Toy Take-Apart for Library Makerspaces

Bradley, Rebecca

ET

Fontichiaro, K.. (2017) Toy take-apart: mass destruction for a purpose. Retrieved from: http://teacherlibrarian.com/2017/02/12/library-makerspaces-february-2017/

Summary:

This short but sweet article gives very clear and helpful instructions on how to start a "wreck lab" in a school library. Topics include an general introduction, how to find toys with little or no money, getting the best equipment for these kinds of projects to ensure safety and success, how to organize kids during the toy take-parts activities, follow-up activities, and many practical tips. 

Evaluation:

If you are a school librarian with limited space, time, and funds, I recommend this article as a starting point in forming your new "makerspace." It is a perfect way to get your feet wet, learn about makerspaces, and have fun with students at your school. In fact, of all of the books and articles I have read about creating makerspaces in libraries, this article seems the most doable. Enjoy!

It's Genius

Matteson, A. (2016). It’s genius: Understanding genius hour and making it rock at your school. School Library Journal 62(10), 36-38.

This is a very comprehensive article about genius hour. Matteson discusses how genius hour is time set aside for student-driven research, where it’s not about tests but exploration. Since students get to choose their learning path, they are much more motivated. The teacher has the students check in and is available to help students through the learning process. Through exploration, failure may occurs, but it is welcome and support is available.

I highly recommend this article because it is very comprehensive and you will walk away with an understanding of what genius hour is and ideas of how to incorporate it into your classroom. 

The Informationally Underserved

Bradley, Rebecca

IL


Lang Froggatt, D. (2015). The informationally underserved: not always diverse, but always a social justice advocacy model. School Libraries Worldwide, 21(1), 54-72. doi: 10.14265.21.1.004

Summary

Based on the earlier work by Elfreda Chatman regarding information poverty, this study by Froggatt (2015) claims that many students, in particular Latino and African Americans males, are members of the "informationally underserved." Interviews with the 9th grade student participants in the study found that their elementary and middle schools offered limited free reading books, intermittent access to technology, and insufficient information literacy instruction. As a result, Froggatt concludes that little or no access to active school library programs with qualified LIS professionals may be a significant factor in causing these students to have lower levels of inquisitiveness, critical thinking, and academic success. 

Evaluation

This study highlights a recurring problem plaguing American schools, especially in poor urban areas. If so many of our students drop out before graduating from high school and many more during their first year of college, we as LIS professionals must question whether our day-to-day actions are perpetuating a system of failure or are contributing to greater social justice for these students. As stated in the article, the theory of the Informationally Underserved "illustrates how LIS research can integrate social justice meta-theory with professional practices in order to strive to solve issue surrounding equitable access to information." 

The Every Student Succeeds Act: An ESSA Overview

Hudson, Evelyn

CA

Klein, A. (2016, March 31). The every student succeeds act: An ESSA overview. Retrieved from https://www.edweek.org/ew/issues/every-student-succeeds-act/

This article gives an excellent overview of the ESSA for those who are unfamiliar with it. The article breaks down the ESSA into different parts such as "Accountability Goals" and "Testing" to clearly explain the coming changes. There are also videos in several sections for those who need additional explanation.

As someone who knew nothing about the ESSA before this course, I feel much more knowledgeable after reading this article. I appreciated the use of text and videos to really drive the concepts home.