tag:blogger.com,1999:blog-44016159389198034122024-03-09T21:45:59.859-05:00Librarian CarinaI am a librarian and this is my journey.Carinahttp://www.blogger.com/profile/02186846392541896079noreply@blogger.comBlogger403125tag:blogger.com,1999:blog-4401615938919803412.post-4906201131082356642023-04-08T15:24:00.001-04:002023-04-08T15:25:00.621-04:00Lead to the Normal<p><span style="font-family: inherit;"></span></p><div class="separator" style="clear: both; text-align: left;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjHoWtmQlhb007NjOl5FHCDEPuCz49Q8Q9nOBYlV7kDcBJIWq0zn7i7gP3jbiK2em85vNiCNpZI4QGldnWfL5nxIUwF97Bje4r6sovC-u0nPEyLdTyVNXnpa7BXoXHo881na2E3VmN-CS-4mD0D8n7T2IySFXAGqnE-h3gEQ0xahfRTywh0TtfWNXjMkw/s1920/parole2.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1200" data-original-width="1920" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjHoWtmQlhb007NjOl5FHCDEPuCz49Q8Q9nOBYlV7kDcBJIWq0zn7i7gP3jbiK2em85vNiCNpZI4QGldnWfL5nxIUwF97Bje4r6sovC-u0nPEyLdTyVNXnpa7BXoXHo881na2E3VmN-CS-4mD0D8n7T2IySFXAGqnE-h3gEQ0xahfRTywh0TtfWNXjMkw/s320/parole2.jpg" width="320" /></a><span style="font-family: inherit;"></span></div>We need to normalize mistakes and bad hair days. Not knowing the answer to questions even though we are library workers. We need to normalize mental health and medication and therapy. We need to normalize sleeping through our alarms and being late for work or having a cold and not being able to come in. We need to normalize apologizing to each other. We need to normalize empathy and neurodivergency and compliments. <br /><br />Too much of our professional lives are wasted on trying to live up to ideals that don't exist. Everyone has bad days. If you are a leader, please talk about your bad days, your mistakes, and the times you accidentally slept through your alarm. The more normal you can make basic humanity, the more likely your human workforce will care to stick around.<br />Carinahttp://www.blogger.com/profile/02186846392541896079noreply@blogger.com0tag:blogger.com,1999:blog-4401615938919803412.post-39930663231653708072020-10-19T12:45:00.002-04:002020-10-19T12:45:11.142-04:00Book Review: "Loonshots" by Safi Bahcall<p><span style="font-family: Arial; font-size: 11pt; white-space: pre-wrap;"></span></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEingKAgEsRWlRAshl5KCx1mw9lPxqU0hnWU0Z4dnPqUD2WD6lhSuLer98R6EFAZ6ZzOShOVp0WoCEGc054AfmSrZR5dOdFKO1YCOx-qFMUZSBQ77gP4Etdp-qxmnJeBYFJhd6m00mzpcgkS/s500/413AQi5KQyL.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="500" data-original-width="326" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEingKAgEsRWlRAshl5KCx1mw9lPxqU0hnWU0Z4dnPqUD2WD6lhSuLer98R6EFAZ6ZzOShOVp0WoCEGc054AfmSrZR5dOdFKO1YCOx-qFMUZSBQ77gP4Etdp-qxmnJeBYFJhd6m00mzpcgkS/s320/413AQi5KQyL.jpg" /></a></div><br />In “Loonshots,” Safi Bahcall aims to “show you how the science of phase transitions suggests a surprising new way of thinking about the world around us – about the mysteries of group behavior.” <p></p><span id="docs-internal-guid-276a479d-7fff-524d-8d1d-e3ba671495cb"><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">Bahcall combines psychology, history, human behavior, and, surprisingly, physics, to explain “why good teams will kill great ideas, why the wisdom of crowds becomes the tyranny of crowds when the stakes are high, and why the answers to these questions can be found in a glass of water.” While the author achieves the stated purpose, I think the detailed histories weren’t entirely necessary to get his point across.</span></p><br /><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">The arguments of “Loonshots” are presented concisely in the prologue. The book continues in three distinct parts: Engineers of Serendipity, The Science of Sudden Change, and The Mother of All Loonshots.</span></p><br /><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">If you appreciate understanding the motivations behind decisions, “Loonshots” will be difficult to put down. The book is an easy read for non-scientists with funny subtext, illustrations, and stable metaphors. “Loonshots” is also exceptionally well-written with descriptions such as that of Vannevar Bush who was depicted as “a tall, thin, upstanding preacher’s son, who swore like a sailor and dressed like a tailor.” Those who generally find history inaccessible will also appreciate Bahcall’s cinematic-style retellings of major historical events. </span></p><br /><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">Additionally, I feel that anyone who runs an organization of any kind should read, at least, the first half of this book. Through “Loonshots” we learn that both soldiers and scientists are needed to spur innovation, but the two sides rarely communicate well with each other. Bahcall helps explain how to create and sustain an environment where employees are invested in company outcomes and are able to generate new ideas. </span></p><br /><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">As an aside, I feel that the tenets of “Loonshots” could be grasped just by reading the prologue and summarized in full with one-third the words. Bahcall is a scientist and clearly wants the reader to understand how and why his theories have come to light. The result is an iceberg of a book that floats due to significant mass, but whose point can be seen clearly enough. </span></p><br /></span>Carinahttp://www.blogger.com/profile/02186846392541896079noreply@blogger.com0tag:blogger.com,1999:blog-4401615938919803412.post-73974759783767916002019-06-22T14:46:00.001-04:002019-06-22T14:47:46.143-04:00Book Review: Recursion by Blake Crouch<div class="separator" style="clear: both; text-align: center;">
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Brilliant neuroscientist Helena Smith set out to map human memory in an effort to save her mother from Alzheimer’s. She instead creates the means to command time itself through memory, and of course big money wants a slice of the tech. Helena fights big corporations, time, and memory itself resulting in a page-turning thriller that can only be described as the love child of <i>The Terminator</i> and <i>Quantum Leap</i>. <br />
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While Helena fights big corporations,memory, and time, innocent Detective Barry Sutton gets swept along the maelstrom. He fights his own personal demons and past memories as he struggles to help Helena in her ultimate mission and their connection ignites a love story that nothing can seem to kill. <br />
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<i>Recursion</i> is one of those novels that you know is going to be big before it was even published. It’s the kind of book that you hope someone will turn into a movie - an albeit really expensive movie - but a future blockbuster nonetheless. Blake Crouch’s latest triumph has romance, a strong female protagonist, murder, action, and enough hard science fiction to rival Andy Weir’s <i>The Martian</i>.<br />
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Despite <i>Recursion</i>’s foundation in the hard sciences, degrees in neither physics nor biology are required to truly love this book. It isn’t about the science but rather how the science affects the people we loved, love now, and will love in the future. Release date: June 11, 2019.<br />
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Carinahttp://www.blogger.com/profile/02186846392541896079noreply@blogger.com0tag:blogger.com,1999:blog-4401615938919803412.post-30063351288407638932019-06-06T12:27:00.002-04:002019-06-06T12:27:44.750-04:00Book Review: The Lesson by Cadwell Turnbull<div class="separator" style="clear: both; text-align: center;">
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The Ynaa, an alien species, arrive on The Virgin Islands to teach its inhabitants “a lesson.” They shower their new neighbors with advanced technology but their generosity is tempered by a violence we humans fail to understand, or forgive. <br />
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It is also thirst-quenching to hear from people of color about people of color, especially in the speculative fiction community. Through <i>The Lesson</i> we hear the cadence and spirit of the VI natives while the story touches on issues of racism, classism, and gender roles. <br />
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<i>The Lesson</i> combines the ambiance of <i>Rosewater</i> by Tade Thompson with the eerie dread of <i>The 5th Wave</i> by Rick Yancey while tensions mount between the humans and the Ynaa. This book is refreshingly difficult to classify with elements of historical fiction, science fiction, romance, and political thrillers. <br />
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Looking at humanity through the eyes of these aliens brings forth our strengths and weaknesses in stark relief, making us ask ourselves, did we learn <i>The Lesson</i> or will there be a sequel to tell us what happens next? This is a piece you can add to your book discussion lists as the content is ripe for debate. Suitable for grades 8+.<br />
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Carinahttp://www.blogger.com/profile/02186846392541896079noreply@blogger.com0tag:blogger.com,1999:blog-4401615938919803412.post-72685905769126208402019-03-14T20:28:00.002-04:002019-03-14T20:28:52.669-04:00What Kind of Librarian Are You?<div class="separator" style="clear: both; text-align: center;">
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In my almost ten years as a librarian, I have had the opportunity to work in different kinds of librarianship. I was a school library media specialist for six years, seven if you include my field experience. I was also an academic librarian and professor for two years. Now I am a public librarian in adult services. I think many of us stumbled along before we happily landed where we are. Less of a calling and more of an arriving. You don't need to KNOW where you are going, but you do need to know who you are. Here is what I have learned along the way for those of you who are still trying to figure out...<br />
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WHAT KIND OF LIBRARIAN ARE YOU?</div>
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<b><u>Elementary School Media Librarianship</u></b></div>
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I began as a school library media specialist for many reasons, but I mainly got the cert because I wanted to be as marketable as possible. I entered librarianship later in life. I was married with a kid and dogs and a mortgage and car payments. I needed a job after graduation as soon as possible. Common sense just dictated that if I had both my public and media specialist certs I would find a job faster. I also wanted to be available for my kid. I had heard that public librarians have "terrible hours" and so when I was offered a job as an elementary school media specialist I said yes. </div>
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Pros: </div>
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<li>The money was amazing. This is probably because it was an affluent district but in general, I find that media specialists make more entry level than the other types of librarianship I have experienced. As a ten-month employee, you can also work elsewhere in the summer and make even more.</li>
<li>You are the boss as soon as you walk in the door. You are the director of your library.</li>
<li>Did I mention you get to make all of the decisions?</li>
<li>You get to expose children to reading! It can all begin with you. Some of those kids will look back on their years with you as a reason for their future success. </li>
<li> You get to teach. I didn't know I would love teaching when I started but I really grew to love it.</li>
<li>The hours are great, as long as you are a morning person. Roughly 7:30-3:00 with every holiday off and then some. </li>
<li>Benefits are pretty amazing too.</li>
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Cons: </div>
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<li>You are the boss. That means if anything goes wrong, it's on you. It also means that you have to do everything yourself. In public and academic libraries (for the most part), there are departments that handle different parts of librarianship like shelving, purchasing, circulation, etc. When you are a media specialist that is all on you. You might get lucky and have an assistant, but that is happening less and less as libraries and librarians are being cut from schools. </li>
<li>You are a teacher which also means you need to do lesson plans, know the IEP's of every student in your classroom, and have to do assessments and classroom management. This is definitely tougher when you're a media specialist at the elementary level. I ran elementary libraries in two different district schools and taught grades 1-5 at both schools. And I couldn't use the same lesson plans for both libraries because they didn't have the same collections! </li>
<li>Collaborating with colleagues is difficult. When they bring their students to your class it is their period off. It's doable, but you never seem to get as much information on the class you are teaching as you want or need.</li>
<li>Budget. You're lucky if you have one at all. To get the supplies, books, and databases you need for your students might take grant writing, fundraising, or working with local parent groups or educational foundations. </li>
<li>Isolation. You'll most likely be the only person in your building who does what you do.</li>
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<i>Who should be an elementary library media specialist?</i></div>
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Someone who loves small children. Who doesn't mind being interrupted constantly. Who has the patience of a saint. Loving arts and crafts is a plus. Also loving reading aloud stories to children. Being organized is essential! Being a classroom management deity helps too. That one you won't know going in, but you'll need to get there. Perfectionists should avoid this one. Young kids disrupt plans. If you aren't comfortable going with the flow at a moment's notice, this job will really irritate you. If this sounds like you, then maybe you should consider being an elementary library media specialist.</div>
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<b><u>High School Media Librarianship</u></b></div>
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Being an elementary library media specialist for one year was more than enough for me. I didn't like it and so started looking immediately. I landed a job as a high school library media specialist and stayed there longer than anywhere else thus far.</div>
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Pros: </div>
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<li>Still the boss. </li>
<li>Classroom management is easier.</li>
<li>No grading.</li>
<li>You don't teach every day.</li>
<li>You may or may not need to do lesson plans.</li>
<li>You have more flexible time and can prioritize projects to your needs.</li>
<li>Collaboration with faculty and administration is much easier.</li>
<li>Budget is probably higher.</li>
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Cons:</div>
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<li>Still the boss. It's all on you if you still screw it up.</li>
<li>Your library will probably be used as a study hall, computer lab, and/or testing center a lot.</li>
<li>You will be called upon to do a lot of tech stuff that may or may not have anything to do with librarianship.</li>
<li>Isolation. You'll most likely be the only person in your building who does what you do.</li>
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<i>Who should be a high school library media specialist?</i></div>
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Someone who enjoys teaching more complicated material and mentoring students. You need to enjoy being in charge and taking the initiative on school-wide projects. At the high school level the media specialist often works closely with administration being an almost go-between for faculty interests. This position is for those with initiative who won't be intimidated by lack of parameters. If this sounds like you, then maybe you should consider being a high school library media specialist.</div>
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<u><b>Community College Academic Librarianship</b></u></div>
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The place where I was a high school librarian was just too far from home so I accepted a position as an academic librarian in the same town where I live. Most academic librarian positions require at least two masters: one in librarianship and another in a specialty. Community colleges don't always require that though and I was able to get in without an additional degree.</div>
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Pros:</div>
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<li>You are a specialist now. You focus on one thing and that's all you have to worry about it. The larger the college or university, the more this is true.</li>
<li>Prestige. You're a professor now with all of the social perks that entails. </li>
<li>If you have a particular area you would like to research, this kind of position will support those endeavors.</li>
<li>Classroom management is barely a thing since most of your students are adults or are about to be adults.</li>
<li>You get to teach more than as a high school media specialist but not as much as an elementary media specialist. It's a sweet spot.</li>
<li>The content and research questions are even more complex.</li>
<li>You may also serve the public which further diversifies your daily encounters.</li>
<li>You will likely be able to take courses at that college or university for free as will your spouse and dependents.</li>
<li>Holy budget batman! You have plenty of money to do what you need to do.</li>
<li>Collaboration is a breeze and such a delight.</li>
<li>Might get your own office.</li>
<li>Flexible schedule.</li>
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Cons:</div>
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<li>The prestige of professorship comes at a price. There is a lot of ego in academia. You will need to kowtow.</li>
<li>Tenure isn't just about how long you've worked. It's far more complicated and definitely intimidating.</li>
<li>More chauvinistic than other forms of librarianship. </li>
<li>Getting a position can take multiple interviews and a grueling process. </li>
<li>Some positions will follow the "publish or perish" model which means you need to publish in order to stay.</li>
<li>Promotion means more money but your duties won't really change. You'll always be doing the same thing.</li>
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<i>Who should be an academic librarian?</i></div>
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If you like your T's crossed and your I's always dotted this might be the place for you. Academics require precision and lots of rules following. Drinking the koolaid is key so know and love the culture of the college or university before going in. If you want to focus on just one kind of librarianship (cataloging, marketing, tech services etc.) this will allow you to do that. If this sounds like you then you may want to be an academic librarian.</div>
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<b><u>Public Librarianship</u></b></div>
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I always thought of myself as super-organized and competent...until I became an academic librarian. It was just too rigid for me. So I decided to try my hand at public librarianship. At the writing of this post I've only been here three months, but it has been long enough for me to see the differences.</div>
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Pros:</div>
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<li>Very laid back atmosphere compared to education-associated librarianship. Rules are based more on common sense and empiric evidence than inspired by ego or liability.</li>
<li>You are open to the public so the range of questions you get varies greatly. </li>
<li>Oodles and oodles of every kind of book and DVD and audiobook, not just curriculum-related.</li>
<li>Quirky colleagues. No seriously, public librarians are definitely delightfully weirder than any other kind.</li>
<li>Opportunities for advancement abound.</li>
<li>Benefits still good.</li>
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Cons:</div>
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<li>You will need to be on the reference desk a lot more than any other librarianship I have experienced. Having someone there to answer the phone or email or chat will dictate your schedule.</li>
<li>You will need to work nights and weekends far more than education-associated librarianship.</li>
<li>Off days can sometimes be boringly quiet. But then again you get a lot of work done those days.</li>
<li>No one knows you're a librarian. Prestige is absent. I keep getting called a receptionist.</li>
<li>Questions can get repetitive because no one reads signs.</li>
<li>Pay is comparatively low.</li>
<li>You'll probably have to share an office.</li>
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<i>Who should be a public librarian?</i></div>
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Someone who can turn on a smile and keep it on. You will be dealing with the public daily and customer service is number one. Rules are more like sensible guidelines in public libraries where you need to decide what to enforce when, and you need to choose wisely. Again, not a place for perfectionists or those with high anxiety. A better place for diplomat types. You never know what is going to happen in a public library! Being kind of quirky is a plus. If this sounds like you then you should seriously consider public librarianship.</div>
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WHAT KIND OF LIBRARIAN AM I?</div>
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I follow rules that make sense but I think for myself. I love creativity and so too much structure confines me. I prefer prioritizing my day as I see fit because I am a big self-starter. I never need to be motivated; my work ethic is borderline obsessive and I am very high energy. I love being in charge and making impactful decisions. I enjoy leading teams and collaborating with others on projects. I adore brainstorming and coming up with solutions to problems. I like prestige, but it's not as important to me as other things. I don't like being confined by job descriptions. This may be considered anti-union, but I get bored easily, and so I'm always happy to help someone else do their job. I don't mind doing more work than everyone else as long as the product is excellent. I'm a selective perfectionist. In some things I demand excellence. In others, I really don't care. I love people. Helping people, serving people, talking to people. Yet I'm still an introvert, so I can't be inundated with people all day every day. And I love teaching! Whether 1:1 or on stage in front of thousands, teaching needs to be a part of my life.</div>
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I could have been happy in any kind of librarianship because it was never about the content for me. For me it always comes down to the people and the culture of the place. I would have been happy staying as a high school media specialist but only to a point. Like I said, I get bored. I would eventually want to learn something new and when you're in a school there is no advancement unless you leave teaching and turn to administration outside of librarianship. Few school districts are large enough to have a supervisor of just libraries.</div>
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I could not have been happy as an elementary librarian or an academic librarian. I didn't like the rigidity of either. Too many rules and not enough opportunity for innovation. Neither had advancement opportunities so the boredom issue would have happened eventually anyway.</div>
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And so here I am in public librarianship. I get to deal with people but it's not constant. Some days more than others. I have to work nights and weekends and summers but I get so much time off it doesn't feel onerous at all. The pay is lower than I would like, but I'm only in an entry-level position at the moment so I'm not worried. There will be many chances to try new things and make more money. Policies and procedures are sensible and don't require a committee to update them. Teaching is still a part of my life, often extemporaneous but sometimes formally planned. And everyone is just as weird as I am. I think I've found the kind of librarian I am.</div>
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Carinahttp://www.blogger.com/profile/02186846392541896079noreply@blogger.com0tag:blogger.com,1999:blog-4401615938919803412.post-43839683191259749312017-03-08T12:33:00.000-05:002017-03-08T12:33:10.763-05:00Hair in All the Wrong Places: A School Library Journal Book Review<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhW1-IMcgpccajKxGNyRh51Dm6xp2bdJA6MDi2Ll-Y3AbQ1Yg3tQrOiOv1oQJCOONUT7i3NU6Cw25gOJsLFBw7I_i-7y8wcVKoqw-T9xmhF3ThYWk1c7uHrVh98JENObXGTCRiPnDlWWg6J/s1600/HairCover-188x300.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhW1-IMcgpccajKxGNyRh51Dm6xp2bdJA6MDi2Ll-Y3AbQ1Yg3tQrOiOv1oQJCOONUT7i3NU6Cw25gOJsLFBw7I_i-7y8wcVKoqw-T9xmhF3ThYWk1c7uHrVh98JENObXGTCRiPnDlWWg6J/s1600/HairCover-188x300.png" /></a></div>
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<b>Published August 2016 Issue</b></div>
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Gr 5-8</b>-- Like most 13-year-olds going through puberty, Colin Strauss has to deal with extra hair, body odor, and growth spurts, but turning into a fledgling werewolf makes things a lot more complicated. Forced to live with his bitter grandmother because his high-powered lawyer parents couldn't be bothered with him, Colin slumps through eighth grade, constantly bullied, harassed by figures of authority, and convinced that he is a total loser. A turbulent and hazy night changes all of this when he gets bitten by a werewolf. Fellow middle schoolers will commiserate with Colin's life challenges. Secondary characters are well-developed, as are the supernatural elements of the story. However, the pace of the first half of the novel often makes it difficult to understand what is happening, requiring frequent rereads. Once the plot is established, though, it is a real page-turner right up until the satisfying end. Several unrealistic characters border on hyperbolic, such as a hired principal who has "absolutely no qualifications," a teacher who has "a particular hatred for students and other teachers," and the only doctor in town, "a notorious drunk who [is] just as likely to fall asleep during an appointment, as he [is] to diagnose the common cold as Ebola." There are explanations for some of this behavior revealed later on, but most of the adults encountered in this work are cruel and incompetent. <br /><br /><b>VERDICT</b> Hand this one to students interested in supernatural creatures of all kinds, light romance, humor, and action.--Carina Gonzalez, Lawrence High School, NJ<br /><br />BUCKLEY, Andrew. Hair in All the Wrong Places. 237p. ebook available. Month9Books. Jun. 2016. pap. $15. ISBN 9781942664987.Carinahttp://www.blogger.com/profile/02186846392541896079noreply@blogger.com0tag:blogger.com,1999:blog-4401615938919803412.post-58235736633916152892016-11-17T11:47:00.003-05:002016-11-17T11:49:48.676-05:00Pinned to the Cause<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhYTJc44AxqvliyDioUKfHOEdx-8lLqY-y2Bs0YD26a07sOvLMmc1Ql8fWAb6Twbj7OaL4NFkQQJAbqPWlBaLar0zd4eoCt-wevgphsrj_qmDcs1B3R4NU1BKfeXSFp1E9cbskKQwa3oRQK/s1600/Photo+Nov+17%252C+6+52+17+AM.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhYTJc44AxqvliyDioUKfHOEdx-8lLqY-y2Bs0YD26a07sOvLMmc1Ql8fWAb6Twbj7OaL4NFkQQJAbqPWlBaLar0zd4eoCt-wevgphsrj_qmDcs1B3R4NU1BKfeXSFp1E9cbskKQwa3oRQK/s320/Photo+Nov+17%252C+6+52+17+AM.jpg" width="320" /></a></div>
Every night, before I go to sleep, I lay out the jewelry I'm going to wear for the following day on my jewelry box. I'm organized like that. Guess that goes with the whole librarian stereotype.<br />
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This morning I realized that the only piece of "jewelry" I had selected to add to my ensemble last night was a lone large safety pin.<br />
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I dithered. I've read both sides of the arguments: for and against wearing of the safety pin. I was at first excited about the concept, but then the potential magnitude of the statement I would be wearing for all to see gave me pause.<br />
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Was I ready to step in if I saw someone being mistreated? I've learned through experience that the theory and practice of such are very different things. You like to think you'll stand up for your principles and defend other's rights to their own, but it's not that easy for many reasons.<br />
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I was also concerned that the wearing of the pin would send the wrong message. I didn't want to contribute to the pendular hatred I'd been seeing my friends participating in. I didn't want to come off as a privileged elite or someone "fashionably political."<br />
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And then there was the issue of my students and my public patrons. My administrators and peers. What would the wearing of such a small twisted piece of metal say to them? Would it denounce me as radical or label me as supportive?<br />
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I just wanted to tell people that I'm here to help; more than my current position as a public servant already declared. Perhaps it's a vain attempt to do SOMETHING while feeling impotent during these times. When it comes to sociology, government, politics, and history I sometimes feel under-educated to handle the concerns of my students, yet they still turn to us as educators and librarians; as cognitive authorities on the answers to all of their questions.<br />
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My fear of offending someone or doing the wrong thing kept me from wearing the pin, but something yesterday changed for me. I saw a friend wearing the pin. He was just the kind of person I would expect to wear such a symbol since I'm familiar with his general views. But my reaction to seeing the pin on his lapel surprised me. It felt like a sudden hug. Without words, someone was able to tell me that as a minority of multiple categories, it was going to be ok. That people are thinking of me and thinking of us.<br />
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And so today, and for as long as the movement holds positive meaning for some, I will wear the pin. I will state that me and mine are a safe haven to all.<br />
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I'm going to need safety pins in whole bunch of colors and metallics though because this librarian is still a bit of a fashion diva.Carinahttp://www.blogger.com/profile/02186846392541896079noreply@blogger.com0tag:blogger.com,1999:blog-4401615938919803412.post-21724811159531197912016-08-12T10:25:00.001-04:002016-08-12T10:27:28.632-04:00The Inspiration Behind Your Procrastination<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEim78pLcnK7ZEV1Mcz_JswMLfFgZTAXuI-mZIIH_lpfJeQqr4FPCSIx7ENFpmYjQEyA_F9UiBnLRwZn_AxTB9if8d4YfJj6IW9eq_C5OApNYC4-MppRrskOif9OYf-hXGxg4ofiaZYpFxi9/s1600/The+Big+Thing+cover.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEim78pLcnK7ZEV1Mcz_JswMLfFgZTAXuI-mZIIH_lpfJeQqr4FPCSIx7ENFpmYjQEyA_F9UiBnLRwZn_AxTB9if8d4YfJj6IW9eq_C5OApNYC4-MppRrskOif9OYf-hXGxg4ofiaZYpFxi9/s320/The+Big+Thing+cover.png" width="211" /></a></div>
<span style="background-color: transparent; color: font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">When I began reading </span><span style="background-color: transparent; color: font-family: "arial"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The Big Thing</span><span style="background-color: transparent; color: font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> I was expecting organizational charts, schedules, and/or tips on how to be creative like people who do it well. I was expecting a convert, but was instead amused to learn that the author herself still struggles with her creative process on a daily basis.</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjAX16Z2SghAL7e3etqNOchKnjs0teVUlm85hsxon7KxILSefLt4sPnxQFyD1823K7WtArv7GHHT9HeqjpW2Kx9Xbx8sWQUw9-TNLSCQbab3iJSFM6maShZD-_pIDQbK_h4FNLV6BxBrSXq/s1600/three-stars.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="36" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjAX16Z2SghAL7e3etqNOchKnjs0teVUlm85hsxon7KxILSefLt4sPnxQFyD1823K7WtArv7GHHT9HeqjpW2Kx9Xbx8sWQUw9-TNLSCQbab3iJSFM6maShZD-_pIDQbK_h4FNLV6BxBrSXq/s200/three-stars.png" width="200" /></a><span style="background-color: transparent; color: font-family: "arial"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The Big Thing</span><span style="background-color: transparent; color: font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> by Phyllis Korkki, on </span><span style="background-color: transparent; color: font-family: "arial"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">How to Complete Your Creative Project Even If You’re a Lazy, Self-Doubting Procrastinator Like Me</span><span style="background-color: transparent; color: font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">, was a fascinating read. Mostly because I am not lazy, neither am I self-doubting, nor a procrastinator. I suppose that means that I am also not humble, but the point is that </span><span style="background-color: transparent; color: font-family: "arial"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The Big Thing </span><span style="background-color: transparent; color: font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> was not written for people like me. If I say I’m going to do something, it gets done and it gets done well and it gets done quickly. That’s just the way I have always operated and I never quite understood why people ever struggled to get things done…</span></div>
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<span style="background-color: transparent; color: font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">...until I read this book.</span></div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">My husband, like the author, has been struggling with a “big thing” of his own. He too is trying to write a book and it’s incomprehensible to me how much of a challenge it is for him for stick to a schedule and just write, especially when it’s something he claims to be so passionate about. </span></div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">According to Korkki, the obstacles to creative project completion aren’t really about time management. At the core, it’s about psychology, as well as a smattering of other surprising suggestions like posture, breathing, and recognition by cognitive authorities in your medium. In other words, it’s mostly in your head! Not to demean these challenges, by any means. The struggle is certainly real, as Korkki clearly demonstrates in this memoir-style account of her trying to complete this very book. But it’s all about defeating the naysayers of your subconscious.</span></div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">I found some parts of the book to be a bit too tangential though. Some of the reasons behind laziness, self-doubting and procrastination that Korkki explores I found to be a stretch; more of a stream of consciousness thought experiment than proven methods to overcome these obstacles. As long as you keep this in mind, this book is definitely helpful, to those who call themselves procrastinators, as well as the people who attempt to live with them. Less of a manual on HOW to complete those projects, as why you didn’t complete them in the first place.</span><br />
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<h2 style="background-color: color: #333333; font-family: georgia, "times new roman", "bitstream charter", times, serif;">
About <em>The Big Thing</em></h2>
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<b>• Hardcover:</b> 256 pages<br />
<b>• Publisher:</b> Harper (August 9, 2016)<br />
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<div style="background-color: color: #333333; font-family: georgia, "times new roman", "bitstream charter", times, serif; font-size: 16px; line-height: 24px;">
A <em>New York Times</em> business journalist explains why it’s important for people to pursue big creative projects, and identifies both the obstacles and the productive habits that emerge on the path to completion—including her own experience writing this book.<br />
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Whether it’s the Great American Novel or a groundbreaking new app, many people want to create a Big Thing, but finding the motivation to get started, let alone complete the work, can be daunting. In <em>The Big Thing, New York Times</em> business writer and editor Phyllis Korkki combines real-life stories, science, and insights from her own experience to illuminate the factors that drive people to complete big creative projects—and the obstacles that threaten to derail success.<br />
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In the course of creating her own Big Thing—this book—Korkki explores the individual and collaborative projects of others: from memoirs, art installations, and musical works to theater productions, small businesses, and charities. She identifies the main aspects of a Big Thing, including meaningful goals, focus and effort, the difficulties posed by the demands of everyday life, and the high risk of failure and disappointment. Korkki also breaks down components of the creative process and the characteristics that define it, and offers her thoughts on avoiding procrastination, staying motivated, scheduling a routine, and overcoming self-doubt and the restrictions of a day job. Filled with inspiring stories, practical advice, and a refreshing dose of honesty, <em>The Big Thing</em> doesn’t minimize the negative side of such pursuits—including the fact that big projects are hard to complete and raise difficult questions about one’s self-worth.<br />
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Inspiring, wise, humorous, and good-natured, <em>The Big Thing</em> is a meditation on the importance of self-expression and purpose.<br />
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<a data-saferedirecturl="https://www.google.com/url?q=http://www.goodreads.com/book/show/27213182-the-big-thing&source=gmail&ust=1471096000127000&usg=AFQjCNHx-J0aWBMC7uTrlfTU-7ri9eMjww" href="http://www.goodreads.com/book/show/27213182-the-big-thing" style="color: #7e57c2; position: relative; z-index: 0;" target="_blank"><img alt="Add to Goodreads badge" height="41" src="https://blogger.googleusercontent.com/img/proxy/AVvXsEimSEmvLq4_XGpSFVwEBCAe9ByiiN2JYgjHKJ5H79qOmWhs2r89Crg9k83TOhGe644pgbYjjOWx7-u242Fl6Bkrp93jkDJxqRHB7JGk9lzA_pXIqODo9lKpF2PBQ15KgX1W55RddXqqX12V_4yqVpTx2RnqHDv1KSPZ6lagU0a67CZUGBegGdXkjaBHDa4=s0-d-e1-ft" style="display: block; margin-left: auto; margin-right: auto; max-width: 100%; min-height: auto;" width="130" /></a></div>
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Purchase Links</h3>
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<a data-saferedirecturl="https://www.google.com/url?q=https://www.harpercollins.com/9780062384300/the-big-thing&source=gmail&ust=1471096000127000&usg=AFQjCNHe9lCJ8wozJLy8Jyb7oForJQ2oEQ" href="https://www.harpercollins.com/9780062384300/the-big-thing" style="color: #7e57c2; position: relative; z-index: 0;" target="_blank">HarperCollins</a> | <a data-saferedirecturl="https://www.google.com/url?q=https://www.amazon.com/Big-Thing-Complete-Self-Doubting-Procrastinator/dp/0062384309/ref%3Dsr_1_1?ie%3DUTF8%26qid%3D1469511643%26sr%3D8-1%26keywords%3Dthe%2Bbig%2Bthing%2Bby%2Bphyllis%2Bkorkki&source=gmail&ust=1471096000127000&usg=AFQjCNHdczhf0KkevkL9OqbHpzVJFZOLxg" href="https://www.amazon.com/Big-Thing-Complete-Self-Doubting-Procrastinator/dp/0062384309/ref=sr_1_1?ie=UTF8&qid=1469511643&sr=8-1&keywords=the+big+thing+by+phyllis+korkki" style="color: #7e57c2; position: relative; z-index: 0;" target="_blank">Amazon</a> | <a data-saferedirecturl="https://www.google.com/url?q=http://www.barnesandnoble.com/w/the-big-thing-phyllis-korkki/1123016109?ean%3D9780062384300&source=gmail&ust=1471096000127000&usg=AFQjCNEMBKy325I1avJj4c1JdkDUsyrc3w" href="http://www.barnesandnoble.com/w/the-big-thing-phyllis-korkki/1123016109?ean=9780062384300" style="color: #7e57c2; position: relative; z-index: 0;" target="_blank">Barne<wbr></wbr>s & Noble</a></h3>
<h2 style="background-color: color: #333333; font-family: georgia, "times new roman", "bitstream charter", times, serif;">
About Phyllis Korkki</h2>
<div style="background-color: color: #333333; font-family: georgia, "times new roman", "bitstream charter", times, serif; font-size: 16px; line-height: 24px;">
Phyllis Korkki is an assignment editor and reporter for the <em>New York Times</em> Sunday Business section.<br />
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<span style="background-color: transparent; color: font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "georgia" , "times new roman" , "bitstream charter" , "times" , serif; font-size: 16px; line-height: 24px;">Follow Phyllis on </span><a data-saferedirecturl="https://www.google.com/url?q=https://twitter.com/phylliskorkki&source=gmail&ust=1471096000127000&usg=AFQjCNEWzY74FGTl0mcWAEvsHLJTvtzjFw" href="https://twitter.com/phylliskorkki" style="color: #7e57c2; font-family: georgia, "times new roman", "bitstream charter", times, serif; font-size: 16px; line-height: 24px; position: relative; z-index: 0;" target="_blank">Twitter</a><span style="font-family: "georgia" , "times new roman" , "bitstream charter" , "times" , serif; font-size: 16px; line-height: 24px;">.</span> </span><br />
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Carinahttp://www.blogger.com/profile/02186846392541896079noreply@blogger.com1tag:blogger.com,1999:blog-4401615938919803412.post-27879339714193316302016-06-30T19:23:00.000-04:002016-06-30T19:28:50.559-04:00You Don't Need Religion to Raise Good Kids!<div dir="ltr" style="font-family: 'helvetica neue', helvetica, arial, sans-serif; font-size: 13px; line-height: 19.5px;">
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<span style="background-color: transparent; font-family: "arial"; font-size: 14.6667px; vertical-align: baseline; white-space: pre-wrap;">I wish this book had existed ten years ago when I was starting my family. Parents are often vilified for choosing to raise their children secularly, but this book provides a wonderful grace-filled guide on how to do it thoughtfully. Katherine Ozment, a former Christian, and her husband Michael, who was raised Jewish, knew they didn’t want to raise their children in religion. They knew the negatives of a religious upbringing, but were surprised to discover how much was lost by having made that choice. They discovered that their children missed biblical references when reading literature in school, had little sense of community, and lacked the family traditions that accompany religious holidays. </span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhU3bhYQRS9GE_OfCuukUilUC6i5RN0UubenH20_ccUqZ-XD1H2D-CxiITL6DGEZq3jlNCx6LsNAb6F2sqE7k_HDlmNDoI_eryd5vdh78pbaTGney28itc-RDyMlaCR3BsIFAnQWIv6DQ5_/s1600/five-stars-clear-background-300x80-300x80.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="53" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhU3bhYQRS9GE_OfCuukUilUC6i5RN0UubenH20_ccUqZ-XD1H2D-CxiITL6DGEZq3jlNCx6LsNAb6F2sqE7k_HDlmNDoI_eryd5vdh78pbaTGney28itc-RDyMlaCR3BsIFAnQWIv6DQ5_/s200/five-stars-clear-background-300x80-300x80.png" width="200" /></a><span style="background-color: transparent; font-family: "arial"; font-size: 14.6667px; vertical-align: baseline; white-space: pre-wrap;">In this chronicle of Ozment’s search for “meaning, purpose, and belonging in a secular age,” we are exposed to her fears, bravery, failures, and successes. Ozment also delves deeply into the psychology of why religion is such a popular choice and how to make those connections in other ways. </span></div>
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<span style="background-color: transparent; font-family: "arial"; font-size: 14.6667px; font-style: italic; vertical-align: baseline; white-space: pre-wrap;">Grace Without God</span><span style="background-color: transparent; font-family: "arial"; font-size: 14.6667px; vertical-align: baseline; white-space: pre-wrap;"> is brimming with practical suggestions and resources for people of all faiths (or not-faiths) on how to navigate our burgeoning secular worlds without depriving our children of the joys many of us experienced growing up within a religion. It IS possible to provide children with a moral compass, and answers to their spiritual questions without compromising your beliefs. This book is a must read for anybody struggling to define themselves religiously, or looking to raise their children secularly. I already have a list of friends to whom I will be handing this one too!</span></div>
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About <em>Grace Without God</em></span></h2>
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<span style="color: #cccccc;"><b>• Hardcover:</b> 320 pages</span><br />
<span style="color: #cccccc;"><b>• Publisher:</b> Harper Wave (June 21, 2016)</span></div>
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<span style="color: #cccccc;">Meet “the Nones”—In this thought-provoking exploration of secular America, celebrated journalist Katherine Ozment takes readers on a quest to understand the trends and ramifications of a nation in flight from organized religion.</span></div>
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<span style="color: #cccccc;">Studies show that religion makes us happier, healthier and more giving, connecting us to our past and creating tight communal bonds. Most Americans are raised in a religious tradition, but in recent decades many have begun to leave religion, and with it their ancient rituals, mythic narratives, and sense of belonging.</span></div>
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<span style="color: #cccccc;">So how do the nonreligious fill the need for ritual, story, community, and, above all, purpose and meaning without the one-stop shop of religion? What do they do with the space left after religion? With Nones swelling to one-fourth of American adults, and more than one-third of those under thirty, these questions have never been more urgent.</span></div>
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<span style="color: #cccccc;">Writer, journalist, and secular mother of three Katherine Ozment came face-to-face with the fundamental issue of the Nones when her son asked her the simplest of questions: “what are we?” Unsettled by her reply—“Nothing”—she set out on a journey to find a better answer. She traversed the frontier of American secular life, sought guidance in science and the humanities, talked with noted scholars, and wrestled with her own family’s attempts to find meaning and connection after religion.</span></div>
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<span style="color: #cccccc;">Insightful, surprising, and compelling, <em>Grace Without God</em> is both a personal and critical exploration of the many ways nonreligious Americans create their own meaning and purpose in an increasingly secular age.</span></div>
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<strong><span style="color: #cccccc;">Purchase Links</span></strong></div>
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<span style="color: #cccccc;"><a data-saferedirecturl="https://www.google.com/url?q=https://www.harpercollins.com/9780062305114/grace-without-god&source=gmail&ust=1467414844016000&usg=AFQjCNFX72mXv8VHxgDBcvSrVhSgH29aGg" href="https://www.harpercollins.com/9780062305114/grace-without-god" style="position: relative; z-index: 0;" target="_blank">HarperCollins</a> | <a data-saferedirecturl="https://www.google.com/url?q=https://www.amazon.com/Grace-Without-God-Meaning-Belonging/dp/0062305115/ref%3Dsr_1_1?ie%3DUTF8%26qid%3D1466061935%26sr%3D8-1%26keywords%3Dgrace%2Bwithout%2Bgod&source=gmail&ust=1467414844016000&usg=AFQjCNGEugdG4DzXxZRQbN5zUKfh5LxSvQ" href="https://www.amazon.com/Grace-Without-God-Meaning-Belonging/dp/0062305115/ref=sr_1_1?ie=UTF8&qid=1466061935&sr=8-1&keywords=grace+without+god" style="position: relative; z-index: 0;" target="_blank">Amazon</a> | <a data-saferedirecturl="https://www.google.com/url?q=http://www.barnesandnoble.com/w/grace-without-god-katherine-ozment/1120420158?ean%3D9780062305114&source=gmail&ust=1467414844016000&usg=AFQjCNGt1-SF4w5MV2NRLdMxLY57Lo1Q_A" href="http://www.barnesandnoble.com/w/grace-without-god-katherine-ozment/1120420158?ean=9780062305114" style="position: relative; z-index: 0;" target="_blank">Barne<wbr></wbr>s & Noble</a></span></div>
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<img alt="Katherine Ozment AP photo by Chris Kirzeder" height="240" src="https://blogger.googleusercontent.com/img/proxy/AVvXsEhRfZ9dkW0U4B1BuHLUe95xsMyiWVA5FqjzPQMqN4hoa0Fl63dkr5WpmkuiZNkgNy8PFtSo0vWwgcb3rPL2wsJjdyNJKmX_3yu-JHs0rFy_BHlTaUrNQDHWEkoOZ-KK05I-s3YIugkw9Bl0YNKv14FhPFtNecVISQQ4MOk6YjZYJNpXOQLebbfuyvu4UFKGhjG-xWKRBA69brMNAgqKi28T5DM=s0-d-e1-ft" style="float: right; margin: 0.5em 0px 0.5em 1em; max-width: 100%; min-height: auto;" width="160" /><span style="color: #cccccc;">About Katherine Ozment</span></h2>
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<span style="color: #cccccc;">Katherine Ozment is an award-winning journalist and former senior editor at <em>National Geographic</em>. Her essays and articles have been widely published in such venues as the <em>New York Times, National Geographic</em>, and <em>Salon</em>. She lives in Chicago with her husband and children.</span></div>
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<span style="color: #cccccc;">Find out more about Katherine at her <a data-saferedirecturl="https://www.google.com/url?q=http://katherineozment.com/&source=gmail&ust=1467414844016000&usg=AFQjCNEpkqKVnwVoj0SVJcDqJVuJaOAjbQ" href="http://katherineozment.com/" style="position: relative; z-index: 0;" target="_blank">website</a>, and connect with her on <a data-saferedirecturl="https://www.google.com/url?q=https://www.facebook.com/katherineozmentauthor&source=gmail&ust=1467414844016000&usg=AFQjCNEdmpV1-2T-B-jTVRloIDzssOEURg" href="https://www.facebook.com/katherineozmentauthor" style="position: relative; z-index: 0;" target="_blank">Facebook</a>, <a data-saferedirecturl="https://www.google.com/url?q=https://twitter.com/katherineozment&source=gmail&ust=1467414844016000&usg=AFQjCNHT_u95fy5lXsmmoZj64Ttc1dIUIg" href="https://twitter.com/katherineozment" style="position: relative; z-index: 0;" target="_blank">Twitter</a>, and <a data-saferedirecturl="https://www.google.com/url?q=https://www.instagram.com/katherineozment/&source=gmail&ust=1467414844016000&usg=AFQjCNHbhQuphr0itgf68OupEX0aRAIMJg" href="https://www.instagram.com/katherineozment/" style="position: relative; z-index: 0;" target="_blank">Instagram</a>.</span></div>
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Carinahttp://www.blogger.com/profile/02186846392541896079noreply@blogger.com1tag:blogger.com,1999:blog-4401615938919803412.post-30437773596275195502016-05-11T14:08:00.000-04:002016-05-11T14:15:01.972-04:00PARCC is NOT a graduation requirement for the Class of 2016!<br />
<img height="37" src="https://blogger.googleusercontent.com/img/proxy/AVvXsEi4_q8gitns_qcosLJgIq4qse2fYHRpiaqyl5gFvBW5rRGEsHOyTHfHTemH8OiDoxZEK9G-JDV8IjllLXfbHwhTmNOrwV0CJFrZIKSUPFmR_8FOwS2u0jSygK1-KJo1fK9VO04P7LyXFuO2rAXPtmRzlXZCRRiDdmNX=s0-d-e1-ft" width="400" /> <br />
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IMPORTANT: PARCC is NOT a graduation requirement for the Class of 2016<br />
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On Friday, May 6 the NJDOE and the Education Law Center reached a settlement on a case that has far reaching implications for graduating high school seniors. The settlement provides important protections for students in the Class of 2016 who have met all other requirements for a diploma, but have not fulfilled the new testing requirements imposed by the NJDOE.<br />
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Key points of the settlement are as follows:<br />
<ul>
<li>By this Friday, May 13, Districts should provide information about the portfolio process to parents/guardians of all students who still need the portfolio review to graduate. </li>
<li>The portfolio process is available to all students, regardless of IEP status. </li>
<li>Districts have been granted the power to oversee the portfolio review process. Districts may: </li>
<li>Determine whether or not a student has met the graduation proficiency standards. </li>
<li>Set portfolio requirements OR collect previous classwork to fulfill the portfolio requirements (or a combination of the two). </li>
<li>Administer portfolio assessments in a student’s native language. </li>
<li>Allow students awaiting final review of portfolios to participate in graduation ceremonies. </li>
<li>Districts must provide staff assistance for students completing portfolios. </li>
</ul>
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Full details of the settlement are available <a href="http://wc4.net/t?r=3953&c=146&l=136&ctl=6AB:045663D22AC3D191531506FA02B6AA80&">here</a>. The Department of Education’s guidance on the settlement is available <a href="http://wc4.net/t?r=3953&c=146&l=136&ctl=6AC:045663D22AC3D191531506FA02B6AA80&">here</a>.<br />
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If you have additional questions about the implications of the settlement for students in your school, contact Stan Karp of the Education Law Center at skarp@edlawcenter.org.<br />
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Carinahttp://www.blogger.com/profile/02186846392541896079noreply@blogger.com0tag:blogger.com,1999:blog-4401615938919803412.post-52634597226311742272016-03-24T12:55:00.000-04:002016-05-09T18:57:05.143-04:00A Dangerous Place: Caught Between a Rock and a Hard Place<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhkeNKVb2_ev4Z8sT9iUyJyV_BgyD_PFkNlvUJ25e8UnNX-Tpy33ZNqNOmU1VRRcuKxh0LhuYFJ62K5dfNQ8dIZO_FstDnH1vWAykryvnKNhmOHVQaZZPqWs9yJ1FxAvPOlAG-3bkJ5jZjG/s1600/516Ghaal-9L._SY344_BO1%252C204%252C203%252C200_.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhkeNKVb2_ev4Z8sT9iUyJyV_BgyD_PFkNlvUJ25e8UnNX-Tpy33ZNqNOmU1VRRcuKxh0LhuYFJ62K5dfNQ8dIZO_FstDnH1vWAykryvnKNhmOHVQaZZPqWs9yJ1FxAvPOlAG-3bkJ5jZjG/s320/516Ghaal-9L._SY344_BO1%252C204%252C203%252C200_.jpg" width="219" /></a></div>
<i>A Dangerous Place</i> is Jacqueline Winspear's 11th book in the Maisie Dobbs series. It is spring, 1937 in the British garrison town of Gibraltor. Late 30's Gibraltar is a place of "between," full of transient people, clashing cultures, and dangerous opinions.<br />
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Maisie Dobbs, the lead character, is also "between." A woman of many talents, principal of which is as an investigator. However, personal tragedy has led her to flee her profession, or at least she tries to. Trouble seems to have a way of following her.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgCQVzkI01OBi2CEJhXqbYVU1HpGdPuIf4FGJ6SURe1FRNMlkCJTezaPRqeo-aXS2CmoFWnWg5sRqZ9WMjZXdLNx7_bHRQX_rMhtrSK3pPPZGpw6fsO1uIiznkr3tdAFdV-oHjV1MU5ckoK/s1600/three-stars.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="36" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgCQVzkI01OBi2CEJhXqbYVU1HpGdPuIf4FGJ6SURe1FRNMlkCJTezaPRqeo-aXS2CmoFWnWg5sRqZ9WMjZXdLNx7_bHRQX_rMhtrSK3pPPZGpw6fsO1uIiznkr3tdAFdV-oHjV1MU5ckoK/s200/three-stars.png" width="200" /></a>Murder, lies, and wartime propaganda make this a page-turning read, but without the extreme highs and lows of typical suspense thrillers. This book, obviously written by a seasoned author, seems to flow effortlessly. The characters and setting are all so well detailed that the reader is quickly immersed in the history of this tumultuous time; a definite recommendation for anyone studying the underlying emotional motivations behind World War II, and the economic impact that still arrested much of the world after World War I.<br />
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The reason I gave this book three stars instead of more is because of the ending. The entire plot is a slow burn of untangling twists and revealed truths. However, what would be the climactic reveal felt like it was delivered as an afterthought to the main character's next venture. This may be a customary tactic for Maisie Dobbs novels, I don't know. This is my first. But rather than hungrily making me want to read the next book, I instead just felt robbed of my "aha" moment that I had been climbing towards.<br />
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Either way, if you are a fan of historical fiction, Winspear is definitely an author you should add to your list. She is a very talented writer.<br />
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Author Links: <a href="http://www.jacquelinewinspear.com/">www.jacquelinewinspear.com</a> and <a href="http://www.facebook.com/jacquelinewinspear" target="_blank">Facebook</a><br />
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<br />Carinahttp://www.blogger.com/profile/02186846392541896079noreply@blogger.com0tag:blogger.com,1999:blog-4401615938919803412.post-8723865130948401922016-03-16T12:34:00.001-04:002016-03-16T12:47:12.828-04:00City of Blades: A Divine Read<div class="separator" style="clear: both; text-align: left;">
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<i>City of Blades</i> is the second book in The Divine Cities series by Robert Jackson Bennett. It tells of the continuing war between two peoples: the Saypuri and the Continentals who once enslaved them. While reading book one, <i>City of Stairs</i>, isn't required to enjoy this book, it is recommended to fully understand some of the motivations behind the main characters.<br />
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Saypuri General Turyin Mulaghesh - a secondary character in <i>City of Stairs</i> - takes center stage in this novel. She is a blunt, gritty, seasoned veteran who constantly struggles to reconcile her duty as a soldier with the unimaginable amount of blood that she's seen, and spilled. Hailed as the "Hero of Bulikov," for an impactful battle that occurred in the city of the same name, she presents a constant contradiction of self. Is she the hero that everyone claims her to be or is she the monster that she recognizes from her own past? <br />
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Mulaghesh enters retirement at the beginning of the book but, through a direct request from her old friend Shara Komayd, (who is featured in book one <i>City of Stairs</i>), serves her country for what she believes will be the last time. But the catch is...Shara won't tell General Mulaghesh what the mission is.<br />
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City of Blades is a story of dying gods, religious fanaticism, terrorism, and the red tape of bureaucracy. While categorized as an epic fantasy, I felt that this book had a heavy amount of mystery to it as well. Much of the story revolves around relentless attacks in back-water Voortyashtan, which is occurring the same time that the administration is also trying to rebuild their harbor, as well as their economy. What General Mulaghesh must discover is who is behind the attacks, whether or not the divine are involved, and how many more people are going to die under her watch. <br />
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Robert Jackson Bennett not only has a female as the main character in an epic fantasy story, but she is a soldier in her late middle years. This is not generally typical of epic fantasy and I know because I've read a lot of it! Yet Bennett nails it and has created a strong and complex character who can serve as a role model for readers and a template for future writers. You've definitely never met anyone like Turyin Mulaghesh! The author actually presents many female characters throughout the book and constantly breaks stereotypes. It is so refreshing.<br />
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Recommend this book to fans of military fantasy, (such as author <a href="http://mykecole.com/" target="_blank">Myke Cole</a> who consulted on <i>City of Blades</i>), epic fantasy, urban fantasy, fantastic mystery, dystopias, and even science fiction.<br />
<ul>
<li><a href="http://www.randomhouse.com/book/246707/city-of-blades-by-robert-jackson-bennett" target="_blank">More Info</a></li>
<li><a href="http://www.randomhouse.com/author/177470/robert-jackson-bennett" target="_blank">Author Bio</a></li>
</ul>
<i>I received this book from <a href="http://www.bloggingforbooks.org/" target="_blank">Blogging for Books</a> for this review.</i></div>
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Carinahttp://www.blogger.com/profile/02186846392541896079noreply@blogger.com0tag:blogger.com,1999:blog-4401615938919803412.post-18878032099514563782016-03-03T14:44:00.001-05:002016-03-03T14:44:46.284-05:00The Forgotten PD: Meeting Face to Face<div class="separator" style="clear: both; text-align: center;">
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I <3 professional development. I enjoy attending conferences. I am energized by giving workshops. I delight in learning from my online personal and professional learning communities and even reading independently on various topics to better myself. <br />
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But, in my opinion, there is a type of professional development that is under-celebrated that I have recently revisited and need to shout about.<br />
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Talking to your neighbor!<br />
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And I kind of mean that literally. As Library Media Specialists we are "islands of selfdom," as described by Frank Herbert. We are usually the only people in our buildings who not only do what we do, but know what we do! If we're good little marketers, we are hopefully changing that in our school communities. But no matter how much we hit the streets, there's just nobody like another librarian who understands what you're going through.<br />
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Finding someone who teaches in as close to an environment as yours is key though! Meeting with other librarians in your district who teach other grades is obviously vital, but it's just not the same as talking with another librarian who teaches your level. You will probably have similar challenges and can compare how you have both overcome those obstacles.<br />
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We all have our strengths too, and sharing those strengths is so empowering! One librarian might be a killer cataloger while the other is really great at classroom management. Meeting for a morning chat with another high school librarian provides me with so much inspiration and encouragement. I leave full of ideas and the knowledge that I'm doing a better job than I think I am.<br />
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Look at your school, program, and demographics. Then look at the other schools in your town, county, or state. Find a good match, and see if they're up for a chat. You'll probably be surprised at how excited they'll be to speak with you. Visit their school. Observe their normal day. See how they use their space and talk about how you maybe would do it differently. Bonus points if you can schedule a reciprocal visit! <br />
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I for one am hooked on visiting my neighbor librarians now. Care for an exchange of ideas? Let me know!Carinahttp://www.blogger.com/profile/02186846392541896079noreply@blogger.com0tag:blogger.com,1999:blog-4401615938919803412.post-40601016318518215902016-02-01T13:10:00.005-05:002016-02-01T13:10:59.973-05:00Back in the Genrefication Saddle<div class="separator" style="clear: both; text-align: center;">
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Almost two years ago I began a mission: to genrefy my fiction section. I did lots of research, attended workshops, and picked the brains of other librarians who have already made that journey.<br />
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And then I had twins lol...<br />
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So we are back to the challenge of genrefying my fiction section again!<br />
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If you recall, I was at the point where I was applying a genre to every book in my library. I have picked up where I left off and am currently in mysteries. A teacher recently asked me for mysteries and it rekindled my realization that a genrefied fiction section is such a desired service for my library!<br />
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I will keep you apprised, especially since I am publicly declaring that I am back on this mission. Hold me accountable! :)Carinahttp://www.blogger.com/profile/02186846392541896079noreply@blogger.com0tag:blogger.com,1999:blog-4401615938919803412.post-50110858496514231122016-01-27T14:36:00.003-05:002016-01-27T14:36:56.066-05:00Is Checking Out Too Big a Price to Pay?<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEio8Cx7D6rxJpR0tU_iZYnzQtk5QBnxcJNf27nI1yu1GryRi5hXYnQivRUF-Fp9owDq1-mI7qzTGGG8nCD2QDxx0zXWdnXHSEBpNn_8vJsOZRB8qYTA-UN_t32PkrHIz9oqzYxW1OeQz2NU/s1600/chris-madden-illustration-007.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="120" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEio8Cx7D6rxJpR0tU_iZYnzQtk5QBnxcJNf27nI1yu1GryRi5hXYnQivRUF-Fp9owDq1-mI7qzTGGG8nCD2QDxx0zXWdnXHSEBpNn_8vJsOZRB8qYTA-UN_t32PkrHIz9oqzYxW1OeQz2NU/s200/chris-madden-illustration-007.jpg" width="200" /></a></div>
I did some weeding in my library today. I placed books of interest to adults in the faculty room and books of interest to teens in the library entrance. I sent an email to staff telling them where to find the books. <br />
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I was really surprised by the response.<br />
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Teachers immediately started looking at the cart before I had finished rolling it into the faculty room. Teachers also came out of their way to visit the library in order to view the books I had put aside for teens.<br />
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Why?<br />
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The books in my library have always been and always will be free. These same books have been sitting in my library for years yet the teachers rarely come and check out books. What was the difference? Was it because I gave them a smaller selection? Because they didn't have to wait long enough for me to use my barcode scanner? Because they only want books they don't have to worry about returning?<br />
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Maybe it's the proximity to the front door so they don't have to walk all the way to the stacks or that books are right next to where they lunch? Who knows, maybe they are just going to use them for altered book art.<br />
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Either way, the experience definitely warrants investigation. Perhaps this will inspire me to always have a cart of books for adults in the faculty room. Any other ideas? Let me know!Carinahttp://www.blogger.com/profile/02186846392541896079noreply@blogger.com0tag:blogger.com,1999:blog-4401615938919803412.post-8667336661155970402016-01-27T09:21:00.002-05:002016-01-27T14:37:37.913-05:00ESSA: Victory for Libraries!<div class="MsoNormal">
<span style="color: #6fa8dc; font-family: "trebuchet ms" , "sans-serif"; font-size: 14.0pt; text-transform: uppercase;">ESSA: What you need to know!</span><br />
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<span style="color: #eeeeee; font-family: "trebuchet ms" , "sans-serif"; font-size: 10.0pt;">ESSA stands for the Every
Student Succeeds Act, a new bill signed in last month by President Obama. ESSA is basically a renewal of the Elementary
and Secondary Education Act (ESEA) of 1965 and seeks to fix many of the issues
found in NCLB (No Child Left Behind).<o:p></o:p></span></div>
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<span style="color: #eeeeee; font-family: "trebuchet ms" , "sans-serif"; font-size: 10.0pt;">In short, ESSA gives the states
more power over how to teach our students. Basic changes include:<o:p></o:p></span></div>
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<li><span style="color: #eeeeee;"><span style="font-family: "symbol"; font-size: 10pt; text-indent: -0.25in;"><span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><span style="font-family: "trebuchet ms" , sans-serif; font-size: 10pt; text-indent: -0.25in;">The number of tests and
the grades tested remains the same, but states now have the flexibility in how
and when they administer those tests.</span></span></li>
<li><span style="color: #eeeeee;"><span style="font-family: "symbol"; font-size: 10pt; text-indent: -0.25in;"><span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><span style="font-family: "trebuchet ms" , sans-serif; font-size: 10pt; text-indent: -0.25in;">Common Core is no longer
required by states.</span></span></li>
<li><span style="color: #eeeeee;"><span style="font-family: "symbol"; font-size: 10pt; text-indent: -0.25in;"><span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><span style="font-family: "trebuchet ms" , sans-serif; font-size: 10pt; text-indent: -0.25in;">Accountability goals are
now almost entirely up to the states.</span></span></li>
<li><span style="color: #eeeeee;"><span style="font-family: "symbol"; font-size: 10pt; text-indent: -0.25in;"><span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><span style="font-family: "trebuchet ms" , sans-serif; font-size: 10pt; text-indent: -0.25in;">“Failing” schools have
more choices regarding interventions for improvement.</span></span></li>
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<span style="font-family: "trebuchet ms" , "sans-serif"; font-size: 14.0pt; text-transform: uppercase;"><span style="color: #6fa8dc;">how
does this affect libraries?</span><span style="color: #9d1c20;"><o:p></o:p></span></span><br />
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<span style="color: #eeeeee; font-family: "trebuchet ms" , "sans-serif"; font-size: 10.0pt;">“Specialized
instructional support personnel” in ESSA now includes school librarians! This means local educational agencies (LEAs)
must develop plans to implement federal education activities including:<o:p></o:p></span></div>
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<li><span style="color: #eeeeee;"><span style="font-family: "symbol"; font-size: 10pt; text-indent: -0.25in;"><span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><span style="font-family: "trebuchet ms" , sans-serif; font-size: 10pt; text-indent: -0.25in;">Effective school library
programs to provide students an opportunity to develop digital literacy skills
and improve academic achievement and the funds to support them.</span></span></li>
<li><span style="color: #eeeeee;"><span style="font-family: "symbol"; font-size: 10pt; text-indent: -0.25in;"><span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><span style="font-family: "trebuchet ms" , sans-serif; font-size: 10pt; text-indent: -0.25in;">Time for school
librarians to meet to plan comprehensive literacy instruction.</span></span></li>
<li><span style="color: #eeeeee;"><span style="font-family: "symbol"; font-size: 10pt; text-indent: -0.25in;"><span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><span style="font-family: "trebuchet ms" , sans-serif; font-size: 10pt; text-indent: -0.25in;">Presidential and
Congressional Academies for libraries with demonstrated expertise in historical
methodology or the teaching of American history and civics.</span></span></li>
<li><span style="color: #eeeeee;"><span style="font-family: "symbol"; font-size: 10pt; text-indent: -0.25in;"><span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><span style="font-family: "trebuchet ms" , sans-serif; font-size: 10pt; text-indent: -0.25in;">Student Support and
Academic Enrichment Grants to help states and school districts access the
internet and school libraries.</span></span></li>
<li><span style="color: #eeeeee;"><span style="font-family: "symbol"; font-size: 10pt; text-indent: -0.25in;"><span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><span style="font-family: "trebuchet ms" , sans-serif; font-size: 10pt; text-indent: -0.25in;">Technology professional
development for librarians.</span></span></li>
<li><span style="color: #eeeeee;"><span style="font-family: "symbol"; font-size: 10pt; text-indent: -0.25in;"><span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><span style="font-family: "trebuchet ms" , sans-serif; font-size: 10pt; text-indent: -0.25in;">Grants to support
expanded library service hours.</span></span></li>
</ul>
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Carinahttp://www.blogger.com/profile/02186846392541896079noreply@blogger.com3tag:blogger.com,1999:blog-4401615938919803412.post-19310172195717243172015-09-25T12:30:00.003-04:002015-09-25T12:32:26.966-04:00It's Not Your Library<div class="separator" style="clear: both; text-align: center;">
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I am a lucky librarian! I work in a gorgeous, air conditioned two-story 5,000 square foot space. My administration has always been super supportive and I have spent almost $100,000 of grant money renovating my library. I have a full-time assistant! I am never micro-managed, my suggestions are given serious consideration, and my requests are frequently not only met, but exceeded. Every year has been better than the one before in regards to getting what I need to make my program soar.<br />
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In short, I have been very very happily spoiled.<br />
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I grew accustomed to always getting what I wanted for my library. Not in a petulant way. It was just my normal. <br />
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However, this year, things changed. Things changed without my input. Things changed that had absolutely nothing to do with me or what would work best for MY library. Protestations fell on deaf ears and I'm ashamed to admit, I was a little shocked. <br />
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I'm sharing this story not because I think my administration made the wrong call. It's the exact opposite. I think they made the right call! They chose what would best serve our students as a whole; not what would just serve my library. But that can be a hard lesson.<br />
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It shouldn't be. It should be obvious that the students' needs come first. That's one reason of many that we have an administration: to administer. They look at the big picture and allocate, logisticate, and thereby confiscate whatever they need to in order to make things work. In a perfect world they would have all of the time they need to explain every decision, but they can't, and they shouldn't have to. <br />
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We all want to be hired and then trusted to do our jobs. Nobody likes being micromanaged. Then why would we expect our administrators to explain every little decision? We need to leave them alone to do their jobs too and trust that they know what they're doing. Communication and trust need to go both ways.<br />
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So, I learned a big lesson this year. It's not your library. It's not your books. Your chairs. Your circ desk, phone, or computers. It's not even your school as you can be moved to another school in the district if that is where you are needed. It doesn't seem fair, and it may sometimes feel counter productive when things are suddenly changed without your consent, but take a deep breath, and remember: It's not your library. It belongs to the kids.<br />
<br />Carinahttp://www.blogger.com/profile/02186846392541896079noreply@blogger.com5tag:blogger.com,1999:blog-4401615938919803412.post-66599209784326943982015-09-25T09:24:00.003-04:002015-09-25T09:35:12.722-04:00Dear Sucky Librarian<div style="line-height: 1.38; margin-bottom: 0pt; margin-top: 10pt;">
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The following blog post is an homage to <i>Dear Sucky
Administrator</i>, written by Tony Sinasis on his blog, <i>Leading Motivated Learners</i>,
which you can find <a href="http://leadingmotivatedlearners.blogspot.com/2015/01/dear-sucky-administrator.html" target="_blank">here</a>.
This is the librarians’ version. Thank you Tony for the inspiration. <o:p></o:p></div>
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---------------------------------<o:p></o:p></div>
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Dear Sucky <strike>Administrator</strike> Librarian,<o:p></o:p></div>
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<br /></div>
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I am sorry for the choice of words, but you know who you are
and you are pretty sucky at your work as an educator and specifically as an
information leader. <o:p></o:p></div>
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<br /></div>
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You are the librarian who gives the rest of us a bad name.
You are the librarian who perpetuates the "mean librarian" feeling
that permeates many a school community. You are the librarian who creates a
"Fortress Library" and sends the message to students and teachers
that you are not interested in collaborating, sharing or being transparent
about your practices. You are the librarian who spends more time in the back
office fixing books, cataloging, and doing "important" work instead
of being in classrooms and interacting with students and staff. You are the
librarian who does not value relationships with the people around you and is
only focused on shhhhhshing people, saying no, and protecting your precious
books. You are the librarian who doesn't foster a sense of trust in your
school. Basically, you are sucky at your job because you have lost the focus on
what matters most in education - KIDS! <o:p></o:p></div>
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<br /></div>
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Fortunately, it is not too late to turn yourself around and
go from sucky to at least halfway decent. Here are some things to avoid in your
attempt to exit "sucky-ville"...</div>
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<o:p></o:p></div>
<a name='more'></a><br />
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1) The work of educating children is not about you... it is
about creating a space where the educators are empowered to do what is in the
best interest of EVERY child! It is about creating a space where students
feel welcome and inspired to learn.<o:p></o:p></div>
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<br /></div>
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2) Do not take yourself so seriously - it is not all about
you! Yes, take your work seriously and be passionate about what you do
for kids but remember to smile and laugh - especially at yourself!<o:p></o:p></div>
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<br /></div>
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3) Get out of the library and talk to everyone around you!
Talk to the secretaries, the nurses, the custodians, the teachers, the teacher
aides, the bus drivers, the families and most importantly, the KIDS!<o:p></o:p></div>
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<br /></div>
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4) Stop isolating yourself and being so guarded and start
sharing and being more transparent in your practices! If you are doing what is
in the best interest of KIDS, then you can be open about it and stand behind
your actions. Being transparent should come easily. Remember, being a
successful librarian is about relational trust and building social capital!<o:p></o:p></div>
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<br /></div>
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5) Stress the learning and not just the organizing or
teaching! Is effective information dissemination and instruction (building-wide
and within classrooms) critical? Yes! But, you need to be focused on the
learning... the learning of your KIDS... the learning of your staff... the
learning of the school community... and your own learning!<o:p></o:p></div>
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<br /></div>
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6) You are not a "fixed" entity and you have not
reached the pinnacle! You still have a lot to learn and do... no matter how
long you’ve been a librarian...you still have a lot to try and many things to fail
at within your work. You still have to enhance your craft... you still
have to get better. And remember that you are a work in progress! And, if you
have a chance, become a connected educator - it will change your world!<o:p></o:p></div>
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<br /></div>
<div class="MsoNormal">
7) Stop implementing zero tolerance policies and rules based
on one incident or what could go wrong! I’ll repeat that: STOP
IMPLEMENTING ZERO TOLERANCE POLICIES AND RULES BASED ON ONE INCIDENT OR WHAT
COULD GO WRONG! Every situation, child and incident is different so treat
it that way. Treat mistakes as an opportunity to learn and grow and get better.
For example, when a staff member or child or even you spills a drink, don't ban
food. Instead, use it as an opportunity to teach a lesson about
responsibility and developing a positive relationship with your students.
<o:p></o:p></div>
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<br /></div>
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8) Stop putting up road blocks for your staff when they want
to try and implement new things that might fail, especially when it comes to
technology or how your library space is used! Be the remover of road blocks...
not the creator of them! Trust your staff and their expertise and get out of
their way... unless they need your support or perspective and then offer it in
a non-judgmental way!<o:p></o:p></div>
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<br /></div>
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9) Stop using Department Meetings as an opportunity to
complain about how awful your administration, teachers, or students are. And
especially don’t be judgemental about how other librarians choose to run their
libraries. I’ll say that again: STOP BEING JUDGEMENTAL OF OTHER
LIBRARIANS! When you gather with other librarians, make it worth their
time because it is precious! These are the only other people who
understand what you do. Inspire each other. Help each other.
Build each other up.<o:p></o:p></div>
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<br /></div>
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10) Remember, your work as a librarian is not about you!
Your work as an effective librarian is about advocating for the needs of those
around you and always doing what is in the best interest of the child! Be the
voice for those without one.<o:p></o:p></div>
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<br /></div>
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11) And lastly... model the behavior of what you expect of
those around... model what you would want for your own children if they were in
your school!<o:p></o:p></div>
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<br /></div>
<div class="MsoNormal">
So, I am sorry to call you out sucky librarian, but there
are way too many of you out there in the world of education! The time has come
to change and get better because the current landscape of public education is
not a positive one and we need leaders who will fight for what is right for our
many educational communities. <o:p></o:p></div>
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<br /></div>
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Please understand that I know I have many shortcomings
myself and plenty of things I am sucky at too but I will continue to work on
those because I try hard each day to avoid becoming a sucky librarian!<o:p></o:p></div>
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<br /></div>
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Sincerely,<o:p></o:p></div>
<div class="MsoNormal">
<strike>Tony Sinanis </strike><o:p></o:p></div>
<div class="MsoNormal">
Carina Gonzalez<o:p></o:p></div>
<br />
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<br /></div>
</div>
Carinahttp://www.blogger.com/profile/02186846392541896079noreply@blogger.com1tag:blogger.com,1999:blog-4401615938919803412.post-20845816078349545552015-06-19T11:10:00.001-04:002015-09-25T12:36:05.669-04:00Coping with Personnel Change in Your School<div class="separator" style="clear: both; text-align: center;">
<a href="http://imallvirtual.com/wp-content/uploads/2014/12/change.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://imallvirtual.com/wp-content/uploads/2014/12/change.jpg" height="265" width="400" /></a></div>
Change is scary. It means having to rethink and possibly undo everything you've been doing up until that point. It means revisiting your own incompetence. It means spending a lot more time doing what should be easy. And for a library media center, change can mean the end of your own program. Especially if it's a change in administration.
All of us have read stories of amazing library media centers with dynamic librarians at the helm paving the way with innovation and grace. And I would venture to say most if not all of those libraries were able to do the things they do because they had a supportive administration.<br />
<br />
A supportive administration listens to your ideas and then brainstorms with you to come up with solutions. They are willing to compromise and may even have the ability to give you the money you need to get started. A supportive administration recognizes that it needs to constantly learn and evolve, and more importantly will allow you to teach them about librarianship and its ideal role in a school community. In short, a support administration is...supportive. They have your back, and in turn, you have theirs. They help you out, you make a rigorous program and facility that bolsters the school community and positively affects student learning outcomes, and you make the administration look good to boot. It's a win-win-situation.
It takes time to create a relationship like that though. You need to get a feel for each other's work flows, management styles, and preferred methods of communication. And even if you have the exact same vision, sometimes it just all comes down to personality. Either way, when you have a school where the library media specialist and the building administrators mesh, it's a beautiful thing.
So then what do you do when something threatens to change all of that?!
<br />
<br />
<a name='more'></a>My school is recently going through a lot of changes. Many teachers are retiring and many others are jumping ship for a variety of reasons. I'm not here to talk about why they are leaving, but rather what affect their leaving could have on a library media center. <br />
<br />
Unlike public libraries, school libraries are built to specifically accompany a school's curriculum and needs. We don't stock our shelves and websites with a general overview of everything you can imagine. We instead have a very clear focus and often a very limited budget to do so. When your English teacher approaches you and says they're going to do a unit on <i>The Poisonwood Bible</i>, you start to learn about <i>The Poisonwood Bible</i>. You try to read it, if you can before the project starts. You give them a whole bunch of online materials on not only the novel, but biographical information on the author, and social/historical information on the backstory. And then when it's time to order more materials you get the audiobook and/or DVD if they're available, as well as extra copies of the book, and research materials to help students garner a deeper understanding of the topic. You get the idea.<br />
<br />
But then what happens when that teacher leaves and that course is no longer taught? Do you keep those materials? For how many years? <br />
<br />
Even worse, what happens when your administration changes? That could affect your budget, your schedule, or could even result in the closing of your entire program. That's extreme of course, but it's the reality of our profession. Not only do our programs and jobs get re-evaluated every year - as does every school employee - but administrative changes can have sweeping consequences as well. <br />
<br />
What do you do when something like this happens? When everything you've worked so hard to create could come crashing down? It doesn't seem to matter how many awards you've won or how many pages of stats exist on the rigorousness of your program. If the incoming administration doesn't share your philosophy, it could be game over, or at the very least an overhaul of the way things are done.<br />
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Dealing with personnel change doesn't have to be all negative though. It could mean getting in on the ground floor with some very important people. Sure, maybe the veteran leader of the English department is retiring, but maybe you could become the go-to person for the incoming English teacher. Maybe they'll be new to teaching and could use a helping hand. Maybe they'll be on fire about educational technology and a new partner with whom you can flip and tweet and podcast! <br />
<br />
Or maybe the incoming principal has a management style even more in line with what you need in a leader or has a new and exciting vision for the library media center. <br />
<br />
In short, there's nothing we can do about personnel change, but we can change how we react to it. Have a new teacher kit ready to go to orient new staff to your library and librarianship as a whole. Try to arrange a meeting with your administration to find out what their goals and expectations are, and in turn, what you can do to support them with your outstanding program. Be there for the new people, because no matter how high they are, none of them know where the bathroom is or have the schedule memorized yet. They're going to need help and the sooner you place yourself in the role of professional friend and mentor, the better off you'll both be. There's a lovely window of vulnerability that is present whenever someone starts a new job. The newbies were obviously hired for their proficiency, but everyone is a bit of a clod when they just start out. Being there for them in the beginning will hopefully not be forgotten, and the bond you form can bloom into a professional relationship with amazing potential.Carinahttp://www.blogger.com/profile/02186846392541896079noreply@blogger.com0tag:blogger.com,1999:blog-4401615938919803412.post-57234542316469003252015-06-15T12:44:00.001-04:002015-06-15T12:45:59.962-04:00OneTab Chrome Extension for TeachersI learned about <a href="https://chrome.google.com/webstore/detail/onetab/chphlpgkkbolifaimnlloiipkdnihall?hl=en" target="_blank">a new chrome extension</a> (also available for firefox) on the <a href="http://www.chrisnesi.com/2015/02/11-programs-with-specialist-stacey-lindes-hoet030.html" target="_blank">House of EdTech podcast</a>. It has been such a game changer for me and my work flows that I just had to share it with you. <br />
<br />
It's called <a href="http://www.one-tab.com/" target="_blank">OneTab</a>: <a href="http://www.one-tab.com/">www.one-tab.com</a>.<br />
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<a href="http://tncdn.vikitech.netdna-cdn.com/assets/onetab.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://tncdn.vikitech.netdna-cdn.com/assets/onetab.jpg" height="225" width="400" /></a></div>
<br />
<a name='more'></a>Simply put, OneTab combines your multiple tabs into one tab. Sounds simple, and it is, but what it does for you as an educator is anything but simple. <br />
<br />
As a library media specialist I always have a gazillion tabs open. I have ten or eleven that I keep open by default because I use them so much it isn't worth closing them, and then I'm always opening more all the time. Especially if I'm doing research! It's very easy to get lost in the tab shuffle. Whenever the phone rings or a students asks for a pass I sometimes forget which tab I was working on, or worse, I have so many tabs open that my browser or computer crashes under the strain. <br />
<br />
With OneTab, you can combine multiple tabs into one tab that then lists the previously opened tabs as a list. This list can be given a name, locked into place, and even bookmarked so you can access it again and again. I've started one that I call Daily Grind that looks something like this:<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgbtyz3Qrojytx1mqB6633wPlhcVVpgvMAqbWVI-ZBx9sYDUTz6g9kmCNM3ZY17ng2CxSO_gLPchpfO5f5QAx6893yO9VyVgwAF7XcvgItcwJxjNSv24rHp1iD7jswIycc0RVvv03knfPxQ/s1600/Untitled.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="220" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgbtyz3Qrojytx1mqB6633wPlhcVVpgvMAqbWVI-ZBx9sYDUTz6g9kmCNM3ZY17ng2CxSO_gLPchpfO5f5QAx6893yO9VyVgwAF7XcvgItcwJxjNSv24rHp1iD7jswIycc0RVvv03knfPxQ/s400/Untitled.png" width="400" /></a></div>
<br />
Every time I use my computer at school, I use these same websites. Instead of opening them individually every morning, I instead just open this one tab. All of my favorite sites are accessible here, kind of like a make-your-own vertical bookmarks bar. <br />
<br />
And it gets better. You can also share your OneTab. Most people will probably use this so they can bookmark their OneTab, but as a librarian, I'm going to use it for curation and dissemination! How many times do students or teachers ask you for a group of resources they would like? Sure I use <a href="http://www.keeeb.com/" target="_blank">keeeb</a> for the brunt of my curation, but sometimes it's a special project that you only need for a short time or that you need to keep private. With OneTab you can quickly and easily open tabs for content that is pertinent to your research, save them all together, lock and name them, and then share them with whomever needs them. <br />
<br />
OneTab is also great for proprietary student data. As a library media specialist, everyone and anyone is always walking around and behind my desk. Sometimes I have sensitive student data up on my screen and I don't always have the chance to change tabs and/or lock it down. With OneTab, those proprietary screens can stay at your fingertips, without being visible at all times.<br />
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Another way you can use OneTab is as a checklist. If you DON'T lock your OneTab list, the sites disappear from the list after they are clicked. You can use it for Do Nows, checking up on your social media, or even attendance. <br />
<br />
And finally, OneTab is a great memory saver. Like I said previously, a ton of tabs can crash your browser or computer, and who needs that hassle? OneTab uses far less memory, making the rest of your computer experience faster and less stressful. <br />
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Give OneTab a try and tell me what you think!Carinahttp://www.blogger.com/profile/02186846392541896079noreply@blogger.com0tag:blogger.com,1999:blog-4401615938919803412.post-7625578773282320602015-06-03T11:42:00.002-04:002022-07-11T11:34:17.575-04:00How to Pitch Your Library Renovation to Admin<div class="separator" style="clear: both; text-align: center;">
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<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj0kMvHH8rgOUpgo6J6j5GF_MOn4tBuB_Z7Iwwiy0gAk_gc1Jp3961kmH-Kyxd5gvhB7k7L1tKkaoVMdkwjk4P89-ReYdmFIqJNvlx6qQAZnFxAB4ha3nsIuulOnQ0b_rtjLM8In2WZQj5qrgU1eYcDaNgwt9476XV7ysj4QrCUOLKhUaPL-jBaZLe4bQ/s1201/A_Sep21_16_1326956550.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="676" data-original-width="1201" height="181" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj0kMvHH8rgOUpgo6J6j5GF_MOn4tBuB_Z7Iwwiy0gAk_gc1Jp3961kmH-Kyxd5gvhB7k7L1tKkaoVMdkwjk4P89-ReYdmFIqJNvlx6qQAZnFxAB4ha3nsIuulOnQ0b_rtjLM8In2WZQj5qrgU1eYcDaNgwt9476XV7ysj4QrCUOLKhUaPL-jBaZLe4bQ/w320-h181/A_Sep21_16_1326956550.jpg" width="320" /></a></div><br />Most of us don't work in state-of-the-art school libraries with unlimited budgets. Instead most of us work in libraries that are falling apart, often with no budget at all, at a time when society is doubting whether or not libraries should even exist anymore. Librarians are being fired. Libraries are being closed. In order for your library to not only survive, but thrive, you need money. Money that you can't access or control without the ok and support of your administration. But how do you ask your admin for money to renovate your library when you're already pretty sure they're going to say no? <br />
<br />
Here are some ideas to get you through pitching a renovation idea to your school admin.<br />
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<a name='more'></a><br />
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<b>Step 1: Do your research</b><br />
This one is usually a natural no-brainer for librarians. Pitching ideas that aren't backed by evidence-based practice is just a waste of everybody's time. You need to be able to explain WHY you want to do what you're doing, and how it will specifically affect student learning outcomes. Otherwise, your admin won't be able to go to bat for you. At the end of the day, it's always about the students, so make sure you gather data about their preferences and needs, or you won't even have a chance.<br />
<br />
<a href="http://sd.keepcalm-o-matic.co.uk/i/keep-calm-and-hug-an-admin.png" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="320" src="http://sd.keepcalm-o-matic.co.uk/i/keep-calm-and-hug-an-admin.png" width="273" /></a><b>Step 2: Admins are people too</b><br />
There's an unfortunate sentiment today that administrators are the bad guys. They're the ones preventing us from doing what we need to do to make a difference in the lives of our students, from budget cuts to ridiculous scheduling. The truth is far more complicated. Sure there are admins that took the job just because they wanted more money, but let's face it, most of us are not in education for the income, but for the outcome. The truth is that most teachers become administrators because they want to make a difference. They cross over to the "dark side" because they were teachers once too and really do understand where you're coming from. I'm a firm believer that the stereotype of the negative nay-saying admin is usually a self-fulfilled prophecy. When the people you are trying to help (teachers) are rude, dismissive, demanding, and defensive every time you interact with them, it's no wonder that most administrators are stoic, jaded, hard-ass types. The cycle of antagonism between teachers and admins has to stop somewhere. Be the bigger person. Remember that admins are people too. Believe it or not, MOST of the decisions they pass down to you weren't their idea. They're just the messengers. Especially principals and supervisors who are really on the bottom of the admin totem pole. When you approach them with a need, ask them what their concerns and obstacles are. Find out if any of your needs could be tweaked into solutions for them. Everybody goes to admin with things they want, but few people walk in the door with solutions. Admins LOVE solutions and will usually be more receptive when they know you're willing to work WITH them, instead of just wanting something from them all the time. <br />
<br />
<b>Step 3: Keep it sexy</b><br />
The boss of admins is the Board of Education. But the BOE's boss is the public. If the school community - particularly parents - aren't happy, then your admin is screwed. The decisions they make are always under close scrutiny, so positive press is job security not only for them, but for you as well. Therefore, you need to think about how "sexy" your needs are going to be to the public. Sure, you know that a new rug is REALLY what your library NEEDS, but making a rug sexy is hard. It's a hard sell. But computers are sexy. And people always expect libraries to ask for more books, even if that's not exactly what you need. It's not always easy, but you need to showcase the parts of your reno to the public that seem really cool, even if they aren't the most important according to research and evidence. For example, I wanted to lower my shelves ($27,000 project) but I also wanted to put in a charging station ($5,000 project). The lowering of my shelves was so "un-sexy" to the BOE and the public that we just didn't highlight it. Instead, the "juice bar" (charging station) became the most exciting part of the grant, and the shelf construction just sort of slid under the radar. And you have to make sure that everyone KNOWS how sexy your plan is. Tweet about it. Invite the press to a board meeting. Submit press releases to local media outlets. The better you make your admin and district look, the higher your chances they'll continue to fund your endeavors.<br />
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<b>Step 4: FREE is a magic word</b><br />
Admins say no to money requests largely because they have no choice. It's not really their fault. The reason you don't have money is usually a much more complicated combination of the economy, property taxes, the decisions of your Board of Education, the philosophies and work ethic of your district's business manager, and past practice. Anything that you are trying to do that can be done for FREE is huge. Don't just pitch the things that cost money. Pitch a vision, and then list the pieces of that vision and what they will cost. For example say you want to create a makerspace. Instead of asking for $3,000 off the bat, ask for only $1,000 and get smart with the rest of it. You could hold a lego drive, get your IT department to give you their decommissioned computers, and get a furniture company to sponsor seating. None of that might actually be what you are going to do, but if you show that you are willing to meet them half way, they'll work with you. Show that you have gone out of your way to save the district money!<br />
<br />
<b>Step 5: Think long-term</b><br />
The scope of your library renovation project should not just end based on how much money you're going for. It should be a project that encapsulates every aspect of the library. Like I said before, don't just pitch an idea, pitch a vision. Instead of asking for computers, pitch an educational technology integration and collaboration installation, which would include not only computers but new furniture conducive to collaboration. It's still about the tech, but you get to do more AND it affects student learning outcomes more. Ideally, you want to sell your project in phases. Let them know that their funding of your project isn't a one-time thing. That they are instead launching something that will continue. Ask for the money for phase 1, but make clear what you would do in phases 2 and 3, if you had the money. IF they fund phase 1, and like how you implement it, they may then be convinced to fund phases 2 or 3. It doesn't cost you anything to think big, but makes you look like you're really thinking things through, and ensuring that your admin is getting a bang for their buck.Carinahttp://www.blogger.com/profile/02186846392541896079noreply@blogger.com0tag:blogger.com,1999:blog-4401615938919803412.post-72314455646661015872014-11-05T10:17:00.002-05:002014-11-05T10:17:35.783-05:00Ten Things I Did to Get a Library Job<div>
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<span style="font-family: Times, Times New Roman, serif;">I have my dream job and sometimes people ask how I was able to get it. I can't tell you exactly what made the difference, because I can't read the minds of the people who hired me, but h<span style="line-height: 19.7999992370605px;">ere are the things that I did to try to put myself above the rest and get a job, in no particular order. </span></span></div>
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<span style="font-family: Times, Times New Roman, serif;"><span style="line-height: 19.7999992370605px;">I'm guessing I did something right!</span></span></div>
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<li><span style="line-height: 19.7999992370605px;"><span style="font-family: Times, Times New Roman, serif;">Start a <a href="http://librariancarina.blogspot.com/" target="_blank">blog</a>. It may feel like you have nothing worth saying - especially if you've never worked in librarianship before, but it's a good idea for many reasons. I did it, mostly because the <a href="http://www.njasl.org/" target="_blank">New Jersey Association of School Librarians</a> suggested it in an article. At first I thought it was stupid, but eventually I realized that I did have a lot of opinions. Sure they were entirely theoretical, but I've found they haven't changed much even though I've been working for four years now in the field. So don't discount your untested philosophies! Having a blog also gives you practice for what to say when you do get that interview, as well as putting your name out there.<br /></span></span></li>
<li><span style="line-height: 19.7999992370605px;"><span style="font-family: Times, Times New Roman, serif;">Get a <a href="https://sites.google.com/site/librariancarinagonzalez/home" target="_blank">website</a>. This website should serve as your online portfolio. By visiting said site, potential employers should get a great snapshot of who you are and what you believe. Include a vision statement if you can as well as any examples of work you did in grad school or ideas you would implement if you could. Videos of you talking about your passions are a plus as well as links to all of your social software handles, which I'll get to next. And don't worry if you're not a techie. There are tons of free AND EASY programs that allow you to put together a beautiful website without having to know any coding at all. My three favorites that I recommend are <a href="https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=0CCAQFjAA&url=https%3A%2F%2Fsites.google.com%2F&ei=Tj5aVPnjKYWhgwTVzIPoDg&usg=AFQjCNEAHAV2UXtKLWT68jnc-RLRHCONyw&sig2=OoCXsGC_6yET1uCnVJsNZw&bvm=bv.78677474,d.eXY" target="_blank">Google Sites</a>, <a href="http://www.wix.com/" target="_blank">Wix</a>, and <a href="https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=0CCAQFjAA&url=http%3A%2F%2Fwww.weebly.com%2F&ei=fj5aVKb2MJL3ggSesICABg&usg=AFQjCNG0WpbReTCUziUYSkIDB0iXkjd5kQ&sig2=imBe0Q9FSmHJmOFj-QI_iw" target="_blank">Weebly</a>. I have used all three, so if you need help, don't hesitate to ask.<br /></span></span></li>
<li><span style="line-height: 19.7999992370605px;"><span style="font-family: Times, Times New Roman, serif;">Get on <a href="http://about.me/carinagonzalez" target="_blank">social software</a>. A website is web 1.0. People have to go to it in order to get information about you. But social software is web 2.0. It takes two. Social software allows you to seek out others and have a conversation with them. It is a great way to connect and network with people. Get on <a href="https://twitter.com/" target="_blank">Twitter</a>, <a href="https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=0CB4QFjAA&url=https%3A%2F%2Fwww.linkedin.com%2F&ei=4T5aVJztFsKYNu2FgeAL&usg=AFQjCNGiwAtVHYoDIGAsNBPACdQxEc-uEQ&sig2=gSRFeAshZ1X6eE0U2FbDlg&bvm=bv.78677474,d.eXY" target="_blank">Linked In</a>, and <a href="https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=0CCAQFjAA&url=https%3A%2F%2Fplus.google.com%2F&ei=8z5aVMPkNMaaNoXSgrAC&usg=AFQjCNGrUyXt8m0unkIuG_sfho_Mu0gJwA&sig2=0CiXYHtF0p3lY4EIY-vf6A&bvm=bv.78677474,d.eXY" target="_blank">Google +</a> and follow not only fellow librarians but innovative supervisors and education pundits. With luck, they'll follow you back and all of a sudden you'll have friends in high places.<br /></span></span></li>
<li><span style="line-height: 19.7999992370605px;"><span style="font-family: Times, Times New Roman, serif;">Get experience. Most of us (myself included) didn't have the option of volunteering since I had to work full-time while hunting for a job. But if you have the ability, try to get some experience working with and around the kind of job you really want. Because there are so many out of work librarians, it is easy for employers to require 3, 5, or even 10 years experience of their applicants. Getting experience when no one will hire you is incredibly frustrating. I know, I've been there. I ended up volunteering at a local public library who was trying to put together an after-school program on gaming for teens. I knew I wanted to be a high school library media specialist - and happen to be an avid gamer - so it was a great fit for me. Also be willing to accept a job that you might not like. This one is hard to swallow, but nothing beats real full-time experience in the field. My first year as a school library media specialist was at the elementary level. It was a bad fit for me, but that one year of experience opened many doors that weren't there before and led to my dream job.<br /></span></span></li>
<li><span style="line-height: 19.7999992370605px;"><span style="font-family: Times, Times New Roman, serif;">Lurk on school websites. As I said, competition is fierce for getting a job as a librarian these days. One way that school districts have tried to cull the overwhelming number of applicants is by NOT posting their employment opportunities on aggregate sites or newspapers. Instead, they post their jobs exclusively on their websites hoping to get local talent that is presumably so excited to work for their particular district that they hang out around their site all the time. It means more work for you, but I recommend creating a gigantic list of links. Do a radius search of how far you're willing to travel, find out the names of each of those individual schools and/or districts, and then check each of those individual links once a week. I won't lie; it's a lot of work to set up. But once it's set up, it takes about an hour a week to click through and see if any new positions have been posted. MOST of the jobs I applied to were found this way!<br /></span></span></li>
<li><span style="font-family: Times, Times New Roman, serif;"><span style="line-height: 19.7999992370605px;">Sign up on job hunting sites. There are many and most are state specific (like <a href="http://nj.com/">NJ.com</a> or </span><a href="http://njschooljobs.com/" style="color: #3f51b5; line-height: 19.7999992370605px; position: relative; z-index: 0;" target="_blank">njschooljobs.com</a><span style="line-height: 19.7999992370605px;">) but I'd say the most comprehensive for our field is probably <a href="http://inalj.com/">INALJ.com</a> (I need a library job). When I was job hunting they were still in their infancy, but they've really grown to be a respected go-to resource for information professionals looking for work. As time progressed I rarely bumped in to a job posting that INALJ hadn't found first.<br /></span></span></li>
<li><span style="line-height: 19.7999992370605px;"><span style="font-family: Times, Times New Roman, serif;">Make a list of interview questions. Included in this list should both be questions that they might ask you AND questions you'll want to ask them. You never want to go in to an interview seeming desperate, so interview them just as they're interviewing you. You want a job, but they want a good fit. Asking questions assures them that you are trying to make sure that you ARE the best choice for them. I still have my list of interview questions in an online Google Doc, so if you'd like them, follow this link: <a href="https://docs.google.com/document/d/1SS4ZeU8OZw-geJ81MUUjAp-e3-JKHInGElZhFl5CuOc/edit?usp=sharing">https://docs.google.com/document/d/1SS4ZeU8OZw-geJ81MUUjAp-e3-JKHInGElZhFl5CuOc/edit?usp=sharing</a>. <br /></span></span></li>
<li><span style="line-height: 19.7999992370605px;"><span style="font-family: Times, Times New Roman, serif;">Join organizations and attend conferences. This one can be tough because membership feeds are expensive. It seems counter intuitive to pay for an organization to get a job when you don't have a job that will afford you the money you need to join the organization. But it's a good investment. Once again, it's all about networking, especially when you attend the conferences. And there are conferences that are free like <a href="https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=0CCAQFjAA&url=http%3A%2F%2Fedcamp.org%2F&ei=KD9aVMnNCYqhgwSL24HwBA&usg=AFQjCNGhbYeQvwj00jnJirddKPc4WoVytQ&sig2=O2EK_D7plt0GC6aYOxx-aw&bvm=bv.78677474,d.eXY" target="_blank">EdCamps</a> which are popping up all around the country. Many conferences will also waive entry fees if you're willing to present. Many new librarians are terrified of presenting to veterans, but most organizations are very encouraging of new member involvement. You'll be pleasantly surprised by how warmly your new ideas will be welcomed, and you get to network while not breaking the bank.<br /></span></span></li>
<li><span style="line-height: 19.7999992370605px;"><span style="font-family: Times, Times New Roman, serif;">Listen to podcasts. Podcasting wasn't as big when I was job hunting, but I now find it one of my top sources for networking and professional contacts to follow. Not only do they provide great professional development but they are a community that is big on sharing. It's a great way to learn about up and coming people and concepts in your field.<br /></span></span></li>
<li><span style="line-height: 19.7999992370605px;"><span style="font-family: Times, Times New Roman, serif;">Learn how to use an RSS feed reader. An RSS (real simple sindication) reader is a program that follows blogs and websites for you. Instead of visiting the blogs of interesting people and having to keep track of them all, a feed reader does all of that work for you. It sounds complicated, but is actually very easy. <a href="https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=0CCAQFjAA&url=https%3A%2F%2Ffeedly.com%2F&ei=UT9aVJKVOMOZNprwgvgP&usg=AFQjCNFHqQpZ-qzKNQsIAjPoGZC9uVgp3w&sig2=2q-Kz7Dv9rFrqcZUoXUBQw&bvm=bv.78677474,d.eXY" target="_blank">Feedly</a> is my reader of choice and if you need help setting it up, just contact me and I'll be happy to walk you through it.</span></span></li>
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<span style="line-height: 19.7999992370605px;"><span style="font-family: Times, Times New Roman, serif;">And finally, here are a list of blog posts that I wrote that either help with job hunting, or journaled my own personal trials and tribulations. Hopefully they'll not only give you ideas, but remind you that all of us with jobs were once just like you.</span></span></div>
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<span style="font-family: Times, Times New Roman, serif;"><br />Because School Library Journal Told Me To<br /><a href="http://librariancarina.blogspot.com/2011/03/because-school-library-journal-told-me.html" style="color: #3f51b5; position: relative; z-index: 0;" target="_blank">http://librariancarina.<u></u>blogspo<u></u><wbr></wbr>t.com/2011/03/because-<u></u>school-<u></u>l<wbr></wbr>ibrary-journal-told-<u></u>me.html</a><br />Crossroads<br /><a href="http://librariancarina.blogspot.com/2011/03/crossroads.html" style="color: #3f51b5; position: relative; z-index: 0;" target="_blank">http://librariancarina.<u></u>blogspo<u></u><wbr></wbr>t.com/2011/03/<u></u>crossroads.html</a><br />I Have An Interview!<br /><a href="http://librariancarina.blogspot.com/2011/03/i-have-interview.html" style="color: #3f51b5; position: relative; z-index: 0;" target="_blank">http://librariancarina.<u></u>blogspo<u></u><wbr></wbr>t.com/2011/03/i-have-<u></u>interview<u></u><wbr></wbr>.html</a><br />Job Hunting Tips<br /><a href="http://librariancarina.blogspot.com/2011/03/job-hunting-tips.html" style="color: #3f51b5; position: relative; z-index: 0;" target="_blank">http://librariancarina.<u></u>blogspo<wbr></wbr>t.com/2011/03/job-<u></u>hunting-<wbr></wbr>tips.html</a><br />We Don't Need Roads<br /><a href="http://librariancarina.blogspot.com/2011/03/we-dont-need-roads.html" style="color: #3f51b5; position: relative; z-index: 0;" target="_blank">http://librariancarina.<u></u>blogspo<wbr></wbr>t.com/2011/03/we-dont-<u></u>need-<wbr></wbr>roads.html</a><br />Waiting By the Phone<br /><a href="http://librariancarina.blogspot.com/2011/03/waiting-by-phone.html" style="color: #3f51b5; position: relative; z-index: 0;" target="_blank">http://librariancarina.<u></u>blogspo<wbr></wbr>t.com/2011/03/waiting-<u></u>by-<wbr></wbr>phone.html</a><br />Just Be Yourself<br /><a href="http://librariancarina.blogspot.com/2011/04/just-be-yourself.html" style="color: #3f51b5; position: relative; z-index: 0;" target="_blank">http://librariancarina.<wbr></wbr>blogspot.com/2011/04/just-be-<wbr></wbr>yourself.html</a><br />Moving On<br /><a href="http://librariancarina.blogspot.com/2011/05/moving-on.html" style="color: #3f51b5; position: relative; z-index: 0;" target="_blank">http://librariancarina.<wbr></wbr>blogspot.com/2011/05/moving-<wbr></wbr>on.html</a><br />What NOT To Wear on an Interview<br /><a href="http://librariancarina.blogspot.com/2011/05/what-not-to-wear-on-interview.html" style="color: #3f51b5; position: relative; z-index: 0;" target="_blank">http://librariancarina.<wbr></wbr>blogspot.com/2011/05/what-not-<wbr></wbr>to-wear-on-interview.html</a><br />I Got a Job!<br /><a href="http://librariancarina.blogspot.com/2011/08/i-got-job.html" style="color: #3f51b5; position: relative; z-index: 0;" target="_blank">http://librariancarina.<wbr></wbr>blogspot.com/2011/08/i-got-<wbr></wbr>job.html</a><br />Reading in the Deep End<br /><a href="http://librariancarina.blogspot.com/2011/09/reading-in-deep-end.html">http://librariancarina.blogspot.com/2011/09/reading-in-deep-end.html</a> </span></div>
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Carinahttp://www.blogger.com/profile/02186846392541896079noreply@blogger.com0tag:blogger.com,1999:blog-4401615938919803412.post-57118173293901399332014-10-07T10:06:00.001-04:002014-10-07T11:15:38.115-04:00SGO's and Library Media Specialists: Problems and Solutions<div class="separator" style="clear: both; text-align: center;">
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If you're like many of the other public school professionals out there, you've probably recently had to do your SGOs for the year. In my district, School Library Media Specialists must do SGOs as well. We were permitted to do a traditional SGO as well as an FGO (facility growth objective). For my FGO this year I'm doing it on my fiction circulation, the baseline data for which is accessible with a few clicks, but my SGO was much harder to implement. <br />
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If you're like me - and many other High School Library Media Specialists - you don't have scheduled classes. I don't have a specific pool of students that I see all of the time. I don't grade. I rarely do lesson plans. That's just not how I service my students. Guidance counselors, school psychologists, nurses, and other fellow non-instructional staff also have the same problem. We need to show measurable student growth without access to our own students.<br />
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I'm by no means an expert on SGOs and how to write them, but here's a list of obstacles I've personally experienced in trying to come up with SGOs, and suggestions on how to overcome them:<br />
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<b>PROBLEM: No students of your own. </b>You don't have a set schedule of students. Or maybe you only teach small sections during a part of the year that doesn't coincide with your SGO data gathering time. Or maybe you see students regularly, but they rotate constantly and you're never guaranteed to see the same student twice. Either way, getting students to take your SGO assessment is a logistical challenge. If you don't have your own students, you'll have to "borrow" someone else's. There are idealistic and practical ways to do this though.<br />
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<li>Ideally, with administration involved, you can set up a system that is mandated throughout a core subject in your school. For example, all Social Studies or English teachers "must" hand your SGO pre-assessment to all of their classes. This will indeed hit the most students (perhaps even all of the students in your school), but takes not only advanced planning, but a great relationship with your administration and teachers. If you're a new nontenured teacher like me - or just don't have a school environment that's conducive to such grand scale operations - this is not a practical approach. But if you are well-established (or gutsy) and think that your school supervisors and administration would be open to the idea, go for it! Not only would it meet your SGO needs, but it would be a fantastic way to collect data on the information literacy skills of all your students.</li>
<li>More practically, just find a teacher you like and trust and start small. Ask them if you can borrow one of their sections and use the SGO just on those kids. For example just hit the Shakespeare elective or AP History. It might mean reaching 70 kids instead of 1,000, but it's a great way to get started. Eventually your teachers will get used to you needing to do an SGO and you can gradually increase the number of students you hit with your assessments each year. This is also a good introduction for Library Media Specialists who aren't accustomed to writing assessments or grading. I don't have a background as a classroom teacher and I have never created an assessment or graded one out of grad school. As I stated before, that's just not how I serve my students here. Dusting off what I learned back in grad school and trying to create an assessment, while also trying to grade those assessments, can be a little scary if you're not used to it. Parsing the data of 70 students is much easier than parsing the data of 1,000, and you'll need to know that data very well when you're writing your SGO.</li>
<li>Team up with another non-instructional staff member who doesn't have students either. Maybe there's a guidance counselor who already has an established system for doing an SGO with a large group of students they don't normally see. Check in with your fellow non-instructional colleagues and you might find willing team members who will be happy to share the SGO burden. Perhaps they have the students but you'll be willing to help with the grading or vice versa. Offer your services - and the space in your library - and you might just create a beautiful partnership. Besides, how often do Library Media Specialists get to partner with school nurses or psychologists? What a great opportunity!</li>
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<b>PROBLEM: My teachers won't collaborate with me.</b> Teachers are under a tremendous amount of pressure right now. New initiatives seem to constantly rain down upon us from the state. More and more classes are added to teacher's schedules with no additional prep time. Class sizes are increasing, salaries are freezing, and experienced teachers are leaving the profession forcing us newbies to pick up the slack. (Cause let's face it, if you're new, nontenured, and NEED this job, you'll say yes to almost anything, even if it makes the NJEA frown at us.) These stressed-out classroom teachers are the ones we have to approach and ask to take even more of their classroom time away so we can do our mandated SGOs. That can often be terrifying, especially when teachers you approach keep saying no! <br />
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<b>SOLUTIONS:</b><br />
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<li>Offer to do part or all of the work for them! Don't just hand them an SGO pre-assessment that has nothing to do with their class and expect them to administer it. If they say they have no time in their unit, perhaps a part of their unit can be tweaked as an SGO pre-assessment. That way they stay on track, you get the data you need, AND the teacher gets to know how their kids are doing along the way. Make sure to offer to grade it yourself! This would not only give your classroom teacher more prep time, but one less grade they'd have to assess. </li>
<li>Talk to your supervisor and other supervisors in the building. You're talking to them NOT to force teachers to collaborate with you. I would only recommend that if you had absolutely no other option because it will have consequences for any collaborating you need to do in the future. However, the supervisors might know of teachers who are struggling and could use some help. I've learned that super green first-year teachers who have only been on the job a month and suddenly have to come up with SGOs are so overwhelmed and panicked they don't even have time to ask for help or know who to turn to! A supervisor may be able to team you up with a teacher like that and you can help each other through it together. They supply the students and get a few periods off and you do the assessing and instruction. Everybody is happy.</li>
<li>Make your SGO a sub plan. This one is a little more risky because it depends on teachers being absent. I would recommend using this one with more than one subject just to cover yourself, unless you have an enormous school. The way it works is you inform the teachers that, if they are calling out for any reason, to make YOU their sub plan. Teachers love this because they don't have to submit lesson plans at the last minute while sick. Instead they just shoot you an email to give a heads up and report in their sub plan that the two of you have a pre-established emergency lesson. You'll have to be ready to cover a class at a moment's notice, but if it works you'll have a room full of students all to yourself for your SGO. </li>
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<b>PROBLEM: My SGO isn't rigorous. </b> If you've been paying attention to anything coming down from the higher ups lately, you probably have heard the word "rigor" being thrown around a lot. The actions we take, especially when it comes to our students, should ideally be more than just lip service. It's very tempting to just provide the bare minimum; put in an SGO that measures something easy to measure and call it a day. Pick something that the students will definitely score low on initially and then make you look awesome when they take it again. There are times when that's all you can do and/or that is exactly what you should do. But that might not sit right with you this time. You might feel that, if you're going to have to do an SGO, you want to adopt one that makes a real difference. Many Library Media Specialists have curricula that are very difficult to implement for a plethora of reasons, the biggest of which being that we don't have our own students. SGO's can be an opportunity to accustom our student body to regular information literacy interventions, if they aren't already. In other words, if you need to push-in to a class to do SGOs, maybe your teachers will let you push-in for other topics that your students desperately need. So here are some tips on writing more rigorous SGOs.<br />
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<b>SOLUTIONS:</b><br />
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<ol>
<li>Piggyback on an existing research unit. Do you know of an already practiced research unit that is a part of your school curriculum? I'm not talking about a book report, but something that really forces the students to walk through the information search process, but they don't even know it? I've learned that veteran teachers do this more often than I realized. They just don't include me because they established a system that worked long before I came to this school. They don't come to the library. They don't use all of the resources available to them because they don't know what new opportunities I've brought to the table and they just plod along. It is definitely intimidating to approach these teachers because it feels like "if it ain't broke don't fix it" but you might be surprised. Some teachers are bored with the unit because they've been doing it for over a decade and would love to shake things up - as long as they don't have to shoulder all of the work themselves. Others have noticed that their students are struggling with the research process, but don't really know how to fix it because they've never had formal information behavior training, like we have. I was terrified the first time I approached a teacher about helping his kids walk step-by-step through a big research project but was rewarded with an SGO that will assess student information literacy skills at the beginning of the project, and allow me to strengthen problem areas while the students are applying and practicing those same skills. It's an SGO that will hopefully make a difference.</li>
<li>Focus on content that will serve the students beyond high school. Maybe you already have a group of kids and a willing collaborating teacher, but you want to give your SGO a little kick without rewriting the thing from scratch. One aspect of information literacy that I've noticed students struggle with is that every data storage unit is different. Every library is different. Every catalog and database and search engine is different. They eventually learn how THIS library works, but then struggle with applying generalizations to their academic or public libraries. Tweak your SGO so that you are hitting those generalizations. Assess them on public library skills or maybe team up with a local college so you can access their databases. Hand them a college research assignment and have them explore databases other than your own, if you can. The more unfamiliar the resources the more your students will have to think and actually use those precious skills we want them to leave HS with.</li>
<li>Target your SGO to specific problem areas. This was a recommendation from my awesome supervisor, <a href="http://www.damianbariexca.net/" target="_blank">Damian Bariexca</a>, when I was trying to create a more rigorous SGO, but found the umbrella of information literacy far too vast to implement. He recommended that I make the pre-assessment for my SGO broad, use the data to recognize areas of concern, and then focus my SGO on just those specific areas. That was a much easier pill to swallow. Instead of being responsible for the instruction of all infolit, I just had to pick a few and focus on them. This not only means fewer lesson plans for me to write, but it also meant I would have to "intrude" on classrooms teachers less because I would require fewer lessons between my pre and post SGO assessments. </li>
</ol>
<br />
<b>PROBLEM: Students don't take my SGO's seriously</b>. You barely know these kids because you don't see them often. Classroom management is difficult because they don't see you as their normal authority figure. You don't grade them and you aren't likely to speak to their parents. In other words, they have little incentive to do what you're asking, let alone take it seriously. Ideally all students would strive to do their best no matter what, but that isn't reality. Sure there are classroom management strategies that show us how to engage our students to do the most onerous of tasks, but let's face it. Most classroom management strategies depend on the assumption that you will see those same students again the next day. I have found few classroom management strategies that work with complete strangers every time, outside of a looming threat. Therefore, trying to administer a pre-assessment that students have to take, followed by instruction to grow the students towards their objective that culminates in a post-assessment that they're supposed to take seriously can be extremely challenging. How do you get students to really try to succeed on your SGO?<br />
<br />
<b>SOLUTIONS: </b><br />
<br />
<ol>
<li>Get it to count as a grade. This is an obvious solution, but can be harder than you think. You'd need a collaborating teacher's help on this one because they would have to be willing to put this in their grade book, even if you do the assessing work for them. They may be hesitant to add another grade, especially if their colleagues teaching the same section don't have those same number of grades for their students. This one might need a supervisor's blessing, but if you can swing it, is probably the easiest way to ensure student participation.</li>
<li>Provide a reward. Inform the students that those who score in the top 10% (or any number you choose) will get something awesome. It can be anything from a free pass to the library during lunch for a week or as big as a pizza party. Only you and your school can determine what is or is not feasible and appropriate. Collaborating teachers might be willing to give extra credit or a "get out of homework" opportunity as well. </li>
<li>Don't tell them it's an SGO! When students find out that what they are currently taking will directly affect your evaluation score as a teacher, sometimes the reaction is far from desirable. If at all possible, don't tell them that it's an SGO or what an SGO means. Find some other reason for explaining the administering of the assessment. If you do your SGO right, it should mean more than "just" an SGO anyway.</li>
</ol>
<div>
If you would like to know the details of what I did for my SGOs this year, please don't hesitate to <a href="mailto:librariancarina@gmail.com" target="_blank">contact me</a>.</div>
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<br />
<br />Carinahttp://www.blogger.com/profile/02186846392541896079noreply@blogger.com0tag:blogger.com,1999:blog-4401615938919803412.post-16214319283246950552014-06-02T12:21:00.005-04:002014-06-02T12:22:00.286-04:00What is a #Hashtag Anyway?<div class="MsoNormal">
<span style="color: #595959; font-family: "Trebuchet MS","sans-serif"; font-size: 10.0pt; mso-themecolor: text1; mso-themetint: 166;">If you’re a beginning
social media user, you may have bumped into this weird symbol:<o:p></o:p></span></div>
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<span style="color: #595959; font-family: "Trebuchet MS","sans-serif"; font-size: 10.0pt; mso-themecolor: text1; mso-themetint: 166;"></span></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjLYvrlJwFxzoo-F3MTjr2QnsInqetr-4QyG51ey2vUCIFmrFqDIkWSx19znOmx2WN41xwfTNcC9krWF-80szwdsUA9BU4vkql0U2ci1mP-OII6c_ftEKqlx3yr-hdJ3-X1ULq_038iYofC/s1600/sdfg.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjLYvrlJwFxzoo-F3MTjr2QnsInqetr-4QyG51ey2vUCIFmrFqDIkWSx19znOmx2WN41xwfTNcC9krWF-80szwdsUA9BU4vkql0U2ci1mP-OII6c_ftEKqlx3yr-hdJ3-X1ULq_038iYofC/s1600/sdfg.png" height="307" width="320" /></a></div>
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<span style="color: #595959; font-family: "Trebuchet MS","sans-serif"; font-size: 10.0pt; mso-themecolor: text1; mso-themetint: 166;">That symbol, commonly
known as a pound or number sign, is now known in the social media world as a
hashtag. It was originally made popular
via twitter, but has gained popularity through many other social media programs
like instagram, facebook, and google+.<o:p></o:p></span></div>
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<div class="MsoNormal">
<span style="color: #595959; font-family: "Trebuchet MS","sans-serif"; font-size: 10.0pt; mso-themecolor: text1; mso-themetint: 166;">A hashtag is a means of
categorizing a conversation. Think of it
like a folder, except each item can be placed in multiple folders by applying
multiple hashtags. In programs like
twitter, placing a hashtag allows you to join a conversation or track one that
is already in progress. It also ensures
that whatever you have written will be read by others interested in the same
hashtag.<o:p></o:p></span></div>
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<span style="color: #595959; font-family: "Trebuchet MS","sans-serif"; font-size: 10.0pt; mso-themecolor: text1; mso-themetint: 166;">For example, if you write
a twitter post that may be of interest to your colleagues, you might want to
use the #ltps hashtag. All you need to do is type “#ltps” anywhere in your
tweet and anyone following the #ltps hashtag will read your message. Always using that same hashtag will ensure
that you stay in that conversation. </span></div>
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<br /></div>
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<span style="color: #595959; font-family: "Trebuchet MS","sans-serif"; font-size: 10.0pt; mso-themecolor: text1; mso-themetint: 166;">Hashtags can be temporary
– as in a hasthag for a specific education conference – or they can be
permanent.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="color: #595959; font-family: "Trebuchet MS","sans-serif"; font-size: 10.0pt; mso-themecolor: text1; mso-themetint: 166;">And you can make a new
hashtag any time you want! Make one for
your classroom or for a particular lesson plan.<o:p></o:p></span></div>
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<br /></div>
<div class="MsoNormal">
<span style="color: #595959; font-family: "Trebuchet MS","sans-serif"; font-size: 10.0pt; mso-themecolor: text1; mso-themetint: 166;">My favorite hashtags to
follow are #edchat, #edtech, and #libchat.
There’s a hashtag for every hobby and profession though, so give it a
try!<o:p></o:p></span></div>
Carinahttp://www.blogger.com/profile/02186846392541896079noreply@blogger.com2tag:blogger.com,1999:blog-4401615938919803412.post-33962841379447941432014-06-02T12:20:00.001-04:002014-06-02T12:20:15.818-04:00Chrome Webstore<div class="BodyText01" style="line-height: 12.0pt;">
<span style="font-family: "Trebuchet MS","sans-serif"; mso-ansi-language: EN-US; mso-bidi-font-size: 10.0pt; mso-no-proof: yes;">In my last post I talked about the Tweet Deck Chrome
Extension, but let’s dial it back a bit and talk about how to find it and what
the Chrome Webstore is anyway.<o:p></o:p></span></div>
<div class="BodyText01" style="line-height: 12.0pt;">
<br /></div>
<div class="BodyText01" style="line-height: 12.0pt;">
<span style="font-family: "Trebuchet MS","sans-serif"; mso-ansi-language: EN-US; mso-bidi-font-size: 10.0pt; mso-no-proof: yes;">Think of the Chrome Webstore as a free way for you to “pimp
out” your Chrome browser. You can change
the color using themes. You can add
small programs (like the Tweet Deck Chrome Extension) to make your life easier. There are even games you can add to your
browser, not that you’d ever play them in school *wink*.<o:p></o:p></span></div>
<div class="BodyText01" style="line-height: 12.0pt;">
<br /></div>
<div class="BodyText01" style="line-height: 12.0pt;">
<span style="font-family: "Trebuchet MS","sans-serif"; mso-ansi-language: EN-US; mso-bidi-font-size: 10.0pt; mso-no-proof: yes;">To get started, visit </span><span lang="EN"><a href="file:///C:/Users/cgonzalez/Documents/chrome.google.com/webstore/"><span lang="EN-US" style="font-family: "Trebuchet MS","sans-serif"; mso-ansi-language: EN-US; mso-bidi-font-size: 10.0pt; mso-no-proof: yes;">chrome.google.com/webstore/.</span></a></span><span style="font-family: "Trebuchet MS","sans-serif"; mso-ansi-language: EN-US; mso-bidi-font-size: 10.0pt; mso-no-proof: yes;"> It should look something like this:<o:p></o:p></span></div>
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<span style="font-family: "Trebuchet MS","sans-serif"; mso-ansi-language: EN-US; mso-bidi-font-size: 10.0pt; mso-no-proof: yes;"><br /></span></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhKahsiXlT1cjfkpbo5CcNDf60thmB32G3n-gSheauT7CgKtdbTHj41SSnzpeHD0FEuQrkqr5avY-htM3Lp1Jwy34uVxhtuOIXnc1litqJC2x89trjQVCgCZ7dhyRANYhus4ODREAVg6SkD/s1600/ds;zlkfj.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhKahsiXlT1cjfkpbo5CcNDf60thmB32G3n-gSheauT7CgKtdbTHj41SSnzpeHD0FEuQrkqr5avY-htM3Lp1Jwy34uVxhtuOIXnc1litqJC2x89trjQVCgCZ7dhyRANYhus4ODREAVg6SkD/s1600/ds;zlkfj.png" height="226" width="320" /></a></div>
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<br /></div>
<div class="BodyText01" style="line-height: 12.0pt;">
<span style="font-family: "Trebuchet MS","sans-serif"; mso-ansi-language: EN-US; mso-bidi-font-size: 10.0pt; mso-no-proof: yes;">On the left you’ll see categories through which you can
browse, or you can use their search bar for something specific (like the Tweet
Deck Chrome Extension).<o:p></o:p></span></div>
<div class="BodyText01" style="line-height: 12.0pt;">
<br /></div>
<br />
<div class="BodyText01" style="line-height: 12.0pt;">
<span style="font-family: "Trebuchet MS","sans-serif"; mso-ansi-language: EN-US; mso-bidi-font-size: 10.0pt; mso-no-proof: yes;">Poke around and see what you can find. From video creation to productivity
improvement, there’s something for everyone.<o:p></o:p></span></div>
Carinahttp://www.blogger.com/profile/02186846392541896079noreply@blogger.com1