LIBS 6991 In-service Initiative Project Cindi Pettigrew

Getting Started with E-books: Excited Readers, Energized Lessons, and Engaged Students

When I talk with my students about using new technology, I tell them that they are becoming 21st century learners. I want them to understand that a shift is occurring in how they learn. I want them to get excited about learning. In order to build that excitement, teachers must engage them. With the introduction of the Common Core Curriculum in North Carolina schools this year, much is expected. There are expectations about how the common core will change what teachers teach and perhaps more importantly, how teachers teach. Teachers, who are already working hard, must be convinced that 21st century teaching tools will help them to work smarter and not increase their workload. In Lauren Daviss white paper, written for Eye on Education, she emphasizes changes every teacher should be making in their teaching approaches in order to be effective in the 21st century. The Common Core State Standards highlight five shifts that should be happening in every classroom. Teachers should do the following: Lead high-Level, Text-Based Discussions Focus on Process, Not Just Content Create Assignments for Real Audiences and with Real Purpose Teach Argument, Not Persuasion Increase Text Complexity (Davis, 2012).

All of these can be accomplished through using eBooks in the classroom. In addition, statistics show that the number of kids reading eBooks has nearly doubled since 2010 (Hastings, 2013). A national survey found that more than half of kids ages 9-17 say they would read more books for fun if they had greater access to e-books(Hastings, 2010). It is with these goals in mind that I presented Follett shelf eBooks to members of the teaching staff at North Johnston Middle School as my In-service Initiative.

Personally Meaningful to NJMS North Johnston Middle School (NJMS) is located in the town of Micro, NC. The town of Micro lives up to its name. It is a one-stoplight, one restaurant, charming town, in a rural area. This middle school is a great place to work, but has its challenges with academics. Test results show everyone is working hard, but there is room for growth. According to the 2011-2012 ABCs Status Report for Johnston County, NJMS met expected growth and was designated as a School of Progress. However, the performance composite for NJMS students is only 79.4% proficient overall. We can do better. We have an opportunity to utilize some exciting new tools to our advantage. This school year, for the first time, the school finally has a Smart Board in every core classroom. In addition, Johnston County Schools has purchased Follett Shelf eBooks for district wide use.

In-service Presentation The teaching staff was sent an email inviting them to attend an e-book after school workshop in the media center. Refreshments were promised and they were encouraged to attend to learn how they could use e-books in their classrooms. About a week prior to the workshop, the teachers were sent a link to Lauren Daviss white paper, 5 Things Every Teacher Should Be Doing to Meet the Common Core Standards. When the teachers arrived on the day of the workshop, they were fed pizza. On the way to their seats, they picked up handouts on how to login and access eBooks. Additional handouts were available for accessing Follett shelf and the e-books through Kindle Fire, iPad and Android tablets, and Smart phones. To begin the workshop, I discussed how e-books could help them engage their students and reminded them of the five shifts Lauren Davis discussed in her paper. I used the new Smart board in the library to explain how to set up accounts and how to access the e-books. As the workshop was informal, teachers asked questions and shared ideas while I taught them how to navigate through the ebooks. We discussed the possible designations on the book covers, such as the infinity symbol, and the

red out sign and what those meant. In order to peak their curiosity about how this might apply to them and their classroom, I shared with them the number of e-books available per subject area. We looked at the features of highlighting, note taking, and bookmarking. I showed them how they might use an e- book on their Smart board, using the 1 page to 2 page spread feature, as well as how to enlarge a page or photo for the entire class to view at one time. We discussed a few applications for e-books in the classroom and the teachers were already brainstorming how they could use them to reach some goals they are working towards. I answered questions and thanked them for coming to the presentation. I announced time for practicing on the laptops. After turning off the camera, a few teachers did stay to log in, create their passwords, and practice navigating through Follett shelf and a few of the e-books.

Intended Meaningful Impact Technology is here to stay and continues to change. Students need to be engaged learners; e-books can be a powerful tool for teachers in their classrooms. The teachers who attended the workshop have the basic information they need to get started with e-books. As others see those teachers using e-books in their classrooms, they will want to do it too. I have already had a few come to see me to say they were sorry they missed the workshop, and ask for information. This workshop will continue to have a meaningful impact at NJMS as more and more teachers get involved. The students will reap the rewards of more energized lessons, and the teachers will reap the rewards of engaged students and excited readers. I believe that e-books can be a critical tool for improving reading scores and overall student proficiency at NJMS. The impact of that happening is the most meaningful of all. The more proficient students are, the higher their potential for future learning will be.

Self-Critique of Video In-service-Initiative

I am not used to seeing myself on video. I was surprised at some of what I saw and definitely know I have some areas for improvement. First of all, if I had not been videotaping, I probably would have begun with some kind of a power point with music to create excitement. I really didnt think a video of a video would demonstrate what I was trying to do though, so I didnt do it this time. As a result, I was a bit bored. I noticed in my speech patterns many ums and okays. Now that I am aware of it, I can make a conscious effort not to say those. I didnt know the exact number of e-books the district had purchased altogether, and I sounded somewhat awkward discussing the number of books, when I didnt know the exact number. I had some issues using the Smart board. I wish I had chosen the exact books to look at ahead of time. My presentation would have been much better if I had selected the books beforehand. Finally, the closing was somewhat weak. I should have come back to how e-books could help teachers to meet those 5 shifts to teaching approaches explained in the article by Lauren Davis. On a more positive note, I liked the informal approach with the teachers. They were all tired at the end of the day, and I wanted to keep it light. They felt comfortable contributing and asking questions throughout. I called them by name and tried to make eye contact with all of them. Sharing information about the number of books in their subject area was definitely a plus, because it let them know I was already thinking about them and that eBooks are not just important for English Language Arts teachers. Feeding teachers is always a positive and now perhaps whenever they eat pizza, they will think about how they can be using eBooks in their classrooms. Well, a media coordinator can always hope.

References

Davis, L. (2012.) 5 things every teacher should do to meet the Common Core State Standards. Retrieved March 21, 2012 from Eye on Education Web site: https://www.eyeoneducation.com/bookstore/client/client_pages/pdfs/White%20Papers/Davis_5 Things_CommonCore.pdf

Hastings, J. (2013). CES:2013 Top trends for schools. School Library Journal, 59(2), 12-13.