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

Digital Curation Assignment

 

Teachers face many challenges throughout their journey in the classroom. Their work must be efficient and completed before stepping into the classroom. Once the bell rings to dismiss students, their work continues. Tomorrow will bring about it's own challenges and teachers must be ready to perform and deliver new lessons. In order to be efficient and save their sanity, it is imperative that teachers work together to plan lessons and individualize for each of their students.

Below, you will find a curated list of AI tools that can be used to prepare lessons, grade student work, improve classroom management, and allow teachers to plan inside or out of the school environment. These tools provide teachers with tool to easily communicate and collaborate with fellow teachers. In addition to supporting teachers and students in school, several of these tools can also help teachers and administrators communicate with families of their students. Finally, this list will also help users of AI tools understand the complexity of AI tools as well as the ethics that come along with using them.

Digital Curation Link on elink.io : https://elink.io/p/hinesgm-95b2c94

Technology Integration

Technology Integration: Interactive Whiteboards

Interactive Whiteboards (IWB) have revolutionized the way information is presented in classrooms, boardrooms, and presentation halls. The touch-sensitive board connects to computers and programs to give presenters the ability to interact with their presentation allowing the audience to easily engage and understand material. Not only does it allow teachers to easily manipulate presentations, it also provides students the opportunity to participate at the board or on a device at their seat. Interactive whiteboards’ versatility makes it ideal for students as young as preschool through high school and beyond.

I will use the technology-enabled learning model, SAMR, to explain how the interactive whiteboard can be integrated into teaching and learning.

• Substitution: The interactive whiteboard replaces the traditional whiteboard and chalkboards and allows teachers to present slides, notes, and videos in a digital format. When writing on the IWB, teachers can easily move writing without having to erase and rewrite like on a traditional whiteboard.

• Augmentation: The IWB enhances learning by offering opportunities to highlight text, move objects, and embed attention grabbing videos, links, and fun gifs to keep the attention of students.

• Modification: Teachers can enhance or modify their lessons by incorporating interactive activities like drag and drop answers, solving puzzles, and allowing students the chance to collaborate on projects in real time on the board. In addition, the IWB allows teachers the opportunity to display worksheets and student work or examples to assist in teaching.

• Redefinition: With IWB, the sky's the limit when it comes to the possibilities for learning and teaching. Teachers can take students on virtual field trips, chat live with astronauts on the International Space Station, work with students in another classroom down the hall or across the country. “Out of this world” learning experiences are being created with the simple addition of this technology piece.

The interactive whiteboard can be used effectively in all classrooms with all ages. Today, it seems like students come with “built in” technology knowledge. This means teachers can use these student abilities to their advantage in the classroom.

Engaging Visual Learners: Since children seem to have shorter and shorter attention spans, teachers must create lessons with rich multimedia content including images, videos, and animations. These items are sure to engage visual learners.

• Collaboration and Group Work: Students can interact with content on the board, work together to solve problems and manipulate objects as part of a group activity. Groups can brainstorm for projects and complete tasks as one unit. 

• Enhanced Interactivity: Students can use the interactive whiteboards to engage more directly with materials by moving objects like drag and drop answers, drawing using the built in pen tools, and completing digital worksheets. 

• Real-Time Feedback: Teachers can provide immediate feedback through interactive quizzes and polls which can allow teachers to adjust lessons accordingly. Leaderboards can also be used to promote student engagement and motivation with completing assignments. 

• Blended Learning: Interactive whiteboards allow teachers to integrate seamlessly with online learning platforms by bringing digital resources into the classroom for blended learning.

Since interactive whiteboards have been around for a while now, teachers have access to a plethora of resources. Many websites and online learning platforms offer tips and tricks for effectively using interactive whiteboards. Here are a few sites that can assist teachers with using IWB technology:

8 ways to use an interactive whiteboard in the classroom - Samsung Business Insights

12 Ways To Use Interactive Digital Whiteboard In Teaching | ClassPoint

As a teacher, I cannot imagine teaching without my interactive whiteboard. My whiteboard helps me reach every student and their individual needs with ease. The added bonus is that I do not have to worry about cleaning chalkboard erasers or running out of dry erase markers.

ClassPoint. (n.d.). 10 ways to use an interactive digital whiteboard in your classroom. ClassPoint. https://www.classpoint.io/blog/ways-to-use-an-interactive-digital-whiteboard

Samsung Business Insights. (2023, October 18). 8 ways to use an interactive whiteboard in the classroom. Samsung Business Insights. https://insights.samsung.com/2023/10/18/8-ways-to-use-an-interactive-whiteboard-in-the-classroom/#:~:text=8%20ways%20to%20use%20an%20interactive%20whiteboard%20in,...%208%208.%20Connect%20with%20remote%20students%20

 

Technology Leader, Websites, and Digital Tools

This week’s module readings were enlightening and quite eye opening. I have learned through observations and questioning my students when they return from the library that my current librarian does not perform any of the roles highlighted in our readings and lecture. To start with, the librarian has never completed any professional development courses at the beginning of the year. While I have seen her incorporate technology into lessons with older students (4th and 5th graders), I have not seen her incorporate technology into third grade lessons. The librarian could be using the SAMR (Eanes Independent School District, n.d.) framework model and decided that her lessons did not meet the needs of the students. Regardless, I have not witnessed any of the expected technological leadership skills from our current librarian.  

After looking at several technology plans from different school districts, I noticed that the focus is on meaning learning by students through specific technology platforms. It was also interesting to see details on age and grade level appropriate activities and expectations. This can be a daunting task for a teacher responsible for multiple ages and grade levels. The websites evaluated gave me great insight into what not to do and what will be nonnegotiable for my future library website. Most of the sites I visited were jammed pack with resources for students, parents, and teachers. One site provided an example of what not to do for my site. While the site was meticulously organized and provided numerous resources, it was a cold site that lacked a human element. There was minimal wording or explanation of any of its resources. The librarian did not introduce or even welcome users to the site, which I feel is an essential element.


The tool I chose to include on my site is KidLit Radio. This tool includes podcast, music, activities, and read alouds for children of all ages. Children can listen to podcasts that include interviews with children’s literature authors and watch book trailers to learn about new books they can read. I am immediately adding this tool to my class app and my Google Classroom, so my students have access to this amazing resource. When I become a librarian, KidLit Radio will be used during class time and be available on my website.


Eanes Independent School District. (n.d.). Educational technology. https://www.eanesisd.net/academics/ed-tech


KidLit TV. (2024, July). KidLit Radio: StoryMakers with Portia Clare – Best friends forever: A puppy’s tale [Audio podcast]. KidLit TV. https://www.kidlit.tv/2024/07/kidlit-radio-storymakers-with-portia-clare-best-friends-forever-a-puppys-tale/

Information Diet

September 14, 2024

What is your information diet?

I am embarrassed to say that my information diet is quite limited due to a finicky palette. Most of my information is gathered from internet searches on Google, Facebook, X, and my husband. I wish I was more like my husband who does his due diligence when it comes to gathering news information. His approach to gathering news is similar to how we find contractors to do a service which is getting three quotes from different companies. Once he reads or hears a hot topic in the news, he goes to different sources to get the real story. Usually by the time any news reaches me, I ask if he has heard about it and he gives me the real scoop. Sometimes he lets me know about all the different versions of the story out there and helps me find the original source. It is very disturbing how news becomes so distorted and bent around the truth to fit the agenda of the news provider. From the beginning of time, people have sensationalized news to make money. Why change now?

As a school librarian, I will need to be more like my husband. I will have to make a point to research news items from different sources before sharing them in the library. Just like it was stated in our lecture that the library is the largest classroom in the school. With this in mind, I have to ensure that I can help not only students but also all of the teachers that I will be collaborating with to present true and verified information. One of the school library websites I evaluated this week had a whole page devoted to how users can spot misinformation and disinformation. It will be my responsibility to show library users the importance of not believing everything they find on the internet. I will also need to stress the importance of not relying solely on one source for news and important information. Much like Chauhan, said, it was quite the task during the pandemic to try and figure out the truth; “Making sense of information became crucial in a tangible and immediate way. It could mean the difference between whether you keep yourself and your loved ones safe and healthy or not” (2022). The pandemic is what opened my eyes to how much news and information can be stretched and twisted to cater to the needs of who presents it. Every citizen has the responsibility to dig deep and be critical of information.

Chauhan, B. (2022, November 17). Demystifying information literacy: From buzzword to usable resource. Smithsonian Libraries and Archives Blog. https://blog.library.si.edu/blog/2022/11/17/demystifying-information-literacy-from-buzzword-to-usable-resource/

Bon Appétit: AASL and ISTE on the Menu

 

September 7, 2024

After reading the article, Now Serving An Appealing Menu of Digital Literacy Tools and Resources (O'Connor, 2019), I no longer feel intimidated by the daunting task of incorporating technology standards (or ISTE) with the AASL standards. When I become a school librarian, my goal is to create inquiry-based projects where students learn through literature while using and incorporating technology safely and creatively. If I create projects that empower students with choices through literacy and modes of technology, students will be motivated to not only complete tasks the way they are most comfortable and competent, but also take control of how they share and present their results. When students are allowed to make choices throughout the learning process, they are more likely to complete projects, think deeper, and overcome obstacles along the way.

O'Connor's (2019) menu style of assignments provides students with choices of how students will complete tasks that will meet both AASL and ISTE standards. The lesson example used in the article was a favorite book and author study. The librarian provided a book and author that students would complete a project on covering both types of standards. Choices were given for each step along the way; Digital Resources for Think-Inquire, Create-Engage, Grow-Share + Engage. After students completed the inquiry processes, they moved to another menu which featured the Design and Create portion of the project. In this portion, students used the Maker Space part of the library to create and build their project where they were given choices of building materials. When students completed their build, they created a digital presentation to showcase their work. Once complete, they were required to look at other students' work and give feedback by using the strategy of  T.A.G. ("tell one positive thing they like, ask a question, and give one gentle suggestion" (2019)). 

As you can see, AASL and ISTE standards are similar because they both allow students the opportunity for collaboration while working through inquiry-based learning projects. The ISTE part of learning is stressed by digitally collaborating and sharing work. Both standards are learner-centered which allow students to become empowered through choices and taking ownership of how they learn and showcase their results.

The differences in the two standards come from how they are used. AASL standards cover different types of literacies like reading books and different types of media. Technology is the only focus in the ISTE standards.

The example provided above is a beautiful representation of how AASL and ISTE standards can be joined and work together to provide an ideal learning environment for students of all grade levels and abilities.

O'Connor, M. (2019). Now serving...an appealing menu of digital literacy tools and resources. Knowledge Quest, 47(5), 16-21. https://knowledgequest.aasl.org/wp-content/uploads/2022/11/KQ_mayjun2019_WEB.pdf

Copyright, OER, and Social Media! Oh My!

 Copyright, OER, and Social Media! Oh My! 

September 3, 2024

Copyright Laws are put in place to help protect the creative works of individuals or groups which ensures that people do not profit from work they did not create. This protection also encourages people or groups to continue to create new works with the promise of not allowing others to profit from their work. These rights are set for a determined amount of time. When the copyright runs out, the work becomes public domain. An example I am partial to is the works of Jane Austen. All of her novels are now public domain so now current writers can use her work to continue her stories and write spinoffs. The same characters in Austen's novel, Pride and Prejudice, are now being used to continue her stories. These books are my favorite to read because I always want to know how the story continues. What happens to Mr. Darcy and Elizabeth, to Mr. Bingley and Jane? Do they have any children?

Open Educational Resources (OER) are items available to teachers to teach with. After this week's readings and lecture, I now feel armed with even more resources at fingertips than I realized. I knew about Khan Academy and everything it has to offer but I did not realize that there are free text books out there that I could pull from to help my instruction. The resources available for images, videos, audio sounds and music, digital lectures, textbooks, animations...wowzah! I thought I was dangerous with my Google slides before; Watch Out! 

Social media is another great way to open the door to others in our field to share ideas and resources. Social media can used as a source of advertisement for the users of our libraries and their parents. My current school used to highly suggest that we use Twitter/X to show other schools and parents of our students what teachers are doing in the classroom. Using social media is not only a great way to tell everyone what we are doing but it also is a great source of new ideas and how resources are used. Having the opportunity to see an activity completed with a group of students can help teachers decide if the activity is something they want to complete or pass on. Companies that write curriculum also use social media to present their work and how it can be used. Social media is easy to use but as a teacher, I always forget to take pictures of my students when completing activities. Hopefully this course will provide motivation to use social media more consistently.

 

From Storybooks to Strategies: A Teacher-Mom's Journey into the World of Librarianship

Wednesday, August 21, 2024

       

 My name is Gena Hines and I am a mother to 2 amazing young men. My oldest is starting his sophomore year at The Citadel and my youngest started his senior year at Fort Mill High. I started my 9th year as a 3rd grade teacher at Pleasant Knoll Elementary school. This week will mark 25 years with my amazing husband.  

This is my second semester in the MLIS program. I have no prior experience in an information center. After taking this course, I hope to become comfortable with technology in the library and information sciences. My hope is to become an elementary librarian. I am passionate about reading and getting children excited about it as well. I love getting lost in books and discussing them with others. My favorite memories in school involved sitting on the carpet in front of the teacher while she read. Today, I love the gasps and "oh mans" that come when I close the book at the end of a chapter during my own read aloud. I love the challenge of finding THAT book for reluctant readers. 

I have become quite efficient using Google Classroom, Google Apps, and working towards proficiency in Canva.

When I am not reading or working on schoolwork for my third graders, I love hanging out with my boys, doing puzzles (jigsaw & sudoku), drawing, and relaxing with my husband.  

 Fun Fact: Right out of high school, I joined the US Air Force and served 4 years as an Engineering Assistant. Three of those years I worked in the Drafting and Surveying shop and the last year of my enlistment I was a Construction Inspector. I was stationed in Grand Forks, North Dakota for my first year and a half, a year in Osan Air Base in Korea (this is where I met my husband) and finished my time in Pope AFB in North Carolina.