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Library Promotions

Library Promotions

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Library Promotions

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  1. Library Promotions

  2. Bottle of water Flower ring Granola bar

  3. Peace-sign pin Chocolate kiss

  4. Library Week 2013: Garden theme Day 1: Small (cheap plastic) flowerpot Day 2: Small bag with dirt Day 3: Label on bottled water.

  5. Library Week 2013: Garden theme Day 4: Seeds (on sale from Dollar Store) Day 5: Smiley-faced daisy pinwheels (on sale from Oriental Trading; some assembly required)

  6. We love our English teachers!

  7. Common Core Is Comin’ to School* Youbetter watch out You better not cry You better not pout I’m telling you why— Common Core is coming to school Common Core is coming to school Common Core is coooooommmiiing to school It’s making you think Your lessons revise Workshops galore Just quit askin’ why— Common Core is coming to school Common Core is coming to school Common Core is coooooommmiiingto school Don’t go ‘round feeling puzzled Or let it keep you awake Don’t you fall to pieces It’s gonna be a piece of cake (right!) Rigor’s the word Relevance too I might need a drink— What about you? Common Core is coming to school Common Core is coming to school Common Core is coooooommmiiing to school Wishing you an UnCOMMONly Merry Christmas and a hardCORE New Year— *Sung to the tune of “Santa Claus is Comin’ to Town”—we like Springsteen’s version

  8. 2010 2013

  9. We love our volunteers!

  10. Incentives

  11. STM Library recognizes Student Reader Top 20 Reader in 10th grade June 1, 2013-Dec. 10, 2013 CindeSulik, Belinda Edwards, Debbie Kremheller Librarians December 11, 2013

  12. Million Word Readers

  13. Over Three Million Words Read

  14. Web Tools

  15. Teacher Resources Curate web tools.

  16. analyze • question • interpret Teaching students to data Great online sources of data (from Debbie Abilock and Kristin Fontichiaro’s AASL session “Slaying the Data Dragon” Slides: Check out the New York Times article, “Big Data Will Get Bigger”

  17. Google.orgFlu trends

  18. HealthMap

  19. Choose Explore Data, then Bar Charts. Students can use Louisiana or any other region they want and select a date range

  20. Google Correlate Used Mardi Gras 2013 here; interactive map shows data

  21. Another source: School Librarians and the Common Core Standards: Resources‎

  22. History on the web

  23. Trace Revisions in Google Docs

  24. An Interactive Guide to NPR's Top 100 Science Fiction & Fantasy Books

  25. Lessons

  26. Use Blendspace (ex. and Google Forms for lessons

  27. Digital Citizenship Flip the lesson with Google Forms Answer the following questions using this link: Watch the 60 Minutes video clip: "A Face in the Crowd" • How might this have a positive impact on your life? What concerns are raised? Link #4: High school athletes • What are some examples of inappropriate/negative information found on social media sites, according to the article?

  28. College Research Project • The Process • Sophomores use to narrow almost 4,000 colleges to a short list. • To get to that short list, students select criteria such as location, size of the college, type of college, major area of study, etc. • From that list, students choose three colleges to research. Students find required information and fill in a chart that compares the three colleges. • Information for the chart comes from or the college’s website.

  29. College Research Project • The Product • Students write a letter to their parents (persuasive essay) explaining why they want to attend one of the three colleges. • Specific details about two of the colleges must appear in the letter. • Parenthetical documentation • A annotated works cited page is required.

  30. Most Significant People of the Progressive Era Task 1 Each student will research a significant person of the late 19th/early 20th century will submit a report of the findings, along with an annotated works cited page. Report Organization Paragraph 1: Give a biography of/background information on the person Paragraph 2: Include information about the person’s major accomplishment. Paragraph 3: Explain why the person should be chosen as the most significant person of this time period.

  31. Possible Topics Upton Sinclair Alexander Graham Bell Wright Brothers Ida M. Tarbell Alice Paul Carrie C. Catt Joseph Pulitzer Carry A. Nation Thomas Edison Henry Ford George Eastman J.P. Morgan William R. Hearst Robert M. La Follette Booker T. Washington Frederick Taylor Andrew Carnegie W.E.B. DuBois John D. Rockefeller Jane Addams

  32. Most Significant People of the Progressive Era • Task 2 • Students divide into smaller groups based on broad categories such as businessmen, reformers, inventors, etc. • Each small group chooses the most significant person from that group. • Each group presents their finalist to the class. Time is allowed for debate, so all the groups must research the short list of significant people. • An outside judge (librarian or administrator) usually watches the presentations and based on the thoroughness of the debate, chooses the most significant person from each class.

  33. Evaluating Websites Using the C.R.A.P Test C—Currency •When was the page last updated? •How current is the information? •How current does it need to be? R—Reliability •Can this information be found somewhere else? •Can you verify the reliability of the site? Look for data, statistics, or other facts that you can check against other sources. Then check them! •Look for the same information in other sources. Can you triangulate your research? (3 sources with the same information) •Does the site add to the facts, issues or arguments you’re already aware of? Is it useful to your research? Does it provide details not available elsewhere? •Is it always there when I need it?

  34. A—Authority •Who is the author? •What are his/her credentials? •Who created this information and why? •What knowledge or skills does the author have in this area? •What kind of site is this—.edu, .com, .gov? •What else has this author written? P—Point of view or Perspective •Why is this information there? Be on the lookout for a hidden agenda. •Is the information objective or subjective? •Is it fact or opinion? •Does it reflect bias? •How does the sponsor of the site impact the perspective of the information? •Do you get both sides of the issue?

  35. Searching for Google images

  36. Click on the image that you would like to use. Once the enlarged image appears, click “View page” to access the source of the image. View page View image

  37. The information for your citation will be found on the source page. Name of Website url Title of image Date uploaded

  38. Searching for images in Flikr

  39. Search here

  40. Click on Advanced Search

  41. <iframesrc="" width="500" height="467" frameborder="0" allowfullscreenwebkitallowfullscreenmozallowfullscreenoallowfullscreenmsallowfullscreen></iframe>

  42. Favorite free PD Favorite Free PD

  43. Note: most sessions are archived and you can view them later if you miss them.

  44. Slammin' Ideas for the Library Wiki