Many teachers I talk to are amazed to find that every single student on our campus: the cutest little honor students, the snottiest 8th graders, struggling readres and Special Education student alike, all are provided with the same access to scheduling, curricuclum and my care and attention. This inclusive approach, frankly, is not negotiable. 

Here are some opening thoughts I had while researching this topic. Universal Design seems so obvious, yet every time I present this information in a professional setting, someone agrees with me that full inclusion for every student is still a work in progress. 

Evaluating the Effectiveness of Library Media Programs for Deaf Students is an action research paper I presented in 2007 that looks at how school libraries can be made accessible to a range of learners; this study focused primarily on deaf students and struggling readers. Contains a thorough Literature Review that focuses on specific learning needs of deaf students, and evaluates the use of Universal Design in my own library program. 

In Universal Design for School Libraries, I identified nine elements of Universal Design that were in practice in my library. Combining teacher observations, patron interviews, and personal experience, I provide specific elements any Librarian can incorporate to improve access at her school.

I believe this idea becomes even more essential when discussing school factors that affect student success. When considering the fact that a free and appropriate education is a basic right in our society, and the reality that college is no longer optional in becoming economically successful, creating a system that everyone can access seems essential. This idea encompasses many school factors that are directly tied to student success: curriculum, instruction, the use of school space and resources, as well as classroom environment.

“Universal Design for Instruction” (an excellent article I read on the subject: cited at the end of post) provides two important points of reference as teachers and librarians approach the task of defining curriculum and planning instruction that meets the needs of our students. The authors first demonstrate a new reality of education: populations of non-traditional learners, specifically students with disabilities and students considered at risk, are becoming standard participants in the education system. The statistics given focus on trends that stared in the 1990s, and that have been continuing ever since.

Since a range of different learners is increasingly accessing education, the way educators approach planning and instruction needs to adjust accordingly. This absolutely continues to apply in the K-12 setting; while Scott, McGuire and Shaw give us K-12 teachers credit for accommodating students much better than in college, my experience indicates that most of these efforts still fall into area of small-scale, personal accommodations, not fundamental shifts in thinking. A few Special Ed kids are given cursory accommodations, while large numbers of students still fail to find success. They point out that this method of “multiple separate solutions” is not effective when considering the wide range of learners that are looking for an education.

As stated by the authors, the goal of their research was to evaluate the application of Universal Design to a college instructional setting. Again, the results can be effectively generalized to the K-12 setting. The authors began their task by using the seven principals of Universal Design developed by The Center For Universal Design in 1997. The process focused largely on an extensive review of the literature, they then utilized interviews with colleagues and their own personal experience to refine these general principals for use in an educational setting. They were able to define nine principals for Universal Design specifically aimed at education, and tested these principals in context through a case study.

The case study tracked a college level Biology professor as she re-designed her curriculum to fit Universal Design principles. The comparisons were focused on how she planned instruction at the beginning of her career, 7 years prior, and how through her interactions with a wide variety of students and faculty began to see a need for Universal Design. Her current instruction was evaluated using the nine principles as a rubric; aligning elements of her class with these principles indicated she had achieved a high level of Universal Design without compromising her academic standards.

At our school, we have over 100 identified Special Education students, representing a varied range of learning issues and needs. Most of our students are still working to become proficient readers; over half of our students scored Basic or below as assessed on the 2006-07 STAR test. Despite at least three years of focused reform across the content areas, our students do worse and worse each year. Obviously, our curriculum and instruction is not meeting the needs of our student population.

Since the Library collaborates in all content areas, as serves every single student at this school, the Library can be used as a starting point for changing the approach for the entire campus. A universally designed Library program seems an obvious asset when approaching planning for such a diverse crowd. A Library employing these principles would also demonstrate the effectiveness of such a method for the learners at our school.

Article Cited

Scott, Sally S., McGuire, Joan M., Shaw, Stan F. (2003) “Universal Design for Instruction. Remedial & Special Education, vol. 24, issue 6.

There has been much discussion in our district about where boundaries are between middle school and high school fiction. It’s true; these are grey areas. Kids generally want to read about characters who are  older and more mature then they are; this is what makes it so thrilling and exciting! But there’s a huge difference between what a 12 year old understands about the world and what a 15 year old understands. Sure, Breaking Dawn may be extremely high interest, but can a sixth grader reasonably handle the “marital relations?”

On the other hand, can words on a page really hurt them, anyway? 

There are even more variables at work. Each site is different, as well. I know my kids are WAY grown up when it comes to things like gang affiliation, teen pregnancy, and drug use (a sad reality, but it’s true). Hate to say it, but Misty of Chincoteague is not so relevant to their experience. Many other school librarians completely disagree with me, and are determined to present a spotless, sanitized reading collection for their students. 

 So, I am pretty liberal with my approvals, and finding three in a row that failed to make it past my review card is unusual. Here are some of the things I keep in mind when deciding what is OK for middle school readers;

1. Bad language is not a deal-breaker. I know there are plenty of librarians who would yank a book if even one swear word was found. Like it or not, that is, in fact, the way kids talk to one another. I hear it every day, and if you’re anywhere near a public school, so do you. If the dialogue in a book is not realistic, then it’s not believable, and that makes it an inferior book. Now, I am NOT advocating that all books should have swearing included, or that there’s something wrong with the book if it does not, but many of the novels I approve focus on developing these characters in a way kids will understand, mirroring the modern child’s own experience. A quality novel can stand to have a few bad words. 
2. Drug use is also not a deal breaker. I actually feel very strongly about this one. Drugs are a big issue in today’s youth, and “Just Say No” only goes so far. Kids should be able to read realistic depictions of what happens when drug addiction becomes a part of someone’s life. In almost every case I’ve seen, the drug use is followed by some realizations that it was a bad choice, and the conflict become getting past it. On another very depressing note, many of our kids have family members and parents who may abuse drugs, and are struggling to understand the consequences. I think it’s important for that experience to be acknowledged
3. Sex, however, is another story. This one is the toughest one for me. I am not one of these who believes that not one of my eighth graders could possibly know anything about sex, but there is a developmental thing in play here. Kids perceive romantic or sexual feelings very differently depending on their physical and emotional maturity. When I read about any sexual issue in a book, it’s all about how it is presented. Are the characters experimenting, wondering about things, etc, or are they completely OK and open with having sex. Do they discuss it like grown-ups, or like kids? 
4. That’s the key issue: Context. You have to consider the appropriateness of how the appears in the book; this remains the basis of any rejection or approval. 

A few disclaimers: Long Beach has a very thorough review procedure (as well as a good complaint procedure), so none of this is ever just one person’s opinion anyway. I can argue my case all I want, but unless two other middle school librarians agree with me, I’m outta luck. 

Just because a book is OK’d, it does not mean every library or every reader should have it. That’s why we’re considered experts. Librarians should evaluate the needs of their own students. If I don’t think a kid can handle a certain book, I will re-direct them. (But whatever you do, do not tell them it’s because the book is “too mature for them.” There is no faster way to get that kid to decide they absolutely MUST read it).

Last thing: if you are a parent reading this, please know that you are the only one who can utimately determine if something OK for your child. Likewise, you cannot decide that something is not OK for everyone else’s child. We have a very wide variety of books avable for a very wide variety of readers; I am confident we can find books that aligns with your family’s expectations.

From Cnn.com: Hard Economic Times a Boon for Libraries

If I wanted to rescue novels as a culturally relevant mainstream industry (and I do), I’d put the majority of my effort into figuring out ways to get a wide variety of books in front of people who don’t go to bookstores.

They have this already. It’s called a Library.

 

As I was reading Media-Morphosis: How the Internet Will Devour, Transform, or Destroy Your Favorite Medium by blogger Cory Doctrow, I could not help a quick eye-roll in response to this quote. In his post, Doctrow looks at the declining state of traditionally distributed common media: books, movies, music and newspapers. He is mostly right on the money with his assessments; the Internet is slowly eroding all of those mountains blocking the creative path of artists in all genres, Its pretty easy  and fairly cheap to self-publish one’s ideas (say in the form of a blog about school libraries?) and to have those ideas reach a astounding number of people. 

I would like to add to his commentary of the death of the book as we know it. Aside from the quote at the beginning of my post (my husband’s a computer geek in good standing, but he is still an avid library user. Quite an innovation. And it’s free!), Doctrow misses a few finer points about why books remain a viable technology. 

A book is a wonderfully designed  thing, and not just because computers are too distracting to serve as a replacement. Books are  endlessly portable, and require nothing for use but light and possibly a bookmark (but now we’re getting fancy). They are cheap enough to be disposable if needed, but durable enough to be tossed about in someone’s bag, and can get wet/cold/really hot and still be usable. Books are extremely  quick to access (especially if you have that fancy bookmark upgrade), and frankly, they go with any outfit. It’s a good set up, and I don’t think any manifestation of a digital reader I have seen is up to challenging these attributes. 

And I would also like to point out that if any factor of book distribution is in danger of being made obsolete, it’s the bookstores, not the books. Think about what happened to music stores. The Internet makes it cheaper (thank you Amazon) to purchase books not to mention much more convenient (add to above list: books are easy to ship, being squarish and all). Self publishing is making large chains that sell books (yes, even Target and the like) less and less of a necessary evil.

This is a must read for anyone who may find themselves tearing their hair out over that one little boy who will just not sit still, whether you’re a parent, teacher, or school administrator.  As I was reading the descriptions of all the bad boy behavior, I could put a face one each one, some 12 year old from my past classes who has driven me nuts and kept me from teaching the way I think I should be able to.

The Trouble With Boys, written by award-wining Newsweek writer Peg Tyre, does two very important jobs: first it explains some of the science and social factors behind why these little ones act the way they do. One of the best points she makes about this involves looking at how the modern school system, with its testing focus, super-structured time, and no-tolerance mandates sets up a pretty awful place for boys to develop a love of learning. Statistics show that boys show up to school every bit as smart and ready to learn as girls, but they steadily become less and less successful, even if they are from rich communities and attend “the best” schools. This trend goes all the way up; far more females are tackling college these days than men.

The book also, and perhaps more importantly, looks at strategies, models, and best practices that have been demonstrated to make learning more accessible for boys. Some of these are as simple as starting high school later in the day, to more involved instructional methods like using building projects to teach math, to encouraging male presence at school through a “Dad’s Club” of fix-it men.

The Trouble With Boys is not only a fun book to read (Tyre has a great narrative style and lots of anecdotes) but the emphasis on data to drive her arguments makes this a valuable resource for educators. Next time you think about picking up the phone because little Timmy is “climbing excessively,” try picking up this book first. Find it in the LB Public Library catalog.

Download list as PDF:

Recommended Reading for Middle School (PDF: 132k)

Ms Ghareeb’s Top Picks for Middle School:

Novels:

Estrella’s Quinceañera by Malin Alegria.

• Estrella just wants to have a normal Quinceanera, but when her mother brings out the bright orange dress that she has to wear, Estrella knows she’s in for trouble. She as to find a way to make her mom happy, her father proud, and her friends included without giving up her special day.

Twilight (Series) by Stephanie Meyer.

• Now a hit movie, Twilight tells the dramatic love story between human Bella and Edward, the hunky vampire who has redeemed himself by abstaining from drinking human blood. Packed with all the beautiful, aching, obsessive emotion teenagers know as falling in love.

Kiki Strike (Series) by Kirsten Miller.

• Kiki and Ananka explore NYC through a mysterious series of underground tunnels, finding all sorts of trouble along the way. Lots of action, tips on fashion, and fun teen attitude.

Gym Candy by Carl Deuker.

• Mick, A high school football player has dream of playing for the NFL, and decided he has to take steroids to get there. This book shows the effects steroids can have on your health as well as your family, and in the end, Mick realizes how big of a mistake he has made.

 The Lighting Thief (Series) by Rick Riordan.

• Percy Jackson just doesn’t fit in, then he discovers why: he is descended directly form the Greek gods, and retains traces of their power. Along with a group of similarly powered friends, Percy takes on monsters, evil deities, and sticky camp counselors.

 Peak by Roland Smith.

• Peak is a bad kid, but is up for any adventure, from the opening scene, where Peak gets nabbed by the US Air Force climbing to the top of a NYC skyscraper, the action keeps right on going as Peak and his shady father attempt to climb mount Everest.  Great survival tale, but with complex characters and relationships.

 Drums, Girls and Dangerous Pie by Jordan Sonnenblick.

• For the kid who isn’t so into dragons, wizards, or vampire love stories, this story will make ‘em cry. Steven is a normal teenager, until his annoying younger brother is diagnosed with leukemia and his family falls apart. A wonderful book that will pierce even the toughest teen ‘tude.

Great Series!

           These are must have series for any urban library. Relevant settings, characters the kids can identify with, and very accessible reading levels make these books among our most popular.

• Bluford High (Various Authors). Titles include A Matter of Trust, The Bully, Blood is Thicker, and Brothers in Arms. Features both male and female high-school characters, mainly African American and Hispanic.

• Orca Soundings (Various Authors). Titles include Lockdown, Grind, and Juice. Features both male and female characters of varying ages and ethnicities. Some books in this series may be for more mature readers; please review content for your library.

Graphic Novels:

 Kids all ask for them, but many librarians just don’t know where to start! These series are appropriate for middle school readers and extremely popular, without being literary “junk food.”

·      Runaways from Marvel Comics. Who doesn’t love a beautifully drawn story about superhero teens on a mission to take down their evil villain parents?

·      Usagi Yojimbo by Stan Sakai. Affectionately called the Samurai Bunny in our Library, this is a meandering tale about a young warrior in feudal Japan. There may be some violence, as he is, after all, a Samurai.

·      The Dreaming (Series) by Queenie Chan.  A mysterious set of twin girls haunt a dark and creaky private school, appearing to the newly arrived students.

·      Amulet by Kazu Kibuishi. Volume one was a huge hit; we’re eagerly awaiting the second installment of this beautifully drawn story about two kids who move into an eerie new house and fall into mystery, monsters and dangerous mission.

·      Bone (Series) by Jeff Smith. A goofy set of characters each are on a journey to find Boneville, after being separated in a vast forest. Along the way the meet danger, laughs, and even a little love.

  This is the official information off TRLD’s website (spelling errors and all).  Supplemental materials can be downloaded here:

Objective: Students will use both print and electronic resources to research a mineral. They will demonstrate basic understanding of the mineral’s physical properties and significance by completing a 4-square project.

Standard: Addresses CA standard 6b and 6c (Material resources and their uses)

We began with a discussion on what makes a mineral special, going over the criteria for mineral classification. We used a Venn Diagram (Graphic Organizer Maker) to show differences and similar between common rocks and minerals.

Students were then assigned one of 15 minerals randomly. The minerals were pre-selected by the teacher to be interesting (gold, silver, gemstones), easy to research ( lots of information widely available), and having identifiable uses ( kids would get how we use them).

Minerals assignment: 
• Hematite
• Garnet
• Diamond
• Corundum (Rudies and Emeralds)
• Gold
• Silver
• Copper
• Tin
• Titanium
• Quartz
• Gypsum
• Talc
• Pyrite
• Mica

We started research online. I provided the students with a worksheet to help them collect information about their mineral.

We used these sites to begin:

http://mineral.galleries.com/minerals/byname.htm (probably the most kid-friendly)
www.minerals.net
www.webmineral.com

Students spent one class period searching for information and recording it on their worksheet
At this point I had them stop so I could demonstrate how to complete this research effectively. Kids want to zero in on one detail (What is the color?) and search for just that one answer. Instead I showed them they should read the information on the web page, then find where that information goes on the worksheet. We practiced this with a few details to make sure we all understood how to do it.

On day two, the students met in the library. Print resources, including encyclopedias and books, were set out on all tables. Students used them to finish tier research, add extra details, or to find example pictures. 

Students were then to use the details they had collected to create a Science 4-square. This ideas is borrowed form Language Arts and serves as a simple way to check for comprehension. We folded a piece of paper into quarters, and added these four sections:

General Information

• Name, symbol, etc.

Physical Properties

• Describe in a paragraph how the mineral looks, its harness, shape, luster etc. I modeled for them how these sentences  could sound, and review what characteristics a paragraph should have. 

Significance

• Describe in a paragraph why it is important. Again, I modeled how this should sound.

Illustration

• Some sort of illustration goes here that was drawn by the students themselves. This can be a picture of how we use the mineral, or the mineral in its natural state. I didn’t allow printed pictures. They must also add a caption. 

  Juice.  A well told story about what happens when the game gets out of control. The new coach has big plans for the high school football team, including beefing   up the players with illegal steroids. When the drug use is discovered,  who will   be brave enough to stand up and tell the truth?

  Grind. Got kids who are into skateboarding? This one is for them! Three friends gain tons of attention posting video of their best tricks on the web. As the pressure is on do post more daring stunts, one of the boys is badly injured.  They must take a look at the risks they are willing to take in the name of having fun.

Keep in mind: not all of the books in this series are created equal. A few others I read I wasn’t so crazy about for the middle school audience. I encourage all librarians to read (it’s a 4th grade reading level. . .at least scan!) the books they are giving to students.