1. Reflection Journal Librarian: Donna Blank Campus: Lowery Date: 9/22/08

2. 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? We are always working to have at-risk students become resilient. I like to think of myself as the “reading mentor” who is the best source to find out about the best books to read! I constantly meet with teachers (even on a personal level for themselves and their own children) and students to talk to them about the best books to read for their level. I think that I do very well in this role and therefore, I choose excellent books and materials for students and teachers to have in our library. Many teachers and parents in the past have raved about our collection and I take pride in being the leading force to having an up-to-date collection that is the very best for building the best readers possible

3. 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? Our students have adapted to using computers for many purposes and we have a huge computer lab next to the library that students can access all library research tools. We always are given new up-to-date computers for the library. We have excellent lap tops that are always borrowed for research use and we use them for general library use. We have smart boards for presentations and we also promote the use of distance learning. Right now we have a teacher using distance learning for her students to have a pen pal at a school in Pennsylvania. They meet with the students in the class twice a year and it’s a fun project for all.

4. SECTION TWO, cont. Response continued: CFISD libraries are always on the cutting-edge of change for instructional purposes. A few years ago we implemented a color-tape system for every book in the library. If a book was a fiction book, it had a piece of purple tape on it, Easy books have pink, 500’s have dark green and so on. This was implemented for the purpose of students being able to identify various sections of the library in an easy, visual way. We also have all our graphic novels in a special section with identifying markers on the spine. Our students love these books and we have hundreds now in our collection. Last year we started a “frog” section for all leveled fiction books. We also have a “white dot” section for all leveled nonfiction books. We have over 500 books in our frog section now. This is one of the most popular sections in the library now for all K-2 students.

5. SECTION TWO, cont. Response continued: But of course, we have to have our students being able to find these books. Our students are taught and are able to use the card catalog to find books that they would like to read. The hardest part was being able to find these books and now we have made it easier for that. Our students have adapted to using computers for many purposes and we have a huge computer lab next to the library that students can access all library research tools at any time.

6. 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. One tipping point that I think always gets the library into the “hub of the school” mode is whenever I do a reading incentive that first, allows students to believe that their voice was heard in a decision. Sometimes we do incentives where students are responsible for coming up with ideas that actually change the course of the program. I also think that they love to see their name in print. This year I am doing “elect to read” and students will be able to see their name on a star in the library when they complete the program. Anytime a contest is promoted where student participation counts, it creates a huge hub-bub among students as they strive to beat the next grade level and so forth. All these things truly “provide opportunities for meaningful participation.”