Creating zines: creative library lessons at Fort Pitt Grammar School

Kim Davis, Librarian at Fort Pitt Grammar School in Chatham, got very creative with zines with her Year 8 Library lessons.  This is what she says:

I wanted to combine some research with a bookmaking activity and found that Zines were ideal. It was around the time of the US elections too, and many of the students wanted to be more politically active in response. Firstly we had a lesson using Barnard Zine Library’s “What is a Zine? What is the value of protest?”


We looked some example zines I’d printed and compared zines to magazines before choosing a zine to pull apart. We looked at how clear the message was, use of images to inform and entice readers and how persuasive they were. For homework the girls had to decide groups and pick a topic to focus their zine on.

Then we spent a lesson focussing on how to make a zine, using a zine about making zines from the Umamu Design Blog. Students were then encouraged to make a mock-up and decide on content for each page.

In the final lesson all the zines were brought in and we gave feedback on each other’s work based on how attractive they were, how well laid out information was and how clear and persuasive the message was. I was surprised by the quality of the work and the originality of some of the ideas! There was also a real journey from the students not knowing what a zine was at all, and being very confused in some cases, to creating amazing and expressive zines of their own. Definitely a recommended activity, especially if you have time to include some information credibility and plagiarism in there too.

 

Taking information literacy lessons into Google Classroom

Valerie Dewhurst, Librarian at QEGS Blackburn recently made her first step in to moving her information literacy lessons online.  Her school has moved to Google Classroom, and she emailed me about her first online lesson.

Firstly my main priority was to make sure students know just exactly what Information Literacy actually means/covers ….. So students are being well-informed as I go on to explain that IL is a set of abilities requiring individuals to recognise when information is needed, and have the ability to locate, evaluate, and use effectively the needed information. This initial breakdown has worked well, and is getting us off to a really good start.
It’s been a while coming but finally I have managed to upload my IL resources to Google Classroom, and start to deliver these to my Yr 7, 8 and 9 during library lessons. My main concern for speeding up with this move was because I could see our students drowning in information, and misinformation.  Information Literacy skills to my knowledge are not tested in schools – so teaching IL has never been more important. However, as all librarians are fully aware teaching IL is just not that straight forward; lack of library contact time with students or lack of our own confidence in teaching these skills.  I was prepared to upload my existing resources to Google Classroom because I wanted to continue teaching IL skills but in a more up-to-date way, in-keeping with how many subjects now teach in my school.  I also at the same time wanted to deliver these critical, all-important information skills in ways that would capture and hold our student’s interest. We all know how quickly some students can switch off – so being prepared for this is much needed.
I purposely waited until students were familiar with the system – it was introduced here in 2015. I was indeed apprehensive to start with – but now feel there is no going back. I have attended twilight training in school – and very much wish to keep this training up.
Pupils work through the uploaded tasks at their own pace – I am aiming for two tasks to be completed per lesson as Accelerated Reader takes priority. Pupils can access from home and work through more tasks if they so wish – many Year 9 students have requested to do this. What I have recently found is that when students are logging into  Google Classroom to complete homework for subjects some are actually logging into the IL section too – completing a few tasks.  So I need to speed up uploading my resources as students are working at a pace far greater than I imagined.
Some topics planned to be covered are:
Planning, research or posing a question – e.g. “Is global warming real.”
Organising a way to search for the answer
Finding resources – such as databases, documentary films, Web sites, print sources etc.
Evaluating the resources and thinking about them – Who made the message and why? What is left out of the message? How might others view the message differently?
Expressing the information learned in meaningful ways – e.g. student produced podcasts, wikis etc.
 
Following on from Information Literacy I also intend to upload many Library & Research Skills – with much work featured on Dewey.  I am amazed at the excitement, engagement, and collaborative working students have show using these resources.  I have asked if students would like to see anything in particular uploaded – requests are already coming in, more Dewey is a popular request.
There are still some hands on tasks – even using Google Classroom you can still maintain this.  Tasks are easy to modify and upload.  Students comment/answer on your set tasks – as a librarian delivering these tasks you can see the results. You can give feedback – you can instantly reply.  You can differentiate your groups – you can start small and aim high.  You can upload short YouTube videos, Dewey game links, it’s your choice – you are the creator. You can add tasks or full on assignments. I am slowly adding over 11 years of Information Literacy/Library Skills etc – while adding I am also updating them, which can only be a good thing.  There are a multitude of skills I want to teach – this is giving me the opportunity to do so while not taking up too much time – plus just think how much I am saving on paper and ink!
Now that I have received some comments back/work completed I have started to look over students answers and I am amazed, delighted – proud.  I couldn’t have expected anything more.  There is no excuse for students to be bored – there is always something for students to move onto – this is your area, these are your tasks, your teaching.  Google Classroom is also convenient if you ever need your group to be covered – cover work set would be to work through IL tasks on GC – just remember to have lots uploaded, and tell your students that you have high expectations of their answers.
I must thank the SLA website for their very detailed schemes of work – which have helped me in my own work. Don’t forget you as a librarian can take the IL course with the SLA – just to get yourself up to scratch, and feeling a little more confident when delivering your sessions.
Hoping others start to make the switch too, and enjoy the freedom of teaching online.
V B Dewhurst, Head of Library, QEGS Blackburn

Advent Calendar 2016

This great advent calendar was created by Sarah Masters from the Thomas Deacon Academy.  She is using it to send to tutors to advertise books in the library.  As you click each star for each day, a different page opens with a book and a link to a book trailer.  Sarah has been generous in allowing people to adapt the powerpoint to their own needs, therefore this will download in powerpoint and not pdf as usual. You can download it from the Box Files to the right of the posts.  Thanks Sarah!

 

NaNoWriMo Young Writers Programme

This year, nanowrimoin my school, we plan to take part in NaNoWriMo – National Novel Writing Month.  There is a Young Writer’s Programme for the under-18’s.  So I have created my Virtual Classroom, added in the participating students and their teacher, and await November 1st to see how it all pans out.  Has anyone else taken part in this with their students?  How did it go for you?  Leave a comment!

Here’s the website if you want to join in too: http://ywp.nanowrimo.org/

Murder by the Book!

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On Monday 4th July, KS3 students at Abraham Darby Academy, Telford, were presented with an unusual library-based activity: solving the mysterious murder of a librarian’s assistant!
Run as a competition to help students develop both group and individual oracy skills, ‘Murder by the Book’ challenged student teams to visit a crime scene set up in the library, investigate 44 different clues within a set time limit and work together to uncover the truth. After completing their warm-up detective exams, teams spread out across the library to discover, deduce and determine.
With three suspects in the frame (including the librarian herself) and a number of red herrings to lead teams astray,
all themurder-by-the-book-2 clues had to be carefully examined, recorded and cross-referenced. After visiting the crime scene, teams were then given time to pool their ideas and formulate theories as to who did it, why, how and also how the remaining two suspects could be proven innocent.
 
The activity culminated with each team presenting their findings before a ‘judge’. Individual team members were tasked with explaining certain sections of their case and marks were awarded for the clarity of their murder-by-the-book-3presentations, along with the number of clues accurately explained. After the winning team was selected and awarded their certificates, the murderess revealed herself and the whole solution was presented. All students involved were fully engaged with the activity and the complexity of the case generated some lively discussions and resulting presentations.
Produced by Box Clever Education, ‘Murder by the Book’  is a unique murder mystery kit designed to help KS3/4 students develop literacy and employability skills. If you think a murder mystery would appeal to your students and would like to find out more, please visit http://www.boxclevereducation.com.
For a unique opportunity to see the game in action on a training day in a school in SE London, then book on to this CILIPSLG Training day which takes place on 24th October 2016.

Anime Club at Fort Pitt Grammar School

Kim Davis, Librarian at Fort Pitt Grammar school in Medway, wrote to tell me about the Anime Club she runs in the Library.

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“We run Anime club weekly after school where we show two episodes of an all-ages Anime followed by two of a slightly more mature theme. Manga club runs fortnightly at lunchtime and focuses on drawing, craft and sharing Anime/Manga news. We also run special events such as “Live Action Day”, when we showed live action drama adaptations of Anime and compared them to the cartoons, which was really popular! This term we also made “Naruto” style ninja headbands and next term we are going to hold a “Cherry Blossom Picnic”, collaborating with the food technology department to make our own Japanese bento style lunches and then eat them under the blossom trees.

Anime and Manga can be educational in much the same way as literature, but with a distinctly Japanese flavour. It can engage reluctant readers, help develop visual literacy, encourage creativity and has a valuable role in widening perspective. We’ve even presented these benefits to a school focus group for enrichment to promote the club! Many people worry about violence in Anime and Manga, but there is a lot out there that is suitable for younger years, just like with any media. Legal streaming on subscription websites such as Crunchyroll provides an easy way to show anime in school.

It can be difficult to get support from parents, who may not understand “the point” of Anime or Manga and who may be apprehensive about it. To combat this I made a leaflet outlining some of the benefits of anime and manga and introducing parents to Anime they might like to share with their children at home. I love to watch students from all years chatting eagerly with each other, especially those with social difficulties who struggle otherwise to make friends. School can be a very stressful place for students today, but the students who enjoy Anime and Manga are creative, more able to create a home/school balance and bounce through the halls, knowing there’s something to look forward to (apart from homework!) when they get home.”

You can download the wonderful leaflet that Kim has so generously shared with us here.

Being Me – book resource pack around being different

SLG logoThe CILIP School Libraries Group have produced another excellent book pack, following on from the World War One resource pack.  This time the theme is ‘Being Me’, and it centres around difference and disability.  The books cover a wide range of subjects, with questions and exercises suitable for all reading groups.  Primary as well as secondary books are included, as well as poetry.  SLG members can download the pack for free from the CILIPSLG website here; non members (and members) can buy a beautifully produced pack at a very reasonable price. Details on the flyer here.  Please contact Sarah Masters   for more details.

Alive Poets Society

Michael Hughes, who is an English teacher has set up Alive Poets Society site for pupils to publish their own poetry.  Schools can request access for their own area of the site. It looks like a wonderful idea to me! Great for encouraging pupils to write poetry, especially leading up to National Poetry Day (October 16th). For further details please contact Michael on michael@alivepoets.com

Information Literacy and Teen Tech Award

Snip20160112_2There is some fantastic new material available if you are involved in teaching information literacy in your libraries.  Members of the CILIP Information Literacy group and the School Libraries Group have been collaborating on documents to support the  Teen Tech Awards, and they have produced some excellent sheets which are free to download which you can use in order to support teaching this subject.  You can find the sheets here  and more information about how to enter the Teen Tech Award here.