Second Blog Share

           

      If you’re looking for a blog to get ideas to spice up your elementary library, “Staying Cool in the Library” is definitely one you need to check out.  Kathy Cool is the author who graduated from Lock Haven University in 2000 with a Bachelor’s degree in library science and completed her MLIS online in 2007 through the University of Southern Mississippi.  She’s been working in a K-5 school in Virginia since 2001and “[strives] to live up to [her] name to make the library in her school a fun and “cool” place to be for [her] students.  [She is] a firm believer that children have to enjoy reading or they will never become lifelong readers.  When [she] first started out [she] replaced a retiring librarian who was very strict and formal.  Of course, the students did not want to go to the library and did not want to read.  So [she] made it [her] goal to change that.  [She] created lessons that were engaging and interactive and began to build the collection to appeal to all those reluctant readers.  This in turn led [her] to want to share [her] lessons and resources with others” (Cool, n.d.).  There are six main headings on her website: library management, lesson plans, reading motivation, library skills, research, and reading & literacy.  All of her blog posts fall under one or more of these categories.

          One of the first blog posts that caught my eye was entitled, “Library Activities to Make Check-Out Time Run Smoothly”.  I am always looking for ideas to keep the masses entertained while they are waiting for their group to be called to go check out books.  Cool shares seven ideas to keep students busy and on task while you man the check-out counter as well as three activities for students with overdue books who are unable to check out a new book.  The first idea is to keep a box of weeded out books to have the students look through and peruse while they are waiting to check out.  The second idea is to have the game Boggle out for them to play while they wait.  She suggests that after they find as many words as possible they could create a story out of those words to add on an extra challenge.  Having Almanacs and Encyclopedias out for students to flip through is her third idea.  She also suggests that you could “have a little bowl with words and topics they can draw and then find that topic” (Cool, 2022, October 4).  Puzzles and coloring pages are another easy library activity that can be ready to go that could keep students engaged while waiting to check out.  Logic puzzles including word searches, riddles, mazes and rubix cubes is her fifth idea.  Her sixth idea is to have students work together to create a joke or riddle on a note card, with the answer written on the opposite side.  Students put the finished notecards into an index card file for students to also look through.  The seventh and last idea is a makerspace which could work as an early finisher activity.  A few of her suggestions to fill it are “LEGOS, tangrams, origami paper, pipe cleaners, popsicle sticks, and more” (Cool, 2022, October 4).    For students who didn’t return their library books and therefore can’t check out during library time, her ideas are to select a temporary book that will be left behind when they leave the library, write about the lesson by answering a question or two similar to an exit ticket, or make a postcard for themselves to be used as a reminder to bring back their overdue book.  (Cool, 2022, October 4).

          Another blog post from “Staying Cool in the Library” that caught my attention was entitled “How to Create a Library Substitute Binder”.  There are times when you or your child wake up sick, you haven’t planned to be out, but the need arises.  Don’t sweat those moments by creating your own library substitute binder.  This blog post goes into specific details of what exactly you should include in such a binder. 

Here is what should be included:

1: Procedures and Schedules

2: Emergency Information

3: Lesson Plans (at least a week’s worth)

4: Technology and Passwords

5: Class Lists

6: Help! Section

Under every section, is a detail of what kinds of things to include.  At the end of the post she also provides a link for a “done-for-you” sub binder she has created that you can purchase from the Teachers Pay Teachers website and simply fill in the pertinent information.  The tips and tricks she shares on this post will keep your library running smoothly during your unforeseen absence.  (Cool, 2022, November 17)

Link to Sub Binder to Purchase

          If you’re like me, I’m always looking for new classroom management tips to try out.  The library, especially when students only come once a week for check-out, is a unique area of the school, that may require different tips and techniques for management.  In this blog post, “10 Tips on Classroom Management for Librarians,” Cool suggests the following for a successful library experience for all:   

1. Mystery Student- “I have a mystery student.  Do you know who it is?  This person is quietly reading their book.”  After a certain amount of time passes or at the end of class, reveal who the mystery student is and reward as you see fit.

2. Stay Consistent-Make sure to immediately and consistently correct behavior and practice the routines of the library as often as needed.

3. Use a Reward System-This can be a whole class goal or one for students to earn points individually.  One that is suggested on the blog is Digital Rewards for the School Library, which is a resource created by Staying Cool in the Library that is offered for sale on the Teachers Pay Teachers website.

Digital Rewards System

4. Behavior Think Sheets- “A think sheet is a way for students to reflect on their behavior and the impact it has.  It can also help you gain insight into why a student is acting a certain way.  Draft a document with fill in the blanks or writing space and keep copies handy for when you might need them.” (Cool, 2022, November 22).

5.  Manage Library Check-Out- Only allow one table to check out at a time.

6.  Have a Special Spot in the Library- This is for students who are consistently on-task.  “Some perks of the special spot might be getting to check-out first, lining up first, and/or having access to fun seats, pillows, or writing utensils” (Cool, 2022, November 22).

7. Call and Response- This is used when you need to get the students’ attention.

8.  Punch Cards- This is useful if you don’t have access to technology in your library.

9.  Ticket System- This is a low maintenance tracking system used for the whole class.  Once the class obtains a certain amount of tickets, a prize is rewarded.

10.  Communicate with Other Teachers- Chatting with the classroom teacher to see what they would recomend or what has worked for them so far with this particular class.  (Cool, 2022, November 22) 

          One of the last blog posts I’d like to share with you from “Staying Cool in the Library,” but certainly not the least, is entitled, “Encourage Boys to Read More with These Tips and Strategies”.  Although the title mentions boys specifically, I think any student who doesn’t really enjoy reading could benefit from these specific tips and strategies.  Cool states, “It’s not just about ensuring they can read.  It’s about guiding them toward a universe where stories come alive, characters become friends, and learning intertwines with enjoyment” (Cool, 2023, September 6).  Encourage boys to read more by being the reading role model, by allowing them to have book selection freedom, by establishing a family reading time, by allowing them to explore various reading formats, by setting achievable goals, and by having conversations about their books.  If you need some help knowing where to start choosing books for boys to read, Cool also gives book recommendations at the end of this particular blog post.  (Cool, 2023, September 6)

          It is obvious that Kathy Cool is an expert in her field and desires to share her knowledge with others in the profession.  Whether you are new to the library scene or one that’s been serving as a librarian for awhile and are looking to spruce up your craft, “Staying Cool in the Library” is definitely a blog you need to check out.  I’m so appreciative there are others out there willing to share things they’ve tried first hand in their libraries to help out others who are struggling, searching, and in need.  I hope to one day be able to share the plethora of information I’ve learned with others as well.

 

Work Cited

Cool, K.  (2022, October 4).  Library activities to make check-out time run       smoothly.  Staying Cool in the Library.  https://www.stayingcoolinthelibrary.us/library-activities-to-make-check-out-time-run-smoothly/

 

Cool, K.  (2022, November 17).  How to create a library substitute binder.             Staying Cool in the Library.  https://www.stayingcoolinthelibrary.us/how-to-create-a-library-substitute-binder/

 

Cool, K.  (2022, November 22).  10 Tips on classroom management for               librarians. Staying Cool in the Library.  https://www.stayingcoolinthelibrary.us/10-tips-on-classroom-management-for-librarians/

 

Cool, K. (2023, September 6).  Encourage boys to read more with these                     tips and strategies.   Staying Cool in the Library.  https://www.stayingcoolinthelibrary.us/encourage-boys-to-read-more/

Planning a Storytelling Workshop

 

          So now that we’ve learned lots of pertinent information on how to be a great storyteller, what do we do with this information?  Keep it to ourselves to use in our own libraries or share the information with others in hopes of sparking interest in bettering the storytelling community?  If you find yourself in the latter group, you may be interested in planning a storytelling workshop for others.  This post will focus on how to successfully plan a storytelling workshop for different audiences.  Depending on your audience, you will need to be prepared to share different information.  What you share with a beginning storyteller will be different than what you share in a one-day workshop full of experienced educators.  Keep reading for lots of tips and tricks on planning and hosting a successful storytelling workshop.

          According to Ellin Greene and Janice M. Del Negro, authors of the textbook Storytelling: Art and Technique, the first thing you need to do is,

“Establish the objectives of the storytelling workshop.  What do you 

    want to happen to the participants as a result of attending the

    workshop?

          Define the audience you want to reach.  Are they librarians,                              teachers, recreational leaders, staff, volunteers?

          Plan a budget.  How much money is needed?  Will participants be

charged a registration fee?

          How much time is available—a half day, a full day, several half-day

 sessions, a weekend?

          How many leaders are available?  Will it be a one-                                                    leader workshop?  One leader plus an inspirational keynote                         speaker?  One leader and several resource persons?

          Will the participants meet as one large group or will the group be                           divided into smaller interest groups?

          What aspects of storytelling will be covered?

          What kinds of presentations and activities will be most effective in

achieving the objectives?” (Greene and Del Negro, 2010,                                       p. 237).

 

          Now that you have thought through your objectives, here are some tips for preparing an in-staff workshop for beginning storytellers that will be taking place over a period of four to five sessions.

 

          “Session 1    Purpose and values of storytelling

                               Selection of materials

                               Demonstration of storytelling

                               Bibliography of storytelling literature is distributed

                               Participants are asked to read widely from books listed 

                               on the bibliography and to select the stories they want 

                               to learn

 

          Session 2      Selection of materials (continued)

                               Discussion of stories selected by participants

                               Preparation and presentation—techniques of learning 

                               and telling stories         

                               Demonstration of storytelling

                               Participants are asked to prepare a short, traditional 

                                tale (3 to 5 minutes) for presentation at the next session

 

          Session 3      Stories are told by participants

                               General and constructive criticism is offered by the                                           workshop leader and other participants (the leader                                      must see that comments or criticisms are constructive                                     and of such nature that everyone can learn from                                           them)

                               Discussion of any problems arising from participants’

experience in preparing their stories

 

          Session 4      Program planning

                               Administration

                               Model storytime by workshop leader

                               Participants are asked to prepare a longer and more

complex story (7 to 10 minutes) for presentation at the              next session

 

          Session 5      Participants tell their stories and discuss their programs

                               General and constructive criticism is offered by the                                             workshop leader and participants

Evaluation of workshop” (Greene and Del Negro, 2010,

    p. 239).

 

          If a one-day workshop is more up your alley, here is a suggested program for that:

 

          “MORNING SESSION

          Have an inspirational keynote speaker who will set the tone.  Divide              the audience into small interest groups, such as:

 

1.    Multicultural Stories

2.    The Black Heritage of Storytelling

3.    Poetry in the Story Hour

4.    The Illustrator as Storyteller

5.    The Literary Fairy Tale

 

Assign a specialist to each group to direct the discussion and act as resource person and demonstration storyteller.  Allow an hour and a half for the morning interest groups.

LUNCHEON

 

AFTERNOON SESSION

The interest groups can be repeated so that each participant can hear about two aspects of storytelling, or the workshop can be arranged so that participants stay in the same group all day…..Allow time for a question-and-answer period.  An alternative plan is to have shorter afternoon interest groups and to end the workshop with a storytelling demonstration by the various specialist leaders to the entire audience.” (Greene and Del Negro, 2010, p. 240).

 

          If your storytelling workshop is geared towards a day-care or head start staff, here is a sample workshop:

          “1. Introduce yourself as a representative of the library and talk about the library/day-care partnership in helping children develop a love of books and reading.

2.  Emphasize the connection between hearing stories in early childhood and language development.  Cite some of the supporting research.

3.  Talk about the criteria for selecting stories to read aloud or to tell and illustrate your points with a variety of Mother Goose books, picture books, and simple folktales.

4.  Demonstrate techniques of reading aloud and storytelling.  If time allows, have the participants practice reading aloud in small groups.

          5.  Briefly describe the variety of services available to the organization from the library.

          Above all, show the books and tell the stories, for well-selected books and stories will make your points for you.  Make sure to leave time for questions and for looking at the books and other materials you have provided.” (Greene and Del Negro, 2010, p. 240-241).

 

Here is a sample of how a workshop for first-time parents could look:

“1.  Welcome the parents to the library.

2. Talk about the importance of sharing literature with children from birth on, citing research that shows a connection between being read to during early childhood, emergent literacy, and later success in school.

3.  Ask parents if they remember a favorite book, story, or nursery rhyme from their own childhood.

4.  Show examples of the types of books published for young children today: board books, cloth books, concept books, wordless picture books, Mother Goose and nursery rhymes, finger plays, and picture storybooks.

5.  Read all or part of some books in different categories to model how to read aloud.

6.  Allow time for questions and answers about the library’s services for parents and young children.

7.  Display resources on parenting and books for babies and toddlers and encourage the parents to browse.” (Greene and Del Negro, 2010, p. 241).

 

          Obviously there are many ways to create a program that will suit the needs of your specific audience.  These are just a few suggestions to the plethora of programs in which storytelling techniques can be shared, skills developed, and practices honed.  I hope these ideas will jumpstart your thinking into how you can share the information we’ve learned with others.  I wish you much success in your future endeavors as a storyteller and educating others in  becoming storytellers themselves.

 

Works Cited

 

Greene, E. & Del Negro, J.M. (2010).  Storytelling to young adults.  

    Storytelling: Art and technique (p. 237-241).  Libraries Unlimited. 

Books I've Been Reading This Week

Storytelling Experience

 

          Since my last storytelling experience blog was posted, I have shared four more stories with the class.  One was storytelling using props or manipulatives.  For this endeavor I chose to share the story The Idea Jar by Adam Lehrhaupt.  When I was looking for a book to share, I wanted to choose one that teachers in my school could use for instruction in their classrooms as well as one that students would enjoy.  In this book, ideas written on paper for students to be able to write about come alive.  This book shows children that any idea can be turned into a story.  Sometimes our early writers have trouble coming up with ideas to write about, so I felt like this story would be a good match for our first and second graders.  I got on Amazon and purchased the small items that come to life in the story (a dragon, pirate, monkey, cowgirl, robot, etc.).  I had recently purchased a jar that would work perfectly to put the items into.  Once the items arrived, I practiced fitting them into the jar, pulling them out, and the movements I would have each one do to match the story.  Before deciding to record my storytelling, I wrote myself some notes on large sticky chart paper and stuck them to the cabinets in my office behind my iPad in case I forgot or needed the exact wording while telling the story.  I also lined up my props in the order I needed them beside my on a small table to assist in my telling process.  Below is the final result:

 
The Idea Jar

          The next storytelling experience was an interactive story.  Once again, I got online looking for a newer story that would fair well to interaction with my audience.  I found the amusing book called, I Say Ooh, You Say Aah written by John Kane.  In a question and answer section on www.readingzone.com John shares that he “only started creating books a few years ago.  [He] had [his] own children, called Molly and Dylan, and they got [him] thinking.  One was an avid reader, one reluctant.  [He’s] passionate about books being part of kids lives so [he] set about trying to work out a way to get the reluctant twin to embrace books” (Reading Zone, n.d.).  I identified with that statement as I have some students who come to the library and are reluctant to pick out a book.  After listening to his book, I Say Ooh, You Say Aah, I knew this would be one that my primary-aged readers would love to interact with.  I decided to give it a try on my own 7-year old daughter.  In the book, the author gives prompts for the children to watch for or listen for and then respond with a certain script.  She loved it!  I made sure when I recorded it with her, that I didn’t let her hear the story ahead of time.  I wanted her true reaction to the story.  She loved it so much in fact, she asked to take it back to her second-grade classroom for her teacher to read to her class.  Kane has several other books along this same premise: I Say Oh, You Say No and I Say Boo, You Say Hoo.  I will definitely be looking into more of his books to purchase for our library.  Here is my telling of I Say Ooh, You Say Aah:

I Say Ooh, You Say Aah

          The third, and certainly most difficult storytelling experience was to tell a story without using the book.  I thought about my choice for this book longer than any of the others.  Being that one of the requirements for our annotated bibliography was a relatively new book within the last six years, I started looking for one I could share that would meet this requirement.  I had noticed that some of the popular check-outs in our library were the two Aaron Reynolds books we owned, Creepy Crayon and Creepy Pair of Underwear.  Since Halloween was coming up, I decided to show the read-aloud of Creepy Pair of Underwear while my students were waiting for their turn to go check out a book.  The students loved it and even requested to hear it again the following week.  After listening to the book repeatedly while showing it to my library classes, I decided to write the story out in hopes of learning it better.  Although I had a good grasp on the plot and storyline, I was scared to try and do it all from memory.  I made myself notes again on the large sticky chart paper just in case I drew a blank or there was story specific language I wanted to get just perfect.  Below is my telling of Creepy Pair of Underwear:

Creepy Pair of Underwear

          For the fourth storytelling experience, I got to choose the kind of storytelling event I wanted to share.  Once again, I went to search online for a newer book I could use.  This time my search led me to The Fantastic Bureau of Imagination by Brad Montague.  In doing some more research, I discovered Brad Montague is the creator of the viral sensation Kid President videos.  This was his first picture book that has been put into production.  The teaser for the book on Amazon says,

“Every day, special figment agent Sparky delivers all the mail the FBI receives to the proper department, like the Office of the Unexplainable or the Department of Dreams. It's a big job, but Sparky keeps everything running smoothly . . . until disaster strikes when the Cave of Untold Stories overflows and threatens to topple the whole bureau. It turns out too many people have been holding in their big ideas, and now Sparky must recruit more agents to share their dreams, songs, and stories with the world.

And now, dear reader, will you join the effort and become a special agent before it's too late? The FBI is counting on you!” (Amazon, 2023)

The illustrations were so detailed and intricate I wanted to show the book close-up while I read the story aloud.  With the help of the technology assistant at my school, we made a way for that to happen using my school iPad.  While this story is different from the others that I shared, it stems around building the confidence to share your ideas with others which reminded me of The Idea Jar I had shared in a previous storytelling.  Here is my reading of The Fantastic Bureau of Imagination:

The Fantastic Bureau of Imagination

          Through all of these storytelling experiences, I feel that I have grown so much.  These experiences have increased my knowledge of habits good storytellers bring to their tellings as well as the different kinds and types of storytelling events that can be shared.  Storytelling doesn’t only have to be reciting a story from memory although that can be magical.  It can be using props or manipulatives, sharing an interactive story, reading aloud a story, the possibilities are endless.  As long as your audience is engaged and you’ve chosen it with them in mind, any story you may choose can be a good fit.

 

Works Cited

Montague, B. (2023, March 21).  The fantastic bureau of imagination. 

Amazon. https://www.amazon.com/Fantastic-Bureau-

Imagination-Brad-Montague/dp/0593323475

 

Reading Zone (n.d.)  John Kane.  https://www.readingzone.com/

authors/john-kane/