Graphic language (arts) @ the library!


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Middle school language arts teacher & her media specialist collaborated on a lesson that involved the writing process, photography, book creation, and Web 2.0 tools BeFunky and The Morgue File. The lesson was based on GPS, which are noted in the presentation. Presentation also includes the grading rubric used by the classroom teacher.

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  • The technology literacy standards were adopted in 2009 and available on the Georgia website. They are a little hard to find but worth the time to every librarian who wants to make sure he or she is addressing standards in the library program.
  • Technology literacy standards cover most curricular areas.
  • Newer digital cameras are inexpensive, have high pixel numbers, and are really easy to convert to digital files on the computer by simply plugging in the USB port. Most cameras now have their own software installed right in the unit and the download process is super simple. Schools without digital camera can use older scanners to create .jpgs and do the same project.
  • Ms. Manley talked about the concept of “hero” and the class discussed the possibilities of what that word entailed. She asked students to think about how they visualize what they are reading and then talked them through the process of going backwards with that process.
  • This form of writing really brought in the students’ higher order thinking skills: how do you develop a character visually instead of descriptively? How do you demonstrate action and movement with a still photo? How do you make sure your photos flow with the action?
  • We literally shot some photos of students in the class, uploaded them to BeFunky and played with some alterations. This really grabbed their attention and had them excited about getting to do it themselves.
  • Students had to understand that an alteration in their story or the dialogue would probably mean having to re-shoot the photograph. They understood they had to plan carefully to create continuity and flow. They also had to understand how to show their descriptions instead of writing them out.
  • Graphic language (arts) @ the library!

    1. 1. GraphicLanguage(Arts) @the Library! Susan K. S. Grigsby, LMS Elkins Pointe Middle School with Linda Manley, EPMS Teacher of the Year
    2. 2. About me. . . • Started my school library journey in 1995 @ a private PK-8 school • Hired @ public PK-6 school in 2000. In 2004 that school became a PK-5 • Spent 1 year in a small school in the North Georgia mountains • Switched schools with my first clerk from the private school.
    3. 3. About me. . . • Worked with middle school since 2007-2008 school year • Fulton County is the 3rd largest school system in Georgia with approximately 83,000 students • Elkins Pointe Middle School has about 875 students and is Title I Assisted
    4. 4. About me. . . • Collaborative relationships are tricky – Tight schedules for classroom teachers – State and local testing take as many as 40 days out of the school year – Teachers need to see me as value- added not work added
    5. 5. The background… • 8th Grade Language Arts teacher looking for innovative way to facilitate the writing process. • Middle school librarian always interested in collaborating with classroom teachers to incorporate technology skills into the classroom curriculum.
    6. 6. The background… • Like it or not, we must align ourselves with standards just like classroom teachers • In order to keep our seat at the table we must be viewed as teachers as well as librarians, techies, storytellers, budgeters, innovaters, and passionate promoters of reading.
    7. 7. Speed it up!
    8. 8. ELA Georgia Performance Standards • ELA8R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. – Analyzes and evaluates the effects of sound, form, figurative language, and graphics in order to uncover meaning in literature
    9. 9. ELA Georgia Performance Standards • ELA8W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals a satisfying closure. The student – a. Selects a focus, organizational structure, and a point of view based on purpose, genre expectations, audience, length, and format requirements. – b. Writes texts of a length appropriate to address the topic or tell the story.
    10. 10. Technology Literacy GPS • CTAEW-1: The student demonstrates competence in a variety of genres – (a) Creates and follows an organizing structure appropriate to purpose, audience, and context – (c) Follows an organizational pattern appropriate to the type of composition
    11. 11. Technology Literacy GPS • CTAEW-3: The student consistently uses the writing process to develop, revise, and evaluate writing. – (a) plans and drafts independently and resourcefully
    12. 12. AASL Standards for the 21st Century Learner • 3 - Share knowledge and participate ethically and productively as members of our democratic society – 3.1.3 Use writing and speaking skills to communicate new understandings effectively – 3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.
    13. 13. AASL Standards for the 21st Century Learner • 4 - Pursue personal and aesthetic growth – 4.1.3 Respond to literature and creative expressions of ideas in various formats and genres – 4.1.5 Connect ideas to own interests and previous knowledge and experience – 4.1.8 Use creative and artistic formats to express personal learning
    14. 14. But how is literacy different in the 21st Century? • Literacy education and literacy practices are in the midst of a profound change. • Changing so rapidly that educators, students, and parents are unsure about how school literacy learning experiences and out-of- school literacy practices connect. Writing Between the Lines – and Everywhere Else: A Report from NCTE (
    15. 15. But how is literacy different in the 21st Century? • NCTE further reports that – Teaching methods undergone “marked changes” – Ability to innovate and apply knowledge creatively rated very important by 91% of teachers responding to NCTE poll – Learning through cross-curricular projects and project-based learning – Incorporating student choices becoming a “significant part of instruction.” Writing Between the Lines – and Everywhere Else: A Report from NCTE (
    16. 16. But how is literacy different in the 21st Century? So how do we address the current model of composing in a world where anyone can produce, publish, and share writing? How do we get serious about helping students become “citizen composers” instead of just good test takers? How do we design curriculum to support literacy in our 21st Century reality?
    17. 17. How does the Graphic Novel format fit in? Analyzing, synthesizing, making inferences, reading art as well as text, these are all things that require more cognitive engagement than looking at plain text on white paper. More cognitive engagement usually points to deeper understanding. Bell, Jessica. Using Graphic Novels (.ppt)*AXJyEy2hasWp JdRvOeOpQewFGypE_/Using_Graphic_Novels.ppt.
    18. 18. The tools • Internet connection: – – • Digital cameras • Power Point, Publisher, or Word • Scanner (optional) • Printer (color is ideal but not required)
    19. 19. Day One • Students came to the media center as a class – LA teacher introduces unit and provides rubric – LMS provides examples of graphic novels • Class discussion: design features • Coherence in design (font, artist’s style, layout) • Telling a story with pictures rather than descriptive language • Students select a graphic novel from library collection to check out.
    20. 20. Day One This is the rubric Ms. Manley created for her students. All elements are directly related to Writing/ELA GPS.
    21. 21. Day Two • Students were brought to the media center – LMS demonstrates use of digital cameras owned by media center • Class discussion of shot design • Concept of storyboarding – LMS demonstrates alteration of uploaded photos at • Students brainstorm a 4-slide story that is then photographed, uploaded, and altered
    22. 22. …the process continues • Cameras were checked out to Ms. Manley’s classroom for student use • Students created personal accounts on BeFunky in the computer lab • Students uploaded their photographs and began altering them for their stories • Students downloaded their altered photos to their personal server space at school
    23. 23. And now... An example A Cartoon Comic By Ms. Manley’s 8th grade students Ben H. and Rob L.
    24. 24. I had waffles for breakfast . Waffles?! Pancakes are the way to go. Pancakes are way better! Please don’t fight over this! Holley you’re an idiot! Waffles are the best. I agree, Holley is so dumb waffles are better. At school..
    25. 25. Hey we challenge you to a waffle vs. pancake food fight! Fine we accept tomorrow at the field 3:00 We need all of the pancakes you can make by 2:00 tomorrow! We will pick up 500 waffles at 2:00 tomorrow have them ready
    26. 26. Ha! I will hit them with eggs! They are in waffles and pancakes!
    27. 27. Ewww! Not a pancake! I will get you for that Holley! An egg just hit my face! This is a pancake waffle fight Random Woman!
    28. 28. Acting like the little kids? Unacceptable Chaka! All of your Man Cards, Revoked!But Mr. Wilson, Holley and Mean Bailey started it all…….
    29. 29. Today’s library… Neither we nor our learners need to choose between technology and reading. The two can work in harmony. Joyce Valenza “Reading 2.0: Getting the Gears to Work in Harmony” e-voya, Oct. 2008
    30. 30. Today’s library… “Struggling students can find comic books and graphic novels less threatening, because the pictures in the graphic format offer that additional support needed to help students understand the meaning of the text, figure out new and unknown vocabulary words, and move the storyline along.” (Thompson, 2007 p.29). Thompson, T. (2007) Embracing reluctance when classroom teachers shy away from graphic books. Library Media Connection. January 2007 p.29-29
    31. 31. Today’s library… …at best we can begin to make real progress toward changing the school writing experience to better prepare students for a future that is sure to include ever- more complex tools and purposes for writing. Writing Between the Lines – and Everywhere Else: A Report from NCTE pdf
    32. 32. Today’s library… What if teachers and librarians started basing the goals of their joint projects on student test results? That way, teachers wouldn’t have to shoulder the entire burden of increasing kids’ test scores all by themselves. And as scores began to soar, librarians would be in greater demand as teaching partners. It quickly became clear to me that the key to our profession’s success was data-driven collaboration. Toni Buzzeo “Strength in Numbers: Data-Driven collaboration may not sound sexy but it could save your job” School Library Journal, Oct. 2010
    33. 33. GraphicLanguage(Arts) @the Library! Susan K. S. Grigsby, LMS