Summer Reading Just Got Easier

The roll-out of free library apps for our patrons continues at break-neck speed!  We recently purchased our first audio book collection of 108 fiction titles, with hopes of continued growth!  For years our library researched the pros and cons of adding audio books to a college preparatory environment, and, in the end, decided that the advantages to our readers was just too good to pass up!
The collection contains titles based on our most popular book requests and fiction searches in Destiny Quest.  The ability to gather this critical data has enabled us to build a digital media collection that our students will read for fun and enjoyment, not just what we "think" they should be reading!  It is my belief as a librarian that while the classics are wonderful, and required summer reading titles a must, we still need to deliver popular titles and topics that make our readers want to read, not simply have to read!  Our school web page has a brief instructional hand-out on the 3 new apps, along with detailed log in instructions for students and faculty. 
Both the audio and ebook collection will continue to grow and change to meet the needs of our students.  Happy summer reading from the library at Maclay School!

The postings on this site are my own and do not necessarily represent the position, strategies, or opinions of Maclay School.

Positive Circulation Results from Fixed Schedule Conversion

A recommendation of the 2011 accreditation library review committee was to switch the Lower School from a fixed to flexible schedule.  A flexible schedule was created for lower school students, modeled after the MS/US schedules.  Research assignments were scheduled to meet the needs of each class, facilitated by the Librarian.  Weekly check out times were scheduled with the individual teacher, who also accompanied their class.  There was no special area grading criteria/designation.  The only Lower School grade to continue with a weekly graded skill was 5^th grade, at the request of the Librarian.

The library evaluated the first year of flex schedule by using several data sets, based on the dates of August 2011 through April 20, 2012:

·         Scheduled skills and check out calendars

·         Individual class research scheduling

·         Grade-level circulation statistics

·         Patron library material circulation statistics by homeroom for this year and the previous/fixed academic year

·         From August 2011 through April 20, 2012, a LS teacher had the opportunity to bring their classroom for checkout at least 27 times. 

·         During this same time period, the opportunity for additional research, library, and computer time was available at least 3 days a week.

·         Skills sequences were initiated by the library 9 times for each homeroom.

Results of the first year of Flex Scheduling are:

1.       LS circulation was up overall by 14%.

2.      The greatest increase was Kindergarten, up from 155 books to 1142, or 637%.

3.      Both 3^rd and 4^th grade circulation was down; 3^rd by 38% and 4^th grade by 24%.  These classes had for the most part elected not to bring their class for check out but send students on passes when the student initiated the visit.  There was a marked decreased in the amount of opportunity these students were able to come to the library. 

4.      Of the library skills sequences initiated by the library, all Kindergarten through 2^nd grade came 7 times, 3^rd grade averaged 5/6, and 4^th grade 7 times.

Observations:

     Several factors contributed to increased circulation:  open-door access for students throughout the school day, teacher assistance in selection of books appropriate for students’ reading abilities, and new library policies that favored more checkout privileges.  While it was invaluable to come and check out with their teacher as a class, when students came in small groups throughout the day they were able to receive more hands-on assistance from a smaller library staff.  This was a bonus for eager readers who enjoyed visiting the library.  Thus, teachers were encouraged to schedule a check out time at least once a week.   Students in older grades should have had even more flexibility and access.  However, this was not the case.  Teachers in 3^rd and 4^th grade did not utilize the weekly check out, and tended not to send their students in small groups on a regular basis, either.  Based on these results, the library will work to increase circulation and access to the grades that did not visit as often. 

Exciting Mobile Changes to our Library:)

This spring I finally made the move, via our Follett server, to switch my Follett eBooks to the Follett Shelf feature.  At first I was hesistant, as we had already taught our students to read the eBooks on Destiny Quest.  However, I had not set up actual check out/download privileges for our patrons for a multitude of reasons.  As our digital collection grew, I became more interested in Follett Shelf as an alternative.  And, once Follett created the free mobile apps, Destiny Quest and Follett Digital Reader, I knew it was time!

The first advantage was easy; Follett Shelf doesn't cost a dime for Follett server patrons!  Second, the mobile app allows patrons to check out books on the iPhones, iPads, and Droid tablets.  That constitutes the majority of our patrons!  So, we made the switch and launched an email promotional campaign using Constant Contact.  We  began a library skills set for elementary students on using the app. I set up all student and faculty accounts myself, to make their user log ins/passwords as simple as possible.  My top middle and high school readers, who can never get enough books, I am targeting for individualized training.

During this transition, the library was hosting a readathon fundraiser.  I had my heart set on ordering more eBooks for the digital reader.  And then, bingo!  Follett announced the availablility of a new digital resource, Catalist Digital downloadable audio books!  I have been pricing out downloadable audio for my students for years, but was always intimidated by the costs.  I quickly  purchased the first 100 or so K-12 fiction audio titles, am having them added to Follett Shelf, and we are in the audio book business at our school!  The readathon fundraiser allowed me the flexibility of making the purchase at the end of the school year, when library funds are usually low, to allow for summer check out at home.

All of these exciting changes have increased patron services at our school.  More and more, our 24/7 hosted services are keeping our library vital and integrated in the lives of our students and faculty members.  Exciting times, indeed!

Revitalize in 2012:)

What a successful first semester!  The library waded into the flex-scheduling pool with much success and little adjustment.  The adjustment was more on the part of the library staff than the students and teachers.  This bodes well for services delivery.  We hosted a parent workshop on reading resources available at our school for emerging readers with great success and turnout.  We are prepared for our school accredidation process in February of 2012, and we have learned to adjust our workload with fewer employees without losing any services.

Perhaps the most exciting new venture was the professional development course held for faculty in the fall; Web 2.0 Collaboration and Learning.  The teachers who attended jumped right into the exciting world of teaching tools and collaborative resources, and presented projects and lessons well-above my expectations.  Participants were surveyed about how they felt about working in a collaborative, project-based environment, and their responses included the following:

1. It was nice not having the pressure of a traditional class/course environment.
2. The way we did this course was perfect because we learned so much from each other. It takes a lot of trial and error and discussion with others.
3. It was great working in a collaborative environment where everyone was working toward the same goal, but everyone was willing to help others.

Now, if I can get them to reflect further and see that their positive responses on a non-traditional classroom are the same as their students would have? 

We are beginning our 2nd semester with a new group of faculty members tomorrow evening.  This group will also contain a few school administrators.  I am excited to continue with this new teaching venture.  Aside from learning so much from the teachers involved in the class, it has also opened up more communication between them and the library!

Happy New Year, and more to come as we grow and emerge at our school library:)