Delicious Podcasting: Why kids eat it up

This fall Outreach had the opportunity to partner with Villa Heights Elementary. One of the programs that teachers were interested in having the students do was Podcasting. What is Podcasting and how do you use it with library patrons?

Well, here is a quick definition. As for library use, I think you’ll find that Podcasting is an excellent library program that works well with books, literacy, and technology….essentially all the things that we want people to associate with public libraries.

For this adventure I worked with the three 5th grade classes at Villa Heights. The teachers and I decided to have students pick their favorite book (or graphic novel or magazine) and Podcast about it. The program lasted for four weeks, each session lasting about 45 minutes. The first three sessions were Learn & Play days. Students were introduced to the concept of Podcasting, how to work the software, and then practiced their Podcasts. I had them play around with interviewing a partner and doing an individual Podcast. By the fourth and final session the students felt comfortable using the computers, had decided on either an interview Podcast or an individual Podcast and had a literary subject to talk about. Some students had scripts, some just winged it on their book talks, but the end result was nothing short of fabulous. What did Podcasting teach the kids?

1. Students learned how to navigate a new program and create MP3 files. Students also were exposed to new software, or gained a better understanding of programs they had previously used.

Programs used for the project were three free programs: Audacity, LAME, and iTunes.
However, you can use any combination of audio recording programs and digital media players. These are the ones that work for me.

2. Students utilize the library to find their Podcast subject, and the Podcast create a new forum for young readers to enjoy their books. After all, the Podcast is their opinion of the book they are reading. What better way to get students to discuss books and actually read them than asking their opinion?
3. This program also subtly fine tunes student public speaking and presentation skills. Students get to instantly hear what they sound like when they listen to their Podcast. Usually the first few efforts aren't very good. They talk too fast, stumble over words, lose their train of thought, and pepper their Podcast with “Uhh’s” and “Umm’s.” There is no better critique for students than listening to their own Podcasts. Usually it prompts students to work harder, to speak clearly and organize their booktalk so they sound more professional. Often times they will improve on their own because they want to do a good job. Having an example Podcast of both ‘good’ and ‘bad’ speakers at the beginning of class also help students get a feel for what makes an enjoyable Podcast.

The program has ended and now I am burning CDs for the kids to take home. I know, I know, CDs are so passé. This is a one time, extra mile service that I am offering to the school. Villa Heights has been a wonderful school to partner with, so I am happy to give them a CD for their efforts. However, in all future partnering I will burn the final Podcast to a student’s MP3 player or email the file. I also have plans to create a channel on several Podcasting directories, so that will grant access to everyone.

I am booked to use the Podcasting program at another elementary in the spring, and Villa Heights want to do the program for the 4th grade. I also intend to take it to Jail North with the youth offenders and turn it in to a poetry/ Podcasting class. We might do some Podcasting at Urban Ministries too. I think they would love it.

Check out this article here to see how a teacher uses Podcasting in their classroom, and click here for some wonderful guidelines from YALSA about creating and promoting your Podcast.

Now, go out there and dish up this delicious program!

Why I Enjoy Going to Jail

People ask me why I like teaching classes at the jail. By ‘people’ I mean everyone- colleagues, friends, family members, random strangers, my husband. I realize that it is a strange thing, but I actually look forward to going to Jail North. Why? This is why:

Below are a few examples of evaluations from my Flash Fiction class, adult inmates, Jail North:

“I would like to work harder with my writing and more on my Flash Fiction. I think this class helped me out a lot.”
“She (the instructor) made things fun and exciting. Also she made it understandable with an open mind. Thank you for your class, Peace & Blessings.”
“This class made me want to learn more.”

We did a writing exercise today that I highly recommend- stream of consciousness writing. It’s great for the novice writer, or for those that think that they have nothing to say. I explained the concept to the class. They were to write in their journals for two minutes about whatever popped in their head, no editing, rewriting or formal writing, just let the words flow. For two minutes the guys furiously wrote in their journals and all I could hear was the scribbling of pencils. Pencils down, then we read what we wrote out loud. I had to edit a bit for content, but here is an example from one of my more quiet students:
“This class has been (good) for me. I’ve learned that this is a great group of guys, and I’ve learned some things about (myself). I didn’t believe in writing. I didn’t think that it would help anything. Now when I think about this class I think about what I have learned and the power of words. Writing makes it real, somehow, something that I can see. My words have worth like they never did before. Maybe they always did, but somehow I now see their value.”
The Flash Fiction class ended today and it was a humbling experience for me. People sometimes don’t connect prison reform and library services, but I believe that we really can fight crime through literacy. There are people like the Jail North library employees and other jail librarians all over the country that offer hope to inmates in a the form of a book or a poem.
One of the guys said in class today that if he had never been sent to jail, he would have never thought to read a book, or write in journal. He explained: “It’s not like I’m glad I’m here, but in a weird way, I’m glad I’m having this experience. Going to a class. Reading over 200 books. Keeping a journal, writing down my thoughts. I never thought I had anything worthwhile to say, but it turns out that I do, and it’s nice to find something positive here, you know?”
Yes, I do. And as I said, it is humbling to know that you have helped someone realize that.
We ended with the poem ‘Our Greatest Fear,’ by Marianne Williamson, which seemed appropriate. My favorite verse:
“And as we let our own light shine,we unconsciously give other peoplepermission to do the same.”
And so, whenever some one asks me why I enjoy teaching at the jail, I will reference this post and hopefully that will explain it.
Write on, my friends, write on!

Flash Fiction- The Genre that Transcends Incarceration

You have 500 words. No more, no less. Now, write about a party that you went to, and what adventures you had. Write about what it feels like to be the last man (or woman) on Earth. Write about a personal experience, but you only have 500 words. Ready? Go.

That, dear readers, is the genre of Flash Fiction. It has several names, Short Short Stories, Sudden Fiction, Micro Stories, or Post Card Stories. Call it what you like, but these stories are short, they are sweet, and they are like a snap shot of words.

The inmates at Jail North have really taken to the concept of Flash Fiction. Yes, it’s a challenge for them to write something so brief, but they like the idea and boundaries of the assignments. How do you facilitate it? Well, here is my Flash Fiction guide:

1. Get a volume or two of Flash Fiction stories and introduce your participants to the genre. Flash Fiction Forward is an excellent collection. Stories like Jumper Down, The Voices in My Head, and Toasters are excellent character studies. They also give participants an idea of how to create a character within one or two paragraphs. It’s not easy.
2. I’ve been using Stephen King’s On Writing to give students an idea of how to improve their writing skills. Specifically, I’ve been using the Toolbox chapter, where Stephen King talks about building a better story through proper grammar, vocabulary, and writing style. I also used King’s The Stand, which has a brief interlude to the story in Chapter 38 and is actually a collection of Flash Fiction stories. This is where I got the idea for the Last Man on Earth assignment. Thank you, Stephen King.
3. Brainstorm with your participants. I had a big white board and I wrote the assignment in the middle (The Last Man on Earth). Then I had the guys give me ideas about potential stories. I explained that anything goes, this is just the planning period. We talked about perspective; would they write it from their perspective as the last person on Earth, or someone else’s? The guys wrote everything down as used it as a guide for their own story.
4. Read stories out loud! Giving feedback is crucial, especially to participants who might have never gotten any type of feedback on their writing before this class. I always took notes when a participant read his story, and I encouraged the guys to take notes while critiquing other stories too. I set up the feedback portion of the class as a way to provide helpful critique, not hurtful, and of course, to respect the person who is reading. I have not had a problem with the critiques; the inmates were very constructive and supportive of each other’s work.
5. Edit, and then edit again. The idea of editing might be second nature to some of us, but for others editing is the most difficult process. The participants in my Flash Fiction class had a hard time ‘cutting down’ their stories because they really liked them. However, I pointed out that many of their descriptions could be edited down to a few sentences, not a few paragraphs. Because the inmates had to hand-write their stories, I tell them that 500 words is roughly one page of written material, front and back.

The class has gone well and I have been very impressed with the quality of work the participants have written. There are several in my class of nine who say that they are not writers, but they love to hear the stories. I let these guys stay in the class because they were very active in the discussions and critique, and provided good insight into several stories. Next week is the last class, and while I am sorry to see it end I am so glad that I was able to introduce these guys to this exciting genre.
Feel free to take this program and use it wt your library (or school). It works well both in jail and out.

Taking the Resumes to the Jails, Part 1

On Tuesday I sat down with six young men and one older gentleman at Jail North and talked about how to create a working resume. These men were close to being released and wanted to know how to create and utilize a resume. Many of the guys had little to no job experience and were wondering how that would affect their job prospects. Then there is the problem of having been incarcerated, but I wanted to take it one issue at a time. Here is what I told them about resumes and job hunting via a Power Point presentation at the beginning of class:

1). A resume is not geared to get you a job per se, but is trying to get you an interview. As you create and submit resumes, don’t worry about getting the job so much as getting that face time with a potential employer during an interview. An interview is when you start worrying about landing the job.

2). Send out as many resumes to as many jobs as you can find. Job hunting truly becomes a numbers game and eventually you will get an interview, you just have to keep sending out applications.

3). Be honest on your resume. Even people who have not been incarcerated are tempted to lie on resumes, and that is an excellent way to not get hired, or worse, get hired and then fired when they find out you are not qualified or you lied about your past.

Then we started the the task of creating a useable resume. I was saddened by the lack of computer skills, but impressed by their efforts. Although many couldn’t type, they knew how to handle Microsoft Word and the resume templates helped. The class was supposed to be 90 minutes, but it ended up being 2 hours as we got more into editing the resumes and making them look professional. I ended the class with my standard plug for the library for resources of resume books and computers. Of all the classes I have taught at the jail so far, these guys seemed the most intrigued by the resources of the library. I hope they come visit a branch after they are released.

I have the same class again next week for Resume Writing Round 2, where we will look at examples of finished resumes and polish up their resume. I am concerned about the lack of computer skills and have talked with the arts coordinator about potentially having an introductory computer class at the jail

PLCMC is nothing if not full service.

PLCMC Mobile Literacy Vehicle- A New Spin on the Bookmobile

PLCMC Mobile Literacy Vehicle
Originally uploaded by PLCMC

No excuses for not posting. I have been busy, but who hasn’t. At least I have been busy with exciting projects and school work.
Look at our new toy!

PLCMC’s Mobil Literacy Vehicle. PLCMC has put a whole new spin on the traditional book mobile. For one, it’s more colorful. For another, the patrons get to keep the books. That’s right; we are giving away free books. For twelve weeks we have visited Druid Hills Elementary and Allenbrook Elementary, plus the surrounding neighborhoods. We have met so many great people, and I know that we have gotten a lot of kid and families reading. Although the truck is hot, I really enjoy going out and have had a lot of fun with my co-workers this summer.
There are some excellent pictures of the program in action. Again, I will post them as soon as I have downloaded them.

Here are some quick updates:
1. I survived my three summer courses. I loved Materials for Early Childhood. I read 100 fabulous picture books and found some great resources for future programs. I muddled through my Research class and my Technology class. I don’t know the final grades for Technology (as I said, muddled through) but I think I did alright. Just an FYI: taking three summer sources and working full time is as hard as everyone said it would be, but doable. You just don’t sleep very much.
2. I survived Tricycle Music Festival 2008! We had three fabulous bands: They Might Be Giants, The Jellydots, and Frances England. Each band was unique and fun to work with. Once I get the pictures uploaded I will post them here and at my much-neglected Tricycle Blog.

Until then, Cheers!

Beatnik Cafe, Simply Science, and Away Games

Beatnik Cafe
Originally uploaded by toran23

May has been a busy month. Recently I have started offering several of my portable workshops to teachers as a classroom visit. My portable school programs are simply library programs that have worked in the branches and I take them on the road. If ImainOn is my home court, then the portable school programs are the away games.
Currently I offer Beatnik Café and Simply Science and they have both proved very popular with both students and teachers. Beatnik Café is a poetry program (obviously). As you have guessed by the title, Beatniks are part of the formula. I dress up in black, wear a beret and play the bongos while reciting poems. After my antics have loosened up the kids, I encourage them to come up and read a poem while I accompany on the bongos. Sometimes the kids read poems they have written; sometimes they use one of the many poetry books I bring and find inspiration there. I always bring an extra set of bongos and have an assistant bongo player. Then I hand over my bongos to an eager student and keep the Café moving. By the end of the program all of the kids (even the shy ones) have either read or poem or played a bongo. Sometimes the teachers jump in. I wrap up the program with a plug for the 811 poetry section in non-fiction. The kids leave thinking how cool the library is. Can you dig it, man?
Simply Science is a great hands-on program that introduces basic science concepts to kids. It started as a workshop I did for teachers and then I realized that it could be easily adjusted for a classroom visit. I keep the experiments simple. For example; baking soda and vinegar mixed together make a cold reaction (endothermic) and peroxide and yeast make a hot reaction (exothermic). Discuss. I made a nifty little Science Notebook that the kids can use to record their observations and hypothesis. I end the class with a reference to the 500’s science section, a list of cool science books, and a hopefully a burning thirst for more science knowledge.
The sad thing is that many of the kids have not been to their local library. Sure they know that there is a library filled with books, but why would they want to go there? What can the library possible offer them? Well, it can tell you more about rockets and exothermic reactions, for one thing. Not to mention the plethora of awesome, FREE programs that are offered, for any age group.
This interests the kids. They have rockets at the library? Beatniks too? So the library is….kind of cool?
It’s the problem of the modern librarian: We offer these fabulous, free programs that are just as spectacular as video games (and some of them are video games) but we need to get the word out that This Is Not Your Momma’s Library. Kids are welcome, we are here for you.
Now I don’t really care if kids think librarians are cool, but I do care if they think the library is relevant. And I think that the away games are a great way to do that.
I have one more Simply Science tomorrow, then I’m winding down for the summer. However, I already have several requests for the fall and I am developing new away games (literacy games, anyone?) that hopefully will continue to delight young patrons.
If anyone would like the write ups for Simply Science or Beatnik Café, leave a comment and I will be happy email them to you. I also send the teachers evaluations, so I can send the template with the program. As always, feel free to use and adjust.

Welcome to the Snark!

The Old Library
Originally uploaded by (Erik)

Welcome all, to the Snarky Librarian. This is my first of many entries. To begin, let’s clarify what a Snarky Librarian really is. As defined by Urban Dictionary:

Snarky-
A witty mannerism, personality, or behavior that is a combination of sarcasm and cynicism. Any language that contains quips, comments or satirical witticisms intended as blunt irony. Usually accepted as a complimentary term, snark is sometimes mistaken for a snotty or arrogant attitude, but is intended to amuse and entertain.

Librarian-
A librarian is a person who is trained to help you find whatever information you might be looking for. Many people have an outdated stereotype of a librarian as an unmarried middle-aged woman who only cares about keeping kids away from her dusty old books. The truth is that the modern librarian comes in all shapes, sizes, genders and ages. More importantly, they aspire to make a difference in a constantly changing world, are some of the most interesting individuals you will ever meet and are more excited about technology then you think.

Snarky Librarian:
A witty, sarcastic person who is trained to help you find whatever information you might be looking for. Snarky Librarians often share amusing quips or satirical witticisms that are as entertaining as they are blunt. Snarky Librarians love (in no certain order) books, literacy, reading nooks, technology, gadgets, blogs, blogging, dynamic library programs, dynamic library people. A Snarky Librarian is a good person to have on your side.

Now that the definition is out of the way, the fun can begin!