Research process model

                                        
After a two-year process led by our librarians, our school is getting fairly close to adopting a common research process model.

Our intent is to develop a recursive model that may guide our students through the process of becoming effective researchers. 

We've incorporated four Cs that are important to our school:  to think Critically, Communicate effectively, Collaborate purposely, and to Create meaningfully as well as the Practices of Definitive Preparation and the philosophy of the writing process.

The model will be used K-12, but younger students will use only the verbs and the guiding questions.  We're hoping to come up with a graphic design that will better illustrate the recursive nature of the process, but for now we're concentrating on getting the wording just right.

What do you think?  Is the model clear and easy to understand?  Does it accurately reflect the process of research?  Have we succeeded in the right amount of detail--not too much or too little?  Your comments, questions, and suggestions are welcome!

Little Free Library book drive

Our upper school book club members hosted a book drive with the sixth grade recently with great results.  We collected almost 2,000 books to benefit Little Free Libraries.  Probably more important, our upper school book club members started the seeds of a relationship with sixth graders who absolutely worship these older readers.

We have about 17 upper school students who regularly attend our monthly book club meetings at lunch.  They've been wanting to do a service project for a while, and finding Little Free Libraries was a happy serendipity. 

Over the winter break, one of our teachers built his own Little Free Library and plans to place it near an urban community center.  About the same time, I got approval from my neighborhood's HOA to place a Little Free Library in our community center. 

Our book club had the idea to collect gently used children's books to stock these libraries. Each book club member was assigned to a sixth grade advisory and the upper school students went to sixth grade advisory meetings several times to promote the book drive and encourage participation. 

Both the upper schoolers and the sixth graders are happy with the results, and we hope to be able to sponsor our own Little Free Library next year.

Rounding up readers

In the last post, I bemoaned the fact that we have readers in our middle and high schools who never darken the library door.  In this post, I'll share what I'm doing to try to round up these readers.

In no particular order, here are a few ideas that I'm trying:
*Display New York Times bestsellers that we have in the library for middle grade readers and teens (see photos).
*Go to Barnes and Noble on a regular basis to grab lots of brand new books to minimize the lag time from when the books hit stores to when students check them out (I check reviews in the store using my phone).
*Simplify checkout by eliminating the library card.  Students now self-check using their lunch number.
*Email the middle school and high school reading/English teachers to ask for help in spreading the word about great books and friendly policies in the library such as no fines.
*Beef up the digital eBook collection.
*Make school-wide announcements asking students to save their cash and come to the library to request the book they want to read instead.
*Recruit students to recommend books for our library blog.
*Greet every student who comes to the library.  Engage them in conversations about new books and reading if possible.

What other ideas have worked for rounding up readers at your library?  Please share!

Epic fail

Not long ago one of our high school English teachers brought his class to the library for research.  Covering two large tables near the back of the library was a display of new young adult books.  One girl walked over to the table and started pointing out books.  "I've read this one, and this one, and this one.  Oh, and I've read the sequel to this one."

To say that I was surprised was the least of it.  While I had seen the girl before, to my knowledge she had never been in the library on her own.  I didn't know her name, and I didn't think she'd ever checked out a book. 

"You sound like you're a huge reader," I managed. 

"Oh, yes, I read constantly, she smiled."

"Where do you get your books? And who gives you suggestions on what to read next?" I queried.

"I pretty much live at Barnes and Noble," she replied.  "The people who work there know me by name."

Epic fail, as the kids say. We have kids in our school who love to read but never come to the library. Ouch.

So I set out to see what I could do about it.  After talking to lots of teachers and kids, here's what I'm finding out:

Some Reasons MS/HS Readers Don't Come to the Library (in no particular order):
1.  I'm too busy/my schedule doesn't allow time to come when I'm at school.
2.  I didn't know the library had the books I wanted.
3.  I thought checking out books was mostly for the younger kids.
4.  I go to Barnes and Noble when I'm at the mall.
5.  I get lots of Barnes and Noble gift cards for my birthday, etc.
6.  I'm afraid I'll lose library books.
7.  I thought you had fines in the library.
8.  I thought you had to return library books in one week.

Stop back by next week for part two of this post about the things I'm doing to try to get more middle school and high school readers to check out books from the library.

Have you experienced something similar in your library?  I'd love to hear about it here!

The Reader's Bill of Rights, Daniel Pennac

Have you read Daniel Pennac's wonderful book on creating readers, Better Than Life?  It was published in the '90s, and it's a gem. 

The front cover features a quote by Regie Routman that sums up the essence of the book well. "Anyone who loves to read and wants our young people to develop a similar passion will savor Better Than Life--an enchanting, beautifully written, and wise book."

"The Reader's Bill of Rights" is one of the best and most quoted parts of the book.  Many versions exist online, including an illustrated one that has changed the original wording, but I like Pennac's version the best.

If we are to develop the love of reading in young children and teens, it is critical to allow them the freedom that these rights afford. 

The Reader's Bill of Rights, Daniel Pennac

1.  The right not to read.
2.  The right to skip pages.
3.  The right not to finish.
4.  The right to reread.
5.  The right to read anything.
6.  The right to escapism.
7.  The right to read anywhere.
8.  The right to browse.
9.  The right to read aloud.
10. The right not to defend your taste.

Happy reading, friends!