ALLA Preconference -- Flip Your Collection -- Wendy Stephens
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This document discusses flipping school library collections to better engage students. It suggests weeding outdated books, focusing on circulation over just the size of the collection, and using social media and student works to extend the student experience and blur lines between school and personal life. This includes considering student fanfiction, artwork, coursework and programming as part of the collection.
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Similar to ALLA Preconference -- Flip Your Collection -- Wendy Stephens
YALSA Institute Flip Your Collection
For the Young Adult LIbrary Service Association (YALSA) 3.0 Institute at American Library Association (ALA) Midwinter Meeting, January 15, 2010
T A S L Conference 2010
[TASL] Annual Conference for 2010
http://www.discoveret.org/tasl/
When: November 4 โ 6, 2010
Where: Murfreesboro, TN
Murfreesboro Embassy Suites Hotel and Conference Center
Embassy Suites Murfreesboro Hotel & Conference Center
1200 Conference Center Blvd Murfreesboro, TN 37129
Group/convention code [SLM]
What: This yearโs theme is โGet Connectedโ
CONNECTING WITH THE COMMUNITY AND COMMUNITY LEADERS
CONNECTING WITH YOUR PROFESSIONAL ORGANIZATION
CONNECTING WITH YOUR COLLEAGUES
CONNECTING WITH AUTHORS AND ADVOCATES
CONNECTING WITH VENDORS
CONNECTING WITH TASL LEADERS
African-American Childrenโs Picturebooks: Examining the Genres of Childhood, ...
African-American Childrenโs Picturebooks: Examining the Genres of Childhood, ...Angelina Bair, MLIS
This document summarizes research on African-American children's picture books. It finds that until the 1960s, depictions of Black children in books often featured harmful stereotypes. Following the Civil Rights Movement, more books were published about the Black experience, but few authors were Black. Today, only around 10% of children's books depict people of color. Teaching African-American books has value for children of all backgrounds by promoting diversity and positive Black representations. More progress is still needed to increase diversity in publishing staff and authors.ย
Answer ONE of the following questions after reading Francine Pro.docx
Answer ONE of the following questions after reading Francine Prose's "I Know Why the Caged Bird Cannot Read." Your response should be well thought out with very few if any grammatical or sentence errors. ย Your response should be 200-300words in length.ย It is due Thursday before 11:59pm.
#1: Prose is highly critical of the quality of both I Know Why the Caged Bird Sings and To Kill a Mockingbird. If you have read either, write an evaluation of her criticism of the book. Is she setting up this book to be unfairly judged?
-OR-
#2: Prose is skeptical of using literary works to teach values. Write a journal entry in which you support or challenge her position using specific examples to support your position.ย
I Know Why the Caged Bird Cannot Read
How American High School Students Learn to Loathe
Literature
Francine Prose
Francine Prose, who was born in the late 1940s, is a reporter, essayist, critic, and editor. She has also written more than twenty books, includ- ing poetry, fiction, and childrenโs literature. Her novel
Blue
Angel
(2000) was a finalist for the National Book Award, and her nonfiction works
The Lives of the Muses: Nine Women and the Artists They Inspired
(2002) and
Reading
Like
a
Writer:
A
Guide
for
People
Who
Love
Books and
Those
Who
Want
to
Write
Them
(2006) were both national best sellers. ย She has received numerous grants and awards, including
Guggenheim and Fulbright fellowships. She is most recently the author of the satiric novel
My
New
American
Life
(2011). Prose is currently a book reviewer for a num- ber of magazines and periodicals, including the
New
York
Times
Book
Review
and
O
. The following essay, published in
Harperโs
in September 1999, is a critique of the quality of required reading in American high schools.
Books discussed in this essay include:
I Know Why the Caged Bird Sings
by Maya Angelou. Bantam Books, 1983.
To Kill a Mockingbird
by Harper Lee. Warner Books, 1988.
Teaching Values through Teaching Literature
by Margaret Dodson.
Eric/Edinfo Press, 1993.
Teaching the Novel
by Becky Alano. Eric/Edinfo Press, 1989.
Teaching Literature by Women Authors
by Carolyn Smith McGowen.
Eric/Edinfo Press, 1993.
ike most parents who have, against all odds, preserved a lively and still evolv- ing passion for good books, I find myself, each September, increasingly appalled by the dismal lists of texts that my sons are doomed to waste a school year reading. What I get as compensation is a measure of insight into why our society has come to admire Montel Williams and Ricki Lake so much more than Dante and Homer. Given the dreariness with which literature is taught in many American classrooms, it seems miraculous that any sentient teenager would view reading as a source of pleasure. Traditionally, the love of reading has been born and nurtured in high school English class โ the last time many students will find themselves in a roomful of people who have all read the sam.
Answer ONE of the following questions after reading Francine Proses.docx
Answer ONE of the following questions after reading Francine Prose's "I Know Why the Caged Bird Cannot Read." Your response should be well thought out with very few if any grammatical or sentence errors. ย Your response should be 200-300words in length.ย It is due Thursday before 11:59pm.
#1: Prose is highly critical of the quality of both I Know Why the Caged Bird Sings and To Kill a Mockingbird. If you have read either, write an evaluation of her criticism of the book. Is she setting up this book to be unfairly judged?
-OR-
#2: Prose is skeptical of using literary works to teach values. Write a journal entry in which you support or challenge her position using specific examples to support your position.ย
I Know Why the Caged Bird Cannot Read
How American High School Students Learn to Loathe
Literature
Francine Prose
Francine Prose, who was born in the late 1940s, is a reporter, essayist, critic, and editor. She has also written more than twenty books, includ- ing poetry, fiction, and childrenโs literature. Her novel
Blue
Angel
(2000) was a finalist for the National Book Award, and her nonfiction works
The Lives of the Muses: Nine Women and the Artists They Inspired
(2002) and
Reading
Like
a
Writer:
A
Guide
for
People
Who
Love
Books and
Those
Who
Want
to
Write
Them
(2006) were both national best sellers. ย She has received numerous grants and awards, including
Guggenheim and Fulbright fellowships. She is most recently the author of the satiric novel
My
New
American
Life
(2011). Prose is currently a book reviewer for a num- ber of magazines and periodicals, including the
New
York
Times
Book
Review
and
O
. The following essay, published in
Harperโs
in September 1999, is a critique of the quality of required reading in American high schools.
Books discussed in this essay include:
I Know Why the Caged Bird Sings
by Maya Angelou. Bantam Books, 1983.
To Kill a Mockingbird
by Harper Lee. Warner Books, 1988.
Teaching Values through Teaching Literature
by Margaret Dodson.
Eric/Edinfo Press, 1993.
Teaching the Novel
by Becky Alano. Eric/Edinfo Press, 1989.
Teaching Literature by Women Authors
by Carolyn Smith McGowen.
Eric/Edinfo Press, 1993.
ike most parents who have, against all odds, preserved a lively and still evolv- ing passion for good books, I find myself, each September, increasingly appalled by the dismal lists of texts that my sons are doomed to waste a school year reading. What I get as compensation is a measure of insight into why our society has come to admire Montel Williams and Ricki Lake so much more than Dante and Homer. Given the dreariness with which literature is taught in many American classrooms, it seems miraculous that any sentient teenager would view reading as a source of pleasure. Traditionally, the love of reading has been born and nurtured in high school English class โ the last time many students will find themselves in a roomful of people who have all read the sa.
I Know Why the Caged Bird Cannot ReadHow American High School .docx
I Know Why the Caged Bird Cannot Read
How American High School Students Learn to Loathe Literature
Francine Prose
Francine Prose, who was born in the late 1940s, is a reporter, essayist, critic, and editor. She has also written more than twenty books, includ- ing poetry, fiction, and childrenโs literature. Her novel
Blue Angel (2000) was a finalist for the National Book Award, and her nonfiction works
The Lives of the Muses: Nine Women and the Artists They Inspired (2002) and
Reading Like a Writer: A Guide for People Who Love Books and Those Who Want to Write Them (2006) were both national best sellers. She has received numerous grants and awards, including
Guggenheim and Fulbright fellowships. She is most recently the author of the satiric novel
My New American Life (2011). Prose is currently a book reviewer for a num- ber of magazines and periodicals, including the
New York Times Book Review and
O. The following essay, published in
Harperโs in September 1999, is a critique of the quality of required reading in American high schools.
Books discussed in this essay include:
I Know Why the Caged Bird Sings by Maya Angelou. Bantam Books, 1983.
To Kill a Mockingbird by Harper Lee. Warner Books, 1988.
Teaching Values through Teaching Literature by Margaret Dodson.
Eric/Edinfo Press, 1993.
Teaching the Novel by Becky Alano. Eric/Edinfo Press, 1989.
Teaching Literature by Women Authors by Carolyn Smith McGowen.
Eric/Edinfo Press, 1993.
ike most parents who have, against all odds, preserved a lively and still evolv- ing passion for good books, I find myself, each September, increasingly appalled by the dismal lists of texts that my sons are doomed to waste a school year reading. What I get as compensation is a measure of insight into why our society has come to admire Montel Williams and Ricki Lake so much more than Dante and Homer. Given the dreariness with which literature is taught in many American classrooms, it seems miraculous that any sentient teenager would view reading as a source of pleasure. Traditionally, the love of reading has been born and nurtured in high school English class โ the last time many students will find themselves in a roomful of people who have all read the same text and are, in theory, prepared to discuss it. High school โ even more than college โ is where literary tastes and allegiances are formed: what we read in adolescence is imprinted
L
on our brains as the dreary notions of childhood crystallize into hard data.
176
The intense loyalty adults harbor for books first encountered in youth is one probable reason for the otherwise baffling longevity of vintage mediocre novels, books that teachers may themselves have read in adolescence; it is also the most plausible explanation for the peculiar [1998] Modern Library list of the โ100 Best Novels of the 20.
Presentation on a Scholar Dr. Vanessa Irvin Morris
This document provides biographical information about Vanessa Irvin Morris, an educator and scholar known for her work studying and promoting street literature. It outlines her educational background, areas of research focus, publications, and impact on academia. Irvin Morris is cited extensively for her work defining street and urban fiction genres and advocating for their inclusion in libraries and classrooms to engage urban youth. The document demonstrates how she has influenced literacy education and practices through her research on social literacies and use of street literature.
Diversity in Children's Books
This slideshow was used for a presentation to the librarians of Delaware City Schools, Delaware, Ohio, by Karen Hildebrand, February, 2017.
Selection Tools for Children's Series
Presentation for Collection Management class on Selection Tools for purchasing children's series fiction. Presented in LIS 748, Spring 2011.
African-American Childrenโs Picturebooks: Examining the Genres of Childhood, ...
African-American Childrenโs Picturebooks: Examining the Genres of Childhood, ...Angelina Bair, MLIS
This document examines African-American children's picture books and their importance. It discusses how these books were historically used to promote racist stereotypes but are now being used to teach positive cultural portrayals. The study analyzes publishing trends that show a lack of diversity in children's books, with only 5% of illustrators and 3.4% of books being by African-American creators. Promoting African-American children's literature is important for improving literacy rates in the Black community and teaching children of all backgrounds about Black culture and experiences. More work still needs to be done to increase diversity in publishing and overcome the historical negative stereotypes.ย
inf presentation
The document discusses censorship in libraries, particularly focusing on the UK and USA. It defines censorship as the suppression of literary materials and resources. It notes that censorship occurs in libraries for various reasons, including parental complaints about unsuitable content for children. Common reasons for challenging books include sexual content, violence, explicit language, and lack of cultural sensitivity. Self-censorship by librarians themselves is also a major form of silent censorship. The document examines specific cases of book challenges and bans in both the UK and USA. It concludes that while censorship is less prevalent in the UK than USA, more data is still needed on the frequency of challenges in UK libraries.
April 2010 Monthly Library Report, The Unquiet Library
The librarians at Creekview High School held several successful programs in the library during April. Students participated in a poetry reading for National Poetry Month and learned how to rewrite plays and film their scenes. Other classes practiced research skills like contacting experts, adding RSS feeds, and creating fake Facebook pages about authors. The library saw over 5,500 student visitors and hosted over 1,000 sessions on its online databases. Librarians collaborated with various teachers on projects covering topics such as health, criminal justice, presidents, veterans, and literature periods.
Bexley Multicultural Class #5
The document provides information on culturally responsive teaching and multicultural literature. It discusses the need for culturally responsive teaching that validates students' cultures and languages. A five phase approach to teaching multicultural literature is described, moving from traditional stories to contemporary works. Several authors and their works promoting diversity and global citizenship are mentioned. The document emphasizes the importance of selecting literature that represents all students and opens doors to their full human potential.
Challenged & banned books 2010
This document provides summaries of books that were banned or challenged between 2009-2010. It lists the book titles, authors, and reasons they were challenged, such as containing profanity, drug use, sexual content or promoting political/social ideas contrary to some parents' values. The document emphasizes the importance of protecting freedom of access to information and opposing censorship attempts. It lists over 30 books and provides basic details about each challenge.
Inspiring Cultural Connections Through Literature
The document discusses using Joseph Bruchac's novel "The Winter People" in a 5th grade classroom to teach about Indigenous peoples and colonialism. It provides an overview of the plot and explains how exploring the novel and related online resources can help students learn about the Abenaki culture and develop cultural appreciation. Incorporating literature and the internet into lessons supports multicultural education by allowing students to gain different perspectives and enhance critical thinking. Some limitations are ensuring materials are appropriate and unbiased, and that all students have access to technology.
Islma 2010 Tweens, Teens and Street Literature
Street Literature is a popular and growing genre that appeals to middle and high school students. During the presentation at the Illinois School Library Media Association Conference, attendees learned why this growing genre appeals to library patrons and how the stories impact their lives. Classic and current Street Literature books and alternate titles were presented and discussed.
Public and School Library Partnerships
The document discusses the historical relationship between public libraries and school libraries, barriers to cooperation between the two, and initiatives to strengthen partnerships in the 1990s and 2000s. It outlines turf battles due to lack of coordination and funding, different roles of public and school librarians, and how responsibilities for children's library services were debated. Examples of successful school-library partnerships and resources for collaboration are also provided.
Historical background
The document provides a historical overview of information literacy from the agricultural period to the current information age. It discusses three major periods in Western history and how developments in society led to corresponding changes in education, libraries, and information instruction. Specifically, it describes how the industrial revolution in the late 18th century contributed to the growth of modern libraries and reference services. The emergence of land-grant colleges and normal schools in the late 19th century expanded access to education. While early libraries offered some instruction, the bibliographic instruction movement of the 1960s-1980s established instruction programs in academic libraries. The current information age, driven by new technologies like computers and the internet, represents another major shift that is transforming libraries, collections, and modes of
Resources for middle grade and teen titles with diverse content
Handout of resources to accompany presentation entitled "Deconstructing the Debate about the Lack of Diversity in Young Adult Literature" at the 8th Annual Adolescent Summer Literacy Institute, William Paterson University, July 7, 2014
Booktalk presentation
This book summary describes the wordless picture book "You Can't Take a Balloon Into the Museum of Fine Arts" by Jacqueline Preiss Weitzman and Robin Preiss Glasser. The story follows a young girl who brings her new balloon to the museum but cannot take it inside. When her grandmother is distracted, the balloon escapes and floats through Boston, passing famous works of art along the way. The book introduces children to art in an engaging way through detailed illustrations that correlate everyday events with famous pieces. It provides opportunities for learning about maps, sequencing events, comprehension strategies, and interdisciplinary connections while entertaining readers of all ages.
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Resources for middle grade and teen titles with diverse content
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More from Wendy Stephens
Ten Technology Tie-ins I Love ALLA 2016
This document discusses Wendy Stephens' top ten technology tie-ins that she loves, including social media platforms like Instagram and Snapchat that teens use to share photos and live updates. It also discusses livestreaming platforms like Periscope and creative outlets like crafting, robotics, and virtual reality experiences using Google Cardboard or the Sphero toy. The document emphasizes that maker time and the process of creating are important aspects of these technology tie-ins.
Everyday Advocacy ALLA 2016
This document provides guidance on advocacy for librarians. It discusses how librarians are already advocates through their work and outlines strategies for advocacy, including positioning the library in larger conversations, staying current on issues, crafting an effective pitch using value-based language, and dealing tactfully with decision-makers. The document also promotes ALA resources for advocacy and highlights a special guest speaker on advocacy planning.
AASL 2015 ESLS Research Panel
"The relationship of visual literacy preferences and students attitudes towards libraries and reading"
Everyones a publisher
This document appears to be a presentation or report containing various sections about art, design, and packaging. It includes the author's contact information and references to several images from the Encyclopรฆdia Britannica relating to paper, photography, and crayons. Sections discuss topics like pattern design, how packaging design can influence perception, building consumer trust through strong design, and differentiation in the marketplace.
Common Core: A Year or More at ALA Annual 2015
This document discusses the adoption and impact of the Common Core State Standards (CCSS) on libraries. It notes that while many states initially adopted CCSS, some have since decided not to keep them. The document also examines issues like the burden of computer-based testing, student demoralization due to testing, and backlash against CCSS. Additionally, it considers who benefits from CCSS and defines what CCSS is and isn't. The document provides various web links for additional information on CCSS implementation and debates surrounding the standards.
Design for Learning
The library is reimagining its services, staffing, and community access by gathering student input and focusing on providing a neutral workspace with communal workstations, kiosks, and labs while housed in temporary quarters as it plans solutions focused on the future role of the central library.
Alabama Library Association Presidents Talk ALLA 2015
Wendy Stephens was the president of the Alabama Library Association from 2014-2015 and currently serves on their Emeritus Council. She gave a presentation titled "Beyond our Disguises: Information Superheroes of Yesterday, Today, and Tomorrow" that discussed the role of librarians over time as champions of access to information. The document lists several related URLs but does not provide any other context or details about the content of the presentation.
Virtual Author Visits in Your LIbrary
Virtual author visits allow students to interact with authors remotely through technologies like Skype or online chat. The document describes several resources for setting up virtual author visits, including an author's website with information about her books across different genres and ages. It also shares an example of a school that Skyped with an author after reading their book to ask prepared questions about the writing process and characters. The final part discusses another idea for a virtual author visit using a real-time text chat with an author to prevent hesitation and encourage participation.
Metaliteracy
Transliteracy and metaliteracy are frameworks for understanding literacy in a digital age where information is fragmented, transient, and produced collaboratively online. Metaliteracy promotes critical thinking and collaboration by challenging traditional skills-based approaches and recognizing related literacy types and emerging technologies. It emphasizes metacognition and reflective practices for participation in open social media environments. Metaliteracy asks educators to reconfigure teaching to ensure students are equipped to access and participate in online information communities. Competencies can be tracked through "badging" that recognizes skills like being a master evaluator, digital citizen, producer and collaborator, and empowered learner.
Wendy Stephens -- CCSS for SLJ Webcast
The document discusses various issues around the Common Core State Standards including which states have adopted them, concerns about computer-based testing placing too much burden on students, and growing backlash from parents and students opposed to the standards. It also references efforts to provide more context about what the CCSS is and isn't as well as quell some of the panic surrounding the standards.
BYOD in Practice ALA Annual 2013
This document discusses Bring Your Own Device (BYOD) policies in schools, comparing the approaches taken by two different schools and districts. It notes some of the challenges schools face with BYOD including "confiscation fatigue" from managing students' personal devices, the heterogeneity of devices, and creating policies around their use. The document provides links to additional resources on BYOD best practices and cellphone learning in schools.
Real World Technology -- AASL Preconference, ALA Annual 2013
The document discusses various strategies for using technology in education on a limited budget. It suggests maximizing existing hardware by upgrading RAM and storage, utilizing replacement cycles of local businesses, and implementing cosmetic upgrades to dated equipment. It also proposes making use of students' own technology through projects designed for common platforms. Sharing computers is recommended, as it provides pedagogical advantages like collaborative problem-solving. Planning is key to enable effective sharing of devices and digital tools.
Real World Budgets -- AASL Preconference, ALA 2013
The document provides tips and strategies for operating a library or book budget with limited funds. Some suggestions include making connections with vendors, asking for help from the community through crowd sourcing, prioritizing patron requests, partnering with other organizations like the public library, and exploring alternative funding sources from local foundations or businesses. The overall message is that it is possible to create a culture of literacy in a school or library even with a very small budget by being resourceful.
Teaching with Primary Sources
This document discusses how teachers can use primary sources from the Library of Congress to help students meet the College and Career Ready Standards. It provides examples of English Language Arts standards for history/social studies for grades 6-12 that involve analyzing primary and secondary sources. The document explains how to determine if a source is primary or secondary and gives examples. It also provides advice on how to search the Library of Congress databases for relevant primary sources to use in the classroom.
It's Been Digitized
Presentation of Library of Congress Primary Sources for Alabama School Library Association June 10, 2013 Annual Conference, Irondale AL
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The document discusses two different approaches to BYOD (bring your own device) policies taken by two schools in two different districts. It provides details on an upcoming Young Adult Services Round Table meeting for librarians serving middle and high school students, including the time, date, and location of the meeting as well as contact information for the moderator.
Finding not searching
The document outlines techniques for advanced searching using Google, including using special syntax, searching specific sites and types of content, using Google as a calculator or converter, and finding additional search resources. It provides information on power searching tools like phrase searching, excluding words, and searching a numerical range. Tips are also given for using Google News, Alerts, and other Google services like Wolfram Alpha and Bing.
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This document discusses challenges and opportunities related to integrating ebooks into school libraries. It addresses myths about ebooks and student reading habits. Barriers to student ebook adoption are examined, along with different service models for providing ebooks. The document also explores concerns that school librarians have in relation to ebooks, such as issues of network access, accessibility, and control over content and platforms.
TASL World Wide Wows Preconference
The document discusses how millennials use technology mainly as a tool for communication and how content consumption and creation has evolved with new tools. It also notes some concerns around sexting among teens and how educators can best serve digital native students by introducing new tools, learning local technologies, preparing for augmented realities, advocating for student-owned hardware, fighting filter bubbles, and helping redefine abilities.
COMO Teen Tech Talk
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ALLA Preconference -- Flip Your Collection -- Wendy Stephens
- 1. FLIP YOUR COLLECTION Wendy Stephens Buckhorn High School New Market, Ala. wstephens@madison.k12.al.us @wsstephens http://www.flickr.com/photos/74716406@N00/513049373/ Alabama Library Association Preconference April 13, 2010
- 2. โAn affluent 5-year-old has about the same vocabulary as an adult living in poverty.โ
- 10. Weeding triage First: Books that use outdated & offensive language Second: Stripped paperbacks Old college textbooks Third: Book club editions of โ50s and โ60s fiction โ most had NEVER circulated Dated books (Guinness, almanacs, etc.) from before the 21st century http://www.flickr.com/photos/melani0201/2551109997/
- 12. Student Circulation, 2003 to date
- 13. Teens Served, 2003 to 2009
- 14. Fiction versus nonfiction, 2008-09 Collection Circulation
- 15. How to get at usage in addition to circulation
- 16. Risky business
- 17. My key to professional intellectual freedom
- 19. The effect of graphic novels in the collection
- 20. The effect of graphic novels in the collection
- 22. Internet = scary! http://www.flickr.com/photos/jhandersen/3233197658/
- 25. But phones = safe? http://www.flickr.com/photos/hellevfisher/2466032965/
- 27. Itโs time to harness thisโฆ.
- 28. Using their phones to talk about books
- 29. Part of your collection?
- 30. Part of your collection?
- 31. Using social media to extend student experience
- 32. What do we do with teenโs work? Is including it in the collection โthe next big thing?โ 11/23/2009
- 33. The lines between student work and student life are blurring
- 34. Sharing coursework via social networks
- 35. When teens plan programming
- 36. What can we do with teen content?
- 40. Expanding your โcollectionโ through fanfic
- 42. Deviant Art fanart leads to inclusion in book, dedication
- 43. Deviant Art fanart leads to inclusion in book, dedication Deviant Art fanart leads to inclusion in book, dedication
- 44. Students building the collection