1. Reflection Journal Librarian: Sandra Pallante Campus: Dean Middle School Date: October 8, 2008

2. SECTION ONE Respond to the following: If ‘Resilience’ is the measure of a student’s capacity to meet sustained challenges, complex tasks and new information, how does your library contribute to building greater resilience? In order to help students become resilient, the book identifies mentors or “turnaround teachers” as key contributors to student success. Our library at Dean offers students a place where they can come to “escape” the hallway scene. Based on the number of students who are in here between 7:15 and 7:30, I would have to say that we are pretty successful in providing students a place where they can come and feel comfortable.

3. SECTION ONE, cont. Response continued: Students are also given presentations on library etiquette, searching the online library catalog, and available online resources. During the etiquette presentation, I let students know the expectations, and how they differ from other situations they may find themselves in, and that I am setting them up to be successful when they come into the library.

4. SECTION ONE, cont. Response continued: Many students here know that I will go out of my way to fulfill their requests, and are respectful in return. I have officially mentored 2 students, but have unofficially mentored many more. I love talking to students about what they are reading, current events, pets, American Idol, or anything else they like, or that we share a common interest in.

5. SECTION ONE, cont. Response continued: I have also shared personal experiences with certain students so that they know they are not alone. My upbringing was not pleasant, and without going into great detail, I let these students know that they can overcome difficult situations. My favorite book to pass along is The Four Agreements which helps its readers not to take things personally [which sounds easier than it really is].

6. SECTION TWO Respond to the following: Much discussion has taken place about technology integration in 21st century schools. How are CFISD libraries changing to be integral to the core instructional and behavioral practices that lead to student success? I think the comment about providing connectivity not being enough is absolutely correct – students need to be shown how to use technology. I think CFISD libraries provide excellent resources that students can access from school and/or home.

7. SECTION TWO, cont. Response continued: After hours are provided so that students not having Internet access at home can stay and use school computers. Bookmarks have been developed providing students with step-by-step instructions on how to get to these resources. I will be having groups in during upcoming weeks to work on a “divide and share” lesson where small groups will examine a specific online resource, and then report back to the whole group what can be found there and what purpose it would serve.

8. SECTION TWO, cont. Response continued: I have also been showing groups how works are already cited for them when using CFISD’s online resources – another advantage to using our resources as opposed to sites like Wikipedia. Showing the students how, and then having them get online and search has not only been beneficial to them, but the teachers bringing their classes as well. Many of our resources are not known to teachers because they just don’t have the time to discover them on their own. Librarians are the best marketers of our online resources since students and teachers can see and use them first-hand when in the library.

9. SECTION THREE Respond to the following: Compare your school library to the Resiliency model and identify the tipping point, the first small change that will bring about great change that will recreate your library as the heart beat of the school and create change in the building. I think that it’s already happening. My busiest time is between 7:15 –7:30. The students like to come in and just “hang out.” Like Carla, I had a teacher come in once and say that there should be a limit as to how many students are allowed in the library. As I looked around and saw kids looking for books, discussing their weekend, on the computers, I responded, “Would you rather they be in the hall?” It has become a positive, inviting place where students like to come, and I love that.

10. SECTION THREE, cont. Response continued: Students know when they come in that there are clear and consistent boundaries. During advisory, students must come with their time tracker and something to work on, and if they don’t, they are sent back to class. They know to sign in, and with our Library Etiquette lesson, they are understanding and cooperative when it comes to noise level [except the time before school – with so many students in there, it can’t help but be noisy]. Students also know that when they come in to the library, that they are expected to communicate why they are there, and what they are working on. Students are, for the most part, respectful, and often thank me for whatever I do for them, whether it be showing them how to use the library catalog, or re-set their password.

11. SECTION THREE, cont. Response continued: I do care about our students and their success in school, and I think that message is continually conveyed to them. I think the “tipping point” will be when I begin to allow small groups in the library for lunch, and when we begin our book club/s. Our school is providing different clubs for students to join, the book club being one of them. After this one gets under way, I’d like to incorporate simultaneous book clubs and appoint student leaders to guide the conversations, and have a record keeper provide me with minutes.

12. SECTION THREE, cont. Response continued: So, with students wanting to participate in library- related reading and writing activities, I can see how that would positively impact our student success.