One of concerns that I've been "playing" with in my head through this entire project is how to decide if the books are appropriate or inappropriate for high school students. I've turned it around and around in my head for weeks, now; and I'm not really any closer to an answer. Some of the other teachers with high school libraries in their classrooms have discussed this in their blogs, but they weren't very helpful. As with everything else on this project, they were all across the board, and I'm not comfortable with any of their ending points. Some sent home letters to parents warning that the library contained books they might not approve of and asked for permission slips. Some didn't want to "ban" anything, so they put out whatever they thought the students would like to read. I'm not in favor of banning books, myself, but I don't want to anger parents or surprise students into reading something they're not comfortable with. In some ways, this seems like it should be a non-issue at the high school level. By this point, students can check out any book they want at a library and can purchase books online without restriction. Plus, many high school English classes assign books like The Kite Runner or The Prince of Tides, which contain material I don't really want to read about. And, students are exposed to extremely graphic material in movies and online, often with parental approval. I can't think of any books I would include that would be worse than the stuff students have already been exposed to. But, I don't want to give the "Mrs. Armijo Seal of Approval" to something that is upsetting to a student or parent. I could label the books, I suppose. However, I'm not sure how I would decide what to label them with. Plus, this might lead to students reading some of the books for all the wrong reasons ("Oooh, it's supposed to have an explicit part in here somewhere!") So, I've decided to err on the side of caution, at least at the beginning. If there's something I'm not sure about I won't include it. This decision will also depend on the age of the students I'm teaching -- there's a wide gulf between Freshmen and Seniors. Of course, this cuts out many of the books that are common, fun books for adults; and I'm afraid there's going to be less variety to my shelves. So, I'll keep playing with these issues and make adjustments as I go! Over the last few weeks, I've been mulling over several challenges that I wasn't sure how to deal with: First, how am I going to keep track of the books? I don't want to make the students do anything too elaborate, or I'm afraid they won't try out the books. But, I don't want the books to just walk away so that I don't have any left after a few months, either. I was hoping to find some ideas on line, but most of the ones I found just seemed too clunky or complicated. About the only good idea I saw was to write my name in black Sharpie on the outside of the book so that it will come back to me if someone loses it at school. I'm definitely going to do that - but that didn't help with my decision about how to check them out. Second, I want some kind of sticker in each book that points the students to other books once they've finished that book. I often find books from similar apps on Amazon and PaperBackSwap. It's just so handy to find a fast list of similar books by the same or different authors and keep feeding that reading addiction! I can get the information to put on the stickers pretty easily, online. But, I don't want a big sticker obscuring the information in the book - it annoys me when libraries do this, and I'm concerned that if they can't read the description of the book, the students won't bother to try it out. Finally, I would like an easy way for students to recommend books to other students. From what I've read about classroom libraries in high school classes, this is an important part of the dynamic. Students are more likely to read a book if another student has recommended it than if the teacher has (of course). Plus, it will give me important information about which books to keep on the shelf and which should be moved to a new home. But, unless I'm teaching English, I can't justify spending a bunch of time on book talks or similar ideas. Also, I don't want to inadvertently create penalties for the students who actually read the books by making them do extra work once they've finished it. So, I've been turning all these ideas around in my head and suddenly came up with a solution (I love it when that happens!) I'm going to try to create a card for each book, one that's larger than the typical paperback book. When the book's on the shelf in my classroom, the card will be in the book (and probably sticking out at little, so that it can be seen). When students want to take the book, they fill in their name on the card and leave it on the shelf -- it won't take much effort on their part, but I'll know who had it last, if I need to retrieve it (and the students will know I have the information, too, so they might be more likely to bring it back). One problem solved! To deal with the next challenge, the card will also have a sticker with "If you liked this book, try . . . " on it, with suggestions for future reading. Because it's on a separate card, it won't cover up anything in the book, and I'll have plenty of space for any information I want to include. I'm even hoping to be able to add pictures of the suggested books, to keep the students interested. Another one down! But, I'm not finished, yet, because the card will also have a space where the student gives the book a "Thumbs Up" or "Thumbs Down" when they return it (next to their name from when they checked it out). That will create a record of who liked the book, hopefully pulling in some other students who think if this kid liked it, they will, too. And, I can check this record to see if the book is meeting with approval or should be replaced. But, it won't take enough effort to deter the student who read it from giving an opinion. I'm so excited about my solution! Sorry to gush about something so simple, but I was really happy to solve all my problems at once! Now, I just need to actually make the form for the cards. The part I've been looking forward to since I first thought of this project is actually picking out the books I want to have in my classroom. I've had a list going in my head for months; and it's a relief to start getting them down on paper before I forget them! Some of these books are my favorites and some of them were suggestions I found on-line (there are a million sites that list good books, and I've trolled a number of them, this week. Some of the most helpful were yaloveblog.com/, which had a great list of books for guys, and https://www.goodreads.com/list/tag/young-adult, which has numerous lists on all kinds of topics). In choosing books, I had a number of criteria and objectives. My number one rule is that the books need to be good reads: engaging, fast-moving, entertaining, make-you-lose-track-of-the-world-around-you, books. They don't need to be literary "classics" (in other words, no one needs to die). But, they should be good examples of their genre, with thought-provoking issues and quality writing, the kind of books you find yourself remembering and thinking about later. I want a wide variety of books - something for everyone: fantasy, science, romance, sports, biographies, mysteries, history, short stories and novels, fiction and non-fiction. I want books that are multi-cultural, so that my students are able to find a variety of viewpoints and world views. And, since I hope to be teaching history, books set in different historical eras get priority. Also, although I've looked at lists of young adult books, I don't want to limit my library to this genre. You will see a range of books for all ages from middle school to adult on my list below because 1. This covers my own interests, 2. I would like my students to try books outside of the young adult genre, and 3. Truly good books cross all age lines. Plus, having a few easy books will help my students who struggle with reading and the adult books will appeal to stronger readers. I'm planning to include a number of books that are the first in a series. I'm hoping that if I can get them hooked, they'll be willing to look for the rest of the series at the library. I've also decided to include my two favorite magazines, Mental Floss and Smithsonian. I know they won't stand up to as much handling as the books, but they're exactly what I want because they're current, engaging, and cover a wide range of topics. Plus, magazines are great for filling a few empty minutes when you don't want to get pulled into a full book. So, the ones that made the cut are . . . The Hobbit by J.R.R. Tolkien The Lord of the Rings Trilogy by J.R.R. Tolkien Harry Potter and the Sorcerer's Stone by J.K. Rowling A Twist in the Tale by Jeffrey Archer (delightful short stories with great twists) The Kitchen God's Wife by Amy Tan (easier read than Joy Luck Club, tells the story of the author's mother) The Guernsey Literary and Potato Peel Pie Society by Mary Ann Shaffer (WWII history) Star of the Morning by Lynn Kurland (fantasy/quest series that appeals to women) Addition by Toni Jordan (story from point of view of someone with OCD) The Boys in the Boat by Daniel James Brown (non-fiction history - 1930's) Cocaine Blues by Kerry Greenwood (mystery series set in 1920's Australia) Confessions of a Vampire's Girlfriend by Katie MacAlister (young adult paranormal romance/comedy) The Coroner's Lunch by Colin Cotterill (forensic mystery series set in Laos during the Communist Revolution) The Rosie Project by Graeme Simsion (story from the point of view of a person with Asbergers/Autism) Master and Commander by Patrick O'Brian (series of novels about the British Navy during the Napoleonic Wars) The Absolutely True Diary of a Part-Time Indian by Sherman Alexie (young adult novel about Native American) A Wrinkle in Time by Madeleine L'Engle (classic young adult science fiction) Fangirl by Rainbow Rowell (young adult novel) La Sombra del Viento by Carlos Ruiz Zafon (for my students who read Spanish) The Incredible Journey by Sheila Burnford (two dogs and a cat travel across the Canadian wilderness) The Persian Pickle Club by Sandra Dallas (Depression-era in the Southern U.S.) Breathing Underwater by Alex Finn (novel with LGBT themes) Ike: An American Hero by Michael Korda (biography, WWII history) A Fierce Radiance by Lauren Belfer (mystery/thriller set amidst development of antibiotics) Edwin of the Iron Shoes by Marcia Muller (mystery series, San Francisco, one of first with a female protagonist) The Secret Lives of Baba Segi's Wives by Lola Shoneyin (novel set in Africa, explores issue of polygamy) Without Remorse by Tom Clancy (CIA thriller, first in series) The Wright Brothers by David McCullough (biography, history of flight) Garden Spells by Sarah Addison Allen (fantasy novel) Stupid Fast by Geoff Herbach (young adult novel about high school athletes) Veil of Lies by Jeri Westerson (mystery set in fourteenth-century England) Not a Penny More, Not a Penny Less by Jeffrey Archer (fun caper novel) Six of Crows by Leigh Bardugo (young adult fantasy series) The Abandoned by Paul Gallico (magical novel tells the story of a boy who turns into a cat) Uprooted by Naomi Novik (fantasy with a twist) Gym Candy by Carl Deuker (young adult novel about high school athletes and steroids) The House on Mango Street by Sandra Cisneros (stories of Latina growing up in Chicago) Warrior Heir by Cinda Williams Chima (young adult fantasy) Howl's Moving Castle by Diana Wynne Jones (fantasy) When I Was Puerto Rican by Esmeralda Santiago (memoir of immigrant from Puerto Rico to NYC) Obsidian by Jennifer L. Armentrout (young adult paranormal romance) The Phantom Tollbooth by Norton Juster (children's fantasy) Ties that Bind, Ties that Break by Lensey Namioka (historical novel that explores Chinese foot-binding custom) The Right Hand of Amon by Lauren Haney (mystery set in Ancient Egypt) Ceremony by Joy Marmon Silko (Native American veteran of WWII with PTSD) Hunger Games by Suzanne Collins (young adult fiction) The Dirty Life by Kristin Kimball (non-fiction account of organic farming in New York state) Brown Girl Dreaming by Jacqueline Woodson (African-American memoir in verse) Fellowship of Fear by Aaron Elkins (forensic mystery, with lots of archaeology) Tinker Tailor Soldier Spy by John LeCarre (spy thriller) A Keeper of Bees by Allison Wallace (thought-provoking mixture bee-keeping science and philosophy) Swim the Fly by Don Calame (young adult novel about high school athletes Delicious by Ruth Reichl (WWII on the home front with culinary sidenotes) The Fault in Our Stars by John Green (young adult novel) The Little Prince by Antoine de Saint-Exupery (classic children's book with layers for adults) Purple Heart by Patricia McCormick (exploration of war from viewpoint of young soldier in Iraq) A Thunderous Whisper by Christina Diaz Gonzales (young adult novel set in Spanish Civil War) Skinwalkers by Tony Hillerman (mystery series set in and around the Navajo Nation) His Majesty's Dragon by Naomi Novik (if Britain had dragons during the Napoleonic Wars . . .) Borrower of the Night by Elizabeth Peters (comedic mystery series featuring an art historian) The Lightning Thief by Rick Riordan (young adult fantasy novels based on Greek myths) Sofi Mendoza's Guide to Getting Lost in Mexico by Malin Alegria (novel about American Latina in Mexico) The Perks of Being a Wallflower by Stephen Chbosky (young adult novel) City of Bones by Cassandra Clare (young adult fantasy) Green Glass Sea by Ellen Klages (history of WWII Manhattan Project from child's viewpoint) Touching Spirit Bear by Ben Mikaelson (young adult novel with Native American themes) La Casa de los Espiritus by Isabel Allende (Spanish) The Lightning Dreamer by Margarita Engle (true story of nonconformist 19th century Cuban girl, told in verse) The No. 1 Ladies' Detective Agency by Alexander McCall Smith (mystery series set in Botswana, Africa) Divergent by Veronica Roth (young adult fantasy) The Secret Garden by Frances Hodgson Burnett (class novel) Watership Down by Richard Adams (life from a rabbit's viewpoint) American Born Chinese by Gene Luen Yang (graphic novel about experiences of Chinese-American teens) Dune by Frank Herbert (classic science fiction) Rain of Gold/Lluvia de Oro by Victor Villasenor (in original Spanish and translation, saga of Mexican immigrants) My Side of the Mountain by Jean Craighead George (boy who flees to mountains and lives through winter alone) All the Bright Places by Jennifer Woodson (young adult novel) Since You've Been Gone by Morgan Matson (young adult novel) Code Name Verity by Elizabeth Wein (young adult novel set in WWII) Twisted by Laurie Halse Anderson (young adult novel) So, quite a list, no? I count about 77 books, which would be a great number for a classroom library. I have enough credits with PaperbackSwap.com to get about 50 of them, already own a few, and will then work on getting the rest over time. Of course, I'll probably think of more I want to add. And, the readers of this blog may have a few ideas, too. But, this seems like a great start! I'm so excited! One of my initial inspirations for this classroom library project was the Little Free Libraries popping up all over. I first read about these several years ago, and was very excited! Basically, individuals put an enclosed book shelf out in their front yard or other place with public access and fill it with books, attach a sign that says "Free Books," and let people take and leave books. The movement started in 2010, and there are now estimated to be over 36,000 Little Free Libraries around the world. The stewards of the libraries can register them with the organization, and their location is then added to the map. For more information, check out http://littlefreelibrary.org/history/ The Little Free Libraries are designed to spread literacy and neighborliness; and they seemed like a great idea to me. So, when I started working toward getting my teaching credentials, one of my goals was to establish a similar library in my classroom. However, after thinking about it, I don't think that it makes sense to run my classroom library like a Little Free Library. For one thing, it's not in a public place; so there wouldn't be any point in putting it on a map. Plus, there's a charge for registering with the Little Free Library. More importantly, however, my classroom library needs to have a more carefully selected set of books than would appear in a Little Free Library. In order to get non-readers interested in my books, I want to have a selection of high-interest, current books that are targeted at a wide range of interests. I want to include some of my favorite books, books that will appeal to various groups, and books with a history connection (since I hope to be teaching history). So, a simple, "Take One, Leave One" policy won't work. So, this project won't be a Little Free Library. But, it's still on my list to do someday! I’ve spent several hours over the last week researching classroom libraries. I was surprised to find a large number of websites that have good information on the topic, since I thought it might be a little esoteric. They raised a number of issues I hadn’t thought of and also had good ideas about the questions I already had. (It turns out there are also a number of publishers who will supply a full classroom library, all ready to go. But, they’re all for elementary school classrooms. Plus, where’s the fun in that?) One of the surprises was the fact that there is actually research that shows that classroom libraries help develop literacy. Although this may seem obvious, and was certainly the intuition behind my decision to have a classroom library, it was encouraging to read the statistics that show the real impact that a classroom library can have on students. http://teacher.scholastic.com/products/paperbacks/downloads/library.pdf It was also encouraging to read about the experiences of other high school teachers who have classroom libraries and believe that they make a difference in their classroom. For example, one English teacher said "it made an immediate and substantial difference in my classroom." http://www.jenbrookswriter.com/2012/06/25/books-for-high-school-kids-building-a-classroom-library/ Likewise (and very poetically), a middle school teacher asserted that "I believe that a classroom library is the heartbeat of a teacher's environment. It is the window into an educator's own personality, and it reflects the importance of literacy in the classroom. I believe that every teacher -- no matter what subject he or she teaches -- should have one." http://www.edutopia.org/blog/classroom-library-importance-heather-wolpert-gawron So, I've certainly been validated in my decision. But, as with most good research, the articles I found raised more questions than answers. Everyone had different ideas about the logistics of a classroom library. One site suggested that you should have at least 300 books to start with, another that you should have 3 books per student, initially, and more ready in the wings for when those have been read. This seems a little ambitious for one small classroom, especially a high school classroom; so I'll try starting small and seeing how it goes from there. There were also a number of recommendations on how to "check out" the books to students. There were a wide range of thoughts on this issue, everything from computerized systems (check out the free one described at http://murraygirl.com/2012/02/22/classroom-library-manager-for-free/ ) to simply writing the teacher's name in the books and hoping they reappeared at the end of the year. Philosophically, I tend toward the least-restrictive means possible, in order to make sure the students actually take the books off the shelves. However, considering the fact that it's going to be a very small library to start with, I may have to put some limitations on it. Signing a list when they take one out of the classroom, perhaps? I'm not sure - this issue will take more thought. One issue raised by these sites that I hadn't considered was how to organize the books on the shelves. Since I was planning a fairly small library (50 - 75 books), this doesn't seem like a major consideration at this point in time. The teachers mainly seem to separate books into fiction and non-fiction and then alphabetize them by subject or author. Some go further and put labels that categorize the books by genre. My own initial thought on this is that I would like to try just putting them all on the shelves and making a bit of a "treasure hunt" out of it. It is so easy for people to decide they're only interested in reading one or two types of books, but I would like to push my students to try things outside of their regular genres. So, giving them the opportunity to discover something different is important, and what better way than to have it there on the shelf where they have the chance to see it and become curious? The actual issue on which I was seeking guidance with this research was the books to include, and although there were some suggestions, none of their libraries had the focus I'm interested in. So, I will have to search some more. I have a good idea of what I would like to include, but could use additional suggestions. So, I think I have found my focus for next week! After thinking about it over this past week, I've decided to start work on a library for my future classroom! I still want to learn how to hand-bind books; but that inspires me less than the idea of a classroom library. So, I'm going to start figuring out how to make a library happen! I already have some ideas for this (more on that another time); so I think I can do it. And, I'm required to come up with a "Uniquely You" project for my English Methods class -- something that will set me apart from all the other teachers out there -- and I think this project will work for that. So, here goes! Over the next five weeks, I'll see what I can do to make my library a reality. I've found some images on the internet of classroom libraries, but none of them are really what I have in mind. Some are too "elementary school," some are just textbooks, and some are much larger than anything I'm going to be able to do: But, each has elements I like. In particular, I like the whole idea of a "reading corner" with comfy chairs or pillows where students can sit and read. Obviously, I'll need shelves. And, if I put up decorations, they need to look teenager-friendly (is there a place that sells hip library signs?) Of course, I know that much of this will depend on the size of my classroom. Some schools have so many students per classroom that there's barely room for the desks; and some schools have teachers share rooms, so I wouldn't have a dedicated place to put my stuff. But, I'm thinking I can probably manage to fit a small bookshelf in somewhere, right?
The "play" element of my project is getting to choose books and read or re-read some of them. The "making" element is the pulling together of the library and making signs and book labels. The "knowledge" element involves my already-established knowledge about books and libraries and the extension of that knowledge into a new area. My specific goal is to put together a wish-list of books and begin collecting them and labeling them in anticipation of putting them in my classroom when I have one. In trying to decide on a focus for this project, I tried to think of something I’m passionate about, and realized it’s BOOKS! I love books. I love to read them. I love to talk about them. I love to think about them. I love to see them and touch them and fall into them. But, most of all, I love to pass them on to others. So, my two ideas for this project are:
1. Create a lending library for use in my classroom a. What templates are there for this kind of library? b. Are the ideas from the “Little Library” movement applicable? c. How will I get books? d. How will I decide whether books are appropriate or inappropriate for high school students? e. Should I require students to read? f. Should I require students to do anything in response to the books they read? g. Can I include an “If you liked this book, try . . .” feature? h. How can I include students who dislike books/reading? i. How can I include students who have difficulty reading English? j. Does it have to be books? Will magazines or audio books work? What about graphic novels? k. How do I sell this idea to my students? 2. Teach myself to make hand-bound art books a. Where do I start with this project? Are there classes on-line? b. What materials do I need? Will it be too expensive? c. If there are on-line classes, will they have enough explanation so that I can figure out what to do, or do I need an in-person class? d. Is it possible to make a nice-looking hand-bound book? e. What lettering and artwork do I want to put inside the book? f. Are there good lettering alphabets on line, or will I need to buy a book? g. What inks and paints will work without smearing, bleeding through, or getting the paper too wet? h. What inks and paints will give me the vivid look that I want? i. Should I make the pages first and then put them into the book, or the other way around? j. Is this something I can practically hope to achieve by the end of the semester? |
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April 2016
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