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Palisades High School Library Annual report 2017 2018


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This is our 16th annual report. The purpose of this report is to reflect upon the school-year and 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.

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Palisades High School Library Annual report 2017 2018

  1. 1. ANNUAL END OF YEAR REPORT JUNE, 2018 Compiled and composed by: Karen Hornberger, Library Media Specialist Palisades High School Library Media Center
  2. 2. PURPOSE OF REPORT This is our 16th annual report. The purpose of this report is to reflect upon the school-year and 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. You may notice that I use the same design every year! This is just to allow me to spend my precious end of year time on other tasks!
  3. 3. ARRANGEMENT OF REPORT Section One provides data on our school, usage of the library, our resources, and statistics. Section Two provides information on some ways in which I, the Library Media Specialist, have supported student learning and achievement.
  4. 4. SECTION 1 • school data • usage of library • our resources • usage statistics
  5. 5. OUR SCHOOL Palisades High School is located in Kintnersville, PA with a current enrollment of approximately 600 students and approximately 60 faculty members. Karen Hornberger is the Library Media Specialist. Candice Rousseau is the Library Assistant.
  6. 6. OUR HELPERS! This year I received additional help since I gained Candice Rousseau as my library assistant! She allowed me to work with teachers and students, supporting academic needs. Candice took the lead on Chromebook Central: supporting student’s technological needs, managing repair/tickets, and helping students print. She was also very helpful with student management as she managed study hall/visitors, monitored passes, and maintained an environment of respect and rapport. Additionally, she provided copier assistance and maintenance, assisted with book circulation, supported school needs by helping building secretaries; distributed overdue notices; addressed incoming phone calls; and helped process materials during genrefication and removal of discarded materials. Managing Chromebook Central was quite the constant task. Candice calls us “bookends” and she certainly supported me in innumerable ways! We also had student helpers! These students mainly did school work while they signed books in and out. They were also very helpful!
  7. 7. LIBRARY USAGE We experienced increased visits by all visitor categories: English with 268 visits, social studies with 316 visits, and “other” (health, guidance, world languages, etc.) with 70. These numbers represent both classes utilizing the library space (with and without assistance from library staff) and librarian visits to classrooms.
  8. 8. ADDITIONAL VISITORS In addition to classes that visit, each period we also have: • Student assistants • Students on permanent pass • Students from the Cyber Center • Students from study hall • Students using the copiers • Students taking tests • Meetings WE are a very, very BUSY and WELCOMING library! We now have a resource room where our Cyber Center was and the Cyber Center is now located where the old computer lab was. This resource room is imperative for us to provide a quiet space for times that we need this option. ☺
  9. 9. OUR COLLECTION In our collection, we have: • Print books ( 13,597 titles) • eBooks (over 10,300 titles in the EBSCO High School Collection & over 24,000 titles in the EBSCO eBook Collection) • Advanced Placement Source (articles from scholarly journals, etc.) • SIRS Issues Researcher (articles from national and global magazines and newspapers) • NoodleTools (bibliography/notecard/outline generator) • Videos • Audiobooks • Calculators • Two Chromebook/charger carts • PLUS… state-provided Power Library Resources!
  10. 10. COLLECTION DEVELOPMENT Last year, we did not have the recommended number of books per student, according to state recommendations. This was due to weeding many outdated materials. This year, we increased our collection from 11,772 to 13,597 materials. We did continue to weed materials, but the print collection is 19 years old. The financial support of the district curriculum budget allowed us to reach the desired number of books, since they generously took on the cost of our subscription databases after better understanding our needs during last year’s department review. We hope that they continue to offer supplementary support for a few additional years in order to allow us to continue to update the collection. With the rising cost of databases, it has felt impossible to keep up with maintaining a healthy collection that is approximately 15 years or newer, inclusive of the number of recommended books per student. This year, with the additional funds, I was able to add nonfiction. I met with many students during the research process to ensure that we had a healthy collection to meet their individual research interests and needs and added books to our wish list whenever we had aged or lacking materials.
  11. 11. COLLECTION DEVELOPMENT: GENREFYING This year we also took on the task of genrefying our fiction section! Our new categories are: Realistic Fiction; Science Fiction & Fantasy; Suspense, Horror, & Mystery; Historical & Military Fiction; Classic & College Bound; and Short Stories. The students enjoyed looking in specifically themed shelves. I plan to further weed the Historical & Military Fiction section to allow more space for the Suspense, Mystery, & Horror section. After genrefying, Historical/Military saw 138 circulations where Suspense/Mystery/Horror saw 438. This reflects current usage trends. We, formerly, had a reading assignment that was integrated into social studies courses; however we no longer have that requirement, leaving the books less heavily used. Future weeding of the Historical/Military section will allow us to make changes to allow for the more popular section of Suspense, Mystery & Horror to increase and thrive.
  12. 12. TINICUM CIVIC ASSOCIATION 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. We were VERY grateful for their donation. The Tinicum Civic Association raises funds 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 7-8, 2018 in Tinicum Park or by visiting Stover Mill Art Gallery located on River Road in Erwinna.
  13. 13. OUR CIRCULATION In-House Materials represents the circulation of print materials along with AV materials and this remains the most popular way to use library resources. eBooks (or eResources) solely represents eBook accesses (and excludes access to electronic articles from newspapers/magazines, interlibrary loan materials, etc.)
  14. 14. CIRCULATION BY GENRE Fiction remains our most popular print “In-House” material, however, fiction saw a decrease in circulation (possibly because of the genrefication process which really disrupted the shelves) and nonfiction and biography saw increases. We hope to see an increase in fiction again next year!
  15. 15. OUR CIRCULATION Advanced Placement Source offers articles from scholarly journals with over half originating from international publishers. This year, there were 2,050 searches performed within the database. Students have begun to find more and more free scholarly journal articles via Google to fulfill their scholarly journal article requirements for research and we will watch this trend to see if we still need/want to subscribe to this database. SIRS Resources offer articles from national and global magazines and newspapers. This year, there were 5,233 accesses to SIRS resources. NoodleTools is a bibliography/notecard/outline generator. This year, there were 1,956 bibliographies created through our high school. We requested 18 interlibrary loans this year and will also monitor whether this decreased trend will continue to consider whether to continue the service.
  16. 16. SECTION 2 • supporting students and teachers
  17. 17. RESEARCH INTEGRATION Over the past four years, we worked on isolating skills for each grade level to focus upon during research and integrated these skills into research units. This year we continued to do so, however modified 10th grade skills to exclude the former requirement of utilizing global sources and social media searches as a research method. These former skills will now be suggested instead of required. In the future, the 10th grade students will continue to work on integrating statistics into research and will now receive more guidance/support on note taking skills. The following skills are the ones that we have isolated per grade level: ● 9th grade students: thesis statement construction, outline construction and formatting, and citation formatting (parenthetically and within a Works Cited list). ● 10th grade students: note taking strategies and integration of statistics during research. ● 11th grade students: using peer reviewed articles from scholarly journals and annotating a bibliography. ● 12th grade students are to synthesize all skills learned during prior years.
  18. 18. 9TH GRADE RESOURCE UNIT SITES Below are the launchpads for all of the unit sites that are designed for 9th grade which incorporate thesis statement, outline, and citation work. The Bioethics Debate site was a new site created this year for 9th grade students and does not currently integrate the three isolated skills, therefore you currently see an asterisk next to its name. I was asked by two science teachers to create this site to support their debate unit. In addition to creating the site, I supported each class for three days as they conducted their research in the library. Grade 9 English: Career Research Paper Social Studies: Reconstruction Paper Social Studies: Civil War Paper Science: Bioethics Debate*
  19. 19. 10TH GRADE RESOURCE UNIT SITES Below are the launchpads for all of the unit sites that are designed for 10th grade. The units that have no asterisk incorporate all of the 10th grade isolated skills. In light of the upcoming 10th grade research skill changes, I changed the content within the sites which did incorporate all of the isolated skills to support the new expectations. There were no new sites developed this year for 10th grade, however the Imperialism Unit was heavily modified. Additionally, one teacher had requested that I gather images that centered around the Soviet Union (Gulags, Show Trials, Great Purge, etc.) I created a shared Google folder that houses these images to share with him so that he could use them with his students Grade 10 English: Modern Day Witch Hunt (The Crucible) Paper English: Julius Caesar Research * Social Studies: Imperialism Unit Social Studies: World War I Research* Social Studies: World War II Battles Research *
  20. 20. 11TH GRADE RESOURCE UNIT SITES Below are the launchpads for all of the unit sites that are designed for 11th grade which incorporate scholarly journal and annotated bibliography work. There were no new 11th grade unit sites developed this year. Grade 11 English: Persuasive Paper English: Debate Project Social Studies: 1920's Paper Social Studies: Truman Paper Social Studies: Vietnam Paper
  21. 21. 12TH GRADE RESOURCE UNIT SITES Below are the launchpads for all of the unit sites that are designed for 12th grade which synthesize all research skills learned in prior years. The World Religions site is new this year. I was asked by a social studies teacher to create a World Religions Google Site that students could use to access resources. This site was not to revolve around a specific unit but instead to serve as a home for quality resources. This site holds an asterisk since it does not synthesize all of the isolated research skills presented in the years prior. Grade 12 English: Dictator Paper Social Studies: Senior Paper Social Studies; World Religions*
  22. 22. NEW RESOURCES FOR INSTRUCTION Throughout the year I created new resources for students. ■ One 9th grade English teacher was working with her students on the concept of fact/opinion during the 9th Grade Career Paper unit and asked me for any assistance that I could offer. As a result, we collaborated on a document that I eventually shared with all the 9th graders via the Career Research Paper Google Site to encourage them to better identify fact/opinion when writing a research paper. I hope that it will really help our students in research writing since they often do not consider the balance of fact and opinion during writing. Here is the document
  23. 23. NEW RESOURCES FOR INSTRUCTION, CONT. ■ Similarly, another English teacher asked me to help her students with expanding upon their research paper writing. I went into the classroom to teach expanding their writing beyond the utilization of information from their outside sources. I developed and used this worksheet for students to interact with. It utilized excerpts from the example paper that was posted in The Crucible Research Unit Site. As a result, I added this document to The Crucible research site. Here is the document
  24. 24. NEW RESOURCES FOR INSTRUCTION, CONT. ■ In preparation for the expectation for 10th grade students to exhibit note taking skills in isolation, I worked to make the note taking resources that we have for our students more clear. As a group, our English and social studies staff decided that we did not want students to be required to perform note-taking utilizing one specific method, so I worked to further develop three options that would allow for successful note taking. I also created a note taking rubric that we will use to assess student growth. Next year, I will likely need to modify the resources a bit more after using them more often and grading student work. Here are the note taking resources
  25. 25. LESSON OUTLINES ● This year, my Professional Growth Objective was to grade assignments that students completed as a result of my co-teaching presentations. In the past, the classroom teachers would often take on that role for me and I’d hop off to teach the next class. The task of grading greatly illuminated for me where students struggle and where they are strong. As a result, I made changes to instruction based upon student work. This was completed for most of the regular lessons that I teach and I have in my calendar for next year to develop additional outlines for the scholarly journal, statistics, and note taking lessons. Below is a link to the altered lessons that were changed after analysis and reflection. They are in the form of lesson outlines. I directly correlated each task to its alignment to each rubric. Here is the link
  26. 26. CO-TEACHING AND INDIVIDUAL ASSISTANCE ● I often go out to the classroom setting to instruct. One struggle that I have is that, as support in the classroom increases, one on one help to students who are behind or struggling is less available within my schedule. I try to be available for teachers to send certain students to me who need additional help (both in the classroom setting and in the library). I often present the skills to these students little by little (in small chunks) and closely watch how they cite a source or produce written work and provide immediate feedback. I was able to do this with many students this year and it is probably a more rewarding part of my job. This one-on-one help with individuals or small groups is sometimes indicated within the co- teaching log as “support” but is not indicated in this log if a student has been sent to me in the library. Here is my co-teaching log (which is also linked in our visitation statistics)
  27. 27. DIFFERENTIATED MODE OF SUPERVISION ● This year, I participated in a study group with another high school teacher, our middle school librarian, and two middle school teachers. It was our middle school librarian’s first year as a full time librarian within the school and she finally had an opportunity to grow as a co-teacher. We developed a plan to strategically implement foundational research skills. We chose to develop a tiered approach and took the concepts we expect in high school and worked to provide exposure and develop familiarity in staged skill developmental experiences, grades 6-8. It is a work in progress, but they really came far this year. Unfortunately, the librarian will now no longer be a full-time librarian again as she will now take a part time role as a gifted teacher. We hope this year has provided a foundation for future growth.
  28. 28. DIFFERENTIATED MODE OF SUPERVISION, CONT. ● Through work in our study group, I increased service to our high school and taught with more teachers than ever before. One main achievement that I set and fulfilled is that I facilitated a meeting with the English and social studies departments to make teaching of our isolated skills more consistent. I had created a talking points/trends document to lead the discussion (which was based upon many individual conversations and never as a large group of professionals with similar tasks). Through this meeting we agreed on consistent methods and changed the course of some of our direction. It would be ideal to continuously meet as a group who contribute to a wider effort year after year to create experiences for students which will help them become strong academically. Here is the link
  29. 29. SUMMER READING PROGRAM I currently chair our summer reading committee which includes my facilitation of the selection of books that students are required to read and assignments students are expected to complete. It includes ensuring the availability of titles, development and supervision of assessments and makeups, and analysis of the program, etc. Here is our current Summer Reading Program site.
  30. 30. READING OLYMPICS & DEBATE CLUB Our Reading Olympics team that Amber Schlosser and I co-advise did very well this year, earning a red ribbon in competition. It was a very fun night with truly superb students! Our Debate Club, which I co-advise with Aimee Trieu, was able to (unofficially) join a league (LVIDA) this year! We were honored to receive official status for next year after earning a record of 15 wins to 3 losses! Our first topic was on whether the Federal Communication Commission should reenact the Fairness Doctrine while our second topic was on whether the United States government should privatize federal prisons. We had A LOT of fun testing out which roles each student was strongest at performing! We are so proud of our students!
  31. 31. GOALS FOR THE FUTURE My goals are: ● to continue to develop the integration of research skills. ● to introduce/unroll our new expectation of note taking skills. ● I hope to keep developing our high school collection to make it more up to date, useful and appealing to students and staff!