Cindy Newton is the school library media specialist (SLMS) at Connersville Middle School (IN). Her background and expertise contains numerous positive teaching and learning experiences including work as an elementary teacher, followed by expanded technology responsibilities in the same school, and currently directing a successful library media program.
As a school library media specialist, Cindy collaborates with teachers and assists student research projects. She has initiated and guided several different reading promotions and programs. She also serves as the web master for both the Library Media Center and the Connersville Middle School websites.
Cindy is a frequent presenter at professional conferences such as ILF, ISRA, and ICE. She has been selected as the Fayette County School Corporation'sTeacher of the Year and was named as an IU Armstrong Educator. Recently she was selected to attend a Library of Congress Summer Institute.
Learn more at http://eduscapes.com/sms/overview/newton.html
I've asked Cindy this year's 'startup' question: "What is it that people don't get about your job?"
Hi Cindy! I read in your biography information that your “greatest reward is watching a non-reader bloom into a student who now “loves” to read.” What types of activities or programs do you offer these students to entice them to read and to encourage them to become readers? I find that most of the students who are interested in my activities and programs are the ones who are already readers. Not that this isn’t a good thing, but I also want to reach those who struggle with reading or do not think there is anything for them to read at my library. Any suggestions or ideas?
ReplyDeleteSecond, I see that you have created quite a few pathfinders and have collaborated with a lot of your staff to incorporate technology into their curriculum. I would love to do some of this for my teachers, but I don’t think they understand how valuable these pathfinders can be. Most of the time I see the teachers telling their students, “Just go to Google.” Do you have any suggestions on how I can get my staff on board with this?
Thanks!
Kimberly
Cindy,
ReplyDeleteI think it's awesome how much you're doing to promote reading in your school! I feel that librarians have such an awesome opportunity to help kids connect with books - especially ones they never new they always wanted!
At the elementary school where I'm a library aide I get asked all the time where the mystery/scary/funny books are. Have you experimented at all with dividing books by genre or creating book displays to help students experiment with new genres? Do you have other ideas for helping with reader's advisory?
Thanks!
Jessica
I am very interested in your "Lunch in the Library" program - how do you have that set up? From the name, it sounds like it would have potential in the elementary school, as well, and I would love ideas on getting some of the elementary students more involved in the library! Was there a link on the website for this that I missed?
ReplyDeleteAlso, similar to Kimberly's question, how do you help your non-readers find materials that will interest them? So many of mine start to shut down when I try to make recommendations or find out what they might be interested in, and it is sometimes difficult to pick up on those interests otherwise.
Cindy,
ReplyDeleteYou seem to be a very accomplished grant writer! Have you participated in workshops, taken classes or just have a well honed knack for it?
I have been observing media specialists as they revise their district Library Mission/Vision statement. Some media specialists were uncomfortable with the idea of including grant writing as evidence or a data point showing the effectiveness of the program. Their concern was that if it were listed as a possible way that a library supports the mission and vision, it could easily become expected or required of all media specialists. Do you see grant writing becoming a required element for library programs and librarians?
Lisa Smith
Hi Cindy!
ReplyDeleteI am also a former first grade teacher, and I so appreciate that you can make connections between your former students and the students you serve now! Why did you choose to pursue an MLS?
I saw that you train the media assistants in the elementary school media centers - how do you feel the transition from certified media specialists to non-certified assistants affects the media center services in those schools?
Thank you!
Casey O’Leary
What do people not get about my job? Wow, that could be a list! What most people don’t understand is the range of this job. On any given day, I can be wearing a dozen different hats, often some I didn’t even plan that morning. For instance, today my morning began with a meeting with a new teacher for whom I am a mentor teacher. Then our Mystery Reader program for Teen Read month was broadcast during morning announcements. After announcements, I went to a computer lab where I taught 6 periods with the computer applications teacher on how to choose reliable websites. Between classes I went back to the media center to check on students with major overdues, completed a book order, double checked some MARC records, and prepared the final paperwork for a LSTA grant to be mailed. At the end of the day, two new teachers joined me for a nonfiction webinar. After school, I went to the post office to mail the grant item, then worked on lesson plans, and other items for tomorrow.
ReplyDeleteMentor, teacher, literacy proponent, librarian, book selector, overdue bloodhound, grant writer, professional development advisor… the list could go on. Yet some people see my job as a “librarian”. You know, the lady with a bun hairdo and pencil behind her ear; the lady who sits behind the counter and says “shhh” when students arrive. This hardly describes my role, but students and many staff don’t realize what all a media specialist really does.
I remember the day AFTER I was hired. I received a three page, single spaced, typed job description. I am sure that job description has grown in the five years I have been here.
Kimberly,
ReplyDeleteRelationships are key in developing readers from non-readers. The media center opens at 7:30. Students who come that early to school are “herded” into the gym to wait until 8:05. We have a group of boys who choose to come to the media center instead – partially to escape the throng of students in the gym. A few of the boys are readers. Most however, are in need of some extra attention, whether it is a “good morning” or a friendly smile. Another important step is to be on the floor moving about when reluctant readers are looking for something to read. By getting to know the students, I can better steer them toward books that will encourage them to read. Typical questions are, “What do you like to do when you are not at school? Hobbies? Sports? What books have you liked reading in the past? Do you have trouble reading or have you just not found a book that interests you? Would you read a “big” book or do you want a smaller book?
This can be a slow process. I target my 7th graders. By 8th grade most students at least know what type of books are the least painful and many are actually reading on their own with no arm-twisting involved.
My teachers welcome pathfinders as a “perk” of collaboration. Teachers are overwhelmed with all they have to do. Pathfinders allow students to have quick, easy access to reliable Internet resources. Anything that cuts down the time spent on researching has been seen as a benefit.
Jessica,
ReplyDeleteWe have monthly book displays – often created by my student assistants. While the media center is still very Dewey oriented, I do have some special shelving. I have areas designated for the current Young Hoosier award nominees, vampire titles, new fiction, new non-fiction, and graphic novels. The most checked out series are placed on top of the shorter shelves. Special spine labels are placed on books such as mysteries. Go to http://www.demco.com/goto?PNHM54&intcmp=CN_M54 to see what types of labels can assist you.
Teaching students to use the online catalog is a great way of making students self-sufficient as far as finding scary or funny books. Have a key posted near the computer such as "Looking for scary books? Search for horror." "Looking for funny books, search for humorous."
“Lunch in the Library” is also a program that encourages reluctant readers and is often based on genre reading.
Liz,
ReplyDeleteHave a few books on hand that you know a reluctant reader WILL read - Diary of a Wimpy Kid is huge with 7th grade reluctant guy readers. You also need to be a salesman and know the book.
For example:
"Harris and Me" by Paulsen - "This is a hilarious book. When the boy gets his cousin to pee on the electric fence....I thought I would die laughing. Do you really think that would happen in real life?"
I haven't had a boy turn me down on that book yet.
Wow! That's really great that you have a group of students coming to the library that early in the morning. I know we have many students similar to these boys that need something (smile, friendly hello, extra help, etc.) but so often I feel our staff, me included, fails at providing them these simple, lifelong needed things. My library also opens up at 7:30 but I cannot get anyone to tread through this area until after 8:00. I have a coffee shop open the last Friday of the month to get kids to at least come to the library! I have more traffic through here on that day than all the other days in the month combined. Sometimes I question if what I am doing is enough, but then I stop and realize that I don't know how much more I can do, especially being on my own. I have the doors open, I encourage them to come in, I have it on announcements, etc. Any other suggestions?
ReplyDeleteThanks also for providing tips on helping non-readers select a book. Those are very helpful and I will definitely try some of these!
Cindy,
ReplyDeleteIt's great to hear that you have a graphic novel section - I think graphic novels are a great way to entice non-readers, or give readers a new outlet. Where do you go for graphic novel reviews, and where do you purchase your graphic novels? Do you try and find library bound versions, or go with paperback and just replace them when they wear out? And are teachers on board with the graphic novels?
Thanks!
Jessica
Liz,
ReplyDelete"Lunch in the Library" is rather laid back. My TAB, Teen Advisory Board, decides on a theme and accompanying genre, series, or set of books that go with the theme. They set up a book display, make some posters or announcements, and the plans are set in action. We have 3 lunch periods, so there is a sign up sheet with 20 slots for each lunch period. Students sign up when they checkout one of the books or sign up with the name of a book they own and will read by the lunch date.
Students who sign up receive a lunch pass the day before. The lunch pass takes them to the front of the lunch line so they can come to the media center with their lunch. I have tables decorated to match the theme and provide a dessert. (Student love brownies, cookies, or cupcakes.)
Students bring their books with their lunches. Theme music plays softly while students talk and eat. I stop the flow in order to place a couple of discussion topics on the floor. Each table replies with answers according to their books or book characters. I really have to stand back and smile when students open up their books to find a passage to defend their answers.
Students then eat the dessert and leave with a small certificate of attendance. They love the lunches. The slots fill up quickly and we have a waiting list for many of the events.
Last February our theme was, “I Just LOVE Books.” Theme colors were red and pink with paper hearts abounding. Students pulled romance books. I thought this would be a chic event, but the guys began bringing books to me (like “Hunger Games” and asking why these books weren’t in the display for the lunch. Guys were about 40% of the attendees for this event and were very proud of joining in. I wish I had had a camera when I looked up one period and saw 8-10 boys swarming the book display. No girls – only boys and they were deep in conversation about the books! One of my reluctant readers told me that “Confessions of a Serial Kisser” was the first book he had really read all the way through.
What makes this a popular event? A front-of-the-line pass, or the dessert, or a quieter than normal venue for lunch, or the book conversation, or a combination of all of these? I don’t know for sure, but I know that this is an easy activity that gets lots of attention and gets students into books they might not normally read.
Lisa,
ReplyDeleteYes, I have become an accomplished grant writer, not from training, but out of necessity. If I want pieces of technology or special activities that need funding, I have to find the funds to accomplish the end goal.
Writing and receiving grants is not difficult if you keep these two things in mind: 1) Does the grant fit my need and situation? 2) Follow the grant guidelines to the T.
Grant writing should be used as evidence of the effectiveness of the program. Grant writing, meeting the grant requirements, and the paperwork are time consuming and take time out of many days. I just completed the paperwork for the $10,000 LSTA grant I received. Not only has it been labor intensive, the LSTA file needs to be maintained through Dec. of 2016.
While grant writing CAN be an evidence, I don’t think it should be a required evidence. Some years more grants are available than others. Right now many grant sources are drying up due to our country’s financial woes. RIF funding has been cut by the Federal government after this cycle. There will be no more RIF grants to submit in the future.
Grant writing has not become a requirement for me, but I do have expertise that others do not have. Whenever I can assist, I do.
Cindy -
ReplyDeleteHow do you learn of grants that are available? I am sure that there are many out there, I just would not know where to look.
I like the "Lunch in the Library" program. I am already trying to think of ways to tailor this activity to my elementary students. I think that a "book club" of sorts would work and tying it to lunch would increase the fun! Thanks for the ideas!
Christy Russell
Casey,
ReplyDeleteI chose to move from a classroom teacher to a media specialist because I needed a change after teaching first grade for 13 years. I could teach first grade blindfolded! I asked to be moved to a higher grade level but was told that I was needed in first grade. I have a reading degree as well as an elementary BA and Masters. Technology is a passion. Blend reading, technology, and teaching together and poof! Media Specialist appears. I love this position, but I do have to tell you that I put in more hours now than I did as a classroom teacher. If is not an “easier” job, but it has been fulfilling in a different way – well at least on most days :^)
Our elementary schools never had certified media specialists, so there was no move to aides. It has always been an aide position. The training has been huge in getting everyone to an even ability level and unifying how we do things. Would certified media specialists be a better situation? Yes, but that would be in a perfect world and right now there is no funding for a perfect world, so this is the best alternative. And you know, the more training the aides receive, the more I see improvements and how this can work. The elementary aides work hard to improve and care about the students and reading. What more can we ask?
Cindy,
ReplyDeleteHas technology always been a passion of yours? What are your favorite uses of technology with your students? Is there anything that you know how to do now that seemed overwhelming when you started learning about it?
Thanks!
Casey
Cindy,
ReplyDeleteThe Library of Congress institute you attended probably made you very popular with the social studies teachers! What would you say was the most valuable thing you learned or were able to put to use from that experience? Was the Civil War Remembrance a result of ideas you got at the institute?
Lisa Smith
Cindy,
ReplyDeleteI too am interested in your grant sources. I worked hard and was very grateful to have received a teacher creativity grant from Lilly, so I know some of the steps -- but obviously every one is different. The Lilly grant was great for me and I have been able to share it with my students but I would like to do something that has a more direct impact on my students in the future.
Also, thanks for your tips on library lunch. Our school has done this with a "book of the month" club, but I like the idea of theme books instead -- then each kid leaves with a "next book" in mind to read and there is less of a worry about having enough of one specific book to go around. Great idea!
Thanks,
Alison Williams
Cindy,
ReplyDeleteI would also like to know if you have any favorite listservs or professional websites that you use. There are so many out there to choose from, it would be nice to check out some that you recommend.
Thanks - Christy
The Lunch in the Library sounds great, I'm already trying to think of ways to work it in to the elementary school. We have such short lunches, though, I wonder if kids would be interested if it means they have to give up lunch + recess.
ReplyDeleteThanks for the book suggestions, also. Diary of a Wimpy Kid is so popular, we can't keep it on the shelves. I'll have to check on the Paulsen book. We have a lot of his, but that one doesn't ring any bells, and I can already think of a few boys who would appreciate it.
Jessica,
ReplyDeleteGraphic novels are our most checked out books! When I arrived here 5 years ago, we only carried a handful. Now we have two shelving units full.
I began collecting the novels by asking students what they liked. Since I knew nothing about graphic novels, a couple of students took me under their wings and mentored me in what was “appropriate” for middle school. I went to book sales and picked up second hand copies at greatly reduced prices until I could find some funds for these. I buy the paperbacks, but place the plastic covers on them to help them last longer.
My biggest issue is that graphic novels are the number one area of theft. I can’t justify library bound, even if this was available for some of the titles. A hint as far as our policies – I only allow 2 books from a series to be checked out by a student at a time. My first year, I had a student checkout four books from the same series. The student moved and I lost 4 out of 5 books in the series I just began.
Are the teachers on board? Most teachers see these are pure reading enjoyment and don’t say anything one way or another. Some teachers see these as an annoyment because the students read them so quickly and have to go back and forth to the media center so often. A few teachers have come to realize that graphic novels are more than “comic books” and have included them as "acceptable" reading for class projects. I have everything from the “Fruits Baskets” series to famous battles to Shakespeare to novel adaptations like the Maximum Ride series.
Shonen Jump, while considered a magazine, is a good source as well, for middle school and up.
Casey,
ReplyDeleteTechnology has not always been a passion of mine because I grew up in a generation that did not have personal computers. I was a stay-at-home mother who returned to complete college after 16 years. When I returned to college, I had a lot to learn as far as computers and what they could do. As a teacher, computers have greatly evolved from the Apple 2GS I had to beg to have in my classroom.
I am a MAC fan! My current LSTA grant purchased Mac laptops and “magic mice” – cool! Macs are just so much more user-friendly as far as multimedia. They contain the suite of iMovie, iPhoto, iDvd, and Garage Band that all integrate when creating projects.
My most used Web 2.0 tool right now is Animoto for creating videos. Animoto offers education accounts for teacher and student use. See an example on my media center page about Young Hoosier books. WIX is a web page creator I use with teachers and students. http://www.wix.com/cnewton54/books_with_beat is a student-assisted page for last year’s Teen Read month.
Web 2.0 tools are great since most are free and are fun, easy to learn, and creative for students (and me) to use.
Lisa,
ReplyDeleteThe Library of Congress institute was amazing. If you ever have the chance to apply, I would highly recommend it. Social Studies teachers have shown little interest for the things I brought back at the time. Teachers are so busy and under pressure these days, thinking past their current work at hand is difficult.
What I brought back from the institute is peppered here and there in projects as needed. For instance, we did an activity there on “Found Poetry” that I have used several times. (http://www.loc.gov/creativity/hampson/workshop/found.html) I also go to the resources at the Library of Congress site (http://www.loc.gov/teachers/#) often for research projects now that I know what is there.
The Civil War Remembrance Day was a result of a RIF grant and a “We the People” Bookshelf grant. I needed activities for both grants. The bookshelf provided me with Civil War books. As I looked around, I discovered the 150th anniversary and the day was created. However as I “pitched” the day to a S.S. teacher, this is where the interest took off and the day has blossomed into much more than I could ever imagine. Next year, the day will be three days long and part of Connersville’s Bicentennial celebration. Who would have thought that a couple of book grants would have led to something that will reach our whole community and beyond?
Christy and Allison,
ReplyDeleteThis reply touches both of your questions.
Listservs and professional associations are important to your growth as a professional and also for grant resources. AISLE, Association for Indiana School Library Educators, is your best for both. The annual conference is coming up in November – go. You can subscribe to the listserv at http://lists.in.gov/mailman/listinfo/aisle If I remember correctly, the listserv may be part of this class :^)
There is no one resource for grants. Keep your ears and eyes open. Some of the easiest grants I have written are local sources. Local sources, like a county foundation, give to local needs, enjoy giving to local needs, and make the process as painful as possible for you.
The AISLE conference has given me leads on grants as well.
When teachers come to me wanting help with a grant I always tell them that finding the grant is the hard part and writing the grant is the easy part.
Allison, Casey, Liz, Jessica, Lisa, Kimberly, and Christy,
ReplyDeleteYou all have asked some great questions. You are embarking on a wonderful career. As I have attempted to impart some wisdom here, I can't help but think back to how technology and education have changed in the 17 years I have been an educator. I wonder how much it will change yet - from the Internet to devices as ereaders and tablet computing.
It is definitely an exciting time to be a "media" specialist.
Christy and Allison,
ReplyDeleteThis reply touches both of your questions.
Listservs and professional associations are important to your growth as a professional and also for grant resources. AISLE, Association for Indiana School Library Educators, is your best for both. The annual conference is coming up in November – go. You can subscribe to the listserv at http://lists.in.gov/mailman/listinfo/aisle If I remember correctly, the listserv may be part of this class :^)
There is no one resource for grants. Keep your ears and eyes open. Some of the easiest grants I have written are local sources. Local sources, like a county foundation, give to local needs, enjoy giving to local needs, and make the process as painful as possible for you.
The AISLE conference has given me leads on grants as well.
When teachers come to me wanting help with a grant I always tell them that finding the grant is the hard part and writing the grant is the easy part.
Thanks for everything, Cindy! I really appreciate your great advice. :)
ReplyDelete-Jessica