously donated money to our library.
We were able to update our collection m...
Total Books Circulated (print and eBook)
In-house represents print materials along with AV materials.
Electronic represents eBook accesses.
Note: the discrepancy b...
Advanced Placement Source offers articles
from scholarly journals with over half
originating from international publishers...
For Back to School Night, I created a
Resource Brochure, set up a table (which I
shared with a representative from Bucks
C...
As a librarian, it is important that I inform
students of the services and resources that we
provide, however, I don’t see...
This year, we were allowed to permit
students to utilize cell phones for
classroom learning. At the beginning of
the year,...
Erin Banas came to me asking if I would collect
resources to help her students determine whether
President Truman was just...
Through the survey, which was used to assess the
students’ individual research needs, I found out that
there was a trend t...
Last year, our principal had us formally record
and monitor how we were helping struggling
students. This system allowed m...
Annually, Morgan Flagg-Detwiler asks me
to support her class in developing thesis
statements during the Civil War Project....
We heavily pushed the integration of statistics in
research this year. As a result, many students
have had the suggestion ...
In February, we hosted a Twitter Chat where six
schools came together on Twitter at a designated
time to discuss the conce...
We used Storify to archive the Twitter
Chat on the American Dream. As I
learned the program, I realized that it
was a grea...
On March 31, I began as an instructor for
the Gifted Seminar III classes. During this
time, I designed instruction for sev...
Each year, classes come in to select
historical fiction titles. Previously, we have
relied on the stickers on spine labels...
Our new business teacher, Tom Poynton,
approached me about a unit that he
created in which students needed to read a
book ...
In November, we hosted a fundraising
event at our local Barnes & Noble where
we had our madrigals sing, football players
r...
I participated in a study group in which
myself, Carole Lee Deemer, Erin Banas,
and Bob Schlegel discussed research skills...
I like to share the things that I do
throughout the year with other
librarians and educators.
I do this through my blog. T...
My Principal, Rich Heffernan, nominated
me as a Keystone Technology Innovator
during this school-year and I look
forward t...
I serve on the HSLC Board of Directors as
Secretary. This company supports the
state interlibrary loan system along with t...
My goals are to continue to meet the needs
of both students and teachers next year.
I hope to keep striving to provide the...
Annual report 2013 2014
Annual report 2013 2014
Annual report 2013 2014
Annual report 2013 2014
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Annual report 2013 2014

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Annual Report: Palisades High School Library 2013-2014 school-year

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Annual report 2013 2014

  1. 1. Annual End of Year Report June, 2014 Compiled and composed by: Karen Hornberger, Library Media Specialist Palisades High School Library Media Center
  2. 2. This is our 12th annual report and the purpose is to educate readers on the programs and services that we have offered throughout the year, supporting both students and staff with the goal of making students as academically successful as possible.
  3. 3. Section One: provides data on our school, usage of the library, and our resources. Section Two: provides information on how I, the Library Media Specialist, have supported student learning and achievement.
  4. 4. Palisades High School is located in Kintnersville, PA with a current enrollment of approximately 650 students and approximately 60 faculty members.
  5. 5. Karen Hornberger is the Library Media Specialist. Corine Rillera is the Computer Lab Assistant.
  6. 6. The category “other” represents visits from health, guidance, world languages, etc.
  7. 7. The category “other” represents visits from health, guidance, world languages, etc.
  8. 8. In addition to classes that visit, we also have: • Student assistants • Students on permanent pass • Students using the cyber center • Students from study hall • Students using the copiers • Students taking tests • Meetings • Etc. WE are a very, very BUSY and WELCOMING library! 
  9. 9. This year was the first time that the high school library has had a student helper program in which the students serve as “triage workers”. The student helpers are the people that students come to when they need to sign a book out, receive help with the copier, and obtain supplies and passes. The helpers also shelve books and pull items teachers need for units. This system was vital in allowing me to focus, without distraction, on helping teachers and students. I no longer needed to worry about a student who wanted to sign out a book while I was formally instructing a group or informally working with a student or teacher. I could remain in a brainstorm session with another teacher on how we wanted to plan and roll out an upcoming unit. The student helpers received community service hours and many, many thanks.
  10. 10. In our collection, we have: • Print books ( 19,844 titles) • eBooks (over 7,000 titles) • Advanced Placement Source (articles from scholarly journals, etc.) • SIRS Researcher (articles from national and global magazines and newspapers) • Noodletools (bibliography/notecard/outline generator) • Videos • Audiobooks • Calculators • Video cameras • Headsets • Two tablets (gifts from the Class of 2013! Thank you!!!! The students LOVED them!) • PLUS… state-provided Power Library Resources!
  11. 11. Tinicum Civic Association has, yet again, graciously donated money to our library. We were able to update our collection mid- year, and chose titles that students had been requesting. Our budget has been cut significantly and this allowed us to order more books that the students wanted. We were VERY grateful for their donation. The Tinicum Civic Association raises monies through community based events with the purpose of supporting local non- profit organizations that contribute to the general welfare or enhance the quality of life in our area. Please consider helping the association by volunteering at or attending the upcoming Tinicum Arts Festival, July 12-13, 2014 in Tinicum Park or by visiting Stover Mill Art Gallery located on River Road in Erwinna.
  12. 12. Total Books Circulated (print and eBook)
  13. 13. In-house represents print materials along with AV materials. Electronic represents eBook accesses. Note: the discrepancy between the total and the total from circulation by month is due to the presence of June circulation.
  14. 14. Advanced Placement Source offers articles from scholarly journals with over half originating from international publishers. This year, there were 2,088 searches performed within the database. SIRS Researcher offers articles from national and global magazines and newspapers. This year, there were 1,066 searches within the database. Noodletools is a bibliography/notecard/outline generator. This year, there were 2,018 bibliographies created. We only requested 72 interlibrary loans this year. In the past, we had requested up to 350 annually. This significant drop indicates to us that the rental of the eBook subscription is better serving our patrons immediate research needs.
  15. 15. For Back to School Night, I created a Resource Brochure, set up a table (which I shared with a representative from Bucks County Public Library that I had asked to join me), and handed the brochure out to parents. Throughout the year, when teaching, I would take the new library resources brochure that I created and hand each student a copy. As I taught, they could visit each website on their computer, respectively searching keywords related to their topic. The students were able to mark up their copy of the brochure with notes on which databases were most useful to their research.
  16. 16. As a librarian, it is important that I inform students of the services and resources that we provide, however, I don’t see them consistently. This year, I requested a way to communicate with all students and was pointed to the ability to email all high school students as a group. I sent emails throughout the year. Examples of topics sent to all were: the resources we offer, incorporating statistics into research writing, embedding portions of videos into PPTX, etc. Many students have mentioned that they have found them useful. I found that it was most useful to send the information to the entire student body after formally instruction had been provided. This way, all students were able to see the information, but students who had just learned the information had ready access to it.
  17. 17. This year, we were allowed to permit students to utilize cell phones for classroom learning. At the beginning of the year, we also received an in-service on questioning strategies. I merged the two opportunities. After the lesson, I developed questions for each research lesson and I asked the students to login to Padlet (an electronic sticky wall) to answer questions. These answers prompted class discussion. I like using this type of instruction because I find that quiet students gain a voice.
  18. 18. Erin Banas came to me asking if I would collect resources to help her students determine whether President Truman was justified in dropping the atom bomb. The students were to complete a research paper to argue their chosen side. I developed a Google Site which “curated” quality articles on Truman and the bomb. I presented the site to students along with a lesson on properly annotating a bibliography to students in semesters one and two. After formal instruction took place, I developed a survey designed to identify their individual research needs. I must say that the development of the survey was the best thing that I did all year! I used it often in many classes and it allowed the opportunity for students to indicate on the form that they needed assistance which flagged me to visit them knowing where they needed instruction. During the same point in time, Morgan Flagg-Detwiler was teaching the same concept and asked her students to use the site with the end product being participation in a class-wide, structured debate. Both classes were a lot of fun to support. I also created a similar site for Bob Schlegel for his Reconstruction unit.
  19. 19. Through the survey, which was used to assess the students’ individual research needs, I found out that there was a trend that students were responding that they needed help with using lengthy scholarly journal articles. This surprised me since it has been integrated into my formal instruction for years. I believe that it may be that there is too much information integrated into the one lesson; by the time that the students learn about how to work with the articles, they do not grasp the entire strategy due to having received too much new information at one time. I responded by creating and sharing (with all students) a slide show which explained how to read these lengthy and technical journal articles. From now on, I will reference the slide show so that the students can know that they can refer to it when needed. I was also surprised at the public interest in the reading and writing strategies associated with scholarly journals. Within one and a half months of posting the slideshow on slideshare, I have had 3011 views, 4 downloads, and 1 favorite.
  20. 20. Last year, our principal had us formally record and monitor how we were helping struggling students. This system allowed me to help teachers help their students. I worked best with Kevin Ronalds to provide support to students. Together, Kevin and I identified which students were struggling the most during senior project. I created a formal document which Kevin and I could both edit together. I tracked when I met with students and what the progress was. Kevin would monitor the student in class and send the student over for assistance whenever necessary. I also work closely with some students who I know are generally struggling. I identified one student through discussions with her about school and decided to also intervene with her. This student is at risk and I was able to communicate with her teachers and give that extra support and work with her teachers to troubleshoot how to help her. We had success and she made honor roll for the first time ever!
  21. 21. Annually, Morgan Flagg-Detwiler asks me to support her class in developing thesis statements during the Civil War Project. I do a formal lesson and then visit the students to ensure that they are happy with the thesis statements that they are constructing.
  22. 22. We heavily pushed the integration of statistics in research this year. As a result, many students have had the suggestion and lessons on finding numeric information to support their research and how to turn numbers into writing. Some students also created infographics to support their research. Kevin Ronalds has an infographic rubric that we used.
  23. 23. In February, we hosted a Twitter Chat where six schools came together on Twitter at a designated time to discuss the concept of the “American Dream”. Aimee Alfredo’s class worked hard on preparing conceptual questions that they would pose to participants, while Rob Reilly’s class worked on the technical elements of hosting a Twitter Chat. I proposed the original idea, met to plan the event with the teachers, located schools who were interested in participating, checked the status of our groups’ progress, communicated schedule changes with the schools (due to inclement weather), helped run the event, archived the chat and shared the archive (along with how to run a Twitter Chat for students ) with the educational community. It was a lot of work, but it was worth it! It was exciting to bring students from all levels who were learning about the same concept together to talk about the impact of this concept upon their lives and upon literature. I hope to run a similar event next year, but will be considering alternates to Twitter as the platform.
  24. 24. We used Storify to archive the Twitter Chat on the American Dream. As I learned the program, I realized that it was a great alternative to searching Twitter as an information source for students who were researching. I began to embed the utilization of Storify into my lessons for students who were beginning to conduct long-term research.
  25. 25. On March 31, I began as an instructor for the Gifted Seminar III classes. During this time, I designed instruction for seven students during three different class periods. As an instructor, I created and introduced: Citation Style Analysis (which allowed the students to investigate the difference between MLA and APA citation styles, select one and format their entire paper following the chosen style) an Infographic assignment, a notecard exploration project, and a thesis statement and outline self and peer assessment. These assignments were designed to take them through the research project to complete a 10 page research paper and present their research. The original instructor returned in mid- May. I have been able to see the presentations and am very proud of the students that I was able to instruct.
  26. 26. Each year, classes come in to select historical fiction titles. Previously, we have relied on the stickers on spine labels to direct us towards books which fit into the historical fiction genre. The student would then need to scan the book for the time period to see which are appropriate to the timeframe of the course. This year, I worked to create resource lists that would align with each course (US 1824-1920; US 1920-present; World 1900- present). I made certain that each book within the resource list had a summary which would accurately describe the novel in enough depth to be useful for the students. This work was translated into bibliography lists that were printed for the students to read each title and better match it to their interests and needs.
  27. 27. Our new business teacher, Tom Poynton, approached me about a unit that he created in which students needed to read a book about business. I created a business resource list from the existing resources that we have. However, when a new teacher comes in and designs new lessons, we do not always have many books that match their needs that well. I work with the resources that we have, but also make certain to customize a new bibliography of resources to order in the future which support the new unit. Next year, Tom can look forward to allowing his students to choose from a more varied range of topics and interest areas.
  28. 28. In November, we hosted a fundraising event at our local Barnes & Noble where we had our madrigals sing, football players read to children, a pie eating contest, a “How well do you know your best friend/teacher/or sibling” contest. While not heavily attended, we were told it was a great showing for a high school. You can see the videos from the event here and photos here. In May, we ran a sale of required summer reading books through our local Barnes & Noble. This sale also serves as a fundraiser for the library and provides convenient delivery of the summer reading materials directly to our school.
  29. 29. I participated in a study group in which myself, Carole Lee Deemer, Erin Banas, and Bob Schlegel discussed research skills across the curriculum and grade levels. We wanted to remedy the fact that, formerly students may have missed instruction that incorporated certain skills and may not have had the opportunity to use important skills enough to become effective at performing them. As a result, we created a scope and sequence to integrate particular skills into specific classes and determined in which grade each skill should be focused upon. We aligned standards to our work and the library and 12th grade social studies SLO were also based upon our work. We developed new materials to support the skills. Finally, we presented an in-service to staff and required that they determine which projects would integrate the skills.
  30. 30. I like to share the things that I do throughout the year with other librarians and educators. I do this through my blog. This year on my blog, there were: • 3704 views • 14 new posts • The most popular new one (but also the oldest from this year) was: If you Give an eBook a MARC (eBook Management in Destiny) with 275 views • Most popular ever is ironically (because my decision was not to genrefy): Genrefying the Fiction Section:The Pros and Cons 961 views.
  31. 31. My Principal, Rich Heffernan, nominated me as a Keystone Technology Innovator during this school-year and I look forward to the many training opportunities that being awarded this title will offer. I am honored by the title.
  32. 32. I serve on the HSLC Board of Directors as Secretary. This company supports the state interlibrary loan system along with the Power Library Databases. It has been interesting to see the connection between libraries and a non- profit business which supports them. My school, generously, provides me the time every month to serve in this role.
  33. 33. My goals are to continue to meet the needs of both students and teachers next year. I hope to keep striving to provide the best program possible for both through quality resources provided and the communication of how best to access and interact with them. I hope to continue to share good ideas with others to inspire them and I hope to continue to be inspired by others!

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