Library Website

Welcome to Hines Elementary Library! This library website showcases learning through traditional books, digital platforms, makerspaces and so much more. Our library provides students the opportunity to explore and learn about our world's rich history and diverse cultures by simply stepping into this magical place. Step in and start exploring by clicking on the banner!

Background Paper

Biggest Takeaways

This class was an incredible opportunity to learn about all the technological aspects of a school librarian and the library space. I had no idea that librarians are supposed to be technology specialists and leaders in schools. Not having a great model of librarian in my current school, I now understand how much my school is missing out on when it comes to technology and makerspace.


I am pleased that I had the opportunity to create my own website for my future library and feel confident that my patrons and their families will feel empowered with available resources at the click of a button. Creating blog posts each week helped me feel more connected with the technology that will help me communicate with school faculty and staff, students and their parents.


I thoroughly enjoyed the week with AI and augmented reality. It highlighted several resources I would like to share with others to get students excited about exploring the art and culture of countries around the world. Kids today are excited about learning with technology and the more I know about what is out there, the happier my students will be.


At the beginning of the semester, I expressed a hope to feel more confident integrating technology into student learning. Now, I can proudly say that this hope has transformed into a tangible skill.

Augmented and Virtual Reality

 

Augmented and Virtual Reality are incredible tools to use with kids in the classroom or library. Being able to explore the world around us without having to worry about permission slips and packing lunches is a game changer! The tool that I explored was a combination of both augmented and virtual realities. Play with Google Arts & Culture is Google’s gateway into exploring the world’s historic landmarks and famous works of art. A doodling program lets you get creative with simple lines and learn about different aspects of famous works of art. The most exciting part of the site for me was the Puzzle Party! I am an avid jigsaw puzzler and this site allows you to do puzzles of famous works of art by yourself or with a friend somewhere else!

This site would be ideal for older elementary, middle school, and most definitely high schoolers. The only reason I would not recommend this site for elementary students is because the artwork is not appropriate at times. I would love for this site to offer another version for younger kids that offers just as much opportunity for elementary kids to learn about art and culture. There is one section of the site that is called Geo Artwork. It will show a piece of art and the user has to guess where in the world it came from. Kids get the exposure to art and make guesses of what country it was created. Each time a guess is made, points are awarded if the guess is close to the correct answer. Each time the user plays, there is the opportunity to beat the previous score. A lesson or game in art and geography.


This would be great to use in World History, art units and free time that will allow students free reign over the site. This is an amazing site that allows students to explore the art of different cultures and learn about places around the world.

Google Arts & Culture. (n.d.). Play. Retrieved November 16, 2024, https://artsandculture.google.com/play

Makerspaces in the Library

Library spaces have evolved with time to include more than just books, magazines, and newspapers. Libraries now offer patrons the opportunities to explore and learn on computers as well as the chance to explore and tinker with hands-on experiments, kits, and craft supplies. The whole concept of makerspaces is completely new to me and something that makes me a little nervous because of my fear of messes. As a third grade teacher, I try to stay away from crafts and anything hands-on activities that may result in spills, little scraps of paper, or chaos. While activities that may result in these minor disasters are great for children to experience, I know that I must work to overcome this fear.

A Makerspace Blog

A blog called “Elementary Makerspace Resources” by Mrs. J in the Library provides a comprehensive collection of resources that elementary school librarians can use to create or improve makerspaces. The blog lays out guidelines and suggestions which helps librarians introduce new materials and expand makerspace activities in an already established program. The blog also shared information about how librarians can create activities for a fixed library schedule.

Why Makerspaces?

When children read, they become curious. This curiosity can be fed with activities in Makerspaces. According to Murphy (2023), “She sees her students exhibiting greater focus and fewer discipline problems, and ‘becoming better versions of themselves.’” She feels strongly that children should be able to have plenty of time to get in touch with their imagination and simply play. With all of the high expectations that are placed on children in the classroom, this break allows them to be creative and explore. Murphy also explains that the Makerspace comes with rules to help children be responsible with each other and the provided materials. In order to help combat some of the fears I mentioned above, rules will be essential to my sanity.


Why will I have Makerspaces?

Having first hand experience with seeing kids get excited about working with their hands, I am confident that makerspace activities will result in happier and more curious children. Throughout the school day, children are expected to sit still, listen and learn. Providing them with makerspace opportunities will break up the day and allow them to explore and even test out what they learn in the classroom. Makerspacers could include magnet sets and marbles to help reinforce science concepts learned in the classroom. Students could work tinker and explore solutions to everyday problems by simply playing with craft sticks and playdough.

Mrs. J. (n.d.). Elementary makerspace resources. Mrs. J in the Library. Retrieved [November 9, 2024], from https://mrsjinthelibrary.com/elementary-makerspace-resources/


Murphy, P. (2023, March 13). Making a difference with makerspaces. Publishers Weekly. Retrieved [November 8, 2023], from https://www.publishersweekly.com

1:1 Learning

 

The use of technology in education has evolved tremendously over the past few decades including the advancement of eLearning during the pandemic. The concept of 1:1 learning is a total game changer. As an elementary school teacher, the ability to have my students on computers not only provides students with the opportunity to engage in lessons on a level they are excited about, but it also gives teachers an advantage when observing students’ real-time learning and the added benefit of built-in grading. This shift from traditional learning environments gives students a digital device to learn and show growth which allows teachers to adjust their teaching to meet the needs of their students. This shift requires support from teachers and school librarians. Since school librarians are now considered part of the technology team, they play a unique role in this digital transition.

Leaders in Change

School librarians are in the perfect position to be change agents in this new setting of 1:1 learning. In addition to simply having students use their devices in their lessons during Related Arts classes, they can collaborate with classroom teachers to continue lessons covering essential standards. According to Moen (2022), “An overarching theme expressed by the administrators was that school librarians need to change agents, people who believed in the school initiatives and had the dispositions and skills to help make change happen.” Librarians must promote digital literacy and act as guides in integrating technology into learning.

Building Relationships

It is important for librarians to build relationships with students and teachers. Open communication between the librarian and the faculty and administration of a school lends itself to easier collaboration and advocating for transforming initiatives. Moen (2022) argues that “building relationships is one way to promote and create strong school library programs that can support district learning initiatives.” Partnerships with school librarians can go a step further by hosting community nights or events in partnership with public libraries to build relationships within the community and present new initiatives.

Rebranding Library Spaces

Librarians must modernize library spaces, both physical and virtual, to support the digital learning model. Instead of focusing on only the actual books in the library, librarians can use technology to expand the student learning. Broadening access to more information and activities online, students are not limited to the brick and mortar library, classroom, or school for that matter, but can experience the world at the click of a button. Libraries should be viewed as ever changing, student-centered environments that extend beyond the library walls.

Library Resources and Curriculum

Moving forward, classroom teachers should work closely with librarians to embed library resources like digital research materials into their curriculum. Classroom teachers are unaware of most of the resources librarians can share with students. In addition to providing these resources, librarians can also help students with digital citizenship and develop research skills that will benefit students for the rest of their educational career.

As stated previously, school librarians can have a tremendous impact on 1:1 learning environments and teachers must be encouraged to use their knowledge and expertise.


Moen, M. (2022). What’s working? A case study of an exemplary school library district program in a 1:1 device setting. School Libraries Worldwide, 27(1), 18-38. https://doi.org/10.29173/slw8315

Cyberbullying

How do we protect students from a form of bullying that follows them home, intrudes on their safety, and can be made available for the world to see?

What stood out to me…

I think the dangerous part of cyberbullying that stands out to me is how permanent the act can be which means that not only does the bullying hurt initially, but the pain can be felt repeatedly because the message remains available indefinitely. In addition to the permanent aspect of cyberbullying, the anonymity part of it makes it difficult for holding people accountable for their actions or even knowing where it is coming from. As an information professional in the library, we are held to standards that protect the privacy of our patrons. This can provide a cover for hatred and undesirable communication from the community and our patrons. Finally, I was reminded about the impact on mental health. In the article Sandbox to Inbox (2015), I found it interesting how it described the impacts of cyberbullying as differing degrees of burns. First degree burns were described as low levels of bullying which takes less time to heal versus “third-degree burns (and escalated cases of bullying) can ‘result in deep scarring and permanent damage’” (2015).

What I plan to do about it…

As an elementary school teacher currently, I plan to be proactive and stress the importance of how we should treat others face to face and online. The most important rule I enforce in my classroom is the Golden Rule, treat others the way you want to be treated. I feel that kids can easily connect with this expectation because it is simple and easy to understand. It also helps them build empathy towards others which will result in students making the right choice whether face to face or online. Like the article suggested, I will promote Digital Citizenship through lessons that focus on how students’ digital footprints never go away. I will also encourage students to act as allies by reporting incidents that seem troublesome or unkind.

Surprised to learn…

In the same article, I was surprised to read that girls tend to experience more harassment online and boys experience it more face to face. It also frustrates me that cyberbullying is something that does not go away with age. I think school age kids probably feel that bullying only happens to kids and teenagers but unfortunately, it does not. As a teacher, I feel like one of my most important jobs in my role is to teach my students how to be kind and respectful to EVERYONE. If we can teach kids the importance of treating others the way they want to be treated and establish strong foundations of empathy, it is my hope that any type of bullying will become obsolete.


Faucher, C., Cassidy, W., & Jackson, M. (2015). From the sandbox to the inbox: Comparing the acts, impacts, and solutions of bullying in K-12, higher education, and the workplace. Journal of Education and Training Studies, 3(6), 111–125. https://doi.org/10.11114/jets.v3i6.1033

Social Media in the Library

 

Teens and Digital Spaces

Teen's today are constantly on their phones and using some type of social media. According to Pew's research article, the majority of teens are using YouTube, TikTok, Snapchat and Instagram. Teens are steering away from Facebook and X (formally Twitter) and my guess for this is because their parents are using these platforms. Pew's Research article also pointed out that teens are on these platforms frequently throughout the day including, "a third of teens use at least one of these five sites almost constantly" (2023).

Social Media and the Librarian

A few years ago, the school district and elementary school I worked for strongly encouraged staff members to make daily posts on Twitter to highlight events and lessons in our classrooms. Being new the platform, I found the task frustrating and time consuming. I was always leaving off people I was supposed to be tagging to get credit for the posts and never could make my posts shorter than the 280 character limits without giving up. Since I rarely got feedback and lacked personal motivation to continue making posts, I quit it. On the other hand, Facebook is a platform I am much more familiar with and can easily complete posts quickly. 

The use of social media as an information professional can be a valuable tool when it comes to advertising events in the library, showcasing student work, and presenting lessons for my students' families. I would probably use Facebook simply because I am the most familiar with it and I feel it is mostly used by the audience I would be targeting. I may take another try with X but I am not feeling too optimistic with that platform. I would also want to create a separate account for any platform I choose to use.

After listening to Nikki Robertson's podcast (Davis, 2018), I can completely understand her advice of getting in touch with your people through hashtags and make meaningful connections. In the podcast, she mentioned her personal story of how she was burned out as a teacher and was able to make connections which helped her dig herself out the rut. Being in communication with others in your field can help foster collaboration and creativity while also providing the opportunity for teachers to help pull each other out of their monotonous ruts. I will look into finding "my" people on X in hopes of reviving my passion in the classroom.

My district and school social media policy includes not using any platform while at school, using posts as extensions of the classroom or office, and not violating any copyright or intellectual property laws. Additionally, posts should build community, be positive, truthful, and inspiring. A final statement encouraged common sense when making or responding to posts.




Davis, V. (2018, August 21). 5 ideas to tap social media to enhance learning. Cool Cat Teacher Blog. https://coolcatteacher.blogspot.com/2018/08/5-ideas-to-tap-social-media-to-enhance.html

Vogels, E., & Gelles-Watnick, R. (2023, December 11). Teens, social media and technology 2023. Pew Research Center