Reflection Journal Librarian: Gina Jones Campus: Thornton Middle Date: September 25, 2008

SECTION ONE Respond to the following: If ‘Resilience’ is the measure of a student’s capacity to meet sustained challenges, complex tasks and new information, how does your library contribute to building greater resilience? In some ways the library is a static environment – there are books, computers, a standard way of organizing the materials, and library staff. These things offer comfort for most users because no matter what library a patron enters, he will encounter these things. If you start with something familiar, building upon that foundation, students derive a sense of normalcy. It is this “normalcy” that is the jumping off point for resilience for Thornton students. The next major step in building resiliency is trust. If a student trusts the librarian to be helpful, to explain procedures, and to be supportive, students tend to try new things that are not normal to their environment. For example, a librarian can start with the basics when introducing new databases or new features in a database. Once the student logs on and tries out the basic components of the database, the students will jump right in and explore other components of the database by themselves.

SECTION ONE, cont. Response continued: Build a rapport with students. Students like to know you are interested in helping them with whatever is essential to them at that moment. A librarian can watch a television program students watch or listen to popular music artists. Talk to the students about school in general. For example: “Nasty weather outside, isn’t it?” or in my case “What is the weather like outside?”; “Did you have a nice weekend?” etc. If a librarian is willing to go the extra mile for students, the students will respond in kind. I demonstrate new Destiny features and online databases, provide at home passwords and logons for Destiny and online databases, and provide the encouragement some students need. The library is open two nights a month and offers tutoring, research, and homework help. It is during these sessions I am able to help students one-on-one. I can show the student how to tackle a complex task by breaking it down step-by-step so the task at hand is manageable.

SECTION ONE, cont. Response continued: Sometimes Reading and Language Arts teachers may have that one special class of readers and the students look to the librarian for suggestions. Reading new young adult literature and learning what that particular class likes to read is essential for building a trusting relationship with the students. Once that relationship has been established, the students will attempt something they are not sure they can complete successfully. I am available for teacher conferences about curriculum and lessons. I try to find places where I can slip in ideas about how to cover a topic using the library or send teachers a list of materials to support their curriculum. I refer to the curriculum grid that was developed by middle school librarians and the Destiny catalog to help with this task. Being proactive and anticipating the needs of the students. A teacher from another campus transferred to Thornton and is also the sponsor of a winning Science Olmpiad team. I located the different contest events online and created public lists using Destiny of materials the students could use to prepare for the Science Olympiad events.

SECTION TWO Respond to the following: Much discussion has taken place about technology integration in 21st century schools. How are CFISD libraries changing to be integral to the core instructional and behavioral practices that lead to student success? CFISD librarians are using technology more and more in the library setting. I think the librarian is key to making technology integral to instruction whether in the library or some other setting. We are the “go to” people when something doesn’t work. If using technology is an everyday thing to a librarian, students will see it the same way. Students see the librarian using a SmartBoard and presentor for the presentation of a library lesson. The online catalog has evolved into something students see on a daily basis. Librarians are pushing to have wikispaces for their libraries for book discussions and other activities. I encourage staff and students to use Destiny to locate books, place reviews and book recommendations, place holds, and many

SECTION TWO, cont. Response continued: other activities. I use the Smartboard and presentor to demonstrate to students and staff how to access the online databases with the students using the SmartBoard to move the demonstration along. Anything I can do to help students become comfortable with using the online databases will help them to navigate another database in the future. Willingness to answer questions about an online database, program, or Destiny helps build a rapport with a student and makes the student feel more secure and confident of their abilities. Librarians have the ability, thanks to technology, to tap into the curriculum and scope and sequence for different subject areas. This is a great resource to help librarians make book selection, build resource lists, and become a more integral part of student learning and success. Librarians also help bridge the gap between the “haves” and “have nots” because those groups still do exist in

SECTION TWO, cont. Response continued: this day and age. We want students to graduate and continue on to college.

SECTION THREE Respond to the following: Compare your school library to the Resiliency model and identify the tipping point, the first small change that will bring about great change that will recreate your library as the heart beat of the school and create change in the building. Thornton has several programs in place to meet the 6 attributes of the Resiliency model. PBIS and the Patriot RAP (Respectful, Accountable, and Prepared) help set clear and consistent boundaries and set and communicate high expectations. I created a Library Patriot RAP so I can set clear expectations for students when they come to the library. I begin building relationships with my student assistants from the first day they are assigned to the library. I also work to build relationships with all students beginning on their first trip to the library whether on a pass or as a class. At the beginning of the school year I make a

SECTION THREE, cont. Response continued: make a run to Barnes and Noble to make sure I have the latest sequel for my returning students. Yes, several came in the first few days of school looking for that special book and I was able to meet most of the requests. The requests that I couldn’t meet were because the books hadn’t been released yet. I have begun to read or do an activity with the Life Skills class biweekly. I ask students to place book reviews and recommendations in Destiny providing students with opportunities for meaningful participation. I teach library lessons that have the classes working in groups or as a class which helps to promote pro-social bonding. I think the weakest element in the Resiliency model for me is teaching life skills. I have opportunities to do this with the student workers and “library groupies” but those occasions don’t happen often. There is always room for improvement and improvement is always ongoing.

SECTION THREE, cont. Response continued: I have not been in the classroom for several years and even though I have kept up with the curriculum changes, I still feel out of touch from the classroom. I think getting input from the faculty will help me to get a grasp on what is going on out there and be the tipping point. If I can better understand what the teachers are doing, I should be able to create/enhance lessons to support their curriculum. I am already working with the Reading teachers to help reinforce vocabulary when they come to the library.